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BRITISH COLUMBIA RECREATION/LEISURE EDUCATION CORE CURRICULUM Common Core Curriculum to be Shared by All Recreation/Leisure Based Post-Secondary Programmes 1995 _____________________________________

prepared by Nancy B. Reed for the Province of British Columbia Ministry of Skills, Training, and Labour and the Centre for Curriculm and Professional Development

British Columbia Recreation/Leisure Education Core Curriculum TABLE OF CONTENTS Acknowledgments .......... ii 1.0 Executive Summary .......... 1 2.0 Background .......... 4 3.0 Scope of Document .......... 6 4.0 Common Core Curriculum 4.1 Aim .......... 8 4.2 Rationale .......... 8 4.3 Philosophy .......... 9 4.4 Goals .......... 10 4.5 Common Core .......... 11 4.5.1 Core Curriculum Described .......... 13 4.5.2 Programme Completion Courses .......... 17 4.5.3 Overall Programme Model .......... 20 5.0 Core Course Profiles (Course Overviews, Learning Targets, Resources) 5.1 Overview .......... 21 5.2 Introduction to Recreation and Leisure Services .......... 22 5.3 Leadership in Recreation and Leisure Services .......... 24 5.4 Planning for Recreation and Leisure Services .......... 26 5.5 Issues and Trends for Effective Practice .......... 28 5.6 Field Work: Integrating Theory and Practice .......... 30 6.0 Recommended Specialty Sectors .......... 33 7.0 Recommendations .......... 35 8.0 Let's Do It 8.1 Memorandum of Understanding .......... 38 8.2 Recommendations .......... 39 9.0 Field Support: Getting Together .......... 40 10.0 Conclusions: So, What's the Next Step? .......... 42 11.0 Bibliography .......... 43 12.0 Glossary .......... 46

ACKNOWLEDGMENTS This document is the result of cooperation and collaboration between a number of people. Their efforts and support are sincerely appreciated. These people include representatives from the the field of recreation and leisure services, colleges, university colleges, universities, the Ministry of Skills, Training, and Labour, and the Ministry of Housing, Recreation, and Consumer Services. The following people have been particularly helpful in their contributions to this project: •

many representatives of the field including practioners who supported the research projects that were the foundation for this document. Amongst other things, these people answered many questions, filled out lengthy surveys, and/or participated in focus groups

•

a number of practitioners who are members of the Recreation Facilities Association of BC (especially Bill Reeke) and the BC Recreation and Parks Association who gave suggestions and insight along the way

•

the recreation and leisure services educators from the Camosun College, College of the Rockies (formerly East Kootenay Community College), Douglas College, Langara College, Malaspina College, University of British Columbia, and University of Victoria without whose enthusiam this project would have been much more difficult

•

both the Ministry of Skills, Training, and Labour and the Ministry of Housing, Recreation, and Consumer Services who have financially and personally supported this work

•

the faculty and staff of the School of Physical Education, University of Victoria who have been gracious with both time and resources

•

Dr. Douglas Nichols of the University of Victoria who has lent much in the way of critique, encouragement, and insight into the development of this project.

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British Columbia Recreation/Leisure Education Core Curriculum 1.0 EXECUTIVE SUMMARY As graduates of college-based programmes are most likely to attain entry level positions (Nichols, Reed, and Pealo, 1994; Rollins, 1994) this document outlines the core knowledge, skills, beliefs and values necessary for entry level employees within the field of recreation and leisure services. It has been drawn together to form the basis for post-secondary education in this field throughout British Columbia. This work provides the conceptual framework and learning targets for teaching the core curriculum and suggests an overall framework in which this core might best fit. To create a provincial standard, meet the needs of a rapidly changing field, and offer the fundamentals of a diverse field, course instructors will teach the stated learning targets. These targets have been identified by a number of key players (practitioners, students, and educators) as critical to success within the workforce. Educators are encouraged to be as flexible, resourceful, and creative as they wish in meeting these targets and are encouraged to utilize a wide variety of community resources. It is acknowledged that changes within the field occur rapidly and educators are also encouraged to bring these shifts into the classroom so that graduates are well equipped to lead future innovations. Resources cited within are merely a reflection of those currently in use and, with the plethora of information available, educators are urged to keep abreast of the available information. This document was designed based on the assumption that theory and practice reflect and refine each other. Therefore, practical components are to be built in to each core course and theoretical components are included within a required field component. This document was also designed based on an assumption that in working together toward change, practitioners and educators alike will share many insights and both the field of practice and the student population will benefit. The core curriculum components are: Certificate level: 1. Foundations of Recreation and Leisure 2. Leadership within the Practice of Recreation and Leisure Services 3. Planning for and with Recreation and Leisure Services Diploma level: 4. Issues and Trends for Effective Practice 5. Field Placement

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This model represents the minimum requirements for recreation/leisure based programmes. It is identified that, although a number of additional themes may be important to include within a student's programme, this model makes best sense when the content areas are followed in sequence: • • •

i) Foundations of Recreation and Leisure (being the first) ii) Leadership within the Practice of Recreation and Leisure Services, and iii) Planning for Recreation and Leisure Services following.

It is after a student has completed these content areas (and a complement of others) that a certificate in Recreation and Leisure Services might be issued. • •

iv) Issues and Trends for Effective Practice is regarded as the culminating content area (to be taken during a student's final academic semester) of a diploma programme. v) Field Work may occur in a variety of ways but, a given amount of time (420 hours) should be spent reflecting on one's practice and integrating the theoretical components of the classroom with the pragmatic experiences of the field.

These two additional segments are seen as integral to diploma programmes. These content areas are seen as central to the practice of recreation and leisure services and as key to successful entry into the field of practice. In this format, they are considered to be introductory level content themes - not in depth exploration of any subject matter in particular. To preserve the specialized approaches and diversity within the field of recreation and leisure services and the post-secondary system that supports this, it is suggested that these core content areas provide the 'building blocks' from which packages (certificates, diplomas, and degrees) might be forged. This document may be used in a number of ways: • to guide course planning • to facilitate programme change • to assist in improving the province-wide articulation system (enhance transferability) • to encourage programme accountability for core instruction • to facilitate commonal student learning.

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A number of recommendations have also been included. They are: • examining the possibility of province-wide entrance requirements • the joint development of a prior-learning assessment process • reviewing modularization of core learning components • development of specialty areas and inter-institutional links • organizing a process whereby resources are gathered and shared • development of distance education packages • establishing a guiding process for field and educational ties. As a commonality of purpose and diversity of the field are recognized within this core curriculum, the practice of recreation and leisure services will be strengthened and graduates into the field will be well equipped to work within a rapidly changing environment. As students move on for higher educational achievement, it is understood that the universities will be responsible for the further exploration of concepts, theories, and ideals that are within the field of practice. It is incumbent upon these institutions to build on the foundation that students have formed, challenge students to explore other areas, guide students in their understanding of how knowledge is constructed, and encourage the continuing development of skills, beliefs, and values within learners.

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2.0

BACKGROUND

May of 1991 saw a process begin intent on the development of an integrated system of formal recreation/leisure education in the province of British Columbia. Although 'laddering" and "coring" were the two primary intended outcomes of this process, they were not seen as inevitable consequences. The REAC (Recreation Education Articulation Committee) group identified a number of key components which addressed the question of "why change the system?". These included: • • • • • • • • • • • •

to increase links with community/practitioners and educators to help with overall identification as part of the 'leisure field' and not as separate practitioners to identify new ways to teach our courses to create better curriculum to increase options and mobility for students to increase appearance/understanding of the field of recreation/leisure by other areas such as health, social services, education, and tourism to increase regard from recreation/leisure field/practitioners (if they perceive changes are made through very thoughtful, careful process by educators) to enhance input from practitioners into the higher education system to clearly identify what we (educator, practitioner, participant) value in recreation/leisure it was timely as curriculum revisions were due to be engaged in by a number of colleges and universities students suggested that it was timely to look at issues of increased transferability changes in the overall political schema were beginning to be felt - a move toward a more functional approach to education as well as an increased pressure for colleges to develop programmes that might lead to university/college status (REAC minutes, April 1993).

Three key research initiatives, all designed to collect baseline background data, were identified as necessary in assisting and guiding the planning process. These initiatives have been completed and are comprised of: i) a student tracking project (undertaken by Malaspina University/College) which looked specifically at how and/or if recreation/leisure students used their education upon graduation; ii) a values and themes study (undertaken by Douglas College) which explored and identified those issues that practitioners, clients, and educators in recreation/leisure believed important with regard to education for the field; iii) and an employer based study (undertaken by Langara College and the University of Victoria) which helped identify the importance of formal recreation/leisure education in hiring and promotion within recreation/leisure __________________________________________________________________ Recreation/Leisure Services Core Curriculum

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services. The context of the British Columbia educational scene, British Columbian and Canadian employment trends, and broad global issues that have and will affect the delivery of formal recreation education in B.C. (demographic changes, changes in social values, moves toward greater privatization, the shrinking tax base, the transfer of recreation from a federal to a provincial and municipal mandate, the increasing influence of technology) were also identified as essential elements of a responsive and academically credible recreation/leisure education system. In effect the REAC group stated that the time to change was upon them.

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3.0

SCOPE

This project resulted from the background initiatives described earlier (Rollins, 1994; Paterson, 1994; Nichols, Reed, and Pealo, 1994). Its intent is to outline a common core of knowledge, skills, beliefs, and values necessary for students who are working toward entry level positions in the field of recreation and leisure services. Emphasis has been placed on shared values and themes throughout the field of recreation and leisure services and on flexibility, relevance, articulation, and close ties with the field of practice. This document outlines the aim, rationale, goals, and philosophy of a central body of information for recreation and leisure service practice and presents core subject areas in the form of content areas. These core areas are described, their learning themes outlined, and a variety of resources that are currently used identified. Field involvement has been identified as critical within classroom based learning and as field based learning. Specialty areas have been identified as areas worthy of significant student study and as potential focus areas for educators and institutions. This work recognizes that certificate (approximately 2 academic semesters) and diploma (approximately 4 academic semesters) levels of post-secondary education are currently suitable for entry into the practice of recreation and leisure services (Nichols, Reed, and Pealo, 1994; Rollins, 1994). It also recognizes that, as employees change their work responsibilities, their learning needs change and other types and levels of education become important. Lastly, this work acknowledges the disciplinary, interdisciplinary, and multidisciplinary nature of human services. As such, many human service themes often thought of as part of the recreation domain (i.e. sociology and psychology) form supporting courses for programme development and remain critical to overall programme success. However, determining which courses round out which programmes remains within the jurisprudence of individual institutions. Within these limits, the focus on recreation and leisure based subject matter forms the core information contained within this document and that which is fundamental to student/employee success.

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To further encourage the success of this project, this work also includes two other documents: •

1) a memorandum of understanding which, upon institutional and programme endorsement will ensure core curriculum is shared throughout British Columbia and,

•

2) a suggested process by which the field of recreation and leisure services will affirm, support, and work toward continuing involvement in higher education.

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4.0

COMMON CORE CURRICULUM

4.1 Aim The primary aim of this project is to ensure that institutions offering the Core Curriculum in Recreation and Leisure Services will provide graduates with the knowledge, skills, beliefs, and values that enable entry into their chosen field of practice. By participating in this core, educators within recreation and leisure service programmes agree that such graduates will act as professionals in their worksites and share an understanding of the field regardless of the venue in which they practice. It is also understood that students will enter programmes recognizing the challenging rigours of academics, that the programmes will clearly link theory and practice, and that they will have opportunities to further their learning as their needs change and with minimal disruption. A second aim is to foster learning-to-learn principles, to understand the scope of recreation and leisure service practice, to develop a number of practical skills, to recognize the reflective link between the field of practice and theory, and to promote critical thinking and problem solving in a manner which addresses recreation and leisure service needs. 4.2 Rationale In a rapidly changing society, the field of recreation and leisure services has found itself in a position of uncertainty. Its mandate is ever expanding and the demands on practitioners are increasing, almost exponentially. Skills, unheard of until recent years like computer literacy and child abuse knowledge, are being expected of entry level employees as the job market becomes increasingly competitive. Recreation and leisure services is becoming increasingly focused on the efficient management, and costrecovery market of today. It is in this competitively driven environment that the field of recreation and leisure services recognizes the need for change and the importance of recognizing the professional practices and social values which drive its endeavours. The field of recreation and leisure services is comprised of many interrelated components. It is grounded in the tradition of other allied areas such as education, social services, and health care. Its history contains elements of physical activity, organized sport, and athletics. It has shared common goals with park management, outdoor education, cultural services, arts, and has recently been linked to the emerging fields of tourism, wellness, and prevention. It is not, however, a field that thrives on disjointedness. It is from the commonalties and shared values that the foundation for practitioners draws its strength. It is the basic values, philosophies, understandings, and beliefs that link practitioners most closely and through which they see themselves __________________________________________________________________ Recreation/Leisure Services Core Curriculum 12

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as contributing to the overall wellness of communities (McDonald, 1992; Nogradi, 1991; Paterson, 1994). Integration of these values into a common or shared curriculum is important for the field of practice in viewing itself as more cohesive, in facilitating increased transferability between programmes and opportunities for laddering amongst institutions, in recognizing the practical and theoretical components of this applied field, in the critical application of theory and practice, and in encouraging effective transitions between academic and practical experiences. It is by doing so that recreation and leisure services practitioners, through higher education, believe that the demands of today's marketplace can be married to the values of effective recreation and leisure service delivery. 4.3 Philosophy It is the responsibility of educators to provide an environment in which learning can take place, to engage students in a subject area, and to ensure the topics addressed are appropriate, timely, and pertinent. Within a practical based field such as recreation and leisure services it is incumbent upon educators to balance theoretical knowledge and industry demand for skill development within the classroom setting. In a higher education setting (such as a college or university) students must also match their learning for skill development (so as to be best suited for entry into a job) with a desire for going beyond the immediate (theoretical and critical analysis) and learning for life (learning to learn). For the most part, educators in recreation and leisure services have met these demands. Effective recreation and leisure service practice requires proportioning all of these things. Activities such as scheduling, coaching, and management have been cornerstones of the past. Entrepreneurial management, limited community resources, and a wide scope of diversity issues are issues facing today's practitioners. Meeting the needs of a wide variety of stakeholders whose aims do not always coincide and ensuring the mandate of the organization is fulfilled is becoming increasingly challenging. Partnerships and preventative actions are the norm of the future. Such challenges require a solid foundation in the key principles of the field of practice to ensure ongoing success. This core addresses these concerns.

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In a service based field like recreation and leisure, neither practical skill development nor a solid theoretical base alone is enough to be effective in the workplace. Teaching those skills that empower learners to adapt to and meet the rapidly changing environment of today's service provision is critical (Godbey, 1989; McDonald, 1992; Nichols, Reed, and Pealo, 1994; Paterson, 1994; Rollins, 1994; Sharpe, A. 1990). Understanding the foundations of effective practice, managing the variety of information that is increasingly upon us, and developing a broad understanding of personal effectiveness within human services (human resource management, communication, critical thinking, decision, making, creativity, and problem solving) are all required to be effective in the wide range of positions within recreation and leisure services (Gagnon, Ostiguy, and Swedgury, 1993; Godbey, 1989; McDonald, 1992; Nichols, Reed, and Pealo, 1994; Paterson, 1994). Thus, it is imperative to recognize that common sense and technical skills are, alone, not enough. Instructors must make a conscious effort to teach conceptual theory, relate it to today's best practices, and to provide opportunities for learner skill development. This core is an attempt to guide the educators in such a manner. 4.4 Goals The goals of this project are: • To provide educators in recreation and leisure services a common core curriculum. From this common base, individual programmes may further specialize. This core curriculum will provide the basis for students to enter the field with common understanding of the knowledge, skills, beliefs, and values necessary to be successful in entry level recreation/leisure service positions. • To facilitate transferability between programmes, colleges, and universities and enhance recognition throughout the field of recreation/leisure services of programme graduates. • To improve the professionalism within the practice of recreation and leisure services. • To educate people so they will be productive and employable in the human service community. • For educators, employers, and students alike to have realistic expectations of graduates entering the recreation and leisure services field, through the provision of a common core of information within programmes throughout the Province of British Columbia. • To foster closer linkages between the field of practice and the education community. • To meet the needs of a rapidly changing field of practice.

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4.5 Common Core Curriculum development was based on a wide range of sources. The primary documents and resources included: •

•

•

three recent studies completed for the Ministry of Skills, Training, and Labour: 1) Nichols D., Reed, N. and Pealo, W. (1994). "Strategic Planning: An Adult Education Approach to Recreation Education". Ministry of Skills, Training, and Labour, June 1994. 2) Paterson, Geri (1994). "Common Values and Themes in Recreation" Ministry of Skills, Training and Labour, 1994. 3) Rollins, R. (1994). "1994 Survey of Recreation Graduates in B.C. " Ministry of Skills, Training and Labour, 1994. course outlines from recreation/leisure programmes within B.C. (Camosun College, College of the Rockies (formerly East Kootenay Community College), Douglas College, Langara College, Malaspina University/College, University of British Columbia, University of Victoria). a variety of discussions with practioners and educators throughout the field.

Secondary support documents and resources included: •

Responding to the Challenge: A Strategic Leadership Role for the 'Recreation and Community Service Branch', Ministry of Housing, Recreation and Consumer Services, January 1993. • The Benefits of Parks and Recreation: A Catalogue (Parks & Recreation Federation of Ontario, 1992). • Delphi study regarding the future of recreation education in British Columbia (McDonald, 1992). • A Blueprint for Action for Parks & Recreation Education & Training (PERC, 1992). • Graduate Education Study (PERC, 1988). • Task Analysis of a Recreation Manager (Sigma Evaluation & Training Resources Inc., 1989). • 1993 B.C. Colleges and Institutes Student Outcomes Report (Ministry of Skills, Training and Labour). • current practices in British Columbia in both education and recreation/leisure services. • a number of recently published books and articles regarding recreation/leisure education delivery.

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The curriculum is designed to balance field-based experiences and theory based courses that are fundamental to recreation and leisure services. It is intended to educate graduates who can implement recreation/leisure management principles and skills and function well at entry level positions within the service provision. It is also designed to allow for flexibility - so that students can return to their education as they see fit or as the field demands. This core curriculum recognizes that the field of recreation/leisure services is disciplinary, interdisciplinary, and multidisciplinary in nature. Its diversity is one of its greatest strengths as well as one of its most difficult challenges. However, it is the intent of this core to draw boundaries that recognize the uniqueness of recreation and leisure services, not to outline the many ways in which the practice draws on other disciplines for perspective. It is assumed, that by drawing these boundaries, individual educators, students, and institutions will select the appropriate cross-disciplines that best fit the specialty of their programmes. It is also recognized that many important skills development areas will be inappropriate within this core. It is not done with the intention of devaluing the learning inherent within these areas. It is done to recognize that the central theme within this core forms the focus from which educators, students, and institutions grow. The core is the nucleus that binds the field together. Of important note is that the substantial need for education at all levels will not be fulfilled within a certificate, diploma, or degree based programme. Learning is an ongoing career activity. As one changes work and life responsibilities, one's needs for education and training change. Some of these development areas may grow to be part of post-secondary certificate or diploma programmes. These programmes have been well established in British Columbia. Other areas are perhaps best left to be explored in 4-year degree based programmes or graduate-level areas of study. However, it is important that each institution recognize the challenges that students of today face (time, money, pragmatism, etc.) and the increasing demands for skills placed on new graduates from the workplace. Balancing these realities with a solid foundation of academic study and practical experience is the role of the education system and individual educators therein. The core is merely the seed from which the educational and career based tree grows.

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4.5.1 Core Curriculum Described So, with the central focus of what draws the field together, this core has been developed in a manner which values the applied nature of the practice of recreation and leisure services and melds this with the theory that is endemic to its foundation. The core programme consists of four content areas (which may best be offered in course format). The first three of the areas are considered essential for the completion of a Certificate in Recreation and Leisure Services. These are: 1. Foundations of Recreation and Leisure; 2. Leadership within the Practice of Recreation and Leisure Services; 3. Planning for Recreation and Leisure Services. In addition to these three core courses, the successful completion of a diploma requires that a student also complete two other requirements. A fourth course (to be taken during a final academic semester) and an extended practical field experience. 4. Issues and Trends for Effective Practice, 5. Field Work. The field has suggested through a variety of research projects (Gagnon, 1993; Godbey, 1989; McDonald, 1992; Nogradi, 1992; PERC, 1989; Paterson, 1994), that practical components must be included in at least two ways into the curriculum: 1) within each content area (or course) so as to bring the realities of the workplace into the classroom, and 2) as a concentrated experience within the field of practice. Each of these experiences brings to the student a range of experiences that validates their learning in both a theoretical and pragmatic manner. To ensure a consistent standard in delivering recreation and leisure based programmes throughout the province, the core components must be mandatory to meet basic employment requirements (Nichols, Reed, and Pealo, 1994; Rollins, 1994). They provide the foundation of knowledge, skills, beliefs, and values required to work in a professional manner at an entry level into the field of practice and prepare learners for future career progression. This core therefore consists of: a 3 component core (3 courses) for a certificate completion and a 5 component core (4 courses and a field work placement) for diploma completion. The 3-credit compulsory core courses each will include a minimum of 36 hours of theoretically based instruction and a minimum of 9 hours of practical/field application (4/5 theory + 1/5 practical = 45 hour total). The field component will involve a minimum of 420 hours of supervised field work balanced with a theory component (35 hours per week over 12 weeks; 4/5 practical + 1/5 theory) to be engaged in as an internship, co-op, or practicum. This field work is to be acknowledged as part of overall programme achievement (credit or non-credit status will be at the discretion of the educational institution).

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RECREATION/LEISURE SERVICES CORE MODEL: CERTIFICATE Recreation/Leisure Based Courses 3 (3-credit) courses i) Foundations of Recreation and Leisure ii) Leadership within the Practice of Recreation and Leisure Services iii) Planning for Recreation and Leisure Services. (minimum 36 hours of theory and 9 hours of practical application) CERTIFICATE CORE: 3 3-CREDIT COURSES

RECREATION/LEISURE SERVICES CORE MODEL:

9 CREDITS (4.5 UNITS)

DIPLOMA

Recreation/Leisure Based Course:s 1 (3 credit) course iv) Issues and Trends for Effective Practice (minimum 36 hours of theory and 9 hours of practical application) v) Field Work (internship, co-op, practicum) 420 hours (credit to be determined at the discretion of individual institutions) DIPLOMA CORE: 4 3-CREDIT COURSES

12 CREDITS (6 UNITS)

This model represents the Minimum requirements for recreation/leisure based programmes. It need be pointed out that, although a number of additional content areas may be important to include within a student's programme, this model makes best sense when the content areas are followed in sequence: Certificate Level: • i) Foundations of Recreation and Leisure (being the first) • ii) Leadership within the Practice of Recreation and Leisure Services, and • iii) Planning for Recreation and Leisure Services following. It is after a student has completed these courses (and a complement of others) that a certificate in Recreation and Leisure Services might be issued.

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Diploma Level: • iv) Issues and Trends for Effective Practice is regarded as the culminating content area (to be taken during a student's final academic semester) of a diploma programme. • v) Field Work may occur in a variety of ways but, at least some time should be spent reflecting on one's practice and integrating the theoretical components of the classroom with the pragmatic experiences of the field. These additional segments are seen as integral to the diploma programme. These content areas are seen as central to the practice of recreation and leisure services and as key to successful entry into the field of practice. In this format, they are considered to be introductory level courses - not in depth explorations of any subject matter in particular. (Further depth and breadth of subject areas remains to be explored within specialty areas and university educational experiences.) The field placement may occur in a variety of ways but, at least some time should be spent reflecting on one's practice and integrating the theoretical components of the classroom with the pragmatic experiences of the field. To preserve the specialized approaches and diversity within the field of recreation and leisure services and the post-secondary system that supports this, it is suggested that these core courses provide the 'building blocks' from which packages (certificates, diplomas, and degrees) might be forged. In accordance with individual institutional requirements, it would be appropriate to consider these 'cores' ones that are acceptable for 'block transfer' into other recreation and leisure service programmes. It would also be appropriate to suggest that institutions give serious consideration to recognizing the 'specialty' areas given by other institutions as ones that would be acceptable in lieu of support courses offered at their institution when considering transfer credit. For example, should a student wish to further develop a specialty area which is offered at a different institution than that in which they currently study, individual consideration should be made for the student in accepting these alternative choices. (i.e. support courses taken at one institution may be appropriate for transfer to the student's programme of choice). Considerations would include: further developing an area of interest appropriate to the student, flexibility, academic integrity, field credibility and long-term transferability are prime guides for the pursuit of individual programme choice. (Specialty Sectors are explained in further detail in section 7.0.) (It is assumed from this point onward, should a student choose to continue their formal learning experiences at a university, that the institution of choice (University of British Columbia and University of Victoria in this instance) will not only recognize these experiences but would validate these experiences with transfer credit. It is also assumed that these two universities in particular will continue to build on the learning of students and the exploration of ideas, theories, concepts, and principles examined will build on the foundations that a student will have received at the college level.) These components are considered essential for preparing students adequately for entry __________________________________________________________________ Recreation/Leisure Services Core Curriculum 19

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into the field and will each be explored in greater depth later in this document. Each component may be offered in a variety of methods, however, the minimum hours of theory and practical application must remain intact. As outlined previously, the core curriculum for certificate granting should consist of three 3-credit compulsory core courses. Each of which will include a minimum of 36 hours of theory and a minimum of 9 hours of practical/field application. (It is essential that both the theory and practical components be present within each course.) For diploma granting, a fourth course is considered essential as a culminating academic experience. Lastly, according to all interested parties (educators, practitioners, and students) a minimum of 420 hours of supervised field work (internship, co-op, practicum) is also critical to long-term success in the field. A variety of course delivery approaches may be used to deliver the core topics, but by the end of a programme, the successful graduate should have met the core standards. The approach may be through full-time or part-time studies, in-house or distance education, print or electronic communication, or a wide variety of other methodologies. In preparing for these core courses, educators will find much assistance within the "Common Values and Themes in Recreation" (Paterson, 1994) document prepared by Douglas College.

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4.5.2 Recommended Programme Completion Courses Programme completion courses are suggestions that institutions may want to consider as they further develop their specialty areas. These courses are recommended with reference to many of the comments and suggestions of the field and are included so as to act as a global guide for programme development (PERC, 1992; Paterson, 1994; Rollins; 1994). If programmes follow this guide (or one that REAC jointly develops), adherence may further enhance the development of provincial standards and interprogramme transferability. These completion courses include specialty courses, guided support courses, and computer and communication competencies. RECOMMENDED PROGRAMME COMPLETION COURSES 1. Specialty Recreation/Leisure Based Courses - a minimum of 4 (3-credit) courses (as determined by institutions) 2. Guided Support Courses - a minimum of 4 (3-credit) courses 3. Computer Operation Competency 4. Communication Proficiency PROGRAMME COMPLETION COURSES

12 CREDITS (6 UNITS)

The specialty recreation/leisure based courses ensure students have a well rounded background in at least one of the delivery sectors within the practice of recreation/leisure (municipal recreation, therapeutic recreation, outdoor recreation, nonprofit agencies, parks, arts, culture and heritage, tourism, sport, and commercial/retail). These courses are best determined by the institutions delivering them in consultation with representatives from that specialty sector and are described in depth later in this document. The guided support courses fulfill several purposes. They provide students with an opportunity to round out their educational needs in ways that are student-centered, encourages flexibility and ease of transfer, allows for educational institutions to meet the needs of the community and target markets, maintains flexibility within programmes so as to take advantage of regional expertise as available, and encourages providers to utilize field-based opportunities as they arise. These courses also encourage students to have as relevant and broad-based an education as is best available and future educational needs more easily met. (Some courses that might fit these criteria include: psychology, sociology, physical education, commerce, geography, and a host of others.) It is imperative that educators and advisors counsel students to balance their __________________________________________________________________ Recreation/Leisure Services Core Curriculum 21

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education with courses that not only fit their career aspirations and immediate interests but with ones that also fulfill transferability requirements - therefore keeping long-term options open as much as possible. Within both the Speciality Recreation/Leisure Based Courses and Guided Support Courses it is imperative that students receive a grounding in the business systems that affect the field of practice. An understanding of such systems is fundamental in the rapidly changing environment in which the field operates. These systems include an understanding, interpretation, and application of the political structures, organizational components, legal constraints, risk management needs, budgeting cycles and systems, accounting operations, bylaw limitations, employment standards, and supervision, training, and support of personnel within public, not-for-profit, and private recreation and leisure service organizations. With a social and economic environment that is increasingly focused on partnerships and possiblities, a grounding in such systems can only enhance a graduate's ability to work well within the field. Computer operation is essential in today's workplace (McDonald, 1992; Nichols, Reed, and Pealo, 1994; Paterson, 1994; Sharpe, 1990). Keyboarding and programme proficiency are critical to effective entry into most recreation/leisure practices. However, in today's reality, competency in applications varies greatly amongst students, educators, and practitioners. Therefore, it is important that students demonstrate (competency based prior learning assessment or certification) or gain (through course work) an ability to run a number of key programmes (word processing, internet, spreadsheet, e-mail, RecWare, etc.). Programmes may want to consider computer operation as a pre-requisite for admission. Proficiency in computer operation is also critical within course components and must be incorporated into learning structures. Proficiency in communication is a concern for practitioners and educators alike (McDonald, 1992; Nichols, Reed, and Pealo, 1994; Paterson, 1994; Sharpe, 1990). Students must be able to effectively demonstrate competency in their ability to write and speak clearly, logically, and persuasively as needed in a variety of work environments. Therefore, through prior learning assessment and/or minimum acceptable grade standard (C+) practical written skills required in academic and worksite environments must be attained. Students must be able to write in a manner that is both informative and persuasive as well as grounded in a variety of research methodologies; they must demonstrate focus on target audiences, and they must prove their ability in some task orientations - summaries, reports, correspondence, grant applications. Oral communication is also critical to effective practice and students must demonstrate their abilities to communicate effectively both interpersonally, within group structures, and in presentation formats. Such learning should be incorporated and competencies demonstrated within both classroom and field-based environments. NOTE: Skill based career preparation certifications (i.e. aquatic - Red Cross and Royal Life Saving Society, Superhost, Toastmasters, First Aid, CPR, Class 4 Driver's license, NCCP, Foodsafe, Serving It Right, BCRPA Pool Operator's Course, RFABC Icemakers Training Course, BCRPA Fitness Leadership Course, etc.) are also essential for entry __________________________________________________________________ Recreation/Leisure Services Core Curriculum 22

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into the field (Nichols, Reed, and Pealo, 1994; recreation programme outlines). Educators will want to recommend students have a range of certifications most appropriate for entry into the field of practice. These certifications may vary widely but should be validated by a supervising educator as to currency and relevancy to the students career aspirations. Facilitating the acquisition of such certifications is also incumbent upon the educators. Programmes may want to consider validating a given number of these certification as a requirement for graduation.

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4.5.3 Overall Programme Model

RECREATION/LEISURE SERVICES CORE MODEL: CERTIFICATE Recreation/Leisure Based Courses 3 (3-credit) courses i) Foundations of Recreation and Leisure ii) Leadership within the Practice of Recreation and Leisure Services iii) Planning for Recreation and Leisure Services. (minimum 36 hours of theory and 9 hours of practical application) CERTIFICATE CORE: 3 3-CREDIT COURSES 9 CREDITS (4.5 UNITS)

RECREATION/LEISURE SERVICES CORE MODEL: DIPLOMA Recreation/Leisure Based Course: iv) Issues and Trends for Effective Practice 1 (3 credit) course (minimum 36 hours of theory and 9 hours of practical application) v) Field Work (internship, co-op, practicum) 420 hours (credit to be determined at the discretion of individual institutions) DIPLOMA CORE: 4 3-CREDIT COURSES

12 CREDITS (6 UNITS)

PROGRAMME COMPLETION COURSES 3. Specialty Recreation/Leisure Based Courses - a minimum of 4 (3-credit) courses (as determined by institutions) 4. Guided Support Courses - a minimum of 4 (3-credit) courses 6. Computer Operation Competency 7. Written Communication Proficiency PROGRAMME COMPLETION COURSES

OVERALL PROGRAMME TOTAL

12 CREDITS (6 UNITS)

24 CREDITS (12 UNITS)

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5.0

CORE CONTENT PROFILES (Overviews / Purpose, Learning Targets, Resources)

5.1 Overview These four outlines were developed with careful thought and deliberation. Sources for these encompassed recreation and leisure service course outlines, discussions with faculty members from each institution, and a variety of documents including: McDonald, 1992; Murphy and Dahl 1991; Nichols, Reed, and Pealo, 1994; Nogradi, 1992; Paterson, 1994; PERC, 1994; Rollins, 1994; Sigma Evaluation and Training Resources Inc. 1989; and Sunter, 1992. Much of the information shared by practitioners was carefully considered and their input is evident throughout each of the course profiles. These outlines overview the basic principles, values, and themes identified as important for successful entry into the field of practice. They are not in depth analysis or studies of these areas - they are introductions to the knowledge, skills, and values important to four learning themes within the field of recreation and leisure services. As introductory explorations, students may choose to further their understanding of any of these themes within their selection of programme completion courses. Programmes may also choose to further explore any area of learning identified here as appropriate to the speciality offered within their programme. As suggested earlier, theory and practice are intertwined within a learning experience and it as has been suggested earlier, a minimum of 36 hours of theoretical learning must be enhanced by a minimum of 9 hours of field based learning. Such a ratio is seen as effective in establishing both a solid base of knowledge and a practical understanding of the components necessary for effective practice. There are many aspects of learning that are applicable throughout curriculum. One such direction is the incorporation of active learning or critical thinking skills within both the classroom and field experiences of students. Input from the field, a number of the studies identified earlier, and the perspective of many educators suggests that this approach to teaching and learning be incorporated throughout the recreation curriculum. The role of the educator is seen as one of facilitation of learning and students are encouraged to take an active and participatory role in their quest for knowledge. The description of this ideal is not to suggest that such roles have not been a part of the educational process to date. It is only to underline the importance and value of an active approach to learning and the need to assist students develop in critical thinking and lifelong learning skills.

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5.1 Introduction To Recreation And Leisure Services Overview / Purpose This content area introduces the student to the reasons for and foundations of leisure and recreation services as it relates to human beings. This relationship will be discussed in terms of the Canadian social, political, historical, and economic context and will involve discussing the scope, concepts, values, principles, aims, and terminology of the field. Included are ideas about leisure, recreation, work, play, inclusion, equity and equality. This information will help learners to formulate a philosophical and theoretical foundation in the practice of recreation and leisure services. Its focus is on understanding the fundamental nature of leisure and the role leisure plays in society. Implications for personal practice, professional development, and future changes in Canadian society will also form a central theme. Learning Targets Upon successful completion of this content area, learners will have explored: 1. the nature and values of leisure, play, work, and recreation in relation to history, time, freedom, culture and quality of life. 2. the contributions of leisure and recreation to human development - past, present, and future. 3. the impact of and constraints upon individual and community leisure including culture, diversity, gender, economics, attitude, time, religion, environment, society, arts, accessibility, integration, facility design, and ethics. 4. the discipline of and the inter/multidisciplinary nature of recreation and leisure and their personal roles as professionals within the field. 5. the skills of reasoning, critical inquiry, rational argumentation, and critical thinking. 6. in depth, their personal philosophies of recreation and leisure and detail the foundations upon which they have built such a perspective. 7. techniques to effectively manage themselves so as to live (personally and professionally) the philosophy that they purport to believe. 8. effective communication regarding the philosophical and theoretical foundations of recreation and leisure services.

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Resources (as listed on existing course outlines:) Bammel, G. and Bammel, L. L. B. (1992). Leisure and Human Behaviour (2nd Edition), Wm. C. Brown; Dubuque, Iowa. "Benefits of Parks and Recreation: A Catalogue" (1992). Parks and Recreation Federation of Ontario. Gloucester, Ontario. Butler, G.C. (1976). Introduction to Community Recreation (5th Edition), McGraw-Hill, N.Y.. Chubb, M. and Chubb, H.A. (1981). One Third of Our Time, Wiley and Sons, Inc., Toronto, Ont.. Goodale, Thomas and Godbey, Geoffrey (1988). The Evolution of Leisure: Historical and Philosophical Perspectives, Venture Publishing; State College PA.. Kelly, J. (1990). Leisure (2nd Edition), Prentice-Hall, Inc., Englewood Cliffs, N.J.. Kraus, Richard (1971). Recreation and Leisure in Modern Society, Appleton, Century, Crofts., New York. Rybczynski, Witold (1991). Waiting for the Weekend, Penguin; New York. Searle, Mark and Brayley, Russell (1993). Leisure Services in Canada: An Introduction; Venture Publishing, Inc.; State College, PA. Sessoms, H.D., Meyer, H.D. and, Brightbill, C.K. (19). Leisure Services (5th Edition); Prentice-Hall, Inc., Englewood Cliffs, N.J.. Credits: 3 credits (1 1/2 units)

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5.2 Leadership In Recreation And Leisure Services Overview / Purpose Leadership in Recreation and Leisure Services involves an exploration of leadership and effective practice of the theories and concepts therein. Emphasis is placed upon the nature of leadership in individual and group practice and on the development of cognitive, affective, and performance competencies so as to become an effective practitioner. Analysis of interpersonal, group, and leadership theories and their practical application will form the foundation of the course content. Personal awareness and the development of leadership strengths and challenges will be explored. The spectrum of leadership within the diverse and inclusive nature of Canadian society will be discussed. Learning Targets Upon successful completion of this content area, learners will have explored: 1. a variety of theories that form the foundation for leadership in the field of recreation and leisure services. 2. the scope and breadth of effective interpersonal and leadership skills, group dynamics, strategies, roles and responsibilities required of a practitioner. 3. theories of motivation, communication, group dynamics, team development, collaboration, power, conflict resolution within themselves and others. 4. leadership knowledge in a variety of leisure-based settings (arts, aquatics, parks, sports, hospitals, attractions, advisory committees, recreation centres, not-forprofit agencies, etc.). 5. the diverse nature of leadership as is applies to a variety of interest-based groups (community groups, arts, youth, people with disabilities, seniors, people who are disadvantaged, volunteers, aboriginals, etc.). 6. the nature of changing leadership roles and responsibilities and issues and trends that affect leadership. 7. personal leadership abilities, challenges and interpersonal relations and refined one's personal competencies in these areas. 8. effective communication regarding leadership in recreation and leisure services.

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Resources (as listed on existing course outlines): Adler, R. and Towne, N. (1993), Looking Out/Looking In. 7th Edition. Harcourt, Brace and Company; Fort Worth, Texas. Brihart, J. K. and Galanes, G. J. (1992). Effective Group Discussion. 7th Edition. Wm. C. Brown Publishers; Dubuque, Iowa. Carkhuff, C. and Canna, P. (1984). The Art of Helping. Human Resource Development Press; Amherst. Edginton, C. R. and Ford, P. M. (1985). Leadership in Recreation and Leisure Service Organizations. Collier - MacMillan; London. Hutchins and Cole (1992). Helping Relationships and Strategies. 2nd Edition. Brooks/Cole. Johnson, D. W. and Johnson, F. P. (1991). Joining Together: Group Theory and Group Skills. Prentice-Hall Inc.; Englewood Cliffs, New Jersey. Klinzing, D. and Klinzing, D. (1985). Communication for Allied Health Professionals. Wm. C. Brown Publishers; Dubuque, Iowa. Yukl, G. (1994) Leadership in Organizations. 3rd Edition. Prentice Hall, Englewood Cliffs, New Jersey. Credits: 3 credits (1 1/2 units)

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5.3 Planning For Recreation And Leisure Services Overview / Purpose This content area is an overview of the theories, concepts, and approaches for the planning of effective programmes and services in the recreation and leisure service field. Using a continuum of service delivery, students will explore the principles of planning from a variety of perspectives - from direct service and information/referral to community development and advocacy. Roles as practitioners in a variety of settings will be discussed and the process of planning will be applied in a range of realms (notfor-profit, private, commercial, and public). Consequences of decisions and approaches will be evaluated from programme, service delivery, and operational perspectives. Recreation and leisure services will be explored as part of larger systems (i.e. human services, political systems, health, etc.) and interconnections between structures identified. Learning Targets Upon successful completion of this content area, learners will have explored: 1. a basic planning process. This basic process includes: the beliefs, mission, and roles of communities and organizations; organizing for planning; understanding consumers; needs assessment and analysis; individual, group, and organizational based plans; selection of alternatives; implementing appropriate actions; marketing and consumer service; and monitoring and evaluation. 2. a number of adaptation techniques that i) recognize the multicultural and diverse nature of Canadian society and ii) individualize planning to a variety of settings (arts, aquatics, parks, sports, hospitals, attractions, recreation centres, not-for-profit agencies, facilities, etc.). 3. differences between approaches to planning (Rational Planning, Master Planning, Community Development, Strategic Planning and others) and factors that determine appropriateness of approach in a variety of settings. 4. the concepts, principles, and theories of leadership and group development within a planning context. 5. a repertoire of partnerships between themselves and a variety of leisure and human service systems. 6. the concepts of community and social development and responsibility. 7. the nature of diversity, equity, equality, and inclusion and their influence on the planning process. 8. effective communication regarding planning in the context of recreation and leisure services.

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Resources (as listed on existing course outlines): Edginton, C. R., and C. J. Hanson, and S. R. Edginton (1992). Leisure Programming: Concepts, Trends, and Professional Practice. 2nd Edition. Wm. C. Brown; Dubuque, Iowa. Farrell and Lundgren. The Process of Recreation Programming. Howe, C. and Carpenter G. (1985). Programming Leisure Experiences: A Cyclical Approach. Prentice Hall; New Jersey. Murphy, J. and Dahl (1991). "The Right to Leisure Expression", Parks and Recreation; September, 1991, pp. 106-108. Peterson, C. A. and Gunn, S. L. (1984). Therapeutic Recreation Programme Design. 2nd Edition. Prentice Hall; New Jersey. Rossman, J. Robert (1989). Recreation Programming: Designing Leisure Experiences. Sagamore Publishing; Champaign, Ill.. Russell, Ruth V. (1982). Planning Programs in Recreation. C. V. Mosby Company; Missouri. Searle, M. and Brayley, R. (1993). Leisure Services in Canada: An Introduction. Venture Publishing, Inc.; State College, PA. Tillman. The Program Book for Recreation Professionals. Credits: 3 credits (1 1/2 units)

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5.4 Issues and Trends for Effective Practice Overview / Purpose As the final academic content area in the recreation and leisure service core, this theme will draw from the knowldege base of students, practitioners, educators, and researchers and focus together the theories learned and practices observed to date. Learners will further develop skills of critical analysis and problems solving and apply them in both real and pre-designed experiences. Trend analysis, issue identification, research findings, and critical thinking will form the base from which learning is approached. Integration of theory and practice will be fundamental to the course. Some topics will be developed on an ad hoc basis as currency and relevancy to current practice will be critical. Learning Targets Upon successful completion of this content area, learners will have explored: 1. a variety of approaches to issue identification and problem solving including critical analysis and rational thinking processes. 2. how issues and trends in the recreation and leisure service practice affect the delivery of services (i.e. focus on the benefits of leisure and recreation, government downsizing, facility development and operation, corporate sponsorship, high risk service delivery, technology, privatization, entrepeneurialism, labour relations, wellness, health concerns, inclusion, etc.). 3. how a number of major social issues and trends affect the practice of recreation and leisure services (i.e. accessibility, changing demographics, increasing prevalence of youth at risk, diversity, abuse, environmental awareness, consumer awareness, economic awareness, media, socialism, entrepeneurialism, equity and equality, substance use, etc.). 4. a number major issues affecting their practice of recreation and leisure services in their "worksites" / field experiences (i.e. diversity, accessibility, equity/equality, facility constraints, etc.) 5. a number of "new" ways to provide services given how the trends and issues identified affect the practice of recreation and leisure services. 6. their knowledge of research findings in leisure and recreation and the implications for practice. 7. effective communication regarding issues and trends in recreation and leisure services.

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Resources (as listed on existing course outlines): Jackson, Edgar L. and Burton, Thomas, L. (1989). Understanding Leisure and Recreation: Mapping the Path, Charting the Future. Venture Publishing, Inc.; State College, PA. Reynolds, R. and O'Morrow, G. (1987). Problems, Issues, and Concepts in Therapeutic Recreation. Prentice-Hall; New Jersey. As this is primarily a culminating learning experience, prior learning materials (in addition to current journals), practitioners, and field trips will be of great value in acting as resources. Credits: 3 credits (1 1/2 units)

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5.5

Field Work: Integrating Theory And Practice

As has been pointed out, the very nature of practice in recreation and leisure services is applied (McDonald, 1992; Nichols, Reed, and Pealo, 1994; Nogradi, 1992; Paterson, 1994; PERC, 1994; Rollins, 1994; and Sigma Evaluation and Training Resources Inc. 1989). It is also a priority of practitioners and educators alike that theory and practice balance each other in the study of service delivery. It has been a desire of many students to have as much hands-on experience as possible when learning the foundations of their chosen field. The key within this process is to recognize that there is a balance of theory and practice to be found that is acceptable and workable within a variety of constraints. Although field or practical experience is one very valuable way to learn, it is a premise of higher education that understanding the theories and principles that guide one's practice is paramount to long term success. So, with these considerations in mind, practical application of field related work is critical within the classroom and the application of theory is critical within field work. Each of the four core courses should maintain a minimum/maximum balance of theory and field components. In other words, the field-based component of study should comprise 1/5 the portion of work within the class. This field component can take a number of formats and educators should not feel restricted to using only one or two within any of the four courses. Such formats might include: guest speakers, field trips, special events, volunteer placements, interactive video, internet and e-mail discussions, field-based course assignments, conference attendance, workshop interaction, meeting with practitioners, and other innovative techniques. Although the fifth component of a diploma (field work) may be offered in a variety of formats it must contain the minimum suggested hours (420). This number of hours is based on 12 weeks of practice - 35 hours / week. It is critical that this work be incorporated into the learning process and be recognized within theoretical bounds. In other words, practical experiences should form the basis for a return to theoretical premises - seminars, guided learning situations, or part of culminating sessions (Issues and Trends for Effective Practice). There are a variety of approaches that are appropriate and flexibility within field options is welcomed. This guideline is only to ensure that students receive a minimum and common number of hours of direct field work that is primarily focused on learning in a practical manner. With 420 hours of direct field work incorporated into each student's learning experience it must be noted again that the field work need not be a single practicum opportunity. As an example, field work may be broken into a number of sections, may be offered as a co-operative education experience, or may be a single full-time opportunity. Such flexibility is necessary as employment sectors (outdoor recreation, non-profit, therapeutic, municipal, etc.) within the recreation and leisure services field may be limited in their ability to provide a student with an overall practical experience. For example, a small senior's day care center may be able to support a number of hands-on programming experiences but may be unable to provide a marketing and promotional experience that a large non-profit center may be able to. __________________________________________________________________ Recreation/Leisure Services Core Curriculum 34

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When in the field (internship, coop, practicum options) theoretical application should comprise at least 1/5 of the portion of work accomplished. This work should be supervised by the educational institution in conjunction with the placement or field based supervisor (it is unfair and inappropriate to expect integration of theory and practice from students without guidance from both the academic institution and field agency). Again, as within the course components, this supervision and field work can take a number of formats (guided study, independent learning, project development, several short term placements, two or three longer placements, or one extended placement, etc.). This work should be challenging to the student, relevant to the field, supportive of classroom learning, and supervised by educators who are able to link all of these learning components well. To take advantage of a wide range of agency placements, academic supervision of students need not be offered only by the institution offering the programme. In other words, supervision of students may be done by inter-institutional sharing of faculty (i.e. a student of Douglas College being supervised by a faculty member from the College of the Rockies) as long as the academic demands of the programme are met - from both a learning and faculty position. (Note: the rigours of Faculty Association agreements must be met.) It is also important to have students experience (at least in part) some of their field work or practical course component as a practicing volunteer McDonald, 1992; Paterson, 1994). As the practice of recreation/leisure services is largely a volunteer supported endeavour, first-hand experience is considered critical as a part of a student's repertoire. However, given today's economic and personal situations, it is not necessary to have all field-based experiences as volunteer placements. It may be appropriate (and although not mandated, perhaps important) for the field to also recognize the worthy contributions of many students and compensate them for their work (honourarium, in-kind contributions, access to facilities, stipends, and other forms of recognition). In fact, the longer the field placement, the more appropriate is some form of payment (as a student's contributions to an organization may be more significant). It is also recognized that some students have worked extensively in the field prior to engaging in their education and / or work (at least part-time) within the field while attending school. It may therefore be appropriate to use one's work experience as part of one's education as long as it meets the supervision and educational requirements of a programme (i.e. co-op placement, internship, field work) (it is herein that Prior Learning Assessment may play a key role). A portfolio approach to Prior Learning Assessment - identifying what a student should be able to do when finished - in addition to or in conjunction with other forms of assessment may assist in determining what portions of a learning programme student's may forego. Prior work experience, although valuable to the student in many ways, should not be the only form of field work a student is required to do. Integrating theory and practice is often best accomplished when one is first exposed to a new experience. Therefore, although students may be able to incorporate their work experiences into their academic journey, it is appropriate to suggest that at least 1/2 of their field work be in an area or in areas that the student is __________________________________________________________________ Recreation/Leisure Services Core Curriculum 35

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unfamiliar with. This decision should be made in the part of the institution in which the student is enrolled in conjunction with the student, the work site, and the supervising educator.

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6.0

RECOMMENDED SPECIALTY THEMES

Specialty areas represent the amalgamation of common areas of academic study within the delivery of recreation and leisure services which merit concentrated study on the part of students. These sectors are: • • • •

1. 2. 3. 4.

Personal, Community, and Social Benefits of Recreation and Leisure Services; Environmental and Ecological Benefits of Recreation and Leisure Services; Management of Leisure, and The Business of Recreation and Leisure.

This is not to suggest that themes which are not included are not also worthy of study. However, it is suggested here that the four themes outlined are areas that students, institutions, and field representatives will want to look at when developing programme concentrations. These themes do not exist as separate from each other. There are many interconnections that may be made and are worthy of exploration. They do, however, form concentrations whereby the links between the themes are significant. (Further development of the specialties would be appropriate for another curriculum project or for institutions to develop as their expertise would be of great value in such a project.) These specialties form the fundamental groups from which employers hire graduates and from which graduates move within the field of practice. Within these specialties significant theoretical concentration also exists. However, institutions may wish to specialize further so as to develop some portions of these specialities to the exclusion of others. It is suggested here, though, that the themes be linked within each programme so that ongoing links continue throughout the field (this can be accomplished in a number of ways, including linking programmes between institutions). The intention here is to foster connections between institutions and programmes and between the field and speciality areas. Instructors, programme coordinators, and faculty advisors should encourage students to consider their long-term career goals when selecting specialties. Students may want to choose the institution for study based on the specialty offered or may want to consider transfer to another institution as their awareness and understanding of the field of practice grows. Students contemplating a move from a college programme to a university programme should consult with the respective calendars and choose courses that have university credit transferability and provide required prerequisites for degree programmes. However, it is also important for universities to recognize that many of specialty areas offered by colleges are accomplished in a way that the university can not and often does not offer. Transfer credit for much of these courses would be appropriate either as unassigned course credits or in lieu of other programme credits.

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There are a number of other related subject areas not included within these specialties such as ethics, environmental issues, survey and data collection, research methodology, marketing research, social marketing and sustainable management that could be included within a number of individual courses or programmes and at the university level (Godbey, 1989; Sharpe, 1990). Transferability for these areas should be negotiated between each institution for these concentrations. The recommended three areas of specialty include: 6.1 PERSONAL , COMMUNITY, AND SOCIAL BENEFITS health promotion, prevention services, wellness, contributions to quality daily life, special considerations (people with disabilities, people of a variety of cultures, youth, seniors, aboriginals, poverty, unemployment), community development, culture, arts, and heritage 6.2 ENVIRONMENTAL AND ECOLOGICAL BENEFITS natural resource management (parks -urban/rural, water, unstructured outdoor recreation), environmental protection and rehabilitation, tourism/ecotourism 6.3 MANAGEMENT OF LEISURE sport management, organizational and personnel mangement, administration, planning, programme management, fund raising, festival / event managment 6.4 THE BUSINESS OF LEISURE facility development and operation, entrepenureship, commercial recreation (fitness, golf, ski, sales, resorts), tourism, not-for-profit agencies. As suggested, these areas are not mutually exclusive of each other. They merely represent reasonable combinations of information, approaches, and standards that are suited for programme development.

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7.0 RECOMMENDATIONS A number of key elements for education in the field of recreation and leisure services have not been addressed by the development of this core curriculum. Such elements include entrance requirements, prior learning assessments, modularization, specialty development, resource exploration, distance education, and education and practice links. These areas, amongst others, form some of the basis from which REAC should continue the process of change that they have been so involved with for the past number of years. Educators and practitioners together will want to determine the need for global admission requirements for entry into the field of practice. Such elements might include: references; minimum age; medical examination to determine physical and emotional health; criminal records history search; orientation to the field of practice; volunteer experience in the field; a personal suitability interview; and a minimum Grade Point Average. They will want to ensure flexibility is built into such a system and acknowledge a minimum requirement level for success. In addition to admission requirements and inherently linked to such a process, the recognition of experience and knowledge obtained in ways other than through traditional education systems is also a fundamental and critical process to address. In academic circles, this process is termed "Prior Learning Assessment" and is defined as: "assessment by some valid and reliable means, by a qualified specialist, of what has been learned through nonformal education, training or experience, that is worthy of credit in a course or programme offered by the institution providing the credit". Koening, C. and Wolfson, G. (1994), p. 3. Prior Learning Assessment is increasingly important for recreation and leisure service professionals and educators as individuals experience wide ranging career changes during the course of their lives. It also critical for individuals who wish to upgrade their credentials. A number of options are available and REAC should begin the process to determine which system works best for recreation and leisure services. Components may include: writing skills assessment (practical skills required in academic and practical worksite; informative, persuasive, research grounded; focus on target audience, some task orientation - summaries, reports, correspondence); computer literacy; alternative education experiences; personal work experience. A number of institutions are beginning to undertake this task and a cooperative and cumulative effort on the part of REAC will ensure overall effectiveness of such a process.

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The further development of a core such as this into a series of modules whereby information is grouped in smaller packages for delivery and integration into a student's learning is also timely. Modularization has many benefits including the ease with which it is possible to address issues of Prior Learning Assessment, increased flexibility within and between programmes, and greater control over subject content. It is, however, also faced with challenges. The greatest of these difficulties is in ensuring the smooth and efficient transfer of courses or course credit between institutions. Such a task is not impossible and is, perhaps, a more effective way to ensure core learning occurs. Such a task is therefore not insurmountable. Modularization is worthy of further consideration by REAC. Specialty development has been introduced and discussed in Section 5. The idea of developing specialties that articulate cross-institutionally is worthy of further examination by all institutions so as to enhance the education system within the province. Such a process should involve the development of specialties within the education system that subsequently reflect both the field of practice and the commonalties of sectors as well as the differences and diversity. As has been so candidly pointed out, there is more that links the field than divides it and the development of programmes should reflect such a perspective. It has also been apparent as this project has unfolded that the resources available to educators in recreation and leisure service are scattered and challenging to collate. Availability is, at times, limited; knowledge of sources disjointed; the most readily accessed materials lack a Canadian focus; and the variety and diversity of information is a challenge to bring together into the classroom. It would be therefore to the educator's benefit to attempt to initiate a process whereby resources are identified (especially the wealth of manuals spread throughout the field and the Candian based materials determined), the information and materials gathered, and sharing amongst each institution is done with greater regularity and resourcefulness so that students, educators, and the field as a whole might benefit. Both practitioners and educators alike recognize the need for the development of distance education opportunities (Reed and Nichols, 1995). Within a country as large as Canada and within a province whose population is as broadly located as that of British Columbia, distance education makes a lot of sense for many entry stage practitioners. In part, the development of this core curriculum lends itself well to the basis of a distance education programme. It is both important and timely that recreation educators begin to develop a process whereby some, if not much, of a student's entry into the realm of post-secondry education in recreation and leisure services be done via distance techniques. REAC (in conjunction with the field) must initiate this process. Lastly, it is imperative that REAC continue to develop a process whereby educators and practitioners work with students to ensure relevant, current, and fundamental education is undertaken in recreation and leisure services. All reviewed research to this point has outlined the ongoing need to maintain such educator-practitioner-student links. Advisory committees, guest speaking, and field placements are obviously not enough. __________________________________________________________________ Recreation/Leisure Services Core Curriculum 40

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It may be timely for another generation of a Provincial Education Committee being struck. The education for and practice of recreation and leisure services must be tied together as they face the changing environment of service provision. Establishing close ties with each other goes beyond personal relations and interest group involvement. It involves establishing a process to guide overall educational goals and direction in a coordinated and systematic manner. The process of change has begun. Continuing to change is imperative. Addressing the aforementioned issues: admission requirements, prior learning assessments, modularization, specialty development, resource development and formal education/practice ties will go a long way to ensuring the change process unfolds with direction and foresight. The document "Recreation / Leisure Education: A Flexible, Adaptable, and Future Oriented Approach " A Position Paper submitted to the Ministry of Skills, Training, and Labour, March 17, 1995 (Reed, N. and Nichols, D.; 1995) outlines a number of options for change which REAC may wish to consider. Other steps in the change process may also important but are for other groups to determine. It is unquestionably a time when interinstitutional support in needed for change to continue to occur - college to college support, college to university support, and university to university support. This cooperation must come in tangible ways (sharing information, faculty, resources, students, field connections,etc.) as well as in less tangible ways (visioning of future directions, discussions regarding transfer, understanding of the opportunities and constraints within each institution, etc.) The steps contained within this document can be and should be undertaken by REAC quickly and with collegial cooperation. They form a basis from which change may begin together.

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8.0

LET'S DO IT

8.1

MEMORANDUM OF UNDERSTANDING With the understanding that channels of academic approval are institutionally based (department approvals, advisory committees, academic councils, etc.), we, the undersigned, accept the contents of the CORE curriculum as outlined within this document. We agree to formally adopt and implement the contents contained herein within the recreation / leisure services programme our institution offers. Institution:

_________________________________________

President:

________________________________________

Dean of:

_________________________________________

Date:

_________________________________________

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8.2

RECOMMENDATIONS We, the undersigned, agree in principle that the recommendations outlined within this document identify significant outstanding issues. We agree to work toward formal implementation of these recommendations in a timely and coordinated manner. These recommendations include: • examining the possibility of province-wide entrance requirements • the joint development of a prior-learning assessment process • reviewing modularization of core learning components • development of specialty areas and inter-institutional links • organizing a process whereby resources are gathered and shared • development of distance education packages • establishing a guiding process for field and educational ties. Institution:

_________________________________________

President:

_________________________________________

Dean of:

_________________________________________

Date:

_________________________________________

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9.0 FIELD SUPPORT: GETTING TOGETHER REAC has not only been fortunate to have had much input from the field in the development of this document but has also enjoyed the close connection with practioners. Each of the three key research projects (Nichols and Reed, 1994; Paterson, 1994; and Rollins, 1994) were grounded in field support (focus groups, questionnaires, responses). Key players were invited to participate during this process and chose to or not to participate as time, energy and commitments allowed. This support has not only been noted, it has been appreciated. Presentations have also been made at a variety of recreation conferences as the work toward this document progressed. The ongoing connection with practioners has affirmed the need for both practioners and educators to work toward ongoing and deliberate interconnectedness. Field support of this core curriculum remains imperative. Such recognition by the field acknowledges not only the commonality of shared knowledge, skills, values, and beliefs within the practice of recreation and leisure services but also ensures these fundamentals are shared with prospective employees. It also indicates the ongoing commitment of both educators and practitioners to work together to strengthen the practice of recreation and leisure services and develop a joint future. As the field is diverse, the process of garnering field support may be time consuming. The process is, none-the-less, critical. So, to ensure broad acceptance of the core curriculum occurs, 16 organizations who have are recognized as integral partners with the field of recreation and leisure services will be asked to support the content of this document. The following process for garnering support is suggested: •

•

The organizations identified be thanked for their direct or indirect involvement in the production of this work. REAC members outline their understanding that this Core document will act as a guide for curriculum through all post-secondary recreation and leisure services programmes. The organizations identified be asked to circulate the Core Curriculm to their board representatives and that, should the organization agree with the document, a letter of support be sent indicating their postition to REAC (Darryl Mansbridge, Malaspina College and Ken Rintoul, College of the Rockies, co-chairs). Feedback concerning the document would be welcome. It would also be appropriate if the organization were to copy those letters to both the Ministry of Skills, Training and Labour (Tourism and Recreation Programmes) and the Ministry of Housing, Recreation, and Consumer Services (Recreation Branch) at their earliest convenience. REAC would also be well advised to encourage these organizations to continue their involvement in the ongoing development of the postsecondary education system. request that both the Ministries of Skills, Training, and Labour - Tourism and Recreation Programmes and of Housing, Recreation, and Consumer Services Recreation Branch be informed of the completion of this work, thanked for their support , and asked for their formal support of the resulting document.

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The proposed 16 endorsing organizations suggested are as follows: • Canadian Parks and Recreation Association • British Columbia Recreation and Parks Association • Recreation Facilities Association of British Columbia • Therapeutic Recreation Association of British Columbia • Boys and Girls Clubs of British Columbia • Regional Council of the YM/YWCA • Association of Neighbourhood Houses • Alliance for Health and Fitness • Outdoor Recreation Council of British Columbia • Sport B.C. • British Columbia Assembly of the Arts • Canadian Red Cross Society (BC/Yukon Division) • Royal Life Saving Society • Private Club Managers Association - Dogwood Chapter • Pacific Rim Institute of Tourism • BC Camping Association. It is also suggested that the Ministries involved (Skills, Training, and Labour and Housing, Recreation, and Consumer Services) be informed of the outcomes of this work and be asked to formally support it in written format by December 30, 1995. NOTE: Although REAC is asking for formal field support, such a process should not hold institutions back from beginning to initiate change. As has been outlined, the field has had many opportunities to have input into this core curriculum. Also, REAC genuinely wants their support. However, many programmes have begun to or are about embark on curriculum projects of which this forms the base. Asking for field support while informing of ongoing change is in REAC and the field's interests. It should not, however, hamper the change from occurring.

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10.0

CONCLUSIONS: SO, WHAT'S THE NEXT STEP?

Considered change in the recreation/leisure education system has been desired for a long time and the time for the implementation of change is at hand. This change may involve some short term difficulties as change is a challenging process. However, the changes herein are progressive and are designed to lead to long term educational and professional gains. Leadership of this process must come from existing recreation/leisure educators. If not, leadership will come from other sources - almost surely to be less knowledgeable of relevant content and less altruistic in intent of action. The drafting of this common core curriculum for recreation and leisure programmes in B. C. has been a key step in building a flexible, progressive, affordable, and accessible post-secondary education system. Other steps are necessary to ensure the process continues. Some of these include: • a Memorandum of Understanding signed by institutions to create unity (review and approval (signing) of core content by post secondary institution presidents and programme deans) • redesign of programmes to ensure adherence to core (accountability addressed) • programme specialty areas redesigned with interinstitutional sharing in mind and long range ideals met • articulation agreements between institutions that reflect core and specialty changes • review and approval of core content by the field of recreation and leisure services in B. C. • strategic planning continue jointly within the REAC participants so that clear direction and proactive change can happen together. A flexible and well articulated system of recreation education throughout British Columbia is certainly possible. The key elements are already in place and much work has been done to form a solid base for such change. The field of practice believes that there are core competencies and knowledge that should be common to all practitioners. Educators have expressed such beliefs as well. Appropriate skills, knowledge, and technical abilities have already been identified. It is now a matter of continuing a process of sharing resources and interpreting and blending the elements of recreation education that are shared throughout this diverse and challenging field.

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11.0 BIBLIOGRAPHY "Benefits of Parks and Recreation: A Catalogue" (1992). Parks and Recreation Federation of Ontario. CPRA; Gloucester, Ontario. Driver, B.L., Brown, P., and Peterson, G. (eds.) (1991). Benefits of Leisure; Venture Publishing, Inc.; State College, PA. . Gagnon, Nathaly; Ostiguy, Lisa; and Swedburg, Randy (1993). "The Ivory Tower Syndrome: Higher Education and Marketplace Expectations: Irreconcilable?". Recreation Canada 51 (2), pp. 24-30. Godbey, Geoffrey C. (1989). "The Changing Role of Higher Education in Recreation and Leisure Studies". The Future of Leisure Services: Thriving on Change. Venture Publishing, Inc., Pennsylvania. Godbey, Geoffrey C. (1989). "A Society With More But Not Better Education". The Future of Leisure Services: Thriving on Change. Venture Publishing, Inc., Pennsylvania. Haggar-Guenette, Cynthia (1991). "Lifelong Learning: Who Goes Back To School?". Perspectives. 3 (4) pp. 24-30. Job Futures: BC Occupational Outlooks (1990). Volume 1; Ministry of Supply and Services; B.C.. Job Futures: BC Occupational Outlooks (1993). Ministry of Advanced Education and Job Training and Ministry Responsible for Science and Technology; B.C.. Job Futures: BC Occupational Outlooks: Experience of Recent Graduates (1990). Volume 2, Ministry of Supply and Services; B.C.. Koenig, C. and Wolfson, G. (1994). Prior Learning Assessment in British Columbia. Open Learning Agency, B.C.. McDonald, D. (1992). "Future of Recreation Education: a Delphi Study"; REAC Group, British Columbia.

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Murphy, J. and Dahl (1991). "The Right to Leisure Expression", Parks and Recreation; September, 1991, pp. 106-108. Nichols, D., and Reed, N. (1995). "Formal Recreation / Leisure Education: An Employers Perspective on Hiring and Promotion". Spring 1995. Nichols, D. and Reed, N. (1995). "Recreation / Leisure Education: A Flexible, Adaptable, and Future Oriented Approach". A position paper submitted to Ministry of Skills, Training, and Labour. March 17, 1995. Nichols, D. and Reed, N. (1993). "Education and Jobs: What's the Link?" Recreation B.C., Fall 1993. Nichols, D., Reed, N. and Pealo, W. (1994). "Recreation/leisure education: a Provincial Perspective. Ministry of Skills, Training, and Labour. Nichols D., Reed, N. and Pealo, W. (1994). "Strategic Planning: An Adult Education Approach to Recreation Education". Ministry of Skills, Training, and Labour, June 1994. Nogradi, George (1992) "The Potential for Co-operation Between Academics and Recreation Practitioners: More a Reality than a Myth". Journal of Applied Recreation Research 17,(1) pp. 87-107. Nogradi, George S.; Wiele, Kathy; and Iles, Lynn (1991) "Partners in Training: Working Towards a Desired Future for Training and Development". Journal of Applied Recreation Research, 16 (2), pp. 93-115. Paterson, Geri (1994). "Common Values and Themes in Recreation". Ministry of Skills, Training, and Labour; October, 1994. PERC (1992). "Toward a Blueprint for Parks and Recreation Education and Training", A report prepared for British Columbia Recreation and Parks Association. Reed, N. and Nichols, D. (1995). "Recreation / Leisure Education: A Flexible, Adaptable, and Future Oriented Approach " A Position Paper submitted to the Ministry of Skills, Training, and Labour, March 17, 1995. Rollins, R. (1994). "1994 Survey of Recreation Graduates in B. C. " Ministry of Skills, Training and Labour, 1994.

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Sigma Evaluation & Training Resources Inc. (1989) "Task Analysis of a Recreation Manager", Vancouver, B. C.. Sharpe, Andrew (1990). "Training The Work Force: A Challenge Facing Canada In The '90s". Perspectives. 2 (4) pp. 21-29. "Success in the Works: A Profile of Canada's Emerging Workforce" (1989) Canadian Employment and Immigration, Ottawa, Ontario. Sunter, Deborah (1992). "Juggling School and Work". Perspectives. 3 (4) pp. 15-20.

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12.0 GLOSSARY CREDIT: The number of academic credits assigned by a college to a course which is eligible for transfer credit between institutions. Additional credits may be added but will not be eligible for course transfer. 3 credits within one course (herein described as a minimum of 36 teaching hours) is the equivalent of 1.5 units at a university level.

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