Environmental Knowledge of Participants’ Outdoor and Indoor Physical Education Lessons as an Example of Implementing Sustainable Development Strategies

Marcin Pasek, Elena Bendíková, Michalina Kuska, Hanna Żukowska, Remigiusz Dróżdż, Dariusz Jacek Olszewski-Strzyżowski, Magdalena Zając and Mirosława Szark-Eckardt
Additional contact information
Marcin Pasek: Faculty of Physical Culture, Gdansk University of Physical Education and Sport, 80-336 Gdansk, Poland
Elena Bendíková: Faculty of Arts, Matej Bel University, 974 01 Banská Bystrica, Slovakia
Michalina Kuska: Institute of Physical Education, Kazimierz Wielki University, 85-064 Bydgoszcz, Poland
Hanna Żukowska: Institute of Physical Education, Kazimierz Wielki University, 85-064 Bydgoszcz, Poland
Remigiusz Dróżdż: Faculty of Physical Culture, Gdansk University of Physical Education and Sport, 80-336 Gdansk, Poland
Dariusz Jacek Olszewski-Strzyżowski: Faculty of Physical Culture, Gdansk University of Physical Education and Sport, 80-336 Gdansk, Poland
Magdalena Zając: Department of Special Pedagogy and Speech Therapy, Kazimierz Wielki University, 85-064 Bydgoszcz, Poland
Mirosława Szark-Eckardt: Institute of Physical Education, Kazimierz Wielki University, 85-064 Bydgoszcz, Poland

Sustainability, 2022, vol. 14, issue 1, 1-17

Abstract: (1) Background: The purpose of the study was to assess the impact of physical activity outdoors in nature as part of physical education in schools on the level of knowledge and ecological attitudes. (2) Material and methods: A total of 220 students took part in the study, with 103 of them in the treatment group, which usually practiced outdoor physical education classes, and 117 in the control group, which practiced mainly indoor. The project lasted 21 months, covering the last two years of primary school. The authors used the Children’s Environmental Attitude and Knowledge Scale CHEAKS in this study. The authors sought for an answer to the question of whether bringing a young person closer to nature by participating in a greater number of outdoor physical education lessons results in in-depth environmental knowledge. (3) Results: The appearance of seven statistically significant differences in ecological knowledge in the final study in favor of the group having outdoor physical education lessons proves the cognitively and visually stimulating role of a natural environment for physically active people. The location of physical education lessons turned out to be a much stronger condition for in-depth knowledge than gender, place of residence, parents’ education level, and subjective assessment of the financial satisfaction level. (4) Conclusion: These results are an incentive to further developing the young generation’s contact with nature through outdoor physical education lessons.

Keywords: ecological knowledge; outdoor physical education lessons; sustainable development (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
https://www.mdpi.com/2071-1050/14/1/544/pdf (application/pdf)
https://www.mdpi.com/2071-1050/14/1/544/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:14:y:2022:i:1:p:544-:d:717808

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().