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Designing Games & Activities for Leisure Education

Designing Games & Activities for Leisure Education. KNR 253 Stumbo, 2002. What is Leisure Education?. In general Uses educational model Focuses on learning various leisure-related skills, attitudes, and knowledge May be one of our most important/unique program service areas.

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Designing Games & Activities for Leisure Education

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  1. Designing Games & Activities for Leisure Education KNR 253 Stumbo, 2002

  2. What is Leisure Education? • In general • Uses educational model • Focuses on learning various leisure-related skills, attitudes, and knowledge • May be one of our most important/unique program service areas

  3. Principles of Learning & MotivationNavar • Meaningfulness • Matches ability • Modeling by leader • Active appropriate practice • Novelty stimulates attention • Pleasant conditions & consequences

  4. Four Content Areas: LAM • Leisure Awareness • Social Interaction Skills • Leisure Activity Skills • Leisure Resources

  5. Indirect Insert leisure content in existing games (Charades, Password, collages) Use teachable moments Use in environment (pictures, answering machine) Direct Activities Games Classes Programs Indirect & Direct StrategiesMundy, 1998

  6. Why a Game Format? • Stimulating/fun • Attention focusing • Learn specified knowledge/skills • Gain new ideas • Observe others’ reactions • Allows different levels of ability • Interact in safe environment • Develop/explore alternatives • Diminish staff’s role • Games can be part of a specific program

  7. 8 Advantages to Using Games & Activities • Ability to induce changes in the participant • Flexibility and relevance of the game/activity to real-life situations • Promotion of group cohesiveness, • Depth of involvement, • Level of motivation, • Receptiveness of participants, • Promotion of individual/group responsibility • Safe, non-threatening environment

  8. Ability to Induce Changes in the Participant • Changing behaviors • View various alternatives • Distinguish between appropriate and inappropriate behaviors • Willing to accept suggestions to change

  9. Flexibility & Relevance to Real-Life Situations • Correspond to content • Customized • Modified • Adapting activities

  10. Group Cohesiveness • Cooperation • Comradery • Cohesiveness • Equality • Transfer to social interactions

  11. Depth of Involvement • Easily engaged • Interesting format • Get information quickly • Parallels real situations

  12. Level of Motivation • Short time span • Hold attention • Keep interest and enthusiasm high • Involved to see outcome

  13. Receptiveness • Less defensive • Examine certain behaviors/attitudes • Examine certain barriers • Process and verbalize • Accept constructive criticism for alternatives

  14. Responsibility • Shift responsibility • Group responsibility • Personal decision-making • Learning consequences • Check comfort and satisfaction

  15. Safe Environment • Partial simulations of real life • Sheltered • Controlled • Safe • Freer

  16. Where do I get games? • Buy • Catalog, flyers • Show examples • Make • Show examples

  17. General Rules • Decide the overall purpose and goal of the game or activity • Specific • What LE to focus • Match abilities • To teach how to locate and use leisure resources in the community • To increase understanding of the importance of leisure in a balance lifestyle • To teach about how to locate low-cost activities and events in the community. • Review LAM

  18. General Rules 2. Write specific intended participant objectives for outcomes related to participation in the activity • Guide development of activity • 3-5 measurable objectives • Client outcomes • At the conclusion of the activity, the participant will be able to identify three sources of community leisure information (newspaper, program brochures, telephone directory, etc) with 80% accuracy. • Activity should target participant behaviors

  19. General Rules 3. Select the general format of the game or activity. • Structure (board game, paper/pencil, discussion, take home) • Develop draft of board and package • Environment/setting • Depend on abilities and purpose

  20. General Rules • Develop rules of the game • Detailed • Simple • Easily lead by others • Look at rules • Adapt games • Content becomes focus of play • See LE Activity Planning Form

  21. General Rules • Gather or create the necessary materials to play • Gathering and developing • Created or existing • Durable • Appealing • Relate • Reflect

  22. General Rules • Play the game with other people. • Determine how others react • Questions they have • Clarification needed? • Critique • See LE Activity Evaluation form

  23. General Rules • Revise the game, if necessary. • Based on test and evaluation • Assure the outcomes • Appropriate and meaningful

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