Effects of outdoor education program on leadership development among physical education students at three selected universities in China

This study investigates the impact of an Outdoor Education Program (OEP) on the leadership development of undergraduate Physical Education majors from three universities in Jiangxi Province, designated as OEP pilot institutions. Grounded in experiential learning theory, leadership identity development theory, and social cognitive theory, the research explores how Teacher’s Leadership Competency, Social Support, and Personal Effectiveness and Locus of Control relate to leadership outcomes. Using a quasi-experimental design with pre-, post-, and delayed post-tests, data from 303 students were analyzed through T-tests, MANOVA, MANCOVA, and correlation analyses. The results reveal significant and lasting improvements in leadership—particularly in communication, strategy, and commitment—with waterbased activities like dragon boating being the most impactful. Socio-demographic factors had no moderating effect, confirming the program's broad applicability. The study’s uniqueness lies in its focus on delayed leadership effects, offering new evidence that OEP fosters not only immediate gains but also sustained growth. In conclusion, OEP should be embedded in physical education curricula, supported by ongoing reinforcement, and adapted with high-impact activities. This research contributes to theory by validating experiential approaches in leadership development and informs practice by guiding curriculum innovation and long-term talent cultivation in sports education.

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