Peer-reviewed research2017–2026 update
Outdoor Play as Experiential Learning: How Teachers’ Autonomy, Competence, and Relatedness Shape Provision in Schools
Teachers across 25 countries were more likely to embed outdoor play when their needs for autonomy, competence and relatedness were supported.
What's new
A web-based survey of 135 practising teachers from 25 countries collected demographic details and open-ended essay responses about providing quality outdoor play. Thematic analysis used Self-Determination Theory's three needs. Autonomy appeared as resisting curriculum confinement, small acts of autonomy in supervision, and pushing back on policy to protect play. Competence appeared as self-directed professional growth, specialist and transferable skills, and threats from poor environments. Relatedness appeared as small collegial groups, trust with students, and influence from parents and community. Outdoor play was more likely to be embedded as a valued approach when these needs were supported.
Why it matters in Aotearoa
This study gives school leaders a framework for supporting staff to provide outdoor play. It points to professional learning, collegial support and engagement with parents and community.
Putting it into practice
Leaders could check whether staff have the autonomy, professional learning and collegial support they need to use outdoor play, and address the gaps they find.
How strong is the evidence
This is a qualitative survey with a broad international sample of teachers. The findings are based on self-report and describe patterns without measuring outcomes.
What to read
The findings organised by autonomy, competence and relatedness.