The role of planning in outdoor adventure decision-making

Boyes, Mike; Potter, Tom G.; Andkjær, Søren

doi:10.1080/14729679.2018.1548364

Cited by 11 publications

(9 citation statements)

References 28 publications

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“…Nevertheless, risk uncertainty generates additional complexity to RSM and boundaries for teachers to take control of the unforeseen by means of RSM. Research from the outdoor adventure field might provide some support to PE teachers because dynamic environments require "adaptive expertise" [20], flexible plans [18] and ongoing judgement [19], which might be equally relevant for PE teachers as for the outdoor leaders. Albeit uncertainty in teaching is not something new [38], the fundamental uncertainty in risk [34,37] does not seem to have gained attention in research targeting RSM in PE.…”

Section: Discussionmentioning

confidence: 99%

“…In the outdoor adventure field, a part of the planning process is regarded as a mental rehearsal that enables decisions for safety [18]. However, adaption of plans [18] and ongoing risk assessment are crucial for adventure sports coaches to retain the learning potential for participants [19]. Hence, the dynamic environments of outdoor instructors and coaches require "adaptive expertise" [20] (p. 425).…”

Section: Introductionmentioning

confidence: 99%

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Risk and Safety Management in Physical Education: Teachers’ Perceptions

Porsanger

Sandseter

2021

Education Sciences

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Bodily movement is a central component in students’ educational experiences in school-based physical education (PE) programs. PE unavoidably involves physical risk. In some respects, the risk of play, sports and adventure is portrayed as necessary and healthy for children’s development. However, concerns about students’ safety and teachers’ liability might generate risk aversion among teachers. This article explores teachers’ perceptions of risk and safety management (RSM) in PE. Designed as a mixed methods study, the data include an online survey questionnaire (n = 698) and semi-structured interviews (n = 17) among primary and lower secondary PE teachers in Norway. A majority of the survey respondents report that their students only experience minor injuries in their PE classes. The interview data coincide with these results and indicate that minor injuries are rather common. While the survey results show that teachers mostly perceive RSM to be important in PE, the interview data suggest that the teachers’ perceptions of risk are characterized by uncertainty, which restricts the teachers’ control by means of RSM. Teachers also accept risk for enhancing students’ educative experiences in PE. Consequently, this study contributes to the knowledge of the complexity of risk and teachers’ perceptions of RSM in PE.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Risk and Safety Management in Physical Education: Teachers’ Perceptions

Porsanger

Sandseter

2021

Education Sciences

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“…OIs created highly structured and detailed plans (supporting findings by Boyes, Potter, Andkjaer, & Lindner, 2019) informed by resource availability and learning outcomes, mirroring Collins and Collins (2016a) resource audit and pedagogic audit, before entering the environments that necessitated a naturalistic style of decision making. This detailed planning, and desire to stick as close to the original plan as possible were due to, we suggest, both the OIs level of experience and the demands and expectations of their organisation.…”

Section: Discussionmentioning

confidence: 99%

“…OIs however were still building this catalogue of knowledge, which may explain the acute increase in cognitive load when conditions were not as expected. Furthermore, Boyes et al (2019) stated that even experienced leaders face situations which were not as they had envisioned. Further investigation is therefore required to discern if this trait is related to experience or environment.…”

Section: Discussionmentioning

confidence: 99%

Exploring the development of judgement and decision making in ‘competent’ outdoor instructors

Mees

Toering

Collins³

2021

Journal of Adventure Education and Outdoor Learning

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Over the last ten years there has been growing interest in the judgement and decision making (JDM) of outdoor professionals, though research to date has focused on the JDM processes of experts. In contrast, this study examined the JDM of less experienced, competent, but fully qualified outdoor instructors (N = 9) and the development of their JDM skills. Using semi-structured interviews and thematic analysis, we identified two overarching themes: Firstly, managing the cognitive load (relating to instructor JDM), and secondly social experiential learning (relating to instructor JDM development). We found these outdoor instructors needed to manage complex situational demands and high cognitive loads, while balancing the safety of their group with the development of their own JDM. We propose that a combination of challenging formative experiences, community of practice interactions, and explicit development of metacognition are essential to outdoor instructors JDM development. Implications for training, and future research are discussed.

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“…Understanding Hill Walkers'/Hikers' Participation within the Outdoors: Emergent Themes from the Literature It is somewhat difficult to precisely position hill walking and hiking within this domain, since these activities span from the more sedate activities such as photography and foraging to exposure to mountainous conditions (Boyes et al, 2019;Brymer & Gray, 2010;Crotts, 1995). However, academic literature places hill walking and hiking on the 'soft' side of a soft-hard continuum, with the 'hard' side featuring more 'extreme' activities (Beedie & Hudson, 2003).…”

mentioning

confidence: 99%

The hills are alive with … Many different folk! Rationalising and operationalising a professional judgment and decision making approach within mountain leadership

Carson

Davies

Collins³

2020

Journal of Adventure Education and Outdoor Learning

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Growth in the adventure sector has increased the demands on adventure sport professionals.Satisfying a diverse range of participatory motivations, however, requires an adaptable and flexible workforce. In this discursive paper we suggested that a narrowing of service skills caused by commodification and sportification, are compounded by general (mis)perceptions of who best suits the adventure sector. Accordingly, this paper discussed two important implications for outdoor professionals to improve inclusivity standards. Specifically, using mountain leadership as an exemplar, we firstly, presented themes in connection with motivations and social dynamics. Secondly, we contextualised these themes against pertinent environmental challenges. Finally, we presented a decision-making approach and its requisite planning and reflective skill-sets, designed to assist mountaineering professionals to negotiate the complexity presented by individualised service provision. We concluded that there are no simple solutions to these complex and multiple issues. Services require better alignment between epistemology and delivery via an epistemological chain.

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The role of planning in outdoor adventure decision-making

Cited by 11 publications

References 28 publications

Risk and Safety Management in Physical Education: Teachers’ Perceptions

Risk and Safety Management in Physical Education: Teachers’ Perceptions

Exploring the development of judgement and decision making in ‘competent’ outdoor instructors

The hills are alive with … Many different folk! Rationalising and operationalising a professional judgment and decision making approach within mountain leadership

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