Search

Background: A variety of residential and experiential therapeutic programs exist for youth who experience emotional, behavioral, or substance abuse problems that are not adequately responsive to traditional treatment options. While evaluations of programs are available in the literature, investigation of the experiences of professionals who undergird these programs and oversee reentry of youth back into their communities is lacking. Purpose: The research reported here aimed to explicate the experiences of recreational therapists. Methodology/Approach: Qualitative design was used to collect and analyze data. Semistructured interviews were employed, and data were analyzed by content analysis. Findings/Conclusions: Findings indicated recreational therapists were optimistic, intrinsically motivated to spend time outdoors, became personally invested in their work and experienced personal growth from their work. They required additional systems of support and guidance to effectively counter compassion fatigue and associated burnout. Measures for organizations to effectively counter compassion fatigue through enhancement of peer support systems and self-care guidance are needed. Implications: The results provided insight into the characteristics, needs, and experiences of recreational therapists who work with high-promise youth. Further, the work provided a proposed change to current models of compassion satisfaction and compassion fatigue subscale interactions in this population.

Background: Participation in adventure as a recreational therapy intervention is well-recognized for its benefits for people with disabilities. Advances in technology and adaptive equipment have increased accessibility to adventure-based activities for those with physical disabilities. Climbing has long been established to facilitate the psychological state of flow; however, there is little research on the experience of flow in individuals with physical disabilities and adaptive climbing, specifically. Purpose: This study investigated if flow is experienced differently between individuals with and without physical disabilities who participated in climbing programs and to determine if there was a relationship between flow and intentions in future participation in climbing. Methodology: The Flow State Scale-2 was used to assess flow and additional questions measured participation. Findings: The global flow score on the FSS-2 indicated that climbers with and without disabilities both experienced a flow-like state. Climbers without disabilities reported a significantly higher sense of control, one of the nine dimensions of flow. Implications: With a better understanding of how people with physical disabilities experience flow, practitioners can better design interventions to facilitate this experience and should know how flow can best be used to promote an active leisure lifestyle.

Approximately 85% of children with autism spectrum disorder from the SPARK study receiving standard interventions such as speech-language and occupational therapies. In contrast, only 32%-13% of children with autism spectrum disorder received movement therapies such as physical and recreational therapies, respectively. Little is known about how service receipt changes as a function of children's motor difficulties. Parents of children with autism spectrum disorder completed online surveys to provide a report of their child's motor difficulties using the Developmental Coordination Disorder-Questionnaire as well as the various therapies their child received (speech-language therapy, occupational therapy, physical therapy, applied behavioral analysis, social skill interventions, recreational therapy) by location (at school, privately/in community, or both). While movement therapies (occupational therapy, physical therapy, recreational therapy) increased with increasing motor risk and severity, there continued to be large disparities in physical therapy (37%-55%) and recreational therapy (15%-19%) compared to occupational therapy (85%-92%) across various settings indicating clear unmet needs for specific motor services given that 88.3% of this sample of children with autism spectrum disorder is at risk for motor difficulties/Developmental Coordination Disorder. Developmental Coordination Disorder-Questionnaire fine- and gross-motor subscale scores were fairly comparably affected yet physical therapy/recreational therapy were less received versus occupational therapy. These findings explain the paucity of physical therapy/recreational therapy and physical activity programs for individuals with autism spectrum disorder and the need for movement experts to receive appropriate access and training to work with individuals with autism spectrum disorder.

Background: While barriers to participation in physical activity are well documented, there is no consolidated evidence on strategies promoting participation of people with intellectual disability in physical activities. Methods: We conducted a scoping review to examine initiatives used to facilitate the inclusion of people with intellectual disability in community-based sporting and recreation activities. We searched Medline, Embase, CINAHL+ and PsycINFO for articles published in English between 2000 and 2022. Results: Eight articles were included. Initiatives included: (1) building knowledge, awareness and attitudinal change (2) organisational alliances/partnerships (3) relationship-building (4) modifications/adaptions to activities/environment (5) organisational policy (6) engagement with people with disability. Initiatives were implemented through international collaborations, in local fitness/recreational facilities and public spaces, and targeted athletes, coaches, volunteers and organisational leaders. Conclusion: While some increase in awareness and inclusion of people with intellectual disability was reported, no longitudinal data reported on the impact of initiatives on sustained social inclusion for people with intellectual disability.

The development of Augmented Reality (AR) media is the goal of this research. The research method used in this research activity is development research. This method is carried out in nine steps. Research data were collected through interviews, observation and questionnaires. The instruments used to measure the quality of teaching materials are assessments from material and media experts and student response questionnaires. Based on the validation results by learning media and material experts, the categories "Good", or 79.05% and "Very Good", or 87.67%, were obtained. In a small-scale trial involving ten students, 81.6% was obtained, while in a large group test involving 30 students, 88.8% was obtained. Student responses also showed satisfaction with the developed Augmented Reality (AR) media, namely the "very interesting" criterion. This research is limited to product revisions, and further research should consider mass products. This research has a novelty in learning media: Augmented Reality (AR) in anatomy courses.

The purpose of this study is to use the recreation specialization construct to examine the diversity of mountain bike riders in the US to meet their needs better, and to help strengthen the sport and the outdoor economy. At one end of the specialization continuum are Completely High Specialists, and at the other end are Completely Low Specialists. As recreationists gain skill and experience, make an activity central to their lifestyle, and invest more in equipment, they can progress in specialization. Little if any research used the construct to study the larger noncompetitive and competitive mountain biker population. The authors analyzed a nationwide mountain bike data set collected in 2018 using snowball sampling. There were 13,623 mountain bikers across the US who provided usable online surveys. Specific recommendations are provided to help mountain bikers progress in specialization. Theoretical and methodological implications are also presented.

The aim with this article is to contribute knowledge about the meanings of "friluftsliv" in educational practice. This is done by investigating what "friluftsliv" becomes in the ongoing practices of PETE in Sweden and "how" these meanings are established in the studied activities. The empirical material consists of different kinds of material from "friluftsliv" activities in PETE programmes: study guides, field trip plans, students' vlogs from overnight stays outdoors, video recordings from two longer field trips, audio recordings from evening seminars during the field trips and students' written reflections after them. In order to identify meanings of "friluftsliv" and how these are established we used a transactional analysis based on Dewey. Five different ways of what "friluftsliv" becomes in PETE practice were identified in this study. The different meanings reflect the complex picture of contradictions and lack of common ground for the content and motives identified in the outdoor education field. Our study also confirms how the meaning of "friluftsliv" as skills is established by putting up tents, lighting fires, building wind shelters and so on, and how this contributes to a focus on the instrumental values in PETE. On the other hand, our study shows that other meanings of "friluftsliv" are established in the ongoing practice, where more intrinsic values are at stake even if they are often overshadowed in PETE practice. In conclusion the results also point to the potential of "fritluftsliv" in terms of a suggested move away from an activity-based personal and social development discourse in favour of experiences of educating for environmentally sustainable human-nature relations. The challenge is how to make these experiences educational in PETE and how to guide students in transforming experiences in more exclusive "friluftsliv" into pedagogical competence as future teachers using "friluftsliv" for different purposes in school PE.

This article describes methods and findings from a study focused on youth living in rural communities in northern New Hampshire who struggle with accessing STEM learning opportunities because of economic underinvestment and geographical isolation. These challenges also negatively impact researchers hoping to learn how rural youth benefit from informal STEM learning experiences because they contribute to low project participation and retention rates. As in other amenity-rich rural areas, the communities in this study are promoting outdoor recreation as a vehicle for economic development. We wanted to understand if outdoor recreation activities tied to economic growth initiatives--activities which youth have ready access to--show promise as a context for informal STEM learning. This article describes the unique research methodologies used in the study, including a mobile application designed around the Universal Design for Learning (UDL) framework. It also highlights the UDL strategies used to employ youth as co-researchers. While multiple factors contributed to the 96% retention rate in this project, the use of the UDL-based mobile app was significant, novel, and holds promise as a future strategy for increasing rural youths' engagement in STEM career and identity development activities.

Additive bilingualism has long been reported as a benefit of immersion education. Nevertheless, the suitability of this form of education and bilingualism for children with special educational needs (SEN) has been much debated. Recent studies show that children with autism spectrum disorder (ASD), specific speech and language disorder (SSLD), and dyslexia can acquire varying levels of proficiency in a second language. Nevertheless, research has highlighted the fact that many educational professionals, for example, educational psychologists and speech and language therapists, continue to recommend against bilingualism and immersion education for children with SEN. The present study will evaluate whether nine parents of children with ASD, SSLD, and dyslexia enrolled in Irish immersion schools and four parents of children with the same categories of SEN who withdrew their child from Irish immersion education (IME) due to their learning difficulties perceive that IME is suitable for their child. It will also investigate the opinions that they received from educational professionals regarding the suitability of this form of education for their child.

The impacts of COVID-19 on Study abroad (SA) are deep and widespread and potentially affect the factors that guide US undergraduate students' choices as they relate to SA. To investigate them, the present study relies on the MSA (Motivation to SA questionnaire: Anderson & Lawton, 2015) and adds two new groups of factors: language learning and health. To observe changes in the relative weight of factors before and during the pandemic, responses to two different versions of the MSA from 83 students who had participated in SA prior to the pandemic were compared. Results from statistical analyses show stability in the ranking of importance of factors pre- and during pandemic, except for health-related factors, which come second after world enlightenment. In addition, interviews show that while students view "immersive" SA as a significant experience for its contribution to their personal and intellectual development, they do not consider virtual SA a real SA experience.

In this research, it was aimed to determine the predictive power of academic motivation and attitudes towards mobile learning on perceived learning in sports science students. 416 (197 female+219 male) sports science students were included in the research, which was conducted in accordance with the correlational survey model. In the research, "Perceived Learning Scale", Academic Motivation Scale" "Mobile Learning Attitude Scale" and "Personal Information Form" were used as data collection tools. Data were analyzed with descriptive statistics, Pearson correlation and Regression analysis. When the findings of the study were examined, positive moderate and significant relationships were found between perceived learning and academic motivation in sports science students (p<0.05), and positive low-level significant relationships were found with mobile learning (p<0.05). In addition, it was determined that academic motivation and attitude towards mobile learning positively predicted learning (p<0.05). As a result, if perceived learning is desired to increase in a positive way, this research has shown that academic motivation and mobile learning are important variables that can affect this.

In order to improve the performance of children, their physical needs as well as their mental needs should be known. The aim of this study is to reveal the perceptions of basketball concepts of athletes attending basketball sports schools with the help of metaphors and drawings. A total of 57 athletes who trained in basketball sports schools in Ankara participated in this study. It was used qualitative research approach in this study. In obtaining the data, a personal information form was applied to each athlete and "basketball ...... it is like this; because …" and were asked to draw a picture reflecting their thoughts on the concept of basketball. All participants took part in the study on a voluntary basis. The data were analyzed by content analysis technique. As a result; it was seen athletes draw on the theme of basketball as "sports, being an element of gain and emotion." [This study was presented orally at the 4th International Conference on Sport for All Congress.]

As adults, we intuitively understand how others' goals influence their information-seeking preferences. For example, you might recommend a dense book full of mechanistic details to someone trying to learn about a topic in-depth, but a more lighthearted book filled with surprising stories to someone seeking entertainment. Moreover, you might do this with confidence despite knowing few details about either book. Even though we offer or receive such recommendations frequently as adults, we know little about how the ability to evaluate and recommend information sources to others develops. Two studies examined how children (6-9 years, Eastern U.S. residents, n = 311) and adults (U.S. residents, n = 180) select mechanistic and entertaining information sources for others depending on their goals. Participants recommended books containing mechanistic information to agents who wanted to learn and entertaining information to agents who wanted to have fun. In contrast to adults who strongly favored entertaining books, children recommended both kinds of books equally to a generally curious agent. These results suggest children can infer others' information-seeking preferences based on their goals and recommend appropriate information sources to satisfy those goals despite possessing little topical knowledge themselves.

This practice-based approach argues service learning can teach social justice in parks & recreation management education. The US parks system creation and history is rooted in injustice. Use of US parks and park service employment remain inequitable today. Significant work must be done in the provision of recreation and park services to all members of the community, including those who have been traditionally marginalized or underserved. The industry requires recreation and parks professionals at all levels who are informed and intentional about inclusion and social justice, which starts with parks and recreation management education. Service-learning, a form of experiential learning allows students to participate in an organized service activity, meeting identified community needs and reflecting on the service activity, to further understand course content, foster a broader appreciation of the discipline, and enhance their sense of civic responsibility. The paper describes a semester long service learning example. Upper-level undergraduate sport management and hospitality and tourism management students at a small, private college in the Southeast adopted a park in collaboration with the local Parks & Recreation department. The students created a new recreational amenity site plan including access for persons with disabilities, designed new educational signage, and removed invasive flora species. The course contained content modules on social justice issues, including the history of Native Americans and the parks systems, racial discrimination in parks and parks administration, and recreational access for persons with disabilities and the Americans with Disabilities Act. Students met content knowledge learning objectives and reported skill acquisition and application of course material outside the classroom. With revision to improve student satisfaction, expand coverage of other marginalized groups in parks and recreation, and more explicitly connect course activities to equity and inclusion, this model can be replicated to successfully teach social justice.

Interprofessional education and practice (IPE/IPP) are important components for undergraduate and graduate students to experience during their programs of study in speech-language pathology and related health professions. The American Speech-Language Hearing Association (ASHA) is a member organization of the Interprofessional Education Collaborative (IPEC) which promotes four core competencies required for effective practice: values/ethics, roles/responsibilities, interprofessional communication, and teams and teamwork. The purpose of this study was to gather the lived experiences from eight pre-professional students, four from speech-language pathology (SLP) and four from recreational therapy(RT), during focus groups and discussion forums conducted before, during, and after a 14-week IPE/IPP clinical experience. Students shared perspectives about providing collaborative therapy services as part of a team supporting adults with stroke or other acquired neurological conditions. Thematic analysis conducted from pre and post focus group transcripts revealed six primary themes: roles and responsibilities; interprofessional communication; collaborative teamwork; values and mutual respect; challenges to IPE/IPP; and benefits & impact of IPE/IPP. Students shared their clinical experiences engaging with students from SLP and RT, but also working with students from physical and occupational therapy. The qualitative data from this study provides important information to assist future students, educators, and clinical supervisors how to effectively access and engage in IPE/IPP learning experiences with a specific focus in the areas of teamwork, leadership, and conflict resolution.

This study aimed to determine the relationship between leisure satisfaction and social media addiction of university students. The study group of the research was formed by the voluntary participation of 193 students (133 male and 60 female), studying at the School of Physical Education and Sports of Istanbul Gelisim University. In addition to the personal information form, the "Leisure Satisfaction Scale (LSS)" developed by Beard and Raghep (1980) and adapted into Turkish by Gökçe and Orhan (2011), and the "Social Media Addiction Scale (SMAS)" developed by Bakir Aygar and Uzun (2018) were used as data collection tools. After the data showed normal distribution in the Kolmogrov-Smirnov normality test, T-test, ANOVA and Pearson Correlation test were used in the analysis. The level of significance in the study was set at 0.05. In the research findings; gender and age groups of individuals affect their leisure time satisfaction levels; It has also been found that age groups affect social media addiction. As a result, it was determined that leisure satisfaction levels and social media addiction changed according to various variables of university students, and a negative significant relationship was found between leisure satisfaction and social media addiction.

The aim of this study is to investigate the risk taking status of the recreation department students. The universe of this study consists of students studying at the Recreation Department of the Faculty of Sport Sciences of Firat University. The sampling on the other hand consists of 130 people who were randomly selected from the Recreation department. The risk taking scale was applied to 130 individuals studying the recreation department and the results obtained were evaluated in the SPSS 22 analysis program. The "Risk Taking Scale", which was first prepared by Weber, Blais and Betz in 2002 and measures individuals' risk taking in terms of moral, social, health, entertainment and financial aspects, was used in the study. The scale was shortened by Weber and Blais in 2006. The scale used in 2006 was used in our study. The reliability value (Cronbach's Alpha Value) in the study is 0.83. It is measured how much risk individuals are willing to take in five fields specified, according to the scale. After obtaining the research data, SPSS 22.0 statistics package program was used. In the analysis of the data, first of all, whether the data showed normal distribution was examined by Kolmogorov Smirnov test. As a result of the analysis, it was determined that the data showed normal distribution. Frequency %, Independent Samples T Test and One Way Anova Tests were used to evaluate the data of the study. The significance level was determined as P < 0.05 in the analysis. As a result, it was seen in our study that the values of the students studying in the recreation department were above average. In this study conducted on recreation students, it was found that there was no significant difference in terms of risk taking situations. It has been observed that there is not much research done on risk taking in our country. Most of the studies conducted were in the scope of adolescents. There has been scarcely any research, especially on sports and risk taking. For this reason, it is recommended to carry out comprehensive studies on sports and risk.

Many adolescents with attention-deficit/hyperactivity disorder (ADHD) experience challenges in social competence. Evidence suggests that specialized summer camps with social skills training may have positive outcomes on social competence development in adolescents with ADHD. This article reports on a pilot study of a therapeutic summer camp program for children and adolescents with ADHD. The study examines the degree to which program objectives were achieved through a pre-camp, post-camp design using a series of standardized instruments, camp evaluations, and surveys with parents. The results indicated that the campers initially reported significantly lower social competence when compared to a normative sample of adolescents before the camp but improved their social competence by the end of camp. This research has implications for researchers, caregivers, and outdoor education advocates to take an assertive lead in promoting evidence-based psychosocial programs for youth with and without ADHD into more generalizable community settings.

Environmental interpretation provides visitors with positive experiences in nature while managing their impacts. Existing research has concentrated on the influence of interpretive programs on visitor knowledge, attitudes, and behaviours. Little empirical research exists on how visitors perceive their environment. In this research we examine the effect of environmental interpretation on visitors' perceptions of the environment. The study took place in the Niagara Glen Nature Reserve, Canada. A survey is administered to visitors on self-guided experiences and visitors receiving two different interpretive programs. Perceptions are compared to ecological data. Visitors rated conditions higher than ecological data, regardless of participation in an interpretive program. There was no significant influence of an interpretive program on perceptions. Findings from this pilot study highlight the need for interpretive programs to examine their effectiveness of achieving its outcomes as well as the benefits of using a reference such as ecological data.

Although students in the broad field of leisure studies may pursue a variety of opportunities post-graduation, employment within local parks and recreation represents one potential career path. Unfortunately, the Great Recession disproportionately impacted local parks and recreation relative to competing public services. As such, this article examines the implications of the Great Recession for higher education in leisure studies. To do so, we first present data from the pre- and post-recession periods that illustrate (a) a shift toward a part-time labor force in local park and recreation service delivery; (b) the failure of local parks and recreation to keep pace with other local services in terms of part-time wages; and (c) a rise in private sector employment in the arts, entertainment, and recreation. We conclude by contextualizing the current analysis in terms of previous discussions of the state and future of leisure studies.

This paper discusses use of a scaffolded videomaking assignment to encourage students to engage with new literacies -- creation of media that blends text, sound, and imagery -- to expand the range through which students demonstrate knowledge and application of philosophical concepts in everyday Therapeutic Recreation (TR) practice. Technology is transforming the way we have come to value knowledge leading participants to value different models of teaching and learning. By videomaking, and through critical reflection, knowledge synthesis, and teamwork in weekly seminars, students apply knowledge of TR research, practice, and theory presented in an "Advanced Seminar in TR" course to broaden understandings and applications of TR practice. The assignment asks students to develop a focused application of course material on a topic of students' choosing to present to community members and a panel of reviewers (made up of practitioners, TR faculty from AHS and other institutions, and community members) on the video screening day that takes place at the end of the term. This paper describes learning new literacies as a social practice, power shifts through group work, and how scaffolded feedback and the synthesis of theory with TR experiences supports the articulation of a critical and theoretically embedded TR practice.

The purpose of this study was to explore the experiences of Two Spirit, Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, Plus non-conforming identities (LGBTQ+) individuals who have pursued a professional career in the outdoor recreation industry. Six stories of queer identity in the outdoors were gifted to this study, with the understanding that not all LGBTQ+ individuals experience the outdoors in the same way. Each participant was encouraged to guide the study through individual expression in alignment with an emancipatory critical narrative research design. This study considers participant experiences across the span of their career, where job advancement and the role of colleagues both arose as prominent themes that shed light on the pervasiveness of hegemonic culture in the outdoor recreation profession. Outdoor recreation organizations may learn from these stories to disentangle harmful social norms from curriculum and practices by creating structural pathways for professionals with non-dominant identities, and authentically consider how an organization's history informs its culture. The findings have important implications for creating inclusive culture in the outdoor recreation profession.

Over the last several years there has been a call to increase the quality of recreational therapy (RT) education. During this same time active learning has grown in popularity as a way to help increase student comprehension. While the vast majority of this growth has occurred in science, technology, engineering and math courses, no research has been found on the impact active learning can have on RT education. The focus of this study was to determine if utilizing an active learning framework, grounded in constructivist theory, would result in an increase in RT student comprehension. The study population consists of 45 undergraduate students enrolled in RT courses at a Midwestern university. Students were randomly assigned to either (1) active learning or (2) traditional lecture sections of the same undergraduate course that was taught in parallel. Student comprehension (assessed via final grades) was compared between the two sections using independent samples t-test. We found that active learning has a greater impact on increasing student comprehension than traditional lecture. These findings support the need for RT educators to examine active learning as a primary method of instruction.

In a university context, peer assisted learning (PAL) refers to students supporting the learning of other students. While PAL is used extensively in health and medical sciences fields to enhance student learning, there are few examples of how it has been incorporated within recreation education contexts. The purpose of this study was to examine the benefits of a peer learning project across three undergraduate recreation courses in a university in Atlantic Canada and to understand how the organization and implementation of a PAL project impacts student learning. Multiple forms of data (focus group, reflections assignments and online survey) were collected across 2 years of program implementation. Two themes were constructed from the data: Benefits of Peer Learning Within Near Peer Groups, and Factors Impacting Overall Effectiveness of Peer Learning Initiatives. Results are discussed in relation to the benefits and implications of peer-to-peer teaching and learning.

The purpose of this study is to examine the relationship between recreation department students' Facebook addiction and free time satisfaction levels and to determine whether they differ according to certain variables. 212 Turkish students, 108 males and 104 females studying at the Faculty of Sport Sciences Recreation Department in the 2018-2019 academic years, were included in the study. As the data collection tool, the personal information form prepared by the researcher, "Facebook Addiction Scale (FAS)" developed by Çam and Isbulan (2012), and "Free time Satisfaction Scale" (FTSS) developed by Bearli and Ragheb (1980) and adapted in Turkish by Karli et al. (2008)"were used. Descriptive statistics, independent groups t-test, one-way analysis of variance (ANOVA) and Pearson correlation tests were used in order to analyze the data. When the findings of the research are examined; there was no significant difference between Facebook Addiction and Free Time Satisfaction Scale sub-dimensions according to gender, age and monthly family income variables (p> 0.05). Among the findings, only a significant difference was found in the "daily free time period" variable in the FTSS "relaxation" sub-dimension (p <0.05), and no significant difference was found in the other sub-dimensions and Facebook addiction level (p> 0.05). In conclusion, while there is no significant relationship between recreational department students' Facebook addiction and free time satisfaction levels (p> 0.05), it can be said that student' free time satisfaction levels do not influence the level of addiction towards Facebook usage.

This study aims to investigate the effect of recreational archery exercise on attention levels of children aged 9-13 years. 20 girls and 20 boys who participated in archery training for 4 weeks held in archery areas of special sports centers in Konya Province. The participants were given archery training 60 minutes a day, 3 days a week for 4 weeks. They participated in the attention test before and after the training. In this study, Bourdon attention test was applied as a data collection tool. The normality test was performed to determine whether the data fit the normal distribution and the data were found to be suitable for parametric tests. In order to determine the difference between the before and after of the test, paired samples t-test was applied. As a result of the study, it was revealed that the attention levels of the participants increased in respect of both total scores and comparisons according to variables (p < 0.001). In this respect, it can be suggested that archery activities will have a positive effect on the attention development of 9-13 age group children. When the general literature is examined, it can be stated that attention levels of children participating in sports and exercise-based recreational activities are positively affected.

In an article adapted from his latest work, "Play: A Basic Pathway to the Self,"published by The Strong in 2020, the author offers a wide-ranging review of play studies--and the thinkers, philosophers, and scholars who led to the creation of the discipline. He also reviews and seeks to explain for both specialists and more general readers the great diversity of play itself, which he ultimately considers a "pathway of experience" that resembles other such pathways as ritual, work, and what he calls "communitas"

This study aims to identify environmental perceptions of primary school fourth grade students. The population of this study, which is designed as a descriptive survey model, consists of 97 male and 142 female 239 fourth grade students who are attending public primary schools in Kocaeli Province in the second term of 2018-2019 academic year. Data of research were evaluated by content analysis and descriptive analysis methods. Inter-rater reliability was evaluated by inter-rater reliability formula and Cohen's Kappa Coefficient. According to the findings of the research, inter-rater reliability was high and acceptable in both statistics. Fourth grade students created 45 different and acceptable metaphors about the environment. These metaphors were analyzed in terms of their common features and were collected under 5 different conceptual categories. It was revealed that fourth grade students mostly referred to the environment with the metaphors of 'Life', 'Home', 'Paradise', and that students' perceptions of the environment are related to a good world. The majority of students perceived the concept of 'Environment' as 'Environment as Expression of Vitality'. As a result of research, in the process of teaching environmental issues, it can be said that emphasizing that 'Environment as a Liveliness Expression', factor of environment supporting the vitality can increase the rate of educational access on environmental issues. [This study is part of Ramazan Peker's Doctoral Dissertion titled ''The Evaluation of Environmental Perceptions of Primary School Fourth Grade Students and Their Attitudes and Behaviors Towards the Environment'', in which accepted at Burdur Mehmet Akif Ersoy University Institute of Educational Sciences.]

The simplest and easiest type of physical activity for a healthy individual is walking. Development of technology day by day brought along inactivity and related diseases. The purpose of exercise is to prevent and slow down diseases caused by a sedentary lifestyle. The aim of the study is to reveal the effect of walking on body composition of the individual and to investigate the relationship between the stepping frequency before and after taking a recreation course of the students studying at the faculty of sports sciences. A total of 150 volunteers consisting of 97 males and 53 females aged between 18-26 and older participated in the study. The study lasted 12 weeks. The daily stepping frequencies of all participants were recorded with the pedometer program on their mobile phones. The recreation course was given as two hours of lectures per week to the students studying in three departments (teaching, coaching, management). As a result of the correlation test used in this study, the stepping frequency was found to be increased after the recreation course was explained. Awareness was created after the lecturing. No significant relationship was found between this awareness and the age of males and females, and between this awareness and the number of distance and daily steps taken.

The purpose of this study is to investigate the relationship between students' attitudes towards the recreation specialty and self-efficacy of the students in the Recreation Departments of Sports Sciences and Tourism Faculty. In the study, "Occupational Attitude Scale" developed by Üstüner in 2006 and "General Self-Efficacy Scale" that was adapted to Turkish by Yildirim and Ilhan and thereafter developed by Magaletta and Oliver were used. While the scope of the research comprised students studying in Recreation Department, Tourism Faculty, Gazi University and Recreation Department, Faculty of Sports Sciences, Atatürk University, the sample group consists of 79 females, 101 males, making a total of 180 students studying in these departments. It has been found that the data provide normality assumptions by looking at the Skewness-Kurtosis values. In this direction, parametric tests such as T Test and ANOVA were performed. Pearson correlation test was also performed to analyze the relationship between self-efficacy and occupational attitude. There is significant difference in terms of faculties of the participants, in terms of occupational attitude and self-efficacy students in favor of Faculty of Sport Sciences. There was also a positive relationship between occupational attitude and self-efficacy (r = 452). As a result, it can be said that they have higher occupational attitude because students of the Recreation Department at the Faculty of Sport Sciences have the opportunity to find more jobs than students of Recreation Department, Tourism Faculty. Also, the high level of self-efficacy of the students in the Faculty of Sports Sciences can be due to their sports knowledge.

Many young student-athletes living in Turkey prefer Faculties of Sport Sciences in various universities for their academic, sports and vocational career developments. In this process, attitudes towards sports of student-athletes gain importance. In this context, the purpose of the present research is studying the factors affecting the Faculty of Sport Sciences students' attitudes towards sports. The population consists of all undergraduate students studying at Faculties of Sports Sciences of various universities. The sample group consists of 842 students (Avg.age= 21,49 ±3,18) from each department and each undergraduate level. "Attitude towards Sport Scale (ATSS)" developed by Sentürk and "University Life Scale (ULS)" developed by Aladag et al. were used as the data collection tools and the scale was applied on electronic environment on participants. The data, which were found reliable (ATSS a=0,873; ULS a=0,831), were tested as normal with Kolmogorov-Smirnov test (p>,05), and so were suitable for parametric tests. Accordingly, independent samples t-test and one-way variance analysis were used for comparison analyses and Pearson correlation test was used for correlation analyses. It was found that, freshman students, especially the evening education students of Coaching Education department, had significantly more positive attitudes towards sports. The most prominent finding of the research was that the attitudes towards sports decreased as the grade levels and ages of the students increased. In addition, attitudes towards the sport decrease as the students' adaptation to the university environment, academic life and social life increased. Supporting these findings with a qualitative study by means of interviewing on the same subject will provide an exploratory study on the decrease in attitude towards the sport as the age increases.

The aim of the study is to compare the participation constraint for leisure activities of teachers who working In the Ministry of National Education (MNE). In order to determine the leisure time constraints leisure constraints scales (LCS) were applied to the participants. A total of 413 teachers (258 male and 155 female) working in the Ministry of National Education participated in the study in Igdir and Erzurum provinces. No statistically significant difference was found at the level of p <0,05 in any of the sub-dimensions as a result of the inter-city comparison of the female participants. While there was a significant difference in the lack of information, facilities and time sub-dimensions of the male participants in the study, p <0.05 was not significant difference in the other sub-dimensions. It is seen that the difference is in favor of the participants from the province of Erzurum. There was no statistically significant difference between the two cities in terms of lack of information, facilities and time (p <0,05) in the subscales, as in male participants. The female teachers who working Igdir and Erzurum province there was no difference between the scores in the LCS and the mean scores of both groups were close to each other. For the male participants working in Igdir province, it was determined that the lack of information, facilities and time constraints were more effective in participation of recreational physical activities than male participants working in Erzurum province.

The aim of the present study was to investigate the effects of adapted recreational therapy program on gait patterns of children with autism. The current study included twenty-one autistic boys aged between 8 and 15 years. The scores of the children with Autism spectrum disorder (ASD) according to the "Gilliam Autism Rating Scale-2-Turkish Version" (autism level) ranged between 62 and 123. The gait analyses of the participants were evaluated with the results of total distance, average velocity, average horizontal force and average vertical force before and after recreational therapy program. The recreational therapy program was performed throughout 12 weeks, two sessions per a week and one hour per session as the one-to-one training format. The program covered several gross motor skills such as balance, toys ball, jump, jogging to increase cardiorespiratory endurance, and several branches of the basic sports skills such as basketball, badminton, and soccer. Pearson Correlation analysis was performed in order to determine the correlation between autism level and gait parameters. A negatively significant correlation was found between autism level and average velocity (r=-0.553**, p<0.05), and also autism level and distance (r=-0.551**, p<0.05). Paired Sample t test was applied in order to determine if there was a change between the pre-test and post-test results of gait pattern tests. At the end of the study when pre and post test evaluation results were compared significant differences were not found in gait analysis patterns (p<0.05) Recreational therapy program, which is more long term and more number of weekly sessions, should be scheduled for children and adolescents with ASD.

The purpose of this study is to explore the relationship between the Epistemological Beliefs and Teaching/Learning Conceptions of the 1st, 2nd, 3rd and 4th grade students in the departments of Physical Education and Sports Teaching, Coaching Education, Sports Management and Recreation Education in the School of Physical Education and Sports in Erciyes University. The research population consists of randomly selected 706 students of the School of Physical Education and Sports. In the study, Epistemological Beliefs Questionnaire (Aypay, 2012) and Teaching/Learning Conceptions Questionnaire (Aypay, 2011) were used as data collecting tools. Data obtained through Personal Information Form, Epistemological Beliefs Questionnaire and Teaching/Learning Conceptions Questionnaire were statistically analyzed using SPSS 20.0 package program. Candidates' personal information and inventory total points and factor points were presented by identifying frequency (f) and percentage (%) values. To indicate the relationship between the scores obtained from the questionnaires, Pearson Moment Product Correlation analysis (r) was conducted while multiple regression analysis was performed to determine whether the points are predictive of each other. (ß) Consequently, it was found that the Epistemological Beliefs Questionnaire subdimensions Learning Process and Learning Effort positively influence the constructivist teaching/learning conceptions of the students of the School of Physical Education and Sports while the subdimensions Learning Process and Certainty of Knowledge positively affect the students' traditional teaching/learning conceptions. According to these results, it is considered that students will take an active role in the learning process and the constructivist education and training processes will develop and contribute to the new generation constructivist education and training process while performing the teaching profession.

Recent recreation and sports marketing research demonstrates that involvement can be used as a new segmentation strategy and offers potential opportunities for better understanding of leisure participants. In the current study, the three-step the Psychological Continuum Model (PCM) segmentation procedure was performed for participant segmentation by using physically active leisure involvement profiles. This study consisted of 561 (n[subscript male]=321 and n[subscript] female=240) physically active leisure participants and three involvement facets of hedonic value, centrality and symbolic value were conducted to segment participants. Confirmatory factor analysis, the Pearson correlation coefficient and multivariate analysis of variance were used for data analysis. Our findings showed that a significant majority of the participants were allocated to the attraction stage (n = 306, 54.5%) and awareness (n = 106, 18.9%), attachment (n = 104, 18.5%) and allegiance (n = 45, 8%), respectively. Consequently, the segmentation revealed that differences in attitudes from awareness to attraction, attachment and allegiance stages, become strengthened among physically active leisure participants. Thus, this information can be used to better understand the leisure activity participation habits of students for marketers-practitioners.

Autism is a neurodevelopmental disorder that affects the functioning of the brain and consequently other areas of development in an unstable and irregular way. There are many therapeutic approaches to autism and one of them is music therapy. Music therapy is a purely therapeutic treatment (Anagnostopoulou & Manti, 2009). It does not seek entertainment or music education. Music therapy is used as a means of expression and creativity, giving people with limited verbal communication capabilities such as autistic people an alternative way of communicating and expressing themselves. The purpose of this research is to investigate the development of social and communication skills through music therapy in children with ASD, focusing on emotional development, behavioral problems and academic performance. For the purposes of investigating the above purpose, the quality method and the data collection tools that helped to implement it were the semi-structured interview and the structured observation. In the interview were special therapists who implement music therapy approaches and observation was used to record a possible change in the unacceptable behaviors of a child attending a music therapy program. The results obtained from the qualitative analysis of the data demonstrate a significant weakness of the child with ADHD. both in terms of communication and sociability. Music therapy seems to be helpful in their academic skills. The results of the research show that music therapy plays an important role in early intervention to address the weaknesses faced by children with ASD.

Of the sport sciences students, 400 students were voluntarily recruited to respond to goal commitment scale and personality trait inventory. Totally 387 data including 262 males and 125 females were taken in analyses process. The relationship between personality traits and goal commitment was examined for the study. Data were analyzed in SPSS (version 16.0). The differences between the two variables were analyzed with an independent t-test. The differences between departments were analyzed with one-way ANOVA. The significance level was accepted as 0.05. The age mean was found to be 20.93±2.58. Of the participants, 34.6% were reported to be living in the county while 32.4% reported being living in the metropole. There were significant differences between genders in terms of goal commitment and personality traits (t=3.112, p<0.05). A positive correlation was found between goal commitment and extraversion (r=0.156, p<0.01) while negative correlation was found with openness to experiences (r=-0.114, p<0.05). Consequently, goal commitment and personality traits differed according to gender.

The purpose of this study is to reveal how the academicians working in the field of recreation conceptualize their ideas about "recreation" through metaphors. Phenomenology being among the qualitative research methods was used in this study. The research population is composed of the academicians working in the field of recreation in different universities of Turkey. Qualitative data collection method via metaphors was used. When metaphors are used to "describe," a situation, event and phenomenon are described as they exist (Yildirim and Simsek, 2013). Data from the study were collected by using a semi-structured metaphor form via survey online. The raw data obtained from the study were examined, incomplete or inexpedient ones were excluded and metaphors were modeled by transferring them to the Nvivo 10 program. As a result of the data obtained, the academicians working in the field of recreation use such concepts as escape, star, giant, happiness, music box, spring air, freedom, traveler, broken chain ring, octopus, life, Aladdin and the magic lamp, sun, a colorful cake with mixed fruit, work potential, a multi-purpose field or saloon, funfair, umbrella, flying carpet, human, Aegean sea, sea, rainbow, water, living, forest, fishing tackle, bridge, time, wind, chameleon, seasons, breath, science, nature and spice while describing the concept of recreation metaphorically. The data obtained after the interviews were then coded under the appropriate themes after being analyzed with the content analysis method. According to the data obtained, it has been found that it has been gathered under 5 (five) themes as "As a Value for Individual and Society," "Serving Needs," "Social Reputation," "Recreate" and "Self- realization." In conclusion, it is observed that the metaphors obtained comply with the recreation theories regarding the metaphorical perceptions of the academicians working in the field of recreation about the "recreation" concept. In order to better understand the concept of recreation, it is recommended to take evaluation results in practical activities.

Purpose: This systematic review identified and synthesized published research articles, written in Japanese, on the clinical effectiveness of a broad range of nonpharmacological interventions for school-age children who stutter. Method: A systematic review of Japanese literature published between January 1, 1980, and July 7, 2020, reporting interventions for school-age children who stutter, was carried out through a search of two databases (CiNii Article database and Japan Medical Abstract Society database) using the key words "stuttering" and "school-age" or "child" or "primary school students" or "children" or "school child" in Japanese. To be included in the review, the articles must report studies where data were subjectively reported by clinicians, where school-age participants were treated for developmental stuttering, where participants received interventions conducted by clinicians, and where quantitative outcomes (pre- and/or posttreatment) were measured; and they must be published in Japanese. Results: Forty articles met all the inclusion criteria. Most articles adopted a case series or single-case study design. A total of 179 intervention programs were identified from all the articles and broadly classified into speech therapy, psychological therapy, interventions for modifying the child's environment, and others. Conclusions Our systematic review provided a broad overview of the treatments used for school-age children who stutter in Japan. Future research should focus on gathering more reliable, systematic, and rigorous evidence to establish the effectiveness of stuttering treatments for school-age children and thereby develop evidence-based practices.

This paper explores an inter-learning teaching method designed and utilized by the authors in the Winter 2021 term for first- and upper-year therapeutic recreation (TR) students in an online platform. This collaborative teaching method sought to make intentional space for upper-year students to take the lead on and facilitate seminars for first-year students on topics aligned with their course content and case-study assignment. In this paper we outline the details of the teaching method, the triumphs and hurdles we encountered, and leave instructors who may be interested in this style of pedagogy with a few recommendations for best practices.

The balance between work and personal life has seen a renewed focus in the years since the onset of the COVID-19 pandemic. In the years leading up to the work stoppage in 2020 a growing body of literature was being compiled that agriculture teachers, as many of the American population do, suffered from a lack of balance between personal and work life. This study sought to examine the way agriculture teachers spent their time, how they viewed their job satisfaction, and if any relationships exist between them. A national sample of agriculture teachers (N = 570) was conducted and when the results were interpreted it was found that agriculture teachers are majority female (51.9%), almost all took agriculture courses in high school (89.3%), were active in FFA in high school (81.9%), and many continued that membership into college (44.9%). Most teachers spent some time outside of school hours preparing for class, SAE supervision, and other school-based activities, but most of their time was spent on FFA activities. Teachers reported some time spent in domestic, civic/religious, and recreation time outside of work. Teachers had a heavy slant towards positive job satisfaction, (M = 1.86, SD = 0.788) on a one through five scale with one being extremely good and five being extremely bad. Significant correlations were found at a small level (Cohen, 2013) between time in SAE, time in recreation, and salary range with job satisfaction. Significant linear (p < 0.05) regressions were calculated with salary, time in SAE's, time spent in recreation. Time spent in recreation provided the best fit.

This paper shares lessons learned and effective practices in online teaching and learning from veteran faculty and students in an online graduate therapeutic recreation program at SUNY Cortland, now in its sixth year (2020-2021). The number of students in online learning is growing and consists of a diverse group of adults working full and or part-time. A primary reason for this growth is the ability to balance learning with life's activities. Online learning benefits underserved or unserved adults incorporating their practice wisdom with field connections through constant communication, access to extensive resources, and well-designed student-centered classes offered in safe and secure environments. Challenges experienced with online learning relate to communication nuances, technology, instructor consistency and availability, course ownership, and administrative support. Faculty and students reported effective practices included frequent, immediate, ongoing communication, interaction, collaboration, assessment, and feedback; applied assignments; multi-media usage; faculty flexibility; and, global awareness.

Diversity and inclusion courses are common components of undergraduate leisure studies curricula. Although a body of diversity and inclusion content has been developed, few detailed course structures have been shared. I share the learning outcomes, course units, lecture topics, assigned readings, and key assignments from my inclusive recreation class in this essay. Lessons learned while teaching this course are also shared to facilitate both critique and utilization of these materials. Course materials are shared in the interest of inciting others to share their approach to diversity and inclusion courses so that a wider dialogue on what effective instruction of those courses looks like might begin. I close the essay with reflections and lingering questions on the teaching of diversity and inclusion in leisure studies.

Day camps are a powerful context for youth development. The American Camp Association and Leave No Trace have been integral in supporting youth development by identifying outcomes associated with participation in outdoor recreation. Recreation majors in the programming class used the camp as a service-learning component of the class that offered them valuable hands-on experience in program design, program facilitation, working with youth, and program evaluation. Therefore, this study evaluated the impact of camp on identified youth outcomes. The outdoor recreation camp was a partnership from a private school and local university. The Youth Outcomes Battery provided measures that focus on common outcomes (e.g., affinity for nature). Thirty-one of the 32 campers completed the retrospective questionnaire. The sample was 61% female, with an average age of 9 years. On a scale of 1 to 10, campers scored a 9.32 on Level of Enjoyment. Findings show that over 50% of the campers learned "a little" or "a lot" about the desired outcomes (e.g., affinity for nature). This work provides an example of an evidence-based nature camp.

Due to the popularity of sport, the need to have sport management programs that properly train practitioners is justified (Pedersen & Thibault, 2014). However, with 505 sport management bachelors programs worldwide ("Degrees in Sports," n.d.) housed in various academic units, there is little consistency within the field of study. This paper strives to explore the field of sport management and to better understand sport management faculty members' perceptions of the discipline. Grounded in Foucault's (1971) theory of discourse, total of 154 sport management faculty members worldwide participated in the study. The data revealed there is a lack of consistency within the field regarding faculty members' perceptions of sport management. This study offers a vital, first step in an empirical examination of a critical phenomenon in the sport management academy.

In "Thinking, Fast and Slow" (2011) Kahneman describes two modes of thinking: System 1 and 2. System 1 operates quickly, automatically, and unconsciously, drawing on our vast reservoir of stored knowledge to decide what should or should not be done in any situation. System 2 is a slower, more deliberate process, requiring us to step back from our immediate circumstances to analyze them in more depth. Kahneman praises System 1 for its efficiency in dealing with life's ordinary problems, but cautions against relying on System 1 when faced with more complex problems. In this paper, we reason that the essence of effective college teaching is moving students from System 1 to System 2 thinking. We describe both systems in detail, illustrate how System 1 thinking applied to a System 2 problem can be troublesome, and then propose an educational strategy to elevate students to a System 2 frame of mind.