Leisure Makeoever Monday: Identifying Constraints

The last area that many people need to consider when working on making changes to their leisure is the constraints they experience. Constraints (or sometimes referred to as barriers) are those structural, interpersonal, and intrapersonal factors that can influence one’s leisure preferences and/or one’s ability to follow through on what they are intending to do for leisure or during available leisure time.

Structural constraints are those things that interfere in your leisure after your preferences are formed. For example, you may prefer to go skiing on a particular weekend in December, but the weather has not cooperated and produced enough snow on the hills (weather). You may want to sign up for a yoga class, but the times offered at your local studio do not fit within your schedule (timing of activities).

Interpersonal constraints are those factors that arise as a result of interpersonal relationships; they involve social factors. For example, you may want to try ballroom dancing, but your husband/partner does not want to go (lack of leisure partner). You’d like to go to a movie tonight, but cannot locate a sitter (lack of support for leisure). We may have social roles that create constraints. For example, when you take your children to the beach, supervising them in your role as a parent may mean that the experience does not have the elements of “leisure” for you (e.g., sense of freedom).

Finally, intrapersonal constraints are individualized factors that influence leisure preferences. These factors can sometimes be a result of socialization (e.g., perceptions that ballet is for girls and football is for boys – perceived appropriateness of activities; women socialized to look after the needs of others before their own – known as the “ethic of care”). Other times, intrapersonal constraints are related to our abilities – for example, we may perceive that we lack the skills to join a bowling league. Or, our health (e.g., illness, injury) may stop us from participating in activities we enjoy or forming preferences for particular activities. Finally, some people do not feel entitled to participate in leisure. For example, if you subscribe to the philosophy that you “earn” your leisure, if you find yourself unemployed, you may not feel entitled to spend money on leisure pursuits. Some parents do not feel they are entitled to take time for themselves if it means their kids will need to go to a baby sitter.

Below is a table that outlines many of the constraints that leisure researchers have discovered as common. Some of the constraints are more common for particular segments of the population. Ethic of care, for example, is primarily a constraint women experience.

Identifying Constraints

Since you worked on clarifying your needs and priorities, you have a better sense of what you want to do during your available leisure time. In other posts, I have discussed specific factors that can influence our leisure preferences or stop us from pursuing things we’re interested in (e.g., skill level; knowledge, experiences). There may, however, be other factors that affect your ability to pursue things in which you are interested. Take time to consider what is getting in the way of what it is that you enjoy doing.

I’ve created a fairly simple exercise that will get you thinking about and monitoring the constraints you face related to your leisure. In some cases, you may discover that you engage in self-talk that serves to constrain you (e.g., “I’m too tired”). Monitoring what gets in the way of you having satisfying leisure experiences is an important step to finding ways to “negotiate” those constraints and having those leisure experiences you’ve identified that will meet your needs.

Next week, I will discuss strategies for overcoming constraints.

Leisure Makeover Monday: Processing Experiences

This week, I want to focus on experiences. Our experiences with and in leisure and sport have a significant influence on whether we will participate again or how we feel about participating (e.g., eager, apprehensive). Sometimes, we participate in activities in our free time that are negative experiences and we do that over and over and over. Maybe you go to a favorite restaurant and consistently get bad service. Maybe you started going to a cooking class with friends, but the instructor isn’t your cup of tea and the class isn’t as hands on as you hoped. These hardly feel like “leisure” experiences when they do not elicit positive feelings like enjoyment or excitement. And yet, our precious free time, our leisure time is taken up.

If you’re feeling like your leisure is not satisfying or not as satisfying as it could be, another factor (in addition to your needs, your knowledge, and your skills) to consider is your experiences. It is important to understand the impact of the experiences we have and develop an clear vision of the type of experience you want and how you might best go about getting it.

The Importance of First Experiences

My niece, just a few weeks ago, had her first swim lesson (okay, she did have some parent and baby pool time when she was in diapers, but this was her first “beginner” class experience with an instructor leading). She was invited to jump in the water with the instructor poised to catch her. The instructor does catch her, but lets her head go under. She’s shocked. Upset. As my sister reports the tale to me, we discuss how this probably isn’t the best way to orient a “beginner” to the water. We were both swim instructors back in our high school/early university days. We would never have done this. Why? Because there was a pretty good chance those kids wouldn’t come back. And, if they did, they would return with anxiety and fear, not excitement and eager anticipation. But aside from reminiscing about how we did things “back in the day,” I couldn’t help but reflect on the idea of “first experiences.”

Having a good first experience makes it easy to go back. My first hot yoga class was an excellent experience and I looked forward to going to the next. The instructor was warm and friendly. She was clearly knowledgeable. I learned new things each week. I felt great afterward.

Negative first experiences present more challenges. These experiences require processing – why was it a negative experience? Is this something you can change or is was the negative experience tied to something about the nature of the activity or event? Some people don’t have the time or energy to process negative experiences. They simply do not go back to the event, activity, or program. And sadly, sometimes negative experiences in one context (e.g., a negative swim experience as a child) spills over into how we anticipate we will experience the activity in other contexts (e.g., swimming at the beach). So the negative experience can have a wide spread impact.

Spending time thinking about what will provide you with a good first experience can be beneficial. If you can think about times when you’ve had good first experiences and first experiences that left you wanting to quit, you can gain some valuable insight. One of the reasons my Zumba class was a disaster for me for two reasons. First, there was no “first class”. The facility ran beginner Zumba classes regularly for its membership so there was never a real “first day” where there would be a collection of new folks. The instructor did recognize I was new and kept an eye on me, but she did do a lot of explaining. I had to figure things out as we went along. Second, I decided to try a 10:00 a.m. class. It fit well into my flexible work schedule. Out of a class of 20, I was one of two people under the age of 60. The class wasn’t labelled as a senior’s class, but it was clearly structured as one. I hadn’t done my research. I blame that bad first experience on myself and know that it wasn’t the activity itself that was the problem. I need to find a class that is a beginner level that has a clear start day and is targeted at people like myself (e.g., reasonable fit; 41 years old).

Unfortunately, each leisure activity or experience will have its unique factors that may shape your first experience into something you perceive as positive or negative. This means there is no single checklist that I can provide to help you ensure your first experience is great. However, I can prompt you to think about how you might work to improve your chances that your first experience will be great. Here are three common factors that could influence your experience.

• The instructor/leader/facilitator (e.g., their level of experience, enthusiasm, their ability and willingness to adapt to the needs of the participants, openness to feedback and to making changes based on feedback). If possible, learn what you can about the individuals who may be leading an experience you’re interested in. This knowledge will help you make a decision about whether you anticipate your first experience will be a good one.
• Timing. Timing can be considered in a couple of ways. Are you participating at a time that fits in your schedule well? Having to rush into an activity or event or rush off afterwards may not leave you with the best experience. Are you participating at a time that will offer you the best experience (e.g., crowds, wait times)? In Canada, we are in Apple Picking season. I noticed one U-Pick posted the “busy” times on their website (12-3 p.m. each day). If you want an experience that doesn’t involve crowds, this information helped you make choices that could provide you a better experience. If a positive beach experience for you involves swimming, it may be important to know when jellyfish season is and avoid planning your beach vacation then.
• Quality of the service/activity. You’ve familiar with the old saying, “You get what you pay for”. Sometimes we do not invest enough money in our leisure activities and therefore, end up with a lower quality experience which may not be positive. To ensure a good, first experience, do your homework. A summer swim pass at the outdoor pool may be cheaper, but if you hate cold water or swimming when it’s raining, you may want to reconsider. Depending on the nature of the activity you’re interested in, you may want to check out the quality of the equipment (e.g., at a gym facility) or the amenities available at a facility or event (e.g., locker rooms, showers, towel service, parking, food services).

Sometimes we do not think about how to set ourselves up to have the best experience. It may be worth taking some time to think about what will make an experience “good” or “positive” for you and then work on locating those opportunities that will most likely provide that experience.

Overcoming Bad Experiences

Sometimes first experiences are not positive. As I mentioned above, negative experiences can turn someone away from an activity. If you have avoided an activity you are interested in because of a negative experience, it is important to understand what factors made an experience negative and consider whether changing those factors could contribute to a better experience. Some factors could include:

• skill/readiness – you didn’t have the skill needed to participate at the expected level or the skill to enjoy the activity as delivered
• instructor – it may not have been the right “fit”
• program/event delivery format – a running “club” format where runners gather and head out for a run may not be for you, but perhaps a “learn to run” may be a better match; you may not like the unpredictable weather factor that comes with attending outdoor concerts, but attending a concert at an indoor venue is perfect
• size of the group (e.g., small group versus large group experiences) – you may find you do not enjoy leisure learning experiences in a larger group
• group dynamic – you may not have felt there was a good fit between you and the other participants; the dynamic may not have appealed to you
• activity – it was not for you

Once you understand what may have contributed to your negative experience, you are in a better position to make decisions about giving an activity/event/experience another try. If the activity or experience (e.g., the ballet) did not appeal, it may be best to move on and look for something that captures your interest and brings enjoyment. If your negative experience is linked to modifiable factors (e.g., size of group), learn from that experience and look for opportunities that offer the activity in a format or group size, for example, that may be a better fit and, therefore, better experience for you.

Ditch Activities that Consistently Produce Negative Experiences

Finally, do not let yourself get into a rut where you accept poor experiences as status quo. If it isn’t fun; if it isn’t meeting your needs; if you don’t feel comfortable – don’t settle. Very few people have enough time to participate in things that are not offering wonderful experiences. Stop. Take time to figure out what is contributing to the ongoing negative experience. If nothing can be done on your end to improve the experience, move on. If you feel you can offer feedback or suggestions that could change the nature of the experience, great. Take action. But if nothing changes, move on.

Next week – constraints to leisure. What constraints are most common and how do you negotiate them so that you can access leisure experiences you want to have?

Minimialism and Positive Youth Development

 

As I mentioned in one of my first posts, I’ve been reading and thinking about minimalism for a little while now. Over the last few days, I’ve been preparing an “example” post for a blog my Youth Development through Recreation and Sport class with be contributing to. Not wanting to “steal” a blogging topic that might at the forefront of their minds (e.g., social media, selfies, trends related to the lives of youth that could be connected to youth development), I decided to write about minimalism and its connection to youth development. I enjoyed the processes of using my “leisure” lens and my “positive youth development” lens to explore the concept of a minimalist lifestyle. I decided to rework that post I developed for my students and expand my discussion here.

Minimalism, according to Zen Habits blog host, Leo Babauta, is “simply getting rid of things you do not use or need, leaving an uncluttered, simple environment and an uncluttered, simple life. It’s living without an obsession with material things or an obsession with doing everything and doing too much. It’s using simple tools, having a simple wardrobe, carrying little and living lightly.”

In considering minimalism’s potential contribution to positive youth development, I decided to consider the principles of minimalism and link those with how they may help youth acquire the Search Institute’s Developmental Assets. The Search Institute has done extensive research with young people in the United States and developed a framework of 40 Developmental Assets which “identifies a set of skills, experiences, relationships, and behaviors that enable young people to develop into successful and contributing adults”. These include two categories of assets. First, there are the external assets (support, empowerment, boundaries and expectations, and constructive use of time). External assets are the positive experiences that youth receive from the world around them – their family, school, neighborhood, sport club. Second, there are internal assets (commitment to learning, positive values, social competencies, and positive identity). The internal assets identify the characteristics and behaviors that reflect positive internal growth and development of young people. Research shows that the more assets that youth have, the more likely they are to, for example, be persistent in the face of challenge and adversity, take care of their own health, and be involved in leadership roles. The more assets youth have, the less likely they are to engage in underage drinking, use tobacco, and be involved in violent behavior. These are just some of the powerful outcomes associated with acquiring the assets.

In reviewing the Search Institute’s 40 Developmental Assets, I considered whether youth may be more likely to acquire a particular asset if they were living in an environment that promoted aspects of minimalism. I focus on three asset groups here:

Constructive Use of Time Assets: One minimalist blogger talks about killing the Internet. He suggests that no Internet at home means more time to do meaningful things – read, write, exercise, spend time with friends. If a family with children cut the Internet this might provide opportunities to acquire assets associated with Constructive Use of Time which include the following:

• Creative activities: Young person spends 3 or more hrs/week in lessons or practice in music, theatre, or other arts
• Youth programs: Young person spends 3 or more hrs/week in sports, clubs, or organizations at school/or in the community
• Religious community: Young person spends 1 or more hrs/week in activities in a religious institution
• Time at home: Young person is out with friends “with nothing special to do” 2 or fewer nights/week (meaning, the youth spends time at home or is engaged in activities aside from “hanging out” with friends)

It is possible that not having the Internet would reduce the amount of time youth are engaged in surfing the Internet and participating in social media activities. This may open the door for more time and opportunity to engage in creative activities such as music or art. If a youth already has the skills or is learning, there would be more time for learning, practice, and enjoyment of that creative activity. Perhaps it would mean more quality time interacting with parents and other family members developing relationships and sharing experiences. The money that was once devoted to Internet costs could be redirected to the young person’s participation in sports or other extracurricular activities. One might also argue that without the draw of the Internet at home, a young person might be more interested in participating in school-related activities (e.g., student council, attending school sports events or activities, volunteering with school initiatives).

Social Competency Assets: Another blogger on the topic of minimalism, Joshua Becker, discusses that less toys for children (something that would be consistent with a minimalist lifestyle) can be very beneficial. He suggests that children with fewer toys have better social skills because they interact more and develop relationships with other kids and adults. He suggests that fewer toys means more sharing, collaborating, and working together. It is possible then that fewer toys could assist in developing two social competency assets: the interpersonal competence asset (the young person with this asset has empathy, sensitivity, and friendship skills) and the peaceful conflict resolution asset (young person seeks to resolve conflict nonviolently). If fewer toys does indeed increase social interaction, it is possible that from a young age, children have an opportunity to develop and practice skills that lead to acquiring these two social competency assets.

Positive Values: Mike Burns, author of the blog “The Other Side of Complexity” talks about  involving children in decluttering. Getting rid of those things you don’t need or love is a step many families take when working toward living a minimalist lifestyle. He suggests that it involving youth in the process may teach both individual and communal responsibility. One of the positive values assets is personal responsibility – the young person accepts and takes responsibility for his/her behavior. The lessons of decluttering could include the child developing a sense of responsibility to look after what he/she has because there is not an endless supply of “things” or “things” are not being bought all of the time. Maybe there are lessons linked with environmental responsibility – how our consumptive behavior affects the environment (and not in a positive way) and that the choices we make individually (related to consuming and throwing out more and more things) has an impact that reaches far beyond the individual.

Another positive value asset is caring. Caring is an asset whereby the young person places high value on helping other people. Many articles I’ve read about principles of minimalism discuss that higher value is placed on experiences and relationships with others than on things. This value or principle associated with minimalism may be influential in helping youth to learn and gain experience with caring for others. Youth living in a family that practices a minimalist lifestyle may see their parents invest their time in others – neighbors and family, for example. Their parents may be engaged with activities within community groups. At times, their engagement with others may be to share experiences and have fun and at other times, being involved in those relationships may mean providing care. Having parents who model this value and who encourage this principle of valuing relationships and others may help to involve youth in caring activities and develop youth who care.

I’d enjoy hearing about the experiences of those who are raising children while practicing (or moving toward) a minimalist lifestyle. Are you seeing your children develop some skills and behaviors that will help them to reach adulthood with the assets I’ve discussed? What other developments do you notice that are positive?

Leisure Makeover Monday: Leisure Skills

If you’ve been following this blog weekly, you have hopefully gathered an understanding of the role leisure can play in your leisure (how it benefits you; what needs you meet through your leisure), how your priorities influence whether or not you have leisure in your life and which leisure pursuits are given priority, and that having knowledge about various aspects of leisure (e.g., what activities and experiences involved, where they take place, what they cost, what equipment you need) is critical to initiating participation.

Today, I want to focus on another element – skill. Knowledge and skill can be linked. In some cases, knowledge is part of developing skills. In this case, I’m talking about two types of leisure-related skills. First, there are activity skills and life skills that support leisure.

Activity Skills

The leisure activity skills we have influences what we do. Do you know how to swim? Skate? Kayak? Knit? Play a musical instrument? If we have acquired the ability to do a particular activity, then we are more likely to consider it as an option when making decisions about leisure. The more varied our skill set, the more options we have. If your leisure needs a “makeover” – consider whether it is time to develop some new skills (or maybe to start using some of the skills you have). A good place to start might be to inventory the skills you have. For example, I haven’t skated in years, but I do now how (albeit not well). Are there activity skills that you forgot you had or haven’t used in a while that could help inject variety into what you during your leisure time? Or, is there something that you’ve been interested in, but don’t have the skills to do? If so, are there opportunities to acquire or even strengthen/improve those skills through program instruction? Through peer-mentoring?  Are there ways to develop skills without making a significant investment (e.g., can you start piano lessons without owning a keyboard or piano)?

Knitting to Say Sane is a blog I stumbled across quite by accident. I do not know how to knit (although, I will admit that after reading some of the posts, I was seriously interested in learning). What I found throughout this blog were instructions, tips, and patterns (and even discussion about how knitting fit into one’s life). What a great place to help acquire knitting skills. No need to sign up for a class. As we see technologies develop, it is likely that we will find greater opportunities to learn about and develop skills in particular activities on-line. I’m thinking, for example, of “Snapguide“. On this site (or using the App from Apple), you can access instructions on how to do a variety of things. I had a quick look today and browsed some of the guides. I found a golf-related one – how to putt more consistently. A step-by-step guide uploaded by someone with knowledge that could help me develop my putting skills. I have a bit of an interest in photography – I found a guide on how to shoot a levitation photo of yourself and another on how to photograph food. Lots of people possess a wide range of leisure skills and as we develop new ways to share information, there may be more opportunities to develop skills in these avenues. In the case of blogs, there is also the opportunity to be a part of a community while acquiring skill (added bonus maybe).

In her mid-60s, my mother began playing the ukelele. She learned how to read sheet music, how to strum, and how to pick. She started in a class offered by her local recreation department. She had no skill whatsoever, just interest. At 71, she’s playing in two groups, has regular “gigs,” and played (and sang) solo at my wedding ceremony. My point – we’re never, ever too old to acquire skills that can allow us to enjoy leisure activities or experiences we’re interested in pursuing.

To Summarize:

• Inventory the skills you have
• Consider whether you can put any of those leisure skills to use to “rejuvenate” your leisure
• Think about what you interested in, but lack the confidence to try or feel you don’t have the skills to do. Make a list of these activities.
• Gather some information on where you can acquire the skills (e.g., either through a group instruction setting, a one-on-one instruction context, or an independent learning context) that suit the level that you’re at (i.e., beginner, skilled but looking to improve).

Life Skills that Support Leisure

There are also basic life skills that individuals develop that support them in various aspects of life, including leisure. These include decision-making skills, planning skills, and social skills.

Decision-making skills. Those who struggle with processes that help in making choices find they sometimes procrastinate until it is too late. For example, maybe you struggle to decide on whether or not to travel to a favorite spot on an upcoming long weekend. By the time you make the decision, the hotels that are affordable or in the location you prefer are booked up.

If you are one among many individuals who struggle with making decisions about leisure (e.g., what to do this weekend), begin by considering your various options. If you need to, gather information that is important to the decision-making process (e.g., cost, weather conditions, what’s play at the local performance or movie theatre). Consider the pros and cons of your options (e.g., seeing a jazz performance would be a new experience, but also expensive; going hiking is an opportunity to get outside and get some exercise). Think about your priorities (e.g., exercise, spending time with family) and weigh your options against your priorities. Make a decision and go with it!

Planning skills. Planning for leisure involves using resources in the community to gather information that then allow you to proceed with developing a plan of action. Some leisure cannot be satisfactorily enjoyed without planning and there is some research that suggests that some types of leisure, physical activity in particular, are less likely to occur without planning. For example, saying: “I’ll go to the gym some day this week” is not considered enough of a plan to help you to successfully incorporate physical activity into your week.

In my previous post about knowledge, I discussed the importance of gathering information about activities you are interested in and the types of information needed in order to expand your leisure repertoire. Those with planning skills know what information they need and where to get it. With that information, they are able to work on organizing the various aspects needed to make an activity or experience happen (e.g., people, transportation, reservations, equipment, travel documents, etc.).

Parents can help their children to develop planning skills (which can be used in other contexts outside of leisure). Children, depending on their age, can search for phone numbers to make inquiries, read through brochures to gather necessary information, or review a bus schedule to determine when they may need to leave to arrive at an activity or place at a particular time. Encouraging children to plan for leisure encourages them to take initiative related to their free time. Engaging in planning also provides opportunities to learn and can foster independence.

Social skills. Social skills are probably one of the main influences upon the quality of our lives and leisure. Effective social skills involve basic communication with people, which in turn influences their association with us. People have problems with social interaction for several reasons. One is that they may have never learned certain social skills because of poor role models and/or significant adults have not given the necessary attention to the development of social skills. Another is that, although they have social skills, the don’t perform them for emotional reasons (shyness, negative self-statement).

For those with social skills that are less developed than they might like, taking small steps can help those skills and also leisure. For example, if you talk to a neighbour across the fence in your respective yards, consider inviting them for a BBQ. This allows the opportunity to deepen a relationship and discover more about who they are and what their interests are. Some individuals have no difficulty forming relationships, but struggle with maintaining them. For these individuals, developing strategies for preventing relationships from deteriorating is important. Making an effort to call individuals, inviting them to coffee or to go to the park with your family, and/or remembering birthdays and sending a card can help people stay connected to those with whom they form relationships.

Next week… the focus will be on “experiences” and how our experiences with leisure can influence what we choose to do.

 

Leisure Makeover Monday: Expanding Knowledge

A quick review – you’re determined where your time is going, what your general priorities are and what your priorities are related to leisure. You’ve considered your needs – what they are, which ones are being satisfied through leisure and which ones are not. A next step is to consider the knowledge you possess related to leisure.

We participate in activities we know about. This makes sense, correct? If you know what an activity is or involves, where it takes place, the times it is offered, what it costs, and what equipment or supplies you need, you’re much more likely to participate than if you are missing some or all of that information. The more knowledge we have about leisure and sport activities and experiences, the more options we have. Knowledge allows us to expand our leisure repertoire. Sometimes it is our “repertoire” or options that needed to be expanded as part of the makeover process. We need or want to do something new or different to keep our free-time activities from becoming too mundane or routine.

So how do you expand the repertoire of activities that you can choose to participate in?

Find out what your options are. One way is to get information about what’s going on in your community (e.g., what your options are for participating in leisure). Recreation guides or your local recreation department’s website may be a good place to start. Find out what is being offered. Sometimes recreation departments keep a list of recreation/sport clubs or groups that operate in a community. Ask if they have such a list or where you can locate one. You may learn that there is a clogging group or that the curling club offers lessons. Don’t forget about checking on-line communities as well. For example, some photography websites and forums motivate community members with a photo-a-day challenge.

Collect information on what the activity is. Once you know what options are available, you can begin to collect the other pieces of information you need to support your potential participation. What is clogging? What is hot yoga? What is “Introductory Basketry”? A quick Google search can be helpful in getting a basic knowledge on what these activities are. Better yet, get a contact name and number or email and find out what these activities involve in various facilities. For example, my husband and I were interested in trying “hot yoga” and after doing some general searches we realized that different places had different methods of heating the rooms. Some studios heat do a certain temperature and add  humidity. Some described “gradually heating” the room where the yoga would take place. As first timers, we were drawn to the class where the room was “gradually heated without humidity”. We perceived this as a gentle introduction.

Get the when and where information. There may be multiple organizations that offer similar opportunities, but finding one that fits best with your schedule is important. Sometimes we may even choose to participate in an activity because of the location and times it is offered. This is not necessarily a negative way to approach decision-making. Sometimes we discover (stumble upon) opportunities we might never have imagined doing simply because it took place nearby work or home and at a time that worked given all the other obligations and responsibilities that need to be balanced.

Find out what you need to participate. Sometimes participation fees include the equipment or supplies you need to participate. The facility where we did hot yoga had mats, blocks, straps, etc. that we could use. We had the option of bringing our mats if we chose, but it wasn’t necessary. A lot of “first timers” didn’t bother investing in a mat – they decided to wait and see if they were going to be regular yoga participants before investing more in the activity. If you need to purchase equipment, find out exactly what is necessary and what is optional. Ask if there are places to get used equipment – some clubs organize used equipment sales – dance shoes, hockey equipment, soccer cleats, musical instruments or music books, bowling shoes, etc. Determining what is needed to participate beyond a membership or registration fee is often important in deciding if the activity is affordable.

Calculate the cost. This could include cost of transportation (e.g., bus fare, gas), fees to participate, equipment costs, additional costs for participating in special events linked with the activities (e.g., tournaments, jamborees, donations for fundraising events). Sometimes we assume that activities may be too expensive because we anticipate needing to purchase many things that, in reality, we don’t. For example, special yoga clothing is not necessary for yoga. Shorts or sweatpants and a t-shirt will do. Before ruling out activities, figure out your actual costs.

Sample the activity. If possible, attend demonstrations or free classes. Some organizations and facilities will offer the first classes free. You can go, meet the instructor, try it out, ask questions, and decide if it is something you’re interested in. This is a great “risk free” way to gather information – no financial investment required, nothing lost but the time you spend exploring the activity.

Add to repertoire or toss it out. Once you have all this information, you are in a much better position to decide whether an activity is something that you can include in your “repertoire” of activities to choose from when you have free time. After acquiring information, it is okay to conclude that it’s not for you.

And repeat. Gathering information is not something you only do once. New activities and experiences are being created, developed and offered quite regularly (hopefully this is the case in your community) and in new and exciting ways (e.g., learning something new on-line or participating in something on-line may be just the right for you). Keep an eye out for things that you’re not familiar with. Gather information. Consider whether activities or experiences might satisfy your needs and keep your leisure interesting and fresh!

Leisure Makeover Monday: Priorities and Needs

If you completed the time diary last week, you have a chance to revisit that completed work this week and think about your… PRIORITIES AND NEEDS.

One of the important things that we need to assess related to our leisure time (and generally, the way we spend our time) is how what we’re doing fits with our values. Often when people feel frustrated with their leisure or feeling it needs a makeover, it is because the way they spend their time does not fit with the things they value or feel are priorities. Lots of things get in the way of us marrying our values or priorities with our actions. Sometimes we get caught up in day-to-day life and external pressures or demands (which know not of our priorities nor care to ensure we focus on them).  We say, “yes” to this or that without taking time to assess whether it fits with what we feel our priorities are. We may value quality time with family, but weekdays and weekends seem to go by without that quality time happening. We may value physical activity, but spend evenings curled up with a book, watching television, making lunches for school, or cleaning the house.

So what can you do if you feel that there is a mismatch between what you’re doing and what you’d like to be doing.

Step One – Clarifying Priorities

It is important to be clear on your priorities and the order in which they come. I’m certainly not the first to write about this, but I write about with the leisure context in mind. Priorities related to our personal life should reflect our values. As I mentioned in last Monday’s post, before you can make changes to your leisure, it needs to be something you value. So, first and foremost, you need to value leisure and what it brings to you and your life. Second, sorting out your values related to leisure is important. For example, if you value family, your leisure priorities may focus on family leisure pursuits. If you value physical activity, your leisure may involve walking the dog, gardening, running, or playing sports.

How you value leisure in relation to the rest of your life is also important. Your general life priorities could include: work, education, your partner, your children, your friends, particular leisure or sport pursuits (e.g., training for a marathon, yoga), spiritual growth, eating healthy, living a physically active lifestyle.

Ordering the priorities can help you determine how much time you want to devote to specific priorities. Priorities are also dynamic – they change over time. It may be helpful to consider and order your priorities using a pyramid (pictured below). Your top priorities are the ones you’ll spend the most time involved in (the bottom of the pyramid). Your lowest priorities will not get as much of your time (top of the pyramid). You could complete the Pyramid for life in general, but also for your leisure pursuits.

Think about what your leisure-related priorities are. Socializing with friends? Being physically active? Reading? Working on a artistic masterpiece? Taking time to just relax? Often our leisure priorities are influenced by what else is going on in our lives. If work is particularly stressful, for example, taking time to relax may be the most important priority in your leisure. It can be helpful to consider your personal needs when trying to prioritize your leisure time.

Step Two – Consider What Needs You Meet or Could Meet Through Leisure

We all have a variety of needs that we seek to have met each day. Sometimes we meet our needs through work or through our relationships with others. Sometimes we can meet those same needs or other needs through leisure. For example, you can meet your need for social connection through work or time with family, but you can also satisfy that need through participating in a bowling league or joining a running club.

To explore what needs you are currently satisfying through your current leisure activities and what needs you could satisfy through leisure engagement, download and complete the Leisure Needs Exercise.

Step Three – Bringing it all together: Linking Needs with Your Priorities

Once you understand what needs you have, which ones you’re satisfying with your current activities (leisure or otherwise), and which ones are left unmet, you may want to work at prioritizing leisure time or pursuits that meet the needs you have. If one of your needs is for solitude, for example, consider making this your top leisure priority and devote most of the leisure time you have available to activities that help you meet this need. In some cases, you may be able to meet a couple of your needs through the same activity. For example, the need to compete and the need for social connection may be satisfied through participation on a sport team. If you have a need to express yourself and be creative, photography or writing a blog may meet those needs. Once you are aware of your needs, you have the ability to be intentional in choosing the activities that meet one or more of them.

When there is limited leisure time in your life, setting priorities for what you do with that time is critical. Focusing on meeting your needs is an excellent way to help your leisure to be meaningful and satisfying for you. In addition, meeting your needs through leisure and making this a priority may also help you in other areas of your life. For example, taking time to release stress after work may help you better face the work day and cope with stress you may experience in that environment.

And as circumstances change in your life, be sure to re-evaluate your overall priorities, your needs, and your leisure priorities.

Rape Culture: Fear as a Barrier to Leisure Participation

For the last 24 hours, I’ve been bothered by a story I saw on the news last night. At Saint Mary’s University this week (in Halifax, Nova Scotia, Canada), Frosh Leaders led students in a chant that glorified rape (read more here). A video was released of students reciting the chant. It was shocking to watch. Apparently, similar chants have been created in the past and there is some discussion in the news that similar messages are communicated on other campuses. Disturbing.

Since hearing the story, I have been thinking about the norms, values, and attitudes that were being communicated to new students and reinforced for returning students with that chant. I’ve been thinking about female students on that campus who may have been sexually assaulted at some point in their life or who already had anxiety or fear about being assaulted prior to arriving on campus (women are constantly warned about behaviors they should not do in order to stay safe or precautions they should take to stay safe). I wonder what it feels like for them to walk the campus and be among their peers.

Those who advocate for the prevention of sexual assault and violence against women have indicated that this chant reinforces the rape culture in our society. The “rape culture” has been defined as a culture that normalizes sexual assault and desensitizes both men and women to the issue of sexualized violence. It is a culture wherein the dominant attitudes are ones that tolerate or excuse rapists and puts the onus on victims (or potential victims) to prevent rape from occurring to them.

For years now, in my Gender, Leisure, and Sport course, I have had class discussions about fear for personal safety as a barrier to women’s participation in recreation and leisure pursuits. Some academic research within the leisure studies field exists on the topic (Coble, Selin, & Erickson, 2003; Wesely & Gaarder, 2004; Whyte & Shaw, 1994) . We discuss the research. Then, many women in my class offer their experiences with fear. They share how their fear for personal safety, mainly the fear of sexual assault, influences where they participate in activities they want to do or enjoy and when they participate. They go for runs before dark. They avoid certain trails in the city or paths on campus – “fear zones” as they have been referred to. They plan to go places in pairs or as a group. If they are out alone at night, they talk on the phone so that if something happens to them, someone will know. Before they leave, they inform people where they are going and when they will be back. Some have taken self-defense classes. They avoid listening to their iPod when walking in specific places or at night so they can “stay alert” to any noises that may indicate danger. Fear has appeared to affect many women’s ability to move around campus and town freely – as freely as they would like. It has influenced the enjoyment of activities they do. For example, rather than enjoying a nice solo hike in the woods – taking in the smells and sounds – one student explained how she was hyper-aware of other hikers and was paying more attention to other hikers she met and whether they seemed threatening than she did to her natural environment. Running without their iPod (to “stay alert”) is not as enjoyable as running with music. Some students wonder if their fear or paranoia is over the top and yet, they explain, they have been constantly warned about the importance of protecting themselves and “being smart”. And so, at some level and by some women, there is an acceptance of the culture as “the way it is” and they make an effort to negotiate it so they can still experience leisure they enjoy. I’m always struck by how much planning goes into some women’s leisure activities in order to reduce their sense of fear and/or increase their sense of safety. And sometimes, some women find it’s just too much effort. Their roommate doesn’t want to go to they gym with them or their partner doesn’t want to go for the hike in the woods. Finding someone else to go with can be too much work. So, they don’t participate.

Their stories prompt me to think of the regular reminders I received when I lived on campus during my first four years of university – “don’t walk home from the library alone at night,” “if you’ve had too much to drink, don’t get separated from your girlfriends,” “don’t leave your drink unattended at the bar,” “call the walk-home service if you don’t have someone you know to walk you home”. Then, when something did happen on campus, there were alerts posted everywhere (doors to academic buildings, the dining hall, residences) reminding us of the precautions we should take. At times, it felt exhausting.

Men in my class have also talked about how they have sensed women’s fear of them. For example, many men have watched women they were walking toward cross the street to avoid meeting them on the sidewalk and having to pass by in close proximity. Despite not having any intent to harm the women on the street, or any women ever for that matter, these men have expressed that they feel guilty… for being male and instilling fear in women simply by being a male figure in the dark. Many men are aware of the fear women have – the fear their sisters, girlfriends, residence mates, or classmates live with. A number of them have described roles they have played in facilitating women’s “safe” arrival to or from leisure activities. They go to the gym with their girlfriends or female friends – not necessarily at the time they would prefer to go, but they go as the “buddy” to travel to and from with. They walk women home after events – concerts, plays, evenings at the bar. One male biked on trails with his sister one summer after someone was sexually assaulted. He was worried about her and since she was an avid cyclist, he ended up become quite an avid cyclist as well. Some men have expressed that this is one of the roles they feel that they are expected to play – to protect women. For these reasons, I can’t ignore the impact that the rape culture has on men as well.

As a woman, there is much that disturbs me about this story. As a leisure scientist, the impact of the rape culture on women’s leisure is something I can’t avoid thinking about. Since freedom is a key aspect of satisfying leisure experiences, the fear of sexual assault surely affects the level of satisfaction that women experience in certain circumstances – regardless of whether a woman has ever experience sexual assault or not.

References/Further Reading:

Coble, T. G., Selin, S. W., & Erickson, B. B. (2003). Hiking alone: Understanding fear, negotiation strategies, and leisure experience. Journal of Leisure Research, 35(1), 1-22.

Wesely, J. K., & Gaarder, E. (2004). The gendered “nature” of the urban outdoors: Women negotiating fear of violence. Gender & Society, 18(5), 645-663.

Whyte, L. B., & Shaw, S. M. (1994). Women’s leisure: An exploratory study of fear of violence as a leisure constraint. Journal of Applied Recreation Research, 19(1), 5-21.

 

Leisure Makeover Monday – Week One

In the last decade, there has been an emergence of the “makeover” phenomenon. Generally the focus of makeovers (on television or for radio contests, for example) is on improving appearance or image. For example, makeovers often involve changing one’s physical appearance with cosmetic treatments, a new hairstyle, and/or a new and improved wardrobe. Other makeovers focus on renovating rooms or homes that result in an improved image of the living space. However, a makeover can also involve a transformation that goes deeper than appearance or image.

At one point or another, most of us have probably thought that our leisure or the manner in which we spend our free time needs to be transformed or changed. Perhaps you think about it when you experience periods of boredom or feel a pang of envy at the hobbies or pursuits of others that seem interesting or appear to be personally fulfilling for them. You may feel frustrated that so many things get in the way (e.g., work, family obligations) that you’ll never have time for yourself. You may experience a life transition (e.g., parenthood, retirement, moving to a new community, developing a chronic illness) that causes a shift in the time you have available for leisure or what you may be able to do (e.g., physical limitations, financial limitations).

Unfortunately, very few of us are educated about leisure – why it is important to have leisure; the ways in which leisure can meet various needs we have (e.g., for social contact, for challenge, for relaxation); how to identify the barriers that may get in the way of our leisure and how to overcome these. And, as schools continue to make cuts to physical education, art programs, and music programs, the opportunities for all children to develop interests in and skills for various leisure pursuits is put in jeopardy. Without this “education,” it is difficult to know how to make changes or transformation to one’s leisure.

Posts on Monday will be dedicated to leisure education. In the recreation and leisure studies field, leisure education has been defined as a process whereby individuals acquire the knowledge, skills, and attitudes that motivate and facilitate one’s ability to improve the quality of life in leisure.

Understanding the Role of Leisure in Your Life

Hopefully, since you’re reading this blog, you already have a belief that leisure is important in your life or that it, at the very least, plays some important roles (e.g., maintains your sanity, serves as an escape, brings you pleasure). Understanding the value of leisure in one’s life is an important first step in transforming one’s leisure. There is an extensive body of literature that identifies various outcomes/benefits associated with engaging in leisure. I have identified a few of the personal and social benefits here:

• A variety of leisure pursuits (e.g., physical activity, social leisure) has been linked with positive physical and mental health outcomes. In particular, considerable research has found that leisure can be a buffer to stress and also used as a way to cope with stress.
• Leisure also contributes to identity development because leisure is a context in which individuals of various ages have the freedom to explore, experiment, or “try on” different roles. Some people feel particularly connected to the identities associated with leisure pursuits – they may identify themselves as a “runner” or a “musician”. Having an identity associated with leisure can be extremely valuable during times when other valued identities are shifted or lost (e.g., loss of job or retirement that result in either the temporary or permanent end of a work identity).
• Leisure can help with academic achievement. Research has found that students involved in extracurricular activities (e.g., sports, performing arts, volunteering, and school involvement) performed better in school than those children who were not involved in extracurricular activities.
• Recently, we’re seeing leisure linked with happiness. Gretchen Rubin, author of the popular self-help book, The Happiness Project, devoted two chapters to leisure-related themes. One chapter was titled “Be Serious About Play” and another, “Make Time for Friends” focused on relationships/friendships as an important source of happiness.
• Leisure participation can enhance family cohesion and family functioning.

In Canada, a “Benefits Hub” was been created that showcases research evidence of the various personal, social, economic, and environmental benefits of recreation and leisure. If you’re interested, you can explore further some of the links there.

Understanding the value of leisure is important because without that understanding, it is difficult to make leisure a priority or to give it focus in your life!

Assessing How You Spend Your Time

A good place to start in transforming your leisure is to gain a good understanding of how your time is currently being spent. Often, people have a sense of where there time is going, but when they actually pay attention and record it, it can be eye opening. For example, you may think that you watch about an hour of television a night, but when you actually record it, you learn almost 2 hours a night is devoted to television. Or, perhaps you have the impression that you are only spending 30 minutes a day doing house cleaning when it fact, it is much longer. Understanding what you are doing, when, and for how long is an important first step in making decisions about leisure time.

You can download a Personal Time Diary, print it off, and complete it for a few days (ideally, for one week – it should only take you 15 minutes each day to quickly jot down your day’s activities). This will give you a picture of where your time is going. It will also give you a sense of how much leisure time you have, when you seem to have it, and what types of things you’re doing.

A few questions you can ask yourself when you’re done with the time diary:

1. Do I like what I see?
2. Is there balance between my work/obligatory activities (paid work, house work, personal care) and leisure time that I enjoy either for myself or with my family? 
3. Are the activities I am doing during my free time satisfying for me?
4. Is there balance between active and passive activities? Am I getting enough physical activity?
   

6 Tips for Helping an Introvert Enjoy Leisure

I am an introvert.

I first had the chance to really explore this aspect of myself when I was a doctoral student. I was explaining to a friend one day that whenever I entered my apartment building and there was someone standing waiting for the elevator, I would take the stairs (to the 7th floor). She asked why. I said, “I can’t do the small talk. I’d rather walk up 7 flights of stairs with 4 bags of groceries than struggle with the small talk.” My friend was also an introvert and we began sharing stories of our “introverted adventures” (often wondering why were excited to deliver a lecture to 100 students, but wanted to avoid a gathering of 20 people). We often wished we could be more like extroverts so we’d fit in better in the world.

Last year, I heard about Susan Cain’s book, Quiet: The Power of Introverts in a World that Can’t Stop Talking. I couldn’t wait to get it. The book definitely represented my experiences as an introvert in many ways and reading it helped me better understand myself and the fact that I am not alone. Off and on, since reading her book, I’ve contemplated how being an introvert affects me in my work environment (the focus of her book), but also in my leisure. Then last week, I read a Huffington Post article, “23 Signs You’re Secretly an Introvert,” in which I identified with almost all the characteristics outlined. Once again, I found myself focusing on how being an introvert might influence the leisure choices and experiences. And so the stimulus for this blog post.

Introversion is often misunderstood – equated with being shy. They are not the same thing. Introverts enjoy as well as energize and recharge from that alone time. People who are shy don’t necessarily desire to be alone, rather, they are afraid of interacting with others. While extroverts gain energy from being around others and being social, introverts find their energy gets zapped after too much time around people and particularly large crowds. We prefer time one-on-one or with small groups of close friends. We like our solitude – opportunities to process information, think, and reflect. We can get easily distracted and overwhelmed in environments with an a lot of stimulation (e.g., noise, lights, music, talking). Extroverts can misunderstand an introvert’s desire for time alone as him/her being anti-social or depressed. But again, this is simply not the case.

So, how can being an introvert influence one’s leisure? After considering my own experiences and reading various other people’s accounts of their experiences as introverts, there seems to be some possible patterns in the leisure of introverts.

Introverts:

• may have low motivation or drive to participate in social leisure experiences (e.g., may prefer to decline invitations to parties with large groups; may be disinterested in experiences that will involve large crowds)
• are more likely to enjoy leisure experiences with smaller groups of people – dinner with one or two friends as opposed to a group of 10 or 20.
• may avoid leisure experiences that involve audience participation such as baby showers or family parties where they know may have to play games, or a karaoke bar where they may be dragged up to sing with a friend (introverts can do karaoke, but enjoy it when it is on their terms).
• may be ready to leave a party shortly after they arrive and may be more likely to stick with the people they know than to work the room to meet new people
• may need and seek to strike a balance between periods of time that involve a high degree of social activity (e.g., family gatherings during the holidays) and time in which they can experience solitude (e.g., taking a walk alone after the big family dinner; heading to bed early with a book).
• may avoid team sports or not enjoy the overall experience of playing on a team as much as their extroverted teammates
• may enjoy the activity aspect of participating (e.g., running with a running club), but may struggle with (or even dread) the small talk that may occur before or after

How can you help your introverted partner, friend, or child to get the most out of their leisure time and experiences? A few tips:

1. Consider involving them (or becoming involved if you are an introvert) in activities which focus on individualized practice, reflection, and personal development such as martial arts, yoga, and meditation. Perhaps consider sports such as competitive swimming. These activities may be a more natural fit for introverts than team sports.
2. If you are planning a gathering, consider how many people you invite. Perhaps you (or your introverted partner, child, or friend) would be more comfortable with a birthday dinner or Thanksgiving celebration with two or three people as opposed to a surprise party at the house with 25 acquaintances.
3. When planning a vacation, consider the level of stimulation in a given day and determine ways that the introverted person might be able to access solitude or alone time. For example, if you are staying with relatives or sharing a cottage with friends while on vacation, do you have your own room? Are the activities you are planning to do all social in nature or in crowds (e.g., a day at Disney), or is there a good variety of activities that involve varying degrees of stimulation (e.g., day at Disney, day at the beach).
4. Understand that introverts prefer to have a few close relationships. Encourage them to make and nurture friendships with one or two close friends who share similar interests. Don’t push them to make lots of friends.
5. Support the introvert in your life in accessing alone time. For a child, that may involve giving them space after they come home from school/day care/team practice – to play, read, listen to music in their room, or even just daydream. For your partner, it could mean not being offended when they want to go for a run, alone, after work. It could mean encouraging them to take time to weed or putter in their garden or do whatever it is that brings them pleasure and allows for solitude.
6. For children in particular, allow them to observe new situations first before encouraging (or demanding) they perform a task. For example, before they work on riding their new bike (the one with no training wheels), give them a chance to watch other kids or you. Remember that introverts like time to take in what they are observing, process the information, and think about it.

As Cain explains in her book, we live in a society with a “extrovert ideal” meaning that the qualities associated with being an extrovert are valued and viewed more positively. It can therefore take some work to fully embrace and enjoy your “introvertedness” and to shift your leisure pursuits to support the introvert in you.

Since reading Cain’s book, I personally work to embrace my desire/need for solitude and recognize that this is where my energy comes from – energy I need for work and to enjoy life. I work to accept my preference for meaningful conversations with a friend over small talk with strangers or acquaintances.  I work to accept that I’m more drawn to yoga than membership with a running club. I work to recognize that after a long period of social leisure, I need my solitary leisure to recharge. And when I want to leave a gathering soon after arriving or stick like glue to my husband the entire time rather than mingling, I remind myself that it is not because there is something wrong with me. I am an introvert.

Minimalism – A Path to More Leisure? Improved Leisure?

I’ve been reading a lot about minimalism lately (e.g., living with less; owning less; omitting needless things). It is something that has caught my attention. I think I was initially drawn to the idea of owning less and focusing less on possessions because some of the most unhappy times in my life occurred when I was focused on acquiring “stuff” – comparing myself and what I had with others; wanting the same stuff that other people had but not being able to afford it or even get access to it; saving for stuff that I thought would help me to be more popular and fit in; and thinking stuff would help me create an image that I wanted (or others would find appealing). What a tremendous failure all that was – at least for me and it created endless disappointment. On the other hand, times when I have been more grateful for what I had, was not worried about the next thing I needed to buy or acquire, did not compare my possessions with others – I have been much more content.

I have located many great articles on minimalism and I’ve been seeing ways in which minimalism might allow one to access more leisure time and also improve the quality of their leisure. I’m not an expert on the minimalist life, that’s for sure. And, I’m far from a minimalist myself. I am, however, slowing acquiring an understanding of its principles and, because of the field I’m in, cannot seem to help myself from considering the links with leisure.

One of the key principles of a minimalist lifestyle in focusing on experiences and less on material possessions. Looking at this from a leisure perspective, I see ways that a minimalist lifestyle could allow one to access more leisure or to improve one’s leisure time experiences. A focus on experiences could mean enjoying doing things together as a family – putting in the garden; having supper; attending community concerts in the park. It could lead to creating memories and reliving memories created (with friends or with family). I wonder if it could also mean that everyone might be more engaged in the experience they are having – not pulling out hand-held games or phones once arriving at a performance theater to fill the time until the performance starts. I wonder if focusing on the experience would instead mean that people (both adults and children) would take in the energy that may be present (excitement, anticipation) and the atmosphere, would talk and connect with others who are sitting around them, or engaging in conversation with the person or people they came with.

Another principle of a minimalist lifestyle seems to involve making changes that improve quality of life and your relationships with others. Many leisure experiences provide opportunities for you to engage in activities that can improve your quality of life (e.g., physical activity, yoga, meditation, hiking, playing outdoors, reading) and allow you to focus on relationships (e.g., socializing with others, family dinners, volunteering). A minimalist lifestyle may allow for more focus on those activities. It may also mean that your leisure time is spent with those who mean the most to you.

A favorite blog that I’ve been following is Joshua Becker’s “Becoming Minimalist“. A recent post was about overcoming consumerism. One suggestion – shut off the television because it “glamorizes all that it needs to glamorize in order to continue in existence”. For networks to generate funds, advertising is needed. Advertisers need you to want what they have to sell. I see it… if you buy that fragrance, your life will be better; people will flock to you; big things will happen. If you have this van, your family trips will be perfect, even magical. This cleaning scrub will make your life easier. And so on. I’m a pretty critical consumer of information in general, but I’m not immune, that’s for sure. I do find myself desiring the new Mr. Clean Eraser that has a handle because with “more leverage”, I’ll be able to get the job done faster. So far, I haven’t gone out to buy one. Turning my focusing on the outcomes of implementing this tip, shutting off the television would allow opportunities to engage in more meaningful and perhaps satisfying leisure pursuits.

Another suggestion in his guide to overcome consumerism is “dream bigger dreams” for your money. He recommends aiming higher than “the clearance rack of the department store”. For example, using financial resources to help those who are without. I considered the various leisure experiences that one could access if money was devoted to “bigger dreams”. Travel is definitely a “bigger dream” – providing opportunities to experience and learn about new cultures. If music is something you love, learning to play a musical instrument might be an excellent “big dream” for you money. But smaller and/or local experiences can allow us to experience life more fully as well – financial resources direct at attending festivals and theater performances; visiting museums and art galleries; enjoying a meal out with a group of friends.

Buying less and possessing few things does create an interesting dilemma for those who consider shopping as leisure. Something to think about more on another day.

Another blogger I follow, Leo Babauta, discusses goals in one of his posts. He poses the question, do we really need 101 goals. It is unclear how he is defining goals – whether he’s speaking about life goals or everyday goals. Regardless, I liked this question because it caused me to pause and consider whether having too many goals makes for more “to do” lists or a longer “to do” list. We have the work “to do” list and the home “to do” list and maybe even a kids “to do” list. Can too many goals form another list? He suggests that if we have fewer goals or even just one, we can put more of ourselves into that one goal.  Again, when I consider this from a leisure perspective, I wonder how having many leisure-related goals might impact the quality of an experience. This brought to memory something I saw on Pinterest.

Each of these activities on their own could be experienced as leisure – lots of fun, freely chosen, intrinsically motivated. However, when we see these lists, do we feel pressure to take in all these experiences? Do we switch our focus to consuming experiences in the way that we consume material goods? If we see these as “goals” – might we fall (no pun intended) into a trap of trying to knock them off the list – be successful in “doing fall” – rather than thinking about which we’d most like to do and setting one or too “fall activities” as goals? I don’t know the answers, but these questions are worth considering. Fewer goals. Less pressure. Greater ability to fully give yourself to the goal. All this could lead to a more satisfying experience in whichever activities you chose to do.

It seems, from my initial examination, that a minimalist lifestyle has the potential to open doors to more leisure, different types of leisure, and perhaps even improved leisure experience for those embracing it.