Outdoor Activities

This paper reports on research conducted as part of a project, the aim of which was to utilise outdoor and adventurous experiences to help schools address their 'if only'factor-that aspect of learning perceived to be key to raising standards, whether it be the acquisition of knowledge, skills or a change in attitudes to learning. The project involved nine schools and 671 children, all engaged in the "I Can~" project and the follow-up activities that took place at schools. The research was carried out with children, teachers and parents and consisted of a series of focus groups and analysis of children's work. Limitations inherent within the research opportunity prevent the confident attribution of causation. However, the study's findings do offer insight into an under-researched, yet potentially valuable educational experience. The findings suggest that outdoor and adventurous activities can impact upon children's learning in school by addressing their intellectual, affective and social development.

Terrazze, giardini d'inverno, spa, patio, bordo piscina, dehors: la pergola bioclimatica è nata dall'idea di creare una nuova estensione casa.  Pur essendo all'aria aperta, lo spazio creato è abitabile, adattabile a tutte le configurazioni architettoniche, sia in ristrutturazione che in costruzione. Permette la valorizzazione dell'immobile e s'inserisce perfettamente in un percorso di progettazione bioclimatica delle attuali abitazioni.
La sua tecnologia detta «Bioclimatica» a lamelle orientabili, offre una protezione ed un utilizzo ottimale dello spazio all’aperto consentendo di regolare istantaneamente la luce solare, creando una rinfrescante ventilazione in caso di alte temperature e riparando dalle intemperie (pioggia, neve e vento). Perfetto compromesso tra la tenda da sole e la veranda, le lamelle in alluminio si orientano, molto semplicemente, manualmente o tramite un telecomando.
E' possibile giocare con colori e accessori con la stessa facilità con cui gestire luce e ombra ed ottenere infinite combinazioni.
Per ulteriori info, visita la pagina https://www.adarteoutdoor.com/prodotti/bioclimatica/

Esse plano de trabalho é associado ao projeto de pesquisa “A ecomotricidade no estado de Sergipe”, iniciado no ano de 2014. Ecomotricidade é compreendida como a intencionalidade do ser em suas inter-ações com a natureza, desde que essa inter-ação seja lúdica e ecológica. A relação é lúdica quando o que traz significação para a experiência é a alegria ou o prazer circunscritos à própria experiência. A relação é ecológica quando se satisfazem os preceitos (ecosomaestéticos-ambientalmente éticos-ecopolíticos) da justiça ambiental. Justificando-se na crítica à associação direta entre o contato com a natureza e as possibilidades de conscientização/educação ambiental e compreendendo a importância do engajamento ecopedagógico para a concretização de mudanças no habitus ecológico do sujeito, o objetivo do projeto é investigar aspectos fundamentais da relação de homens e mulheres com suas experiências de ecomotricidade no estado de Sergipe buscando a identificação de categorias analíticas que fundamentem percepções sobre como essas relações influenciam percepções ser humano-mundo. Tal investigação é realizada a partir do desenvolvimento de dezoito estudos de caso com indivíduos com experiências regulares na natureza. A análise dos dados destaca o potencial para se (re)conhecer possibilidades e limitações para o desenvolvimento de processos educativos nas relações corpo-meio ambiente, especialmente pela “normalização” de valores (estéticos, éticos e políticos) da ecomotricidade localizados geo-epistemologicamente no habitus de movimento do indivíduo.

Esse plano de trabalho é associado ao projeto de pesquisa “A ecomotricidade no estado de Sergipe”, iniciado no ano de 2014. Ecomotricidade é compreendida como a intencionalidade do ser em suas inter-ações com a natureza, desde que essa inter-ação seja lúdica e ecológica. A relação é lúdica quando o que traz significação para a experiência é a alegria ou o prazer circunscritos à própria experiência. A relação é ecológica quando se satisfazem os preceitos (ecosomaestéticos-ambientalmente éticos-ecopolíticos) da justiça ambiental. Nesse ano de pesquisa foram finalizadas as etapas de unitarização e categorização (Análise Textual Qualitativa) dos 93 textos que totalizam o corpus da pesquisa. Dessa análise emergiram sete (7) categorias, nas quais foram enquadradas todas as unidades de significado destacadas do corpus, a saber: Relação com meio ambiente/natureza; Relações com o jogo e com o esporte; Risco; aventura; radical; Benefícios e sensações positivas; Espaço e tempo para educação (ambiental); Opção de lazer; Formação de culturas e identidades. A análise interpretativa dessas categorias possibilitou discussões e conclusões em relação aos objetivos centrais da pesquisa.

Complete conference proceedings for the II Brazilian Congress of Leisure Studies that took place September 2016 in the city of Belém, Brazil.
Anais completos do II Congresso Brasileiro de Estudos do Lazer, realizado em setembro de 2016 na cidade de Belém-PA.

This Final Project centers on The Study Road, an expedition where participants cycle a total of 12,500 kilometers for five-and-a-half months from Istanbul to Beijing. A case study methodology is employed in order to study how action learning can enhance the contribution of this program to personal and leadership development of its participants.

A thorough literature review that integrates the three different schools of action learning (scientific, experiential and critical reflection) in the three frequent settings where it is applied (in the classroom, in organizations and outdoor activities) is carried out, with the purpose of developing a framework for the evaluation of action learning programs. This framework contains the blocks of basis (context and reflection), levels of learning (individual, team, organization, professional and personal networks) and dimensions or learning (encouragement and support).

This framework is employed in order to assess the action learning program in The Study Road. The evaluation gave the results that the encouragement dimension of the trip is a strength, but the program does not support participants sufficiently. Other improvement areas are reflection and the team level, both in encouragement as well as in support dimensions.

A set of guidelines in order to redesign the Personal and Leadership Development Program (PLDP) of The Study Road was included, summarized in: integrating the PLDP within the learning program, encouraging active participation of students, nurturing feedback and achieving a blend of encouragement and support through structuring the experience and employing a facilitator that will build continuity on the program.

Thanks to the employment of a case study method, generalizable lessons from The Study Road were shared: personal and leadership development can be enhanced through extreme experiences such as the one proposed by The Study Road, the individual is the starting point of a learning process that requires facilitation in order to achieve its full potential, and a major influencing factor in the learning process is team composition.

The other outcomes of this Final Project include general recommendations for The Study Road, a preliminary version of the PLDP for the Silk Road edition of 2015 (included in the Appendix 7.2) and a general set of key success factors for action learning programs.

This paper reports on research conducted as part of a project, the aim of which was to utilise
outdoor and adventurous experiences to help schools address their 'if only'factor -- that aspect
of learning perceived to be key to raising standards, whether it be the acquisition of knowledge,
skills or a change in attitudes to learning. The project involved nine schools and 671 children,
all engaged in the "I Can~" project and the follow-up activities that took place at schools. The
research was carried out with children, teachers and parents and consisted of a series of focus
groups and analysis of children's work. Limitations inherent within the research opportunity
prevent the confident attribution of causation. However, the study's findings do offer insight into
an under-researched, yet potentially valuable educational experience. The findings suggest that
outdoor and adventurous activities can impact upon children's learning in school by addressing
their intellectual, affective and social development.

This paper examines the Post-First World War reconstruction of masculinity around notions of endurance in the British outdoor movement. From the 1860s onwards, longdistance walking trials in the Lake District became part of the regional mountaineering and rambling culture, offering middle-class mountaineers strenuous physical challenges which were expressions of regional pride and in which the Lake District became a synecdoche of the Alps, a place for excursive rehearsal of Alpine-scale ambitions. Part of a wider cultural turn towards gigantism in sport and exploration prior to the First World War, these challenges increasingly deployed insights from the life-reform and body-management movements of the late nineteenth century, drawing on developments from other endurance sports such as cycling. They culminated in the standardized but largely informal Lake District Twenty-four Hour Fell Record, the pre-war record being established by Dr. Arthur Wakefield of Keswick in 1905. Post-war efforts to beat Wakefield's record by Eustace Thomas of the Manchester-based Rucksack Club demonstrated increasingly sophisticated applications of nutritional, body management and training programmes. Thomas's adoption of theoretical models of human vital capacity, based on the work of the of the Manchester anthropometrist and public health researcher, Dr. Alfred Mumford, suggest that, far from amateur athletes rejecting medical and scientific advice, the adaptive physiological model that emphasized the human ability to endure and to transform itself via habituation was deeply appealing in a post-war context. Innovative experimental physical regimes and recursive strategies pioneered in the regional outdoor movement were understood by participants to have wider implications for imperial mountaineering ambitions, notably the post-war campaign to climb Mount Everest.

Tutorial Focus: MPhil to PhD TRANSFER
• ‘Stepping up’ from MPhil to PhD – what does it mean?
• Preparing to Transfer – what do I need?
• Transfer Viva – how does that work?
The Transfer Report: elements and expectations
• Abstract, easier said than written,
• Project development from RPA (proposal),
• Data and evolving researcher expertise,
• Originality, project/thesis plan, PhD training plan,
• Timescales towards timely completion – research activity and writing up
• Presentation of your document,
• RDSC3 Report and key Assessment Point for progression
• Viva – what is required and who will be there?
• Outcomes and what next?

Ever wonder what it would be like to hike 2,174 miles from Georgia to Maine along the world’s longest continuously marked footpath? Join “Marathon” as he provides a humorous autobiographical account of a “real” walk in the woods. Anyone who enjoys travel or adventure will love Marathon’s story. This book is required reading for any outdoor enthusiast and will certainly assist anyone wanting to plan an Appalachian Trail (AT) section or thru-hike. Live vicariously through this entertaining account, which includes over 350 accompanying pictures. This book is the culmination of 34 articles that were written for the author’s hometown newspaper as he thru-hiked the entire AT. All articles were written while still on the trail. Appendices also include the author’s daily mileage and location log, his thru-hike equipment list, a suggested AT readings list, and a comprehensive collection of reflective thoughts and suggestions by another AT thru-hiker, “Bonespur.”

Over the past 25 years, UK government policy exhortations to promote and increase exercise and physical activity levels in the population have increased in volume. In recent years, too, there has been growing sociological interest in exercise and physical activity embodiment issues, including within phenomenologically-inspired research into lived-body experiences. This article contributes original insights to a developing body of phenomenological-sociological empirical work in this domain, in addressing the lived experience of organised exercise in outdoor environments, and specifically in theorising the role of ‘lived weather’ in contouring these experiences. It thus addresses the call by Vannini et al. (2012) to remedy the notable ‘absent-presence’ of weather in much social science research. Drawing upon data from a two-year multi-disciplinary, multi-institutional ethnographic study of a nationwide exercise programme in Wales, UK, this article examines participants’ (n = 146) lived experience of weather, and theorises their ‘weather learning’, and ‘weather work’, both of which emerged as highly salient in the findings.

Keywords: Weather, weather work, phenomenology, phenomenological sociology, outdoor exercise, physical activity

The research has sought after comprehending and discussing about the different medical imaginaries, from the beginning of the 20th century, in respect to Brazilian nature, as well as the distinctions drawn between the urban and the rural environment. Mainly from the emerged relations between the sanitary, hygienist, eugenist movements and the physical education, the consolidation in Brazil of an imaginary which conceived nature as an ideal environment was observed, for healing and disease prevention, as much as the strengthening and the education of the body, through physical exercises such as gymnastics, sports, games and therapeutic practices as heliotherapy, hydrotherapy and climotherapy. Following the ways of such a conception of the nature, the Department of Physical Education of São Paulo State, an organ under the Secretariat for Education and Public Health, stands out, once it was responsible, in the 1930s, for important interventions with two extracurricular institutions which kept nearness to the imaginary of healing and educational nature: the playgrounds and the summer camps. As for the school institution, it was the Department of Physical Education of São Paulo State responsible for creating and running one Outdoor School, which configured itself as an institution of experimental education located inside a public park and that kept nature and physical education as central objects of its pedagogy.

Education has traveled a long history and is evolving until today, at the same time and in close dependence with human society in every of form. In primary societies, for example, individuals were educated with purpose to cultivate those abilities that would lead to betterment living conditions and dealings with other members of society (Faure et al, 1972). In modern society, on the other hand, education is a broad concept found in different versions of everyday life and in combination with social institutions aiming at shaping fair and active citizens, as well as democratic societies (Farrant, 1980). There are three type of Education: Formal Education, Non Formal Education and Informal Education.

O exercício, compreendido em seu conceito mais amplo de intencionalidade à saúde, é capaz de trazer muitos benefícios à vida das pessoas que o adotam como alternativa para uma vida mais saudável e ativa. Considerando a atual predominância urbana da população mundial, é seguro dizer que a maioria das pessoas vive cercada de prédios e asfaltos por todos os lados, sejam em suas casas, trabalhos, escolas e em seus momentos de exercício, principalmente em academias especializadas em diferentes tipos de exercício. A predominância de experiências em ambientes fechados e privados da luz solar, tanto de entretenimento como de trabalho, corroboram para condições potencialmente prejudiciais à saúde. Além disso, comprometem a própria experiência do movimento, assim como a relação de interação com a natureza. Considerando o foco desse ensaio em adultos acima de 60 anos, discute-se como o exercício verde, compreendido como o exercício com intencionalidade à interação com a natureza, contribui para a diminuição dos efeitos deletérios do envelhecimento e para a melhora dos aspectos essenciais da com-vivência. Além disso, discute-se sobre potenciais aspectos de conservação da natureza pela incorporação de preceitos ecológicos no habitus de movimento de adultos acima de 60 anos com vivências regulares de exercícios verdes.

Slides for the "Physical education and environment" curricular unit in the Physical Education Program at the Federal University of Sergipe (2016 - readings for third debate).
Slides para a disciplina "Educação Física e Meio Ambiente" do Curso de Educação Física da Universidade Federal de Sergipe (2016 - leituras para terceiro debate).

Embodied within the idea of Taking CARE in the Outdoors are some key messages which relate closely to the pedagogical plan for implementing the CARE Curriculum in educational settings, especially within a programme of outdoor activities within Physical Education. This chapter sets out a societal need for the CARE Curriculum to be the driving force for Outdoor learning, to realise its benefits for educating through the life-course. Towards this aim, some practical information on real risk and perceived risk in educational contexts is explored, to equip the teacher to recognise and assess hazards in activities, but also to judge gains in learning. Finally, a practical scheme of work for outdoor activities is presented, which operates currently in a UK-based secondary school across Key Stage 3 (11-14yrs). The scheme illustrates how increasing challenge was factored into a menu of outdoor activities that were practical and feasible in a typical urban school setting. In conclusion, I hope to persuade you that the CARE Curriculum establishes a vital mandate for educating through the outdoors, not just providing entertaining activities during the school day, and that these educational gains may be realised through reflection and analysis of outdoor activities as an integral part of the learning experience, for the benefit of all whilst at school and in later life.

Available in hard copy: https://www.amazon.co.uk/CARE-Curriculum-Physical-Education-Sport/dp/0995574464

Esse plano de trabalho é associado ao projeto de pesquisa “A ecomotricidade no estado de Sergipe”, iniciado no ano de 2014. Ecomotricidade é compreendida como a intencionalidade do ser em suas inter-ações com a natureza, desde que essa inter-ação seja lúdica e ecológica. A relação é lúdica quando o que traz significação para a experiência é a alegria ou o prazer circunscritos à própria experiência. A relação é ecológica quando se satisfazem os preceitos (ecosomaestéticos-ambientalmente éticos-ecopolíticos) da justiça ambiental. Com isso, esse plano de trabalho compreende a construção, o desenvolvimento e a atualização de uma plataforma virtual para a divulgação contínua dos resultados da pesquisa, além da comunicação direta com interessados no tema. A construção da plataforma virtual envolve a criação de padrões linguísticos e de estratégias de apresentação para que os conteúdos/dados coletados na pesquisa sejam inseridos, acessados e compreendidos por toda sociedade. O desenvolvimento da plataforma digital é um meio de divulgação científica, mas também para o contínuo desenvolvimento da pesquisa, uma vez que permite o diálogo constante com novos atores.

The aim of this paper is to explore the sensory dimensions of a first-time caver. As part of my doctoral research within the topic of the senses in sporting performance, this is an attempt to investigate how the senses may be evoked, articulated and made sense of. The title is worded to reflect my unfamiliarity with caving; one foot in the cave which could just as easily have been one foot in the senses. This is but one foot and hopefully more feet will follow. Having spent the past few months immersed within the sensory literature of prominent anthropologists and the embodiment linkages with phenomenology I have finally begun to wrangle with the issue of how do I collect sense data? This paper is one step in that direction, detailing our efforts to capture sense-language data (you can’t capture senses any more than sensations – only reports of these feelings – adrenaline traces are traces of adrenaline, not feelings of adrenaline) and thereafter to use a structured method for data interpretation; the ‘body-anchored interview’, after Stelter (2010). The paper concludes that whilst it is a foot that has been placed carefully and intentionally, there being a desired direction in mind for the research, detours may be taken, detours which may not always be a nuisance and may lead to new discoveries.

In its ontological presuppositions, epistemological interests and methodological deliberations, critical theory of environmental education research (EER) is simultaneously scientific, normatively (and reflexively) critical, and non-idealistically practical. It is, therefore, a theory of practice, or praxis. Critical EE and its research aim for personal, social and ecological forms of justices achieved transformatively through the de and reconstruction of pedagogical, curriculum, policy and research practices that reconstitute various injustices. Missing from this reconstructive critique is the crucial role of aesthetics and the importance of affectivity in generating meaning about the agency of the researched by the researcher/actor. In this small scale self study of aesthetics and affectivity, we report on the deliberations of a workshop spread over two days about the aim of framing EER as a triad of environmental aesthetics-environmental ethics-ecopolitics. We emphasize how sensuous ethnography in walking provided a methodological means within the mobility genre of interpretive research. We aim to generate meaning about the concept of ecosomaesthetics needed in a new language and images of environmental education. Some key images are included in the following text while others are referenced and available on-line (see footnote 7).

Community service trips are often viewed as educational because students supposedly cross socio-economic, racial, and other borders to engage with people of various backgrounds. However, diversity among students, their differing experiences of the service trip, and the ways they learn from each other’s experiences are rarely discussed. Based on ethnographic research conducted during an alternative spring break trip from the north-eastern United States to New Mexico in 2014, this article examines student narratives about their diverse experiences – particularly regarding staying at a hostel and going on hikes – and shows how they learned about construction of differences from sharing their experiences. This article’s findings challenge the preconceived border between volunteers and the community members they work for as the only difference and show that service trips are often culturally biased in favour of white middle-class experiences. The article suggests “pedagogy of exploration” that encourages students to examine their own diverse experiences and what caused that diversity.

Ao abordar o movimento intencional de transcendência, ou motricidade, na natureza, este ensaio visa apresentar, criticamente, o conceito de ecomotricidade diante de suas possibilidades ecopedagógicas. O presente relato crítico sobre ecomotricidade visa apresentar possibilidades e limitações para o desenvolvimento de processos educacionais práxicos em inter-ações corpo-ambiente/natureza, tendo como foco a normatização dos valores (estéticos, éticos, políticos) da ecomotricidade localizados historicamente, geograficamente e culturalmente no habitus de movimento do indivíduo.

The disputes surrounding environmental issues indicate that it configures itself as a field of power and struggle within which interests are played related to the environmental event. In this sense, the aim of this article is to highlight conflicts associated with the processes of environmentalization of leisure practices. To this end, the discussion will be developed in three parts, in which: (a) the debate on the environmentalization of social reality will be presented; (b) the conflicts associated with the environmentalization of leisure practices will be analyzed; (c) the final considerations will be presented, highlighting the diversity of 'problems' associated with the theme, some particular to the leisure field, some to the environmental field, and others that arise at the interface between the two; researches that can contribute to the analysis of the processes of environmentalization of leisure practices will also be indicated.

This paper considers the rhythms of human ambulation within industrialized cultures, and begins by exploring how the coordinates of health inscribe many of the meanings, experiences, and practices of walking. It proceeds then to address the way in which this nexus (walking and health) is mediated and informed by the popular(ized) use of the seemingly innocuous pedometer/accelerometer. I argue that this technological device is intimately related to the current recommendations for moderate and habitual exercise, and moreover that it actively participates in the shaping of temporal rhythms in everyday life. This paper will briefly historicize walking; situate it within urban culture and health regimes – framed either as bio-politics and healthism, or as anatomo-politics and governmentality – before deploying the insights of actor-network theory (ANT) and Bruno Latour to illuminate the broader material and relational contours of ambulation. This symmetrical approach seeks to demonstrate how the pedometer extends walking practices and routines from monochronicity and modularization to polychronicity and modulation. Further, the techno-collaborative work involved in the management of walking rhythms is, I suggest, concerned with synchronizing corporeal temporal organization and embodied experience with the logics of what I tentatively term convergence time.

The purpose of this research was the prediction of the involvement of individuals in six outdoor recreational activities, based on the contribution of the participation incentives that urge participants to take part in these activities. The sample consisted of six hundred participants (n = 600), 100 per each activity (windsur ng, snowboarding, climbing, mountaineering, mountain cycling, skiing). Six different questionnaires were used to investigate the aims of this research. For the measurement of the involvement, the questionnaire used was that of Kyle et al (2003) while the questionnaire REP of Manfredo et al., (2007) was used for the measurement of the participation incentives. The results of the statistical analyses revealed that the participants showed high involvement in outdoor recreational activities and it seems that their participation in these activities is a very enjoyable process and plays an important role in their personal and social life. The results are consistent with the results of previous researches that found a high involvement of the participants in the exercise (Alexandris et al., 2008, Alexandris et al., 2011, Beaton et al., 2011).For the incentives the highest average was of the dimensions "exercise", "enjoyment of nature ", " rest ", " social pressure " , "learning ", "skill control". The incentives contributed signi cantly to the prediction of the three dimensions of involvement. It is very important for people to understand and make use of the nature in the right way, to protect it, to experience its positive elements and create opportunities for new jobs, like tourism. Mountaineering, climbing, skiing, snowboarding, windsur ng and mountain cycling are some of the numerous activities that can be carried out in Greece. So, it is necessary for the State and the local entities and all those, who are responsible for the natural environment, even individually, to advertise and promote these activities with the appropriate marketing strategies, in order to broaden people's participation and organize and develop the outdoor activities throughout the Greek State.

Slides for the "Physical education and environment" curricular unit in the Physical Education Program at the Federal University of Sergipe (2016 - readings for second debate).
Slides para a disciplina "Educação Física e Meio Ambiente" do Curso de Educação Física da Universidade Federal de Sergipe (2016 - leituras para  segundo debate).

Slides for the "Physical education and environment" curricular unit in the Physical Education Program at the Federal University of Sergipe (2016 - first readings).
Slides para a disciplina "Educação Física e Meio Ambiente" do Curso de Educação Física da Universidade Federal de Sergipe (2016 - primeiras leituras).

This paper reports on research conducted as part of a project, the aim of which was to utilise outdoor and adventurous experiences to help schools address their 'if only'factor-that aspect of learning perceived to be key to raising standards, whether it be the acquisition of knowledge, skills or a change in attitudes to learning. The project involved nine schools and 671 children, all engaged in the "I Can~" project and the follow-up activities that took place at schools. The research was carried out with children, teachers and parents and consisted of a series of focus groups and analysis of children's work. Limitations inherent within the research opportunity prevent the confident attribution of causation. However, the study's findings do offer insight into an under-researched, yet potentially valuable educational experience. The findings suggest that outdoor and adventurous activities can impact upon children's learning in school by addressing their intellectual, affective and social development.

The aim research is to reveal the different understanding of drawbacks in the implication of outdoor with the example of England and Turkey. Previous research, Mart and Bilton(2014) shows the differences in outdoor activities in these countries.Tobin, Hsueh and Karasawa(2009) also pointed the cultural differences in three countries. On the contrary of some significant benefits of outdoor such as providing learning through natural, observation, exploration of environment(Wellhousen,2002), there are some obstructive factors such as attitudes, funding (Waite, 2009), risk and bureaucracy, teacher training, schools, costs, centres(Dillon, 2010), government (Waite,2010), getting permission and equipment(Kandır, Yurt&Cevher Kalburan,2012).Çelik (2012) also states that the outdoor areas of schools are not used effectively because of having inadequate physical arrangement, or being overlooked of arranging outdoor areas. Observations, interviews and group discussions were used to collect data as a part of qualitative research method in southern Turkey and south-west of England. EECERA’s Ethical code(EECERA,2014) and Plymouth University Ethics Policy(Plymouth University,2013) have been considered for ethical considerations. Regarding them, all participants were informed about the confidentiality and anonymity of data. Regarding the initial findings of research, there are some similarities as general such as weather and space. However, the context of these varies considering the cultural aspects.In the practice, there is also considerable drawbacks but these are not seen by teachers. Regarding the findings, it is aimed to provide a different perspectives to drawbacks during outdoor activities, so that they can find a way to achieve such problems.Also, policy makers can improve the policies considering these drawbacks.

Background Recent studies have suggested that walking interventions may be effective (at least in the short term) at increasing physical activity amongst those people who are the most inactive. This is a leading objective of contemporary public health policy in the UK and worldwide. However, before committing money from limited budgets to implement walking interventions more widely in the community, policymakers will want to know whether similar impacts can be expected and whether any changes will be required to the process to ensure uptake and success. This paper utilises the findings from a recent community-based pedometer study (Walking for Wellbeing in the West - WWW) undertaken in Glasgow, Scotland to address issues of feasibility. Methods An economic analysis of the WWW study assessed the costs of the interventions (minimal and maximal) and combined these with the effects to present incremental cost-effectiveness ratios (cost/person achieving the target of an additional 15,000 steps/week). A qualitative evaluation, involving focus group discussions with WWW participants and short interviews with members of the WWW research team, explored perceived benefits and barriers associated with walking, as well as the successful aspects and challenges associated with the interventions. Results The incremental cost effectiveness associated with the interventions was estimated as £92 and £591 per person achieving the target for the minimal and maximal interventions respectively. The qualitative evaluation gave insight into the process by which the results were achieved, and identified several barriers and facilitators that would need to be addressed before implementing the interventions in the wider community, in order to ensure their effective transfer. These included assessing the impact of the relationship between researchers and participants on the results, and the motivational importance of monitoring and assessing performance. Conclusions The results suggest that pedometer based walking interventions may be considered cost-effective and suitable for implementation within the wider community. However, several research gaps remain, including the importance and impact of the researcher/participant relationship, the impact of assessment on motivation and effectiveness, and the longer term impact on physical and mental health, resource utilisation and quality of life. Trial registration Current Control Trials Ltd ISRCTN88907382

Second homes tourism comprises an important component of the discourse in tourism geographies, since its re-emergence in the literature in the late 1990s. Second homes are often situated in amenity-rich areas within pristine natural environments along coastal areas, river banks and lakes. However, these 'untouched' environments within remote rural municipalities are often characterised by limited financial capital and thus a weakened adaptive capacity to adapt to the increasing threats of sea level rise, flooding, drought and storms, which are projected to amplify in severity and frequency under climate change. Second homes often involve large onceoff capital investments, which coupled with their permanent physical location heightens the climate change vulnerability of the owners. We therefore argue that second homes tourism is particularly vulnerable to the threats of climate change. This article considers the potential impact of climate change on second homes in a variety ...

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Second homes tourism comprises an important component of the discourse in tourism geographies, since its re-emergence in the literature in the late 1990s. Second homes are often situated in amenity-rich areas within pristine natural environments along coastal areas, river banks and lakes. However, these ‘untouched’ environments within remote rural municipalities are often characterised by limited financial capital and thus a weakened adaptive capacity to adapt to the increasing threats of sea level rise, flooding, drought and storms, which are projected to amplify in severity and frequency under climate change. Second homes often involve large onceoff capital investments, which coupled with their permanent physical location heightens the climate change vulnerability of the owners. We therefore argue that second homes tourism is particularly vulnerable to the threats of climate change. This article considers the potential impact of climate change on second homes in a variety of local...

Tourism is a multifaceted and multidimensional phenomenon. It is an economic, social, psychological phenomenon. It is perhaps the common point of all mankind. Most of the world's population during the year takes holiday days. Tourism can be formulated as all phenomena and relationships arising from the interaction of the communication of tourists, suppliers, businesses, governments in the host areas, in the process of attraction and hospitality tourists and other visitors (Theodoropoulou, 2006).
Adventure tourism belongs to the wide range of alternative tourism and tourism of special interests. An integral part of it is outdoor leisure activities, which are part of a wide range of danger. Adventure tourism is defined, the leisure activity that takes place in an exotic, inaccessible destination and is characterized by a degree of risk for the person who carries it out. Adventure tourism is ideal for getting to know mountains, international hiking trails, steep gorges, etc. Adventure tourism achieves the emergence of the natural landscape, the traditional settlements, the protection of the flora and fauna of the region, without disturbing the environmental balances (Venetsanopoulou, 2006).The outdoor activities are characterised by a high or low risk indicator. This event can often create accidents during the holidays of visitors in an area.
Greece over the last fifty years has been constantly on the rise in the compared type of alternative tourism. At the same time, however, it also presents an upward trend in the existence of accidents in adventure tourism and consequently during the implementation of outdoor leisure tourism activities.
The purpose of this thesis is to record the concepts of tourism as a phenomenon, adventure tourism as part of alternative tourism, outdoor leisure tourism activities, extreme sports in tourism, the concept of accidents in this area as well as the course of the latter in the Greek country.
The methodology used is the review of the Greek and foreign language literature on adventure tourism and the analysis of the course of accidents, studying the archives of the Hellenic Federation of Mountaineering and Climbing, the Greek Rescue Team and the Greek Fire Department.
The results showed that there is an increase in accidents in adventure tourism.
The results of the research may be used for future research aimed at creating and finding ways to prevent and reduce the course of accidents.

Outdoor areas are titled as children’s favourite places by Wells (2000). Although this statement is from children’s perspectives, it obtains its power from the developmental contribution to children because it enables children to improve their health (Waters & Maynard, 2010), intellectual (Azlina & Zulkiflee, 2012), moral (Gair, 1997), cognitive, linguistic, emotional, social and physical development (Bilton, 2010). Therefore, the roles of children and teachers are important to gain the most beneficial outcomes from outdoor activities. In this case, it is necessary to avoid the domination of adults during outdoor activities (Waller, 2007) in order to provide freedom to children. Associatively, it is obviously known that the outdoor experiences of children to some extent depends on adult behaviours because of having the responsibility for the classroom and being an organizer to adjust the environment (Ernst & Tornabene, 2012).
Related to such explanations, this research focuses on English and Turkish early years/kindergarten teachers’ perspectives on the implementation of outdoor activities, so that it aims to reveal the potential training requirements of this. For this, interviews have been used to gather data from teachers in the south-west of England and southern Turkey. To conduct this qualitative research, EECERA’s Ethical code (EECERA, 2014) and Plymouth University Ethics Policy (Plymouth University, 2013) have been considered for ethical considerations. Regarding them, all participants were informed about the confidentiality and anonymity of data.
In this case, there are some differences in terms of assigning a meaning to the outdoors for them. These are about the meaning of outdoor, the roles of materials for them and drawbacks to apply outdoor activities.
In conclusion, teachers’ viewpoints vary between the countries, so this means that some aspects during teacher training are overlooked. That is why, via the help of these differences an international training could be included in teacher trainings.

Along with a general contextualization of how experiences in nature are being conceptualized in Brazil, the paper presents and conceptually frames the concept of ‘ecomotricity’. In doing so it aims to contribute to the wider debate of how experiences in nature are critically associated to the constitution of human-environment relations.

ABSTRACT The benefits of single-gender experiences for females have been discussed in a variety of contexts, including education, sport and outdoor recreation. In both the discourses of female-run outdoor adventure travel programs providing such experiences, and the leisure studies and outdoor education literatures, claims are made about the distinct social environment created on such trips and the positive outcomes for females undertaking them. Absent from these discourses is reference to empirical research exploring women’s perceptions of such experiences, thereby allowing one to evaluate the merit of such claims. In what would initially appear to be an observation in a completely different vein, there is also a relative dearth of scholarly examinations within leisure and recreational studies of women’s lived-body experiences of their physicalities through active outdoor recreation, and the potentially empowering effects of them. This paper seeks to draw out the connections between these seemingly disparate observations through a qualitative examination of women’s experiences of female-only wilderness canoeing. While the reasons articulated by the women for undertaking such an experience did not explicitly identify issues related to their physicalities, clearly these issues resonated with and held implications for their experiences of them. This, in turn, provides substantiation for claims regarding the importance of the provision of all- female outdoor experiences.

This paper investigates how recreational anglers make sense of, and engage with, fish behaviour over space and time. Drawing on fieldwork conducted around rivers in Yorkshire, UK, it explores how anglers differently categorise and differentiate between fish through their fishing practices. Drawing on Deleuze and Guattari’s notion of becoming-animal, and attentive to Haraway’s concerns for ‘beings-in-encounter’, the paper examines angling as a transformative practice, whereby anglers and fish adapt through their co-constitutive encounters. While anglers often attempt to ‘think like a fish’ when deciding on their tactics, we demonstrate their ambiguous classification of ‘fish’ on the basis of species, size and rhythm. Their attempts to become-fish are not always, therefore, with Haraway’s ‘actual animals’ but with complex groupings. The paper argues that studies should be more attentive to the heterogeneity of the categories of human and non-human. It is also critical of assumptions that certain animals, such as fish, are alien to humans and calls for greater attention to be paid to these, and to the non-airy spaces in which they dwell.

This workshop is intended to explore theoretical issues, practical data collection, and tactics for the analysis of place making through what we have labelled 'walking methods'. Participants will examine how walking together is a particular sensibility that is often central to the experience of place and thus can be motivational in extending the design space for mobile and pervasive technologies.

The existence of exercise and the general active lifestyle has now been proven through a variety of research, that it is necessary, especially in the modern way of life. The modern way of life offers the greatest comfort and the lowest energy expenditure to meet our living needs, compared to previous years.
Choosing a man's professional rehabilitation will often determine the choice of a lifestyle. So, this results in the need for personalized exercise and entertainment programs according to the person we are addressing. Manual tasks will differ decisively from office tasks.
In the following work I will describe the creation of an exercise and entertainment program for the professional branch of nurses. A profession with physical activity but also the existence of emotional and psychological deterioration, as the incidents faced by a nurse should not affect his psychological condition.

In May 2012 Wales opened a footpath around the entire length of its coastline, the first continuous waymarked path to follow a nation’s maritime perimeter. In its first year the 870 mile (1400 km) All Wales Coast Path (AWCP) attracted 2.8 million visitors, stimulated £32 million of additional expenditure and created 715 ‘person years’ of employment. The project is set to bring long-lasting recreational, tourism and economic development opportunities to peripheral areas. The AWCP has been a tremendous success and is one of the most dynamic coastal recreational developments in Europe; it has captured imaginations around the world and in 2012 Lonely Planet guidebooks chose Coastal Wales as top of its Best in Travel world destinations because of the coastpath.

This chapter outlines the development of the AWCP project and how it stands as an exemplar of good practice for successful collaboration between public, private and voluntary sector organisations. A major theme of the chapter is the way the route has provided ‘added-value’ to the existing tourism ‘offering’ in coastal Wales and renewed impetus for small businesses. It also outlines the unique brand that is the AWCP and how this is utilised to assist marketing and business identity along the route. Further discussion demonstrates how the AWCP has encouraged overall public access to the countryside and facilitated associated activities such as the staging of recreational events and improved social participation like volunteering. The AWCP is a landmark project of great pride to the people of this small nation and a significant addition to the store of national ‘cultural capital’. The chapter shows how, aside from their other benefits, walking routes can be important in enhancing national identity and destination image.