Recreation Programming
Program Formats
- A variety of different formats may be used to conduct each activity - the way in which an activity is organized and structured for delivery to the customer - the configuration or "way in which experiences are sequenced and linked to one another to increase the likelihood that customers will achieve desire benefits" -some over laps (ex: special event may be competitive tournament and opportunity for service) formats: competitive, drop-in, special events, clubs, instructional experiences, trips, outreach, service opportunities
Characteristics of creative people
1. Curiosity: think in a different trend 2. Divergent thinking: taking an object and seeing how many different things you can come up with
Secondary Dimensions of Diversity
1. Educational level attained 2. Family status 3. Socioeconomic status 4. Geographic location 5. Religion 6. Military status 7. Work experience
5 steps to creativity
1. Preparation: becoming immerse in interesting problematic issues that arouse curiosity 2. Incubation: ideas churn around below the threshold of consciousness 3. Insight: the "aha!" moment when the puzzle starts to fall together 4. Evaluation: deciding if the insight is valuable and worth pursuing 5. Elaboration: translating the insight into its final work and working out the details
ABCDs of Writing Objectives
A= Audience B= Behavior C= Condition D= Degree
Diversity
a concept referring to how individuals differ from one another - remembering that at the same time, people are also similar to another
Decline/Extension
programmers can consider various strategies for extending or stretching the program life cycle if desirable
CPR
- Creativity, passion, and Research - responsible for breathing life into programs
Empowerment
- External Asset Category - Young people need to be valued by their community and have opportunities to contribute to others - Young people must feel safe and secure
Constructive Use of Time
- External Asset Category - Young people need constructive, enriching opportunities for growth through creative activities, youth programs, congregational involvement, and quality time at home
Boundaries and Expectations
- External Asset Category - Young people need to know what is expected of them and whether activities and behaviors are "in or out of bounds"
Support
- External asset Category - Young people need to experience support, care, and love from their families, neighbors, and other adults - They need organizations that provide positive, supportive environments
Program Areas
- Factor in program design - A catalog of recreation behavior -classifying activities, possible categories are limitless -designed to facilitate generalizations about leisire activities and programs, and to contribute to the development of theory in program development -any one activity can be classified in a number of different ways (scuba diving: can be aquatics or adventure, recreation, outdoor activities, or environmental activities) -leisure activities may be classified based on the type of activities, participant, involvement (passive or active), indoor/outdoor, skill level, cost, season of the year, outcomes, age, sex, level of risk, facility or setting, goal structure, and so forth
Positive Identity
- Internal Asset Category - Young people need a strong sense of their own power, purpose, worth, and promise
Social Competence
- Internal Asset Category - Young people need skills and competencies that equip them to make positive choices, build relationships, and succeed in life
Commitment to Learning
- Internal Asset Category - Young people need to develop a lifelong commitment to learning
Positive Value
- Internal Asset Category - Young people need to develop strong values to guide their choices
Middle Adulthood (41-60 years)
- Physical: changes in eyesight, strength, and flexibility, metabolism slows, weight gain - Cognitive: strong cognitive skills and abilities, focus is on career, understanding of global and social issues, sense of mortality - Socioemotional: preparing for security in retirement, concern about the future, midlife crisis occurs
Adolescence (15-17 years)
- Physical: concerned about physical development, physical skills are refined, sleep is needed, reckless behavior and exploration - Cognitive: idealistic view of the world, understand the need for rules - Socioemotional: strive to achieve self identity, group affiliation is important, moodiness, music becomes important
Young Childhood (5-7 years)
- Physical: lots of energy, continue to practice large motor skills, struggle with fine motor control, tend to tire quickly and easily - Cognitive: concrete thinkers, very literal interpretations, operate from perception and intuition, active imaginations, ask a lot of questions - Socioemotional: egoistic, engage in some sharing, very honest, overly sensitive to comments and action of others, easily frustrated, use physical aggression to solve problem, think others share their perceptions
Older Adulthood (61+ years)
- Physical: medical and lifestyle changes, - Cognitive: mental processes slow, work-related stresses are reduced, stress from change in life, more cautious, health concerns - Socioemotional: reflection over life, interest in religion, "second wind"- begin or renew leisure activities, fear increases, boredom
Young Adolescence (12-14 years)
- Physical: onset of puberty, try new tasks, risk taking behavior - Cognitive: gain experience in logic, reasoning, and problem solving skills, understand multiple perspectives, formulate and test hypotheses, develop a sense of self identity, search for self - Socioemotional: Peer groups are important, social networking usage, changes in hormones, strong need for belonging, emotions range widely, concerns with body image
Middle Childhood (8-11 years)
- Physical: physical coordination improves, reduced need for rest, active participation is needed for learning, rhythmic movement, group activities - Cognitive: logic, reasoning, and the ability to effectively deal with abstractions develop, "why" questions, self-concept begins to solidify, wonderful senses of humor, understand general concepts, work independently - Socioemotional: form attachments to groups, share better, don't take criticism well, easily embarrassed, self-esteem in girls begins to drop
Young Adulthood (18-25 years)
- Physical: physical peak, activity level is high, structured play, welcome outdoor recreation, high energy - Cognitive: creative, skills are sharp, intellectual development increases, understanding of strategy - Socioemotional: search for a life partner, sense of stability, enjoyment, take risks, competitiveness reaches a high point
Early Adulthood (26-40 years)
- Physical: physical peak, family and career take priority, perfect skills, lifelong sports increase - Cognitive: cognitive skills through mental challenges, perseverance, solid understanding of self - Socioemotional: Decisions made about children and family, work-related stresses begin, values are established
Brainstorming
- divergent/convergent thinking - highly productive in generating a large quantity of ideas -divergent thinking is the basis -people in groups generate ideas while withholding judgement -number of ideas generated is the goal
Passion
- dramatic, powerful, and emotional - demonstrated by intensity and duration - answers the questions "why" -Involves continuing education -Integral to creativity (Mrs. Obama passionate about active living through her campaign) -passion carries us through the additional planning phases -unfailing dedication to an ideal
Divergent Thinking
- essential to the novelty of creative products - the intellectual ability to think of many original, diverse, and elaborate ideas -thoughts diverge/separate from the norm
Convergent Thinking
- fundamental to determining appropriateness - the intellectual ability to logically evaluate, critique, and choose the best idea from a selection of ideas
PACE
- incorporates all areas when looking specifically at programming for persons with disabilities - Patience, Alternatives, Creatively, Enthusiastic -adapting resources
Creativity
- making something from nothing or using something in an innovative or new way -seeing opportunities in problems as well as other unique situation -learned skill that can be fostered and developed
Unconscious Problem Solving
- relies on the unconscious mind to continually process the various sensory inputs stored in short-term and long-term memory - using the unconscious mind to solve problems (ex: waking up and writing stuff down)
Mind Mapping
- using cognitive abilities to map out the program in their minds - an effective method of taking notes and useful for generating ideas by association -write a word representing main idea in center, work outward in all directions with other words
Program Life Cycle
-Aids in program planning, implementation, and evaluation -Aids in promotion/marketing efforts -Encourages innovation and creativity -Reminds staff of the importance of constantly developing new programs -Aids in proactive decision making and resource allocation (chart) Introduction, Take-off, Maturity, Saturation, Extension/Petrification/Decline/Death how model can help us as a programmer, how can use cycle in terms of decision making?
Discontinuity
-Disruption of typical thought patterns that generate thinking and force us to make new connections in order to understand the situation -to enhance our creativity we will want to insert interruptions into our day
Symbolic Interaction Theory
-Provides one framework through which programmers may view programs -How people shape meaning about the leisure experience, and thereafter rely upon that meaning during social interaction -People act based on symbolic meaning they find within any given situation. People interact with and gain meaning from others, equipment, facilities, rules, etc. in situations -Meaning is created from communication between and among individuals
Research and Resources
-a diligent, careful, and exhaustive inquiry into a subject to discover or interpret facts, theories, or applications -expanding one's thinking as well as looking to other people, orgs, media, docs, etc -Looking at resources with a questioning view -Being open to unique viewpoints -Seeking information from outside the discipline -Maintain a servant leader perspective
Factors to Consider in Program Design
-program areas -program formats -equipment and supplies -policies, procedures, and rules -goals and objectives -scheduling
Brainwriting
-technique to generate creative ideas -each member of a small group writes down ideas on a slip of paper independently from the others, then the slip of paper is passed to another group member, who then inserts her or his own ideas, when each group member has provided at least one idea, the slip of paper is place in the center of the table
Five Primary Dimensions of Diversity
1. Sex/Gender 2. Race/Ethnicity 3. Sexual Orientation 4. Physical and Cognitive Abilities and Qualities 5. Age
Force Analogy
Compare the problem with something else that has little or nothing in common and gain new insights as a result (companies and whales, supervisor and pencil)
Socioemotional Development
Consists of relationships with others, fears, worries, self-control, and moods
Physical Development
Include physical energy and growth, the acquisition of fine and gross motor skills, physical coordination, and activity preferences
Cognitive Development
Includes the ability to think abstractly, academic achievement, reasoning and logic, and limitation in mental abilities
Scheduling
Issues with Scheduling: 1. concerned with offering programs that fit with the TIMING needs of customers, which type of programs should be offered at the same time (bundling/packaging) 2. MAKING THE BEST USE of areas, facilities, and equipment that an org controls 3 Patterns: -seasons or natural block periods of the year (orgs located in regions of country that experience seasonal change) -shorter duration such as a monthly or weekly focus (facility-centered programs where the traffic flow of participants is constant and where program activities occur the same day each week indefinitely) -daily time frame for activities (most critical, requires programmers to understand the lifestyle patterns of constituents) program elements you can manipulate to enhance interaction/symbolic interaction
Developmental Assets
Positive building blocks commonly found in young people's lives, the "relationships,opportunities, values, and skills, than when present in the lives of youth, make young people less likely to become involved in risk behaviors and more likely to be successful in school", help to refocus one's perspective from a negative or limiting position to a positive or strengthening position
External Assets
Positive experiences young people receive from the people and institutions in their lives (such as parks, recreation, and leisure service organizations) 4 categories
Mental Imagery/Visualization
Provides a unique access to the unfolding of a program or event and can be used to experience the program from a participant's point of view, to anticipate and/or solve problems, to identify critical moments of interaction with participants, and to experience the entire operation of a program -athlete asked to visualize themselves winning, visualize event as one would expect it to unfold & then identifying necessary steps to making all of those elements happen
Internal Assets
Qualities that guide choices made by young people, and create a sense of purpose and focus in their lives Through these assets young people learn to internalize wise, responsible, and compassionate behaviors 4 categories
Equipment
addresses the issue of blind spots that occur when we associate objects and meaning with previous experiences Adapting resources: -could make them use equip in diff ways- make them make art out of bball -introduce new and unique equip to familiar activity
Racism
an action or attitude that prejudges another person based on her or his perceived race or ethnicity
Program Audit
an organization examines all the individual factors of programs and asks where the new or adapted program will fit within the overall program mix of the organization
Policies, Procedures, and Rules
boundaries within which programs are developed and implemented Policies: broad in scope and application, direct behavior and actions of employees so actions are consistent with the philosophy, values, goals, and objs of an org, involve entire org Procedures: applied to departmental or interdepartmental activities, ex: how registrations are handled, how staff is hired, how fees are calculated, etc Rules: narrowest boundaries, deal with specific activities or behaviors, guide the behaviors of individual staff and participants during specific programs or events
Adapting Resources
challenge oneself to look in new ways at the resources that already exist
Rules and procedures
changing objectives or rules of familiar games can create excitement and enthusiasm among participants -adapting resources
Equipment and Supplies
critical components of implementing programs and can influence when and where programs can be offered, as well as the costs associated with specific programs equipment: permanent and reusable items (balls) supplies: materials that are consumed during an activity and not reusable (clay, paint) programmers must know what type of equipment is needed for the activity as well as the participants ( assistive technology like listening systems/beep balls), what equipment is available through the org, where needed equipment can be obtained
Degree
describes HOW WELL the behavior will be accomplished. To what degree of competence will the audience be held? Various ways of stating degrees include such things as 90% of the time, with fewer than four errors, without any leader prompts, without falling over, etc. The degree MUST match the behavior—it should answer the question, HOW WELL must the audience do the behavior? Therefore, if the action is throwing, HOW WELL must the person throw? (hitting the target 8 out of 10 times). If singing is the behavior, how well must the individual sing? (without any mistakes). If playing jacks (the goal is improved social skills) the degree might be without arguing over lost points. Ex: Participants will dribble the ball one-half the length of the field by the end of the second practice without losing control of the ball
Social Justice
encompasses the efforts undertaken to address and overcome prejudice and discrimination
Goals and Objectives
goals: broad statements of intent objectives: steps to reach those goals, provide direction to program offerings (cognitive, behavioral, affective objectives) four levels of goals: societal, agency, leader, participant provide structure and give direction to the event, broad statements that describe the intent of a particular program and program goals include skill development, interpersonal skills, democratic living skills, to have fun, health benefits
Condition
helps to DESCRIBE the behavior in specific terms anything that serves to further identify the behavior in the objective is considered a condition often, a condition can be recognized by the way it describes HOW or WHEN an action is to be accomplished For instance, if the audience were to throw a ball in the objective, HOW would they throw it? (overhand, underhand, with two hands, etc.). In addition, what kind of ball must they throw? (a football, basketball, playground ball, tennis ball, Nerf ball, etc.). When shall this throwing occur? (by the last session, before the session is over, by the end of the season, at the beginning, etc.). Ex: Participants will dribble the ball one-half the length of the field by the end of the second practice
Audience
identifies WHO is doing the action (behavior) described in the objective audience should be identified as specifically as possible Audiences commonly found in leisure and recreation objectives include campers, children, participants, swimmers, clients, runners, players, adults, guests, customers, teens, leaders, and other terms that describe a group of people Ex: Participants will......
Program Design
integrates the philosophy of the organization with needs, assets, and knowledge of human development into programs and services a process that includes the interaction of the organization's philosophy, the needs of customers, the overall program mix (both activities and services) offered by an organization, specific program goals and objectives, physical environment (facilities and space), people (staff and participants), equipment, scheduling, budgets, concern for safety, and other less tangible factors such as policies and procedures, and stage within the product life cycle
Servant Leader
make it a goal to continually develop their knowledge and understanding of various constituent groups so as to further enhance their programming two traits most emphasized are the ability to offer healing and the ability to empathize with others commitment to growth of others as individuals and in building the community equipping ourselves with the best resources available is imperative to provide quality programs
Prejudice/Discrimination
outgrowths of stereotypes and severely limit the people against whom individual are prejudiced or discriminate actions are commonly including or excluding someone from programs, services, or full acceptance into a group
Take-off
participation in the program grows rapidly
Introduction
potential customers are slow to accept the program
Saturation
program relies on repeat involvement for its survival, very few new participants seek out the service, program involvement peaks and begins to decline slightly, existing participants drop out and there are few new participants to take their place
Maturity
rate of participation begins to slow down
People, places, timing
rethinking what we offer, where we offer it, to whom, and when -adapting resources
Behavior
the ACTION the audience must do (verb in the sentence), and it is required in a behavioral objective there should be only ONE verb or behavior in each objective (otherwise the objective is extremely difficult to measure) Common behaviors in leisure and recreation objectives include throw, hop, jump, count, answer, touch, demonstrate, build, run, lift, read, speak, introduce, play, sing, collaborate, and other actions or behaviors common to the accomplishment of a particular leisure task Ex: Participants will dribble the ball...
Stereotypes
the assumptions made based on the dimension of diversity, part of a perceptual and thinking process whereby specific traits are ascribed to people based on their apparent membership in a group- the may be positive or negative negative: members of particular ethnic group are lazy positive: individual perceived to be highly responsible and dependable simply because they belong to a particular age group
Dimension of Diversity
the various dimensions, traits, or characteristics on which individuals differ, often demographic variables, include such things as sex, age, socioeconomic status, level of education, etc