AORE Association News June 2015 - Page 13

AORE Research and Publication Committee Update A Review of Recent Research and Steps to Implement Findings in Your Program Clinton A. Culp Assistant Professor, Montana State University Billings AORE Research and Publication Committee The Research and Publication Committee would like to summarize three peer-reviewed articles from AORE related journals. We would like to provide a couple of action steps that would allow programs to take advantage of the information provided in these articles. These action steps are not exhaustive and by no means proscriptive; they are merely suggestions. There are two articles from our partner journal, the Journal of Outdoor Recreation, Education and Leadership, and one article from the Journal of Adventure Education and Outdoor Learning. 1. Shaw, K., Anderson, D. M., & Barcelona, B. (2015). Parental perceptions of constraints to family participation in naturebased, outdoor experiences. Journal of Outdoor Recreation, Education and Leadership, 7(1), 3-9. doi: http:// In this first article Shaw, Anderson, and Barcelona (2015) interviewed eight parents or caregivers of 10-15 year old youth to determine constraints for family participation in outdoor, nature-based, experiences. The authors first set the stage by explaining several of the benefits of outdoor experiences, such as; healthy development, increased social cohesion and a sense of place, increased resiliency and self-efficacy just to name a few. They also detail several barriers to participation, such as; those who see fewer engaging outdoor activities are less likely to participate, modern youth are spending more time with electronic entertainment, and urban youth who did not have access to green spaces were less likely to participate outdoor experiences. After conducting their interviews and analyzing the information Shaw, Anderson, and Barcelona (2015) conclude there are three main themes of constraints; 1) intrapersonal (e.g., fear and prior knowledge), 2) interpersonal (e.g., scheduling conflicts and resistance to participation), and 3) structural constraints (e.g., financial constraints, location, unaware of leisure choices). The authors state that by identifying the constraints within particular programs, practitioners can facilitated family-inclusive outdoor experiences. Possible Action Steps:  Create activities that will engage youth and get them excited to go outdoors! According to the Outdoor Foundation 2010 Youth Report, activities like skateboarding, climbing and snowboarding have the greatest appeal to youth participation.  Regularly assess programs for possible constraints. This can take the form of formal and informal evaluations. A lack interest and time are often cited as barriers, so keep those in mind.  Have “short” courses or workshops for parents to better understand and manage their fears and perceptions of risk of the outdoors.  Marketing to those who are less likely to have access to outdoor experiences. Further, market to parents, youth are more likely to participate if their parents are active in the outdoors. 2. Frauman, E. (2015). Gender and the role of intuition in staff training and the field among college outdoor program professional staff. Journal of Outdoor Recreation, Education and Leadership, 7(1), 48-61. doi: http:// In our second article, Frauman (2015) ask the question, “are females more likely than males to support efforts aimed at infusing and encouraging the use of intuition in staff training and field use” (p. 50). This question delves into the perception that women are more likely to use their intuition then men. Frauman operationally defines intuition from Dane and Pratt (2009) common features; “1) nonconscious information processing, 2) holistic associations, 3) affect, and 4) speed” (p. 49) which is commonly defined as having a “gut feeling”. In addition to Frauman’s own questions, he used a modified questionnaire used in the nursing profession to determine the tendency to intuition in the field. There were 136 (104 male, 32 female) outdoor recreation and education professionals who responded to Frauman’s survey. 13