Outdoor Sports Education

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Jan Neuman lvana Turtova

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outdoor sports education EYES 2004

,ceedings from the international symposium

Outdoor Sports Education 18 - 21 November 2004, Hruba Skala, Czech Republic

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Department of Turistika, Outdoor Sports and Outdoor Education, Faculty of Physical Education and Sport, Charles Universityin Prague .

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Ihe proceedings are publishedas result of the project Outdoor Sports Educationsupported by the European

Union in the framework of the EuropeanYear of Educationthrough Sport - EYES 2004.

All papers were reviewed in discussions and workshops during the OSE symposium and in conclusions they were recommendedfor publication. ,, ,ic!.,;..:I ,. .. ..'

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............................................................................... List of participants .......................................................................................................117 Organisers.....,.".,,,...,.............................................................................................~....... 119 r : , , : , , t . , , , , S,. . .

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IV. Theory and research examples .,. /.,. . , , " , . , - .,., .,,. ,.. /",. --...... W r ,t,,r~cr~,,,n~r;i i;mqTl:nr.:std!n~dan, ; ~~,rg.incrfsrvh in 3. ._-_. . . . ~ , ,. ~... . ,. Outdoor Education or Education Outdoors - educational ,$ concer>tstowards an active lifestvle? /,,,

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Introduction -the lack of physical activity Looking at recent reports concerning the topic of public health it is obvious that a general lack of physical activity is one of the most serious and most expensive problems of today's society (cf. Hollmann & Hettinger, zooo; U.S. Department of Health and Human Services, 1996). Looking at some figwes in Germany, we can see, that overweight (BM1 25-30 kg/mz) is a problem of about 20 % of all children putting to school (cf. Deutscher Sportbund, 2003) and of 48,7 % of all men and 30,1% of all women in the former western part of Germany. Even 17,6 % of all west German men and 19,s % of a l l west Gewomen suffer from obesity (BM1 30-40 kg/m2) (cf. Bergmann & Mensink, 1999). However not only overweight and obesity but also the risk of heart diseases, circulatory disturbances, diabetes, high blood pressure, colon cancer, depression and anxiety can be reduced considerably by a moderate amount of physical activity (cf.Rost, 2001; U.S. Department of Health and Human Services, 1996). Acwrding to the German Health Surveys in 1998 (cf. Mensink, 1999, p. 128) only 23,s % of the German men and only 15.4 % of the German women reach the recommend level of 30 minutes of moderate activity "on most, if not all, days of the week" (U.S. Department of Health and Human Services, 1996, P 4). , , , , ..< . : , Doing sports C , , ' I - : . When searching for strategies leading out of this situation of too little physical activity the traditional wncepts of sport are not very promising. The interest in doing sport is in last years quite constant by about 40 % (cf. BAT. Freizeit-Forschungsinstitut,2000; Deutsche Gesellschaft f i r Freizeit, 1999; Opaschowski, 1996). From this 40 % of sporty people are about 17-19 % of the German population exercising at least once a week while about 22 % are only occasionally (less than once a week) involved in sport activities (cf. BAT. FreizeitForsehungsinstitut,2000; Opaschowski, 1996).All these facts show, that on the one hand we depend by biological

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means on a certain amount of physical activity and on the other hand the bigger part of a population in most modern countries is not physically active enough to keep health and well being on a sufficient standard. Although sport is a social highly accepted sector in which about 70 % of the German population is interested in, only 40 % are doing sport by themselves - about 30 % are just interested in watching sport. Again from the 40 % of sporty people only 23,s % of the men and only 15,4 % of the women are doing sport that frequently that the biological requirements are sewed (d.Mensink, 1999).

Developing an active lifestyle To prompt people to more physical activity sport seems - as pointed out -not to be the method of choice. When concerning the subject of physical activity especially in the educational system there shouldn't be focused only in on the traditional idea of sport, which often means to bring people in contact with sport activities like football, volleyball, track and field, gymnastics etc. Instead of dealing most of the time with kinds of sport activities nearly nobody goes for form the age of 35-40 years, ideas of lifetime and nature orientated activities should be considered more. With these kinds of activities not the rarely practiced activities wme in the focus of interest but these one, which could be part of an active lifestyle, which wuld be practiced every day, every weekend, without great requirements and which give great experiences and help to improve the general qualityof life. Nature and activities outdoors (deliberatelythe term outdoor activities is not used here) transported over the educational system can have with their possibilities to exceptional experiences great influence on the behaviour in leisure time and on the habits of daily living. Especially when children and young persons come in contact with various kinds of activities outdoors so that - on one hand -they feel quite normal to stay in nature and when - on the other hand -they have the opportunity to develop a feeling that the various kinds of experiences can

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be a real enrichment for their personal life, then there is quite a good chance, that these people will integrate nature oirientated activities in their lifestyle and habits of daily living (cf. Bixler, Floyd & Hammitt, 2002).

Nature -area for exceptionalexperience That nature is an extraordinary medium for p@gogical work is not only pointed out by the effects for the development of motor skills,that are very good (or maybe even best) improved by the great variety of nature (cf. e.g. Andresen, zooo), it is also an extraordinarymedium because of the great variety of experience-dimensions that make nature also for adults to an interesting and attractive area for spendingleisuret h e withvarious kinds of activities. When analysingthe various dimensions of experience possibilities which come up in the course of activities outdoors in conjunction with the perception of nature or natural environment, then we can find the following dimensions: "body and movement", "social experience and bonding", 'performance", "excitement", "time and space", "nature and naturalness" and last but not least "context". While working out co~ectionsbetween the certain qualities of experience and the environmental conditions there turned out, beside the dimension of "nature and naturalness", to be a special coherence between the dimension of "context" and the perception of nature (cf. Liedtke, 2004, 2004, in print). In these so called context experiences people have a special feeling of aesthetics, of mood and atmosphere, of being integrated, of liberty, clearness, value and of an intensity that is not a quality of other experiencesbut a experience of its own. AU these qualities of experiences which allow people to get a feeling of correspondence with liveliness comeup preferable in conjunction with the perception of nature, while natwe means a phenomenon of dynamic high-handedness not necessarily an area which can be classified as wilderness (cf. Liedtke, 2001, 2004, in print). Since nature makes the coming up of these qualities of experiences more likely (for the reason of the human evolution and co ev01ution with nature) a natural environment will be and will remain as an area, where humans will gladly spend their time. This facts make nature to such an interesting place not only for spending le~suretime but also for pedagogicalwork, to help people getting a feeling of quality of life, of fundamental values and of connection with liveYrness, wbicb means with basic experiences. Working with nature, with activities in nature, with basic experiences gives reason to hope that this leads to an attitude wbere experience of nature in conjunction with activity will be central elements of an active and sustainable lifestyle.

life" seems to be interesting and promising. Trying to understand what is meant by the term friluftsliv the easiest approach - beside the translation to "Norwegian outdoor life" or "living in the open air" - is the official definition of the Norwegian govenunent: "friluftsliv is stay and physical activity in the open air in leisure time with the aim of nature experience and change of scenery" (d. Milj-verndepartementet, 1985, p. 5). When coming from this sweeping definition and trying get a closer look on the phenomenon we find a confusing discussion about the kind of activities and the kind of performing these activities which might or should belong to the category friluftsliv.According to some premises, that mark off the field of friluftslivlike: people stay / life outdoors in an natural environment people do not use technical help for locomotion the human being as a whole should be included there is no competition people avoid to soil or destroy nature (cf. Haugsja, 1975) especially the point of no-use of technical help (for locomotion) gives reason to wide discussion whether e.g. cycling is tiluftsliv or not. Here we are coming up to the question on which point something is judged as technical: is the use of a ski a use of technical equipment, is there a difference if the ski is made of wood or of synthetic material? Trying to evade this d i i i o n and looking at the supposed essential of frilnftslivwe come back to experience dimensions described above: to the so called context experiences of aesthetics, of mood and atmosphere, of being integrated, of liberty, clearness, value and of intensity which could be gathered in the ideas of correspondence with liveliness (cf. Lie.dtke, 2004, in print) and aesthetic correspondence with nature (cf. Seel, 1996). Looking from this dimensions of experience which make friluftsliv to an interesting enrichment of life the premises mentioned above can he understood as an effort to maintain these essential dimensions of experience. In this sense e.g. the premise of no-use of technical help (for locomotion) tries to maintain qualities of experience that might become stunted or even vanish when the perception of nature and the self am superimposed by being bnsy with technical equipment Friluftsliv should be - like the Norwegian philosopher Ame Ngss says - a rich life by simple means, coming from the insight that life might be rich because the means are simple - not although they are simple (cf. Nms, 1999; Rothenberg, 1992).

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Looking at friluftsliv in the described way we see above all a leisure time phenomenon, an active l i f b e or a philosophy of life - not a pedagogical concept. Trving to bring people in contact with the ideas and acti~ ties of frilufisliv hoping to help them finding an own Friluftsliv - nature orientated lifestyle or to develop an active and nature orientated lifestyle thz educational concept? is enriched in an outstanding way of experience dimm When searching for phenomena wbere nature orien- sious obtained in nature, the pedagogical perspect tation and active lifestyle come together the Norwegian comes up: How is it possible to integrate friluftsliv a "frilufisliv" or translated to English 'Norwegian outdoor friluftsliv-activitiesin the educational system to open I WC

the described benefiw in health, well-being and quality of live for the individuals and the society?

Outdoor education or education~utdoors? In Norway the answer to this question is an integration of friluftsliv in the whole educational system from the university, where friluibliv is eithez a part of sport or physical education respectively or a subject of its own, going over schools and kindergartens. When being in pedagogical contact with end users like in schools, adult education programmes or kindergartens nature and nature orientated activities should be presented on the one hand as something that enables exceptional experience and on the other hand as something quite normal that can be experienced every day to enrich the personal quality of live. In this sense the educational work should focus above all on exceptional possibilities of experiences offered by stay and activity in nature and the improvement of the personal quality of live an not too much on imparting hard skills like orientation or bivouac building. Even if these skills are important e.g. for save travel in nature the main focus is not addressed to these subjects but to the personal experiences and the attitude that activity in nature could be a common an natural part of ones lifestyle. Comparing this approach with the concepts of (classical) outdoor education influenced by Kurt Hahn a lot of differencesbecome visible. The probably most evident is the function of nature, that in classical outdoor education is a mean or way to reach pedagogical targets that in many cases have no relations in content to the used activities in nature: Nature and activities in nature are in classical outdoor education means to an end (cf. Fischer & Ziegenspeck, 2000; Heckmair & M i d , 1994; Liedtke, 2003; Schad, 1998). Instead of using nature and nature activities as means to an end in special situations, 'going friluftsliv' (or however it might be called) offers the great chance to bring people in contact with activities in nature offering possibilities of exceptional experiences that can be integrated in an individual manner in ones own lifestyle promoting health, well being and a higher quality of life (cf. Lagerstr-m & Liedtke, 2004; Liedtke & Lagerstr-m, 2004).

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