“I love being in the outdoors”

A qualitative descriptive study of outdoor adventure education program components for adolescent wellbeing

Bibliographic Data

ID21444482
AuthorsMichael J A Down (0000-0002-5568-9840, School of Health Sciences and Physiotherapy The University of Notre Dame Australia Fremantle Western Australia Australia, corresponding author), Duncan Picknoll (0000-0002-2782-9586, School of Health Sciences and Physiotherapy The University of Notre Dame Australia Fremantle Western Australia Australia), Ben Piggott (0000-0003-0760-1944, School of Health Sciences and Physiotherapy The University of Notre Dame Australia Fremantle Western Australia Australia), Gerard F Hoyne (0000-0002-7370-9139, The University of Notre Dame Australia), Gerard Hoyne (School of Health Sciences and Physiotherapy The University of Notre Dame Australia Fremantle Western Australia Australia), Caroline Bulsara (0000-0003-4482-563X, School of Nursing and Midwifery The University of Notre Dame Australia Fremantle Western Australia Australia)
Year2023
Volume95
Issue6
Pages1232-1244
Publication date2023-08-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Adolescence (JOURNAL)
Journal identifiersISSN: 0140-1971 • E-ISSN: 1095-9254
PublisherWiley (PUBLISHER • GB)
DOI10.1002/jad.12197
PMID37226929
OpenAlexW4378173155
LanguageEN
Citations received13
References cited69

BACKGROUND: This qualitative descriptive study gauged the perceptions of adolescent focus group participants and outdoor adventure education teachers on their preferred program components to improve adolescent wellbeing during a secondary school outdoor adventure education program. METHODS: Five student focus groups (N = 29) and four key informant interviews were conducted. Manual clustering of transcripts and template thematic analysis involving the development of a priori codes from interview questions resulted in an initial deductive code frame, followed by an inductive coding process. FINDINGS: Six themes were developed, namely perceptions of the outdoors, motivators for participation, barriers to participation, staff traits, and ideal program components. The main findings were that self-efficacy, resilience, and individual empowerment opportunities were highly valued. Students also valued autonomy and independence, which presented a challenge for teachers managing the risks of their programs. Social connections and relationships were also held in high regard. CONTRIBUTION: Whilst adrenalin-fuelled adventurous activities such as white water canoeing or rock climbing were popular with students and staff, the most valued aspects of outdoor adventure education were the opportunities to develop relationships, build social connections, self-efficacy, resilience, and a sense of individual empowerment. Greater access to this style of education for adolescent students from lower socio-economic areas would be beneficial due to the extant "opportunity gap" for this population.

Adventure · Empowerment · Focus group · Medical education · Outdoor education · Pedagogy · Population · Psychological resilience · Qualitative research · Sociology · Thematic analysis · Adventure Sports and Sensation Seeking · Applied Psychology · Outdoor and Experiential Education · Psychology · Social Psychology · Youth Development and Social Support

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Open DOIOpen Access