Influence of a Nautical Activity Programme on Success Rate in High School Students
Bibliographic Data
| ID | 12965990 |
|---|---|
| Authors | Daniel Medina-Rebollo (0000-0002-6435-388X, corresponding author), Pedro Sáenz-López-Buñuel (0000-0002-2979-5842, Universidad de Huelva), Luís Manuel Da Cruz Murta (0000-0002-4395-2664, Instituto Politécnico de Beja), Jesús Fernández Gavira (0000-0002-9758-2742, Universidad de Sevilla), Eduardo J Fernández-Ozcorta (0000-0001-9823-1306, Universidad de Huelva) |
| Year | 2025 |
| Volume | 110 |
| Issue | 1 |
| Pages | 48-61 |
| Publication date | 2025-06-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Physical Culture and Sport Studies and Research (JOURNAL) |
| Journal identifiers | ISSN: 1899-4849 • E-ISSN: 2081-2221 |
| Publisher | De Gruyter Open (PUBLISHER • PL) |
| DOI | 10.2478/pcssr-2025-0023 |
| OpenAlex | W4410943001 |
| Language | EN |
| References cited | 26 |
This study examines the academic impact of a structured, nature-based intervention involving nautical activities in coastal environments. Implemented across two secondary schools in Huelva (Spain) as part of the Atlantic Youth Erasmus+ project, the programme engaged 230 students (46.08% female) over a seven-year period (2013–2020). A quasi-experimental interrupted time series (ITS) design was used to analyse shifts in key educational indicators – on-time graduation, dropout, grade repetition, and absenteeism – relative to provincial and regional trends. The findings reveal substantial improvements, particularly in graduation rates and dropout reduction. At CSE González de Aguilar, on-time completion rose from 56.3% to 64.5%, while dropout fell by 58.5%. CSE Guadiana saw an increase in graduation from 49.5% to 59.9%, with a more modest decline in dropout. A difference-in-differences analysis confirmed that these gains outpaced broader educational trends. The intervention’s effects varied by context: dropout reduction was more pronounced in González de Aguilar, whereas improved retention was observed in Guadiana. Despite limitations related to follow-up duration and uncontrolled contextual factors, the results underscore the educational potential of immersive, nature-oriented learning, particularly in enhancing academic resilience and student engagement
Mathematics education · Physical activity · Physical therapy · Sociology · Adventure Sports and Sensation Seeking · Demography · Medicine · Outdoor and Experiential Education · Psychology
The impact of direct and indirect experiences on the development of environmental knowledge, attitudes, and behavior
Examining the Impact of Policy and Practice Interventions on High School Dropout and School Completion Rates
Outdoor Adventure Education
Effects of Regular Classes in Outdoor Education Settings
Impact of Garden-Based Learning on Academic Outcomes in Schools
Statistical tests, P values, confidence intervals, and power
Semiparametric Difference-in-Differences Estimators
Analysis of the Practice of Nautical Activities in Schools
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Benefits of Outdoor Sports in Blue Spaces. The Case of School Nautical Activities in Viana do Castelo
The effect of gamified e-learning on marine ecology education
Evaluating the effects of environmental education programming on connectedness to nature
Children in nature
The Nature Relatedness Scale
Place-responsive pedagogy
| Citation velocity | historical |
|---|---|
| Highly cited | No |