Leisure Education Content & Techniques KNR 253

Overview Leisure Education Definitions Leisure Education Models Leisure Education vs. Leisure Counseling Leisure Education Models Leisure Ability Model Other Models Positive Psychology

Why Leisure Education? Historically Recognize the importance of leisure in people’s lives Exposed clients to recreation activities or taught leisure skills BUT no real carry over Participated when in agency but not when in other environments Repertoire of activity skills is not the only requirement for leisure involvement

Why Leisure Education? Leisure education uses an educational model. This model operates on the assumption that behaviors can change when knowledge, skills, attitudes, and abilities improve. Stumbo & Peterson, 2004 Through leisure education people develop an understanding of themselves and leisure. Dattilo, 1999

Why Leisure Education? LE can create opportunities for people to experience leisure and help build options so they can make choices between meaningful leisure pursuits. Dattilo, 1999

Leisure Education Defined Leisure education is a total developmental process through which people develop an understanding of leisure, of self in relation to leisure, and the relationship among leisure, their own lifestyle and society. It is a process people go through to determine the place and significance of leisure in their own lives and develop a leisure lifestyle that is compatible with their own values, needs, and goals. Mundy, 1998

Leisure Education Defined Is a process a person goes through to develop and enhance their knowledge, interests, skills, abilities, and behaviors to a level where leisure can make a significant contributions to their quality of life. Dattilo, 1999 Is an individualize educational process where a person develops an understanding of self and leisure and identifies and learns skills necessary to participate in freely chosen activities that lead to an optimally satisfying life. Bullock & Mahon, 1997

Leisure Education Defined The goal is to enable people to increase the quality of their lives through leisure. Mundy, 1998

Leisure Education vs. Leisure Counseling Different facilitation techniques are used in LE, one of which is leisure counseling A technique, not content In counseling, the client brings the content (Content – free) In education, the educator brings the content ( you will learn x, y, and z) Most TRS can use some counseling techniques but are not trained to be counselors

Select Leisure Education Models Stumbo & Peterson, 2009 Leisure Ability Model Peterson & Gunn, 1984 Dattilo, 2008 Provides a historical overview of leisure education Provides a variety of leisure education models Own model developed from work with people who have DD Mundy, 1998 Mundy & Odum, 1979

Leisure Ability Model Stumbo & Peterson, 2009 Leisure education is part of the overall TR model Leisure awareness Social interaction skills Leisure activity skills Leisure resources

Leisure Ability Model Stumbo & Peterson, 2009 Leisure Awareness (cognitive awareness) Knowledge of leisure What is leisure, benefits, barriers, balance of work & leisure, etc. Self-awareness Actual & perceived abilities & limitations, past & current involvement, etc. Leisure and play attitudes Relationship between attitudes & behaviors, etc. Related participatory & decision-making skills Planning, coping, stress management, etc. p. 45-48

Leisure Ability Model Stumbo & Peterson, 2009 Leisure awareness 4 components rarely separated into different programs Generally combined into 1 program Use variety of cognitive & affective facilitation techniques

Leisure Ability Model Stumbo & Peterson, 2009 Social interaction skills May be more significant than activity itself or interaction is needed for success in activity or is most frequent form of leisure Communication skills Assertiveness skills, conversational skills, listening skills, etc. Relationship-building skills Friendship development, social networks, etc. Self-presentation skills Hygiene & grooming skills, appropriate attire, etc. p. 49-52

Leisure Ability Model Stumbo & Peterson, 2009 Leisure activity skills (skill development – may be easier than other 3 components) Traditional leisure skills Sports, dance, music, arts & crafts, hobbies, etc. Nontraditional leisure skills Fitness, relaxation, shopping, pets & plants, computer, etc. p. 52-56

Leisure Ability Model Stumbo & Peterson, 2009 Leisure resources (knowledge & utilization) May include teaching how to use a telephone book or computer to find out about an activity, how to use ATM Activity opportunities Understanding wide range of leisure opportunities to choose from, identify preferences, etc. Personal resources Family & home resources Community resources Parks & recreation, adult education, YMCA, commercial recreation, fitness centers, arts & crafts stores, clubs, city transportation, etc. State & national resources Information about travel, etc. p. 57-60

Leisure Constraints Dattilo, 2008 Intrapersonal Constraints (Psychological) Leisure Participation Interpersonal Constraints (Social) Structural Constraints (Environmental)

Leisure Constraints Dattilo, 2008 Since constraints are subjective feelings, leisure participation is more dependent on an individual’s ability to NEGOTIATE constraints than it is dependent on the ABSENCE of constraints

Leisure Education Potentials Dattilo, 2008 Participation Leisure Education Reactance Learned Helplessness Boredom Structural Constraints Interpersonal Constraints Intrapersonal Constraints LE can help with minimizing these constraints to increase leisure satisfaction. Three points to negotiating constraints: 1. people find a variety of ways to negotiate constraints; 2. leisure constraints do not necessarily result in nonparticipation 3. leisure participation will vary based on the negotiation or absence of constraints pp. 34-35 “Elizabeth’s hockey example” Personal goal attainment, Satisfaction and Enjoyment of activities are STRONGER reinforcers than skill development Since enjoyment is an ind perception & prefer different activities --- assessing ind preference & offering programs based on what they desire are important aspects of LE to INCREASE adherence.

How Can LE Promote Leisure? Dattilo, 2008 Creating opportunities Identify & overcome constraints, etc. Building options Increase ability to choose to participate, etc. Empowering individuals through a dynamic process Developing relevant skills

How Can LE Promote Leisure? Dattilo, 2009 Developing relevant skills Balance Social & solitary Active & passive Engagement & escape Core Set of activities that are low-cost, accessible, & do not vary across life span Interact informally with household members, enhance living environments, maintain fitness, etc.

Dattilo’s Model (2008/2011) Leisure Appreciation Self-Awareness Self-Determination Social Skills Community Skills Decision Making Leisure Activity Skills Leisure Resource Awareness Chapter, 6

Dattilo’s Model (2008/2011) Appreciate leisure (Leisure Appreciation) Understand leisure Consider leisure benefits Realize flexibility of leisure Leisure is flexible & doesn’t require a special time frame to occur Identify contexts for leisure Possible environments & activities likely to promote leisure p. 94-96

Dattilo’s Model (2008/2011) Be aware of self in leisure (Self-Awareness) Identify preferences Reflect on past participation Identify factors that encourage participation or causes to decline to participate, etc. Consider current involvement ID activities that provide enjoyment, ID constraints, etc. Project future leisure Realistic perception of skills & abilities, etc. Understand skills Examine values & attitudes Determine satisfaction Currently satisfied with leisure participation p. 96-99

Dattilo’s Model (2008/2011) Be self-determined in leisure (Self-Determination) Take responsibility Make choices Terminate involvement Become assertive p. 99-103

Dattilo’s Model (2008/2011) Interact socially during leisure (Social Skills) Communicate nonverbally Gestures, facial expressions, voice volume, eye contact, physical proximity, etc. Communicate verbally Greet, ask questions, wait turn to speak, contribute to conversations, etc. Understand social rules Acquire social competence See Dattilo for several lists Develop friendships p. 103-107

Dattilo’s Model (2008/2011) Use resources facilitating leisure (Leisure Resource Awareness) Identify people who could serve as resources Locate facilities providing recreation activities Understand directions to location, know if can walk or other transportation, etc. Understand participant requirements Cost, entry fees, eligibility requirements, accessibility, equipment, apparel (e.g., helmet), etc. Obtain answers to questions relevant to resources Printed materials (e.g., phone books, newspapers) & Internet p. 107-110

Dattilo’s Model (2008/2011) Make decisions about leisure (Decision Making) Awareness of self in relation to leisure Appreciation of the value of leisure Development of a sense of self-determination related to leisure involvement First 3 previously discussed Ability to identify goals Ability to solve problems p. 110-113

Dattilo’s Model (2008/2011) Acquire recreation activity skills (Leisure Activity Skills) Choose meaningful & enjoyable activities Participate with support to overcome fears p. 113-115

Dattilo’s Model (2008/2011) Community Skills Use of public transportation Money-handling skills Count money Make change Safely handle money in public

Mundy’s Model (1998) Leisure awareness Self-awareness Leisure skills Leisure resources

Mundy’s Model (1998) Leisure awareness Definition of leisure Perceived freedom Internal motivation Self-selected experiences Self-responsibility Leisure experiences Relationship to one’s life Relationship to one’s lifestyle Relationship to quality of life Relationship to time

Mundy’s Model (1998) Self-awareness Interest Values Attitudes Motivation Satisfaction Capabilities Needs Leisure expectations Goals Outcomes Leisure constraints

Mundy’s Model (1998) Leisure skills Decision making Problem solving Value clarification Planning Evaluation Leisure activity skills Social interaction Behavioral change techniques

Mundy’s Model (1998) Leisure resources Personal Products Equipment Places Community Environmental

Leisure Wellness McDowell, 1983 Old More of a counseling model Adds concepts that might be relevant to LE today

Leisure Wellness McDowell, 1983 Awareness – understanding Coping Ways of coping: negative (oversleeping, alcohol, over work)/positive (use leisure to release tension) Knowledge Interests/desires, resourcefulness, fitness/general wellness Assertion Assert and affirm own leisure lifestyle, not just please others, right to be alone, right to be playful, etc.

Leisure Wellness McDowell, 1983 Need self-care in 5 core determinants of wellness Self-responsibility Nutritional awareness Physical fitness Stress management Environmental sensitivity

Positive Psychology (1998) Seligman & Csikszentmihalyi Change focus of psychology from pathology and curing to building positive outcomes/prevention From weakness and damage to strength and virtue or building competency Treatment is not about fixing what is broken but about nurturing what is strong Help people live meaningful and fulfilling lives Identify and nurture client strengths & potential

Positive Psychology 3 central concerns Positive emotions Contentment with past Happiness in present Hope for the future

Positive Psychology 3 central concerns Positive individual traits (strengths/virtues) Capacity for love and work Courage Compassion Resilience Creativity Curiosity Integrity Self-knowledge Moderation Self-control Wisdom

Positive Psychology 3 central concerns Positive institutions Justice Responsibility Civility Parenting Nurturance Work ethic Leadership Teamwork Purpose Tolerance

Positive Psychology TR can: Identify & nurture strengths Instill hope & optimism Foster self-efficacy & personal control

Positive Psychology Carruthers & Hood, 2005 Involvement in any type of leisure is linked to pleasure, however active engagement has greater impact on mood & pleasure than passive Novelty & challenge Increase # of daily pleasurable events Pay attention to experience (savor) Relive experience (reminiscence & story telling)

Hood & Carruthers, 2002 Decrease negative Increase positive Time management Assertiveness training Stress management Distraction Relaxation techniques Increase positive Self-esteem Optimism Humor Self-efficacy Perception of control Community involvement

Leisure Education Resources Dattilo (2008), Leisure Education Program Planning Datillo & McKenney (2011), Facilitation Techniques in Therapeutic Recreation Stumbo, various LE books Internet Publishers