A different way forward: an ecological perspective on leadership in outdoor adventurous activity.

A growing amount of evidence is showing the benefits of being outdoors, with outdoor adventurous activities (OAAs) offering a key avenue for engaging with outdoor environments. One of the key factors to successful OAAs is the outdoor leader and the leadership they provide. Currently, leadership in (OAAs) does little to recognize the importance of the human environment relationship and how each participant in OAAs has a variety of different needs. In addition, these needs are not static, and a constantly changing external environment requires a resilient framework for incorporating this fluidity. The ecological perspective offers an alternative pathway for leaders which provides a framework for considering how individuals and the environment interact differently and allows the leader to draw on a range of interpersonal skills through a heightened awareness of participants. By acknowledging that every participant is unique, has their own constraints and abilities, and sees affordances in the environment differently, the outdoor leader can better perceive and provide opportunities for action within OAAs. Adopting an ecological perspective requires a change in our current understanding of how outdoor leaders are trained. By considering this, we can provide a leader with an ability to adopt alternative perspectives that will enable them to look at individuals, groups and the working environment differently, leading to the design and delivery of OAAs that are more satisfying for all participants.

A Critical Exploration of Women’s Gendered Experiences in Outdoor Leadership

Background: Although outdoor education provides many positive learning outcomes for students, it is a field in which women continue to be underrepresented in leadership roles. Centering the voices of women and other underrepresented populations is critical to creating a more inclusive outdoor education field. Purpose: The purpose of this study was to explore women’s experiences as outdoor leaders, and how women’s perspectives may broaden how outdoor leadership is defined and conceptualized. Methodology/Approach: The study was grounded in narrative inquiry and a critical feminist framework and included interviews and photo reflections of six participants identifying as women outdoor leaders in higher education. Findings/Conclusions: Participants experienced sexism, gender bias, and lack of confidence in technical skills as outdoor leaders. Participants discussed how they conceptualize outdoor leadership through a lens of facilitation and discovery, challenging masculine norms and ideologies. In addition, participants’ intersections of identities influence how they experience outdoor leadership. Implications: Implications from this study indicate the continued need to center the voices of women and diverse populations, using critical frameworks nascent in outdoor education studies. In addition, critical examinations of policies and practices that may reify the White male privileged narrative of outdoor education are needed.

Contract Instructing within Aotearoa New Zealand’s Secondary Schools

Over the last 150 years, outdoor education in Aotearoa New Zealand has evolved from teachers taking students out of school on field trips to running expeditions and adventure activities as part of the curriculum. Recent accidents have increased expectations within society for outdoor leaders including teachers to be technically skilled and qualified before taking groups outdoors. This has, prompted many schools to employ qualified contract instructors to deliver parts of their programme. Using a grounded theory approach, this research explores the complex relationships that exist between schools, teachers, and contract instructors. A model outlining different types of communication between schools and contractors highlights how many outdoor education outcomes remain undeclared and implicit. Recommendations are presented to help contractors and schools work together to deliver programmes which continue to achieve a broad range of outcomes