Lecture: 4 hours/week
In this course, students will engage in a variety of learning activities, such as lecture, discussion, group work, team-based exercises, and case studies.
Theories and Models
- Defining, differentiating, and understanding the importance of theories and models
- Leisure and recreation theories
- Health, development, personality, learning, and motivation theories
- Leisure, recreation, and health models
Leisure Education Concepts
- Historical shifts in leisure education
- Emerging leisure education concepts
- Leisure research
- Leisure literacy
- Cultural perceptions of leisure
Program Planning in Therapeutic Recreation
- Comprehensive and specific program planning
- Program protocols
- Program evaluations
- Program documentation
Program Planning and Foundational Therapeutic Recreation Concepts
- Quality service provision
- Safety and risk management
- Professionalization
- Interdisciplinary collaboration
- Advocacy
- Diversity, equity, and inclusion
Upon successful completion of this course, students will be able to:
- compare and contrast models and theories relevant to therapeutic recreation practice;
- describe and discuss the relationship between foundational leisure education concepts;
- develop comprehensive therapeutic recreation program plans, such as program protocols and program evaluation processes, within the context of leisure education;
- describe the importance of program planning as it relates to quality service provision, advocacy, and other therapeutic recreation concepts.
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
- 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.
All students in the Therapeutic Recreation 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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