OUTDOOR EDUCATION: FROM THE PEDAGOGICAL APPROACH TO PHYSIOLOGICAL BENEFITS

Nicola Lovecchio

Abstract


Outdoor education has always been a pedagogical challenge to integrate learning process. Despite Outdoor Learning and Outdoor Adventure being recognized as highly valuable for education; the modern society has confined people's lives, school and sport practice. It is important to remember, therefore, that life in nature is not only an educational opportunity but also a means through which physiological adjustments and cognitive-motor learning occur spontaneously, with high variability and in intense manner

Keywords


Nature, movement, deficits of nature, physiology, attention

Full Text:

PDF

References


Alberti, K. G. M., Zimmet, P., & Shaw, J. (2005). The metabolic syndrome—A new worldwide definition. The Lancet, 366(9491), 1059–1062.

Al-Hamad, D., & Raman, V. (2017). Metabolic syndrome in children and adolescents. Translational pediatrics, 6(4), 397.

Bagherzadeh, Y., Baldauf, D., Pantazis, D., & Desimone, R. (2020). Alpha synchrony and the neurofeedback control of spatial attention. Neuron, 105(3), 577–587.

Barbiero, G. (2014). Affective ecology for sustainability.

Borgogni, A. (2020). L’intenzionalità educativa degli spazi pubblici: Luoghi e tempi delle didattiche del movimento. L’intenzionalità educativa degli spazi pubblici, 1–199.

Bortolotti, A. (2019). Outdoor education: Storia, ambiti, metodi. Guerini scientifica.

Bunting, C. J., Tolson, H., Kuhn, C., Suarez, E., & Williams, R. B. (2000). Physiological stress response of the neuroendocrine system during outdoor adventure tasks. Journal of Leisure Research, 32(2), 191–207.

Calvaruso, F. P. (2019). Aria di campagna. Tracce rousseauiane per un’educazione ambientale. CQIIA Rivista, 6.

Ceciliani, A. (2015). Corpo e movimento nella scuola dell’infanzia. Parma: Edizioni Junior Spaggiari.

D’Elia, F., & D’Isanto, T. (2021). Outdoor movement education in primary school during COVID-19 pandemic in the synthetic perceptions of primary school university training student. In Journal of Human Sport and Exercise (Vol. 16). https://doi.org/10.14198/jhse.2021.16.Proc3.68

Fägerstam, E. (2012). Space and Place: Perspectives on outdoor teaching and learning.

Farné, R. (2014). Per non morire di sicurezza: L’intenzionalità pedagogica del rischio in educazione. R. Farné, F. Agostini, A. Ceciliani, A. Bortolotti, M. Schenetti, M. D’Ascenzo, M. Terrusi, F. Monti, Outdoor education. L’educazione si-cura all’aperto, Parma, Edizioni Junior Spaggiari, 15–23.

FARNE, R., & AGOSTINI, F. (2014). Outdoor education. L’educazione si-cura all’aperto. INFANZIA: STUDI E RICERCHE, 1, 1–111.

Farné, R., Bortolotti, A., & Terrusi, M. (2018). Outdoor Education: Prospettive teoriche e buone pratiche. Roma: Carocci.

Gelter, H. (2000). Friluftsliv: The Scandinavian philosophy of outdoor life. Canadian Journal of Environmental Education (CJEE), 77–92.

Giunta, I. (2020). L’anticipazione: Tra poetica e pragmatica dell’azione. Formazione & insegnamento, 18(1 Tome I), 92–106.

Gomes, L. H. L., Carneiro-Júnior, M. A., & Marins, J. C. B. (2013). Thermoregulatory responses of children exercising in a hot environment. Revista Paulista de Pediatria, 31, 104–110.

Guerra, M. (2017). Fuori: Suggestioni nell’incontro tra educazione e natura. FrancoAngeli.

Invernizzi, P. L., Matteo, C., Andrea, B., Scurati, R., & Lovecchio, N. (2018). Correlation between cognitive functions and motor coordination in children with different cognitive levels. Advances in Physical Education, 8(1), 98–115.

Jensen, E. L., & Ouis, P. (2008). Contested construction of nature for city fringe outdoor recreation in southern Sweden: The Arrie case. Urban Forestry & Urban Greening, 7(3), 171–182.

Kellert, S. R. (2002). Experiencing nature: Affective, cognitive, and evaluative development in children. Children and nature: Psychological, sociocultural, and evolutionary investigations, 117151.

Louv, R. (2007). Leave no child inside. Orion Magazine, 57(11), 1–6.

Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Algonquin books.

Lovecchio, N. (2021). Apprendere giocando: Educazione motoria nella scuola primaria.

Lovecchio, N. (2023). Il gioco dell’allenamento. Verso una modalità ludica dell’allenamento. IL CROGIOLO.

Montessori, M. (1957). Il bambino in famiglia. Garzanti.

Montessori, M. (2022). La scoperta del bambino. BoD-Books on Demand.

Montessori, M. (2023). La mente del bambino: Mente assorbente. Feltrinelli Editore.

Monti, F., Farné, R., Crudeli, F., Agostini, F., Minelli, M., & Ceciliani, A. (2019). The role of Outdoor Education in child development in Italian nursery schools. Early Child Development and Care, 189(6), 867–882. https://doi.org/10.1080/03004430.2017.1345896

Paloma, F. G., & Tafuri, D. (2016). Embodied Cognition. Body, movement and sport for didactics. Italian Journal of Educational Research, 17, 41–52.

Reggio, P. (2014). Apprendimento esperienziale. Fondamenti e didattiche. EDUCatt-Ente per il diritto allo studio universitario dell’Università Cattolica.

Scaglia, E. (2019). Istituzioni di storia della pedagogia della prima infanzia. Edizioni Studium Srl.

Sherwood, D. E., & Lee, T. D. (2003). Schema theory: Critical review and implications for the role of cognition in a new theory of motor learning. Research quarterly for exercise and sport, 74(4), 376–382.

Waygood, E. O. D., Friman, M., Olsson, L. E., & Taniguchi, A. (2017). Transport and child well-being: An integrative review. Travel Behaviour and Society, 9, 32–49. https://doi.org/10.1016/j.tbs.2017.04.005




DOI: https://doi.org/10.32043/gsd.v7i3.965

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296