Stay ConnectedLeisure Education Program Planning, 5th ed. - eBook
As we grow through leisure education, we tend to manage challenges to leisure and gravitate to positive experiences. These positive encounters transport us toward achieving the ultimate goals of experiencing leisure, being happy, and flourishing.
The intention of Leisure Education Program Planning, fifth edition, is to share information with readers to develop a sense of competence in providing a balanced and systematic approach to leisure education that helps people experience wonder and amazement through leisure. To achieve this purpose, the book provides a sequential explanation about how to transform the model (depicted on the cover) into a guide for planning, implementing, and evaluating leisure education.
Leisure Education Program Planning, fifth edition, describes synergistic goals of leisure education to assist people in experiencing leisure, embracing happiness, and flourishing. The approach described in this text offers guidance for readers to become effective professionals. Readers will find this fifth edition of Leisure Education Program Planning to be meaningful and helpful in facilitating leisure through leisure education.
Preface
About the Author
SECTION A: How Do We Get Started?
1 An Introduction: A Journey
Introduction
To Begin
Moving Beyond Helplessness
Discovering Self-Determination
Finding Balance
My Journey with Leisure Education
Generating a Personal Mission Statement
Conclusion
2 Goals of Leisure Education, Part I: Leisure
Introduction
What Is Not Leisure?
What Is Leisure?
Conclusion
3 Goals of Leisure Education, Part II: Happiness and Flourishing
Introduction
What Is Happiness?
What Is Flourishing?
Conclusion
4 Principles of Leisure Education
Introduction
What Is the Relevance of Intrinsic Motivation?
What Is the Relevance of Self-Determination?
What Is the Relevance of Flow?
What Is the Relevance of Optimum Arousal?
What Is the Relevance of Savoring?
What Is the Relevance of Positivity?
Conclusion
5 Leisure Education
Introduction
Why Use Social Justice as the Framework for Leisure Education?
What Is Leisure Education?
What Does Leisure Education Do?
How Do We Address Challenges to Leisure? 5
Conclusion
6 Constraints to Leisure
Introduction
What Historical Occurrences Influence Leisure?
How Does Society Influence Leisure Attitudes?
What Are Constraints to Leisure?
Conclusion
Section B: What Has to Be Done?
7 A Balanced Approach to Leisure Education
Introduction
What Perspectives Encourage a Balanced Approach?
What Are Concepts that Promote a Balanced Approach?
Conclusion
8 Recommendations for Leisure Education
Introduction
What Are Some General Recommendations for Leisure Education?
What Are Some Models of Leisure Education?
What Are Leisure Education Curricula and Program Manuals?
Conclusion
9 Effects of Leisure Education
Introduction
Programs for Older Adults
Programs for People with Cognitive Challenges
Programs for People Receiving Mental Health Services
Programs for People with Chemical Dependence and Prevention of Substance Abuse
Programs for People Experiencing Abuse
Programs for People with Physical Disabilities and Chronic Disease
Programs for People Experiencing Incarceration
Programs for Parents and Caregivers
Programs for High School and College Students
Programs Limited in Duration
Programs Raising Expectations
Support for Leisure Education
Conclusion
Section C: How Do We Teach Content?
10 Components of Leisure Education
Introduction
How Do We Develop a Leisure Ethic?
How Do We Become Self-Aware Relative to Leisure?
How Do We Encourage Exploration of Leisure Opportunities?
How Do We Develop Knowledge and Skills about Making Leisure Choices?
How Do We Develop Social Interaction Knowledge and Skills?
How Do We Develop Leisure Decision-Making Knowledge and Skills?
How Do We Develop Recreation Activity Knowledge and Skills?
How Do We Manage Challenges to Leisure?
Conclusion
11 Cultural Considerations for Leisure Education
Introduction
What Is the Vocabulary of Multiculturalism?
What Do We Consider When Working in Multicultural Contexts?
Conclusion
12 Ability Considerations for Leisure Education
Introduction
What Are Some General Considerations when Making Adaptations?
What Aspects of a Program Can Be Adapted? 164
Conclusion
Section D: How Do We Teach Process?
13 Systematic Programming for Leisure Education
Introduction
What Specific Leisure Education Programs Are Included in this Text?
What Is the Format for Specific Programs?
What Is the Educational Structure for Specific Programs?
Considerations for Educational Structure
How Can Specific Programs Reach Out into the Community?
Conclusion
14 Teaching Techniques for Leisure Education
Introduction
How Do We Prepare an Appropriate Session?
How Do We Prepare the Environment?
How Do We Gain Knowledge of the Session?
How Do We Present an Effective Introduction?
How Might We Implement an Activity?
How Do We Prompt Behaviors?
How Do We Present an Effective Conclusion?
Conclusion
15 Processing in Leisure Education
Introduction
What Is Processing?
What Are Various Forms of Processing?
What Does Research Tell Us about Processing?
Conclusion
Section E: What Are Some Examples?
Program 1
Program 2
Program 3
Program 4
Program 5
Program 6
References