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In education, there is a risk that joy in learning is counteracted by allowing a performance culture to dominate. Research shows that emotions are of great importance for results, motivation and well-being. This study aims to add knowledge about the essential meanings of joy in learning based on students' lived experiences and thereby implications for the learning environment. The essence of the phenomenon of joy in learning has been formulated through descriptive phenomenological analysis. Qualitative data consists of 25 narratives from students engaged in voluntary forms of education. The study shows that joy in learning emerges throughout the learning process, when students discover that they gain knowledge, understand and can control their learning process and achieve something with their knowledge. The implications for teaching involve awareness of the learning process providing a balance between structure, support, challenge and personal choice which was valued along with relationships that contribute to autonomy.

Leisure participation enhances the learning of adaptive skills and the quality of life in youth with developmental disabilities. The goal of this study was to evaluate the effects of a leisure education program in individuals with developmental disabilities in terms of adaptive behavior and quality of life. Nine participants divided into two small groups and their families were included. A quasi-experimental design was employed to determine whether there was a program effect. The Adaptive Behavior Assessment System, the KIDSCREEN-27, and the Family Quality of Life Scale were administered before and after the intervention. There was a significant increase in social, home, and school skills as well as a better perception of quality of life in relationships with parents, social support, and school. In addition, the program affected the family's perception of practical and emotional support. Findings provide support for the application of this leisure program to enhance quality of life outcomes.

In Australia, there is no one cohesive program design or curriculum which provides a framework for adult learning in Adult Community Education (ACE) organisations, with the two major states New South Wales (NSW) and Victoria leading the most developed systems. Many adult learners who learn in these education settings return to study to find pathways to employment, or to re-train for a new role after losing their job. In addition, later-life learners may attend because they want to remain healthy, participate in leisure activities, build friendships and remain active and engaged in their later years. Many of the learners are 'second chance learners' who have had prior negative experiences with the neoliberal system which assesses, ranks, and categorises learners according to their academic abilities. In this paper, we propose a comprehensive framework for the delivery of pre-accredited training in Australia, founded on social constructivist theory, learner-centred pedagogy, and course design enhanced by Nussbaum's Capability Framework. We commence the article by delivering a context for adult education policy and social justice education in the development of the ACE system. What we mean by a socially just education is one in which all people access a critical and democratic curriculum with equity and access to resources at its core. In this paper, we argue for the importance of adult learning, which is holistic, flexible, and nimble to cater for diverse learners and learning needs.

In the pages to follow, I propose a meditation on the concept of study, its place in our contemporary scene, and its relation to the classical notion of leisure. In general terms, we can define leisure as an extreme disposition or state in which our relation to the world remains indeterminate in some way. In this sense, leisure favours a radical experience of the open and ungraspable characteristics of the human world. This is a nearly intolerable state. Reactions against it tend toward work, diversion, entertainment, or consumption. The hypothesis that I wish to explore in this essay, then, is the idea that study consists, in a singular and properly school-related manner, in inhabiting leisure, a condition which today deserves to be cultivated and protected. This idea of study is a way of being and dwelling in which the existence of a common world is in play and at stake. [Translated by Samuel D. Rocha.]

The aim of this research is to examine the self-leadership and leisure management of the students of the Faculty of Sports Sciences in the online education process. The sample group of the research is formed from the students studying in different departments of Afyon Kocatepe University, Faculty of Sports Sciences, in the 2020-2021 academic year, a total of 195 students, including 97 female and 98 male. As a data collection tool, "Self-Leadership Scale", "Leisure Management Scale" and "Personal Information Form" consisting of demographic variables were used in the research. In the data analysis, descriptive statistical methods, t test from independent samples, and one-way Variance Analysis (ANOVA) were used. In addition, Exploratory Factor Analysis (EFA) was used to determine the subdimensions of the relevant scales and correlation analysis to determine the relationship between the scales. In line with the findings of the study, it was determined that the self-leadership levels of the students of the Faculty of Sports Sciences during the online education process were close to perfect, and the levels of leisure management were close to good. In some subdimensions of the relevant scales; a significant difference according to gender, age and department variables has been found. A low-level meaningful relationship between self-leadership and leisure management has also been found. As a result of the research, it was determined that the Faculty of Sports Sciences students with formal education experience had a better level of self-leadership and leisure management than the students who participated directly in the educational process online.

Leisure education is an important part of community development as well as citizen engagement, and can be offered through a wide-range of providers. Community colleges have historically played an important role in offering these programs, yet little documentation has reported how they are operated or structured. The purpose for conducting the study was to explore and describe how community colleges structure and offer adult leisure education programs. Results of a national survey of professionals working in community college leisure education reported that they generally were either part of a larger continuing education unit within the college or reported to academic affairs, that they were most commonly led by a coordinator or director, and ultimately made decisions on course offerings based on market demand and revenue generation.

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.

Creativity is a useful skill in the recreation profession, yet it is rarely treated as a fundamental skill in the preparation of undergraduate recreation majors. The purpose of this overview is to illustrate the need for creativity in the workforce and how best to nourish student creativity through undergraduate teaching. We review interdisciplinary perspectives on the creative process and how to support the development of creativity in undergraduate students. We then discuss barriers that inhibit the creative process and how to overcome them. Finally, we conclude by examining and reacting to critiques of creativity in the interest of facilitating the cultivation of this skill in the next generation of recreation professionals.

The quality of undergraduate student writing is cause for concern among academics and industry professionals alike. Because writing apprehension is thought to be a contributing factor in the current deficit of undergraduate writing proficiency, the Writing Apprehension Test (WAT) was administered to parks, recreation, and tourism students to determine change in self-reported levels of writing apprehension as a result of a writing intervention program. The writing intervention program centered on the use of graduate writing mentorship and scaffolded, authentic writing assignments. Differences in pre- and post-WAT scores indicated lowered levels of writing apprehension for the intervention group. Additional analyses were conducted by deconstructing items included in the WAT into four subsets (e.g., enjoyment of writing, confident in ability, self-esteem, evaluation of writing), furthering empirical research on the WAT itself. Findings suggest that mentorship and authentic writing assignments within the discipline may be a viable avenue for improvement in undergraduate writing ability.

Steeped in a rich history of formal connections between institutions of higher education and the citizens and communities in which they are embedded, the importance of engaging education in the community has long been recognized for its myriad of benefits to all involved including increased funding for university research, more informed practice through applied research, and enhanced quality and relevance of the teaching curriculum. The University of Wisconsin-La Crosse is committed to community engagement as evidenced in the University's strategic plan that seeks to increase community engagement through a range of initiatives. Within this goal of community engagement, the authors have developed and implemented a formal partnership between an institution's research institute and a course in the core curriculum for recreation students. This ongoing partnership provides real-life, hands-on experience that better prepares the students for collecting stakeholder input in their future careers. Simultaneously, it provides partners with limited resources an option to work with the university through faculty-led student work.

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.

This study aimed to examine the effectiveness of the direct instruction method in teaching young individuals with intellectual disability marbling and stone painting, which are considered among leisure-skills. A multiple probe design, one of the single-subject research methods, was utilized in this research. A total of three students, consisting of two males and one female, were included in the study. Probe, screening, and generalization sessions were used to examine the effectiveness of the direct instruction method in teaching marbling and stone-painting skills. The single opportunity method was employed for the assessment. All sessions were conducted in accordance with a one-to-one teaching procedure. The findings of the study revealed that the direct instruction method was effective in teaching marbling and stone painting skills in young individuals with intellectual disabilities. The findings also postulated that the learned skills were maintained at the end of the first, third, and fourth week, and the participants were capable of generalizing the skills to different settings, different people, and materials. To ensure social validity, the opinions of the parents regarding the skills taught to the participants were obtained. They stated that they were satisfied with the intervention and were beneficial for the development of their children. They also expressed that they want these activities to continue. Considering all these findings, it is safe to say that the intervention of teaching marbling and stone-painting skills are effective.

A great share of children, adolescents, and adults with a learning disability (LD) are affected by social exclusion and its harmful effects on mental health. To tackle this challenge, it is important to understand how interactions between different people emerge and develop. One of the leading factors in this context is the existence of mutual interests or hobbies. Following team sports can be seen as a string that connects large parts of society. Watching matches together (whether on-site or in a public viewing venue) can remove barriers between otherwise often disconnected members of different groups of people (such as ones with and without LDs). There are several reasons enjoying baseball games together seems to serve this purpose especially well. These events take a rather long time, with many opportunities in between to interact; they are relatively affordable; they usually take place in a comparatively harmonious atmosphere; and they portray a kind of competition that conveys important life lessons about personal accountability in a corporate context. While individuals with LDs are still young and attend school, teachers can spark an interest in baseball in them through direct leisure education or by weaving baseball examples into their regular lessons. There are good reasons to assume that such efforts contribute to preventing and combating social isolation of individuals with LDs.

How the Swedish after-school leisure program pedagogy relates to special education is rarely the subject of research. The problematization of the special education concept in the after-school leisure centers will be the starting point of this analysis model. This has been constructed with the aim of investigating how actors in the Swedish after-school leisure activities define how special education is being actualized in after school programs. The premises for the study regard the after-school leisure program mission; namely, to complement, compensate, and teach. In order to validate the analysis model, an exploratory pilot study was conducted through interviews with two teacher educators and two teachers in the after-school leisure program. The results show that the models developed for this investigation can be used in further studies. The analysis model provided important key words for further investigation and discussion of the program. These results can in no way be generalized, but they clearly show that the constructed and tested analysis model may form the basis for valuable discussions and pedagogical approaches in teacher education and in the program that the education prepares students for. Therefore, the pilot study comprises the foundation for a more comprehensive future study.

The purpose for conducting the study was to explore and describe the use of alumni societies and associations in community colleges, particularly focusing on the intended outcome of their implementation. To collect data for the study, the research-team developed a survey instrument that was distributed electronically to 250 community college advancement senior leaders. A total of 106 (42%) usable surveys were returned for use in the study, and the results described community college expectations for alumni societies, primarily focused on fundraising. The societies were also critical, however, in career placement for students, developing career-oriented programs, and reviewing curricula. Survey results also indicated that many community college leaders use alumni societies in creative ways, including assisting in faculty searches, hosting recruitment events, and teaching community education (lifelong learning) courses. Study findings are critical for college leaders who are often faced with difficulties in funding existing or new programing. The respondents to the study illustrated how alumni societies can serve as critical catalysts for improving existing programs and expanding the reach and value of the institution. Findings also suggest that alumni societies are perceived to be strong gateways to developing philanthropic support for institutions.

In this paper, I argue that educators who embrace vulnerability in their teaching enhance their capacity to promote social justice. Vignettes from three of my course meetings with undergraduate Recreation and Leisure Service majors are presented, each of which illustrate different opportunities and pitfalls in vulnerable teaching. The first class meeting illustrates possibilities that arise when professors acknowledge their lack of expertise. The second vignette explores authority as a feature of classrooms which simultaneously empowers some voices and marginalizes others. The final class meeting addresses the ways instructor privilege can both reinforce and challenge injustice in the classroom. In the conclusion, I contextualize vulnerability as one route to creating more just courses.

The last day of a course is often viewed as awkward, abrupt, and even antithetical to a course's aims. More often than not, prime opportunities for reflection, reinforcement, reconciliation, and closure are typically subsumed to administrative tasks and end-of-course exhaustion. This paper summarizes the scant end-of-course literature, reviews the theoretical importance of ending a course well, and highlights a few "tried and true" end-of-course activities. Ending a course well may help students connect the dots, transfer learning, and experience academic and emotional closure, while simultaneously helping faculty refine their teaching and regroup in preparation for future iterations of the course. As leisure and learning experience design experts, leisure scholars are in a prime position to lead out in meaningful end-of-course pedagogy.

Success in the field of recreation management requires a variety of 21st-century skills including the abilities to solve complex problems, think creatively, and collaborate with peers. Research suggests that instructor contribution through active learning pedagogy, incorporation of technology, and maximization of classroom design can foster effective student collaboration. Technology Enabled Active Learning (TEAL) classrooms represent the intersection of these three factors and should be ideal for eliciting student engagement, especially with regard to collaborative work. This quasi-experimental design study (n = 86) examined three factors of student engagement (Instructor Contribution, Personal Effort, and Value of Group Work) among students enrolled in two sections of a recreation programing course- one occurring in a TEAL classroom and the other in a traditional classroom. When controlling for GPA, student perceptions of the Value of Group Work were significantly higher among TEAL students. Moreover, when examining factors that explain TEAL student perceptions of the Value of Group Work, Personal Effort, Instructor Contribution, and physical position of the instructor in the modular room explained 70% of the variance in Value of Group Work. Our findings suggest that when used for their intended purpose of active learning, TEAL classrooms are viewed favorably by students and are a valuable tool for recreation education, especially for group collaboration and project-based learning.

This article analyzes the work of pedagogues in the Danish Primary School and Leisure-time Center. With a reform in 2014, schooldays are prolonged and hours for leisure-time pedagogy in the afternoons have become fewer. Time pressure and a focus on effectiveness have become crucial, and core pedagogical ideas are seemingly changing. On the basis of qualitative data material and sociological theories our analysis suggests a new concept: "timeagogy." Timeagogy is a rising phenomenon deriving from the tense relationship between societal acceleration and renewed pedagogical demands on the one hand, and the pedagogue's subjective practices on the other.

Many adults choose community college courses for continued learning to enrich themselves and satisfy their leisure needs, despite having completed formal education. We explored the relationship between learning motivation, learning satisfaction, leisure satisfaction, and learning performance among community college students attending classes in Taipei City. A total of 1,011 participants were recruited. Structural equation modeling was used to examine the validity of the questionnaires and test our hypotheses. Furthermore, we determined whether the two types of satisfaction acted as mediators by testing a dual mediation paths model. Learning motivation, learning satisfaction, leisure satisfaction, and learning performance were significantly and positively correlated. Additionally, learning and leisure satisfaction had complete mediating effects, with the indirect effect of learning satisfaction being relatively stronger than that of leisure satisfaction.

Many recreation and leisure professionals are looking for opportunities to upgrade their skills and knowledge in the context of their work. For some professionals that involves returning to post-secondary education. Yet, most undergraduate degree programs are designed in formats for students who are assumed to have little prior professional experience, knowledge, and skills and who do not work full-time. As such, in 2016, Brock University in partnership with Centennial College, launched a university degree pathway program for recreation and leisure professionals. In this paper we explore experiences of recreation and leisure professionals enrolled in the degree pathway program. The findings highlight how students navigated (and attempted to balance) full-time studies while managing competing priorities and responsibilities in their personal and professional lives. In the discussion, we share implications of this research for curriculum developers interested in designing post-secondary programs for diverse students.

Navigating the roles and responsibilities of graduate work is a complex, and often confusing business of workflows, labor (emotional and physical), and moving in several different directions. As graduate students, we find solace and compassion in the words and (mostly) shared experiences of our colleagues, and challenges in the desires, requirements, and "this is your life now" statements of our supervisors and faculty mentors. To be a trainee in the academic context of leisure studies is to make an already complex work of personal development and intellectual labor even more complicated. Building on personal experience and the collective experiences of my colleagues, this paper will discuss PhD student experiences in leisure, and the deep influences that structural and social changes are having on those same students. It will explore our perceptions of post-PhD horizons, the challenges of student lives, and the complexities of being both a professional and a novice at the same time. As graduate students, we navigate these issues using the tools at our disposal (both traditional and modern), all-the-while wondering if we are doing any of it the "right" way. Enlisting the attractive metaphorical spaces of sailing and the crew of a tall ship, this paper explores the academic seas as a trainee on the SS Academe.

Studies have highlighted the growing phenomenon of 'concerted cultivation' wherein middle-class parents are enrolling their children into multiple paid-for organised leisure activities as a way of cultivating their skills and reproducing class advantage. In unpacking the class disparities in children's organised leisure participation, researchers have largely overlooked the way race and ethnicity inflect middle-class parents' concerted cultivation strategies. Drawing upon a qualitative study with Greater London-based professional middle-class British Indian parents, this article argues that the time-spaces of concerted cultivation also serve as sites for British Indian children's ethnic and racial socialisation (ERS). Two axes are identified along which racial parenting strategies intersect with concerted cultivation practices in these families: 'cultural (re)production through organised leisure' and '(anti)racism and leisure'. By analysing these processes, we draw out the implications of this interplay between class and race for understanding middle-class parenting and educational strategies in minority ethnic contexts.

Universities are currently embracing community engagement strategies to increase opportunities for student learning in community settings such as community organizations. Experiential learning is often touted as the pedagogy underlying such experiences. We undertook a research project exploring the challenges and benefits for students and faculty who are offering integrated experiential curriculum in universities within North American Recreation and Leisure studies programs. We also address the ways in which interviewees defined experiential, and in particular, integrated experiential education. In the paper, we propose a model, defining the breadth of integrated experiential education approaches across continua of place, curriculum, philosophy, instructor role, and content. The model provides a tool for both understanding common aspects of integrated experiential approaches and identifying where specific experiential activities lie across these continua.

Incorporating diversity within general education requirements has become the norm within higher education. In a world becoming more and more diverse, multicultural education can better prepare students as culturally competent citizens in a pluralistic world. This paper describes a research study based on a standardized diversity curriculum. This curriculum is divided into seven sections that occurred over a 16-week semester. Thirty-one Undergraduate students at a large southern university participated in this study. Study participants were involved in one of seven standardized sections of diversity courses offered through the leisure studies program. The 18-item Munroe Multicultural Attitude Scale Questionnaire (MASQUE) was administered as a pre-post-test to assess attitudes toward multicultural changes. Using the overall MASQUE score, the results demonstrated a statistically significant difference between the pre- and post-test scores, while only the caring subset demonstrated statistically significant differences. This study supports the notion that multicultural education should increase a student's level of knowledge toward different cultures.

This article describes the Faculty Cooperative Curricular Activities (FCCA) model developed and implemented in the Recreation Management program at Appalachian State University. FCCA's are experiential learning activities or assignments in two or more separate courses where the assignment is shared to build upon a common construct/concept. These mutual activities and assignments between courses connect constructs and concepts to enhance student learning. An overview of designing and implementing FCCAs is provided, along with a discussion of its benefits for student learning and faculty collaboration.

Many forms of active learning are popular in the college classroom, including case studies, role-plays, simulations, problem-based learning, and some discussion-based activities. Team Meeting 101 is an active learning technique that draws from each of these with the goal of helping students apply academic content and build transferable skills. The purpose of this paper is to explore the levels of cognitive engagement this instructional activity generates, as well as the impact it has on students' self-efficacy. Participants (n = 167) generally indicated high levels of cognitive engagement and had positive perceptions of Team Meeting 101. Statistically significant increases in students' (n = 124) self-efficacy were also reported in a number of transferable skills following participation in Team Meeting 101. These results suggest that Team Meeting 101 can be an effective instructional technique for educators in the recreation and leisure administration discipline, as well as associated fields like sports management and hospitality management.

Based on the Technology-based Learning model, the present study reviews the published papers on mobile technologies in Hospitality, Leisure, Sport and Tourism (HLST) education in the Scopus database from 2002 to 2017. Various dimensions, including application domains, research issues, research sample groups, research methods, adopted technologies, and learning strategies are taken into account. It was found that, since 2010, the research issues of mobile technology-supported HLST education have become increasingly diverse. Most of the studies investigated learners' affect issues, while there was also a focus on learners' attitudes, motivation and learning experiences. Moreover, wireless Internet locating (e.g. Bluetooth or Zigbee) was adopted more frequently in mobile technology-supported HLST education, while sensing technologies were seldom adopted. As for mobile devices, with the development of technologies, smart phones and tablet computers became the main devices. In addition, such extensively adopted mobile learning strategies as synchronous sharing, issue-based discussion, computers as mindtools, and game-based learning were not adopted in the studies, indicating that most previous studies focused more on learners' learning perceptions, knowledge delivery and skills training, while less effort has been made to cultivate learners' higher order thinking, such as problem solving, critical thinking and collaborative competences. Accordingly, potential research issues and practitioner notes of mobile technology-supported HLST education are proposed as a reference for researchers, teachers and decision-makers.

The objective of this experimental study is to determine the effect of leisure education programme including sportive activities on the perceived freedom in leisure of adolescents with mild intellectual disabilities. The research was designed with an experimental group (n = 37) and a control group (n = 34), and was conducted among a total of 71 adolescent students with mild intellectual disabilities in the spring semester of the 2014-2015 academic year. The experimental group participated in a leisure education programme including sportive leisure activities that were supported by leisure coaching for 8 weeks. The short form of the Leisure Diagnostic Battery was applied to all participants as a pre- and post-test. Paired sample t tests and independent sample t tests were used to analyze the statistical data within the study, and the collected data were analysed using the R Project package program. A significant difference was found between the pre- and post-tests of the adolescents with mild intellectual disabilities in the experimental group. Moreover, a significant difference was observed between the experimental and control groups. According to the results, a leisure education programme including sportive activities had a positive impact on perceived freedom in the leisure of individuals with intellectual disabilities.

The paper deals with the problem of historiography, presented in three stages: the first stage (50-90s of the XX century) is characterized by the introduction of a scientific apparatus expertise creating the preconditions of differences between concepts, the release of an independent direction of history of social and cultural activities. In the second phase (90-2000s) pedagogical research appears on the problem of the formation of different types of competence (professional, informational, social, psychological, communication, legal, social, cultural and educational). The methodology of historical and educational research created and refined conceptual framework of social and cultural activities. The third phase (2000 to the present) is characterized by comprehensive research in the field of information competence, substantiation of theoretical and methodological framework, the researchers conducted an analysis of the phenomenon of leisure activities from the standpoint of the theory of culture, an emphasis on cultural needs, which are the motivation for leisure-time activities.

Little research on the socialisation of adventure educators into their craft has been conducted. The purposes of this study were to describe (a) the perspectives and beliefs of preservice adventure educators as they began adventure education training (AET) and (b) the elements within their acculturation that led to these perspectives and beliefs. Participants were 20 preservice adventure educators at the beginning of their AET. Data were collected with three types of interview. They were coded, categorised, and reduced to meaningful themes by employing analytic induction and constant comparison. Results revealed that preservice adventure educators possessed one of three orientations. These were a leisure orientation, outdoor pursuits orientation, or adventure orientation. Factors shaping these orientations were family and friends, experiences of outdoor and adventurous activities, experiences working as counsellors, timing of occupational selection and age, and a number of secondary attractors including the motivation to remain connected to the world of adventure. Should they transfer to preservice adventure educators in AET at other institutions, the main practical implication of the study's results is that they should provide the basis for AET faculty to understand and deconstruct any less than desirable beliefs and perspectives with which prospective adventure educators enter their programmes.

Tenure-track positions at institutions of higher education are often highly coveted because they offer job stability, academic freedom, and higher pay. Despite this allure, the academic career path is fraught with challenges, particularly during the first few years of a tenure-track position where one must balance new demands and escalating expectations. We synthesized existing literature with data collected through an online survey of leisure academics and discussions derived from the "Growing Up Academic" panel sessions that took place during the 2016 Academy of Leisure Sciences Teaching Institute to examine the challenges and opportunities that individuals must navigate during the early years on the tenure track. Challenges identified included concerns about transitioning identities, divergent responsibilities, insecurities, and uncertain expectations regarding tenure and promotion. Many of these issues were more pronounced for faculty of color. However, participants also highlighted some key strategies that could be employed to address challenges: (a) Know expectations and document progress, (b) Collaborate regularly, (c) Seek professional mentors, (d) Develop an academic identity, (e) Be proactive and strategic in all areas of scholarship, and (f) Be realistic. Emerging scholars who heed this advice will be better equipped to navigate the early stages of academic life and successfully achieve tenure.

The complex and uncertain academic job search is often a terrifying prospect for aspiring recreation and leisure scholars. New doctoral candidates are eager for meaningful lived experiences and useful advice regarding the steps for a successful job search, including finding the right opportunities, submitting applications, interviewing well, and negotiating effectively. In this article, we address the significant challenges and considerations doctoral students face throughout the academic job search process. By outlining some of the best practices and strategies for success through the lens of recreation and leisure studies, we hope to help readers know what to expect and how to prepare--ultimately converting the seemingly daunting task of finding the right academic job into an exciting and rewarding opportunity.

In times of global tendencies on governance of the public sector, 'quality' has become a keyword, an ideal. In Sweden, all municipalities, school heads and teachers are required to carry out systematic quality work to meet the demand on goal attainment. Working with documentation is a crucial aspect of this process. The Swedish leisure-time centre aimed for younger school children has goals to strive towards but not goals to attain. This study aims to gain knowledge of leisure-time teachers' reflections on their work with documentation. Based on written reflections from 22 groups of leisure-time teachers engaged in a continuing professional development course, the article call for a discussion on meanings of 'quality' and what effect systematic quality work has on views of valued activities, content and professional skills, and on the holistic notion of pupil's learning and development.

In 2014, a newly formed group of teachers graduated from Swedish universities. In addition to their qualification as leisure-time pedagogues, their degree includes teaching practical/aesthetical subjects in compulsory school. This group of teachers thus has to relate to dual professional identities and to maintain a balance between the socially oriented leisure-time centres and a goal- and results-driven school. In this article we describe their first two years after graduation, trying to get hold of their negotiation of professional identities and orientation in the professional landscape. Results shows that the graduates try to balance own ideals and hybrid professional intentions against traditional professional identities and labour market conditions and that position in a liminal phase might be crucial for the outcome.

This study was designed to understand the impact of university policy and departmental culture on academic mothers' employment, family, and leisure experiences. Telephone interviews were conducted with 17 mothers employed as academics in the field of leisure and closely aligned disciplines to provide insight into the effects of parenting within academia, current corporate university culture, and work-life balance. Qualitative analysis, guided by post-structural feminist theory, revealed three major themes in the findings, which together suggest flawed administrative applications of the work/leisure dichotomy are negatively impacting mothers in academia. Rather than prolific researchers and proponents of leisure serving as exemplars to the academic community of success in employment, family, and leisure, this study's findings suggest otherwise. As participants shared their struggles with unrealistic expectations, unsupportive colleagues, and conflicting workplace policies, this research instead supports a particularly critical review of leisure scholars and the employment policies of their academic departments.

Collaboration is commonly viewed as a valuable and necessary yet complex and challenging aspect of faculty life in the contemporary academy. The value of collaborative efforts is often tied to tangible, measurable outcomes as a principle marker of success (e.g., increased publications, larger grant awards, and closer conformity to defined learning/project goals). Yet, what of the intangible values? What intrinsic value does collaboration hold for individuals, programs, and project teams? In an effort to explore these questions, we detail a collaborative self-study as a culminating component to a yearlong Curriculum Redesign Grant funded by our University. From our self-study, we forward a view of collaboration as a valuable process precisely because it necessarily moves beyond the tangible, formalized outcomes to involve the emergence of self-awareness, community, belonging, and the formation of heuristics capable of furthering group functioning in other endeavors. Ultimately, we suggest that collaboration is a process, one replete with ambiguity and uncertainty, but one that can yield additional sustained outcomes in the form of a community of practice.

More than a million international students studied at U.S. colleges and universities in 2016-2017 (Open Doors Report, 2017), bringing close to 39 billion dollars into the U.S. economy (U.S. Department of Commerce, 2017). Previous research reveals that international students often face significant obstacles in their adjustment with the U.S. education system, cultural differences, language barriers, and social isolation. This article adopts a social constructionism approach to discuss the experiences of international students in North America from the perspective of three individuals who graduated from North American universities within the last six years. Issues of cultural, linguistic, structural, and social barriers experienced by international students are discussed. Moreover, practical suggestions based on personal experiences of the authors are provided to prepare prospective international students and scholars entering the North American education system for the challenges they may encounter.

Leadership in Leisure Services (AHSC 361) is the most experiential class offered to students majoring in Recreation and Leisure Studies at Concordia University in Montreal. One interactive feature of this required course is a multi-part assignment that deals with group facilitation, personal introspection, and evaluation. This "Assignment Pivot" will describe the assignment, and the ways it was altered because of the pandemic.

In the field of international service-learning (ISL) there is an increasing call for practitioners to engage in critical reflection of the experiential aspects of their ISL programs. We take up this call by turning our attention to one particular dimension of our ISL course: our relationship with our host partner. Our analysis is grounded in our experience as ISL practitioners, and we use our own "points of discomfort"--the moments in which our relationship with our host partner was unsettling or agitating--as our starting point. Throughout, we show how these "agitated interactions" suggested contradictions between the rhetoric and the reality of ISL and led us to question the distinctiveness of the ISL identity, the practicality of reciprocity as a guiding framework, and where ISL fits within the ongoing colonialist project. We have emerged from this reflective process with a more "encumbered" view of ISL practice, yet have found many ways to move forward from this new perspective.

Study aim: To determine anxiolytic effects of acute physical exertions in relation to the initial anxiety state and trait in women. Material and methods: A group of 163 women aged 16-56 years, attending fitness clubs in Warsaw, participated in the study. They selected a single exercise to perform--strength, aerobic or mixed, lasting 30 to over 60 min. They were requested to fill Spielberger's STAI questionnaires for determining the state anxiety (pre- and post-exercise) and trait anxiety (post-exercise). Questionnaire results were converted to logarithms, pre-post differences were computed and correlated with age, trait anxiety and pre-exercise state anxiety. Multiple correlation and the contributions of independent variables to the total variance of pre-post differences were also computed. Results: Pre-post differences in state anxiety were significantly correlated with pre-exercise state anxiety (r = 0.514; p less than 0.001) but not with either age or trait anxiety. As shown by regression equation, pre-exercise state anxiety up to 28 may, on the average, be associated with post-exercise increases. The contribution of pre-exercise state anxiety to the total variance of pre-post differences amounted to 27% (p less than 0.001), those of other variables not exceeding 5%. Conclusions: The fact that subjects with high pre-exercise state anxiety are prone to its highest decrease post-exercise ought to be considered when designing leisure activity programmes. (Contains 2 tables and 1 figure.)

In order to show the potential unification between studying the school's academic curriculum and developing moral virtues, two matters commonly considered to be separated, I suggest the approach of worthy leisure education. Drawing on the tradition of paideia and liberal arts education, I describe the inner connection between school and leisure and the inner connection between the leisure of school and the preferred liberal virtue. This educational approach calls for teachers to create their lessons, the "educational gatherings," as "events" which are not directed at outcomes beyond themselves. I name this approach to teaching: "non-outcome-based teaching," or "teaching here and now." I conclude the article by describing a number of virtues that teachers who wish to excel in implementing this approach should develop.

Background: Experiential education in higher education provides opportunities for college student development that contribute to student success. As such, a leisure education program is posited as a complement to experiential education programming. Purpose: This study explored the impact of a leisure education program (leisure skills) on dimensions of college student success, including school satisfaction, student life satisfaction, school belonging, and self-esteem. Methodology/Approach: This study compared 531 leisure skills students with a group of 136 students not enrolled in a leisure skills class. Findings/Conclusions: The results of a repeated-measures analysis indicated leisure skills students fared better than non-leisure skills students in the measured dimensions, maintaining similar levels of school satisfaction, life satisfaction, belonging, and self-esteem over the course of the semester while the non-leisure skills students experienced decreases. Implications: Students who chose leisure skills classes experienced stability and improvement in school and student life satisfaction, school belonging, and self-esteem. Therefore, leisure education programming should be further examined as a mechanism for college student success.

A signature pedagogy for the recreation field is proposed through a review of the field's scholarship on teaching and learning. A signature pedagogy is identified as the, "defining characteristics that, when explicated, reveal the deepest beliefs and practices of professional apprenticeship." (Gurung, Chick, Haynie, 2009, p. xv). A review of literature in Schole reveals an active, situated signature pedagogy. The authors refer to this as a pedagogy "out of the stands and onto the court." This pedagogy situates learning in real-world contexts through four modes: (a) community collaboration, (b) professional engagement, (c) learning situated in real-world experiences, and (d) service learning. Defining a signature pedagogy for recreation allows the field to gain more transparency about the assumptions behind its teaching practices and opens such assumptions to critique and growth.

This study explores the educational potential of a place-responsive pedagogy to teaching and learning in "friluftsliv" within the Swedish physical education and health (PEH) curriculum. The study draws on qualitative empirical materials from a yearlong research project, together with a group of high school PEH teachers working in seventh through ninth grade. Following Deleuze and Guattari (1987), this study employed the concept of becoming-place as an analytical tool in exploring modes of thinking and doing school-based friluftsliv. The findings suggest that the current understanding of friluftsliv as curriculum, perceived as outdoor leisure and recreation, limits teachers' use of school-based friluftsliv. The key finding of this study is that a place-responsive pedagogy can enable teachers to work within school-based friluftsliv in new and innovative ways and to engage in cross-curricular teaching and learning initiatives more locally.

An important area in the learning and development of individuals with disabilities is the acquisition of independent, age-appropriate leisure skills. Three adults with autism and mental retardation were taught to access specific Internet sites using backward chaining and most-to-least intrusive prompting. The number of independent steps completed in the task analysis increased following training. (Contains 1 figure.)