FINAL EXAM! 1102

Question 1

What is the definition of stress?

Answer 1

azarus and Folkman defined stress as “a particular relationship between the person and the environment that is appraised by the person as taxing or exceeidng his or her resourses and engendering his or her well-being”.

Can also be thought of as “a state of mental or emotional strain or tension resulting from adverse of very demanding circumstances”.

Question 2

What are the types of stress?

Answer 2

Eustress - or positive stress is stress that we perceive as good because it gives us the opportunity for positive growth

Distress - or negative stress (acute or chronic) is stress that we perceive as bad because it is debilitating and can have a negative effect on our health and well-being

Perception is the key - a common theme is eustress and distress

Question 3

What are the short term benefits of stress? ex. job interview, homework, exams

Answer 3

• energy release
• sharper thinking
• get things done
• increased productivity
• increased focus
• increased awareness

Question 4

What are the long-term costs of stress?

Answer 4

• energy depletion
• immuno-suppression i.e lower immune system function, sick more often
• chronic inflammation
• psychological difficulties i.e trouble concentrating
• relationship tension on families, partners or friendships
• medical i.e increased blood pressure, heart problems
• chronic inflammation i.e aches and pains

Question 5

What are the 4 sources of stress and examples?

Answer 5

• psycho-social: change, pressure, conflict, overload, burnout
• environmental: natural disasters, global warming, increasing urbanization, increased noise, light pollution
• self-imposed: self concept, personality type (type A), hardness (resilience), self-efficacy (do i have the skills to face this?)
• organizational: working relationships, role conflict, demand on time

Question 6

What are the common symptoms of stress?

Answer 6

• physical: headaches, nausea
• cognitive: memory dysfunction, difficulty concentrating
• emotional: decrease in mental health
• behavioural: over do or under do
• organizational: absent, disengaged in work

Question 7

Leisure as a meaningful stress coping pursuit : positive impacts transcending negative life events

Answer 7

• leisure can be used as a means of taking a break or having a time-out from stressful, everyday life
• leisure can provide an opportunity for balance in life
• leisure is considered an important element of balanced lifestyles for many individuals
• leisure also helps us cope with stress by helping create valued meanings in life
• Pharmacological - antidepressant or anti-anxiety medicines
• Non-Pharmacological (Leisure education?)
  1. take a break – refresh, rejuvenate
  2. balance in life – protective health
  3. helping to create valued meaning in life
• ->This refers to psychological, spiritual, social or cultural expression (ex. Going to greek days)
• ->Meanings are critical to our individual and collective well-being
• ->Searching for meaning is the primary motivation in life
  4. helps us to understand and appreciate our place in the universe
• ->Human development
• ->Positive transformation
• ->Self-affirming
• ->Discover new potential about self
• ->Journey
• ->In leisure, one can be oneself

Question 8

What is marginal or deviant leisure?

Answer 8

-conduct that is perceived by others as violating institutionalized expectations that are widely shared as legitimate with the society
“the other side of leisure”

There are two types:

tolerable - behaviours where the threat to the community is perceived to be quite low

intolerable - behaviour in violation of powerful criminal and non-criminal moral norms

Question 9

What is purple recreation?

Answer 9

Activities that are not considered socially acceptable

Two classification systems to distinguish destructive forms of leisure

• JB Nash - Nash Pyramid
• Joseph Curtis - The Curtis Scale

Question 10

What is the Nash Pyramid?

Answer 10

Nash Pyramid to classify deviant forms of leisure.
Nash created the Nash Pyramid to demonstrate a hierarchy of leisure values. According to this system, people should aim to be involved in higher level activities more often than lower level and sub-zero level activities. Participation in too many activities low on this scale can impede personal growth and development.

4 - Creative Participation (composing a poem)
3 - Active Participation (playing a game of tennis)
2 - Emotional Participation (watching a play)
1 - Entertainment, Amusement, Escape from monotony, Killing time (watching television)
-1 - Injury or detriment to self (substance abuse)
-2 - Acts performed against society (vandalism)

Question 11

What are theoretical explanantions for marginal behaviour?

Answer 11

Sensation seeking: Thrill seeking, adrenaline junkie
–>People seek out leisure opportunities to meet their sensation-seeking needs including bungee jumping, rock climbing and sky-diving; others use acts of deviance to meet these needs.

Social bond theory: behavior based on bonds you make i.e. good role models etc.
–>This theory posits that the strength of social bonds individuals feel towards conventional institutions will determine variations in rates of deviance. Such conventional bonds restrict individuals’ impulses toward nonconformity. Therefore, weakly bonded individuals are more likely to engage in deviant acts if the behaviour appears beneficial.

Anomie: people who do not respond to punishment or positive reinforcement (no moral compass)
–>during periods of severe societal changes and times of uncertainty, the usual rules that restrain individuals from participating in generally unacceptable behaviours are weakened resulting in increased engagement in these objectionable activities.

Theory of differential association: deviant behaviour is learned from your environment or company you keep
–>behaviour is learned through elements and patterns present and rewarded in the individual’s physical and social environment. The likelihood then of engaging in deviant behaviour depends on the pro-deviance to anti-deviance messages the individual receives; the higher the number of pro-deviance messages received, the more likely deviant behaviour will follow. Although the individual may struggle with messages from these relationships and the expectations of society, because intimate relationships have more meaning in the individual’s life, those definitions of behaviour are likely to dominate the person’s thinking and subsequently behaviour.

Theory of differential reinforcement: reward system
–>individuals are motivated to behave in particular ways based on rewards and punishments received as a result of these behaviours. Individuals participating in deviant behaviours are doing so because of the rewards they perceive to be associated with participation. These individuals are likely interacting with other individuals that they may view as role models. Consequently they then imitate these behaviours in search of the rewards provided by these models.

Question 12

What is social class and leisure?

Answer 12

social class - represents any important means of expressing distinctions within society

Max Weber described a hierarchy

• upper or capitalist class
• upper-middle class
• middle-class
• working class
• working poor
• underclass

Thornstein Veblen argued that members of society distinguish their social status or class through leisure activities

Conspicuous consumption - deliberate consumption of goods or series as a way to draw others attention

Conspicuous leisure - is engaging in leisure activities that suggest wealth and status

Can also be thought of as the haves and have nots
Middle class starting to shrink
Mostly thought of by SES
Started with industrial revolution (land size then who owned vs who worked in factories)

Question 13

What is the definition of poverty?

Answer 13

Typically the term poverty generates images of having no income or wealth

Definition: the absence of access to something essential - either in material form (such as food or clothing) or in service form (health care or education)

Absolute poverty - occurs when people are not receiving enough resources to support and maintain their physical health over time

Relative poverty - refers to the social context and can vary over time and in different places

3 Key Indicators to Indicate SES –> shelter, food, clothing

Question 14

What are the causes of poverty?

Answer 14

• Individual or pathological causes - poverty is the result of behaviour, choices or abilities (ex. Mental health, disability, substance abuse)
• Familial causes – poverty as a result of family history or upbringing (difficult to break cycle –> can’t afford education, so can only get a low paying job)
• Agency causes – poverty as the result of the actions of others including war, government, economy (ex. City raising taxes)
• Structural causes- poverty is the result of not having access to power and resources in society (haves and have nots)
• Gender (possible fifth)

Question 15

What can you do as a TR in the future?

in regards to poverty

Answer 15

Leisure is seen as a basic human right regardless of one’s economic, educational, or employment situation.

Poverty affects access to leisure therefor as a TR…

• Leisure Education- How to fill out grant applications, how to negotiate barriers so they plan leisure in the home and in the community, help identify strengths
• Make the family aware of these access passes, take them out and do forms with them
• Leisure Access Pass- Issues – need to be aware, takes a lot of time, “prove your poor”, this can be hard for some people

Question 16

What is the definition of Volunteering?

Answer 16

-any activity that is freely undertaken to benefit another person, group or causes

Question 17

What are the similarities with leisure and volunteering?

Answer 17

• are freely chosen
• primarily intrinsically motivated
• can provide individual benefits - self actualization, self-esteem

Question 18

What are the types of volunteers?

Answer 18

• Career Volunteers: Who engage in the activity as serious leisure
• Virtual Volunteers: Volunteering through and online connection/designing logos and fliers.
• Family Volunteering: Describes volunteer activities that are carried out by a family as a joint activity.
• Formal: Volunteer activity is undertaken through a voluntary group or through a public or private institution
• Informal: Any unpaid work a person undertakes on his or her own to support another (helping someone plan a party, babysitting your neice)
• Episodic volunteers: Individuals choosing not to tie themselves down to a long-term commitment through their volunteering. Three types:
• Temporary: volunteers who serve for only a short time ex volunteer to get into program
• Interim: work for the organization regularly but for less than six months (contract seasonal work like santa’s workers at the mall)
• Occasional: volunteers work regularly but for short periods of time (once a month) Ex. PTA

Question 19

What are tips for working with volunteers?

Answer 19

• planning
• welcoming and integrating volunteers
• volunteer orientation
• training volunteers
• supervising volunteers
• following up with volunteers
• recognizing volunteers work
• providing positive supervision

Question 20

What is the definition of outdoor recreation?

Answer 20

-any number of diverse activities and experiences that take place in the natural environment, satisfies needs and motives that other forms of recreation cannot

Question 21

What are characteristics of outdoor recreation?

Answer 21

• Can be facility based or nature based. (Skiing and golf)
• Can be Nature Oriented (Outside and enjoying nature) or User Oriented (Using the experience for a personal reason like running to train for a marathon)
• Can be consumptive or non-consumptive
• ->Consumptive: activities are those in which physical elements of the natural world are collected, such as game, fish, fossils, or berries. Collecting or taking something away ex. Taking pictures, taking rocks or stones
• ->Non-consumptive: nothing is physically taken from nature (just enjoy - like hiking, whale watching)

Question 22

What are the five components of outdoor recreation?

Answer 22

• Collection of physical objects
• Feelings of isolation in nature
• Experiencing fresh air and scenery
• Perception of nature (appreciation for what it is)
• Development of sense of husbandry (ownership/stewardship) need 4 to get 5

Question 23

What is the framework?

Answer 23

• the framework provides a new vision for recreation in canada
• invites leaders, practitioners, stakeholders and volunteers to collaborate in pursuit of common priorities
• aims to improve the wellbeing of the individual, the community, and of our natural and built environment

Question 24

How will it be used? the framework

Answer 24

• to guide leaders in decision making, resource allocation and planning
• to assist the provinces, municipaltiies in community planning
• as a guiding document for recreation across all sectors across Canada
• to assist and guide in the development of consistent responses and actons to address trends in recreation such as inactivity
• to contribute to healthy communities and individuals becoming active

Question 25

What are the 5 goals? of the framework

Answer 25

Goal 1: Active living- foster active living through physical recreation

• Play
• Reduce sedentary behaviours
• Participation throughout the lifetime
• Physical Literacy

Goal 2: Inclusion and Access –Increase inclusion and access to recreation for populations that face constraints to participation
Equitable participation for all, regardless of socioeconomic status, age, culture, race, Aboriginal status, gender, ability, sexual orientation or geographic location

Goal 3: Connecting People with Nature – Help people connect to nature through recreation

• Natural spaces and places
• Comprehensive system of parks
• Public Awareness and Education
• Minimize negative impacts

Goal 4: Supportive Environments-Ensure the provision of supportive physical and social environments that encourage participation in recreation and build strong, caring communities
•Provide essential spaces and places
•Use existing structures and spaces for multiple purposes
•Renew infrastructure
•Active transportation
•Partnerships in social environment
•Recreation education
•Assessment tools
•Align community initiatives

Goal 5: Recreation Capacity – Ensure the continued growth and sustainability of the recreation field

• Collaborative system
• Career development
• Advanced education
• Capacity development
• Community leadership
• Volunteers
• Knowledge development

Question 26

Who are the pioneers of recreation?

Answer 26

-Elsie Mcfarland
Documented the whole evolution of civic recreation in Canada
One of the first in canada to get Phd in recreation
First women in government for Leisure
First women President CPRA

-Ian Eisenhardt
Major in Canadian army
Promoted recreation in terms of physical fitness

-Mable Peters
Advocate for children and playgrounds

Question 27

Who and what is the national council of women?

Answer 27

-an umbrella organization that became involved in leisure, playgrounds, courses to train playground teachers and supervisors, university of British Columbia and university of Alberta

Question 28

What is the BC Pro Rec?

Answer 28

• 1930s economic depression, unemployment and social political unrest
• child welfare, the young men’s Christian association, cadet service, Canadian physical education association, Canadian parka association and the national council of women of Canada
• BC provential recreation programme has the most impact
• fit for work or fit for war

BC Provincial Recreation Programme had most positive impact during the that time of war and great depression (isenhart was the driving force)
1930’s economic depression, unemployment and social and political unrest
Child Welfare, the Young Men’s Christian Association, Cadet Service, Canadian Physical Education Association, Canadian Parks Association, and the National Council of Women of Canada
Fit for work or fit for war
National Physical Fitness Act

Question 29

What is the definition of leisure literacy?

Answer 29

• leisure literacy is a skill that is learned; its a competency
• is a continuum of learning which allows people to fully participate in society
• it involves social practice and relationships about culture, knowledge and language

Question 30

What are the six components of leisure literacy?

Answer 30

• knowledge and awareness
• positive attitudes toward leisure
• awareness for resources of leisure
• self-awareness: interests, strengths, needs, barriers and values
• skills for participation
• decision making knowledge and skills

Question 31

What are the benefits of leisure literacy?

Answer 31

• knowledge and skill development
• confidence
• independence
• increased positive use of free time
• participation in new and interesting activities
• access to leisure programs and services in the community
• mental health enhancement
• tool to enhance quality of life

Question 32

Define leisure education

Answer 32

-is the process through which individuals acquire the knowledge, skills and attitudes that motivate and facilitate their leisure functioning

Knowledge - facts, information and skills acquired through experience or education

Skills - the ability to do something well; a particular ability, expertise

Attitudes – a feeling, emotion or mental state towards leisure, is exhibited in behavior

Question 33

What is the goal of leisure education?

Answer 33

-to enable individuals to enhance the quality of their lives through leisure

Question 34

What are reasons for leisure behaviour?

Answer 34

• to acquire knowledge
• to be adventurous
• to achieve fitness
• to express oneself
• to have social connection
• to experience solitude
• to be creative
• to commune with nature
• to have fun

Question 35

What are intervening factors?

Answer 35

• internal: lack of confidence, low self-esteem, limited awareness, low self-efficacy, sense of entitlement, inappropriate level of challenge
• external: lack of free time, scheduling of activities, expense involved in participation, over-regulation limits enjoyment, access to appropriate transport

Question 36

What are the three possible outcomes of leisure behaviour model?

Answer 36

• the indivudual is not able to negotiate the constraints and therefore no actions results and so the individual needs will not be satisfied
• for those who negotiate the constraints - engagement in leisure behaviour - needs may or may not be satisfied dependent upon the quality of experience
• the indivual is not able to negotiate the constraints to socially accepted forms of leisure pursuit; they do however find delinquent activities accessible

Question 37

What are delivery models of leisure education?

Answer 37

Activity sampling - is an experiential-based approach, participants learn specific lessons about leisure through participation in a variety of activities

Peer mentoring - this model positions peers that have had basic training in leisure education within the group of their peers

Wellness model - this model addresses the various components of that contribute to overall wellness-nutrition, physical activities, stress management and addiction

Question 38

Impact of stress depends on:

Answer 38

General health
Genetics
Personality
Prior exposure to stress (can be cumulative)
Life changes
Social support and lifestyle

Question 39

What are benefits of volunteering?

Answer 39

Connects you to others

Good for your mind and body

Can help advance your career

Brings fun and fulfillment into your life

Question 40

Stress Management Formula: - develop a tool kit

Answer 40

Be aware of what causes distress for you (what drains you) and refreshes you (re-fuels you)
What causes and how you react, stop and tune in
Develop and use resources to meet the demand OR alter the demand to balance your resources
Change thinking (meeting your demand), say no (balance your resources)

Question 41

total recreation experience

Answer 41

Anticipation - getting excited
Planning - maps, virtual tours, research
Participation
Recollection - sharing memories

Question 42

Management Concepts:

Answer 42

Carrying capacity → refers to the maximum number of recreationists that a given area can accommodate without having a negative impact on the environment or the experiences of other recreationists. Has physical, ecological, and psychological components.

Physical carrying capacity → refers to the capacity of the built environment to accommodate users. How many cars can fit in the Moraine Lake parking lot at Banff National Park? Usually a fixed number.

Ecological carrying capacity → refers to the amount of impact the biological and physical components of the environment can accommodate without negative effect. Examples of measures of ecological carrying capacity include; changes or reduction in vegetation cover, habituation, or other changes in animal behaviour, trail braiding, and erosion.

Psychological carrying capacity → refers to the impact of people on other people

Question 43

Trends:

Answer 43

Technology → advances in equipment, increasing access to information, modern synthetic materials (ex. Fake snow)
Climate → global climate change

Question 44

BC Pro-Rec; Ian Eisenhardt; National Physical Fitness Act

Answer 44

Throughout the 1930s, surrounded by economic, political, and social turmoil, both nationally and internationally, the federal government was being urged to promote and support activities that are now believed to contribute to the well-being of Canadians.
During this decade, the Canadian federal government was preoccupied with economic depression, unemployment, and social and political unrest. Consequently, it did not view leisure and recreation as top priorities.
There were several groups of social reformers and practitioners, however, who promoted that recreation be given both financial and moral support—groups such as the Canadian Council on Child Welfare, the Young Men’s Christian Association, the Cadet Service, the Canadian Physical Education Association, the Canadian National Parks Association, and the National Council of Women). The British Columbia Provential Recreation Programme (BC Pro-Rec) appears to have been the group that had the most impact.
The work of BC Pro-Rec, with its dynamic proponent, Ian Eisenhardt, began in 1934. While Eisenhardt was in charge of the Pro-Rec programme. Finally, as the 1943 National Physical Fitness Act was proclaimed and the National Council on Physical Fitness was developed, Eisenhardt, now Major Ian Eisenhardt, was hired as National Director of Physical Fitness in 1944. Eisenhardt’s contributions were firmly based on the principle of recreation for well-being and recreation making people fit for work, in recreation leadership and other fields.

Question 45

Civic Boosters

Answer 45

Civic boosters often promoted establishing and developing parks as a way to increase the wealth of the city

Question 46

Elsie McFarland

Answer 46

One of the key figures in the history of leisure provision in Canada is Elsie McFarland. She was not only the first chronicler of Canada’s municipal recreation history, she was a passionate advocate for recreation and for recreation education—she was one of the first women to hold a senior government position in recreation (Alberta); she wrote the first comprehensive history of public recreation in Canada; she was one of the first Canadians to achieve a doctoral degree in recreation administration; she was the first woman to be president of the Canadian Parks/Recreation Association; and she was the chair of one of the first university programs in recreation education (University of Alberta). She believed passionately in both the importance of recreation in the community and the need to appreciate the roots of recreation to sustain our beliefs as we work in the field.

Question 47

Mabel Peters and National Council for Women; Vacation Schools

Answer 47

The National Council of Women of Canada (NCW) is an umbrella organization for a collection of groups advocating social reform. The NCW became involved in leisure provision in 1901 when it became the national advocate promoting supervised playgrounds. “Vacation School and Playgrounds.” Being an advocate for playgrounds did not necessarily mean being the operator of such playgrounds. The NCW preferred to be a catalyst for their establishment and supporter from afar. The actual provision of the playgrounds was handled at the level of the Local Councils of Women. Here they would first create a local council Playgrounds Committee, and then establish a few summer playgrounds with games and arts and crafts programs. The council helped with fund raising, but did not staff the playgrounds; often local school teachers were hired for this—usually women. School boards were very often involved at this stage, as they possessed two essential ingredients for a playground program—land and buildings. There was a recognized need for training in recreation, and it was to this end that, in 1912, the National Council advocated that the provincial Normal Schools (teachers’ colleges) develop courses to train playground teachers and supervisors. Normal School in Nova Scotia, provided its trainee teachers with information about recreation and leisure in the late 1920s in hopes that they would, in the words of the time, “help to spread the gospel of ‘a wise use of leisure’”. It took several more decades before the first university recreation programs were established at the University of British Columbia in 1960 and the University of Alberta in 1962.
Mabel Peters was the driving force pushing the National Council of Women to do something about playgrounds. As a zealous campaigner at the local, national, and international scene for supervised playgrounds for children, she may be called the “Mother of the Canadian Playground Movement.” Miss Peters and her colleagues viewed playgrounds as a way to “overcome the evils of enforced idleness,” by providing children with opportunities of “rational activity and healthy play”. A member of the Playgrounds Association of America. She was also a member of the National Council in 1907 and 1908. In 1913 she reported that there was strong support for the proposed National Canadian Playgrounds Association; however, that strong support dwindled when she died, and the idea also died. It was not until 1945 when the Ontario Parks Association transformed itself into the Parks and Recreation Association of Canada (PRAC) that such an association came into being. PRAC is now CPRA—the Canadian Parks and Recreation Association.

Question 48

National Parks

Answer 48

All started in Banff
The area we now call Banff National Park was originally 10 square miles reserved by the federal government in 1885 to protect the land from sale or settlement or squatting.