4: Leisure, Recreation & the Course Model

1. 4: Leisure, Recreation & the Course Model D. Propst Class 4, PRR 320

2. Leisure, Recreation & the course model • Definitions: handout & why I use leisure/rec. interchangeably • Recreation: (Driver, Brown, Peterson) • behaviors • done voluntarily (“free” to choose) • because of intrinsic rewards • during time when not • meeting basic survival & comfort needs, • attaining material possessions, OR • meeting social obligations. • problems with this

3. Definitions (cont’d.) • One litmus test: do you feel restored? (role of nature) • Russel, ch. 2 agrees that the qualities (“outcomes”) are more important than arguing semantics • Other qualities: happiness, pleasure, freedom, fun, intrinsic, playful, games, rituals, laughter, humor, amusement, solitude, laughter, humor, amusement, risk, spirituality, boredom, social • Most of these can be either motivators (P part of our model) or O (outcomes)

4. Def’ns. Cont’d. • Some hold that leisure is some higher, nobler, more desirable state than recreation • Others argue that there is no separate state or outcome called leisure • Many definitions; little agreement • More agreement in our intuition/feelings

5. Our Task • Not to argue semantics • Not to argue that leisure is benficial • Rather: • what are the outcomes? • who benefits? • what types of E’s produce which outcomes (desirable and undesirable) • How? Our PEBO Model & practice in applying it

6. What This Means • Text--Be able to apply the model to the case studies (e.g., college drinking games on p. 59) -- exam fodder • Watch 1/2 hr. of ads during the Super Bowl--what are their messages re: leisure behavior? • Explain model to others • Concept induction box exercise

7. Next Steps • Team no. and names of just those present on induction box exercise • Return exercise to folders