Adolescents appreciate the well-being benefits of outdoor adventure programsPrevious studies have documented various well-being benefits of outdoor adventure education (OAE) for adolescents. The aim of this study was to identify preferred OAE program components to guide the development of such programs for promoting adolescent well-being.
Twenty-nine adolescents (age 15-16) from five Independent schools in Perth (Western Australia) and four OAE staff participated in small focus group discussions about their experiences with OAE programs. Adolescent interviews included open-ended questions about their experiences in OAE programs, their preferences for staff characteristics, and what they would include if they could create their own OAE program. OAE staff interviews focused on their perceptions of (1) what adolescents liked and didn’t like about OAE programs, (2) what novel activities influence student and program outcomes, (3) characteristics of an ideal OAE staff member, and (4) what they would include if they could create their own OAE program focusing on participant well-being.
Focus group responses revealed six major themes: perceptions of the outdoors, motivators for participation, barriers to participation, perceptions of novel activities, staff traits, and ideal program components for well-being. Positive perceptions of the outdoors, as shared by both adolescents and staff, focused on ways in which the outdoors promote “stress relief, freedom, and a recalibration of one's thoughts.” Motivators for participating related to social connection, freedom and independence, and the overall positive feeling associated with being in an OAE program. Identified barriers to participation included (1) lack of comfort/tolerance for risk and adversity and (2) a multitude of OAE activities added to the program to attract new students and revenue. Novel activities were valued by the adolescents and staff as opportunities to experience a sense of accomplishment, pride and peer support. Staff traits perceived to be of value in OAE programs include being open, patient, and personally engaging with students. Staff not promoting student autonomy and not granting flexibility in student leadership were viewed as negative traits. Results revealed some differences in ideas about what an ideal OAE program would look like. While many of the adolescents would like more adventurous/risky activities, three of the four staff preferred activities with less risk.
Overall, the adolescents and the staff appreciated OAE programs for the well-being benefits such programs provide. The components they valued most related to “opportunities to develop relationships, build social connections, self‐efficacy, resilience, and a sense of individual empowerment.”
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