learning outside the classroom

Learning Outside The

Classroom

2015

Barriers To Participation Within Primary

School Education

A Critical Review on Learning Outside The Classroom Within Primary School Education

By TJ (John) Vile

University of Derby

Learning Outside The Classroom, Barriers To Participation Within Primary School Education

1

Table of Contents

Abstract: ................................................................................................................. 2

Introduction: .......................................................................................................... 3

Hypothesis: ............................................................................................................. 5

Rationale: ............................................................................................................... 6

Literature Review: .................................................................................................. 7

Methodology: ....................................................................................................... 21

Method: ................................................................................................................ 22

Results: ................................................................................................................. 25

Discussion: ........................................................................................................... 34

Conclusion: .......................................................................................................... 40

References: ........................................................................................................... 42

Appendices: .......................................................................................................... 45

Acknowledgments: ............................................................................................... 56

Epilogue: .............................................................................................................. 57


2

Abstract:

This research paper presents critical analyses of current LOTC (Learning Outside the

Classroom) practices within primary school education in the UK. The initial hypothesis

identified barriers to LOTC within primary schools. Olgilvie (2005), Martin et al (2006),

Council for Learning outside the Classroom (2015), Louv (2006) and Gill (2007) identified a

number of key barriers such as lack of time, fear of risk, and lack of understanding of the

benefits of LOTC. Through the review of literature, it was identified that there was a lack of

previous research with educators in this area. A study was conducted and data was

collected from primary school education professionals via an online survey. The results

showed that only 40% of those sampled currently take part in LOTC within their curriculum.

However, this study lacked vigor due to a low level or responses, making statistical

correlation analysis untenable. Be that as it may, this study found that time limitations

appeared to be the most common barrier for teachers wanting to take children out of the

classroom. Recommendations for future research include a longer timescale in addition to

visiting schools in person instead of using an online survey site. Sampling from a larger pool

of participants was also deemed appropriate for a future study (Descombe, 2010).


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Introduction:

This research paper evaluates and discusses theoretical approaches regarding the benefits

of learning outside the classroom (LOTC) and facilitation of these experiences. LOTC is

frequently focused on experiential education, where theoretical knowledge and experience

are combined allowing for knowledge to be further expanded and adapted within a practical

learning environment. In the outdoors, experiential learning is a focal and critical part of the

facilitation and learning process (Berry, 2011). The research undertaken in this project looks

to find out about current practices in primary schools in the UK, and to identify if

educational professionals are participating in LOTC, and what barriers might be standing in

their way.

Current education practices in primary school education in the UK are mixed and varied;

currently teacher training standards as set out by OFSTED, the department of education

(DOE) and training institutions work in conjunction to set the standards required for training

and certifying primary school education professionals (DOE, 2012). The overall aim of the

study is to identify current practices in primary education and to investigate the learning

process both for education professionals but also for the students that are taught and to

also identify current practices relating to LOTC and educational practice guidelines.

Set out in the outdoor manifesto of 2006 the UK Government, The Institute of Outdoor

Learning and The English Outdoor Council put together a set of recommendations to bring

outdoor education into mainstream education across all levels (0-18 years old) (DfES, 2006).

For this current study, LOTC meant stripping away the classroom environment and using

some sort of natural space.


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In the UK the NHS (National Health Service) is fighting a battle with obesity (Rasheed et al.,

2010), people do not need to leave their home to experience the outdoors as it can be

brought to them in a virtual format, thus removing the need for physical activity, in addition

to the easily accessible technology that removes nature from day to day life. Currently

people walk down the street with headphones in their ears and in addition to looking down

at their mobile phone thus removing them more from nature, as Richard Louv described in

“Last Child in the Woods” there is a “nature deficit disorder” taking place. With increasing

barriers between people and nature in the modern world, it is not hard to Louv’s hypothesis

concerning “Nature Deficit Disorder” and the effects this might be having on people (Louv,

2006). With technology now being a big part of the younger generation’s day to day life it

appears that this technology is removing them from their own natural surroundings.

Marghanita Hughes (an outspoken proponent of outdoor learning) claims that “nature is our

children’s future, time and nature improves children’s physical, mental and emotional

wellbeing” and ”when children and nature mix something magical happens, and all children

deserve to experience that magic part of childhood” (Hughes, 2015). This research project

looks to support or dispute these sorts of claims.


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Hypothesis:

Teachers are likely to use other facilities that are readily available to them if they need

another space for a particular teaching session (Bilton, 2005). With health and safety

guidelines and time limitations during the day, it would seem that some teachers may

believe it is too difficult to take their children outside during the day. Other teachers may

feel like they cannot spend enough time teaching outdoors due to a variety of barriers.

These barriers might include fear of litigation, parental refusal, curriculum guidelines, and

not enough resources (time and money). Several researchers have already identified a

variety of barriers that come up for teachers looking to take their students outdoors (See

table 1). This current study will look to see which of these barriers are still operating, if any,

and to what extent and how the teachers feel about taking their students out and whether

they are willing to work to overcome barriers.

Potential Barriers To LOTC For Primary Schools In The UK:

Element Of Risk

Fear Of Litigation If Anything Goes Wrong

Money/Cost Of Setting Things Up

Inexperienced Staff

Lack Of Understanding Of The Benefits To Outdoor Learning

Lack Of Time In Curriculum

Line Managers/Head Teachers/Board Of Governors Say No To LOTC

Lack Of Facilities/green space

Lack Of Uptake (Not Enough People Want To Do It)

School Thinks That LOTC Not Applicable To Their Learning Environment

No History Of LOTC

Need More Safety Things In Place (More Staff, Equipment, Specialist Staff)

Unnerving To Have Students Outside Of 'Normal' Environment

Higher Costs

Table 1: Potential Barriers to LOTC (Olgilvie, 2005; Martin et al, 2006, Council for Learning outside the Classroom, 2015; Louv, 2006)


6

Rationale:

The goal of this study is to identify current practices and to determine if outdoor learning is

currently being practiced within primary education and to investigate and identify what

some students might be missing out on by not getting enough time learning outside. A

secondary goal is to determine barriers to learning outdoors that might exist for education

professionals and students in an attempt to find solutions to some of these barriers.

Different schools throughout the country have different ways of delivering the concepts

required in primary school. Schools with more access to outdoor space may have an easier

time taking students out of the classroom into natural spaces to learn. Through this research

project, it is hoped that recommendations can be made to the national curriculum

developers to help make LOTC easier for teachers. Because individuals learn differently, and

because it is important for teachers to have a way of tailoring learning to different students,

it is important for teachers to realize the potential benefits of LOTC as a tool for benefitting

student development (Kolb, 2014). It is hoped that this current research will shed light on

some of the issues that stand in the way of making LOTC a reality for more students and

teachers. It is also hoped that this research will have a positive impact on the LOTC

Manifesto (DfES, 2006) when it is re-written to reflect more current practice.

Identifying why there are barriers to going outside the classroom can aid the learning

process and aid policy makers in figuring out ways to overcome barriers; this may be

important information for policy makers. Giving the results of this study to influential

organizations like the Institute of Outdoor Learning, OFSTED and the HSE could influence

industry change to overcome some of the existing barriers.


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Literature Review:

A growing body of academic literature provides a clear rationale for

classroom teachers taking their students outside during class time.

There are three particularly convincing reasons for doing so: the

outdoors provides a means for bringing curricula alive, it helps students

understand our environment and related issues of sustainable

development, and it encourages physical activity.… Going outdoors

brings health and well-being benefits, and provides opportunities for

children to learn how to evaluate and manage risks.

(Beames, Higgins, and Nicol. 2012, p.1).

In the United Kingdom (UK), the government has shown an interest in developing aspects of

outdoor learning and has produced the Learning Outside the Classroom Manifesto (DfES

2006). The outdoor manifesto clearly defines and highlights that “the use of places other

than the classroom for teaching and learning” (Outdoor Manifesto, 2006, p. 3) is beneficial

for learning overall. There are clear benefits to using the outdoors within an experiential

education setting in order to enhance learning with the goals of improved academic

achievement, development of skills and independence, the nurturing of creativity,

developing the skills of dealing with uncertainty and the improvement of peoples’ attitudes

towards their own and others’ learning (Beard and Wilson, 2012). Currently LOTC initiatives

are not compulsory within education, they are merely recommendations (DfES, 2006; IOL,

2015; EOC, 2015).

Experiential education is now at the forefront of the national curriculum and also within the

outdoors, this is where learning involves experience (Beard and Wilson, 2012). It is

understood that learning is a continuous and never ending cycle where the most effective

learning combines experience (Kolb, 2014). The focus of “Learning Outside The Classroom”


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(IOL, 2005) and bringing learning into the “real world” is not a mainstream approach to

learning at present. The LOTC learning approach is different to most mainstream methods

because it has at the forefront of its aims experiential learning and development (Beames et

al, 2012).

The 2006 outdoor manifesto also highlights that “Learning outside the classroom is about

raising achievement through an organized, powerful approach to learning in which direct

experience is of prime importance” (DFES, 2006, p.5). This is about where and how we learn,

as well as what we learn; by using a practical application this reinforces what is being learnt.

Research has shown that for students "working outside can be harder than [working] inside,

one may be physically more active, regularly battling against the elements and often more

alert. Overall education out of doors is physically and mentally taxing” (Gill, 2007, p. 15).

Some researchers may think this is the case, but it may not always be. Because of the

current climate towards health and safety in our culture, health and safety issues have

gotten a bit overwhelming. Lyme bay in the 1980s had an effect on people’s view of outdoor

education, and currently, the media has sensationalised stranger danger and the need for

parents to worry about their kids experiencing danger outdoors. As a result, many teachers

and parents have concluded that the best place for kids to be is indoors. But other

researchers have disputed these claims (Broome, 2009; Hammond, 2007).


9

“We have to be convinced all the effort [to take children outdoors] is for a good reason”

(Bilton, 2010, p. 11). The reality is that the benefits are not always immediately apparent

when altering the situation and circumstances where kids are leaning. The results need to

be measured over a longer period of time. The amount of time to wait to take a

measurement is not agreed upon by teachers, but most agree that taking time and seeing

how the experiences are influencing kids’ learning after a longer period of time is essential

(Bilton, 2005; David et al, 1996; Gill, 2013). It is difficult to test one group of kids versus

another when doing learning outdoors versus learning indoors, so the amount of data

available is limited (Skates, 2014). Furthermore, “…many teachers are unsure how to begin

[taking their children out of the classroom]” (Beames, et al., 2012 p.2).

Some researchers argue that children should have free access to the outdoors all the time.

“It is important that children have continuous access to outdoor play and it is not confined

to set times and good weather” (O’Hagen and Smith, 1993, p. 60). They describe the

benefits of vigorous physical play as improving spatial awareness, learning to take risks, and

developing “practical concepts of area, energy, weight, forces, mass inertia” (O’Hagen and

Smith, 1993, p. 47). These researchers indicate that learning outdoors can help not only

physical development but also benefit childrens’ cognitive development.

There are, however, a variety of reasons offered by researchers as well as to why children

are not being allowed to learn outside as much as they could. Kivner (2012) identifies

several when he states that,

The underlying causes of this change [from learning outdoors] are

complex and linked to wider changes in society, including increasing car

ownership and use, loss of green spaces, longer parental working hours,

a rising fear of crime… and the growth of indoor, screen-based leisure

activities (Kivner, 2012).


10

Tim Gill (2007) would blame it on the cotton wool culture that has development in our

culture, the overwhelming desire to protect our children beyond what is necessary. Knight

(2013) argues that a greater proportion of people in society are living in predominantly

urban areas, away from natural spaces. Like Louv (2006), Knight is arguing that because of

urbanization and the continuing building of concrete ‘jungles’, people are losing green

spaces to cement. People are therefore slowly being pulled away from nature as cities grow,

and they are losing touch with nature, and Louv would argue that they are beginning to

suffer from nature deficit disorder. Hammond (2007) agrees with this analysis and states

“many of the fields and hills that were the natural playgrounds of previous generation have

disappeared and the lack of space has been compounded by parental concerns about safety,

so children have little opportunity to play freely outdoors” (p. 14).

Hammond continues that humans appear to have a determination to experience risk. Taking

children to the woods and allowing them to explore naturally allows kids to have beneficial

learning experiences, but with boundaries. As they develop, the boundaries can be

expanded, and the risks expanded as well (Hammond, 2007). The natural landscape makes a

good playground. “Expensive equipment does not guarantee children’s safety, nor the

direction of their learning” (Hammond, 2007, p. 21).


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“You empower kids by teaching them how to do something dangerous, but how to do it

safely” (Selby, 2014). “Children have to be outside because there are things they need - for

example fresh air, sun and daylight" (Bilton, 2010, p. 11). This may by or may not be the

case. Some researchers argue that this is the case and is the basis for needing to go

outdoors. Others argue that the importance of going outdoors has more to do with learning

styles and the impact of learning in different environments and under different conditions

(Kolb, 2014). Other authors argue for a number of specific benefits gained by children

playing outdoors (Loscalzo, 2013) (see Appendix 1). Loscalzo (2013) argues that children

need the freedom and time to play, and that play is not a luxury, that instead it is a necessity

for bettering their life skills and physical development. Furthermore, it has been argued that

the outside allows people a place to unwind and relax. People who visited natural

environments several times a day, every day, or several times a week rated themselves as

having greater life satisfaction, more self-worth, more happiness and less anxiety than less

regular visitors (Gov.uk, 2015).

Children coming from cities versus the country will likely have a different reaction to

learning outdoors as well. Some of the factors are difficult to account for, but research

seems clear that learning in different ways is important to meet the needs of each child

(Foundation Years, 2012). "Fundamentally, we believe that kids should be outside playing

for a good proportion of the day because it is how you can stay happy, less stressed but it is

also good in a whole range of ways," said Play England director Cath Prisk (in Kivner, 2012).

However, she added: "Research we carried out last year showed that parents think taking

their kids to the park is something you do as a treat instead of something you do every day”

and, "There is a growing body of research that says getting outside regularly is good for kids,

but that is fighting a massive zeitgeist, which says that if you let your kid out of your sight,

then they will come to harm" (Kivner, 2012).


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"Children will do many things that we bid - stick tissue paper on card, complete worksheets,

run around outside like headless chickens - but just because children do them does not

mean they are appropriate” (Bilton, 2010, p.11). Children nowadays in school are

sometimes treated like factory items. They come in at one end of the school, are treated in

various ways, and then at the other end of school, they come out. They are treated much

too much as if they are all the same; differentiation is not happening enough, say some

researchers (Stradling and Saunders, 1993). As Beard and Wilson (2012, p.16) note “no two

people experience the same event exactly the same way”. Teacher training teaches teachers

that learning inside is the way forward, but they are not doing enough training for teachers

to help them learn how to teach in differentiated ways, including teaching outdoors (Beard

and Wilson, 2012).

Learning is complex and has many different approaches and the outdoors is part of the

complex process. Each and every person learns differently in different situations; what

might be the norm for one person may not be for the other. "The children that are not so

confident in the classroom are different outdoors. They have more freedom to take risks but

they are taking risks in a safe environment…She just blossomed, she led that group and it

was amazing to see. Children that are not so confident in a classroom environment do

blossom outside” (Broome, 2009).

We learn from others as well as ourselves, we learn also from what we see, hear and feel

too. Government curriculum guidelines do not allow the teachers to make the changes

needed to help adequately meet the needs of a diverse group of learners. “Many school

improvement efforts have to swim against the current of government regulation” (Hopkins

and Levin, 2000 p. 15).


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“Children love junk food and TV, but this does not make them right for children. …We need

to protect children and make sure they do what is age and stage appropriate” (Bilton, 2010

p. 11). Schools and the government may actually be partially to blame for the problem of

parents being overprotective of children. With the creation of the internet, and the speed

with which news stories can be broadcast, small news items can be spun out much more

quickly and land in someone’s lap. Therefore, people believe that there is more threats to

their children nowadays then there used to be, but the reality is actually the opposite (Gill,

2007). The media also plays a role in this. For example the use of the media to highlight

accidents from hill walking can give people an impression that it is dangerous and not safe,

however it can also report on the benefits of the activity such as health and fitness, use of

the countryside and the effects that it has within a sustainable use of exercise. Health and

safety is a key and also a principle part of working in the outdoors. By having necessary

information on health and safety can help to minimize injuries. By having the right

information we help to keep ourselves and others from harm and this is also a key part of an

teacher’s toolbox (Olgilvie, 2005). But are teachers being given these skills in their training?

"This would give us more answers and I would not be at all surprised to see greater interest

from the clinical world in the benefits of taking kids into green spaces…we are not quite

there yet, but the evidence is building and I think it is time that the health sector took

proper notice"(Gill in Kivner, 2012).


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Similarly, children these days are exposed to technology more and more, and children are

often given access to modern technology possibly before they are ready. These include

fancy phones, touch pads, and computers. Children love them, but are these items

appropriate for children? As stated previously, Louv (2006) argues that there is a deficit of

contact with nature for kids, and that kids are experiencing ‘nature deficit disorder’ partially

because of their contact with technology. These predictions can be seen as similar to the

dark predictions of George Orwell (1954) in his book 1984. It is hard to say whether Louv’s

predictions will be played out, but his implications for the future are fairly dire. "The way I

unpack the idea is that regular contact with nature is part of a balanced diet of childhood

experiences (Gill in Kivner, 2012).

"If children do not have those experiences then they are not going to thrive to the same

degree as if they did," he added "They are also likely to grow up not caring about the world

around them; while it is not a clinical condition, it should be something that worries us."

(Louv in Kivner, 2012).

“Being outside and being outside engaged in meaningful activities is appropriate for children

and particularly the young child” (Bilton, 2010 p. 12). Researchers argue that being outside

will give them the opportunities to develop the skills required to succeed as adults in this

society. Not going outside has been shown to decrease people’s quality of life; their life

expectancy goes down, and their likelihood of contracting various diseases goes up

(Rasheed et al, 2010). Getting kids outside when young helps to set up beneficial habits that

are likely to last a lifetime. Going outside is critical to building fundamental life skills.

Without being able to apply knowledge practically, learning these skills can be very difficult

(Beard and Wilson, 2012).


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“It is not a case of needing to prove that outside is better than inside; both environments

have benefits, it is a case of being aware that outside is a part of our life and benefits us

physiologically, psychologically, physically, socially and so on. It is a mind and body benefit”

(Bilton, 2010, p. 11). The issue revolves around the balance between going outside and

spending inside time. Balancing the amount of time between the two spaces can be a

challenge. Research has shown that children enjoy learning in a first-hand way, and learning

outside can facilitate this (Waite and Pratt, 2011). In Malaysia, in 2010, a research paper was

written (Harun and Salamuddin, 2010) that has to do with developing personalities for

people spending time outdoors. The intellectual and physical experiences that the

participants had had demonstrated strong benefits for spending time outdoors for personal

development. “Based on the analysis that was conducted, outdoor education does have an

impact on behaviour changes of the participants” (Harun and Salamuddin, 2010, p. 233).

These personal traits that were benefitted include cooperation skills, leadership ability, self-

confidence and ability to cope with changes.

A potential barrier to learning outside is the current way it is frequently organised.

In our experience, outdoor education…has become increasingly focused

on adventurous activities conducted in highly controlled environments.

These often take place far from school [at an outdoor education center]

have few connections to the school curriculum, and are provided by

instructors trained to facilitate these activities using specialized

equipment. … Programmes of this nature are expensive, require

specialist skills, are rarely progressive, and consequently are

experienced infrequently by most children. This may represent one kind

of outdoor learning, but there are others! (Beames et al., 2012, p. 4).


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The Curriculum Guidance for the Foundation Stage (QCA 2000) emphasises that the

outdoors should be as much a part of a child's learning environment as the indoor

environment. This document states that every child should have access to an outdoor

curriculum. The principles state that;

To be effective, an early years’ curriculum should be carefully

structured. … A planned and carefully structured curriculum should

provide rich and stimulating experiences and make a good use of

outdoor space so that children are enabled to learn by working on a

larger, more active scale than is possible indoors. [And] Well planned

play, both indoors and outdoors, is a key way in which young children

learn with enjoyment and challenge (James et al 2005, P17).

As stated previously, LOTC is not a mandatory part of the national curriculum within primary

education. Add to this the fact that organizations like the English Outdoor Council and the

Institute of Outdoor Learning are not statutory bodies: they are merely there in an advisory

capacity. This is unlike the Adventurous Activity Licensing Service (AALS) and the Health and

Safety Executive (HSE) who have legislative powers and can enforce policies, law and

governance across the outdoor sector (IOL, 2015; EOC, 2015; HSE, 2015). This puts the

momentum with the organizations likely create rules barring participation in the outdoors,

and takes it away from the entities likely to promote it.


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There is a problem between early years and primary education: there is no carry over

regarding the need to go outside in the curriculum. Because the early years’ education

system has lesser constraints on it, it has to deliver the early years’ guidelines. When

children go into reception the teachers are constrained as to what they have to deliver

according to the curriculum guidelines, and so the amount of play time, especially outside

time, becomes limited when compared to time spent at nursery before children go to

primary school. The primary school teachers have to meet certain requirements, and as a

result, the quality of the learning changes. But some would argue that these requirements

force the teachers to stop meeting the needs of some of the children when it comes to

learning (DOE, 2012). Ofsted has encouraged schools to focus on indoor learning skills over

outdoor learning skills in order to promote certain kinds of learning skills set up by the

government. But are these skills the right ones? It can be argued that this takes something

away from the individual learners and treats every student too much like the next one, with

some researchers claiming that there is a big difference between what is taught in school

and what is needed in the real world (Moore, 2000).

The use of the outdoors to further the learning experience is beneficial but also effective.

Outdoor adventure learning is now a major part of the national curriculum and is heavily

endorsed by the IOL (Institute of Outdoor Learning) alongside the LOTC (Learning Outside

The Classroom) initiative (IOL, 2015).

Risk is another factor affecting the way kids interact with the natural world. The HSE is

primarily focused on health and safety in the workplace, but it is clear that attitudes to risk

are formed long before young people enter the world of work. Play - and particularly play

outdoors - teaches young people how to deal with risk. Without this awareness and learning

they are ill equipped to deal with working life. Our health and safety system in Britain

requires workplace risks to be managed, not eliminated, and gives people responsibility for

their own wellbeing. We simply cannot afford to exclude outdoor play and learning from our

children's education (Gill, 2007).


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"Children learn more when they are actively engaged, especially when there is a thrilling

sense of adventure involved. The activities at 50DT (50 Dangerous Things) camp will help

kids learn how to recognize and mitigate risk for themselves and they will be more confident

and competent as a result. Life skills for living heroic lives” (Tulley, nd).

Young people are curious, and they learn quickly. We should not deny

them the opportunity to learn by taking risks. Seeking to protect them

from every conceivable hazard, rather than sensibly managing the

genuine risks they face, ultimately leaves them in harm's way, not to

mention robbing them of memories that last a lifetime. [Lack of risk] is

clearly a factor in children’s physical activity levels, and hence their

levels of overweight and obesity. It is also relevant to children’s health,

well-being, and more fundamentally to what a good childhood looks and

feels like. It is revealing that research last year from the Children’s

Society found that freedom of choice was the single most significant

factor in influencing children’s overall levels of subjective well-being

(Hackitt in HSE, 2012).

Outside of the UK and in some parts of Europe outdoor education or as it is more commonly

known as “forest school” is more common than in the UK. The use of forest school

ideologies in Wales was brought to the attention of the BBC. One organizer was quoted as

saying "The children have grown in confidence over the weeks and are able to implement

conflict resolution strategies independently." Ms Prior said it was also helping their social

development and they were becoming "increasingly creative with the natural resources

available to them." Staff have transferred some of the techniques back to the nursery

allowing children to use their new understanding of negotiating and problem-solving in the

normal classroom setting (BBC, 2012). The concept of Forest Schools originally came from

Sweden in the 1950s and was adopted by other Scandinavian and European countries.


19

In addition to raising children's awareness of nature and the flora and fauna that surrounds

them, Forest School places an emphasis on team working and problem solving (Broome,

2009).

Steadily increasing governmental support for learning outside the

classroom can be found in many countries. … This situation, however, is

not universal. There are many teachers throughout the world who

would like to make the case for outdoor learning, yet are within an

educational or political context that is not supportive. (Beames et al,

2012, p2).

Moreover,

Rather than being regarded as an infrequent, recreational disruption to

learning, taking classes outdoors should be seen as an extension of, or

indeed integral part of classroom activities and used to meet the

curricular and other needs of students. Outdoor learning content can be

directly linked to the ‘formal’ or ‘official’ curriculum, as it is in Australia,

New Zealand, Canada, Norway, and Scotland (Beames et al, 2012, p 7).

A 2009 report by Natural England found that only 10% of children played in woodland,

compared with 40% of their parents' generation (Kivner, 2012). The study indicated that

there were a number of ways the curriculum could be improved to help develop LOTC.

These included promoting better use of accessible green space in order to increase the use

of under-utilized areas, promoting "forest schools" and similar approaches to learning in the

outdoors, and encouraging schools to give greater emphasis to offering children "engaging

nature experiences" (Kivner, 2012). The report championed the use of forest schools

because it quoted research by the Forestry Commission that showed “lessons and activities

within a woodland appeared to have a beneficial effect for children with emotional or

behavioral problems” (Kivner, 2012).

http://www.naturalengland.org.uk/Images/Childhood%20and%20Nature%20Survey_tcm6-10515.pdf

http://www.naturalengland.org.uk/Images/Childhood%20and%20Nature%20Survey_tcm6-10515.pdf


20

“Young children’s learning experiences are most efficient when they are relevant,

meaningful, and active, and are provided in a challenging but familiar context” (David et al,

1996, p.5). If a child is given a strong foundation in their early years of learning, they will

benefit throughout their later learning. The children that have direct experience in learning

early on, they will be able to refer to these experiences. LOTC can help to give students

these experiences in an active setting.

Beames et al (2002) argue that LOTC should be used just as indoor learning in the classroom

is used. It should be planned in line with curriculum guidelines, and should be used in such a

way as to maximize the learning of the students.

From the existing literature it can be seen that there is a mixed view on LOTC not only from

the outdoor sector but from the primary education sector. There is a mixed message around

LOTC, some support the idea whilst others only see barriers. From looking at the HSE,

reports on accidents that have occurred when students were outside the classroom are

readily available online, and it may be that this easy access to this sort of information has

impacted the actions of teachers and educators consciously or unconsciously. Outdoor

learning appears to be more common in other parts of Europe than in the UK, and this may

be because of less intrusive health and safety regulation. Ultimately, many of the

researchers have indicated that the benefits to LOTC outweigh the perceived risk, and so it

needs to be done.


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Methodology:

This study was looking find out what barriers were affecting educational professionals in a

primary school setting, including teachers, teaching assistants, administrators, head

teachers and deputy heads. Primarily, this is a phenomenological study because this study

looks to find out about a subject through feedback from subjects’ actual judgements. “A

phenomenological research study is a study that attempts to understand people’s

perceptions, perspectives and understandings of a particular situation” (RPFHP, 1990). This

method is seen as an alternative method of research to positivism, which is a method that

looks to measure things in the real world, that exist outside of people’s beliefs or feelings

(Denscombe, 2010). However, this study also includes a small amount of positivism as well,

based on some of the questions asked of the participants. This mix of methods was used in

order to identify key numerical items pertaining to the participant’s experiences, as well as

getting some of their ideas and feelings about the subject. Doing both kinds of questions in

the study was hopefully to get a broad enough understanding of current practices in relation

to LOTC, and doing only one type of question was considered to be not broad enough to get

holistic understanding of the situation. The two types of questions were also meant to

ensure the participants really thought about the concepts when answering the

questionnaire. In this way, the study had a mixed methods approach, and should provide

data that is more accurate (Denscombe, 2010). This mixed method approach is meant to

provide a more complete picture of the subject

Furthermore, this study was a cross-sectional study, as this survey was only given out at one

time. This study was also a deductive study as it looked to confirm a hypothesis that was

developed by the researched. This process, then, followed a series of steps from a theory,

to a hypothesis, to collecting data, to either confirming or dis-counting the original idea

(Trochim, 2006; Saunders et al, 2007).


22

Method:

To gather data, an online survey was conducted. The survey included both open ended

(phenomenological/qualitative) questions and closed (positivistic/quantitative) questions.

The survey was sent out to selected primary schools. These primary schools were selected

using Google Maps, and the researcher decided to find schools within a 20 mile radius of the

university where the research was originated. Other primary schools were selected based

on a 5 mile radius of the researcher’s home in London. This selection method for the sample

was used primarily because the researcher wanted to ensure some schools were from a

more rural setting than others, while some would be definitely in an urban setting. This

would be considered a non-probability sample, as this was not a random sample.

Furthermore, this would not be considered a representative sample, as the number of

schools studied was very small. The reason for this type of sampling was to keep the study

simple out of necessity for the researcher (Denscombe, 2010). Working with schools in

order to get access to teachers and teaching staff is an example of cluster sampling, which

takes advantage of the fact that teachers are already clustered at a school in comparison to

the general population (Denscombe, 2010). One disadvantage of using an online survey is

that they are easy to ignore, especially because there is not personal contact. The main

advantage of an online survey was low cost and time savings.

In order to ensure that the schools would not have to deal with any issues of child

protection, all the contacts with schools were done remotely. In addition, the researcher

knew that it would be difficult to actually travel to schools, so the research was conducted

online. This was also done to hopefully make the surveys easier for the teaching staff at the

schools to fill in when they had time.


23

Originally, 65 primary schools were contacted via the internet. This initial contact was done

via email. The email addresses were found online on the school websites. The first email

contained general information about the study, who the researcher was, and invited them

to respond with a confirmation that they and their staff would be willing to participate in

the study. The email indicated that the study was about LOTC. Email contacts were given to

the head teachers for both the researcher and the supervisor of the research at the

University of Derby.

When a school responded positively, the researcher sent them a letter to further brief them

on the study and how their data would be used. The participant briefing sheet included the

dates as to when the survey would close and how to access the survey on the internet (via

Survey Monkey) (Surveymonkey, 2015). Each participant was given information on how they

could withdraw after completing the survey if they chose to as well. Following the data

collection, a de-briefing letter was sent to each school thanking them for participating and

letting them know again how to access the researcher if they needed to.

The survey itself consisted of nine questions, of which two of the required a text based

response (qualitative data). The other questions were multiple choice, and required one or

more answers. The questions were engineered using the online software such that all

questions required an answer before moving on.

Four pilot studies were conducted prior to sending out the survey to the schools. The first

pilot was used to identify whether the questions that were going to be sent out were

appropriate to the hypothesis. From this pilot study, some of the questions were revised

and the format was revised.

The second pilot study was used to determine if enough questions were being asked and the

quality of the questions. The researcher was able to look at the responses to see if the

answers were along the lines required. During this pilot, the time required to finish the

survey was measured to ensure the survey could be completed in under 10 minutes.


24

The third pilot study was conducted in order to ensure the order of the questions was well

suited. From the feedback, the order of the questions was changed and a de-briefing

section was added at the end.

The fourth and final pilot study was used to test run the questions that can be seen in

Appendix 3. This pilot determined if the survey was ready to be sent out. Following this, the

supervisor for the study gave the researcher the go-ahead to send the survey out.

The data was collected and processed with the use of Survey Monkey and Microsoft Excel.


25

Results:

The data from the surveys was analyzed and placed into bar and pie chart formats in order

to express clearly the numerical data that was collected. Qualitative data collected is

presented in table format below. Overall, only 5 responses were collected within the set

time limit. The survey was sent out to the 3 schools that responded and showed interest in

participating. Cleary, not many of the teachers from these schools were able to respond by

the deadline.

Question 1:

1: Are You Currently Working Or Based Within Primary School Education As Any Of The Following?

Head Teacher

Deputy Head

Head Of Department

Teacher

Teaching Assistant

Administrator

Other (Please Specify)

Chart 2.1. Question 1 responses.

Chart 2.1 shows the various roles from the participants. As there were only 5 participants in

the project, the overall numbers are easy to see in each category.

0

1

2

3

Head Teacher Deputy Head Head OfDepartment

Teacher TeachingAssitant/HLTA

Adminsitrator

Question 1:


26

Question 2:

2: How Long Have You Been Working Within Education?

Less Than 1 Year

1 To 3 Years

3 To 5 Years

5 To 7 Years

7 To 10 Years

10 Years +


Chart 2.2. Question 2 Pie Chart.

Chart 2.2 shows the percentages of the respondents that fell into different categories for

time spent in education. 2 had been practicing for 10+ years (40%), 2 had been practicing for

3-5 years (40%), and 1 had been practicing for 5 to 7 years.

40%

20%

40%

Question 2:

Less than 1 year 1 to 3 Years 3 to 5 Years 5 to 7 Years 7 to 10 Years 10 Years +


27

Question 3:

3: Please Indicate Which Year Group Or Year Groups You Currently Work With? (Please Indicate One Or All That You Have Or Currently Work With)

Reception (Year 0)

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6


Chart 2.3.

Chart 2.3 shows the year group(s) that participants have worked with or currently are

working with, 22% have either worked with or are currently working with year 6, for the

other options the other year groups, years 0 to 5 each category was 13%.

13%

13%

13%

13%13%

13%

22%

Question 3:

Reception Year 0 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6


28

Question 4:

4: From The List Below Please Indicate If Your School Is:

Rural (Countryside)

Suburban (Within A Neighbourhood)

Urban (Within The Setting Of A Built Up City)



Chart 2.4 shows the percentage, of which the participants identified their school as either

being rural, urban or suburban, 60% identified their school as being ‘suburban’ and 40%

identified their school as ‘urban’.

60%

40%

Question 4:

Rural Surburban Urban


29

Question 5:

5: On A Scale Of 1 To 10 Please Indicate Your Schools Access To A Natural Space (1 Being Inaccessible And 10 Being Readily Accessible). For The Purposes Of This Research Playing Field/S And The Playground Are Not Considered A Natural Space.


Chart 2.5 shows the participants perceptions based on access to a natural space, excluding

playing field(s) and the playground, 40% identified that a ‘natural space’ was ‘readily

accessible’ whereas 40% identified that a ‘natural space’ was difficult to access, a further

20% identified that their access to a ‘natural space’ was moderately accessible.

20%

20%

20%

40%

Question 5:

1 2 3 4 5 6 7 8 9 10


30

Question 6:

6: On Average How Many Hours Per Month Have You Taken Children Outside To Learn, (Excluding Physical Education)?

None

0 To 2 Hours

2 To 4 Hours

4 To 6 Hours

6 To 8 Hours

8 To 10 Hours

10 Hours +



Chart 2.6 shows the amount of time that those surveyed take children outside the

classroom per month, 40% said that they did not take any form of learning (excluding

physical education) outside of the classroom, 20% said they spend on average 4 to 6 hours a

month outside the classroom, an additional 20% identified that they spend 6 to 8 hours

outside the classroom and 20% said they spent 10 or more hours outside of the classroom

environment.

40%

20%

20%

20%

Question 6:

none 0 to 2 hours 2 to 4 hours 4 to 6 hours 6 to 8 hours 8 to 10 hours 10 hours +


31

Question 7:

7: Please Describe In Detail How You Take Learning Outside The Classroom With Your Pupils, If Not Then Please Describe What Stops You From Doing So

Participant No: Answer:

1 A health and safety mad head teacher.

2 I just follow the lesson plan which has never been to take the children outside. I do

not think it would be appreciated if I did this without being asked and also the time

and effort it would take to get the children outside, settled and back in again with all

of the resources/resources it would eat into the lesson time.

3 I run after school forest club which means we are outside whatever the weather.

We have made a variety of things, learnt new skills such as tying knows, using a

potato peeler to not only peel carrots to eat outside but also whittle wood to make

magic journey sticks.

Wherever possible I take my class outside to enhance their learning, going on walks

around the school grounds to find objects to then write stories about with Year 2 to

finding patterns and shapes with Reception class.

4 We encourage all teachers to take the children to local parks, open spaces. We also

have extensive grounds and are a forest school.

5 Every week, I take EYFS children outside for "Outdoor Learning". I take all the

other children outside whenever their science topic can be successfully taught

outdoors - assuming the weather is suitable. Only the EYFS children bring outdoor

clothing specifically for their lesson. If the weather is bad, not all children are suitably

equipment for outdoor learning, without sending letters home.

Table 2.7. Question 7.

Table 2.7 shows the responses to the open-ended questions, there was no limit to the

responses.


32

40%

20%

20%

20%

Question 8:

Yes No

Will Be Considering For The Future Currently Setting Up/Looking Into "Forest School"

Unsure Of What Forest School Is

Question 8:

8: Does Your Current School Use Initiatives Such As “Forest School”?

Yes

No

Will Be Considering For The Future

Currently Setting Up/Looking Into “Forest School” Schemes

Unsure Of What “Forest School” Is


Chart 2.8. Question 8

Chart 2.8 identifies if a school is either; proactively taking part in ‘forest school’ based

learning curriculum, 40% said they are currently taking part in a forest school learning

environment, 20% said they were unsure of what forest school was, 20% said no and an

additional 20% said they were ‘currently setting up/looking into forest school schemes’.


33

Question 9:

9: As A Child Please Tell Us Of Any Learning Outside That You Did Whilst At Primary School, Excluding

Physical Education And Playtime (Please Briefly Describe), (Please Also Place The Last Three Digits Of Your Telephone Number At The End In Brackets In Case You Wish To Withdraw).

Participant No: Answer:

1 Had science lessons in the woods. Art lessons on the school field.

2 None

3 I used to enjoy being outside but when I went to school we were only allowed

outside at breaks and lunchtimes :-(

4 I do not remember being taken outside that much at all

5 I don't remember any. We had a nature table, but brought things in from home for

that. I don't remember any school trips either, apart from in the final year.

Table 2.9. Question 9.

Table 2.9 shows the responses to the open-ended questions, there was no limit to the

responses.


34

Discussion:

From the literature review, it appears that the overall benefits of LOTC have been identified

and discussed (Louv, 2006; Kivner, 2012; Gill, 2007; Beames et al, 2012; Broome, 2009;

Berry, 2011; Bilton, 2010; Hammond, 2007; Harun and Salamuddin, 2010; Knight, 2013;

Tulley, nd) . However because LOTC is non-statutory (Gov.uk, 2010, DfES, 2006) there are

schools and LEAs have the choice whether to opt in or opt out of participating. Some schools

or LEAs do not have the budgets or the space to do outdoor learning in the same way as

other schools (Gill, 2007).

In this study, it has been identified that the results showed a mixed situation. Some schools

were taking part in outdoor learning or forest school ideas in their in house curriculum

choices, while others were considering taking part (see Results Question 7). The remaining

schools appeared to not be taking part in LOTC. This research appears to show that the

teachers did understand the general level of benefit that could be had for children

experiencing learning outside, but that barriers were often too big to overcome. One

teacher, participant 5, (see question 7 in results section) identified that they do EYFS (Early

Years Forest School) at their school during everyday teaching. This teacher clearly is aware

of the benefits of learning outside and is making strides to make it happen at her school.

She has identified the benefits, and despite the curriculum that does not mandate this sort

of teaching, she has taken it upon herself to take kids outside when possible.

The literature reviewed has shown that it has the particular benefit of helping improve

achievement levels for children across academic performance areas through a holistic style

of learning i.e. something that complements the style of learning or the subject area being

studied. It is also known as a complementary style of learning (Bilton 2010, Beames et al

2012). This may especially be true if a group is outside, the subject matter may be actually

present instead of being just imagined or described in theory through words.


35

Some students will benefit directly from having subject matter directly in front of them. This

could in creative writing, mathematics, science, environmental studies, geography, and

more (Bilton, 2010; Broome, 2009). In this study, participants 2 and 5 described how they

take their learning outside the classroom with their students in a holistic format (see

question 7 from the results).

This study appears to agree with the existing literature having to do with the difficulties that

teachers find when setting up their lessons. Generally, the teachers found that they were

being told what to teach from their heads of departments or head teachers; the

government targets are set, so they are hearing that they need to focus on the traditional

styles of teaching and not experiment with LOTC. Some of the feedback was that LOTC was

not part of their lesson plans. Participant 2 stated that “I just follow the lesson plan which

has never been to take the children outside”. Participant 5 indicated that “If the weather is

bad, not all children are suitably equipment for outdoor learning, without sending letters

home”. This shows some of the complexities that get in the way of teachers taking their

children outside. This seems to indicate that managers in the education system are making

it more difficult for teachers to do LOTC. Not all managers in teaching come from a teaching

background and therefore may be unaware of current learning theories, and this could

include outdoor learning.

The literature review identified a whole list of possible barriers to taking children outside

(see Table 1). The participants in this study did not respond in enough detail to know if the

same barriers existed for them in their daily teaching. The main barrier for the participants

in this study appears to be time limitations. They have to deliver a lesson in a certain

amount of time, and this time often does not allow for moving the group around the

grounds. Participant 2 stated that “I do not think it would be appreciated if I did this without

being asked and also the time and effort it would take to get the children outside, settled

and back in again with all of the resources/resources it would eat into the lesson time”.


36

It would appear to solve this situation that the teacher would have to take time out of other

lessons in order to allow enough time to facilitate LOTC. The problem with this would be

that other lessons might lose critical time, therefore the learning experience for other

lessons might be impacted. So while one area of learning might be improved by outside

learning, other areas might be negatively affected. It is like a see-saw effect. The teachers

have to find a way to balance out their learning experiences for the children, and they find

that there is not enough time to do the teaching in the way they want.

One barrier identified in the literature review to learning outside was lack of green space

(Louv, 2006) (see Table 1). Because there was a lack of available green space, people were

not able to go and experience nature, and therefore people were becoming more

withdrawn from nature, and as a result people were starting to experience ‘nature deficit

disorder’. In this study, the participants indicated that ability to access nature space was a

real hindrance. 40% indicated that natural space was inaccessible (see question 5) and this

therefore agrees with the existing literature.

Question 1 from the results indicates that the participants in this study came from a variety

of roles in the education setting. This could have had a beneficial effect on this study’s

results. The goal of the study was to find out about the perceptions from the top of the

teaching organization down to the actual teachers and teaching assistants. By having 4 of

the 6 different roles included in this study, this should have given a more comprehensive

result than if all the participants were from the same role.


37

Question 2 showed that the participants had been in the profession for varying lengths of

time: 40% over 10 years, 40% 5-7 years, and 20% 3-5 years. This helps to identify in which

stage of the LOTC manifesto roll-out they began their careers. The participants that are 10+

years would have been actively working in the education sector during the onset of the

outdoor manifesto in 2006. The others would have been starting their jobs during the

progressive role out since 2006. The participants that had been in their careers more than

10 years would have already set up their delivery methods prior to LOTC, making taking the

ideas of LOTC on and putting the ideas into practice might have been problematic. Those in

their careers for less than 10 years would have had LOTC ideas as part of their training or

planning and may have had the opportunity to take the information on board early on in

their teaching. Had this study only included people with 10 years or more experience, the

results might have been different in that they might have been less aware of the changes in

the industry towards LOTC. Had the study only included people who had recently joined the

profession the results might have indicated a higher percentage of individuals looking to

incorporate LOTC into their practice. In future studies, it may be enlightening to look at

surveying only teachers with either longer or shorter careers to see if indeed this difference

in appreciation of LOTC exists.

Question 3 from the study showed that all years of primary school teaching was represented

by the participants in the study. Year six was the most common year group taught by the

participants. This study, then, sampled participants from all years of primary school, and

therefore the results represent data from all the years (albeit from a very small sample size).

Future studies could focus on the differences that may or may not exist between different

years in primary school, and the sample could focus on one year at a time to see if

differences exist.


38

As the sample size was so small, question 4 has very limited value. As none of the

participants indicated that they were from a rural setting it is impossible to see if there are

any trends or differences between rural and urban settings. A larger sample size might help

find out if any trends exist in this way in future studies.

With schools and educational professionals identifying children with dyslexia and autism at

an increased rate over the past decade, schools are having to adapt the learning

environment to the needs of the learner/learners, therefore some form of holistic

education/teaching might be beneficial to be adopted. This would allow for an individual or

a groups of students to learn more effectively. The proven benefits of the outdoors in

conjunction with education set in a holistic format allows for greater interaction within the

learning cycle, and gives a direct and hands on experience to students which can benefit

learning for some children with and without learning difficulties.

Question five on the survey looked at the ease with which the participants believed they

could access natural space at their schools. Had the survey generated more responses, a

cross-tabulation analysis could have been done to see if accessibility was linked to amount

of outdoor learning that was attempted. Similarly, the survey was meant to see if there

were trends between urban, suburban, and rural (Question 4) and access issues to nature.

Again, a larger sample size would have allowed a statistical analysis of this trend, but with

only 5 responses, any statistical analysis is fairly meaningless (Bryman, 2008). “Whether a

correlation is . . . statistically significant or not will be affected by . . . the size of the sample”

(Bryman, 2008, p. 335).


39

Question six looked at the amount of time spent outdoors with children each month. 40%

indicated they spent no time outdoors each month. Again, had the sample size been bigger,

it would have been useful to see if a cross-tabulation analysis would have shown whether

there was a link between location of school (urban vs rural) and the amount of time a

teacher had been in the educational setting (a few years or more than a decade) to see the

relevance of these variables to teaching outdoors. Unfortunately, without a larger sample

size this analysis was not possible.


40

Conclusion:

In conclusion throughout the research process for this study the emphasis was on

identifying the relationship between education in primary school and LOTC and its

frequency of occurrence within primary school education. The research was meant to look

at the trends and critical factors that affect the processes involved with LOTC at the

classroom level.

The hope was to determine if the hypothesized barriers to LOTC currently exist and how

they affect the ability of educational professionals to offer a different kind of learning to

that which exists inside the classroom. This study was also meant to see if there are trends

between the situation a student finds themselves in and the chances of them receiving an

outdoor education: did the length of time a teacher had been teaching have an influence on

this? Did their physical location influence their chances of learning outside?

This study was inconclusive on all fronts due to the small sample size. Despite numerous

contacts by the researcher, only a few schools responded to the online survey. A larger

population should have been selected overall. Instead of choosing a particular range of

schools in a relatively small area, a whole set of schools from a larger area could have been

contacted. Upon reflection, if 500 schools had been contacted overall, and only 1% had

responded, that would have been a marked improvement over the current study. In this

study, the number of schools contacted was 65, and only 5 (8.5%) replied to say that they

would be willing to receive the online survey. If each school had approximately 25 members

of staff that could have filled out the survey, the total number of individuals that could have

participated was over 1600. At the time, this seemed more than adequate. Of those schools

that responded positively, only 3 actually had one or more members of staff complete the

survey. This represents an uptake of 0.2%. The researcher assumed that the response rate

would have been much higher than this. In hindsight, it may have been prudent to contact a


41

much higher number of schools, as it appears (as predicted by Denscombe (2010), online

surveys are easy to ignore.

In a future repeat of this survey, the research could have been done over a longer period of

time, with the researcher actually going to the schools to drop off paper surveys and having

a bit of face to face time with the school administrators and potentially some of the

teaching staff. This may well have gotten a much higher response rate. This sort of method

would require more time and financial resources and would therefore be a more difficult

method of collecting data than an online survey. Stretching out the timeframe for the

researcher to collect the data from 10 months to 24 months might allow for the right

amount of data to be collected.

Furthermore, if this research was conducted again, the questions would be better if they

were more detailed. Future questions might include some examples of barriers to help the

participants think about their situation with the right amount of specificity. This would

hopefully get the participants to think more deeply about the questions.

In creating this survey, the researcher did not want to get too personal with the questions

with regards to the kinds of experiences the participants had had. However, the data

collected was somewhat vaguer than was expected. On reflection, the research might have

had better results if the questions had looked more deeply at the experiences of the

participants. Originally, interviewing head teachers was planned to be a part of this study.

The logistics of meeting head teachers was deemed to be too complicated and too time

consuming so this was not ultimately part of the project. However, if a future study was

undertaken that allowed for more time, perhaps this sort of qualitative data collection

would be useful to find out more of the personal background details of the schools and their

staff members in relation to LOTC.


42

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Martin, B. Cashel, C., Wagstaff, M., Breunig, M. (2006) Outdoor leadership theory and practice. Human Kinetics: Leeds.

Moore, A. (2000) Teaching and Learning. London: Routledge.

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Olgilvie, K (2005) Leading and managing groups in the outdoors. IOL: Penrith.

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Rudestam, K., Newton, R., (2007), Surviving Your Dissertation, Sage Publications, London.

Saunders, M., Lewis, P. and Thornhill, A. (2007) Research Methods For Business Students, Prentice Hall, Essex.

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Appendices:

Appendix 1.1:

Why Playing Outdoors Makes Children Smarter:

1. Outdoor play is a multi-sensory activity. While outdoors, children will see, hear, smell and touch

things unavailable to them when they play inside. They use their brains in unique ways as they

come to understand these new stimuli.

2. Playing outside brings together informal play and formal learning. Children can incorporate

concepts they have learned at school in a hands-on way while outdoors. For example, seeing and

touching the roots of a tree will bring to life the lesson their teacher taught about how plants get

their nutrients.

3. Playing outdoors stimulates creativity. Robin Moore, an expert in the design of play and learning

environments, says, “Natural spaces and materials stimulate children’s limitless imagination and

serve as the medium of inventiveness and creativity.” Rocks, stones and dirt present limitless

opportunities for play that can be expressed differently every time a child steps outside.

4. Playing outdoors is open-ended. There is no instruction manual for outdoor play. Children make

the rules and in doing so use their imagination, creativity, intelligence and negotiation skills in a

unique way.

5. Playing in nature reduces anxiety. Time spent outside physiologically reduces anxiety. Children

bring an open mind and a more relaxed outlook back inside when they are in more traditional

learning environments.

6. Outdoor play increases attention span. Time spent in unstructured play outdoors is a natural

attention builder. Often children who have difficulty with pen and paper tasks or sitting still for

long periods of times are significantly more successful after time spent outside.

7. Outdoor play is imaginative. Because there are no labels, no pre-conceived ideas and no rules,

children must create the world around them. In this type of play, children use their imagination

in ways they don’t when playing inside.

8. Being in nature develops respect for other living things. Children develop empathy, the ability to

consider other people’s feeling, by interacting with creatures in nature. Watching a tiny bug, a

blue bird or a squirrel scurrying up a tree gives children the ability to learn and grow from others.

9. Outdoor play promotes problem solving. As children navigate a world in which they make the

rules, they must learn to understand what works and what doesn’t, what lines of thinking bring

success and failure, how to know when to keep trying and when to stop.

10. Playing outside promotes leadership skills. In an environment where children create the fun,

natural leaders will arise. One child may excel at explaining how to play the game, while another

may enjoy setting up the physical challenge of an outdoor obstacle course. All types of leadership

skills are needed and encouraged.


46

11. Outdoor play widens vocabulary. While playing outdoors, children may see an acorn, a

chipmunk and cumulous clouds. As they encounter new things, their vocabulary will expand in

ways it never could indoors.

12. Playing outside improves listening skills. As children negotiate the rules of an invented game,

they must listen closely to one another, ask questions for clarification and attend to the details of

explanations in ways they don’t have to when playing familiar games.

13. Being in nature improves communication skills. Unclear about the rules in an invented game?

Not sure how to climb the tree or create the fairy house? Children must learn to question and

clarify for understanding while simultaneously making themselves understood.

14. Outdoor play encourages cooperative play. In a setting where there aren’t clear winners and

losers, children work together to meet a goal. Perhaps they complete a self-made obstacle

course or create a house for a chipmunk. Together they compromise and work together to meet

a desired outcome.

15. Time in nature helps children to notice patterns. The natural world is full of patterns. The petals

on flowers, the veins of a leaf, the bark on a tree are all patterns. Pattern building is a crucial

early math skill.

16. Playing outdoors helps children to notice similarities and differences. The ability to sort items

and notice the similarities and differences in them is yet another skill crucial to mathematical

success. Time outdoors affords many opportunities for sorting.

17. Time spent outdoors improves children’s immune systems. Healthy children are stronger

learners. As children spend more and more time outdoors, their immune systems improve,

decreasing time out of school for illness.

18. Outdoor play increases children’s physical activity level. Children who play outdoors are less

likely to be obese and more likely to be active learners. Children who move and play when out of

school are ready for the attention often needed for classroom learning.

19. Time spent outdoors increases persistence. Outdoor games often require persistence. Children

must try and try again if their experiment fails. If the branch doesn’t reach all the way across the

stream or the bark doesn’t cover their fairy house, they must keep trying until they are

successful.

20. Outdoor play is fun. Children who are happy are successful learners. Children are naturally happy

when they are moving, playing and creating outside. This joy opens them up for experimenting,

learning and growing.

Stacey Loscalzo is a freelance writer and mother of two girls living in Ridgewood, NJ. She and her girls

have been getting outside to play for nearly a decade.




47

Appendix 2.1:

Ethical Approval Form.

Your Name: TJ (John) Vile

Student ID: 100321406

Unimail address: [email protected]

Other contact

information

[email protected]

Programme name

and code

Outdoor Activity Leadership And Coaching (X151)

Module name and

code

Independent Study 6OU997

Name of supervisor Peter Gilliver

Name of co-ordinator TBC

Title of proposed research study

Learning Outside The Classroom, Barriers To Participation within Primary School

Education.

Supervisor Comments

Are the ethical implications of the proposed

research adequately described in this

application?

Yes No

Does the overall study have low, moderate or

high risk in terms of ethical implications?

Low Moderate

High

Does the study method describe a process of

research that is ethically sound?

Yes No

mailto:[email protected]



48

Signatures

The information supplied is, to the best of my knowledge and belief, accurate. I

clearly understand my obligations and the rights of the participants. I agree to act

at all times in accordance with University of Derby Policy and Code of Practice on

Research Ethics:

http://www.derby.ac.uk/research/ethics-and-governance/research-ethics-and-governance

Signature of applicant TJ (John) Vile

Date of submission by applicant 02.01.2015

Signature of supervisor

Date of signature by supervisor

For Committee Use Reference Number (Subject area initials/year/ID number)………………….

Date received……………… Date approved …………….

Signed………………………

Comments



49

1. What is the aim of your study? What are the objectives for your study?

To find out if there are barriers to LOTC (Learning Outside The Classroom) within mainstream primary

school education in order to help identify barriers to participation with the ultimate aim of trying to

overcome them. A questionnaire to practising education professionals. The data will then by statistically

analysing with a qualitative means.

2. Explain the rationale for this study (refer to relevant research literature in your

response).

The goal of this study is to determine if LOTC is happening enough for students and also the teaching staff

and what each of these groups might be missing out on by not getting enough time learning outside. A

secondary goal is to determine barriers to learning outdoors that might exists for teachers and students

and attempt to find solutions to some of these barriers.

There may be a lack of previous research in this area. Learning why there are barriers to going outside the

classroom can help policy makers overcome these barriers.

3. Provide an outline of study design and methods.

Distribute questionnaires to current education professionals. The questions will be open ended looking to

find out about their perceptions relating to children learning outdoors and their perceived barriers to

making this happen.

A phenomenological approach looking at other peoples' experiences of working within mainstream

education. An inductive, qualitative study using open ended questions on a questionnaire at one

particular time (a cross-sectional study).

4. Please provide a detailed description of the study sample, covering selection, sample profile, recruitment and if appropriate, inclusion and exclusion criteria.

Distribute questionnaires electronically to education professionals within primary schools. The questions

will be open ended looking to find out about their perceptions relating to children learning outdoors and

their perceived barriers to making this happen. With the use of education professionals who are over the

age of 18 and work within primary school education.


50

5. Are payments or rewards/incentives going to be made to the participants?

Yes No

If so, please give details below.

6. Please indicate how you intend to address each of the following ethical

considerations in your study. If you consider that they do not relate to your study

please say so.

Guidance to completing this section of the form is provided at the end of the

document.

A. Consent

The use of a consent form prior to participation on the study and will be stored in accordance with DPA (Data Protection Act) Guidelines and university guidelines.

B. Deception N/A-Not Part of Study.

C. Debriefing At the end of the survey the participants are debriefed and are given the researcher and the

supervisor’s details in case they wish to withdraw or ask further questions.

D. Withdrawal from the investigation All participants will have the opportunity to remove themselves from the study at any time with

the use of the last three digits of their phone number as verification, with a contact details being available for contacting myself or my supervisor.

E. Confidentiality

All data will be held securely in accordance with university policy and DPA guidelines, the participants names are not to be disclosed with anyone outside of the study,

F. Protection of participants Accordance of DPA and university guidelines.

G. Observation research N/A-Not Part of Study.

H. Giving advice-N/A N/A-Not Part of Study.

I. Research undertaken in public places N/A-Not Part of Study.

J. Data protection

In accordance of DPA and university guidelines. K. Animal Rights-N/A N/A-Not Part of Study.

L. Environmental protection-N/A

N/A-Not Part of Study.


51

7. Are there any further ethical implications arising from your proposed research?

Yes No

If your answer was no, please explain why.

8. Have / do you intend to request ethical approval from any other

body/organisation? Yes No

If ‘Yes’ – please give details

9. What resources will you require? (e.g. psychometric scales, IT equipment, specialised software, access to specialist facilities, such as microbiological containment laboratories).

Questionnaires sent electronically, via the use of Survey Monkey.

10. What study materials will you use? (Please give full details here of validated

scales, bespoke questionnaires, interview schedules, focus group schedules etc

and attach all materials to the application)

The use of an e-survey online system Survey Monkey.

Which of the following have you appended to this application?

Focus group questions Psychometric scales

Self-completion questionnaire Interview questions

Other debriefing material Covering letter for participants

Information sheet about your research

study

Informed consent forms for participants

Other (please describe)


52

Appendix 3.1:

Survey Monkey Questions:

Question No: Question:

1: Are You Currently Working Or Based Within Primary School Education As Any Of The Following?

Head Teacher

Deputy Head

Head Of Department

Teacher

Teaching Assistant

Administrator


2: How Long Have You Been Working Within Education?

Less Than 1 Year

1 To 3 Years

3 To 5 Years

5 To 7 Years

7 To 10 Years

10 Years +


3: Please Indicate Which Year Group Or Year Groups You Currently Work With? (Please Indicate One Or All That You Have Or Currently Work With).

Reception (Year 0)

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6


4: From The List Below Please Indicate If Your School Is:

Rural (Countryside)

Suburban (Within A Neighbourhood)

Urban (Within The Setting Of A Built Up City)


5: On A Scale Of 1 To 10 Please Indicate Your Schools Access To A Natural Space (1 Being Inaccessible And 10 Being Readily Accessible). For The Purposes Of This Research Playing Field/S And The Playground Are Not Considered A Natural Space.

6: On Average How Many Hours Per Month Have You Taken Children Outside To Learn, (Excluding Physical Education)?

None

0 To 2 Hours

2 To 4 Hours

4 To 6 Hours

6 To 8 Hours

8 To 10 Hours

10 Hours +


7: Please Describe In Detail How You Take Learning Outside The Classroom With Your Pupils, If Not Then Please Describe What Stops You From Doing So.


53

8: Does Your Current School Use Initiatives Such As “Forest School”?

Yes

No

Will Be Considering For The Future

Currently Setting Up/Looking Into “Forest School” Schemes

Unsure Of What “Forest School” Is


9: As A Child Please Tell Us Of Any Learning Outside That You Did Whilst At Primary School, Excluding Physical Education And Playtime (Please Briefly Describe), (Please Also Place The Last Three Digits Of Your Telephone Number At The End In Brackets In Case You Wish To Withdraw).

End: Thank You For Taking Part In This Survey, If You Wish To Withdraw Within The Next Two Weeks Please Contact The Researcher Via Email To: [email protected] Along With The Last Three Digits Of Your Telephone Number.



54

Appendix 4.1:

Participant Invitation

University of Derby Buxton

1 Devonshire Road

Buxton

SK17 6RY

[Date]

[Recipient Name]

[School Name]

Dear [Recipient Name]:

I hope you do not mind me contacting you.

My Name Is John Vile and I am currently studying with the University of Derby Buxton I am currently working on

my dissertation.

For this piece of research I am collecting data from current education professionals working within primary school

education. I would appreciate it if you took approximately 5 to 10 minutes to answer this online survey, if you have

any concerns or questions please feel free to contact me.

The information will be collected anonymously and stored securely and will only be use for the purposes of this

research project and WILL NOT BE SHARED WITH EXTERNAL THIRD PARTIES.

This Project in conjunction with the University of Derby meets the required ethical approval guidelines and a copy is

available from: http://www.derby.ac.uk/research/ethics-andgovernance/research-ethics-and-governance

This Survey Will Close on the (Date), If you wish to participate, ask further questions please contact the researcher via

email to: [email protected]

Yours Sincerely.

John Vile















55

Appendix 5.1:

Participant Briefing Sheet


1 Devonshire Road

Buxton

SK17 6RY

[Date]

Participant Briefing:

For this piece of research I am collecting data from current education professionals working within primary school

education who are over the age of 18. I would appreciate it if you took approximately 5 to 10 minutes to answer this

online survey, if you have any concerns or questions please feel free to contact me.

This Survey will close on the (Date) via the following link:

(https://www.surveymonkey.com/s/QHPGXMN ) please use the last 3 digits of your telephone number for

verification purposes if you wish to withdraw.

If you wish to withdraw please contact the researcher via email to: [email protected]

Thank you for your time.

John Vile


https://www.surveymonkey.com/s/QHPGXMN




56

Acknowledgments:

I would like to acknowledge some critical and key people without whom the success of this

research project would not have been possible.

There is one person who does need a special mention my supervisor, Peter Gilliver who has

put up with me throughout this process, thank you for putting up with me and motivating

me to finish this no matter what has been thrown at me.

The Outdoor Department at Buxton who without a shadow of a doubt have helped me to

think and look at things in a more concise way and have enabled me to question more and

look deeper at everything from the small to the big, despite at times butting heads with one

another!

The student wellbeing team at Buxton, a million thanks, for all the times where you have

told me that “it will be all worth it in the end” you were right.

To Dan Rhode thank you for all the endless hours that you have selflessly given up in order

to help me get through this, at times I have been big headed thank you for showing me how

to do this without bursting into flames!

Lastly to my mum and my sister, the two people who gave the kick in the backside that I

needed at times thanks to you and your continuous nagging and questioning of everything I

have done.


57

Epilogue:

At times throughout this process I have been sometimes like Tigger, bouncing around all

over the place with an endless source of energy to being just like Eyore where I have been

down in the dumps banging my head against my desk in frustration. Despite all that has

been thrown at me despite not being very academical, I am a hands on learner but during

this process I have had to adapt.

Throughout this project the motivating factor for me was to complete my final big piece of

work and to stake my claim as an experience outdoor practitioner and facilitator.

Despite being dyslexic, dyspraxic, autistic and also having Asperger’s syndrome and this

being an extremely difficult process but with it now being over I am somewhat ‘relived’ at

times I was so enthusiastic and others banging my head against my desk in absolute

frustration.

Contact Details:

[email protected]

07983101226


https://uk.linkedin.com/in/tjvile

learning outside the classroom

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