Children׳s experiences: Enjoyment and fun as additional encouragement for walking to school

Specific community attributes contribute to feeling, entertainment, autonomy, and social experience when children are walking

This paper argues that emphasizing fun and enjoyment of children's experience may also promote a walk to school. It aims to identify and understand the characteristics of the community that helps to walk from the child's perspective to the school. The group of 178 children (aged 9 to 11) came from eight public elementary schools in the capital region of Sydney. By combining a written questionnaire, mapping activity and focus group discussion, we will first understand the pleasant nature of children as they go to school, and then the neighboring attributes that can promote this enjoyment. The findings reveal how their interactions with nature, entertainment facilities and retail space promote their enjoyment of fun, sensual, autonomous and social type experiences. Accepting children's experiences is the basis for understanding their school trip, therefore practitioners and scholars can study, create and promote an environment that directly addresses the needs and interests of children it can.

In addition, the policy document "Excellence and pleasure - Elementary school strategy" (DfES, 2003) is to help students learn from each other, school and parents connections, cooperate with parents as much as possible to help children, We are encouraging to build. 2008). The policy document "Excellence and pleasure - Elementary school strategy" (DfES, 2003) has become a facilitator, strengthens the school's leadership throughout the faculty's curriculum development, and offers a wide range of courses for schools to connect different areas of the curriculum It aims to support design. In this way, it provides the children with the widest possible learning experience (DfCSF, 2008)

This paper argues that emphasizing fun and enjoyment of children's experience may also promote a walk to school. It aims to identify and understand the characteristics of the community that helps to walk from the child's perspective to the school. The group of 178 children (aged 9 to 11) came from eight public elementary schools in the capital region of Sydney. By combining a written questionnaire, mapping activity and focus group discussion, we will first understand the pleasant nature of children as they go to school, and then the neighboring attributes that can promote this enjoyment. The findings reveal how their interactions with nature, entertainment facilities and retail space promote enjoyment of enjoyment, sensory, autonomous and social type experiences.

There is some debate about the difference between the two concepts, but enjoyment and pleasure is a theme that is repeated in sports literature. Fun is often thought to help foster a positive attitude toward physical education, but enjoyment is not always seen as a proper result of physical education. This article is aimed at further exploring the influence of young people on the enjoyment and enjoyment of these terms and how they relate to their attitudes toward physical education. The data reported here is a study of the attitude towards children's sports in the transition between key stage 2 (KS 2, 7 to 11 years old) and key stage 3 (KS 3, 11 to 14 years old) Three years of research It is from. Questionnaire, focus groups and interviews were used to collect information in British provinces. Therefore, enjoyment is an important factor to make physical education fun.