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Journal articles on the topic 'Education for leisure'

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Published: 4 June 2021
Last updated: 9 February 2022

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1

Hughes, Susan, and M. Jean Keller. "Leisure Education." Journal of Gerontological Social Work 19, no. 1 (October 9, 1992): 115–28. http://dx.doi.org/10.1300/j083v19n01_07.

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2

Morgan, Jeffrey. "Leisure, contemplation and leisure education." Ethics and Education 1, no. 2 (October 2006): 133–47. http://dx.doi.org/10.1080/17449640600950741.

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3

Stebbins, Robert A. "EDUCATING FOR SERIOUS LEISURE: LEISURE EDUCATION IN THEORY AND PRACTICE." World Leisure & Recreation 41, no. 4 (January 1999): 14–19. http://dx.doi.org/10.1080/10261133.1999.9674163.

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4

Cohen-Gewerc, Elie. "Why leisure education?" World Leisure Journal 54, no. 1 (March 2012): 69–79. http://dx.doi.org/10.1080/04419057.2012.668046.

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5

Harper, William, and John Hultsman. "Rethinking Leisure Education." SCHOLE: A Journal of Leisure Studies and Recreation Education 9, no. 1 (April 1994): 41–52. http://dx.doi.org/10.1080/1937156x.1994.11969322.

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6

Hutchinson, Susan L., and Charlene S. Shannon. "Innovations in leisure education: revisiting and re-imagining leisure education." Leisure/Loisir 44, no. 3 (June 28, 2020): 307–16. http://dx.doi.org/10.1080/14927713.2020.1783754.

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7

Link, Alison J. "The World Leisure Commission on Leisure Education: becoming an international leadership axis for leisure education." World Leisure Journal 54, no. 1 (March 2012): 80–82. http://dx.doi.org/10.1080/04419057.2012.668042.

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8

Coles, Roger L. "World Leisure International Education." World Leisure Journal 53, no. 4 (November 2011): 348–50. http://dx.doi.org/10.1080/04419057.2011.630798.

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9

Chino, Hiroaki, Yasuko Takeuchi, Takashi Wakano, Kazuyuki Koike, and Shinichi Nagata. "Leisure Education in Japan." Therapeutic Recreation Journal 53, no. 3 (2019): 274–79. http://dx.doi.org/10.18666/trj-2019-v53-i3-9659.

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10

Tayyab, Saad. "Biochemical education in leisure." Biochemical Education 22, no. 1 (January 1994): 21–23. http://dx.doi.org/10.1016/0307-4412(94)90159-7.

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11

Han, Man Seok, and May Kim. "Reconsideration on Leisure Education." Journal of Sport and Leisure Studies 54 (December 31, 2013): 661–73. http://dx.doi.org/10.51979/kssls.2013.12.54.661.

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12

Krystoň, Miroslav. "Leisure Education in Context of Informal Education." Lifelong Learning 1, no. 1 (2011): 33–43. http://dx.doi.org/10.11118/lifele2011010133.

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The concept of lifelong and lifewide learning creates a space for different types of educational activities. In consequences of social changes and life style, we put more importance to learning activities of informal character besides formal learning. One of the informal learning typical forms is the leisure education. The thesis analyses historical bases, system characters and specific character types of leisure education.
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13

Leighfield, Margaret. "Leisure 2001: Information for a Leisure Society." European Journal of Education 22, no. 3/4 (1987): 321. http://dx.doi.org/10.2307/1502905.

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14

Sivan, Atara. "World leisure organization special interest group on leisure education." World Leisure Journal 61, no. 4 (September 16, 2019): 315. http://dx.doi.org/10.1080/16078055.2019.1661108.

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15

Theeboom, Marc, and Livin Bollaert. "Leisure Education and the School." European Journal of Education 22, no. 3/4 (1987): 299. http://dx.doi.org/10.2307/1502902.

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16

Payne, John H. "Understanding adult education and leisure." Leisure Studies 10, no. 2 (May 1991): 149–62. http://dx.doi.org/10.1080/02614369100390141.

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17

Nessmann, K. "Media Education in Leisure Time." Journal of Educational Television 11, no. 1 (January 1985): 33–39. http://dx.doi.org/10.1080/0260741850110105.

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18

Munusturlar, Süleyman, and Coşkun Bayrak. "Developing the Leisure Education Scale." World Leisure Journal 59, no. 4 (November 14, 2016): 306–25. http://dx.doi.org/10.1080/16078055.2016.1251489.

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19

Gary, Kevin. "LEISURE, FREEDOM, AND LIBERAL EDUCATION." Educational Theory 56, no. 2 (May 2006): 121–36. http://dx.doi.org/10.1111/j.1741-5446.2006.00007.x.

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20

Hendry, Leo B. "British Youth and Leisure Education." World Leisure & Recreation 27, no. 6 (December 1985): 24–28. http://dx.doi.org/10.1080/10261133.1985.10558914.

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21

Bannon, Joseph J. "Societal Trends in Leisure Education." World Leisure & Recreation 30, no. 3-4 (September 1988): 25–29. http://dx.doi.org/10.1080/10261133.1988.10559040.

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22

Kleiber, Douglas A. "Taking leisure seriously: new and older considerations about leisure education." World Leisure Journal 54, no. 1 (March 2012): 5–15. http://dx.doi.org/10.1080/04419057.2012.668278.

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23

Neal, Larry L. "Leisure and Education Through the Ages; Leisure Comes of Age." World Leisure & Recreation 29, no. 3 (September 1987): 35–37. http://dx.doi.org/10.1080/10261133.1987.10559006.

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24

Nahrstedt, Wolfgang. "ENFORCED LEISURE: ITS IMPLICATIONS FOR LEISURE EDUCATION OF THE UNEMPLOYED." World Leisure & Recreation 39, no. 2 (January 1997): 15–16. http://dx.doi.org/10.1080/10261133.1997.9674060.

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25

Mullavey-O'Byrne, Colleen. "Leisure lifestyle education for people with disabilities: The leisure supermarket." Patient Education and Counseling 18, no. 3 (December 1991): 284–85. http://dx.doi.org/10.1016/0738-3991(91)90154-w.

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26

Nikolić, Tamara. "Obrazovanje i samopotvrđivanje odraslih u slobodnom vremenu." Obrazovanje odraslih/Adult Education 20, no. 1_2 2020 (2021): 15–36. http://dx.doi.org/10.53617/issn2744-2047.2020.20.1_2.15.

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The paper presents the results of research related to the examination of the relationship between education that adults undertake in their free time, on the one hand, and the scope, degree and manner in which they self-affirm in their leisure time on the other. By self-affirmation we mean the realization or actualization of oneself as a single being through the degree of satisfaction of various needs relevant from the point of view of personality integration. The notion of self-affirmation understood in this way, viewed in the context of leisure time, represents a constituent of the quality of leisure time in adulthood. Specifically, this paper presents the results related to the examination of the general level of the self-affirmation in leisure time, as well as the contribution of educational activities to self-affirmation in leisure time. The most significant of them advocate the existence of a universal need for self-affirmation in leisure time. More specifically, they concern self-affirmation in the context, of emotional well-being, commitment to the activities, in which adults choose to engage themselves in their leisure time and creativity. According to the dimensions of self-affirmation, the largest number of surveyed participants of educational activites is self-affirmed in the in the cognitive, yet the smallest number, in the emotional sence.
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27

Casalini, Cristiano. "Active Leisure." Journal of Jesuit Studies 1, no. 3 (April 1, 2014): 400–418. http://dx.doi.org/10.1163/22141332-00103003.

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The philosophy of education of the first Jesuits—as delineated in the Ratio studiorum (1599) and embodied in the colleges’ practices—has become one of the preferred topics among historians of sixteenth-century education and philosophy. This paper seeks to present a heretofore rather neglected aspect of Jesuit education theory: the treatment of the body in the network of colleges during the first fifty years of the Society of Jesus. Among the key features of this treatment one finds leisure and rest, which Jesuits conceived as a means of measuring and punctuating the school timetable. While most medieval colleges did not usually leave much free time to their students, the Jesuits viewed leisure and rest as crucial for fostering spiritual and intellectual activities. Leisure and rest, however, ought not be understood as a cessation of action. This paper shows that the educational practices addressed to the body in the Jesuit colleges (such as the alternation of exercise and rest, the alternation of waking and sleep, the relationship between hygiene and the care of the body, and physical education) were deeply rooted in the Ignatian culture of the Spiritual Exercises. This experience stands out as one of most ingenious attempts to transform religious mystical practices from the medieval tradition in a manner that would make them resonate with the early modern way of life.
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28

Durhan, Tebessüm Ayyıldız. "The Role of Leisure Management in Study-Leisure Conflict in Secondary Education." International Education Studies 13, no. 11 (October 25, 2020): 74. http://dx.doi.org/10.5539/ies.v13n11p74.

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In the study where the relationship between study-leisure conflict and leisure management and the effect of leisure management on this conflict was investigated, it was also determined how certain variables changed the level of SLCS and LM. The study included 236 students studying in total 4 secondary and high schools in Ankara, and the data were obtained through personal information form as well as study-conflict and leisure management scales. Study and leisure conflict scale; “Study-Leisure Conflict Scale” is a measurement tool developed by Işık and Demirel (2018), inspired by the scale of “Measurement of Work-Leisure” (Tsaur et al., 2012), consisting of 20 questions and 5 sub-dimensions. “Leisure Management” scale is a measurement tool developed by Wang et al. (2011), consisting of 15 questions and 4 sub-dimensions and adapted to Turkish by Akgül and Karaküçük (2015). Parametric tests were applied since it was determined that the data showed normal distribution. In the analysis of the data, descriptive statistics, independent sample T test, one-way analysis of variance ANOVA test and Tukey (HSD-LSD) test were used for intra-group comparisons, and Pearson Correlation test and Regression analysis were used to determine the relationship and effect. The findings of the research show that the participants displayed a level of conflict below average; on the other hand, they showed a level of leisure management slightly above the average. Partial weak relations were determined between the study-leisure conflict scale and the leisure-time management scale, while at the same time; it decreased the level of leisure-study conflict of leisure time, although it was not significant. It is among other findings that certain variables change the measurement tools. As a result of the research, it is thought that the partial weak relations between study-leisure conflict and leisure management will return to the expected negative momentum by the students having effective knowledge and skills about leisure management. Accordingly, it is revealed by the findings of the study that more information on leisure time, management and conflict resolution should be transferred in education programs.
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29

Ekpo, Kehinde Odusote. "Re-education for the Management of Enforced Leisure through Leisure Hours." World Leisure & Recreation 32, no. 4 (December 1990): 27–31. http://dx.doi.org/10.1080/10261133.1990.10559128.

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30

Jordan, Katherine A., Ryan J. Gagnon, Denise M. Anderson, and June J. Pilcher. "Enhancing the College Student Experience: Outcomes of a Leisure Education Program." Journal of Experiential Education 41, no. 1 (January 7, 2018): 90–106. http://dx.doi.org/10.1177/1053825917751508.

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Background: Experiential education in higher education provides opportunities for college student development that contribute to student success. As such, a leisure education program is posited as a complement to experiential education programming. Purpose: This study explored the impact of a leisure education program (leisure skills) on dimensions of college student success, including school satisfaction, student life satisfaction, school belonging, and self-esteem. Methodology/Approach: This study compared 531 leisure skills students with a group of 136 students not enrolled in a leisure skills class. Findings/Conclusions: The results of a repeated-measures analysis indicated leisure skills students fared better than non–leisure skills students in the measured dimensions, maintaining similar levels of school satisfaction, life satisfaction, belonging, and self-esteem over the course of the semester while the non–leisure skills students experienced decreases. Implications: Students who chose leisure skills classes experienced stability and improvement in school and student life satisfaction, school belonging, and self-esteem. Therefore, leisure education programming should be further examined as a mechanism for college student success.
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31

Fache, Willy. "Making Explicit Objectives for Leisure Education." European Journal of Education 22, no. 3/4 (1987): 291. http://dx.doi.org/10.2307/1502901.

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32

Robertson, Brenda J. "The Leisure Education of Incarcerated Youth." World Leisure Journal 43, no. 1 (January 2001): 20–29. http://dx.doi.org/10.1080/04419057.2001.9674216.

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33

Kim, In. "Leisure as the Purpose of Education." Korean Society for the Study of Moral Education 28, no. 1 (April 30, 2016): 113–32. http://dx.doi.org/10.17715/jme.2016.4.28.1.113.

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34

Harris, David. "Work and leisure in higher education." British Journal of Sociology of Education 33, no. 1 (January 2012): 115–32. http://dx.doi.org/10.1080/01425692.2012.632869.

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35

Bramante, Antonio Carlos. "THE RIGHT TO HAVE LEISURE EDUCATION." World Leisure & Recreation 39, no. 2 (January 1997): 12–14. http://dx.doi.org/10.1080/10261133.1997.9674059.

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36

Faché, Willy. "DEVELOPING LEISURE EDUCATION IN PRIMARY SCHOOLS." World Leisure & Recreation 39, no. 2 (January 1997): 34–38. http://dx.doi.org/10.1080/10261133.1997.9674064.

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37

Riches, Gabrielle. "Leisure education: a cross-national view." Sport, Education and Society 19, no. 4 (January 9, 2014): 510–12. http://dx.doi.org/10.1080/13573322.2013.874079.

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38

Carter, Marcia Jean, Ida O. Nezey, Karen Wenzel, and Claire Foret. "Leisure Education with Caregiver Support Groups." Activities, Adaptation & Aging 24, no. 2 (January 19, 2001): 67–81. http://dx.doi.org/10.1300/j016v24n02_05.

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39

Ildefonso-Sanchez, Givanni M. "Revaluing Leisure in Philosophy and Education." Studies in Philosophy and Education 38, no. 2 (February 22, 2019): 163–76. http://dx.doi.org/10.1007/s11217-019-09651-6.

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40

Mohamed El-Sayed, Tahany Abd-El-Salam. "EDUCATION FOR LEISURE IN THE LIGHT OF ISLAMIC EDUCATION." World Leisure & Recreation 39, no. 2 (January 1997): 17–22. http://dx.doi.org/10.1080/10261133.1997.9674061.

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41

Gary, Kevin. "Neoliberal Education for Work Versus Liberal Education for Leisure." Studies in Philosophy and Education 36, no. 1 (October 31, 2016): 83–94. http://dx.doi.org/10.1007/s11217-016-9545-0.

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42

Stebbins, Robert A. "Education for Self-Fulfillment: process and context." Educação & Realidade 41, no. 3 (December 1, 2015): 873–87. http://dx.doi.org/10.1590/2175-623651738.

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Abstract: Education gained through leisure activities plays a central role in our search for self-fulfillment, be the leisure activity a project or a serious pursuit. After discussing the serious leisure perspective, education, both formal and informal, is explored for its special contribution to fostering fulfillment, defined as the realization of personal tastes, talents, and potential. Several key concepts marking the road to fulfillment are discussed: life course, process, leisure education, adult education, self-directed learning, and experience. The ways that acquired education as background knowledge is applied constitute a crucial step in finding self-fulfillment in an activity. The role of Internet and digital technology is also examined.
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43

Lee, Munjin. "Experiences and Cognition about Leisure Education, Leisure Attitude, Leisure Constraints and Negotiation of Educational University Students." Korean Journal of Lesure, Recreation & Park 43, no. 1 (March 31, 2019): 55–65. http://dx.doi.org/10.26446/kjlrp.2019.3.43.1.55.

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44

Vandercook, Terri. "Leisure Instruction Outcomes." Journal of Special Education 25, no. 3 (October 1991): 320–39. http://dx.doi.org/10.1177/002246699102500305.

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45

Munson, Wayne W. "Effects of Leisure Education versus Physical Activity or Informal Discussion on Behaviorally Disordered Youth Offenders." Adapted Physical Activity Quarterly 5, no. 4 (October 1988): 305–17. http://dx.doi.org/10.1123/apaq.5.4.305.

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This study compared the effects of leisure education versus physical activity or informal discussion on behaviorally disordered youth offenders. Studied specifically were the treatment effects on self-esteem, leisure functioning, attitudes toward self, leisure, and work, and leisure participation and satisfaction. Subjects (N=39) were randomly assigned to leisure education (LE), physical activity (PA), or informal discussion (ID) groups that met for 1 hour each week for 10 weeks. Multivariate analyses of variance revealed no significant differences among the three groups on self-esteem, leisure functioning, attitudes toward self, leisure, and work, or leisure participation and satisfaction. No evidence was gained to support the proposition that a leisure education program focusing on beliefs, feelings, and behaviors is more effective than other methods for enhancing the self-esteem and leisure functioning of behaviorally disordered youth offenders.
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46

Anderson, Lynn S. "Leisure education from an ecological perspective: inclusion and advocacy in community leisure." Leisure/Loisir 44, no. 3 (June 29, 2020): 353–73. http://dx.doi.org/10.1080/14927713.2020.1780934.

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47

Cho, Young-Tae. "Leisure and Education: J. Pieper’s Theory of Leisure and Theory of Truth." Korean Society for the Study of Moral Education 29, no. 2 (June 30, 2017): 1–31. http://dx.doi.org/10.17715/jme.2017.6.29.2.1.

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48

Yoon, Hyejin, Eunhee Kim, and Chulwon Kim. "Sociodemographic Characteristics and Leisure Participation through the Perspective of Leisure Inequalities in Later Life." Sustainability 13, no. 16 (August 6, 2021): 8787. http://dx.doi.org/10.3390/su13168787.

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This study examined the relationship between sociodemographic characteristics and leisure involvement in various meaningful activities under the political economy of aging and life course. The stepwise multiple and ordinal regression model revealed that the individual factors of older adults were significantly associated with leisure involvement: age (younger adults), gender (men), education level (higher education), perceived economic satisfaction (higher satisfaction with their financial condition), and perceived health (higher satisfaction with their health) variables were significantly related to more frequent participation in domestic leisure travel. Additionally, gender and education level were associated with leisure-time exercise; the four variables (gender, education level, economic activity, and perceived financial satisfaction) were related to leisure-time social activities. Contrary to our expectation, older adults who are older and with lower education were more likely to participate in volunteering activities. The results suggested that older adults’ sociodemographic characteristics play an essential role in leisure behavior. The extent to which these characteristics affect leisure participation varies with different types of activities and cultural contexts.
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49

Segev, Arik. "Worthy leisure education: Teaching here and now." Research in Education 100, no. 1 (April 9, 2018): 97–113. http://dx.doi.org/10.1177/0034523718762142.

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In order to show the potential unification between studying the school's academic curriculum and developing moral virtues, two matters commonly considered to be separated, I suggest the approach of worthy leisure education. Drawing on the tradition of paideia and liberal arts education, I describe the inner connection between school and leisure and the inner connection between the leisure of school and the preferred liberal virtue. This educational approach calls for teachers to create their lessons, the educational gatherings, as events which are not directed at outcomes beyond themselves. I name this approach to teaching: non-outcome-based teaching, or teaching here and now. I conclude the article by describing a number of virtues that teachers who wish to excel in implementing this approach should develop.
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50

Hsieh, MS, RTC/CTRS, Chia Yun, and Maridith A. Janssen, EdD, RTC/CTRS. "The effects of leisure education on leisure attitudes, perceived leisure control, and barriers to leisure in Chinese older adult immigrants in the United States." American Journal of Recreation Therapy 8, no. 4 (October 1, 2009): 21–28. http://dx.doi.org/10.5055/ajrt.2009.0024.

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The importance of leisure and its benefits have been studied and promoted in the West for a long time. To have leisure and to be free from labor is what was historically meant as living life on one’s own terms in Western society. However, leisure is perceived and acted upon differently in the Chinese culture. For the Chinese, the concept, values, and activity type of leisure are heavily influenced by their traditional culture. The purpose of this study was to determine the effects that leisure education has on attitudes toward leisure, perceived leisure control, and barriers to leisure experiences in Chinese older adult immigrants in the United States. The results show that there were significant changes in the Affective and the Overall Leisure Attitude Measurement mean scores, as well as the perception of barriers to leisure after participating in a six-week leisure education program among Chinese older adult immigrants.
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