HPR 450

Leisure Education Part 2

Three areas of focus

Managing constraints to leisure participation

Facilitating the leisure experience

Promoting leisure through leisure education

Potential of Leisure Education

ConstraintsReactanceLearned

HelplessnessBoredomStructural

ConstraintsInterpersonal

ConstraintsIntrapersonal

Constraints

Individuals strive for ‘circumstantial’ freedom – the ability to act according to interests, desires or wishes

Barriers to circumstantial freedom include work, school, family, other tasks (housework, car repair) that take precedence, lack of time, lack of money

Subjective perceptions influence peoples’ beliefs about constraints (leisure participation may depend more on the ability to negotiate constraints than the absence of constraints)

Managing constraints

People find a variety of ways to negotiate constraints

Leisure constraints do not necessarily result in nonparticipation

Leisure participation varies based on negotiation of or absence of constraints

What busy people do you know who find time to do a lot? Is it easier to do more when you are busy? Do you get more done during the semester or during break?

Managing constraints cont’d

Continued participation in an activity that is typically motivated by previous experiences of success, enjoyment, and satisfaction

Enjoyment is a source of adherence in part because it influences intrinsic motivation

Adherence

FlowOptimal arousalSocial connections

Facilitating the Leisure Experience

An activity often (but not always)

Presents a set of challenges matched to the persons level of skills

Has rulesHas clear goalsProvides immediate feedback

Games and play are good examples of flow activities

“Autotelic” is the term for people who maintain and create flow situations in everyday life

For Flow to occur ( per Csikszentmihalyi)

Flow cont’dConditionsChallenge-Skill

matchSpecific RulesClear GoalsImmediate

feedback

Flow Experience

Concentration

EffortSense of

control

Consequences of Flow• Enjoyment• Adherence• Satisfaction• Complex

Cognition• Self-

Actualization• Intrinsic

Motivation

Optimal Arousal (iso-Ahola) (without labels)

Not enough stimlation – motivation is to seek arousal

Too much stimulation – motivation to escape arousal

Individuals may seek stability (security) and novelty (change) from activities – can alter activities to lean toward one or the other

How it works

Leisure may provide:Non coercive interactionConnectedness with others and communityEmotional value, sense of well-beingMeet needs for relatednessSense of continuity (consistency) in lifeSomething familiar and constant during times

of transition

Social Connection

How does leisure education promote leisure?

Creates opportunities for all people for expression, development and relationships

Builds options, especially if decision-making and choice are emphasized (rather than simply the provision of diversionary activities)

Empowers individuals – including those who might have fewer opportunities or be thought of as weaker/less strong (poor, older adults, females, individuals with disabilities, who else?)

Leisure education

Develops relevant skillsSocial/solitaryActive/restfulHigh intensity/low intensityEngagement/escape

Provides exposure to and development of ‘core’ (used through the lifespan) activities Interact informally with othersConverse in a variety of settingsDevelop relationshipsEnhance living environmentsMaintain fitness

Leisure education

HPR 450

Leisure Education Sample Activities for Programming

Four broad guidelinesFocus on person first – individualize adaptations,

concentrate on abilities, match challenge and skillsEncourage autonomy – facilitate independence,

determine adaptation necessity, view adaptations as transitional

Involve participants – discuss adaptations, determine feasibility, ensure safety

Evaluate adaptations – conduct observations, make adjustments, consider original task

A few words about adaptation

Areas of concentrationAppreciate leisureAware of self in

leisureSelf determination in

leisureInteract sociallyUse resourcesDecision makingLeisure/recreation

skills

Go around a circle, introduce yourself and also identify a leisure activity that starts with the same letter as your first name. After the first person, each person repeats the preceding name and activity before introducing him or herself.

DebriefDattilo pg 205-206

Appreciate leisure – intro activity

The participants sit in a circle. Each participant has 5 blank index cards and writes the name of one leisure or recreation activity on each card. Put all cards in a basket or hat, then leader removes a card and points to a person in the group. The leader reads the activity and the person has 5 seconds to provide a one word response that describes his or her attitude toward the activity. Moving clockwise from that person, everyone has 5 seconds to provide a one word response to the activity. Be honest and it is OK to repeat a word if it represents your true feelings.

DebriefDattilo pg 242-243

Awareness of self in leisure – learning activity

Everyone lists 5 leisure/recreation things that they like to do (“leisure preferences”)

Beside each, indicate at least one reason why you want to do that activity

After everyone is finished, we will make a list of the reasons (not the preferences)

DebriefDattilo pg 280

Self-determination in leisure – learning activity

Stand in a circle. Go around the circle, say your name, and act out a leisure activity you enjoy.

Can the others identify the activity?If so, what gave it away. If not, what would

have helped DebriefDattilo pg 291 (adapted)

Interact socially during leisure – learning activity

Think of a leisure or recreational activity you would like to participate in but have not done so to date.

Identify anything that will cost you money (including travel, equipment, lessons, etc.)

Determine an estimated total for your participation as well as possible sources or resources

Share your findings with each otherDebriefDattilo pg 330 (adapted)

Use leisure resources – learning activity

Think of a leisure activity (or up to three) that you would like to do on a day you do not have to work or go to class

Consider all of the advantages of doing that activity. Make a list of 5-10 advantages

Consider all of the disadvantages. Make a list of 5-10 disadvantages (same number as advantages)

Assign each advantage and disadvantage a number between 1 and 10. Lower numbers go with things that are more important. You can use the same number more than once.

Share how you prioritized the advantages and disadvantages

Debrief Dattilo pg 381-382 (Combined, adapted)

Make decisions about leisure – learning activity

Program titleStatement of purposeProgram goal or goalsEnabling objectives (ways to attain goal)Performance measures (more specific

objectives)Content descriptionProcess Description

Leisure Education Format

Orientation activity/ice breaker IntroductionPresentation DiscussionLearning activities

Debriefing for eachConclusion

Leisure Education – Structure of Program

Program title, goalOrientation activity/ice breaker

Objective, content, processIntroductionPresentation Discussion

Objectives, content, processLearning activities

Debriefing for eachObjectives, content, process

Conclusion

Leisure Education – Format + structure