Diagnosis of the treatment of physical activities in the natural environment within Physical Education

Abstract

Physical activities in the natural environment contribute to pupils' comprehensive development at the same time as they contribute to the general objectives of the official curriculum. This study sought to know how education centres treat activities in natural settings. A total of 120 physical education teachers (63.04% Primary Education, 36.96% Secondary Education) were selected by non-probabilistic convenience sampling. Additionally, the DAFNE (school-related physical activities in the natural environment diagnosis) questionnaire, including 17 items in an 8-dimension structure, was used. Multivariate statistical analysis was conducted in order to determine the relationship between dependent and independent variables. The planning of activities in the natural environment and the actions prior to their development are considered as positive by teachers; opposed to that, the lack of resources and institutional support to conduct them are negative aspects. Public schools consider the development of activities in the natural environment to a greater extent in their lesson planning compared to subsidised private schools. Similarly, the former shows a more critical attitude towards the Ministry of Education. Teachers with medium experience (5-15 years) receive considerable support from the agents involved in education. Graduates in Primary Education expressed favourable opinions about school organization and training. Education centres comprising one class per year are more proactive about planning outdoor activities. This study offers a diagnosis of results directed towards the promotion and fostering of activities in the natural environment within Physical Education.