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Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions

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  • Christoph Becker

    (Department of Sports and Health Sciences, Technical University of Munich, Arcisstr. 21, 80333 Munich, Germany)

  • Gabriele Lauterbach

    (Department of Sports and Health Sciences, Technical University of Munich, Arcisstr. 21, 80333 Munich, Germany)

  • Sarah Spengler

    (Department of Sports and Health Sciences, Technical University of Munich, Arcisstr. 21, 80333 Munich, Germany)

  • Ulrich Dettweiler

    (Department of Cultural Studies and Languages, University of Stavanger, 4036 Stavanger, Norway)

  • Filip Mess

    (Department of Sports and Health Sciences, Technical University of Munich, Arcisstr. 21, 80333 Munich, Germany)

Abstract

Background: Participants in Outdoor Education Programmes (OEPs) presumably benefit from these programmes in terms of their social and personal development, academic achievement and physical activity (PA). The aim of this systematic review was to identify studies about regular compulsory school- and curriculum-based OEPs, to categorise and evaluate reported outcomes, to assess the methodological quality, and to discuss possible benefits for students. Methods: We searched online databases to identify English- and German-language peer-reviewed journal articles that reported any outcomes on a student level. Two independent reviewers screened studies identified for eligibility and assessed the methodological quality. Results: Thirteen studies were included for analysis. Most studies used a case-study design, the average number of participants was moderate (mean valued (M) = 62.17; standard deviation (SD) = 64.12), and the methodological quality was moderate on average for qualitative studies (M = 0.52; SD = 0.11), and low on average for quantitative studies (M = 0.18; SD = 0.42). Eight studies described outcomes in terms of social dimensions, seven studies in learning dimensions and four studies were subsumed under additional outcomes, i.e., PA and health. Eleven studies reported positive, one study positive as well as negative, and one study reported negative effects. PA and mental health as outcomes were underrepresented. Conclusion: Tendencies were detected that regular compulsory school- and curriculum-based OEPs can promote students in respect of social, academic, physical and psychological dimensions. Very little is known concerning students’ PA or mental health. We recommend conducting more quasi-experimental design and longitudinal studies with a greater number of participants, and a high methodological quality to further investigate these tendencies.

Suggested Citation

  • Christoph Becker & Gabriele Lauterbach & Sarah Spengler & Ulrich Dettweiler & Filip Mess, 2017. "Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions," IJERPH, MDPI, vol. 14(5), pages 1-20, May.
    • Handle: RePEc:gam:jijerp:v:14:y:2017:i:5:p:485-:d:97728
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    Citations

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    Cited by:

    1. Chunxiao Li & Yuxin Zhu & Mengge Zhang & Henrik Gustafsson & Tao Chen, 2019. "Mindfulness and Athlete Burnout: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 16(3), pages 1-13, February.
    2. Jeff Mann & Tonia Gray & Son Truong & Pasi Sahlberg & Peter Bentsen & Rowena Passy & Susanna Ho & Kumara Ward & Rachel Cowper, 2021. "A Systematic Review Protocol to Identify the Key Benefits and Efficacy of Nature-Based Learning in Outdoor Educational Settings," IJERPH, MDPI, vol. 18(3), pages 1-10, January.
    3. Hua Wu & Wichai Eungpinichpong & Hui Ruan & Wenke Chen & Yibei Yang & Xiujuan Dong, 2024. "Towards Sustainable Early Education Practices: A Quasi-Experimental Study on the Effects of Kindergarten Physical Education Programs on Fundamental Movement Skills and Self-Regulation in Haikou City, ," Sustainability, MDPI, vol. 16(4), pages 1-13, February.
    4. Nicole C. Miller & Saravana Kumar & Karma L. Pearce & Katherine L. Baldock, 2022. "Primary School Educators’ Perspectives and Experiences of Nature-Based Play and Learning and Its Benefits, Barriers, and Enablers: A Qualitative Descriptive Study," IJERPH, MDPI, vol. 19(6), pages 1-17, March.
    5. Matthew H. E. M. Browning & Alessandro Rigolon, 2019. "School Green Space and Its Impact on Academic Performance: A Systematic Literature Review," IJERPH, MDPI, vol. 16(3), pages 1-22, February.
    6. Oriana Mosca & Emiliane Rubat du Mérac & Maria Luisa Pedditzi & Carla Meloni & Cristina Isoni & Stefano Livi & Ferdinando Fornara, 2024. "A Comparison of Outdoor Green and Indoor Education: Psycho-Environmental Impact on Kindergarten and Primary Schools Teachers," Sustainability, MDPI, vol. 16(18), pages 1-15, September.
    7. Katja Oomen-Welke & Evelyn Schlachter & Tina Hilbich & Johannes Naumann & Alexander Müller & Thilo Hinterberger & Roman Huber, 2022. "Spending Time in the Forest or the Field: Investigations on Stress Perception and Psychological Well-Being—A Randomized Cross-Over Trial in Highly Sensitive Persons," IJERPH, MDPI, vol. 19(22), pages 1-13, November.
    8. Lucia Mason & Lucia Manzione & Angelica Ronconi & Francesca Pazzaglia, 2022. "Lessons in a Green School Environment and in the Classroom: Effects on Students’ Cognitive Functioning and Affect," IJERPH, MDPI, vol. 19(24), pages 1-16, December.
    9. Luca Petrigna & Ewan Thomas & Antonino Scardina & Federica Rizzo & Jessica Brusa & Giovanni Camarazza & Claudia Galassi & Antonio Palma & Marianna Bellafiore, 2022. "Methodological Considerations for Movement Education Interventions in Natural Environments for Primary School Children: A Scoping Review," IJERPH, MDPI, vol. 19(3), pages 1-11, January.
    10. Sarah Clement & Katie Spellman & Laura Oxtoby & Kelly Kealy & Karin Bodony & Elena Sparrow & Christopher Arp, 2023. "Redistributing Power in Community and Citizen Science: Effects on Youth Science Self-Efficacy and Interest," Sustainability, MDPI, vol. 15(11), pages 1-16, May.
    11. Ali Moazami-Goodarzi & Maryam Zarra-Nezhad & Maija Hytti & Nina Heiskanen & Nina Sajaniemi, 2021. "Training Early Childhood Teachers to Support Children’s Social and Emotional Learning: A Preliminary Evaluation of Roundies Program," IJERPH, MDPI, vol. 18(20), pages 1-17, October.

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