| dc.description.abstract | Previous research has highlighted a noticeable shift from humans, especially
children and youth, engaging in activities in natural environments to an increasing
tendency to participate in sedentary activities in front of a screen. Nova Scotia has taken
steps to reduce the disconnect from the natural environment many youth are
experiencing through implementation of a Grade 10 Outdoor Pursuits module into the
public education system. However, even with the support of the province of Nova Scotia
and school boards, research indicates that experience and attitudinal barriers of teachers
implementing outdoor education are as compelling as economic and logistical barriers.
The purpose of this study was to increase understanding of outdoor education in two
Nova Scotia school boards through analysis of teachers’ experiences on the ground. In
particular, understanding the constraints teachers face implementing and delivering the
Outdoor Pursuits module and the relationship between physical education teachers’
motivation and perceived self-efficacy, and how they negotiated the constraints they do
face. Overall, teachers’ implementing the module identified with the importance of
getting students outside in their own backyards in the hope of promoting lifelong learning
and physically active lifestyles. However, the findings illustrated that although a strong
focus of the province and school boards has been on acquiring the physical supports
needed, such as equipment and resources, developing self-efficacy of teachers and
building social networks was more influential to participation levels. Key amongst the
major influences in developing teachers’ self-efficacy with Outdoor Pursuits were being
comfortable with and exhibiting a mastery of activities, experiencing the pursuits under
the guidance of someone else who could successfully model it, and receiving peer
support, feedback and discussion to stimulate excitement and the acquisition of
knowledge. The evidence from this study indicates that training, the provision of
mentors, and creating a structure of peer support are vital to raising teachers’ confidence,
thereby enabling them to successfully negotiate future constraints. | en_US |
