Relationship between demographic variables and leisure constraints of selected South African first-year university students

This study aimed to determine the influence of demographic variables on leisure constraint among selected South African first-year students. Based on an availability sample, first-year students (N=334) from academic programmes in sport, recreation or leisure studies at six South African university campuses were selected. The leisure constraints questionnaire used, consists of 21 statements and measures of perceived leisure constraints based on a five-point Likert scale. A confirmatory factor analysis, effect sizes, t-tests and ANOVA were used for the data analysis. Results indicate that white students experience more structural constraints than black students (p=0.032), while black students experience more interpersonal constraints than white students (p=0.019). Differences exist between Black and Indian students in terms of intrapersonal constraints (p≤0.05). English-speaking students experience greater intrapersonal constraint than students speaking African languages (p≤0.05). Students residing in private accommodation experience greater structural constraints than those staying in a university hostel (p=0.011). Students that grew up in rural areas/informal settlements experience less intrapersonal and structural constraints than students from cities or towns (p≤0.05). Leisure education programmes are suggested to assist students in negotiating these constraints.Keywords: Intrapersonal; Interpersonal; Leisure constraints; Structural; University students; South Africa

The effect of processed adventure-based experiential learning on personal effectiveness outcomes

Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2008.Limited scientific research regarding the effectiveness of Adventure-Based Experiential Learning (AEL) as an instrument to develop personal effectiveness exists. Furthermore, little attention have been given to factors that influence the effectiveness of these programmes. As a result the purpose of this study was twofold. Firstly the study aimed to determine whether AEL is effective in improving the personal effectiveness of participants scientifically. The Review of Personal Effectiveness with Locus of Control (Richards et al., 2002) was used to determine the personal effectiveness of participants. For the first article 23 adolescents currently enrolled in a post-matric development centre were studied. The study consisted of an experimental (n=12) and control group (n=11). The experimental group participated in a five day low risk AEL programme in an urban setting. Pre-post test effect sizes showed that the experimental group experienced significant (d=0.80) development in four areas and medium (d=0.50) development in nine areas of personal development, compared to one medium effect size for the control group. Secondly, the study investigated whether a processed AEL programme will produce higher short-term outcomes in terms of personal effectiveness than a non-processed programme. For the second article a processed experimental group (n=12), a non-processed experimental group (n=12) and a control group (n=11) were studied. The experimental groups participated in identical Jive day low risk AEL programmes, with one group receiving group processing after each activity while the other experimental group did not. Pre-post test effect sizes for the processed experimental group indicated significant improvements (d=0.80) in four constructs and medium improvements (d=0.50) in nine constructs. The non-processed experimental group achieved significant improvements (d=0.80) in one construct and medium improvements (d=0.50) in two constructs. Results indicate the importance of processing for the attainment of AEL programme outcomes. Research into the effect of AEL design and duration as well as the amount and type of processing on outcomes is recommended.Master

An experiential learning-teaching model in recreation studies: reflections on implementation

The recreation profession is a fast-growing, diverse, career field, creating unique challenges for academic institutions in preparing students. Not all the skills and competencies (graduate attributes) needed by entry-level recreation professionals can be achieved through academic curricula in classroom settings. Experiential learning pedagogy may address these challenges for recreation education. The Twin-Cycle Experiential Learning model (TCELM) can incorporate field- and classroom-based experiential learning into degree programmes. The purpose of this article is to investigate the experience of students in a recreation module that implemented an adapted TCELM. A holistic single-case is reported with qualitative data including student reflections, lecturer reflections and focus group interviews, subject to inductive coding. The merit of both cycles of the TCELM in student learning was examined. Group work and time management were two factors identified that may challenge the implementation of experiential learning. However, both these factors contribute to the development of essential skills for the workplace. It was concluded that the adapted TCELM is practically implementable within a recreation module at a higher education institution. However, attention should be given to student expectations, active learning opportunities and the time spent on experiential learning activities

Preparing recreation professionals: graduate attributes expected of entry-level recreation professionals in a South African context

The unemployment rate of graduate students in South Africa (SA) has increased more than 4% in the past 10 years. This increase can be ascribed to the current economic situation as well as the unemployability of these students. The focus was to determine the graduate attributes (skills and competencies that make students employable) required in entry-level recreation professionals in SA. A ranking-type Delphi study design was used, consisting of three iterations. Ten experts from the public, non-profit and private recreation sectors whose organizations employ entry-level recreation professionals were asked to rank the graduate attributes most required in students, and evaluate the relevance of graduate attributes for a SA context. Data were analzsed using descriptive statistics and inductive coding. “Passion for the profession”, “trainability and a willingness to learn” and “communication skills” were the top-ranked attributes. Clear differences were found in the expectations from SA graduates compared with United States graduates. “Creativity”, “ability to work with groups” and “conflict management” were added for the SA context. These results clarified what is expected of graduates entering recreation careers in SA, and it is therefore crucial that institutions preparing recreation students focus on these attributes in their programmes to enhance graduate employabilit

Interpretive description of recreational therapy within thecurricula of selected healthcare professions in South Africa

In South Africa (SA), recreational therapy (RT)/therapeutic recreation(TR) as profession ended in June 1978 and currently remain sun recognized as a profession. Some of the existing health professions in SA may provide services similar to those of RT/TR as practised in the United States of America (USA). In particular, the scopes of practice of biokinetics (a SA profession similar to clinical exercise physiology), physiotherapy and occupational therapy show some similarities to the international concept of RT/TR. The study aimed to interpret and describe RT/TR, as practised in the USA, within the curricula of biokinetics, physiotherapy and occupational therapy. The credentialing document for the speciality of RT/TR published by the US National Council for Therapeutic Recreation Certification:Certification Standards:Information for New Applicants, 2018was subjected to inductive content analysis, followed by a deductive analysis of the biokinetics, physiotherapy and occupational therapy curricula detailed in the yearbooks of seven SA universities. Some similarities were observed between the requirements of RT/TR in the USA and biokinetics, physiotherapy and occupational therapy curricula, especially in terms of foundational knowledge. However,knowledge about recreation, specifically RT/TR, was lacking from the biokinetics, physiotherapy and occupational therapy curricula,suggesting that RT/TR is not featured in them

Leisure education and recreation participation : a niche for recreational therapy in South Africa

The practice of Recreational Therapy/Therapeutic recreation (RT/TR) in South Africa (SA) is currently unrecognized, and whether some of the existing health professions in SA are providing services like those of RT/TR, as practised in the United States of America, is unclear. Biokinetics, physiotherapy and occupational therapy are the three professions currently registered with the Health Professions Council of South Africa with similarities in their definitions of scopes of practice to the definition of RT/TR. A qualitative interpretive descriptive study-design was followed, consisting of thematic analysis of 30 semi-structured telephonic interviews, which were conducted with biokineticists, physiotherapists and occupational therapists in private practice. Data analysis resulted in the identification of three themes. Although functional intervention programmes are presented by biokineticists, physiotherapists and occupational therapists, their programmes could not be classified as RT/TR orientated. There is a gap that could be filled by RT/TR in SA, in terms of the provision of leisure education and recreation participation programmes. This study provides information about the services available and identifies the gaps in the services of the three healthcare professions. The study concludes with a proposed continuum that indicates which services are currently provided and where RT/TR can fit into the current healthcare sector