Final notes leisre education PDF

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Leisure Education Final

Lecture 1 Definition of leisure: -activity -free time -meaningful and satisfying experiences (linked to fun, intrinsic motivation, and perceived freedom/ control) -enriching Components of leisure: -self-determination -intrinsic motivation -perceived freedom -self-expression -positive emotions -relatedness -interdependence -affiliation Leisure Education: -broad category of services that focus on the development and acquisition of various leisure related skills, attitudes and knowledge -how to live a leisure appropriate lifestyle -broaden understanding of his/herself -enhance quality of life and wellbeing L.E. services -use educational model instead of medical model -model suggests that behaviour can change and improve as individuals acquire mew knowledge, attitudes, skills and abilities -change occurs through learning process Leisure education is more than just acquiring skills associated to activity, can also be: -developing leisure values -understanding the benefits of leisure -developing problem solving skills -assertivness -learning about leisure resources

History of Leisure education: -greeks: viewed leisure as personal growth -plato: learning and autonomy -romans: train warriors and improve health -1300’s: balanced mind and body -renaissance: knowledge creation and artistic development

Lecture 2 System directed LE: Community development, through which people of a community plan and develop leisure actions in order to improve their communities Ecological approches: -examine how environmental factors, such as neighbourhoods, families, peers, school etc. need to change in order to help people with behavioural change Social policy: -plan of action adopted by a government, business etc, in order to remedy or prevent social problems or make society better -creating, maintaining or improving living conditions, directly related to human welfare -gender equality -old age security -child welfare -access to unemployment -animal rights Ted talk: -belongingness helps addictions -leisure helps with belongingness

Lecture 3 2 pillars of knowledge 1- observation and empirical data 2- theory Theory:

-system of ideas that opens up the way you think about a situation or relationship -makes sense of evidence gathered by observation -allows hypothesis -help explain a phenomenon and highlight practical relevance -provides rational -compete with other disciplines -guide research Psychological theories -study of human behaviour and experience, along with development of the individual Neulinger’s Paradigm: Purpose: -better understand various needs and motivation that push people to seek leisure -identify and predict when an activity or episode would be constructed as some type of leisure or non-leisure Two dimensions: 1. Perceived freedom -a state of which the person perceives that the activity is done by choice -the difference is known between doing something you have to do, and doing something you want to do -freedom is never absolute, but it is the illusion that counts -more than one opportunity for action (choice) 2. Motivation ( intrinsic vs. Extrinsic) -guides and and maintains our behaviours -leads us to act and behave in a particular way Intrinsic motivation: reward from activity are coming from engaging in the activity itself and nothing else Extrinsic motivation: the activity in engaged in primarily for reasons that are outside activity itself (money, grades,) Feeling freedom 1. Pure leisure (intrinsic) chosen for own sake Ex: watching a sunset 3. Leisure work (extrinsic) motivation comes from outside the activity itself Ex: doing pushups

Feeling constraint 1. Pure work (intrinsic): under constraints but motivated intrinsically Ex: homework when you enjoy the class 4. Pure job (extrinsic): under constraints but no motivation other than money Ex: a job you do not like Flow theory -leisure as a state of mind, challenge of an activity meets a skill level and they are matched, the person is in a state of flow -deep concentration and lack of conscious attention to the surrounding environment 8 factors of flow: 1. Match between skill and challenge 5. Clear goals and immediate feedback 6. Action and awareness merge 7. Intense concentration on the task 8. A loss of self-consciousness occurs 9. Sense of control occurs 10.Altered sense of time 11.Flow is a autotelic experience (purpose in itself) S-A-E theory -Characterize the way people spend their free time of entertain themselves -people that are high in entertaining themselves are less likely to be bored during leisure and tend to have more meaningful leisure experiences 3 models 1. self: extent that people perceive they can structure their own free time instead of relying on others (inner-thoughts) 12.Environmental: intent to which people fill their free time by going places or seeing people 13.Mind-play: the extent to which people are able to use their imagination and fantasy to fill their time Sociological theories: Human interaction and human inter-relations, their conditions and consequences. Attempts to understand human behaviour by placing it within borders of social context. Sociology of leisure: leisure and its relationship to the broader social context

Veblen’s Theory d leisure class -leisure was about consumption -could be used as status tool 1. Conspicuous consumption: visible display of wealth (fancy car) of purchase of expensive leisure good (fancy tennis racket) 14.Conspicuous leisure: signals wealth through non-productive consumption of time through being away from productive needs (extended vacation) 15.Conspicuous waste: excessive display or disregard for goods rather than the use or repair of something (new golf clubs every year) Kelly’s sociological theory -leisure and sociological factors -concept of meaning could not be separated from social factors -theory based on core elements of freedom and meaning freedom was thought to be along a continuum from high to low and meaning was thought to exist on a continuum from intrinsic (self-focused) to extrinsic (group-focused) 4 types of leisure included 1. Unconditional leisure: high intrinsic meaning and high freedom 16.Recuperative (compensatory) leisure: high intrinsic meaning, low freedom 17.Relational leisure: high social meaning, high freedom 18.Role-determined leisure: high social meaning and low freedom Postmodern leisure: -fragmented technology due to information and technology, globalization and media -authority and social norms challenged and societal change may occur Defined by: 1. Heightened consumerism 19.Hedonistic pleasure 20.Endless pursuit of experience (related to fantasy and imagination) Casual Vs. Serious leisure Casual: -centres around the idea of taking it easy -relaxed feel comfortable, mostly happy -lacks intensity, depth of involvement

Serious: -more flow like, higher intensity -lifelong endeavour -give a more work-like feel -leads to characteristics such as identification, unique social ethos, enduring benefits Specialization: -career of sorts with a specific activity -participants seek out new challenges in their activities -participants are more likely to have setting preferences and to be attached to certain places Project base-leisure: -short-term, reasonably complicated, one-time or occasional relative undertaking carried out in free time -lies between serious and casual leisure -requires a lot of work but relatively short lived Spillover and compensatory leisure: -the nature of an individuals work directly impacts their leisure choices -spillover theory: workers participated in leisure activities similar to work related tasks -compensatory theory: deprivations experienced at work are made up (compensated for) during leisure Feminist theory of leisure -major goal of feminism is to remove oppressive practices against all people and to further develop the right of every women to equality, dignity and freedom of choice -women are more likely to be marginalized -mothers feeling guilty when taking part in leisure. Childcare as a constraint to leisure -mothers also feel a sense of entitlement to leisure enriching experiences Philosophical theories of leisure -contemplation of the good life -deep and quiet contemplation -pursuit of truth and understanding -the truth and self-understanding -leads to eudomonistic pleasure: moral action lies in happiness

Lecture 4 -leisure can be used to address social problems -places, spaces, services, community programs, scholarships Leisure benefits -outcomes -benefits approach helps us inform society why leisure is important -broad philosophical framework that defines positive and negative consequences to delivering leisure services Used to: a) increase political parity of leisure services b) Refocus attention on the contributions of recreation and leisure to its historical foundations which is helping human welfare Benefits based program model 1. Target social issues or problems: activities address protective factors Ex: coping, internal expectations 21.Activity components: write performance objectives, identify activities to achieve goals, process activity with participants and monitor achievement. 22.Benefits outcome: summarize achievement of target goals leading to increased personal resiliency 23.Benefits based awareness: communicate the success and outcomes to the greater public Benefit outcomes approach leisure (BOAL) -promote better understanding and appreciation for leisure -justify allocation of public funding to parks and recreation in the social polity arena -help managers to develop clearer leisure service objective -facilitate more meaningful leisure and demand analysis -enhance marketing -facilitate additional research Many benefits to leisure Negative outcomes, it is important to discuss 1. They are a reality 24.Help to optimize benefits and minimize negative outcomes 25.Adds to the needfulness and credibility of the profession 26.Leisure education can be used as a tool to prevent negative consequences of leisure

Lecture 5 Person centred leisure education -when an individual is placed at the centre of a leisure education program or intervention and leisure professionals look to the person to identify and express leisure needs, interests, goals -changes begin and end with individual -focus is on the individual within the larger social context and not the changes to the social context System directed leisure education -leisure strategies are put forth to improv communities and other environmental factors in providing leisure education services to people -system directed change, ecology and ecological approach -goal is to improve environmental factors such as schools, rec centres, family members to help people experience leisure Both can help overcome constraints and barriers Hierarchical Model of leisure constraints (3 types of constraints) 1. Intrapersonal constraints: refer to psychological factors that arise internal to the individual, such as personality, temperament, attitude, and moods 5 big personalities 1.Extroversion -assertiveness and attention seeking -high energy and require high levels of stimulation -element of risk is appealing -has been associated to boredom in leisure and alcohol consumption 2.agreeableness -most prosocial of big 5 -trust and altruism -drawn to the social aspects of leisure -people with low agreeableness may be more likely to be self-indulgent and seek escape 3. Conscientiousness -order, dutifulness, achievement striving and discipline

-organized, responsible and reliable -embrace goal oriented work and associated with serious leisure -difficulty with spontaneity and accommodating companions 4. Neuroticism -tendency to experience distress -anxiety, hostility, depression -have a hard time reaching a level of involvement necessary in achieving enjoyment -inability to experience leisure or maybe even therapeutic recreation 5. Openness to experience -aesthetic sensitivity, the need for variety and unconventionality -open to new ideas, flexible, participate in cultural activities -lead to developing non work friendships later in life 2. Interpersonal contraints These constraints arise out of interactions with other people, such as family, friends and community members and other socialization agents, such as mass leisure and pop culture -social interaction may be positive or negative and have a direct impact on leisure participations and behaviour 3. Structural contraints -external conditions in the environment that inhibit or block participation in a leisure activity -range from lack of money (financial constraint) -to environmental factors (poor lighting and wheelchair access) Leisure education content model -foundational piece to development of leisure education models and programs -model is used extensively in leisure and TR 4 aspects in model 1.leisure awareness -knowledge of leisure -self-awareness -leisure and play attitudes 2. Social interaction skills -communication skils -relationship-building skills -self-presentation skills

3.leisure resources -activity opportunities -personal, family, home and community resources -state- national 4.leisure activity skills -traditional -non-traditional Social policy -plan of action (adopted by a government, non profit or for profit organization) by preventing or remedying social problems 5 distinct policy areas 1. Local 27.state/provincial 28.National 29.Bi-national 30.Transitional -we need to provide leisure education programs to community groups and policy makers to help them better understand the importance of leisure opportunities -leisure professionals should take on the roles of advocacy (pressure societal power) and mobilization (collaboration and support from other organizations to help motivate community members) Ex: Hull-house, museum to help remedy the social problem of discrimination, stereotypes and stigmas -provided human resources and engaged in social action Media literacy -tools to help people critically analyze and interpret the meaning of media messages -mass media can greatly influence leisure lifestyle -mass media one of the most popular pastimes -can be agents of socialization, powerful sources of social meaning -30% of waking day is spent with media as the sole activity -USA 8 hours of TV a day Potter’s Cognitive Model of Media literacy Media literacy was associated with four major aspects 1. Knowledge structures

-sets of organized information in a persons memory. 5 areas of knowledge structures are 1. Media effects 2. Media content 3. Media industries 4. Real world 5. Self 31.Decision motivated -decisions motivated by a personal locus -personal locus in engaged when a person decides to pay special attention to messages in the media and be active in meaning making aspects of media exposure -locus is weak when we are exposed to media in a mindless manor and we just accept it

- to strengthen locus one must invest mental effort when consuming media 32.Information-processing tools -gaining media literacy and competence through information-processing skills -can take two approaches 1. Inoculation approach (individual media literacy skills, person centred change) 7 most relevant in media literacy 1. Analysis (break message down) 33.Evaluation (judging the value of message) 34.Grouping (what is alike and what is different) 35.Induction (identifying message patterns and being aware 36.Dedication (use general principles to explain particulars 37.Synthesis (assembling elements into a new structure) 38.Abstracting (create a clear description to capture the message) 2. Liberation approach, active strategy which teaches individuals and groups to become active in reclaiming media space from controlling and powerful corporations (system direction change) 39.Flow of information and processing tools 1. Learning to filter media messages 2. Learning meaning matching 3. Learning media construction This means that individuals need to make a decision about -which messages to filter out and which to take in -use competencies to recognize symbols, locate definitions and efficiently and effectively access previously accessed information

-use media literacy to kills to move beyond accepting media meaning and construct our own meaning....