The following global ideas guide the design and delivery of this course.
Course content will be guided by current research, empirical knowledge, and best practice. The following values and principles, consistent with professional standards, inform course content.
Understanding the foundations of leisure and recreation builds awareness of the benefits and constraints of leisure and recreation and provides context for emerging perspectives specifically the Recreation Framework in Canada, Leisure Education and leisure literacy.
National, provincial, municipal, non-profit and commercial organizations and services provide leisure and recreation programs and places to gather in communities.
Leisure and recreation participation significantly contributes to overall health and well-being of individuals throughout the life course.
In communities, the type of leisure and recreation activities people participate in are determined by age, gender, culture, local context and socioeconomic status. Understanding how experiences of leisure and recreation are gendered and shaped by other diversities (including LGBTQ2S, migrant status, economic status, age, and location) is essential to ensuring equitable access.
Leisure and recreation have their roots in White, Western and middle-class perspectives and experiences. Ensuring equitable access to leisure and recreation requires a close examination of these roots and how different groups and cultures, specifically Indigenous communities, may view and experience leisure and recreation.
- Understanding family and life course involvement in leisure, leisure and spirituality, play and sport as a leisure behaviour, deviant leisure and community experiences guide the leisure and recreation professional to meet the needs of all members of a community.
The methods of instruction for this course may include some or all of the following:
- Group Work
- Community Experiences
- Case Studies
This course will conform to the Douglas College Evaluation Policy regarding the number and weighting of evaluations. Typical means of evaluation may include some or all of the following:
- Written assignments
- Presentations (individual or group)
This is a letter graded course.
Upon successful completion of this course, the student will be able to:
- Describe conceptual foundations, models and emerging perspectives of leisure and recreation in Canadian society.
- Describe from a historical perspective, the psychological, sociological, and physiological significance of leisure and recreation.
- Identify delivery services and current trends of national, provincial, municipal, non-profit and commercial organizations providing leisure and recreation services.
- Discuss evidence-based benefits of leisure and recreation in community.
- Explain internal and external influences affecting participation and barriers to leisure and recreation participation throughout the life course.
- Describe how diverse groups may experience leisure and recreation differently and strategies for overcoming barriers to leisure and recreation participation.
Textbook: A list of textbooks and materials is provided for students at the beginning of each semester.
No prerequisite courses.
No corequisite courses.
No equivalent courses.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
|Institution||Transfer Details||Effective Dates|
|Simon Fraser University (SFU)||No credit||2006/09/01 to -|
|University of British Columbia - Vancouver (UBCV)||UBCV KIN 1st (3)||2006/09/01 to -|
|University of Northern BC (UNBC)||UNBC RRT 100 (3)||2006/09/01 to 2007/08/31|
|University of Northern BC (UNBC)||UNBC ORTM 100 (3)||2007/09/01 to -|
|University of the Fraser Valley (UFV)||UFV GE 1XX (3)||2006/09/01 to -|
|University of Victoria (UVIC)||UVIC PE 243 (1.5)||2006/09/01 to 2008/04/30|
|University of Victoria (UVIC)||UVIC EPHE 243 (1.5)||2008/05/01 to -|