Physics through Outdoor-Based Active Learning (with Surfing)

Developed at South East Technological University, this project reimagined physics education for first-year Health and Sports Science students through a novel surf-based experiential learning model. Supported by SATLE funding, it addressed barriers such as low confidence, limited prior exposure, and the perceived irrelevance of physics. By embedding core concepts in real-world coastal environments, the initiative enhanced engagement, deepened understanding, and promoted inclusivity through both in-water surfing and structured dryland experiments. Interdisciplinary collaboration across health, sports and science education enriched the learning experience. Post-activity surveys showed 94% of students could connect theory to practice, and 100% recommended the approach. Aligned with Education for Sustainable Development, the project demonstrated how place-based, active learning fosters sustainability literacy. Featured in national and international media, it has inspired broad interest. A forthcoming series of academic publications will further disseminate the project’s outcomes and theoretical framework, positioning SETU as a leader in transformative, experiential STEM education.

SATLE priority area: Educational for Sustainable Development

Context and key activities

The initiative “Physics through Outdoor-based ‘Active Learning’ for 1st Year Health and Sports Science students” was developed to address persistent challenges in physics education for non-specialist learners enrolled in Health and Sports Science (HSS) programmes at South East Technological University (SETU). A recent survey (Barry and Cahill, forthcoming), revealed most (82%) students entering these programmes have limited prior exposure to physics or mathematics and often perceive the subject as abstract, inaccessible, and disconnected from their future careers in sport, rehabilitation, and health sciences. This initiative aimed to transform those perceptions by embedding physics in a surf-based experiential learning model, making it tangible, inclusive, and relevant.

Implemented in Tramore, County Waterford, the initiative involved nearly 100 first-year students across four undergraduate HSS programmes. The intervention was strategically scheduled at the end of the academic module to allow students to consolidate and apply theoretical knowledge in a practical, real-world setting. The programme was designed to align with students’ existing timetables and physical sciences practical sessions, minimising disruption and maximising participation.

Students engaged in a full-day learning experience that combined in-water surfing sessions with structured dryland physics activities. These included a graded group experiment investigating the relationship between wave speed and water depth, and observational tasks using thermal imaging cameras, UV sensors, and engineer’s levels. Through these activities, students explored core physics concepts such as buoyancy, gravity, drag, lift, heat loss, energy transfer and centre of mass. The embodied nature of the learning – experiencing forces and motion while surfing – enabled students to connect theory to lived experience in a way that traditional classroom methods often fail to achieve.

Inclusivity was central to the design. Recognising that not all students could participate in water-based activities, the programme offered dryland surfboards and alternative observational tasks, ensuring full and inclusive participation and meaningful engagement for all learners. This inclusive approach was supported by a partnership with T-Bay Surf Club, which provided dryland equipment, and Waterford Water Safety, which facilitated access to the National Training Centre for Beach Lifeguards. Additional support was provided by Waterford and Wexford Educational Training Board (WWETB) surf instructor trainees and Freedom Surf School, whose certified instructors led the in-water sessions. Local cafés contributed sustainable materials, reinforcing the project’s environmental ethos and strengthening community ties.

To scaffold learning and ensure alignment with curriculum goals, students received a tailor-made activity pack in advance of the event. This resource included a detailed schedule, group allocations, physics exercises linked to surfing and land-based activities, and a reflective tool based on the “Head, Heart, Bag, Bin” framework. This structure encouraged students to articulate cognitive, emotional, and practical takeaways, deepening engagement and promoting self-awareness.

The pedagogical framework drew on Kolb’s Experiential Learning Theory and constructivist principles, promoting active, inquiry-based learning. Students were not passive recipients of information but active participants in a dynamic learning environment that fostered collaboration, critical thinking, and problem-solving. A strong team dynamic and student partnership were central to the project’s success, with students working in groups to conduct experiments, support one another, and reflect collectively on their learning.

The initiative also embedded principles of Education for Sustainable Development (ESD) by linking physics to environmental awareness, safety, and personal and community well-being. Observational tasks encouraged students to consider the physics of sustainability such as the insulating properties of wetsuits, the effectiveness of sun protection, and the curvature of the Earth within the context of their own physical and social environments.

The activity included research elements that included a post-activity student survey, which captured both quantitative and qualitative feedback. Formal and informal survey results provided valuable insights into student experience and learning outcomes and informed future iterations of the programme.

Ethical approval was obtained from SETU’s Research Ethics Committee, ensuring that all procedures adhered to standards of informed consent, inclusivity, and participant welfare. Challenges such as student anxiety and logistical coordination were addressed through early communication, inclusive alternatives, and careful planning. Students were informed of the activity at the start of the academic year, with regular updates provided via lectures, practical classes and the university’s virtual learning environment. Staff across the department were invited to participate, creating a supportive learning community and fostering a culture of shared responsibility and interdisciplinary collaboration.

The success of the initiative was amplified by national media coverage and institutional endorsement, positioning it as a scalable model for transformative STEM education.

Reference:

Barry, A. and Cahill, G. (forthcoming) ‘Post-Activity Student Feedback Survey: Physics through Outdoor-based “Active Learning” for 1st Year Health and Sports Science students’. South East Technological University.

Strategic alignment with national policies and relevant SATLE priority area

This initiative aligned with Ireland’s Educational for Sustainable Development (ESD) to 2030 Strategy by transforming learning environments and building educator capacity through experiential, interdisciplinary teaching. It supported Priority Action Areas such as “Empowering and Mobilising Young People” and “Accelerating Local Level Actions” via civic partnerships and sustainability-focused outdoor learning.

The project refelcted the National Strategy on Education for Sustainable Development, which advocates embedding sustainability across all levels of education and fostering active citizenship. By integrating physics with environmental and HSS contexts, the initiative promoted systems thinking and lifelong learning, key goals of the national strategy.

At institutional level, the project advanced the SETU Strategic Plan 2023–2028: Connecting for Impact, which prioritises regional engagement, sustainability, and innovation. It supported SETU’s goal of enhancing educational access and relevance through place-based learning that connected students with local communities, industries, and natural environments. The initiative exemplified SETU’s commitment to equity, diversity, and inclusion through its inclusive, student-centred approach, ensuring all learners participated meaningfully regardless of ability or experience. By cultivating transversal skills such as critical thinking, collaboration, and problem-solving, the project equipped graduates for the evolving demands of the health and sports science sectors. Therefore, it strengthened SETU’s regional and educational impact and reinforced the university’s commitment to raising professional standards and preparing graduates to lead in the areas of health, sport, science and environmental stewardship.

The project supported the European Commission’s GreenComp Framework, and the UN Sustainable Developement Goals SDGs 3, 4, 11, 13, and 14.

SDG 4 (Quality Education) was advanced through inclusive, interdisciplinary learning that demystified physics and made it accessible. The use of dryland surfboards and alternative activities ensured equitable participation, while the integration of physics into health and sports contexts increased motivation and long-term retention.

SDG 11 (Sustainable Cities and Communities) was supported through civic partnerships with local surf schools, cafés, and safety organisations. These collaborations fostered community engagement and environmental awareness. For instance, local cafés provided compostable materials, reinforcing sustainability values, while students explored the insulating properties of wetsuits and the effects of sunblock using thermal and UV cameras – linking physics to sustainable, safe practices.

SDG 13 (Climate Action) was embedded through a dual-modality approach using water-based and dryland activities to foster climate literacy. Surfing sessions explored wave dynamics and environmental variables, while dryland experiments linked physics to climate phenomena. These activities encouraged reflection on climate impacts and embedded sustainability into embodied and observational learning.

SDG 14 (Life Below Water) was addressed by situating learning in the coastal environment, prompting students to consider the physics of ocean waves and the importance of marine ecosystems in sports, safety, and sustainability.

By connecting physics to real-world challenges and professional practice, students were equipped with the scientific literacy and ethical awareness needed to raise professional standards and serve communities more effectively. This model fosters future professionals who are not only technically competent but also environmentally and socially responsible, ensuring that communities remain at the heart of sustainable development.

Innovation in specified SATLE priority area

Physics through Outdoor-based ‘Active Learning’ for 1st Year Health and Sports Science Students was a pioneering initiative that placed innovation in Education for Sustainable Development (ESD) at its core. It reimagined physics education for non-specialist learners through a personally conceived and original surf-based experiential learning model that integrated scientific inquiry, sustainability, and embodied outdoor learning in a coastal setting. This was not an adaptation of existing practice but a ground-up innovation, designed to transform how students experience physics and made sustainability a lived, active process.

While active and experiential learning are recognised within STEM pedagogy, this initiative introduced an entirely new model by connecting physics teaching to surfing and complementary dryland experiments. It replaced conventional lectures with immersive outdoor experiences, turning abstract theories into tangible, relevant, and sustainability-focused learning. Students engaged with physics through surfing, environmental observation, and hands-on experiments. Learning “in motion” fostered both cognitive and emotional engagement, transforming physics into a living subject that directly connected students to the planet and personal well-being.

Integrating emerging technologies such as thermal imaging cameras, UV sensors, and engineer’s levels enhanced the project’s innovative character. Students engaged with sustainability-focused investigations, including heat retention in wetsuits (energy conservation), solar radiation (health and safety), and the Earth’s curvature (climate literacy). These activities employed innovative pedagogical strategies to bridge physics and environmental stewardship, advancing eco-literacy through experiential learning and embedding scientific concepts within real-world sustainability challenges.

Inclusivity and accessibility were built into the innovation from the outset. Recognising the diversity of learners’ abilities and backgrounds, adaptive approaches such as dryland surfboards and alternative observational tasks were developed for students unable to enter the water. This ensured that every participant engaged meaningfully with both physics and sustainability concepts. Thus, the project demonstrated how ESD innovation can be socially sustainable, reflecting SETU’s commitment to Equity, Diversity, and Inclusion (EDI) and showing that creativity in sustainability education must also encompass social inclusion.

Student partnership and reflective practice were central to the project’s success. A tailor-made student activity pack, containing themed worksheets, group observation guides, and collaborative experiments aligned with the day’s surfing theme, served as both a scaffold for learning and a tool for assessment. The distinctive “Head, Heart, Bag, Bin” reflection framework, utilised in this initiative, encouraged learners to think critically (“Head”), connect emotionally (“Heart”), identify actionable insights (“Bag”), and let go of unhelpful habits (“Bin”). This structured yet imaginative model represented a unique contribution to ESD practice, linking physics learning to sustainability behaviours and professional growth.

At an institutional level, the project acted as a catalyst for cultural and pedagogical transformation, embedding interdisciplinarity, sustainability, and innovation across SETU’s curriculum. It aligns with SETU’s strategic goals, Ireland’s ESD to 2030 Strategy, and the UN Sustainable Development Goals (SDGs). As a fully original and scalable model, this initiative demonstrates that innovation in ESD is not only about new methods but about creating new possibilities, showing that the future of science education lies in teaching students not just to learn about sustainability, but to live it creatively and inclusively.

Outcomes

Impact

The “Physics through Outdoor-based ‘Active Learning’ for 1st Year Health and Sports Science Students” project has delivered meaningful impact across student learning, institutional strategy, and sectoral engagement. Designed to reframe physics education for non-specialist learners, the initiative enhanced student outcomes, fostered interdisciplinary thinking, and positioned SETU as a leader in sustainability-focused pedagogy.

Student benefits were immediate and profound. Post-activity surveys revealed marked increases in confidence, motivation, and conceptual understanding. Students reported that the experiential, surf-based format made physics more accessible and directly relevant to their future careers in health and sports science. The outdoor, embodied learning approach demystified abstract concepts and encouraged deeper engagement. Students connected theory to lived experience such as buoyancy, wave dynamics, and energy transfer through physical interaction with the coastal environment. This improved academic performance and nurtured personal development, eco-literacy, and a sense of agency in relation to sustainability.

For staff, the project introduced a new pedagogical model that encouraged reflection on interdisciplinary and place-based learning. While formal evaluation of staff impact is not yet available, the initiative has opened up conversations around integrating sustainability into STEM education and the potential for outdoor learning to enhance student engagement. It aligns with SETU’s strategic priorities in Education for Sustainable Development (ESD), Equity, Diversity and Inclusion (EDI), and innovative teaching and learning, contributing to broader institutional efforts to embed sustainability across the curriculum.

At the institutional level, the project strengthened SETU’s partnerships with local businesses and employers, regional education networks, and national organisations committed to ESD. These collaborations laid the foundation for a scalable and replicable model adaptable to other disciplines and institutions. The initiative supports SETU’s strategic goals and aligns with Ireland’s ESD to 2030 Strategy and the UN Sustainable Development Goals (SDGs), reinforcing the university’s leadership in education for sustainability and innovation.

The project’s visibility and influence extended beyond SETU. Media coverage in outlets such as the Irish Independent, Engineers Ireland, European Medical Physics News, WLR FM, and SETU News amplified its impact, showcasing the initiative as a national exemplar of creative STEM education. Academic presentations and journal submissions have further disseminated the model, generating interest from other HEIs and positioning SETU as a thought leader in sustainability-oriented and practice-based pedagogy.

Building on the success of the initial implementation, the initiative is expected to continue evolving and expanding in future teaching cycles. Opportunities are being explored to adapt the model for other disciplines within applied sciences and engineering, where outdoor and experiential approaches can similarly enhance engagement with sustainability concepts. The next phase aims to deepen interdisciplinary collaboration within SETU and to pursue international partnerships through programmes such as ERASMUS+ and EU Conexus. These developments would further strengthen SETU’s contribution to innovative, place-based education for sustainability and support the creation of a scalable model for broader application.

The initiative has also fostered staff–student collaboration and co-authorship, with students contributing to an article for European Medical Physics News, sharing their experiences on a European stage. Should this project receive funding to continue, students completing the programme will share experiences through presentations and peer mentoring, acting as role models and sustainability ambassadors for future cohorts. Looking ahead, there is also potential for students to pursue research in this area locally, nationally, and internationally, further deepening SETU’s culture of inquiry, innovation, and sustainability-focused education.

The long-term impact is both educational and societal. By linking physics with environmental awareness, safety, and community engagement, the project empowers students to become ethically responsible graduates equipped with scientific literacy, social awareness and a sustained interest in STEM. It demonstrates how experiential learning can improve academic achievement, foster personal growth, and contribute to societal well-being. The initiative offers a replicable framework for reimagining STEM education, one that is inclusive, interdisciplinary, and rooted in sustainability. These competencies are essential for navigating and addressing real-world challenges in health, sport, science and community contexts. The initiative fosters graduates who are not only technically proficient but also capable of applying physics-based reasoning to promote sustainability, safety, and innovation in their professions.

This dual emphasis on scientific and civic responsibility contributes to raising professional standards and responding to the growing demand for STEM-informed decision-making across sectors. As students internalise the relevance of physics to their future roles, they become better prepared to serve their communities and contribute meaningfully to national development. In doing so, the project supports the creation of a workforce that is environmentally conscious, socially engaged, and professionally competent – ensuring that sustainability and scientific literacy remain central to Ireland’s evolving educational and societal landscape.

In summary, this project has achieved demonstrable impact at multiple levels: enhancing student learning, informing institutional strategy, and contributing to national and international conversations on sustainable education. It exemplifies how innovative, place-based learning can transform teaching and learning in higher education and inspire a new generation of environmentally conscious professionals.