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The purpose of this paper is to examine the link between sustainability education and outdoor education and to encourage outdoor recreation educators to evaluate their programs with regard to sustainability and sustainable living.

This paper starts by presenting several factors that currently hinder the delivery of sustainability education in outdoor recreation training programs. It then turns to a presentation of Lefebvre's sustainability education framework, which offers a helpful structure for integrating sustainability education into outdoor recreation academic curricula.

Although there are programs that have successfully implemented sustainability training into their curricula, there are many factors that serve to hinder the education of outdoor recreation students in the philosophy and techniques of sustainability and sustainable living. No doubt these impediments pose critical challenges to those offering academic training programs. These challenges must be identified, met and overcome if the profession is to contribute, as it should, not only to local, national and global sustainable outdoor recreation, but also to sustainable living in general.

It is hoped that this paper will encourage educators of post‐secondary outdoor recreation to better equip their students to introduce and teach others with respect to sustainable living values and practices.

Recreation is a many‐faceted phenomenon. It is curious that so dominant a place in American recreational literature has been held, virtually without exception, by studies of recreational activities in dominantly rural settings. The necessity of examining and understanding the characteristics of and utilization of recreation facilities within nonurban environments is not in question. The rapidly increasing economic and social significance of leisure in American life certainly requires studies of recreation in all its forms. Such frequently publisized trends in the American economy as the rising percentage of employment within the service industries, including recreation, should encourage interest in the economic aspects of the approaching era of greater leisure among more people. Accelerating urbanization has led understandably, to a search for additional nonurban sites for recreation, and to a program of analysis of the trends within and problems associated with outdoor recreation.

Although this is a survey of research techniques, it has become increasingly apparent, as the study has progressed, that our investigation of research methods for use in tourism and travel studies, without prior consideration of the nature and scopes of tourism and travel themselves, would he inadequate. At the outset it would be imperative to distinguish three interrelated terms. These are recreation, tourism, and travel.

Outdoor education was first included in the formal (written) curriculum for New Zealand schools in 1999. This article explores New Zealand outdoor education as a product of a particular coincidence of social and economic conditions and the contested domais of pedagogy and curriculum during the period 1935‐1965. Popkewitz, among others, views school curricula and associated practices as emerging from ‘systems of ideas that inscribe styles of reasoning, standards and conceptual distinctions’ which ‘shape and fashion interpretation and action’. It is these ‘systems of ideas’, or ‘traditions’ in Goodson and Marsh’s terms, that provide a framework for understanding outdoor education in New Zealand schools. Since the 1930s, outdoor education in New Zealand appears to have consolidated from, and been shaped by, competing educational ideologies and changing social and economic influences. The way in which outdoor education accommodated competing traditions is the focus of this, necessarily broad, analysis

Recreational needs, their resulting demands and ensuing supply systems have become an increasingly difficult matter for society to manage and to establish consistent policies for. The difficulty seems to arise out of the two basic elements that constitute the recreational mosaic: first we have the difficulty in establishing what constitutes recreational needs for large populations and what are the characteristics and levels of recreational demand for various activities; secondly, even if one can arrive at reasonably accurate measurements of recreational demand levels, it is exceedingly difficult to construct a set of mechanisms, which in a coordinated way can monitor the supply, and the same time can do this according to principles consistent with good land management.

This paper discusses the history of outdoor education at a university in the South West England, starting in 1840.

This research uses secondary sources of data; original unpublished work from the university archive is used alongside published works on the university founders and first principals, as well as sources on the developments of outdoor education in the UK.

Both founding principals were driven by their strong values of social justice and their own experiences of poverty and inequality, to establish a means for everyone to access high-quality education regardless of background or means. They saw education as key to providing a pathway out of poverty and towards opportunity and achievement for all. Kay-Shuttleworth, founder of St John's, wrote that “the best book is Nature, with an intelligent interpreter”, whilst Derwent Coleridge, St Mark's first principal, had a profound love of nature and reverence for his father's poetic circle. His father, the famous English Romantic poet Samuel Taylor–Coleridge, made the first recorded use of the verb “mountaineering”. Coleridge was using a new word for a new activity; the ascending of mountains for pleasure, rather than for economic or military purposes.

The Romantic influence on outdoor education, the early appreciation of nature and the outdoors for physical and psychological well-being and the drive for social justice have not been told in any case study before.

This study was designed to examine the dimensions of tourist image as it may affect the promotion strategy for a given tourist destination. Identification of the different constituents of a destination's tourist image may provide important information that can be used in developing focused promotional strategies in well segmented markets to promote a tourist destination. Constituents of a destination's tourist image for the state of Utah were identified using factor analysis based upon a priori assumptions about the nature of constituents of a state's tourist image. Four major constituents of a destination's/state's tourist image emerged. Each dimension represents a potential source of focus for regionally promoting a given destination to various target segments.

The purpose of this paper is to examine Czech traditions of outdoor games and sports, turistika activities and education in nature programmes, which have continued to develop during periods of oppression and provided opportunities to preserve the Czech culture.

A review of the historical, cultural and political context of education in nature traditions in Czech was proposed.

Late 19th century organisations such as the Turistický klub and Sokol were instrumental in developing a range of indigenous turistika activities involving active movement. The early 20th century influences were the Czech scouting movement, summer camps and Woodcraft. Charles University provided the first tertiary outdoor educational programmes in Prague in the 1950s. Their foundation course “Turistika and Outdoor Sports” is still compulsory for all students studying physical education and sport. Turistika activities and outdoor sports and games continued to be developed throughout the liberalization of the socialist regime in the 1960s.

Following the Prague Spring in 1968, and under the guise of the Socialist Youth Union organization, new experimental forms of outdoor education emerged.

Since the Velvet Revolution in 1989 organisations have reconnected with Czech outdoor traditions that flourished before 1948 and other organisations have developed education in nature programs. The commercial sphere, which did not exist before 1989, has now been established in the outdoor area. However, traditional participation in turistika activities has been impacted by other external motivations as a broader range of opportunities have become available and accepted, and tourism outside of Czech and Europe has become increasingly popular and accessible.

The originality of this paper is to provide an overview of Czech political and cultural history and how it has shaped people's relationship, particularly children and youth, with the outdoors.

Competition among various potential land uses for the finite and ecologically vulnerable resources of attractive landscapes is a problem of the first magnitude for the United States. Americans increasingly sense that the ‘frontier psychology’ of virtually unlimited space and resources as applied to recreational amenities and spaces is no longer valid; that they are indeed competing for recreational space. They compete with forms of land‐use incompatible with recreation and, more serious in terms of long‐term trends, they find themselves competing for access and enjoyment of facilities with other Americans.