HPR 322 Chapter 14 Leisure Wellness and Education

Leisure Education is a paramount function of Leisure Programming Individuals with disabilities face barriers (constraints) to leisure participation Undeveloped leisure can be a primer for deviant behavior Some people avoid leisure participation because they don’t understand what it is or the benefits Having free time is not beneficial unless you know how to use it properly

Watching TV can have some benefits but heavy TV watching can have harmful effects: Development of sedentary lifestyle that contributes to heart disease, obesity, hypertension, and other illnesses Individual and community isolation Development of violent behaviors via social learning theory Decrease of quality time or meaningfulness in life

Individuals seek more meaningful leisure experiences Desire to develop appropriate skills, knowledge, attitudes required for successful participation. You can teach them leisure wellness skills

Leisure Wellness Access to information Decision Making Clarify Leisure-related values Traditional strategies Instructional programs and services

Leisure Barriers Attitudinal – ex. Must be athletically gifted to participate in physical fitness Communicative – Agency must provide clear, accurate, and meaningful info about offerings. Individual must be able to send and receive messages Consumptive – Purchasing “experiences which are “in vogue” but don’t match needs Economic – Lack of discretionary funds and individuals associate “value” with “cost”

Barriers (cont’d) Experiential – No experience so activity is avoided Health - Illnesses and conditions may prevent participation physically, emotionally, socially – Adaptations necessary Leisure Awareness – “Leisure Ethic’ – Lack knowledge of benefits, resources, skills Physical Resource – Lack of facilities and overcrowding – National Parks are being “loved to death” - Facilities in communities “run down”

Barriers (cont’d) Social Cultural – Attention must be given to needs based on diversity – racial, ethnic, social, economic, political, and cultural Temporal – Not having enough time or quality time to pursue leisure interests Work schedules, year around schools, flextime, four day work weeks require new approaches to address customer’s needs

Leisure Education Developmental process through which individuals or groups of people increase their understanding of leisure and the relationships among leisure, lifestyle, and society (Mundy, 1998) Develops Skills that develop competencies Knowledge of leisure experiences available (resources) Experience increases confidence and desire to explore Attitudes, Values, Appreciation – Positive perception of leisure

Components of Leisure Education Leisure Appreciation Self-Awareness Decision-Making Self-Determination Leisure Activity Skills Community Skills Social Skills Leisure Resources

Components represent Goals that may be achieved by clients through Leisure Education Leisure Appreciation Assess attitudes toward leisure and assist clients in becoming aware that leisure offers benefits Self-Awareness Clients examine their leisure lifestyle to become aware of leisure values, patterns, behaviors, barriers so they may make alterations

Decision-Making Many individuals with disabilities have not had opportunities to engage in decision-making Self-Determination Being in control of the course a life takes CTRS assists clients in identifying leisure preferences and assert themselves to achieve them

Leisure Activity Skills Archery to Yoga – Individuals need a repertoire of activities and the skills to engage Community Skills Skills to participate in community life Transportation, handling money/finances Social Skills Overcome deficits by Modeling appropriate behaviors, role playing, providing opportunities, reinforcing positive skills, formal training

Leisure Resources Information about possible community resources (places, programs, people) to meet their interests Leisure Ed ranges from appreciation for leisure to obtaining concrete information about possible community leisure resources

Leisure Ed may take place in Classes Social Skills training groups Community Reintegration programs Group Counseling Individual Counseling Counseling is a means of Leisure Ed CTRSs are Helping Professionals and must be able to communicate therapeutically

Leisure Ability Model Overall purpose of Leisure Education Assist participants in acquiring leisure-related knowledge and skills so participants can eventually gain an independent leisure lifestyle (Peterson and Stumbo, 2000) This Leisure Education Model consists of four components

Leisure Awareness – Knowledge of leisure, self- awareness, leisure and play attitudes, and related participatory and decision-making skills Social Interaction Skills – Dual, Small Group, and Large Group Leisure Activity Skills – Traditional and Non- Traditional activities and skills Leisure Resources – Activity opportunities, personal resources, family and home resources, and state and national resources

Leisure Lifestyle Center (LLC) Dept of Recreation Management and Therapeutic Recreation at the University of Wisconsin-La Crosse Community-Based Leisure Education Program Begins with individualized leisure assessment in which participants become aware of leisure and self Participants learn different skills (e.g. decision-making, social skills, activity skills) The goal is to help participants experience the benefits of leisure and develop a lifestyle Main focus is to assist individuals with disabilities (pg 490)