This study investigated whether children engaged in more physical activity (PA) on school days that included Forest School (FS) sessions than a regular school day or a school day with a Physical Education (PE) lesson. How FS sessions influenced children’s general levels of PA and wellbeing was also explored across gender. A mixed-methods study followed a sample of 59 child participants aged 7 to 9 years old, from four primary schools, whilst taking part in twelve weekly FS sessions. Measures included the PA Questionnaire for Older Children and accelerometry data together with an individual Write and Draw task to inform focus groups. Children had significantly greater levels of light PA on a FS day and a PE school day compared to a regular school day and children reported feeling both happier and relaxed as a consequence of the intervention. From the qualitative data, boys and girls reported different likes of the FS interventions, whereas their dislikes of FS were comparable. Findings from this research provide evidence for such outdoor, nature-based learning within the school curriculum contributing to daily PA in children.
Natural play occurs when children explore and enjoy the natural environment through their freely chosen play (Natural England 2014. Natural England: Childhood and nature: A survey on changing relationships with nature across generations). This chapter will discuss natural play as an approach to outdoor learning and examine its role in children's cognitive, physical, social, and emotional development using examples from research. The chapter will acknowledge the current decline in natural play opportunities for children in the UK, compared with that of previous generations, and describe how promoting natural play through Forest Schools has been shown as a promising strategy to resolve this issue. Forest Schools offer "all ages regular opportunities to achieve and develop confidence through hands-on learning in a woodland environment" (Murray and O'Brien 2005. Such enthusiasm -a joy to see: An evaluation of Forest School in England, p. 11. http://www.forestresearch.gov. uk/website/forestresearch.nsf/ByUnique/INFD-6HKEMHS. Accessed 27 July 2014). The ethos, implementation, and outcomes of Forest Schools in the UK are outlined with supporting evidence. Finally, future directions will be described for natural play within Forest Schools as an approach for facilitating children's engagement with the natural environment. Reflections on recent programs and recommendations for future delivery strategies and implications for research will be also discussed.
Natural play occurs when children explore and enjoy the natural environment through their freely chosen play (Natural England 2014. Natural England: Childhood and nature: A survey on changing relationships with nature across generations). This chapter will discuss natural play as an approach to outdoor learning and examine its role in children's cognitive, physical, social, and emotional development using examples from research. The chapter will acknowledge the current decline in natural play opportunities for children in the UK, compared with that of previous generations, and describe how promoting natural play through Forest Schools has been shown as a promising strategy to resolve this issue. Forest Schools offer "all ages regular opportunities to achieve and develop confidence through hands-on learning in a woodland environment" (Murray and O'Brien 2005. Such enthusiasm-a joy to see: An evaluation of Forest School in England, p. 11. http://www.forestresearch.gov. uk/website/forestresearch.nsf/ByUnique/INFD-6HKEMHS. Accessed 27 July 2014). The ethos, implementation, and outcomes of Forest Schools in the UK are outlined with supporting evidence. Finally, future directions will be described for natural play within Forest Schools as an approach for facilitating children's engagement with the natural environment. Reflections on recent programs and recommendations for future delivery strategies and implications for research will be also discussed.
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