KNOWLEDGE

WELL BEING, HEALTH, WELFARE

  • ACTIVITIES AND OUTDOOR PLAY: Their benefits for physical, cognitive, and social learning and well-being by:  A.Natalini, F.Orecchio, Formazione e Insegnamento XX 2022

The outdoor environment, both natural and urban, is increasingly seen as a promising context to improve the population development, learning and physical activity levels. Substantial evidence indicates that it contributes to healthier and more sustainable lifestyles. Physical activity in the outdoors gives children broad health and developmental benefits at all levels  Therefore, the identification of ways to promote play and, in general, outdoor activity has become an educational priority (Dozza, 2019; Farné, Bortolotti, & Terrusi, 2018) to ensure psycho-physical balance and significant learning. The use of outdoor spaces within school contexts could support an increase in outdoor time with evident benefits for physical, cognitive, affective-relational and social well-being (Becker et al., 2016) and a decrease in sedentary behavior (Nigg, 2021). The contribution focuses on making an examination of the evidence-based literature that highlights this relationship, focusing attention also on the importance of educationally incisive interventions, both in and out school, and a partnership coordination of local services.

  • OPTIMISING THE EFFECTS OF PHYSICAL ACTIVITY ON MENTAL HEALTH AND WELL BEING: A joint consensus statement from Sports Medicine Australia and the Australian Psychological Society by Stewart A. Vella a, ⁎ , Eugene Aidmanb,c , Megan Teychenned , Jordan J. Smithe,i , Christian Swannf , Simon Rosenbaumg, Rhiannon L. Whiteh, David R. Lubanse, Journal of Science and Medicine in Sport 2023

Objectives: This consensus statement from Sports Medicine Australia and the Australian Psychological Society aims to provide guidance to practitioners on the ways that physical activity can be promoted to maximise benefits to mental health.

Methods: Following the Clinical Consensus Statement protocol, an expert group comprised of eight members with expertise in physical activity and mental health articulated recommendations regarding five physical activity contextual factors: type, physical environment, delivery, domain, and social environment.

Results: To optimise the mental health benefits of physical activity, we recommend: i) activity selection be guided by factors associated with adherence and enjoyment as opposed to any specific type (type); ii) facilitators (i.e., teachers, coaches, instructors, practitioners) deliver organised physical activity sessions using an instructional style that satisfies individuals’ basic needs for autonomy, competence and social connection (delivery); iii) participation in physical activity with others who provide support, facilitate positive interactions, or make people feel valued, so long as it does not undermine a preference to be active alone (social environment); iv) where possible and appropriate, some physical activity should be undertaken outside in pleasant natural environments (physical environment); and, v) at least some physical activity be undertaken during leisure-time or via active travel, where possible prioritising activities one personally chooses to undertake (domain). Conclusions: The type, domain, physical and social environment of physical activity, as well as the way in which it is delivered, will determine mental health outcomes. Practitioners can use these recommendations to optimize the effects of physical activity on mental health.

  • HEALTH AND WELL-BEING PEDAGOGY by Lucia Martiniello, Patrizia Belfiore, Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva / Italian Journal of Health Education, Sports and Inclusive Didactics – Anno 6 n. 1 gennaio – marzo 2022

The purpose of this article is to analyze the relationship between health, pedagogy and well-being. The World Health Organization (WHO) defines “health” as a “state of complete physical, mental and social well-being and not simply the absence of disease.” Except for individual determinants, it is understandable that health is related to the condition of the population. In the first paragraph we refer to the concept of health in its different forms, then we move on to the analysis of the concept of well-being. The third paragraph focuses on the role of motor activity as an indispensable element for achieving a state of well-being.

  • THE HEALTH BENEFITS OF THE GREAT OUTDOORS: A systematic review and meta analysis of greenspace exposure and health outcomes by Caoimhe Twohig-Bennett ⁎ , Andy Jones,  Environmental Research, 2018

Background: The health benefits of greenspaces have demanded the attention of policymakers since the 1800s. Although much evidence suggests greenspace exposure is beneficial for health, there exists no systematic review and meta-analysis to synthesise and quantify the impact of greenspace on a wide range of health outcomes. Objective: To quantify evidence of the impact of greenspace on a wide range of health outcomes.

Conclusions: Greenspace exposure is associated with numerous health benefits in intervention and observational studies. These results are indicative of a beneficial influence of greenspace on a wide range of health outcomes. However several meta-analyses results are limited by poor study quality and high levels of heterogeneity. Green prescriptions involving greenspace use may have substantial benefits. Our findings should encourage practitioners and policymakers to give due regard to how they can create, maintain, and improve existing accessible greenspaces in deprived areas. Furthermore the development of strategies and interventions for the utilisation of such greenspaces by those who stand to benefit the most.

  • PERSPECTIVE ON OUTDOOR SPORTS : uncertainty between nature and culture by Alessandro Bortolotti, Journal of Physical Education and Sport ® (JPES),Vol 21 (Supplement issue 1), Art 75 pp 638 – 642, Feb.2021

Problem statement: Outdoor Sports are frequently labeled as “Nature Sports”, despite having a lot of other labels, such as adventure sports, alternative sports, extreme sports, lifestyle sports, and so on. Thus, just like every bodily experience, they tend to be commonly considered as natural manifestations both at the personal and social level. Purpose: The purpose of this paper was to discuss the theoretical model that has been used to define Outdoor Sports as “Nature Sports”. It is then argued that this label, although interesting, does not ultimately capture the very essence of Outdoor Sports, namely, although practiced in a natural environment, they are culturally defined. To discuss these issues, not just Nature (or Outdoor) Sports label per se, but rather its cultural meaning, the theoretical framework of Motor Praxeology has been adopted. Methods and discussion: Throughout the adoption of a Motor Praxeology framework, this paper describes the criteria for classifying physical activities and sports as both personal and social expressions of communication (between people); and information (concerning the surrounding environment where sports and physical activities are held). It thus presents an analysisof which phenomena arise from this specific field, aiming at recognizing Outdoor Sports values both from the educational and societal point of view. Conclusion: To better understand and acknowledge the Outdoor Sports cultural wealth, it seems useful to adopt the scientific Motor Praxeology framework, which provides a clearer distinction between the role of environmental information and uncertainty, within the Outdoor Sports’ field. Likewise, a further and broader conceptual theory development is needed.

  • THE INFLUENCE OF SPORT CLIMBING ON DEPRESSION AND ANXIETY LEVELS LITERATURE REVIEW by Grzegorz Zieliński, Aleksandra ByS, Michał Baszczowski, Michał Ginszt, Marta Suwała, Piotr Majcher, Chair and Department of Rehabilitation, Physiotherapy and Balneotherapy, Medical University of Lublin, Journal of Education, Health and Sport eissn 2391-8306 7,  20.07.2018

Introduction: Depression, as one of the most common psychological disorders, which is characterized by anxiety problems, lack of energy, feeling of worthlessness or self-esteem problems affects from 5 to 17% of the population. Despite the fact that it is such a vast problem, standard methods of treatment are usually unsatisfactory and relatively not universally accessible. For these reasons, it is crucial that some alternatives to traditional methods of depression treating, such as physical activity should be pursued.

Methods and materials: The main study material of our research consisted of publications, which were found in PubMed, ResearchGate and Google Scholar databases. The first stage of the research was to find publications from the last 5 years and review the mentioned titles. The second stage was to conduct an overview of the abstracts as well as entire texts. Based on these criteria, four publications have been qualified for the study.

Results: The overview of the literature indicates that despite the differences in methodology, size and age of the study groups, some comparable conclusions when it comes to the effectiveness of practicing climbing on the process of regulating emotions can be drawn. What is more, practicing climbing can benefit depression treatment by controlling the feeling of fear and anxiety, which may also occur during depression.

Conclusions: The research suggests that sport climbing can positively influence the reduction of the depression and anxiety levels as well as maintain emotional stability. Further research should be carried out on the question of whether it is sport climbing as a particular sport that influences the reduction of depression and anxiety levels, or is any other form of physical activity equally influential when it comes the reduction of these disorders.

  • A NEW CULTURE OF LEARNING: Cultivating the imagination for a world of constant change

by Thomas, Douglas and  John Seely [North Charleston, SC] : [CreateSpace Independent Publishing Platform] ,      Chapter 7 pages90-99, 2011

The twenty-first century is a world in constant change. In A New Culture of Learning, the authors pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite us to imagine a future of learning that is as powerful as it is optimistic. Typically, when we think of culture, we think of an existing, stable entity that changes and evolves over long periods of time. In A New Culture, Thomas and Brown explore a second sense of culture, one that responds to its surroundings organically. It not only adapts, it integrates change into its process as one of its environmental variables. By exploring play, innovation, and the cultivation of the imagination as cornerstones of learning, the authors create a vision of learning for the future that is achievable, scalable and one that grows along with the technology that fosters it and the people who engage with it. The result is a new form of culture in which knowledge is seen as fluid and evolving, the personal is both enhanced and refined in relation to the collective, and the ability to manage, negotiate and participate in the world is governed by the play of the imagination

  • PSYCOLOGICAL BENEFITS OF OUTDOOR PHYSICAL ACTIVITY IN NATURAL VERSUS URBAN ENVIRONMENTS: A systematic review and meta-analysis of experimental studies by Claire Wicks, Leanne Andrews, Jo Barton, Sheina Orbell, Appl Psychol Health Well-Being. 2022;14:1037–1061

The impact of environmental context on the psychological benefits derived from physical activity has attracted research attention in recent years. Previous reviews have compared effects of indoor versus outdoor exercise. This review compares the effects of physical activity undertaken in outdoor green natural environments versus outdoor urban environments on psychological health outcomes in adult general populations. An electronic literature search identified 24 experimental studies meeting the inclusion criteria. Results were analysed via narrative synthesis (n = 24) and metaanalysis (n = 9) of effect on six outcomes. Narrative synthesis found in favour of the natural environment for anxiety, anger/hostility, energy, affect and positive engagement. Post-intervention effect sizes suggested duration and social context as potential moderators. The meta-analyses revealed large or moderate effects in favour of the natural environment for anxiety, fatigue, positive affect and vigour, and a small effect for depression. Results were subject to high risk of bias and heterogeneity. Physical activity undertaken outdoors in natural environments is more beneficial for a range of psychological outcomes compared with urban environments. The various effect sizes evident in the metaanalyses may be explained by differing mechanisms through which psychological gains are experienced during physical activity in nature.

KEYWORDS : environment, green exercise, psychological health, physical activity-

  • DOES PHYSICAL ACTIVITY IN NATURAL OUTDOOR ENVIRONMENTS IMPROVE WELL BEING? A Meta-Analysis by Caitlin Kelley, Diane E. Mack  and Philip M. Wilson, Behavioural Health Sciences Research Lab, Department of Kinesiology, Faculty of Applied Health Sciences, Brock University, St. Catharines, ON L2S 3A1, Canada, Sports 2022, 10(7), 103; https://doi.org/10.3390/sports10070103

Organizational initiatives and researchers have argued for the importance of the natural outdoor environment (NOE) for promoting wellbeing. The main aim of this meta-analysis was to synthesize the existing literature to examine the effects of physical activity (PA) in the NOE on wellbeing in adults. The secondary aim was to explore whether wellbeing reported by adults differs as a function of PA context. Electronic databases (PubMed, ProQuest Nursing and Allied Health, PsycINFO, SPORTDiscus and Embase) were searched for English peer-reviewed articles published before January 2019. Inclusion criteria were: (1) healthy adults; (2) PA in the NOE; (3) the measurement of wellbeing; and (4) randomized control trials, quasi-experimental designs, matched group designs. To address the secondary aim, PA in the NOE was compared with that performed indoors. Risk of bias was assessed through the Effective Public Health Practice Project (EHPP) Quality Assessment Tool for Quantitative Studies. Primary studies meeting inclusion criteria for the main (nstudies = 19) and secondary (nstudies = 5) aims were analyzed and interpreted. The overall effect size for the main analysis was moderate (d = 0.49, p < 0.001; 95% CI = 0.33, 0.66), with the magnitude of effect varying depending on wellbeing dimension. Wellbeing was greater in PA in the NOE subgroup (d = 0.53) when compared with the indoor subgroup (d = 0.28), albeit not statistically significant (p = 0.15). Although physical activity in the NOE was associated with higher wellbeing, there is limited evidence to support that it confers superior benefits to that engaged indoors. Researchers are encouraged to include study designs that measure markers of wellbeing at multiple time points, greater consideration to diverse wellbeing dimensions and justify decisions linked to PA and NOE types.

Keywords: mental health; green exercise; health promotion; nature; restoration; meta-analysis

  • AFFORDANCES FOR PHYSICAL ACTIVITY AND WELL BEING in the ECEC outdoor environment BY Ole Johan Sando ∗ , Ellen Beate H. Sandseter, Queen Maud University College, Trondheim, Norway, Journal of Environmental Psychology,  30 April 2020

Children’s everyday experiences with physical activity in Early Childhood Education and Care (ECEC) institutions are important from a health promotion standpoint. Experiencing well-being in physically active play is important, and the affordances of the environment may support such behaviour. The aim of this study is to develop knowledge about how the affordances of the ECEC outdoor environment may facilitate physical activity and well-being simultaneously. The sample in this study consists of 858 video observations of 2 min from eight ECEC institutions. The video observations are analysed both quantitatively and qualitatively. The findings highlight the importance of the physical environment for promoting children’s well-being in physical activity and show how different affordances of the environment are important to enhance well-being and physically active play for all children in the outdoor environment of ECEC institutions.

  • RECREATIONAL PYSICAL ACTIVITY IN NATURAL ENVIRONMENTS AND IMPLICATIONS FOR HEALTH : A population based cross-sectional study in England   by M.P. White,  M.P. White , L.R. Elliott , T. Taylor , B.W. Wheeler , A. Spencer , A. Bone , M.H. Depledge , L.E. Fleming, Preventive Medicine Volume 91, October 2016, Pages 383-388

Building on evidence that natural environments (e.g. parks, woodlands, beaches) are key locations for physical activity, we estimated the total annual amount of adult recreational physical activity in England’s natural environments, and assessed implications for population health.

A cross-sectional analysis of six waves (2009/10–2014/5) of the nationally representative, Monitor of Engagement with the Natural Environment survey (n = 280,790). The survey uses a weekly quota sample, and population weights, to estimate nature visit frequency across England, and provides details on a single, randomly selected visit (n = 112,422), including: a) duration; b) activity; and c) environment type.

Approximately 8.23 million (95% CIs: 7.93, 8.54) adults (19.5% of the population) made at least one ‘active visit’ (i.e. ≥ 30 min, ≥ 3 METs) to natural environments in the previous week, resulting in 1.23 billion (1.14, 1.32) ‘active visits’ annually. An estimated 3.20 million (3.05, 3.35) of these also reported meeting recommended physical activity guidelines (i.e. ≥ 5 × 30 min a week) fully, or in part, through such visits. Active visits by this group were associated with an estimated 109,164 (101,736, 116,592) Quality Adjusted Life Years (QALYs) annually. Assuming the social value of a QALY to be £20,000, the annual value of these visits was approximately £2.18 billion (£2.03, £2.33). Results for walking were replicated using WHO’s Health Economic Assessment Tool.

Natural environments provide the context for a large proportion of England’s recreational physical activity and highlight the need to protect and manage such environments for health purposes.

KNOWING HOW EXPERIENCE BASED

LEARNING SYSTEM AND OUTDOOR ACTIVITY MOTOR PATH

  • OUTDOOR VS INDOOR PHYSICAL EDUCATION LESSONS AS AN OPPORTUNITY TO SHAPE ENVIRONMENTAL ATTITUDES OUTDOOR  by Marcin Pasek (Gdansk University of Physical Education and Sport in Gdansk, Poland), Baltic Journal of Health and Physical Activity 2021; Special Issue 1: Sport and Tourism. Yesterday – Today – Tomorrow. Vol. 2

‪Systematic contact with the natural environment seems to increase the level of human sensitivity to ecological problems. The purpose of the study was to assess the impact of physical activity outdoors in nature as part of school physical education on the level of environmental attitudes

2‪20 students participated in an experimental study. The experimental group, which did exercise usually in open spaces, included 103 students. The control group, which exercised inside school, consisted of 117 students. The study period lasted two years and involved the fifth and sixth form of primary school. The authors used the part relating to attitudes in the Children’s Environmental Attitude and Knowledge Scale CHEAKS in the study.

  • OUTDOOR MOTOR PLAY: Analysis, Speculations, Research Paths, by Andrea Ceciliani  and Alessandro Bortolotti, c e p s Journal | Vol.3 | No 3 | Year 2013

In our rapidly changing contemporary society, it has become apparent that children spend significantly less time playing outdoors than their parents did. Therefore, considerable attention must be paid by professionals to engage this challenge, especially within early educational contexts. The goal of this study was to first explore the continual drive of play in educational growth and, second, the ways in which children play outdoors at school, in order to reap the developmental benefits of outdoor play in a supportive context, where such fundamental activity is not only allowed, but also supported. The results of this study reinforce existing research in this area, highlighting the findings of children’s physical play behaviour and its frequency, also in connection with the use of tools and toys; further findings highlight teacher’s attitudes and suggest several options for early childhood professionals to foster children’s enjoyment of outdoor play. Finally, the study results have implications for future opportunities in the planning of active spontaneous-play.

Keywords: Outdoor motor play; Development; Motor behaviour; Observation

  • “GO BEYOND YOUR OWN COMFORT ZONE AND CHALLENGE YOURSELF”: A comparison on the use of physically active learning in Norway, the Netherlands and the UK by Anna E. Chalkley , Mathias B. Mandelid , Miranda Thurston , Andrew Daly-Smith , Amika Singh , Irma Huiberts , Victoria S.J. Archbold , Geir K. Resaland , Hege E. Tjomsland,  Teaching and Teacher Education Volume 118, October 2022, 103825

The adoption of physically active learning (PAL) in schools is becoming more widespread. To understand how PAL is being used in different countries and explore if and how methods and strategies differ, this paper draws cross-national comparisons in primary school teachers’ use of PAL. Thirteen focus groups were conducted with 54 teachers from Norway, the Netherlands and the UK. Four themes were identified using thematic analysis: 1) teachers’ values and beliefs about PAL; 2) influence of school context; 3) influence of the national policy context and; 4) managing teacher dissonance when using PAL. Use of PAL was related to teachers’ values and beliefs and the degree to which these aligned with the context of the school and the wider educational system. The findings underline the importance of addressing teachers’ competence, opportunity and agency to use PAL in different contexts.

  • OUTDOOR EXPERIENTIAL LEARNING PROCESSES: Engaging Influential Professionals in Strategic Leadership towards Sustainability by Joseph Alsford, Marko Ćuruvija, Annika Malewski, School of Engineering Blekinge Institute of Technology Karlskrona, Sweden 2013, Master’s Degree Thesis

The sustainability challenge currently poses one of the biggest challenges society has ever faced. With declining natural resources, climate change and a rising human population the need to change humanity’s trajectory towards sustainability has never been more urgent. A greater degree of engagement in sustainability by people in positions of power and influence within society is necessary if this transition is to occur quickly. This thesis explores the dynamics of Outdoor Experiential Learning Processes (OELPs) as applied to individuals from a professional background. The purpose is to assess how the OELP can be designed within society to engage influential professionals in sustainability. The research combines the existing powerful approach of the OELP with the Framework for Strategic Sustainable Development (FSSD). Strategic recommendations are made for how to achieve greater engagement in sustainability amongst OELP participants for a more sustainable future.

Keywords: Outdoors, Experiential Learning, Sustainability, Engagement, Leadership, FSSD

  • LEARNING STYLES AND LEARNING SPACES: A review of the multidisciplinary application of experiential learning theory in higher education by Alice Y. Kolb and David A. Kolb,

Working Paper 5/05, Department of Organizational Behavior, Weatherhead School of Management, Case Western Reserve University. A revised version of this paper will appear in Sims, R., and Sims, S. (Eds).(2006). Learning styles and learning: A key to meeting the accountability demands in education. Nova Publishers. Not to be quoted or cited prior to publication

Using the concept of learning style and learning space to describe the interface between learners and the learning environment in higher education, in this chapter we review studies addressing how learning style information and the experiential learning model have been applied to improve teaching and learning in sixteen different academic fields and professions. Studies suggest that experiential learning affords educators a way to design and implement teaching and learning strategies conducive to creating a learning environment beneficial for both faculty and students with possibilities for institutional wide dissemination of its core principles and practices. Drawing from the findings generated from the studies, we propose guiding principles for creating growth promoting learning spaces throughout higher education. The Experiential Learning Cycle Kolb’s experiential learning style theory is typically represented by a four-stage learning cycle in which the learner ‘touches all the bases’: Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences.“Learning is the process whereby knowledge is created through the transformation of experience”

  • OUTDOOR EDUCATION AS A NATURAL RESOURCE FOR EMBODIED COGNITION IN TEACHING PRACTICES by Vincenza Barra and Michele Domenico Todino, Italian Journal of Health Education, Sports and Inclusive Didactics – ISSN 2532-3296 – Anno 5 n. 3 Supplemento – ISSN 2532-3296 ISBN 978-88-6022-423-1 – luglio – settembre 2021 –

This work aims to promotes the concept of integrated education, assigning great importance to the outdoor environmental that it could strengthen the children growth and, in particular, their autonomy, freedom and creativity in relation with thinking and acting processes in a prosociality way. The proposal to go back to the roots of human nature and in the surrounding environment is particularly valid for both children who live in rural environments and for those in large cities which, by their nature, do not always favor the balanced development of all. the human dimensions for the growth of the person. Outdoor Education is proposed as a pedagogical orientation which consists in making the most of the opportunities of being out (out-door) and of conceiving the external environment as a place of training. Being able to experience firsthand one’s connection with nature becomes a healthy and positive experience for the child, transversal to all its developmental dimensions.

The term “Outdoor education” does not refer exclusively to experiences carried out in natural contexts (gardens, farms, woods, etc.) but also to educational courses carried out in urban environments (archeological areas, squares, city parks, etc.) in which they are guaranteed a direct relationship with the real world and the full involvement of the trainee (cognitive, physical, affective and relational dimensions).

The solicitation offered by the contribution of the Embodied Cognition (Gomez Paloma, 2017), which in overcoming the traditional philosophy of mind setting, refers to various disciplinary specifications (cognitive, educational, motor, aesthetic sciences), considers the important role of the body , since the student’s corporeality, with its cognitive sphere, always interacts dynamically and positively with the surrounding environment, if this is qualitatively effective.

  • CLIMATE CHANGE: From Science to Practice by Nicola Wheeler , Nick Watts, Current Environmental Health Reports (2018) 5:170–178

Purpose of Review Climate change poses a significant threat to human health. Understanding how climate science can be translated into public health practice is an essential first step in enabling robust adaptation and improving resiliency to climate change. Recent Findings Recent research highlights the importance of iterative approaches to public health adaptation to climate change, enabling uncertainties of health impacts and barriers to adaptation to be accounted for. There are still significant barriers to adaptation, which are context-specific and thus present unique challenges to public health practice. The implementation of flexible adaptation approaches, using frameworks targeted for public health, is key to ensuring robust adaptation to climate change in public health practice.

Summary The BRACE framework provides an excellent approach for health adaptation to climate change. Combining this with the insights provided and by the adaptation pathways approach allows for more deliberate accounting of long-term uncertainties. The mainstreaming of climate change adaptation into public health practice and planning is important in facilitating this approach and overcoming the significant barriers to effective adaptation. Yet, the immediate and future limits to adaptation provide clear justification for urgent and accelerated efforts to mitigate climate change.

Keywords Public health . Climate change . Barriers . BRACE . Adaptation pathways

  • THE ROLE OF THE ENVIRONMENT IN LEARNING. Geographical Education between Neuroscience, Place Based and Outdoor Education by Cristiano Giorda e Chiara Cosmò, University of Turin, 2021

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.

  • THE PLACE OF EXPERIENCE AND THE EXPERIENCE OF PLACE: Intersections Between Sustainability Education and Outdoor Learning by Allen Hill, Australian Journal of Environmental Education, 29 August 2013

As social, economic and environmental issues have become more prominent in the 21st century, there has been increased critical scrutiny into the ways that outdoor learning interacts with sustainability issues and concepts. As a result, a number of discourses have emerged which interrogate human/nature relationships in traditional outdoor education and propose greater engagement with place-responsive or sustainable approaches. Drawing on research with teachers in Aotearoa New Zealand, this article explores possible intersections between sustainability education outdoor learning. Accordingly, this article focuses on two key ideas: First, the nexus of experience and place offers significant promise for educational end endeavours that seek to educate for a sustainable future. Second, traditional conceptions of wilderness as a pedagogical site, can be problematic for outdoor education programs which seek to claim the ground of sustainability. While there is much that can be gained from journeys in remote pristine environments, not all of these experiences necessarily lead to the development of attitudes, understandings, skills, and motivation to live more sustainably. Furthermore, approaches to outdoor learning that seek to develop connection to and care for remote, pristine places, at the same time ignoring more local or impacted places, could present a dichotomous view of ‘nature’ to students, thereby disrupting efforts to educate for sustainability. Key Words: Sustainibility, Education outdoor, Place/Experience

  • CURRICULUM-BASED OUTDOOR LEARNING FOR CHILDREN AGED 9-11: A qualitative analysis of pupils’ and teachers’ views by Emily Marchant , Charlotte Todd, Roxanne Cooksey, Samuel Dredge , Hope Jones , David Reynolds , Gareth Stratton , Russell Dwyer , Ronan Lyons, Sinead Brophy, PLOS ON https://doi.org/10.1371/journal.pone.0212242 May 31, 2019

The relationship between child health, wellbeing and education demonstrates that healthier and happier children achieve higher educational attainment. An engaging curriculum that facilitates children in achieving their academic potential has strong implications for educational outcomes, future employment prospects, and health and wellbeing during adulthood. Outdoor learning is a pedagogical approach used to enrich learning, enhance school engagement and improve pupil health and wellbeing. However, its non-traditional means of achieving curricular aims are not yet recognised beyond the early years by education inspectorates. This requires evidence into its acceptability from those at the forefront of delivery. This study aimed to explore headteachers’, teachers’ and pupils’ views and experiences of an outdoor learning programme within the key stage two curriculum (ages 9–11) in South Wales, United Kingdom. We examine the process of implementation to offer case study evidence through 1:1 interviews with headteachers (n = 3) and teachers (n = 10) and focus groups with pupils aged 9–11 (n = 10) from three primary schools. Interviews and focus groups were conducted at baseline and six months into implementation. Schools introduced regular outdoor learning within the curriculum. This study found a variety of perceived benefits for pupils and schools. Pupils and teachers noticed improvements in pupils’ engagement with learning, concentration and behaviour, as well as positive impacts on health and wellbeing and teachers’ job satisfaction. Curriculum demands including testing and evidencing work were barriers to implementation, in addition to safety concerns, resources and teacher confidence. Participants supported outdoor learning as a curriculumbased programme for older primary school pupils. However, embedding outdoor learning within the curriculum requires education inspectorates to place higher value on this approach in achieving curricular aims, alongside greater acknowledgment of the wider benefits to children which current measurements do not capture.

There is growing global awareness of the importance of what are often labelled as ‘natural environments’ for human health, well-being and cognitive development. However, fostering learning in such ‘natural environments’, as they may be differently experienced and understood, requires a review of theoretical and practical approaches in teacher education, foregrounding the sensorial, experiential, embodied and relational dimensions of learning processes. This paper presents the results of an exploratory study on the experiences of a group of first year undergraduate student teachers enroled in a newly introduced course on outdoor learning. Adopting a pragmatic and enactivist mixed methods approach, the study provides evidence of impact of the course on the students. Specifically, the study contributes a qualitative description of student teachers’ learning trajectories, featuring what students deemed to be significant moments of an emerging ecological awareness. Findings point to important implications for curriculum and pedagogy, promoting environmental consciousness in formal teacher education contexts. Keywords: Ecological Identity, Anactivism, Nature connectedness, Outdoor learning

KNOWING HOW TO BE, INDIVIDUAL, COMMUNITY ENVIRONMENTAL AND IDENTITY

  • SPORT PARTICIPATION TO CREATE A DEEPER ENVIRONMENTAL IDENTITY WITH PRO-ENVIRONMENTAL BEHAVIORS by Vinathe Sharma-Brymer, Tonia Gray, and Eric Brymer, Routledge Handbook of Sport and the Environment, pp.330-339 Routledge, 1 2018

In this chapter we show how, if managed effectively, participation in some sports can cultivate a deeper environmental identity and pro-environmental behaviors. However, we argue that traditional sport will only be able to contribute to the development of an enhanced environmental identity if fundamental characteristics are changed. In the end, this might prove impossible. Instead, we call for a focus on outdoor and adventure sport (OAS) as an appropriate medium for the development of a deeper environmental identity.

  • OUTDOOR EDUCATION AS A WAY OF LIFE by Manuela Valentini, Paola Donatiello Journal of Physical Education and Sport ® (JPES),Vol 21 (Supplement issue 1), Art 72 pp 618 – 623, Feb.2021

The lockdown, resulting from the pandemic, has clearly highlighted the need to rethink and relocate the human dimension; mutability and complexity make our reference systems precarious, making certainties now acquired waver. Education emerges in the front line with its contradictions and urgencies. It is necessary to think of school as an educational community capable of mediating and activating educational and training strategies that

allows one to breathe, and have an encounter between the nerve centres of post-modernity, where awareness and re-appropriation of one’s own identity emerge through forms of creativity. School, as a physical place leaves room for new territories of conquest where education in the open air appears to be the anchor of salvation.

From the analysis of the most recent studies it is clear what the benefits of outdoor education are: physical, cognitive and socio-affective. An outdoor education experience can stimulate a more holistic educational process: the aim of this analysis is to show the evidence of this opinion and observe the development of empathic and socio-relational skills to cope with a new humanism. In fact, outdoor education is experiential education that refers to learning by doing and allows the practice of a specific case related to a real problem in order to enhance

motivation, divergent thinking and the personal handling of the proposed cognitive problem.

We do not want to present the outdoors as a temporary alternative, aimed at solving problems, but as a practice, a physical and metaphysical space to live in, a mental habit. Outdoor education should become a lifestyle, a mental form that allows us to be inside creative spaces and outside of often pre-established and stereotyped networks.

The combination of physical activity and being in nature is recognized as providing a range of significant benefits. The objective of this literature review was to compile an overview of the social benefits and costs associated with outdoor sports within the academic literature and to reflect on the quality of underlying evidence that supports the relationship. A systematic review was carried out with seven partners from different European countries, including Bulgaria, France, Germany, United Kingdom, Italy, Portugal, and Spain. From a total of 17,560 studies identified, 133 studies were selected with relevant data extracted to standardized forms. The selected studies have been analyzed with qualitative research methods. A meta-analysis could not be conducted due to the heterogeneity of the study designs and outcome measures. As a result, the review gives an overview of the social impacts associated with outdoor sports which have been clustered to six broad categories: physical health, mental health and wellbeing, education and lifelong learning, active citizenship, crime reduction, and anti-social behavior, as well as additional benefits. The review furthermore revealed gaps in the evidence base which are especially notable in the long-term effects that outdoor sports can have on personal and social development

  • ENVIRONMENTAL SUSTAINABILITY, CLIMATE CHANGE AND SPORTING EVENTS: A REVIEW by Dario Battistel , Marco Benedetti , Paolo Cescon , Giovanni Finotto , Andrea Gambaro, Angelo Pecci, Orazio Rossi, Università Cà Foscari di Venezia, Dipartimento di Scienze Ambientali, Informatica e Statistica e ENDUlab, Parma, Ingegneria dell’Ambiente Vol. 7 n. 4/2020

Sport plays a relevant and historical role in social inclusion through bringing together people from different cultures. It is estimated that up to 630 million people in the world take part in sports activities (indoor and outdoor). This is a social phenomenon in continuous growth with significant positive effects on the health and welfare of those who practice them, with important economic spin-offs. It is estimated that more than 5 million people in Europe are employed in sports related activities. However, the growing environmental crisis on the planet (destruction of biodiversity, climate change, pollution, etc.) also affects and is caused by sporting events. The balance between and climate/sport should not only be viewed through the lens of the negative effects of climate change on sporting activities, but sport can as a powerful tool for the development of greater environmental awareness should also be considered. The relationship between sport activities and biodiversity conservation is not always easy, because from the point of view of naturalists and ecologists, biodiversity should be one of the variables that is optimized during many outdoor sports activities. The overexploitation or deterioration of resources represented by the biodiversity of a given area, can be caused by incorrectly or disorganized outdoor sports activities, and represents a great risk for the environmental sustainability of the area itself. This then has consequently well-known negative implications regarding the services the ecosystem provides (such as climate instability, insufficient waste recycling, air and water pollution, etc.). Many international institutions (UN, UNESCO, IOC, SANDSI, etc.) have, for some time now and in various forms, drawn the attention of sports event organisers to a greater awareness of the negative impacts that such events have on the integrity of the environments in which they take place. It is therefore of fundamental importance to encourage debate and interaction between sports event organizers and the scientific community in order to identify, experiment and promote new methodological and cognitive tools that allow a more careful planning with an awareness of the impacts on the sustainability of ecosystems. In addition to events, there is also a need for a deep redesign and management of sports facilities, starting from the iconic soccer stadiums, now increasingly projected into the futuristic dimension of “digital & sustainable arenas”, or at the neighbourhood level, the more familiar and frequented school gyms. Swimming facilities are among all the different indoor infrastructures, those with the highest environmental impact due to their high energy consumption. Technical-scientific efforts are therefore aimed at improving their energy efficiency and reducing the number and quantity of chemical agents used in water treatment.

  • HOW CAN OUTDOOR SPORTS PROTECT THEMSELVES AGAINST CLIMATE CHANGE-RELATED HEALTH RISK?  A prevention model based on an expert Delphi study by Sven Schneider  , Marlen Niederberger, Luke Kurowski, Luisa Bade, Journal of Science and Medicine in Sport 11 November 2023

Objectives: To systematically develop an adaptation model to reduce climate change-related health risks for outdoor athletes.

Design: Delphi Method study.

Methods: A classic asynchronous Delphi study was conducted with a total of three survey rounds. 24 experts from the eight largest outdoor sport associations by membership in the German Olympic Sports Confederation were included as well as 24 medical experts with expertise in sport medicine, internal medicine, allergology, dermatology, infectiology, or toxicology. Based on open-ended questions, panelists were asked to consider prevention measures for sport organizations and clubs. Free text responses were analyzed by qualitative content analysis according to Mayring.

Results: Experts recommended establishing the following eight fields of prevention measures: technical and structural measures; organizational measures; personalized measures; basic, advanced, and continuing education; concepts of action, warning concepts, and financial concepts; cooperation and coordination; campaigns; and evaluation measures.

Conclusions: The pyramid model presented in this study systematizes possible sport-specific adaptation measures on climate change by empirical aggregation of knowledge from scientists, sport organizations, clubs, trainers, and professional athletes. To assess the effectiveness of these prevention measures, sport organizations may incorporate them not only into broader operations but also everyday training routines

  • THE ROLE OF SPORT IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS by Wilfried Lemke*, Special Adviser to the United Nations Secretary-General on Sport for Development and Peace, August 2016, No. 2  Vol. LIII, Sport Aims for the Goals

After 15 years of progress towards the unprecedented Millennium Development Goals (MDGs), the world has turned its attention to the successor Sustainable Development Goals (SDGs) in a period of transition to the newly adopted 2030 Agenda for Sustainable Development. In reviewing achievements and pending business surrounding the eight MDGs, the international community, led by the United Nations, undertook a thorough consultation process with stakeholders from all spheres of society and agreed on 17 SDGs to be pursued over the next 15 years. With the overarching aspiration of bringing people and the planet closer together and leaving no one behind, the 2030 Agenda is a unique opportunity to inspire global action for development worldwide, including in the field of Sport for Development and Peace. Sport has proven to be a cost-effective and flexible tool for promoting peace and development objectives. Since the inception of the MDGs in 2000, sport has played a vital role in enhancing each of the eight Goals, a fact that has been recognized in numerous resolutions of the General Assembly. In resolution 70/1, entitled “Transforming our world: the 2030 Agenda for Sustainable Development”, adopted in 2015, sport’s role in advancing social progress is further acknowledged: Sport is also an important enabler of sustainable development. We recognize the growing contribution of sport to the realization of development and peace in its promotion of tolerance and respect and  the contributions it makes to the empowerment of women and of young people, individuals and communities as well as to health, education and social inclusion objectives. *The UN Chronicle is not an official record. It is privileged to host senior United Nations officials as well as distinguished contributors from outside the United Nations system whose views are not necessarily those of the United Nations. Similarly, the boundaries and names shown, and the designations used, in maps or articles do not necessarily imply endorsement or acceptance by the United Nations. 

  • HOW NATURE NURTURES: Amygdala activity decreases as the result of a one-hour walk in nature by Sonja Sudimac, Vera Sale,  Simone Kühn, Molecular Psychiatry (2022) 27:4446–4452; https://doi.org/10.1038  

Since living in cities is associated with an increased risk for mental disorders such as anxiety disorders, depression, and schizophrenia, it is essential to understand how exposure to urban and natural environments affects mental health and the brain. It has been shown that the amygdala is more activated during a stress task in urban compared to rural dwellers. However, no study so far has examined the causal effects of natural and urban environments on stress-related brain mechanisms. To address this question, we conducted an intervention study to investigate changes in stress-related brain regions as an effect of a one-hour walk in an urban (busy street) vs. natural environment (forest). Brain activation was measured in 63 healthy participants, before and after the walk, using a fearful faces task and a social stress task. Our findings reveal that amygdala activation decreases after the walk in nature, whereas it remains stable after the walk in an urban environment. These results suggest that going for a walk in nature can have salutogenic effects on stress-related brain regions, and consequently, it may act as a preventive measure against mental strain and potentially disease. Given rapidly increasing urbanization, the present results may influence urban planning to create more accessible green areas and to adapt urban environments in a way that will be beneficial for citizens’ mental health.

  • IMPACTS OF CLIMATE CHANGE ON ORGANIZED SPORT: A scoping review by Madeleine Orr, Yuhei Inoue,  Russell Seymour, Greg Dingle, WIREs Clim Change. 2022;13:e760. https://doi.org/10.1002/wcc.760

The relationship between sport and the environment has been primarily examined to understand how sport impacts the natural environment. However, as the influence of climate change has become more apparent, there is a need to establish a systematic understanding of the impacts of climate change on the operations of sport. The aim of this review is to take stock of existing literature on climate change’s impacts on organized competitive sport entities, with further attention paid to their adaptation efforts. A scoping review was conducted to identify relevant studies published between 1995 and 2021. After evaluating more than 2100 publications, we retained 57 articles and analyzed them to answer the research questions: (1) What evidence is available regarding the impacts of climate change on the operation of organized competitive sport entities? (2) What is known from the literature about the measures taken by organized competitive sport entities to adapt to the impacts of climate change? Our analysis yielded five major themes: (1) Heat impacts on athlete and spectator health; (2) heat impacts on athlete performance; (3) adaptive measures taken in sport; (4) suitability of various cities for event hosting; and (5) benchmarking and boundary conditions. This review reveals that there is evidence of some climate change impacts on sport, but the literature reflects only a small share of the global sport sector. Equally, much remains to be understood about the nature of adaptation. Key Words: Assessing Impacts of Climate Change > Evaluating Future Impacts of Climate Change

  • SOCIO CULTURAL LEARNING THEORIES FOR SOCIAL-ECOLOGICAL CHANGES by Mele Wheatona , Nicole M. Ardoina , Alison W. Bowersa and Archana Kannan

Doerr school of Sustainability, Stanford University, Stanford Ca, Usa, Environmental Education Research 2024, vol. 30, no. 8, 1193–1210

A long history of theory exists to underpin our understanding of how toengage individuals and communities in more effective environmental con-servation and sustainability practices. Yet rarely do we delve deeply intosociocultural theories of learning, which help demonstrate how learningand action are fundamentally intertwined in our interactions, our societies,and the world around us. To our detriment we ignore this compelling,well-grounded, and robust body of empirical and theoretical evidence. Asclimate change, biodiversity loss, and other pressing social-ecological issuesintensify, the key to stemming and solving the greatest challenges of ourtime requires engaging individuals and communities. In this theoreticalpaper, we attend to the history and underpinnings of sociocultural theoriesof learning and their implications for environmental literacy, in particular,collective environmental literacy. We also discuss how such underpinningsare important to understand when pursuing carefully designed, actionable and effective sustainability solutions.

  • ENVIRONMENTAL VALUES AND IDENTITIES AT THE PERSONAL AND GROUP LEVEL by Bouman Thijs; Van der Werff  Ellen; Perlaviciute  Goda; Steg Linda, University of Groningen, Behavioral Sciences 2021

Environmental values and identities, at the personal and group level, motivate individuals’ climate actions. Many individuals report having strong environmental values and self-identities, and thus appear personally motivated to support and take climate action. To achieve society-wide climate action, we argue that it is critical to fully use this personal motivational base for climate action by, for instance, emphasizing the environmental benefits of climate actions and reminding people of their past pro-environmental actions. Individuals’ perceptions of others’ endorsement of environmental values are, however, more negative, which may inhibit consistent climate action. Making people aware that others also strongly value the environment could be a critical strategy to motivate climate action, particularly for individuals that are not strongly personally motivated.

  • LEARNING IDENTITY PROCESS FOR CREATING COMMUNITY  by Kulthida Ratanakosol, Wiratep Pathumcharoenwattana and Pan Kimpee, SHS Web of Conferences 26, 01067 (2016)

Creating community identity needs a learning process to assist community to identify, recognize, build acceptance and cultivate awareness in identity. The purpose of this study was to develop the draft of a learning process to create community identity. The study employed a qualitative research method through literature review. The result shows that the community learning process must empower all parties concerned and empowerment should be based on the social capital of the community. A draft of the learning process involved in the creation of community identity includes four main steps: i) plan consists of target community selection, community identity vision creation and operational planning for creation of community identity, ii) action consists of community survey, social capital analysis, community identity identification, creating and operating activities to supplement community identity, and setting development goals and actions based on community identity, iii) practical observation, iv) reflection consists of evaluation and reflection, and public presentation. Keywords: learning process; empowerment; social capital