Outdoor Play and Learning

Forest School offers opportunities for children and young adults to come into regular contact with nature. Although, in relevant literature, Forest School is seen as highly conducive to participants' motivation to learn, there is no theoretical framework that examines how this motivation can be optimized in relation to Forest School pedagogy. Self-Determination Theory offers a broad perspective for motivational processes and will be used as a guide in this article to advance such a framework. Self-Determination Theory proposes that well-being, which has been identified as an aim of Forest School, is promoted through the support of three basic psychological needs for autonomy, competence and relatedness. In this conceptual article, we make links between Forest School pedagogical practices and Self-Determination Theory, mainly focusing on the support of children's basic psychological needs. Furthermore, we make suggestions for ways in which to enhance practice through explicit links with need-supportive teaching practices, as these are identified in the Self-Determination Theory literature.

Earth Care, People Care and Fair Share in Education: The Children in Permaculture Manual is a ground-breaking book, which shines a permaculture lens to inspire child-friendly, sustainable education.

Full of innovative information, a new curriculum, hundreds of inspirations for activities, session plans, holistic pedagogy and reflection questions, this book will inspire educators to get outdoors and learn from nature.

It is for primary, nursery and kindergarten teachers, policy makers, permaculture designers, Forest School leaders, Scout leaders, parents, carers, grandparents, aunts, uncles and anyone else who is interested in holistic education for sustainability and resilience.

The book may be bought from here: https://www.permaculture.org.uk/books/children-in-permaculture-manual

Existing research supports a wide range of positive effects for physical, mental and social wellbeing from outdoor exercise, particularly through engagement with nature, however few current landscapes facilitate exercise participation and efficacy for older persons and often require targeted design refinement to foster accessibility, inclusivity and sociability. In order to identify how therapeutic landscape design can be developed to best assist older persons' health and wellbeing, epidemiological data, injury statistics, and currently available outdoor fitness equipment that is specifically marketed for use by older persons were examined. A number of problematic design issues were identified including poor equipment design; failure to integrate cognitive tasks; and minimal integration of safe, age and ability-specific elements. This paper advocates rekindling the connection to public green space in order to foster disability prevention and promote rehabilitation in older persons. The incorporation of design elements that specifically address elements of prevalent morbidities and concerns, such as psychological restoration, stress reduction, attention recovery, the health and wellbeing of older persons in the community could be improved. Age-specific design suggestions include integrating interactive landscapes with ecological regenerative planning to assist with the prevention of common morbidities in older persons.

Outdoor play is a relatively new and growing area of interest for research in the area of early childhood care and education. As young children increasingly spend more time indoors and engaged in sedentary activities, researchers have come to realise the value which outdoor play holds for young children, and why exactly it is so important. This research has set out to discover; what are the existing practices among Irish Children, aged between three to six years, in relation to their unstructured play in outdoor environments, from a parent’s perspective.

Using a quantitative methodology, 120 parents of children aged 3 to 6 years completed a survey around their child’s access to, and engagement with the outdoor environment, when their play is self-directed. The research also sought the parents perspectives on the benefits of outdoor play to young children, and what barriers exist which may prevent them from partaking in unstructured outdoor play. The research has found that children’s engagement with the outdoors occurs in three main settings; the home, the local community, and the educational setting. Children’s practices in outdoor play include engaging in various types of play, activities and with a range of materials. This research shows that children’s outdoor play within the educational setting may be restricted by practitioners’ attitudes and values around play, and weather or seasonal conditions. The research also shows that parents are aware of a wide range of benefits to children gained through engaging in outdoor play, and they have also experienced barriers to children’s outdoor play.

Outdoor facilitation can be problematic. In some of its late 20th century pedagogical guises, some scholars hailed it as an effective alternative/addition to mainstream education due to its possibilities as a developmental tool, for example (see Neill and Richards, 1998; Miles and Priest, 1990; Priest and Gass, 1997). Since then, other scholars have cast doubt on its varied misappropriations – yet still embraced its possibilities for participant-centred and generative place-based experiential approaches (see Beames, 2006; Brookes, 2003; Loynes, 1998, 2002; Mckenzie, 2003; Nicol and Higgins, 1998). However – and more worryingly – other scholars have also exposed elements of it as a colonialist endeavour (see Brinkhurst-Cuff, 2017), a fascist enterprise (see Cutting, 2016), a racist initiative (see Ayamba and Rotherham, 2003; Callicott, 2000; Rose and Paisley, 2012), a classist issue (Suckall, Fraser and Quinn, 2009), and a privileged supporter of romanticised nature idealism (see Fletcher, 2017; Mcphie and Clarke, 2018). To counter these rather disturbing trends and directions, this chapter focuses on the role of creativity to attempt to produce more equitable and progressive directions for outdoor facilitation. More specifically, it attends to the role of creativity in outdoor learning for producing social and environmental equity. It does this by exampling three works or art created by one undergraduate and one postgraduate student currently studying on the Outdoor Studies programmes at the University of Cumbria (UoC).

JQRSS Qualitative Researcher Awards
Congratulations to the following researchers who have been recognised by the JQRSS Editorial Board for their outstanding research activities, scholarly conduct and valuable contribution to the journal.
Rachael Lear: Volume 1, Issue 1, (2007)
Lear, R. and Palmer, C. (2007) Is there life after playing football? Investigating the perspectives of football coaches at a club in the North West of England. Journal of Qualitative Research in Sports Studies, 1, 1, 19-32.
Paul Gow: Volume 2, Issue 1, (2008)
Gow, P. and Rookwood, J. (2008) Doing it for the team - examining the causes of contemporary English football hooliganism. Journal of Qualitative Research in Sports Studies, 2, 1, 71-82.
Keith McGregor: Volume 3, Issue 1, (2009)
McGregor, K. and Palmer, C. (2009) It’s not the falling I’m worried about it’s hitting the ground - investigating the fear of falling, comfort zones and camaraderie between extreme grade rock climbers. Journal of Qualitative Research in Sports Studies, 3, 1, 127-146.
Chris Hughes: Volume 4, Issue 1, (2010)
Hughes, C. and Palmer, C. (2010) Examining a coaching philosophy through ethnographic principles – Winter with Woolton. Journal of Qualitative Research in Sports Studies, 4, 1, 23-48.
Beki Price: Volume 5, Issue 1, (2011)
Price, B. and Varrall, S. (2011) Doing and representing qualitative research: a human perspective (Part 1: visual). Journal of Qualitative Research in Sports Studies, 5, 1, 59-86.
Price, B. and Gilbourne, D. (2011) Doing and representing qualitative research: a human perspective (Part 2: textual). Journal of Qualitative Research in Sports Studies, 5, 1, 87-100.
Sarah Nickless: Volume 6, Issue 1, (2012)
Nickless, S. and Palmer, C. (2012) Crawling through experience. Journal of Qualitative Research in Sports Studies, 6, 1, 1-12.
Joseph Pryle: Volume 7, Issue 1, (2013)
Pryle, J. and Palmer, C. (2013) Cricket provision in schools – is the system flawed? An ethnographic investigation. Journal of Qualitative Research in Sports Studies, 7, 1, 27-86.
Nicola Hamilton: Volume 8, Issue 1, (2014)
Hamilton, N. and Palmer, C. (2014) Learning to ride a bike-a qualitative study of cycling and the Bikeability programme. Journal of Qualitative Research in Sports Studies, 8, 1, 17-88.
Sheri Treadwell: Volume 9, Issue 1, (2015)
Sheri Treadwell and Jim Stiehl (2015) Advocating for change in rural Physical Education: a middle school perspective through Photovoice and student SHOWeD analysis. Journal of Qualitative Research in Sports Studies, 9, 1, 107-162.
James Edwards: Volume 10, Issue 1, (2016)
Edwards, J. and Palmer, C. (2016) Getting home. Journal of Qualitative Research in Sports Studies, 10, 1, 127-156.
David Grecic: Volume 11, Issue 1, (2017)
Grecic, D. (2017) Making sense of skill – a personal narrative of becoming more skilled at skill. Journal of Qualitative Research in Sports Studies, 11, 1, 33-48.
Carmen Byrne: Volume 12, Issue 1, (2018)
Byrne, C. and Palmer, C. (2018) Hero, heroine or outcast? A quest for understanding through critical dialogue: the Research Goddess and me. Journal of Qualitative Research in Sports Studies, 12, 1, 1-34.
Maksim Berdnikov: Volume 13, Issue 1, (2019)
Berdnikov, M. and Krieger, J. (2019) Education facilitators at youth mega-events: practical and methodological considerations. Journal of Qualitative Research in Sports Studies, 13, 1, 111-126.
Hazel Isaacs: Volume 14, Issue 1, (2020)
Isaacs, H. and Palmer, C. (2020) Let’s waste some time: an autoethnographic study of procrastination. Journal of Qualitative Research in Sports Studies, 14, 1, 1-48.
Susan Thomas: Volume 15, Issue 1, (2021)
Thomas, S. and Palmer, C. (2021) When nature and tech connect – a case for using Augmented Reality in the Outdoors. Journal of Qualitative Research in Sports Studies, 15, 1, 1-28.

Numbers of individuals in search of the ultimate high are on the rise in adventure sports such as rock climbing and BASE jumping (Carnahan, 2006; Hetland and Vitterso, 2012) alongside other adrenaline fuelled activities such as drug-taking (Mann, 2014). (BASE jumping is leaping from a fixed object: Building, Antenna, Span, or Earth [cliff] with a parachute). From the outset, the theme for this project has been ‘Adrenaline Junkies’ – a synthesis of concepts indicating adventure and excitement from recreation, but also addiction and dependency from so-called recreational drugs (drug abuse). A driving curiosity being to ask, why do they do what they do? Why do they risk their lives to obtain a fleeting high which that rush of adrenaline gives? Linked to this idea, ‘chasing the dragon’ is a phrase coined by opium users when attempting to get high (Buxton et al, 2011, Shiel, 2016), as the risks of getting high in this way can be fatal. Using this as a starting point, it sparked the idea to shape my sculpture in the form of a dragon.

There is little doubt that the objects and daily patterns of children’s play are changing, often to the detriment of outdoor activities. This occurs at a time when we need more understanding and appreciation of the natural world in order to live sustainably. It is now widely acknowledged that outdoor education contributes significantly to children’s physical and mental health as well as enabling them to develop as successful learners, confident individuals, responsible citizens and effective contributors to society whilst also enhancing environmental awareness (Scottish Executive, 2004).
This research project is at the interface of children’s play, learning, nature and sustainability. It is one of a portfolio of design research projects (MPhil and PhD) being conducted by The Centre for the Study of Natural Design at the University of Dundee and Scottish Outdoor Education Centres (SOEC). This paper describes ‘a day in a life’ of children at one site operated by SOEC with a view to understanding the relationships and patterns of child’s play. Based on early findings, the authors reflect on what needs to be done next before moving towards designing and developing a range of outdoor learning activities. The paper concludes with a discussion on the choice of research methods which might prove useful in exploring these active situations in a more holistic manner.

Keywords:  play, sustainability, activities, children, outdoor education, design

Die Paneurhythmie ist ein universelles motorisches Praktikum für die Gesundheit des Körpers, der Vernunft, der Emotionen und des Geistes des Menschen. Sie verfügt über einen beeindruckenden seiner Effektivität nach positiven Einfluss auf den Menschen auf physischem, psychischem und sozialem Feld.
Die Paneurhythmie erscheint und entwickelt sich als ein System von Übungen im kulturellen Umfeld eines alten europäischen und christlichen Staates. Sie ist ein anziehendes europäisches psycho-physisches und geistiges Praktikum, dem Yoga in Asien ähnlich, aber aus der christlichen Tradition und dem westlichen Kulturerbe stammend, und deshalb kann man die Paneurhythmie „Yoga des Westens“ nennen.
Die Paneurhythmie weckt die Aufmerksamkeit von Menschen aus der ganzen Welt, die sie in Kursen erlernen und praktizieren. Noch bevor 80 Jahren seit ihrer Erscheinung vergangen sind, ist sie bereits auf allen fünf Kontinenten anwesend. Sie verfügt über ein bewundernswertes Potenzial, das Leben der Menschen sinnvoller, fröhlicher und schöner zu machen und Menschen verschiedener Rassen, Geschlechter, Alter, Nationalität und Glaubensbekenntnisse zu vereinigen.
Die Monographie, deren Resümee Sie lesen, ist die erste ihrer Art theoretische und empirische Studie der Paneurhythmie, die detailliert die Mechanismen ihrer Auswirkung verfolgt und die Ergebnisse der neuesten Forschungen des unikalen bulgarischen Modells der motorischen Aktivität darstellt.
**
Der vorliegende Text stellt ein Resümee des Buches „Paneurhythmie, Gesundheit und Wohlergehen. Ein bulgarisches Modell von motorischer Aktivität“ von Ludmila Chervencova dar, das 2013 in Sofia vom Verlag der St.-Kliment-Ochridski-Universität, Sofia (auf Bulgarisch) veröffentlicht wurde.

Para distinguir Jogo de Luta de Luta a Sério têm sido consideradas as dimensões:
comportamento, afectividade, expressão facial, estrutura e consequências (Humphreys, 1987;
Boulton, 1984; Pellegrini, 1995; Smith, 1997; Pellegrini & Blatchford, 2000). Tendo em
atenção que os adultos têm dificuldades em decidir se uma situação é jogo ou agressão
observámos e registámos em vídeo os jogos do recreio e identificámos os episódios de Jogo
de Luta e de Luta a Sério. Utilizámos questionários de nomeação de pares para escolher a
nossa amostra constituída por 83 crianças de 1º ciclo divididas por diferentes grupos:
agressor, vítima, vítima agressiva, gestor de conflitos, apoio à vítima ou defensor,
afastamento e observador. Verificámos o maior envolvimento em Jogos de Luta e Lutas a
Sério das crianças consideradas agressivas. Confirmámos o risco de envolvimento em Lutas a
Sério das crianças rejeitadas pelos pares, ou integradas em famílias consideradas negligentes
pelos professores, ou ainda integradas em famílias com alterações.
Concordando com Aldis (1975) e Hall (1971), identificámos algumas categorias
observáveis do comportamento das crianças em interacção: planos de acção, partes do corpo,
distância de contacto e espaço ocupado, que podem ajudar a distinguir Jogo de Luta de Luta a
Sério. Nos Jogos de Luta aconteceram mais situações de luta no solo e todo o corpo foi
utilizado enquanto na Luta a Sério o chão foi evitado e as crianças utilizaram essencialmente
as mão e/ou os pés. Estas diferenças são observáveis mas implicam formação e treino.
Os meninos foram os principais envolvidos nos conflitos (reais ou a brincar). Foi na
actividade futebol que foram observadas mais Lutas a Sério, nas outras actividades foram
escassas as situações sérias. Parece que a introdução de novas actividades e materiais no
recreio escolar promove melhores relações entre os alunos.

Паневритмията е привлекателна и високоефективна практика, която реализира древната максима Здрав дух в здраво тяло. По един удивително достъпен начин тя подобрява едновременно физическото, емоционалното, умственото, социалното и духовното здраве на човека и под помага развитието на неговите дарби и способности.
Предимства на паневритмията пред други двигателни практики с духовна основа, които се грижат за духа и тялото

1. Паневритмията има предимството, че е създадена съобразно нуждите на съвременния човек на настоящия етап на неговото психо-физическо, социално и духовно развитие. Това я прави по-подходяща за съвременните по-развити хора и народи, независимо от местоположението им на картата на света.
2. Музиката има главна, незаменима и решаваща роля в паневритмията. Нейната конкретна хармонизираща и лекуваща мелодия е в пълно съответствие с точно определени плавни ритмични движения. Тази ключова роля на музиката и нейното тясно взаимодействие с движението отличава паневритмията и засилва ползотворното й влияние.
3. Паневритмията има изчистен и великолепно въздействащ поетичен текст, който е тясно вплетен в нейното изпълнение – това също е неин отличителен маркер.
4. Паневритмията потапя практикуващите и в света на изкуството: изкуството на красивите движения, изкуствата на музиката и поезията, изкуството на красивото общуване. Мощните изразни средства на изкуството, вплетено в паневритмията, отправят уникални послания към практикуващите и им помагат да се радват повече на живота си и да се превърнат във вдъхновени творци на своето настояще и бъдеще.
5. Паневритмията е двигателна практика, която се отличава с доста сложните геометрични фигури, оформяни от участниците при нейното изпълнение. Това има два основни ефекта. Първо, развива ред интелектуални способности като: пространствена преценка и ориентация,  подобряване на устойчивостта, обхвата и превключването на вниманието (и подобни), т.е. подобрява когнитивните способности. Второ, изисква осъзнаване не само на собствените движения и синхрона им с музиката, но и будност за ефектите, които индивидуалните движения дават върху колективното изпълнение. Това помага на практикуващите да усъвършенстват способностите си за успешна съвместна дейност с групи хора и излизайки от егоцентричните си състояния, да започнат да мислят повече за другите хора, природата и целокупния живот. 
6. Паневритмията съчетава по неповторим начин движението, музиката, поезията, пеенето, общуването с хората,  общуването с природата и  размишлението с една задълбочена и човеколюбива философия на живота. Съчетанието на всички тези компоненти в хармонично цяло е уникално и не сме го срещали в нито една подобна двигателна практика.
7. Паневритмията е високоефективна и приятна, а също и достъпна за всички хора, независимо от техния пол, възраст, физическа подготовка, религия, социално положение и финансови възможности. Паневритмията не само, че не поставя никакви бариери между хората, но и ги обединява и им помага да се чувстват съпричастни едни с други.

A publication of the NAEYC  Play, Policy, and Practice Interest forum. In this issue there are several articles on the value and importance of play.
My article, Lessons from Dalian is the story of my trip to China that resulted in an inspiring look into how active and physical play that is encouraged, planned for, and organized.  This experience was much different than what children experience in the United States.  I am concerned that our over protectiveness, fear of litigation, and safety concerns are inhibiting children's physical development. Read on...

This article discusses playable spaces language and creation processes - in particular the Parque Lúdico do SESC, in São Paulo city - observed by the interrelation among environment, architecture and design. It is based on environmental perception theories and in the visual communication one, with emphasis in the cultural and education approach.

India’s urban infrastructure is maligned for its breakdowns, inefficiencies, and inequities, and popular resentment at dysfunctional infrastructure is constant in public life. This article focuses on the surprising desire for India’s urban infrastructure among skateboarders. Skateboarders are drawn to India’s urban infrastructure because of its dysfunction, its seemingly unfinished nature. I explore these relationships by analysing four skate videos and making three arguments. First, infrastructure attracts skateboarders for possibilities of creative interpretation and appropriation, on-camera aesthetics, and the encounters generated between mostly foreign (though not always “western”) skaters and local urban dwellers. Second, far from isolated moments, the appropriation of India’s infrastructure is captured and circulated to an audience of millions in skateboard videos. Third, skate video presents urban India as a frontier in its subcultural geographic and cartographic imagination; although over two decades India’s cities have drifted closer to skateboarding’s core; concrete and steel replacing cows and festivals on screen. The article closes by exploring the implications for skateboarding—a subculture built on disrupting the city, hacking its infrastructure, moving against its flows—when operating in spaces where disruption is the essential condition of everyday life, and how this is transmitted to an adjacent viewing public.

Il ruolo dell’ambiente nell’apprendimento. L’educazione geografica fra neuroscienze, place-based e outdoor education.

Il valore dell’educazione geografica all’aperto fu teorizzato e sperimentato empiricamente già nell’Ottocento. Ma oggi può rinnovarsi e trovare importanti conferme scientifiche grazie all’avanzamento delle conoscenze nelle neuroscienze e alle metodologie didattiche dell’outdoor education e del place-based learning. In particolare, oggi sappiamo che le esperienze nell’ambiente contribuiscono allo sviluppo psicofisico, possono potenziare i percorsi di apprendimento e supportare il raggiungimento di competenze di cittadinanza.

The role of the environment in learning. Geographical education between neuroscience, place-based and outdoor education.

The value of outdoor geographic education was theorized and empirically experimented as early as the nineteenth century. Nevertheless,
today it can renew itself and find important scientific confirmation thanks to the advancement of knowledge in neuroscience and the
teaching methodologies of outdoor education and place-based learning. In particular, today we know that experiences in the environment
contribute to psychophysical development, can enhance learning paths and support the achievement of citizenship skills.

This paper debates the apparent lack of appropriate risk exposure in the context of children at play. The authors have coined the term Risk Deficit Disorder (RDD) to describe the growing and unhealthy trend of attempting to remove all risk from within our community and the problems that this risk removal indirectly creates. An engineer is not an expert in childhood psychology, nor is a psychologist an expert in hazard removal, but both these professions expertise needs to be taken into account when designing healthy environments for children to explore, challenge themselves and learn. Within the engineering profession risk is considered to be both positive and negative. However, in the wider community if you mention the term risk most people only entertain negative thoughts and consequences. A number of risk deficits now pervade our society. In particular there is a trend to remove risk from children at play. The absence of childhood risk is leading to many problems both directly and indirectly. Problems such as obesity, mental health, lack of independence, and a decrease in learning, perception and judgement skills within our children have been cited in the literature. The reality is we live in a world that is full of risks. In any one day we are constantly exposing ourselves to physical injury, we run out the door half awake, cross a busy road to catch a bus all on autopilot. We drive a car though heavy traffic in the rain while talking to our partner on the handfree mobile. What is it that gives us the ware-with-all to survive common day to day risks. How did we develop the skills and learn how to automatically deal with them? As adults we depend on our ability to adapt to new situations, problems and conquer challenges. To achieve this we needed to be engaged in risk-taking behaviour during our formative years. If we never took a risk we would never have learnt to walk, to climb stairs, swim, ride a bicycle, boil an egg, ask someone out on date, drive a car, go to university, and many many more ‘dangerous’ activities. For the child the exploration and taking of managed risk is critically important for healthy childhood development. Their learning, perception and judgement will be impeded if they are not exposed to risk. It is vital that we encourage managed and appropriate risk taking when children play so that they develop into healthy and responsible adults.

Urban Play is a budding form of social activism in which groups of friends engage in improvised play with each other and with strangers in public places. This work may contribute to social justice by helping participants discover opportunities for change. If neoliberalism encourages the pursuit of narrowly defined self-interests, neoliberal institutions may be maintained by the fear that these interests are threatened. By allowing participants to define the actions that are uniquely possible among them, play appears to offer an alternative to neoliberalism. What has been learned so far from playing in public also suggests a fresh perspective on Developmental Transformations, the form of drama therapy that inspired Urban Play.

This collated lecture was developed for pre-service teachers in Montreal, QC, Canada who do not often have courses in their programs that address the climate crisis, climate action in education, or how to design and implement curriculum that promotes nature literacy,  the development of a nature identity, or environmental stewardship. It may be helpful for teacher educators, but may also interest researchers/thinkers in other fields (e.g. ecocriticism, environmental humanities, climate action, children's literature, language arts, science education).​

In this course, nature literacy and climate action are discussed specifically in the context of learning in a English Language Arts (ELA) classroom-- one that focuses not just on language learning, but the lived experience of literary engagement,  communication, multi-literacies, diverse learners, and the development of a child's reading/writing identity. In their design of learning opportunities, teachers of ELA are encouraged to use rich texts (i.e. children's literature that is rich in theme, colour, design, illustration and language use) as a foundation for literature-based instruction.

The intention of the talk is to help teachers think about the immediate ways they can incorporate nature-based learning into their pedagogy to feel empowered, and to help students realize their agency in helping to create a more sustainable future. ​

​*Please cite this lecture as you would any other academic resource (e.g. APA): ​

Harju, ML. (2020). Nature as Self: Promoting nature literacy and the development of a nature identity in education [Powerpoint pdf]. Retrieved from: ​https://www.academia.edu/43288721/Nature_As_Self_Promoting_Nature_Literacy_and_the_Development_of_a_Nature_Identity_in_Education_ELA_learning_

This article examines how the inclusion of outdoor learning can provide early childhood education and care (ECEC) a way forward during the COVID-19 pandemic and beyond. The pandemic has significantly impacted ECEC programs and, although it is not a new concept, outdoor learning provides opportunities to mitigate negative impacts of pandemic-related restrictions for children and educators. Practice-based examples from an early learning setting are provided to highlight some of these opportunities. Some of the challenges and limitations of outdoor learning and experiences are also discussed, and a resource list to support programs to begin embracing outdoor learning is provided.

Abstract
Promoting children’s wellbeing, confidence and resilience should be the cornerstone of every educational policy, if we are to empower our learners to achieve anticipated developmental outcomes. Forest School programmes are child centred and are deliberately designed to promote the holistic development of the child. The aims of this study is to establish the impacts of long term forest school programmes on children’s resilience, confidence and wellbeing.  Using illuminative evaluation, this research study analysed articles, research studies and case studies on outdoor learning and then evaluated the impacts of long term Forest School programmes on children’s resilience, confidence and wellbeing.  The study established that long term Forest Schools programmes had positive impacts on children’s resilience, confidence and wellbeing.  The notable findings of Forest Schools programmes on children’s resilience were improvement on key resilient indicators, such as self efficacy, persistence, and problem solving skills.  The notable impacts of long term Forest School programmes on children’s confidence were marked propensity to take risks, heightened levels of self belief, positive attitude, independence and increased tendency of taking initiative. In relation to children’s wellbeing, long term Forest Schools programmes were found to have positive impacts on children’s physical and mental health in addition to improving their social and cognitive competence. The study found that promoting wellbeing in children enhances their confidence and resilience.

The present paper aims to investigate the pedagogical possibilities of nocturnal games. These games involve role-playing characters that contextualize a previously elaborated story, and are frequently realized in Brazilian vacation camps. This paper focuses on a case study of a nocturnal game that took place in a vacation camp in the city of São Carlos (São Paulo, Brazil). The central theme of the game was based on stories and characters of Greek mythology, and it involved children from the age of seven to the age of twelve. The data analysis involved direct observation and photographic and filming recordings of the activity. Some of the main observed manifestations that occurred during the activity involved stimulation of curiosity, participative apprenticeship, union and protection of the older participants in relation to the younger participants, respect for the role-playing characters, group resolution of presented problems and joint construction of dialog between characters and children in the decision of the ending of the story involving relevant questions regarding the human-world relations in contemporary life.

The polysemy of the term ‘sport’ has a tendency to contribute to a generalized view that associates all corporeal practices with sportive practices, making the development of educative processes through these practices difficult. This reality becomes evident when thinking about environmental education, by the predominance of sportive practices that are performed in a ‘distant’ nature, hoping that the participant will develop an ‘ecologically correct’ conscience. This is a simplistic approach that contributes to a fragmental relation between humans and the world. On an opposite direction, we will propose the use of the nomenclature ecomotricity, defining it as corporal practices developed with intentionality, associated with educative processes of recognition of the human-environment relations that support the synergies between environmental education, human motricity and dialogic pedagogy. In this paper we developed this synergy in theory, opening the way for future practical studies.

Esse plano de trabalho é associado ao projeto de pesquisa “A ecomotricidade no estado de Sergipe”, iniciado no ano de 2014. Ecomotricidade é compreendida como a intencionalidade do ser em suas inter-ações com a natureza, desde que essa inter-ação seja lúdica e ecológica. A relação é lúdica quando o que traz significação para a experiência é a alegria ou o prazer circunscritos à própria experiência. A relação é ecológica quando se satisfazem os preceitos (ecosomaestéticos-ambientalmente éticos-ecopolíticos) da justiça ambiental. Justificando-se na crítica à associação direta entre o contato com a natureza e as possibilidades de conscientização/educação ambiental e compreendendo a importância do engajamento ecopedagógico para a concretização de mudanças no habitus ecológico do sujeito, o objetivo do projeto é investigar aspectos fundamentais da relação de homens e mulheres com suas experiências de ecomotricidade no estado de Sergipe buscando a identificação de categorias analíticas que fundamentem percepções sobre como essas relações influenciam percepções ser humano-mundo. Tal investigação é realizada a partir do desenvolvimento de dezoito estudos de caso com indivíduos com experiências regulares na natureza. A análise dos dados destaca o potencial para se (re)conhecer possibilidades e limitações para o desenvolvimento de processos educativos nas relações corpo-meio ambiente, especialmente pela “normalização” de valores (estéticos, éticos e políticos) da ecomotricidade localizados geo-epistemologicamente no habitus de movimento do indivíduo.

In the UK, teachers are increasingly being encouraged to support and undertake outdoor learning. Despite such support there is a paucity of research that has considered how outdoor learning can be implemented and offered on a regular basis by teachers. The lack of empirical research that has centralised the role of the teacher is at odds with the interest in this topic and the need for theory-driven guidance suited to teachers. Research is reported that aimed to support the provision of outdoor learning opportunities for children aged between three and eleven at nine settings (pre- or primary schools) in Scotland and England. A set of flexible guidelines that link theory and practice were used by 14 teachers. This article focuses on teachers’ reports of their activity. The incorporation of outdoor learning within conventional teaching and learning approaches is found to be feasible and the implications for practice and future research are explored.

Esse plano de trabalho é associado ao projeto de pesquisa “A ecomotricidade no estado de Sergipe”, iniciado no ano de 2014. Ecomotricidade é compreendida como a intencionalidade do ser em suas inter-ações com a natureza, desde que essa inter-ação seja lúdica e ecológica. A relação é lúdica quando o que traz significação para a experiência é a alegria ou o prazer circunscritos à própria experiência. A relação é ecológica quando se satisfazem os preceitos (ecosomaestéticos-ambientalmente éticos-ecopolíticos) da justiça ambiental. Nesse ano de pesquisa foram finalizadas as etapas de unitarização e categorização (Análise Textual Qualitativa) dos 93 textos que totalizam o corpus da pesquisa. Dessa análise emergiram sete (7) categorias, nas quais foram enquadradas todas as unidades de significado destacadas do corpus, a saber: Relação com meio ambiente/natureza; Relações com o jogo e com o esporte; Risco; aventura; radical; Benefícios e sensações positivas; Espaço e tempo para educação (ambiental); Opção de lazer; Formação de culturas e identidades. A análise interpretativa dessas categorias possibilitou discussões e conclusões em relação aos objetivos centrais da pesquisa.

Монографията е първото по рода си теоретично и емпирично изследване на паневритмията, което детайлно проследява механизмите на нейното въздействие и представя резултати от най-новите изследвания на уникалния български модел за двигателна активност.

Книгата съдържа информация, която е полезна, както за интересуващите се от българската система от гимнастически музикални упражнения, наречена паневритмия, така и за широк кръг специалисти, работещи в областите на  здравеопазването и образованието.
В първа глава са представени най-нови научни данни за: въздействието на физическата активност върху здравето, характеристиките на здравословната физическа активност и последните оповестени от световни здравни институции долни граници на необходимата за здравето двигателна активност. Направен е актуален научен обзор за влиянието на физическата активност (ФА) върху физическото и психичното здраве и качеството на живота при деца и юноши, зрели лица и при хора в напреднала възраст. Резюмирани са концепциите на П. Дънов за здравето и неговото възстановяване, както и поддържането чрез двигателна активност.
Във втора и четвърта глава е представена паневритмията с общо описание, кратък анализ на паневритмичния комплекс упражнения от гледна точка на кинезитерапията, обсъждане на ключовите концепции относно общите теоретични постановки за паневритмията и важните компоненти на нейното въздействие, както и история на паневритмията.
В трета глава от съвременна гледна точка са формулирани и са подкрепени с научни факти обяснителните механизми за влиянието на паневритмията върху физическото, психичното и социалното състояние на практикуващите я. Всички тези данни обогатяват както разбирането за паневритмията, така и за човека и неговото здраве.
Петата глава съдържа обзор на значимите научни изследвания на паневритмията, публикувани до излизането на настоящата книга.
В част от тази монография са представени резултатите от дисертационен труд, в който за първи път с голяма батерия от физически и психологически тестове е изследвано и установено психофизическото влияние на начално обучение по паневритмия при възрастни лица (Червенкова, 2012). Тази основа е надградена с нови големи раздели данни и анализи, както и с резултатите от първо, непубликувано до момента, експериментално изследване на промените в психофизическото състояние в резултат на един сезон (6 месеца) изпълнение на паневритмия при по-отдавна практикуващи. Шеста глава е посветена на методологията на тези две експериментални изследвания, обединени в едно по-голямо изследване.
В седма глава са представени резултатите, направен е анализ и са изведени изводи. На базата на наличната до момента научна литература за паневритмията и на представените в този труд собствени резултати, са формулирани перспективни насоки за приложение и изследване на паневритмията за подобряване на психофизическото състояние и съхраняване на здравето при три възрастови групи.
С цел по-голяма яснота за незапознатите с упражненията на паневритмията са добавени и снимки, които показват паневритмичните упражнения, като илюстрират крайните позиции на индивидуалните движения, изпълнявани от практикуващите.

PANEURHYTHMY, HEALTH AND WELLNESS: A BULGARIAN MODEL OF PHYSICAL ACTIVITY

Este trabajo analiza el proyecto de la Colonia Nacional de Vacaciones, presentado al Consejo Nacional de Educación de Argentina en el año 1915. El análisis histórico intenta establecer cuáles fueron los sujetos involucrados en la creación del proyecto y cuáles los embates políticos en que estos participaron. Se trató de una iniciativa bastante innovadora y de grandes proporciones que unía una política de salud preventiva a la educación, pero que, sin embargo, nunca fue implementada. A pesar de que la Colonia Nacional de Vacaciones nunca haya sido construída en Uspallata (Mendoza), como estaba previsto inicialmente en el proyecto, un viaje experimental fue realizado con el apoyo de las Sociedades Populares de Educación. Al investigar la historia de esa inciativa fue posible concluir que las colonias de vacaciones se posicionaron en la intersección entre la salud pública y la educación, priorizando las prácticas corporales al aire libre y el desarrollo de la sociabilidad entre los participantes. Fueron instituciones extraescolares concebidas y defendidas tanto por los movimientos higienistas y eugenistas como por los movimientos alternativos de la educación y de la reforma social

Abstract: The paper analyzes the National Vacation Colony project, presented to the National Council of Education of Argentina in 1915. The historical analysis reached to establish the individuals involved in the creation of the project and the political clashes they participated. It was a great new beginning and of grand proportions, which united a policy towards a preventive health to education, but was never implanted. Although the National Vacation Colony was not built in Uspallata (Mendoza), as initially planned in the project, an experimental trip had taken place with the help of the Popular Society of Education. By investigating the history of this initiative, it was possible to conclude that the vacation colonies positioned themselves in the intersection of public health and education, prioritizing the open-air recreation and the development of sociability. They were extracurricular institutions conceived and defended by hygienist and eugenicist movements and also by alternative education and social reform movements.

Στην εργασία αυτή παρουσιάζεται το εγχείρημα χρήσης ευέλικτων υλικών σε χώρο προσχολικής
αγωγής με παιδιά ηλικίας 2,5-4,5 ετών. Οργανώνοντας τον χώρο ενός νέου παιδικού σταθμού, βασικό μας
μέλημα ήταν η ανάπτυξη της δημιουργικότητας και της φαντασίας. Μελετώντας παιδαγωγικές θεωρίες και
παιδαγωγικά προγράμματα από διάφορες περιοχές του κόσμου συνδυάσαμε τη χρήση των ευέλικτων υλικών
(looseparts ή openended) με τις συνήθεις γωνιές παιχνιδιού και μελετήσαμε τις αντιδράσεις, καθώς και την
εμπλοκή των παιδιών σε αυτά.

Nature-based learning is an increasingly popular type of early childhood education. Despite this, children’s experiences—in particular, their form and function within different settings and how they are viewed by practitioners—are relatively unknown. Accordingly, the use of nature as a setting and a resource for learning was researched. A description and an emerging understanding of nature-based learning were obtained through the use of a group discussion and case studies. Practitioners’ views demonstrated their eagerness to share experience that ranged from positive examples to challenges encountered within practice. Case studies recorded in a Scottish nature kindergarten and two Nordic counterparts take a situated view of nature-based learning. Findings indicate that nature is utilised as setting, as resource and as educator within children’s learning and this holds true within different countries. Local, social and cultural contexts exert influence on pedagogical practice and implications for practice based upon these are given.

Drawing on findings from an in-depth qualitative study of 19 women climbers, this chapter explores climbing subculture in relation to gender and identity. Whilst the data suggests that some structural boundaries relating to gender persist in this ‘alternative’ sporting space, the women’s experiences evidence that multiple and fluid identities were being lived. Therefore this chapter will draw on post-structural and third-wave feminist ideas of difference to consider the increasing fluidity of gender and sports identities.

Creativity in adults is highly valued in our society. Personal creativity contributes to inventiveness, innovation, social and cultural change as well as political development and economic progression. The creator is an innovator, a problem solver, an entrepreneur, an artist. Creative people have rapid and effective responses that help them to achieve their life goals and allow them to enjoy the journey. Creativity is both a skill set and a unique and individual character structure that is developed throughout childhood and fine-tuned in adolescence and adulthood. Education has a key role to play in its development. Positive creativity inspiring experiences at every stage of the educational journey are needed. This is especially true in early childhood. Educators who rise to the creativity challenge will be well rewarded in rich teaching experiences and the joy of seeing children reach their creative potential in supportive and integrated learning communities.

There has been a growing tension between UK government representatives and a group of Early Years (0–5 years old) practitioners and academics. The debates include starting age of formal schooling, the balance of child-directed versus adult- directed play activities, and the function of nursery to prepare children for ‘school readiness’. By understanding how a nursery balanced their child-centred ethos with curriculum’s needs, the purpose of this study is to explore how child-centred ethos permeates through the way routines and rituals are structured in an English nursery setting, particularly in their Preschool room. An ethnographic case study was employed to investigate and interpret the unique ‘case’ through observations, interviews, and participant validation to reveal the intricacy of a nursery culture and its interwoven ecosystem.

The findings suggested that beyond school readiness, the nursery practitioners are also preparing children for life readiness and change (i.e. transitions) by establishing safe boundaries for them to practise learning. The See- saw model illustrates that balancing children’s needs with the curriculum’s is made possible due to the Four Pillars of child-centred leadership: policy aims and procedures, physical infrastructure, practice, and children’s activities. The children’s ‘educational rite of passage’ at this nursery revolve around these five modes of routines/rituals transitions: (1) Home and Nursery; (2) Between play activities; (3) Play time and Non-play time; (4) Between physical space; and (5) Nursery to Reception. Some routines are considered rituals by individual practitioners as they carry deeper meaning to deliver informal life lessons, including those connecting to the curriculum.

This study suggests that routines/rituals are neutral and their hidden power, whether to strengthen “school spirit” or for “cultural monopoly”, lies in how their symbolic values are perceived and performed in different settings, by different practitioners in accordance to the school’s culture and ethos.

Getting home is a narrative of lived experiences sharing time, space and place with some homeless people in Philadelphia (USA) over three days during the summer of 2013. The story is necessarily reflective and autoethnographic in its conception but also creative and stylised in its presentation and structure. Dialogue becomes the primary vehicle to lead the reader through phases of the journey, connecting episodes and generating a sense of presence with the main characters. Through rich description, it is the actions, beliefs and physical outcomes for these people, which builds the learning messages of this research. In conclusion, whilst the initial motive for writing the narrative was to foster empathy for the homeless, an invitation to see life through their eyes, it is the very opportunity to tell, interpret, report faithfully and vividly James’ experiences that’s affords the educational sense-making and importantly, the communication of these experiences to share and learn from. Through composing and articulating Getting home in his own unique way, James has been analysing facets of social confidence, friendship, overseas travel and a sense of being a foreigner, independence, self-reliance and decision making – all as a genuine man of the Outdoors.