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2012 Leisure Research Symposium Book of Abstracts PDF

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2012 Congress & Exposition Anaheim, California October 16 --18, 2012 Abstracts from the 2012 Leisure Research Symposium Copyright 2 012 NRPA National Recreation a nd Park Association 22377 Belmont Ridge Road Ashburn, Virginia 20148 PREFACE—2012 LEISURE RESEARCH SYMPOSIUM   We are pleased to present the abstracts for the 35th annual Leisure Research Symposium held in conjunction with the National Recreation and Parks Association Congress in Anaheim, California, October 16-18, 2012. This year we received 94 abstracts which included two panel presentations for review. Of those, 48 oral paper presentations plus 2 panel sessions and 29 posters (26 will be presented) were accepted for inclusion in this year’s symposium. The oral presentations and posters are blind peer reviewed in a process where the reviewers do not know if the abstract is to be considered for a poster or an oral presentation. Dr. Sarah Agate, Southern Illinois University, is coordinating the poster session. This year we have two panel sessions, a new submission category introduced in 2009.   The 2012 LRS starts with the Butler Lecture in the afternoon on Tuesday October 16th addressing the topic of “Social justice and leisure: The usefulness and uselessness of research.” Mr. Garcia, the Executive Director and founder of The City Project, a non-profit legal and policy advocacy organization based in Los Angeles, California, will deliver the main keynote speech. Following Mr. Garcia’s remarks, there will be an opportunity for questions and discussion.   The LRS oral presentations will begin the next morning, Wednesday October 17th at 9am, with a range of themed sessions. This year we continued using some of the new submission categories developed for the 2009 symposium. At the end of the review process we grouped the papers by theme and a focus on physical activity and health once again seems to predominate. This year we also received a significant number of submissions related to leisure behavior, social justice and diversity, and nature based recreation, broadly defined. We hope there are sessions of interest for everyone. The moderators have been asked to facilitate discussions on a particular theme at the end of each session, so please stay and engage in what we hope will be some lively debates.   As ever we could not have organized the LRS by ourselves. Our thanks go to the review coordinators and reviewers whose dedication and willingness to serve are much appreciated. As ever, we thank our NRPA staff liaison, Danielle Price, who has worked extremely hard once again this year and Dr. Sarah Agate for coordinating the poster session. We also extend our thanks to the presenters for sharing their work and the moderators for facilitating the sessions. We are looking forward to seeing you all in Anaheim and sharing the 35th Leisure Research Symposium with you.   Jason Bocarro and Monika Stodolska 2012 Leisure Research Symposium Co-Chairs Reviewers for the 2012 Leisure Research Symposium LRS Co-Chair: Monika Stodolska, University of Illinois LRS Co-Chair: Jason Bocarro, North Carolina State University Poster Coordinator: Sarah Agate, Southern Illinois University Denise Anderson Gerard Kyle Clemson University Texas A&M University Brigitta Baker Stephen Lewis Louisiana State University University of Wisconsin LaCrosse Michael Bowker Elizabeth Orsega-Smith University of Georgia University of Delaware Ewei Dong Laura Payne University of South Alabama University of Illinois at Urbana-Champaign Rudy Dunlap Mary Parr Texas A&M University Kent State University Gary Ellis Jennifer Piatt Texas A&M University Indiana University Myron Floyd Harrison Pinkney North Carolina State University California University of Pennsylvania Karen Fox Neelam Poudyal University of Alberta University of Georgia Gary Green John Spengler University of Georgia University of Florida Brian Greenwood Cheryl Stevens California Poly, San Luis Obispo East Carolina University Corey Johnson Gordon Walker University of Georgia University of Alberta Andrew Kaczynski Stephanie West University of South Carolina Appalachian State University NATURALLY AWESTRUCK: EXPLORING THE MECHANISMS OF AWE IN THE OUTDOORS Joel Agate, Southern Illinois University Carbondale Dorothy Schmalz, Clemson University Awe is one emotion that may have powerful implications for quality of life. Many leisure researchers have identified the experience of awe in those engaged in outdoor and wilderness experiences (Heintzman, 2006; Pohl, Borrie, & Patterson, 2000). Little work has been done, however, to explain or describe this emotion, much less to understand the antecedents and the consequences of this emotion. Scholarly writings on awe have also been largely conceptual or philosophical, lacking in empirical support. In the current study, researchers used empirical approaches to understand the functions of awe. Background Leisure scholars have identified feelings of awe in those participating in outdoor and adventure recreation (Heintzman, 2006; Pohl, Borrie, & Patterson, 2000). Positive psychologists have indicated that awe is most commonly felt in response to natural or wild environments (Shiota, Keltner & Mossman, 2007). Recent work by Agate (2011) identified numerous mechanisms that may contribute to feelings of awe in the outdoors. These mechanisms include things one might see (e.g. natural phenomena, environmental characteristics, unexpected encounters), things one might do (e.g. being in the right frame of mind, getting out into nature, and putting in personal effort as one might do when summiting a mountain), and individual characteristics (e.g. spirituality, curiosity). Awe has been described as one emotion that may be felt when people are faced with stimuli that are exceptionally beautiful or grand (Adler & Fagley, 2005) or that are vast and completely new or unfamiliar (Keltner & Haidt, 2003). Awe may be felt toward a person’s virtue or great ability, by that which is fearful or beautiful, or by that which is spiritual or supernatural (Keltner & Haidt). Scholars have indicated that awe is a significant and powerful emotion (Keltner & Haidt; Strümpfer, 2007) with numerous powerful consequences. Strümpfer suggested that it has “sweeping effects” (2007, p. 502) on those who experience it. Furthermore, Keltner and Haidt suggested that it may elicit significant and lasting change and indicated that experiences of awe stand “in the upper reaches of pleasure” (p. 297). Consequences of experiencing awe include emotional, psychological, and physical benefits (Curtain, 2005). Awe has been identified as a source of strength in times of transition (Strümpfer, 2007), and as a key aspect of appreciation (Adler & Fagley, 2005). Others have hypothesized that awe may be important in moral, religious, or spiritual development (Halstead & Halstead, 2004), and some have suggested that awe may strengthen a person’s relationship with that which elicits the emotion (Dillon, 2002; Walter, 2004) or between those who experience the emotion together (Keltner & Haidt, 1999). Finally, scholars have suggested that awe may be important in enhancing learning (Ashley, 2006; Schneider, 2003). However, many of the benefits of awe as suggested by researchers have been primarily described in conceptual or theoretical pieces. The current study was designed to empirically explore the possible benefits of awe. Methods A collective case study approach was employed to investigate the functions of awe in the outdoors because it affords exploration and explanation (Yin, 2003). Three cases were selected for the current study: Boy Scout leaders from a troop housed in a religious organization, active older adults enrolled in a lifelong learning class teaching outdoor skills, and college students enrolled in a backpacking class. Cases were selected using a theoretical sampling method based on research which indicates that those who (1) possess significant cognitive and psychological resources (Sundararajan, 2009), (2) spend time in the outdoors (Shiota, Keltner & Mossman, 2007) and (3) are spiritually inclined (Halstead & Halstead, 2004) are likely to be prone to experiences of awe. Selected cases met at least two of these three criteria. An initial sample of five participants was drawn from each case, resulting in a total sample size of 15 participants. Semi-structured interviews ranging in length from 44 to 83 minutes (average length = 61 minutes) were conducted to gain an understanding of how participants interpret awe and what stimuli have contributed to experiences of awe in the outdoors. Interview questions were strategically developed to examine the mechanisms of awe and were written with the assistance of a panel of experts in leisure and positive psychology. Data were analyzed using inductive analysis and a constant comparative method (Strauss & Corbin, 1990). A process of open coding was employed to identify relevant topics within the data, after which axial coding was used to structure emerging topics into main themes and sub-themes, which were then synthesized into an overall theme (Strauss & Corbin, 1990). An external auditor reviewed relevant portions of the data and assisted in the formulation and revision of topics and themes. The external auditor and the use of member checks also helped to ensure the validity and reliability of findings. As per Henderson (2006), additional measures were taken to strengthen the transferability and trustworthiness of the findings. Results The following overall theme emerged from the data: experiences of awe in the outdoors appear to offer a wide variety of social, emotional, and psychological benefits. Eight specific outcomes were identified. Awe in the outdoors (1) motivates, inspires, and empowers people to act, (2) provides an escape from everyday life, (3) makes one contemplate life and existence, (4) strengthens relationships, (5) increases respect of nature, (6) facilitates learning, (7) creates lasting, positive memories, and (8) draws one back to nature. Discussion As described above, scholars have hypothesized that awe may serve many important functions. The current study offers eight categories of such functions, many of which support the previous suggestions and hypotheses of scholars. While space limitations do not allow for detailed discussion of each theme, a few themes call for additional attention. First, many of the participants described an increased respect for nature that they experience after feeling awe in the outdoors. One participant indicated that awe in the outdoors makes her “feel privileged to have these opportunities close by and I always hope that they will stay unspoiled so that others can enjoy them.” Another participant indicated that seeing the, “beauty that’s around you…it makes you want to be able to preserve and keep that so that other people can experience it.” This focus on preserving nature and ensuring access for others is particularly pertinent in today’s climate of sustainability and environmental justice. This finding also supports previous works by Adler & Fagley (2005) and Ashley (2006) who indicated that experiences of awe might enhance one’s care for the natural world. Several participants also described a felt desire to return to nature after experiencing awe in the outdoors. One participant indicated that feeling awe in the outdoors, “just makes me want to go out and see more. If I thought ‘that was a really incredible experience,’ I would go back or go to another place and see what was out there.” This finding supports the findings of Shiota, Keltner & Mossman (2007) who found that people who reflected on an experience of awe frequently expressed an immediate desire to return to that place. This finding is particularly relevant in considering the child/nature disconnect described by Louv (2005) and others (e.g. Henderson & Bialeschki, 2010). If producing experiences of awe may increase in people the desire to return to nature, it may be important for practitioners to consider ways to expose children to awe in nature. Such experiences may then bridge the gap Louv described between children and nature in modern society. Scholars have suggested that awe may serve as a source of strength and encourage optimism. This claim is supported by the current findings that awe encourages contemplation and motivates people to act. Additional findings also support suggestions that awe may be important in strengthening human relationships (Keltner & Haidt, 1999) and in driving learning and education (Schneider, 2003). Participants in the study described awe in the outdoors as a powerful escape from everyday life that provides lasting positive memories, which tend to be associated with positive experiences and positive emotions. Participants attributed specific positive emotions to their experiences of awe in the outdoors, including but not limited to alive, lucky, happy, appreciative, grateful, hopeful, joyful, and curious. Study participants described these positive emotions as contributing to an enhanced life satisfaction and a higher quality of life. The current study adds to the body of literature by offering empirical evidence for the valuable role awe in the outdoors can play in people’s lives. As more is learned about the functions of awe in the outdoors scholars and practitioners will be better able to build an argument for facilitating such experiences through specific programming. As recreation service providers learn more about how to facilitate experiences of awe, they may be able to provide increasingly positive outdoor experiences. Agate (2011) described some mechanisms of awe, but additional research is needed to develop further understanding of the mechanisms that lead to awe in the outdoors. While the best approach for answering the question of the current study was a qualitative approach, such methods are limited in the ability to generalize findings. The rich understanding of the human experience of awe in the outdoors that is offered in the current study, however, helps to further develop the understanding of this emotion. This understanding should be used in the future to develop a cohesive and parsimonious definition of awe that manages to capture the complexity of the emotion. Quantitative methods must also be applied to the exploration of awe through the development of a means to quantitatively measure the experience of awe and consequently develop a deeper understanding of this emotion. Such an understanding will assist recreation researchers and practitioners as they seek to facilitate positive recreation experiences. Joel Agate, Department of Health Education and Recreation, Southern Illinois University Carbondale, (618) 453-2777; [email protected] Selected References Adler, M., & Fagley, N. (2005). Appreciation: Individual differences in finding value and meaning as a unique predictor of subjective wellbeing. Journal of Personality, 73(1), 79-114. Agate, J. (2011). An exploration of the mechanisms of awe experienced in outdoor settings. A paper presented at the Symposium on experiential education research, Jacksonville, FL. Ashley, M. (2006). Finding the right kind of awe and wonder: The metaphysical potential of religion to ground an environmental ethic. Canadian Journal of Environmental Education, 11, 88-99. Curtin, S. (2005). Nature, wild animals and tourism: An experiential view. Journal of Ecotourism, 4(1), 1-15. Dillon, J. (2002). The role of the child in adult development. Journal of Adult Development, 9(4), 267-275. Halstead, J., & Halstead, A. (2004). Awe, tragedy and the human condition. International Journal of Children’s Spirituality, 9(2), 163-175. Heintzman, P. (2006). Men‘s wilderness experience and spirituality: A qualitative study. A paper presented at the Northeastern recreation research symposium. Henderson, K. A. (2006). Dimensions of choice: Qualitative research approaches to parks, recreation, tourism, sport, and leisure research (2nd ed.). State College, PA: Venture. Henderson, K. A., & Bialeschki, M. D. (2010). People and nature-based recreation. Leisure Sciences, 32(1), 1-2. Keltner, D., & Haidt, J. (1999). Social functions of emotions at four levels of analysis. Cognition and Emotion, 13(5), 505-521. Keltner, D., & Haidt, J. (2003). Approaching awe, a moral, spiritual and aesthetic emotion. Cognition and Emotion, 17(2), 297-314. Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books. Pohl, S. L., Borrie, W. T., & Patterson, M. E. (2000). Women, wilderness, and everyday life: A documentation of the connection between wilderness and women‘s everyday lives. Journal of Leisure Research, 32(4), 415-434. Schneider, K. (2003). The fluid center: An awe-based challenge to humanity. Journal of Humanistic Psychology, 43(3), 133-145. Shiota, M., Keltner, D., & Mossman, A. (2007). The nature of awe: Elicitors, appraisals, and effects on self-concept. Cognition and Emotion, 21(5), 944-963. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. London: Sage. Strümpfer, D. J. W. (2007). What contributes to fortigenic appraisal of inordinate demands? Everything!. South African Journal of Psychology, 37(3), 491-517. Sundararajan, L. (2009). Awe. In S. Lopez (Ed.), The encyclopedia of positive psychology (pp. 86-93). Oxford, United Kingdom: Wiley-Blackwell. Walter, T. (2004). Body worlds: Clinical detachment and anatomical awe. Sociology of Health & Illness, 26(4), 464-488. Yin, R. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage. STRENGTHENING OR DAMAGING: EFFECTS OF OUTDOOR ACTIVITIES ON MARITAL RELATIONSHIPS Sarah Taylor Agate, Southern Illinois University Stacy Taniguchi, Brigham Young University Introduction and Literature Review The quality of one’s marriage influences many aspects of his or her life, including economic wellbeing, cardiovascular health, and mental and emotional health (Holt-Lunstad, Birmingham, & Jones, 2008; Wood, Goesling, & Avellar, 2007). Couples marrying today have a 40 to 50% chance of getting divorced (Stanley, 2007) and face numerous stressors and challenges in marriage that span a range of issues and situations (Story & Bradbury, 2004; Weber, 2011). With such a large number of marriage relationships being troubled and the consequent effects on individuals’ physical and emotional wellbeing, many researchers, as well as individuals, are looking for ways to strengthen marriages. One avenue many couples may choose to strengthen their relationships is recreation activities. One of the most common conceptualizations of couple recreation was developed by Orthner (1975). He described three patterns of couple leisure involvement: joint, parallel, and individual. Joint activities are where the couple directly interacts with one another. Parallel activities are those where the couple is together but not interacting. Individual activities are those where each individual in the partnership does his or her own activity and are not participating together. Numerous researchers have reported couples who participated in joint activities had higher marital satisfaction than couples that did not (e.g., Holman & Jaquart, 1988; Miller, 1976; Orthner, 1975; Smith, Snyder, & Monsma, 1988). Johnson, Zabriskie, and Hill (2006) suggested even more salient to a couples’ satisfaction with their marriage than participation in activities together is how satisfied they are with that participation. Other outcomes of couple activities that have been reported include a positive relationship between participation in joint activities and the level of marital communication (Orthner, 1976), and a negative relationship between time spent together and marital stability (Portman, 2005). One context in which couples will jointly participate in activities is challenging outdoor recreation. A study examining couples in this setting, conducted by Taniguchi, Freeman, Taylor, and Malcarne (2006), explored marital satisfaction and conflict processing in outdoor winter recreational settings. Because of the outdoor settings where these conflicts took place, many of the conflict processes were easily observed due to the lack of privacy in those settings. Taniguchi et al. noted the conflicts do not appear to continue due to the temporary circumstances that have created the conflicts. Previous research has indicated participation in activities together influences marital relationships, but little research has examined how these activities influence couples. What processes are occurring and are all of the outcomes of participation positive or are some negative? For example, Orthner (1976) found an increase in communication between couples when they recreate together, but an increase in communication can also lead to marital conflict if that communication is negative (Burleson & Denton, 1997). While various benefits to couples’ recreation have been identified, no research has examined the potential negative outcomes of these activities. Therefore, the purpose of this study was to explore how participation in challenging outdoor activities influences marital relationships. Methods The sample consisted of six married couples (N= 12), all who were married for less than four years. The participants’ mean age was 23.6 years ( = 2.8). None of the couples had any children at the time of the study. Study participants attended five outdoor recreation activities facilitated by the researchers. The activities ranged in the amount of challenge and included a basic cross- country skiing lesson, a cross-country skiing activity, snowshoeing, cooking dinner in the snow, and two cross-country skiing and backpacking trips. On the first trip, the couples built and slept in snow caves overnight. The second trip was a three-day winter campout and required a six-mile cross-country ski in the mountains of Northern Utah. Before the activities, participants were instructed in proper winter camping protocols, avalanche awareness, proper use of camping equipment and layering of clothing, and health issues related to cold conditions. Immediately following each activity, a focus group was conducted with all of the participants. Within one week following each activity the participants wrote a journal entry about their experience. Individual interviews were conducted by the primary researcher with all participants after the final activity. Audio recordings from the interviews and focus groups were transcribed. A qualitative content analysis was performed with participants’ journals. Three analytical procedures suggested by Mayring (2002) were completed: summary, explication, and structuring. Data from the interviews, focus groups, and journals were analyzed using inductive analysis and constant comparison (Denzin & Lincoln, 2000). The researchers followed the three stages of constant comparison (Glaser & Strauss, 1967) as described by Henderson (2006). First, data were coded into categories and topics that were identified. Second, the categories were integrated and themes and sub-themes were formulated. Third, categories were delimited and reduced; main themes were refined and a model was developed. Rigor in data collection and data validity, reliability, and trustworthiness were achieved through several steps taken by the researchers. Researchers used guiding research questions and kept an audit trail (Henderson) of all data gathered and documents formulated as data were collected, analyzed, and conclusions were developed. An external auditor was used during data analysis to guarantee the analysis captured the meaning and essence of the data and to establish trustworthiness of coding. Trustworthiness was also achieved by obtaining multiple perspectives (Denzin & Lincoln). Results and Discussion Analysis of the data indicated there are three main themes of what was experienced during the challenging outdoor recreation activities: (a) challenge, (b) time together, and (c) conflict. Consequently, either positive or negative communication between the spouses occurred, and finally the marital relationship was either strengthened or damaged. Sub-themes indicated specific aspects of each main theme, and a model was developed from synthesizing the themes (see Figure 1). Supporting quotes from participants were found to illustrate each theme. Sub- themes and quotes will not be presented in this abstract due to space limitations. Findings from this study indicate there are two general outcomes to participation in challenging outdoor activities for couples, either strengthening their relationship or damaging it. Due to the challenge and time together experienced during the activities (and conflict for some couples), there was an increase in communication between spouses. Some of that communication was positive but some were also negative. Most couples in the study appeared to strengthen their relationship through participation in the activities and the increase in positive communication. The only couples who seemed to experience detrimental effects to their relationships were those who dealt negatively with the conflict and engaged in negative communication patterns with each other. The current study adds to previous literature by pointing to a variety of positive outcomes for couples that come from participating in challenging outdoor activities together, as well as highlighting that there can also be negative outcomes to these activities. These findings also add to previous literature by addressing the role that the increase in communication, whether it is positive or negative, plays in strengthening or damaging relationships in these settings. These findings have important implications for professionals who work with couples to strengthen their marriages, as well as researchers who study both recreation and families. In an attempt to strengthen a relationship, a couple or someone working with them should not suppose or suggest that simply participating in an activity together will strengthen the relationship. A couple’s communication and their conflict resolution patterns should be examined and improved if needed before such participation. As indicated by Taniguchi, et al. (2006), marital satisfaction is related to the ability to resolve conflict. If a couple is prone to communicate negatively and they engage in negative conflict resolution processes, their relationship may be damaged by participating in a challenging activity together. However, if they have positive communication patterns and know how to resolve conflict in a positive way, challenging outdoor activities can be used to strengthen their relationship. Future research should quantitatively test and explore this model, as well as assess before participation in the challenging activities couples’ communication styles and conflict resolution processes. A more longitudinal approach to this research would also be useful to examine what happens to couples after they experience detrimental effects to their relationships from challenging outdoor activities. These findings can help professionals who work with couples, and those who facilitate and study recreation identify certain areas that may be particularly important to focus on and explore further. Figure 1. Sarah Agate, Southern Illinois University, 618-713-6773; [email protected].

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Dimensions of choice: Qualitative research approaches to parks, recreation, tourism, sport, and leisure research (2nd ed.). State College, PA: Venture.
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Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.