A Qualitative Investigation of Californian Youth Interests in the Outdoors

Abstract

Prior research has found connections between youth participation in recreational activities and academic achievement, civic involvement, and improved health. To investigate California youth outdoor recreation attitudes, behaviors, and constraints, eight focus groups were conducted with community recreation center youth participants. Youth answered 10 questions about their experiences, attitudes, and perceptions of outdoor recreation. Data were analyzed using grounded theory. Three to seven axial codes were identified for each question. Results showed that youth want to have more access to outdoor recreational activities. However, there are frequently considerable constraints for the youth to overcome including draws of technology, family obligations, and laziness. Safety was a recurring concern among participants. Understanding youth attitudes and perceptions allows managers to meet youth needs, program for youth interests, provides a strong foundation for marketing and as a rational for funding grants.

Development and validation of the attitudes toward outdoor play scales for children

“…Several of the statements were gleaned from open-ended questions posed to youth in qualitative studies, suggesting that youth are aware of positive effects (Burns, et al, 2007; Goldenberg, et al, 2010; Goldenberg, et al, 2010). Five statements about the positive benefits of outdoor play were included initially: (1) Playing outside in nature helps me think more clearly, (2) Playing outside in nature makes me healthier, (3) When I’m angry, playing outside in nature calms me down, (4) I learn new things when I play outside in nature, and (5) When I’m stressed, playing outside in nature helps me to relax.…”

“…Five statements were included in the original draft of the ATOP scale to form a “barrier” subscale, including feelings of fear related to animals and other people, as well as concerns about getting lost or hurt. Source literature included qualitative studies with youth (Burns, et al, 2007; Burns, et al, 2007; Goldenberg, et al, 2010) and other existing scales (Bingley & Milligan, 2004; Eastep, et al, 2011; Eastep, et al, 2011; Faber Taylor & Kuo, 2009; Faber Taylor & Kuo, 2009; Thompson, et al, 2008; Thompson, et al, 2008). Initial statements were: (1) I am afraid of getting lost outside in nature, (2) I don’t like playing outside in nature because there are strangers, (3) I am afraid of wild animals or insects outside in nature, (4) I am afraid of getting hurt if I play outside in nature, and (5) I don’t like playing outside in nature because there are people who are doing drugs.…”

“…While the literature abounds with qualitative inquiry into explore children’s attitudes toward outdoor play (Burns, et al, 2007; Goldenberg, et al, 2010; Goldenberg, et al, 2010; Veitch, et al, 2007; Veitch, et al, 2007), quantitative measurements are only recently being constructed and validated (Larson, et al, 2011), and studies have confirmed that this is an area of interest for research (Veitch, et al, 2006). This article describes the development and validation of measures – the Attitudes Toward Outdoor Play (ATOP) scales – to quantitatively assess attitudes toward outdoor play to enhance the ability to assess attitudinal changes that may predict or result from engagement in outdoor play.…”

MPAs, aquatic conservation and connecting people to nature

“…Other factors often cited as reducing access to nature include: technology, notably increased screen time (Goldenberg et al ., ; Moss, ); culture of risk aversion/child safety concerns (British Market Research Bureau, ; Moss, ); fear of the unknown (Nelson and Callicott, ; Cheng and Monroe, ; Lopoukhine et al ., ); doomsday messages about our natural environment; economic development/increasing wealth including travel to exotic localities instead of more traditional holidaying (Pilgrim et al ., ; Lopoukhine et al ., ); decreased mobility (Hillman et al , ; Wridt, ; Karsten, ); increasingly busy lifestyles and structured recreation time; more structured education focused on literacy and numeracy, increasingly in younger children. …”

“…• technology, notably increased screen time (Goldenberg et al, 2010;Moss, 2012); • culture of risk aversion/child safety concerns (British Market Research Bureau, 2006;Moss, 2012); • fear of the unknown (Nelson and Callicott, 2008;Cheng and Monroe, 2012;Lopoukhine et al, 2014); • doomsday messages about our natural environment;…”