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EDRD*3500 Recreation and Tourism Exam Notes

Unit 1: Conceptualization of Terms LEISURE Leisure: c har ac t er i z edast i mef r eef r om obl i gat i on,andmeani ngf ul and/ or s at i s f yi ngexper i encet hr oughs omecombi nat i onofact i vi t y,t i me,andexper i ence. Act i vel ei sur e:i sgener al l yunder s t oodasphy s i c al l yact i v el ei sur eandi tcanhel pus wi t hk eepi ngfitandheal t hyandonacommuni t ys cal ecanr educeheal t hc ar ecos t . Passi vel ei sur e:mayi nc l uder ec uper at i v eact i v i t i esl i k esoc i al i z i ng,v i s i t i ngcul t ur al ev ent s ,orf ami l yandf r i ends .Ori tmayi nc l udeact i vi t i eswher enoener gyi sex er t ed, s uc hasr eadi ng,wat c hi ngTV,s l eepi ng,orengagi ngi ns oci almedi ai nt er act i ons. Pass i v el ei s ur ei snotanyl essbenefic i al t ohumanwel l bei ngt hanact i v el ei s ur e,i tj ust s at i sfi esdi ffer entneedsofi ndi v i dual s . Serious Leisure: differentiates leisure based on level of involvement. St ebbi ns ,who i nt r oducedt het er mi nt heear l y1980s ,s ugges t edt hatt her eneedt obes i xdi st i nct el ement spr es enti nser i ousl ei s ur e( St ebbi ns ,1982) :      

Per sev er anc e Si gni fi canteffor t Car eerdev el opment Dur abl ebenefi t s Ex pr ess i onofs el fandi dent i f y Uni queet hos

“ l ei sur especi al i zat i on”:wasi nt r oducedbyBr y ani nt hel at e70s ,andi sdefinedas“ a c ont i nuum ofbehavi orf r om t hegener alt ot hepar t i c ul ar ,r eflect edbyequi pmentand s k i l l sus edi nt hes por t ,andact i vi t ys et t i ngpr ef er ences ” - I think this means when you are interested in improving in the minor details of an activity, or you get the best possible equipment you need for the activity Regi onal andcul t ur al di ffer encesaffectl ei s ur e.Theycanaffectac ces s ,andequal f r eedom t opur s ue.Cul t ur e,andpar t i c ul ar l ys ubc ul t ur es ,pl ayani mpor t antr ol ei nwhat i sper cei v edassoc i al l yaccept abl el ei s ur eengagement .

RECREATION defi nedasan“ exper i encet hatr esul t sf r om f r eel yc hos enpar t i ci pat i oni nphy s i cal , s oc i al ,i nt el l ect ual ,c r eat i v eands pi r i t ual pur sui t st hatenhancei ndi v i dual andcommuni t y wel l bei ng” Rec r eat i onr ef er st ot henot i onof“ r es t or at i on” ;r es t or at i onoft hewhol enes soft hebody , mi ndands pi r i t ,andof t enass er t sas oci al pur pose. Ar ec r eat i onact i vi t ymay ,ofcour se,notal way sl eadt oapos i t i v ebenefi t( atl eastnotas per c ei v edbyal l ) .Confl i ct sbet weenusergr oupscanar i s e.Whatsomepeopl emayfi nd c ompl et el yappal l i ngmaypr oducesomet y peofi nt r i nsi csat i s f ac t i oni not her s . Perceived Freedom to Participate Only counts as recreation if conducted voluntarily, you cannot be “forced”. The origin of motivation determines if the recreational activity was voluntary - Motivations can change throughout life. (Eg. You love to swim when young b/c it is fun, when older you swim b/c health benefits) this changes level of involvement - if “weight control” is your motivation, the activity is much more likely to be work than recreation

TOURISM Tourism includes aspects of both recreation and leisure Whatmos tt our i st sdowhi l et r av el l i ngof t enc l os el yr el at est ot hei rev er y dayl ei sur e ac t i v i t i es - the more skill based, serious or specialized the leisure activity the higher the likelihood they participate on vacation (e.g travelling to mountain bike or snowboard different mountains)

Tourism can be characterized based on: - Product - Activity - Location Preference - Duration of drip and distance - Business or recreation as intention of trip - Age or socio-economic status

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Lei s ur ei sar i ghtofal l ci t i z ens ,notapr i vi l ege. Lei s ur ehasbeenc har act er i z edas ;spec i fi cac t i vi t i es ,ast i mef r eef r om obl i gat i on,asmeani ngf ul ands at i s f yi ngexper i enc e,ors omecombi nat i onof ac t i v i t y ,t i meandexper i ence. Per cei v edf r eedom andper cei v edcompet ence,i nt r i ns i cmot i v at i onandpos i t i v e affec tar epr es entt os omedegr eeoranot herwhenaper s oni s“ atl ei s ur e” . Lei s ur ebehav i ormaybedi v i dedi nt oact i v e( bei ngphy s i c al l yact i v e)andpass i v e l ei sur e( r ec uper at i v eac t i v i t i es ) . Ser i ousl ei s ur eandl ei s ur espec i al i z at i onr ef er st ot hedegr eeofi nv ol v ementand t hev ar i ousl ev el sofpass i onandcommi t mentofaper s ont ot heact i v i t y . Lei s ur es hapescul t ur eandc ul t ur es hapesl ei s ur e. Rec r eat i oni mpl i esv ol unt ar yi nv ol v ementandi nt er nal mot i v at i on. Tour i sm ort our i s t scanbec har act er i z edbas edonpr oduct ,l ocat i on,dur at i on, i nt ent i onands oc i oeconomi cs t at us .

Unit 2: History, Theory and Leisure Experiences Only in the industrial era dis people start to distinguish the difference between time spent work and leisure. During ancient Greece, leisure was the primary means of advancing intellectual thoughts. Although it was exclusive for the upper class Ar i st ot el es ,t hemosti nfl uent i al Gr eekphi l os opher ,suppor t edt hatl ei sur ewas notf r eedom f r om r at herf r eedom t opur s uet hegoodl i f e( Edgi nt onet .al . ,2006,p.75) andt hatl ei sur ewasanact i v i t yi nwhi c honecanc ul t i v at ebody ,mi ndands pi r i t . I nanc i entRome;bat hhous es( s oc i al ) ,at hl et i cs( phy s i cal ) ,ot hec ol i s eum s pect ac l es Manyoft hei nst i t ut i onsandor gani z at i onsweknowt odayemer geddur i ngt hemi ddl e andl at e1800saspar tofadesper at el yneededs oci alr ef or m becaus eofps y c hol ogi cal ands oc i al wel f ar eneeds .Soci alr ef or mer ssawr ecr eat i onandpl ayi ncl eannat ur al

l andsc apesands pec i fi cal l ycons t r uct edr ecr eat i onf ac i l i t i esast hemuchneeded i mpr ov ement st opeopl e’ squal i t yofl i f e( ort hel ackt her eof ) . From Movements to Insitutions Playground Movement Playgrounds stated to be built in 1890’s - Widespread construction to encourage physical recreation among children - YMCA, boys and girls clubs grew out of this movement Settlement House Movement - Houses that provided life skills training to those in need (immigrant, working-class poor or displaced families) RECREATION SERVICE DELIVERY Att hec ommuni t yl ev el ,r ec r eat i onandl ei sur emayl eadt opos i t i v esoc i al ,c ul t ur al and ec onomi ci mpact s .Forex ampl e,f est i v al shav ebec omeapopul arwayf orpr omot i ngt he uni quecul t ur alher i t ageofanar ea. Lei s ur es er vi cesmaybef undedand/ ordel i v er edbyt hel ocalc ommuni t ygov er nment , t hepr ov i nc i al gov er nment ,t hef eder algov er nmentorbynonf or pr ofi tor gani zat i ons ,or c ommer ci alor gani z at i ons. Educat i onal i nst i t ut i onsar eal sopar t ner si nr ec r eat i ons er v i c edel i v er ybyoffer i nga wi dev ar i et yofpr ogr ams ,pl acesands pacesofi nt er ac t i on.( e. gpr ogr amspr ovi dedby uni ) Success f ul l ei s ur es er vi ceor gani zat i onsshar et hr eecommonc har act er i s t i c swhi ch ar et hedesi r et ohel ppeopl e;haveanent r epr eneur i alspi r i t ;andhavet heabi l i t y t oadaptt osoci alneedsoft het i me Leisure Experiences What is Flow Experience Anopt i mal ex per i encei samomentofhi ghest happi nes sandof t enachi ev edi nanat ur al set t i ng. Anopt i mal ex per i encei ss omet i mescal l edaflow exper i ence.Aper s onex per i enc esflow when t her ei sanopt i mal bal ancebet weenexper i enced chal l engeandachi evedski l l( Fi gur e2. 1) .

Whatmakesexper i enceposi t i veornegat i ve ? Agoodex per i enc ec anbepl easanti nant i c i pat i onandi nr ec ol l ec t i on. I faper sonc hosesanact i vi t yt hatf r i ght enst hem duet onotenoughsk i l l sori st ot al l y bor edduet onotenoughper cei v edc hal l enge,nei t heract i v i t ywi l l beper c ei v edas benefic i al andt her ecol l ect i onoft hatact i vi t ywi l lbenegat i v e.Not wopeopl eex per i enc e anac t i v i t yors et t i ngex act l yt hes ameway . How do you know if someone had a positive experience? Evaluate the following attributes to assess leisure experiences   

Lac kofcons t r ai nt s Dev el opmentofcompet ence Qual i t yofex per i ence

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Thev al ueandbel i ev eaboutr ec r eat i onandl ei s ur ehaschangedac r osshi st or y andc i v i l i z at i ons . Gr eekphi l os opher sbel i ev edl ei s ur ewast hef r eedom t opur s uet hegoodl i f eand t ocul t i v at ebody ,mi ndands pi r i t . Thedec l i neoft heRomanempi r ei sof t enbel i ev edt obeduet ot hei rex c ess i v e hedoni s t i cpur s ui t s . Dur i ngt heMi ddl eAges ,l ei sur eandi dl enes swasshuntandas t r i ctpr ot est ant wor ket hi cwasenf or c ed. Dur i ngt heI ndus t r i al Rev ol ut i on,l ei sur eandr ecr eat i onwasus edas dec ompensat i onf r om di s sat i s f y i ngwor kandl i v i ngc ondi t i ons . Ear l yl eader soft hepar ksandr ecr eat i onmov ementhadadeepc ommi t mentt o s oc i alr ef or m ands oci al wel f ar ei s s ues . Thes oc i al r ef or m mov ementbel i ev edr ec r eat i onandpl ayc anenhanc et he qual i t yofl i f ef ori mmi gr ant sandt hei nner ci t ypoorandasar es ul tt hepl ay gr ound ands et t l ementhous emov ementwasbor n. Anopt i mal l ei s ur eexper i encei sanopt i mal bal anc ebet weenc hal l engeandsk i l l , andbet weenbor edom andanx i et y . Lei s ur eandr ec r eat i onex per i encesmaybeposi t i v eornegat i v ei nnat ur e. Rec r eat i onandl ei sur et heor i esr angeacr os smanyacademi cdi s ci pl i nes dependi ngonwhatphenomenont heyi nt endt os uppor tandex pl ai n.

Unit 3: Leisure Benefits What is a leisure benefit? Key Characteristics: - Demonstrate that involvement in leisure was responsibe for change - Benefit can be the maintenance of a desired condition (running to stay fit) - Change or maintenance must be an improvement - Must contribute to bettering individual’s quality of life Benefits can be grouped into the following categories; - Personal Benefits - Social and Cultural - Environmental - Economic - Quality of Life Negative Leisure Outcomes Whenwet al kaboutnegat i v eout c omesofl ei s ur eweof t ent al kaboutdevi antl ei sur e, s omet i mest er medpur pl el ei sur e,ordar kl ei sur e,andt abool ei sur e. whendoesr ecr eat i onal al c ohol usebec omedev i antl ei s ur e,howaboutv ar i ousf or msof gambl i ng,andwhataboutspor t sors ex ual act i vi t i est hatar enotmai ns t r eam? KEY POINTS

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Al ei s ur ebenefi tcanber es pons i bl ef orapos i t i v echangeort hemai nt enanceof adesi r edc ondi t i ont oani ndi v i dual ,gr oup,ors oci et y . Lei s ur ebenefi t scanbes oc i al ,c ul t ur al ,per s onal ( i . e. ,phy s i c al orps y c hol ogi cal ) , ec onomi corenv i r onment al i nnat ur e. Thef eedbackl oopofl ei s ur ebenefi t sas sess mentt ak esi nt oaccountt hes et t i ng, ac t i v i t y ,t i me,andex per i enceaswel l ast hev al ueat t ac hedt ol ei s ur ebyper s on ors oci et y . Adefi ni t i onofnegat i v el ei s ur e,al s ocal l edpur pl el ei sur e,t abooordar kl ei s ur e,i s s hapedbyper s onal orsoc i al v al ues ,bel i ev es ,andmor al s . Lei s ur epar t i c i pat i onandl ei s ur er eper t oi r echangesacr os st hel i f espan. Cul t ur e,genderandagear ei mpor t anti ndi c at or sofl ei sur eexper i encesandt he degr eeofl ei s ur epar t i c i pat i on.

Unit 4: Leisure Constraints Constraints are divided into three categories; Distal (structural)- Lack of time, money or facilities Proximal (Interpersonal) – lack of partners, need to please other rather than for self-interest (becomes work based on nature of motivation) Intrapersonal - Shyness, fear of social discomfort/disapproval, image of ideal body Proximal = interpersonal Distal = structural Al ei sur econst r ai nti sany t hi ngt hati nhi bi t speopl e’ sabi l i t yt o:    

Par t i c i pat ei nl ei s ur eact i vi t i es; Spendmor et i mebei ngi nv ol v ed; T ak eadv ant ageofl ei s ur es er vi cesandr esour ces;and Ac hi ev eadesi r edl ev el ofs at i s f act i onandapos i t i v eex per i ence.

Framework of a leisure negotiation process This figure provides a visual of the leisure negotiation process which includes the following variables; Collective (social, cultural ,economic and personal benefits) [on the right] Leisure opportunities and preferences [left] Antecendent (determine interest and decisionmaking process before participation) and intervening variable [bottom] In addition, cultural norms, social values and gender roles expectations affect the process.

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I nt er per s onal ,i nt r aper s onal ,ands t r uct ur al const r ai nt st ol ei s ur epar t i c i pat i onar e nothi er ar chi c al i nnat ur e,r at herl ei sur econs t r ai nt sar ei nt er r el at edand mul t i di mens i onal . Aper s ons ’ mot i v at i oni sas t r ongant ecedentcons t r ai ntt ol ei sur epar t i c i pat i on. Lear nedhel pl ess nes si st hebel i ev et hatasi t uat i onors t i mul usc annotbe c hangedt hust hesi t uat i oni saccept edasnoeffor ti smadet ochangei t . Cul t ur al nor msandv al uesar ec ons i der edmedi at i ngf or cest ol ei s ur e par t i ci pat i on. Peopl eengagei ndi ffer entt y pesofl ei sur enegot i at i onpr ocess es . Nonpar t i ci pat i oni nl ei sur eandr ecr eat i oni snotonl yar es ul tofpr ev ai l i ng c ons t r ai nt s ,butal s ohowaper s onnegot i at esandmanagest hesec onst r ai nt s .

Unit 5: work, leisure and family time Leisure related socialization happens on two broad levels: - Socialization into leisure o Acquisition of motives, attitudes, values and skills that influence leisure choices, behaviours and experiences. - Socialization through leisure o Learning of norms, values and rules of a culture through leisure. Transitional Leisure Leisure activities transition throughout life. For example, a child’s interests are constantly changing Family and Leisure - Family leisure contributes to a strong- parent –child relationship - Research shows it is increasingly difficult to allocate family leisure time due to time constraints from work - Fragmented interactions are another constraint. (family members want to do different things, one person is forced to do something they want, and now everyone is not experiencing leisure)

Leisure time Research on leisure time, however, has been conceptualized in three broad ways as: - Residual time (i.e., time left over from obligations); - Discretionary time (i.e., which means people have a choice and the freedom to exercise their will to do leisure); or - Actual vs. quality time (i.e., which focuses on the difference in perception of an activity or experience as leisure across situations and across gender). Multiple role conflict- competing demands of the market and domestic forces for time. Fragmentation of time - in relation to families with small children particularly influences a parent’s perceived loss of control of time. Also, parenting responsibilities and domestic roles affect the subjective sense of time pressure. (more common in mothers) KEY POINTS - An individual acquires her/his leisure orientation by means of socialization into leisure. - Socialization through leisure is part of a person’s acculturation process. - Leisure negotiation is having to account for fragmented interaction when family members engage in different activities, at different times, and locations. - A multiple role conflict refers to the competing demands of market and domestic work demands leading to a perception of loss of control over time. - Struggling to achieve a healthy balance between work time and leisure time is often believed a phenomenon of modern times, however, as far back as the great Greco-Roma civilizations, people suffered from physical and mental fatigue. - Perceived quality of leisure is believed more important than actual number of hours engaged doing leisure.

Unit 6: Leisure motivation, therapeutic recreation, and community development Leisure motivation – is a need, reason or satisfaction that stimulates involvement in a leisure activity - External leisure motivation is based on external prospects. An example would be a leisure activity is engaged in to earn a specific reward (e.g., cycle faster to win the championship) or avoid some type of punishment (i.e., be off the team). - Intrinsic leisure motivation is pursued for the activity or experience itself (e.g., love to rock climb, play chess, or make music, or draw, etc.) and is the most self-directed form of behavior.

Therapeutic Recreation – recovering from injury or maintaining health in old age Community Development and Recreation - Process where people build social bonds and networks among its citizens and agencies - Process of empowerment that transforms and shift power to community members. Leisure that focuses on community development has a large amount of social good (benefits gained by community.) This can include environmental benefits gained from activities like community service KEY POINTS -

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A leisure motivation is a need, a reason, or a satisfaction that stimulates involvement in a leisure activity. Participation in leisure is influenced by various sources of intrinsic and extrinsic motivation. A person’s social leisure engagement is influenced by cultural norms and values and her/his leisure motivation. Sources of motivation change across a person’s lifespan. Stebbins’ call for “positive simplicity” for leisure in later life is a way to reduce consumption and complexity of leisure resources and instead focus on quality of engagement. Therapeutic recreation is a multi-dimensional support process for individuals of all ages and abilities. The social good of recreation can help build communities through empowerment and a sense of belonging. Community development is the process whereby people build social bonds and social networks among its citizens and agencies. Social benefits of leisure are closely related to environmental benefits of leisure and community health.

Unit 7: Recreation Planning and Logic Models Conceptualization of Planning Plan-making and planning are two distinct but interrelated concepts - Plan-making is a social cognitive activity. In general, we make plans to identify and describe relationships. Plans offer strategies to assimilate the future to the past which in return is making the future less uncertain. - Planning is a process, often a political process that brings together (sometimes under pressure) different interests groups and stakeholder groups to work for a common goal. Planning turns complex goals into practical solutions that inform decisions for future action.

Plans are more likely to be successful in community development if they have; - High public awareness - Acceptance of the political nature of planning - Long-term investment of resources - Clear articulation of benefits Components of Planning Resources are sometimes called program investments or program inputs Part of a planner’s roles is to identify resources available to communities and the outcome they want to achieve A needs assessment is a process which is used to establish the existing situation and identify anticipated outcomes will be. Goals May be long or short-term Goals should be SMART There are two main reasons why planning is needed. The community may wish to; - Achieve some ideal form of development - Solve some problems associated with its development Planning Theory Planning theory says that a plan should be a justification of a causal relationship, and should be proven why this thinking exists. A(inputs lead to B (outputs) and eventually C (outcomes) Logic Model of Planning Logic models are a tool in community planning. They show a simplified picture of a program that is a response to a given situation. It shows the logical relationships among the resources that are invested and the outputs and outcomes that result. Planners begin from the end, by first identifying the ultimate goal, then planning the steps to rea...