Physical Education

THEME 47

Activities in the natural environment

they are a powerful resource in hands
from the Physical Education teacher, who
fosters motivation and the
significance of learning.
This specific block of content
without an application of the
learning in a real environment, you
it would seem out of context and would lack
of meaning.
Therefore, the teacher must be able to
to program o to plan
adequately these activities.
TEACHING STAFF SPECIFIC OUTLINE - TOPIC 47

THEME 47: ACTIVITIES IN THE NATURAL ENVIRONMENT. TYPES,

CLASSIFICATIONS AND RESOURCES. ORGANIZATION OF ACTIVITIES
PHYSICS IN NATURE.

1. ACTIVITIES IN THE NATURAL ENVIRONMENT

1.1 DEFINITION
1.2 EVOLUTION
2. TYPES/CLASSIFICATIONS.......................................................................................... 5
2.1 ACCORDING TO THE TYPE OF ACTIVITIES PROPOSED........................................................... 5
2.1.1 SIMPLE CLASSIFICATIONS (LACKING MANY NUANCES).................................. 6
2.1.2 CLASSIFICATION OF ACUÑA AND ROLDÁN (1982) .............................................................. 6
2.1.3 TAXONOMIC MODEL OF ACUÑA .......................................................... 7
2.2 ATTENDING TO RESOURCES: ......................................................................................... 7
2.2.1 HUMANS
2.2.2 ENERGY/TECHNOLOGICAL .................................................................................... 7
2.2.3 SPATIALS:................................................................................................................. 8
2.2.4 NATURAL
3. ORGANIZATION OF PHYSICAL ACTIVITIES IN NATURE................................................ 9
3.1 JUSTIFICATION FOR THE NEED TO INCLUDE ACTIVITIES IN NATURE
WITHIN THE PHYSICAL EDUCATION CURRICULUM.......................................................................................... 9
3.1.1 EDUCATIONAL POSSIBILITIES OF ACTIVITIES IN NATURE
RECOMMENDABLE YOUR ORGANIZATION IN THE SCHOOL CONTEXT........................................... 9
3.1.2. GUIDELINES FOR ACTION....................................................................................... 10
3.2 PLANNING OF ACTIVITIES IN NATURE............................................... 10
3.2.1 PRIOR QUESTIONS. ......................................................................................... 10
3.2.2 PROJECT DEVELOPMENT ................................................................................... 11
3.3 IMPLEMENTATION....................................................................................................... 12
3.3.1 DIFFERENTIAL CHARACTERISTICS OF THE NATURAL ENVIRONMENT
3.3.2 RESPECT FOR NATURE .............................................................................. 13
3.3.3 BASIC ACTIVITIES IN THE NATURAL ENVIRONMENT........................................................... 13
a) GAMES IN NATURE ..................................................................................... 14
b) DISPLACEMENTS: THE MARCH..................................................................................... 15
c) THE STAY: THE CAMPING
4. BIBLIOGRAPHY. ....................................................................................................................... 18

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1. ACTIVITIES IN THE NATURAL ENVIRONMENT.

For some time now, we have been witnessing a rise in activities that are
They are developed in natural spaces, by all sectors of society.
It seems that there is a certain weariness of cement, and the human being seeks a reconnection.
with natural spaces, where you can find sensations of freedom, peace,
harmony, risk, challenge, overcoming, etc...

This trend has been favored by the increase in free time for each
sometimes one has availability, and the need to seek an active occupation for that free time
and leisure where creativity, the desire for adventure, and the pursuit of
new sensations while improving quality of life.

1.1 DEFINITION

When we talk about the natural environment, we must refer to the fact that 'environment' means
the element in which a being or community lives or develops, and which is natural
reference to those spaces outside the urban environment that have not been
modified by human activity.

Thus, the natural environment would be a space produced by nature that is not altered by the
man. Since this premise is quite difficult, they are usually considered as spaces
natural too, those in which the environment has not been excessively
modified by human activity and the highly modified or exploited spaces in
those who have ceased fundamental human activity

Activities in the natural environment are collectively known as AFAN.

Adventure physical activities in nature, and they are those activities
leisure activities that seek an adventure by feeling emotions and sensations
fundamentally individual hedonists and in relation to an ecological environment
Oh natural.
They are activities that are very close to the new social values of the
postmodernity.

These are activities that we can categorize within physical activities of

free time and active leisure, and within these, we categorize them within the group of
the so-called adventure physical activities in nature.

They are activities accessible to everyone, whose purpose is self-realization.

of the participant.

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Ultimately, the AFAN as they are understood today represent:

An alternative to urban lifestyle and traditional sports,

offering a new physical-sports space.
A way to reconnect with nature.
A means to achieve environmental or ecological education.
An economic revitalization of rural or depressed areas.
A utilitarian character (survival).

In any case, these activities represent a significant change given that

they involve values and a philosophy of physical and sports practice that is not the
traditional. They are activities in which what matters is not the result, but the
experiences that are lived during one's own practice, the process and not the
product.

As we have said, they belong to a postmodernist philosophical current.

characterized by:

The regulation is not fixed.

They are not subject to schedules.
They are original, creative, and changing activities.
They change the paradigm of effort for that of pleasure.
They have a subjective component of adventure.
Of course they have a physical component, although the final goal does not.
be the development of it.
The rhythm is set or marked by the subject.
They seek experiences of emotions or sensations.
They mainly develop in natural environments.

We can summarize the conceptual clarification by saying that the activities in the
Natural environments are characterized more by their philosophy than by the space of action.
for the values they convey and that are usually done outside the usual place of
residence, in little inhabited or modified by man. The important
it is the idea of process, of hedonism and enjoyment of one’s own activity, etc, because
the environment where it is practiced can paradoxically even be artificial despite
from the definitions we have given, what would be the case of a swamp or a
climbing gym

1.2 EVOLUTION

Rather than talking about an evolution or making a chronological follow-up to the

appearance of this type of activities, we will focus on some stages or
authors who have been key or precursors for the AFAN.

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In any case, we must consider as a starting point or as the seed of

these types of activities, the emergence of cities and the rural exodus that it entailed
alienation of man from nature.

-Rousseau: In the 18th century and especially in his work 'L'Emile', he stands out
the need for the child to be educated in nature, and emphasizes the
educational possibilities of the natural environment.
Baden Powell, creator of the scout movement in the United Kingdom in the year 1907.
This activity seeks the physical, spiritual, and mental development of young people.
so that they can develop a constructive role in society, with
emphasis on outdoor practical activities.
At the beginning of the 20th century, the figures of Hébert also stand out.
Gaulhofer and Streicher creators of the French natural method and of the
Austrian natural gymnastics.
As we understand today the activities in the natural environment,
we can say that they emerged in the 1960s in areas with a high level of
socio-cultural and scientific development, as was the case with the coast
Californian.
In the 1980s, there is a shift in trend from a more passive tourism to
another of a more active type.
Between the 80s and 90s, the "New Age" trend emerged where activities
In nature, they fit perfectly. Physical activities are born this way.
alternatives are producing an ecologization of classical sports.
technology invades these activities increasing the possibilities of
practice and enjoyment of them, and fostering the emergence of new ones
modalities.

2. TYPES/CLASSIFICATIONS

There are numerous classifications of activities practiced in the environment.

natural based on many and different criteria. Some of them are very
simple but lack operability due to excessive simplicity.

2.1 ACCORDING TO THE TYPE OF ACTIVITIES PROPOSED

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2.1.1 SIMPLE CLASSIFICATIONS (LACKING MANY Nuances)

Activities fundamentals o specific

(march and camping)

Traditional classification

Complementary activities (All others)

2.1.2 CLASSIFICATION OF ACUÑA AND ROLDÁN (1982)

They propose a classification called 'classification based on specificity.'

of natural resources and their application in the educational field." It is a
important classification for its educational value.

SPECIFIC ACTIVITIES

• Basic activities: walking, orientation, camping, games in

nature, rope fires, fortune constructions.
• Top-level sports activities: mountaineering (walking and
camping, climbing, mountain raids, caving, kayaking.
• Second-order sports activities: skiing, flight (balloons, wings)
delta, paragliding, sailing, windsurfing, scuba diving.

COMPLEMENTARY ACTIVITIES

• Expressive or Social: Contests, songs, games, evenings by the fire,

crafts.
• Training in services: Kitchen, housekeeping, domestic services,
surveillance..

SUPPORT SCIENCES FOR ACTIVITIES: Ecology, geology,

meteorology, spelunking, etc.

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2.1.3 ACUÑA TAXONOMIC MODEL

PROMOTIONAL ACTIVITIES: where the level of attendance and

participation is very high or maximum. This would be the case for excursions,
ecologist marches, ecotourism, visits to natural parks, etc.
FREE ACTIVITIES: In which one uses freely and voluntarily the
natural spaces: marked circuits, paths, etc.
-SCHEDULED ACTIVITIES (involve a leisure monitor or guide
in natural spaces) these activities can be:

• Fundamentals in the natural environment.

• Fundamentals in the artificial environment.
• Sports in the natural environment.
• Of training and research.

The classifications we just saw respond to the type of activities that

they propose, but on the other hand we can see different classifications based on
THE INVOLVED RESOURCES.

2.2 ADDRESSING RESOURCES:

2.2.1 HUMANS

• Individual: When there is a single practitioner, who takes all

the decisions and which exclusively affect all of them
consequences.
• In Team: It is when direct cooperation occurs. The number
The composition of the team can be variable.
• In Group: Activity carried out in company.

2.2.2 ENERGY/TECHNOLOGICAL

This criterion values the source of energy or the force used, as well as the level of
necessary technology.

• It is the body itself that generates the necessary energy.

for the development of the activity. The technological requirements
they are minimal.
• Transformed by a machine: An example would be the bicycle.

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• Generated by a motor: Human beings only use their energy to

the control of the machine, involving maximum development
technological.
• Generated by an animal: With a low level of involvement of the
technology.
• Generated by the environment: With relatively high implications
technological. The force that enables the development of the activity
it can be hydraulic (Rafting), wind (hang gliding), solar, gravity or
the own slope, etc.

2.2.3 SPATIAL:

• Plan: This way, we can work on a horizontal surface, like

it would be the case of the MTB, or on a vertical surface: (climbing on
rock
• Surface: Stable or not generating forces (fixed ground and
permanent for walking or moving on horseback, etc) or a
unstable or changing surface (sliding or floating, as it would be)
the case of activities in white waters
• Dimension: In this sense we can talk about bidimensionality or
of three-dimensionality.

2.2.4 NATURAL

The type of natural space in which the activity takes place is taken into account.

• Aquatic: They can be riverine, marine, swampy...

• Desert: Cold or hot.
• High Mountain.
• Land: And in this sense, it would be worth assessing whether they are lands of
crops or the type of vegetation that we can find.

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3. ORGANIZATION OF PHYSICAL ACTIVITIES IN NATURE

3.1 JUSTIFICATION FOR THE NEED TO INCLUDE THE ACTIVITIES

IN NATURE WITHIN THE P.E. CURRICULUM

Responding to how to coherently apply Physical Activities in the Environment

Natural (AFMN) demands to stop and analyze and understand what they are.
difficulties and obstacles that the school as an institution inherently carries for
develop activities in nature with a certain quality and meaning, that affect
not only to its infrastructure and lack of natural environments, but also to the
own professional culture, to the routine of school tasks, etc. (Santos,
2002).

The physical education teacher has to find alternatives and solutions to

what is possible and desirable to develop from the educational perspective, trying to address
the difficulties that are peculiar to them. Likewise, seek the application of the AFAN.
it demands us to consider its why and its for what. That is, what is the purpose and
educational intentions that support them and make them meaningful.

3.1.1 EDUCATIONAL POSSIBILITIES OF ACTIVITIES IN NATURE THAT

THEY MAKE THEIR ORGANIZATION RECOMMENDED IN THE SCHOOL CONTEXT

Activities in the natural environment carry a huge amount of

values and have tremendous educational potential.

Therefore, we point out the need to include them within the programming of
physical education, which also implies the need for these activities to be
organized before, during, and after its implementation.

These values or training opportunities that are offered to us can be summarized.

• They allow us to train individuals capable of establishing relationships.

balanced with the environment, to respect it, take care of it, and improve it.
• They facilitate the establishment of a relationship with the environment from different areas.
in order to know it, understand it, and raise awareness about its care,
issue that must be achieved through experience and living
directly in him.
• Any teaching activity must be set in context and contextualized,
therefore, it is necessary to go to the natural environment to facilitate contact with it.

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• Physical activity provides a gradual and permanent exploration of

environment, while bodily knowledge is enriched and favored
the adaptation of the movement.
• Do not emphasize the physical aspect or the treatment of motor skills.
except in integral and global motor development, which facilitates and channels the
environmental education.
• The way to work on the own motor skills, which are only possible
develop in these spaces, in addition to doing/knowing physical activity
in unusual places for practice.

3.1.2. GUIDELINES FOR ACTION

As basic principles for an adequate educational intervention, we can

to indicate

Go from global to specific. Start with global tasks that allow:

familiarize oneself with the environment and its particular characteristics
(uncertainty, risks, etc.).
From the center to the natural environment. First close and then,
distant (considering the time factor -short and long duration-, that is,
at first, make half-day outings and gradually increase the
length of stay in it, lasting several days.
An appropriate methodological progression that takes into account the different
individual rhythms, that encompass different levels of difficulty in the
proposed tasks, etc.

3.2 PLANNING OF ACTIVITIES IN NATURE

We would need to talk about the entire process prior to the implementation of the
activities, and on which the success of the same largely depends. This process
must be characterized by thorough planning and design, while it must
leave a margin of flexibility to adapt to possible impossible aspects of
predict; Furthermore, this flexibility should be a defining characteristic of all
programming.

3.2.1 PREVIOUS QUESTIONS.

Every project must answer a series of questions that ensure its viability.
about what we are programming. Thus, we should respond to the following
issues.
What?: Refers to what is wanted to be done, to what the nature of it is.
project.
-For What?: The foundation, with clear objectives. At a general level,
we have previously mentioned the educational value of activities in the
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natural environment, but it would be necessary to specify at the specific project level that
we are presenting what the objectives or purposes of it are.
-Where?: Detailed location of the place where it will be developed
activity, taking into account aspects such as the availability of maps, of
alternative routes, communication channels, description of the surroundings, etc.
-How?: Concrete activity, tasks that are going to be developed,
METHODOLOGY, at a general level we have already seen some preliminary guidelines.
necessary and should be taken into account.
When?: In terms of dates, it is important because of the season of the year, the hours
of light, etc.
For Whom?: to establish the age of the participants, which will advise
the practice of certain activities or others, as well as the methodology more
adequate, etc.
Who?: Refers to the human resources mobilized to carry out
the development of the project is completed

-With what?: material and financial resources (costs), environmental and

climatic,…. The project is going to take place.

3.2.2 DEVELOPMENT OF THE PROJECT

After answering those previous questions, we need to elaborate on a

project that must consist of the following basic points:

a) Name of the project or activity.

b) Reflect and decide what we want to do and what we want to achieve. Define
the objectives of the activity.
c) Decide what activity or sports we want to practice.
d) Define the dates and the duration of the activity (it is necessary to have on
it accounts for the weather forecast.
e) Choose the location (municipality or region) where the activity will take place.
f) Inform and make a forecast of the number of participants and define the
profile (for example, that they know how to swim).

g) Choose where to sleep (camping, campsite, hostel...) considering

count the price per night and the dining options at the same place.
h) Find information about service companies that rent equipment or that
They have monitors and define the price per activity and per day.
i) Create a budget for the activity, detailing expenses and potential income.
j) Develop the program. Create the hourly and daily distribution of all the
activities, leaving free time for activities and meals.
k) Get informed about other activities of interest in the area (heritage, festivals)
traditional, etc.)
l) Prepare the itinerary to reach the activity location.
m) Specify the collective and individual material to be brought.

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n) Prepare and distribute an informational brochure with all relevant data.

the activity.
o) Make a list of all participants.
p) Request the necessary permits: from the town hall, from the property,
parental authorizations, communication to the competent authorities, etc.
q) Have accident insurance (School, social security...) and know
the nearby medical centers.
r) Verify and control the entire project before carrying out the activity.
s) Define a mechanism to evaluate the activity.
Justification of it.

In any case, we observe how the prior programming of what is going to be done
It is essential, and in summary, that project must include:

Reflection on what one wants to do and achieve: these would be the ultimate ends.
the general objectives of the project.
- Exhaustive programming of specific activities: (objectives of those
activities, contents, resources
Scheduling of those activities.
Organizational aspects before, during, and after implementation
of that project.

3.3 IMPLEMENTATION

The implementation must respond to what we had planned, but taking into account
the ability to adapt to possible changing conditions and that in turn
they should also have conditioned a certain flexibility when it came to
to plan

In any case, the implementation is mainly conditioned by the

type of environment or due to the characteristics of the surroundings in which they will take place
the activities.

3.3.1 DIFFERENTIAL CHARACTERISTICS OF THE NATURAL ENVIRONMENT

We have said that during the implementation of the project the main
The conditioning factor will be the natural environment itself. Thus, this also has implicit
some educational and motivational aspects that we have already discussed, present
some characteristics that the teacher should know to be taken into account
during the development of activities that hinder or pose some danger
for the students:

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Presence of slopes and unevenness.

Obstacles.
Sensory limitations (wind, blizzard, humidity…)
Degree of soil stability.
Speed of the medium.
Insects.
Possible absence of reference points or possibility that they may be
confused...

These aspects must be known in advance to avoid as much as possible

possible risk situations.

3.3.2 RESPECT FOR NATURE

Doing activities in nature is very fun, but if they are not carried out
With the necessary care, the environment can be seriously damaged. So it will be necessary to
take into account some advice that should always be followed when carried out
activities in the natural environment

Request the necessary permits to carry out the activity, making sure to
which are permitted based on the level of protection it has
medium.
Respect the vegetation of the environment, trying not to step on or cut species
vegetables.
Do not make unpleasant or unnecessary noises.
Do not throw garbage; it should be kept and deposited in containers.
We must be particularly careful during the breeding season, which usually
to coincide with spring, since some species are very affected by
the human presence.

3.3.3 BASIC ACTIVITIES IN THE NATURAL ENVIRONMENT

The natural environment gives us the opportunity to engage in a variety of activities.

However, the activities considered basic are those that allow us to
move within the environment, stay in it, use its resources and position ourselves
move in the desired direction.
Therefore, we are going to develop the displacements during the current topic.
specifically the march and the permanence or camping; But first, and considering
its infinite educational value, we will dedicate a section to games in the
nature.

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THE GAMES IN NATURE

-Observation: Trying to distinguish how many different types of trees

How many species of insects or other animals are there in the area?
students capable of distinguishing, from flowers, etc.
- Stalking: to stalk is to observe without being seen. Biologists, scientists who
they study animal behavior, they are experts in the practice of
they stalk, as they must camouflage themselves to observe their behavior. Within
from the stalking games we can point out:

• The flags: Where the goal is to steal the team's flag.

opponent without being seen. If any player discovers an opponent
You must say your name out loud and the one who discovered it has a
minute to hide again. The one who was discovered must
start again from its own flag.
• The poacher's whistle: The goal is to locate the poacher who has a
a minute to hide, and every two minutes the whistle must be blown. If
it is the poacher who sees one of the companions, will say their name and
this has to return to the starting point.

-From Communication: there are two codes that have been used during
centuries, especially by navigators and that can be useful for
communicate with colleagues over long distances. Additionally, its use can be
fun and serve to develop memory and attention capacity

• Morse code: The letters are represented by combinations

of dots and dashes, which means we can transmit them to
through sounds (dot---short sound, dash---long sound) or lights.
• The flag code: In this case, we use two flags.
to send the messages. Each letter corresponds to a position.

Logically for secondary school students, without a greater motivation towards

these codes, trying to use them with ease and fluency, would be a task lacking in
sense within physical education that must not lose its character
eminently practical, but they can be used in specific stations
simple activities, etc.

Tracking: To track is to follow a trail or footprint.

• Treasure hunts: Following a route where it has been established

a series of clues that need to be tracked. The signals that are used
they are known by everyone and have their own meaning.

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• Orientation games: The orienteering races are very

extended, mainly in Northern Europe and consist of
follow a route through nature with the help of a map and a
compass searching for the marked points where there is a signal or a
marker. To familiarize oneself with the map and the compass, one can
create games very similar to the previous one, but instead of clues, they
Establish at each point of the route an indication of the direction
and the direction you must follow, and the distance at which it is located
next point.

b) MOVEMENTS: THE MARCH

It is a very practiced sport, which consists of making movements more or

shorter trails through natural spaces, with varying degrees of difficulty on foot.
There are many types of marches, which are the basis of many recreational sports.
Thus, we can distinguish recreational marches, toughening marches, and exploratory marches.
of approximation, etc.
Based on their duration, they can also be classified, in addition to their shape.
of progression: in linear, radial stages, etc.
They allow us to communicate with the environment and move within it.

Movements can be divided into two blocks: on foot (walking), or

using other means (mountain bike, canoe, horse...) the one we consider most accessible
to the school environment, but the only one is walking.

The fundamental aspects we must take into account when carrying out
the end of a march refers to what to consider before, during, and after the
misma:

Before:

Prepare the itinerary.

Get a map of the area
Get information on the weather forecasts
Study the characteristics of the environment.
Setting realistic goals based on our knowledge and
our level of physical capacity.
Control points of interest, to collect water, rest, etc.
Get the maps and permits.
To make known the planning or itinerary.

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During:

Go in a group.
Maintain a constant pace adapted to the level of the group.
Do not overload more than necessary.
Eat and drink in moderation and substances that are easily assimilated by the
organism.
Wear appropriate clothing, especially regarding footwear.
Climb the slopes in a zig-zag to save effort.

After: Evaluate the results of the activity, recover properly, do

inventory and stretch properly.
In any case, it is essential to bring the appropriate material that in most of
the cases usually consist of:

Proper footwear.
Camping tent.
Preferably waterproof backpack with adjustable belt.
Sleeping bag.
Pad to insulate the bag from the ground.
Water bottle.
-Flashlight.
Spare clothes, isolated in plastic to prevent them from getting wet in the rain.
Cold weather gear: lip balm, balaclava, hat, gloves...
Materials for the sun: cream, glasses, hat....
Impermeable.
Small towel.
Personal hygiene kit.
Small first aid kit.
Eating utensils.
Multi-purpose knife.
Trash bags for waste.
A rope that can serve for a multitude of uses, from hanging the
clothes, even to tie something in case of emergency.

c) THE STAY: THE CAMPING

Not all excursions last just one day. If we have to be

more time in the mountains or our route is longer, we must plan how and
where we will spend the night. There are several possibilities:

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Undercover: in hostels, rural houses, etc.

In bivouac: it consists of spending the night outdoors, one must take into account the
weather forecasts and try to sleep on some surface that
let us be isolated from the stones and the humidity

Camping: It is the most commonly used way by hikers.

The Camp

The tent should be simple, lightweight, for a few people, waterproof and easy to set up.
set up. The two most commonly used types of tents for camping in the mountains are the
referred to as Canadian and the igloo.

We will set up the campsite in a wind-protected and spacious place, where

Camping is allowed. We will look for a flat surface, free of stones and
soft enough to drive the nails in, but firm enough for it to
lock the store.
We will also take into account situating it outside the channels of dry rivers that can
to pose a danger in case of flooding, having water nearby but not stagnant
what would constitute a source of mosquitoes.
If there are trees nearby, check that they do not have dry branches at risk of falling.
about the store.
Under no circumstances will we place it in elevated locations or near solitary trees.
We will orient the store so that the entrance faces south, since the
colder winds blow from the north. If more tents need to be set up, perhaps they
they should be placed in a circle with the entrance facing inward.

The steps for setting up a tent are:

1.- We will install on the ground by driving in the nails.

2.- We will assemble the metal structure.
3.- We will secure the fastening with ties and ropes.
We will install the double ceiling.
5. - We will secure the fastenings.
6.- We will ensure that the set up store has no bags or strange shapes.
which would imply a failure in the assembly.

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4. BIBLIOGRAPHY.

RUIZ MUNUERA, A.; RUIZ MUNUERA, F.: "Physical and sports activities in the
Nature in the Region of Murcia: proposals for action, II Seminar on: “Sport
in the 21st century: sports training and its context"Murcia.

Camerino Foguet, O. (2000): 'Recreational Sport', Inde, Zaragoza.

NAVARRETE MORALES, G.; DOMINGO BLANCO, L. (2002): "Physical activities in

the natural environment, as an integrative proposal in the physical education curriculum
[Link] Digital Magazine - Buenos Aires - Year 8 - No. 47 - April 2002

SANTOS PASTOR, M.L. AND MARTÍNEZ MUÑOZ, L.F. (2002): "Physical Education and the
activities in the natural environment. Considerations for an educational treatment II
[Link]

SANTOS PASTOR, M.L.; MARTÍNEZ MUÑOZ, L.F. (2002): "Physical Education and the
activities in the natural environment. Considerations for educational treatment
[Link], Digital Magazine, Buenos Aires, year 8, no. 49, June.

Legal Regulation

Organic Law 2/2006, of May 3, on Education (LOE).

Law 17/2007, of December 10, on Education of Andalusia (LEA).

Royal Decree 1,631/2006, of December 29, establishing the teachings

minimums corresponding to Compulsory Secondary Education.

Royal Decree 806/2006, of June 30, establishes the schedule for the implementation of the new
ordering of the educational system, established by Organic Law 2/2006, of May 3, of
Education.

Decree 231/2007, of July 31, which establishes the organization and the teachings
corresponding to Compulsory Secondary Education in Andalusia.

PHYSICAL EDUCATION 18