Outdoor Play as Experiential Learning: How Teachers’ Autonomy, Competence, and Relatedness Shape Provision in Schools

Abstract

Background: There has been limited investigation of teachers’ perspectives on the provision of quality outdoor play in schools, analyzed through the lens of Self-Determination Theory (SDT) and experiential learning. Purpose: This qualitative, globally scoped research examined teachers’ experiences of navigating motivational needs when facilitating quality outdoor play, with connections to experiential learning. Method: Data were collected via a web-based survey of 135 practicing teachers from 25 countries, incorporating demographic information and open-ended essay-style responses. Findings: Thematic analysis identified patterned findings organized through the SDT dimensions of autonomy, competence, and relatedness. Across participants, autonomy was expressed through resisting curriculum confinement, micro-autonomy in play supervision, and policy resistance to preserve play freedom. Competence was expressed through self-directed professional growth, specialist expertise and transferable skills, and competence threat from environmental deficits. Relatedness was expressed through collegial micro-communities, building trust with students, and parent and community influence. Findings demonstrate that when SDT needs are supported, outdoor play is more likely to be embedded as a valued pedagogical approach. Implications: This research extends SDT into an underexplored dimension of teacher practice, offering actionable insights for policy, professional development, and leadership strategies to strengthen teacher motivation and integrate outdoor play into core educational pursuits for schools.