Pub Date : 2023-05-09DOI: 10.18666/jorel-2023-11888
Maysaa S. Bazna
When I founded a small democratic school in New York City 12 years ago, I was not aware of the term outdoor education, let alone how to offer it in the middle of Manhattan! All I wanted was a place where children were trusted to direct their own learning in pursuit of their own happiness. We simply provided a loving, peaceful space for the children to be and intentionally left it for their brilliant minds and bright souls to chart our course. I share our story of how, and possibly why, the children turned their school into an outdoor school, with the hope that it inspires the creation of more such programs and that, in turn, they serve to challenge the prevalent disconnect between school and nature.
{"title":"A Story of School and Nature","authors":"Maysaa S. Bazna","doi":"10.18666/jorel-2023-11888","DOIUrl":"https://doi.org/10.18666/jorel-2023-11888","url":null,"abstract":"When I founded a small democratic school in New York City 12 years ago, I was not aware of the term outdoor education, let alone how to offer it in the middle of Manhattan! All I wanted was a place where children were trusted to direct their own learning in pursuit of their own happiness. We simply provided a loving, peaceful space for the children to be and intentionally left it for their brilliant minds and bright souls to chart our course. I share our story of how, and possibly why, the children turned their school into an outdoor school, with the hope that it inspires the creation of more such programs and that, in turn, they serve to challenge the prevalent disconnect between school and nature.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87127998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.18666/jorel-2022-11350
Kirsten Neprily, Emma A. Climie
Many adolescents with attention-deficit/hyperactivity disorder (ADHD) experience challenges in social competence. Evidence suggests that specialized summer camps with social skills training may have positive outcomes on social competence development in adolescents with ADHD. This article reports on a pilot study of a therapeutic summer camp program for children and adolescents with ADHD. The study examines the degree to which program objectives were achieved through a pre-camp, post-camp design using a series of standardized instruments, camp evaluations, and surveys with parents. The results indicated that the campers initially reported significantly lower social competence when compared to a normative sample of adolescents before the camp but improved their social competence by the end of camp. This research has implications for researchers, caregivers, and outdoor education advocates to take an assertive lead in promoting evidence-based psychosocial programs for youth with and without ADHD into more generalizable community settings.
{"title":"Happy Campers: Enhancing Social Competence in Adolescents with Attention-Deficit/Hyperactivity Disorder at Summer Camp","authors":"Kirsten Neprily, Emma A. Climie","doi":"10.18666/jorel-2022-11350","DOIUrl":"https://doi.org/10.18666/jorel-2022-11350","url":null,"abstract":"Many adolescents with attention-deficit/hyperactivity disorder (ADHD) experience challenges in social competence. Evidence suggests that specialized summer camps with social skills training may have positive outcomes on social competence development in adolescents with ADHD. This article reports on a pilot study of a therapeutic summer camp program for children and adolescents with ADHD. The study examines the degree to which program objectives were achieved through a pre-camp, post-camp design using a series of standardized instruments, camp evaluations, and surveys with parents. The results indicated that the campers initially reported significantly lower social competence when compared to a normative sample of adolescents before the camp but improved their social competence by the end of camp. This research has implications for researchers, caregivers, and outdoor education advocates to take an assertive lead in promoting evidence-based psychosocial programs for youth with and without ADHD into more generalizable community settings.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91257564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.18666/jorel-2023-11636
The purpose of this study was to explore the experiences of Two Spirit, Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, Plus non-conforming identities (LGBTQ+) individuals who have pursued a professional career in the outdoor recreation industry. Six stories of queer identity in the outdoors were gifted to this study, with the understanding that not all LGBTQ+ individuals experience the outdoors in the same way. Each participant was encouraged to guide the study through individual expression in alignment with an emancipatory critical narrative research design. This study considers participant experiences across the span of their career, where job advancement and the role of colleagues both arose as prominent themes that shed light on the pervasiveness of hegemonic culture in the outdoor recreation profession. Outdoor recreation organizations may learn from these stories to disentangle harmful social norms from curriculum and practices by creating structural pathways for professionals with non-dominant identities, and authentically consider how an organization’s history informs its culture. The findings have important implications for creating inclusive culture in the outdoor recreation profession.
{"title":"Queering the Outdoors: Experiences of 2LGBTQIA+ Outdoor Recreation Professionals","authors":"","doi":"10.18666/jorel-2023-11636","DOIUrl":"https://doi.org/10.18666/jorel-2023-11636","url":null,"abstract":"The purpose of this study was to explore the experiences of Two Spirit, Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, Plus non-conforming identities (LGBTQ+) individuals who have pursued a professional career in the outdoor recreation industry. Six stories of queer identity in the outdoors were gifted to this study, with the understanding that not all LGBTQ+ individuals experience the outdoors in the same way. Each participant was encouraged to guide the study through individual expression in alignment with an emancipatory critical narrative research design. This study considers participant experiences across the span of their career, where job advancement and the role of colleagues both arose as prominent themes that shed light on the pervasiveness of hegemonic culture in the outdoor recreation profession. Outdoor recreation organizations may learn from these stories to disentangle harmful social norms from curriculum and practices by creating structural pathways for professionals with non-dominant identities, and authentically consider how an organization’s history informs its culture. The findings have important implications for creating inclusive culture in the outdoor recreation profession.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89697231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-13DOI: 10.18666/jorel-2023-11705
Alaitz Aritza
Outdoor recreation is a popular leisure activity many consider to be an environmentally friendly practice that promotes care for the natural world. This study uses a survey to investigate transportation use and gear purchasing habits among Norwegians who participate regularly in outdoor life. Using a hybrid life-cycle assessment, it was estimated that the average participant releases between 3.4 and 4.7 tons of carbon dioxide equivalent emissions per year due to outdoor recreation activities. This is equal to around one fifth of the average Norwegian’s yearly greenhouse gas emissions and is more than double the per capita boundary required to limit global temperature rise to 2 degrees Celsius. Regression analysis highlights level of disposable income as the best predictor of environmental load. This indicates that the façade of a green lifestyle based on ecological values masks the global environmental consequences of excessive consumption related to outdoor recreation activities.
{"title":"The Façade of Green Lifestyles: Outdoor Recreation and Greenhouse Gas Emissions in Norway","authors":"Alaitz Aritza","doi":"10.18666/jorel-2023-11705","DOIUrl":"https://doi.org/10.18666/jorel-2023-11705","url":null,"abstract":"Outdoor recreation is a popular leisure activity many consider to be an environmentally friendly practice that promotes care for the natural world. This study uses a survey to investigate transportation use and gear purchasing habits among Norwegians who participate regularly in outdoor life. Using a hybrid life-cycle assessment, it was estimated that the average participant releases between 3.4 and 4.7 tons of carbon dioxide equivalent emissions per year due to outdoor recreation activities. This is equal to around one fifth of the average Norwegian’s yearly greenhouse gas emissions and is more than double the per capita boundary required to limit global temperature rise to 2 degrees Celsius. Regression analysis highlights level of disposable income as the best predictor of environmental load. This indicates that the façade of a green lifestyle based on ecological values masks the global environmental consequences of excessive consumption related to outdoor recreation activities.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73127196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-13DOI: 10.18666/jorel-2023-11776
Lorie Ouellet, S. Laberge
Group status hierarchies can affect individuals’ experiences (e.g., sense of belonging) and the group’s outcomes (e.g., cohesion) in group-based outdoor adventure education programs. The study aimed to explore how specific interpersonal status processes, which we also call the “relational status game,” within an expedition group, affect inclusion and exclusion dynamics. Drawing on ethnographic data and a Bourdieusian sociological framework, we explore how members of an educational expedition group used their interpersonal relations and engaged in specific social interactions to maintain or improve their status. Six relational strategies that led to either social exclusion or social inclusion were identified. Relational strategies are interpersonal relations and interactions between group members that depend on one another’s “objective” positions in the group and whose nature (positive or negative) can provide social status benefits for at least one member. Outdoor educators could build on those findings to raise groups’ awareness about this issue in order to foster inclusive group dynamics.
{"title":"The Relational Status Game of an Educational Expedition Group","authors":"Lorie Ouellet, S. Laberge","doi":"10.18666/jorel-2023-11776","DOIUrl":"https://doi.org/10.18666/jorel-2023-11776","url":null,"abstract":"Group status hierarchies can affect individuals’ experiences (e.g., sense of belonging) and the group’s outcomes (e.g., cohesion) in group-based outdoor adventure education programs. The study aimed to explore how specific interpersonal status processes, which we also call the “relational status game,” within an expedition group, affect inclusion and exclusion dynamics. Drawing on ethnographic data and a Bourdieusian sociological framework, we explore how members of an educational expedition group used their interpersonal relations and engaged in specific social interactions to maintain or improve their status. Six relational strategies that led to either social exclusion or social inclusion were identified. Relational strategies are interpersonal relations and interactions between group members that depend on one another’s “objective” positions in the group and whose nature (positive or negative) can provide social status benefits for at least one member. Outdoor educators could build on those findings to raise groups’ awareness about this issue in order to foster inclusive group dynamics.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85810362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-16DOI: 10.18666/jorel-2023-11870
T. Mackey
N/A
N/A
{"title":"Review of Essays to My Daughter: On Our Relationship with the Natural World","authors":"T. Mackey","doi":"10.18666/jorel-2023-11870","DOIUrl":"https://doi.org/10.18666/jorel-2023-11870","url":null,"abstract":"<jats:p>N/A</jats:p>","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86198091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-16DOI: 10.18666/jorel-2023-11632
Angela Mallette, R. Plummer
Environmental interpretation provides visitors with positive experiences in nature while managing their impacts. Existing research has concentrated on the influence of interpretive programs on visitor knowledge, attitudes, and behaviours. Little empirical research exists on how visitors perceive their environment. In this research we examine the effect of environmental interpretation on visitors’ perceptions of the environment. The study took place in the Niagara Glen Nature Reserve, Canada. A survey is administered to visitors on self-guided experiences and visitors receiving two different interpretive programs. Perceptions are compared to ecological data. Visitors rated conditions higher than ecological data, regardless of participation in an interpretive program. There was no significant influence of an interpretive program on perceptions. Findings from this pilot study highlight the need for interpretive programs to examine their effectiveness of achieving its outcomes as well as the benefits of using a reference such as ecological data.
{"title":"How Do Outdoor Recreationists Perceive the State of the Environment and Do Interpretive Programs Make a Difference?","authors":"Angela Mallette, R. Plummer","doi":"10.18666/jorel-2023-11632","DOIUrl":"https://doi.org/10.18666/jorel-2023-11632","url":null,"abstract":"Environmental interpretation provides visitors with positive experiences in nature while managing their impacts. Existing research has concentrated on the influence of interpretive programs on visitor knowledge, attitudes, and behaviours. Little empirical research exists on how visitors perceive their environment. In this research we examine the effect of environmental interpretation on visitors’ perceptions of the environment. The study took place in the Niagara Glen Nature Reserve, Canada. A survey is administered to visitors on self-guided experiences and visitors receiving two different interpretive programs. Perceptions are compared to ecological data. Visitors rated conditions higher than ecological data, regardless of participation in an interpretive program. There was no significant influence of an interpretive program on perceptions. Findings from this pilot study highlight the need for interpretive programs to examine their effectiveness of achieving its outcomes as well as the benefits of using a reference such as ecological data.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82107294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-16DOI: 10.18666/jorel-2023-11684
Lincoln R. Larson, Josselyn Rivera-Zuniga, Barry R. Garst, Samuel J. Keith, Danny Sudman, Laurie Brown
Our study explored current environmental sustainability practices of U.S. camps as well as the motivations and barriers influencing integration of sustainable operational approaches. Using a web survey of camp organizations in Spring 2021, we identified participation in sustainable actions across five broad categories: waste management, sustainability education and communication, natural resource and wildlife conservation, energy and water consumption, and purchasing and procurement. Many camp organizations already engaged in sustainable practices—especially with respect to waste management and sustainability education—but almost all camps wanted to do more. Camp organizations placed higher priority on environmental and social motivations for sustainability than economic reasons. The largest perceived barrier to sustainability was inadequate financial and/or technological resources, though lack of awareness and capacity-building assistance were also constraints. Results highlight strong interest in sustainability across the camp industry and reveal multiple ways to realize that potential.
{"title":"“Going Green”: Investigating Environmental Sustainability Practices in Camp Organizations across the United States","authors":"Lincoln R. Larson, Josselyn Rivera-Zuniga, Barry R. Garst, Samuel J. Keith, Danny Sudman, Laurie Brown","doi":"10.18666/jorel-2023-11684","DOIUrl":"https://doi.org/10.18666/jorel-2023-11684","url":null,"abstract":"Our study explored current environmental sustainability practices of U.S. camps as well as the motivations and barriers influencing integration of sustainable operational approaches. Using a web survey of camp organizations in Spring 2021, we identified participation in sustainable actions across five broad categories: waste management, sustainability education and communication, natural resource and wildlife conservation, energy and water consumption, and purchasing and procurement. Many camp organizations already engaged in sustainable practices—especially with respect to waste management and sustainability education—but almost all camps wanted to do more. Camp organizations placed higher priority on environmental and social motivations for sustainability than economic reasons. The largest perceived barrier to sustainability was inadequate financial and/or technological resources, though lack of awareness and capacity-building assistance were also constraints. Results highlight strong interest in sustainability across the camp industry and reveal multiple ways to realize that potential.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79783441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-16DOI: 10.18666/jorel-2023-11655
Chris North, Hanna Berning, Te Hurinui Karaka-Clarke, D. Taff
Leave No Trace (LNT) is globally the most widely accepted minimum impact program and has been linked to behavior change and the maintenance of a range of ecological measures. Critiques of LNT have emerged, including that LNT ignores wider impacts that contribute to climate change and diverse world views. Many outdoor education students carefully follow LNT practices. When students encounter these critiques, they often conclude either that LNT is effective and the detractors are misplaced or that LNT should be abandoned, thereby avoiding deep engagement. Education must prepare students for the contested project of creating a sustainable future. We argue that LNT shows considerable promise as a context for learning through dialectical approaches where students must engage with divergent articles and examples. LNT can be used to help students understand that taking informed action is important. LNT can also be used to show that there are no innocent actions.
“不留痕迹”(Leave No Trace, LNT)是全球最广泛接受的最小化影响计划，与行为改变和一系列生态措施的维护有关。对LNT的批评已经出现，包括LNT忽视了导致气候变化和世界观多样化的更广泛的影响。许多户外教育的学生都认真遵循LNT的做法。当学生遇到这些批评时，他们经常得出结论，要么LNT是有效的，批评者是错位的，要么LNT应该被抛弃，从而避免深入参与。教育必须让学生为创造可持续发展的未来这个有争议的项目做好准备。我们认为，LNT显示出相当大的希望，作为通过辩证方法学习的背景，学生必须参与不同的文章和例子。LNT可以用来帮助学生理解采取明智行动的重要性。LNT也可以用来表明没有无辜的行为。
{"title":"Leave No Trace and Sustainability Education: Taking a Dialectical Approach","authors":"Chris North, Hanna Berning, Te Hurinui Karaka-Clarke, D. Taff","doi":"10.18666/jorel-2023-11655","DOIUrl":"https://doi.org/10.18666/jorel-2023-11655","url":null,"abstract":"Leave No Trace (LNT) is globally the most widely accepted minimum impact program and has been linked to behavior change and the maintenance of a range of ecological measures. Critiques of LNT have emerged, including that LNT ignores wider impacts that contribute to climate change and diverse world views. Many outdoor education students carefully follow LNT practices. When students encounter these critiques, they often conclude either that LNT is effective and the detractors are misplaced or that LNT should be abandoned, thereby avoiding deep engagement. Education must prepare students for the contested project of creating a sustainable future. We argue that LNT shows considerable promise as a context for learning through dialectical approaches where students must engage with divergent articles and examples. LNT can be used to help students understand that taking informed action is important. LNT can also be used to show that there are no innocent actions.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73152782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-16DOI: 10.18666/jorel-2023-11394
Eddie L. Hill, C. Zajchowski, H. Plag, T. Lobova
Higher education institutions identify and support practices that enhance student engagement and increase student success. In this article, we explored student learning facilitated through High Impact Practices (HIPs) (i.e., in-class undergraduate research, service learning, internships) integrated in the Sustainability & Conservation Leadership Minor at Old Dominion University. In this new transdisciplinary minor, which was developed in partnership with the U.S. Fish & Wildlife Service, cohorts of students share three mandatory courses, including a capstone internship. Post-internship reflections were coded using triple loop learning theory, which identifies individuals’ values, beliefs, and ideologies. Results indicate students identified the internship as essential for career discernment and agency literacy, as well as inter- and intra-personal awareness to address sustainability challenges. The results underline that the impact of HIPs can be amplified if multiple HIPs are integrated in a comprehensive program addressing real-world problems through experiential learning within and outside of the classroom.
{"title":"The Role of Triple Loop Learning in Fostering Future Conservation Leaders: Assessing High-Impact Practices","authors":"Eddie L. Hill, C. Zajchowski, H. Plag, T. Lobova","doi":"10.18666/jorel-2023-11394","DOIUrl":"https://doi.org/10.18666/jorel-2023-11394","url":null,"abstract":"Higher education institutions identify and support practices that enhance student engagement and increase student success. In this article, we explored student learning facilitated through High Impact Practices (HIPs) (i.e., in-class undergraduate research, service learning, internships) integrated in the Sustainability & Conservation Leadership Minor at Old Dominion University. In this new transdisciplinary minor, which was developed in partnership with the U.S. Fish & Wildlife Service, cohorts of students share three mandatory courses, including a capstone internship. Post-internship reflections were coded using triple loop learning theory, which identifies individuals’ values, beliefs, and ideologies. Results indicate students identified the internship as essential for career discernment and agency literacy, as well as inter- and intra-personal awareness to address sustainability challenges. The results underline that the impact of HIPs can be amplified if multiple HIPs are integrated in a comprehensive program addressing real-world problems through experiential learning within and outside of the classroom.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74635536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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