Health and wellbeing benefits of activities in the outdoors

Carpenter, Cathryn; Harper, Nevin J.

doi:10.4324/9781315768465-8

Cited by 20 publications

(14 citation statements)

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“…'Disconnection' with nature and nature deprivation has been increasingly negatively impacting on our health and well-being and also the health and well-being of the planet (Louv, 2005;Roszak 1995, Wilson, 1984. Academic research is calling out for a reconnection with nature for health and well-being (Carpenter & Harper, 2016;Pretty et al, 2007) and a better future for all as nature has a restorative effect on humans (Capaldi et al 2014;Gill, 2007;Pretty et al 2009). Children's overall physical, emotional, social and intellectual development is arguably linked to restorative effects experienced from being in nature (Gregoire, 2015;Lloyd & Gray, 2014;Maller & Townsend, 2006;Wells 2000).…”

Section: Relevance Of Forest School Practicementioning

confidence: 99%

Affordances in nature: Australian primary school children identify learning opportunities

Sharma-Brymer¹,

Davids

Brymer

et al. 2018

Curric Perspect

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The Forest School practice in the United Kingdom (UK) is increasingly becoming popular. Denmark's udeskole (outdoor school) model applied in early childhood education, itself influenced by the Scandinavian philosophy of friluftsliv (free air life), inspired the beginnings of Forest School idea. Within the UK, Forest School education has responded both to school curriculum and connection to nature with nature-based activities and play pedagogy. In an environment of demonstrating learning outcomes in the achievement of expected numeracy and literacy standards, Forest School gets school children out into the woods. Challenges exist-for example, can every child be outdoors, feel comfortable, and appreciate the woods? Forest School appears to have become normalised and a copyrighted product. Also, the pedagogy of Forest School lacks a solid theoretical underpinning that guides its practice responding to the diversity of contexts and clients escaping degenerated formula-type marketisation. We present an ecological dynamics framework focused on affordances and the person-environment scale of analysis, to guide future design and implementation of activities. From this approach, benefits obtained are about realising and attuning to affordances which have sociocultural and individual connotations, and respecting local cultures and their community resources (for example, Australian indigenous). The role of the Forest School facilitator becomes more specific to guide clients towards the perception of affordances in nature for perceived benefits. The Forest School concept, with its ethos of facilitating experiences for well-being purposes, will provide better opportunities for diverse populations.

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Section: Relevance Of Forest School Practicementioning

confidence: 99%

Affordances in nature: Australian primary school children identify learning opportunities

Sharma-Brymer¹,

Davids

Brymer

et al. 2018

Curric Perspect

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“…According to Carpenter and Harper (2016), outdoor activities have numerous mental health benefits (see also Richards, Carpenter, & Harper, 2011). Given the benefits, there is no question that activities in the natural environment may be even more vital for children.…”

Section: Discussionmentioning

confidence: 99%

“…According to studies of outdoor education, it appeals that the strong motivation to conduct out-of-school learning in outdoor settings are the diverse significant benefits for learning, health, and wellbeing (see e.g. Carpenter & Harper, 2016). The crucial question concerning outdoor education in out-of-school setting is the question of how the learning is organized.…”

Section: Discussionmentioning

confidence: 99%

Transformational elements for learning outdoors in Finland: A review of research literature

Sarivaara¹,

Uusiautti²

2017

IJRSE

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In Finland, new curriculum and new teaching guidelines have placed new demands on schools and learning requirements. This article discusses outdoor education and organized learning in out-of-school setting. Thematic inquiry based learning is a significant method in outdoor learning because it brings pupils and teachers outside of the traditional classroom. Therefore, we discuss how outdoor education has been defined and why outdoor education should be an important element of education at all schools according to the scholarly research. Outdoor education has been found to increase student's psychological and physical well-being, and students have been found to perform and learn better in applied environments. The pedagogical concepts that underlie related teaching concepts are also discussed, and a review of the relevant literature is performed. In conclusion, we highlight some of the main benefits of outdoor education as out-of-school learning such as for wellbeing, self-capability and experimental learning experiences and moreover, its applications for the pupils in the 21st century.

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“…This is exactly to what we attributed some of the positive impacts on wellbeing that people reported on, such as in Landau (Germany) where a Neolithic house had been built in a garden as part of a large horticultural show. It has often been claimed that doing activities outdoors or being in a natural environment can be good for wellbeing (for overviews of relevant sources see for instance Carpenter and Harper 2016;Mansfield et al 2018). The same was said for community archaeology projects in the UK (e.g.…”

Section: Opportunities For Development-led Archaeologymentioning

confidence: 99%

The Public Benefits of Archaeology According to the Public

Dries

2021

Internet Archaeol.

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While the knowledge creation benefits of archaeology are widely understood, there is less awareness or assessment of other potential benefits. These can be associated with wellbeing and health, including mental health. These are significant given that archaeology is a creative and outdoor activity with the potential to enhance social bond through collaborative working. Using data from the NEARCH survey of 2015, this paper seeks to encourage wider participation in archaeology, enabling much more public benefit to be realised.

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Health and wellbeing benefits of activities in the outdoors

Cited by 20 publications

References 0 publications

Affordances in nature: Australian primary school children identify learning opportunities

Affordances in nature: Australian primary school children identify learning opportunities

Transformational elements for learning outdoors in Finland: A review of research literature

The Public Benefits of Archaeology According to the Public

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