Mike Boyes

The Nature and Scope of Outdoor Education in New Zealand Schools

This paper reports on a study conducted in 2002 and 2003 investigating the nature and scope of outdoor education in New Zealand primary and secondary schools. The aim of the study was to gather data on teachers’ practices in outdoor education in New Zealand, the beliefs and values that shape those practices, some of the barriers teachers faced teaching in the outdoors and resources that they felt would support them in their teaching. Findings suggest that teachers use the outdoors to support teaching across the whole curriculum but the types of activities undertaken and the reasons for using the outdoors to enhance learning varied across the primary and secondary sectors. The learning outcomes that respondents considered most important were primarily around personal and social development. The study highlights that there is considerable ambiguity in terminology and understanding around teaching and learning in the outdoors that merits further investigation.

Expanding the flow model in adventure activities: a reversal theory perspective.

Abstract This study integrated flow theory and reversal theory perspectives to investigate a potential range of flow states amongst adventure participants in a sequence of two studies. Study one was conducted with expert (n = 6) adventure participants via retrospective interviews, while study two collected prospective data from novice whitewater riversurfers (n = 10) via waterproof-surveys and head-mounted video cameras. These methods were used to evaluate previous conjectures that distinct ‘serious’ (telic) and ‘playful’ (paratelic) flow states may occur in adventure activities and to identify key characteristics which may underpin distinct flow states. Results highlighted qualitative differences amongst flow states, as well as suggesting that flow research in adventurous pursuits could benefit from the integration of reversal theory constructs.

Threats to group value, domain-specific self-esteem and intergroup discrimination amongst minimal and national groups

The research reported in this investigation sought to examine the self-esteem hypothesis (SEH) using measures of domain-specific and public collective self-esteem (CSE). Two studies were conducted. Each tested both propositions of the SEH. The first study revealed that minimal group members (a) experienced an increase in that domain of self-esteem judged to be relatively more important to the in-group, following the display of in-group favouritism and (b) that minimal group members with low public CSE (and who thus believed that the in-group was negatively evaluated by the out-group) showed enhanced levels of in-group favouritism. The second study, which utilized the members of real social categories (i.e. New Zealanders and Australians) and negative outcome allocations (i.e. white noise) revealed identical findings. The theoretical implications of these results are discussed.

Between safety and risk: A model for outdoor adventure decision making

Abstract The quality of outdoor leadership is an important factor in providing safe and enjoyable adventure education experiences for participants. A framework model of outdoor adventure decision making is described and proposes ongoing decisions by expert leaders is about finding an ideal balance of challenge (the interaction of risk and competence). The model draws on naturalistic decision making (NDM) processes and emphasises the importance of situational recognition and prior experience as the basis for sound decision making. The complexity of the socio-cultural environment is recognised with key information being drawn by the leader from the natural environment, people and goals. The model predicts that if situations of over or under-challenge exist then steps are taken to increase or reduce the challenge level accordingly. Failure to recognise or act on critical information leads to crisis situations. Two case studies are presented in support of the model.

Enhancing Resilience in Youth through a 10-Day Developmental Voyage.

The present study sought to examine the potential for resilience to be enhanced in a group of youth participating in a developmental voyage, and to identify the factors that contribute to increased resilience following the voyage. Two studies are reported. Study 1 revealed that voyage participants experienced increased resilience over the course of the voyage. Study 2 sought to replicate and extend these findings by assessing the extent to which increased resilience was maintained five months following the voyage and was associated with other psychosocial variables (i.e. self-esteem, social effectiveness, self-efficacy, belonging, social support and perceived weather). The findings revealed that increased resilience was maintained five months following the voyage. A regression revealed that the predictors explained 37% of the variance in increased resilience. Increased social effectiveness, self-efficacy and less positive perceptions of the weather were the only variables to make unique contributions.

Social identity, self-evaluation and in-group bias: the relative importance of particular domains of self-esteem to the in-group.

This investigation sought to assess the link between in-group bias and domain-specific self-esteem. Two experiments were carried out. Experiment 1 revealed that social category members (i.e. Christians), manifested an increase in that domain of self-esteem judged to be relatively more important to the in-group (i.e. physical self-esteem), following the display of in-group bias. A second experiment which sought to examine an alternative explanation for these findings, in terms of enhanced social identity salience, produced identical findings. Domains of self-esteem relatively less important to the in-group (i.e. mathematical self-esteem) were unaffected in each experiment. Consistent with recent revisions to the second corollary of the self-esteem hypothesis, Experiment 2 further revealed that category members with low public collective self-esteem (who believed that Christians were evaluated negatively by Atheists) showed more pronounced in-group bias.

Outdoor learning in Aotearoa New Zealand: voices past, present, and future

Many of the principles and practices that have influenced outdoor education in Aotearoa New Zealand find their genesis in the United Kingdom and North America. In recent times, many of these foundational assumptions have been called into question. This paper highlights how emerging ‘local’ voices are questioning and reframing how outdoor education is conceptualised and practiced. In large part this is due to a sense of distinctiveness borne from the bicultural foundations that underpin governance and policy-making. This paper explores how outdoor educators are developing pedagogies that acknowledge the particularities of our context, particularly the bicultural foundation of Aotearoa New Zealand. The paper highlights how social and cultural influences shape educational policy and how outdoor educators are responding, both theoretically and practically, to meet the needs of learners in an increasingly diverse society.

The Multiphasic and Dynamic Nature of Flow in Adventure Experiences

Abstract This study evaluated phases of adventure experiences by identifying flow and reversal theory states over a 3-day white-water river surfing course. Data were collected with novice river surfers (n = 5) via in-depth qualitative interviews using head-mounted video cameras. Findings suggested that “opposing” experiential phases (i.e., telic and paratelic) may be symbiotic in adventure experiences and may facilitate flow experiences. These results may account for the dynamic nature of enjoyment, flow, and motivational states within adventure experiences. Future research should seek to validate the phasic models presented herein and evaluate their potential applicability to other adventurous activities.

Outdoor adventure and successful ageing

ABSTRACT This article explores how outdoor adventure activities in a New Zealand community-based programme are experienced and understood as successful ageing strategies. Outdoor adventures are seen as positive leisure experiences that include challenging physical activity, social engagement and the natural environment. Using a sequential exploratory mixed-methods design, a combination of seven interviews and a survey (N=80) were conducted with a Third Age adventures group. The research outcomes confirmed the attraction of adventure for this cohort. Risk engagement and uncertainty were perceived as less important in favour of emotional, social and environmental engagement through fun, excitement and pleasure. The natural environment was considered integral and defining of the experience with the participants demonstrating a strong environmental ethos. Opportunities for building social capital were plentiful and well illustrated. The benefits of engagement for health, wellbeing and successful ageing are identified through the physical, social and psychological domains. The research supports adventure participation as a successful ageing strategy that is relatively low cost, community based, has many preventative health benefits, builds communities and embraces the environment.

Examining Naturalistic Decision Making in Outdoor Adventure Contexts by Computer Simulation.

The purpose of this research was to examine the naturalistic decision making processes of leaders of outdoor adventure activities. The research focus was on field-based identification of the characteristics of leadership experience, followed by their use under controlled experimental conditions employing computer simulations. The sample consisted of 104 experienced outdoor leaders and enabled examination of the differences between intermediate and advanced performance in recognition-primed decision making. The outcomes provide laboratory-based support for the information that leaders’ attend to in making a decision. Consistent with naturalistic decision making, the advanced leaders processed information within an option rather than examining information across options. A higher level of familiarity with the setting predisposed the application of expertise and gave increased confidence in the decision made. Applications of this research include the use of computer simulations in outdoor leadership training.