Saskatchewan Association of Recreation Professionals: · Web viewProfessional Designation Strategy. research report. Submitted by: Warren Poncsak, Executive Director. Roz Kelsey,

Professional Designation StrategyRESEARCH REPORT

Submitted by:Warren Poncsak, Executive Director

Roz Kelsey, Principal Project Consultant

October 14, 2010

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TABLE OF CONTENTS

EXECUTIVE SUMMARY

1.0 FOUNDATIONAL CONCEPTS 1.1 Definitions of Recreation and Leisure

1.2 The Benefits of Recreation

1.3 Recreation & Leisure Service Delivery

1.4 The Recreation Practitioner

2.0 EVOLUTION OF THE RECREATION PROFESSION2.1 Early Developments in Canada

2.2 Developments in Saskatchewan

3.0 TOWARDS PROFESSIONAL DESIGNATION 3.1 The Saskatchewan Association of Recreation Professionals Today

3.2 A Historical Account of the Movement Toward Professionalization

3.3 Associated Organisations in the Professionalization Effort

3.4 Components of Professionalization

3.5 T he Process of Professionalization

3.6 Factors Impacting on Professionalization

4.0 REFERENCES

Professional Designation Strategy: Research Report

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EXECUTIVE SUMMARY

A recreation professional is defined as an individual who is passionate about the recreation field, follows ethical standards, has knowledge about leisure and recreation, and has experience in the field (SARP, 2004). The role of recreation provider includes manager, administrator, director, coordinator, programmer, leader, consultant, developer, facilitator, activator, liaison, researcher, policy analyst, therapist, professor, instructor, and educator (SARP, 2004). Recreation professionals can work in the areas of community recreation, therapeutic recreation, sport, education, tourism, parks, health and wellness, and arts, culture, and heritage

“If leisure management is to blossom into a profession with a philosophy, an ethic and professional standing, it needs to establish itself as a discipline with a basic framework of terminology and understanding” (Torkildsen, 2005, p. 554). The desire and need for increased professionalization within the recreation sector has been the focus of Saskatchewan Association of Recreation Professionals (SARP) for many years. The members of SARP recognize the benefits of professional designation. The necessity for this project is founded in the need to develop a strategy that will increase momentum towards professionalization in the recreation field. To gain professionalization, a rationale- including foundational research- for the development of a professional designation strategy needs to be expounded (SARP, 2009).

If it is the goal of recreation practitioners in the province of Saskatchewan to pursue the professionalization of their occupation, it is imperative that these essential components are addressed. The investment in historical research and efforts to seek out, or perhaps more accurately establish, best practices in this field is imperative. Strong advocacy for its important contribution to society, adhering to professional codes of conduct and training, and taking active steps to steer the professionalization process and its outcomes are absolute necessities if recreation practitioners are to be considered as professionals in the future. This research report is intended to further add to this effort of the professionalization process.

This report provides a brief base of common research underpinnings, along with a historical scan of events of recreation and leisure in Canada with a particular emphasis on Saskatchewan. The movement towards professionalization of recreation is discussed with particular attention drawn to the elements necessary to see this effort come to fruition.


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1.0 FOUNDATIONAL CONCEPTS

1.1 Definitions of Recreation and Leisure

Clarifying the terms ‘recreation’ and ‘leisure’ has historically been difficult due to the

individualistic nature of leisure experiences. One individual may view an activity as

leisure, while another may see it as work, such as running or gardening (Jordan, DeGraf,

and DeGraf, 2005). Leisure is most often defined as time away from work and other daily

maintenance activities. In this discretionary time, people have the freedom to choose

what they will do (Torkildsen, 2005; Haywood, Kew, Bramham, Spink, Capenerhurst, &

Henry, 1990).

Leisure can also be explained as a state of mind and can be based on individual

perspectives, feelings, values, and past experiences (Jordan & et al., 2005). People may

use leisure as a way to demonstrate their social status in society or they may use it to

show they belong to a particular group. Leisure, as a holistic concept, can be a form of

expressing one’s ideals, personality, creativity, and intellectual ability. Recreation is most

commonly viewed as “activity that takes place during one’s free time, is enjoyable, freely

chosen, and benefits the individual emotionally, socially, physically, cognitively, and

spiritually (Jordan, et al., 2005). In addition, leisure is often seen as activity; this includes

sports, social activities, travel, outdoor activities, etc (Jordan, et al., 2005; Haywood et

al., 1990). In other research, recreation has been defined as “a socially accepted leisure

time experience that gives immediate and inherent satisfaction to anyone who voluntarily

participates” (SPRA, 2010a, p.1). Recreation is also defined as an emotionally changing

activity designed to meet personal needs and motivations such as personal

achievement, self-discovery, social involvement, relaxation, stress reduction, and

physical fitness (Kraus & Curtis, 2000). Leisure and recreation are often used

interchangeably because both terms include freedom, intrinsic motivation, internal

control, and positive affect (Jordan, et al., 2005). Since these elements are essential to

experiencing leisure and recreation, service providers in this area have the challenge of

meeting the needs and demands of many who participate.


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Haywood et al. (1990) identifies six main categories for leisure; recreation, tourism and

holidays, entertainment, commodities and shopping, gambling and gaming, and hobbies,

crafts, and education. Kraus and Curtis (2000) have updated this list to include sports,

games, and fitness programs, outdoor recreation activity, aquatic recreation,

arts/crafts/related hobby activities, music/drama/dance, special events such as festivals

and parades, social recreation activities like picnics and potlucks, life-adjustment and

personal skills, social-service functions, and cognitive forms of play such as puzzles and

book clubs. These activities can take place at playgrounds, parks, recreation centres,

sports facilities, art centres, civic arenas and auditoriums, facilities serving people with

disabilities, and other facilities such as marinas, zoos, gardens, museums,

campgrounds, etc. (Kraus & Curtis, 2000). Leisure can also range from active to passive

and as a consumption activity to a production activity (Haywood et al., 1990). How

people choose their leisure activities often depends on social class, gender, the family,

age, ethnicity, and ability (Haywood et al., 1990). Torkildsen (2005) identified a number

of other personal and social influences on leisure participation including leisure

perception, skills and abilities, upbringing, dependents, confidence, income, friends and

peer groups, and social roles.

1.2 The Benefits of Recreation and Leisure

Parks and recreation provide numerous benefits to individuals, families, communities,

provinces, and the entire nation (SPRA, 2010a). Many researchers have identified

participation in leisure and recreation as essential to a high quality of life (Baker &

Palmer, 2006). Improved personal health is a direct result of active living. By being

involved in recreation, one can decrease their risk of heart disease and stroke, which are

the leading causes of death in Canada (SPRA, 2010a) (CPRA, 1997). Recreation is

important in helping individuals reach their full potential and full acquisition of motor

skills, social skills, creativity, and cognitive function (SPRA, 2010) (CPRA, 1997). “The

catharsis achieved through intense physical recreation is an ideal antidote to the build up

of otherwise negative tension, anger, and adrenalin”, therefore helping with relieving

stress and achieving relaxation (SPRA, 2010a) (CPRA, 1997). Recreation contributes to

improving mental well-being by improving self-esteem, self-image, life satisfaction levels,

and perceived quality of life. It also decreases television watching, increases positive

relationships, helps students perform better in school, and decreases negative

behaviour, such as smoking and drinking (SPRA, 2010b) (CPRA, 1997) (CCSD, 2001).


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By creating healthier individuals, strong families and communities are developed. When

children are given recreation opportunities, they develop leadership, character, better

health, and social, cultural, and educational growth. They will alsol be less likely to

participate in self-destructive behaviour (SPRA, 2010a) (Carruthers & Busser, 200).

Since boredom is one of the main causes of youth becoming involved in criminal activity,

recreation can give youth constructive activities to engage in. Recreation also reduces

racism by encouraging harmony between diverse cultures (Benefits Catalogue, 1997,

CPRA).

In Canada, health care costs are significantly determined by inactivity. A 10% reduction

of inactivity would directly reduce health care costs by $150 million dollars each year

(SPEA from Sask. health). Recreation and leisure can also be an economic generator for

communities. Recreation, parks, culture, art, and sport can attract numerous tourists

and create employment opportunities for local residents.

An intangible benefit, but equally as important, is the pride created within the

communities from the provision of recreation, leisure, and sport opportunities to citizens.

“Signature special events, parks, and other facilities are often held up by community

leaders as hallmarks of their community that instil a sense of pride among residents”

(Baker & Palmer, 2006). This creates community attachment and increases community

satisfaction (Baker & Palmer, 2006). When residents have a positive perception of their

community, they are more likely to participate in leisure, thus increasing their level of

involvement within the community (Baker & Palmer, 2006) and exposed to social

opportunities.

1.3 Recreation & Leisure Service Delivery

Recreation and leisure opportunities are provided by a wide array of organizations,

including public and governmental agencies, voluntary non-profit organizations, private

membership associations, commercial and profit orientated recreation businesses,

armed forces, campus recreation programs, corporate recreation programs, and

therapeutic recreation services (Jordan, et al., 2005). Public recreation refers to

recreation services, facilities, or open space provided by the government and supported

by tax dollars (Zimmermann & Allen, 2009). Local public recreation and park


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departments are responsible for providing recreation options for residents within a

certain area.

In past decades, recreation organizations have been faced with societal changes that

have affected the delivery of leisure services. The steady growth of baby boomers

reaching retirement has created a greater need for improving leisure and social service

centres for this demographic (Kraus & Curtis, 2000). This has also driven improved

programming in care facilities. Other factors such as high divorce rates and increased

number sof single parent families has created changing demands in the leisure service

industry and the type of programs needed. Increased responsiveness to people living

with disabilities has increased the need to provide adaptable mainstream leisure

experiences and have wheel-chair accessible recreation facilities (Kraus & Curtis, 2000).

In addition, opportunities for women and girls to be involved or employed in leisure,

recreation, and parks have increased considerably in the last generation (Kraus & Curtis,

2000). Economic factors also have an impact on the leisure industry. Poor economic

conditions will be characterized by a decreased investment of both time and dollars, in

leisure activity (Kraus & Curtis, 2000).

1.4 The Recreation Practitioner

Individuals involved in recreation and leisure delivery are often referred to as recreation

professionals, providers, practitioners, and programmers. The Saskatchewan

Association of Recreation professionals defines a recreation professional as someone

who has a passion for the recreation field, subscribes to accepted standards of the

profession, has a body of knowledge in recreation and leisure, has gained experience in

the field, and follows the accepted ethics of the field (SARP, 2002b). These individuals

have a wide variety of roles and skills and are required to perform a number of different

tasks. Today they may work in the disciplines of sport administration, aquatics,

municipal parks and facilities, therapeutics, arts administration, fitness, health of

recreation activities are offered by numerous organizations.

Recreation practitioners are important to society because they are responsible for

managing a wide array of programs and for managing facilities such as arenas, pools,

parks, and sports centres. In order to provide satisfying leisure opportunities, they must

employ a number of strategies in meeting the needs of participants (Jordan et al., 2005),


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be dedicated to service, and be flexible in adapting to the changing needs of their

clients. In this process they must also become creative entrepreneurs that are open and

committed to continuous learning (Jordan et al., 2005). This type of an approach to their

profession will help them stay current with participant and non-participant needs, wants,

and desires. Recreation practitioners must also believe that their services can improve

the lives of others and that their job is a critical part of society. It is important that leisure

service providers inform others of the importance of their profession (Jordan et al.,

2005).

2.0 EVOLUTION OF THE RECREATION PROFESSION

2.1 Early Developments in Canada

In the early years, those in involved in the recreation field in Canada attempted to gain

momentum by promoting the importance of recreation and leisure to the public. The

earliest effort to create an organization to represent recreation and park professionals

occurred in 1912 and 1913 at the annual general meetings for the National Council of

Women of Canada (NCW) (Markham-Starr, 2005). During that time, there was public

support to form a National Canadian Playground Association. Petitions were also

circulated in Provincial legislatures in an effort to rally support for training playground

teachers and supervisors in schools.

Between 1913 and 1950, various groups attempted to build the recreation profession,

including the National Council of Women in Canada, Canadian Council on Child Welfare,

the Canadian Physical Education Association, and the Parks and Recreation Association

of Canada (Markham-Starr, 2005).

In the early 1900s, the National Council of Women of Canada began to consider

delivering leisure services, such as playgrounds and play space to aid in child

development. This was known as the Playground Movement (Markham-Starr, 2005). In

towns and cities across the country, a local Council of Women formed a committee in


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charge of raising funds for and creating awareness of supervised playgrounds

(Markham-Starr, 2005). In 1925, the Recreation Division of Canadian Council on Child

Welfare recommended that an organization be established that would find funding,

employ staff, maintain headquarters, publish and distribute reports, and assist in

promotion of recreation programs around the country (Markham-Starr, 2005).

2.2 Developments in Saskatchewan

In the 1880s, the sport of curling found a large following in Saskatchewan and a

provincial organization was created in 1904 (Rediger, 2006). YMCAs opened in Moose

Jaw in 1905, Regina in 1907, and Saskatoon in 1913. Another significant factor in

organized recreation in the province was the creation of the Saskatchewan Amateur

Hockey Association shortly after World War I (Rediger, 2006).

After 1920, travel for Saskatchewan residents improved significantly through the

development of automobiles, trains, new roads, and buses, allowing citizens to travel to

other communities with more ease and efficiency. During this time, curling and hockey

continued to gain popularity, as well as boxing, swimming, tennis, softball, baseball,

soccer, and golf (Rediger, 2006). In the spring of 1930, the city of Saskatoon hired its

first full time recreation professional, George Ward, as the Director of the Playgrounds

Association. This position was responsible for a wide array of sport and recreation

facilities, including a sports arena, rinks, a football field, swimming pool, softball

backstops, and a cricket pitch (Rediger, 2006).

The 1930s were a difficult time for the province and the country. Rising unemployment

rates created increased free time but reduced funds for services (Markham-Starr, 2005).

In contrast, the playground movement became more established throughout the country

and residents found inexpensive ways to participate in leisure, such as picnics and

dances (Rediger, 2006). The Council on Child Welfare continued to advocate for

recreation and leisure services and its highest priority was providing recreation

opportunities for unemployed individuals and men in relief camps (Markham-Starr,

2005). While the Council, renamed as the Canadian Welfare Council, attempted to gain

momentum, two other organizations developed - the Canadian Physical Education

Association (CPEA) in 1933 and the Ontario Parks Association in 1936. The Canadian

Physical Education Association played a substantial role in early efforts to


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professionalize leisure services but focused its attention on physical fitness of men in the

military rather than concentrating on physical education of the masses and fulfilling the

leisure needs of communities (Markham-Starr, 2005).

After the commencement of World War II in 1939, sport and recreation opportunities

were again pushed aside by the war efforts. Government officials felt that physical

training was important for the war movement and recreation programs were re-

established and re-designed for this purpose. The National Physical Fitness Act of

Canada was created on July 24, 1943 and the Saskatchewan Physical Fitness Act was

developed on April 1, 1944 with help of the Saskatchewan Council on Physical Fitness.

In 1945, the first Saskatchewan recreation newsletter was produced. To commemorate

soldiers after the war, several communities created parks, rinks, sports fields, libraries,

and swimming pools in honorarium. The Saskatchewan Division of Physical Fitness and

the Saskatchewan High School Athletics Association (SHSAA) were created in 1948

(Rediger, 2006).

In 1950, Regina’s recreational facilities included swimming pools, playgrounds (17), rinks

(16), and community centres (3). The province began to host major sporting events such

as the 1951 Canadian Olympic Speed Skating Trials, the Macdonald Brier Dominion

Curling Championships, the Western Canadian Volleyball Championships, and the North

American Figure Skating Championships (Rediger, 2006). New gymnasia were built in

many elementary schools in response to learning that youth became less physically

active after beginning school. The Fitness and Recreation Branch of the Department of

Education, developed in the late 1940s, created a recreation leadership course involving

administration, crafts, sports, and program planning. Once completing the course,

participants became certified in Recreation Leadership.

Shortly after this time the province of Saskatchewan saw its first formal recognition of the

recreation professional. The Saskatchewan Parks and Recreation Association (SPRA)

was created and began certification of recreation directors as arena and swimming pool

operators (SPRA, 2010c).

During the 1970s, the Saskatchewan Recreation Society (SRS) was formed as a branch

of the SPRA to represent the growing number of recreation providers in the province. “By

1972, 505 municipal recreation boards were registered in Saskatchewan. An increasing


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number of municipalities expanded their playground programs, the Summer and Winter

Games were established, facilities grants were available, and Recreation in Northern

Saskatchewan legislation developed” (SPRA, 2010c).

Sask Sport Inc. was established September 29, 1972; this helped create the relationship

between the lotteries and the culture and recreation organizations in Saskatchewan

(SPRA, 2010c). Through the 1970s, the Saskatchewan government became more

involved in recreation, the provision of funding for facilities, and the creation of a

Department of Culture and Youth. Other significant developments included the opening

of the Sports Hall of Fame in Regina, and provincial participation in the National

Coaching Certification Program in 1974 and 1975.

Ten years later, Saskatchewan had “732 arenas, 746 curling rinks, 784 community halls,

594 senior centers, 480 libraries, 762 gymnasiums, 100 bowling alleys, 508 performing

art centers, 170 pool halls, 96 museums, and 145 outdoor and 40 indoor swimming

pools for a population less than one million people” (SPRA, 2010c). In response to the

significant number of facilities being constructed around the province, the Saskatchewan

Recreation Facilities Association was established in October 1982. Volunteers remained

an essential part of recreation programs and SPRA took over the responsibility of

organizing and assisting volunteers in recreation.

During the 1990s, individuals began to spend more time at work and less time on leisure

activities. In the mean time, officials worked hard to promote their field. Various

organizations attempted to promote healthy lifestyles and keep youth from becoming

involved in dangerous behaviour (Rediger, 2006). The correlation between high self-

esteem for youth and participation in recreation was made. Various organizations such

as KidSport sprang up around the province to ensure that youth at risk for dangerous

lifestyles had opportunities to participate in recreation and sport.


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3.0 TOWARDS PROFESSIONAL DESIGNATION

3.1 The Saskatchewan Association of Recreation Professionals Today

The Saskatchewan Recreation Society (SRS) officially opened in 1970 as a branch of

the Saskatchewan Parks and Recreation Association (SPRA) to represent the growing

number of recreation providers in Saskatchewan (Rediger, 2006). Saskatchewan

Association of Recreation Professionals (as SRS was later renamed) was “developed to

represent and support current and future recreation professionals in their pursuit of

excellence”. As a member driven organization it aims to promote the positive

contributions of the leisure field and promote the integral role of recreation professionals

in society (SARP, 2004).

The first SRS code of ethics was approved in 1976 and has evolved into the current

code that includes competence, equality, leadership, integrity, and cooperation (SARP,

2010b). The values of SARP are to promote the benefits of recreation, the recreation

profession, and the recreation professional. SARP also values professional

development, networking, leadership, educational standards, diversity, and advocacy.

Their goals include developing standards to help ensure high quality of recreation

services in Saskatchewan, to raise awareness of the profession and the importance of

their role in society, and to create opportunities for members to maintain and improve

their professional skills. The purpose of its establishment was to assist in building

healthy active communities in Saskatchewan through enhancing the parks and

recreation network (SARP, 2010a). SARP identifies its roles as training, education,

advocacy, funding, information management, research, and networking.

The association consists of a board of directors, an executive director, an executive

committee, and professional/affiliate, student, associate, alumni, and honorary life

members (SARP, 2010c). SARP members work in the following areas: community

recreation, therapeutic recreation, sports administration, facility management, parks

administration, education, health and wellness, and art and culture. Benefits for

members include access to job postings, resources, member directory, and bulletin

board discussion forums (SARP, 2010c). They also are eligible to receive financial


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support and opportunities for professional development, be involved in an association

that promotes their profession, have prospects for networking, and numerous other

benefits. SARP also offers assistance for members through the education assistance

grant, the professional development grant, and the Roy Ellis bursary (SARP, 2010d).

SARP has also developed award and mentor programs and a number of workshops.

Newsletters are distributed to members three times annually as an update on any issues

and upcoming events. To gain membership, individuals must have experience and

education in recreation. The current membership of SARP is approximately 250.

3.2 A Historical Account of the Movement Toward Professionalization

“If leisure management is to blossom into a profession with a philosophy, an ethic and

professional standing, it needs to establish itself as a discipline with a basic framework of

terminology and understanding” (Torkildsen, 2005, p. 554). The desire and need for

increased professionalization within the recreation sector has been the focus of

Saskatchewan Association of Recreation Professionals (SARP) for many years. The

members of SARP recognize the benefits of professional designation. The necessity for

this project is found in the need to develop a strategy that will increase momentum

towards professionalization in the recreation field. To gain professionalization, a rationale

for the development of a professional designation strategy needs to be expounded

(SARP, 2009).

In 1970, SRS created membership standards, an awards and recognition committee,

and an education and training committee. Other movement towards professionalization

included developing a certification project in 1982 and creating membership standards

and statuses in 1987. In 1992, the Saskatchewan Recreation Society began

documentation that would outline the educational competencies of recreation

professionals in Saskatchewan (SARP, 2002a). The purpose was to list the core body of

knowledge that is explicit to recreation professionals. The document was completed in

2005.

In 1995, the organisations title was changed from Saskatchewan Recreation Society

(SRS) to the Saskatchewan Association of Recreation Professionals (SARP). During this

year, a new value, vision, mission, goal statements, and education competencies were

created. In 1999, SARP created an information package with presentation materials to


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send to communities that described the benefits of hiring a recreation professional

(“Presenter’s Guide”, 1999).

In 2002, the Saskatchewan Association of Recreation Professionals developed

resources for those who employ recreation practitioners. These resources inform

potential recreation employers about how to develop job descriptions that accurately

depict core competencies of a professional in this field. The purpose of this package is

to continue the movement towards the professionalization of those practicing in the field

of recreation (SARP, 2002b). Developing this type of resources assists recreation

employers in creating and updating job descriptions that accurately illustrate the duties

and skills required of recreation professionals. The package includes information about

position titles, education expectations, and lists numerous skills and duties that could be

a requirement for the job (SARP, 2002b).

The Saskatchewan Association of Recreation Professionals developed and adopted a

model for Saskatchewan in the fall of 2004 (SARP, 2004).The purpose of this model was

to define terminology within the recreation field. This model is used to educate SARP

members about diversity and knowledge, educate others about the profession, as a

recruitment tool, and to gain sponsorship (SARP, 2004). This effort explains that

although SARP strives to represent all recreation professionals, they do not hope to

represent all recreation fields within the model. A recreation professional is defined in

this model as an individual who is passionate about the recreation field, follows ethical

standards, has knowledge about leisure and recreation, and has experience in the field

(SARP, 2004). The role of recreation provider includes manager, administrator, director,

coordinator, programmer, leader, consultant, developer, facilitator, activator, liaison,

researcher, policy analyst, therapist, professor, instructor, and educator (SARP, 2004).

Recreation professionals can work in the areas of community recreation, therapeutic

recreation, sport, education, tourism, parks, health and wellness, and arts, culture, and

heritage.

One of the most influential efforts by SARP is an action plan for development of

professional attributes for the recreation profession in Saskatchewan (SARP, 2005).

This action plan included all progress to September 2005 and included a number of

different goals. The first goal was to establish definitions for recreation, community


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recreation, therapeutic recreation, leisure, and professional. SARP would then go on to

use these definitions to create a model for defining the recreation profession in

Saskatchewan, develop a sector specific service model, and adopt a new code of ethics

(SARP, 2005). SARP then completed the development of professional competencies

and standardized job descriptions, as discussed above. The next goal was to develop a

certification exam and administer a certification process for sector specific certification,

although this was uncompleted by SARP the issue is currently being addressed at the

national level (SARP, 2005). The investment in this paper and associated project is

evidence of the belief SARP and its membership has in the value of recreation and its

benefits.

During a workshop on January 24, 2009, the Saskatchewan Association of Recreation

Professional’s board of directors and executive director revised their strategic plan over

the next three years. The 2009-2013 strategic plan for the SPRA revolved around three

main ideas; to improve partnership with stakeholders, create consistency in role

definition, and to increase professional competence for members (SARP, 2009b). To

meet these goals, SARP committed to increasing support for recreation facilities and

parks and open spaces and advocate for parks and recreation. The strategic plan also

involves the continuous improvement of the recreation component in Saskatchewan.

These goals were identified and articulated from data collected in a member survey

conducted in December 2008 and January 2009 (SARP, 2009b).

3.3 Associated Organisations in the Professionalization Effort

Currently there are a number of recreation and leisure organizations in Saskatchewan,

aside from the Saskatchewan Association of Recreation Professionals, including Sask.

Sport Inc., SaskCulture Inc., and Saskatchewan Recreation Facility Association (SRFA)

(SARP, 2002b). It is important to note again, one very significant organization that

provides ongoing assistance in professional development effort; The Saskatchewan

Parks and Recreation Association (SPRA). SPRA relies on its membership to increase

awareness of the recreation field. They also provide communities with tools and

resources to improve efforts and rally for funding for recreation and parks for every

community in the province (SPRA, 2010d). Members of SPRA can utilize education and

training, grants and funding, monthly updates and can access forums, can attend special


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events, and be advocated and informed of any updates involving the recreation sector

(SPRA, 2010d). SPRA also has a number of annual events for recreation, parks, and

facility practitioners. SPRA developed an “Advocacy Strategy” which focuses on

increasing awareness for the recreation field, develop relationships with stakeholders,

and develop strategies for issues affecting the recreation field. This will help strengthen,

develop, assist, and support the recreation field within Saskatchewan.

3.4 Components of Professionalization

“Can a comparison of the few occupations which are clearly recognized and organized

as professions tell us anything about the process of professionalization? Is there an

invariant progression of events, a path along which they have all traveled to the

promised professional land? Do the less established and marginal professions display a

different pattern?” (Wilensky, 1964).

What exactly is a professional? There are three main perspectives that describe who

might be considered a professional. It can be someone who is employed and receives

pay for their efforts or it can be someone who has a sense of commitment and is self-

motivated to perform at a high level. The last definition is a trained expert with specific

responsibilities who follows norms and standards of the occupation (Russell, 2005). For

an individual to be considered a profession, they must have dedication, sincerity and

intelligence while taking pride in their work.

Sessmoms, in Markham-Starr (2005), state there are four main components for an

occupation to become a profession;

1. The public must recognize its importance to the common good.

2. There must be an acceptance of the need for specialized knowledge and training for

providers by those who receive services in this area.

3. Professional organizations must take responsibility for the control and destiny of the

profession.

4. There must be formal knowledge and programs for those who practice the

occupation.


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This is to say, there needs to be efforts to build social relevance, to train, to control, and

to move towards a legislated structure (Markham-Starr, 2005). Wilensky (1964) also

supported this theory by suggesting that occupations that desire to become

professionalized must have technical background based on systematic knowledge

acquired through training and must have professional norms. Specifically, they must do

what they can to maintain standards of work. To that end, professionals would ultimately

condemn unqualified practitioners, avoid work that can lower standards, honour the work

of other qualified individuals in the field, and more (Wilensky, 1964). Practitioners must

also be aware of their limits and specialities within their field and will allow themselves to

refer clients to other colleagues.

To ensure the successful professionalization transition, society must recognize the

importance of the skill. For example, most of the public would view medicine as being

more professional than carpentry because individuals may be able to build their own

bookcase rather than know the protocol for treating diseases. To gain professional

status, individuals typically engage in some sort of training or education. In most

successful cases of professionalization, standardized training is required to enter the

occupation. By having an association that regulates entry of the trade, legal sanction is

developed and practitioners learn to adhere to moral norms of the occupation. During a

comparison of professionalized occupations, it was shown that university training

schools appear before national professional associations. “This underscores the

importance of the cultivation of a knowledge base and the strategic innovative role of

universities and the early teachers in linking knowledge to practice and creating a

rationale for exclusive jurisdiction” (Wilensky, 1964, p. 144). Those gaining formalized

education and individuals pushing for professionalization unite to create a professional

association. This often leads to a name change in order to decrease identification with

the less-professional occupation.

Defining the tasks of the profession is often difficult due to the internal conflict between

practitioners with differing backgrounds and the competition from outside occupations

with similar jobs. When occupations become more professionalized and defined, some

specific duties of their job are allocated to others. For example, doctors delegate less-

desirable jobs to nurses, laboratory technicians, x-ray technicians, nurse assistants, and

care aids. This is most often seen when the most professional position is in short supply.


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Lastly, and perhaps most significantly, potential and current clients of the profession

must believe that the service provides superior opportunity that they cannot provide

themselves (Wilensky, 1964).

If it is the goal of recreation practitioners in the province of Saskatchewan to pursue the

professionalization of their occupation, it is imperative that these essential components

are addressed. The investment in historical research and efforts to seek out, or perhaps

even establish, best practices in this field is imperative. Strong advocating for its

important contribution to society, adhering to professional codes of conduct and training,

and taking active steps to steer the professionalization process and its outcomes are

absolute necessities if recreation practitioners are to be considered as professionals in

the future.

3.5 The Process of Professionalization

It can be suggested that the ongoing process of professionalizing leisure services in

Canada has stretched over a decade but the two essential needs, training and formal

organizations, remained important (Markham-Starr, 2005). Until very recently, recreation

practitioners could provide leisure opportunities without any formalized education and

many positions were taken by volunteers. Educational institutions have now recognized

the need to professionalize the recreation field by developing and offering certification

programs. Establishing a method of certification has been an ongoing debate for many

years. Those in favour of certification suggest that it would lead to greater recognition

for the field and would ensure consistent levels of service (Mayes, n.d.). Those who

question the process of certification argue that it would be difficult to enforce and that it

could prevent talented and knowledgeable individuals from practicing in the profession,

especially for those who have developed expertise over time through experience rather

than education. However, certification said to be important because it will discourage

the hiring of non-professionals, this will ensure the high standard is consistent among

recreation organizations (W. Poncsak, personal communication, October 2010).

Professional certification is an example of profession-wide performance standards and

can be used to ensure that recreation practitioners meet the high standards of

performance. “Becoming certified assures employers and constituents that certified job

applicants meet prescribed education, experience, and continuing education

requirements” (Russell, 2005, p. 54). Many positions in recreation require certification in


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first aid and CPR while outdoor leaders must be certified in skiing, scuba diving, and

small craft. The requirements for those working in fitness have increased and it is now

necessary for them to have certification such as Certified Personal Trainer created by

the Canadian Society of Exercise Physiology. Aspiring recreation practitioners can

receive accreditation through various universities and technical schools around the

country. In Saskatchewan, there are three institutions that offer degrees or diplomas in

leisure and recreation studies. These include the University of Regina, the University of

Saskatchewan, and SIAST (SARP, 2004). Since recreation studies are a relatively new

program and field, compared to subjects like history, mathematics, and chemistry, many

universities do not offer leisure studies (Williams, 2000). According to Williams (2000),

some argue that even though there may be few job opportunities in the field of history,

history is still more likely to be offered at educational institutions than recreation studies.

“We are less relevant and less central to the extent we send our students to learn from

others and/or replicate in some way the subject matter of other fields, for example,

marketing, administration, and statistics” (Williams, 2000). If there were a more clarified

vision of what the recreation field was comprised, it might prove an easier process to

develop accreditation, to become more largely recognized by other professions and to

assist in articulating a discipline (Mayes, n.d.). Developing accreditation standards would

clarify what it means to be certified in the fields of recreation and leisure. This can

become problematic when knowledge is more specific to each sector rather than the

field as a whole. We can see this illustrated in early research by Wilensky (1964) that

bodes well today

“The contest between the home guard who learned the hard way and are committed to

the local establishment, on the one hand, and the newcomers who took the prescribed

course and are committed to practicing the work wherever it takes them (these

newcomers tend to job-hop a bit more in search of better working arrangements) this

age-old conflict comes to a head. The newcomers see the old timers as a block to

successful professionalization; the latter see the former as upstarts. If hiring and firing is

out of the hands of the professional association, this remains a sore spot, for those who

recruit take their choice and may prefer old experience to new training” (p. 145).

This remains a challenge for the field of recreation. Often those with the certification and

knowledge may not be the same as those with the experience, whereas, those with


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experience may not have any formal education. This can be problematic and

disagreements between those working in recreation and leisure may certainly occur. If

formalized accreditation was enforced by governing bodies, equity would eventually

ensue and all recreation practitioners would be required to have the same education

presumably resulting in fewer disagreements about recreation programming.

Select organisations and employers of recreation professionals In the United States

require a baccalaureate degree in the recreation field from the National Recreation and

Parks Association (NRPA) and American Association of Leisure and Recreation (AALR)

accredited college or university and pass the Certified Parks and Recreation

Professional (CPRP) examination (Russell, 2005). Although this is not yet established in

Canada, having standardized exams and a national organization to govern recreation

professionals could lead to increased professionalization in the field. “The creation of

formal programs of professional preparation, the forming of professional societies, the

establishment of programs of certification and accreditations, and the proclaiming of

one’s field as a profession are acts of profession-striving” (Sessoms, 2000, p. 33).

In order for recreation to be viewed as a profession, the public’s opinion of the

occupation must be changed by those who have been properly trained and have the

expertise to deliver the services (Sessoms, 2000). Visibility and positive publicity can be

used to speed up the process of professionalization, while negative stereotypes can

create complications. Aside from the required education, recreation professionals must

have the following:

programming skills,

budgeting and accounting skills,

a philosophical base and understanding of recreation,

written and oral communication skills,

leadership skills, problem solving ability,

knowledge of assessment, organizational skills,

marketing and advertising knowledge, and

program planning skills (SARP, 1999)

Russell (2005) explains that if individuals working in recreation and leisure want to be

considered professional, they must take time to read research books and journals


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related to recreation, cooperate with formal organizations, and evaluate their own

programs and services. They must also take advantage of educational opportunities

such as attending colleges, universities, conferences, and workshops. Recreation

providers must take pride in their career and encourage others to become involved in

recreation which results in a gain of respect for the profession. Recreation practitioners

need to support local and national organizations and contribute to development and

improvement of the recreation field. “Professionalism as commitment also means being

interested in carrying out a task well for the sake of personal and organizational pride. It

means knowing what you are doing and being good at it” (Russell, 2005, p. 53). A

professional is as technically knowledgeable as possible, in order to have the ability to

handle challenges and problems.

The first step in creating a professional designation is to clarify who is included in the

definition of recreation professional. Understanding the recreation profession will help

“gain insights into the larger field and gain a broader vision so that you can provide a

higher quality of service to the community and society. Further, knowledge of

professional resources allows you to better perform the tasks at hand” (Van der

Smissen, 2005, p.3). This task is challenging because it is quite challenging to

determine who is considered qualified to provide services. The field of recreation is

constantly evolving, and recreation varies in each society where it exists. Although many

people are employed in this field, there is no official certifying body for the recreation

profession in Canada. More leadership and support at the national level would

substantially increase the opportunities, especially in defining the field and those

employed in it. Individuals may identify themselves more by their sub-sector or their

specific occupation rather than as a recreation professional. As well as those not in the

area may not realize that recreation includes more than simply sports and games.

3.6 Factors Impacting on Professionalization

Those considered experts in the recreation field may be involved in active recreation,

artistic activities, therapeutic recreation, tourism, outdoor recreation and parks. Diversity

can be seen as a benefit, as well as a challenge. The advantage of variety is that there

are numerous fields for individuals to pursue careers. Unfortunately, the varying skills


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and knowledge makes it difficult to establish exactly what the responsibilities and

educational requirements for recreation professionals are (Mayes, n.d.).

The field of recreation is highly dependent on partnerships. Limited public resources

and increasing support from commercial and non-profit organizations has caused the

two forces to combine. At the same time, heightened awareness of social concerns,

such as youth delinquency and obesity have led to the common belief that these issues

cannot be resolved by a single organization. Financial and human resources are more

readily available if the partnerships are effective. Having effective partnerships allows

recreation organizations to provide improved programming and the increased staff,

facilities, equipment, and funding improves the variety of programming (Mowen &

Kerstetter, 2006). The success of collaboration depends on a clear and defined vision

that is accepted by all partners. Other factors include balancing power and dedication.

Russell (2005) goes on to explain that because recreation studies are not art, science, or

a classic profession, it can be an exciting, stimulating, and challenging occupation. The

complexity of this profession often depends on many factors; “how successfully you

meet these challenges and opportunities not only depends on meeting expected service

goals, but also means performing according to honourable and appropriate protocol.

Often this involves attention to professionalism, performance standards, and ethics”

(Russell, 2005, p. 52).

Currently, public recreation agencies are challenged to provide a broad range of

programs (on low budgets) that will meet the needs of society. Recreation

administrators are attempting to be more responsive to the needs of women, the elderly,

people with disabilities, and non-traditional families and lifestyles. Communities are

becoming more multicultural with various racial and ethnic backgrounds (Zimmermann &

Allen, 2009). The result is the increase in the range of needs for recreational

programming. This is particularly challenging because of unique needs of individuals

with respect to their recreation experience. Carlin (1985, AAPRA) added that “any

organization, particularly one whose ‘product’ is an intangible service, is only as

successful as the efforts and motivation of its people” (p. 8). Often recreation providers

must decide between allocating resources to those in the greatest need or evenly

distributing the funding and having equity (Zimmerman & Allen, 2009). Therefore,


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success of the program is completely depended on an individual’s experience and often

does not involve any tangible products. This also means that the success of the

organization and their programs depend on the manager’s ability to work effectively with

other people (Carlin, AAAPRA, 1985).

Another distinct challenge of recreation providers is deciding on resource allocations

when dollars are short and demands of the public are large (Zimmermann & Allen,

2009). The decline in available tax dollars as a revenue sources is decreasing while the

cost for providing the services are rapidly increasing (Cromption, 1999). Administrations

must find ways to secure the necessary funding required to provide the services.

The ongoing issues associated with limited resources are a common problem in

communities resulting in a lack recreation professionals hired. When SARP queried

community employers as to why they do not hire recreation professionals, 89% said the

primary reason was due to budget constraints (SARP, 1999). This is especially true in

small communities, where a lack of population tends to lead to a lack of available

funding. Many small communities are forced to rely on volunteer groups that although

willing, are often unqualified, rather than hiring a qualified recreation professional to do

similar jobs (SARP, 1999). It is the position of SARP and its members that if

communities were more aware of the economic and societal values of hiring recreation

professionals, they may be more likely to adapt their budgets to hire a qualified individual

for this position. Knowing how hiring a recreation practitioner can improve their town and

community by providing quality recreation services can be a selling point for why

recreation professionals are needed (SARP, 1999).

Often funding for recreation is cut by city officials because it may not be seen as

something “essential” for the community (W. Poncsak, personal communication, October

2010). By educating those in authority positions and communities about the importance

of recreation professionals, this may in fact shift budget allocations and priorities.

According the Zimmermann and Allen (2009),currently in Canada, there is no

systematic process for making resource allocation decisions within publicly funded

recreation programs. Social service agencies may only offer free or low cost programs to

disadvantaged community members, while other organizations can rely on “pay to play”,


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that is, only those who pay for the programs will have the opportunity to take part in the

services. Many believe the increasing number of leisure option choices, the concern

about social capital, and increasing leisure time are challenges that need to be

addressed when developing, implementing, and evaluating leisure services (Jordan et

al., 2005).

Technology can be seen as both a threat and an opportunity for recreation

professionals. Technology can provide new ways to develop and implement programs

for clients. It can improve and increase means of communication and can bring new

recreation opportunities to the public. Many sport and recreation organizations rely on

the internet to communicate with clients, research new methods of programming, and

become as effective as possible. Technology may also threaten the very existence of

recreation and leisure in our communities. Television viewing has become ever popular

and is an essential piece of most North American homes. People are also becoming

more dependent on technology for entertainment. This equates to spending less time

engaged in active leisure activities. These, along with the rampant sedentary hours

being spent by youth in the ‘gaming’ craze, challenges today’s recreation professional to

new ends.

The complexity that inevitably defines the delivery of recreation and leisure will no doubt

continue to grow. It is the essence and inevitability of this complexity that necessitates

the efforts to professionalize recreation delivery in Saskatchewan and across Canada.

``The future will bring a continuation of major demographic shifts with changing volunteer

patterns, new forms of communication linking the recreation community, and

continuation of quality educational opportunities for recreation and park professionals. …

In general, the Saskatchewan population will have more recreation and parks

opportunities, be more active, and become healthier” (SPRA website, n.d.).


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Russell, R.V. (2005). Leadership in recreation (3rd edition). New York City: The McGraw-Hill Companies, Inc.

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Saskatchewan Parks and Recreation. (2010a). Benefits of Parks and Recreation Fact Sheet. Retrieved from: http://www.spra.sk.ca/Default.aspx?DN=47bc63bf-6e26-4a65-aaaa-e0c7a1fcd916

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Saxton-Richards, S. (2006). More time for quality physical education at school. Saskatchewan Physical Education Organization.

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Van der Smissen, B. (2005). Recreation and Parks: the Profession. [Google Books]. Retrieved from: http://books.google.ca/books?id=jUhpH2K6xFMC&printsec=frontcover&dq=recreation+and+parks+the+profession&source=bl&ots=PvQEDGGO94&sig=Z_uFkKktK_QVN_jBGivoGJ8CKpU&hl=en&ei=PT2FTOePAsumnAfes42iAQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CBcQ6AEwAA#v=onepage&q&f=false

Wilensky, H.L., (1964). The professionalization of everyone?. The American Journal of Sociology. 2, 137-158.

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Documents

Saskatchewan Association of Recreation Professionals: · Web viewProfessional Designation Strategy. research report. Submitted by: Warren Poncsak, Executive Director. Roz Kelsey,