Next Article in Journal / Special Issue
Outcomes from a One-Week Adapted Sport and Adapted Adventure Recovery Programme for Military Personnel
Previous Article in Journal
Influence of the Intention to Lean the Body Forward on Kinematics and Kinetics of Sprinting for Active Adults
Previous Article in Special Issue
Outdoor Adventure Builds Resilient Learners for Higher Education: A Quantitative Analysis of the Active Components of Positive Change
Open AccessArticle

Purposeful Outdoor Learning Empowers Children to Deal with School Transitions

Carnegie School of Sport, Leeds Beckett University, Leeds LS6 3QS, UK
*
Authors to whom correspondence should be addressed.
Sports 2019, 7(6), 134; https://doi.org/10.3390/sports7060134
Received: 17 April 2019 / Revised: 27 May 2019 / Accepted: 30 May 2019 / Published: 31 May 2019
(This article belongs to the Special Issue Health and Wellbeing in an Outdoor and Adventure Sports Context)
UK schoolchildren are vulnerable to transitional stress between primary and secondary school, which may impact negatively upon their psychological health and academic achievement. This is experienced most acutely by children from ethnic minorities and lower socio-economic status (SES) households. Outdoor Adventure (OA) residential programmes are purported to develop behavioural adaptations which enable positive educational transitions of children. Personal, social and academic skills (self-reliance, getting along with others, curriculum alignment) may be best acquired through bespoke nature-based residential OA programmes. A mixed methods study evaluated the efficacy of a bespoke OA programme for developing school children’s psychological well-being and self-determination during their transition into secondary school. Participants were representantives of ethnic minorities and lower SES groups. A bespoke OA residential programme achieved the strongest scale of change in children’s psychological well-being (F (30,69) = 1.97 < 0.05) and self-determination (effect size 0.25) compared to a generic OA residential and a non-OA school-based induction programme. Qualitative testimonies illuminated personal experiences and processes underpinning the perceived changes in the self-determination domains of Autonomy (the capacity to self-direct learning), Competence (the ability to complete tasks) and Relatedness (developing connections with others). Providing early opportunities for children to take control for their own learning through nature-based tailored OA programming improves their psychological well-being and adaptability to combat transitional stress. View Full-Text
Keywords: school children; transitions; primary and secondary school; nature; tailored outdoor education programming; individuality; adaptable productive functioning; green spaces; health and psychological well-being; self-determination school children; transitions; primary and secondary school; nature; tailored outdoor education programming; individuality; adaptable productive functioning; green spaces; health and psychological well-being; self-determination
Show Figures

Figure 1

MDPI and ACS Style

Slee, V.; Allan, J.F. Purposeful Outdoor Learning Empowers Children to Deal with School Transitions. Sports 2019, 7, 134.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop