IntroductionAlmost thirty years ago Erikson (1968) suggested that the formation of a strong and coherent sense of was the crucial developmental step associated with the transition from adolescence to adulthood. In the period since Erikson's book, researchers such as Marcia (1980) and Waterman (1985) have refined the concept of formation and examined the different psycho-social pathways and patterns associated with it in adolescent development. It has been acknowledged that development may be a difficult and complex task for many adolescents, and that difficulties with this process may be associated with psychological stress and anti-social behavior (Adelson, 1980; Wires, Barocas & Hollenbeck, 1994). Nevertheless, relatively little attention has been paid to social or lifestyle factors which may affect this developmental process. One important component of adolescent lifestyle, which may potentially facilitate or complicate the formation of personal identity, is that of leisure and free time use, including participation in leisure activities. Analysis of the relationship between leisure participation and adolescent development, therefore, is important for both practice-related and theoretical reasons. A better understanding of this relationship can provide a basis for the development of programs and opportunities designed to alleviate some of the problems associated with adolescence, and to encourage positive psycho-social development. In addition, examination of the role of leisure in adolescence can contribute to advances in the theoretical understanding of formation for this developmental group.Identity Development TheoryAccording to developmental theory, the development of personal or sense of self includes the dual processes of individuation and social relatedness (Josselson, 1980). While individuation refers to the need to separate self from others (especially one's family of origin), and to develop a sense of agency and autonomy, social relatedness refers to the need for group identification, to develop relationships with other people and to see oneself as someone located in a particular social world. Both individuation and social relatedness involve the exploration of options and alternatives. Eventual achievement is thought to be reached once those alternatives have been adequately explored and there is a relatively stable commitment to a particular sense of self (Waterman, 1985).Some theorists have tended to conceptualize the pathway to formation as a linear progression closely associated with general psycho-social development (e.g., Rosenthal, Gurney & Moore, 1981). That is, at any one time, an individual can be characterized as having reached a particular level of development or psycho-social maturity. This developmental process is thought to continue throughout the life cycle. However, the main typically occurs at adolescence, and rapid developmental change is expected during these years (Erikson, 1959 and 1968).Other theorists, notably Marcia (1980), have elaborated on the different ways in which adolescents deal with the identity crisis as ego-identity statuses or stages. The initial stage (identity diffusion) is one of confusion, in which alternatives are not examined and no commitment to any particular is made. Exploration of alternatives but without commitment, or putting off any decisions about self, is called moratorium, while foreclosure refers to premature commitment to an unsatisfactory without prior consideration of alternatives. True achievement is thought to occur only when alternatives have been fully explored and a commitment made to one particular set of options. Adolescents may go through one or more stages in different statuses before they reach achievement, or they may become stuck at a particular stage (Waterman, 1985). …