A PHILOSOPHICAL APPROACH
TO THE DEVELOPMENT 
OF A 
PUBLIC RECREATION PROGRAM

 


A study presented to Dr. Raymond Snyder 
 graduate  division of the Physical Education department,
at the University of California, Los Angeles. 

by
Nohemi Lozano 
July 1955

 
"The end that we seek is the enrichment of human lives through making it possible for individual personalities to do those things, for their recreation, that will bring the basic satisfactions,  needed by that personality at a particular time and place."  

                              ~  H. Clifton Hutchins

TABLE OF CONTENTS
I.    Introduction
      Statement of the Problem
      Definitions
      Leisure
      Play
      Recreation
      Approach of the Study
II.  Hypothesis
III. History
      Recreation with Leadership for Supervision
      Leadership for Development of the Individual
IV. Current Thought Concerning Recreational Activities
      Expansion in Variety of Activities
      Development of the Concept that Recreation is not Essentially a Program of Physical Activities
      Increasing Emphasis on Activities with Creative Expression Value
      Activities for the Enrichment of our American Culture
V.  Basic Principles
      Skilled Leaders
      Varied Programs
      Goals Expanded
      Superior Quality
VI. Advancement of the Concepts
      Education of the Public
      Education of Skilled Leaders in all Program Areas
      Work in Cooperation with others also Concerned with the development of the whole individual
      Cooperation with Schools
      Cooperation with Cultural Enterprises
      Cooperation with the Public 
Footnotes and Bibliography

       

I. Introduction
            Statement of the problem

(l) to relate changes in popular social recreation  with changes to the recreation philosophy, pertaining to program activities.  

(2.) to analyze present thought concerning recreational activities and to develop an understanding of present beliefs. 

Besides changes in |program activities,  social changes have led to the development of various types of recreation areas for special, groups, such as recreation for the aged, handicapped, military, and family.  This study will focus on the program changes. 

An understanding of the changes in philosophy will be arrived at by a review of professionals periodicals and other professional literature.

            Definitions: 

Recreation, play and Leisure are frequently used synonymously, although in the recreation field there is somewhat of a distinction.  Before proceeding to give a brief definition of recreation, as used in this study,  a differentiation between these two will be made: 

Leisure is  . . . free time, and recreation is the human interests pursued in free time. Leisure and recreation are not one and the same.  Some leisure pursuits through no stretch of the imagination can be considered recreation when viewed in biological, psychological, or sociological terms.  Vice, gambling and juvenile delinquency, In the main, take place during leisure when people are free to do what they want  to do.   But they are not recreation.  Neither are leisure activities undertaken for  ulterior motives, such as advancement in their economic scale.  People spend, their leisure time in a variety of ways but chiefly in exercise of recreational interests. (1)

           Play

 Various theories of play have been advanced, re-examined, and to a great extent, discarded.  
These were:

(1) the surplus energy theory which descried play s the aimless expenditure of exuberant energy.

(2) the recreation theory for which play is a means for those who have exhausted themselves in toil to rest and
      recuperate. 
 
(3) the instinct-practice theory, play is the manifestation of certain instincts common to all human beings which  
      serve as a kind of preparation for the activities of adult life, and,

(4) recapitulation  theory in which- play is the result of biological inheritance through which, children go through
      certain  play-stages that recapitulate the "culture epochs" of the human race.

The most, recently devised and broadly accepted view of play is called the self-expression theory.  Here, man is seen as an active, dynamic animal whose physiological and anatomical structure, physical fitness, and psychological inclinations predispose him to certain  avenues of play activity, factors,  man plays because he seeks to express his personality to use his abilities, and to feel the thrill that comes from achievement.(2)


          This definition of play suggests that it exists on all age levels and is expressed by participation in play activity, These activities are some times referred to as recreational activities and play as recreation.  Although the two by de­finition are used interchangeably, to professionals in recreation they are distinguished by referring to play as unguided, unorganized children's’ activity and recreation as guided, with some degree of organization.

Recreation.

Recreation is the natural expression of human interests and needs seeking satisfaction during leisure.(3)

Recreation is a positive life-enriching experience. It engenders knowledge, habits and attitude that play a part in determining character and personality.  It brings change and thereby a fresh viewpoint toward life.  It brings relaxation and thus better efficiency in facing appointed tasks.  It brings understanding of other people and thus contributes to our democratic way of life. Being a purposeful experience, it brings the application of new talents and skills to old problems.

Recreation is not an escape mechanism but a means of realizing the whole man.  The use people make of their leisure is a matter of social concern ... and will determine the character of our society 

Approach of the Study. 

The approach used in this study was to analyze the conditions of the period; its affects on the recreational pursuits of the time; (5) the philosophy developed by leaders to meet the individual and social needs;  the types of programs developed in different areas , and compare them with the trends of recreational program activities, at the present time.   

II. Hypothesis

Recreational activities have developed from sports centered programs to the inclusion and expansion of social and cultural activities. 

III.  History 

The general history to recreation in the United States has progressed from recreation without leadership, to recreation with leadership for supervision, and to the present of leadership for the development of the individual. Each level of development exists at the present time in our national society; although the new recreation is rapidly gaining support.

Before 1800, there were no formally organized recreational activities. Leisure time activities were oriented toward the struggle for existence and included such things as husking bees,  barn-raising, and quilting. The Church's negative belief of play prevailed to halt the development of organized and varied activities. Their disapproval of play is illustrated by the following statement in the "Discipline of the Methodist Episcopal Church:  "we prohibit playing in the strongest terms.  Let this rule be observed with the strictest nicety for those who play when they are young will play when they are old." (6)

Even though this influence existed, gambling, horse-racing, and tavern drinking were also existing forms of leisure for the few idle rich looking for diversion. The need for creative activities did not exist because production manufacturing had not yet developed to take man's creative expression opportunities away from his work.

At the beginning of the 19th century the values of play gained recognition.  In 1830, Stanley Hall (7) emphasized the inherent values arising from desirable play.  The church and the schools, who were still under the dominance of the church, recognized a swindling influence and attempted to still attract their congregations during the leisure hours by including such education activities as sewing circle, reading,  gymnastics, and discussion groups.  

Industrializing with its long hours inhibited opportunities of  leisure for many.  It also led to the development of physical-release theories blending with the new concept of the value of  physical relief play in the schools which resulted in a philosophical approach to recreation that was synonymous with sports.

At the close of the 19th century, urbanization resulted in many conditions which changed leisure time pursuits. Tensions due to the increased speed of living and the increase of free time and money resulted in many  undesirable forms of leisure activities.   Busy-work type of Activities were developed by social workers in a desire to keep youths occupied and off the streets.  Children's activities! still centered around the surplus-energy theory of giving opportunities for release.  

In 1885, the Boston Sand Piles were developed from aa idea borrowed from Germany for giving the children a place of their own in which to play and enjoy themselves. The new social order created an interest in psychology and sociology, seeking aids to help the individual find their place in changing society.   The awareness of a need to educate people to use their leisure time, the value of supplying facilities and a new interest in the individual was the philosophical base for the present attitudes and concept about recreation.(8)

Recreation with Leadership for Supervison

The years between 1895 and 1900 mark the beginning of the recreation movement.  It was during this period that public money was authorized for recreation.  The public became aware of the need for supplying leadership and facilities to all age.  The activity emphasis however, was still that of filling the increase in leisure time and allowing opportunity for physical release.  She second play theory as described in the definitions predominated, recreation as a means for those who have exhausted themselves in toil, to rest and recuperate.

Many movements  between the years of 1900 and 1920 influenced recreation.  Numerous commissions were established for allocating money for small parks within reach of urban citizens.  Recreation centers and departments were advanced and with them an interest in leadership standards and creative activity.  The prosperous years before the first world war, 1912-1915, encouraged citizens to improve their living conditions, is identified as the Civic, Art, and Welfare Stage.  The first world war also influenced recreation considerably, The great numbers of men rejected from the service because of physical unfitness was brought to the attention of the public.  Communities already conscious of  the need for community improvement realized the necessity of helping servicemen fit into their community, continued positive activism. 

The "Golden Age" in the development of recreation commenced in 1920. (9) Recreation was recognized by the public, leadership doubled, expenditures multiplied five times, and programs expanded to cover many activities, in addition to sports. 

The depression and second world war contributed to an expansion in the program. Recreation was faced with the responsibility of supplying activities, not only to a special group, but to the whole populous. Although the depression advanced recreation 25 years, it did not increase the variety. (10)  The art and music activities, which were already in the program, were expanded. The needs of the men during the war developed an interest in diversion and creative activities, such as hobbies and crafts.  Maintaining a high morale by keeping the men interested in life was considered quite an important function of military administrations; varied recreation activities were considered by many as the answer. 

Early considerations of recreation opportunities confined program offerings to the general area of sports and games and physical activities. Crafts, art and hobbies, followed by music and dramatics gradually became part of the well-rounded recreation program. (11)



Leadership for Development of the Individual. 

The outmoded concepts of recreational values found in preventing juvenile delinquency and keeping children off the streets have been replaced by the new concept.  It views recreation as the natural part of the daily life of all individuals.  

Recreation must offer opportunity for individual expression and personal development based on creative opportunities that find their roots in the interests,  desires and aspirations of the individual person. The expression may take any one of many forms. (12)

 

IV. Current Thought Concerning Recreational Activities

Expansion in Variety of Activities.


Harold Danford Identified this trend in  Recreation in The American Community, published in 1953.

A great expansion in the range of activities with considerably more emphasis upon arts, crafts, music, drama, dance, hobbies, social activities, and individual or dual sports which appeal to both sexes and a wide age-span, co-recreational, and camping. (13)


Numerous values have been suggested for expanding the variety of activities. Harold Meyer, a consultant for the North Carolina Recreation Commission stated:  "A variety of activities "Insures a democracy of choices."(14)  

In 1949 this trend was included as a criteria for a good program.  In addition to being year-round for everyone and operating everywhere, it  includes everything that interests people in their leisure time - not  only physical recreation through sports and athletics,  but art, handcraft, music, drama, nature lore, social recreation, camping, water recreation and so. (15)

It has often been said that in order to have a well- rounded recreation program, music and drama should be included for those individuals not interested in physical activities. This is very true but we can go a step further, for there are many, who, no matter what other interests they may have, are anxious to acquaint themselves with varied and cultural activities, such as music, dancing, drama, or crafts. A director must be aware of this need and its importance in his entire program.   A recreation program should be community- wide, year-round and have broad appeal with the interests and needs of all. age groups recognized.(16)

Development of the concept that recreation is not essentially a program of physical activities.

Fallacies to avoid . . . . that recreation is essentially a program of physical activities.  . . . . .(17)

But recreation has become more than physical activities of children's' play and adults' activities. Arts and crafts, music and drama, special interest clubs and study groups, forums and special events are a part of recreation.(18)

With this greater understanding of the nature of the play impulse, recreational opportunities have been expanded to serve far wider population than at the turn of the twentieth century.  At that time, it was felt that sports were the most important form of recreation and that children had the greatest need for organized play. Indeed there existed a real question as to whether adults were capable of true play. As a result, most individuals who went into the field of public recreation tended to be physical educators primarily skilled in sports and games. (19) |

An executive director of a recreation center, in 1952, attributed several reasons for the efforts of workers in community centers to offer a program that "transcends purely physical and social activities", such as:
1) Entrance into the field of an increasing number of highly qualified workers.  

2) Recognition of the fallacy, that participation in sports is a "cure-all" for social maladjustment.(20)  

Increasing emphasis on activities with creative expression value 

Basic to the new concept of recreation is the stress on opportunities for expression.  "Recreation must offer opportunity for individual expression and personal development based on creative opportunities  . . . (21)

One of ten recreation planning implications, the outcome of a survey made by the Community Welfare Council in Wisconsin is: 

 
. . . Increasing opportunities need to be afforded for creative experiences, not merely in the cultural arts, but in all types of "recreative" activities. (22)
 
. . . The culture of a person is built up mainly during spare time. The new leisure available to all must be used to produce new forms of expression and of cooperative human relationships. (23)


Activities for the enrichment of our American culture.


Lindeman states that the "basic patterns of caiture revolve about human behavior as expressed in 
(l) ways of performing work, 
(2) organizing family and communal affairs,
(3) worship, 
(4) training the young, and 
(5) occupying leisure time ." (24)

Recreation, whose responsibility is to fill this increasing leisure time, must assume a responsibility for the culture of the nation.

 
As leisure increases, it is certain that the role of public education will increase. Endowed with abundant leisure, the American people have an opportunity to develop a superior national culture.  (25)

Recreation is progressively assuming its important part in the development of the rational culture. Improvement in educating professionals and the quality of the program activities is apparent.  Howard Danford recognizes this . .  a trend "excellence and. high. quality as the people cultivate a taste for the beautiful and superior and reject the cheap and trivial ".  (26) The tremendous importance of sustaining and advancing this concept change in program activities as basic to more spontaneous and expressive society. 

Where leisure has been used constructively, the culture of society has advanced.  Where leisure has been misused or dissipated, cultural civilization has been retarded or, at most has disintegrated.(27)
 
Leisure is not only the zenith of cultural opportunity, the  hope of culture rests in it. If leisure is not used for the advancement  of culture,  the walls of civilization may come tumbling down. (28)

 

V. Basic Principles

Skilled leaders.
Society is becoming aware of its awn creative po­tentialities and recreation should help meet  the greatest potential by educating leaders with this objective.

A Varied Program 
Recreation should present a varied and expanded opportunity to meet the needs and interests of all individuals.    

Goals Expanded. 
Recreation should fulfill any areas for better living not being handled, by other agencies.

Superior Quality.
Recreation should "be very muchi aware of the need for enriching the programs with superior quality cultural activities for the advancement of the national culture


 VI  Advancement of the Concepts 

Education of the Public.

The first move in fulfillment of these principles is to gain the support of the public through understanding of the mission and goal of the program.

 

Cheap and "vulgar pursuits are making a strong bid to control leisure as it is increasingly becomes available. The paramount question  is not whether  the present economy is ready to adjust to still shorter hours of 'work, but rather whether people are equipped educationally to use increased free time to their benefit and equally important, to the welfare of mankind. (29)  


It is then necessary to educate for discrimination in activities pursued, Campaigns in every community should he launched continuously for education of tastes and for development of discrimination in the use of commercialized diversion (30)

 Education of skilled leaders in all program area.  

Of primary importance in setting up a music and drama programs is competent leadership (31)

Educators should adjust the program to fit the student.

Recreation activities must be as varied as the interests of community . There is no pattern which will fit all people, therefore  there is probably no pattern of professional preparation which, will fit everyone for recreation leadership. (32) 

One of five guides for professional preparation of recreation leaders is that educators in recruiting  should  "see to it " that prospective leaders can come from any field of interest , such as art, music, drama,. sociology, social work crafts, physical education, athletics, and so on. " (33)

Duplication of facilities and activities and deficient use of specialist leadership are two of the harms resulting from a lack of integration and cooperation between agencies, Leader's should be made to understand that responsibilities for leadership do not end with their own department or agency and that services that they provide can not be confined, within the actual borders of the political, unit they represent,,  

                  Cooperation with schools 

Coordinating with school is already considered a new area for specialization, the reasons includes the use of facilities for development of community centers and because "the best and easiest means  by which to reach the youth is, of course, the schools.  These harmonious relationships, now being used, are to the mutual advantage of both the school and the recreation department.        

The teaching of reading, music, art, literature, domestic science, industrial arts, natural science, dramatics, and physical education is rich with possibilities for awakening recreation interests. (36)

It is a curious fact that many of our recreation systems carry on their work without any reference to the broad range of cultural enterprises which are carried on  a high artistic level. I refer here to the work of our
symphony orchestras, our schools of music, our art institutes, our galleries, and museums, our creative writing clinics.  This in to our disadvantage, really -for it is from these institutions that much of the specialized training and inspiration for recreation programs must come. We are moving towards a view of  recreation as the sum total of the opportunities present in a community for people of all ages to find satisfaction in their doing, and- this must certainly contain the possibilities we cherish in the art forms above the elementary level of the kindergarten. (37)

Cooperation with the public.   

Recreation, encompassing all avenues of human experiences, should work aot only with agencie and  groups, but should plan and cooperate with the public. If the recreation objective is to meet the needs and interests of the public, then the public is the most important whole with whom they must cooperate. 

The new recreation concept is important to the development of the individual group and society. 
Its base is present, valuable and  secure, only its advancement is necessary.

 


FOOTNOTES:
(1) Gerald B. Fitzgerald, Community Organization for Recreation  (New York: A.S. Barnes and Company, 1948) p. 31-32.

(2) Elmer Mitchell, Bernard Mason, The Theory of Play  (New York: A.S. Barnes and Company, 1948), p. 48-8I.

(3)  Gerald B. Fitzgerald,  Leadership in Recreation, (New York  A.S. Barnes and Company, 1951), p.3.

(4)  Joseph Pendergast, “ Excerpts from Recreation is Fundamental", Recreation, XLV (March, 1952),  540.

(5) "Random Moments of the 31st National Recreation Congress", New Orleans, Louisiana, Recreation, SLIII  (November, 1949), p. 388.

(6) Richard Kraus, Recreation Leader's Handbook (New York: McGraw Hill Book Company,
       Incorporated, 1955), p. 17.

(7) John L. Hutchinson, Principles of Recreation (New York:  A.S. Barnes and Company, 1949) p. 34 

(8) Lecture by Dr. Breck in a Physical Education class, Principles of Recreation. University of California,  Los
     Angeles, September, 1953.

(9) Hutchinson, op. cit., p. 48

(10) Dr. Breck, op. cit.

(11) Fitzgerald, Community Organization for Recreation, op. cit., pg. 32

(12) Ibid.

(13) Howard Danford, Recreation in the American Community (New York: Harper and Brothers, 1953) p. 451.

(14) Harold D. Meyer, "Recreation Looks Ahead", American Recreating Society, IV.  (Fall, 1954), p. 38.

(15) James E. Rogers, "Public Recreation - A Community Must, Recreation, XLIII (July, 1949), p. 175.

(16) Nicoletta Urivoli, "Music and Drama in Program", Recreation, XLIII (Dec, 1949), p. 175.

(17) Fitzgerald, Community Organization for Recreation, op. cit., pg. 43

(18) Fifth Annual Report of the State of California Recreation Commission, January, 1953, p. 32.

(19) Kraus, op. cit., p. 8

(20) Floydelh Anderson, "Educational and Cultural Activities in Community Centers", Education,
         XLVI  (September, 1952, p. 197.

(21)  Refer to p. 9

(22) Marvin Rife, "Recreation Planning Principles and Agency Functions", Recreation, XLVI (January, 1952), p 411

(23) Fitzgerald, Community Organization for Recreation, op. cit., pg. 35
 
(24) George Hjelte, The Administration of Public Recreation (New York: The Macmillen Co., 1947) , p. 19.

(25) Ibid., p. 20.

(26) Danford, op. cit.

(27) Harold D. Meyer and Charles K. Brightbill, Recreation (New York: Prentice-Hall, Incor. 1953) p. 39.

(28) Ibid., p. 38

(29) Fitzgerald, Community Organization for Recreation, op. cit., pg. 35

(30) Rife, op. cit. 

(31) Urivoli, op. cit. 

(32) D.K. Brace, "Recreation-A Profession", Recreation XLVI (November, 1953), p. 340

(33) Ibid.

(34) Charles E. Reed, "Here Today-Where Tomorrow?" Recreation XLVII (June, 1954), p. 331.

(35) W. H. Wallace, "The Playground Story", Recreation XLVII (May, 1954), p. 268

(36) Joseph Predergast, "Excerpts from Recreation is Fundamental", Recreation XVL (March, 1952

(37) Meyer and Brightbill, op. cit. p. 43

 

Bibliography

Books

Danford, Howard G. Recreation in the American Community. New York: Harper and Brothers, 1953. 464 pp.

Fitzgerald, Gerald B. Community Organization for Recreation.  A. S. Barnes and Company, 1948. 3S2 pp.

Fitzgerald, Gerald B. Leadership in Recreation.  New York,  A. S. Barnes and Company, 1951.
304 pp.

Hjelte, George. The Administration of Public Recreation.  New York; The Macmillan Company, 1947. 416 pp.

Kraus, Richard.  Recreation Leaders Handbook. New York  MeGraw-Hill Book Company, Inc., 1955. 299 pp.

Meyer, Harold D., and Charles K. Brighthill. Recreation.  Hew YorK; Prentice-Hall Inc., 1953.
541 pp.

Mitchell, Elmer D., and Bernard S. Mason.  The Theory of Play. York; A. S. Barnes and Company, 1948.


Publications of the Government

Recreation in California. Report of Sixth Annual California Recreation Conference. (State of California Recreation Commission, 1954). 100 pp

Fifth Annual Report.  State of California Recreation Commission, January, 1953. 96 pp.

Periodical

Anderson, Floydelh. "Educational and Cultural Activities in Community Centers" Recreation, XLVI, No. 4. (September, 1952), pp. 197-8.

Brace, D. K. "Recreation - A Profession,'"  No. 6 (November, 1953) Recreation,  XLVI pp. 340-1.

Editorial. "Random Moments at the 31st Kational Recreation Congress, New Orleans, La,," Recreation XLIII,  No. 8 (November, 1949) pp.388-92.

Meyer, Harold D. "Recreation Looks Ahead," American Recreating Society, VI, No. 5 (Fall, 1954)
p.38

Prendergast, Joseph. "Excerpts from Recreation is Fundamental" Recreation  XLV (March 1952)
p, 540. '

Rife, Marvin. "Recreation Planning-Principles and Agency Functions," (A survey of recreation in Metropolitan Madison, Wisconsin prepared by Marvin Rife for the  Community Welfare Council of Madison.), Recreation,  (January, 1952) pp. 441-2.

Rogers, James E. "Pubic Recreation-A Community Must," Recreation XLIII (July, 1949) pp. 175

Urivoli, Nicoletta. "Music and Drama in Program," Recreation,  XLIII, No. 9 (December, 1949)  pp. 441-2.