Students’ attitude to and motivation for outdoor life
Background: The aim of the research was to find out how the process of the study course Tourism at the Latvian Academy of Sport Education affects the formation of the students’ attitude towards outdoor life education. Material/Methods: In order to find it out, first of all, we clarified the students’ previous knowledge, understanding of outdoor education, as well as their previous outdoor life experience. The total number of participants was 97 students. Both theoretical and practical classes, as well as a five-day outdoor camp with various outdoor activities were included in the study course Tourism. The method of inquiry was used in the research. Results: The results of the first inquiries showed that students have very small previous outdoor life experience. The study course Tourism helped students develop a positive attitude and at least short-time motivation for the development of further outdoor experience. Conclusions: Research shows that Latvian Academy of Sport Education students’ prior outdoor living experience compared to experiences of other country students, such as Norway, the Czech Republic, or Sweden, is very small. The study course program Tourism increased students outdoor living experience. The course comprised a positive attitude and at least a temporary motivation for further formation of an outdoor experience. However, to ensure long-term motivation, further studies are required
- 1. Howey SC. Factors in Student Motivation. Retrieved from the NACADA Clearing house of Academic Resources, 2008. [on-line at http://www.nacada.ksu.edu/ /Clearinghouse/Advising Issues/Motivation.htm] [accessed July 2013]
- 2. Geids NL, Berliners DC. Pedagogiska psihologija [Education Psychology]. Riga: Zvaigzne ABC; 1999. Latvian.
- 3. Goh E. The Value and Benefits of Field trips in Tourism and Hospitality. Education Higher Learning Research Communications. 2011;1(1):60-70.
- 4. Lice M. Correlation between motivated learning and successfulness in life activities. In: Theory for Practice in the Education of Contemporary Society 5th International Scientific Conference Riga; 2010, 183-188.
- 5. Rotgans J. Problem-based learning and students motivation: The role of interest in learning and achievement. In: O’Grady G, ed. PBL and problematization of teaching and learning, 2012; 3, 298.
- 6. Tsankov NS. Students’ motivation in the process of problem based education in chemistry and environmental sciences. International Journal of Humanities and Social Science. 2012;2(21):167-171.
- 7. Beard C. Transforming the student learning experience: a pedagogic model for everyday practice hospitality, Leisure, Sport and Tourism Network, 2009. [on-line at http://www.heacademy.ac.uk/assets/documents/subjects/hlst/e3_transform_the_sle.pd] [accessed May 2014]
- 8. Adkins C, Simmons B. Outdoor, experiential, & environmental education: Converging or diverging approaches? ERIC Digest, EDO-RC-02-1. 2002.
- 9. Fagerstam E. Space and Place. Perspectives of outdoor teaching and learning. Linkoping Studies in Behavioural Science 2012; 167.
- 10. Henderson K. Got research in experiential education? Theory and evidence. Journal of Experiential Education 2004;26(3):184-189.
- 11. Higgins P, Nicol R, Eds. Outdoor education: Authentic learning in the context of landscapes. Kinda Kunskaps Centrum, Sweden 2002; 2:93.
- 12. Liedtke G, Lagerstr-m D. Outdoor education or education outdoors - educational concepts toward sanactive life style? Proceedings from the international symposium. Outdoor Sports Education. Hruba Skala, Czech Republic 2004: 67-71.
- 13. Turcova I, Bartunek D, Martin A. Outdoor sports in educational and recreational programmes. In: Proceedings from 3nd International Mountain and Outdoor Sports Conference, Hruba Skala, Czech Republic. Praha: IYNF; 2007.
- 14. Turcova I, Neuman J, Martin AJ. Navigating the outdoor education terminological jungle: Outdoor education in the Czech Republic. Pathways: The Ontario Journal of Outdoor Education 2004; 16(2): 25-27.
- 15. Mirrahimi S, Tawil NM, Abdullah NAG, Surat M, Usman IMS. Procedia engineering. Developing conducive sustainable outdoor learning: the impact of natural environment on learning. Social and Emotional Intelligence. 2011;20:389-396.
- 16. Christie B, Higgins P. Residential outdoor learning experiences and Scotland’s school curriculum: an empirical and philosophical consideration of progress, connection and relevance. Scottish Educational Review. 2012;44(2):45-59.
- 17. House of Commons Education and Skills Committee, Education Outside the Classroom: Second Report of Session, 2004. [on-line at http://www.docs.hss.ed.ac.uk/education/outdoored/education_outside_classroom.pdf] [accessed May 2014]
- 18. Hill AP. Motivation and university experience in first-year university students: A self-determination theory perspective. Journal of Hospitality, Leisure, Sport & Tourism Education, 2012[WoS]
- 19. Thanasoulas D. What is learner autonomy and how can it be fostered? The Internet TESL Journal, 2000. [on-line at http://iteslj.org/Articles/Thanasoulas-Autonomy.html] [accessed July 2013].
- 20. Skidmoer RL. Proximal factors predicting student performance in a self-paced college psychology course (Occasional Research Paper, No. 7). Morehead, KY: Morehead State University, Center for Educational Research and Leadership; 2003.
- 21. Olson JM, Zanna MP. Attitudes and attitude change. Annual Review of Psychology. 1993;44:117-154.[Crossref]
- 22. Liepina I, Krauksta D. Outdoor Education and Outdoor Life Experience of the Latvian Academy of Sport Education. LASE Journal of Sport Science. 2013;44(2):4-13