Methodological considerations for movement education interventions in natural environments for primary school children: A scoping review
Learning in nature is a feasible intervention for promoting positive learning outcomes for children
The aim of this scoping review was to investigate and synthesize previous scientific research relating to interventions involving movement in natural settings and taking place during school hours among primary school children. Studies with participants outside the age range of 3-12 and studies focusing only on children with particular diseases were not included. A total of nineteen studies, in English, were included in the review, all published between 2006 and September 2021.
The studies were conducted in seven different countries with more than half of them in Denmark and the United Kingdom. The total number of children across the included studies was 4587. While a variety of research designs were used, the most commonly adopted methodology was quasi-experimental. An intervention model referred to as TEACHOUT/“Education outside the classroom” was used more than any other model for outdoor learning. Other models included Forest School and Wilderness Schooling. Some of the outdoor interventions consisted of structured lessons integrating different curricular subjects. Some focused more specifically on curricular subjects in a forest and made forest exploration a way for children to learn; some interventions used the school grounds as academic learning spaces. The length of the interventions ranged from 42 to 180 days and were conducted from one to six times a week. Time per week ranged from one to twenty-five hours.
Methods used in evaluating the interventions varied widely. Areas assessed included academic, social, affective, cognitive, physical activity, and stress-related outcomes. Results generally showed positive outcomes in each of these areas. Specific positive outcomes included (1) increased daily physical activity levels and motor skills, (2) improved learning (particularly in cognitive and affective domains) and academic attainment, and (3) the promotion of social well-being and the gaining of new peers.
The findings of this review indicate that learning in nature “is a feasible intervention” for promoting positive outcomes for children. This review also highlights the need for some standardization of interventions to allow for a “deeper study of the topic.” An example of what a Standard Operating Procedure for a natural movement-based intervention might consist of is provided.
Citation
Petrigna, L., Thomas, E., Scardina, A., Rizzo, F., Brusa, J., Camarazza, G., Galassi, C., Palma, A., Bellafiore, M., (2022). Methodological considerations for movement education interventions in natural environments for primary school children: A scoping review. International Journal of Environmental Research and Public Health, 19
