HPR 450

Three areas of focus Managing constraints to leisure participation Facilitating the leisure experience Promoting leisure through leisure education

Reactance Learned Helplessness Boredom Structural Constraints Interpersonal Constraints Intrapersonal 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)

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?

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

Flow Optimal arousal Social connections

An activity often (but not always) Presents a set of challenges matched to the persons level of skills Has rules Has clear goals Provides 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

Conditions Challenge-Skill match Specific Rules Clear Goals Immediate feedback Flow Experience Concentration Effort Sense 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

Leisure may provide: Non coercive interaction Connectedness with others and community Emotional value, sense of well-being Meet needs for relatedness Sense of continuity (consistency) in life Something familiar and constant during times of transition

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?)

Develops relevant skills Social/solitary Active/restful High intensity/low intensity Engagement/escape Provides exposure to and development of ‘core’ (used through the lifespan) activities Interact informally with others Converse in a variety of settings Develop relationships Enhance living environments Maintain fitness

HPR 450

Four broad guidelines Focus on person first – individualize adaptations, concentrate on abilities, match challenge and skills Encourage 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

Appreciate leisure Aware of self in leisure Self determination in leisure Interact socially Use resources Decision making Leisure/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. Debrief Dattilo pg

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. Debrief Dattilo pg

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) Debrief Dattilo pg 280

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 Debrief Dattilo pg 291 (adapted)

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 other Debrief Dattilo pg 330 (adapted)

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 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 (Combined, adapted)

Program title Statement of purpose Program goal or goals Enabling objectives (ways to attain goal) Performance measures (more specific objectives) Content description Process Description

Orientation activity/ice breaker Introduction Presentation Discussion Learning activities Debriefing for each Conclusion

Program title, goal Orientation activity/ice breaker Objective, content, process Introduction Presentation Discussion Objectives, content, process Learning activities Debriefing for each Objectives, content, process Conclusion