View
99
Download
0
Category
Tags:
Preview:
DESCRIPTION
Leisure Education Part 2. HPR 450 . Potential of Leisure Education. Three areas of focus Managing constraints to leisure participation Facilitating the leisure experience Promoting leisure through leisure education. Constraints. Reactance Learned Helplessness Boredom - PowerPoint PPT Presentation
Citation preview
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
Recommended