Epi Phys Ed

Ernst and Burcak (2019) stress   “the importance of using the natural world and natural materials for open-ended exploration, discovery, and creativity”   (2019, p. 2).   It is important to produce a setting that allows pupils to develop their problem-solving skills, initiative and self-efficacy (Wright and Masten, 2005). This environment must be carefully constructed as  “children need an environment in which they can flourish and grow and develop positive self-esteem”  (Williams-Siegfredsen, 2017, p. 18). The current marketized economy driven education system is just not fitting for the long term, as it does not take into account cognitive emotional development.  There have been many advocates for Outdoor Learning, and three pioneers of the development of a child lead learning system were Montessori, Froebel and Sørensen. Montessori focused on  “allow[ing] the children to see their own mistakes and learn by voluntary repetition”  (Lillard, 2018,...

What is the position of Physical Education and Outdoor Learning?  There have been a variety of PE frameworks created in the last 40 years, from Bunker and Thorpe in 1982 (Griffin and Butler, 2005) focusing on developing skill through playing games; to, Siedentop (1994) using a variety of roles within sport for example participant, coach, captain. Thorburn and Horrell (2014) describe these as  operational ideas  of PE and outdoor learning, “developing talent [instead of] developing physical literacy and self-esteem” (p.622). Little has been discussed in recent decades that promote the wider responsibilities and benefits of PEOL learning other than the physical, thereby neglecting its role to develop social, emotional and environmental skills. The impact of COVID has highlighted the importance of being healthy in a holistic sense, and the importance of PEOL on primary school children to tackle physical and mental health as well as increase improve social skills, nature conn...