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[abstract missing] / Arts, Faculty of / Geography, Department of / Graduate

Indiana University-Purdue University Indianapolis (IUPUI) / Adventure tourism is a fast-growing niche sector within tourism. This study aims to identify the primary motivations and constraints for individuals participating in adventure tourism. Emphasis was put on adventure participants' travel pattern behaviors (local residents/ tourists) and the new factor of COVID-19. Only some studies have examined constraints within adventure tourism, including motivations, travel, and COVID-19. A total of 240 individual's participated in a 10-15-minute survey that focused on 37 motivations and constraints pulled from previous literature. The findings highlighted personal improvement and destination experience as the key motivators to participate in adventure tourism, while traveler anxiety was the key constraint holding participants back. It also gave insight into how adventure tourism continues to be popular despite the pandemic.

Thesis (M.S.)--Indiana University, 2003. / Includes bibliographical references (leaves 56-60). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph.D)--Literature, Communication, and Culture, Georgia Institute of Technology, 2010. / Committee Chair: Murray, Janet H.; Committee Member: Bolter, Jay; Committee Member: Montfort, Nick; Committee Member: Nitsche, Michael; Committee Member: Pearce, Celia. Part of the SMARTech Electronic Thesis and Dissertation Collection.

Thesis (M.S.)--Indiana University, 2003. / Includes bibliographical references (leaves 56-60).

Thesis (Ph. D.)--University of California, San Diego, 1985. / Vita. Includes bibliographical references (leaves 191-200).

This thesis critically analyzes how gender intersects with risk processes and practices in outdoor adventure education. I focus on how language, binary logic, and societal norms work together to gender risk and offer three ways that risk may be gendered in the context of youth outdoor adventure education courses with youth. First, I discuss the use of hierarchical language, and the gendering practices of order, labeling, and omission that places girls and girls' needs as external or additional to a “neutral” masculine norm. Next, I analyze how an adherence to a rigid binary in the definition and conceptualization of risk parallels and perpetuates a gender binary that prioritizes masculinity and boys above femininity, girls, and non-binary youth. Third, I consider how societal norms influence stereotypes, assumptions, and expectations that gender risk on courses. I also examine seven situational practices that embody and illustrate gendered risk on outdoor adventure education courses with youth participants: gender as a risk, group composition, risk policies, challenge with non-binary identities, mom/dad instructor roles, hygiene instructional lessons, and transformation stories. In my discussion, I offer suggestions for what this research might practically offer outdoor adventure education and youth programming broadly. / Graduate

The purpose of this study was to explore the role and impact of adventure therapy (AT) on student development and to identify the greatest challenges to the implementation of AT in schools. The Delphi method was used to generate consensus of opinion within a group of experts in the field of adventure therapy and school counseling. Purposive sampling was used to identify the members of the expert panel and the definition of consensus was set at 80% for each item. Content and descriptive analysis were used to develop representative statements from participant responses between rounds. Ten Caucasian respondents, 6 men and 4 women, having met at least one of the expert criteria for the study, completed three rounds of participation which resulted in the attainment of consensus on 36 items addressing the role of adventure therapy in school counseling and the impact of AT in the areas of academic/career and social/emotional development. Twelve challenges to the implementation of AT in schools were identified and put in rank order. According to the results, experts believe adventure therapy has the greatest impact on social connectedness, problem solving, and student engagement in schools. Access to appropriate training in AT, administrative support, and funding were identified as the three greatest challenges to the implementation of adventure therapy in schools.

This is a mixed method study carried out from a pragmatist philosophical position. The research question is how (if at all) do primary school pupils change following a residential adventure education experience, how does any change relate to their experience during the residential and what implications does that have for the provision of residential adventure education? It is a three phase study. Phase 1 is quantitative: a survey to assess whether there is a correlation between the extent of residential opportunities and whole school performance measures. Phase 2 is qualitative: a series of interviews with headteachers, parents and policy makers to discover their perceptions of the impact of a residential programme. Phase 3 is quantitative: designing and testing an instrument to measure the impact on pupils of different aspects of a residential programme and comparing this with their classroom attainment and their social and emotional development. No relationship was found between the extent of residential opportunities and whole school performance measures, although it was found that opportunities are inversely correlated with deprivation. Interview data produced a rich source of evidence for the way in which different aspects of a course combine together to produce a powerful impact. Complexity theory was used as a theoretical perspective to suggest that a non-linear step change in self-confidence could arise naturally and possibly inevitably as a result of the fact that residential adventure education is a complex system. Analysis of the pupil impact survey showed that many different aspects of the experience combine to create the impact but that it can reliably be separated into four components: living with others, challenge, teacher relationships and learning about self. There was a significant correlation between the improvement in individual pupils’ classroom attainment over the course of a term and the impact that the residential had on them. There was a significant improvement from pre-course to post-course in pupils’ prosocial behaviour and a significant reduction in perceived hyperactivity.