Design principles of youth development programs in outdoor environments: a scoping review
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Design principles of youth development programs in outdoor environments: a scoping review Andrew Mansfield 1
& Wayne
G. Cotton 1
& Paul
Ginns 1
# Outdoor Education Australia 2020
Abstract Despite increased popular and research interest in youth development and outdoor education, very little research has focused upon the design principles that enhance the effectiveness of these programs. This article presents a scoping review of the literature discussing youth development activities occurring in outdoor environments, in order to identify the design principles of effective activities. This review is based upon a literature search utilising A+ Education, ERIC, PsychINFO and SPORTDiscus and sought references published between 1990 and June 2019. The literature search yielded twenty-five references that met the selection criteria established for this review. The review discerned ten design principles of effective youth development occurring in outdoor environments. A number of opportunities for further theoretical and empirical research are highlighted within the review. Keywords Design principles . Outdoor education . Positive youth development . Scoping
review . Youth development
Introduction Youth development provides opportunities for participants to develop skills and attitudes that will assist them to navigate the challenges of adolescence and adulthood and prepare them to make a positive contribution to society (Roth and Brooks-Gunn 2003). These experiences can occur in a range of contexts, including outdoor environments. Activities in outdoor environments are defined and understood in a range of ways; however, at their simplest are activities employing physical activity in a nature-based environment (Hattie et al. 2016). Sibthorp and Morgan (2011) suggest that youth development “… aligns with historical practices” (p.105) in outdoor education, and * Andrew Mansfield [email protected]
1
Sydney School of Education and Social Work, The University of Sydney, Sydney, NSW 2006, Australia
Journal of Outdoor and Environmental Education
effective youth development and effective outdoor education share many similar features (Sibthorp 2010). As such, youth development represents a useful model to be implemented in outdoor education (Sibthorp and Morgan 2011) enabling participants “to grow, flourish, and develop into successful and productive adults” (Sibthorp 2010, p.vi). Early approaches to youth development were focused on deterrence, attempting to counter perceived maladies affecting youth and in turn society, including drug and alcohol use and violence (Roth and Brooks-Gunn 2003). According to Roth and Brooks-Gunn (2003) in the 1990s a paradigm shift occurred within youth development towards Positive Youth Development. This new approach was centred upon providing greater opportunities for all youth to be exposed to “developmental opportunities and supports” (Roth and Brooks-Gunn 2003, p.94) rather than the traditional focus on deterrence and countering maladies. Similarly, there has been a shift i
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