D. Propst, Class 211/29/20161 Schreyer & Driver-- "Benefits" Chapter

D. Propst, Class 211/29/20162 Course Axioms: n There's nothing so practical as a good theory. n Demographics alone do a poor job of predicting leisure behaviors. n Complex definitions of recreation and leisure, like good intentions, have their place, but it's actions and outcomes that really matter. n Humans will self-regulate their own behavior--usually in “desirable” and functional ways--if given CHOICE (knowledge of consequences & ability to participate) n “It’s only when the tide goes out that we learn who is swimming naked.”

D. Propst, Class 211/29/20163 Outcomes n result of something n usually thought of as “end product”, yet feedback occurs n positive or negative n types: -disbenefits (negative; a loss) -benefits (positive; a gain)

D. Propst, Class 211/29/20164 The Dilemma: "Leisure is beneficial. But, when the question is directed at how well researchers have scientifically documented the nature of those benefits, at least to the extent of effectively influencing public policy, the answer is, not very well." Common sense, inferences and opinions alone are insufficient.

D. Propst, Class 211/29/20165 Must be able to answer: n What benefits are produced? n What are their magnitudes? n What is the value of a given benefit to individuals and society

D. Propst, Class 211/29/20166 Why? n Influence public policy n Consumer awareness (potential benefits)

D. Propst, Class 211/29/20167 Not all benefits can be expressed in economic terms (e.g., pride, spiritual growth)

D. Propst, Class 211/29/20168 Non-economic measures are needed for fuller understanding of n a. what benefits & n b. what are their magnitudes

D. Propst, Class 211/29/20169 Most research focuses on what people do, who does it, and initial reasons why (motivations-Iso Ahola); not enough research focuses on what people obtain from the experience at the end of the process

D. Propst, Class 211/29/ Many studies of benefits lack "behavioral correlates" n Studies using behavioral change measures--where the best evidence exists: -1. cardiovascular benefits of physical activity (health care profession) -2. weak & limited: increased academic performance after a adventure/challenge recreation program -3. physiological relaxation/stress reduction (readings for next class) -4. weak & limited: reduction of "clinical" problems (substance abuse, delinquency, disciplinary problems in youth, etc.) n For most, however, cause-effect relationships not yet established.

D. Propst, Class 211/29/ Developmental Benefits of Play for Children (Dr. Lynn Barnett) n Does play inc. children’s cognitive ability? Unclear; Cogn. Maps? n Does play improve language? Soc. interaction necessary, play is not. n Does play improve social development? Inconclusive. n Does play improve emotional development? Can be important. n Does play improve physical development? Complex.

D. Propst, Class 211/29/ Practitioners must start treating the subject with more respect and rigor. HOW? n Focus on outcomes & benefits n Examine them (or encourage someone) from a social science perspective n Document individual and societal benefits & let the policy makers know n Don't be so negative about research, but learn to ask the hard questions