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RVUR-_,_l,vP.,,__a _,-,_,,,,,_m,m'_,,,,,, I",,h,,,,,.IS.,V,,,,t,,.,.:, .. NC4902-1

.Summer20(k) pp.5,1.72 3o 3.42

to,wc_rkc'l_)sel),with organizations stlch as Sierra Club's InnerCity Outings AVAILABLEFactors Differentiating Water-Based already have some of the'program dements identified in ,his' ' research. In contrast, programs tot,red'as introducing underreprescntcdWildland Recrtionists from roourdoor recreation thatonlyim'oh'e a single contact should

Nonparti " '.clpants, t,_ viewed with skepticism.

Implications for Recreation Activity AUTHORS: R.ob Bixlcr Assistant Proti:ssor, Parks, Recreation and, Tc)urisnlManagenlcnt,263LchotskyHalI,ClemsonUniversit3. Clemson, ___'Instruction _,: 29634-1005. Beverlywas a Post-Doctoral Research Associate, Cle,'e- _ _"

,., ¢ land/vlcmq_arks, 4101 l:tlh_m Parkway, Cleveland ()H 44144. AddressRedder! I). Bixlcr cc)rrcspcmdcnc¢t(_the first attthor. Partial fitnding'fi_r this project came o _*__.Beverly ,Xlorris t Ibm1 Nc)rth Central Forest Experiment Station, Evanston, IL and Clove- _ _

" I JalltiMctr(q_arks Division of'Marketing and Visitor Sen'ices _ g

.,,, i .i:ricnccs _ffpanicipalltS and nonlxtrticil_ants in can(_eing and kayaking. "l'hc , Introduction j

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study sought to idcnfi6" distinctions bcnvccn the tas.ogroups bevcmd the _ hlcntil_,ing mcaningfitl distinctions bcnvcen individuals involved in o .()h_ious difli:rence that participants know activit3.-sp¢cific skills. "Fhis •intbrmarion was sout_ht by a park district in order ro critically examine . wiklland recreation and thosc Jacking interest can provide an enriched , ,, •- . 00 m_programming strategies designed to introduce youth to) wildl_mdrccrc- ". understanding of recreation socialization processcsland guidance for recre- ,'_ _. _ _.

ati, m activities. Park stiilt'l',clicVed that a dilti:rcnt n.pc ot"l_rt,gramming ! ati_,n i,r(,grammcrs and administrators. A key concern is the adequacy of "_ _needed to be off, red to childrc'n and youth fi'om hotucs where the t'_uuil_' _ insrrttcri_m in wildland rccreatio,_ activities for children and youth from _

was di._intere._te,, it, ,,utd,,,,r,recrcati, m. The,' reas,,ned ,ha! a ,l,',.,ile;I : iitmilics wl,,, I,avc n,, I,rcvi,,tlS CXF_cricncc ,,,ill, thc,,c activitic,_. ,%|any "_ °_"°_ _ Iunderstanding of the subtlc si_;L'ializationli)rccs at ,,v()rk in liimilies with agencies pr()vidc programs that seek to introduce people to wildland • .t:a

I_"_iti"ca'in'dcst"wardwikllandr°:rcati°nn'ighta"°wpr°_ramn'crs_" ' recrcati(,n activities, striving to diversi_, participation. These programs [_,_mimic these fi)rct_ in pr_gramming. This stn_tegymay increase the chances J sh_t_ld be jtklged ctli:ctive only if they result in enduring involvement. Thethat program participants would later, as young adults, develop a sustained ':

i linterest in wildland recreation activities. . rcsttlts of this srtt(ty raise _luesrions ab0ur the. adequac.v of wildlandLift."histon" narratives wei'c conducted with canoeists and kavakcrs and " ' rccrcati(m activity curricula that are limited to the teaching of funclamcntal o _..

a contrast group of disinterestednonparticipants. Analysis c_)'nsisrcd_1" skills. • _' _ _"i,tenfifi.ing the diflbrenccs in theirexperiences growing ttp, as we'llas h(m' _ There arc fi:w known distinctions bctavccn parti_cipants and nonpartici- _"the ta_'ogmtlpSperceived tlleni_ch-esas difli.'ringthin1 each other. 'Padtllers

, pants in wildland recreation. Most studies f_ctls Oll demographic character-had accumulated a large nunlbcr of varied ,outdoor experiences, whilenonparticipants had fi:wif any experiences with wildland cnvir_mlncnts and : istics, citing race, gender, economic level, social class, and place of residenceactivities. Results suggested that intr_tucrion rs_ wildland recrcatkm ." as significantly, related to participation rates (l')wver,. 1994; Romsa &activities im'oh'e not just the devehqm_et_tof skills specilic t_t the activity I l_fll'man, 1980; Walker, 1995). While these (lata raise awareness, theybut also ¢Oml,etcncy in related activities stich as'waylinding, travel plan'- pr_)vitlc little specific: inli)rnlarion al)ollt which sr_¢ial fbrccs arc cq)cratingning, swimming ability, physiCalcomfi)rrand interest in wildland ehviron- within demographic groups that are less active in wildland recreation

mcnts, and t01crancc for fidl-bodv contact with natural b()dics _i'watcr. ; activities. N()r do they provide guidance as to what sJ_ould be accomplishedSeveral suplxwrorancillan.skillsma_Jccithcrtheacti_n, possible(waytinding with children from grottps ttnderreprescntcd in wildland recreation s_chan,t travel iqanning_ or ihe aeriGtv seem safi:r (swimluingl. A wildlaml [ that they will eventually develop the desire and skills to participate incm'ir_mmcntal s,_cialization process, in which the pcrs(m.bcc_m_cs,c_,n:fi_rtablc and confident in wild Cm'ironmcnts, regardless _t'thc activity,in . wihllaml recreation activities indcpendenrly as ),c_t_ngad_lr_.which they ale participating, may be essential. Being in a SUl_p(_rtivci_ml • In-_lel_th research abot=r canoeists and. kavakcrs c(msi,,ts l_rimarily _,tenlhusi.lstic s,_cial group prtffides p_sitive s(_ci;tl rcinli)rccnlctll anti a i StlltJics _l'padtllers Ilsillg spcctacttlar wiJtJerllc._s J;ik*chantlwild alltl ,,conicI,ul|i:r lhm_ ridicule by tmtsidcrs. : rivers. IsstlCSaddrcs._etl in these Sttldics incltldC mc)tivatirm, H_ecializaticm.

.An "Outdoor Club" approach to programming in which an intact • sensation seeking, socia! grottpings, experience-rise I_istor3' alld desire l_,rgr_mp of children regularly take trips With the same 0dulrs may be an s(_JittldC ((:aml_bcll Tvrrcll, & Zingaro, 199;3; Ewcrt & Hollcnhorstt_prim2almethod to target youtl_ ti'omdisinterested thmilics. This strategy i ' • "

I ()_9; Knc)pf; l'eters(m _ l.eathcrberrv,-1983;-AIcCo_l, 197,q- Scht_crr.allows i_rogramme_ to mak.csure d_c i_articilxtnts learn ancillan' akwell as ..... ."wildland recreation activit3.,skills, and pr_widc ti'equcnr _inttl(_()rexpcri- ' ', 1993; Schttett, .!995. )_ .Lacking contrast gr(mps, these studies tell littleeilccs in a stq_ponivc s_.'ial groul_. Additionally, parkdis.tri_:tsmay :tls_)wish al_()tll t_le nat ilrc ()|"nCml,articipants , many ¢_t'whcm_might also have high

. .. sen.q;iticm-s¢¢king scores ()r desire ti)r s{_Jitt_dc.

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Increasing the di_,ersita' ofparticpants in wildlan_t recreation will have a rang'e of wildland recreation activities byi,African-Americans was signifi-q. _-. °

benefits to both the iparticipants and organizatitms that manage wildlaml candy lower than that ofwhites, although both groups had low participa-

areas (D_Ter, 1994t, Participation in wildland recreation activities can I ' tion rates. Ditti:rences were greatest tbr _ater-based activities. It may becontribute developmentally-important experience.,i:'for youth and help _ more than a coincidence that minority participation rates in swimming areexpand support tbr li'atut_al-resource parks beyond 'fheir traditional con- i also lower tha,mwhites resulting in their underrepresentation in careers andstituencies. From a_ii:developmental perspective, individuals who be- ! sports requiring swimming skills (Mad, 1995; Palinkas, 1985). One of thecome invoh'ed in _ildland recreation can develop a"sense of comtbrt and i skilts that may make canoeing or kayaking more appealing is well-developedcompetence in yet another physical environment and social milieu in ' swimming skills since theseboats do tip over casih'. But this is only an

addition to learning SPeCialized skills and vocabular3.'.,.(l')river, Ilr_wn, & ' Ilyl_c_tll.csissince nc_ sttidies cot0hl be fotnnd addressing the isstme.Peters,m. ! oo ! ). "1"ot.hc extent that wildland recreationists are attentive to) t Earlier studies have documented time correlation betaveen exp<)surc

the natural, historic aild ctnltural/histofic points ol'interest fimml in and _ dr|ring childhood and participation as adults, particularly with outdoornear _ildland areas th'e_'visit, much incidentallearning can occur, benefit- : recreation activities (Scott & Wiilits, .I989; Sofranko & Nolan, ! 972"ing the participants il_ school achievement (Chil_cniltk, iqq5; lacks_m, t Yt_esting & I_urkhcad, 1973; ¥c_csting & Christcnscn, 1978 _.Tot little ts1987; Ih)ggenbtlck &_]".o_m_is, 1990). l:_r s_m_c, particil_ati_m in wihlland t_n(Icrst(_d ab_mt what cxpcricnccs or c_mfl_inati_ms c_l'cxpcricnccs c_mrecreation may play a role in their choosing a consen'ation-rclated career ! tribute to one I_ecoming an avid participant in wildland recreation.(Chawla, 1998). " . ' 1 Current.research-based. understandings of the socialization of wild-

While brief exposUre towildland recreation activities is of some value land recreationists is dependent on a few Studies correlating childhoodto children and youth i'progranmmers should strive to offi:r in._truction that participation with adult participation. Time details of what happens durinuprt_vides a lim_ experiential tbu,_dation fi_reventt|al enthusiastic adoption the recreation activity socialization process can only be tenuousl.v infi:rrcdof the activita" in adult iiti:. A minimalintroduction of yOuth to a recreation t'r_mmdisparate studies, most of which were conducted t_r other purposes.

activity usuaJly involv¢_s:teaching the necessa O' skills and providing oppor- ] This project starts timeprocess ofidentif}.'ing, in a more holistic manner, thetunities/br practice. /_.:_ " ! details of the socialization processes that contribute to canoeing and

Untbrtunatelv, it imay not be .that simple. Positive attitudes toward _ kayaking becoming part of a person's leisure repertoire.• i'_.

being in the environment in wMch an activity takes place: may need to be ideveloped. Limited add indirect evidence for this comes from landscape . Method "perception research Wliich suggests that prefi:rence tbr thickly woodedwildland environment_::_is limited to a small percei_tage0f the population. [, Interviews wereconducted with ten dedicated and/imr casual canoci_t_t;;.,

lost individuals prefeforderh' landscape scenes with immoderate tree density . and kayake_s, and ten individuals not invoiced in these activities.f n--24 ,.and relativeh" /_ec of.'i'underi_rush (Appleton, 1975; Schroeder, 1986; ; Participants included six professionals working as outfitters, park natural-

Schroeder, 1"989; Ulrich, 1986). The minority, who preti:r more dense 1 istsi or in scotnting. Time remaining non-professionals were recruited at :,t

vegetation or prefer tall vegetation in fields instead of manictnrcd areas, I can_cing event, and throiigh a screening qincstionnairc given to scas_,nalgrew up in ru=l areas, a:re members o|'conse_,alioll ail¢l wikllh_wer clinbs , Clnpl_)yccs W_rking at a zo() in a large metropolitan area. Nero-participantsor were invoh'ed in wildland recreation ('Dearden, 1984; Kaplan & I_tplan, .... in water-based Wildland recreation were recruited from a park district

1989; Nassauer, 1993). ' ' employee list or from time same pool of seasonal zoo employees. All

A related study, limited to middle school students in Texas, docu- _ particil_ants were between 18 and 33 years of age with equal numbers ofmented the types of ne_a.ti,'e perceptions held to,,'ards.wil,tlan,ls, at least males and ti:m:|lcs. The qt,cstions were clcsi_nccl t,, elicit from participant_Ibr this age group (Bixler & Floyd, 1997). Wildland-related fi:ars, disgust . descriptions of outdoor experiences the\' had had during childhood.

sensitivity and desire for:.modern comforts were related to Iowerpreti:rence t tcenagc and early adult years. A significant life experiences approachtbr wildland recreation_!)interest in outdoor vocations and environmenn|l tSvored by environmental education researchers stud.ring the socializatic,neducation activities. A_so, ..LaPage and. Cormier (I 977) !dentified the experiences of" consen, ation leaders ,,'as used (Chawla, 199,q: Cha,, la &dirtiness_of camping_,.as_ia,singular,_, barrier to particip'_tion,. . These studies Hart, 1988; Palmer, 1993; Tanner, 1980:1. This method involves asking. , .,: ,. :,.,_..... ,

suggest that negative perceptions ofwildlands are relat.ed to lower preli:r- im!ividimls with firmly established interests to explain how, over time. the.• . ence.for the acti_;ities d_pen_ent on them. ' believe they became involved in _tn activi_" or career. Qucsti_,ning..al,,, -

• l.ack of ancillan: sl/_ills_,mavals6 limit I_articipation. Llsing mt_ltiple cncc)tnrageti i,_ti_rmants to cxplaln how thc_; believe they arc dilt_:rcnt fr,,m• _. _ . ,.; . ' -. •

regional and national d_lta sets, D_3'er (1994) tbund that parti_'ipatio,_ in h_tli:vitltta[s _,h()d(_ not sliarc their interestS.

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Each inteniews was co nducted by one of nvo individuals. A majority scale as a com_ltlnicarion strategy, this same informant describes her I¢v¢1of intenicws were cnnducr_'d bv a medical anthropcdogist with m_ back- (_t"interest in the outdoors as "Probably a five. It's not like I'm totally.

gr_mnd in leisure and recreation research. The remainingfive inten,icws enviro_lmcntally crazed, and it's not like I don'tthink about the environ-were conducted by an indi_qdual., with a graduate degree in recreation ment or nature at all. I like the outdoors and I like being outdoors, but onh',._. .

regource management. Rec0rdtngs of the inten, iews were transcribed and to an extent."

then reviewed and discussed by the research team. Using a qualitative Some informants liked only certain aspects of being outside, lntbrmantresearch so.rare package, text were coded that illustrated relevant, con- 22 viewed the outdoors as a lesser alternative: "You can't stay inside all theceprs that contributed positively or negatively ro parricipari0,1 in Otltdoor tinlc, bttr I don't do too mtlch outdoors."

activities, l_articularh • canoeing and kayaking. The sofhvare package al- "l'hc c()nccpt, "Physical Activity Preferred" inw)lvc(I awareness thatIo_vcd retrieval of text illustrating socialization concepts sorted by whether physical activity provided the intbrmants with benefits such as transporta-in|iJrmants..... were or were not active in water-based wildland.recreation tion, recreation, exercise, or competition. Most intbrmants preferredacmattes. ' ....

'. I_hysically acrivc lilL"styles, expressing a posiri_y view often related mexercise and challenge"

ResultsWc play basketball everyday at lunch. I look stupid doing it,

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Each concept is described, followed by illustnltive statcmehts fi'om bur I do it every day, mostly tbr health reasons. It's good

paddlers, and contrast statefilents fi'om noqpartic!pants wliere available, cardiovascular exercise. (lnfbrmant 9) _Throughout the text, the terms "canoeists and kayaker," "paddler._" and"boaters" are used inrerchan'geably in rhe same manner that intbrmanrs I think it is important to do all these things (outdoor recre-used the terms, ation activities) with your children because you're making them..

tYe_'rence for Outside Ph3,sicoIActivity weJJ-r(HIIltJctJ, alld yOt! don't want thcm to be couch potatoes.• There is more to life than sitting on the couch watching Ta.'.

..The first nvo concepts are broad orientations labeled "outside pre- ([nfbrmant 20)ferred" .and "physical activides preferred." While these arc presented asseparate concepts, theyweres0.inrertavine d rhev n_ight be subsunled under ()tltsidc activities that were also physical were considered optimal.one concept of "outdoor physical actMt 3, pret_:rred." Paddlers consistently paired the two concepts outside prcfi:rrcd and ph.vsi-

Outside prefi:rred reli:rs to an indMdual idcntifi/ing Jlis/hersclf as cal prcti:rrcd:

someone who would rather be outside during leisure time, whether or nor When Iwas younger, it was morc just going outside and doing

they are in a natural-resource sorting. How the prcf_'rcncc developed is it. ! still love that aspect ofjt!stgetting outside, but I really like theunclear in some cases; but outside settings are seen as more d),nan_ic than aspect of'working hard, and I lind that l now look tbr a combina-indoor settings by some informants. For example, Infi_rmanr 7 plays , ri_m, like when 1go out to ice climb, I go out to climb hard, butvollevbal| both indoors and outdoors, but definitely prefers to play outside: ;tls_)t_) bc _)tltsi_lc, bccatlsc it's a comlfinaticm. ()r when ! go, c,llt"1cnio.v vollc.vball cspcciall.v When it's played outdoors. When wc started . t_ ski it's to bc outside, but it's also to get a workout and ski hardplaying indoor, there was something about it that I just didn't like as I ' "much." : . (lntbrmanr ! 4)

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Referring to outdoor recreation, Informant 5 stares: "Camping or _ Another intbrmant expressed preference tbr exercising in outdoorQ'cling involves being outsidc._ and that's one of the main driving li_rccs; I settings I_ccatlsc tile), arc dynamic comparccl Io btrilt environments: "Yo, ilike t_ bc tmtsidc " While t ," " "• • hcsc taro statcmcnrs dcscnbc ct_rrcnr. IWCfi:r- c_l_l hike _m a treadmill tbr rwcnry mim_rcs or vo_ cnt_ld go m a place thatcnccs, Inibrma0t ! 8 rcllcctcd on thissamc I_rcfi..rcncc dttring youth. ! never has attrail anti walk liar a mile and tl()it that way, and that's the l_art cdit that

went tc_the Y,XI('.A or boys' .'_mlgirls' clttb. That was all I_ring. ! always I like, is that y_tt always c;in scc s_m_crhing tlitti:rcnt, walk the same ti'ail.• w.mtcd to bc o_ttdoors." _ " • . paddle the same river, three r.imcs in a ro3v. Son_cthing's diflk'rcnt even"

N0 one interviewed exp,resscd acompletely negative view:of being single time, ),(m'll notice one new thing." ,_o.utside, bur the definition of "outdoors" was open o" _ rer'_rinn !',,,.

• ,... r _nrcrp_c_a........ "--- " Unstructured Childhood Play and Explorat(on .

example,, when asked about outdoor activiw,. Intbrm.mt I7 _rcspondcd,.• " _ The dcvclolm_Cnt of many wildland skills and attitudes may liavc had ". • , : , . .

"Outdoors at Disney (X.Vorld) Wasahvavs fi_n." "Would you consider going _ their genesis through unstructured childhood play in natural areas..\ lostto an Indians baseball game Outdoors?." Creating her' own :quantitative .' Ix_ttdlcrs had at least Some experiences playing outdoors in wild or semi-

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_ild areas. These experiences may have provided opportunities to learn +_tttdt_ors and role models. Most informants did not let rain, snow or coldwaylinding skills in unstructured settings, develop tolerance tiw irritants deter them or keep them fi'om having valued outdoor experiences sinceassociated with wildlands, and to observe, learn about and develop interest accommodations could be made |br bad weather. They also tended to be

in a range ofnatural phenomena. Female informants who played outdoors aware that they were difli:rent from others in this regard:

during childhood were awal"e that their prefi.-rcnccs were ditl_:rcnt from People always say, "It's rainy today, we can't go amavhere." Iother girls they knew. They :ioften_refi:rred to themseh,es as tomboys: don't wake up with those types offeelings. There's a blizzard, I'm

,_losdy on my street!Were boys and I loved playing witl_ them. out buzzing around. (Informant 2)We'd be climbing tile Clitt_, looking fi_r ti'ogs and snakes andburning ants wiih the n!agnil_'ing glass." (lntbrmant 14) Wcalhcr, y<>tljr,st g<>tto dress fi>r it, you got to know what

yotl're tWl+against. You make the necessaD' arrangements or the

I spent a lot of time ifi the woods. I had a pocket ktait_ and tlscd changes in order to do what you really want to do. ( Informant 12 p

to carve wood and we would iust go out in the woods and tl_+all Weather extremes were m+t just viewed as s0mcthing that could bckinds tll"wootlsv thingsi. 1 was ahvavs doing sttlll" with the b_ws,

..... c_mlpcnsatcd tbr with clothing. Facing the vagaries _t"weather scm_chowplaying with the boys. I was ahvays doing really tombo.visla t.vpc c_mnected some intbrmants more directly to elemental nature and even

stuff, like playing in the!ii_rees. (Intbrmant IS) enhanced the experience:

In contrast, the female i0formants with current low levels of outdoor : Somehow my desire to be outside and fiW desire to be moreinterest reported mostly tra_ditional play with dolls and a limited home with nature, that's something I like about these trips. It's like .yourange as Informant 22 desc_!bes: "My fiworite childhood place was prob- become in harmony, everything matters, the rain matters, theabl.v my backvard, lust becau.se l f_lt safe. We played Barbies. We would put ch_tltlS mattcr.It's nc_t all that insulati_m we have against what'staw cat in the baby carriage and take him Ibra walk down the street."

Sometimes, childhood explorationwaslimiredbytllet3:peorlayot|tof I going on otrt there. There is something you get from beingthe neighborhood. Informant 9 states: I went from going t_ school to in i Outside, away_-from ever3.,one else, with the elements. That's wh.v

.... ' . we do it, where you're part of it, you're not protected from it.fi'ont of nay house, to belaind!:imy house." A similar restrictioffwas reporred ' People who really work hard to control their climate arc absolutelyby Infiwmant 17: "We were prena' much confined to our backvard. I guess i

• ': " Ih_rcd by the Wl!olc prospect ofcamping. Those arc the peoplethat would have been my thv0rite place because that wottld :have been my ' who always like the air conditioning on in their house and don'tonly place." ..... ° _' ' want to ptmta Swcatshirr on in the winter, woUild rather turn up the

Infi_nlaanrs not cnrren_h" srron_ on outdoor interests sometimes . heat. (Infi)rmant 4)reported a childhood domirl_ited by organized sports. Parents were ofien !the impetus, although the in tbrmants often spoke ofthese activities in the i The role of a SUl'q_ortive social group was evident in the developmentsame positive way as paddlers describe their experiences: c_t"artirt|dcs r_wards weather conditions. Some parents played a role in

:: " IIcllfing tlcvchq_ a I|den|nce liar varying we;|ther ¢c,l"_liti_ms: ".klv father is1did sofil',all, baskct:l'_all, cheer leading. In the real early years

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we did some gymnastic, baton tTpe stuff; but that was earl),, "betbre a ver3.'p_sitive kind of guy; if it's any ta,pe of weather he's out and about andeven junior high. I did;ilsoftball summer leagues through high doing things and saying, 'Isn't it great?'" (lntbrmant 2 _Angther informantschool, h l._'parents just generally wanted to get us involved in any ,. (7) describes similar interactions:

t3.1_col'organi,,cd tlaing,;it_clnding organized sports.(lnfiwmant My parents, they're vet),, ot_td<>orsy people. We've always17) _ done things outd(_rs. It's like my parents' I_hilosopl_.v, rain or

Organized sports arena great thing tbr kids. I played organized - shine. Tomorrow will be a better day, you wait and see and if it issoftball when I was a kid:!iibr taro years. I was very bad at it, but I still raining, but we always had fi, n and that was never a thctor.

played and eyen though ll ti:lt bad because I would icr the team " lntbrmants without an _,ctive interest in water-based wildland recto-

down sometimes, it was.nice to be part of a team. (Itatbrmant 9) ation were more liki:ly to see weather as a constraint. Describing his only:( ' childh_d tent carolling experience In/brmant.II states" "We were ,,up- .

Toh,ronce for I| _,ather Evtrem_,s _ _._ .

Tolerance lbr weather e_tremes is related to prefizrence tbr the'out- • . "doors and appears to develop both througla childhood i_lav and exploration .

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posed to make fires to keep_ar, m and all that kind of stutt: I t rained Ibr a I had to have been maybe six or seven years old when we wentlot of it. I didn't really like it," Inlbrmant 12 describes a similar experience: out west tbr t'wo months. Got in the car and put a canoe on top.

"1 tried tent camping in the backyard when we were kids and ii'it rid|led, We literally took off for two months and just went everywhere.

1 just x_-anted in the.house. :I'm not the outdoors type." Travel.experiences als0 came from participati:ng in scouting as lnfor-._ : . " mant 3 recalls: "We .got to go Places, go to the Smoky Mountains or to• i!

IVaySnding in Unstructured Enohonments Kentucky.. And just being out, away... It was a great adventure for us.Exploration during chif_th0od play provided many learning opporrt_- In Contrast,. some individuals reporting no current outdoor interests

nities including developing and pnlcticing waylinding skills in wildland may nor have traveled much as children due to lack of parents' interest orareas. These experiences led to a feeling ofcoml_etcncy and possibly even economic barriers. Sometimes tile entire extended family lived in thea t+)lcrancc ti)r being temporarily lost. lnli,:mant I describes her rtlral h_mlc infbrnlant's neighborhood as lnlbrmanr 9 states: "There really was nothis way: travel involved in visiting my family.".'...

There was a creek and a. large undevelol_ed w_nded area, very hilh'. I . ::_xould hike, ._t)rt t)f Ihntasizc abt)tll dilli.-rcnt places where I i11it4111be

exploring. 1 spent a lot oft hale in the woods,.jusi roaming arotind, either Supportioe Social Groupalone or with kids. There was enough.space then that I co.{dd do that and A persistent theme in.all intervie_vs with paddlers was the existence ofexplore and build tbrts. " " a supportive social group in the informants' lives. Even with unstructured

play experiences, parents and peers supported or, at least tolerated playingOther in/brmants living:in, suburban or urban areas had less access to

large tract_ ofland, but found opportunities for exploration while visiting outdoors and provided opportunities through the location of their home• . " or choice ot'wcckend trips, lnfbrmant 18 gave almost complete credit torelatives: . his ththcr: "My dadl l.earned camping from my dad. Sun'ival in the woods

.Xlost traveling was done to see relatives. It was a .vet3' rural - my dad. Building traps, huntingl canoeing, boating, all from my dad."

area. I think I picked ffp a lot of outdoor or animal or country , Other informants provided different perspectives on parental influences:

related things from that _.The_area Was yen., rural, with a lot of. Both my parents are;very interested in natureand wildlit?, but

woods and most of my_;undes were into fishing.and hunting ..... . my morn in particular, She had a science background _ she was• ._,

No description olrexp.Iorarion of'wild unstructured environments was . :always I()oking:at I)lants with me when I was _,ottng,.W_ci(I just kindof crouched down and .looked at plants, touching and feelingfound among thosenot acrivelin wildland recreation. It is possible that they _ .

did not have these experiences or if they did, they were n_t memorable or _ them, (Infbrmant 1)deemed important enough to mention..: ' i

' :' _ ' .... I "I have real strcmg nlemories of going to Arizona. It was aonce-removed unclekinff of situation, but we went out into theI

Traoei Planning Skills . i desert and looked fBr creatures. Hiked around, looked tbrpctrificd•Tnwei pl:mning skills are important tbr anyone }vishing t(_ reach a ,,

destination andthe longer or more complex the trip, tile greater tile need i, wood and creatures in tile deserts. (Infbrmant. 3)t_r planning. Travel skills were well developed among paddlers and even i If parents and relatives did not pro yide outdoor opportunities thenmany of tile nonparticipants. Travel as children with parents or sc_tlts ' that redo.was _licn taken over by institutions, i)articttlarl.v the traditicmalprnvidcdopportunities to de.velop this abilita'. If the parent or other atlttlt (_tttd(mr-(_ricnted institutions such as Boy Scouts or Girl Scouts anddid not directly teach tile child intbrmation gathering and problem solving• " sttmmcr camps. Several instances were mentioned in which _irls partici-steps for planning a trip, numerous ol_porrunitics occurred where the child i .... "• ! patcd in sc<>ttting:activiticS thr<>t.Jgh the Boy So+Juts. "l'hcsc closet !'_,_c<mld learn throngh obsen'ation, as Intbrmanr 12 describes:'" My parents : SC<_ttts"inclttdcd 'girls (vho had tried Girl: S¢ottts but ti)r vari<ms rcas+m_

wottld make pla,as to go certain places'and we really cotllktll'tdcviatc li'(m_ , tlr(_pl)cd out: ".

that _having a certain time:schedule, and certain expenses." In:fbrmant 6 : i was in_Brownies.fbr like a week. I was a tomboy, anddealing

describes a less rigid schedule, but one With many.learning Ol++l_ortunitics: with all tile litrle girls, they. Wanted_ to do n_acrame, and I wanted

. " " _ togo ottr and play inthe mud. My brothei Whsin Boy Scouts and .", ., .

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my dad was the leader and+my morn was the den mother so I htlng Water-Reareal Issues¢llll with the gin's. I did ;ilot ol'caml_i,_gwith them. ( Iill;Jrmant 24) Withottt having even mentioned water, boaterscould bc distinguished

.... fi'om most of the nonparticipants:by play experiences, attitudes or'parentsThere is also evidence i_,ihat there is interaction among peers who

contributed either positive Or negative social support. Some infbrmants and peers and travel experiences. But many of these concepts would also• . tlistinguish land-only wildland, recreationists from nonparticipants. Thisinvolved in outdoor actix;ities, particularl.v in scduting, reported negative establishes a tavo-tiered system of Skills and attitudes. The first tier coverspeer pressure from uninvolved/Bends. This was a problem, particularly inadolescence, as Informant 4'explains: "When you're a Girl Scout in high development of general comfort and competencies in wildland environ-incnts, the second, illt/strates the attitudes and skills related to water whichschool, you're a geek anvwa¢_:." ]_iembership in the Boy Scouts_was also anissue: " 'ii • • : : arc.imp(_rtant in di.stinguishinI_ paddlers from,all other, recreationists.

Someone comes tip to you and sees you in a (Boy. Sc0ttt) Interest in WoterActivities "unilbrm and says, 'Oh, man, I !lad,no idea,' and starts, to give youa hard time attd you. s.w_:'l was in Australia t_vc,"( "hrislm.t.s J_l'c.tk Ili_lll pa_l_llers and n_ml_articil'mnts expressed an overwhelming prefer-because cffit. Where were y(m?' It kind (d'st(q_s c(mvcrsati, m with once fi_r viewing walcrscapes. Boaters also) Stated a p()sitivc attitude t0r _

,. " water when describing their Ihw_ritc places, past oi-prcsc,lt, cJrindircctl.v by

tlmt.( Inlbrmant 6) . describingtheir concept Ofwhat an ideal home and setting would be. ThesePeers who had access to Outdoor experiences provided posi'ttve oppof quotes from paddl_:rs suggest fheir interest in water is more intense than

tun|ties for their fiiends. Infbrmant 14, who was introduced to outdoor nonparticipants: ' _: "activities by her parents at their lake-shore cottage, remembered" "doingoutdoor activities with m.v :patents and then in high school I rcn_¢mbcr me I will stay down by the water and my wife.thinks it's crazy, butbeing the one organizing it _._rmy friends." Peers can also rcinfi_rce each sometimes I'll want to sit there and I'll just watch the water and seec_thcr's interests. Intbrmant 4describes planning bike trips to the parks with how it's moving around. It's more o fan interest in the water.

a girl friend: "We'd plan it for:days in advance. Sometimes wewould invite Hiking along_rhos¢ (creeks) and seeing the _'ater, seeing how itthe boys to go w|th tts, but w¢='ddo all the planning fi_r them." The two girls afl_:cts the rocks and. things like that, it's ,_:lwavs..i:. • been kind ofalso expanded each other's pi_rspectives through sharing experiences" thscinating to me. (lnfi)rmant 5)

.._ _ .... .

She belonged to h¢_i;school's outing club.. I remember iler 'I th;ink my fhvorite place.s are probably like woods.v areas withtelling me about some of the things she did with theQ1, _things (I big lakes in them" I like lakes. :Ilike to see the:water. I don't knowhad never really done). F:or ihstance, Snowshoeing. I never would why, I think i't's tranquil. (Informant :l6) ,have thought about sh0_vshoeing untilshe told, me what a goodtime she had snowshoei_0,g -- she adventured with me. 'i"hc'lilki:, the parks. [ like to be by water. ! am,vcO" water

_::;': oriented Ill can find a stream I will si.t at the stream. AnywhereNegative social suppo__ or lack of social support for developing "

outdoor activities was dcscril_'d by some inl_.zrmants who w_;._c,lonpai'tici- Ilc;ir wal,cr, it's iml_()rtant. ( Inli,rmant 24): :.._, ..

pants: Inlbrmant 17 describespr.essure to stay clean and lady like; "My morn Some infbrm;Ints preferred onk' certain t_'pes 0finteraction with water.;.?,, • . . .. , •

was. very, you know, you must be prim, you must be proper, dress nicely, l Infi_rn_ant 12 was strictly a viewer of waters: "N6, I'm not into the waterdon't get dim'. Getting dim._ was bad." ' ' tiio retick l,akes, great, I like to look at them more. I like to sit there and

._.Also, these individuals .0_letltiQtled amuscnlent parks a._:illajor travel' ! apprcciaic them .....destinations in childhood. Wl:ililethis was not a negative inlltlcnce, there was ; _ ' :no evidence of interest in tl_.'ir ii_i_niliesi(; wildland rccredtit;m ,u" parks, t +,

Stvhnmh_g. skills . .-These thmilic._ may have bcCt:iourdoor neutral: i

• i.::.,-':' , All boaters perceived themselves to be c().m|_ctcn t swimn_crs and s_mlcWe'_;e been to California. When we were theri: we visited ! liad ti)rmal ccrtitica'tions inchtding lift: saving and water sat_:_" instructor -.

Disney Woi'ld and like_.l;:he theme parks. We never went to • : . .,• , ._...... .... : : ., l certifications. In contrast, nonparticipants were a mixture ofswimmers andYellowstone Park or aq_hing like that. In Florida we went to " ! no,lswimnacrs.:Stro,_g swimming skills probabl)' increase the appeal, or atDisnc.v World, b.eaches ;rod theme parks, to Busch Gardens in ' least reduce the fi:ar of paddling unstable boats sud_ as canoes and kavak_.."Florida. l am .tr_iing to think if we went m any national parLs. • . *.... _i _, ; ; _ ' _ _ : .. i. .... "

(Infi_n_ant 10) ' " , " i . . " " • ,.: . . . ¢

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._lotivation lbr learning swimnlingskills tl'equentlycam¢ ti"omi:'iarents who characteristics_ of. natural, water bodies in greater detail, but even the}, were

wanted the cl!ild to learn tt_ S_imtbr sat_.,t3.:and:,recreational rgiisons. Some uncomtbrtable, witll water qualit3'. Informant 18 states:." ...it felt like it wasinformants started swimming it such an.,early age. that they can not recall cleaner because it. was a 'little clearer.". While Informam 24 :describes .how

any. details: "I was practically,: ,born . in the water." "Star.ted-swimming he decides whether to Swim in a lake: "ifI can see around theedges of thev . . ,lessons before I could walk." _-I don't remember ever not Ixqng able to lake, il'it looks clean to me,. I'll swim in it. But if] see-.stufffloating around,

sx_im,'_Parents or peers taught,some intbrnlants how to.swim willie others I won't." l')¢tifiJed comments about water quality, came strictly fromhad lbrmal.swimming,lessons_: Many inlbmlants credited their parents' paddlers:. _ '

concern for, lheir welfare as the.motivation, for swimmi_n.g lessons: They were just little_things, but they were ieeches and the)'

1 think it was my l:iarents' desire that 1 learned to 'swim were thirly gross. There was.scum do_vn there, but I certainly

because my dad Works. in ,,._hi.:I_ping and, we'."were ahvays, arnund wanted t_ kee'l _ my. ti:et ()tit ()f it..( In.ii)rnlant ! 2 )water. We'd go on the tug t+i+':its...Y0uwould hear smries'0t'pe01+le 'that work on the boats rhafti:ll overboard.One guy drowned...he ! went in. It was pretty, disgttsting, I mean I was basicallydidn't kno_ how to s_vim.; ' Crawling thr0ilgh".algae. (lll.li)rlllallt 6) :b

Another in:tbrn:aant, quoting I_er mot!ler to illustrate Iler point about Padd:lers used cost-benefit reasoning in speaking about the "disgust"

the relationship betaveen savimming and comfort, while boatingstates: "My tSctor in being in water environments..Some .aspects of the water are

mother said 'I want you "kids:to,learn how :to swim because I didn.'t know ttnpleasant but these are outweighed by'the rewards of paddling:and now I'm aft'aid and I_m tn'_g to dothings like sail in a boat and-I_m...... When I'm out on Water cra.fi clinics with my dad I have no

scared to death.'" : _ ::!: " I_rol'dem jumping into the water. I don't mind that, but I just don't.-Muong the avid canoeists,and kayakers _tllere was. a respect tbr the

dangersofwarer. One kayaker thought it _"incredibly bizarre " that whitewater like that part when you have togo from shore out to open water.ratiing is so popular because she, is "sure the), (inexperienced tourist t3.,pes) Once you get past tile Stones there is slipper3; algae and l_just don'thave no idea how dangerous, it. is_" A_male 'kayaker ,states that: "Doing like that.,. (Inlbrm,'int 2)

whitewater kayakingyou haye toknnw hnw t9 swim and you have to be able N o.lparticil._ants had little to say about disgust-evoking qualities ofto work with the current to get somewhere if you do come out ofyour boat. natttral bodies of'water except general concernsabout pollution. Whether

You have to have a healthy t_ar of tile water." their percel?tions.of natural b.odies ofwater is a constraint on participationInformant I 1, who had no e_posure to wildlands or water _learly states: was unclear and requires fitrther:investigation. Due to lack of experience,

"1 can't really swim too well.:.l'm not really a water person," although he they may simply be unaware ofthese unpleasant qualities ofnatural bodiesqualified this when talking about tile possibilit3.' of his doing some water of water. s

activities: "... if)'du go somewhere where it is clear water and safe.".

•" : Di.sctmsion and Conchtsion

Toh'ram'e _r FtdI-Bcx4.yCotitOct With Natural Bodies of lVater An ttmbrella concept that emerges fi'om this project is "environmentalSwimming in a. sWimniing pool and swiniming in natural bodies of socialization." Miiiimallytlais process involves repeated experiences result-,

water are perceived differently. The paddlers had more experiences swim- ing in practical knc_wledge ofthe physical environment, conceptualizationruing in lakes, rivers and oceans thlm nonparticipa,lts. Tile swimmers in tile _t'self in terms _i|'the environment in which rewarding actions take place,

nonparticipant group swam mostly' in swimming pools. The acceptability and the development (ifprinla o, and ancillao, skills and competencies that.

of natural bodjes of water qualityidepends on the activity involved, whether alh_w rewartli,!g activities robe carried otlt efficiently.it is by the water, in tile water Or on tile water. One ofthe collcerlls alllOllg I:requenl: CXl_crienccs'_qth wild land envir(mments pr_witle Iltllller(Itl _,

inlbrmants was whether tile wat_r_,with wliich they might havecnntact was direct and implicit learning Ol_l_ortunities. Much_ffth..c knowledge gained"clean" or "dim;". Tile inlbrm[lnts defined "clean" water in terms .of its , is pr_d_ablv tacit or "taken fbr granted." For instance, through t_nstructuredappea_nCe, smell and the invisible or inferred characteristics (chenlistr3,, . play and exploration, children: come to know wildland _environments inmicrobiolog30. Nonparticipants e.xpressed general c0ncern about t;lteclean- . , mintttc detail. Travel planning and tile, ability to- image and exploreliness of natural water bodies. In ,contrast,. paddlet:s tended to discuss the _unstrttCtttred environments results from accdss to, and experience in; wild " ."

. envir_mnlents dt_ring 10te dlildhood and adolescence.0.

• . : ' S_m_e'_l'thc inli_rmants were so avidly involved in paddle Sports that• ' J ' they tlc._cribc themselves as. "water persons" refi:rring: t() the em'ironmcnt

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_vhcrethe activities take place. Additionally, bccallse tile developing person the 197()s (l-klrt, !983; Moore & Young, 1978; Moore, 1989; Rivkin,is part of outdoor-0riented ,, social groups, he or site is learning the 1'997,Titman, 1994) there have been t_:wapplications byagencies (Wilson,vc_.-abular3.',dress, and social norms ofthese groups and will be able to join ' 1996).other similar groups'with little social ¢flbrt or risk. Skill development, an The development of travel• and wayfinding skills, is often ignored byaspect ofenrironmental s0ci_ilization that is oiien the only fbcus 0f_ictivity I_rogrammers (Bixler, Carlisle, & Floyd, 1995,). A common practice ofinstruction, occurs through:! both direct instruction and obsen,ation of recreational programmers isto lead program participants even_vhere just

other members of the sod_l' group. At least for wildland recreation, like overprotective parents. An extensive cross-cultural literature on sexenvironmental socialization ma.v be a sequential and dynamic poetess that tlill_:renccs in spatial abilities documents tllat individuals who are ledoccurring across several lifi::_ta_es, everywhere and not given a chance to ,explore_ and make wayfinding

Because of the appare|lt complexity of developing an interest in decisions _m their own, will develop only limited wayfinding abilitieswildland recreation, administrators of programs proviiiing instrtlcticm in (Nerh_ve, Mllnr(>e, & Munroe, 1'971 Hart, 1978; Saegart & Hart,19791._ildland recreation should t'_e a dim view ofsiniplistic activity instruction. ()ther researcll projects have documented a poor understanding of mapsin urban _ildla,ld inlerl:lc_' settings, I_Oi-cnlial pa¢liL-ilxlnls in aclivily alllc,)g II!c I)lil)lic. MnI) learning i-|'|.'schc,)c)lsrarely i:n.cllutcsgiving stltdcnrsinstnlcti_m classes will have liad little previotls olJtdoor experiences..Single- the Chance t_ I_ractice wayfinding activities in the actual cnvinmmentcontact programs with inexperienced participants are unlikely to be tilL'c- rel_rcscnted by the maps being studied (Muir, 1985 ;. Itccrcati_m programtire in establishing indepen .d.ent and sustained participation i.n';_wildland ruing must include opportunities fbr participants to read maps, plan

recreation activity. :.: ...: highway, trail and waterway routes and make in-the-environment wayfindingAn optimal introduction _to water-based wildland recreation a._:tMties decisions. Leaders must.step.aside at times and provide opportunities tbr

should result in the development or several outdoor-related:;attitudes and participating youth to practice leading the grouP[

ancillan" skills. These include a positive attitude towards pdrticipating in .If dlildren and youtl_ are to dcvel0P a preference for water-basedoutdoor physical activities, t_eling comlb'rtable in and/i_scinated by wild- wildland, recrea.tion activities, they als0 may.riced help developing swim-land em-ironments , having well-developed travel planning ;uld wavtinding ruing skills, and becoming comtbrtable while in ,,natural bodies of water.skills, as well as adequate _vimming.,skills and tolerance-.tbr fi_ll-body Swimming skills provide confidence that a capsized canoe will not be lifecontact with natural bodies0fwater. ' " " threatcni|tg. But even some people with strong swimn_ing skills may be

Organizations wishing to diversil_, the demographic profile ofwildland rep_lsed I_y the idea ofany contact with natural bodies of water t Bixl_'r &

recreationists and making the developn_ental benefits of wildland recre- Fl_),d, 1999). ()pportmfities tbr supervised swimming in lakes, rivers c,ration more widely available Should consider i)rogramming'_hat mimics the _ceans sho||kl be part of the experiences recreation I_rogrammers olI_:rbeneficial socialization t_ctor=s!identified in this study. To do this success- y_t|th. Part ofstlch experiences should include helping participants makefifll.vwill requirea Iong-termrelationship henveen recreation leaders and at api_rol_riate interpretatio,._s of the lack of clarit3; of the water and the

least some children and..yout_jn a comm_lnit3,. This may seem daunting to presence of'harmless plants and animal_, lnner-tul:_ing trilSsdnwn rivers mayagencies used toprogrammigg that consists ofshort contact programs, but also be a usefi_l tool for the same reasons.

Inner City Outings, a progrilm of the Sierra Club, achieves some ofthese , ,_tlditi_m;dl),, i_n)gramming sho_ld capitalize on vicariou,s learning.

goals on a ".yard-sale "_budget using volunteers and working with after- . St_r),telling can I)e a power/id ,tool in building interest in wildland rccrc-school programs established_by other community organiz;ff'ions, ation, Several infbrm_tnts mentionizd hearing adventure stories from thmilv

Interest in wildland recr_,ation is partly a fi=nctionnfunsirttctt=red play I members _r peers that broadened their awareness of the range ofwildlandin the outdoors during chil_fliood. _luch implicit learning attd develop- ' actMfies, l'r_grantmers shcmkt be cnt_tioned not to tA'cremphasize storiesment ofcuriosi O. about natt=re occurs during pla_,,'and, in addition, rite i, ab(_t=t risk-taking. A leader who relates lots ofhigh-advcntttre stories may

clfild begins tlte process ofha!fitt|ating to environmel:_tal irritants c_mtm_m [ alicnatc ),_n_th wl_(_ are n_t risk takers.

to wildlands. Parks, nature centers, museums and day-care,centers sh(_=lld { (:learly, s,)me aspects'¢_fpartiCilx_ting in wildland rccrcat i_,_ arc _ltcnstrive to provide wild play alreas, supen,ised by caring, outdoor-oriented int.erprcted h_,a negative manner. Pr()grammcrs can hcll_ i_rcparc beginningad_lts. Kirkby (1988)has provided a detailed example ofa. natt_raiistic play ' particil_ants fi_r the ine_'ital_ld unpieasantries of wildland expIc_ration_ F,,rarea and Wi!son and colleal_ues have designed en)'ironmental educa.tion I instance, many kindS of physical activity will result insore muscles. Leaderscurrict!la and.,site plans, fo_: preschools (Wil_on, 1993; Wilson, 1994; .[ sh_)t!ld anticipate th,is eff_ct in young.canoeists on their tirst trip byWilson, Kilmer, & Knauerh'ase,. 1996). Unfortunately, despite well-de- " sugge.stingthats()rearn_n_usclesarea "good kindofsoreness." .\linimizing "

fi:nded calls tbr high-qualit3,,_vildplay.environments tbr children dating to ;i , ne.g.'_tiye reactio'ns to insect bites and'tl_e heat and Cold arc more dependent/ : .... _ • " ' . '

• { _m.repeated exl_eriences in wilcllands, resulting in habituation, but Ica_lcrs" can als_ help sh.'q_e interpretati(m.,i of these evenis.,

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72 Journal of Park and Recreation Administration Volume Ig. Number 2Summer 2000 pp. 7387

Schuctt, X[. (1993). Refining measures of'adventure recreation involvement. • _ , , :l_'imr," Sci,'nc,'s, 1.';, 205-216.

Schuctt, ,\l. A.(1995). Predictors or'social group particil,ari,,nin whircwarcr Organizational Culture Profiles inka.va"king. Journal of Park a_ad Recreatio_z Administrntio_, 13, 42-54. 11'--1

Scot't, D., & Willirs, F. K. (1989). Adolescent and adt, it leisure l'_arreras: A 37- "'- --uvernmc.t -""ut.o,, ty:, ,) ,_a,,,. ,..,.3.,.,., Recreation Servlces: Some

So_.mko, A. ].,& Nolan, M.F. ( 1972 ). Earl), liti: experiences and adult sp{wts

participation. ]o,nml of'I.g.i, ur¢ Re, earth, 4. 6-IS. Australian Evid en ceTanner, T. (1980). Significant liti: experiences: A new research arc:l in

environmental education. ]qnrnM _!f Enpironmcnml Ed,ration, I !, 2(}-24.

l'itm.m, W. _1oo4). Sp,7_-i,d Pl,_c_'s:.Kp_YiMP_'oph': "Ibm"l li, hh'n (;m'ri_'ul, m 0.f Stl¢ (:c)lycrSebmd Gro,,ds. UK: World .Wildliti: Fund. Gcoff.qOutar

Ulrich, K. S.(1986). Human responses to vcgct_lritm and landscapes. L, nd- Patll ](ydcrsraptand Urba, Pla.ninq,:13, 29-44.

Walkt'r. G. J. _19')5). S0ci.d ¢l.lss .rod wiMerncss ns¢. I._'bm'r Sdfm,fx, 17, 295. * ..Wils(m, R. (1993). The !mp()rr.ancc ()f'cnvir(mmcnral cduc;iri(m at the early ABSTRACT: "l'his paper rcp()rrs (m ()rganizari(mal ¢filrur.fl pr()filcs ()t"

childhotM level. EnrironmfntM Education al:d ln./brmation, 12, !.5-24. timr Ic_calgovernment authorities in Western Australia. "l'hc results wcrcWilson, IL (1994). Environm¢_Jml ¢ducatio, at tbc early childhood h'_,,'k extracted f_om a larger study of organizational' effectiveness in which

Washington DC: North .Mncdcan ._sociation tbr Environmental Edpcation. organizational culture was cxamined as a separate component and for its

Wilson, K. (1996). Environmental education programs rl)r preschool chil- contribution of the cfli:ctivencss of recreation sen'ices. A competing valuesdrcn. ]ourlml of E, vironmtnml Education,27, 28-33. m()tlcl of organizational culture was _scd to measure recreation workers

Wilson, R., Kilmcr, S. I_.,& Knaucrhasc, V. ( !996). i)cvcloping an environ- I_crccpti(ms ()ft!le cultural values in their respective municipalities.mental ourdtmr play space, _You,# Cbi!drr., 51, 56-6 I. Cultur.fl profiles were developed fi_r 4. cities to show the diff,:rent

Yocsting, D. K., & Bur_kcad, D. L. (1973). Signiticancc ofchildb()od leisure emphasis each placed on the values of the tbur cultural dimensions: group,

behavior: An cxploraton., analysis. ]onrmd of Ltimr¢ Research, 5, 25-36. dcvcl()l?mi:ntal, r;lrional and hierarchical cultural values. The competing

Yocsting, D" K., & Cl_..ris_cnscn, 1. E: (1978). Reexamining the signiticaacc of values model, b;iscd _)nrhc work of Qninn and Sprcitzcr ( 1991 _,has bccnchildhotM rccrcation pattcrn_s on ;_dulr leisure I_chavior. Lchm',: &'i_'m't's, I, 219- slu)wn in rhc literature to be a. uScthl to_d it)provide comparisons of229. • '" ()rganizational ettlttire of difTi:rent Organizations, not casih" achieved by

_,.=!... q=mlir;_rivcal,l,r_)achc._. This modal is.(Icccprivc in ir_simplicin.' _!'applica-,, rib)n, yet powcrfi_l in its ability to depict the dominance or'specific sets_d"

" " ()rganizarion cultuml values as perceived b), organizational members. The" oiltural pr(flilcs (d'thc fimr cities arc discussed and the difli:rcnccs described

as a me:ins of" demonstrating the how cultural values may influence/he¢fl'ccrivcncss ()fa rct_rearion sen, ice. Each profile provides a snap shot c_t"

" an _)rganizafi_)n r_ shrew tl_c prevailing cultural cml)hascs , th,m which it isI_.ssiblc r()tlcrcrminc if the organization is t_pcraring |l-t_m rhc mt_st

clli:ctivc d_)main. 'l:hc:tliscussi_m around rhc concept of'organizational= , cul:ture, and the c()mpcting valucs model tier measuring it, is used to draw

" _ .the attention ofi, arks and recreation pr:actirioncrs'- m consider the role of(_rganizatit)n_fl culture in the ctTi:crivcness and success ()t"their agencies.

, ()rganizati_mal culture is enduring and tlitlictilt to change. Yctin this

rime ()t'sh()rt term contrivers, rapid and constant change, managers (_t'parksanti rccrcari_m scn'iccs_ need t() be aware _)t'thc impc_rrancc t)t't)rganiza-

, ri_mal culrurc_ and. its latent impact. Some suggc,,titms arc :tdii:rt:d t_r

• al_l_lying the c()mp_ting valitcs nmdcl to measure organizatitmal culture.The results may bc used roidcnrii_, the dominance_t)t'thc_difl'erent values

. ti)r c()mparison against a desired perspective()r in t)thCr situati_)ns that will

. ' I_cinllucnccd by the prevailing undcd),ing assunlpti_ms Rigour the hi:_/way• : r,) achieve sticccss fi)r the ()rganizatitm.T S()111¢srr;!tegies ti)r inm_ducin_ ."

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