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Journal articles on the topic 'Curriculum for recreation centers'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Trude, Angela C. B., Elizabeth Anderson Steeves, Cara Shipley, Pamela J. Surkan, Priscila de Morais Sato, Tracey Estep, Stella Clanton, Lisa Lachenmayr, and Joel Gittelsohn. "A Youth-Leader Program in Baltimore City Recreation Centers: Lessons Learned and Applications." Health Promotion Practice 19, no. 1 (September 12, 2017): 75–85. http://dx.doi.org/10.1177/1524839917728048.

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Peer-led interventions may be an effective means of addressing the childhood obesity epidemic; however, few studies have looked at the long-term sustainability of such programs. As part of a multilevel obesity prevention intervention, B’More Healthy Communities for Kids, 16 Baltimore college students were trained as youth-leaders (YLs) to deliver a skill-based nutrition curriculum to low-income African American children (10-14 years old). In April 2015, formative research was used to inform sustainability of the YL program in recreation centers. In-depth interviews were conducted with recreation center directors ( n = 4) and the YLs ( n = 16). Two focus groups were conducted with YLs ( n = 7) and community youth-advocates ( n = 10). Barriers to this program included difficulties with transportation, time constraints, and recruiting youth. Lessons learned indicated that improving trainings and incentives to youth were identified as essential strategies to foster continuity of the youth-led program and capacity building. High school students living close to the centers were identified as potential candidates to lead the program. Based on our findings, the initial intervention will be expanded into a sustainable model for implementation, using a train-the-trainer approach to empower community youth to be change agents of the food environment and role models.

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Alsobrooks, MS, LRT, CTRS, Amber K., Jean Owen, MA, Diane Groff, EdD, LRT, Claudio L. Battaglini, PhD, Elizabeth Evans, MA, and Robert Brustad, PhD. "Promoting physical and psychosocial health behavior changes in breast cancer survivors through a communitybased workshop: Process and impact evaluation." American Journal of Recreation Therapy 9, no. 4 (October 1, 2010): 39–46. http://dx.doi.org/10.5055/ajrt.2010.0030.

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This article examines the feasibility and effectiveness of delivering a community-based health education workshop to promote positive health behaviors for breast cancer survivors in a predominately rural 13-county region in North Carolina. Curriculum was based on an existing 20-week center-based exercise and recreation therapy program for breast cancer survivors, and it relied on interagency cooperation for promotion and delivery of the intervention. Evaluation of success was based on attendance, ability of participants to demonstrate appropriate health behaviors, and self-reported changes in health behaviors. Challenges and strategies related to partnering with community agencies and generating attendance are discussed. The authors contend that a community-based workshop supported by multiple agencies can be effective in enhancing health-related knowledge and behaviors for breast cancer survivors.

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Walker, Elizabeth A., Linda Weiss, Tiffany L. Gary-Webb, Lindsey Realmuto, Alexandra Kamler, Joseph Ravenell, Carlos Tejeda, Jennifer Lukin, and Clyde B. Schechter. "Power Up for Health: Pilot Study Outcomes of a Diabetes Prevention Program for Men from Disadvantaged Neighborhoods." American Journal of Men's Health 12, no. 4 (March 15, 2018): 989–97. http://dx.doi.org/10.1177/1557988318758787.

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There is a significant evidence base for the Diabetes Prevention Program, a lifestyle intervention to prevent onset of type 2 diabetes among high-risk individuals; however, translation of this intervention for men has been challenging. This report presents outcomes of the pilot study of an adapted 16-week diabetes prevention program entitled “ Power Up for Health.” The study goal was to better engage men of color with prediabetes from disadvantaged neighborhoods of New York City. It was implemented at five different recreation centers located in predominantly low-income neighborhoods across New York City. The curriculum was facilitated by male lifestyle coaches only; one group was conducted in Spanish. Primary outcome was weight loss from baseline to 16 weeks. Other measures included lifestyle activities, depressive symptoms, and self-reported health status. Men ( N = 47) were screened by telephone. Of the 29 eligible men who began the program, 25 attended at least 4 sessions (52% non-Latino Black, 32% Latino, mean age 51.7 ± SD 9.9 years, mean body mass index 35 ± SD 6.9 kg/m2). End of program outcomes ( n = 23) varied by site and included a mean weight loss of 3.8% (9.7 lbs); 3 of the 5 sites had a mean weight loss of 5.6%, meeting the national goal of 5%–7%. Men ( n = 23) attended a mean of 11.6 of 16 sessions. Improvement in depressive symptoms, healthy eating and exercise, and health status were also seen. While recruitment was challenging with many lessons learned, the adapted men’s diabetes prevention program shows promise of success for participants and their coaches.

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Villafuerte, Jhonny, Lewin Pérez, and Victor Delgado. "Retos de la Educación Física, Deportes y Recreación en Ecuador: las competencias docentes (Challenges of Physical Education, Sports, and Recreation in Ecuador: the teaching competences)." Retos, no. 36 (April 7, 2019): 327–35. http://dx.doi.org/10.47197/retos.v36i36.67062.

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Este trabajo se suscribe al paradigma critico reflexivo de la investigación educativa; y tiene como objetivo: identificar las carencias y fortalezas de la implementación de la asignatura Educación Física, Deportes y Recreación en Ecuador, analizarlas en su contexto y plantear alternativas de éxito. Participan setecientas personas entre estudiantes de primaria, secundaria y universidad, padres y madres de familia, y docentes en actual ejercicio profesional, quienes fueron seleccionados al azar de 45 centros escolares públicos y privados localizados en la provincia de Manabí, Ecuador. Se aplica el Cuestionario Análisis de la Satisfacción en Educación Física, y el Modelo de Competencias Docentes de Marchesi. Entre los hallazgos se revelan niveles insuficientes en la satisfacción de las expectativas de estudiantes, padres y madres de familia respeto a las prácticas deportivas ejecutadas en los centros escolares participantes. Además, la autoevaluación de competencias docentes reveló una tendencia hacia el nivel bajo en la mayoría de las categorías estudiadas; resultados que coinciden con las observaciones de clase ejecutadas. Los resultados permiten inferir que para superar las actuales limitaciones se debe trabajar respecto al mejor conocimiento de la política pública respecto a educación, la motivación a la enseñanza, y la innovación curricular. Se concluye que la asignatura Educación Física, Deportes y Recreación impartida en los centros de educación básica y secundaria de Ecuador; puede ser positivamente transformada mediante el fortalecimiento de las competencias de los docentes y potenciada por medio de la participación comprometida de padres y madres de familia.Abstract. This work belongs to the reflexive critical paradigm of educational research, and aims to identify the shortcomings and strengths of the implementation of the subject Physical Education, Sports, and Recreation in Ecuador; analyze them based on their context; and propose successful alternatives. Participants were seven hundred students from primary and secondary education and university, as well as parents and teachers in current professional practice, who were randomly selected from 45 public and private schools located in the province of Manabí, Ecuador. The Satisfaction Analysis Questionnaire in Physical Education was applied, together with the Teacher Competencies Model of Marchesi. Among the main findings, insufficient levels of satisfaction of students’ and parents’ expectations are shown in regard to sports practice carried out at the participating schools. In addition, the self-evaluation of teaching competencies revealed a tendency toward the low levels in most of the categories studied; results that are confirmed by data from the observation of classes. These results allow us to infer that we should work on improving the knowledge of public administration regarding education, motivation to teaching, and curricular innovation, so to overcome the current limitations. Physical Education, Sports, and Recreation subject taught in the Ecuadorian education centers can be positively transformed by strengthening teachers’ competences, as well as it can be enhanced through a more committed participation of students’ parents.

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5

McGiverin, Rolland. "Curriculum Material Centers:." Behavioral & Social Sciences Librarian 6, no. 3-4 (August 9, 1988): 119–28. http://dx.doi.org/10.1300/j103v06n03_08.

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Miller, John, and Frank Veltri. "Security Issues in Public Recreation Centers." Journal of Legal Aspects of Sport 13, no. 3 (September 2003): 265–88. http://dx.doi.org/10.1123/jlas.13.3.265.

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7

Crow, R. Brian, Sid Gonsoulin, and Dennis Phillips. "Incentive Programs at Campus Recreation Centers." Recreational Sports Journal 25, no. 2 (November 2001): 6–15. http://dx.doi.org/10.1123/nirsa.25.2.6.

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8

Rodríguez Menéndez, Mercedes. "Fundamentos gnoseológicos, psicológicos y didácticos de la enseñanza de la literatura." Foro Educacional 28, no. 28 (July 26, 2017): 55. http://dx.doi.org/10.29344/07180772.28.789.

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RESUMEN La disciplina Estudios Literarios forma parte del currículo propio de la carrera Licenciatura en Educación Primaria que se estudia en las universidades de Cuba. Mediante esta disciplina se pretende acercar a los futuros maestros de la enseñanza primaria al mundo de la creación literaria, para que desarrollen habilidades de apreciación y análisis literario que les permitan la selección y estudio de textos con verdaderos valores éticos y estéticos, tanto para su recreación personal como para su labor pedagógica. El análisis histórico de dicha disciplina, el intercambio con profesores de diferentes centros universitarios del país que la han impartido y sus respectivos jefes, la observación de la práctica educativa y la propia experiencia de la autora como profesora de diferentes asignaturas literarias por más de 20 años, permitió constatar que no existe claridad por parte de los profesores que imparten las asignaturas literarias con relación a los fundamentos gnoseológicos, psicológicos y didácticos que intervienen en su enseñanza. En correspondencia con ello, la presente investigación tiene como propósito explicar dichos fundamentos, destacando leyes, principios, y conceptos en que se sustenta el estudio de una obra literaria, los procesos psíquicos fundamentales que intervienen en ellos y las etapas, desde el punto de vista didáctico, por el que transcurre.Palabras clave: Apreciación literaria, Enseñanza de la literatura, Análisis literario, Teoría literaria, Proceso docente educativo.Knowledge, psychological and didactic rationale of teaching literature ABSTRACT The Literary Studies discipline is part of the curriculum of the Bachelor’s Degree in Primary Education studied at universities in Cuba. This discipline is intended to bring future teachers of primary education to the world of literary creation developing skills for appreciation and literary analysis that allow selecting and studying texts with true ethical and aesthetic values, both for their personal recreation as for their pedagogical work. The historical analysis of this discipline, exchange with teachers from different university centers of the country that have taught it and their respective leaders, observation of the educational practice, and the author’s own experience as a teacher of different literary subjects for more than 20 years, have showed that teachers who teach literary subjects do not have clear concepts in relation to knowledge, psychological and didactic rationale intervening in their teaching. Correspondingly, the purpose of this research paper is to explain these rationale by highlighting laws, principles, and concepts that underlie the study of a literary work, the fundamental psychic processes involved in it, and, from the didactic point of view, the stages through which it takes place.Keywords: Literary appreciation, Teaching literature, Literary analysis, Literary theory, Teaching process.

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9

Kampf, Stephen. "Impact of College Recreation Centers on Enrollment." Recreational Sports Journal 34, no. 2 (October 2010): 112–18. http://dx.doi.org/10.1123/rsj.34.2.112.

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College recreation facilities have served a role of providing students an outlet for recreation and wellness activities. New facilities provide campuses state-of-the-art, modern equipment and venues for programming. Old and outdated facilities are sometimes seen as a detriment to a campus as it relates to recruitment of new students. Colleges and universities with newer facilities flaunt these buildings in an attempt to boost or sustain enrollment numbers. This study attempts to draw some parallel to the age of a college recreation center and enrollment numbers.

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Rushton, Paula, and Stuart Bourne. "Expedition and recreation: curriculum planning for the underachiever." Support for Learning 2, no. 4 (November 1987): 40–45. http://dx.doi.org/10.1111/j.1467-9604.1987.tb00328.x.

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Park, Gi Ju, Yun Ho Shin, Seung Hoo Hong, Jong Sun Hwang, and Young Sik Kim. "Studies in Curriculum for Leisure & Recreation Professional." Journal of Sport and Leisure Studies 30 (September 30, 2007): 85–98. http://dx.doi.org/10.51979/kssls.2007.09.30.85.

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Miller, John J., and Frank R. Veltri. "Campus Recreation Centers: An Examination of Security Issues." Journal of Legal Aspects of Sport 11, no. 2 (July 2001): 169–80. http://dx.doi.org/10.1123/jlas.11.2.169.

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13

Veltri, Frank R., John Miller, and David K. Scott. "An Examination of Security in Campus Recreation Centers." Recreational Sports Journal 25, no. 2 (November 2001): 48–56. http://dx.doi.org/10.1123/nirsa.25.2.48.

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14

Bustad, Jacob J., and David L. Andrews. "Policing the Void: Recreation, Social Inclusion and the Baltimore Police Athletic League." Social Inclusion 5, no. 2 (June 29, 2017): 241–49. http://dx.doi.org/10.17645/si.v5i2.904.

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In this article, we explore the relationship between public recreation policy and planning and the transformation of urban governance in the context of the Police Athletic League centers in Baltimore, Maryland. In light of contemporary discussions of the role of youth programs for sport and physical activity within post-industrial cities, the origination, development, and eventual demise of Baltimore’s network of Police Activity League centers is an instructive, if disheartening, saga. It illustrates the social and political rationales mobilized in justifying recreation policy and programming, the framing of sport and physical activity as preventative measures towards crime and juvenile delinquency, and the precarity of such initiatives given the efficiency-driven orthodoxies of neoliberal urban entrepreneurialism (Harvey, 1989). This analysis emphasizes how the PAL centers were designed to ‘fill the void’ left by a declining system of public recreation, thereby providing an example of a recreation program as part of the “social problems industry” (Pitter & Andrews 1997).

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Norman, Alice, and Francis A. McGuire. "Using Collaborative Learning in the Park and Recreation Curriculum." SCHOLE: A Journal of Leisure Studies and Recreation Education 7, no. 1 (April 1993): 65–73. http://dx.doi.org/10.1080/1937156x.1993.11969298.

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Park, Gi Ju, and Bong Wha Kang. "The Development of Curriculum for Leisure & Recreation Professional." Journal of Sport and Leisure Studies 24 (August 31, 2005): 43–60. http://dx.doi.org/10.51979/kssls.2005.08.24.43.

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Park, Gi Ju, Seung Hoo Hong, and Young Sik Kim. "The Development of Curriculum for Leisure & Recreation Professional." Journal of Sport and Leisure Studies 31 (November 30, 2007): 101–11. http://dx.doi.org/10.51979/kssls.2007.11.31.101.

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Prentice, Kristin, Lynn McCleary, and Miya Narushima. "Are Changes Needed for Therapeutic Recreation Undergraduate Curricula? Perceived Competencies of Therapeutic Recreationists and Recreation Staff Working with Seniors in Long Term Care Homes." Canadian Journal on Aging / La Revue canadienne du vieillissement 38, no. 02 (December 11, 2018): 168–79. http://dx.doi.org/10.1017/s0714980818000570.

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RÉSUMÉL’objectif de cette étude était d’identifier les lacunes dans les compétences gérontologiques autoperçues par le personnel en loisir dans les centres de soins de longue durée en Ontario. Deux séries de compétences gérontologiques ont été présentées dans un sondage en ligne qui a été distribué à du personnel en loisir œuvrant dans 500 centres de soins de longue durée. Parmi eux, 487 membres du personnel ont répondu au sondage. Ce sondage comportait des questions concernant les compétences actuelles du personnel et les compétences dont ils avaient eu connaissance avant d’entrer sur le marché du travail. Les facteurs perçus comme favorables à une plus grande confiance en ces compétences gérontologiques étaient l’expérience, la formation continue et les sessions de formation en cours d’emploi. Une meilleure compréhension des lacunes dans les compétences gérontologiques est nécessaire pour améliorer la formation en loisirs thérapeutiques, dont la formation continue dans ce domaine.

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Dalgarn, Melinda K. "The Role of the Campus Recreation Center in Creating a Community." Recreational Sports Journal 25, no. 1 (May 2001): 66–72. http://dx.doi.org/10.1123/nirsa.25.1.66.

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The Student Recreation Center provides a state-of-the-art facility and a comprehensive recreation program for students, faculty, staff, alumni, and spouses. It aids in the education and development of the whole person and serves as a place of employment for students. More than just a place to exercise, the recreation center also serves as a venue for education: users develop positive self-esteem, enhance their social relationships, and improve their interpersonal skills. The recreation center provides a unique site for programs and activities aimed at meeting the needs, interests, and expectations of a diverse community. Opportunities for interaction, collaboration, and unification are essential if campuses are to develop a sense of community. Reports from the Carnegie Foundation for the Advancement of Teaching and the Wingspread Group on Higher Education serve to challenge university administrators in their struggle to create a sense of community. In as much as campus recreation centers have the capacity to engage members of the campus community in exciting, creative, and unique experiences they can provide the means to attract diverse populations. Often open 16–18 hours each day, there is no other single facility on a college campus that can provide as many varied activities with such wide appeal. Conventional programs such as intramurals, sport clubs and aerobics programs serve individuals in a variety of sports and recreational activities from basketball to scuba diving. Wellness programs offer health and educational services and outdoors recreation programs provide opportunities to develop skills for life-long enjoyment. Student recreation centers can serve as sites for day camp programs for children. Community members at large receive passes at nominal fees when student enrollment declines during the summer months. Recreation centers provide opportunities for students to interact with one another, as well as other sectors of the community. Research shows that this aids in both recruitment and retention. University administrators must continue their efforts to foster student learning and personal development. Student recreation centers can contribute significantly to that end by providing the facilities, programs, services and personnel to help meet those challenges.

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Mulrooney, Aaron, Alvy Styles, and Eric Green. "Risk Management Practices at Higher Educational Sport and Recreation Centers." Recreational Sports Journal 26, no. 2 (November 2002): 41–49. http://dx.doi.org/10.1123/rsj.26.2.41.

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Risk management is an issue that has been previously addressed in recreation and athletic professions. The litigious nature of today's society requires that risk management procedures and policies be in place in recreation and athletic facilities. An institution that has implemented risk management procedures will better protect itself from costly litigation. This article is a follow-up to a 1997 article by Mulrooney & Green that discussed the overall risk management process and presented a risk management paradigm for recreational sport facilities. The purpose of this study was to examine college recreation facilities to elucidate if risk management procedures were in place in light of Spiegler v. State of Arizona (1996). This case resulted in a $5,000,000 verdict for the plaintiff, a result that might have been avoided with a properly developed and implemented risk management program. The study also examined the importance administrative personnel placed on having a risk management policy, and to what degree risk procedures and risk management training were implemented. A questionnaire designed and validated for utilization in a previous study was sent to 178 Division 1 universities throughout the United States. One hundred and twenty-three respondents completed and returned the survey. Based upon the results of the study, it is evident that the importance of risk management and its impact on liability reduction has not reached the administration of campus recreation and sport programs.

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Hultsman, John. "Adding a Diversity Component to a Recreation and Tourism Curriculum." SCHOLE: A Journal of Leisure Studies and Recreation Education 10, no. 1 (April 1995): 17–28. http://dx.doi.org/10.1080/1937156x.1995.11949373.

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Paul, SherinSusan, PrashantHanumanthappa Ramamurthy, Rakesh Kumar, Mathew Ashirvatham, KamalaRussel John, and Rita Isaac. "Seniors' recreation centers in rural India: Need of the hour." Indian Journal of Community Medicine 41, no. 3 (2016): 219. http://dx.doi.org/10.4103/0970-0218.183585.

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Osman, Robert W., Shu Tian Cole, and C. Randal Vessell. "Examining the Role of Perceived Service Quality in Predicting User Satisfaction and Behavioral Intentions in a Campus Recreation Setting." Recreational Sports Journal 30, no. 1 (May 2006): 20–29. http://dx.doi.org/10.1123/rsj.30.1.20.

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Since participant numbers are no longer sufficient to assess the success of campus recreation centers, alternative methods such as students' perceived quality of service, levels of satisfaction, and their intentions to reuse and recommend the programs and facilities were investigated. This study examined the impacts of three service quality dimensions, i.e., ambiance of the facility, operations quality and staff competency, and user satisfaction and behavioral intentions. Two hundred and forty-nine student users of a campus recreation center were surveyed. Participants reported relatively high levels of service quality perceptions, satisfaction, and intentions to re-use and recommend the center. Results reaffirmed the significant contribution of service quality to user satisfaction. However, improved staff competency and user satisfaction did not increase users' intentions to use the center again. Users' overall satisfaction, along with operations quality, explained 25% of the variance in users' intentions to recommend the center to others. Findings suggest management personnel of campus recreation centers should focus on improving service quality, which in turn will increase users' satisfaction levels with the center, and ultimately, will lead to positive word-of-mouth. Future studies should recognize the unique characteristics of campus recreation center clientele so that factors influencing users' intentions to re-use the campus recreation center can be identified.

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Kunstler, Robin. "A Multicultural, Interdisciplinary Curriculum Model for Therapeutic Recreation and Related Fields." SCHOLE: A Journal of Leisure Studies and Recreation Education 10, no. 1 (April 1995): 45–56. http://dx.doi.org/10.1080/1937156x.1995.11949375.

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25

Vogt, Christine A., Heidi Hase, Mike Reynolds, and Randy Virden. "Adding an Essential Learning Tool in a Recreation Curriculum: Computer Education." SCHOLE: A Journal of Leisure Studies and Recreation Education 11, no. 1 (April 1996): 85–98. http://dx.doi.org/10.1080/1937156x.1996.11949395.

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Young, Sarah J., and Susan A. Myllykangas. "Teaching Management in a Recreation Curriculum: Application of Reality-Based Learning." SCHOLE: A Journal of Leisure Studies and Recreation Education 21, no. 1 (April 2006): 113–27. http://dx.doi.org/10.1080/1937156x.2006.11949569.

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Nisbett, Nancy, and Jennifer Hinton. "Ethics Audit Of A Therapeutic Recreation Course." College Teaching Methods & Styles Journal (CTMS) 4, no. 2 (August 3, 2011): 15. http://dx.doi.org/10.19030/ctms.v4i2.5521.

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The purpose of this study was to enhance awareness of the presence of ethics education within the allied health discipline of therapeutic recreation. To achieve this end, a curriculum audit was conducted in a therapeutic recreation course to determine the existence of ethics education within the course. Included topics, methods of delivery, and degree of student-initiation were all considered. Findings suggest the frequent presence of ethics content; however, an explicit connection between the course content and ethics was not always made. Discussion was found to be the main delivery method. Recommendations are discussed.

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Shapiro, Deborah R., and Brenda G. Pitts. "What Little Do We Know: Content Analysis of Disability Sport in Sport Management Literature." Journal of Sport Management 28, no. 6 (November 2014): 657–71. http://dx.doi.org/10.1123/jsm.2013-0258.

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As the field of sport business management develops, it is critical to assess its literature. A content analysis of 34 sport business management journals between 2002 to 2012 was conducted relative to sports, physical activity, recreation, and leisure for individuals with disabilities. Journals were selected based on their alignment with sport management curriculum standards. Results show that of the 5,443 articles reviewed in this study, merely 89, or .016%, pertained to disability sport, leisure, recreation, or physical activity. Information insufficiency was found across all sport management curriculum domains. Similarities and differences are discussed relative to other content analyses conducted in sport management and disability sport. Results provide direction for future scholarship and advancement of studies in disability sport in sport business management.

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Yeo, Gwen. "Ethnogeriatric Curriculum and Training in Geriatric Education Centers." Gerontology & Geriatrics Education 12, no. 3 (September 9, 1992): 41–48. http://dx.doi.org/10.1300/j021v12n03_05.

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Miller, John J. "Impact of a University Recreation Center on Social Belonging and Student Retention." Recreational Sports Journal 35, no. 2 (October 2011): 117–29. http://dx.doi.org/10.1123/rsj.35.2.117.

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While studies have been conducted to determine the social-emotional development and learning outcomes associated with participation in sport clubs, very few similar studies have been done on the recreational sports environment as a whole. It is important to know why college recreation centers are important to student life as well as to understand what overall benefits students receive from the program as a whole. This study revealed that students who used the student recreation center more frequently were more likely to be attend the university, experience place bonding, social belonging to the recreation center and the university, integration into the university and hence retention at the university. From a practical perspective, the findings provide information for the university to better understand how to attract and retain students throughout their academic careers by the presence of a student recreation center.

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Hofmann-Wellenhof, R. "Should Dermatologists Go Public? A Skin Cancer Screening Campaign at Recreation Centers." Archives of Dermatology 136, no. 7 (July 1, 2000): 938–40. http://dx.doi.org/10.1001/archderm.136.7.938.

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Nikolaeva, A. S., and K. I. Kolodin. "Sparingly developed tourist places on Lake Baikal." Vestnik Tomskogo gosudarstvennogo arkhitekturno-stroitel'nogo universiteta. JOURNAL of Construction and Architecture 23, no. 2 (April 30, 2021): 24–32. http://dx.doi.org/10.31675/1607-1859-2021-23-2-24-32.

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The paper presents a sparing approach to the tourist and recreation development on Lake Baikal. This is conditioned by several factors: lack of sufficient theoretical basis on the regional architecture, the participation of the government, federal programs and projects on the development of tourism as an important socioeconomic sphere; high pollution and the constantly deteriorating ecosystem of the lake.The aim of this work is to develop a concept (model) of sparingly developed tourist and recreation places on Lake Baikal, a choice of types and principles of placing objects and their main architectural and functional properties. The paper presents the analysis and synthesis of the data from the Federal Target Programs, literature, methodologies, regulatory and design materials on the problem.As a result, the proposed model of sparingly developed tourist and recreation places includes intensive, normal, moderate and promising development. The main principles for the object placement are based on the mobility of stationary objects from the coastline, creation of research centers responsible for constant ecosystem monitoring, and traditional and fishing centers. These solutions allow creating the functioning system of the tourist cluster, interesting tourist routes and their architectural and functional diversity.

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Puspitarini, Yanuari Dwi, and Yuli Utanto. "Ideologi Gender dalam Konstruksi Kurikulum Program Studi di Universitas Negeri Semarang." Teknodika 17, no. 1 (October 23, 2019): 1. http://dx.doi.org/10.20961/teknodika.v17i1.35068.

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The purpose of this study is to find out how far the gender ideology influence students in choosing courses and how the curriculum construction which is developed by Early Childhood Education and Physical, Sports and Recreation teacher program. This research is a qualitative research with phenomenological approach. This research was conducted at the teacher education of three programs (early childhood education, physical, sports and recreation program) in Universitas Negeri Semarang. The subjects of this research are the students and the lecturers of each study program. The technique of data collection in this research used an interview technique. The results of this research are gender ideology did not directly affect the students in choosing a specific study program, but it begins from the parenting system that is applied by the parents. The structure of curriculum in each study program is arranged in appropriate with the demands in the employment industry

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Mendez, Jennifer, and Judith Howe. "Geriatric Education Centers Initiatives in Curriculum and Resource Development." Gerontology & Geriatrics Education 26, no. 4 (March 6, 2006): 1–5. http://dx.doi.org/10.1300/j021v26n04_01.

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BOLANLE-OJO, Oluwasanmi T., Adepeju R. FALANA, Oluwayomi I. BOLANLE-OJO, and Cuong LEVAN. "Assessment of tree species diversity and benefits in selected recreation centres for biodiversity conservation in Ibadan Metropolis, Nigeria." Notulae Scientia Biologicae 12, no. 1 (March 31, 2020): 100–113. http://dx.doi.org/10.15835/nsb12110561.

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The present study assessed the trees species diversity and the benefits that arise from their presence in five selected recreation centers in the urban area of Ibadan: Agodi Gardens, Ibadan Recreation Club, National Museum of Unity, Ibadan Golf Club and Ibadan Polo Club. The selected areas were purposively chosen due to the presence of tree species in the urban landscape. Both primary and secondary data were used for the study. Agodi Garden had in total 537 individuals, 46 tree species within 25 families. Ibadan Recreation Club had the total number of 148 trees, whereas 32 species within 22 families were represented. National Museum of Unity had a total number of 770 trees, classified in 23 species within 17 families. Ibadan Polo Club had a total number of 97 trees, 20 species and 15 families were represented. Ibadan Golf Club had a total number of 915 trees, 31 species and 9 families. Fabaceae family had the highest occurrence in Ibadan Recreation Club, National Museum of Unity, Ibadan Golf Club and Ibadan Polo Club, while Verbenaceae was more represented in Agodi Gardens. The study has shown the high occurrence of invasive species in tropical environment based on their regeneration potential. Data collected on total number of tree species, frequency of occurrence and families were subjected to descriptive analysis. A semi-structured questionnaire was used to obtain information. These centers serve as ex-situ urban centers/parks that still maintain and conserve various tree species and are important resources for social, economic and educational use. Biodiversity indices were also analyzed and it can be concluded that the type of organization and the main activity of the centers strongly influence the species diversity. The trend of Shannon-Wiener diversity index (H') showed that Ibadan Polo Club was the most diverse. Despite the higher number of individual trees encountered in NMUI, the H' value was very low, indicating the dominance of a few tree species within the area. From EH values obtained in the study, it can be concluded that trees species are most evenly distributed in IPC, followed by IRC, AG, IGC and lastly by NUMI.

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Kliejunas, John T., William J. Otrosina, and James R. Allison. "Uprooting and Trenching to Control Annosus Root Disease in a Developed Recreation Site: 12-Year Results." Western Journal of Applied Forestry 20, no. 3 (July 1, 2005): 154–59. http://dx.doi.org/10.1093/wjaf/20.3.154.

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Abstract Six annosus (Heterobasidion annosum) root disease centers in a proposed campground on the north shore of Big Bear Lake in southern California were treated in 1989. Trees, stumps, and roots were removed in six disease centers, and in two cases, soil trenching was used to stop the progress of the disease. A total of 154 trees and 26 stumps were removed; 300 linear feet of trenching was done around two disease centers. Of 101 trees sampled, 47% were infected with H. annosum. Sixteen percent of infected trees exhibited no visible crown symptoms. The pathogen was isolated from 50% of roots that showed resinosis and 14% of roots not exhibiting resinosis. Only the P biological species was present on living, infected Jeffrey pine and juniper roots. Twelve years after treatment, all six sites appear to be disease free with no aboveground symptoms of root infection. Tree mortality is continuing on untreated disease centers in this recreation area. West. J. Appl. For. 20(3):154–159.

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Coco-Ripp, PhD, LRT/CTRS, Jo Ann. "Lessons learned from plunging into Web 2.0 tools." American Journal of Recreation Therapy 10, no. 1 (January 1, 2011): 5–10. http://dx.doi.org/10.5055/ajrt.2011.0001.

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Technological influences will bring change to the practice of recreation therapy as well as the way courses are taught. In the present-day focus on the infusion of technology in many aspects of daily life, health and human service providers are incorporating a variety of technology tools into many facets of service provision and training for college students as well as practicing healthcare providers. Training techniques used by instructors in various healthcare fields suggest that improving an individual’s self-confidence in the practice of targeted techniques and increasing self-reflection or self-analysis skills in a classroom can impact actual practice in the healthcare field. As a result of a curriculum review at one university, revisions were made to one course in the therapeutic recreation major, “Procedures in Therapeutic Recreation.” Lessons learned from implementation of these revisions will be shared.

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Moody, Jamie S., Judith J. Prochaska, James F. Sallis, Thomas L. McKenzie, Marianne Brown, and Terry L. Conway. "Viability of Parks and Recreation Centers as Sites for Youth Physical Activity Promotion." Health Promotion Practice 5, no. 4 (October 2004): 438–43. http://dx.doi.org/10.1177/1524839903258222.

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Kampf, Stephen, Scott G. Haines, and Stephen Gambino. "The Impact of New or Renovated Collegiate Recreation Centers on Recruitment and Retention." Recreational Sports Journal 42, no. 1 (April 2018): 18–32. http://dx.doi.org/10.1123/rsj.2017-0005.

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Colleges and Universities have invested a great deal of resources in constructing and renovating recreational facilities over the course of time. These facilities serve as a location for health, fitness, and socialization, and provide many other wellness benefits. This study examines the impact of new/renovated collegiate recreational facilities on three different campuses and the return on investment (ROI). The ROI is measured through student participation, impact on recruitment, and retention. Additionally, this study intends to provide other institutions with examples on how they can provide data to reflect the collegiate recreation facility ROI.

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Watson, Jack C., Suzan F. Ayers, Samuel Zizzi, and Airi Naoi. "Student Recreation Centers: A Comparison of Users and Non-Users on Psychosocial Variables." Recreational Sports Journal 30, no. 1 (May 2006): 9–19. http://dx.doi.org/10.1123/rsj.30.1.9.

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Undergraduate ( n = 561) and graduate ( n = 104) students at a large mid-Atlantic university were surveyed to determine their usage patterns and beliefs about the climate of a newly constructed student recreation center (SRC) on their campus. Analyses attempted to identify differences between those students who used the facility ( n = 547) and those who did not ( n = 118) in relation to gender, age, year on campus, stage of change for exercise, and motivational orientation. Results revealed that SRC users were at higher stages along the transtheoretical model (Prochaska & DiClemente, 1983) and were significantly more likely to have participated in high school athletics than non-users. Non-users were significantly more likely to live off-campus, smoke, and be female than SRC users. The discussion offers suggestions for enticing non-users to exercise and use the facility, and feel more comfortable while doing so.

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Po'e, Eli K., Cassandra Neureiter, Juan Escarfuller, Sabina B. Gesell, Tommaso Tempesti, Paul Widman, and Shari L. Barkin. "Systematic Exposure to Recreation Centers Increases Use by Latino Families with Young Children." Childhood Obesity 8, no. 2 (April 2012): 116–23. http://dx.doi.org/10.1089/chi.2011.0083.

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Scott, David K., Frank R. Veltri, and Brad Wallace. "Corporate Sponsorship in Campus Recreation." Recreational Sports Journal 23, no. 2 (October 1999): 43–50. http://dx.doi.org/10.1123/nirsa.23.2.43.

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This paper examines corporate sponsorship as an additional source of funding for college recreational facilities and programs. The purpose of the study was to: (a) examine current sources of funding for campus recreation, (b) estimate the percentage of institutions currently involved with corporate sponsorship in their campus recreation programs, (c) identify the types of businesses sponsoring campus recreation centers as well as what these companies receive in return for their sponsorship, and (d) identify the reasons various institutions give for their lack of involvement with sponsorship. Questionnaires were mailed to campus recreation directors at 140 randomly selected universities representing four regions of the United States. Results indicated that primary sources of funding for campus recreation programs currently include student fees (63.5 percent), private donations (23.5 percent), and state funding (13 percent). The use of corporate sponsorship to supplement funding was indicated by 46 percent of responding institutions. The most common types of businesses currently sponsoring campus recreation programs included athletic equipment/apparel, soft drink, insurance companies and restaurants. Slightly over half of the companies identified in the sponsorships were national chain corporations, while almost 40 percent were local businesses. In regard to what sponsoring companies received in exchange, results of the study indicated that use of company names in recreation center literature was most common. In addition, 20 percent of respondents reported that sponsoring corporations were given advertising space on the recreation center website. The two primary reasons given by campus recreation directors for lack of involvement with sponsorship were: (a) institutional policy prohibiting sponsorship involvement, and (b) uncertainty of how to pursue sponsorships. There are several implications of the study for campus recreation directors. These include the following: 1. Corporate sponsorship represents a significant opportunity for obtaining additional funding for campus recreation. 2. Knowing the types of companies currently involved in campus recreation sponsorship provide a starting place for those recreation directors who are exploring sponsorship as a source of funding. 3. Recreation center directors should closely examine what sponsors are currently receiving, or will receive in exchange, so that the sponsorship is not perceived as purely philanthropic.

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Schleien, Stuart J., Linda A. Heyne, and Susan Breihan Berken. "Integrating Physical Education to Teach Appropriate Play Skills to Learners with Autism: A Pilot Study." Adapted Physical Activity Quarterly 5, no. 3 (July 1988): 182–92. http://dx.doi.org/10.1123/apaq.5.3.182.

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This pilot study attempted to determine the effects of a collaborative socio-motor, adapted physical education / therapeutic recreation curriculum on the social play and motor development of learners with autism and their nonhandicapped peers in an integrated physical education classroom setting. Six students with autism, ages 4-12, participated with 50 nonhandicapped peers in a 9-week, twice weekly, physical education class at a public elementary school. All participants received training as “Special Friends” as well as instruction in the curriculum which included a variety of lifelong recreation and physical education activities designed to teach social skills and fundamental motor skills. Results of t tests indicated significant reductions in inappropriate play behavior for the younger group at the parallel and cooperative/competitive-dyad social levels of play. Although no other significant changes in participants’ behaviors occurred, the following observations indicated increased involvement in the activities by the participants: (a) reduced inappropriate play behavior, (b) reduced target inappropriate behaviors, and (c) development of motor proficiency in catching and striking skills.

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Barani, Ghasem, Fereydoon Azma, and Seyyed Hassan Seyyedrezai. "Quality Indicators of Hidden Curriculum in Centers of Higher Education." Procedia - Social and Behavioral Sciences 30 (2011): 1657–61. http://dx.doi.org/10.1016/j.sbspro.2011.10.321.

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Nabipoor, Afsaneh, Jahanbakhsh Rahmani, and Faezeh Taghipour. "Designing a Media Literacy Curriculum Model for Teacher Training Centers." Iranian Journal of Educational Sociology 3, no. 3 (September 1, 2020): 19–29. http://dx.doi.org/10.52547/ijes.3.3.19.

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Stier, William F., Robert C. Schneider, Steve Kampf, Greg E. Wilding, and Scott Haines. "The Financial and Facility Status of Campus Recreation Programs at NIRSA Colleges and Universities." Recreational Sports Journal 29, no. 2 (November 2005): 127–42. http://dx.doi.org/10.1123/rsj.29.2.127.

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Directors of campus recreation at NIRSA colleges and universities in the US and Canada were surveyed to determine: (a) the number of schools that have built, within the preceding three years, major indoor as well as major outdoor campus recreation facilities and the number of institutions planning to do so within the next three years; (b) the usage and scheduling priorities covering all campus recreation facilities; (c) the sources of funding for the construction of these major facilities and sites; and (d) the sources of funding for operational activities for campus recreation. The data were analyzed in terms of school size, location, and whether public or private in nature. The findings revealed that 56% of the institutions surveyed had either recently built new major indoor student recreation centers or were planning to do so, within the next three years. In terms of major outdoor facilities or sites, the percentage was 41%. The majority of construction funds for indoor and outdoor facilities/sites as well as operational funds for programs and activities came from future student fees at most of the public schools. Typically, private schools had the majority of their monies for both indoor and outdoor facilities emanating from private sources while the majority of operating costs was covered through the general fund of the institutions. The sharing of facilities continues with both physical education and with athletics; and, the directors of campus recreation, generally speaking, felt comfortable with such arrangements, even when such arrangements include having athletic and physical education activities take precedence in usage over those of campus recreation.

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Attebury, Ramirose, and Michael Kroth. "From Pedagogical Museum to Instructional Material Center: Education Libraries at Teacher Training Institutions, 1890s to 1970s." Education Libraries 35, no. 1-2 (September 19, 2017): 48. http://dx.doi.org/10.26443/el.v35i1-2.315.

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The development of education libraries cannot be understood outside the context of education history. Changes in educational practices and technology spurred three phases of development in the history of education libraries. Early examples, often called curriculum laboratories, developed as spaces to create educational materials where limited numbers existed. As standardized curriculum grew, common laboratories gave way to curriculum materials centers, which housed materials so that future teachers could preview them. The rise of audio-visual equipment transformed education libraries once again into centers housing a variety of instructional materials. This paper traces the development of education libraries through these three phases.

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Porretta, David L., John Nesbitt, and Stan Labanowich. "Terminology Usage: A Case for Clarity." Adapted Physical Activity Quarterly 10, no. 2 (April 1993): 87–96. http://dx.doi.org/10.1123/apaq.10.2.87.

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This article addresses the issue of terminology by discussing the terms adapted physical education, adapted physical recreation, adapted sport, and adapted physical activity. Reasons are presented which suggest that these terms, taken collectively, may best describe movement of a gross motor nature that pertains to individuals with disabilities. A terminology framework is then proposed that is based on both conceptual and practical programmatic considerations within the context of service delivery. This context utilizes all four of the above terms, which are presented within the notion of inclusion. The terms adapted physical education, adapted physical recreation, and adapted sport are conceptualized within the context of adapted physical activity. Within this service delivery context, adapted physical education refers to all curriculum-based instructional settings in educationally oriented environments, adapted physical recreation refers to activity in nonschool contexts, and adapted sport refers to high-level competition by elite performers under the governance of formal sport organizations.

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Gray, H. Joey. "“I'm Present, ‘A’ Please”: A Case Study Examining Grading Issues in a Recreation Curriculum." SCHOLE: A Journal of Leisure Studies and Recreation Education 23, no. 1 (April 2008): 43–60. http://dx.doi.org/10.1080/1937156x.2008.11949609.

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KAIASOV, Aleksei Andreevich. "DEVELOPMENT PROSPECTS OF BUSINESS CENTERS IN A SUBURBAN AREA." Urban construction and architecture 6, no. 1 (March 15, 2016): 97–100. http://dx.doi.org/10.17673/vestnik.2016.01.16.

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In this article the author regards the possibilities of formation and development of business centers in Samara and in a suburban area, the potential of growth of their number, the main indicators, pluses of a country arrangement of business centers in structure of the existing airport, in a forest zone and variant of strategic development of business function in possible structure of agglomeration Big Samara. In addition, the author describes a potential of the selected area in preparation for the World Cup in 2018, the opportunities and the realization strategies of the location of the business function near the future stadium, its impact on the transport frame in the given area, its role in the urban fabric. The author describes three possible scenarios - Business Airport, Business-highway and Business-recreation and concludes about their possible implementation in the structure of the urban environment and the subsequent development of urban transport.

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