test 1 Flashcards
What is “Leisure Education” (LE)?
- Defn: A multifaceted, dynamic process of teaching and promoting the exploration of recreation and leisure-related skills, knowledge, attitudes and opportunities. (Dattilo, 2015)
- Ultimately, the goal is to enhance the quality of a person’s life through learning about leisure.
WHAT TO BELIEVE ABOUT LEISURE EDUCATION…
- Leisure Education is potentially for everyone!
- Leisure Education Models can help focus/direct your LE efforts.
- Existing Leisure Education activity resources, when used appropriately, can be effective LE tools.
- Discussion/ debriefing/ processing are key to “education”
- Leisure Education come in many different shapes and sizes
- Leisure Education should be
FUN! - Leisure Education can help people reach the goals of experiencing leisure, happiness and flourishing
Recreation
An activity in which people engage primarily for enjoyment, fun and positive emotions during their free time
Free- time–
Unobligated; time not spent in daily tasks associated with obligations or self-maintenance
What Prevents People From Experiencing Leisure?
- Intrapersonal constraints
- Interpersonal constraints
- Structural constraints
UNDERLYING ASSUMPTIONS WITH LEISURE EDUCATION:
Everyone should have opportunities to experience leisure and that leisure contributes to human development
A combination of these constraints within and outside of an individual can result in other conditions that prevent people from experiencing leisure:
- Reactance
- Learned helplessness
- Boredom
ASSUMPTIONS ABOUT CONSTRAINTS TO LEISURE
Some challenges to leisure are outside our control
Work/school. Family obligations, physical barriers, lack of services
Challenges to leisure CAN be addressed
More dependent on our ability to address constraints than it is depend on the absence of
Addressing challenges to leisure motivates us to participate
Leisure education helps us to address challenges to leisure
WHAT CAN LEISURE EDUCATION PROVIDE?
- Promotes exploration
- Instills an ethic of positivity and savouring
- Stimulates self-awareness
- Promotes acquisition of knowledge and encourages skill development
- Fosters management of challenges
What are Models?
- A representation of a phenomenon or concept they are trying to explain
- Provide an image or a picture of the components of something and how they fit together
- Can help direct practice or services; provide a “blueprint”
LE Models
- Several LE models have been developed which have some similarities and some differences
- All have the goal of increasing knowledge and skills associated with leisure participation
What are the 4 models
Dattilo’s Leisure Education Model
Stumbo & Peterson’s Leisure Education Content Model
Wittman & Ligon’s Reflection, Recognition & Reaffirmation Model (2011)
Mundy’s leisure education model
SIMILARITIES IN THE LEISURE EDUCATION MODELS EXAMINED IN CLASS
- All promote autonomy
- All are easily adaptable / usable with different target groups
- Same end goal
- All models deal with the areas of leisure awareness and self-awareness
DIFFERENCES IN THE LEISURE EDUCATION MODELS EXAMINED IN CLASS
- They were all developed in different years and by different professionals
- Dattilo’s model is circular and the rest are square
PROCESSING IN LEISURE EDUCATION; processing is ….
An umbrella term that incudes a variety of techniques
Designed to help people describe, reflect on, analyze and communicate about experiences
Designed to help people transfer or generalized what they have learned
TYPES OF PROCESSING
FRONTLOADING
- DEBRIEFING
- GIVING FEEDBACK
- USE OF METAPHORS
front loading
Highlighting (loading) the learning prior to (in front of) an activity
Also called “ pre briefing”
Sets the stage for what is about to occur and identifies issues to be discussed in debriefing afterwards
- DEBRIEFING
A process of guided reflection on an experience that occurs after the activity to bring about change
In a LE session, debriefing may occur after each individual activity or at the end of the session
Requires careful planning to make questions meaningful and thought-provoking (use open-ended questions)
- GIVING FEEDBACK
Can be offered at ANYTIME in the LE process
When used deliberately, can provide people with clear information on their performance
Should be descriptive, specific, well-intended, directed toward change, well-timed, sincere
- USE OF METAPHORS
An idea or description used in place of a different idea or description to symbolize similarities between them
What kind of animal did this activity make you feel most like and explain your choice to the group
“Chiji Cards” as an example of using metaphors to process an experience
Use positivity, provide a summary an encouragement
Why Adapt?
- To facilitate and/or equalize participation
- To enhance achievement of program or individual goals and objectives
- To accommodate operational concerns
- To provide novelty or variety
GENERAL ADAPTATION CONSIDERATIONS
- Determine necessity of adaptation
- Match challenge and skills
- Facilitate independence
- View adaptations as transitional
- Ensure safety of adaptations
- Observe adaptations and make adjustments
What aspects of Program can be adapted?
- Materials (supplies and equipment)
2. Activities themselves (physical, cognitive and/or social requirements)
3. Environment in which the activity occurs
4. Instructional strategies used by leisure educators(establish goals, develop instructional steps, provide chance for practice, prompts, reinforcement, personnel)
what should we focus on while adapting to the program?
Person First
Encourage Autonomy
Involve Participants
Evaluate Adaptations
