EXPLORING PREPARATION FOR BACKCOUNTRY TRAVEL IN BOWRON LAKE
PROVINCIAL PARK, BRITISH COLUMBIA
by
Kevin J. Fraser
B.A. California State Polytechnic University, Humboldt, 2013

THESIS SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS
IN
NATURAL RESOURCES AND ENVIRONMENTAL STUDIES

UNIVERSITY OF NORTHERN BRITISH COLUMBIA
April 2024

© Kevin J. Fraser, 2024

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Abstract
Outdoor recreation trips have long been conceptualized as relatively linear multiplephased experiences. Previous studies of recreational activities and visitor experiences in
backcountry settings have largely focused on the onsite phase. This study, however, explored the
nature and elements of preparation and its influence on the backcountry experiences and
meanings, as recollected by participants. Secondarily, this project aimed to better understand the
roles of technology in preparation. The study used semi-structured interviews with participants
who had completed one or more canoe or kayak trips in Bowron Lake Provincial Park in British
Columbia, a world-renowned backcountry canoe circuit. Findings indicate that preparation is an
ongoing process comprised of multiple elements by which participants are involved throughout
all phases of an outdoor experience. Preparation can help improve safety and satisfaction during
backcountry experiences and has important implications for recreation and leisure programs and
practices, parks and protected areas management, and outdoor education. Conceptually, the
research suggests that preparation is not as linear or time-bound as the five-phase model would
suggest. Rather, aspects are ongoing throughout and between trips, accrued with mentorship and
training over the course of a career, and involve elements of tasks and efforts beyond simply
‘planning’ trip logistics.

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Acknowledgments
I would like to thank Dr. Philip Mullins for his continued support and dedication
throughout this process. He has believed in me and this project throughout the journey, and I am
genuinely thankful for that. To committee members, Doctors John Shultis and Catherine Whalen,
thank you for your support, encouragement, and devotion to taking this project to the next level.
This process has been a long road, and I appreciate the love and support from my family and
friends throughout this experience. Thank you to my wife, Alex, for always believing in me and
pushing me to complete this project; I would not be the person I am today without her support.
Maureen and John Fraser, thank you for always being by my side and allowing me to carve my
own path through life. All these relations and others have helped me along this journey.

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Table of Contents
Abstract ........................................................................................................................................... 2
Acknowledgments .......................................................................................................................... 3
Table of Contents ............................................................................................................................ 4
Table of Figures .............................................................................................................................. 6
Table of Tables ............................................................................................................................... 6
Chapter One: Introduction .............................................................................................................. 7
Importance of Preparing for Backcountry Travel ..................................................................... 11
Personal Experience .................................................................................................................. 12
Research Purpose ...................................................................................................................... 14
Research Questions ................................................................................................................... 14
Benefits of Study ....................................................................................................................... 14
Thesis Structure ......................................................................................................................... 15
Chapter 2: Literature Review........................................................................................................ 17
Previous Studies Related to Preparation ................................................................................... 17
Establishing Terms .................................................................................................................... 23
Technology in Backcountry Travel ........................................................................................... 26
Assembling and Developing Skills for Backcountry Travel ..................................................... 32
Experience Use History and Place ............................................................................................ 34
Risk Assessment in Backcountry Travel ................................................................................... 35
Creating Satisfaction in Backcountry Travel ............................................................................ 38
Conclusion................................................................................................................................. 41
Chapter 3: Methodology ............................................................................................................... 42
The Interpretivist Research Paradigm ....................................................................................... 42
Conceptual Framework ............................................................................................................. 43
A Case Study Methodology ...................................................................................................... 45
Sampling Criteria ...................................................................................................................... 48
Semi-Structured Interviews ....................................................................................................... 52
Thematic Analysis ..................................................................................................................... 54
Positionality............................................................................................................................... 58
Reflexivity ................................................................................................................................. 60
Creating Rigour within a Case Study Approach ....................................................................... 61
Challenges and Limitations ....................................................................................................... 63
Chapter 4: Findings ....................................................................................................................... 65

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Finding 1: Preparing (and being prepared) for backcountry travel is a skill that involves
ongoing development and refinement of various abilities and processes that enable successful
onsite experiences. .................................................................................................................... 66
Finding 2: Preparation is often a way of seeking assurance about a key concern to achieve a
level of comfort for an upcoming trip. ...................................................................................... 71
Finding 3: Participants reported being supported in their learning and preparation through
friendly mentorship that worked across levels of experience. .................................................. 77
Finding 4: Participants integrated physical technology into planning and onsite experiences to
provide information and options for safe travel and emergency response, providing them with
some peace of mind. .................................................................................................................. 81
Finding 5: Technology comes with ambivalence; participants’ ability to trust technology’s
reliability introduced a tension within their backcountry experience. ...................................... 84
Chapter 5: Discussion ................................................................................................................... 89
The Nature of Preparation ......................................................................................................... 89
Specific Trip Preparation .......................................................................................................... 92
Trip Setting ................................................................................................................................ 94
Social Context ........................................................................................................................... 95
Personal Skill and Experience ................................................................................................... 98
Trip Planning ........................................................................................................................... 101
Technology’s Role in Preparation ........................................................................................... 104
Preparation Shaping an Outdoor Experience .......................................................................... 107
Implications of Preparation for Providers and Visitors........................................................... 108
Conclusion............................................................................................................................... 113
Chapter 6: Conclusion ................................................................................................................ 115
Synthesis of Findings .............................................................................................................. 116
Preparation is a Process ........................................................................................................... 116
Safe and Successful Outdoor Experience................................................................................ 119
Technology’s Role .................................................................................................................. 120
Revisiting Positionality ........................................................................................................... 121
Limitations .............................................................................................................................. 122
Future Research ....................................................................................................................... 123
References ................................................................................................................................... 126
Appendix A ................................................................................................................................. 139
Semi-Structured Interview Questions ..................................................................................... 139
Appendix B ................................................................................................................................. 141
Code Book ............................................................................................................................... 141

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Table of Figures
Figure 1 Initial Conceptual Framework ....................................................................................... 44
Figure 2 Map of Bowron Lake Provincial Park............................................................................ 46
Figure 3 Code Tress Applied to Transcripts ................................................................................. 56
Figure 4 Example of MAXQDA Coded Segments ......................................................................... 58
Figure 5 Suggested Change to The Multi-Phase Model of an Outdoor Experience .................... 90
Figure 6 Conceptualizing the Multiphasic Forms of Preparation ................................................ 92
Figure 7 Elements of Specific Trip Preparation ........................................................................... 93
Figure 8 Revisiting Conceptual Frameworks ............................................................................. 117
Table of Tables
Table 1 Number of Trips by Number of Research Participants.................................................... 50
Table 2 Participant Information ................................................................................................... 51

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Chapter One: Introduction
Studies related to wilderness began in the mid-1900’s and focused on learning about
plants, animals, ecosystems, and fires in wilderness environments (Cole, 2014; Cole & Williams,
2012). Most of these studies were conducted by land management agencies in the United States,
who began developing and implementing research to better manage these areas. An increase in
wilderness recreation followed the passage of the Wilderness Act in 1964, Cole (2014) noted,
leading the United States Forest Service to fund wilderness research groups to a) generate better
measurements of wilderness use, b) understand wilderness visitors, and c) manage wilderness
areas within their carrying capacities. Studies on visitor use in the United States have largely
been conducted in designated wilderness areas within national forests (Thomsen, Armatas, Rice,
and Rushing, 2023).
Research on traveling and recreating in backcountry or wilderness environments has
gravitated toward understanding onsite visitor experiences (Cole & Williams, 2012; Watson,
2016). Early on, Clawson and Knetsch (1966) suggested that recreation experiences were not
limited to what occurred at the recreation site and developed the five-phase model of a typical
outdoor experience as involving (1) anticipation and planning, (2) travel to the site of the
activity, (3) on site-experiences, (4) return travel, and (5) recollection of the experiences.
Researchers quickly adopted the five-phase model, but the on-site phase receives the most
research attention (Hammitt, 2018; McKay et al., 2012). However, researchers such as Hammitt
(2018) have shown that phases of the model are dynamic and potentially influence each other.
For example, McIntyre and Roggenbuck (1998) explored and showed how participants’
experiences, recollections, and meanings of human-nature transactions were constructed, shifted,
and coalesced during and after a black water rafting trip in New Zealand, in part based on prior

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expectations and emotions, as well as their later reflections. Previous studies on visitor
experiences during the anticipation phase before visiting Antarctica have been examined within
the tourism industry (Maher, 2010; Maher, McIntosh, and Steel, 2006). The anticipation
planning phase has been studied in relation to guided tourism experiences but not within the
context of outdoor recreation trips.
Recreationists prepare for and plan their backcountry journeys prior to leaving (Plummer,
2009; Marion, 2014; Townsend, 2011). Actions during the anticipation phase to prepare for
travel in a backcountry environment may shape what happens during the onsite phase. Various
popular and professional literature - but very little academic research - discusses preparing for
backcountry travel, typically as including gathering gear, gaining knowledge of an area, and
ensuring the necessary skills exist for the activity (Anderson & Absolon, 2011; Boyes, Potter,
Linder, and Andkjaer, 2018; Irwin, Thacker, Brame, and Hamlet, 2023; Marion, 2014; Randall,
2013). Preparing for a trip is commonly done and discussed amongst outdoor educators and
wilderness guides as contributing to successful outdoor experiences (Anderson & Absolon, 2011;
Boyes et al., 2018). Very little empirical research has investigated how people prepare for
outdoor recreation trips and experiences outside of a professional context and practice.
Research into outdoor recreation experiences has mainly remained focused on the onsite
phase, with less attention given to what happens before and after the onsite experience (Hammitt,
2018). This study was designed to explore outdoor recreationists’ approaches to preparation
during the anticipation and planning phase. An exploratory approach is needed when little or no
scientific knowledge exists concerning a group, activity, process, or situation of interest, and
there is reason to believe there are elements worth discovering (Stebbins, 2001). The persistence
and logic of the five-phase model, with the continued gaps in understanding, along with the

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importance and weight given to preparation in professional practice, suggest that more can be
learned about it as a process and activity within an outdoor recreation context. This study took an
in-depth look at preparation approached broadly as participants readied themselves for
backcountry travel. Clawson and Knetsch’s (1966) five-phase model is referenced throughout the
study as it provided an initial, high-level, and established conceptual framework to start
exploring and understanding the process of outdoor experiences. The intent was to discover and
better describe recreationists’ perceptions and actions as they worked to be and feel (to varying
degrees) ready for travel in a backcountry environment and provide insight into how perceptions,
actions, and behaviors in the anticipation phase contribute to onsite outdoor experiences.
Preparing to go into the backcountry serves as the foundation for an onsite experience
outdoors. Trips such as ice climbing in high mountain terrain or canoeing down a remote section
of river require an individual to spend time preparing for their journey. Preparation for multi-day
backcountry trips involves clarifying goals, considering timeframes, and helps identify problem
areas and reduce mistakes during trips (Boyes et al.,2018). Anderson and Absolon (2011),
McKown (2005), and Townsend (2011) suggested that people prepare by gathering gear,
researching the environment they plan to recreate, and assessing and augmenting their skills with
the settings they plan to engage. Therefore, preparing for a backcountry trip may impact safety
and satisfaction onsite.
Technology permeates all phases of outdoor recreation experiences. I intended to gain an
understanding of what roles technology plays while exploring the preparation process.
Developments and innovations in gear, including technology, have made recreation outdoors
more accessible for people of all experience levels (Neumann & Mason, 2022; Shultis, 2012).
Over the past 25 years, innovations and applications such as small Global Positioning System

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(GPS) units, Personal Locator Beacons (PLBs), waterproof breathable materials (e.g. Gore-Tex),
smartphones, satellite phones, and Google Earth have been incorporated into recreationists’
experiences (Bolliger, McCoy, Kilty, and Shepard 2021; Martin, 2017; Rogers & Leung, 2023).
Many technological developments are aimed specifically at, or sold and marketed as, improving
efficiency, comfort, and emergency response, which could positively impact safety and
satisfaction. Park managers have raised concerns about the role devices and applications play in
recreationists’ outdoor experiences (Martin, 2017; Plank, 2016). Some researchers (e.g., Plank,
2016; Pope & Martin, 2011) are concerned that outdoor recreationists may rely too heavily on
technology instead of preparing and making an effort to develop their outdoor skills. Such
reliance raises significant safety issues because individuals may not have the skills required for
the dynamic setting and activity (e.g., ability to navigate, deal with unexpected events, or provide
first aid), possibly putting themselves and others at risk of injury and/or needing emergency
rescue that could be avoided. The research literature persistently suggests that continued
technological innovations in gear and devices used for outdoor recreation may prevent people
from developing skills, knowledge, and judgment that the authors deem necessary for safe
backcountry recreation.
This project set out to conduct a case study of individuals who had, in the two preceding
years, canoed or kayaked the Bowron Lake Canoe Circuit, a popular route and destination
located and managed within Bowron Lake Provincial Park, British Columbia. The purpose was
to explore the nature of preparation and its potential elements for a backcountry canoe trip of five
to eight days. I explored whether preparation processes existed by understanding participants’
actions or steps involved in preparation for backcountry travel. I establish the importance of
examining and gaining an understanding of preparation. I then explain how I approached this

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project, given my experience planning and leading trips in backcountry settings as an outdoor
education instructor and commercial guide. Further, this introductory chapter sets out the
research purpose, objectives, questions, and audience I hope will benefit from the study.
Importance of Preparing for Backcountry Travel
Preparing for backcountry travel is important since it may a) help reduce the likelihood of
accident, injury, and rescue by emergency services and b) contribute to a recreationist having a
successful and enjoyable trip (Townsend, 2011; Marion, 2014). Search and rescue agencies in
North America have been coping with growing numbers of backcountry accidents and calls due
to increased visitor use and accessibility (Martin, 2017). Whether or not an outdoor recreationist
has what they need to deal with situations in the backcountry could influence the occurrence of
an accident. Studies related to search and rescue recognized that having the necessary gear or
equipment allows individuals to deal with unforeseen situations (Marion, 2014; Rothsanna et al.,
2015). This study aimed to understand other aspects besides physical equipment that could
reduce the likelihood of accidents.
Preparation likely assists a person in being ready to travel in an environment beyond
assembling gear. Relative to canoeing in Bowron Lake Provincial Park, taking a paddling course
and developing canoeing skills might, for example, help a person deal with dynamic conditions
in the backcountry. McKown (2005) describes canoeing as “an outdoor activity taking place on
lakes and rivers in dynamic environments, which demands that participants pay attention and
respond” (p. 243). An individual who is prepared with the necessary skills to deal with changes
in the environment may reduce the chance of flipping their canoe or having other incidents
occur.his study aims to understand what aspects of preparation exist that could contribute to a
person being ready to deal with the unexpected and have a satisfying journey.

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Exploring and understanding preparation can help enable successful and enjoyable
outdoor experiences. Recreationists new to traveling in the backcountry might seize
opportunities to develop skills and educate themselves in aspects of an activity; in doing so, they
work towards becoming more prepared and could continue developing their skills and
knowledge in backcountry settings. Taking the time to prepare may allow for people to safely
meet their trip objectives, thus contributing to a successful experience. When first-time
recreationists have a successful outdoor experience, they may be more inclined to continue or
increase their outdoor recreation participation. Furthermore, a recreationist would continue to
develop their skills and abilities on-site and gain experience preparing during the first phase of
an outdoor experience.
Personal Experience
I am approaching this project with eight years of experience as a guide and outdoor
educator. My experience includes leading backcountry trips up to three weeks long in the United
States, Australia, and Canada. I have worked in various environments, including deserts,
mountains, coasts, rivers, and forests. As an outdoor instructor, I was responsible for risk
management and evacuation planning, route and campsite selection, preparing menus,
developing gear lists, and arranging transportation and other logistics for backcountry settings. I
have worked with students ranging in age from thirteen to eighteen years old and as a
commercial guide with participants ranging in age from five to eighty years old. During my trips,
I have used forms of technology, including smartphones, satellite phones, and VHF radio, that
allowed me to contact someone outside of the immediate group for assistance. I have used GPS
units and PLBs to assist with navigation. Aside from taking occasional pictures, I mainly use
technological devices to assist with emergencies. I relied on my outdoor skills (e.g., leadership,

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navigation, and first aid) and technology to help me make decisions and deal with incidents.
Other forms of technology like Gore-Tex and synthetic materials have allowed me to push the
limits of my own skill level while recreating in harsh weather conditions. A Gore-Tex dry suit,
used for white water paddling, keeps me warm and comfortable when paddling in high water
conditions and is a good example of the technology put into outdoor clothing. Cold water would
be far more dangerous, and I would be far more exposed without the dry suit.
I worked as a backcountry park operator at Bowron Lake Provincial Park in 2017. My
primary responsibility was park maintenance while interacting with visitors canoeing the circuit.
I assisted with rescues where people had flipped their canoes and were unprepared to deal with
the consequences, sometimes resulting in evacuation from the park. It was apparent that the
Bowron Lake Canoe Circuit required participants to have skills, knowledge of the area, and
appropriate gear for a successful trip. My experiences with recreational paddlers showed me the
need to understand better how people become prepared for backcountry travel and how their
preparedness influences their recreational experiences.
I recognize the importance of being prepared for whatever environment I travel in. The
choices and steps I take to prepare for a journey influence my onsite experience by allowing me
to feel confident that I can complete a trip, though success is never guaranteed. In addition to
gathering gear, researching the trip settings, practicing my skills, and arranging trip logistics with
my group all contribute to me feeling ready. Based on my experience recreating and preparing to
travel in the backcountry, I was interested in understanding what steps recreationists took to
make them feel ready for a trip.

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Research Purpose
This project was intended to explore and characterize the nature and elements involved
with preparation for backcountry canoe travel by interviewing participants who had paddled in
Bowron Lake Provincial Park. I explored whether and how preparation involved steps or aspects
that contribute to processes and how this influenced individuals’ backcountry experiences. A
second facet of the research was understanding how technologies played into and were involved
in participants’ preparation and pre-trip process. Studying how individuals prepared themselves
and used technology could inform how they developed skills, acquired knowledge, and shaped
decisions made in the backcountry.
Research Questions
This research aimed to explore how people became prepared for backcountry canoe travel
in the Bowron Lake Provincial Park. This research approached ‘preparation’ as a concept that
has been underexplored in research literature but may involve elements that have been
established. The project took up the following questions:
1. What is the nature and elements involved with how individuals prepare for backcountry
trips in the Bowron Lake Provincial Park?
a. What role does technology play in how people prepare for outdoor recreation
experiences?
b. How do participants perceive preparation as having shaped their outdoor
recreation experience?
Benefits of Study
Exploring preparation is important to understanding (a) what happens within and among
phases of an outdoor recreation experience, (b) what elements are involved (e.g. prior

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knowledge, skills, tools, and technologies) and shape recreation experiences, and (c) the steps
individuals and groups go through to prepare for the backcountry travel. The knowledge
generated from this project may be useful for outdoor educators, park managers, and outdoor
recreationists.
Outdoor educators might consider the importance of developing, maintaining, expanding,
and/or teaching processes of preparation and planning, therefore contributing to group and
student safety. Outdoor leaders use planning and preparation to assist in making decisions, taking
actions, and achieving group or trip goals that require knowledge, skill, and proper equipment
(Boyes et al., 2018). By learning from different individuals’ processes, the research may provide
insights into the steps within planning that influence and contribute to decision-making and
safety in the onsite phase of the outdoor recreation experience. Park managers understand the
importance of educating backcountry visitors about what knowledge, skill, and gear is needed in
order to recreate safely, reduce accidents and incidents, and promote positive experiences of
parks and wilderness areas (Martin, 2017; Rothsanna et al., 2015; Stacy & Bock, 2013). This
study provides insight into how outdoor recreationists become ready, what they look for, and
how they approach gathering information and developing skills related to anticipated settings,
realities, and trip activities. Park managers could use the knowledge from this study to hone
education efforts and improve information delivery related to backcountry travel. Ultimately,
educating recreationists on what is involved with preparation may improve their safety and
satisfaction during backcountry recreation.
Thesis Structure
Chapter Two, the literature review, explores the concepts related to trip planning,
technology, experience use history, skill development, risk assessment, and satisfaction in

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outdoor recreation related to preparation. Chapter Three, the methodology, describes the
interpretivist paradigm and research design and outlines an initial conceptual framework linking
elements of preparation and technology to help operationalize these concepts for the project.
Using Bowron Lake Provincial Park as a case study normalized the setting and activity (as much
as possible) to enable comparison of participants’ objectives and practices and references to the
route, available information, place locations, and trip and environmental dynamics. A single
activity and location allowed me to link skills and practices to places and the setting for the
preparation. Data collection occurred primarily through semi-structured interviews that occurred
off-site with individuals who had recently paddled the circuit, and data analysis included coding
interview transcripts and interpreting themes from the coded material. Further details will be
discussed in the methodology chapter. Chapter Four presents five core findings with supporting
evidence in the form of representative quotations from research participants. Chapter Five, the
discussion, relates the findings back to answer the research questions, suggests contributions to
the research literature, and outlines implications for the outdoor recreation community. Chapter
Six, the conclusion, synthesizes the findings to revisit the conceptualization and elements of
preparation learned through the research and their implications for the practice, management, and
facilitation of safe and satisfying backcountry experiences. Further, the chapter reflects on my
positionality, acknowledges the study's limitations, and suggests future research.

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Chapter 2: Literature Review
Literature relevant to preparation is discussed, introducing and establishing the key terms
gear, skill, knowledge, and technology relating to backcountry travel preparation. As Stebbins
(2001) explained, literature reviews in exploratory research address closely related concepts and
establish unexplored aspects remaining but resist exhaustive reviews of material only marginally
related while linking to works that nevertheless anchor the exploration in scholarship. In addition
to the key terms, literature on technology, skill development, experience use history, and risk
assessment are reviewed to inform concepts and potential elements influencing or shaping
preparation. This chapter builds a case for the importance of preparation and discusses its
implications for safe and satisfying backcountry experiences.
Previous Studies Related to Preparation
The terms preparation and trip planning have both been used when referring to a person
becoming ready for a trip (Aadland et al., 2017; Anderson & Absolon, 2011; Marion, 2014;
Randall, 2013; Rothsanna et al., 2015; Stacy & Bock, 2013). The term preparation has not been
clearly defined to differentiate its meaning from trip planning. For example, Leave No Trace
(LNT), explained by Marion (2014), is a set of seven principles that guide outdoor recreationists
in minimizing their impact in the backcountry, the first being to ‘plan ahead and prepare’ (p.9).
Good planning and preparation for a backcountry trip help outdoor recreationists reach an
adventure goal safely and enjoyably (Marion, 2014). This LNT principle uses planning and
preparation together without clearly differentiating between them. There is limited research on
preparation, but trip planning is commonly referenced in academic literature, including studies
on the anticipation phase of outdoor experiences, decision-making in the field, gathering
information using media-based technologies, and tourism destination planning. Trip planning

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involves completing tasks such as researching the setting, gathering equipment, preparing food,
mapping out a route, and/or organizing transportation logistics (Anderson & Absolon, 2011;
Marion, 2014; Randall, 2013; Townsend, 2011). This approach to planning appears somewhat
confined to administrative tasks in advance of discrete trips, with little attention to participants’
skill development, past and ongoing experience over multiple trips, familiarity with the activity,
and/or learning and mentorship that may be involved. This project intended to explore and
inform understandings of preparation, within which specific trip planning likely plays a part in
becoming ready for backcountry travel.
Research has discussed preparation centered on trip planning in outdoor education and
for professional outdoor guides. Such preparation allows leaders and guides to manage group or
client safety in the field by clarifying goals and timelines and recognizing potential
environmental issues (Boyes et al., 2018; Eys, Ritchie, Little, Slade, and Oddson, 2008; Irwin et
al., 2023). Boyes, Potter, Andkjaer, and Linder (2018) examined outdoor leaders’ decisionmaking regarding pre-trip planning processes for backcountry trips with students. The leaders
had years of experience making decisions before and during trips related to logistics, safety,
group dynamics, and the environment. Before embarking, leaders go through a planning process
that influences decisions made in the field. The authors identified that techniques and
progressions for learning safety skills, such as crossing a river, were pre-planned, and locations
where specific decisions would potentially be needed were identified in advance (Boyes et al.,
2018). Leaders were able to make sound decisions that influenced group safety by having a
planning process. The authors recognized that leaders used four stages of planning to inform
decisions: (1) long-term planning, (2) formal leadership meetings, (3) day-by-day planning on

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route, and (4) their thinking immediately prior to the event. These stages preceded and extended
into the trip while drawing on past experiences.
Løland and Hällgren (2023) described how backcountry ski guides evaluate the skill level
of clients prior to leaving for trips involving travel through avalanche terrain. Similar to Boyes et
al. (2018), the authors found that guides needed to adjust plans and make decisions constantly
during the on-site experience. The ski guides recognized the importance of planning for types of
terrain based on the groups’ skills (Løland & Hällgren, 2023). Careful understanding of their
clients prior to leaving for a trip enabled the guides to be ready to adjust their plans on-site and
lead groups safely.
Aadland, Vikene, Varley, and Moe (2017) conducted a study on recreationists’ situational
awareness while sea kayaking in New Zealand. These authors were concerned that despite the
kayakers having the right gear, they could not make in-the-moment decisions when confronted
with harsh weather and conditions that ultimately caused their kayaks to capsize. This was due to
the kayakers lacking experience dealing with weather and difficult paddling conditions. Boyes et
al.’s (2018) study showed that outdoor leaders developed planning processes and decisionmaking abilities over years of recreation and group leadership outdoors. To address potential
gaps in outdoor knowledge and practice among less experienced participants, Aadland, Vikene,
Varley, and Moe (2017) created a checklist for sea kayakers to help make decisions regarding
their safety. The checklist enabled paddlers to practice situational awareness on future trips by
providing a step-by-step guide for rescue situations. Boyes et al.’s (2018) and Aadland et al.’s
(2017) studies show how having a preparatory process assists people in making decisions that
influence safety. Outdoor leaders and guides make decisions drawing on preparation,
understanding their group members and their own previous experiences leading trips. Aadland et

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al. (2017) explained that sea kayakers’ ability to read and navigate ocean conditions on any
specific trip is gained and developed through experience over time and multiple past trips.
Outside of a professional guiding context, preparation and trip planning have been
referenced in studies related to recreational thru-hiking (very long-distance backpacking). An
example of planning stages, thru-hikers on the Pacific Coast Trail (PCT) prepared physically and
psychologically to face dynamic challenges while traveling (Cole & Thomsen, 2021). The
participants were motivated to prepare in ways that gave them the confidence to deal with
unexpected challenges effectively and safely. PCT Hikers increased their fitness and participated
in multiple day hikes leading up to their trip. Thru-hikers on the Appalachian Trail (AT) used
technology to gather information to plan their route before and during their onsite experience
(Rogers & Leung, 2023). Hiking the AT can be a multi-day to multi-month experience, where
hikers continuously gather information to plan and adjust their experience. Rogers and Leung
(2023) showed that thru-hikers brought and used smartphones to research information about the
next day or following sections of the route. Information gathering for long-distance hikers
occurred during and across the anticipation and onsite phases. Cole and Thomsen’s (2021) and
Rogers and Leung’s (2023) studies show preparation taking forms beyond ‘planning’ and
involving ongoing tasks and compounded outings that shape onsite experiences while blurring
boundaries between Clawson and Knetsch (1966) typical five-phase model, which is normally
understood as a linear process.
Before departing for their destination, tourists use the internet, social media, and webbased technologies to gather information. (Haegeli & Pröbstl-Haider, 2016). Kim, Xiang, and
Fesenmaier (2015) showed the internet as the most-used tool for gathering destination
information and making travel decisions among all generations. It can be used across the stages

21

of a tourism experience. Pabel and Prideaux (2016) suggested a three-phase model for tourism
experiences that included 1) pre-departure, 2) traveling, and 3) post-traveling phases. Social
media sites provide potential travelers with vivid descriptions and virtual experiences of what it
is like to be at the destination before they depart. Travelers noted their use of social media during
the planning phase to locate and choose destinations and during their experience to guide travel
decisions and connect with friends (Kim et al., 2015). Tourists also use social media after their
trip to relive and share their experiences and information with others (Arts et al., 2021; Rödl et
al., 2023). Tourists in foreign countries use web-based technology to help plan their trips and
guide decisions in their day-to-day travels (Fardous, Du, Hansen, Choo, & Huang, 2021).
Trip planning for backcountry travel also relates to risk assessment and search and
rescue, where planning helps reduce risk and increase visitor awareness. Silverton, McIntosh,
and Kim (2009) surveyed winter backcountry users (including skiers, snowboarders, snowshoers,
and snowmobilers) to determine and compare their ability to estimate avalanche danger in their
destination. The study aimed to reduce the risk winter travelers were taking relative to avalanche
conditions and educate people about winter hazards. Snowshoers and snowmobilers tended to
underestimate avalanche danger compared with skiers and snowboarders. Snowshoers were less
likely to carry avalanche rescue gear such as a transceiver, shovel, and probe. Snowshoers also
were more likely to travel alone and to have not taken an avalanche awareness course. These
researchers suggested that all backcountry winter travelers become educated in avalanche
assessment.
Knowledge of an activity and the gear needed to complete a task can shape recreationists’
safety during onsite experiences. Lack of education may increase a person’s chance of being
unable to deal with unforeseen circumstances, possibly resulting in an accident. In northern Italy,

22

snowshoer accidents increased between 2008 and 2014 due to emerging participation and more
accessible winter sports (Procter Strapazzon, Capello, Castlunger, Staffler, and Brugger, 2014).
Proctor et al. (2014) described park managers in northern Italy working to increase avalanche
education and awareness to reduce accident rates among snowshoers. Studies on risk assessment
and accident rates show the importance of having skills and abilities, proper equipment, and
knowledge to assist people in having safe trips. Recreationists aim to enjoy their activities fully
and return home safely (Haegeli & Pröbstl-Haider, 2016).
Guidebooks are essential and accessible sources of information and insight for
recreationists. Guides written by Mckown (2005) and Townsend (2011) address the importance
of preparing for the backcountry as being related to safe and satisfying experiences during a trip.
The National Outdoor Leadership School (NOLS) and Outward-Bound have published books to
share the knowledge needed for backcountry travel (Anderson & Absolon, 2011; Randall,
2013)NOLS and Outward-Bound intended these guides to be used for their wilderness trips and
programs. However, they also serve other outdoor recreation communities and activities, sharing
information, practices, and expertise more widely.
Townsend (2011) stated that people recreating for the first time need to take the time to
prepare themselves; the better prepared they are, the more enjoyable their experience will be,
thus encouraging continued participation. Guidebooks suggest that before traveling in the
backcountry, a person should understand their capabilities related to the Activity. Townsend uses
backpacking to explain that people should estimate how far they will walk each day, where they
will camp, and where to find water relative to their capabilities. A person may plan on hiking 30
km all day up steep terrain and could find that they are unfit, making the task of hiking
frustrating and exhausting. Regarding canoeing activity, McKown (2005) stated that problems

23

and accidents in canoeing happen quickly and often require an immediate response. Having the
capabilities and skills to rescue oneself and others, beyond having the appropriate equipment
(e.g., PFD, throw rope, helmet, and whistle), is essential to being prepared for canoe travel.
Townsend (2011) and McKown (2005) recognized that preparing for backcountry travel involves
having the right gear, skills, and knowledge pertaining to the activity.
Establishing Terms
For this study, backcountry refers to areas that are remote from emergency assistance,
relatively natural and undeveloped, with little infrastructure and no road access (Wells, 2005). I
approached such areas as settings for recreation with biophysical, social, and managerial
qualities. The literature shows that gear, skill, knowledge, and technology are relevant for
preparation and shaping participant experiences. Physical items or objects needed for outdoor
living and travel brought into the outdoors are referred to as gear, a colloquial term for
equipment items. Completing outdoor living and travel tasks successfully as part of an outdoor
activity often requires using gear, tools, and technological devices (Anderson & Absolon, 2011;
Curtis, 2005; Randall, 2013; Townsend, 2011). Marion (2014) described the ten essentials (e.g.,
fire starter, extra clothing, water, a knife, map and compass, headlamp, shelter, sun protection,
first aid kit, and food) as essential gear and supplies for outdoor enthusiasts. Leave No Trace
(LNT) further recognizes the ten essential components of the first LNT principle plan and
preparation (Marion, 2014). The ten essentials encourage people to bring adequate gear as part of
preparation and safety. Choices in gear can differ based on the outdoor activity, individual
preferences, styles of participation, physical size and abilities of participants, as well as the
specific setting, travel group, trip objectives, and the weather, terrain, and conditions expected.

24

Having skills for an activity and knowledge of an area also contribute to preparation.
Mullins (2014, p. 328) described skills as
Intentional abilities of individuals or groups to generate and maintain an outcome,
product, experience, or relationship that is imagined in advance but can only be realized
through the performance of embodied capabilities of perception and action that involve
whole organic beings…within a web of particular relations…
Individuals canoeing at Bowron Lake Provincial Park perform skills like paddling, negotiating
wind, and navigating the circuit. Skills for backcountry canoe trips also include, for example,
driving to locations, setting up camp, cooking, and first aid. Like Mullins (2014), I understand an
outdoor activity to be a “choreographed suite of one or more tasks and skills, situated within
multiple traditions, and having various typical and atypical patterns of practice” (p. 328) and
outdoor adventure “as practices of individuals or groups in developing, performing, and
choreographing skills to actively inhabit and negotiate a dynamic outdoor environment in the
production of an experience that has uncertain outcomes and shapes the environment and
participants” (p. 328). The performance of the skill may have the potential to be influenced by
how a person engages with the environment. Individuals may assess their skill level relative to
the tasks needed to complete a trip, the uncertainty, and the desire to inhabit the environment.
Hammitt, Backlund, and Bixler (2004) referred to Experience Use History (EUH) as “the
amount of experience usually measured in terms of total visits, total years of use, and frequency
per year of participation with an activity at a specific site” (p.358). EUH accumulates over time
and visits, and recreationists' knowledge and familiarity with a place increases (Hammitt et al.,
2004). Gathering information for backcountry travel or having familiarity with a place
contributes to successful experiences (Marion, 2014). Having specific place and route knowledge

25

helps influence a person’s judgment when making decisions about the trip, setting, and skills in
the group relative.
How individuals understand technology varies. I draw on Arthur’s (2009), Michael’s
(2000), and Cuthbertson's, Potter's, and Socha’s (2004) understandings of technology in outdoor
recreation. Arthur (2009) described technology as a means to fulfill a human purpose; it can be a
device, a method or process, and material or nonmaterial. For example, a Global Positioning
System (GPS) helps recreationists navigate to a destination. Technology has shaped our relations
to nature in many ways, including how we access it physically and representationally (Hills &
Thomas, 2020; Michael, 2000; Shultis, 2012; Stinson, 2017). Michael (2000) described
technologies as either epochal or mundane. Epochal technology is externally important and
changes everyday life. Examples include cameras, smartphones, and cars. Mundane technologies
are common but important in everyday life or activity. Examples include hiking boots, canoes, or
jackets.
Cuthbertson, Potter, and Socha (2004) characterized technology used in outdoor
recreation as traditional or modern, with differing effects that needed critical attention in
response to largely un-questioning adoption. Traditional technologies allow people to access the
simplicity of living and traveling outdoors while reducing the number of ‘filters’ through which
people experience nature. Traditional technologies allow users to establish a state of being in
connection with nature, more so than modern technology. Modern technologies mediate outdoor
experiences, possibly separating users from nature while aiding participants in reaching new
accomplishments through efficiency and ease of use.
The growing sport of mountain biking Neumann and Mason (2022) addressed how
modern technology has led to the development of lightweight materials and innovative frame

26

geometry. Technological development of mountain biking equipment has enabled riders to
traverse, climb, and descend with significantly improved efficiency. Individual interpretations of
technology as modern or traditional depend on how users engage with technologies (Cuthbertson
et al., 2004; Helms et al., 2019; Rogers & Leung, 2023).
Technology in Backcountry Travel
How technology influences outdoor experiences can help inform technology’s role in trip
preparation. Ewert and Shultis (1999) recognized five areas where technology influences
wilderness experiences for outdoor recreationists: access/transportation, comfort, safety,
information, and communication. Individuals use technologies to recreate longer and more
comfortably, which includes communication devices and materials such as Gore-Tex and
synthetic fibers in clothing (Martin & Blackwell, 2016; Martin & Pope, 2011; Neumann &
Mason, 2022; Pohl, 2006). Mullins (2014) explained that “various tools and technologies used in
outdoor adventures shape skill, travel, and place meanings resulting in understandings of the
interrelations of self and environment” (p. 325). Technologies like Gore-Tex materials or mobile
devices (smartphone, GPS, etc..) may shape or influence interactions between people and their
surroundings. Pohl (2006) used an example of backpackers wearing Gore-Tex rain jackets to stay
comfortable in wet conditions. As Ryan (2002) discussed, synthetic and down clothing materials
development is more than just improvements in clothing; it is seen as essential in outdoor
recreation. Innovations in equipment enabling transportation in backcountry settings, such as
mountain bikes, white water kayaks, or lightweight canoes, enable people to travel further and
more efficiently (Marsac, 2015; Neumann & Mason, 2022).
Wiley (1995) outlined four tensions between technology and wilderness that show how
technology can shape preparation for backcountry travel; the tensions are between (1) risk and

27

security, (2) solitude and connectivity, (3) direct and mediate experience, and (4) knowledge and
the unknown.
The first tension between risk and security exists with digital or mobile technologies like
GPS units or PLBs. Technologies potentially impact how individuals make decisions, which
could influence their safety. Pope and Martin (2011) studied recreationist perceptions of using
PLBs and whether visitors relied on the devices for safety. The study revealed that some
individuals perceived technology as capable of saving their lives rapidly. Martin and Blackwell
(2016) studied how PLBs influence visitor behavior in the wilderness. Most participants
discussed that PLBs allow for increased feelings of safety and security when recreating in the
backcountry. PLB’ allowed visitors to have a backup plan, a way to communicate with family or
friends, justification for solo travel, and alleviated concerns at home from families (Martin &
Blackwell, 2016)This study showed that PLBs may not directly influence recreationists' risktaking decisions but play roles in their experience in terms of increased feelings of safety and
allowing communication with people outside the trip.
Wiley’s (1995) second tension is between solitude and connectivity and addresses
whether a person can disconnect from home or work life in the backcountry using technology.
Martin (2017) suggested that managers of national parks in the United States are concerned
about technological devices decreasing visitors' self-sufficiency, solitude, and sense of
remoteness. These characteristics are often associated with Western notions of wilderness
promoted by the parks. This has led to the concern that high-tech luxuries or devices could
prevent wilderness travelers from leaving behind their typical lifestyle or routine, a goal or
benefit of wilderness recreation (Martin & Blackwell, 2016; Pohl, 2006; Shultis, 2012).
Typically considered part of day-to-day life, cell phone devices are now used by backcountry

28

hikers as cameras, wayfinding devices, and information gathering in the backcountry (Bolliger et
al., 2021; Miller et al., 2021). While people may seek solitude when recreating in the
backcountry, Miller et al. (2021) recognized the prevalence of mobile technology incorporated
into individuals’ backcountry experiences.
Dustin, Back, and Rose (2017) and Amerson, Rose, Lepp, and Dustin (2019) suggested
that electronic connectedness is changing the nature of hiking the 2,660-mile Pacific Crest Trail.
It was apparent that most hikers used applications on their cell phones to navigate, gather
information regarding trail conditions, and contact other hikers or people outside the trail while
hiking the PCT (Amerson et al., 2020). Hikers were less focused on the landscape, as technology
allowed them to distance themselves physiologically from the sublime, the transcendent, and
perhaps even metaphysically as their smartphones took care of most tasks (Dustin et al., 2017,
p.27). Innocenti, Hyatt, and Harvey (2022) conducted a study on the use of mobile phones on
long-distance backpacking trips in the Scottish Highlands. Innocenti et al. (2022) explained that
hikers use and rely on mobile phone devices to navigate and track their daily fitness levels.
Navigation Apps on mobile phones were downloaded and used daily before hikers began their
hike each day. In this case, participants are engaging with the environment using applications on
mobile phones.
Stinson (2017) discussed the emergence of a new phenomenon called wilderness 2.0,
defined as “the intersection of wilderness and new media-based technologies”(p.176).
Technology was often blamed for disconnecting people from wilderness settings (Shultis, 2015).
Technology is used and understood to connect and promote outdoor recreation while considering
how technology is integrated into outdoor and wilderness recreation. Smartphones provide
outdoor enthusiasts with useful tools such as GPS, topographical maps, cameras, fitness trackers,

29

and other applications that may enhance their experience (Bolliger et al., 2021; Helms et al.,
2019).
Parks Canada proposed to install Wi-Fi hotspots in national parks across Canada in 2014.
This installation provoked backlash and negative social media coverage (Stinson, 2017). People
who recreated to escape everyday life feared that by installing Wi-Fi, there “would be nowhere
left to hide due to technology’s connectivity” (Stinson, 2017, p.159). Creating the opportunity
for people to stay connected while recreating in national parks could increase the accessibility
and rate of visitation. With mobile phone use in outdoor recreation, Bolliger et al. (2021)
recognized that with access to cell reception, individuals may feel safe and, therefore, more
comfortable in parks, forests, and backcountry areas because they can communicate with others
when plans change or emergencies occur. Wi-Fi in National parks provides people with
information that may help prevent search and rescue incidents and enable communication
between parks and visitors.
Wiley’s (1995) third tension is between mediation and experience, stating that technology
can influence interactions between people and places, skill development, or learning about the
environment. In experiential outdoor learning, Hills and Thomas (2020) discussed how
instructors decide to use digital and mobile technologies (GPS, tablets, drones, and cameras) as a
part of their curriculum and how such devices engage students with their environment. Digital
technologies may separate a person from the environment by acting as a barrier or a distraction
from their learning environment (Hills & Thomas, 2020). Cuthbertson et al. (2004), Pope and
Martin (2011), and Pohl (2006) believed that epochal technologies could prevent a person from
gaining the necessary skills to recreate in the backcountry (navigating, cooking, or first aid). A
recreationist using a map and compass could look at the terrain and refer to a topographic map to

30

figure out where they are as an example of wayfinding (Pope & Martin, 2011). Hill and Thomas
(2020) addressed two benefits to using digital technologies in experiential outdoor learning: 1) it
creates and enhances additional learning opportunities, and 2) it fully connects and engages
learners with the outdoors and each other. In addition to using a map and compass to learn how
to navigate, Hill and Thomas (2020) stated that GPS can provide instant feedback to see if a
student is in the right location according to their map. Technology can provide benefits to
engaging with the environment but may also be a distraction.
Shultis (2015) assessed recreationists' perceptions of how their use of technology
influences their experience. Participants of Shultis’ (2015) study suggested that technological
advances allowed them to feel comfortable and safer, positively impacting their outdoor
experience. An older participant noted that “lightweight materials and new equipment (e.g.,
hiking poles) allowed them to continue visiting the backcountry despite decreasing health and
strength.” Shultis’ (2015) study showed that technology could allow recreationists to continue to
develop their skills and challenge themselves in backcountry settings.
Individuals would seek mentorship from someone at a higher skill level in an activity. A
person learning to white water canoe might go down a river with someone more experienced
with paddling rapids before leading their own trips, which would be an example of mentorship.
Parks Canada, in contrast, recently developed a new application for cell phones called Learn to
Camp, providing people with information for a successful camping experience (Stinson, 2017).
The Learn to Camp application includes information about the weather, how to set up tents, and
how to build fires. Applications may guide a person to have a successful camping experience,
whether they want to learn from a device or, as suggested, from another person (Bolliger et al.,
2021; Hills & Thomas, 2020).

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Wiley’s (1995) fourth tension is between knowledge and the unknown. Historically, the
Romantic notion of wilderness meant that a person could explore and discover ‘new’ places
(Cronon, 1996). Technology can potentially eliminate the sense of exploration and discovery for
recreationists by allowing individuals to gain insight into backcountry settings through webbased applications before they visit. Stinson (2017) discussed using web-based applications like
Google Earth, which allows individuals to view backcountry settings remotely. Recreating in
new and unfamiliar areas gave people a feeling of exploration (Cronon, 1996). Google Earth has
influenced how people discover backcountry settings by allowing them to view and explore them
at home before a trip (Rogers & Leung, 2023; Stinson, 2017). For some individuals, this ability
to know more about locations before going into the backcountry settings could be an asset to a
person’s safety. Marion (2014) discussed the first LNT principle, “plan and prepare,” as a way
for individuals to be prepared for the area in which they recreate. As Stinson (2017) mentioned,
Web-based applications could be incorporated into the first LNT principle. For example, a
person may use a weather application to get a forecast, which could influence what gear they
assemble.
Social media and other platforms have become essential to outdoor activities as they
influence how nature is experienced and engaged (Rödl et al., 2023). People can view images
taken of outdoor activities or backcountry settings that others have posted on social media
platforms. Smartphones enable outdoor recreationists to store memories to reflect on and share
their experience with others after the trip (Miller et al., 2021). As Arts et al. (2021) addressed,
recreationists use mobile applications like Instagram to view new information about destinations
before leaving for their trip (Arts et al., 2021). Images created outdoors and posted on Instagram
invite people to reproduce and share specific experiences (Arts et al., 2021). By viewing and

32

posting images of places and activities, social media interact with how recreationists engage with
a place before and after their onsite experiences.
Relevant to preparing for backcountry travel, technology plays a role both in the
preparation process and the overall experience of an individual’s time outdoors. Pope and Martin
(2011) believed that recreationists should “practice responsible simplicity determining which
gear items are essential to bring into the wilderness and which are unnecessary to the success of
backcountry travel” (p.20). Practicing responsible simplicity could have implications for safer
backcountry trips by bringing only items that a person knows how to use and items that serve a
purpose for the success and safety of a trip (Martin & Blackwell, 2016; Pope & Martin, 2011;
Shultis, 2015). Items that serve a purpose include technologies like GPS and cell phones.
However, Pope and Martin (2011) acknowledge that people should understand the limitations
and purpose of the devices they bring into the backcountry.
Knowledge of how technology influences a person’s outdoor experience continues to
build. In earlier studies, technology was framed as being in tension with how people interact with
their surroundings. More recent studies indicate that technology provides some positive impacts
that recreationists benefit from, such as increased feelings of comfort and the ability to
communicate with people outside of their trip. Concerning this study, the literature shows that
technology may shape how a person prepares for their trip.
Assembling and Developing Skills for Backcountry Travel
Assembling and developing skills could be an element of preparing for backcountry
travel. Executing a task or activity requires the skills or experience necessary to operate within a
given environment (Mullins, 2014). A crucial part of outdoor recreation is skill development
through continued challenges and experiences in outdoor settings. A person embarking on a

33

canoe trip may possess abilities to read water, execute paddle strokes, and perform rescue
techniques, all of which could contribute to a successful trip (McKown, 2005). An individual
may evaluate their skill level in an activity or relative to an environment prior to a trip (Boyes et
al., 2018; Irwin et al., 2023; Løland & Hällgren, 2023). The reality of traveling through a
backcountry environment may challenge individuals' perceived abilities due to the dynamics of
an outdoor environment. Ingold (2000) described skill as being incorporated into the body's
functioning through practice and experience in specific environments and with equipment.
Developing skills is ongoing through continued practice, mentorship, instruction, and
being challenged in new environments (Barry et al., 2023; Mees et al., 2021). Mullins (2014)
explained that “ skilled learning and practice are processes through which people shape and are
shaped by their environment while coming to know the aspects of it intimately” (p.326). The
performance and development of skills may also be shaped by how a person engages with the
environment. The activity and setting are relative to each other as part of a recreationist
accomplishing a desired experience that is being prepared and choreographed.
Over time, direct experiences allow recreationists to gradually gain the skills necessary to
recreate in the wilderness (Shultis, 2012). Technology also increases the types and diversity of
participation in the wilderness by providing and accommodating different skill levels (Martin,
2017). Pope and Martin (2011) argued that a lack of direct engagement with one’s environment
can contribute to a lack of visitor autonomy, self-sufficiency, and self-responsibility. Hergan and
Umek (2017) conducted a study on the independence of primary students in navigating an
unfamiliar environment. Students were tested on their success using a paper map and mobile
phone. Over half the students were more accurate and successful using a mobile device than a

34

map (Hergan & Umek, 2017). Students found the mobile device less challenging, whereas a map
challenged their cognitive abilities more.
Part of developing their skill may involve a recreationist going outside of their comfort
zone and challenging themselves in more remote settings (Mees et al., 2021). Blackwell and
Martin’s (2016) A study on the influences of Personal Locator Beacons (PLBs) on a recreationist
experience indicated that a third of the participants admitted that PLBs influenced what they did
and where they went. Participants felt that by carrying PLBs, they could explore new areas, be
more likely to travel off the trail, and go on solo trips they otherwise would not have had without
PLBs. In this case, technology assisted recreationists in challenging themselves and going
outside their comfort zone.
Skill development is an ongoing process and may be influenced or shaped by
relationships between people and the environment (Mullins, 2014). Technology may influence
how recreationists develop skills in relation to operating within an environment. If we assume
that preparation is a skill, then an individual’s preparation process for backcountry travel may be
shaped by how a person engages with the environment.
Experience Use History and Place
Research on experience use history has been guided by the premise that recreationists
may have more familiarity with a place based on the time spent in a specific setting. Hammitt,
Backlund, and Bixler (2004) explored the linkage between the EUH of trout anglers and their
connection to a wild and scenic stream in the Appalachian Mountains. Participants who
frequently fished in the streams could develop their skills to expert levels while building a bond
with a specific place. Spending time in specific places can influence a fisherman’s performance

35

and skill by building a bond with the Appalachian streams. The study concluded that the amount
of time a person has spent in a place may influence how they prepare themselves for trips.
Parks managers have used EUH to understand the behaviors of recreationists towards the
environment within specific places. Researchers suggested that previous experiences can
increase a person's connection with the environment (Hammitt et al., 2004; Morse et al., 2022;
White et al., 2008). White et al. (2008) found that recreationists who have acquired lasting
relationships with a specific place through continued experiences display respectful behavior
towards the environment. Recreationists who have spent limited time in a specific place may not
feel a strong connection, influencing how they behave towards the environment by being more
likely to litter, pollute water, or disrespect other visitors (White et al., 2008). Recreationists
familiar with a specific setting are more inclined to respect the environment by creating place
attachments. By exploring how people prepare to paddle the canoe circuit, participants may have
a diverse range of time spent canoeing at Bowron Lake Provincial Park. Experience use history
may be involved and a component of how a person prepares for the Bowron Lake Canoe Circuit,
based on the amount of time they have spent in that specific place. A person who has spent
significant time in Bowron Lake Provincial Park may prepare based on their experience paddling
on the canoe circuit. The time a recreationist has spent recreating in Bowron Lake Provincial
Park may influence how they prepare for their trip and their relationship with the park.
Risk Assessment in Backcountry Travel
People make decisions relative to experience, training, guidebooks, or information passed
down from others when confronted with challenges involving the risk or safety of individuals or
groups in the backcountry (Boyes et al., 2018; Boyes & O’Hare, 2003; Løland & Hällgren,
2023). Outdoor adventure activities like white water canoeing involve risk elements, such as

36

getting injured or even a chance of death when paddling white water (McKown, 2005). Preparing
for activities like canoeing by having the knowledge of the area, appropriate gear, and skills
could reduce the amount of risk. Bailey (2010) studied sea kayakers involved in search and
rescue incidents in New Zealand between 1999 and 2005 to inform future kayakers of ways to
reduce their chance of capsizing. Retrospective data was collected from 50 incidents by talking
to eyewitnesses and reading newspaper articles about sea kayak rescue incidents. Contributing
factors for incidents included paddlers’ poor judgment of ocean conditions, inadequate paddling
skill relative to conditions, and not having the appropriate gear, such as signaling devices or
PFDs (Bailey, 2010). The results of Bailey’s (2010) study emphasized the importance of having
the appropriate gear for paddling, skill for rough conditions, and knowledge of ocean currents
and wind conditions as factors that could help reduce the chance of a kayak capsizing. Preparing
for backcountry travel may involve acquiring gear, skills, and knowledge to be ready for
situations that influence their safety.
Technology can influence an individual’s perception of their risk assessment. (Shultis,
2012) suggested that a common concern within the literature, lacking any empirical studies, is
that technology may have influenced risk perception and risk-taking outdoors. Some wilderness
users cannot use previous experiences to help when incidents occur or technology fails. In some
cases, entering backcountry settings without forms of technology can be deemed unsafe. As
stated previously with Wiley’s (1995) four tensions, there has been debate about whether devices
create a false sense of safety. Having gear for a task is part of being prepared, but that skill is
necessary to help individuals escape dangerous situations (Rothsanna et al., 2015). Parks
managers are concerned that recreationists may go into the backcountry without enough
experience because they assume they can always be rescued or do not take a map because they

37

have a GPS receiver. Carlson et al. (2016) suggest that such devices can only be used for
emergency assistance, not as a replacement for sound training and good judgment.
Internet and web-based applications and technological devices may be incorporated into
pre-trip processes, influencing how individuals acquire knowledge about the area they will be
recreating (Bolliger et al., 2021; Rogers & Leung, 2023). Social media forums and blogs have
become a new way to share experiences (Arts et al., 2021; Rödl et al., 2023).With the emergence
of Wilderness 2.0. Plank (2016) examined over 6,000 blog entries on the Austrian Alpine Club’s
online forum over eight years, with the intent to see how user-generated content and online
platforms influenced decisions that recreationists were making while skiing. Some members of
the Austrian Alpine Club focused on glorifying their risk-taking behavior when posting about
experiences skiing in backcountry terrain. Plank explained that mountaineers and backcountry
skiers have mimicked risk taking behavior based on what they read in forums on their trips,
without assessing the risk. Related to risk perception, optimism bias occurs when an individual
perceives a level of risk to be lower for themselves than it would be for someone else in a similar
situation (Powell, 2007). Online forums can benefit people seeking recreation in new areas by
providing knowledge about unfamiliar places or things above their current skill level. Online
platforms can inform people of campsite locations, water sources, and other information specific
to an area (Martin, 2017). Plank (2016) suggested that online users check the information they
receive through web forums and reassess risk using credible sources like guidebooks before
mimicking an adventure. The process of preparing is not the only factor that determines the
success of a trip. Individuals recreating in the backcountry have to deal with the dynamics of an
outdoor environment (Irwin et al., 2023; Mullins, 2014). Heavy rainstorms may increase the flow
of a river, thus increasing the grade or class of the river. In other words, some factors are out of

38

the control of the individual and are not represented on maps or online because they are dynamic
in ways that technology has not yet been able to capture.
Preparing for activities like kayaking, climbing, or canoeing may reduce the possibility of
an accident. Priest and Gass (2005) discussed a model known as “accident potential,” which
states that accidents occur in outdoor activities when there are three combined dangers. The
combined dangers from the accident potential model include 1) unsafe conditions created by the
outdoor environment, 2) unsafe acts performed by participating clients, and 3) unsafe errors
made by instructors (Priest & Gass, 2005, p. 93). Priest and Gas explained that these three factors
can be mitigated or eliminated to reduce the chance of accidents occurring. Baily (2010)
recognized the importance of being informed about the environmental conditions of outdoor
activities like kayaking and having the skills to meet those conditions. Users need to assess their
abilities relative to the activity instead of re-enacting another person's experience (Løland &
Hällgren, 2023; Plank, 2016; Rogers & Leung, 2023). The nature of how a person prepares for
backcountry travel may influence their perception of risk assessment but may also be a response
to their risk assessment.
Creating Satisfaction in Backcountry Travel
Not all individuals evaluate satisfaction with outdoor experiences the same way because
their motivations, benefits, rewards, and outcomes vary. Within this study, I approach
individuals’ perceived satisfaction with their trip as a possible outcome when preparing for
backcountry canoe travel. Satisfaction is “an act of judgment, a comparison of what people have
to what they think they deserve, expect, or may reasonably aspire to” (Hultsman,1998, p.472).
Manning (2003) addressed that satisfaction is a relatively subjective concept, meaning that a
recreational opportunity such as socializing on a hike might be very satisfying for one person but

39

less satisfying for another. A ‘quality’ or ‘satisfying’ outdoor experience is “the degree to which
outdoor recreation trips meet the desired objectives for which the participants plan them”
(Manning, 2003, p. 110). Manning’s definition of satisfaction will be used for my study, but I
recognize that satisfaction may be dynamic.
People may engage in canoeing for intrinsic and extrinsic rewards when describing
motivations for backcountry canoe travel. Examples of individuals receiving intrinsic rewards
are feelings of stimulation, accomplishment, and the opportunity to gain knowledge from
participating in an experience (Russell, 2005). Individuals paddling Bowron Lakes Provincial
Park may feel accomplished after completing a challenging 116 km canoe circuit (Robertson &
Giles, 2002). Participants' intrinsic needs, such as freedom, a sense of accomplishment, and
socialization, can be fulfilled when participating in outdoor recreational activities like canoeing
(Lee et al., 2017). Extrinsic reward involves partaking in leisure for reasons other than
experiencing the activity, and the motivation comes from the outside (Russell, 2005). A person
may paddle a canoe to increase their endurance or physical fitness. Canoeing in Bowron Lake
Provincial Park can be a desirable and fulfilling experience for recreationists because the circuit
allows paddlers to be intrinsically and extrinsically rewarded.
Paddle sports like canoeing or kayaking have become popular for recreationists to obtain
well-being outdoors (Lee et al., 2017). Ewert, Gilbertson, Luo, and Voight (2013) surveyed
people to investigate their motivations for adventure-based activities, including canoeing,
kayaking, and climbing. The survey revealed that people participating in adventure-based
activities like canoeing were motivated by socializing, sensation seeking, and self-image (Ewert
et al., 2013). People were intrinsically motivated to participate in canoeing to engage in feelings

40

of sensation while paddling on the water and socializing with fellow paddlers. Often, individuals
partake in canoeing to feel intrinsically and extrinsically rewarded (Ewert et al., 2013).
People travel into the backcountry “to escape notions of an everyday routine to find one
self-transformed by the beauty of the outdoors” (Jonas et al., 2000, p.181). Individuals seem to
continue seeking opportunities to get away from everyday life and disconnect from the day-today of their own lives. Kyle, Graefe, and Manning (2003) suggested that two variables influence
recreationist satisfaction: situational and subjective factors. Situational factors refer to
environmental characteristics such as the presence and behavior of others, the conditions, and
management related to the setting. Subjective factors refer to individual encounters with other
users, evaluations of other users’ behavior, evaluations of setting conditions and design, and
visitor motivations. In an example of situational and subjective factors influencing satisfaction,
Kohlhardt, Honey-Roses, Lozada, Haider, and Stevens (2018) conducted a study in Garibaldi
Provincial Park exploring how overcrowding on trails affects visitor satisfaction. Hikers seeking
solitude felt less satisfied with their hiking experience due to the overcrowding of visitors on the
trail and at popular viewpoints (Kohlhardt et al., 2018). Park managers were concerned that the
number of people hiking in Garibaldi would influence hikers' satisfaction. The most important
motivation for people hiking in Garibaldi was to see the scenic beauty the trail offers, but the
crowding of visitors at viewpoints influenced the viewing of the scenery (Kohlhardt et al., 2018).
Hikother visitors hiking in Garibaldi can influence a person’s satisfaction with their trip. This
study's data collection and analysis processes may clarify satisfaction. Satisfaction levels may
vary from person to person based on what they hope to gain from their recreational experience.

41

Conclusion
Literature has been reviewed and discussed regarding notions of gear, skill, and
knowledge as potentially part of preparation. I have also discussed the concepts of trip planning,
skill development, experience use history, and risk assessment as potential elements of how a
person prepares for a backcountry trip. In subsequent chapters, this project will explore how
technology shapes individuals’ preparation and outdoor experiences. Exploring participants’
preparation could reveal how technology is used and how it influences a person’s outdoor
experiences. Overall, this project will build on the previous literature to explore preparation from
the perspective of research participants.

42

Chapter 3: Methodology
This chapter first introduces the paradigm of interpretivism and my focus on
phenomenology. To facilitate exploration, I present an initial conceptual framework linking
preparation with multiple possible elements with technology as possibly shaping outdoor
experiences over multiple phases. Third, I discuss and justify the case study methodology, which
uses backcountry canoe travel in Bowron Lake Provincial Park. I explain the sampling methods
and criteria. Data collection using semi-structured interviews are explained, as are the coding and
analysis method of thematic analysis. Finally, I discuss the challenges and limitations of the
research, as well as my position relative to the research project and participants.
The Interpretivist Research Paradigm
This project explored the nature of how people prepared for backcountry canoeing, which
I approached through an interpretive paradigm. Interpretivism acknowledges an ontology that
recognizes multiple realities constructed socially, ecologically, and through experiences (Denzin
& Lincoln, 2011). More specifically, I draw on an interpretive form of phenomenology that “is
grounded in the belief that the researcher and participants come to the investigation with forstructures of understanding shaped by their respective backgrounds, and in the process of
interaction and interpretation, they cogenerate an understanding of the phenomenon being
studied” (Wojnar & Swanson, 2007, p. 174). Epistemologically, the researcher and participants
co-created knowledge about individuals’ preparation processes and experiences paddling
Bowron Lake Provincial Park. As the researcher, participants and I interpreted the realities and
meanings of their practices and experiences to identify factors related to safety and satisfaction in
backcountry experiences. An interpretive form of phenomenology enables a phenomenon to be
understood in context (Wojnar & Swanson, 2007). A phenomenological approach allowed

43

participants’ lived experiences of backcountry travel to inform my understanding of how people
prepare in context to canoeing the Bowron Lake Canoe Circuit and how that shapes their
recreational experience.
Preparing for backcountry travel had the potential to influence interactions between
participants and their environment throughout phases of the outdoor experience. Phenomenology
understands humans to be immersed in environments instead of assuming a pre-existing
separation between humans and the environment. Merleau-Ponty’s Phenomenology of
Perception, as cited by Brooks (2005), explained how people are in the world, emphasizing the
importance of being embodied. “Subject and object are dependent upon each other, two parts of
a single system where the world remains dependent on the subject even though the subject is
dependent on the world” (Brooks, 2005, p. 356). Concerning outdoor recreation, people and
place depend on each other. In an example from mountaineering, McCarthy (2002) proposed that
stories of climbers’ lived experiences prove that people can experience the mountain as a place
instead of a space.
Michael (2000) explained the importance of understanding that technology is created
within a socio-environmental and economic context. He showed how mundane technologies like
walking boots mediate humans’ access to nature both physically and representationally. Overall,
a phenomenological approach enabled knowledge of a phenomenon to be co-created between the
research and participants while allowing participants to describe their lived experiences of
preparing for backcountry canoe travel.
Conceptual Framework
I approached this exploratory project with an understanding of Clawson and Knetsch’s
(1966) model that backcountry trips are multi-phased experiences. I used a model to understand

44

how elements of preparation and uses of technology relate across phases of an outdoor
experience and influence onsite safety and satisfaction (see Figure 1). This project intended to
explore the elements involved with backcountry preparation. Figure 1 guided data collection and
analysis while leaving room for elements not represented or anticipated in the literature review or
model to emerge during the thematic analysis. Understanding the nature of preparation provides
insight into experiences and practices across the phases and how onsite experiences are
anticipated and, in part, shaped in advance.
Figure 1
Initial Conceptual Framework

Elements of Preparation
At home
Anticipation Phase

Trip Planning

EUH
Skill Development

Risk Assessment

??
Technology

Travel to the Site

On Site in
Backcountry

Participant’s Experiences
Back Home
Recollection

Satisfaction

Safety

Note: An initial framework to help guide exploration of potential elements involved with
preparation, possibly shaping participants’ safety and satisfaction during the multiple phases of
an outdoor experience.
Technology takes the form of devices brought into the backcountry and as tools for
exploring geography in the anticipation phase and telling stories during participation and

45

recollection. Identifying technology’s role in preparation helped reveal whether it influences or
limits the development of the skills necessary to operate within an environment. By exploring
peoples’ preparation processes, I aimed to see how technology was incorporated into the
preparation of a trip.
Trip planning, skill development, experience use history, and risk assessment are
potential elements (see Figure 1) involved in how a person prepares for backcountry travel. In
addition to the elements represented in the conceptual model, other elements could exist and
emerge throughout the data collection process. Interview questions were designed to bring these
concepts out during participants’ descriptions of their experiences.
A Case Study Methodology
This project conducted a case study of people who canoed the Bowron Lake Provincial
Park, just over 100 km east of Quesnel, British Columbia. Bowron Lakes Canoe Circuit consists
of a circular chain of ten lakes connected by portages, creeks, and rivers, making the canoe
circuit one of British Columbia's most popular paddling destinations (Giles & Robertson, 2002).
The peak season for canoeing at Bowron Lake Provincial Park is May through October and
takes, on average, between Five and Eight days to complete. The total length of the circuit is 116
kilometers (Jackson, 2001). Bowron Lakes Provincial Park is a developed park with over 50
designated campsites, maintained portage trails, and six VHF radios stationed around the circuit,
which paddlers can use in an emergency (Archer, 2010). The park is patrolled by rangers and
maintained by park operators throughout the season. Paddlers must register months in advance
and have a permit before going to the park. Once paddlers arrive at the visitor's office to receive
their permit, and when paddlers have completed the circuit, they return to the office to check out
before leaving the park.

46

Figure 2
Map of Bowron Lake Provincial Park

Note: Map of Bowron Lake Canoe Circuit shows the lakes, river sections, campsites, portage
trails, and trip landmarks. Provided courtesy of BC Parks (2012).
I selected the Bowron Lake Provincial Park because of its popularity, the time it takes to
complete, and the variety of flat and moving water the circuit offers. Like other paddling
destinations in the northern interior of British Columbia, the circuit provides paddlers with
challenges that are not to be taken lightly, such as extremely cold water, river hazards, and
limited information on northern paddling destinations (Archer, 2010). The Bowron Lake Canoe
Circuit made a good case for studying how people became prepared because it requires
individuals to have knowledge of the area, a basic understanding of canoeing, and a variety of
gear. Bowron Lake is also relatively accessible, making the circuit suitable for experienced
backcountry travelers, novices, and families. Canoeing and backcountry camping skills are tested

47

in Bowron Lake Provincial Park (BC Travel, 2019), which is severe enough that it requires
preparation. Nevertheless, it offers diverse experiences (family outings, speed records,
challenging weather) that cater to travelers with varying degrees of skill and experience.
Enabling such diversity within a relatively stable setting helped provide a common ground to
compare and interpret differences and similarities in participants’ preparation and experiences.
Having Bowron Lake Provincial Park as the setting and canoeing as the activity normalized these
when comparing participants but still left room for diverse recreational experiences. The setting
stayed relatively the same throughout the case study, but the objectives of why research
participants paddled Bowron Lake Canoe Circuit were different.
Yin (2012) explained that case studies are a good methodology for studying phenomena
and allow the researcher to answer “how and why” questions while allowing participants to
speak from their perspectives. My interest in the preparation phenomenon as a larger concept
made a case study a suitable methodology. A case study approach allowed participants to speak
from their own perspectives and compare participants' processes since the Bowron Lake Canoe
Circuit represented a consistent, stable setting (Yin, 2012).
When selecting a methodological approach, outline the following when considering a
case study design. First, the study focuses on answering how and why questions. A case study
was, therefore, well suited to my research questions because I was engaging with participants to
learn ‘how and why’ planning is happening. The second consideration outlined by Yin is that a
researcher should consider a case study when they cannot manipulate the behavior of those
involved in the study. Within my study, I could not manipulate the behavior of how participants
become prepared. Lastly, a case study should be considered when boundaries between the
phenomenon and context are unclear. Preparation, being the phenomenon, and Bowron Lake

48

Provincial Park, the context, were not distinct but may have influenced one another. Yin’s
considerations helped me select my methodology. A case study approach fits my study because it
supports my research objectives and enables the study of a phenomenon relative to a specific
backcountry setting. This approach also supported exploring skill and activity to engage with the
landscape (Mullins, 2014). Overall, a case study approach allowed this project to have a standard
setting within which participants with diverse experience levels and desired outcomes could be
included to analyze the phenomenon.
Sampling Criteria
When acquiring research participants, the following criteria needed to be met. First,
participants must have paddled Bowron Lake Provincial Park 2017-2019. Setting a two-year
window of when the most recent trip was completed allowed participants to accurately recollect
their experiences paddling Bowron Lake Canoe Circuit. I was interested in participants who had
paddled Bowron Lake Provincial Park more than once. However, their most recent experience
needed to be within two years (2017-2019) to remain relatively fresh in their minds. Canoeing is
the most popular form of paddling in Bowron Lake Provincial Park. However, I was open to
interviewing participants who had kayaked the circuit because although canoeing and kayaking
are different activities, the setting will be the same. These activities require similar processes to
achieve a safe and satisfactory backcountry experience. My focus for this project was people
who were self-operating in the backcountry rather than people who were being guided or were
professional guides. The reason for this is that I intended my project to be directed towards and
impactful for the general population of recreationists, as they do not necessarily have the same
training and resources as industry professionals. I interviewed participants who were a part of
organizing their trip or participating in the process within a group. This was crucial because they

49

would have been directly involved in preparing and planning. If there is a group of people who
have completed the circuit together, there may be multiple people I would want to interview, as
preparation is not exclusive to one individual. Finally, since Bowron Lake Provincial Park is a
popular canoeing destination internationally, I had limitations as a researcher in interviewing
participants who could speak English.
To identify potential participants and enhance rigor, I used purposeful sampling to gain
access to respondents by ensuring various experience and skill levels among the sample
population. In qualitative research, the logic of selection is strategically used in gathering
information-rich cases (Reybold et al., 2012). I contacted members of different recreation groups
in and around Prince George, Quesnel, and Wells to help reach potential participants. For
example, networking with members of the Northwest Brigade, a local paddling club in Prince
George, BC, helped me gain access to participants. A leader or president of a club may act as a
gatekeeper, granting access to a group to which the researcher has no prior affiliation (Seidman,
2013). Identifying and contacting gatekeepers of local communities allowed me to use snowball
sampling to obtain other research participants. Another potential resource was BC Parks, which
operates Bowron Lake Provincial Park. Snowball sampling involves finding one or more
individuals who meet the sampling criteria and then asking that person to identify other people
meeting the same criteria as potential participants (Reybold et al., 2012). Since I am in the Lower
Mainland of British Columbia, I also advertised around Vancouver. With the permission of the
store managers, I placed advertisements in a few Mountain Equipment Company (MEC) Stores
in the Vancouver area. MEC is one of the most popular outdoor gear stores in Canada and sells
gear to people of all experience levels, which made for a good place to attract research
participants.

50

Students, faculty, and clubs at the University of Northern British Columbia and College
of New Caledonia helped provide access to participants. For example, advertising on campus
through the UNBC Outdoor Club, social media, or connecting with administrators at local
institutions helped identify people who met the sample criteria. I wanted to structure my sample
to ensure I got a broad representation of experience levels and desired recreational motivations to
build a strong data set, which best informed my analysis and understanding of the phenomenon.
I recruited fifteen research participants from Prince George, Quesnel, and Metro
Vancouver through the above sampling methods. Posting the research advert on social media
groups and around the university campus proved to be the most effective way of gathering
participants. Additionally, I was able to snowball into being introduced to other participants. The
age range for the sample population was between nineteen and seventy-three years old.
Table 1
Number of Trips by Number of Research Participants
Number of trips

1

2-4

10-15

30-35

Participants (westside)

5

2

0

0

Participants (full circuit)

6

5

2

2

Note: The number of trips that a participant either completed on the entire circuit or just the west
side represents the range of experience or time spent with Bowron Lake Canoe Circuit amongst
the sample population.
Five of the fifteen participants identified as female and ten as male (see Table 2). Four
participants were only preparing for themselves, while eleven were leading the preparation for a
group of two or more people (see Table 2). Overall, the sampling methods proved successful in
terms of the amount of data collected and the variety of experiences among participants.

51

Table 2
Participant Information
Female Male
5

10

Prepared for only
themselves
4

Responsible for group
preparation
11

Note: The number of female and male participants in the sample, as well as the number of
participants who prepared only for themselves and who led to preparation for a group of two or
more people.
To protect the participants' privacy, aliases are used throught the thesis. Participants had
varying experience levels and objectives within their trips. Cindy and Avery were new to
backcountry canoe travel and were supported through their first trip by group members who had
previous experience canoeing or traveling in backcountry settings. Frank, Alexander, Karen,
Brianna, Timothy, and Brent had prior experience canoeing or traveling in the backcountry. They
had completed between one to three trips around Bowron Lakes Canoe Circuit. Seth, Briannia,
and Xander were experienced backcountry travelers using Bowron Lake Provincial Park to
introduce their children or grandkids to backcountry canoe travel. Seth and Xander had
completed one trip around the Bowron Lake Canoe Circuit. Mike, Carol, Andrew, James, and
Wayne had all completed at least ten trips around Bowron Lakes Canoe Ciurit and often were
involved with introducing other paddlers to the area. James and Andrew had completed over
thirty trips, and they were the participants who had spent the most time on the circuit. Other than
Andrew and Brent, who have paddled Bowron Lake Provincial Park solo, all other participants
mention paddling with groups of two to eight people.

52

Semi Structured Interviews
Data was collected using semi-structured interviews. When deciding how and when to
collect data, I had to consider time, funding, ethics, and flexibility in my schedule as a Master’s
student. Bowron Lake Canoe Circuit is only open to the public between May and September
each year. Collecting data via in-person interviews, phone interviews, and/ or video links with
participants enabled data to be collected during the fall of 2019.
While going into Bowron Lake Provincial Park to interact with recreationists before,
during, or after their journey might have been closer to a phenomenological ideal and theoretical
framework, such an approach also has limitations. Individuals paddling the Bowron Lake Canoe
Circuit have a certain amount of time allocated to completing the circuit. Given the typical
motivations of recreating in the backcountry, participants could have perceived solicitation as
interrupting their experience. I conducted interviews after completing their trip to achieve quality
data that allowed participants to connect their preparation, experience, and ultimate satisfaction.
This allowed individuals to reflect on their experiences before the interview and spend time with
me during the interview. This meant that my data was retrospective, which is good because
participants will have time to reflect, explain their satisfaction with an experience, and discuss
any safety issues on their trip. I recognized that retrospective data also had limitations regarding
accurately recollecting their experiences. For example, recall bias is when people tend to
recollect their experience better than it was (Berney & Blane, 1997). Recall bias was a challenge
I had to manage throughout the interview process. A strategy I used for dealing with this process
was to have an accurate reference system or timeline aligned with participant's recollections of
their experiences (Berney & Blane, 1997). To stick to the conceptual framework, I needed to ask
participants to recall moments throughout different phases of the experience specifically. For

53

example, when asking about participants’ perceptions of safety during the onsite experience, I
directed participants to attempt to accurately recollect their feelings at that moment versus how
they felt about the trip overall.
Semi-structured interviews allow the interviewee to talk from their perspective using
their familiar frame of reference or idea (Edwards & Holland, 2013, p. 30). Furthermore, since
participants were on the same canoe circuit and referenced similar points along the trip, I could
compare participants’ experiences at specific points along the circuit. The semi-structured
interview questions follow a structure based on the conceptual framework, which helps guide the
topics and order of the questions. Open-ended questions will encourage conversation and
responses that reflect and capture the participant's own voice and thoughts on the topics (Riddick
et al., 2015). A semi-structured interview style uses questions to keep the interview on the topic
while simultaneously allowing for a conversation to develop as the interviewer and interviewee
build rapport (Edwards & Holland, 2013) . Probing will was used to help explain, clarify, or
obtain further information and insight into the topic. Probing is a technique that gives
interviewees verbal cues about the level and type of response desired by the interviewer and
increases the richness of the data.
Interviews were conducted in person, on the phone, or via Skype or other video links,
depending on the researcher’s and participants' schedules. The first choice when conducting
interviews was to have the researcher and participants meet in person. Face-to-face interviews
promoted the opportunity to build trust and rapport, which could help develop rich qualitative
data (Irvine et al., 2013). Rapport enables the interviewer and interviewee to feel at ease, which
can help generate an insightful atmosphere for conducting interviews (Dunn, 2016). Face-to-face
interviews allow the researcher to pick up on nonverbal cues from the interviewee and maintain

54

active listening. Other advantages of in-person interviews included more accurate responses due
to contextual naturalness, greater likelihood of self-generated answers, and more thoughtful
responses (Brinkmann, 2013). Phone or live video (skype, etc.) interviews were conducted when
meeting in person was not possible. Interviews were recorded on an audio recording device and
transcribed verbatim using an Otter program. In addition to taking notes, using an audio
recording device allows the interviewer to maintain the conversational nature of an interview
(Dunn, 2016). While collecting and recording data, it was important to pay close attention to
detail and organize transcribed interviews to ensure accurate data analysis (Bouma et al., 2012, p.
128). For example, after interviews are conducted, transcription occurs as soon as possible. All
interviews were uploaded to the transcription software following the interviews, but the
researcher read and absorbed them over six months. I conducted two interview pre-tests by
reviewing the questions with people I knew before conducting any official interviews. This
allowed me to see if the questions were working well or if I needed to make any adjustments.
After two interviews, I reviewed my questions to ensure that the questions being asked were
supporting the research. This way, an adjustment could be made early in the data collection
process. I aimed to conduct at least twenty interviews, but after conducting fifteen interviews, I
was satisfied with the collected data. I stopped the interviews at fifteen because no new
information was being gathered among participants.
Thematic Analysis
When interpreting data, I used thematic analysis. Thematic analysis served as a
categorizing strategy to develop an understanding of what was going on with the data (Maxwell,
2008). The thematic analysis seeks to examine, locate, and record themes within the text. This
method allowed me to interpret phrases and narratives within the transcripts to find themes

55

related to the research objectives (Boyatis, 1998). Qualitative research often produces large
amounts of data that can be difficult for a researcher to digest (Cope, 2016). Brinkmann (2013)
suggested that researchers should start by examining the text thoroughly when organizing
qualitative data.
In qualitative research, coding can serve the purpose of reducing transcript data
(Henderson, 2006). Maxwell (2008) suggested that coding aims to rearrange the data into
categories that facilitate comparisons between things in the same category and between
categories. I used theoretical and emergent codes to develop and find themes in the data. Before
reading my data, I started the analysis process by developing an initial code book summarizing
my theoretical codes (based on the conceptual framework). Once I established the code book
(see Appendix B), I created code trees to guide the analysis. Two code trees were created (see
Figure 3), the first relating to nature and elements involved with preparation and the second
being aligned with technology's role in preparation.

56

Figure 3:
Code Trees Applied to Transcripts
Nature of preparation

Risk
Assessment

Experience
Use History

Group
Experience
level

Connection
to place

Key Concerns

Trip
Planning

Skill
Development

Gear

Shaped by the
environment

Shaping a
participant’s
experience

Multi Phase
experience

Food

Relying on
EUH

Route/location

On going
process

Safe and
enjoyable trip

Logistics

Group
Dynamics/
Mentoring

Group collaboration

Technologies Role in Preparation

Shaping
Preparation

Reliability

Recent
Developments

Participants
Perception of
Technology
Challenges

Note: The relationships between codes and sub-codes for the nature of participant preparation
and the roles of technology in preparation.
The figures above include theory and emergent codes, whereas the code book outlines
which subcodes originated from theory and emerged from data. Four sub-codes emerged in the
data, which included a) key concerns, b) mentoring and group dynamics, c) group planning, and
d) participants’ reliability with technology. Two to three readings occurred to help identify more
patterns or factors that might have been missed during the first reading. By conducting multiple

57

readings, additional codes emerged while working through data not identified in the initial
codebook. This interpretive process requires researchers to take emergent codes identified during
the analysis process and apply them to transcripts already coded (Cope, 2016).
Initially, the analysis process was conducted simultaneously with the data collection
process, but due to personal restraints, most of the data was analyzed after it was collected. I reread the transcripts throughout the analysis to stay current with the data. Maxwell (2008)
explained that analyzing data alongside the collection phase allows researchers to progressively
focus on interviews and observations and decide how to test emerging conclusions. After I
collected the first two interviews, I conducted a small analysis to test the initial code. After
collecting and transcribing all interviews, I analyzed the remainder of the data.
I used a software system called MAXQDA for my analysis to organize the data into codes and
subcodes. The coding process allowed me to organize and condense the data into themes related
to the research questions and objectives. Transcripts were uploaded directly to MAXQDA, where
I would read through and code the transcript. Coding was broken down into sections; for
example, I would code all transcripts for subcodes under trip planning and then switch to another
set, such as Experience Use History. This allowed me to stay focused and organized on one
theme versus simultaneously coding one transcript for all codes. I highlighted quotes or segments
aligned with a particular code, which were then uploaded into a larger document to help
categorize into specific themes (see Figure 4). Once codes were condensed and organized into
individual documents, I would read through the documents and highlight quotes or segments that
contributed to larger themes that would be used to support the findings.

58

Figure 4
Example of MAXQDA Coded Segments
MAXQDA 2020 Smart Coding Tool – Participants Perception and Use of Technology
Document

Coded Segments

Bowron # 15, Pos. 91

I don't think I've taken more risky behaviors. I mean, I
have gone further. Yeah, or change plans because now I
have this ability with this this GPS or this spot to
communicate out or But yeah, I could see how that
could maybe be a false sense of security.

Bowron # 12, Pos. 114

I know that there's different places on the circuit and
on that west side there's places where you can there's a
telephone. And we were told by the rangers that in the
event of an accident the best thing to do was to get to
that phone. Which was interesting to me. Because if
you have an incident, you know, your ability to get to
that phone could be could be impaired and so having
something was really key.

Bowron #14 , Pos. 155

As I mentioned I did carry a spot with me and I've used
the spot and other situations and I do find you know, as
I say the more remote I get, I think I would rely more on
that kind of technology. I have personal experience. On
the other end of things with spot in my previous life

Bowron #14 , Pos. 158

I'm aware of the Ranger cabins and I know they have
communications Yeah, and certainly when I'm out on
the circuit, I have, you know, situational awareness
when I'm not with any ability to communicate of those.

Bowron #14 , Pos. 163

I mean, for me, you know, technology is anything that
goes beyond, you know, rock sticks and the wheel. So
we live in a time where we have access to some pretty
cool stuff and advanced tech in terms of, you know,
fabrics that work really well in the environment and do
the job that they're supposed to do

Codes

Note: Figure shows a selection of coded segments related to technology shaping a participant’s
trip. Highlighted segments were used as quotes to support findings.
Positionality
As a researcher, I recognize that I affect every aspect of this project, from my personal
opinions to how I interpret the experiences of individuals and analyze data. Researchers
constantly work to identify how their positionality can affect the research participants and the
research process to decide if they are insiders or outsiders (Kohl & McCutcheon, 2014). My
investment in this project required me to constantly take steps to critically analyze my
positionality, including my perspective and past experiences related to preparation. Dwyer and
Buckle (2009, p. 60) discussed the concept of the “space between,” which challenges the
dichotomy of researchers only being an insider or an outsider. The notion of “space between”
requires a researcher to acknowledge how they are both an outsider and an insider to the group or
individuals they are researching (Dwyer & Buckle, 2009,p.55). Having experience working in
Bowron Lake Provincial Park made me an insider in my area knowledge; however, having never

59

canoed Bowron Lake Circuit, I am an outsider. Therefore, this “space between” idea resonates
best with my position within my research.
Personally, I have spent a significant amount of time in backcountry settings, shaping my
own point of view on how one should be prepared for backcountry travel. Over the years, I have
developed a routine for assembling gear for outdoor experiences. My time in the backcountry has
been spent for personal enjoyment but also as a guide and outdoor educator. In my outdoor
career, I lead groups of students or individual clients in various settings and activities; I have
been legally responsible for the people I take outdoors. I have a set process that I go through
before preparing to travel in the backcountry that enables me to have a safe and satisfying
experience. When interviewing respondents, it was important not to inject judgment or personal
bias about how others prepare for the backcountry. A second contributing factor from my
background that affected my position as a researcher is that I have worked in Bowron Lake
Provincial Park as a Backcountry Park Operator. This was to my benefit in terms of knowledge
of the park. I am familiar with routes, hazards, and what completing the chain of lakes requires
of paddlers. While working in Bowron Lake Provincial Park, I could see the variety of
experience and paddling skill levels among people embarking on the circuit. Having spent a
summer in Bowron Lake Canoe Circuit and recreating in other backcountry settings, I developed
a bias towards how I think a person needs to prepare for the canoe circuit in terms of the gear
that is needed, knowledge of the area, and a level of paddling skill. Throughout the study, I
needed to constantly regulate my judgment and past experiences, whether during the interview
process or when data was being interpreted into results.

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Reflexivity
Reflexivity is an ongoing process that requires a researcher to analyze their position
relative to the research constantly (Furey, 2015). Rather than having a person deny their own
social position, reflexivity acknowledges that the research process is within social conditions
(Hsiung, 2008). Reflexivity is one of the most fundamental concepts and practices that
differentiates qualitative from quantitative research. “The idea of reflexivity challenges the views
of knowledge production as independent of the researcher producing it and as objective” (Berger,
2015, p. 220). Reflexivity requires researchers to turn the lens back on themselves and realize
how they have situated themselves within the research and how that can affect the overall
research process. Berger (2015) lists examples of what a researcher can bring into a study,
including personal characteristics such as gender, race, age, personal experiences, beliefs, and
bias. Conducting a case study of individuals who have paddled Bowron Lake Canoe Circuit, I
acknowledged that the interactions and positionality with research participants could inhibit or
enhance how I gathered information. For example, when interviewing participants about their
own processes, I needed to be conscious of not letting my point of view affect how I interpret
data. Acknowledging my relationship to the research is just one part of the reflexive process, but
it was a process that I practiced throughout this project. Therefore, interpreting and reporting
data needed to be accurate to represent the responses of the research participants best.
Relative to the research project, reflexivity leads to trustworthiness, richness, clarity,
ethics, and support (Berger, 2015). To account for reflexivity, I have kept a journal since the
beginning stages of this project. Continuing to document changes in opinion, strategies, and
significant events allowed me to maintain reflexivity while I worked through my project's
design, data collection, and interpretation phases.

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Reflexivity had an important role throughout the interview and analysis process. Hsiung
(2008) Explained that a researcher is in a position of power in an interview because they control
the agenda. Reflexivity acknowledges that a researcher’s agenda can influence the responses of
individuals being interviewed, first through the selection and writing of the questions asked.
Hsiung suggested that researchers experience being interviewed so that they understand what it
is like to be on the other side of the table. Generating an inclusive agenda helped build an
environment that allowed respondents to feel comfortable sharing throughout the interview. I did
this by meeting at neutral locations when possible, sharing my interests in the project, and
outlining the research's purpose and intentions at the start of the interview. Reflexivity within
data analysis is important because of how interpersonal contexts of research can influence
outcomes (Mauthner & Doucet, 2003). Therefore, it helps to conceptualize and question the
resulting research findings and discussion points, emphasizing the accuracy of interpreting and
reporting data to represent the responses of the research participants best.
Creating Rigour within a Case Study Approach
Multiple strategies to practice rigour, including details of interview practices, discussions
of procedures and analysis, revisits to respondents, and verification by respondents, are used to
enhance the quality and trustworthiness of qualitative research (Baxter & Eyles, 1997).
Credibility, confirmability, dependability, and transferability are four criteria for ensuring rigour
within qualitative research (Houghton et al., 2013). Confirmability requires researchers to
demonstrate how conclusions and interpretations have been reached and are usually established
when credibility, dependability, and transferability are achieved (Coughlan et al., 2007). This
section will discuss strategies for ensuring credibility, dependability, and transferability.

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Credibility refers to the believability and value of research findings. To establish credible
findings, research must be conducted transparently. As such, I have reviewed the literature on the
topic and written a detailed methodology that shows the details of the methods I used. Ensuring
that the data is rich is a strategy that helps researchers deal with validity threats and thereby
increase credibility (Maxwell, 2009). Maxwell (2009) describes rich data as being detailed and
varied enough to provide a full and revealing picture of what is going on with the research
project” (p. 244). Semi-structured interviews with open-ended questions and prompts help ensure
the quality of the data.
Dependability involves a researcher giving the reader enough information to determine
how dependable the study is (Coughlan et al., 2007). In other words, a project's data collection,
interpretation, and analysis are consistent and repeatable (Morse, 2015). This required me as a
researcher to clearly outline decisions made regarding the methodology and reasons for making
those decisions. For example, as addressed in the case study section, I have discussed and
explained why I used Bowron Lake Provincial Park as the case study location. Coughlan,
Cronin, and Ryan (2007) suggested that producing evidence of decision-making at each research
stage contributes to a dependable study. Throughout this study, I documented the reasons for any
changes I made. I used my reflexivity journal to assist in documenting these changes.
At the final reporting stage, I attempted to acknowledge the transferability limits due to
the topic's particularities and methods. Transferability can be referred to as whether or not the
findings will be applicable in other contexts or situations while still preserving the meaning of
the original research (Houghton et al., 2013). The results of this project are not capable of being
generalized or intended to be. Instead, the knowledge created from this project is intended to
inform park managers, outdoor educators or guides, and recreationists about preparing for

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backcountry travel in hopes of helping guide people to have safe and satisfactory outdoor
experiences. Coughlan, Cronin, and Ryan (2007) stated that “transferability is also enhanced
when the results when the results of a study are meaningful to individuals not involved in the
research study” (p.743). Although the study's results will not be directly applied to other
contexts, the results are meaningful to the outdoor community.
Challenges and Limitations
When considering personal limitations for this research project, I realized my lack of
direct experience as a researcher made this experience a learning process. This was my first
research project; therefore, putting the methodology into motion was a learning process. The
research was supported by what I have learned in the classroom setting, combined with learning
throughout the interview and analysis process. This project required a large time commitment,
constant reflexive practice, and the knowledge and skills I needed to complete the project and
access a sample population. Gaining formal access to participants posed its own challenges in
terms of time and uncertainty, as there were no formal gatekeepers to access respondents at the
start of the interviews. Continually acquiring respondents was a time-consuming but necessary
part of the research. Once I posted my research advert and emailed members of paddling clubs, I
acquired participants over a few months.
Since I did not place myself at a trailhead, I needed to actively search and advertise for
research participants independently or with help from my supervisor. I had to be strategic about
how and where I advertise to respondents and be conscious of the time I devoted to acquiring
participants. These three factors influenced the diversity and the number of respondents willing
to participate in my project versus conducting research directly at Bowron Lake Provincial Park.
During the data collection process, I had to ensure that my data was retrospective. I recognized

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that the best-case scenario would have been for me to be onsite to understand how preparation
and planning phases influence other stages of an outdoor experience. Given my logistical and
time restraints, I needed participants to recollect moments of their experience to understand how
preparation influences other phases of the trip.
During my project, I had to deal with some personal constraints that required me to take a
leave of absence while working towards my degree. During my time away from the project, I
became disconnected from my data. This was challenging as I lacked consistency within my
project by starting and stopping. Upon returning from my leave of absence, I reread transcripts,
quotes, and my proposal to familiarize myself with my project.

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Chapter 4: Findings
To begin this chapter, I will introduce five research findings derived from fifteen semistructured interviews I conducted with participants who had previously canoed in Bowron Lake
Provincial Park. Interviews and data collected are recollections of the participant’s past
experiences preparing for and traveling in the park. I analyzed the data using existing and
emergent codes to find themes and derive findings that best respond to the research questions
and purpose. The findings include:
1. Preparing (and being prepared) for backcountry travel is a skill that involves ongoing
development and refinement of various abilities and processes that enable successful
on-site experiences.
2. Preparation is often a way of seeking assurance about a key concern to achieve a
level of comfort for an upcoming trip.
3. Participants reported being supported in their learning and preparation through
friendly mentorship that worked across levels of experience.
4. Participants integrated technology into planning and onsite experiences to provide
information and options for safe travel and emergency response, providing them
with some peace of mind.
5. Technology comes with ambivalence; participants’ ability to trust technology’s
reliability introduced tension within their backcountry experience.
Together, these five findings describe the nature and components of how participants in this
study prepared for backcountry travel in Bowron Lake Provincial Park.

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Finding 1: Preparing (and being prepared) for backcountry travel is a skill that involves
ongoing development and refinement of various abilities and processes that enable
successful onsite experiences.
Participants recognized that preparation for backcountry travel is a skill that, for them,
evolves over time and is refined and developed over multiple outdoor experiences in the
backcountry. Thus, the preparation and experience phases are linked sequentially and repetitively
in a loop, feeding one into the next through tasks and skills and learning over multiple trips.
Participants explained that feeling prepared to paddle the circuit is achieved by carrying out
multiple actions such as gathering gear, meal preparation, and practicing paddling techniques.
Within their preparation processes, common tasks among participants included practicing and
developing canoeing skills, visually checking gear, researching the setting, planning meals,
communicating, checking in with fellow group members, and using a checklist to confirm they
had what they needed. Alexander described three aspects that made up their preparation: “I start
with three sections, first being food planning, the second gear planning, and the third being route
planning.” For participants, the preparation involved multiple skills and actions to contribute to
feeling a sense of readiness to paddle in Bowron Lake Provincial Park.
Participants described preparation as directly influencing their onsite experience. Brianna
explained how preparation influenced the quality of experience they had on their trip and the
importance of being flexible during the onsite experience:
Preparation, in my view, is key to having a good experience. When you are planning and
preparing, it does not mean you cannot be flexible with your plan. And, when you are in
the backcountry, you must be flexible because there are so many variables that you may
encounter or may not encounter, whether that is weather or wildlife.

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Alexander also addressed the importance of being ready for unknown variables: “The biggest X
factor for me is the weather, especially on the east side of the circuit; when a storm is coming
down a lake, you do not know what is going to happen, and you have to account for that.”
Participants recognized that planning included a variety of skills that contribute to their own
feeling of being prepared. Participants describe planning as an element of their preparation,
consisting of aspects or skills such as meal planning, practicing paddling, route planning, and
gathering and packing gear. Developing these skills allowed participants to be ready to deal with
weather, moving water, or any other factors related to their traveling environment. Brianna
described how plans could change while traveling in the backcountry and recognized the
importance of being able to adjust their planning during their journey to have an enjoyable
experience.
All participants discussed identifying and altering or improving their preparation for
future trips. These aspects included but were not limited to gathering and altering gear they
brought, improving their canoeing skills, and developing meal plans that were filling and easy to
travel within the backcountry. Together, these different tasks and skills involving planning were
identified by participants as factors that contributed to an enjoyable outdoor experience. For
example, participants who paddled the circuit more than once learned what gear they needed or
what to leave behind through their previous trips. Andrew explained how they use a journal on
their trip to improve how they prepare:
I keep good notes of what happened on every trip so you don't make the same mistake.
It’s handy to have a journal and refer to what I have done on previous trips so that I can
make changes for future trips.

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The amount of time, attention, and effort to which participants focus on developing skills
within the preparation varies from person to person based on what they saw as important to the
success of their trip. For example, a participant with advanced paddling skills might value
spending time and effort preparing food to have enjoyable meals on their journey. Participants
admitted to not being experts in all skills that made up their preparation process. All participants
felt they had a foundational level of skills needed but identified areas to continue developing,
such as paddling on moving water or camping for multiple nights. Participants developed skills
that contributed to their preparation throughout multiple trips, whether on Bowron Lake Canoe
Circuit or other backcountry locations. The type of trip (solo, family, large group, etc.) and
objectives participants aim to achieve also contribute to developing skills in their preparation.
Participants described developing their skills on multi and single-day trips. Alexander explained
below how they practiced their paddling skills before leaving for Bowron Lake Provincial Park:
Before our trip, I wanted to make sure that my wife and I could paddle for long distances
and be synchronized. Most canoe trips we did before the trip were 3-4 hours of paddling.
So, we practiced before leaving for the Bowron by going on longer paddling trips, like
six or seven hours rather than one hour or just half an hour of paddling.
Karen described using canoeing day trips to prepare for Bowron Lake Canoe Circuit:
A couple of months before the trip, we started doing day paddles to start building the
muscles and get used to paddling in bad weather and wind again. We did this to work out
any quirks we needed before our trip so that we were ready.
Karen had paddled consistently throughout their life leading up to paddling Bowron Lake Canoe
Circuit but went on day trips to practice and refine their skills to ensure they were confident in
their paddling abilities.

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Participants explained that the best way to improve their abilities was through continued
experiences in backcountry settings. Cindy stated, “All these different types of systems took time
to figure out, but I figured them out in large measure the hard way just by experience.”
Participants recollected that overcoming challenges or hardships on previous backcountry trips
can contribute to developing preparation processes. Participants thought of the Bowron Lake
Canoe Circuit as a great place for developing paddling skills and learning how to travel in the
backcountry because of its popularity and setup for backcountry camping. Brent described using
the west side of the Bowron Lake canoe circuit to become more comfortable traveling in the
backcountry:
I used the Bowron trip to practice portages solo down the west side. I like the idea of base
camping because I am not super experienced at backcountry camping; I find that you
never really settled into camp life because you are always moving, and it is hard to
become efficient, so that can make it less enjoyable. I struggled with camp chores and
used the circuit's west side to develop a solo traveling system.
Brent's trip aimed to become comfortable traveling in the backcountry and refine skills to gain
confidence for future trips. Participants suggested that the more time someone spends in the
backcountry, the more challenges they face. Zander reflected on refining their preparation over
time:
I think over time, I have become more skilled, and I do not mean skilled in necessarily a
technical way, but I am just more fine-tuned to figure out different types of systems
related to cooking, equipment, and gear and the type of folks I will go with. And it means
taking on less hazardous trips and more enjoyable ones.

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Participants in this study who continued to recreate over multiple trips took what they had
learned from past trips and adapted their preparation process for future outings. Participants
develop skills that contribute to their preparation throughout multiple trips, whether on Bowron
Lake Canoe Circuit or other backcountry locations.
Participants who have continued to recreate over multiple years developed their own skill
sets and became more comfortable with their own abilities to prepare over time. Seth stated,
“Knowing how to use your skills is critical to making informed decisions about what equipment
you need and how gear does or does not increase what you can do.” Seth explained the
importance of understanding their own abilities and how that helps them select what they need
for their trips. James discussed how, over time, they have developed their ability to select gear:
If you know the kind of trip you are doing, for example, if we're on a river without
portaging, they will probably take stuff that we would not consider taking on the Bowron.
You must choose gear based on the environment you go to. I have learned this kind of
stuff from past experiences in the backcountry.
Participants who have paddled the circuit multiple times explained that throughout multiple trips,
they continued to develop their preparation and skill sets, and their trips were more and more
enjoyable since they have become more aware and familiar with their environment. Overall,
participants’ planning and preparation processes in the anticipation phase supported them feeling
ready, allowing them to focus on enjoying their time and activity on Bowron Lake Canoe
Circuit. These experiences then further informed their preparation for future trips.
Participants felt that how they prepared influenced the quality of their trip. Preparation is
a key component and skill to an enjoyable and successful trip. “Being prepared makes for a
wonderful experience; if you are not prepared, it can mess up your beautiful trip” (Brent).

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Participants explained that having a preparation process allowed them to assemble what they
needed for the environment they were traveling in and the style of the trip they wanted to
accomplish (west side, solo, family, or full circuit). Zander explained the importance of
preparing:
Being prepared and preparing accordingly for whatever your objective is fundamentally
key to having a positive experience in the backcountry, absolutely 100% key. It is all
about being prepared technically with your gear, food, and physical self.
Brianna recognized how taking the time to prepare influences the quality of their trip:
Preparation has taught me that spending a little time preparing will make the experience
far more pleasant because you will have whatever you need when you are out there. Not
only are you not putting yourself at risk, but the experience will be much more enjoyable
overall.
For Zander and Briannia, having a positive quality experience that met the objectives of
participants was related to the steps they took with their own preparation. This was learned from
interview questions directed towards understanding what it meant for participants to feel
prepared. Without preparation, participants felt they would be going into an environment without
feeling confident they could complete the trip while enjoying their experience. Participants felt
that developing and refining preparation processes is key to the foundation of a person’s trip in
the backcountry.
Finding 2: Preparation is often a way of seeking assurance about a key concern to achieve a
level of comfort for an upcoming trip.
Participants wanted to achieve comfort or assurance, knowing they were as ready as
possible to deal with the unexpected. Arriving at a sense of comfort often meant resolving one or

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two key concerns for the trip. Key concerns varied but included equipment to bring or leave
behind, campsite style, concern about sections of the route and their suitability for new or novice
paddlers/trippers or group members, weather, food and cooking, safety and emergency
communication, and wildlife encounters.
The key concern depended on the participant's experience and the trip style they were
preparing. Paddlers who had completed the circuit multiple times before and planned for speed
felt confident in their packing, food, and paddling skills but sought detailed information on the
weather. Andrew had paddled the Bowron Lake Canoe Circuit twelve times and found value in
information related to weather so that they could deal with dynamic conditions. “Now that we
have been there, we feel comfortable with our knowledge of Bowron Lake Provincial Park, but
the main source of knowledge we gather is related to the weather because our trips are now
weather dependent” (Andrew).
It is apparent that all participants gathered information, but the type of information varied
between participants based on trip objectives, group size, time of year, and the number of times a
person has been to Bowron Lake Provincial Park. First-time trippers may have been concerned
about portages and finding a campsite, while larger groups assigned campsites were concerned
with skills and fitness among group members. Participants with families wanted to see that the
canoes could carry enough equipment and children/people. Others were particularly concerned
with emergency communication, food preparation, or sections of the route. Experience with
backcountry travels and the canoe circuit specifically allowed for confidence and assuredness in
certain aspects of preparation and a focus on other key concerns. While these concerns varied, it
was often a single or small set of outstanding key concerns that participants needed to resolve to
feel comfortable and assured in their planning and preparation.

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Gathering information to address key concerns from various sources was the first step in
the preparation process. Timothy remembered how they began preparing for Bowron Lake
Provincial Park:
The first step for me is usually getting on the internet and googling around and talking to
people to get recommendations on what other people have needed and what they
recommended, what worked and what didn’t, and then go from there with my own plan.
It is standard since we have done so much of the packing stuff before on other trips that it
is easy to kind of adjust based on the specifics of that trip.
Timothy had spent multiple years recreating and developing their preparation in other
backcountry settings; they adjusted their process based on recommendations and information
they gathered about Bowron Lake Provincial Park. Obtaining information through resources such
as maps gave some participants a visual of where campsites were located and the distance
between them. Detailed maps were often important. They wanted as much as possible to “know
before they go” and confirm unknown elements with their own eyes. Zander discussed using a
map to get a visual of the canoe circuit:
I sort of gleaned from various websites, but what was great was when I found a "1:50"
scale map for sale online. When that came, I thought, this is perfect; it's got all the four
different maps put into one, and it had the campsites on it. Once I received the map, I
wasn't really stressing too much about the trip because it became straightforward.
Gathering and studying a map allowed Zander to visualize the circuit and feel more confident
about attempting their first trip around the Bowron Lake Canoe Circuit. Being able to gain an
understanding of what the trip looked like and what it would entail gave participants comfort in
knowing what challenges they would possibly face on their trip. Participants gathered

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information from various sources, including their past trip logs, other people’s trip reports,
topographic maps, the park website, Google Earth and maps, various internet sources, YouTube
videos, online forums, and social media groups. Participants collected information on food
preparation, packing, and cooking; equipment to bring and leave behind; route and navigating;
skills and physical abilities; portaging; weather, emergency communication, packing a canoe,
traveling with kids, etc.
Generally, for participants, “seeing is believing.” They felt confident when they could see
their equipment and supplies laid out and see images or video of campsites, sections of the route,
or canoes packed for the trip. “Having that visual of all your stuff by laying it out on a big floor,
and then you can just see, gives me that comfort level that you prepared properly, and that makes
me feel ready” (Carol). Visually laying out routes, meal plans, or gear gave participants a feeling
of comfort in knowing what they were getting into. Laying out gear and going through a
checklist is a technique that participants used to get a visual confirmation that people had the
gear they needed.
The time used for preparation ranged considerably; participants often started weeks or months in
advance. Cindy explained:
A month before we go, we drag out all our equipment and get that organized. We make
sure we have gas for our little stove and make sure our bear sprays haven’t expired. And
we just kind of set everything out to get a visual.
James stated, “It’s important for me to be ready to go a couple of days before the trip; if you
leave it to the last minute, inevitably, you get caught without something you need.” Participants
valued feeling ready with what they needed in the days leading up to their trip. With Bowron
Lake Circuit requiring a reservation, participants had to book their trips multiple months in

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advance. Gathering information started before and when participants registered for their permits.
Participants began gathering and laying out their gear in the weeks and days leading up to the
trip. Most participants used checklists they found or made themselves to guide their preparation
and then kept another rolling list of tasks to complete leading up to their trip based on their
information and their specified trip.
General information about canoe tripping was certainly used, but specific information
surrounding Bowron Lake Canoe Circuit was particularly valued and sought out by participants.
Frank explained what they look for when they watch video content about Bowron Lake
Provincial Park:
Seeing people having an adventure in the landscape and with wildlife in their videos was
very interesting and attractive. But what was more interesting for me was to know how to
do the portages and how difficult or challenging the trails would be. The other thing was
seeing what the campsite conditions were like. The other thing that was quite interesting
and important for me was knowing where the river or moving water sections were.
Participants sought out and watched online content blogs to prepare and adjust their planning
process. Frank used video content to address their concerns regarding wildlife, portages, and
campsite conditions. Watching and reading online content was specifically present in the
preparation process of the participants paddling the circuit for the first time. Paddlers entering an
unfamiliar environment and encountering the circuit for the first time gathered as much
information as they could, which was key to achieving a sense of ‘knowing what they were
getting themselves into’ and providing comfort and preparedness. Avery discussed how
gathering information assisted in their preparation:

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Watching videos was just sort of a way to get an idea of what the campsites were like and
what sort of gear to bring. That's my nature to research and to look at all the details
because the more information for me, the better; I don’t want to just go into it blind and
just do it.
Paddlers who had spent time in the backcountry in other settings or had paddled the Bowron
Lake Canoe Circuit previously still found benefit in researching or viewing online content; doing
so allowed them to continue developing and improving their processes for future trips around the
Bowron Lake canoe circuit or other backcountry settings. Brent explained how they watched
videos online to improve their own abilities:
On the technical side, I just kept an eye on what other people were doing to find an
efficient system. I watch a lot of videos related to canoe travel to see other people's
techniques and then decide for myself what I think will work for me.
Brent watched online videos to see how others prepare or travel in the backcountry to develop
more efficient trip systems. Online information can provide participants with insight into
improving their skill sets.
Overall, participants sought information during their preparation process to address
concerns before traveling to Bowron Lake Provincial Park. By preparing based on the
information gathered, participants felt assured they could confront any challenges or changes
while on the trip. Having a visual of different aspects of the trip was key to participants feeling
assured of what the journey would entail.

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Finding 3: Participants reported being supported in their learning and preparation
through friendly mentorship that worked across levels of experience.
For six participants, the Bowron Lake Provincial Park was the first multi-day canoe trip
they had prepared for and been on. Five participants paddled the canoe circuit two to four times,
two participants ten to fifteen times, and two completed over thirty trips around the circuit.
Participants recognized that their degree of experience or time spent in the backcountry
influenced how they prepared for a trip. Participants who have paddled Bowron Lake Canoe
Circuit at least twice explained that they adjusted their planning by changing their gear, route,
and group members or acquiring different skills. Changes to participants' planning arose in
response to either a specific challenge on the trip or from learning from what other paddlers were
doing. Participants who had paddled the circuit two or four times described how their
experiences contributed to ongoing learning, allowing them to develop and refine skill sets for
future trips. Participants were motivated to improve their planning trip-over-trip to continue
having enjoyable backcountry experiences throughout their lives. Eight participants recalled
completing their first trip with a peer who had completed the circuit. One out of the six
participants experiencing their first multi-day canoe trip did not travel and prepare for their trip
with a peer who had previously spent time in Bowron Lake Provincial Park.
All participants had canoed or kayaked before paddling Bowron Lake Canoe Circuit on a
day or overnight trip. Paddlers who had completed just their first trip recognized that they felt
somewhat overwhelmed by not fully knowing what they were getting themselves into. Carol
stated how she felt after her first trip around the circuit: “I wouldn’t have been there without
someone with their experience, but I did not understand what I was getting into; I did not
understand remote.” For Carol, their first trip on the Bowron Lake Canoe Circuit was with

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someone familiar with the circuit, and they probably would not have gone without their
guidance. Carol had gone on to complete over five trips around the Bowron Lake Canoe Circuit
after her first experience.
On their first trips, many paddlers partnered with experienced paddlers who had
completed the circuit before or had extensive backcountry experience. For participants paddling
Bowron Lake Canoe Circuit for the first time, having experienced people on their trip made them
feel more confident going into an area they had not experienced before. Cindy stated, “The
people we went with had done the circuit a couple of times, so it made us interested in going
because we were going with someone who had done it before and was really experienced.”
Participants new to backcountry travel or canoeing recognized they lacked skills such as
paddling on moving water or camping in the backcountry for multiple days. When inexperienced
participants partnered with other paddlers with experience, they felt comfortable knowing that
another person in the group had skills that they lacked. Avery explained:
I think it was the other people who were the impetus for us to do it. We had never really
thought about doing it ourselves. It wasn't something that we would necessarily think of
venturing out to do ourselves.
Five out of fifteen participants recollected that they would not have gone to Bowron Lake
Provincial Park without being encouraged and strongly supported by others who had already
paddled the circuit. These participants relied on experienced people to assist or guide the
planning process and lead them during the onsite experience.
Participants traveling within a group of people noted that group members had different
roles in their planning process based on previous experience levels. Participants new to paddling
or traveling in Bowron Lake Provincial Park explained that they focused mainly on preparing for

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themselves. Participant Avery stated, “They made sure I had the gear I needed, and then I just
relied on the people who had done the chain before for the rest of the preparation.” Since Avery
was paddling in Bowron Lake Provincial Park for the first time, they focused on their individual
preparation while the more experienced group members did most of the planning for their whole
group. Experienced paddlers who have paddled around Bowron Lake Canoe Circuit more than
twice expressed that when planning for a group with inexperienced people, they felt responsible
for their own well-being and the rest of the group. Andrew described traveling with people new
to Bowron Lake Provincial Park:
If you know you have inexperienced people, I'd say the whole plan is different. You tend
to spend more time ensuring they got the right stuff. More time on talking about safety
with people and on the rivers.
A common concern for participants with previous experience on Bowron Lake Canoe Circuit
was not the environment but people on their trip with little or no experience in backcountry
paddling and camping. Karen addressed the importance for fellow group members to have
paddling skills:
I think the key thing for me was ensuring that everyone had paddling skills. That was key
for me because if the wind comes up, bad weather comes up, you have to make sure that
the people can paddle on rough water.
Experienced paddlers’ preparation included readying themselves but also, layered on to
that, was planning to lead others through preparation and the trip. This extra layer involved doing
gear checks, practicing canoe-over-canoe rescues, and checking meal plans with less experienced
group members. Taking time to plan and prepare with others gave the more experienced
paddlers, as well as the group, more confidence before and during the trip, and a more enjoyable

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trip for all group members, no matter their level of experience. Andrew explained how their time
spent paddling on Bowron Lake Canoe Circuit influenced how they prepare for trips with
inexperienced paddlers:
We've seen people in tricky situations; we have had to rescue people in one of the lakes.
So, I think we’re concerned when people join us because they don’t know the full reality
of Bowron Lake; they just see photos of calm lakes and blue skies. We've seen sides of
the Bowron that scare us, and we don't know that we could get everybody through a
tricky situation, so we like to make sure everyone in our group is on the same page before
we leave.
Andrew addressed the importance of all group members being prepared and that leading
a group of inexperienced paddlers requires some responsibility regarding group safety. When
traveling with inexperienced paddlers, experienced paddlers would visually or verbally check
that all group members had what they needed. Carol stated, “We wrote gear lists based on our
past trips and would send them to other group members, saying you must have rain gear, and this
is not an option.” Participants leading groups of their peers, like Andrew and Karen, were also
concerned with the paddling abilities of fellow group members. Karen explained how they
assisted an inexperienced canoer in their group to be ready to paddle around Bowron Lake Canoe
Circuit:
I had one of my good friends come along on our trip. Leading up to the Bowron I made
her take flat-water canoe lessons to prepare herself so she had the confidence to paddle in
a canoe. She had done some kayaking before, but not canoeing, and after she took the
course, she came out a few times just during the day to practice.

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Experienced paddlers and backcountry travelers leading a group of their peers valued guiding
and mentoring fellow group members and instilling overall confidence within the whole group.

Finding 4: Participants integrated physical technology into planning and onsite experiences
to provide information and options for safe travel and emergency response, providing them
with some peace of mind.
Participants used technological devices as a part of their backcountry travel, starting in
the preparation process and influencing their onsite experiences. Physical technologies included
devices such as GPS units, satellite phones, smartphones, cameras, and personal locator devices,
but also aspects and materials such as lightweight designs as well as Kevlar and Gore-Tex
materials that were part of the equipment, such as canoes, paddles, clothing, tents, and tarps. For
participants, technology was seen and used in a physical form as a piece of gear either in the
form of an electrotonic device (inReach®, spot, sat phone, cell phone, and camera) or
lightweight materials (Gore-Tex clothing, carbon fiber paddles, Kevlar canoes). Below are
quotes that discuss how participants commonly used technology for navigation, communication,
safety, physical ability, recording ‘moments, and comfort. Timothy discussed how they used
communication devices on their trip:
We had an inReach® (satellite messaging device) and a satellite phone, I do think it is a
great piece of equipment to have on that trip. I think my dad also brought a satellite
phone on that trip. Our dog was sick at home, so we were checking in every night.
Zander recollected using an inReach® to receive weather updates:
I use an In-reach quite a bit on trips to keep in touch with folks, but especially because
the weather was so unsettled this summer. We used the inReach® on the Bowron to get

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weather updates from different folks and friends who are good at collecting that type of
information and reading satellite imagery. We were constantly planning what we would
do, whether we would stay at a campsite or whether we would go based on the weather.
That is why I brought an inReach® weather report; that stuff played into our planning
processes for the next day.
James explained how they benefited from using lightweight canoes in Bowron Provincial Park:
Technology is making canoeing more fun, easier, and certainly safer. Kevlar canoes are
lighter, and they make traveling better, partly because of the portaging, but it just makes
total sense compared to using an aluminum canoe. You know, I think that is an element
of technology that is important.
Karen mentioned, “We had a solar charging battery pack, just so that we can keep phones
charged so we can take pictures with them throughout our trip.”
Participants’ use of technology influenced their ‘peace of mind’ during planning and
onsite experiences. Cindy stated “Technology nowadays is pretty good with all the devices you
got to contact people. So, I think that gives people some peace of mind.” Participants value
having an option to able to contact emergency services or family while on their trip. Bowron
Lake Provincial Park has radios spread out through the circuit, allowing people to contact the
park office. Zander explained:
There are different places on the circuit where you can use a radio, and we were told by
the rangers that in the event of an accident, the best thing to do was to get to that phone.
This was interesting to me because if you have an incident, your ability to get to that
phone could be impaired so having another device is key.

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Knowing that radios are out on the circuit does not seem to negate the need for most participants
to carry personal communication devices on their trip. During both the anticipation and onsite
phase, technology gave participants comfort by readying and providing options for safe travel
and emergency assistance. Participants traveling with their families felt it was their responsibility
as parents to carry a communication device. Seth recollected purchasing their first device:
I was a little bit reluctant when Spots (satellite communication devices) came on the
market, and then I thought, I've got responsibilities as a family, I should get one of these,
and now it's like, I always have it. And I feel more comfortable and more responsible
having that with me.
Andrew stated:
In this day and age, I would say, you'd be silly not to take technology; if I were to break
my leg or if something happens with my daughter, it's going to take a lot longer to get
out.
Participants were concerned with their ability, or lack of ability, to contact help in the
case of an emergency. For some participants, communication devices put their minds at ease by
allowing them to potentially receive help. Others valued the ability to check daily weather
updates, allowing them to plan their days based on incoming weather. Frank remembered how
they felt not bringing a communication device to Bowron Lake Provincial Park:
One of the things that we didn’t bring was a communication device, like a Spot or
something like that, to report an emergency. I was a little worried about that because
when we got to the park there were not many paddlers.

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Participants understood that they would not always need to use these technologies, but bringing
these devices helped them feel comfortable, knowing they had options to help them deal with
challenging conditions, events, or decisions during the trip.
Finding 5: Technology comes with ambivalence; participants’ ability to trust technology’s
reliability introduced a tension within their backcountry experience.
Challenges accompanied participants’ use of technology in the backcountry, particularly
around reliability. While participant's technology provided some peace of mind, the devices also
introduced tension in participants’ experience, centered around their willingness and ability to
trust or rely on a device. Timothy explained how devices influenced their travel in the
backcountry, “I mean, I have gone further or changed plans because now I have this ability with
this GPS or this spot to communicate, but yeah, I could see how that could maybe be a false
sense of security.” Participants needed to depend on the reliability of the device. Communication
and navigation devices were the most mistrusted. Battery life and the ability of the devices to
function were the main concerns. Andrew addressed dealing with battery life when using
communication devices:
The problem is that technology inherently only has a limited life. It can run out of battery,
especially when you're on a circuit for nine days. I was concerned that the inReach®
wouldn’t make it. If the inReach® dies, it is nothing more than extra weight.
When referencing whether a device functions or not, participants are referring to the ability of
the device to connect with a satellite based on where they are located. Participants explained that
if they ever were in a situation that risked their safety, they doubted whether the technology
would function and assist them.

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Most participants agreed that technology has the potential to fail or not function when it
is needed. Mike recognized the benefits of having technology on their trips but understood that
they could not rely solely on the devices in the case of an emergency. “At the end of the day I
still think even if you have the technology, you cannot rely on it, batteries fail, screens crack, you
always have to go back to basics” (Mike). Participants agreed that technology can help with an
individual’s safety if devices are functioning but recognized that technology could put them at
risk if it fails. Frank discussed:
If you do not rely on your experience, and you do not follow your guts and how to find
your way back and measure your distance and a lot of other skills that you have just
because of cell phones in your pocket. Technology helps with safety and reduces risk, but
sometimes it adds to the risk because if you lose your cell phone, you are lost.
Frank felt that having the skill to be able to navigate without using an app on a phone is
important in case the device runs out of battery. Seth addressed the importance of having the
skills needed to travel in the backcountry along with the technology:
I think your skills and knowing how to use them are critical for sure. And I think making
informed decisions about what equipment you need and how that does or does not
increase what you can do. I think sometimes having technology can allow you to take on
greater risks or be in a more remote place, feeling that you are not subjecting yourself to
undue risk.
This notion of mistrust may be associated with the amount of time or experience that a
participant has spent using devices in a backcountry setting. Some participants who often use
technological devices in the backcountry either for work or recreation seem to have a better

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understanding of the device’s capabilities. Andrew recollected their use of technology in the
workplace and out on Bowron Lake Canoe Circuit:
I work in a forest consulting business here and really like technology, really like maps. I
have the phone because you can do some cool stuff with it. but once that's dead, I really
like having a Garmin GPS unit; I know I can change the batteries, and it's always going
to work. I've got different maps set up where I've downloaded the campsites, and I will
put those on the Garmin file. And having that just to help you throughout the day, know
how far you've got to go or how far it is to go with the next campsite is good. I wouldn't
rely on the phones, you know, the batteries are getting better, and you can get off with the
chargers. I think having communication devices is critical from a technological point of
view.
Andrew used communication devices in his day-to-day life and has therefore developed an
understanding of what their devices are capable of but doesn’t solely rely on those devices.
Participants who are experienced using technology still have a small mistrust of the device’s
ability to work but understand the importance of having the ability to use a device and
knowledge of areas to assist in emergencies.
Brinna noted their use of a GPS for the first time:
We brought a GPS and we thought we would play with it. And we still managed to get
ourselves lost because the distances just didn't seem right. And they were much shorter
than what we had overshot our destination. It was like “I don’t think this is where we
are.” We just find that they just become an annoyance. You start playing with the
technology, rather than enjoying being out there.
Carol expressed a different view:

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No, I'm not comfortable with GPS, I'm a paper map person. Technology is nice to have,
but I just assume it's not there. My phone would never last so I don't bring it.
Such lack of use or trust was not indicative of their overall backcountry experience but more
related to what they expected during backcountry travel. Brianna and Carol thought using digital
devices during their onsite experience was a distraction from their trip. That is, technological
devices could disrupt their desired backcountry experience. Thus, intentionally not bringing
devices into the backcountry or leaving them behind provided some paddlers the sense that they
were limiting their ‘exposure’ to risks they associated with these types of technology.
Technology was present during most participants’ backcountry experiences. Although
participants had different uses and perspectives on technology, it was integrated into paddlers'
overall outdoor experience, predominantly used and understood as a physical object, form, or
material, and influenced participants’ onsite experience while in the backcountry. Being able to
communicate outside of the setting, receive weather updates, and travel efficiently were ways in
which technology influenced a participant’s onsite experience. In addition, some participants felt
that technology could distract them from being present in the environment during certain points
of their trip, either in camp, portaging, or canoeing.
Conclusion
Preparation is an ongoing process that is seen throughout the phases of an outdoor
experience. The steps and systems used before a person leaves for their trip can directly relate to
the success and quality of their experience in the backcountry. During the anticipation phase,
participants looked to address key concerns they had before leaving for Bowron Lake Provincial
Park. Participants reached assurance about their concerns through the gathering of information
and by practicing or refining skill sets. Developing and refining ongoing learning for preparing

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for backcountry canoe travel was supported through friendly mentorship. Learning was
exchanged amongst participants based on their canoeing and backcountry travel experience to
promote continued time spent recreating outdoors. Technology played a role in the preparation
process by being integrated into planning and onsite experiences. Participants discussed tension
based on whether they can trust technology’s reliability. The above findings explained that
preparation is a foundational part of a successful and enjoyable outdoor experience that
continues to develop throughout a person’s outdoor career.

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Chapter 5: Discussion
In this chapter, I will outline the nature and elements involved with preparation by
identifying and discussing the common themes of how people prepare themselves for
backcountry canoe travel. I will discuss how my findings and previous literature relate to my
research questions:
1. What are the nature and elements involved with how individuals prepare for backcountry
trips in Bowron Lake Provincial Park?
a. What role does technology play in how people prepare for outdoor recreation
experiences?
b. How do participants perceive preparation as having shaped their outdoor
recreation experience?
After discussing the elements of preparation, I will explain what role technology plays in how
participants prepare. Then, I will address how preparation shapes a person’s trip, allowing them
to have a positive backcountry experience. Lastly, I will suggest possible implications of the
findings for parks agencies and recreationists.
The Nature of Preparation
Preparation is a process that starts at the beginning of a participant’s outdoor experience,
is present during their journey, and may evolve or develop throughout a person’s outdoor career.
Preparation is commonly discussed as occurring in the anticipation phase or as the first step of an
outdoor experience. (Clawson & Knetsch, 1966). Clawson and Knetsch's multi-phase model of
an outdoor experience provided a linear flow of the events on a trip. This study suggests a
possible change to the multi-phase model, which is a circular and continuous flow between the
phases of an outdoor experience throughout a participant's outdoor career (see Figure 5).

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Figure 5
Suggested change to the multi-phase model of an outdoor experience

Note: Clawson & Knetsch’s multi-phase model can be re-conceptualized as circular or building
as a spiral with flow between phases and trips throughout a participant's outdoor career.
Typically, preparation is recognized as an action involving gathering gear and is
considered essential to a person’s safety in the backcountry. Preparation happens initially, but this
study shows that preparation for a backcountry experience is ongoing throughout a participant’s
entire trip as it unfolds. The conceptual framework for this study is based on the multi-phase
model of an outdoor experience, but preparation is not limited to one phase. Moreover, what
happens in the anticipation phase can influence all aspects of the trip and preparation for future
backcountry journeys. Preparation occurrs in multiple ways and over multiple scales (see Figure
6), as (a) getting ready for a specific trip, (b) attending to conditions and anticipating near-future
responses during the onsite experience, as well as (c) developing throughout a person’s outdoor
career with multiple trips, mentorship, and learning/training.
This study finds preparation to be a process of multiple elements through which
participants interact and engage, such as social context, personal skills and experiences, setting,

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and specific trip preparation, to feel capable of completing a trip successfully and safely.
Academic literature has typically treated preparation as pre-trip planning (Boyes et al., 2018;
Løland & Hällgren, 2023; Miller et al., 2021; Stinson, 2017). However, findings from this
research show that even specific trip preparation is complex and comprises multiple interactive
elements that allow a person to feel ready (see Figure 7). This study finds trip planning to be an
element of preparation that contributes to an individual’s sense of readiness. Specific trip
preparation is a consequential form of preparation that influences other phases, options for action
available on the trip, and the resulting experiences of participants. Onsite preparation refers to
participants attending to, readying, and adjusting their daily plan in response to the dynamics of
the setting, social context, and personal experience levels in their group. Lastly, preparation was
discussed as a skill developed throughout participants’ outdoor careers through multiple
backcountry trips. As represented in Figure 6, the forms of preparation shape each other and are
connected. For example, a participant’s career preparation is developed through continued onsite
experiences in the backcountry. Therefore, over time and through backcountry experiences,
participants continue to improve and refine how they prepare for a specific trip, contributing to
safe and enjoyable trips in the backcountry. Overall, the nature of preparation goes beyond just
one phase of an outdoor experience but shapes all aspects or phases of a trip. Moreover, the level
and type of preparation normally changes with the level of experience of participants: each trip
hones and shifts the effort required to prepare for the next trip.

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Figure 6
Conceptualizing the Forms of Preparation

Specific trip
preparation

Onsite
preparation

Career
preparation

Note: Forms in which preparation occurs over and within multiple trips and multiple phases of
outdoor experiences and develops as a skill over an outdoor career.
Specific Trip Preparation
Specific trip preparation was commonly discussed among participants and is present in
previous literature related to potential aspects of preparation, including skill development, trip
planning, risk assessment, technology, and experience use history (Haegeli & Pröbstl-Haider,
2016; Hammitt et al., 2004; Løland & Hällgren, 2023; Martin & Blackwell, 2016; Mees et al.,
2021; Mullins, 2014). After exploring the participants' lived experiences, this study understands
that specific trip preparation is comprised of multiple dynamic elements: social context, personal
skill and experience, and trip setting (see Figure 7). Below, I discuss the nature of specific trip
preparation and explain the elements involved.
Participants' preparation began by identifying the purpose of the trip, which varied
between participants but included traveling solo, going with young children at fast or slow
speeds, and introducing or mentoring people new to the backcountry. For example, participants
traveling with children explained that the purpose of their trip was to complete a backcountry
experience as a family. Participants recognized the importance of gathering gear but explained
that preparation is more than having physical items and involves researching the trip setting or

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practicing paddling skills before the trip. After identifying the purpose of a trip, participants’
specific trip preparation and planning practices involved attending and responding to the trip
setting and social context, as well as assessing and sometimes addressing personal skills within
the group (see Figure 7).
Figure 7
Elements of Specific Trip Preparation

Purpose of trip

Social context

Personal Skill and
Experience

Setting

Trip
Planning

Note: General flow of how elements are involved with preparation for a trip as interpreted from
the participants' experiences. Beginning with the purpose of the trip, then social context, personal
skill and experience, and the specific setting establish a foundation on which to proceed with trip
planning.
Specific trip preparation is not limited to these elements for different outdoor activities
but was discussed by participants as being involved with how they prepared for Bowron Lake
Provincial Park. This study was conducted on a particular case, whereas researching a different
backcountry setting might involve elements unknown to this project. These elements are not
separate from themselves; therefore, they are connected through preparation while shaping a
participant’s entire journey around the Bowron Lake Canoe Circuit. The nature and elements
involved with preparation helped participants feel ready and confident in their abilities. I will
discuss and describe below how each element plays a role in participants' preparation.

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Trip Setting
Trip setting is an element that involves preparing for the environment that a person
travels in based on the specific location and activity in which the trip takes place. Bowron Lake
Provincial Park is the specific setting for which participants prepared, which involves portaging
canoes, camping for multiple days, paddling on lakes and rivers, and recreating in backcountry
settings. This setting influenced what participants brought, whom they traveled with (friends,
family, children, solo), and what skills they needed to operate within the environment. (Aadland
et al., 2017; Anderson & Absolon, 2011; Marion, 2014; Plummer, 2009; Randall, 2013). The
setting for other locations, the length of a trip, or a different activity might change how they
prepare. For example, planning a trip in a front country setting would be different from planning
a backcountry trip because the backcountry location would require a person to rely more on
themselves in an emergency. Bowron Lake Provincial Park required more attention to developing
skills for canoeing, backcountry camping, and basic first aid, allowing them to feel safer in the
environment.
Based on the setting, participants would put their planning in motion by forming groups
that intend to have people within their group with previous experience canoeing, camping in the
backcountry, or spending time in Bowron Lake Provincial Park. After participants identified the
objective of their trip, they described researching Bowron Lake Provincial Park online and
talking with other people who had already completed the canoe circuit before. Understanding the
setting allowed people to identify their needs within their preparation. Familiarity with the
setting shaped how a participant prepared for their trip by determining the amount of time an
individual would spend researching information. Based on their previous trips, participants who
completed the canoe circuit multiple times felt familiar with the setting. Participants new to

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Bowron Lake Provincial Park mentioned researching information online and watching videos to
learn about the setting.
Previous literature on familiarity with a trip setting can be linked to the concept of
experience use history (Hammitt, 2018; Hammitt et al., 2004; Morse et al., 2022; White et al.,
2008). Participants with a degree of experience using history or familiar with the setting have a
greater understanding of what they need to prepare for the specific environment. Continued time
spent in the setting allowed participants to learn through experience and adjust how they prepare
for future trips in the Bowron. Participants new to the setting often traveled with people familiar
with Bowron Lake. The trip setting is an element of preparation that shapes who a person travels
with, what skills need gathering, and how they specifically plan for their journey.
Social Context
Once participants understood the trip setting, groups responsible for planning were
formed for their trip. Motivation for going on a backcountry canoe trip varies from person to
person and group to group. Two out of fifteen participants described their preparation for a solo
trip around Bowron Lake Canoe Circuit. The others described traveling in groups of two to eight
people. Individuals on a trip affect how a person or the group prepares. Depending on the trip
objective and group members, participants may prepare for only themselves, peers, or a specific
aspect of the trip or be responsible for the safety of their whole group.
In the context of outdoor adventure activities, group dynamics has mainly been discussed
in professional guiding or outdoor education (Boyes et al., 2018; Løland & Hällgren, 2023;
Sibthrop & Jostad, 2014; Zweifel & Pascal, 2014). Previous studies on group dynamics or social
aspects are typically related to decision-making while on the trip (Haegeli et al., 2009). Haegeli
et al. (2009) studied how backcountry skiers formed groups based on leadership and decision-

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making abilities. The intent was to understand how skiers were selecting or forming groups
before their trip to make decisions in the backcountry that influenced their safety effectively.
Although the study focused on making decisions during the onsite experience, groups were
formed prior to their trip during preparation. Relative to Bowron Lake Provincial Park,
participants discussed how they formed and prepared within their groups, which often had a
range of abilities and different skills, such as canoeing, paddling and rescue techniques, first aid,
and trip planning.
Group composition shaped decisions made while on the Bowron Lake Canoe Circuit.
Before Arriving onsite for a backcountry ski trip, I recognized that backcountry ski guides spent
time assessing their clients' skill levels relative to the terrain's difficulty of the terrain. This
allowed the ski guides to effectively make safe decisions in dynamic environments or make
decisions beforehand to avoid completely traveling in challenging terrain. When participants
lacked specific skills, they felt comfort knowing other group members could perform skills in
challenging situations on the Bowron Lake Circuit. Having group members capable of paddling
in dynamic weather conditions instilled confidence in individuals who lacked experience with
paddling rough water and would enable a group to continue in those conditions. If a participant
was not experienced in performing a canoe over-canoe rescue, they relied on other group
members to guide or assist in emergencies.
Within groups of friends, the group member with the most canoeing experience or time
spent in Bowron Lake Provincial Park typically took the lead when preparing. Leaders were
comfortable with their preparation and capable of planning their entire group's logistics. Eys
(2008) conducted a study on a multi-day canoe trip in Ontario to understand a link between how
individual status influenced the level of cohesion within a group while traveling in the

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backcountry. The study in Ontario showed that people with previous experience canoeing or a
higher level of certification often took on a leadership role within their group. In contrast,
participants with less experience took on a role supporting the leader. Participants paddling the
Bowron Lakes Canoe Circuit recollected either taking on leadership or supportive roles during
the preparation and onsite experience. Status within a group was based on previous experience
canoeing in backcountry settings or time spent in the Bowron Lake Provincial Park. Participants
with previous expertise in canoeing often described taking on the leadership role within their
peers. In contrast, participants with less experience recognize that they contribute less to the
planning than more experienced members. Overall, participants described an informal sense of
cohesiveness in their group’s preparation, where they either take on a leadership or supporting
role.
Participants with limited experience preparing for backcountry travel focused on getting
themselves ready instead of taking the lead on planning within their group. This dynamic type
has been seen in outdoor adventure guiding, where a leader takes on the role of planning for the
whole group and guides group members in the preparation process (Boyes et al., 2018; Løland &
Hällgren, 2023; Mees et al., 2021). This happens professionally and formally in the outdoor
guiding community, whereas participants described planning within their groups as occurring
informally. When it came down to group safety, the leader of the groups would normally take on
that responsibility. Like a professional guide, participants who led their group felt a sense of
responsibility for the safety of their group members but also worried that group members lacked
skills that might influence the safety of the leader and group.

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Personal Skill and Experience
Skill and experience with the activity of canoeing or the setting of Bowron Lakes
Provincial Park are elements of preparation that participants account for when readying for a trip.
Within the outdoor recreation community, guidebooks or previous studies on adventure activities
often recommend that when trying a new activity or adventuring in a new environment, people
should consult someone experienced in that activity or environment (Anderson & Absolon,
2011; Marion, 2014; Plummer, 2009.; Townsend, 2011). This study learned that participants,
with or without previous skills and experience, were guiding or be guided by people within the
groups they were traveling in.
Townsend (2011) noted that recreationists transitioning from participating in day trips to
multiple-day backcountry trips can be an overwhelming process. Participants traveling in the
backcountry for the first time expressed that they would not have been motivated to participate in
a Bowron Lake Provincial Park trip without their peers willing to help or guide them along the
journey. A person’s first experience in the backcountry can be challenging and could make or
break whether they want to continue to complete trips in the future (Løland & Hällgren, 2023;
Plummer, 2009; Randall, 2013). Participants with previous skills and experience provided
opportunities for people new to the backcountry to complete their first trip safely and
successfully around the Bowron Lake Canoe Circuit. Having support from someone with
previous skills and experience can shape how a person enjoys their first backcountry experience
by being successfully guided through an activity and feeling satisfied. Therefore, having positive
first-time backcountry experiences may contribute to recreationists continuing to have safe and
enjoyable backcountry trips.

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Boyes et al. (2018) recommended that recreationist evaluate their skill level relative to
the environment. How participants evaluated their skill levels varied and was typically based on
the time they participated in a specific activity or completion of a task. Participants' selfevaluation of ability was reflected through feeling confident enough with an activity or whether
it put them outside their comfort zone. Skill is developed through guidance and progressive
challenges that are difficult enough for a person to handle without being overstimulated or far
outside their comfort zone (Mullins, 2009). When recognizing what skill set a participant needed
for their trip, they explained that they had not been as confident with some skills versus others.
For example, participants felt strong with backcountry camping but identified that they were
concerned with their ability to rescue other canoers or paddle on the river sections of the Bowron
Lake Canoe Circuit. Participants often relied on each other for support in areas where they felt
less confident.
Studies on search and rescue incidents by Kortenkamp (2017) and Rothsanna (2015)
recommended that people travel with others that have knowledge or experience in the area to be
able to make decisions that can influence their safety. Traveling in pairs or groups can contribute
to a person’s safety in the backcountry by having people that support each other in an activity or
emergency. At the same time, having varying levels of skills and experience in a group can
present challenges by potentially creating more risk. Participants in this study traveled together
with varying levels of experience to be able to make decisions in the Bowron Lake Canoe
Circuit. Participants who took on the role of leader explained being concerned about how their
group would respond to rough weather or if a canoe capsized. These participants were concerned
that other group members would affect their safety or decision-making ability. This causes a
certain dynamic on the trip, creating tension between group members based on somebody’s

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ability to perform in an emergency. Zweifel and Pascal (2014) discussed the dynamics of various
skill levels among groups in backcountry skiing. They stressed the importance of forming groups
with people with skills to complement and support each other. This study recognizes the
importance of having group members with previous experience to guide and mentor those new to
the backcountry or Bowron Lake Provincial Park. Group members seem to informally evaluate
each other skill sets amongst their groups to ensure that they can perform at a level to complete a
trip successfully.
Participants described ways to ensure that they could trust all members when on the
Bowron Lake Canoe Circuit by a) practicing skills prior to the trip and b) collaborating during
preparation. Leaders of a group often felt confidence in themselves and other group members
when practicing skills before a trip. Actively practicing and performing skills together reassured
participants that group members new to backcountry canoeing would be competent to complete
the trip. In addition, collaboration during preparation in person, over the phone, or via email
allowed participants to plan with group members. Collaboration during preparation allowed
participants to confirm that their group members had the food and gear they needed to complete
the trip. Trust and rapport were built between participants who practiced skills before a trip and
communicated during preparation, ultimately allowing group members to feel confident in each
other to deal with unknown factors while on the Bowron Lake Canoe Circuit.
Traveling with people of various abilities and skill sets can affect a safer and more
enjoyable outdoor experience if those abilities are balanced amongst the group. Personal
experience and skill sets influenced the decision to travel in a specific setting by a participant
having an understating of their own abilities relative to the environment. Participants would

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select group members for social reasons but also to have the skills set within their group to
complete their trip successfully.
Trip Planning
Trip planning is an element of preparation that involves participants actively gathering
gear, checking weather conditions, practicing skills, preparing routes, and planning meals. Social
context, trip setting, and personal skills and experience shape how a person decides what gear
they bring and skills they need to develop before entering Bowron Lake Provincial Park. These
aspects of trip planning are foundational to preparing and becoming organized for a backcountry
experience.
How a participant plans for a trip is influenced by key concerns and the objective or goal
of their trip. It is important to know what motivates people to prepare and how that influences
their trip planning. Participants described preparing for the unknown or an “x-factor,” meaning
situations that occurred on a trip that were out of the participant's control, like wildlife, group
dynamics, and weather. Being prepared for the unknown is addressed in previous studies related
to risk. assessment (Aadland et al., 2017; Mees et al., 2021; Plank, 2016; Rothsanna et al., 2015).
Before a participant began their trip, they felt they had control of selecting the setting, who they
were traveling with, and had the necessary skills to be successful in the backcountry. However,
once on the trip, they had limited control over challenges or factors that they may encounter
while on their journey.
Being prepared for unknown factors that occur on a trip can assist people with making
decisions during their onsite experience that could influence their safety. Whether a participant is
paddling the Bowron Lake Canoe Circuit for the first or tenth time, all participants identified a
concern about the trip during preparation. How a participant identified concerns could be related

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to their experience traveling in the backcountry or time spent recreating in Bowron Lakes
Provincial Park. Identifying concerns is an element of preparation that participants started
actively planning for within their process. Participants were seeking a sense of knowing that they
were confident in their abilities before leaving for Bowron Lake Canoe Circuit; actively planning
for any concerns was a way that they felt ready to go. Aspects of trip planning assisted
participants in dealing with adversity while on their trips.
Certain aspects of trip planning are foundational prior to leaving for a trip, while others
are adjusted or changed daily (Boyes et al., 2018; Marion, 2014; Plummer, 2009; Zweifel &
Pascal, 2014). Finalizing group size and composition, gear, logistics, food, and practicing skills
are typically done before the trip. On the other hand, weather and route plans are subject to
change based on the daily destinations, group dynamics, and unforeseen challenges (e.g.,
crowding) that may occur along the trip. Boyes et al. (2018) and Mees (2021) studies addressed
how plans change daily in professional guiding. Thru-hikers on the P.C.T and A.T. made choices
in the anticipation and planning that shaped their multi-week or month-long outdoor experiences
(Cole & Thomsen, 2021; Rogers & Leung, 2023). However, results from this study show that
pre-trip preparation influences trip adaptation by a) having the gear needed to operate in the
environment, b) having skills to perform in the case of an incident, and c) having knowledge of
the route and setting to adjust daily plans if needed. For example, practicing canoeing skills
during preparation could help individuals deal with windy conditions to reach their daily
destination or adjust their plan to reach a campsite that may be closer. If individuals expose
themselves to paddling long distances or rough conditions beforehand, they will have previous
experience of dealing with dynamic conditions on their trip. This study suggested that some
participants would paddle long distances and expose themselves to rough conditions to feel

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confident if they needed to adapt to dynamic conditions in Bowron Lake Provincial Park.
Recreationists hiking the PCT or AT made decisions in their preparation that allowed them to
adapt or adjust their plans daily (Cole & Thomsen, 2021; Rogers & Leung, 2023). Preparing to
hike long distances and choosing to bring mobile devices to gather information about the PCT or
A.T. shaped how far and where thru-hikers traveled in a day. The choices made before leaving
for a trip shape how participants adjust and adapt their day-to-day plans in Bowron Lake
Provincial Park.
Trip planning has previously been discussed in the tourism industry as a way for tourists
to seek information before their trip. Fardous et al. (2021) and Arts et al. (2021) showed how
tourist used social media to seek information to make decisions about the logistics of their trips.
Groups of people used social media to seek information that would enhance the quality of their
trip by reducing the level of associated uncertainty in their stages of trip planning. Although
participants traveling in Bowron Lake Provincial Park had different trip experiences than the
tourists, there are similarities since tourist and backcountry travelers seek or research information
to reduce uncertainty. Similar to participants paddling the Bowron Lake Canoe Circuit, Fardous
et al. (2021) and Arts et al. studies showed that tourists valued information generated by people
who had previously been to the destination they were planning to travel to. Novice participants in
this study particularly seem to relate or benefit from hearing and seeing the experience of people
who had previously completed canoeing the Bowron Lake Circuit because it allows participants
to understand what they are getting themselves into.
Trip planning is the element of preparation that guides participants to seek information
about any uncertainty and what to bring with them for a successful experience. Trip planning is

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important to the foundation of a trip, but it can also change. Therefore, participants must be
prepared for the dynamics of the environment they are traveling in.
Technology’s Role in Preparation
Technology is present through all elements of preparation and phases of the outdoor
experience, from researching on the internet to gear brought on trips and the reports, stories,
images, and data (e.g., GPS) gathered and shared following completion. Participants used
technology to gather information, capture photographs, navigate, travel efficiently, and
communicate in the case of an emergency. Participants' use of technology was aligned with and
related to Ewert and Shultis (1999) 's study of how technology can influence outdoor recreation.
Access, comfort, safety, information, and communication were the five ways Ewert and Shultis
(1999) identified how recreationists used technology. Differences in participants' use of
technology compared to Ewert and Shultis (1999) could be related to innovations in mobile
devices and gear over the past two decades. For example, mobile devices (smartphones and GPS)
allow recreationists to take photos and navigate from one device using mapping applications.
Technology was integral to participants’ gear, which enabled them to live and recreate in
the environment. Technological developments, such as lightweight equipment and the
accessibility of information, increase the accessibility of the outdoors (Bolliger et al., 2021; Irwin
et al., 2023; Neumann & Mason, 2022; Stinson, 2017). Participants who have been recreating in
the backcountry throughout their lives described seeing gear become lighter and more
comfortable, enabling them to travel more easily in the backcountry. After learning what roles
technology plays in preparation, this study contributes to previous academic literature by a)
supporting previous findings that technology is an important integration in the outdoor
experience and b) supporting previous findings of both potentially positive and negative impacts

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of using technology in backcountry settings. For predominately white, urban, Western outdoor
recreationist wilderness had been thought of as a space for escaping everyday life and
disconnecting from the outside world; technology challenged this mainstream understanding
(Carlson et al., 2016; Martin, 2017; Pohl, 2006; Shultis, 2012; Wiley, 1995). Participants
paddling the Bowron Lake Canoe Circuit sought solitude or opportunities to escape their day-today lives but discussed using technology in their preparation and onsite experiences. Technology
was integrated and viewed by participants as part of their outdoor experience, providing
information on the setting, options to communicate, increased comfort, and lightweight materials
that allowed them to travel efficiently.
How technology in the backcountry was previously viewed and perceived by academia is
shifting from potentially disrupting or challenging their experience to being a part of how people
recreate. Participants' descriptions of their use and perceptions of technology relate to Stinson’s
(2017) and Innocenti’s (2022) research, which showed that technology is being incorporated into
supporting and assisting people to recreate. For example, participants watched YouTube videos
about Bowron Lake Provincial Park, allowing them to understand what their trip would entail by
viewing campsites, river sections, and the scenery. Seeing other people go around Bowron Lake
Provincial Park assisted participants in deciding what equipment to bring, what skills they should
have, and how they could make their trip enjoyable.
It was apparent that technology was incorporated into preparation and onsite experiences,
but participants expressed concerns and potential challenges regarding the reliability and
performance of technology in the backcountry. Technology is being used as a part of the
participants’ experience, but not without feelings or doubts about whether a device will perform
when needed in an emergency. Carlson's (2016) and Daniel's (2021) studies showed that

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technology provides benefits to recreating in the backcountry but recognized the reality that
devices will run out of battery or potentially could fail. Participants paddling the Bowron Lake
Canoe Circuit expressed concern about batteries dying or devices failing when needed. Knowing
that failure could occur, participants still felt that technological devices could support or provide
them with an option to call for help in the case of an emergency. Moreover, participants did not
reference solely relying on devices to perform a task. However, they viewed technology during
their onsite experience as being part of their gear and being prepared for within the element of
trip planning.
The concern about technology failure may have been centered around whether
participants have an alternative plan or the skills to support themselves in an emergency. Shultis's
(2012) and Plank's (2016) studies addressed the concerns of park management agencies that
technology may potentially replace a person’s skill sets by recreationists solely relying on a
device to perform a task. This correlates with Martin and Blackwell (2016) and Martin (2017),
who state that devices like PLBs potentially increase search and rescue incidents due to misuse
or people putting themselves in situations that require help. Relative to Bowron Lake Provincial
Park, this study did not learn or uncover insight into whether technological devices increase
search and rescue incidents in the park. This may have been related to Bowron Lake Provincial
Park being patrolled by parks staff regularly and having radios stationed around the circuit,
providing participants with additional options for help if needed. However, through learning
about preparation, participants did value developing skill sets relative to supporting themselves if
an incident were to occur.
Overall, there is still more to be learned about how technology is incorporated into
preparation and onsite experiences as they develop and evolve over time. Technology continues

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to be deeply incorporated into people’s outdoor experiences. In addition, there is an ambivalence
around people using technology in the backcountry while knowing it could fail, which was valid
for participants paddling the Bowron Lake Canoe Circuit.
Preparation Shaping an Outdoor Experience
When preparing for a backcountry trip, a participant's choices before their journey can
shape their on-site experience. Having a satisfying backcountry experience motivated
participants to take the time to prepare. Motivational factors for adventure activities can include
being social, seeking sensation or thrill, and self-image (Ewert et al., 2013; Lee et al., 2017).
Participants had different motivations or objectives for paddling, but all had a common
underlying goal of safety and enjoyment.
Participants actively took steps within their preparation to seek assurance about concerns
they had relative to Bowron Lake Provincial Park. Identifying concerns allows participants to
recognize potential challenges or risks they foresee being involved with paddling the Bowron
Lake canoe circuit. Steps taken in preparation include ensuring that a participant has rain gear to
deal with poor weather or packing enough food to ensure they do not go hungry. Other choices
made before a trip were practicing and developing paddling skills. These choices made
beforehand contribute to the comfort and confidence of a participant during their onsite
experience. Participants' concerns are the basis for actively approaching and preparing for
Bowron Lake Provincial Park. To ultimately have a safe and enjoyable experience.
As Marion (2014) addressed, The Ten Essentials is a common approach recommended to
how recreationists should plan and prepare for outdoor trips. This approach to preparation
focuses on having physical items as a means to be prepared for backcountry travel and have what
a person needs to deal with adverse situations outdoors (Marion,2014). The Ten Essentials have

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long been viewed to prevent incidents from happening in the outdoors by having what is
necessary to deal with unforeseen situations. Having essential gear or items is recognized in this
study as being a part of the element of trip planning rather than being the foundation of how
participants approach preparation. The essential gear is important for the trip but is not the only
element valued and helps shape a participant’s outdoor experience. This study conceptualizes
preparation to involve multiple elements that allow a person to feel confident to complete a trip
safely and enjoyably. For example, in addition to gear, having skills, knowledge of the setting,
and the support of a competent group can allow participants to feel more confident in completing
a trip and having a positive experience.
Completing a backcountry trip safely and enjoying the journey allows participants to feel
satisfied with their backcountry experience. The satisfaction of completing a trip successfully can
motivate people to complete or experience more trips in the outdoors. With preparation shaping a
person’s experience to be safer and more enjoyable, resulting in a positive experience,
recreationists may be inclined to continue to recreate.
Implications of Preparation for Providers and Visitors
This study informs understanding of social context, personal skills, experience, setting,
and trip planning as elements involved with specific trip preparation. These elements can lead to
safe and enjoyable trips. This section examines the implications of this study for a) parks
management agencies and b) backcountry recreationists. Implications of the data relate to how
the above groups practice delivering, obtaining, and receiving information related to preparation.
Beyond these groups, the research may also inform diverse outdoor industry or community areas,
such as search and rescue agencies, outdoor educators, and professional guides. Specifically, this
study provides insight into how people learn about the realities of trips and environments.

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Findings may inform how park operations can help deliver information and facilitate
preparations in ways that also enable safe and enjoyable outdoor experiences.
Participants gathered information by researching the park's website online, watching
videos and guidebooks, and by word of mouth. B.C. Parks provided information online and had a
video available on the park’s website and at the visitor center when participants arrived on site. A
park representative was available to answer questions before departing on their trip. When
participants arrived onsite, gear, wildlife, and route-specific information were provided. Parks
agencies could work to improve how information is delivered and at what phase of the outdoor
experience. Receiving information in the anticipation and planning phase versus onsite could
shape a person’s outdoor experience by allowing them time to prepare before arrival.
Given the findings around participants seeking key concerns, B.C. parks could target
information addressing common concerns or challenges. Participants' preparation would benefit
from a better understanding of the realities and challenges of paddling the Bowron Lake Canoe
Circuit. In the sport of multi-day bike packing, Beltchenko (2023) presents a list of fourteen
common mistakes first-time bike backpackers make. The list of common mistakes with first bike
packers allows people to understand what they must prepare and identify the realities and
challenges on a trip. Discussing possible mistakes or challenges that people may face when
getting into a new outdoor activity is beneficial to inexperienced recreationists since it could
address concerns that they might have and how to deal with them.
Participants in this study felt that some content presented by B.C. Parks were useful but
outdated and did not target the current population who were recreating in the park. For example,
the informational video shown at the visitor’s center addresses and suggests needed equipment
for the trip and shows aesthetically pleasing footage of the circuit, which motivates people to

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visit the Bowron Lake Provincial Park. Based on participants’ key concerns, specifically
addressing, enabling learning, and linking to resources related to safety, communication, selfrescue, and food planning, noting areas where participants should have certain skills would be
helpful and expedite participants’ preparation and enjoyment pre-trip.
Identifying specific locations on the Bowron Lake Canoe Circuit where people continue
to run into trouble and potential incidents that could occur on a trip could allow recreationists to
evaluate their abilities before putting themselves in an environment above their skill level.
Participants in this study expressed the importance of having specific skill sets for dealing with
potential wildlife encounters while in Bowron Lake Provincial Park. Parks agencies could work
to create discussion around specific skills needed to paddle the Bowron Lake Canoe Circuit
successfully. B.C Parks and the contracted park operators could provide a list of essential skills
or provide details about what skills or abilities contribute to the success of a trip. For example,
understanding what to do when encountering wildlife, performing first aid, navigating, and
paddling skills. Bringing the necessary gear into the backcountry has been discussed in previous
research. However, the outdoor community lacks content related to how people form groups
based on previous skills and experience. If B.C. Parks provide a list of discussions around what
abilities people should have; then recreationists can identify what skills they have or need to
improve on or further develop by taking a course to be successful in the backcountry. Discussion
around abilities has been prevalent in high-risk activities like backcountry skiing. However, the
outdoor community can work to improve dialogue around the basic skill set for being in an
outdoor environment that would inform the general population of recreationists.
Important information at the start of the trail is common when hiking on front-country
and backcountry trails in British Columbia and elsewhere. Information is typically contained in

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signs, and content is typically condensed. The challenge is getting information related to
preparation and specifics of a trip to recreationists in advance to ensure they are properly
prepared; often, people do not see important information related to safety until they are at the
trailhead. Parks agencies could use social media and websites or station people at trailheads to
create conversations with people about being prepared. Applying or presenting information
related to preparation through social media could also be an accessible platform to inform
recreationists. For example, B.C. Parks and Paddle Canada could work together to create an
instructional video or segment related to canoe tripping to inform people on how to prepare for
that activity. Social media and online platforms are ways in which they B.C. Parks and search
and rescue agencies could continue to improve and deliver information related to being prepared.
Since COVID-19 began in 2020, trail ambassadors have been stationed at the trailheads
of popular trails in British Columbia, such as Garibaldi Lake, Stawamus Chief, and Jofre Lakes.
The role of the trail ambassadors was intended to regulate the number of people on the trail due
to COVID-19 restrictions. However, it has also created an opportunity for these ambassadors to
talk to people about the routes and any important information. Again, this happens after a person
has completed the anticipation phase of their trip, but it is beneficial to have someone answer any
questions at the start of the trip. At Bowron Lake Provincial Park, there is a representative to
answer any last-minute questions. However, it is difficult for visitors to make any adjustments or
back out of the trips since the park is in a remote location.
As discussed in the findings, participants value being able to see information. For
example, the New Zealand Mountain Safety Council uses visual and online content to help
people prepare for the “Great Walks.” Similarly, Bowron Lake Canoe Circuit and “Great Walks”
are renowned and popular hiking trails requiring an advance permit and typically involve

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traveling through mountainous terrain. The Mountain Safety Council created videos that show a
three-dimensional topographic map of the entire route and are narrated to discuss the specifics of
each phase of the trip and the challenges that people may face. The videos are designed for the
popular address appropriate gear and explain the realities of what each day entails. People
preparing for the Bowron Lake circuit could benefit from such a video, which would help
provide clear expectations of the journey. In addition, the New Zealand Department of
Conservation (DOC) stations rangers at each hut, who provide updated information on weather
and trail conditions. The DOC, for example, shows alternative and timely ways to provide
detailed information online and on route.
In addition to the DOC’s example, The British Columbia Search and Rescue Association,
in collaboration with Adventure Smart, provides trail-specific safety videos on popular day hikes
in the lower mainland and Vancouver Island. These videos provide recreationists with detailed
information on the routes, including the best time of year to go, the difficulty level, and the trail's
specifics. The trail safety videos were designed from the perspective of search and rescue
agencies with the intent of reducing the number of incidents that occur in popular areas, but also
benefit recreationists by allowing them to get specifics on the route so that they can assess their
ability relative to the difficulty of the hike. Making a trail or route safety video could be applied
to other settings and activities like Bowron Lake Provincial Park. Given the findings on
technology being incorporated into preparation, recreationists would benefit from seeing the
specifics of a route at home on their computer days or weeks prior to a trip by getting a visual of
what they are getting into.
Lastly, this study recognized the importance of traveling in groups comprising various
skills and abilities. Recreationists may not have every skill to succeed and enjoy the backcountry.

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By traveling with others who have skills that complementary skills, they contribute to and
informally learn from another’s experience, furthering the preparation of paddlers in the
community and their tripping careers. Traveling with people who have local knowledge and
specific skills for the environment could enable safer trips and further learning and recreation
careers of less experienced group members in preparation for future trips. Groups with limited
knowledge and skills needed for an area could make a trip challenging, dangerous, and perhaps
less enjoyable. People can develop skills and meet others through paddling clubs, social media
groups, participating in day trips, and taking courses. On the other hand, people leading their
peers informally should evaluate their abilities based on whether they are competent to lead a
group while also managing their own well-being.
Conclusion
This study shows that preparation is complex and involves social context, previous skills
and experience, trip setting, and trip planning. Preparation plays an important role in multiday
backcountry trips. This study has shown that not only is it a technical exercise devoted to
logistics and safety, but it is also a crucial time and process through which travelers and groups
self-evaluate, come to know and help one another, and build their knowledge and skills in
anticipation of a journey. While preparation was an enjoyable part of participants' outdoor
experiences, the specific trips can involve uncertainty, fear, and significant concern. Furthermore,
the quality of the journey and experience can be shaped by choices made in preparation. I have
discussed how technology fully integrates into people’s outdoor experiences and recreation.
Lastly, preparation has implications for how parks agencies and recreationists share and gather
information in ways that are timely, effective, and accessible to participants when and as they
prepare for a trip. Overall, a better understanding of preparation can assist parks agencies in

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helping people achieve safe and enjoyable trips by presenting clear information related to the
realities of a backcountry trip.

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Chapter 6: Conclusion
Preparation shapes a person’s outdoor experiences based on their actions to feel ready
and confident in their own abilities to paddle in Bowron Lake Provincial Park. Participants
paddling Bowron Lake Canoe Circuit go through their own process of feeling confident that they
are ready to start and complete their trip. Preparation comprises multiple elements that allow
participants to reach that feeling of being ready. This study contributes to the outdoor community
by providing parks management agencies and recreationists with information on how people
prepare for a multi-day backcountry trip. The knowledge gained from this study shows how
individuals use and interact with the elements of preparation.
Park agencies can benefit from this study by knowing what information people are
looking for and how they can better present information at a time that will most impact a
person’s preparation. Information gained from the results of this study can be applied to how
park agencies present and deliver information related to preparing for backcountry travel. Ways
that information can be delivered to recreationists is a) through videos, b) through social media,
c) through park websites, d) through signage and e) through face-to-face interactions between
parks workers and recreationists. Participants gather and search for information through multiple
different outlets. By applying the knowledge of preparation to educating people to recreate in the
backcountry, there is potential for a decrease in the number of incidents that occur in remote
areas.
This project originally began with the interest and intent to understand how recreationists
can improve their safety and quality of experiences in the backcountry. As reviewed in the
literature, there has been an increase in the number of people recreating outdoors due to
innovations in gear and technology that have made the outdoors more accessible. At the same

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time, with an increase of people recreating in the backcountry, there was concern amongst the
outdoor community that an increase in incidents occurred due to a potential lack of experience
(Pope & Martin, 2011; Stinson, 2017). Preparation is used in the outdoor vernacular as an action
that reduces incidents and prevents less opportunity for people to put themselves at risk (Cole &
Thomsen, 2021; Marion, 2014). The goal or motivation of the project was to explore steps taken
by recreationists to gather more information to help people recreate safer and have enjoyable
experiences.
Synthesis of Findings
By taking an in-depth look into preparation, this study suggests that preparation is a) a
process that involves multiple elements, b) essential to a safe and enjoyable outdoor experience,
and c) a process in which technology plays a role by assisting in gathering information and gear
necessary for the upcoming trip. Preparation allowed the participants in this study to help
achieve a sense of knowing that they could have safe and enjoyable backcountry trips.
Preparation is a Process
This study initially conceptualized preparation as a process. The researcher outlined a
conceptual approach (see Figure 1) highlighting potential preparation elements, including trip
planning, EUH, skill development, and technology. These potential conceptual elements were
present and suggested in previous literature as possibly contributing to an individual’s
preparation. After analyzing and interpreting the data, participants described and included the
elements from Figure 1. However, they were only a portion of specific trip preparation, which
also centered around the social context, personal skills and experience, and the trip setting, all of
which influenced trip planning practices. Apart from specific trip planning, the elements of

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preparation in Figure 8 (A) could be updated to reflect the interactive elements outlined in Figure
8 (B), supported by the data and findings of this project.
Figure 8
Revisiting Conceptual Frameworks
A.
Elements of Preparation
At home
Anticipation Phase

Trip Planning

EUH
Skill Development

Risk Assessment

??
Technology

Travel to the Site

On Site in
Backcountry

Participant’s Experiences
Back Home
Recollection

Satisfaction

Safety

B.

Note: Re-presentation of conceptual frameworks used and developed. A) Conceptual guide for
exploring possible aspects of preparation involved and their influence on participants’ safety and

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satisfaction during multiphase outdoor experiences. B) General flow of revised ‘elements of
preparation’ (in blue from conceptual guide A) involved shaping preparation for a specific trip,
as interpreted from the participants' experiences. The purpose of a trip influences approaches to
the social context, personal skill and experience, and setting, which establish a foundation on
which a specific trip is planned and prepared.
Within the conceptual approach, elements of preparation are influenced by each other
throughout the phases of an outdoor experience. Social context, personal skills, previous
experiences, and trip setting are elements that interact. Trip planning interacts with the other
elements but is represented as an action that is a result of choices made within the other elements
of social context, personal skills and experience, and trip setting. For example, because Bowron
Lake Provincial Park is the setting, participants actively found or chose a canoe most suitable for
completing a paddling trip with long distances and several portages. In addition, a few
participants described not feeling confident with canoeing on moving water. Therefore, they
practiced paddling with someone with previous experience or joined a trip with other people who
were confident in moving water.
Lastly, when relating to the initial conceptual approach, there are noteworthy differences
from Figure 1, as shown in Figure 6, supported by the findings of this project. First, social
context was an element that emerged without initially being suggested by the literature or
considered closely in the literature review. Previous literature has associated social context with
trip planning (Anderson & Absolon, 2011; Boyes et al., 2018; Eys et al., 2008). How a person
plans and prepares for backcountry travel was an apparent part of a participant’s preparation.
While supporting previous research related to social context, this study contributes insight into
the dynamics of groups within the anticipation phase. Second, technology was originally thought

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of as being a potential element. Participants identified technology as shaping all aspects of a
person’s trip, therefore supporting previous literature on technology influences backcountry
(Carlson et al., 2016; Ewert & Shultis, 1999; Pope & Martin, 2011; Shultis, 2012; Stinson,
2017). When approaching the project, it was difficult to know precisely where and how
technology would fit within the preparation. However, participants described technology as
being incorporated in all phases of the outdoor experience.
Safe and Successful Outdoor Experience
Regardless of the purpose of the trip, participants traveling in the Bowron Lake Canoe
Circuit had an underlying goal to recreate safely and enjoy their trip (i.e., have a safe trip without
any serious accidents or incidences). Physical items such as the ten essentials are seen as
essential to an individual's safety and to help mitigate risk in the outdoors (Marion, 2014).
Participants explained that physical items used to confront challenges or environmental
conditions when traveling in the backcountry, such as having rain gear for an unexpected storm,
contribute to a person’s sense of safety in the backcountry by allowing participants to deal with
the unexpected.
As previously noted, preparation goes beyond having gear for a safe and enjoyable
outdoor experience. Participants recognized the importance of traveling with people with
relevant skills and knowledge of the area they were traveling in. For example, participants
described feeling confident when paddling in rough conditions because they either had
experienced similar conditions or had people in their group who could guide or assist them.
Whom a person chooses to travel within the backcountry does seem to influence the overall
safety of a group by having the skills and experience to recreate safely.
Participants recollect preparation as fundamental to a safe and enjoyable outdoor

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experience. Participants were motivated to prepare to enjoy the trip without worrying about
whether they were ready to deal with unexpected challenges. This goes back to participants
achieving a feeling of knowing that they are capable of dealing with the unexpected in the
backcountry. Preparation helps participants reach that feeling while getting ready for a trip.
Measuring a person’s level of satisfaction is difficult and was not the intent of the study, but
through stories of participants' experience, it was apparent that preparation does contribute to
having an enjoyable trip by having what they believe they need to maintain their own comfort in
the backcountry.
Technology’s Role
Due to increased search and rescue incidents in recent years, this study was motivated to
explore preparation as a means to reduce incidents (Martin, 2017; Rothsanna et al., 2015; Stacy
& Bock, 2013). Within previous literature, it is apparent that there is doubt about technology
reliability and whether it is a substitute for skills (Martin & Blackwell, 2016; Pohl, 2006; Pope &
Martin, 2011; Shultis, 2012). The use and perspective of technology roles in the backcountry
varied between participants, but the data showed that all participants were using technology
within the phases of an outdoor experience. Participants recognized technology assisting in the
research of information as a part of their gear and to communicate in the case of an emergency.
For example, using the internet to research videos and read information online was a common
way people gathered information.
Technology was sometimes recognized as being out of place; participants valued using
technology as part of their trips. Participants commonly perceived technology as an important
part of their recreation experience and felt it was important to understand its capabilities. It is
important to recognize that using technology can require skills and experience. Therefore,

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recreationists need to be aware of the capabilities of a device and have a plan for when the device
fails.
Revisiting Positionality
As a researcher, I came into this study with a professional guiding background and had
worked a season in Bowron Lake Provincial Park as a park operator. Other than professionally
working in the outdoor recreation industry, I spent time recreating and preparing for trips in the
backcountry on my own personal time. In terms of how I approached preparation in Bowron
Lake Provincial Park, my perspective was mainly based on what I saw while working on the
circuit. There were times when I would respond to emergency situations and assist with the
rescue, contributing to my opinion and judgment of being prepared. After my season working in
Bowron Lake Provincial Park, I had a basis towards people who were not taking the time to
prepare and recognized that this could shape how I interpreted the data. I began conducting
interviews a year after I worked in the Bowron Lake Canoe Circuit, which allowed me time to
reflect on my own experience and helped me recognize that I needed to regulate my opinion of
preparation from influencing the data. Time in between my work allowed me to begin the data
collection process with a less biased perspective. During the interview process, I found that I
could keep my opinion out of the conversation and actively listen to the participants. In addition,
I developed a rapport with participants based on my time spent in Bowron Lake Provincial Park
and helped when participants would reference locations throughout the circuit.
My positionality has changed from the beginning to the end of this study. I no longer
work in the outdoor recreation industry, but I still recreate in the backcountry on my own time.
My perspective of preparation has changed from having a professional context to informally
preparing for trips on my own time. This shift in perspective has allowed me to recognize the

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value of being prepared from a park's management and a recreationist’s point of view. Therefore,
Parks agencies are responsible for educating the public on what it means to be prepared, but at
the same time, recreationists need to take it upon themselves to research that information and
take steps to prepare for whatever trip they wish to embark on.
Limitations
This study had limitations. First, like most studies using surveys or interviews, the data
was a recollection of participants’ experiences. The main reasons for collecting data after
participants complete their experience were to see how preparation shaped all phases of the
outdoor experience, not disrupt a person during their onsite experience, and to make it more
convenient for the researcher. Although data was collected to answer the research objectives,
there would still be value in interviewing people at the start of the trip since a person may feel
differently about their preparation after versus at the start of the trip. The results are based on
data from months after participants’ experience, allowing them to reflect on their trip over time.
Therefore, time away from completing their experience would influence the type of responses to
interview questions versus conducting interviews immediately after. Interviewing participants
outside of Bowron Lake Provincial Park made it challenging to access participants, whereas
being at the visitor center may have allowed for a larger sample size. A sample size larger than
fifteen participants could help increase the validity of the commonalities drawn between
participants' preparation processes. Given the project's time frame, a sample size of fifteen
participants sufficiently addressed the research questions.
Having Bowron Lakes Provincial Park as the setting poses certain limitations in
exploring preparation. The setting addresses preparation specifically for multi-day canoe and
kayak trips in the backcountry. In addition, there is a lack of previous exploratory research

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centered around preparation. Additional research exploring preparation through different
activities in front and back-country settings would help illuminate preparation processes.
Future Research
Preparation was explored using a case study of one specific backcountry setting and
activity. Experiences with the Bowron Lake canoe circuit provided insight into the specifics and
details of how participants prepared themselves for backcountry canoe travel, an under-examined
aspect of recreation experiences. Future research on preparation could include exploring
preparation through different activities, trip settings, and types of participation (e.g., day trips,
guided/facilitated programs, etc.). Such examinations would help inform and evaluate how
fundamental elements of preparation identified here are consistent and differ across activities,
settings, and styles. While research on the on-site phase of the Clawson and Knetsch model is
still important and necessary, this research suggests that examining other phases in this model
would help outdoor recreation researchers and protected area practitioners gain a richer, deeper
understanding of the outdoor recreation experience. For example, additional research on the
anticipation and planning phase, as attempted in this study, could be highly useful. Examination
of the other three phases, which are even less studied, might relate other nuances to the wider
outdoor recreation experience. For example, examining the final stage of recollection might
prove useful: How has this phase changed over time, and what is the role of technology in
recollecting the benefits and challenges of the on-site experiences.
The outdoor community would benefit from further research into preparation for shortterm trips, which likely differ in participants and considerations. It may introduce particular
issues relevant to satisfaction, safety, and search and rescue. Backcountry areas like Garibaldi
Provincial Park provide day hiking options within a two-hour drive of Vancouver (Kohlhardt et

124

al.,2018). Hikers frequent the trails in Garibaldi during summer, providing quick access to
backcountry environments. Research in settings like Garibaldi could further inform
understanding of preparation with insights from day trips.
Preparation is represented throughout the five phases of an outdoor experience.
Therefore, future research can continue to explore preparation through different settings and
activities across these phases. Since this study relates to a specific case (i.e., activity and setting),
learning about preparation through different activities and settings could show common themes
of preparation but also differences based on the activity or setting. For example, preparing for a
multi-day bike packing trip would require different skill sets and gear than a canoe trip. Other
than differences in the gear and planning based on the setting, future research would be able to
explore whether the elements of preparation are common and aligned with those expressed by
participants at the Bowron Lake circuit. The elements of preparation could be further explored as
individual concepts to gain a depth of understanding of specifics within the preparation.
This exploration of preparation showed that recreationists take deliberate steps during the
anticipation and planning phase to feel ready to travel in a backcountry environment. These steps
and sense of readiness extend beyond trip and logistics planning and into group makeup and
team dynamics, equipment selection, personal and team skill development, and forethought and
research into diverse aspects of the anticipated trip, its setting, and key concerns of individuals
and the group. Furthermore, trips built on one another, with senses and techniques of preparation
accruing over time, multiple excursions, and through mentorship. Preparation helped participants
achieve confidence that they could complete their backcountry trip and cope with unknown and
dynamic elements along the way. It was apparent that participants valued taking the time to
prepare because doing so shaped their outdoor experiences. Future research has the potential to

125

examine other outdoor activities and settings, further exploring preparation. The lived
experiences of outdoor recreationist preparation would further refine understandings, adding
process and nuance while contributing further knowledge related to safety, success, and
satisfaction in backcountry recreation.

126

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Appendix A
Semi-Structured Interview Questions
The following interview questions address participants’ paddling history and experience,
preparation, and technology as it pertains to their trip.
Paddling history and preparation:
In the first set of questions, we will talk about your previous experiences canoeing in the
backcountry and how you first started to canoe. I will then ask you questions about planning for
backcountry canoe trips.
1. Tell me about your previous canoe tripping and backcountry travel history and experience.
2. Tell me about the kind of trips you participate in (e.g. number of days, solo or with people,
other activities)?
3. Describe a little about why you paddled Bowron Lake Canoe Circuit?
4. Describe to me how you plan for a backcountry canoe trip.
5. How does your planning process change depending on the activity or people you are with?
6. Tell me about any key steps or systems, that contributed to your perception of feeling ready
to paddle the Bowron Lake.
7. How have the systems or steps you have used changed or evolved during your career as a
paddler?
8. Have you paddled the Bowron Lake before? If so, describe to me how your past
experiences canoeing in the Bowron Lake shape how you plan for future trips.
9. Tell me about any specific skills that shaped your perception of feeling prepared to paddle
the Bowron Lake?
10. Describe any risk or safety concerns that you thought about before the trip and how you
learned to deal with those concerns.
Technology:
For the next set of questions, we will be discussing technology and the roles that it plays in
planning backcountry canoe trips.
11. Tell me what you understand technology to be?
12. What role does technology play in your backcountry canoe trips?
13. Are there certain technologies that contribute to the success of your trip? If so, can you
explain and describe them?
14. Describe any problems or challenges you have dealt with regarding your use of technology.

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Concluding:
15. Tell me about what your experiences of recreating in the backcountry have taught you
about what it means to be prepared and how to prepare?
16. Looking back on the interview, is there anything else you would like to add related to your
own experiences planning for the outdoors?

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Appendix B
Code Book
Code Name:

Theory/
Emergent
Theory

Description

Trip Planning

Code/ sub
code
Code

Gear

Sub-code

Theory

Includes not just the physical objects themselves,
but why and how a person assembles their gear
for a trip.

Food

Sub-code

Theory

Logistics

Sub-code

Theory

Route/ location

Sub-code

Theory

How a person plans and prepares their food
before a trip. Includes creativity in menu planning
and their perception of how important their food
is to them.
Gathering knowledge of location prior to leaving
for the trip could be done online, by word of
mouth, or through guidebooks. Also includes who
came on the trip or if a person did the trip solo.
Steps made within participant preparation that are
specifically related to Bowron Lake such as the
route.

Group
Collaboration

Sube-Code

Emergent

Experience Use
History

Code

Theory

Connection to
Place

Sub-code

Theory

EUH influencing
preparation

Sub-code

Theory

Relying on
people with EUH

Sub-code

Emergent

Includes steps or systems that a person may take
prior to leaving on their trip. Subcodes are aspects
involved with trip planning.

Process of participants communicating with other
group members as part of their preparation. As
well as the role they play within the group in
terms of whether they lead the planning or follow
and support fellow group members.
This is guided by the premise that a recreationist
may have more familiarity with a place based on
the amount of time spent in the Bowron.
Participants feel connected to the landscape or
environment of Bowron Lake based on their
previous time paddling the circuit. Includes how
an individual behaves towards the place based on
their relationship.
Previous experience or experiences directly
influence how a person prepares for their next
trip.
Relying on others in a group who have EUH with
the Bowron.

142

Skill
Development

Code

Theory

Assembling or acquiring skills prior to paddling
the Bowron Lake. This includes practicing, taking
a course, and mentally comparing to performing a
skill prior to leaving for the trip.
How a person develops a skill throughout an
outdoor career and how that plays a role in
participants' preparation.

Ongoing Process

Sub-code

Theory

Skill shaped by
the environment

Sub-code

Theory

The performance and development of a skill are
multiple skills that are shaped by the
environment.

Risk Assessment

Code

Theory

Participants make decisions in their preparation
that will help mitigate their own risk or assist with
making decisions during the onsite experience.

Previous
experience with
incidents or
challenges
Key concerns

Sub-code

Theory

Reference to previous experience dealing with
challenges or incidents shaping how participants
prepare.

Sub-Code

Emergent

Participants expressed feelings about a key
concern they had before leaving for the trip and
the steps they took to deal with those concerns.

Mentoring/group
dynamics

Sub-code

Emergent

Shaping a
participant
Experience

Code

Theory

This relationship relates to participants'
relationships with group members based on their
level of experience with the canoeing activity or
time spent on Bowron Lake. Participants
explained how they led group members with less
experience or participants who were being
mentored or led by people with more experience.
It includes the mention of preparation for shaping
a person’s trip in terms of safety and satisfaction.

Multiphase
Experience

Sub-code

Theory

Mention of preparation influencing all phases of
the outdoor experience.

Safe and
Enjoyable
experience

Sub-code

Theory

Reference to steps taken towards having a safe
and enjoyable experience.

143

Technologies
Role in
Preparation

Code

Theory

Mention participants using technology as a part of
their preparation and incorporating it into their
trip.

Technology
shaping
preparation

Sub-code

Theory

Specific reference to certain forms of technology
like a GPS or in reach that shapes decisions about
how participants prepare.

Participants'
Perception of
Technology

Sub-code

Theory

Mention how participants perceive their use of
technology.

Challenges

Sub-code

Theory

In reference to issues or challenges that
participants have with using technology,

Recent
Developments in
Technology

Sub-code

Theory

Includes decisions around changes or
technological innovations that have influenced
how a person is recreating.

Reliability

Sub-code

Emergent

This relates to participants' ability to trust
technology or have the skills to substitute for it if
devices fail.