Exploring Gender Differences within Forest Schools as a Physical Activity Intervention.

Area of Science:

• Pediatric Health
• Environmental Psychology
• Educational Research

Background:

• Physical activity (PA) is crucial for child development.
• Incorporating nature-based learning into curricula is gaining attention.
• Understanding the impact of Forest School (FS) on children's PA and wellbeing is important.

Purpose of the Study:

• To compare PA levels in children during Forest School (FS) sessions versus regular school days and Physical Education (PE) lessons.
• To explore the influence of FS on children's general PA levels and wellbeing, considering gender differences.
• To provide evidence for outdoor, nature-based learning as a contributor to daily PA in children.

Main Methods:

• A mixed-methods study involving 59 children aged 7-9 years over twelve weekly FS sessions.
• Objective PA measurement using accelerometry and subjective PA assessment via the PA Questionnaire for Older Children.
• Qualitative data collection through individual Write and Draw tasks and focus groups to explore wellbeing and preferences.

Main Results:

• Children exhibited significantly higher levels of light physical activity on FS days and PE days compared to regular school days.
• Participants reported increased feelings of happiness and relaxation following the FS intervention.
• Qualitative data revealed gender-specific preferences for FS activities, though dislikes were similar across genders.

Conclusions:

• Forest School (FS) sessions significantly enhance light physical activity in children compared to standard school days.
• The intervention positively impacts children's self-reported happiness and relaxation, contributing to overall wellbeing.
• Findings support the integration of outdoor, nature-based learning experiences into school curricula to promote children's daily physical activity.