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Fedler, A. J. (Ed.) Finding 16

Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education. The program:

  • Follows the principles of inclusion with regard to program participation by minorities and disabled individuals.

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Fedler, A. J. (Ed.) Finding 17

Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education. The program:

  • Builds upon local, state, and national partnerships to support the development, implementation, and evaluation of programs as well as to support stewardship of the resource

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Fedler, A. J. (Ed.) Finding 2

In designing outreach to encourage participation in outdoor recreation programs, attend to:

  • Individual and socio-economic characteristics of participants (age, gender, income, education) as they relate to their participation in outdoor activities

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Fedler, A. J. (Ed.) Finding 3

In designing outreach to encourage participation in outdoor recreation programs, attend to:

  • Individual and socio-economic characteristics of participants (age, gender, income, education) as they relate to their participation in outdoor activities

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Fedler, A. J. (Ed.) Finding 4

Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education. The program

  • Begins with goals and objectives that relate to appreciation and awareness, expands to include both knowledge and skills, and culminates in personal responsibility and responsible behavior.

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Fedler, A. J. (Ed.) Finding 5

In designing outreach programs that strive to link environmental concern with recreational behaviors, attend to:

  • social factors that influence the choice of activity and the interpretation given the recreational experience

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Fedler, A. J. (Ed.) Finding 6

In designing outreach to encourage participation in outdoor recreation programs, attend to:

  • Participant engagement in environmental behavior, rather than their attitudes about the environment.

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Fedler, A. J. (Ed.) Finding 7

To produce long-term changes in behavior, provide comprehensive training in the set of variables correlated with measurable changes in environmentally-related behavior, including:

  • environmental sensitivity
  • knowledge about ecology
  • in-depth understanding of aquatic environmental issues
  • a sense of personal investment in specific environmental issues
  • knowledge of environmental action strategies
  • skills in using environmental action strategies
  • an internal locus of control
  • intentions to act

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Fedler, A. J. (Ed.) Finding 8

Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education. The program:

  • Provides continued application and reinforcement of content in order to produce long-term changes in behavior:

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Fedler, A. J. (Ed.) Finding 9

Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education. The program:

  • Considers aquatic resources in their totality, including natural, built, technological, and social aspects (e.g. economics, politics, cultural-historical, moral, aesthetic)

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