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"Outdoor education."
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Outdoor Education Coaches Competency Level Self-Assessment Model, Co-Curriculum Centres in Malaysia
Introducción: This study focuses on the development of a self-assessment model for outdoor education trainers in Malaysia. A trainer competency assessment instrument (OCL-OMR) was previously developed; therefore, there was a need to develop a new competency assessment model. Objective: The objective of the study is to identify the relationship between key competency attributes, including hard skills, soft skills, and meta-skills, with trainers' overall performance to guide co-curricular centres in enhancing their training programs. Methodology: Using a quantitative design method, namely a One-Shot case study, the researchers assessed 240 trainers from co-curricular outdoor education centres across Malaysia. A stratified sampling method was applied to divide the population of trainers according to the main regions of Malaysia, including the North, West, East, and South regions. Results: Regression analysis revealed significant relationships across multiple competency sub-attributes: philosophy, history, and psychosocial aspects (R-square = .681, F (3,236) = 167.60, p = .000); hard skills such as safety, environment, and technical expertise (R-square = .865, F (6,233) = 249.77, p = .000); soft skills like teaching, facilitating, and organizing (R-square = .964, F (9,230) = 690.97, p = .001); and meta-skills encompassing leadership, communication, and decision-making (R-square = .970, F (12,227) = 14209.92, p = .001). Discussion: These findings highlight the comprehensive integration of various competency attributes and their robust influence on trainers’ competency levels. Conclusions: The study concludes that this new competency model provides a structured framework to enhance outdoor education trainers' capabilities, enabling co-curriculum centres in Malaysia to design more effective and holistic training programs.
Journal Article
A Systematic Review on Education Outside the Classroom: Lessons for Science EOC Practices
The United Nations’ sustainable development goals highlight the importance of embracing our natural environment through action in education. In science education, it is therefore important to enhance our understanding of pedagogical approaches that promote Education Outside the Classroom (EOC). The aim of this systematic review is to investigate EOC methods and pedagogies and examine how they can help inform students’ acquisition of scientific knowledge and skills. In total, 157 full texts were read and considered for inclusion in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. The final review included 49 empirical studies that examined EOC research between 2012 and 2021 across all disciplines. Positive outcomes are reported regarding student learning, motivation, and enjoyment, which highlight the benefits and rationale for adopting such approaches to support learning. However, a lack of longitudinal data was evident regarding the impact of the EOC experiences. This review shows that the pedagogical models underpinning the approaches to EOC were not always explicit or clearly stated. In terms of the methodological considerations, a number of gaps emerged in relation to the reporting of geographical and gender differences. We offer recommendations to implement EOC in science education and suggest areas for future research.
Journal Article
Addressing ethical issues in outdoor health practice : a scoping review
The Australian Outdoor Health (OH) sector provides diverse practices that support an interconnected human and ecological approach to health and wellbeing. There is an urgent need for the OH sector to develop a comprehensive ethical
practice framework, to enable professional recognition and other initiatives to progress. This would bring the sector in line with similar health and wellbeing occupations including social work, psychology, and counselling that have
established professional recognition. A key feature of professional recognition is the acceptance of a Code of Ethics or Ethical Framework to guide practice and enhance standing in the field. This scoping review of the literature is
undertaken to aid in developing an OH ethical practice framework. Findings suggest the framework should incorporate two overarching themes of beneficence and nonmaleficence, and contain six guiding principles: diversity, equity,
advocacy, justice, accountability, and competence. We discuss these findings, situate them within broader OH community and health sector discourses, and make recommendations for establishing an Australian ethical practice framework to
assist the move towards professional recognition and drive ethical OH practice. [Author abstract]
Journal Article
The Participation of Teachers in Greece in Outdoor Education Activities and the Schools’ Perceptions of the Benefits to Students
International research highlights the potentially valuable contribution of outdoor education to the healthy development and proper holistic education of students. Among the various benefits that students gain from participating in outdoor activities are the mitigation of symptoms of Attention Deficit Hyperactivity Disorder (ADHD), improved respiration, memory improvement, skills development and others. Despite the well-documented contribution of such activities to children’s wellbeing, there is an increasing trend of younger children lacking contact with nature. The current study investigates to what extent teachers in Greece, at schools where students aged 6–18 attend, provide opportunities for outdoor activities to their students. Furthermore, it investigates the teacher’s perceptions of the benefits the students gain from such activities, based on their personal experience and the experience of other co-teachers in their school. The results presented in this study indicate that the percentage of teachers who choose outdoor activities during the educational process in Greece is rather low, although they identify that such activities provide significant benefits to students. Based on the perceptions of teachers regarding the mental, cognitive and physical benefits that students gain from outdoor activities a positive association was found between the participation of students in such activities and these benefits. Therefore, this study reveals that it is of significant importance to increase the number of opportunities for students’ participation in outdoor learning activities, by supporting teachers, creating learning communities with them and empowering them to provide more outdoor learning opportunities.
Journal Article
Predictors of intellectual development in outdoor sports education mediated by student satisfaction and moderated by prior outdoor experience
Outdoor sports education is a specific field of study that examines the influence of environmental, pedagogical, and personal factors on students’ cognitive development. This study investigates the implications of learning environment, teaching techniques, student engagement, and learning outcomes on the intellectual development of outdoor sports education. It also examines the moderating and mediating effects of past outdoor experience on this relationship and on student satisfaction. Structured questionnaires were used to poll 650 students from different institutes in China. Hierarchical regression analysis was used to assess the predictive power of the independent components of intellectual development. Further, the study employed moderation-mediation analysis to discuss the mediated relationship between students’ satisfaction and their past outdoor experience and the learning outcomes. The results showed that significant predictors of intellectual development were the quality of the teaching environment (β = 0.25,
p
< 0.001), the efficiency of the teaching technique (β = 0.30,
p
< 0.001), student engagement (β = 0.15,
p
< 0.001), and learning outcomes (β = 0.20,
p
< 0.001). This association is mediated by student satisfaction (β = 0.30,
p
< 0.001, CI 0.16, 0.44) and moderated by prior outdoor exposure (β = -0.25,
p
= 0.002, CI −0.41, −0.09). The study emphasizes supportive learning environments, effective teaching, and student engagement to foster intellectual development in outdoor sports education.
Journal Article