Using outdoor adventure to enhance intrinsic motivation and engagement in science and physical activity: An exploratory study

Susan Houge Mackenzie, Julie S. Son, Karla Eitel

Research output: Contribution to journalArticlepeer-review

Abstract

Many nations are seeking novel approaches to increasing youth physical activity levels, as well as academic performance in science-related disciplines. This study investigated an integrated approach to addressing both issues by exploring student experiences in (a) a pilot outdoor adventure-based science course, and (b) their normal school settings before and after this course. Twenty-two high school students participated in a five-day snow science program that incorporated winter outdoor adventure activities within a science curriculum. Variables related to attitudes, identity, intrinsic motivation, basic psychological needs, and engagement in science education and outdoor physical activities were measured, along with actual physical activity levels. Participants’ reported engagement, intrinsic motivation, enjoyment, self-determination, and physical activity levels were significantly higher during the outdoor adventure-based science course compared to pre and post-school settings. Findings provide preliminary support for further developing and evaluating adventure education and recreation programs with the dual aims of improving student engagement in science education and physical activity. Management implication: This study explored outdoor physical activity and science learning in a publicly operated residential science school program based in a ski area and State park. The results can assist managers of public and private agencies implement innovative experiences that meet growing demand for personal development, education, health, wellness and meaning, in addition to enjoyment. Recreation managers can apply findings to create novel programs during school breaks that appeal to youth, parents and school administrators alike. Findings suggested that integrated outdoor adventure-based programs may: • enhance participants’ intrinsic motivation to engage in both physical activity and science education;• provide a novel means of addressing two pressing social issues (sedentary lifestyles, underperformance in science). In terms of program structure and implementation, managers should focus on facilitating intrinsic motivation, autonomy, competence, and relatedness through techniques such as: • supporting positive group dynamics;• providing participants choices about how and where learning happens;• allowing time to develop recreation skills as well as science skills;• fostering flow opportunities through dynamically matching challenges with progressive skill instruction over the course of the program (or several programs). Finally, in terms of assessing programs and experiences, managers might consider measuring aspects such as flow, intrinsic motivation, or physical activity in addition to customary ‘satisfaction’ measures.

Original languageEnglish (US)
Pages (from-to)76-86
Number of pages11
JournalJournal of Outdoor Recreation and Tourism
Volume21
DOIs
StatePublished - Mar 2018
Externally publishedYes

Keywords

  • Adventure recreation
  • Edutourism
  • Flow
  • Learning Outside the Classroom
  • Positive psychology
  • Self-determination theory

ASJC Scopus subject areas

  • Tourism, Leisure and Hospitality Management

Fingerprint

Dive into the research topics of 'Using outdoor adventure to enhance intrinsic motivation and engagement in science and physical activity: An exploratory study'. Together they form a unique fingerprint.

Cite this