Children’s Participation in the Design of Physical Activities Conducted in the Outdoors

Background: Despite recent UK Governmental policy changes concerning the amount of outdoor, physi-cal activity children are currently engaged in (LTS, 2010), there is a gap in the academic literature con-cerning children’s personal preferences for structured play and learning through physical activity in out-door environments. Aim and objectives: This research explores the context of residential outdoor learn-ing; with a particular focus on the contribution this experience may have on children’s preferences for learning and play through healthy physical activity in the outdoors. Methods: Eco-analysis and Personal Construct Psychology experiments (Catherine Ward-Thompson, 1995) were conducted with twenty chil-dren (aged eleven to twelve years), participating in a five-day residential stay at an outdoor learning cen-ter in order to ascertain their play preferences before and after their stay. Findings: Analysis of the data indicated that children had a preference for outdoor, physical play activity. However, their usual play typically involved only indoor, sedentary activity (e.g. games consoles and television) whilst at home. Evidence suggests that the desired play of children is being ignored in favor of the “plugged in environ-ments ” (Louv, 2005) found in the modern family home. Conclusion: This research highlights the impor-tance of implementing outdoor learning policies and practice into the current UK curriculum on a more regular basis for the benefit of young children’s health and physical wellbeing. This article concludes wit