50%40%30%20%10%0%1-6 7-12 13-26 27-52 53-104 > 104Times participated in activity in prior 12 monthsBushwalking Canoe / Kayaking CyclingIce & snow sports Rock climbingFigure 1 Frequency of participation in key outdoor activities, 2006The National Physical Activity Guidelines for Australians (Department of Health and Ageing,1999) recommends that adults participate in moderate intensity physical activity for 30minutes per day at least five time per week. For children and adolescents, therecommendation is that they participate in moderate to vigorous intensity activity for at least60 minutes every day of the week.When exploring the only available Australian data on the frequency of participation in anyphysical activity for the purposes of exercise, recreation or sport (Australian SportsCommission, 2007), the statistics for 15-24 year olds indicate that only 27% of females and24% of males participation in physical activity the recommended five or more times per week(Figure 2). One in four 15-24 year olds do not participate in physical activity even at leastonce per week, let along five times per week for 30 or 60 minutes each.35%30%25%20%15%10%5%0%12%8%Zero16%15%< once perweek30%29%1-2 times perweek20%19%3-4 times perweek27%24%5+ times perweekFrequency of participationFemalesMalesFigure 2 Frequency of participation in physical activity by 15-24 year olds, 2006These results provide substantial evidence that there needs to be an broad-based approach toencourage participation in physical activities, including outdoor activities, in order for allPage 21
Australians to achieve the minimum recommended levels of physical activity. This requiresexploring both the facilitators and constraints to participation.5.4. Facilitators and constraints to participationLeisure research provides some insight into the barriers people may face when seeking toparticipate in physical activity. The five broad categories of barriers or constraintscommonly identified in leisure research are:• the costs of participating in leisure activities;• lack of time and/or the pressure of other commitments;• inadequate or inaccessible facilities;• isolation (including social isolation and geographical isolation); and• lack of skills and abilities (Hinch, Jackson, Hudson, & Walker, 2005).These broad categories are represented in a hierarchical model of leisure constraints firstdiscussed in 1991 (Crawford, Jackson, & Godbey, 1991). Intrapersonal constraints are theattributes and preferences a person brings to their leisure choices; interpersonal constraints area result of the interaction of various individuals’ characteristics, for example if it is notpossible to find someone to participate with. Finally, structural constraints are related to thefinal hurdles one has to ‘jump’ in order to participate, such as time, money, and opportunity(Hudson, 2000).There are close parallels for outdoor and experiential learning when considering how tofacilitate ongoing leisure activity and negotiating constraints or barriers to participation.Raymore (2002), who was focusing on facilitators of participation, cited research thatindicated that ‘the participation of friends, encouragement from friends , and the sharing ofsuccessful physical activity experiences of others are related to participation in physicalactivity of females adolescents’ (Raymore, 2002, pp. 47-48). Also important in adolescentparticipation was the involvement and role modelling of parents with their children.Structural facilitators of activity included the availability and accessibility of facilities, builtand natural, as well as the social and cultural environment and how that supports physicalactivity by all. Raymore (2002) suggests that facilitators are more than motivations, they arethe condition that exists, not the process by which that condition changes behaviour.Typically, leisure constraints are represented in a linear model with each category ofconstraints impacting upon the participation process. However, if constraints and facilitatorsare considered together it may be more appropriate to show the interactions and impacts ofeach category. For example, structural constraints such as lack of time or motivation may beovercome by interpersonal facilitators such as social support systems (Figure 3).Page 22