Use of Outdoor Education to Increase Physical Activity and Science Learning among Low-Income Children from Urban Schools

ABSTRACT

Background: Outdoor education may positively impact the educational, physical, and emotional development of youth, but studies are sparse among urban children.

Purpose: To investigate 1) physical activity (PA) levels in outdoor versus indoor education environments, 2) science learning gains during outdoor education, and 3) programmatic acceptability among children from an urban, low-income school district attending an outdoor education program.

Methods: N = 69 were randomly chosen from 571 4th graders participating in an outdoor education program. PA levels were measured using accelerometers; science knowledge was measured using a pre-post assessment; acceptability was assessed using a questionnaire.

Results: Students took part in over an hour more of moderate to vigorous physical activity (MVPA) (p < .05) and increased the proportion of time spent in MVPA by 25% (p < .05) on outdoor education days compared to indoor school days. Science knowledge improved significantly pre- to post participation (p < .01). Students reported high levels of enjoyment and science learning engagement. Teachers reported the experience increased students’ PA levels and improved students’ science knowledge.

Discussion: School districts may be able to leverage outdoor programs with community partners to promote PA and simultaneously improve science learning.

Translation to Health Education Practice: Community partnerships can help urban youth from under-resourced schools meet PA recommendations and improve academic performance through outdoor education programming.

Acknowledgments

The authors would like to thank the children, teachers, and paraprofessionals at the selected Lawrence Public Elementary Schools for their willingness to participate in this study. We also thank the staff at the Merrimack Valley YMCA, The New Balance Foundation, and students from Merrimack College for providing the equipment and resources to carry out the program implementation.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the New Balance Foundation.