Education outside the classroom - implications for students' physical activity, stress regulation, learning and social dimensions.

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Autor/in	Mall, Christoph Jan Heinrich
Titel	Education outside the classroom - implications for students' physical activity, stress regulation, learning and social dimensions. Gefälligkeitsübersetzung: Bildung außerhalb des Klassenzimmers - Auswirkungen auf körperliche Aktivität, Stressregulierung, Lernen und soziale Dimensionen der Schüler.
Quelle	München: Technische Universität München / Universitätsbibliothek (2020), 94 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit München, Techn. Universität, Diss., 2020.
Sprache	englisch
Dokumenttyp	online; Monographie; Graue Literatur
DOI	10.13140/RG.2.2.17696.81927
URN	urn:nbn:de:bvb:91-diss-20200514-1534815-1-9
Schlagwörter	Umweltbildung; Kindesentwicklung; Psychische Gesundheit; Stressbewältigung; Soziale Entwicklung; Bewegungsraum; Schüler; Erlebnispädagogik; Schülerorientierter Unterricht; Unterrichtsgestaltung; Natur; Bewegungsmangel; Freiluftunterricht; Gesundheitsförderung; Sitzen; Raumerfahrung; Bewegungsaktivität; Sportunterricht; Bewegungsangebot
Abstract	Many children and adolescents do not address the recommended levels of physical activity, are obese and suffer from psychological disorders. Possible causes lie in changes in human lifestyles and living environments during the last decades: a rapid urbanisation; a more common use of digital media; a shift towards unhealthy diet; and an achievement-oriented society. These circumstances can have a great impact on one's health status in later life and should urgently be addressed. The literature indicated that green residential areas and the active usage of natural green or blue environments are associated with mental and physical health benefits. Nature therefore provides the potential to promote one's health development. The compulsory educational systems in western countries offers great opportunities to reach every child in terms of educational programs that foster physical activity and mental well-being. At the same time, due to long school days and a shift towards full-day schools, these are very important living environments for children and adolescents. Therefore, great obligations to promote children's PA and mental well-being can be attributed to educational systems and innovative teaching concepts are therefore necessary. Education Outside the Classroom is defined as regular compulsory school and curriculum-based education in a natural or cultural setting outside the school building. Especially in Scandinavian countries, Education Outside the Classroom is widely practiced. This dissertation thesis encompasses three articles that are published in international peer-reviewed journals. In a systematic literature review, 13 peer-reviewed articles were identified and the existing evidence of Education Outside the Classroom was summarized and critically appraised. Education Outside the Classroom seems to promote students in terms of social, academic, physical and psychological dimensions. The methodological quality has to be considered as moderate-to-low and more rigorously designed research studies are necessary warranted. Based on an explorative longitudinal quasi-experimental study, in two articles the associations between students' stress responses, sedentary behaviour and physical activity during Education Outside the Classroom and normal indoor teaching settings was examined. Students' cortisol and circulating cell-free deoxyribonucleic acid as well as their sedentary behaviour and physical activity was assessed on three measuring points during the school year 2014 / 2015. In article 2, fitted linear mixed-effects models revealed that students within the intervention group showed a steady decline of cortisol during the school day, which is an indicator of a healthy diurnal cortisol biorhythm. Furthermore, students within the intervention group showed higher levels of moderate-to-vigorous physical activity in comparison to students within the control group. In article 3, fitted Bayesian hierarchical linear models revealed that relative high amounts of light physical activity during Education Outside the Classroom were associated with the decrease of cortisol levels from morning to noon. The explorative study indicates that Education Outside the Classroom can promote students physical activity and that it might have a positive impact on their diurnal cortisol rhythm. Future research studies are encouraged to continue investigations on students' physical and psychological health status, academic achievement, motivational aspects and social relations in comparison of regular compulsory indoor and outdoor teaching situations. Study designs and methodologies of high quality are needed to inform educational policy and public regarding beneficial aspects of Education Outside the Classroom. The dissemination of Education Outside the Classroom in Germany and other German speaking countries has not been systematically assessed, but it is approximately rather scarce in comparison to Scandinavian countries. Therefore, opportunities to conduct robust large-scale studies that account for specific circumstances of national or regional educational systems are limited. The dissemination of Education Outside the Classroom in Germany and other German speaking countries should be assessed and the development of a network between practitioners, educators and researchers following the example of Denmark could be beneficial. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2020/4