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This research investigates how teachers' needs impact their ability to provide quality outdoor play, framed by Self-Determination Theory.

Outdoor Play as Experiential Learning: How Teachers’ Autonomy, Competence, and Relatedness Shape Provision in Schools

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Qualitative research explores how teachers’ needs influence outdoor play provision in schools, suggesting important policy implications.

This research investigates how teachers' needs impact their ability to provide quality outdoor play, framed by Self-Determination Theory.
Qualitative analysis through a web-based survey of 135 teachers from 25 countries.
Data included demographic information and open-ended essay responses.
Thematic analysis focused on the SDT dimensions of autonomy, competence, and relatedness.
Teachers expressed autonomy by resisting curriculum constraints and fostering micro-autonomy in outdoor play.
Competence was shown through self-directed growth and recognition of environmental challenges.
Relatedness was highlighted by building trust with students and fostering community connections.

Brendon Hyndman (2026) studied this question.

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Qualitative research explores how teachers’ needs influence outdoor play provision in schools, suggesting important policy implications.