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Recreational areas are based on the intentionality of teaching and communicating in a
different way to help creativity and the development of thought. (Leon, 2015). Allowing
students to become distracted and forget something that happens to them so that as they
continue their classes they can concentrate and learn, it also helps improve the relationship
between peers.
On the other hand, another way of referring to recreational areas is as outdoor learning,
where some authors have a different definitions about that.
According to Greenaway (2005) Outdoor Learning is a broad term that includes: outdoor
play in the early years, school grounds projects, environmental education, recreational and
adventure activities, personal and social development programs, expeditions, team building,
leadership training, management development, education for sustainability and more.
OIL (2019) said that direct experience outdoors is more motivating and has more impact
and credibility. Through skilled teaching, interpretation or facilitation, outdoor experiences
readily become a stimulating source of fascination, personal growth and breakthroughs in
learning.
According to Greenaway (2005) In Outdoor Learning participants learn through what they
do, through what they encounter and through what they discover. Active learning readily
develops the learning skills of enquiry, experiment, feedback, reflection, review and
cooperative learning.
Conforming to the opinion of the different authors, recreational areas are spaces that allow
students to develop their skills and abilities in order to achieve the maximum performance of
students.
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