Student and teacher perceptions of the outdoor experience on traditional playgrounds: a case study

Abstract

Outdoor education fosters student well-being, development and learning. However, many schools restrict outdoor experience to their own playground, and to times considered recess. This case study, which examined student and teacher perceptions about the outdoor experience on traditional playgrounds, was conducted in an urban school in the Basque Country with an asphalt playground whose only resources were related to sports. We conducted five focal studies with 40 students, and administered a questionnaire to 78 teachers in Primary and Secondary Education. The results obtained made clear the dissatisfaction of both students and teachers with the use of the playground and with the opportunities it offered. However, they also identified areas for improvement and suggested future lines of work. It is essential to promote a dynamic of reflection on outdoor spaces that includes student participation as well as training teachers and raising their awareness.