Towards a new theory of outdoor leadership style

Priest, Simon; Dixon, Timothy J.

doi:10.1080/02614369100390151

Cited by 6 publications

(6 citation statements)

References 2 publications

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“…However, as experience is acquired, the affective experience becomes more positive. That is, as risk acculturation (Celsi et al, 1993) or risk balancing (Adams, 1995) occurs and the risk associated with the activity is normalized, fears about injury (or death) subside and the expectation of pleasure increases, perhaps because of a greater probability of a peak experience (Csikzentmihalyi, 1990, Priest andDixon, 1991). One of the results of risk acculturation should therefore be increased expectation of a positive affective outcome (see figure 1).…”

Section: Model Development and Hypotheses Experience And Risk Accultumentioning

confidence: 95%

Risky recreation: an exploration of factors influencing the likelihood of participation and the effects of experience

Creyer¹,

Ross²,

Evers³

2003

Leisure Studies

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The purpose of this research was to systematically examine factors that may influence participation in risky recreational activities. Because more people participate in risky leisure activities, it is important to acquire a more in-depth understanding of the factors influencing their behaviours. We examine these issues in the context of a survey concerned with participation in the sport of mountain biking. Results revealed that experience influenced risk perceptions, expected affective outcomes, and the attractiveness or appeal of the activity. In addition, expected affective outcomes moderated the influence of experience on appeal. The likelihood of participation in a high-risk consumption activity was determined by affective outcome expectancies, appeal of the activity, risk perceptions, and prior experience. The results also indicated that the activity's appeal moderated the influence of perceived risk on the individual's likelihood of participation.

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Section: Model Development and Hypotheses Experience And Risk Accultumentioning

confidence: 95%

Risky recreation: an exploration of factors influencing the likelihood of participation and the effects of experience

Creyer¹,

Ross²,

Evers³

2003

Leisure Studies

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“…Lack of correlation in education status variable may result from the fact that most of the participants take higher education. Priest and Dixon (1991) mention the importance of the individual competence in their research on nature leaders. Individual competence may be associated with high education level.…”

Section: Discussionmentioning

confidence: 99%

The investigation of problem solving skill of the mountaineers in terms of demographic variables

Gürer¹

2015

Educ. Res. Rev.

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The aim of this research is to investigate problem solving skills of the individuals involved in mountaineering. 315 volunteers participated in the study. The research data were collected by problem solving scale developed by Heppner and Peterson and the Turkish version of which was conducted by Şahin et al. There are totally 35 items and only 3 items are not scored. The scale adapted to Turkey consists of six items. These are hasty approach, thinking approach, avoidant approach and evaluator approach, self-confident approach and planned approach. The data collected were analyzed through statistical package program (SPSS 16.0) and the results were interpreted. In our study, Cronbach's Alpha Value of the scale was calculated to be 0.61. In the evaluation of research data, One Way Anova and T-test were used. As a result, in planned approach sub-dimension due to gender variable, significant variables were found. As a result, significant relations in planned approach sub-dimension due to gender variable, in avoidant approach and hasty approach due to age variable. The most striking relationship was found in experience variable. A relationship was found between experience and avoidant, self-confident, planned and thinking approach sub-dimensions. No significant relationship was found in the variables of marital status and education status. Making the activities increasing the experience is thought to be effective on problem-solving skill.

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“…Priest and Gass (2005) considered guides to be facilitators of the adventure experience and stated that the adventure experience included an educational process. Underlying this assertion is the concept of the outdoor leader who is responsible for the learning, safety, and positive well-being of the group members (Priest & Chase, 1989). To this end, Priest and Chase (1989) summarized leadership styles in outdoor leisure in their conditional outdoor leadership theory (COLT).…”

Section: Introductionmentioning

confidence: 99%

“…Underlying this assertion is the concept of the outdoor leader who is responsible for the learning, safety, and positive well-being of the group members (Priest & Chase, 1989). To this end, Priest and Chase (1989) summarized leadership styles in outdoor leisure in their conditional outdoor leadership theory (COLT).…”

Section: Introductionmentioning

confidence: 99%

Conceptual Model of Cross-Boundary Learning in Adventure Tourism

Akaho

2024

ICTMH

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This theoretical study aims to provide a learning model for adventure tour guides to become effective learning facilitators for adventure tourists, who have increasingly sought self-transformation through soft-adventure activities. This objective is drowned by the increasing interest in learning from different cultures among adventure tourists and also the attention to self-transformation through pedagogy, adventure tourism, outdoor adventure education (OAE), and pedagogy are becoming increasingly capable of sharing their theories under the concept of cross-boundary learning. This paper therefore organizes this sharing by considering the applicability of OAE theories to soft adventure tourist based on literature review. It then centers on the community of practice created from interaction between guides and tourists and between tourists as a way of learning, which can lead adventure tourists towards self-transformation, and discusses how guides can create opportunities for such cooperative learning community during their service. As a result, taking a cue from the SECI model, which underlies cross-boundary learning, a conceptual model was presented to implement the facilitator role of the guide in cross-boundary learning effectively. In this conceptual model, the guide’s role extends beyond knowledge transfer. Rather, the results of the study imply that guides are required to be co-creators of knowledge to accompany adventure tourists in their cross-boundary learning. The findings also suggest that guides need to become cross-boundary learners who may also learn from their customers.

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Towards a new theory of outdoor leadership style

Cited by 6 publications

References 2 publications

Risky recreation: an exploration of factors influencing the likelihood of participation and the effects of experience

Risky recreation: an exploration of factors influencing the likelihood of participation and the effects of experience

The investigation of problem solving skill of the mountaineers in terms of demographic variables

Conceptual Model of Cross-Boundary Learning in Adventure Tourism

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