CHANGING ENVIRONMENTAL BEHAVIOURS HOW READY ARE WE?

AUTHOR

Ella Sutton

Ella is a freelance outdoor instructor and PhD student at the University of Southampton. As part of her PhD, Ella is in the process of developing and testing an ‘Environmental Literacy Course’ for outdoor instructors. The course focuses on ways to integrate environmental learning into adventure activities, to improve knowledge, attitudes, skills, and behaviours. The course will be trialled at centres around the UK in Spring 2023.

The outdoor sector is increasingly becoming recognised as a vehicle for inspiring environmental awareness and understanding; but is this expectation really being met?

In adventurous education we lead groups into often wild, secluded, and beautiful areas whether it be on land, shore, or sea. We take advantage of the natural playground, bringing joy to those that we’re able to share it with. We provide a safe opportunity for others to experience the thrill of the activity and expose them to a spectacular environment they may not otherwise be able to see. We hope that by the time we say goodbye, with smiles on their faces and memories to cherish, they might reflect on their position within the environment, their responsibilities, and their future actions.

Outdoor adventure is challenging to define: an amalgamation of sport, exploration, challenge, and risk, coupled with the refined goals of outdoor education, priding itself in developing qualities such as resilience, confidence, and teamwork. In every aspect of outdoor adventure, the setting it occurs in is an integral aspect, the natural environment enabling the activity to happen whether that be ski touring across mountains, gorge walking, climbing, surfing etc. We are constantly relying on the preservation of these areas to allow us to keep working and adventuring.

The psychological drive for adventure is often satisfied by thrill, excitement and adrenaline. However, the experience can also bring much more; peace, tranquillity, appreciation, and an understanding one’s sense of place in the world. There is a movement among some outdoor businesses that are aspiring to be greater environmental influencers, sharing a vision to not only aid personal growth, but also to improve environmental understanding, and build an affinity for nature among their clients.

However, while the expectations of outdoor adventure may have changed over time, the delivery mechanisms have stayed broadly the same, having been passed down through the seasons of instructors, guides, leaders, etc. Some may feel these methods are still applicable; the environmentally related outcomes being a happy by-product of a wellestablished activity, therefore ‘let the mountains speak for themselves’, so the saying goes. I have no doubt these environmental values are deeprooted in outdoor adventure, but I will argue there is potential for a far greater influence. I reflect on a quote from Alison Lugg who says, “it is not merely a matter of exposing people to outdoor experiences and hoping that they become infused with environmental awareness or sensitivity.” (1)

I think this quote sums it up perfectly. Yet, if it’s not a matter of exposing and hoping, then what are we doing in our current practice to meet this expectation? What are we giving back to the places that share so much with us? How can we subtly educate or inform to increase environmental knowledge, or promote attitudes that will lead to the motivation for long-term environmentally responsible behaviours? How can we give people the tools so that their experiences in nature can still be relatable when they arrive back home?

Outdoor professionals are recognised by IOL as being in an ideal position to influence and educate those we come into contact with about climate change, biodiversity threats, impacts and possible solutions (2). So, if as outdoor professionals we are to make the most of our opportunities and fulfil our environmental outcomes, I believe there is a need for environmental training, for businesses and providers alike, to increase our ability to frame and facilitate change. We are not only exposing people to appreciate the wonders of our shared environment, but we are in the process contributing to its degradation; from visitors travelling the miles to adventure with us, to the equipment we use and the repetitive nature of our trampling. We can choose to accept our impact, but should we not take the responsibility to help ourselves and others grow in environmental knowledge, attitudes, skills and behaviours, so that we can grow as environmentally literate individuals, families, schools, and communities? p

References

1. Lugg, A. (2007) ‘Developing sustainability-literate citizens through outdoor learning: possibilities for outdoor education in Higher Education’, Journal of Adventure Education and Outdoor Learning, 7(2), pp.97-112, doi: 10.1080/14729670701609456.

2. Institute for Outdoor Learning (2019) IOL Position Statement of Climate Change and Biodiversity [Online]. Available: https://www.outdoor-learning.org/Good-Practice/Good-Practice/Climate-Change [Accessed 6th January 2023].

IMAGES

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