Outdoor Play as Experiential Learning
How Teachers’ Autonomy, Competence, and Relatedness Shape Provision in Schools
Datos Bibliográficos
| ID | 21634646 |
|---|---|
| Autores | B Hyndman (0000-0002-7915-7021, Charles Sturt University, autor de correspondencia) |
| Año | 2026 |
| Fecha de publicación | 2026-06-29 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Experiential Education (JOURNAL) |
| Identificadores de la revista | ISSN: 1053-8259 • E-ISSN: 2169-009X |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/10538259261462873 |
| OpenAlex | W7166552910 |
| Idioma | EN |
| Referencias citadas | 65 |
Background: There has been limited investigation of teachers’ perspectives on the provision of quality outdoor play in schools, analyzed through the lens of Self-Determination Theory (SDT) and experiential learning. Purpose: This qualitative, globally scoped research examined teachers’ experiences of navigating motivational needs when facilitating quality outdoor play, with connections to experiential learning. Method: Data were collected via a web-based survey of 135 practicing teachers from 25 countries, incorporating demographic information and open-ended essay-style responses. Findings: Thematic analysis identified patterned findings organized through the SDT dimensions of autonomy, competence, and relatedness. Across participants, autonomy was expressed through resisting curriculum confinement, micro-autonomy in play supervision, and policy resistance to preserve play freedom. Competence was expressed through self-directed professional growth, specialist expertise and transferable skills, and competence threat from environmental deficits. Relatedness was expressed through collegial micro-communities, building trust with students, and parent and community influence. Findings demonstrate that when SDT needs are supported, outdoor play is more likely to be embedded as a valued pedagogical approach. Implications: This research extends SDT into an underexplored dimension of teacher practice, offering actionable insights for policy, professional development, and leadership strategies to strengthen teacher motivation and integrate outdoor play into core educational pursuits for schools
Autonomy · Curriculum · Experiential education · Experiential learning · Outdoor education · Self-determination theory · Thematic analysis · Motivation and Self-Concept in Sports · Outdoor and Experiential Education · Physical Education and Pedagogy
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Denzin’s Paradigm Shift
Applying Self-Determination Theory to Education
Intrinsic and extrinsic motivation from a self-determination theory perspective
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Recess Policy Implementation
Observations from the playground
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Reflecting on reflexive thematic analysis
Evaluation Capacity Building
Child’s Play
The rush to judgement
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Physical education across the international media
Learning how to become an autonomy-supportive teacher begins with perspective taking
Advancing Critical and Culturally Relevant Experiential Learning
Experience and Education
Students' relatedness with peers and teachers in secondary education
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |