Adolescent Sense of Belonging in Outdoor Adventure Education: The Influence of Conflict and Instructors

2019 ◽  
Vol 17 (1) ◽  
pp. 20-37 ◽  
Author(s):  
Jeremy Jostad ◽  
Jim Sibthorp ◽  
Jonathan E. Butner ◽  
Shannon Rochelle
Keyword(s):  
Sense Of Belonging ◽  
Adventure Education ◽  
Outdoor Adventure ◽  
Outdoor Adventure Education

scholarly journals Exploring the Inclusive Praxis of Outward Bound Instructors

2020 ◽  
Vol 10 (9) ◽  
pp. 241 ◽  
Author(s):  
Robert P. Warner ◽  
Bruce Martin ◽  
Andrew M. Szolosi
Keyword(s):  
Adventure Education ◽  
Outward Bound ◽  
Future Research ◽  
Outdoor Adventure ◽  
Structured Interviews ◽  
Outdoor Adventure Education ◽  
Starting Point ◽  
Critical Issues ◽  
The Usa ◽  
Equity And Inclusion

Equity and inclusion are critical issues that need to be addressed in outdoor adventure education. Although some literature identifies inclusive practices for enhancing equity in outdoor adventure education, most research does not situate these practices within the contexts in which they were created and used. Therefore, the purpose of this study was to explore outdoor adventure education instructors’ inclusive praxis, and the conditions that influenced their praxis on their courses and in their instructing experiences. To this end, we conducted semi-structured interviews with ten instructors from four Outward Bound schools in the USA. The instructors varied in their gender, school, types of programs facilitated, and duration of employment with Outward Bound. Our inductive analysis of the interview data focused on the identification of themes illustrating the characteristics of instructors’ inclusive praxis, as well as the conditions that influenced their praxis. Themes emerged from our analysis that highlighted the macro and micro conditions that set the stage for instructors’ inclusive praxis, which focused on creating spaces that fostered inclusive group cultures on their courses. The findings from this study may be a useful starting point for enhancing the instructors’ role in fostering equity and inclusion on outdoor adventure education courses. We conclude with suggestions for future research.

Exploring the Possibilities of Outdoor/Adventure Education

2020 ◽  
Vol 9 (4) ◽  
pp. 299-304 ◽  
Author(s):  
Kent Griffin
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Adventure Education ◽  
Educational Goals ◽  
Education Curriculum ◽  
Outdoor Adventure ◽  
Outdoor Adventure Education ◽  
Individual Sports ◽  
Traditional Paradigm ◽  
Viable Model

Physical education in recent years has undergone modifications in order to meet the changing demands of students. The traditional paradigm has been to teach physical education from a sport- and skill-based approach, whereby traditional teams and individual sports are emphasized (e.g., basketball, volleyball, flag football). However, this curriculum may be less impactful on student learning than alternatives and is not viewed favorably by administrators because it is perceived as lacking relevance to broader educational goals. The purpose of this paper was to reintroduce a curriculum that has the potential to address student learning in physical education and broader educational goals. The outdoor/adventure education curriculum, while neglected in recent years, is demonstrating promising gains as a viable model.

Outdoor Adventure Education in East Asia: Interpreting Data From Outward Bound Hong Kong

2018 ◽  
Vol 10 (1) ◽  
pp. 67-78
Author(s):  
Jim Sibthorp ◽  
Aaron Funnell ◽  
Mike Riley ◽  
Bacon Chan ◽  
Lisa Meerts-Brandsma
Keyword(s):  
Hong Kong ◽  
East Asia ◽  
Adventure Education ◽  
Outward Bound ◽  
Outdoor Adventure ◽  
Outdoor Adventure Education
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