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Bewegung und Lernen im Freien: Elemente einer ganzheitlichen Entwicklung und Bildung
Abstract
Das Ausleben des natürlichen Bewegungs- und Entdeckungsdranges bildet ein elementares Grundbedürfnis von Kindern und eröffnet ihnen einen Zugang zu sich selbst, ihrer räumlichen und sozialen Umwelt. In diesem Entwicklungsprozess sind neben Familie und Schule auch räumliche Rahmenbedingungen der Lebenswelt bedeutsam, da sie die Möglichkeiten der Bewegungs- und Naturerfahrungen mitdefinieren. Wie dieser Übersichtsbeitrag verdeutlicht, hat sich der Forschungs- und Erkenntnisstand zur Bedeutung des Spielens und Bewegens im Freien sowie von regelmässigen Naturkontakten für eine ganzheitliche Entwicklungsförderung in den letzten Jahren immer mehr verdichtet. Zugleich zeigt sich in Bildungseinrichtungen ein wachsendes Interesse, dieses Potenzial des handlungsorientierten Lernens mit pädagogischen Konzeptionen wie der bewegten Schule oder des Draussen-Lernens noch besser in schulische Lernprozesse zu integrieren. Wie die Bestandsaufnahme diesbezüglicher Entwicklungen am Beispiel der Schweiz aufzeigt, werden bereits in vielen Kindergärten und Primarschulen bewegungsför-
dernde Massnahmen und Projekte umgesetzt, das fächerübergreifende Draussen-Unterrichten scheint hingegen noch wenig verankert zu sein. Um noch mehr Schulleitende und Lehrpersonen vom Mehrwert des Draussen-Lernens zu überzeugen, besteht nicht nur Handlungsbedarf in der Weiterbildung, sondern angehende Lehrpersonen müssen auch in ihrer Ausbildung relevante Methoden und Umsetzungshilfen kennenlernen. Eine weitere Voraussetzung um den Unterricht in Bildungsstätten regelmässig ins Freie zu verlagern, bildet ein bewegungsfreundlich und naturnah gestalteter Aussenraum.
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Do experiences with nature – from wilderness backpacking to plants in a preschool, to a wetland lesson on frogs—promote learning? Until recently, claims outstripped evidence on this question. But the field has matured, not only substantiating previously unwarranted claims but deepening our understanding of the cause-and-effect relationship between nature and learning. Hundreds of studies now bear on this question, and converging evidence strongly suggests that experiences of nature boost academic learning, personal development, and environmental stewardship. This brief integrative review summarizes recent advances and the current state of our understanding. The research on personal development and environmental stewardship is compelling although not quantitative. Report after report – from independent observers as well as participants themselves – indicate shifts in perseverance, problem solving, critical thinking, leadership, teamwork, and resilience. Similarly, over fifty studies point to nature playing a key role in the development of pro-environmental behavior, particularly by fostering an emotional connection to nature. In academic contexts, nature-based instruction outperforms traditional instruction. The evidence here is particularly strong, including experimental evidence; evidence across a wide range of samples and instructional approaches; outcomes such as standardized test scores and graduation rates; and evidence for specific explanatory mechanisms and active ingredients. Nature may promote learning by improving learners’ attention, levels of stress, self-discipline, interest and enjoyment in learning, and physical activity and fitness. Nature also appears to provide a calmer, quieter, safer context for learning; a warmer, more cooperative context for learning; and a combination of “loose parts” and autonomy that fosters developmentally beneficial forms of play. It is time to take nature seriously as a resource for learning – particularly for students not effectively reached by traditional instruction.
Positive activity behaviours (i.e. higher physical activity [PA]/lower sedentary behaviour [SB]) are beneficial from infancy, yet evidence suggests that young children (0- to 6-year-olds) are relatively inactive. To better understand the perceived influences on these behaviours and to aid intervention development, this paper systematically synthesizes the extensive qualitative literature regarding perceived barriers and facilitators to PA and SB in young children (0-6 years old). A search of eight electronic databases (July 2016) identified 43 papers for inclusion. Data extraction and evidence synthesis were conducted using thematic content analysis, underpinned by the socio-ecological model (i.e. individual, interpersonal, community, organizational and policy levels). Parents, childcare providers and children perceived seven broad themes to be important for PA and SB, including the child; the home; out-of-home childcare; parent-childcare provider interactions; environmental factors; safety; and weather. Each theme mapped onto between one and five levels of the socio-ecological model; barriers and facilitators at the interpersonal level (e.g. parents, care providers and family) were most frequently cited, reflecting the important (perceived) role adults/peers play in shaping young children's behaviours. We provide an overarching framework to explain PA and SB in early childhood. We also highlight where gaps in the current literature exist (e.g. from male carers; in developing countries; and barriers and facilitators in the environmental and policy domains) and where future quantitative work may focus to provide novel insights about children's activity behaviours (e.g. safety and weather).
The reduction of child obesity continues to be a challenge worldwide. Research indicates that playing outdoors, particularly in natural play spaces, boosts children's physical activity, potentially decreasing childhood obesity. We present evidence that natural play spaces also provide for more diverse forms of play for children of varying ages and competencies. This is crucial because play spaces designed expressly for physical activity may not increase physical activity among less active children. Moreover, when researchers only examine physical activity in play, they overlook the valuable contributions that play makes to other aspects of children's health and development. To enhance research on children and their play environments, we introduce the theory of play affordances. To assist in the creation of more natural play spaces, we describe the Seven Cs, an evidence-based approach for designing children's play spaces that promotes diverse play. We end with some preliminary insights from our current research using the Seven Cs to illustrate the connections between play, nature, and children's healthy development.
A diverse, cross-sectorial group of partners, stakeholders and researchers, collaborated to develop an evidence-informed Position Statement on active outdoor play for children aged 3–12 years. The Position Statement was created in response to practitioner, academic, legal, insurance and public debate, dialogue and disagreement on the relative benefits and harms of active (including risky) outdoor play. The Position Statement development process was informed by two systematic reviews, a critical appraisal of the current literature and existing position statements, engagement of research experts (N = 9) and cross-sectorial individuals/organizations (N = 17), and an extensive stakeholder consultation process (N = 1908). More than 95% of the stakeholders consulted strongly agreed or somewhat agreed with the Position Statement; 14/17 participating individuals/organizations endorsed it; and over 1000 additional individuals and organizations requested their name be listed as a supporter. The final Position Statement on Active Outdoor Play states: “Access to active play in nature and outdoors—with its risks— is essential for healthy child development. We recommend increasing children’s opportunities for self-directed play outdoors in all settings—at home, at school, in child care, the community and nature.” The full Position Statement provides context for the statement, evidence supporting it, and a series of recommendations to increase active outdoor play opportunities to promote healthy child development.
The objective of this systematic review was to examine the relationship between outdoor time and: (1) physical activity, (2) cardiorespiratory fitness, (3) musculoskeletal fitness, (4) sedentary behaviour; or (5) motor skill development in children aged 3–12 years. We identified 28 relevant studies that were assessed for quality using the GRADE framework. The systematic review revealed overall positive effects of outdoor time on physical activity, sedentary behaviour, and cardiorespiratory fitness, although causality could not be assumed due to a lack of RCTs. Motor skill development was unrelated to outdoor time; however, this relationship was only examined in a single study of preschool children. No studies were found that examined associations between outdoor time and musculoskeletal fitness.
In this systematic review, we summarised and evaluated the evidence for benefits of immersive nature-experience on children and adolescents' mental, physical and social health. An electronic search was performed for English language articles published between January 2004 and May 2017. Data were extracted from 84 publications that met the inclusion criteria. Study quality was assessed for a subset of the studies, i.e. controlled between- and within-subject studies, using a systematic assessment scheme, and the quality of the evidence was reviewed at an outcome level. Across heterogeneous types of immersive nature-experience, there was conditional support for benefits on self-esteem, self-efficacy, resilience and academic and cognitive performance. Correlational research evidenced higher levels of physical activity in natural environments than comparison conditions. Benefits for outcomes such as self-concept, problem solving, and mood were more inconclusive. In addition, social skill-oriented and behavioural indicators were improved, although the categories comprised different outcomes. Risk of bias, insufficient sampling methods and unsuited comparison groups were common study limitations.
Evaluation «Schule bewegt». Für mehr Bewegung in Schweizer Schulen
- Gesundheitsförderung Schweiz
Gesundheitsförderung Schweiz (Hrsg.) (2021). Evaluation «Schule bewegt». Für mehr Bewegung in Schweizer Schulen. Evaluation 2018-2020. Faktenblatt 57. Bern: Gesundheitsförderung Schweiz.
Effects of physical activity interventions on cognitive and academic performance in children and adolescents: A novel Long-term combination of a systematic review and recommendations from an expert panel
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- L Uijtdewilligen
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