Relevant bibliographies by topics / Outdoor Development Activities

Academic literature on the topic 'Outdoor Development Activities'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Outdoor Development Activities"

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RAIU, Sergiu-Lucian, and Oana MÎNDRUȚ. "OUTDOOR EDUCATION: OBSTACLES AND PERSPECTIVES FOR PRACTICING OUTDOOR LEARNING IN ROMANIA." ANTHROPOLOGICAL RESEARCHES AND STUDIES 12, no. 1 (2022): 109–27. http://dx.doi.org/10.26758/12.1.9.

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Objectives. Although in recent years more and more scientific studies demonstrate the benefits of outdoor educational activities on the harmonious development of children, in Romania outdoor education is not practiced enough and even is less promoted. The aim of this study was, on the one hand to see to what extent and in what form teachers currently practice outdoor educational activities, and, on the other hand to study the expectations of students, teachers and parents to carry out more outdoor educational activities. Methods and sample. The research was carried out as a foreplay to a national campaign to promote outdoor education, initiated by three Romanian non-governmental organizations that encourage outdoor education and carry out educational activities outside. It was carried out in the pandemic period of the Coronavirus, therefore three online questionnaires were addressed to students, teachers and parents of students. A sample of 3770 questionnaires were completed by students in mainstream schools (from the 3nd to 12th grade), 1907 questionnaires completed by teachers, and 3644 questionnaires completed by parents. Results. In an overwhelming proportion, 94% of students and 95.5% of parents would like some of their school activities to take place outdoor, while only 2.1% of students said that they currently carry out educational activities in the open air. Conclusions. Half of the students (56.6%) wish for more than 3 hours of outdoor educational activities per week. In average, teachers would like to spend outdoors with students between 10-30 hours of teaching activity per year, and 44.7% of parents would like more than 60 teaching hours per year to take place outdoors. In Romania, several more studies are needed to show the importance and the educational value of outdoor educational activities and outdoor play for the holistic development of children. It is also imperative to amend legislation and official documents to ensure that children are properly educated and they play outdoors during the school year. Outdoor education and physical activity should become part of children’s daily routine and special attention should be to its potential for development. Keywords: outdoor education, primary and high school students, teachers, parents perceptions, online sociological survey.
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Sari, Aidha Nur Indah. "The Impacts of Outdoor Learning Activities on Children’s Self Development." Academic Journal Perspective : Education, Language, and Literature 4, no. 1 (November 14, 2018): 1. http://dx.doi.org/10.33603/perspective.v4i1.1681.

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This research concentrates on investigating the impacts of outdoor learning activities in the nature based Kindergarten School of Universe Al-Ghiffari Cirebon. The research is attempted to find out whether outdoor learning activities impact children‟s selfdevelopment or not. By doing triangulation as the method of this research, it will help to get the results more efficient, stronger, and credible. The results found that outdoor learning activities impact positively and effectively on children‟s progress across all areas of children‟s self developments. These areas include cognitive development, affective development, personal, social, and emotional development, and physical and behavioral development.
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Camarce, Christian Ivan B. "Effectiveness of Outdoor Physics Activities." Cognizance Journal of Multidisciplinary Studies 1, no. 11 (November 30, 2021): 1–8. http://dx.doi.org/10.47760/cognizance.2021.v01i11.001.

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This paper presents the utilization of outdoor physics activities in the teaching of selected topics in light and optics in order to promote effective transfer of learning in physics and interacting with the environment which is one of the main subjects of the study. The study also looked into the effect of cooperative learning, active learning, use of higher order thinking skills (HOTS), relevance of learning experiences and development of social skills in physics among fourth year high school students in a secondary school in Bacacay, Albay. The researcher developed outdoor physics activities as an instructional intervention and used a single group pretest- posttest design. Qualitative and quantitative techniques were used in the study. The instruments used in data gathering were the teacher- made questionnaire for the features of the outdoor physics activities in optics and results of the pretest- posttest for conceptual understanding and the guide questions for the journal entries of the students. Validation of data was done through triangulation of students’ journal entries, self-rating checklist and experts’ observation. Positive result shows in the conceptual understanding, development of scientific skills, enhancement on the attitude and values and improvement on the social skillsof the students. Further, it is recommended that additional outdoor physics activities be developed for the enrichment of the students’ conceptual understanding as they see their relevance to real life experiences.
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Loebach, Janet, Marcos Sanches, Julia Jaffe, and Tara Elton-Marshall. "Paving the Way for Outdoor Play: Examining Socio-Environmental Barriers to Community-Based Outdoor Play." International Journal of Environmental Research and Public Health 18, no. 7 (March 31, 2021): 3617. http://dx.doi.org/10.3390/ijerph18073617.

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Outdoor play and independent, neighborhood activity, both linked with healthy childhood development, have declined dramatically among Western children in recent decades. This study examines how social, cultural and environmental factors may be hindering children’s outdoor and community-based play. A comprehensive survey was completed by 826 children (aged 10–13 years) and their parents from 12 schools (four each urban, suburban and rural) from a large county in Ontario, Canada. Five multilevel regression models, controlling for any school clustering effect, examined associations between outdoor play time per week and variable sets representing five prevalent factors cited in the literature as influencing children’s outdoor play (OP). Models predicted that younger children and boys were more likely to spend time playing outdoors; involvement in organized physical activities, other children nearby to play with, higher perception of benefits of outdoor play, and higher parental perceptions of neighborhood social cohesion also predicted more time in outdoor play. Time outdoors was less likely among children not allowed to play beyond home without supervision, felt they were ‘too busy’ with screen-based activities, and who reported higher fears related to playing outdoors. Study findings have important implications for targeting environmental, cultural and policy changes to foster child-friendly communities which effectively support healthy outdoor play.
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Abdul Aziz, Azhan, and Abdullah Sani Ahmad. "Flat Layouts and Children Outdoor Activities." Asian Journal of Environment-Behaviour Studies 2, no. 3 (April 1, 2017): 57–66. http://dx.doi.org/10.21834/aje-bs.v2i3.189.

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In Malaysia’s urban peripheries, where residential development still has room to expand, walk up flats have become a popular form of low-cost housing because of their relatively low construction and maintenance costs to match the required demand of the increasing urban poor. In this housing type, standardization and spatial efficiency result in minimum dwelling space, causing life to spill to the outdoors which then become vital social space for children. Appropriations of the space are an integral part of children’s growing up and social experiences. The paper explores the differences in children outdoor activities near the homes in relation to the different low-cost flat layouts through a comparative observational study. Different flat configurations were found to offer different spatial affordances for children’s social experiences which could inform design decisions. Keywords: low-cost flats, outdoor space, children activities © 2017. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.
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Erdem, Devrim. "Kindergarten Teachers’ Views About Outdoor Activities." Journal of Education and Learning 7, no. 3 (March 22, 2018): 203. http://dx.doi.org/10.5539/jel.v7n3p203.

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Preschool years constitute a vital developmental period during which foundations of later development are formed. It is during this period that essential developments such as establishing attachment bonds, forming a basic sense of autonomy and sense of self (ego), language acquisition and attaining life and social skills. Studies in developmental psychology and in a variety of other disciplines have established that the optimal growth at this stage will prepare the child for later developmental tasks and challenges. For a great part of human history care and education of children at this period was done by extended family and the immediate local community. However, as demands of recent centuries and decades have necessitated longer and more intensive periods of formal schooling, preparation of preschool children for later development has evolved accordingly. Therefore, preschool education has been added to traditional family education and socialization of children. The accumulated literature and experience in preschool education has reached to a point where not only the classroom learning experiences but also the surrounding school and neighborhood settings have been receiving attention. One of the significant aspects of these contextual factors has been the playground. A growing body of research has addressed importance of incorporating the playground into educational activities for preschool children. Studies focusing on the playground activities for preschool in Turkey have been limited. Therefore, this study aimed at examining preschool teachers’ use of playground. Fifty-four preschool teachers from three different cities were recruited for this qualitative study. Semi-structured interviews were conducted with each participant. Results of the study showed that although the preschool teachers reported overall positive attitudes toward educational use of the playground, they underutilized the playground due to concerns about children’s safety and a lack of equipment and quality playground arrangements. Furthermore, they reported playing certain typically outdoors games indoors for these reasons. Results, limitations of the study and implications the results for both educations and researchers were discussed.
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Abdurakhman, R. Nur, Abdualaziz Ibrahim Lawej, and Nina Herlina. "The Influence of Project-Based Outdoor Learning Activities on Children’s Independence Development." International Journal of Educational Qualitative Quantitative Research 1, no. 2 (October 31, 2022): 1–5. http://dx.doi.org/10.58418/ijeqqr.v1i2.15.

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Outdoor Learning activities are essential to developing children's abilities. Children's independent development is essential to explore children's abilities. Growth and development are continuous processes from conception to adulthood influenced by intrinsic or environmental factors. Development is an increase in abilities in body structures and functions in a regular and predictable pattern as a result of the maturing process. The purpose of this study was to statistically analyze the effect of project-based outdoor learning activities on children's independent development. The method used in this research is pre-experiment. The types of design used in the research are pre-test-post-test. The population studied is kindergarten children influenced by project-based author learning activities on children's independence. The sampling technique used in this study is total sampling. Research showed that the t-test resulted in 0.000 < 0.05. It shows that using the outdoor learning method for children's developing independence is more significant than before when only using the method of conversing in class. Significantly, project-based outdoor learning affects the growth and development of children's independence aged 5-6 years.
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Silva, Goretti, Alexandra Correia, Susana Rachão, Alcina Nunes, Elvira Vieira, Sónia Santos, Luís Soares, et al. "A Methodology for the Identification and Assessment of the Conditions for the Practice of Outdoor and Sport Tourism-Related Activities: The Case of Northern Portugal." Sustainability 13, no. 13 (June 30, 2021): 7343. http://dx.doi.org/10.3390/su13137343.

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Tourists’ demand for outdoor sport-related activities has been growing in the last decade, leading to the recognition of the outdoor tourism potential of the development of rural and urban areas where the activities could take place. While the literature has recognized this potential, its features and the existing conditions for its practice are often not fully comprehended, mainly due to the lack of measurement systems and performance indicators. This study addresses this gap by proposing a wide-ranging assessment matrix of nine outdoor-related activities, employing northern Portugal as a study area. Based on an exploratory qualitative analysis employing semi-structured interviews with key stakeholders (public, private and third sector), the main contribution of this study lies in the development of the outdoor tourism assessment matrix (OTAM) to collect data. The OTAM matrix aims to identify and assess the conditions, namely the infrastructure and resources, for the practice of outdoor and sport tourism-related activities within the sustainable development pillars. The nine matrices comprising the OTAM allow the identification of the places where the outdoor activities can be practiced, and the conditions under which they can contribute to the definition of the development strategies of outdoor tourism.
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Pumpinyo, Sumalee, and Saowaluck Koocharoenprasit. "A Survey of Leisure Activities that the Elderly Desire." Journal of Advanced Research in Social Sciences 3, no. 3 (December 30, 2020): 14–19. http://dx.doi.org/10.33422/jarss.v3i3.517.

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The objective of this study was to explore both the indoor and outdoor activities that the elderly desire. This study employed a questionnaire and in-depth interviews with people aged 50 years and older in Bangkok, Prathum Thani, Samut Pragarn and Phra Nakhon Si Ayutthaya provinces. The sample size was 185. The study showed that the outdoor activities that the elderly preferred were walking in the water, stretching activities and walking. The indoor activities that they preferred were muscle, brain and mind development. The most preferred outdoor activity of the elderly was walking in the water, while their favorite indoor activity was muscle development.
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Ne'matullah, Khairul Firdaus, Nabilah Abd Talib, Rita Wong Mee Mee, Lim Seong Pek, Saturia Amiruddin, and Md Rosli Ismail. "The impact of outdoor play on children’s well-being: A scoping review." Masyarakat, Kebudayaan dan Politik 35, no. 3 (August 22, 2022): 282–96. http://dx.doi.org/10.20473/mkp.v35i32022.282-296.

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Outdoor play is a broad term that refers to a wide range of activities in a natural setting. However, modern technological advancements and gadgets such as television, computer and online games have resulted in children spending an increasing amount of time each day engaged in sedentary indoor activities rather than spending time outdoors. Many children’s social and physical health has deteriorated because of the reduction in outdoor access, which has been increasingly prevalent in recent years and may have long-term consequences. This scoping review aimed to determine what information was currently available on the impact of outdoor play on children’s wellbeing. This scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) criteria. As many as 165 citations were discovered across six databases for this scoping review, and 13 articles were eligible for inclusion. The majority of the findings showed that outdoor play positively impacts children’s social, emotional, physical, and cognitive development.
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Dissertations / Theses on the topic "Outdoor Development Activities"

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Jones, Julian Mark. "An evaluation of outdoor development activities." Thesis, Cardiff Metropolitan University, 2002. http://hdl.handle.net/10369/2750.

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This study responds to an identified gap in the Outdoor Development Activities (ODA) literature. It applies a neo-positivist approach to the evaluation of ODA enabling a greater understanding of the outcomes and processes at work during ODA courses. Evaluation studies on this form of personal development are not new. Here the argument is taken further through a more holistic analysis of the contributions made by both course and participant. The thesis identifies the key characteristics of ODA and evaluates the role of learning theory in underpinning the provision of ODA. A summary of previous evaluation research findings is provided and the influence of research methodology explored. It is argued that weaknesses in the extant research literature stem from inherent difficulties associated with the subject matter and the unbalanced view gained by pursuing exclusively either a quantitative or qualitative approach. The research methodology adopted in this thesis addresses both of these limitations. The two case studies investigated in the studies, adopted quantitative and qualitative techniques to produce a complex and rich picture of the processes at work during ODA. The study's key contribution to the OMD literature is its examination of how task, review and the individual participant shape all learning outcomes. A modified version of the Lewin/Kolb model of experiential learning is advanced that explains the controversy surrounding OMD as a form of management learning and the variable outcomes associated with it.
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Ayeme, Bukola. "Teachers` Perception of Outdoor Learning : Benefits and Challenges of Outdoor Learning." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166745.

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Outdoor learning has become very visible in recent times ,it is seen in different public medias such as magazines, on television, on various websites on internet, in the press and on public notice boards in different countries, accompanying different advertisements displaying a healthy lifestyle especially in early years of studies ( preschool ).The author seeks to address the perception of  Erasmus project “Dehors ” teachers`  experience outdoor, focusing majorly on the benefits and difficulties that these preschool teachers face while teaching outdoors. Furthermore, teachers are known to be role-models for their students and their opinion about their jobs matters a lot in displaying their duties as educators. Preschool children aged 0-6 years spend more time in school more than home, at least a minimum of five days in a week so ultimately attitudes of teachers largely have a positive or negative effect on  school children.  The aim of the present dissertation project is to explore how the teachers perceive outdoor learning based on their experiences outdoors. This study explored the components that characterize teachers` perception of outdoor learning. This research includes two set of interviews which were used to investigate both teachers` outdoor activities performed in Latvia and Swedish preschools. Outdoor learning has made a distinctive difference between the traditional learning approach of “stand and deliver” model which has systematically been changed to “guide on the side” model which educationalist view as a good method of impacting knowledge to learners, instead of giving knowledge as it was practiced before but in recent times, outdoor leaning processes helps to create an atmosphere for co-learning and not an isolated endeavours which is gradually  been replaced by outdoor learning approach of  “tell me and I will forget with “show me and I will remember”. These results provided a great insight on teachers` experiences of outdoor learning in the nature and on asphalt. It can be concluded that outdoor learning approach can be adaptable in the Latvian and Swedish contexts in promoting the development of preschool teachers therefore, there is a need for further research to promote effectiveness of outdoor teaching in Latvia and  Swedish preschools.
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Moon, Hyesoo. "Local Community Based Outdoor Activities through Integrating Subjects in Social Studies for Sustainability." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65862.

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This study is designed to know contribution of local community based outdoor activities for education for sustainability. 7 teachers from Sweden and 7 teachers from Korea got involved in this study and they chose and conducted one activity from the 17 activities that I offered. After they had done the activity with their upper 13 years old students, they completed questionnaire about the conditions of class, the reason of their choice, advantages/disadvantages of the activities and the actual obstacle they had in schools to have outdoor class through open-ended questions. They also were asked to answer level of integrating subjects in social studies by Likert scale, offered opinions about relevancy to sustainability with principles and analyzed the activity with 4 ways of knowing. These three questions are asked to know the contribution of the activities for education for sustainability. This research offers comparison of teachers‘ opinion and educational condition from two countires when having the activities and how the activities are conducive to education for sustainability. In addition, it provides 17 activities which can be useful to social studies teachers who are interested in local community based outdoor activity.
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Cheng, Hon-ping, and 鄭漢平. "A study on the balance of residential development, nature conservationand outdoor recreation activities in Lantau: an application of AIDA to strategic decision making process." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31257896.

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Axén, Amelie. "Rörelse på förskolegården : Pedagogernas arbete med rörelse och motorik på förskolegården." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43663.

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Movement and motor development for children is a current issue. Research shows that children are becoming more sedentary in front of the television, computer, iPad, etc. The purpose of my thesis is to study how pedagogues work with movement and motor development in the preschool yard. In my attempt to investigate this, a qualitative research in the form of face-to-face interviews was performed. Qualitative interviews is the chosen method for my research to provide as extensive and detailed answers as possible. Six preschool teachers (both with and without pedagogic education) from three different preschools participated in the research. The results show that none of the teachers worked with planned movement activities to support the development of children’s physical development. However, they all felt that movement and motor development are important for the children and that a lot of movement and motor training are already performed naturally in the outdoor stay.
Rörelse och motorisk utveckling hos barn är idag ett mycket aktuellt ämne. Forskning visar att barn nu för tiden blir alltmer stillasittande framför bland annat tv, dator, Ipad. Syftet med denna uppsats är att undersöka hur pedagoger arbetar med rörelse och motorisk utveckling på förskolegården. För att undersöka detta gjordes en kvalitativ undersökning i form av kvalitativa intervjuer. Totalt intervjuades sex pedagoger (både barnskötare och förskollärare) från tre olika förskolor. Resultatet visar att ingen av pedagogerna har arbetat med planerade rörelseaktiviteter för att främja barns motoriska utveckling. Däremot ansåg de intervjuade pedagogerna att rörelse och motorisk utveckling är viktigt för barnen och att det till stor del sker naturligt i utomhusvistelsen.
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Cheng, Hon-ping. "A study on the balance of residential development, nature conservation and outdoor recreation activities in Lantau : an application of AIDA to strategic decision making process /." [Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13357864.

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Pettersson, Andreas, and Lisa Bohman. "Bänk eller stubbe? : En studie om hur pedagoger använder utomhuspedagogiken i sin." Thesis, Linköping University, Department of Social and Welfare Studies, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-6182.

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Syftet med denna studie är att försöka reda ut hur utomhuspedagogiken används bland pedagoger på grundskolan. Vi vill ta reda på vilka uppfattningar pedagoger uttrycker kring utomhuspedagogik samt vilka syften och mål pedagogerna har med att undervisa ute.

Undersökningens resultat grundar sig på en kvalitativ studie där vi har tillämpat halvstrukturerade intervjuer på åtta pedagoger.

Undersökningen är även gjord på tre olika skolor i Sverige med olika socioekonomiska förutsättningar och olika fysiska miljöer.

Arbetet resulterade i att vi kom fram till att utomhuspedagogiken används bland pedagoger men dock väldigt sällan.

Syftet med utomhuspedagogiken bland pedagogerna har teoretiska utgångspunkter, de är alltså väl medvetna om hur metoden kan stimulera barns utveckling.

Något som framkom var att pedagogerna upplever mycket problematik kring utomhuspedagogiken vilket skapar ett stort glapp mellan teori och praktik.


The purpose of this thesis is to investigate and explain how outdoor pedagogy as a way of education is used by teachers in the elementary school. We want to find out what educationalists’ opinions are about outdoor pedagogy and what purposes and goals they think are associated with outdoor education.

The results of the investigation are based on a qualitative study where we have used semi-structured interview forms on eight elementary teachers. The studies were conducted at three different schools in Sweden with varying socio-economical and physical conditions.

In the thesis we concluded that outdoor pedagogy is being put into practice by many educationalists, but very rarely. The purpose of outdoor education among the teachers has a theoretic ground, which means that they are indeed aware of how the specific method can stimulate children’s development. Additionally the study showed us that teachers associate outdoor pedagogy with many inconveniences and problems, thus there is a big discrepancy between theory and practice.

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Langenbach, Marc. "Le marché du tourisme sportif de nature dans les systèmes territoriaux des espaces touristiques et ruraux : l'exemple de l'Ardèche." Phd thesis, Université de Grenoble, 2012. http://tel.archives-ouvertes.fr/tel-00965829.

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Ce travail s'attache à l'observation des dynamiques émergentes de développement économique des territoires ruraux par le prisme de la marchandisation des activités récréatives. Pour cela il propose de comprendre les effets des entrepreneurs de l'encadrement sportif de nature sur les systèmes territoriaux, touristiques et ruraux. Les sports de nature sont des activités émergentes qui se sont dotées depuis quelques dizaines d'années d'une dimension commerciale et qui s'inscrivent largement dans les espaces ruraux. Dès lors, les sports de nature constituent localement des filières professionnelles suivant lesquelles les opérateurs se structurent, se localisent ou échangent dans le but de développer leurs activités. Celles-ci s'accompagneraient alors d'impacts économiques et territoriaux. Toutefois, ces retombées sont particulièrement complexes à discerner ou à évaluer, se diffusant ou se dissimulant suivant les caractéristiques socio-spatiales des sports de nature marchands. Cependant, des logiques spatiales puis territoriales apparaissent au sein même du marché du tourisme sportif de nature si l'on observe le groupe des entrepreneurs de l'encadrement marchand représentant l'essentiel de l'offre commerciale de sports de nature en milieu rural. Ces logiques peuvent être comparées à celles touchant la répartition et la localisation des sites sportifs ou de l'économie touristique. La problématique de cette recherche est alors la suivante : Comment le marché du tourisme sportif de nature interagit-il avec les territoires ruraux ? Les sports de nature marchands participent à la constitution d'une ressource territoriale, construite puis activée par des facteurs culturels, environnementaux et économiques auxquels s'ajoute un appui de la sphère publique pour qui ces activités sont des moyens d'impulser une nouvelle forme de développement rural diffus. Les territoires ruraux sont les supports d'un marché touristique et sportif de nature dont les effets sur l'économie locale dépendent de la diversité des formes de pratique et de la structuration de cette filière. Cette complexité sociale et spatiale conduit cette recherche à observer les modes de structuration du marché du tourisme sportif de nature en milieu rural qui conditionnent "l'effet territoire", les avantages liés à la territorialisation des entrepreneurs et de leurs offres, à la fois du coté des systèmes productifs, des systèmes sociaux et des systèmes administratifs. Cette recherche se base sur l'exemple du département de l'Ardèche pour illustrer ces mécanismes socio-spatiaux. Ce territoire est une destination sportive de nature historique en France où d'une part le marché du tourisme sportif de nature s'est suffisamment développé pour que la répartition de ces opérateurs, ses acteurs et ses sites de pratique constituent ensemble un objet géographique quantitatif et qualitatif. D'autre part, les institutions publiques et sportives y participent avec les acteurs locaux à la gestion et au développement des activités sportives de nature dans ce milieu rural, au travers des procédures de gestion concertée. Elles soulignent donc bien l'existence d'un système économique local portant sur le tourisme sportif de nature, un marché de l'encadrement professionnel de cette filière en Ardèche. On utilisera ce terrain dans l'objectif d'appuyer des logiques introduites à l'échelle nationale et que l'on confirmera avec une étude approfondie du territoire de l'Ardèche. On aura recourt pour cela à une approche quantitative, statistique et cartographique d'un côté puis qualitative en s'appuyant sur des entretiens semi-directifs réalisés auprès d'un échantillon d'entrepreneurs des sports de nature, d'une part, puis des acteurs locaux de ces activités d'autre part.
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陳蕙汶. "The Development of Outdoor Teaching Activities of Tsai Jui-Yueh Dance Research Institute:－A Case Study Of the Art and Humanity Field for 3rd Grade to 4th Grade students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/66438525838700387146.

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碩士
國立新竹教育大學
藝術教育與創作碩士班
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The purpose of this study is to investigate the educational resources of Tsai Jui-Yueh Dance Research Institute by literature reviews and also, through those resources, to grow suitable outdoor teaching activities for middle grade (3rd to 4th grade) students. The curriculum design would be mainly the art and humanity courses combining with the visual art and performing art. The main subject of this research would be 3rd Grade students. During the process of the qualitative inquiry, the discussions would be based on self-assessment form of students, worksheets, teaching journals and the opinions from observers and parents. The purpose of this study could be divided into four items: 1.To investigate available educational resources of the Art and Humanity field in Tsai Jui-Yueh Dance Research Institute 2.To develop a suitable curriculum design of outdoor teaching activity for middle grade students with the available resources as mentioned in previous item. 3.To use the outcome of the researches as references for the curriculum implement Based on the findings of this study, Tsai Jui-Yueh Dance Research Institute is qualified for its well-equipped faculties, plentiful educational resources, and sufficient human resources support. With these resources, the outdoor teaching activities could be developed into five parts: (1) Visiting tour to Tsai Jui-Yueh Dance Research Institute; (2) Meet with the Dancing grandmas; (3) Watch classic dancing performance---Chase; (4) Amazing dance----Adventure through the jungle; (5) DIY: Warriors of Rose There are five features of the outdoor teaching activities of Tsai Jui-Yueh Dance Research Institute: 1Allow students to get to know the Rose Historic Site through various experiences 1.Cultural and historical relics and media videos allow students to have deeper understandings of a dancer’s life story 2.Allow students to learn to appreciate dance creations and to develop humanistic spirit 3.Dancing courses could help students to achieve physical potential In the last part of the study, there will be suggestions focus on the curriculum design, curriculum implement, administration of cultural heritages and also few suggestions for the future researchers.
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Bilro, Manuel Henrique Tomé. "As atividades educativas de exploração na natureza no desenvolvimento de competências pessoais e sociais nos jovens e na promoção do turismo na natureza responsável." Master's thesis, 2015. http://hdl.handle.net/10400.26/19401.

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O turismo na natureza pode ser utilizado como uma ferramenta ao serviço da educação, potenciada através de centros de atividades que permitam aos jovens a possibilidade de conhecer outros lugares em contacto direto com os recursos naturais das áreas protegidas. Simultaneamente, importa compreender a pertinência das atividades educativas de exploração na natureza como potenciadoras da procura de formas de turismo na natureza responsável. A longo prazo, a aquisição de competências de âmbito pessoal e social nas atividades em meio natural pode conduzir a alterações na forma como crianças e jovens lidam com os problemas, como interagem, cooperam e comunicam. Paralelamente, é possível estimular nos jovens a valorização do meio ambiente e a sua conservação, promovendo para o futuro práticas turísticas mais responsáveis. O presente estudo tem como base uma investigação empírica consubstanciada através da inquirição de jovens que usufruem de atividades de exploração na natureza do centro de atividades Pedra Amarela Campo Base, situado no Parque Natural de Sintra-Cascais. Pretende-se analisar as suas perspetivas enquanto visitantes numa área protegida e participantes em atividades educativas de exploração na natureza, e verificar a existência de sensibilização para a procura de áreas protegidas como espaços privilegiados de lazer no âmbito do turismo na natureza responsável.
Nature tourism can be used as a tool in the service of education fostered by activity centers in order to provide children the chance to discover other places in direct contact with protected areas’ natural resources. At the same time, it is important to understand the relevance of educational exploration activities in nature as they can potentiate the demand for responsible nature tourism. In the long run, acquiring personal and social skills in activities in the natural environment can lead to changes in the way children deal with problems, how they interact, cooperate and communicate. Also, it is possible to stimulate young people's appreciation of the environment and its preservation for the future by promoting more responsible tourism practices. This study is based in an empirical investigation through inquiring children who attend Pedra Amarela Campo Base’s nature exploration activities, which is situated in the Sintra-Cascais Natural Park. It intends to analyze their outlook while visitors to a protected area and participants in educational exploration activities in nature. It also intends to verify the existence of awareness about protected areas as privileged settings for leisure within responsible nature tourism.
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Books on the topic "Outdoor Development Activities"

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Goldie, James Harold. The contribution of outdoor development activities to the personal development of counsellors. Birmingham: University of Birmingham, 1995.

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Carr, Neil, Emma J. Stewart, and Mandi Baker, eds. Leisure activities in the outdoors: learning, developing and challenging. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248203.0000.

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Abstract This book presents various studies on leisure activities in the outdoors. Indeed, the benefits of being outdoors in a leisure context are widely acknowledged across a range of disciplinary perspectives (including tourism, therapeutic recreation, camps, education, adventure and recreation) (Humberstone et al., 2015). These benefits include the development of health and wellbeing, social/interpersonal skills, leadership and facilitation skills, personal, emotional and reflective abilities, confidence and identity creation, and technical skills.
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McClure, Robin. The Playskool toddler's busy play book: 500 activities for any situation - sick days, play dates, holiday cheer, indoors, outdoors, and educational play. Naperville, Ill: Sourcebooks, 2007.

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Book chapters on the topic "Outdoor Development Activities"

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Jenkins, I. S. "Product development." In Adventure Tourism and Outdoor Activities Management: a 21st century toolkit, 51–63. Wallingford: CABI, 2018. http://dx.doi.org/10.1079/9781786390868.0051.

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Sørensen, Hanne Værum. "Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway." In International Perspectives on Early Childhood Education and Development, 79–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_5.

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AbstractIn kindergarten, outdoor playtime is usually a break from more structured activities. It is leisure time and an opportunity for children to engage in free play with friends. Previous research indicates that time spent outdoors facilitates playful physical activity and that playing in nature inspires children’s creativity, imaginations and play across age and gender. In short, play and social relations are crucial for young children’s development and cultural formation. This study investigated children’s play activities during outdoor playtime in nature and on kindergarten playgrounds. Its empirical materials consisted of video observations of 12 four-year-old’s activities in nature and on a kindergarten playground and interviews with two kindergarten teachers. One child, Benjamin was the primary focus, and five more were also included. Two examples of one child’s social play in nature and on the playground were analysed to illuminate the different conditions and challenges he encountered. The findings indicate that children’s play in nature tends to be more creative and inclusive than that on kindergarten playgrounds, that kindergarten teachers participate more in children’s play in nature than on playgrounds and that children are sensitive to and try to engage in what they view as a correct form of discourse with their teachers. The author argues for further research on the subject to learn more about children’s social relations, creativity and cultural formation during outdoor playtime in nature.
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Birkeland, Åsta, and Hanne Værum Sørensen. "Time Regulation as Institutional Condition for Children’s Outdoor Play and Cultural Formation in Kindergarten." In International Perspectives on Early Childhood Education and Development, 111–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_7.

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AbstractTime regulation is an important aspect of the everyday life in any kindergarten and has an impact on which activities are given priority. In this case study, the outdoor playtime in one kindergarten in China and one in Norway is compared based on the understanding that children’s cultural formation develops in a dialectical relationship between children’s interests and motives and societal, institutional, and weather conditions. The aim of the article is to identify how time regulations provide conditions for children’s play and cultural formation during outdoor playtime. The research question is: How does institutional time regulation interplay with the pedagogical practice and children’s activities in the outdoor playtime? Employing a cultural-historical approach, drawing on Hedegaard’s concepts of development and cultural formation as an individual, institutional and societal process, the dialectical interplay between institutional time regulation and children’s engagement in outdoor activities is the unit of analysis in this study. Our findings indicate that the kindergarten teachers in the Chinese kindergarten as well as the Norwegian kindergarten aim to adjust the pedagogical content and time schedule to the traditions, values, and conditions in both countries. This chapter contributes to knowledge about the interplay between institutional conditions and children’s activities and cultural formation in outdoor play.
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Sadownik, Alicja R. "Princesses (Don’t) Run in the Mud: Tracing the Child’s Perspective in Parental Perceptions of Cultural Formation Through Outdoor Activities in Norwegian ECEs." In International Perspectives on Early Childhood Education and Development, 61–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_4.

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AbstractBy examining Polish parents’ perceptions of outdoor activities in Norwegian Early Childhood Education (ECE), this chapter discusses how focusing on the child’s perspective can change and challenge parental gender-related value positions, thereby changing perceptions of the cultural formation taking place through outdoor activities. The empirical data on the basis of which this question is answered are comprised of group interviews with 30 Polish migrant parents (18 mothers and 12 fathers) whose children were in Norwegian ECEs. The applied theoretical toolkit of a cultural historical wholeness approach (Hedegaard M, Mind Cult Act 19:127–138, 2012) enables the description of (parental) experiences of cultural formation through outdoor activities as anchored in the value positions established within and across involved societies. It also allows us to grasp those moments when the focus on the child’s perspective in outdoor activities challenges parental value positions and cultural traditions of heteronormativity. The concluding remarks point to the importance of enhancing both the child’s perspective and the specific plane of interpersonal interactions in ECE collaborations with parents and caregivers.
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Meng, Wanqiu, and Min He. "Utilisation and Design of Kindergarten Outdoor Space and the Outdoor Activities: A Case Study of Kindergartens in Bergen, Norway and Anji in China." In International Perspectives on Early Childhood Education and Development, 95–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_6.

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AbstractCompared with Norwegian kindergartens that emphasize how outdoor activity benefits young children’s integrated development, Chinese kindergartens reluctantly encourage children to go outside for long time. A county named Anji in South China’s Zhejiang province has started to change this approach to outdoor play. Kindergartens there provide outdoor equipment to support children’s outdoor activities for longer periods of time. This approach is called Anji Play and has been recommended by Chinese Ministry of Education for all of the country. It has also attracted ECE experts overseas. In this chapter, we describe and analyse children’s outdoor play in an Anji setting and in a Norwegian kindergarten from the perspective of the utilisation and design of kindergarten outdoor space. The study takes an ethnographic approach. We collected photo observations, anecdotal recording and interviews from one kindergarten in Bergen, Norway and one in Anji, China. The observation results focusing on outdoor play in the two kindergartens were discussed with kindergarten teachers, principals, professors and college students from China and Norway. Our aim was to interpret the core concepts, goals and concerns of Norwegian and Anji play from multiple perspectives to understand children’s cultural formation in the two cultural contexts. We found the cultural values and traditions influence how outdoor play is performed and there are clear links between culture and children’s cultural formation.
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Grindheim, Liv Torunn, Hanne Værum Sørensen, and Angela Rekers. "Outdoors and Nature in Pedagogical Practices and in Cultural Historical Theory." In International Perspectives on Early Childhood Education and Development, 1–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_1.

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AbstractDespite the increasing awareness of the outdoors as a beneficial site for young children’s education, the status of outdoor activities varies in and within different cultures. Aiming to broaden and challenge presupposed understandings of education and care in the outdoors, we consider the empirical findings from all the chapters in this volume in order to identify a range of conditions for cultural formation in outdoor practices both within and between different cultures. Building on Mariane Hedegaard’s approach to cultural historical theory and Ødegaard and Krüger’s approach to cultural formation, our analysis is performed by identifying conflicts and alignments between the values and motive orientations of the individual and those interpreted from the contextual conditions and demands of institutions and society, particularly in relation to the perception of nature. In doing so, we depict how culture and nature are interrelated from a socio-cultural perspective, and argue that perceptions of nature shaped by institutions and society play a significant role creating conditions for cultural formation. The opportunity for play, learning and cultural formation in nature appears rich within all the represented cultural spaces described in this volume, although whether these opportunities are supported consistently within wider mainstream culture is regarded as an area of tension in some chapters. Based upon our analysis, we suggest that both pedagogical practices and cultural historical theory need to take the outdoors and nature into consideration when emphasising pedagogical practices for children’s play, learning and cultural formation.
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Bourdin, Sébastien, and Yann Rivoallan. "Recreational Activities, Economic and Territorial Development: Caen (France) in the Reconquest of its River?" In Reclaiming and Rewilding River Cities for Outdoor Recreation, 87–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48709-6_11.

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Lausselet, Nadia, and Ismaël Zosso. "Bonding with the World: A Pedagogical Approach." In High-Quality Outdoor Learning, 269–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_15.

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AbstractOutdoor Education activities are rapidly developing in school practice in Switzerland, still mainly based on personal initiatives from teachers. Teacher training universities have a role to play to reinforce and facilitate professional development of these teachers, guarantee a coherent approach to quality outdoor education, and promote its implementation at a larger scale. In order to do this, universities have to develop programmes both for initial and in-service training, in which they support a progression with various levels of expertise. They also have to develop a scientific discourse around outdoor teacher education, and contribute to a better recognition of the field at a political level. At the moment, in Switzerland, few teacher training institutions have organised any specific arrangements in this direction. The Haute Ecole Pédagogique Vaud has set up a Competence Centre for Outdoor Education, made possible by the priority recently given to sustainability education at state level. The approach promoted within this centre is nourished by ongoing discussions around the Anthropocene and its implications for schools. It therefore fosters a quality outdoor education that builds up environmental literacy and agency by cultivating a sense of bonding with the world. This article presents this approach, focusing on its theoretical and didactical framework before tackling a possible curricular progression at the level of both pupils and teachers. It highlights training and research issues and aims, looking at possibilities and complexities when combining transformative sustainability education, place-based outdoor education and teacher education, while making the link to schools and their structural and curricular realities.
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Yuba, Eduard Inglés, Víctor Labrador Roca, and Unai Sáez de Ocáriz Granja. "Effects of a five-day Nordic skiing camp on the individuals and on the group." In Leisure activities in the outdoors: learning, developing and challenging, 39–49. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248203.0004.

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Abstract Scholars from diverse disciplines are increasingly concerned with the benefits generated by the practice of physical activity in the natural environment on individuals (Gomila Serra, 2014; Jirásek et al., 2016). This chapter attempts to shed light on the various scientific approaches that confirm this beneficial relationship. It also contributes to the holistic and integral conception of the human being, made up of different dimensions: physical, mental, emotional and social (Sandell et al., 2009; Borkowski, 2011). After an introductory approach to the relationship between outdoor sports and the integral development of their participants, an empirical study is shown. A five-day Nordic skiing camp is used to evaluate the effects of this practice on the individuals and on the group.
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Calbimonte, Jean-Paul, Simon Martin, Davide Calvaresi, and Alexandre Cotting. "A Platform for Difficulty Assessment and Recommendation of Hiking Trails." In Information and Communication Technologies in Tourism 2021, 109–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65785-7_9.

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AbstractIn recent years, the popularity of hiking has steadily increased across different segments of the population. Although there is considerable evidence of the benefits for hikers regarding physical and mental health, the inherent risks of these outdoor activities cannot be underestimated. Accident prevention and an increase of awareness about possible risks are necessary to minimize hiking and pedestrian tourism’s negative consequences. In most hiking information maps and interactive applications, there is usually not enough information about difficulty points or the granularity level required to provide tailored recommendations to hikers with physical or psychological limitations. In this paper, we present Syris, a geo-information system for hiking itineraries that incorporates Points-Of-Difficulty to assess the level of effort, technique, and risk of hiking trails. The system allows users to filter itineraries and obtain recommendations based on the assessment of difficulty following a well-established methodology. The system has been implemented, deployed and tested with real data in the region of Val d’Anniviers in Switzerland, and is openly available to enable further developments and refinement.
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Conference papers on the topic "Outdoor Development Activities"

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Câmpan, Adela-Simina. "The Outdoor Activities In Preschool Education." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.1.

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Henrietta, Torkos. "The Evaluation Of Outdoor Learning Activities In Primary School." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.39.

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Torkos, Henrietta. "Ability Development Through Outdoor Education Activities In The Second Grade." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.49.

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Câmpan, Adela-Simina. "The Impact of Experiential Outdoor Activities on the Social Skills of Preschoolers." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.3.

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Henrietta, Torkos. "The Development Of Communication Skills Through Outdoor Canoeing Activities In Primary School." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.10.

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Ābele, Agita, Agrita Tauriņa, Tija Zīriņa, and Dace Rutkovska. "Promotion of Children’s Cooperation and Physical Development in the Pre-School Outdoor Space." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.44.

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In order to follow advice of epidemiologists on measures for limiting the spread of COVID-19 in Latvia, employees of pre-school educational establishments are increasingly paying attention to ensuring the availability of a safe outdoor setting. Children’s transferrable skills and a healthy lifestyle are a topical matter within educational reform and the competency approach in pre-school. Observations by teachers indicate that children’s cooperation skills at the age of five and six years are insufficiently developed, and adults struggle to promote them, especially in the outdoor environment where it’s often associated with new challenges, and the work of organizing activities is more involved. Teachers have difficulties ensuring the availability of materials necessary for children’s cooperation and physical development and directing attention towards promoting dialogic speech and cognitive interests. To purposefully promote children’s cooperation in various outdoors activities, improve dialogic speech, and make examples of pedagogical work experiences more widely available to teachers, it would be important to promote the points recognized in the project “Teaching learning spaces competence from early childhood education” [TELESPA] (2018-1-RO01_KA201_049545, PVS_ID_3910), which was done in collaboration between Riga 275th pre-school “Austrina” and the EU education, learning, youth and sports program ERASMUS. We discovered during research that children of the oldest pre-school age group tend to be interested in determining characteristic traits of objects, looking for causality, and doing practical work. However, their abilities to come to an agreement, justify intentions, think critically, and ask questions are insufficiently developed. We have noticed that good pronunciation of sounds, learning of grammar, and broadening of vocabulary improve children’s relationships with peers and grown-ups, they also make it easier to enact cooperation and various physical education activities outdoors. Purposefully made sensory gardens in the pre-school outdoor setting, available thanks to the EU education, learning, youth and sports program ERASMUS+ project “TELESPA” achieving its goals, provide an opportunity to evaluate children’s cooperation and opportunities for physical development promotion, and determine teachers’ experience in evaluating children’s achievements. It is important to find out the given children’s needs, interests, and abilities during the planning stage of pedagogical work – points recognized during this project’s trial runs should help with this task.
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Trochtová, Ludmila, Jiří Pospíšil, and Helena Pospíšilová. "THE ROLE AND IMPORTANCE OF OUTDOOR LEISURE ACTIVITIES ON THE CHANGE OF VALUES: IMPACTS ON PERSONAL DEVELOPMENT AND EDUCATION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1090.

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Zhao, Yuxuan, and Shuning Feng. "Research on the Changes in the Choice of Outdoor Activities for Residents in Urban Parks Under the Background of the COVID-19." In 2021 International Conference on Social Development and Media Communication (SDMC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220105.094.

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Messina, Michael Joseph, Simon Teves, Giulia Wally Scurati, Marina Carulli, and Francesco Ferrise. "Development of Virtual Reality Training Scenario for Avalanche Rescue." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22414.

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Abstract As the popularity of winter outdoor sports is increasing, a growing number of users are engaging in activities in uncontrolled terrain, thus training for avalanche rescue is more important than ever. Traditional training takes place through workshops and in field sessions, presenting limitations to the training availability, since they require time, organization and specific weather conditions. This is problematic since the use of transceivers to locate buried individuals is not trivial and requires practice. Virtual Reality (VR) training has shown to be effective in several fields, especially in the context of hazardous conditions and emergencies, which require decision making under time pressure and management of complex tools in uncontrolled or unsafe environments. Examples include disaster medicine, military operations, and other fields in which actions must be performed precisely in short time frame. In this work, we present the development of an immersive VR system for avalanche rescue training as a complementary tool to the traditional techniques in order to prepare the trainee for field training sessions. We discuss the definition of the system requirements, the design and implementation of the tool, and considerations regarding hardware and software. Finally, we discuss possible limitations and future development.
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Mincolelli, Giuseppe, Gian Andrea Giacobone, and Michele Marchi. "PLEINAIR project: participatory methodologies to validate and integrate product concepts with young users." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001868.

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This contribution describes the final part of the development process of PLEINAIR (Free and Inclusive Parks in Networks for Recreational and Physical Intergenerational Activity), a two-years multidisciplinary research project financed by the POR FESR 2014-2020 program regulated by Emilia Romagna Region in Italy.The PLEINAIR project aims to develop a smart outdoor park, specifically designed for encouraging positive socio-recreational interactions among different generations and for promoting the adoption of active lifestyles for all and at any stage of their life.This is because, according to WHO, sedentary lifestyle is increasing worldwide and it risks to produce more cardiovascular diseases compared to the past, but also because most of the urban parks nowadays are composed of arbitrary and selective areas that do not stimulate interaction between different generations.The purpose of PLEINAIR is to provide real solutions through operational products called OSOs (Outdoor Smart Objects). Monitoring a series of parameters ­– through an IoMT (Internet of Medical Things) infrastructure – related to people’s motor or ludic activities, the OSOs aim to find the most suitable and customizable motivational strategies to stimulate a positive health lifestyle for any user at any age.PLEINAIR is based on a Human-Centered Design approach and it utilizes participative Co-Design techniques to discover and satisfy the real needs of people.Due to the COVID-19, the first part of the needs analysis was conducted remotely. Despite there were no chances to interact with users in person, the on-line activities collected many insights to develop the early concepts of the OSOs.When the Italians lockdown restrictions in public education were temporally less severe, two Co-Design workshops were organized involving two schools in Province of Bologna, Italy, to collaboratively validate and refine the concept ideas with young users.Considering this, the paper describes two Co-Design activities performed in both schools.The first workshop collaborated with an elementary school and it was divided in two parts: the first stage collected the children’s and expectations about the OSOs’ early concepts through a visual questionnaire; the second stage used free drawing to collect children’s ideas, dreams and expectations about their personal concepts of PLEINAIR outdoor park.The second workshop involved an high school and it was divided in three main round tables, each one focused on a specific aspect of the PLAINAIR IoTM system: the first table co-designed the graphical interface and the navigation system of PLAINAIR application; the second table co-designed and co-validated the motivational strategies that the app uses to encourage people to improve their health conditions; the third table co-designed digital and analogic interactions for dialoguing with the OSOs. The activities were based on an open debate and free drawing session because they let young users free to express themselves around the three themes of the workshop. The final results produced qualitative data that were difficult to collect during the remote activities and they were used, as guidelines, to improve many aspects of the User Experience of the PLEINAIR IoTM system.
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