References
- Aaron, D. J., Storti, K. L., Robertson, R. J., Kriska, A. M., & LaPorte, R. E. (2002). Longitudinal study of the number and choice of leisure time physical activities from mid to late adolescence: implications for school curricula and community recreation programs. Archives of pediatrics & adolescent medicine, 156(11), 1075–1080. https://doi.org/10.1001/archpedi.156.11.1075
- Autry, C. E. (2001). Adventure therapy with girls at-risk: Responses to outdoor experiential activities. Therapeutic recreation journal, 35(4), 289–306.
- Azzarito, L. (2009). The panopticon of physical education: Pretty, active and ideally white. Physical education and sport pedagogy, 14(1), 19–39. https://doi.org/10.1080/17408980701712106
- Azzarito, L., Solmon, M. A., & Harrison Jr, L. (2006). “... If I had a choice, I would....” A feminist poststructuralist perspective on girls in physical education. Research quarterly for exercise and sport, 77(2), 222–239. https://doi.org/10.1080/02701367.2006.10599356
- Backes, E. P., & Bonnie, R. J. (2019). The promise of adolescence: Realizing opportunity for all youth.
- Badau, D., Badau, A., & Ungur, R. (2014). The interconnection of adventure education with adventure learning to promote physical activities on children. Science & Sports, 29, S46. https://doi.org/10.1016/j.scispo.2014.08.091
- Barton, J., & Pretty, J. (2010). What is the best dose of nature and green exercise for improving mental health? A multi-study analysis. Environmental science & technology, 44(10), 3947–3955. https://doi.org/10.1021/es903183r
- Beames, S., & Ross, H. (2010). Journeys outside the classroom. Journal of Adventure Education & Outdoor Learning, 10(2), 95–109. https://doi.org/10.1080/14729679.2010.505708
- Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., & Mess, F. (2017). Effects of regular classes in outdoor education settings: A systematic review on students’ learning, social and health dimensions. International journal of environmental research and public health, 14(5), 485. https://doi.org/10.3390/ijerph14050485
- Bélanger, M., Casey, M., Cormier, M., Laflamme Filion, A., Martin, G., Aubut, S., Chouinard, P, Savoie, S. & Beauchamp, J. (2011). Maintenance and decline of physical activity during adolescence: insights from a qualitative study. International Journal of Behavioral Nutrition and Physical Activity, 8(1), 1–9. https://doi.org/10.1186/1479-5868-8-117
- Black, A. E.6, & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science education, 84(6), 740–756. https://doi.org/10.1002/1098-237X(200011)84:6%3C740::AIDSCE4%3E3.0.CO;2-3
- Brandt, A. (2005). Förderung von Motivation und Interesse durch außerschulische Experimentierlabors [Enhancing Motivation and Interest through Extra-school Laboratories]. Cuvillier Verlag.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Brown, S. E. (2000). Junior female students’ experiences of school physical education. New Zealand Physical Educator, 33(1), 17.
- Ceylan, M. (2020). The role of outdoor recreation activities in the dimension of meeting basic psychological needs. International Journal of Applied Exercise Physiology, 9(1), 65–72. https://doi.org/10.26655/IJAEP.2020.1.5
- Chancellor, B., & Hyndman, B. (2017). The rush to judgement: Mapping moral geographies of the primary school playground. Global Studies of Childhood, 7(1), 38–50. https://doi.org/10.1177%2F2043610617694731
- Clark, M. I., Spence, J. C., & Holt, N. L. (2011). In the shoes of young adolescent girls: Understanding physical activity experiences through interpretive description. Qualitative research in sport, exercise and health, 3(2), 193–210. https://doi.org/10.1080/2159676X.2011.572180
- Cooley, S. J., Cumming, J., & Burns, V. E. (2013). Outdoor education increases students’ groupwork skills, attitudes and self-efficacy during higher education. Future faces: Outdoor education research innovations and visions, 31.
- Crain, W. (1997). How Nature Helps Children Develop. Montessori Life, 9(2), 41–43.
- Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
- Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: University of Nebraska–Lincoln.
- Davidson, L. (2001). Qualitative research and making meaning from adventure: A case study of boys’ experiences of outdoor education at school. Journal of Adventure Education & Outdoor Learning, 1(2), 11–20. https://doi.org/10.1080/14729670185200041
- Deci, E. L., & Vansteenkiste, M. (2003). Self-determination theory and basic need satisfaction: Understanding human development in positive psychology.
- Deci, E. L., & Ryan, R. M. (2000). The” what” and” why” of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
- Dennis Jr, S. F., Wells, A., & Bishop, C. (2014). A post-occupancy study of nature-based outdoor classrooms in early childhood education. Children Youth and Environments, 24(2), 35–52. https://doi.org/10.7721/chilyoutenvi.24.2.0035
- Dettweiler, U., Lauterbach, G., Becker, C., & Simon, P. (2017). A bayesian mixed-methods analysis of basic psychological needs satisfaction through outdoor learning and its influence on motivational behavior in science class. Frontiers in psychology, 2235. https://doi.org/10.3389/fpsyg.2017.02235
- Finn, K. E., Yan, Z., & McInnis, K. J. (2018). Promoting physical activity and science learning in an outdoor education program. Journal of Physical Education, Recreation & Dance, 89(1), 35–39. https://doi.org/10.1080/07303084.2017.1390506
- Fjørtoft, I., & Sageie, J. (2000). The natural environment as a playground for children: Landscape description and analyses of a natural playscape. Landscape and urban planning, 48(1–2), 83–97. https://doi.org/10.1016/S0169-2046(00)00045-1
- Flick, U., von Kardoff, E., & Steinke, I. (Eds.). (2004). A companion to qualitative research. Sage.
- Fox, K. R., Cooper, A., & McKenna, J. (2004). The School and Promotion of Children’s Health-Enhancing Physical Activity: Perspectives from the United Kingdom. Journal of Teaching in Physical Education, 23(4), 338–358. https://doi.org/10.1123/jtpe.23.4.338
- Garst, B., Scheider, I., & Baker, D. (2001). Outdoor adventure program participation impacts on adolescent self-perception. Journal of Experiential Education, 24(1), 41–49. https://doi.org/10.1177%2F105382590102400109
- Gass, M. A., & Seaman, J. O. (2012). Programming the transfer of learning in adventure education: An update.
- Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903
- Guay, F., Roy, A., & Valois, P. (2017). Teacher structure as a predictor of students’ perceived competence and autonomous motivation: The moderating role of differentiated instruction. British Journal of Educational Psychology, 87(2), 224–240. https://doi.org/10.1111/bjep.12146
- Gull, C., Goldenstein, S. L., & Rosengarten, T. (2018). Benefits and Risks of Tree Climbing on Child Development and Resiliency. International Journal of early childhood environmental education, 5(2), 10–29.
- Houge Mackenzie, S., & Hodge, K. (2020). Adventure recreation and subjective well-being: A conceptual framework. Leisure Studies, 39(1), 26–40. https://doi.org/10.1080/02614367.2019. 1577478
- Hyndman, B. P., & Wyver, S. (2020). Outdoor recreation within the school setting: A physiological and psychological exploration. In Outdoor Recreation-Physiological and Psychological Effects on Health. IntechOpen.
- Hyndman, B. (2017). What students want and need within school playgrounds for safety and play freedom. In Contemporary School Playground Strategies for Healthy Students (pp. 117–124). Springer, Singapore. https://doi.org/10.1007/978-981-10-4738-1_11
- Hyndman, B., & Chancellor, B. (2015). Engaging children in activities beyond the classroom walls: a social–ecological exploration of Australian primary school children’s enjoyment of school play activities. Journal of Playwork Practice, 2(2), 117–141. https://doi.org/10.1332/205316215X14454218579212
- Kardjono, J. (2017, March). Gender anxiety control through the outdoor education program. In IOP Conference Series: Materials Science and Engineering (Vol. 180, No. 1, p. 012209). IOP Publishing. https://doi.org/10.1088/1757-899X/180/1/012209
- Kilpatrick, M., Hebert, E., & Jacobsen, D. (2002). Physical activity motivation: A practitioner’s guide to self-determination theory. Journal of Physical Education, Recreation & Dance, 73(4), 36–41. https://doi.org/10.1080/07303084.2002.10607789
- Kjønniksen, L., Torsheim, T., & Wold, B. (2008). Tracking of leisure-time physical activity during adolescence and young adulthood: a 10-year longitudinal study. International Journal of Behavioral Nutrition and Physical Activity, 5(1), 1–11. https://doi.org/10.1186/1479-5868-5-69
- Lee, K., & Ewert, A. (2013). Adventure programs and diverse family styles. Journal of Experiential Education, 36(2), 123–138. https://doi.org/10.1177%2F1053825913487886
- Lund, J., & Tannehill, D. (2014). Standards-based physical education curriculum development. Jones & Bartlett Publishers.
- Mackenzie, S. H., Son, J. S., & Eitel, K. (2018). Using outdoor adventure to enhance intrinsic motivation and engagement in science and physical activity: An exploratory study. Journal of outdoor recreation and tourism, 21, 76–86. https://doi.org/10.1016/j.jort.2018.01.008
- Malina, R. M. (1996). Tracking of physical activity and physical fitness across the lifespan. Research quarterly for exercise and sport, 67(sup3), S-48. https://doi.org/10.1080/02701367.1996.10608853
- Martin, B., & Wagstaff, M. (2012). Controversial issues in adventure programming. Human Kinetics.
- Moore, R. C., & Wong, H. H. (1997). Natural Learning: The Life of an Environmental Schoolyard. Creating Environments for Rediscovering Nature’s Way of Teaching. MIG Communications, 800 Hearst Ave., Berkeley, CA 94710.
- Mullins, P. M. (2014). A socio-environmental case for skill in outdoor adventure. Journal of Experiential Education, 37(2), 129–143. https://doi.org/10.1177%2F1053825913498366
- Murcia, J. A. M., Coll, D., & Pérez, L. M. R. (2009). Self-determined motivation and physical education importance. Human movement, 10(1), 5–11. https://doi.org/10.2478/v10038-008-0022-7
- Mutz, M., & Müller, J. (2016). Mental health benefits of outdoor adventures: Results from two pilot studies. Journal of adolescence, 49, 105–114. https://doi.org/10.1016/j.adolescence.2016.03.009
- Odello, T., Hill, E., & Gómez, E. (2008). Challenge course effectiveness: The impact on leadership efficacy and work efficacy among college students. Journal of Unconventional Parks, Tourism & Recreation Research, 1(1).
- Ntoumanis, N. (2005). A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of educational psychology, 97(3), 444. https://doi.org/10.1037/0022-0663.97.3.444
- Priest, S., & Gass, M. (2018). Effective leadership in adventure programming, 3E. Human Kinetics.
- Prusak, K. A., Treasure, D. C., Darst, P. W., & Pangrazi, R. P. (2004). The Effects of Choice on the Motivation of Adolescent Girls in Physical Education. Journal of Teaching in Physical Education, 23(1), 19–29.
- Riddoch, C. J., Andersen, L. B., Wedderkopp, N., Harro, M., Klasson-Heggebø, L., Sardinha, L. B., Cooper, A. R. & Ekelund, U. L. F. (2004). Physical activity levels and patterns of 9-and 15-yr-old European children. Medicine & Science in Sports & Exercise, 36(1), 86–92. https://doi.org/10.1249/01.mss.0000106174.43932.92
- Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. Handbook of self-determination research, 2, 3–33.
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68. https://psycnet.apa.org/doi/10.1037/0003-066X.55.1.68
- Santos, M., Santos, N. N., Franco, G., & Silva, E. P. (2020). Aprendizagem de competências sociais e emocionais em crianças do 1. º ciclo do ensino básico: Avaliação do programa KidsTalentum. Psicologia, 34(2), 123–142. https://doi.org/10.17575/psicologia.v34i2.1503
- Scarf, D., Kafka, S., Hayhurst, J., Jang, K., Boyes, M., Thomson, R., & Hunter, J. A. (2018). Satisfying psychological needs on the high seas: explaining increases self-esteem following an Adventure Education Programme. Journal of Adventure Education and Outdoor Learning, 18(2), 165–175. https://doi.org/10.1080/14729679.2017.1385496
- Sheldon, K. M., Williams, G., & Joiner, T. (2008). Self-determination theory in the clinic: Motivating physical and mental health. Yale University Press.
- Shen, B., McCaughtry, N., Martin, J., & Fahlman, M. (2009). Effects of teacher autonomy support and students’ autonomous motivation on learning in physical education. Research Quarterly for Exercise and Sport, 80(1), 44–53. https://doi.org/10.1080/02701367.2009.10599528
- Sibthorp, J., Paisley, K., Gookin, J., & Furman, N. (2008). The pedagogic value of student autonomy in adventure education. Journal of Experiential Education, 31(2), 136–151. https://doi.org/10.1177%2F105382590803100203
- Siegel, S. R., & Fryer, S. M. (2017). Rock climbing for promoting physical activity in youth. American journal of lifestyle medicine, 11(3), 243–251. https://doi.org/10.1177%2F1559827615592345
- Sparkes, A. C., & Smith, B. (2013). Qualitative research methods in sport, exercise and health: From process to product. Rout-ledge. https://doi.org/10.4324/9780203852187
- Sproule, J., Martindale, R., Wang, J., Allison, P., Nash, C., & Gray, S. (2013). Investigating the experience of outdoor and adventurous project work in an educational setting using a self-determination framework. European Physical Education Review, 19(3), 315–328. https://doi.org/10.1177%2F1356336X13495629
- Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of educational psychology, 95(1), 97. https://psycnet.apa.org/doi/10.1037/0022-0663.95.1.97
- Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British journal of educational psychology, 75(3), 411–433. https://doi.org/10.1348/000709904X22359
- Stuhr, P. T., Sutherland, S., Ressler, J., & Ortiz-Stuhr, E. M. (2015). Students’ perception of relationship skills during an adventure-based learning unit within physical education. Journal of Outdoor and Environmental Education, 18(1), 27–38. https://doi.org/10.1007/BF03400977
- Sutherland, S., & Stroot, S. (2010). The impact of participation in an inclusive adventure education trip on group dynamics. Journal of Leisure Research, 42(1), 153–176. https://doi.org/10.1080/00222216.2010.11950199
- Thomas, B., J. (2017, September 11). The importance of learning outside the classroom. Powerfulschools. http://www.powerful-schools.org/the-importance-of-learning-outside-the-classroom
- Treasure, D. C., & Robert, G. C. (2001). Students’ perceptions of the motivational climate, achievement beliefs, and satisfaction in physical education. Research quarterly for exercise and sport, 72(2), 165–175. https://doi.org/10.1080/02701367.2001.10608946
- Troiano, R. P., Berrigan, D., Dodd, K. W., Masse, L. C., Tilert, T., & McDowell, M. (2008). Physical activity in the United States measured by accelerometer. Medicine and science in sports and exercise, 40(1), 181. https://doi.org/10.1249/mss.0b013e31815a51b3
- Vallerand, R. J. (2007). A hierarchical model of intrinsic and extrinsic motivation for sport and physical activity. https://DOI.ORG/10.1002/9781118270011.CH3
- Vu, M. B., Murrie, D., Gonzalez, V., & Jobe, J. B. (2006). Listening to girls and boys talk about girls’ physical activity behaviors. Health education & behavior, 33(1), 81–96. https://doi.org/10.1177%2F1090198105282443
- Whitehead, S., & Biddle, S. (2008). Adolescent girls’ perceptions of physical activity: A focus group study. European physical education review, 14(2), 243–262. https://doi.org/10.1177%2F1356336X08090708
- World Health Organization ( 2007). Promoting physical activity in schools: an important element of a health-promoting school. World Health Organization. https://apps.who.int/iris/handle/10665/43733