Prescribing Exercise: Only One Step in Supporting Physical Activity

In May, I received an email announcing a new initiative by the New Brunswick Medical Society – prescription pads that can be used to prescribe exercise rather than medication. The press release included many voices supporting the initiative as a way “to help patients focus on increasing physical activity in their lives”. While I agree that having a physician prescribe a walking program or other forms of physical activity (depending on the physical capacities of the patient) can be an opportunity to help patients become more aware of the connection between being active and their health and/or addressing particular health problems they have, as a leisure educator I believe more support is needed. Inactivity is a complicated problem that cannot be resolved with a one, simple act (e.g., prescribing exercise).

Example of the prescription pad which the New Brunswick Medical Society is offering free to physicians so they can prescribe walking or other activity when appropriate.

Increasing Activity is Complicated

While there is research to support that being prescribed an exercise program improves physical activity levels, results are mixed (Morgan, 2001; Sørensen, Skovgaard, & Puggaardand, 2006) and it is unclear about the long term affects (e.g., adherence to an exercise routine). So while prescribing exercise it is a first step, I do not believe it is “the answer”. It doesn’t start and stop with a prescription.

Some individuals need more support than simply being told to walk or engage in another form of physical activity. In my experience working with families who were raising a child who was overweight, telling them to engage in more physical activity was not effective and quite honestly, would be quite insensitive to the various challenges that they faced in making a shift to a more active lifestyle. What I observed (Shannon, 2012) was that these families needed much more information, guidance, and support in getting started on and maintaining a more active lifestyle. Parents needed help to figure out what active pursuits they and their children were interested in. They needed help in identifying the available resources in the community that could support more active lifestyles (e.g., low cost or no cost programs). They needed to know when the free swims and skates were in their communities or where to look for this information (some families I worked with did not even realize that there were free opportunities for their family). Some families needed to be made aware of subsidized recreation and sport opportunities. Families needed to know what equipment they needed and where they could get it (and in some cases, where they could get it cheaply). Some needed help with time management in order to find ways to make time for physical activity for their family.

Specifically related to the children, a number of them in the families I worked with were bullied in recreation and sport programs or when playing/biking in their neighbourhoods (Shannon, 2014). Some of them did not have the skill set to keep up with their friends and this affected their enjoyment when playing recreational sports or play on the playground. Some lacked self confidence to join in with friends even when they were interested in active play. There were many reasons why the “be more active” message on its own, regardless of who it was from (e.g., doctor, friends, teacher), was not going to contribute to developing a long term habit of physical activity.

One Size Fits All… Rarely

I struggle with the “one size fits all” approach that appears to come with this prescription idea. Perhaps physicians have the skills set and time to ascertain patients’ attitudes about physical activity, the barriers they experience (e.g., lack of money, perceived or real lack of time, lack of motivations, lack of self-confidence, lack of skill, body image issues, self-esteem issues), the knowledge they have (e.g., about proper shoes for walking, safe places to walk or exercise), and their interests (so they can prescribe activity that fits with the interests of their patients). If physicians do not have the time or inclination to assess various aspects of their patients’ leisure behaviour, will it be as effective?

Personally, I’ve experienced what seemed like random recommendations by physicians when I’ve struggled with anxiety. “Join a gym.” “Relax more.” “Meditate.” “Do yoga.” Some of these recommendations have come when I was a student – when I didn’t have money for yoga; when “relax more” seemed like the most ridiculous thing I’d ever heard as deadlines loomed and pressure mounted; when I had no idea how to meditate or where I would learn to do so. I have walked away with recommendations that I easily dismissed because I couldn’t see how they could work for me (and in one case, a physician did write “yoga” on a prescription pad and give it to me as a “reminder” to do it). The recommendations were not bad ones, but there was no effort to support execution. This is the risk of the one size fits all approach. If there is no consideration for the circumstances of the individual – interests, challenges, skills, knowledge – how effective can the directive be?

Khan, Weiler, and Blair (2011) recommend that if physicians are “not skilled and trained in exercise prescription, probably a majority in most countries,” they should refer patients to someone with these skills such as a sports medicine physical or specialist or a personal trainer. This, of course, requires more local resources and services to support individuals needing to increase their physical activity levels. Even if such resources are available to individuals, not everyone can afford these forms of individual support.

Pushing Physical Activity Outside the Domain of Leisure

I worry that as we see a trend to medicalize physical activity, we move it out of the realm of “leisure.” Leisure is an activity or experience that is intrinsically motivated and in which there is, ideally, freedom of choice. There is also positive affect (e.g., pleasurable feelings; enjoyment). Prescribing exercise without guiding someone through a process where they make some choices about activities they are interested in doing and from which they may experience enjoyment means that it is very unlikely that physical activity will be experienced as “leisure.” Instead, the activity becomes one that serves a specific, instrumental purpose related to health and may, in fact, feel more like work. Certainly engaging in leisure can produce various health benefits and if chosen leisure activities include physically active pursuits, individuals can access the unique physiological benefits associated with physical activity. However, when physical activity is prescribed and individuals undertake it because they “have to” and do something they do not enjoy, individuals may lose out on the benefits that come from freely choosing an activity (e.g., having a sense of control) and the positive affect (e.g., enjoyment) commonly associated with leisure. If an activity is not satisfying or enjoyable, how long might one choose to adhere to it?

The Importance of Leisure Education

I see the prescription pad as one step, but this type of initiative should not be viewed as a stand alone solution to the trend of increasing inactivity levels. More needs to be done to support those who are sedentary in acquiring a more active lifestyle. Leisure education (a process in which individuals develop the values, attitudes, and skills for positive leisure functioning) is an effective strategy for changing leisure behaviours and could be used in conjunction with a physician’s initial prescription.

What might be helpful is a website address (url) on the prescription pad which directs patients to more information about leisure and physical activity. For example, information could be provided that would help patients to: assess their interests and choose an activity that is fun and enjoyable; ascertain whether various needs an individual has could be satisfied along with the physician’s directive to be active (e.g., need to socialize; need to release stress); develop their awareness of the resources in the community that would support physical (e.g., trails, walking tracks, links to schedules for swimming and skating; list of neighbourhoods that are flat where people could walk if their neighbourhood is hilly); develop knowledge of how to choose proper shoes for walking (since this is a specific activity on the prescription pad); understand common barriers to physical activity and strategies for overcoming them; and offer tips on fitting physical activity into busy schedules.

Conclusion

My point here is two-fold. First, we should not oversimplify complicated problems. Far too often, I see blog posts or magazine articles titled, “100 Easy Ways To Get Active” or “Ten Simple Ways to Increase Your Physical Activity” . For many, getting more active is neither easy nor simple and these statements marginalize those for whom it is a struggle. It doesn’t support them. Second, more attention needs to be given to educating people for leisure so they have the knowledge and skills they need to make choices during their leisure time that not only support meaningful leisure experiences, but also their physical and mental health. If more effort went into educating individuals about leisure – how it contributes to quality of life; how different pursuits can meet various needs and achieve various outcomes – perhaps we would not need to prescribe physical activity to individuals as a strategy for motivating changes in leisure behaviours.

References

Khan, K. M., Weiler, R., & Blair, S. N. (2011). Prescribing exercise in primary care. British Medical Journal, 343.

Morgan, W. P. (2001). Prescription of physical activity: a paradigm shift. Quest, 53(3), 366-382.

Shannon, C.S. (2012). Leisure education within the context of a childhood obesity intervention
programme: Parents’ experiences. World Leisure Journal, 54(1), 16-25.

Shannon, C.S. (2014). Facilitating physically active leisure for children who are overweight: Mothers experiences. Journal of Leisure Research, 46(4), 395-418.

Sørensen, J. B., Skovgaard, T., & Puggaard, L. (2006). Exercise on prescription in general practice: a systematic review. Scandinavian Journal of Primary Health Care, 24(2), 69-74.

 

Championing Leisure Education as a Fundamental Component of the National Framework for Recreation in Canada

For the last 10 months, I’ve been writing blog posts about various topics related to leisure, recreation, parks, and sports with a goal to raise awareness about leisure, educate about factors that create meaningful and satisfying leisure experiences, and create opportunities for personal reflection related to leisure. I’ve also suggested, in some posts, the need to advocate for recreation and leisure (e.g., for leisure/recreation opportunities for people who have mental health issues, for children’s right to play and recreation, and for infrastructure that creates and supports safe, accessible recreation in neighbourhoods).

Recreation practitioners and leisure/recreation scholars must also advocate for recreation/leisure (and sometimes for specific aspects or principles related to recreation/leisure).

Last weekend, I had the opportunity to spend three days “retreating” in Gaspereau, Nova Scotia with a collection of scholars, practitioners, and students who were all interested in and passionate about leisure education. The “Gaspereau Group” had discussions about the concept of leisure education, leisure literacy, and the challenges or issues associated with educating our modern/changing society about and for leisure. One of our action items included taking the time to think about and respond to a document released in April 2014 – the draft of the National Framework for Recreation in Canada. The document was  created with the intention of setting an agenda for Recreation in Canada for the next 20 years.

Our feeling was the concept of leisure education (and associated principles), while incorporated into the document, was not recognized or championed as a fundamental component of recreation engagement in Canada. Below, you will find our collective response which we respectfully submitted yesterday.

---

Pathways to Wellbeing: A National Framework for Recreation in Canada
Comments on the Draft of April 2014
Submitted by: The Gaspereau Group

This submission has been prepared by a group of practitioners and scholars from across the country committed to leisure literacy (through leisure education) for all Canadians. We are motivated by the potential of the leisure field to make a significant difference in shaping individual lives and communities. We support the need for a unified vision and a collective direction for our field and are specifically interested in ensuring that the importance of leisure education is recognized as a fundamental component of recreation engagement in Canada.

The draft paper titled “Pathways to Wellbeing: A National Recreation Framework for Recreation in Canada” seems to focus on the present and aligning our field with other agendas in contrast to inspiring and guiding our field toward a unique and vital future. Perhaps greater focus should be placed on what sets the recreation field apart from others, not on what makes us the same as others.

Leisure education is one of the most significant and unique contributions that our field can make in managing societal issues and creating a civil leisure society. This function should be central to public sector recreation and should be a cornerstone of our strategic direction. The last few decades we have seen a shift away from this fundamental role of educating people for leisure. In a world changing so rapidly, individuals and communities need to have the capacity to make decisions and provide for themselves in terms of leisure. Change toward a more healthy society will require informed decision making regarding leisure time. Individuals, families and communities will need the skills and attitudes necessary to plan for and make positive decisions regarding leisure. Leisure education is the ideal vehicle to help ensure these individuals and communities have appropriate knowledge, skills, awareness, and opportunities to engage in a satisfying leisure lifestyle.

Sustainable public recreation services will require investments in both community building and in leisure education processes. Investment in these empowerment processes will help individuals and communities to become self-sufficient in meeting many of their recreation and leisure needs and not as dependent upon recreation departments and other government services. This is critical if we hope to support a goal that sees individuals engaged in recreation across the lifespan. If individuals see their leisure/recreation as their responsibility, are aware of opportunities, and have learned how to negotiate some of the barriers they face (e.g., modern lifestyles that tend promote sedentary, indoor, and technology-based leisure), then municipalities will be able to focus on the services deemed as priorities in their role within the recreation system.

From teachable moments to comprehensive programs, leisure education should be central to recreation service delivery, equipping people to make informed choices, change old lifestyle behaviours and even create new leisure opportunities for themselves, their families and their communities. At the National Recreation Summit (2011), leisure education was one of the five topics brought forward by participants. Approximately twenty-five participants engaged in discussion about leisure education/leisure literacy. The strength of the voices and ideas brought forward in that discussion do not seem to be reflected in the current draft. The document discusses “recreation education” (priority 1.4). While the inclusion of “recreation education” is a step, it doesn’t reflect the scope of what leisure education is or could be. It does not reflect the course offerings at universities in “leisure education” that seek to educate students about how to facilitate leisure learning in various contexts and with various populations. It is also not a term consistent with the body of research and scholarly work on leisure education. This seems to be a missed opportunity to demonstrate the unique power of the recreation field to educate for and about leisure – something that is not being done well by anyone else – and to pull evidence from research on leisure education to demonstrate its value and role. Further to this point, physical literacy is highlighted in the document, but there is no mention of “leisure literacy” – something that our field should be prioritizing above physical literacy because, while physical educators and sports leaders have an investment in physical literacy, once again, no one else is doing the leisure education work (e.g., not schools, not recreation departments, not the health care system).

At the organizational and community level, leisure education can increase demand for other core recreation services, help to support the recreation delivery system, and create a society where individuals, families and communities are leisure literate. However, to do this well requires attention to the complexities of change at each of these levels as well and to the capacities (e.g., knowledge and skills) needed by recreation leaders to be facilitators of, and advocates for change. Care must be taken with statements such as “making the healthy choice the easy choice” (goal 4). This statement oversimplifies the complicated processes involved in accessing and participating in recreation and leisure and risks marginalizing those for whom the “easy choice” is far from easy even when some barriers are lessened or eliminated. If recreation education does not have a more prominent role in the document, it may be difficult to even ensure that the healthy choice is the “easier” choice for some individuals in our communities.

It also is not enough to simply say that we will ensure “no one in Canada is denied access” (priority 2.1) based on ability to pay. This places too much responsibility on those who are economically disadvantaged (and who therefore may not have the knowledge, values, attitudes, or skills that support recreation participation) to overcome the barriers on their own and reach out to try and access recreation opportunities. It also assumes that cost is the only issue for those who are economically disadvantaged. Is this the message we want to send to politicians? Do we really want to suggest that if recreation were free, everything would be fine – everyone would be engaged, “community” would be developed, and individual wellbeing would be enhanced? We know that it is more complicated than that. Work needs to be done to help individuals value recreation in their lives, awareness of opportunities needs to be created, and interests in recreation opportunities (unstructured, structured, home-based, nature-based) need to be nurtured. That is the important work we can do that no one else is doing.

While the focus given to new Canadians (priority 1.4) is admirable and important, we would argue that there are many Canadians who are not familiar with recreation and who do not use services in ways that help to build skills, wellbeing, and a sense of belonging. If leisure/recreation education was identified as an important, unique role/vision of the recreation field and recognized as important for all members of our Canadian society given the vast array of challenges, then particular groups wouldn’t need to be singled out. The risk of singling out particular segments of the population is that we communicate to politicians and other fields (e.g., health, social services) that our services are only essential “pathways” for some people, for some special populations but not for everyone. This is simply not the case.

If the priority for public recreation is for all Canadians to engage in meaningful recreation, then “three basic conditions are required;

1. societal knowledge, and acknowledgement, of the value of recreation;
2. a broad range of accessible opportunities must be available; and
3. individuals must possess appropriate levels of knowledge, skills, and motivation (literacy) to enable participation in the opportunities.

Traditionally, the field has tended to put its greatest effort into the provision of opportunities, paying less attention to who was participating (or not) and to why that might be the case” (Nova Scotia Response, May 2013). Perhaps the time has come to revisit our core roles within the recreation sector. Although it is paramount that we collaborate with others to enhance the lives of individuals and communities, there is still much to be done looking inward (goal #5) to define what our core business is and how we employ our unique strengths to achieve the vision set out.

And, – as a last word – let’s not forget about the pursuit and value of recreation for its own sake and not always for another purpose.

________________________
Respectfully Submitted by:

Carol Petersen, BPR Consulting – Alberta
Dr. Charlene Shannon-McCallum, University of New Brunswick, New Brunswick
Dr. Shannon Hebblethwaite, Concordia University, Quebec
Dr. Helene Carbonneau, Université du Québec à Trois-Rivières, Quebec
Dr. Susan Hutchinson, Dalhousie University, Nova Scotia
Dr. Jacquelyn Oncescu, University of Manitoba, Manitoba
Dr. Brenda Robertson, Acadia University (retired), Nova Scotia
Cheryl Jeffers-Johnson, Capital Health Addictions and Mental Health Program, Nova Scotia
Marie-Michèle Duquette, MA student, Université du Québec à Trois-Rivières, Quebec
Marie-Pierre Nadeau, MA student, Université du Québec à Trois-Rivières, Quebec

 

WiFi Coming to a National Park Near You: What to Do?

On April 29th, as I scanned the news, I was surprised and a little disappointed to see the headline, “WiFi Hotspots Coming to Canadian Parks“. I’m not a wilderness adventurer nor much of a camper (I camped for the first time in my 20s and only a handful of times since). My surprise and reaction was not based on a sense that my personal experience would necessarily be compromised. Instead, it was based on my understanding of the value of getting away from it all, the solitude that is available in these spaces, and the benefits of experiencing the natural environment and communing with nature. I did become curious about how those who are regular users saw this decision/opportunity interacting with their experience in parks.

Shortly after noon April 29th, the CBC shared an online article that captured its readers’ perspectives and reactions to the original posted piece. I’ve pulled a few to include here, but the article has many more if you’re interested. The first reaction speaks to the role of technology in contemporary lifestyles:

Another CBC reader suggested that perhaps we need to see the WiFi issue as an opportunity. It is available, but we don’t have to use it.

This is a fair point. If, however, we consider the perspective of this next user, WiFi’s availability in National Parks may not be as simple as making your own choice to use or not use it. WiFi in National Parks could create user conflict by negatively impacting or interfering with the experiences of others.

The fact that some people have suggested that simply “turning your WiFi off” is the solution suggests that we may need to do a bit more to educate park users about the impact of their behaviour, including technology behaviour, on others. One article titled, “Don’t Want WiFi in Parks? Don’t Use It” raised the issue of self control (a good point – we need to teach and learn about how to manage technology in our lives). While useful to consider, self-control with regards to personal use of technology doesn’t account for how the technology use of others might affect our experiences.

I did happen to have an opportunity to hear from a local municipal recreation practitioner this week who commented that her understanding was that Parks Canada felt it needed to be more “relevant”. This seemed to reflect what Andrew Campbell, Director of Visitor Experience with Parks Canada said in his response to the negative reactions. There seems to be a need to attract younger people to the Parks and to meet the demand of potential park users who wanted to be connected. I do think it is unfortunate that it may take WiFi at visitor’s centres and campgrounds to attract the younger generations as well as those who may feel they can’t leave their work or social networks behind.

Meeting this “demand” for WiFi serves as a caution. I worry that this signals how difficult a task it is to educate people about the value and benefits of solitude and nature; how difficult it is to ignite interest in nature and motivate engagement in and use of our National Parks; and how difficult it is to for people to disconnect (from work or their social lives) even in the midst of the most natural, pure, protected environments.

In the face of these challenges, I want to offer some “food for thought” as you consider how to interact in natural spaces where you have WiFi available.

Solitude:

National Parks offer opportunities for solitude. Even if you are on a family experience, there may be opportunities to venture away from your group to experience solitude. Researchers (Long, Seburn, Averill, and Moore, 2003) found solitude to be a source of spirituality (defined as a sense of transcending everyday concerns and being in harmony with the natural order) and one that is more likely to be experienced in the natural environment (67%), as opposed to in public buildings (10%) or at home (23%). It is possible that WiFi use could disrupt solitude or make it more difficult to grab the opportunity for solitude.

Getting Away From It All:

Garst, Williams, and Roggenbuck (2009) found that camping experiences offered campers that opportunity for rest and restoration and escape. The attraction for campers was getting away for aspects of their home environment such as the phone and a schedule. WiFi, if available and too hard to resist, could mean that escape is not possible and restoration (reduction in stress, arousal, anxiety) may be compromised.

Improving Family Cohesion:

Researcher on campers have found that family functioning and cohesion can be improved within a camping context (Garst et al., 2009; Hornig, 2005). A participant from Garst et al.’s study offered, “When we’re camping there’s no TV. We talk more. We talk, sit around and just talk. You communicate a little better . . . get a little closer maybe. When you’re camping you’re all in one little tiny box and you get close” (p. 97-98). If a goal of visiting a National Park is to have shared family time, foster relationship building, and create memories, it may be important to think about how WiFi may affect that and consider boundaries that could be set to ensure that the opportunity for family bonding is not adversely affect (e.g., only 15 minutes a day of facebook, only connecting to WiFi twice during the week-long camping excursion; no tech during the family camping experience; use WiFi to “Google” something you saw or experienced to learn more).

Children’s Learning:

This was another theme from Garst et al.’s (2009) study. Children engaged in forest camping experience had the chance to develop knowledge and learn new skills. Parents saw the camping opportunity as a chance for their children to learn to play, to be creative, to enjoy the outdoors, and to appreciate nature. In some cases, a nature experience and doing without the modern conveniences may be unfamiliar and even uncomfortable initially. However, parents saw value in the learning that occurred and the appreciation of nature that was fostered. Again, WiFi and bringing along technological devices on a camping trip might contribute to some children resorting to their more familiar or comfortable behaviours. Again, setting boundaries could be helpful here.

My hope is that Parks Canada is going to monitor the impact of WiFi on users – perhaps a bit of research to be done to understand how those who use WiFi experience the parks as well as those who do not, but who are in spaces with park users who are on WiFi. And, I urge Parks Canada goers to think consciously about: 1) the value of a nature-based experience and what is being sought from that experience; 2) the opportunity National Parks offer to disconnect from social media and work while connecting with family or friends during while camping or visiting the park; 3) how technology can be used to enhance the experience (e.g., using devices for geocaching) without compromising some of the identified benefits (e.g., solitude, family bonding) and opportunities (e.g., learning).

References:

Garst, B. A., Williams, D. R., & Roggenbuck, J. W. (2009). Exploring early twenty-first century developed forest camping experiences and meanings. Leisure Sciences, 32(1), 90-107,

Hinds, J., & Sparks, P. (2009). Investigating environmental identity, well-being, and meaning. Ecopsychology, 1, 181–186.

Hornig, E. F. (2005). Bringing family back to the park. Parks & Recreation, 40(7), 47–50.

Long, C. R., Seburn, M., Averill, J. R., & More, T. A. (2003). Solitude experiences: Varieties, settings, and individual differences. Personality and Social Psychology Bulletin, 29, 578–583.

Taking Time to Disconnect (and Connect): The Benefits of a Vacation

If ever there was a time when I have valued the privilege of having vacation time, it is now. In 5 days I will be on vacation and I am in desperate need of the opportunity to disconnect from work, connect with my husband, and to experience some pure, unfettered leisure.

This academic term has felt a little long. The first week of class in January was great, but then there was a 3-week faculty strike/lockout, followed by an 11-week compressed academic term without the usual study break. Not having a break in the term was an eye-opener for me. I believe I always appreciated the break, but it wasn’t until I didn’t have one that I really understood all the different ways that not having a break can impact a person. Usually, I return from break refreshed… ready for the last few weeks of the term – excited about the remaining lectures and with a renewed interest in engaging my students in discussion. This year, I found myself hoping for snow days (and I got some). I found myself dreading delivering topics I  knew would generate debate and discussion. I wondered what was happening… why had something I enjoyed so much begun to feel like a chore. It wasn’t my students – I have been blessed with two wonderful collections of undergraduate students in my classes this term. Many have been eager to share their ideas, contribute to the discussions, and even educate me about things I don’t know about (various new technology trends I was unaware of). As I reflected on what was happening, I realized I was exhausted – physically, intellectually, and emotionally. Those few days in March that I take every year – usually to visit and play with my sister, brother-in-law, and nieces – have been more critical to my teaching and work satisfaction than I ever realized. And so, as I head off on my after-the-term-is-over vacation (which is actually my honeymoon), I’m thinking seriously about how to approach it.

Disconnecting from Work (Unplugging)

One of my decisions is that I am going to “unplug” – no email, Facebook, Twitter, or blogging for the time I’m away. In part, I feel this is an important decision if I hope to “connect” and stay connected with my husband while we’re honeymooning. I’ve had some interesting reactions to this as I prepare to leave work behind for 16 days. A few colleagues are surprised that I will not be checking email while I’m away – What if I miss out on an opportunity? What if something becomes harder to deal with after I get back because I didn’t “nip it in the bud” while I was on vacation? I was asked if I could Skype or conference call in for a thesis defense – a request that I use technology to allow me to be flexible in my availability while on vacation. And so I quickly could see the penetration of technology into the vacation time – something that has become more common and can create conflict for employees when they are looking to take the vacation time to which time they are entitled (Pearce, 2011; White & White, 2007). Thankfully, my fear of missing out isn’t that great and I figure that if a problem grows while I’m gone, I’ll be well rested to deal with it when I get back (and maybe, it will solve itself in my absence… quite simply, I don’t think I’m that important). However, I have experienced the tension or conflicting feelings about vacation created by technology and the ability to be constantly connected.

Benefits of Taking Vacation

Research has shown that vacation and vacation activities produce a variety of positive health and well-being benefits (De Bloom, Geurts, & Kompier, 2012). Some studies have found that after individuals take vacation, they experience a decline in job stress and burnout (Westman & Etzion, 2001) and increased levels of happiness and life satisfaction (Gilbert & Abdullah, 2004). Other studies indicate that these benefits are short-lived – generally found to be experienced for only up to two weeks after one returns before the fade effect begins (Nawijn, Marchand, Veenhoven, & Vingerhoets, 2010). If it is the case that the positive benefits of vacation fade after a relatively short period of time (and this does seem to be the case for at least some individuals), then an argument could be made for the importance of “unplugging” for the time you are on vacation and taking full advantage of the benefits experienced while you are away from work (e.g., feelings of escape and relaxation, boosts in mood and happiness). If you do not embrace the vacation experience, the risk is that the benefits may not be realized at all.

In some cases, individuals are choosing to go into a “technology dead zone” for vacation. Apparently, tourism in technology dead zones can provide individuals an excuse to “unplug” and a chance to be more present, have other types of sensory experiences, and evaluate the value of being “plugged in” and connected (Pearce & Gretzel, 2012). Not a bad idea.

Disconnecting from work also means you have more opportunities to connect with those with whom you are on vacation. For me, connecting with my husband is an important activity for this vacation. Again, I turn to the research which suggests that vacations and travel can strengthen family bonds, can improve the quality of relationships, and can even strengthen marriages and reduce the likelihood of divorce (Petrick & Huether, 2013). I have not been able to find any research that explores how those outcomes could be impacted if one member of the family is checking and replying to emails (social or work), checking Facebook, or replying to text messages, but I would hypothesize that it might be more difficult to be fully present and engaged with family if these activities are a part of the daily vacation routine. It is possible that if individuals can set some good boundaries (get up and check/reply to messages before their partner or family members wake up), perhaps the “connection” or relationship benefits of vacation could still be realized. I do wonder, though, whether the personal benefits (e.g., happiness, relaxation) would still be maintained. Why risk it though?

I’m looking forward to leaving work behind – it is not something I have done for this period of time (16 days) in my working life to date. I feel fortunate that I’m able to contemplate a vacation where disconnecting is possible. I do recognize that some individuals run their own businesses and so disconnecting is simply not possible if their livelihood is to remain active. There are individuals working in countries or who work in organizations where paid vacation time is not provided. Even if individuals in those circumstances  may be able to get away, it could be with an expectation that they continue to work. Other individuals go on vacation leaving behind family members who are not healthy or who are struggling in one way or another. Worry about loved ones may follow them on vacation and circumstances may require checking in regularly. In other words, I recognize that my “struggle” about disconnecting is a problem I have because I am a privileged individual with some pretty ideal circumstances – at least at this particular time in my life. I do feel, however, that I am not alone in this struggle and so for others who face similar tensions around fully disconnecting while on vacation (even if only for a weekend) – hopefully I have offered some food for thought.

References:

De Bloom, J., Geurts, S. A. E., & Kompier, M. A. J. (2012). Effects of short vacations, vacation
activities and experiences on employee health and well-being. Stress & Health, 28(4), 305–318.

Nawijn, J., Marchand, M. A., Veenhoven, R., & Vingerhoets, A. J. (2010). Vacationers happier, but most not happier after a holiday. Applied Research in Quality of Life, 5(1), 35-47.

Pearce, P.L. (2011). Tourist behaviour and the contemporary world. Bristol: Channel View.

Pearce, P. & Gretzel, U. (2012). Tourism in technology dead zones: documenting experiential dimensions. International Journal of Tourism Sciences, 12(2), 1-20.

Petrick, J. F., & Huether, D. (2013). Is Travel Better Than Chocolate and Wine? The Benefits of Travel A Special Series. Journal of Travel Research, 52(6), 705-708.

Westman, M.,& Etzion, D. (2001). The impact of vacation and job stress on burnout and absenteeism.
Psychology and Health, 16(5), 595–606.

White, N.R. & White, P.B. (2007) Home and away: Tourists in a connected world. Annals of Tourism Research, 34(1), 88-104.

 

Leisure’s Role in Happiness: 6 Leisure Tips on International Day of Happiness

Leisure is a life domain that plays a significant role in an individual’s overall happiness. Therefore, it only seems appropriate that on International Day of Happiness (#happinessday) to present some of the research on the relationship between leisure and happiness.  Most simply, happiness is defined as feeling good, enjoying life and wanting the feeling to be maintained (Layard, 2005). In the last decade, there has been a proliferation of research related to happiness (e.g., positive psychology movement). The popularity of books such as The Happiness Project and Happier at Home along with the introduction of the magazine Live Happy demonstrate a growth in a desire to explore concepts related to happiness and/or find, increase, or maintaining individual happiness.

1. Choose your leisure activities carefully. The type of activity you participate in matters – different leisure activities have differing impacts on happiness. Wang and Wong (2011a) found six activities – shopping, reading books, attending cultural events, getting together with relatives, listening to music, and attending sporting events – were associated with higher levels of happiness. They also found that more time spent on the internet decreased the probability of an individual feeling “very happy” and increased the likelihood that an individual feeling “not at all happy”. Other research has found that participation in social activities is associated positively with happiness (Csikszentmihalyi & Hunter, 2003) while watching TV generally relates negatively to overall happiness (Bruni & Stanca, 2008). Stebbins (2014) singles out serious leisure (those fulfilling activities in which one has persevered, developed specialized knowledge and skill, enjoyed a leisure career, and experienced special benefits such as a sense of belonging) as offering opportunities for more enduring or long-term happiness than “casual” forms of leisure  for which are primarily pursued for the short-term pleasure they bring.

2. Focus on quality leisure not quantity. Since so many of feel time pressed in today’s busy world, this next research finding may be promising. While you might like to have more time to engage in leisure, at least one study has found that the quantity of leisure is not as important as other aspects of leisure such as the satisfaction one derives from leisure activities and the meaning of leisure time (e.g., time with family; time to connect with others). Individuals who feel that their leisure activities facilitate the opportunity to be themselves – to be authentic – and help them to strengthen relationships with others tend to report greater happiness (Wang & Wong, 2011b). Therefore, focusing the ensuring one has quality leisure experiences may be more important to one’s happiness than trying to secure more leisure time.

3. Take vacation time and anticipate the vacation. In a recent study, happy people reported taking more holiday trips in a one-year time frame. Holiday trips boost happiness – at least in the short term (Nawijn & Veenhoven, 2011). While on vacation, people are happier in then they are in their everyday lives and the greatest increase in happiness tends to be during the trip. However, two weeks after returning, that happiness boost disappears suggesting the effect on happiness is relatively short-term. Also important is the idea of anticipation. Those who more strongly anticipated their holiday/vacation (e.g., thought about it, researched, planned, prepared) had higher levels of happiness than those who anticipated to a lesser degree (Hagger, 2009).

4. Leave work out of your leisure. When you are having leisure time – taking the dog for a walk, enjoying dinner with a friend, watching a movie – avoid thinking about work. Research suggests that individuals who frequently think about work in their free time tend to be less happy than others (Wang & Wong, 2011b).

5. Money can buy happiness. It does seem, however, that happiness depends on what you are spending money on (DeLeire & Kalil, 2010). Researchers have found that consuming leisure or material goods that facilitate leisure (e.g., movie tickets, gym memberships, trips and vacations, sports events and performing arts, materials related to hobbies, athletic equipment) is positively related to happiness. Consuming other material goods such as cars, appliances, computers, clothing, and televisions is unrelated to happiness. The researchers believed that one of the reasons leisure consumption increased happiness was through the relational component of leisure. Engaging in some of the leisure experiences identified above affords opportunities to reduce isolation and offers opportunities for social connection through social networks.

6. Maintain your participation in leisure-time physical activity (LTPA). Your levels of LTPA can have an influence on your mood status. A recent study by Wang et al. (2012) found that a change in activity status from being inactive to being active could protect against unhappiness over time. And, a change from being active to inactive increased the odds of becoming unhappy 2 years later. The lesson from this study – get active, stay active, and build some protection against unhappiness.

These various pieces of research suggest that focusing on the leisure domain of one’s life may be a fine place to start if you are looking for ways to increase or maintain your happiness. Time for swap out television and internet time for physical activity, hobbies, and social leisure. Spending some time and money on vacation and leisure experiences like concerts or the movies might also be the way to go.  And the good news is the happiness is only one of the many positive outcomes associated with taking time to participate in leisure!

Happy International Day of Happiness.

References:

Bruni, L., & Stanca, L. (2008). Watching alone: Relational goods, television and happiness. Journal of Economic Behavior & Organization, 65 (3), 506-528.

Csikszentmihalyi, M., & Hunter, J. (2003). Happiness in everyday life: The uses of experience sampling. Journal of Happiness Studies, 4(2), 185-199.

DeLeire, T., & Kalil, A. (2010). Does consumption buy happiness? Evidence from the United States. International Review of Economics, 57(2), 163-176.

Hagger, J. C. (2009). The impact of tourism experiences on post retirement life satisfaction. Adelaide, Australia: The University of Adelaide.

Layard, R. (2005). Happiness: Lessons from a new science. New York: Penguin.

Nawijn, J. (2011). Determinants of daily happiness on vacation. Journal of Travel Research, 50 (5), 559-566.

Nawijn, J., & Veenhoven, R. (2011). The effect of leisure activities on life satisfaction: The importance of holiday trips. In I. Brdar (Ed.), The human pursuit of well-being: A cultural approach (pp 39-53). New York: Springer.

Stebbins, R. A. (2014). Leisure, happiness, and positive lifestyle. In S. Elkington, & S. J. Gammon (Eds.). Contemporary perspectives in leisure: Meanings, motives, and lifelong learning (pp. 28-38). New York: Routledge.

Wang, F., Orpana, H. M., Morrison, H., de Groh, M., Dai, S., & Luo, W. (2012). Long-term association between leisure-time physical activity and changes in happiness: Analysis of the prospective National Population Health Survey. American Journal of Epidemiology, 176(12), 1095-1100.

Wang, M., & Wong, M. C. S. (2011a), A Snapshot of Happiness and Leisure across Countries: Evidence from International Survey Data (May 23, 2011). Available at SSRN: http://ssrn.com/abstract=1850798

Wang, M. & Wong, M. C. S. (2011b) Leisure and happiness in the United States: Evidence from
survey data. Applied Economics Letters, 18, 1813-1816.

3 Leisure-Related Behaviors That May Contribute to Rising Rates of Adult Obesity in Canada

Earlier in the week, the latest obesity rates for those 18 and over in Canada made the news with the release of a study in the Canadian Medical Association Journal. Obesity is on the rise with rates having tripled since 1985 (from 6% to 18% in 26 years and an expectation these rates will be 21% by 2019).

Having worked with families with an obese child, I’ve had the opportunity to witness first hand the struggles families (both parents and children) face in living healthy lives in today’s society. I have had a chance to discuss with families what their individual leisure time looks like (for parents) and what their family leisure involves. From that research, across the 60 + families I worked with over a 5 year period, I learned about the variety of factors that influenced the leisure lives of these families. However, three leisure-related behaviors were common across the families – lack of time, preference for sedentary pursuits, and eating out as leisure. As I’ve done more research into Canadian statistics related to a couple of these factors, it is clear that it wasn’t just the families that I worked with who engage in these behaviors that may be contributing to rising rates of adult obesity.

While there is a genetic component to obesity, the calories we consume and the calories we burn (through physical activity, for example) play a significant role in the obesity problem. We consume too many calories and don’t burn enough of the calories we consume. Research makes the case that individuals need to control sugar and fat intake, eat more healthy food, exercise more, etc. I wanted to take a deeper look at how our leisure-related behaviors that were common among the families I spoke with might be influencing calorie consumption and energy expenditure.

1. We Use “Lack of Time” as the Reason for Not Being Active. This was a common reason why parents told me they had trouble incorporating more activity into their family’s daily life. I’ve discussed the idea of time use and priorities in other blog posts, but it is worth repeating. The way we prioritize aspects of our lives and what we make room for influences our leisure behavior. Really, it is not “lack of time” that contributes to my inactivity or poor food choices, it is not setting activity or healthy eating as a priority (and organizing and living my life as if it is a priority). Or, I’m not active because I’m not motivated, or because I may not have energy left after a difficult day. Citing “lack of time” as a reason for not doing something allows us to surrender responsibility for our time and our decisions related to how we use it. It also stops us from really getting at what might be the core reasons we are not doing certain things that we know are beneficial (e.g., don’t enjoy activity; would rather socialize at lunch than go for a walk).

It is not an easy task to reorganize priorities, especially when you are part of a family where your personal priorities may be in conflict with the priorities of others. A first step may involve getting family members to develop attitudes toward active living that will support it being a priority. Another step might be to keep a time diary to better understand what time you and your family members do have and where that time it is going. Once you know how your time is spent, you can determine whether it reflects your priorities and start to make adjustments.

2. Sedentary Leisure Pursuits Dominated Leisure Time. Many of the families I worked with enjoyed sedentary pursuits (e.g., reading, watching tv, playing video games, play cards) – either alone or as a family. While there are many options available to Canadians for engaging in active recreation, there has also been a trend in people choosing and finding some level of satisfaction in pursuits that are sedentary. Social networking sites (e.g., Facebook, Twitter, Pinterest) provide opportunities for connecting with others; maintaining knowledge of current events; and searching for information related to hobbies, interests, or roles that individuals play (e.g., parent, coach, domestic engineer). In fact, Canadians consume content from over 100 websites and approximately 4,000 web pages per month.

There are many studies that have linked television watching to obesity, and men and women who are frequent television viewers are more likely to be inactive in their leisure time. Depending on the statistics you locate, the average Canadian adult, when indicating how time at home is spent, watches between 20 and 30 hours of television a week. Television viewing is often hypothesized as an activity that replaces engagement in physical activity and it is understandable that if 20 to 30 hours a week are spent watching television, this choice is likely being made over choices to engage in active leisure.

Almost 60% of Canadians age 12 or older can be classified as social media networkers (approximately 13 Million Canadians) and a recent report, 2012 Canada Digital Future in Focus, indicated the average Canadian is spending about 45 hours a month browsing the Internet. Statistics compiled by the Television Bureau of Canada in 2012 found the average 18- to 49-year-old spent 23 hours per week online. Those in the age range of 18 to 24 watched less television (a mere 14 hours per week), but were online 31 hours per week.

This means that the “average” Canadian is either watching television or is on the Internet for between 6.8 days (163 hours) and 7.5 days (180 hours) per month. Some of this time could involve activity (e.g., watching television while on the treadmill at the gym or at home), but there is no specific data on how much of this time might be active. Also, it is possible that some individuals are online while watching television which would lessen the amount of total time spent on these activities combined. People may also be engaging in activities online that were previously done offline (e.g., reading the newspaper) meaning more time on the Internet but less time reading. In this scenario, we could argue that there has been a shift in time spent in one sedentary activity to another. While the increased television and Internet time is likely sedentary activity, more research is needed to understand exactly how much more sedentary Canadians are than they have been in the past. However, even if all the Internet and television time was occurring at the same time, that would be between 20 and 30 hours of sedentary leisure per week. Cutting back on 7 hours a week would allow for 60 minutes of active leisure each day of the week.

3. Eating Out Has Become a Common, Social Leisure Behavior. Many of the families I interviewed talked about eating out as a family activity. While it obviously fulfilled the need to eat, parents often saw it as an opportunity to spend time together. As Canadians feel more time pressed (e.g., long hours working, longer commute times because of urban sprawl), eating out or getting take out is often a solution for getting fed without needing to take the time to cook a meal or pack a lunch. Beyond the functional role that eating out plays (e.g., nourishing our bodies when we feel there is no time to cook), there is a social component to eating out that, similar to the families I worked with, appeals to many Canadians. For example, a 2010 Ipsos Reid and the Canadian Restaurant Food Association study found 35% of Canadians prefer the restaurant, pub, or bar as their number one place to socialize with friends and family. Another 12% of people prefer socializing at the movies (and how many of us pass up the movie snacks). For Canadians who are 55 years of age and older, 42.3% chose eating out at a restaurant as the number one social activity.

Eating out as part of their social activity in and of itself might not be harmful if it weren’t for the frequency. One study found 60% of Canadians eat in restaurants once a week and an average Atlantic Canadian or Ontarian eats out twice a week. Eating out more frequently is associated with obesity, higher body fatness, or higher BMI (e.g., Chung, Popkin, Domino, & Stearns, 2007; Kruger, Blanck, & Gillespie, 2008). So, it just may be that the ways in which individuals are connecting socially or prefer to engage socially are also contributing to a greater consumption of calories.

It may be worth considering how personal and family leisure behaviors contribute to our individual health and not just as it concerns body weight and obesity.

• What leisure can you prioritize that will improve your health and well-being?
• Can you substitute some of your sedentary behaviors for more active pursuits? Can you find 30 minutes a day to be more active? Can you give up 30 minutes of something you are already doing for a more active pursuit?
• Are there other ways to connect socially that don’t involve eating high calorie foods or being sedentary (e.g., Facebook),
• If you do eat out in restaurants or pubs as part of your social leisure, are there ways you can eat more healthy?

Food for thought.

References:

Chung, S., Popkin, B. M., Domino, M. E., & Stearns, S. C. (2007). Effect of retirement on eating out and weight change:  An analysis of gender differences. Obesity, 15(4), 1053-1060.

Kruger, J., Blanck, H. M., & Gillespie, C. (2008). Dietary practices, dining out behavior, and physical activity correlates of weight loss maintenance. Preventing chronic disease, 5(1).

Supporting Leisure Literacy: Thinking Beyond Traditional Female Sports

Stereotypes about male and female sport participation are everywhere. Last evening I was catching up on my Twitter feed. I feel like I follow a lot of great people and organizations that get me thinking about a variety of topics. I saw this photo that Active for Life had tweeted – “Figure skater in training”.

Active for Life is “the place where parents go to learn about how to make a difference in the health and happiness of their children”. Their website provides great resources related to physical activity and the organization clearly cares about physical literacy.

When I saw this photo though, I thought about leisure literacy and what images communicate to parents about the role and potential of various leisure activities in their children’s lives. Some may argue that this is a harmless or primarily beneficial message – one that helps link the arts (e.g., ballet) with sport or demonstrates that physical literacy skills are transferable across various physical activities. These are important messages to communicate to parents and I am happy that we have an organization in Canada that is doing this work.

My concern with this photo, however, is its potential to perpetuate gender stereotypes related to physical activity.

First, ballet is already perceived as a primarily female pursuit. I watched a news story a few weeks ago about ballet catching on with boys. Those males who choose ballet have to deal with a variety of negative attitudes and perceptions about their activity choice. These attitudes and perceptions exist, in part, because of the messages that get communicated about boys’ place in society and that “place” is more often shown as a sports field or court as opposed to a dance studio or stage. The lack of balance among the images of ballerinos (male ballet dancers) and ballerinas that circulate further reinforce the notion that ballet is for girls.

Next, the text in the photo links a stereotypically female activity (ballet) with a stereotypical female sport (figure skating). Yet, girls have so many more options. Learning ballet can develop physical literacy skills that could benefit girls’ participation in a variety of sports. For example, ballet is used as part of hockey training. Ballet can help with balance and posture, spatial awareness and body control, and flexibility. I also couldn’t help but think of other sports that ballet training might support – ski jumping (e.g., aerials), gymnastics, downhill skiing, and snowboarding. Part of facilitating the development of leisure literacy is helping others to understand the breadth of leisure opportunities and to break down barriers to participation (including barriers related to attitudes and gender stereotypes). So, while the image of the girl in the tutu and its accompanying text may communicate an important message about physical literacy, it may not help develop one’s leisure awareness or literacy.

I did my part (at least I hope I did) to communicate that there might be other opportunities that ballet could provide. I wasn’t trying to be rude or critical of the Active for Life message. Rather, I was hoping to add to the possibilities and suggest that developing physical skills through a traditional female pursuit can help girls/women to excel in a variety of sports including those that aren’t traditionally viewed as “female” sports.

Ballet can be valuable as an activity to enhance sport performance regardless of whether you’re a male or female athlete. It would be great to see a boy in the photo with the text “hockey player in training”. Such images could help broaden perceptions of who participates in ballet and why.

Finally, I want to clarify that I’m not suggesting that participating in ballet does not have value in and of itself. It is a physically demanding activity that can develop a number of muscle groups. It is an activity that allows for personal and creative expression. It can foster self-confidence and self-discipline. And, it can provide opportunities to meet new people, develop friendships, and have fun – whether you are a boy or a girl. An added bonus is the potential ballet has for training those who may want to co-participate in ballet and one or more sports or move on from ballet and focus on a sport pursuit.

Watching Olympics with Children is an Opportunity to Expose them to Various Sports

Normally, you won’t find me promoting the inclusion of television into one’s daily schedule. Nor will you normally find me recommending that children watch television. However, I see the Olympics as a special opportunity for leisure/sport education and I am a strong advocate for exposing children to Olympic events.

Learning What an Athlete is and What it Means to be an Athlete

For younger children (preschoolers), exposure to the Olympics is an opportunity for them to learn what an “athlete” is. I found a short Sesame Street Podcast that focuses on the word “athlete” – perhaps a good introduction for preschoolers prior to watching the Olympics.

For older children, some of the stories presented on the athletes show their journey to the Olympics – the different things they have done as part of their training, the hours they have put in, the struggles they have had along the way. These are excellent opportunities to help children understand the work, fun, success, and disappointment that comes with being an athlete. With the exposure to other athletes’ stories, there is a reference point that can be used when children experience failure in sport (or other areas of life) or when they do not achieve their goals easily, “Remember the skier who trained hard for 8 years to get to the Olympics? Remember that there were times she did not win competitions or qualify for the team?”

Exposure to Various Winter Sports

The Olympics provides a unique opportunity to educate your children about the various winter sports that exist. In a two week period, children can see men and women participate in 15 different sport disciplines. Within those disciplines, children can learn about different events. For example, figure skating includes women’s and men’s singles, pairs skating, ice dancing, and a team event. Children can see what these sports look like – how they are performed, the types of facilities they are held in, how competition is held, and how winners are determined (e.g., judging, times, goals).

Without exposure to and awareness of sports, it is impossible to develop an interest. Therefore, exposing children to various winter sports through the Olympics is one way to facilitate their awareness of sports and create an opportunity for an interest to be developed (even if their interest is only as a spectator).

Sharing Your Experiences with Sports

Watching the Olympics also provides opportunities for discussion about winter sports in which you, as a parent, have participated. Unfortunately, as many adults move through various stages of life, they stop participating in sports they were introduced to, participated in, or even competed in when they were younger. Children may have no idea that their parents know how to downhill ski, for example, or that they tried curling. Taking time to share the experiences you have had with various sports may peak your children’s interest or prompt them to ask questions that help increase their understanding of the sport and what it is like to take part. Tell them when you participated, where, with whom (a club, family, at school), and about any rituals that were associated with your participation (e.g., I always looked forward to having hot chocolate after going cross country with my family). If you competed and have pictures or medals/ribbons, dig these out and talk to your children about what it was like to be an athlete and how you achieved your accomplishments.

Role Models

Athletes can be positive role models in a number of different ways. First, they are physically active. Given the decline in physical activity in North America and the rising rates of childhood obesity, those who model an active lifestyle and the benefits of that (e.g., strength, speed, flexibility, endurance) can serve as good role models. Second, Olympic athletes have a good work ethic and must persist. Their performances demonstrate what can be accomplished with hard work over a long period of time. As I mentioned above, networks often highlight athletes’ journey to the Olympics or review an athlete’s experience with competition at the Olympics. In some cases, athletes have had to overcome injuries or cope with a variety of circumstances (e.g., death in the family) on their journey to the Olympics or negative experiences during competition (e.g., falling, poor initial performance). These stories showcase determination and persistence. Third, in most cases, we see examples of good sportsmanship during the Olympics. Those who do not achieve a medal standing or do not win the gold, congratulate those who did. We see disappointment on the faces of athletes when they don’t have the success they hoped for and expressions of frustration, but we also see that it does not interfere with how they interact with their teammates or competitors. Fourth, in team sports, we see examples of how individual players work together as part of a team to achieve a goal.

Athletes’ stories offer inspiration and many athletes exhibit behaviors that we would encourage children to emulate – dedication, determination, fair play, working together, and being graceful winners and losers. Sure, there will always be athletes who fall from grace, but for the most part Olympic athletes exhibit behaviors that make them positive role models.

If your child appears drawn to a particular athlete, you may want to help him/her follow that athlete’s progress in the Olympics on social media or the Olympic website.

Dispelling Gender Myths

It is sometimes shocking to me how young children are when they begin developing an awareness of the gender stereotypes in our society. I hear stories of preschoolers explaining to parents that boys can’t wear pink or purple or that girls can’t play hockey or wrestle. I’m not sure if there will be any men at the Sochi Olympics wearing pink or purple, but there will be women playing hockey.

The Olympics is an opportunity to help children understand that men and women, boys and girls can play a wide range of sports. Although there may not be a professional women’s hockey league like the NHL, women do play hockey and they play it well. And not only do men play hockey, they also speed skate and figure skate. We want boys growing up with an understanding that girls can play a variety of sports so that boys do not feel threatened by girls’ presence on the ice, fields, or courts where they are also playing. We want girls to understand that boys and girls can participate in that same sports – whether it is figure skating or hockey or wrestling.

I’m excited that this year, women will be participating in ski jumping! They were denied that opportunity at the last winter Olympics even after efforts in court to argue that their rights were being violated. The President of the International Ski Federation, in 2005, made the comment that, “Don’t forget, it’s like jumping down from, let’s say, about two meters on the ground about a thousand times a year, which seems not to be appropriate for ladies from a medical point of view.” Although the official argument was that there weren’t enough good female ski jumpers to make the event a go, many feel that the belief ski jumping might damage a woman’s uterus was an influence. This attitude is changing. The International Ski federation allowed women to compete in 2011 and at Sochi (90 years after men’s ski jumping made its debut) 30 women from 15 different countries will be ski jumping for the first time in the Olympics.

This Olympics, parents won’t have to answer the question, “Why aren’t any women competing in ski jumping?”

Get Out the Schedule and Plan

So, my hope is that parents will consider the Olympics as a sport education opportunity. Whether you check your local listing or download an app that helps you follow your country, favorite sport, or specific athletes (I’m using the official Sochi 2014 Results app), plan to spend some time following the Olympics over the next two weeks and having discussions with your children about athletes, competition, winter sports, and your experiences.

Let’s Talk: Depression and Leisure

Today, in Canada, it’s Bell Let’s Talk Day. Bell is a communications company and is planning to donate 5 cents today for every text and mobile phone call a Bell Mobile customer makes and for every tweet (#BellLetsTalk) and facebook share of their campaign message. Canadians are prompted to join the conversation about mental health. So today, I’m talking about mental health. In particular, I want to discuss the interactions between depression and leisure.

Research by the Public Health Agency of Canada (2006) found that approximately 12% of Canadians experience depression, 4.8% experience a major depressive episode, and rates of depression are higher among women than men (at a ratio of 2:1). In addition, 50% of those who experience a major depression will experience a second bout at some point in their lives.

I am a Canadian who contributes to these statistics. Not only have I experienced depression, I also suffer from anxiety. Throughout the years, leisure has played a critical role in my management of these mental illnesses.

To begin, leisure can be helpful in diagnosing depression. Among other things (see other symptoms here), the loss of interest or pleasure in usually enjoyed leisure activities is one of the symptoms of depression. Withdrawing from family and friends is another. These changes in enjoyment of leisure or avoidance of leisure can be indicators of depression. If you notice your own loss of interest in pleasurable activities or notice family members avoiding family events or invitations to spend time with friends or not participating in activities that normally were loved and enjoyed, these would be changes to monitor.

Leisure may also help to protect individuals from experiencing depression or the degree to which the symptoms are experienced (called buffering). And as research has shown, for many, leisure is used as a way to cope with the depression they experience (Fullagar, 2012; Nimrod, Kleiber, & Berdychevsk, 2012).

Protecting Your Leisure, Protecting Your Mental Health

Leisure can protect individuals from, or act as a buffer to the stresses they experience and the potential negative impacts those stresses can have on people’s health and well-being. Iso-Ahola and Coleman (1993) argued that: 1) the social nature of leisure participation and the opportunities for friendship and support; and 2) the opportunity for control and feelings of competence (self-determination) that are associated with leisure activities  can both help with protecting against stress. Those who are able to tap into personal and social resources available through leisure activities may protect from depression or contribute to a depressive episode being less serious.

There is considerable research pointing to the benefits of physical activity and depression in preventing and managing depression (Daley, 2008). Other activities like playing cards, watching television, and meditation can also help distract or give the mind a break from negative thoughts (Folkman, 2008).

Understanding the benefits that leisure can provide and the specific types of leisure activities that could be particularly helpful in certain situations (e.g., physical activity for preventing depression) is an important step in using leisure as a resource to protect your mental health – protect you from depression or a major depressive episode. If, however, there is a lack of time available for leisure in one’s life, it is difficult to use it as a resource. Therefore, protecting your leisure time or making it a priority by carving out leisure time is as important as understanding the benefits available.

One of the hard lessons I’ve learned in my working life is that my workplace is not going to protect my mental health. Don’t get me wrong, I work with good people and I have health benefits, but similar to many other Canadians in other work environments, I have experienced increases in my workload and a reduction in resources to do my job. The result is often longer hours, more stressful conditions under which to complete the extra work, and less personal leisure time available. As workload increases, there are concerns expressed about people getting burned out (i.e., tired, exhausted, losing motivation) or having to sacrifice productivity in one area to complete extra work in another. There never seems to be any discussion specifically about the impact on people’s leisure or their mental health (two things I see as closely connected). I’ve learned that it is up to me to say “no” and “I’ve done my part” and “I’m doing my share” and set realistic, achievable work-related goals so that my work life doesn’t completely take over the time I have available for leisure.

There may be those who have stressful family circumstances. Setting boundaries with others (e.g., family and friends), while perhaps more difficult than setting boundaries at work, may also be important especially if your care for others leaves you with little time or energy for yourself. When you protect your leisure time and are able to engage in leisure pursuits, you are protecting, managing, and perhaps even improving your mental health.

Coping with Depression Through Leisure

A fairly recent research article highlighted some of the ways in which individuals living with depression benefited from leisure (Nimrod et al., 2012). Particular activities such as exercise, yoga, outdoor recreation, and social interaction, were identified by individuals who were part of an on-line communities of individuals with depression as beneficial for coping. Leisure activities were found by some individuals to enhance their mood and help them to feel better about themselves (e.g., improve self-confidence or self-esteem). Some individuals used leisure (e.g., creative activities and social leisure) as a way to release their emotions and found this helpful. For others, involvement in leisure activities provided a sense of purpose or accomplishment and that sense of purpose was key in reducing their feelings of misery. A common theme – individuals experiencing depression perceived that activities that were related to the their interests could provide positive effects in helping them cope with depression.

Not all leisure activities are created equal when it comes to coping with depression, however.

Unfortunately, some individuals engage in leisure activities that are detrimental to their health to cope with depression. For example, drinking alcohol, using drugs, gambling, smoking, shopping compulsively, and overusing media are all activities people can use to cope with depression. These leisure activities could be dangerous to one’s physical or psychological health…and to one’s pocketbook. The use of these leisure activities tended to be viewed as strategies to avoid “challenging and problematic situations” (Nimrod et al., 2012, p. 432) and were perceived as problematic behaviors that would not lead to resolving the depression.

As Nimrod et al. (2012) discuss, those who intentionally engage in healthy uses of leisure for coping benefit from “durable rewards. It may reduce stress and provide relief and even improvement in one’s condition. The unhealthy use [of leisure] often provides immediate relief, but it may be harmful in the long term” (p. 442).

Need for Understanding and Education about the Role of Leisure

One of the things that is particularly unfortunate about engaging in leisure as part of managing depression or any other mental illness is public perception. In particular, those on medical leave who are “caught” bowling or taking a vacation often face judgement. I’ve witnessed the judgement of others – “If she’s well enough to go on vacation, she must be well enough to be at work.” Because of this judgement, many people feel the need to “hide” (or are even expected to hide) these experiences or not discuss them. They may not feel safe talking about how great it felt to go to a movie or a concert to take their mind off things or how relaxing it was to take a week away at a cottage or how volunteering their time gave them a sense of purpose. And so the isolation continues and opportunities for awareness and education are stifled.

At every opportunity I have, I speak up against those attitudes which seem to come mainly from lack of understanding of the complexity of depression. I try to help others understand that leisure activities and experiences are effective ways to manage one’s mental health. I am bothered when others expect those with mental illnesses to fade into the shadows – to quietly recover or to only discuss medical therapies (e.g., medication, talk therapy). However, it is heartening to read that in Nimrod et al.’s (2012) study, members of online communities offered a “place” where those experiencing depression could receive support, encouragement, and recommendations in terms of leisure as a coping strategy. My hope is that over time, members of non-online communities who are not experiencing depression will become more aware of the benefits and value of leisure and provide similar support and encouragement.

For those who cannot afford leisure activities, it is important that other advocate for them. Not everyone who experiences depression can afford to take yoga classes, go to movies, or engage in other pursuits that may help them to cope with depression. Some may not even be able to access on-line communities. Highlighting the benefits of leisure pursuits for mental health service providers and pushing for all individuals to have access to recreation and leisure opportunities is important work toward helping protect people from experiencing depression and offering those who experience it non-medical means of coping and managing.

But this only happens if we talk.

References and Further Reading:

Daley, A. (2008). Exercise and depression: a review of reviews. Journal of Clinical Psychology in Medical Settings, 15(2), 140-147.

Folkman, S. (2008). The case for positive emotions in the stress process. Anxiety, Stress, and Coping, 21(1), 3-14.

Fullagar, S. (2008). Leisure practices as counter-depressants: Emotion-work and emotion-play within women’s recovery from depression. Leisure Sciences, 30(1), 35-52.

Nimrod, G., Kleiber, D. A., & Berdychevsky, L. (2012). Leisure in coping with depression. Journal of Leisure Research, 44(4), 419-449.

Public Health Agency of Canada. (2006). The Human Face of Mental Health and Mental Illness In Canada 2006. Public Health Agency of Canada.

Considering the Role of Community Infrastructure when Talking about Obesity

A new “Ted Talk” appeared in my podcast list recently and I finally got a chance yesterday to give it a listen. It was a TED MED talk given by the Mayor of Oklahoma City, Mick Cornett, titled – “This City is Going on a Diet”. I think his talk and the approach he took to thinking about city, neighborhood, and community planning as a way to improve the quality of life of his citizens and move his city from one of the “fattest” to the “fittest” is worthy of sharing and thinking about further.

What we see most often in the news, in magazines, on tv shows such as “The Biggest Loser” is a person-centered or individualistic approach to preventing and managing (or combating) obesity. There are suggestions on how to avoid gaining 10 lbs over the holidays, how to begin an exercise routine, or how to maintain an exercise routine when motivation is absent. We see examples of people cutting this or that out of their diet (e.g., wheat, dairy) and working out several hours a day under the watchful eye of a personal trainer or coach (e.g., Biggest Loser). What is much less prevalent in the media are examples of policies or mandates – be they federal, provincial/state, or municipal – that support individuals in becoming more fit. Enter Mayor Cornett. One of Mayor Cornett’s main points in his talk was that although individuals needed to begin having conversations about obesity and health and making an individual effort to be active, “health-related infrastructure” needed to be added to the city. He explained that the quality of life in his city was great… if you were a car. Under his leadership, the city made it a priority to develop infrastructure that supported greater activity of its citizens and added parks, bicycle trails, senior health and wellness centers, water sports venues, and miles of sidewalks. Efforts were also made to create a more pedestrian-friendly city by connecting, for example, libraries to neighborhoods. Five years later… Oklahoma City was no longer on the “fattest cities” list, but rather among the top 22 “fittest cities”.

I’ve noticed that the if you search for real estate in Canada through Realtor.ca, listings have a “walk score”. I live in a neighborhood that is 6 kms from where I work and 7 kms from the downtown core. The walk score is a only 20 and houses on my street get labelled under the walk score as “car dependent”. I agree. We are not particular close to amenities (one of the criteria). However, there are also gaps in connectors that could make it possible for me (or others) to walk or bike to work or downtown. Currently, there is a 3 km section of main road (with a speed limit of 70 km/hour) without any sidewalks. That same section of road has no bike lane and is not curbed, nor does it have a decent shoulder to the road where a biker could safely ride. This makes walking or biking fairly unsafe and disconnects my neighborhood from the city in a way that takes walking or biking to walk off the table as as an option.

One of the advantages of my neighborhood, however, is that its design includes green space/park in the middle with paths that connect various streets to one another and to the park. No matter where you live in the neighborhood, you can get to the park easily and safely (on sidewalks or paths) within five minutes. There is a baseball field, playground, wading pool and lots of plain ol’ open space. This is an example of neighborhood planning and design that, in theory, helps support both adults’ and children’s active leisure. For example, I have seen parents walk with their kids to the playground and then continue on their own walk within the neighborhood while their children play on the playground equipment or throw a Frisbee around. In my own walks through the park, I have seen children there one their own playing – arriving on bikes or by foot. Certainly, it isn’t every child in the neighborhood, but some do take advantage of the close proximity of the park and the ease with which they can reach it.

There needs to be ongoing recognition of the role that planning of cities and neighborhoods have in helping citizens to live healthy lifestyles and make healthy choices. There are environmental factors that contribute to inactivity and therefore growing obesity rates. Sidewalks are important to support citizens in walking their neighborhoods. Play structures in neighborhoods can encourage and motivate children’s outdoor and active play. Considering ways to connect neighborhoods to amenities with trails and sidewalks or bike paths also can help create options for walking or biking as opposed to traveling by car. This infrastructure, on its own, will not create a culture of walking or a culture of activity. There will likely remain a need to educate the public about the importance/benefits of taking time to be active and encourage the use of the infrastructure available to increase activity levels. However, without the infrastructure, the task of incorporating physical activity into daily life may simply be too difficult or overwhelming for some. It is important to remember that not everyone can get transportation by bus or car to places to walk (e.g., parks or trails) or play or swim or skateboard. Not everyone can afford that transportation or the cost of gym or club memberships. For those without their own transportation or those with lower incomes, the provision of “health-related infrastructure” within the community may be critical to supporting more active lifestyles.

Further Reading:

Oklahoma City on a Diet. http://www.thiscityisgoingonadiet.com/

Wendel-Vos, W., Droomers, M., Kremers, S., Brug, J., & van Lenthe, F. (2007). Potential environmental determinants of physical activity in adults: A systematic review. Obesity Review, 8, 425–440.