Core Curriculum

Applied Health Sciences - Recreation & Leisure Studies

Core Curriculum

The Core Curriculum is the cornerstone for studies in the Department of Recreation and Leisure Studies (RECL). As such, the Core Curriculum is purposefully designed to deliver a wholesome approach to the concept of health through the principles and practices in recreation and leisure. Hence, interdisciplinary theories, concepts and terminologies, related to recreation and leisure, form the content of the Core courses in the RECL program.

Additionally, the courses within the Core Curriculum afford insights for individual, family, community, societal and national health agenda. This makes Core courses the spine of the Recreation and Leisure Studies program. Through the delivery of these courses, students receive and develop critical academic skills as they are strongly encouraged to explore and debate ideas and cases from the local, intra-national, international and global arenas. Given the significance of the contents and related coursework of Core courses to the intellectual and academic abilities of students, these courses are “required” for the successful completion of the various RECL degree options.

CORE CURRICULUM COURSES
Courses within the Core Curriculum can generally be grouped under the following three categories:

Theory - Courses within this category tend to focus on exploration of concepts of recreation and leisure such as: (1) how individuals use their time (recreation, travel, vacations, holidays, hobbies, family events / celebrations, (2) patterns of recreation and leisure activities and experiences (preferences in dance, music, literature, art, theatre, sports, movies), and (3) perspectives on living (satisfaction, pleasure, choice, enjoyment, freedom, empowerment), either through direct participation / engagement / involvement or vicariously as spectators. Such courses include:

RECL 1F91 - Introduction to Recreation and Leisure Studies – comprises the first and basic lessons on the subject of recreation and leisure. Students are made aware of the fundamental concepts related to the discipline of leisure studies including leisure theory and philosophy.
RECL 2P11 - The Social Psychology of Leisure and Recreation – highlights the dimensions of human behaviour during free time including lifestyle, social habits and motives for leisure and recreation
RECL 2P21 - Leadership in Parks, Recreation, and Leisure Services – provides an understanding of leadership theory and practice at the small group, agency, and community level in a range of parks, recreation, and leisure services contexts.
RECL 3P11 - Sociological Aspects of Leisure and Diversity – uses sociological approaches to examining classic and topical literature related to the impact of leisure on outcomes of individual interest and the society in all its diversity.
RECL 4P21 - Cultural Politics of Leisure - attempts to understand the political dimensions of leisure theory and practices. Here the emphasis is placed on political and policy impacts and outcomes of power, status, representation, commodification and social control in relation to popular leisure pursuits such as play, television and film, sport, gambling, social media and deviance.

 

Research – Courses within this category are identified by the application of quantitative (statistical analysis) and qualitative (interpretive assessments) approaches to predict and understand recreation and leisure that promotes physical, emotional, intellectual and social experiences. These courses also introduce students to various software programs that are almost indispensable for researchers today. The library, with its holdings of books, journals, public documents and A/V materials, is the primary source of readings / literature / information. Such courses include:

RECL 2P07 - Introduction to Research Design and Evaluation – is an introductory course that informs students on the principles and techniques for research. Students learn and practice specific aspects of the research process, namely, construction, administration / collection and evaluation of data, including analysis.
RECL 3Q07 - Quantitative Analysis – students learn quantitative means of understanding, interpreting and analyzing statistical data and information.
RECL 3Q17 - Qualitative Approaches to Inquiry – students learn theories, approaches, designs, methods and procedures for conducting qualitative studies.
RECL 4F07 - Group Honours Thesis Research Project – students work in teams to prepare a research proposal, determine methodology for its implementation and conduct their proposed study to write a research report. This course is particularly useful in developing critical thinking, research writing and analysis skills.
RECL 4F27 - Individual Honours Thesis Research Project – This course is similar to 4F07 except that individual students work independently to prepare a research proposal, determine methodology for its implementation and conduct their proposed study to write a research report.

Practice: Courses within this category combine research with applications in professional networking and collaboration; skill development, mentorship and education for recreation and leisure in three specific domains. These include: Physical domain – fitness, exercise, nutrition, energy, mobility, emotional domain: risk excitement, enthusiasm, harmony tranquility, relief, and respite; Intellectual domain – competence, capability, organizing, knowing, and problem solving; Social domain – friendships, camaraderie, networks, humanity, and community. These courses include:

RECL 2P00 - Recreation Programming – is a hands-on type of course that uses theoretical and practical foundations towards planning, designing, promoting, implementing and evaluating recreation programs.
RECL 3P24 - Psychosocial Coping and Adaptation – focuses on the role of leisure in the processes of re-adjustments in personal and social life to negative life events and conflicts in society.
RECL 3P45 - Campus Recreation – students are able to appreciate various aspects of campus recreation relating to different programming areas, values of recreational sports and the role of campus recreational sports programs in the context of higher education settings.
RECL 3P91 - Migratory Pursuits in Leisure – is based on travel and tourism theories of movement, (national and global), settlements and relocations for leisure purposes. This includes local and global patterns of itineraries for revival and rest (physical /spiritual/ psychological) to second homes, cottaging, timeshares, natural sanatoria/spas and spiritual retreats.
RECL 3P93 - Principles of Sustainability, Community Recreation and Leisure – students are challenged to reflect on their own leisure engagements in the context of sustainable recreation/leisure pursuits, with respect to local conditions (natural, social and economic factors).

RECL 4F02 - Internship in Therapeutic Recreation - an extended full-time internship based course undertaken in conjunction with a full-time Therapeutic Recreation professional.

RECL 4F25 - Internship in Community Recreation – an extended full-time internship based course undertaken in an approved community based recreation service organization (municipality, not-for-profit organization, grassroots community organization).

RECL 4F26 - Internship in Outdoor Recreation – an extended full-time internship based course undertaken in an approved outdoor recreation based organization (conservation authority, outdoor outfitter, camp organization, outdoor/experiential education centre).

RECL 4F55 - International Field Experience in Recreation and Leisure – addresses various forms of leisure such as recreation, play, sport, the arts, in an international context. The objective of the course is to examine recreation as a tool for social development through comparative analysis of leisure policy and service delivery styles. Through this content, students are sensitized on the role of leisure in socio-cultural relationships.

RECL 4F15 - Program Evaluation in Professional Practice – focuses on needs assessment in planning, managing, and administering delivery of leisure services and programs. The course integrates theory with professional development and practical experiences in recreation and leisure organizations.
RECL 4P93 - Global Policies in Recreation and Leisure – takes into account international perspectives and comparisons relating to provisioning for recreation and leisure facilities at local, regional and national levels; international frameworks and processes; issues and cases in recreation policy.

 

All the courses in the Core have been developed with an integrated perspective as deemed integral to our understanding of the development, modification and enhancement of healthy lives.

CORE CURRICULUM related FAQs
1. Who do I go to for consultations on Core courses?
For all course related queries, your best reference person is the Mike Fawkes, the Undergraduate Program Coordinator for the Department of Recreation and Leisure Studies. Please seek his advisements for all your consultations!
2. How do I determine which Core courses are required (or elective)?
Students are highly encouraged to refer to the academic planner, available electronically on the program planner page, for self-assistance. Should you need additional support with tracking or charting your progress correctly, please contact Mike Fawkes, the Undergraduate Program Coordinator for the Department.
3. Can I minor in Leisure Studies?
Currently, no such provision is available.
4. If I am a transfer student, how can I determine which courses I would need to study?
All transfer students must refer to their individual offer of admission to the Department of Recreation and Leisure Studies at Brock. In addition, it is a good idea to contact Mike Fawkes. There is a high probability for transfer students to take a significant number of Core courses.