The role of self efficacy in constraints negotiation : rural Nova Scotia physical education teachers ability to implement outdoor education

摘要

Previous research has highlighted a noticeable shift from humans, especiallychildren and youth, engaging in activities in natural environments to an increasingtendency to participate in sedentary activities in front of a screen. Nova Scotia has takensteps to reduce the disconnect from the natural environment many youth areexperiencing through implementation of a Grade 10 Outdoor Pursuits module into thepublic education system. However, even with the support of the province of Nova Scotiaand school boards, research indicates that experience and attitudinal barriers of teachersimplementing outdoor education are as compelling as economic and logistical barriers.The purpose of this study was to increase understanding of outdoor education in twoNova Scotia school boards through analysis of teachers? experiences on the ground. Inparticular, understanding the constraints teachers face implementing and delivering theOutdoor Pursuits module and the relationship between physical education teachers?motivation and perceived self-efficacy, and how they negotiated the constraints they doface. Overall, teachers? implementing the module identified with the importance ofgetting students outside in their own backyards in the hope of promoting lifelong learningand physically active lifestyles. However, the findings illustrated that although a strongfocus of the province and school boards has been on acquiring the physical supportsneeded, such as equipment and resources, developing self-efficacy of teachers andbuilding social networks was more influential to participation levels. Key amongst themajor influences in developing teachers? self-efficacy with Outdoor Pursuits were beingcomfortable with and exhibiting a mastery of activities, experiencing the pursuits underthe guidance of someone else who could successfully model it, and receiving peersupport, feedback and discussion to stimulate excitement and the acquisition ofknowledge. The evidence from this study indicates that training, the provision ofmentors, and creating a structure of peer support are vital to raising teachers? confidence,thereby enabling them to successfully negotiate future constraints.