essential content

Week 1-2

1. Proper Etiquette and Safety use in

facilities and equipment.
2. What is Leisure?

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Introduction

Physical education is an integral part of the total education of every child in

Kindergarten through Grade 12.

Quality physical education programs are needed to increase the physical

competence, health-related fitness, self-responsibility and enjoyment of physical
activity for all students so that they can be physically active for a lifetime. Physical
education programs can only provide these benefits if they are well-planned and
well-implemented.

Improved Physical Fitness: Improves children's muscular strength, flexibility,

muscular endurance, body composition and cardiovascular endurance.

Recreational Games and Leadership- WEEK 1-2 Instructor: DOEL BRYANT B. MANALO
 Skill Development: Develops motor skills, which allow for safe, successful and
satisfying participation in physical activities.

Regular, Healthful Physical Activity: Provides a wide-range of developmentally

appropriate activities for all children.

Support of Other Subject Areas: Reinforces knowledge learned across the

curriculum. Serves as a lab for application of content in science, math and social
studies.

Self Discipline: Facilitates development of student responsibility for health and

fitness.

Improved Judgment: Quality physical education can influence moral development.

Students have the opportunity to assume leadership, cooperate with others; question
actions and regulations and accept responsibility for their own behavior.

Stress Reduction: Physical activity becomes an outlet for releasing tension and
anxiety, and facilitates emotional stability and resilience.

Strengthened Peer Relationships: Physical education can be a major force in

helping children socialize with others successfully and provides opportunities to
learn positive people skills. Especially during late childhood and adolescence, being
able to participate in dances, games and sports is an important part of peer culture.

Improved Self-confidence and Self-esteem: Physical education instills a stronger

sense of self-worth in children based on their mastery of skills and concepts in
physical activity. They can become more confident, assertive, independent and self-
controlled.

Experience Setting Goals: Physical education provides children the opportunity to

set and strive for personal, achievable goals.

Recreational Games and Leadership- WEEK 1-2 Instructor: DOEL BRYANT B. MANALO
 Proper Etiquette and Safety use in facilities and equipment .
1. Take care in using facilities and equipment. In consideration of the
school's effort and of other students who will benefit from using the
facilities and equipments, it is in good form to handle them with care and
use them solely on their purpose. This is to prevent having them
misplaced, stolen or become unnecessary clutters in the training area
than can cause accidents.
2. Only use equipments that you already know how to use do not leave or
pass on equipments that is in complete disarray or dirty.
3. Be Alert and Aware in the training area.
4. In performing exercises and movement in general, practice good form
first.
5. Bring back all equipment in place after use.
6. Do not Hug the equipment.
7. Return the equipment properly or leave the venue clean. Doing
exercises in improper form deficit its benefits. Do not monopolize the
equipment’s. Allow everyone a fair use of the facilities.
8. Check You - practice proper hygiene and care. Take a bath or a
deodorant if needed. Do not force yourself to engage in physical activity if
you are feeling sick.
9. Move on the double; do not loiter around the venue or hang on the
equipment doing nothing. Do not handle it until such time the teacher gives
instructions on how to operate the said equipment. You could break the
equipment or cause harm to yourself or others.
10. Be nice, as a general rule!
*Naranasan mo na ba magliwaliw na alam mong may gagawin ka pa sa bahay nyo? Alam mob
a sa pagliliwaliw ay isang hakbang sa pampawla ng stress? Stress s aka-cutean? Stress sa
module? Lahat ng eto mapapawi sa pamamagitan ng pagliliwaliw. Pero maiba ako? Naranasan
mo na ba pumunta sa isang lugar na gusto mo mapagisa? Yung iniisip mo ay kapayapaan at
katahimikan? Ano nga ba ang bagay na yon? *

Recreational Games and Leadership- WEEK 1-2 Instructor: DOEL BRYANT B. MANALO
 Leisure has often been defined as a quality of experience or
as free time. Free time is time spent away from business, work, job
hunting, domestic chores, and education, as well as necessary
activities such as eating and sleeping. Situations
International proposes that leisure does not evolve from free time,
and free-time is an illusory concept that is rarely fully "free";
economic and social forces appropriate free time from the individual
and sell it back to them as the commodity known as "leisure".
Certainly most people's leisure activities are not a completely free
choice and may be constrained by social pressures, e.g. people may be
coerced into spending time gardening by the need to keep up with the
standard of neighbouring gardens or go to a party because of social
pressures.

Leisure as experience usually emphasizes dimensions of perceived

freedom and choice. It is done for "its own sake", for the quality of
experience and involvement. Other classic definitions include Thorsten
Veblen's (1899) of "non-productive consumption of time." Different
disciplines have definitions reflecting their common issues: for
example, sociology on social forces and contexts and psychology as
mental and emotional states and conditions. From a research
perspective, these approaches have an advantage of being quantifiable
and comparable over time and place.

Leisure studies and sociology of leisure are the academic

disciplines concerned with the study and analysis of
leisure. Recreation differs from leisure in that it is a purposeful
activity that includes the experience of leisure in activity contexts.
Economists consider that leisure times are valuable to a person like
wages that they could earn for the same time spend towards the
activity. If it were not, people would have worked instead of taking
leisure.[6] However, the distinction between leisure and unavoidable
activities is not a rigidly defined one, e.g. people sometimes do
work-oriented tasks for pleasure as well as for long-term utility.[7] A
related concept is social leisure, which involves leisurely activities
in social settings, such as extracurricular activities, e.g. sports,
clubs. Another related concept is that of family leisure.
Relationships with others is usually a major factor in both
satisfaction and choice.

Recreational Games and Leadership- WEEK 1-2 Instructor: DOEL BRYANT B. MANALO
 The concept of leisure, including active and
passive leisure
Leisure time measures the time we set aside to socialize, exercise
our minds and bodies, and pursue our own interests. It is time
free from work, other commitments such as housework and caring for
others, and routine personal care activities such as sleeping and
eating. Having time for leisure and the ability to exercise some
choice in how we spend our time are important components of mental
and physical well-being.
The total leisure time indicator is the sum of two categories of
leisure:

Active leisure time and Passive leisure time.

Active leisure is divided into three categories of activity:

• Social leisure, where the primary focus is socializing with family and friends;
• Cognitive leisure, where the focus is on hobbies, games, and other mentally stimulating
activities; and
• Physical leisure, which encompasses sports and exercise.
These activities often occur outside the home and typically involve contact with other.

Recreational Games and Leadership- WEEK 1-2 Instructor: DOEL BRYANT B. MANALO
 Passive leisure is the time that people spend at home in
activities that are relaxing and that require little effort.
Passive leisure activities include watching television,
listening to the radio, or listening to music.
Passive leisure activities provide relaxation, which is
necessary to mental health, but such activities are typically
sedentary and may do little to improve physical health or
cognitive functioning. Ideally, time spent in passive leisure
should be balanced with time spent in active leisure activities.

The Nature of Leisure

Leisure is difficult to define because it means something
different to each person, yet scholars have always been
interested in the study of leisure. The first attempt to
understand leisure probably took place about 300 B.C. The
ancient Greeks were intrigued by leisure, and the philosopher
Aristotle suggested a paradigm, or model, by which leisure
could be categorized. Aristotle proposed that leisure
occurs at three levels:

 Amusement
 Recreation
 Contemplation
1. Khaldun
 was a historian who is also considered to be the father of
sociology.
 Khaldun ranked these five desires in ascending order, with
leisure at
the pinnacle of the pyramid.
2. Maslow - American psychologist
emphasized the importance of certain activities in human life
which is similar to Khaldun’s. Maslow’s hierarchy of human
needs begins with basic physiological needs, which appear at
the bottom of the figure, and culminates with self-
actualization, which makes up its highest level.
Recreational Games and Leadership- WEEK 1-2 Instructor: DOEL BRYANT B. MANALO
  Maslow suggested that the human need for aesthetics

1.(appreciation of beauty and order) and cognition

2.(knowledge and understanding) precedes the need for

3.Self-actualization.
Aristotle’s three level of leisure

Contemplation
Recreation
Amusement

Comparison of Maslow’s Hierarchy of Human Needs with

Khaldun’s Hierarchy of Desires

Recreational Games and Leadership- WEEK 1-2 Instructor: DOEL BRYANT B. MANALO
 The word leisure is derived from the Latin word licer, which
means “to permit or allow.” Licer is also the Latin root of
the word permission. This is an important clue, and in this
text leisure is defined as permission to do as one pleases at
one’s own pace, to participate in an activity of one’s
choice, and to abandon the activity at will. The leisure
experience has three essential elements:
1. Perceived freedom. One embarks on the experience at will and is
also able to leave it at will.

For example : You have the freedom to drive to the beach on a Sunday,
stay as long as you like, and leave when you’re tired. If you’re
employed, realistically you don’t have the freedom to make these
choices during the workweek.

2. Autotelic activity - means having a purpose in and not apart from

itself. An autotelic activity, therefore, is one that is done
through self-motivation and not because of some external factor.

For example: A dedicated amateur plays soccer out of love of the game,
not for monetary gain.

3. Beneficial outcome. One undertakes the activity on the assumption

that doing so will yield some benefit. For example, you may work
out at the gym to lose weight, increase strength, or improve
endurance.

According to Geoffrey Godbey, “leisure is… freedom

from the environment to act from compelling love in
ways which are personally pleasing, intuitively
worthwhile and provide a basis for faith.” (Godbey,
1985).

Leisure is often defined by time and activity:

Time: free time for enjoyment

Activity: recreation activities.

Recreational Games and Leadership- WEEK 1-2 Instructor: DOEL BRYANT B. MANALO
 Three distinct approaches to defining the leisure experience are
outlined in the next sections.

Leisure as Residual Time

 British sociologist Parker defined l eisure as residual time, to

be calculated in the following way. Beginning with a 24-hour
day, subtract the hours that are not devoted to leisure:
working, sleeping, eating, attending t o physical needs, and so
forth Residual time means, quite simply, time left over—in the
case of leisure, time left over after one has performed the
tasks necessary to exist (continue to be) and to subsist (have
or acquire the necessities of life, such as food and clothing).

In 1953, Nash, one of the pioneers of recreation and leisure studies

in America, supplied a paradigm explaining the levels of
participation in experiences in which one takes part during free
time.

 Nash indicated that the abuse of free time is possible.

 Free time should be differentiated from existence time

 the time to fulfil one’s physical and psychological needs and

from subsistence time

 the time to do work and conduct work related activities

Three Sets of Time

1. Time for Existence

2. Free Time
3. Time for subsistence

Recreational Games and Leadership- WEEK 1-2 Instructor: DOEL BRYANT B. MANALO
 According to Nash’s lists of Free Time
1. Creativity
2. Active Participation
3. Emotional Participation
4. Killing Time
5. Injury to Self
6. Injury to Society

Leisure as Activities
Activity is commonly defined as the performance of a
specific deed or act. Although there is an almost endless
variety of human acts, they all have certain
characteristics in common.
 For example, many human acts begin with a condition of
disequilibrium.
Shibutani - a Japanese American social psychologist in the
1960s, suggested that one can analyze a human act by
breaking it down into functional units, or phases, as
outlined below:

— I. The impulsive phase

 the condition of disequilibrium sets an organism into
motion.
 The act normally continues until equilibrium is
restored.
 The simplest impulses are physiological: hunger,
fatigue, adverse environmental conditions, and assault by
a predator or an enemy.
 Disequilibrium also can be of a social or psychological
nature, such as the feeling that you are not dressed
appropriately.
 Boredom may also ignite a feeling of disequilibrium

Recreational Games and Leadership- WEEK 1-2 Instructor: DOEL BRYANT B. MANALO
 II. The perception phase

 Once set in motion by a condition of disequilibrium, the

organism seeks to perceive in its environment some means of
achieving equilibrium. In the case of boredom, you may perceive
reaching equilibrium by engaging in drawing.

III. The manipulation phase.

 After perceiving a means of achieving equilibrium, you next

must manipulate yourself, others, or objects in the
environment. For example, in the case of boredom, you think of
what, where, and when to draw.

IV. The consummation phase. In this final stage of the act,

equilibrium is restored—in the case of hunger, by eating.
Except in cases of physiological disequilibrium (hunger,
fatigue, adverse environmental conditions, assault), it is
not always easy to determine when consummation of an act has
occurred. The key is that striving has ceased and that the
organism is once more in balance.
V. Expressive and instrumental acts. For purposes of this
discussion, two types of acts are identified: expressive and
instrumental. An expressive act begins with an impulsive
phase and emphasizes the processes of perception and
manipulation rather than consummation. An instrumental act
also begins with an impulsive phase but focuses on
consummation rather than perception and manipulation. In the
drawing example, is the emphasis on drawing itself
(expressive act) or on producing a portrait to be sold
(instrumental act)?

What are the different types of leisure activities?

1. Social: Activities done with other people

2. Creative: Activities, where a person makes or creates something

3. Physical: Activities that require body movement

4. Cognitive: Activities that require a person to think

5. Relaxation: Activities, where a person does to feel calm

6. Spiritual: Activities, where a person submits to a higher power

Recreational Games and Leadership- WEEK 1-2 Instructor: DOEL BRYANT B. MANALO
 What can leisure do for a person?

Leisure offers many benefits to participants. The primary

benefits include:

 Improved health

 Improved social relationships

 Improved physical fitness

 Improved mental health

 Increased life satisfaction and enjoyment (and)

 Personal development and growth.

 Reduce the risks of premature death.

 Reduce the risk of developing heart disease.

 Reduce the risk high blood pressure.

 Reduce the risk high cholesterol.

 Reduce the risk of developing breast cancer.

 Reduce the risk developing diabetes.

 Reduce or maintain healthy muscles and joints.

 Build and maintain body weight.

 Reduce depression and anxiety.

 Improve psychological well-being.

 Enhance work, reaction, and sports performance.

Recreational Games and Leadership- WEEK 1-2 Instructor: DOEL BRYANT B. MANALO
 Learning assessment

Leisure Skills
Directions: Write (Always, Sometimes and Never) )in the end of the phrase to
identify your answer. Please be honest

Statement about Leisure

1. Leisure helps me to stay well

2. Leisure helps me to cope with stress

3. Leisure helps me to cope with anger

4. Leisure helps me to feel positive

5. Leisure helps me cope with anxiety

6. Leisure makes me feel confident

7. Leisure makes me feel in control of my life.

8. Leisure improves my thinking skills

9. Leisure requires me to be responsible

10. Leisure helps me to appreciate nature

11. Leisure helps me to be a leader

12. Leisure helps me to be creative

13. Leisure helps me to have adventure
Recreational Games and Leadership- WEEK 1-2 Instructor: DOEL BRYANT B. MANALO
 14. Leisure helps me to be spiritual
15. Leisure makes me feel free
16. Leisure probably prevents diseases
17. Leisure probably improves my health
18. Leisure improves my physical strength
19. Leisure probably could prevent a stroke
20. Leisure probably improves my breathing
21. Leisure helps me cope with pain
22. Leisure helps me to lose weight

23. Leisure improves my relationships

24. Leisure helps me to bond with my family.
25. Leisure helps me to have friendships
26. Leisure helps me to get along with others
27. Leisure helps me to appreciate life
28. Leisure helps me to feel important
29. Leisure helps me to have fun
30. Leisure helps me to stay occupied
31. Leisure keeps me off streets/ out of gangs

Recreational Games and Leadership- WEEK 1-2 Instructor: DOEL BRYANT B. MANALO
 32. Leisure helps me to feel peace
33. Leisure provides entertainment for me
34. Leisure increases my time spent outdoors
35. Leisure is beneficial to my overall life
TOTAL SCORE:
 Under 13 You strongly do not believe that leisure is helping you or you do not
participate in many leisure activities.
 14 – 27 You think leisure is not helping you or you are not actively participating in
many leisure
activities.
 28 – 41 You are undecided about leisure in your life.
 42 – 55 You believe you receive benefits from your leisure
 56 – 70 You strongly believe that you receive many benefits from your leisure.
 If you write “Always” on statements 23, 24, 25, 26, and 27 then you view leisure as
being social.
You probably participate in activities with other people.
 If you write “Always” on statements 2, 3, and 5 then you view leisure as
relaxation. You probably participate in activities that help you to relax.
 If you write “Always” on statements 1, 16, 17, 19, and 20 then you view your
leisure to be a way to keep you healthy. You probably participate in activities that
help to keep you fit and well.
 If you write “Always” on statements 4, 6, 28, and 29 then you view your leisure as
being a positive experience. You probably participate in activities that make you
feel good about life and living.
 If you write “Always” on statement 13 then your leisure helps you to be free and
adventurous. You probably participate in activities that require an element of
risk.
 If you write “Always” on statement 8 then you view your leisure as being
intellectual. You probably participate in activities that require concentration.
 If you write “Always” on statements 10 and 34 then you view leisure as a way to
appreciate
nature and the outdoors.

Recreational Games and Leadership- WEEK 1-2 Instructor: DOEL BRYANT B. MANALO
 Learning reflections

1. How will you implement the proper etiquette?

2. What is the purpose of etiquette?
3. Why is it important to observe and practice proper etiquette in using the facilities and
equipment?
4. How leisure can be relaxing?

Learning application

During pandemic, List down your schedule to do in your home from morning up to
evening.
Example:
Morning
6:00-6:10 am Brushing your teeth
6:10-6:30 am cleaning the bedroom

Etc.

References

Recreational and leadership p. 56-65

Recreational Games and Leadership- WEEK 1-2 Instructor: DOEL BRYANT B. MANALO