Exploring Gender Differences within Forest Schools as a Physical Activity Intervention

Abstract

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.

“I Wasn’t Sure What It Meant to Be Honest”—Formative Research Towards a Physical Literacy Intervention for Preschoolers

“…This is in line with previous research reporting restrictive behaviour from parents/carers resulted in reduced child PA [47,48]. With evidence showing that outdoor play is positively associated with PA and that children are more likely to move more outside compared to when they are inside [49,50], mandatory outdoor play could provide the opportunity for children to increase their PA levels and in turn enhance their PL. This could be especially important for children from areas of high deprivation, who are more likely to be exposed to neighbourhood and home environments that are limiting to PA due to increased neighbourhood safety concerns [51,52].…”

Methodological Considerations for Movement Education Interventions in Natural Environments for Primary School Children: A Scoping Review

“…Despite the differences in the protocols and project structures, positive outcomes have been provided by the authors regarding intrinsic school motivation [18], with positive academic [24,26,27,31], cognitive, and affective outcomes [23]. A decrease in sedentary behaviors and an increase in physical activity levels [21,32,34] have been also been highlighted. Social well-being [19] and gains in new peers [20] were noted in one study, which detected that the performance of the classroom in a forest also declined cortisol levels [38].…”

“…School days spent in nature increased daily physical activity levels [32,34] and motor skills [35] and decreased sedentary behaviors [21]. Children's learning was improved [30,33]; in particular, cognitive and affective outcomes [23] were improved, with positive associations with linguistics [35] and reading [28].…”

Improving Body Mass Index of School-Aged Children Using a Nine-Week Rope Skipping Training Intervention: A One-Group Pre-Test Post-Test Design

“…School children in Ghana spend about eight hours in school, with a greater portion of the time being used for sedentary activities [ 6 , 7 ]. Considering this, physical education (PE) classes and recess breaks have been included on the school schedule to encourage pupils to be active and to reduce boredom [ 8 , 9 , 10 , 11 ]. Nonetheless, anecdotal experience suggests that some school children refuse to participate in PE classes due to the unenjoyable nature of such engagements.…”