University of Houston study finds challenging outdoor fun boosts youth development

Contrary to popular belief, not all fun is created equal. New research from the University of Houston reveals certain types of fun, particularly those with outdoor adventure components, may offer greater social and emotional benefits for youth.

Bradley H. Smith, professor in the Department of Psychological, Health and Learning Sciences in UH’s College of Education, explores this idea in a study published in August in the Journal of Outdoor and Environmental Education.

In it, Smith introduces a new theoretical framework for understanding fun: the “Four Types of Fun” model. This builds on the “three types of fun” often discussed in outdoor and adventure programming.

“I don't think people take fun seriously enough,” Smith said. “It's a basic human need, and we're better off doing it.”

Defining the Four Types of Fun

Until now, three categories of outdoor fun have only existed informally rather than defined in academic literature. Smith’s expanded framework formally defines the four types as:

• Type 1 (recreational fun): Low-effort, relaxing activities like lounging on a beach
• Type 2 (challenging fun): Outdoor activities that may not feel fun in the moment but are rewarding after, such as hiking or rock climbing
• Type 3 (adventure fun): High-adrenaline experiences such as rollercoasters or bungee jumping
• Type 4 (overindulgent fun): Enjoyable experiences that can become excessive, such as eating too much pizza and getting a stomachache later

Type 2 fun, the focus of Smith’s research, involves challenge, novelty and a small-group environment — all while being led by an adult mentor providing intellectual and emotional guidance.

The ideal Type 2 activity would be stimulating and slightly uncomfortable but not overwhelming, such as navigating a tough hike, running a marathon or skiing a difficult slope.

Why It Matters

Smith said he believes there is a broader cultural issue: society often undervalues fun, especially in work or learning settings. However, experiential learning opportunities that are purposeful and challenging can promote positive youth development and character building.

This may explain why outdoor education programs have been shown to outperform other popular youth programs like service learning, mentoring or social-emotional curricula, according to a 2015 study.

Smith said he believes the four types of fun could be applied in more conventional environments, such as classrooms or even workplaces.

“To what extent can we try to cultivate Type 2 fun in schools? What if we really try to make learning fun and challenging?” he said.

Looking ahead, Smith plans to continue his research by developing tools to measure the presence and impact of Type 2 fun in organizations, and surveying participants about their experiences.

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