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Syftet med studien är att undersöka vad förskollärare har för tankar om utomhuspedagogiken som arbetssätt och hur utomhusmiljön används, samt hur den kan stimulera barns utveckling och lärande. Studien kommer även att belysa vilka möjligheter och hinder som kan uppkomma i det utomhuspedagogiska arbetssättet. Intresset för utomhuspedagogik har ökat markant och den blir allt mer allmän i förskolor idag. Det problemområde som finns med utomhuspedagogiken är att den lätt kan misstolkas som att vara en ersättning för den traditionella pedagogiken inomhus. Utomhuspedagogiken har inte som syfte att ersätta någon form av pedagogik, utan den ska istället vara ett komplement i verksamheten. För att få svar på frågeställningarna har tre verksamma förskollärare intervjuats. Resultatet av studien visar på att utomhuspedagogiken ses som ett komplement i verksamheten av förskollärarna, som väl kan tillämpas. Utomhusmiljön används på liknande sätt i verksamheterna. På två av förskolegårdarna är mindre rum konstruerade, där barnens intressen och nyfikenhet har utgåtts ifrån. Att förskolornas gårdar används mest är ett tecken på smidighetsskäl. Den närliggande miljön används olika mycket av samtliga förskolor. En av förskolorna går mer till den närliggande skogen, än vad de andra gör. Förskollärarna var eniga om att det finns övervägande möjligheter än hinder vid användningen av utomhusmiljön i verksamheterna. Möjligheterna kunde vara bland annat att strävansmålen för förskolans läroplan kommer in mer naturligt i uterummet, till exempel finns matematiken med överallt. Hinder som togs upp var bland annat brist på fantasi, otillräckligt med vagnar och att en förskola inte hade någon smidig anslutning till skogen. Förskollärarna var övertygade om att utomhusmiljön bidrar till att barnens utveckling och lärande stimuleras på olika sätt. Den grovmotoriska utvecklingen, samt språkutvecklingen stimuleras. Att det sker ett socialt samspel och att barnet kan använda sig av sina sinnen i de autentiska sammanhangen är exempel på aspekter som styrker att utomhusmiljön påverkar, enligt förskollärarna.

While the health benefits of physical activity are commonly recognised, increasing evidence indicates that significant percentages of children, particularly girls, are not sufficiently physically active. Children spend a large proportion of their waking day at school; however their opportunities to be physically active during the school day, beyond the traditional PE lesson and break times, are limited. Increasing children’s levels of physical activity during their time at school may be a key approach to increasing children’s overall levels of physical activity. The aim of this study was to evaluate the outdoor education programme ‘Forest School’ as a source of school based physical activity. A review of existing research showed that there had been no rigorous evaluation of physical activity during Forest School sessions. A two phase mixed method design was used. The first phase used a repeated measures controlled design to objectively measure the amount, intensity, duration and frequency of the participants’ (n26 age 9-10) physical activity during Forest School. The second phase used semi-structured paired interviews (n24 age 10-11) to understand the subjective experience of the Forest School physical activity. The study was conducted in the central belt of Scotland. The results showed that during Forest School sessions the participants engaged in a significantly greater total amount of physical activity, at a higher intensity, and with a greater frequency of longer bouts, in comparison to the typical school days. The children were also shown to reach the recommended hour of MVPA during the Forest School sessions. The children reported enjoying and appreciating the opportunity to be physically active in an environment they had little previous experience of using. Existing barriers to physical activity in other contexts, in particular bad weather and low motivation, did not appear to be relevant at Forest School. The inequality in levels of physical activity and motivation to be physically active, between males and females, was shown to typically be lower on the Forest School days. The findings suggest participation in Forest School resulted in greater quantities of inclusive and enjoyable physical activity at higher intensities than otherwise experienced at school.

Evaluating the existing practices of sustainability within the outdoor apparel industry, this research questions the relationship that certain sustainability aspects have with the price of goods in this specific market. Through a hedonic pricing model, this research provides an estimate of the value placed on certain aspects surrounding environmental and social sustainability. In a growing industry, the application of sustainable practices throughout the supply chain has the potential to influence customer purchasing patterns and pricing models for outdoor apparel brands. This research found the type of material used to have a statistically significant impact on the price of an item; no statistical significance was found in the level of brand sustainability.

This project aimed at developing a training program for the California State University, San Bernardino Student Recreation and Fitness Center’s Outdoors Program. The design and development utilized the five-step ADDIE instructional design model along with concepts of experiential and outdoor education. After an analysis of the needs of the Outdoors Program at CSUSB, a thorough process of design, development, implementation, and analysis was used to provide an introductory training program for those interested in becoming outdoor leaders. With personal knowledge gained thorough a review of literature, combined with prior in-depth content knowledge, a training program was developed. Since different leadership needs exist within each outdoor education program, this project focused on the specific needs of CSUSB Outdoors. It is recommended that this outdoor leadership development program continue to be presented to more students, incorporating a self-assessment to gain a better understanding of the trainee’s growth through the program. It is also recommended that continuing education opportunities are developed and provided to the trainees as they become outdoor trip leaders and continue to develop their leadership skills. In conclusion, the training provided in this experiential educational program serves as a valuable training program for the needs of CSUSB Outdoors. This project outlines the design and development process used through the ADDIE model incorporating experiential and outdoor education knowledge gained in the literature review.

<p>This study was undertaken among teachers in different schools of Sweden and among several teachers with experience in teaching drama during February and March 2006. The aim was to explore what the beneficial aspects of working with drama outdoors are and simultaneously to examine any problems that may appear and what kind of activities the teachers believe are more conducive to outdoor settings.</p><p>Qualitative research methods were used for this study. An open questionnaire was sent to eight drama teachers for their opinion on doing drama activities in outdoor environments. Also, activities recommended for using in outdoor settings were prepared and send to several teachers, some of whom had previous experience working outdoors. They were asked later in an open questionnaire to evaluate the relative success of the activities they managed to do and the positive aspects and problems they encountered in doing the activities in outdoor settings. Additionally, some unstructured observations of two different groups took place in two elementary schools. </p><p>The research reveals that in general terms, the teachers encountered many beneficial outcomes of using drama activities in outdoor environments and they encountered some problems as well. </p><p>This study demonstrates the relative success and benefits of drama activities in outdoor environments and addresses some common problems that may appear. It contains a variety of drama activities that can be useful to teachers who are interested in working with drama in the outdoors. The discussion includes some recommendations for teachers.</p>

<p> <p>Syftet med detta arbete har varit att undersöka om lärare i grundskolans tidigare år arbetar med utomhusmatematik som en undervisningsform i matematikundervisningen. Utomhusmatematik är ett begrepp som syftar på den matematikundervisning som bedrivs utanför skolans lokaler, där kroppen och föremålen i miljön blir läromedel. Undersökningen genomfördes på fyra skolor med hjälp av enkäter till 20 lärare i grundskolans tidigare år, årskurs 1-3, i Kalmar och Nybro i Sverige.</p></p><p><p>Resultatet visar att flertalet [75 %] av de tillfrågade lärarna bedriver undervisning i utomhusmatematik och att de dessutom deltagit i någon form av utbildning i utomhusmatematik. De tillfrågade lärarna ser fler möjligheter än begränsningar med denna undervisningsform. Den största positiva faktorn som anges är att utomhusmatematiken bidrar till att eleverna får möjlighet att lära på många olika sätt, till exempel genom rörelse. Ytterligare möjligheter som konkretisering av matematik, praktisk användning för den teoretiska matematiken och tillgången till en stimulerande undervisningsmiljö med oändligt mycket material framkom i resultatet. De begränsningar som förs fram med denna undervisningsform är vädrets inverkan och elevernas svårighet att bibehålla koncentrationen utomhus.</p></p><p> </p> / <p><p>The main purpose of this degree project has been to examine if compulsory schoolteachers work with outdoor mathematics as a form of teaching in mathematics education. Outdoor mathematics is a concept of mathematic education that is pursued outside the school, where the human body and the objects in the environment become teaching aids. The survey has been carried out by using questionnaires to 20 compulsory schoolteachers for forms 1-3 at four schools in Kalmar and Nybro, Sweden</p><p> </p><p><p>The result of the study shows that a majority [75 %] of the participating schoolteachers work with outdoor mathematics and that they have participated in some kind of outdoor mathematics education. The participating schoolteachers see more possibilities than limitations with this form of teaching. The greatest factor is that outdoor mathematics contributes to the possibility for students to learn in many different ways for example through body movement. Additional possibilities, such as making mathematics more concrete, practical use for mathematical theory and accessibility to a stimulating teaching environment with endless material, are shown in the result. The result also shows limitations with this form of teaching, such as the influence of weather and the difficulty for pupils to maintain concentration outdoors.</p></p><p> </p></p>

<p><strong>Problem:</strong> Vilka samarbetsfaktorer är viktiga för små svenska Outdoorleverantörer för långsiktig överlevnad på en konkurrensutsatt marknad?</p><p><strong>Syfte:</strong> Att analysera och utvärdera olika samarbetsfaktorer mellan leverantörer och återförsäljare inom den svenska Outdoorbranschen.</p><p><strong>Teori:</strong> Involveringsteori, Transaktionsmarknadsföring, Relationsmarknadsföring, Nätverksteori, Organisationsmodellen, Den värdeskapande processen och Totalkommunikation.</p><p><strong>Metod:</strong> Kvalitativ undersökning, deduktion, primärdata, intervjuer, semistrukturerad intervjuguide med kompletterande slutna frågor, strategiskt urval.</p><p><strong>Empiri:</strong> Haglöfs Scandinavia AB, Lundhags Skomakarna AB, Houdini Sportswear AB, Klättermusen AB, Playground Nordic AB, Addnature AB och Alewalds Sport AB.</p><p><strong>Resultat:</strong> Författarna upplever Ourdoorbranschen som en avslappnad och harmonisk bransch där social kompetens blir en viktig faktor för att skapa samarbeten över huvud taget. Leverantörer bör fokusera på leveranshantering, säljstöd och utbildning. Viktiga egenskaper hos leverantören för ett bra samarbete är ärlighet och öppenhet som bidrar till en bra kommunikation.</p><p><strong>Slutsats:</strong> Då vi lever i en föränderlig värld är den lojalitet som man bygger upp genom interaktion och samarbeten av stor betydelse för små Outdoorleverantörer på den svenska marknaden. Skall man som leverantör överleva långsiktigt måste man jobba mer kring förståelsen för att driva branschen in i en utvecklande fas och inte förlita sig helt på den tillväxt som branschen länge haft. Som liten leverantör blir det därför viktigt att jobba med några färre djupa relationer istället för många mer ytliga. För att som liten leverantör skapa sig förståelse och därmed kunna öka sin anpassning bör man genom värdestjärnans principer ta fram mervärden tillsammans med återförsäljaren som är svåra för andra leverantörer att kopiera.</p>

This study was undertaken among teachers in different schools of Sweden and among several teachers with experience in teaching drama during February and March 2006. The aim was to explore what the beneficial aspects of working with drama outdoors are and simultaneously to examine any problems that may appear and what kind of activities the teachers believe are more conducive to outdoor settings. Qualitative research methods were used for this study. An open questionnaire was sent to eight drama teachers for their opinion on doing drama activities in outdoor environments. Also, activities recommended for using in outdoor settings were prepared and send to several teachers, some of whom had previous experience working outdoors. They were asked later in an open questionnaire to evaluate the relative success of the activities they managed to do and the positive aspects and problems they encountered in doing the activities in outdoor settings. Additionally, some unstructured observations of two different groups took place in two elementary schools. The research reveals that in general terms, the teachers encountered many beneficial outcomes of using drama activities in outdoor environments and they encountered some problems as well. This study demonstrates the relative success and benefits of drama activities in outdoor environments and addresses some common problems that may appear. It contains a variety of drama activities that can be useful to teachers who are interested in working with drama in the outdoors. The discussion includes some recommendations for teachers.

Research into the use of natural resources and protected areas for the pursuit of outdoor recreational opportunities has been examined by a number of researchers. One activity with growth in recent years is river recreation, the use of rivers for rafting, kayaking, canoeing and instructional purposes. These many uses involve different groups of individuals, creating management complexity. Understanding the various inputs is critical for effective management The Lower Kananaskis River, located in Kananaskis Country in Southwestern Alberta, was area chosen to develop an understanding the inputs necessary for effective management. Specifically, this study explored the recreational use of the river in an effort to create recommendations on how to more effectively manage use of the Lower Kananaskis River and associated day-use facilities in the future. Kananaskis Country is a 4,250 km2 multi-use recreation area located in the Canadian Rocky Mountains on the western border of Alberta. Since its designation, the purpose of the area, has been to protect the natural features of the area while providing quality facilities that would complement recreational opportunities available in the area. Over the years, the multi-use goal of the area has led to issues surrounding the management of the recreational opportunities available, including the multiple use of the Lower Kananaskis River. The Lower Kananaskis River is a section of the larger Kananaskis River, one of six rivers flowing through Kananaskis Country. The Kananaskis River flows for 84 km. northward in the Kananaskis Country from the Upper Kananaskis Lake through the development of the Lower Kananaskis Lake and Barrier Lake to the Bow River. This thesis was only concerned about a small section of this river, the lower portion. The Lower Kananaskis River is a 2 km stretch of the river located within Bow Valley Provincial Park, with an additional 4 km of river outside of the park that many users utilize. This river has become a widely used and well-known recreational paddling destination in Kananaskis Country and Bow Valley Provincial Park and with this has come concerns over its use and management. A mixed methods approach was implemented to examine current use levels Both surveys and participant observations were used to develop a better understanding of current use levels (i.e. time, type) and to gather information from users. At the same time, structured interviews were held with key policy leaders to further explore current management issues and concerns surrounding the Lower Kananaskis River. Analysis of the data collected from river users revealed that the area is widely used by both commercial and recreational users. These two groups of users have learned to adapt to one another’s activities. Both groups expressed high level of satisfaction, but continued growth in use will probably pose problems with user’s experience and satisfaction. In many cases, users also recognized the need for improvements to river infrastructure both on and off the river. Users indicated that changes were needed in the parking areas to accommodate all of the vehicles and users, work was needed at the put-ins and take-outs to accommodate the increases in users along with work on the river features and at the day use sites. Users also recognized that the area is becoming more widely used and feel that changes are needed in how the area is maintained and managed in order to deal with its continued growth. The interviews with policy leaders emphasized the well-known nature of the issues of the area and emphasized issues within the current management structure. Policy leaders were more critical of the current management structure of the river than the users. The critical comments from the policy leaders were expected, as they are more aware of the management issues than recreational users. The policy leaders made many insightful comments for change in the interviews and recognize that park management has shown low levels of understanding and responses to the expressed needs of the users, and recommendations of previous research. This research found several examples of management ineffectiveness. It was concluded that the low levels of response from management is due to the lack of management capability. With the continued growth of the area new management demands can be expected. This in tern will require improved management framework and guideline. With this, it was recommended that increased management capability is required. In order to assist in the development of this capability the research developed an adapted outdoor recreation management framework. Application of this framework would help to ensure that the area is managed more effectively in the future.