Challenging play and motor experiences in the natural environment, adventure, and the perception of risk in outdoor didactic-educational places

The historical period that we are living in has highlighted how environments can be an additional educational resource for the development of recreational-motor activities; In particular, it has been observed how the natural environment can bring out values of a body education that focuses on adventure and exploration. This process helps children discover and get involved, make decisions, and consider risks and dangers that may arise in case of a wrong evaluation. Therefore, challenging motor activities in a natural environment, if properly organised, are distinctive elements to work on the proximal area of the child, allowing real learning mediated by experience. The individual will be forced to improve motor skills, strengthening their self-esteem and sense of responsibility. In conclusion, we will analyse some recreational-motor activities in the natural environment, including climbing as an optimal proposal for the discovery of the body self in the relationship with nature, in the discovery of sensory perceptions skills dormant that arouse emotions and wonder in children (Coco, 2013). Climbing, indeed, is a motor pattern that appears around 8-10 months in the child's attempt to pass from the quadruped to the upright position (Casolo, 2002). A vital aspect is the emotional one, and climbing certainly has a strong emotional impact on the subjects who practice it. The height, the emptiness, the possibility of falling with consequent loss of control of the situation, of equilibrium, make necessary: concentration, precision, calm, awareness and acceptance of their potential and their limits. The feelings of joy, pleasure and gratification that are particularly solicited and stimulated when reaching the goal are indispensable for those who practice this activity (Coco, 2019).