Leisure and Community Recreation
Curriculum guideline
Lecture: 4 hours/week
In this course, students engage in a variety of learning activities such as lecture, discussion, group work, case studies, team-based exercises, and community experiences.
The following global ideas guide the design and delivery of this course.
Course content will be guided by current research, empirical knowledge, and best practice. The following values and principles, consistent with professional standards, inform course content.
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Understanding the foundations of leisure and recreation builds awareness of the benefits and constraints of leisure and recreation and provides context for emerging perspectives specifically the Recreation Framework in Canada, Leisure Education and leisure literacy.
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National, provincial, municipal, non-profit and commercial organizations and services provide leisure and recreation programs and places to gather in communities.
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Leisure and recreation participation significantly contributes to overall health and well-being of individuals throughout the life course.
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In communities, the type of leisure and recreation activities people participate in are determined by age, gender, culture, local context and socioeconomic status. Understanding how experiences of leisure and recreation are gendered and shaped by other diversities (including LGBTQ2S, migrant status, economic status, age, and location) is essential to ensuring equitable access.
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Leisure and recreation have their roots in White, Western and middle-class perspectives and experiences. Ensuring equitable access to leisure and recreation requires a close examination of these roots and how different groups and cultures, specifically Indigenous communities, may view and experience leisure and recreation.
- Understanding family and life course involvement in leisure, leisure and spirituality, play and sport as a leisure behaviour, deviant leisure and community experiences guide the leisure and recreation professional to meet the needs of all members of a community.
Upon successful completion of this course, the student will be able to:
- Describe conceptual foundations, models and emerging perspectives of leisure and recreation in Canadian society.
- Describe from a historical perspective, the psychological, sociological, and physiological significance of leisure and recreation.
- Identify delivery services and current trends of national, provincial, municipal, non-profit and commercial organizations providing leisure and recreation services.
- Discuss evidence-based benefits of leisure and recreation in community.
- Explain internal and external influences affecting participation and barriers to leisure and recreation participation throughout the life course.
- Describe how diverse groups may experience leisure and recreation differently and strategies for overcoming barriers to leisure and recreation participation.
Assessment will be based on course objectives and will be carried out in accordance with the Douglas College Evaluation Policy. An evaluation schedule is presented at the beginning of the course. This is a graded course.
Typical means of evaluation would include a combination of:
- Testing
- Written assignments
- Oral presentations
Instructors may use a student’s record of attendance and/or level of active participation in a course as part of a student’s grade performance. Where this occurs, expectations and grade calculations regarding class attendance and participation will be clearly defined in the instructor’s course outline and allowed for in the course curriculum guideline.
This course may have an assignment that has been identified as part of the TR Department Research Framework and therefore the assignment must be passed at a minimum of a C (60%) level in order for a student to achieve a C (60%) final grade in the course. Each course outline will clearly identify these research framework assignments if relevant.
Students in the TR program, both diploma and degree students, are required to attain a minimum of 60% (C letter grade) in all courses utilized for credit towards a diploma and/or degree in Therapeutic Recreation in order to progress in the program.
Textbooks and materials are to be purchased by students. A list of required textbooks and materials is provided for students at the beginning of the semester.
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