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Las actividades en la naturaleza contribuyen al desarrollo integral del alumno mientras logran los objetivos generales del curriculo oficial. El objetivo del estudio fue conocer el tratamiento de las actividades en la naturaleza en los centros educativos. Se utilizo una muestra no probabilistica por conveniencia, con un total de 120 profesores de Educacion Fisica de Educacion Primaria (63.04%) y de Educacion Secundaria (36.96%). Se administro el cuestionario DAFNE (Diagnostico de las actividades fisicas en el medio natural en el ambito escolar), de 17 items con 8 dimensiones de analisis. Se aplico un analisis estadistico multivariable para determinar la relacion entre sus variables dependientes e independientes. La programacion de actividades en la naturaleza y las acciones previas a su realizacion, son factores optimistas para los docentes, en contraposicion de la falta de recursos y fomento institucional para llevarlas a cabo. Los centros publicos contemplan, en mayor medida, las actividades en la naturaleza en la programacion, siendo mas criticos con la Consejeria de Educacion en comparacion con los centros privados concertados. Los docentes de experiencia media (5-15 anos) reciben mas apoyo de los agentes implicados en la educacion. Los graduados en Educacion Primaria manifestaron una opinion favorable sobre la organizacion escolar y formacion. Los centros de una linea educativa son mas proactivos a la hora de programar actividades en la naturaleza. El estudio ofrece un diagnostico de resultados orientado hacia un plan de promocion y fomento de las actividades en la naturaleza dentro de la Educacion Fisica. Abstract: Physical activities in the natural environment contribute to pupils’ comprehensive development at the same time as they contribute to the general objectives of the official curriculum. This study sought to know how education centres treat activities in natural settings. A total of 120 physical education teachers (63.04% Primary Education, 36.96% Secondary Education) were selected by non-probabilistic convenience sampling. Additionally, the DAFNE (school-related physical activities in the natural environment diagnosis) questionnaire, including 17 items in an 8-dimension structure, was used. Multivariate statistical analysis was conducted in order to determine the relationship between dependent and independent variables. The planning of activities in the natural environment and the actions prior to their development are considered as positive by teachers; opposed to that, the lack of resources and institutional support to conduct them are negative aspects. Public schools consider the development of activities in the natural environment to a greater extent in their lesson planning compared to subsidised private schools. Similarly, the former shows a more critical attitude towards the Ministry of Education. Teachers with medium experience (5-15 years) receive considerable support from the agents involved in education. Graduates in Primary Education expressed favourable opinions about school organization and training. Education centres comprising one class per year are more proactive about planning outdoor activities. This study offers a diagnosis of results directed towards the promotion and fostering of activities in the natural environment within Physical Education.

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Diagnóstico escolar sobre el tratamiento de las actividades físicas en el medio natural dentro de la asignatura de Educación Física (Diagnosis of the treatment of physical activities in the natural environment within Physical Education)