Knowing Something About Leisure: Building a Bridge Between Leisure Philosophy and Recreation Practice

Abstract

Professionals with and without degrees in recreation and leisure studies (RLS) all define leisure similarly as free time, activities, choice, fun/enjoyment, and passive/relaxation (Estes, 2000, 2001, 2002; Parr & Lashua, in press). These limited views of leisure are problematic for the recreation profession because they indicate that those formally trained in RLS programs do not have an in-depth understanding of leisure, which arguably should serve as the philosophical foundation upon which recreation practice is based. I argue that this in-depth, philosophical understanding of leisure is necessary for us, as RLS professionals, in order to articulate what we do, explain why it is important, and promote the legitimacy of our profession. The purposes of this study were to (a) design an upper-division RLS course that would facilitate students' development of a philosophical understanding of leisure and critical thinking about applying leisure philosophy to practice, and (b) evaluate student outcomes to discover what students learned about leisure and how they applied their learning to their recreation practice. Findings indicated that RLS students primarily defined leisure as free time, choice, and activity, both pre- and post-course. Following the course, students' definitions were slightly more varied and included more descriptors associated with freedom, creative thought, personal enhancement, and experience. Students perceived that their learning impacted their recreation practice in a variety of ways including: advocating for the profession, educating others about leisure, and enhancing participants' understanding of how leisure influences quality of life.