Use of Outdoor Education to Increase Physical Activity and Science Learning among Low-Income Children from Urban Schools.
Background: Outdoor education may positively impact the educational, physical, and emotional development of youth, but studies are sparse among urban children. Purpose: To investigate 1) physical activity (PA) levels in outdoor versus indoor education environments, 2) science learning gains during o...
| Publicado en: | American Journal of Health Education Vol. 52; no. 2; pp. 92 - 101 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Mar¿Apr2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=149173194&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 149173194 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 19325037 JHL jtl: American Journal of Health Education issn: 19325037 maglogo: N pubinfo: dt: Mar¿Apr2021 vid: 52 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 149173194 148590099 149173194 149173194 10.1080/19325037.2021.1877222 149173194 ppf: 92 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Use of Outdoor Education to Increase Physical Activity and Science Learning among Low-Income Children from Urban Schools. aug: au: Peacock, Jessica Bowling, April Finn, Kevin McInnis, Kyle affil: Merrimack College sug: subj: Education In Infancy and Childhood Natural Environment In Infancy and Childhood Physical Activity In Infancy and Childhood Science Education Schools, Elementary Urban Areas Socioeconomic Factors Students, Elementary Human Child Accelerometers Learning Environment Descriptive Statistics Comparative Studies Student Attitudes Faculty Attitudes Teachers Thematic Analysis Funding Source Child: 6-12 years ab: Background: Outdoor education may positively impact the educational, physical, and emotional development of youth, but studies are sparse among urban children. Purpose: To investigate 1) physical activity (PA) levels in outdoor versus indoor education environments, 2) science learning gains during outdoor education, and 3) programmatic acceptability among children from an urban, low-income school district attending an outdoor education program. Methods: N = 69 were randomly chosen from 571 4th graders participating in an outdoor education program. PA levels were measured using accelerometers; science knowledge was measured using a pre-post assessment; acceptability was assessed using a questionnaire. Results: Students took part in over an hour more of moderate to vigorous physical activity (MVPA) (p <.05) and increased the proportion of time spent in MVPA by 25% (p <.05) on outdoor education days compared to indoor school days. Science knowledge improved significantly pre- to post participation (p <.01). Students reported high levels of enjoyment and science learning engagement. Teachers reported the experience increased students' PA levels and improved students' science knowledge. Discussion: School districts may be able to leverage outdoor programs with community partners to promote PA and simultaneously improve science learning. Translation to Health Education Practice: Community partnerships can help urban youth from under-resourced schools meet PA recommendations and improve academic performance through outdoor education programming. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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