HMPE 5 – RECREATIONAL

and LEISURE
MANAGEMENT

This is a property of
PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
COLLEGE OF TOURISM AND HOSPITALITY MANAGEMENT
NOT FOR SALE
HMPE 5 – Recreational and Leisure Management
COPYRIGHT 2021
 
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Such agency or office may, among other things, impose as a condition the payment of royalties.
 
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Learning Module Development Team

Assigned Chapter Title Author/s

History and Development
Chapter 1
of Leisure and Recreation
Motivators, Benefits and
Chapter 2 Barriers to Leisure and
Recreation
Planning Leisure and
Chapter 3
Recreation
Public Operated Leisure
Chapter 4 Karen E. Casuga
and Recreation facilities
Private and Non-Profit
Chapter 5 Leisure and Recreation
Facilities
Commercial Leisure and
Chapter 6
Recreation Facilities
Trends and Issues in the
Chapter 7 Leisure and Recreation
industry

 
Evaluators:
 
Dr. Juan A. Asuncion, Instructor
Dr. Lorna L. Acuavera, Instructor

 
 
Course Overview
Introduction
This course will focus on applied knowledge in the field of hospitality operations within a global
economy, encompassing the planning and management of hospitality business of varying size
and complexity. Application of critical thinking, multi-tasking, and problem-solving skills in
demand by the hospitality industry. Analytical and collaborative problem-solving skills will be
developed through the use of authentic case studies with leading industry partners and relevant
industry technology. Apply teamwork and leadership skills, create strategies for supervising,
motivating employees, and as a team to achieve the goals and objectives of the hospitality
workplace. Graduates will have developed business and management skills applicable to various
hospitality sectors including accommodations, food and beverage, guest services and tourism.
You will be equipped with the knowledge and skills required to assume first-line supervisory and
management positions in the evolving fast-paced rewarding world of the hospitality industry.

Course General Objectives

By the end of the course, the students will be able to:
1. Know about the definition, concepts and scope of the Recreational and Leisure
Management; articulate and discuss the latest development in the tourism and hospitality
industry.
2. Identify the difference between leisure and recreation.
3. Describe how the spaces and places of leisure reflect and reproduce cultural values,
social role expectations, and stereotypes.
4. Extensive knowledge and understanding on the concepts of leisure and recreation and the
roles it plays on everyday life.
5. Compare and contrast the meanings, purposes, and values of leisure, recreation, play
and work for men and women across culture, history and in different languages.
6. Describe how leisure and recreation is considered from different historical and social
perspectives.

Course Details:
Course Code : HMPE 5
Course Title : Recreational and Leisure Management
No. of Units :3
Classification : Lecture-based
Pre-requisite / Co-Requisite : None
Semester and Academic Year : 2nd Semester, AY 2021-2022
Schedule : Monday & Wednesday
: 2:00 PM – 3:30 PM [BSTM 3B]
: Tuesday & Thursday
: 3:30 PM – 5:00 PM [BSHM 3C]
Name of Faculty : KAREN E. CASUGA
Contact Details : Email: [email protected]
: 09951893307
: FB Account: Karen Encarnacion Casuga
Consultation : Friday 3:00 PM – 5:00 PM
Learning Management System

The University LMS will be used for asynchronous learning and assessment. The link and class
code for LMS will be provided at the start of class through the class official Facebook Group /
Messenger Group.

 Edmodo
 Google Classroom
 University LMS

Assessment with Rubrics

Students will be assessed in a regular basis thru quizzes, long/unit/chapter tests, individual/group
outputs using synchronous and/or asynchronous modalities or submission of SLM exercises.
Rubrics are also provided for evaluation of individual/group outputs.

Major examinations will be given as scheduled. The scope and coverage of the examination will
be based on the lessons/topics as plotted in the course syllabus.
 0323

Module Overview
Introduction

This Recreational and Leisure Management was written for the students of hospitality and
tourism programs. Students will be able to read and fully understand its contents and answer the
exercises placed at the end of every chapter. It will also be helpful and served as a guide to the
faculty teaching the students of the tourism and hospitality management. The objective of the
authors is to explain the basic information and concepts about the hospitality and tourism world.
Also, it equips the students to have knowledge on operation management of tourism and
hospitality industry in understanding how it can be made to work for them and in their future
profession.

  Table of Contents

Chapter1: History and Development of Leisure and Recreation

1.1 Leisure Defined
1.2 Recreation Defined
1.3 Historical Origins and Development of Recreation and Leisure
1.4 The Play of Early Societies
1.5 Recreation and Leisure in Ancient Civilizations
1.6 Pastimes in Middle Ages
1.7 The Renaissance Period
1.8 The Nineteenth Century: Impact of Industrial Revolution
Chapter2: Motivators, Benefits and Barriers to Leisure and Recreation
2.1 Physical Motivators
2.2 Social Motivators
2.3 Psychological Motivators
2.4 Emotional Motivators
2.5 Benefits of Recreation
2.6 Barriers to Leisure and Recreation Pursuits
Chapter3: Planning Leisure and Recreation
3.1 Key components of the Leisure and Recreation Industry
3.2 Recreational Planning
3.3 The Five Step Recreation Planning
Chapter4: Public Operated Leisure and Recreation facilities
4.1 The role of the Government in the Development of the Leisure and Recreation
4.2 Government Agencies and their Roles in Public Recreation
4.3 National Parks
4.4 Museum and Art Galleries
4.5 Heritage Sites
Chapter5: Private and Non-Profit Leisure and Recreation Facilities
5.1 Campus Based Recreation
5.2 Spiritual Based Recreation
5.3 Social Clubs
Chapter6: Commercial Leisure and Recreation Facilities
6.1 Theme Parks and Attractions
 6.2 Gaming and Casino
6.3 Entertainment Industry
6.4 Recreation Resorts and Cruise
6.5 Health and Wellness
Chapter7: Trends and Issues in the Leisure and Recreation industry
7.1 Challenges Facing the Recreation and Leisure Service Field in the 21st Century
7.2 Emerging Trends in the Leisure and Recreational Industry
7.3 What are the Emerging Parks and Recreation Trends for 2021?
Recreational and Leisure Management

 
Chapter 1

History and Development of

Leisure and Recreation
 Recreational and Leisure Management
 
Chapter 1

History and Development of

Leisure and Recreation
Chapter 1
History and Development of Leisure and Recreation

Introduction

The concept of leisure and recreation has been used even in the earlier years. It can be
traced back to the ancient civilizations wherein activities for leisure and recreation are also
practiced, although not commercialized. The history of recreation and leisure is a rich tapestry of
people, places, events and social forces, showing the role of education, religion, government and
the custom and value of different cultures as well as their arts sports and other past times. By
studying its evolution, we will be able to understand more on this sector of the tourism industry.
This lesson shall introduce you to recreation and leisure as well as its evolution from the past to
what it is now at present. Additionally, you will also be able to learn the importance of recreation
and leisure to an individual and to different groups in the society.

Specific Objectives

At the end of the lesson, the students should be able to:

1. Differentiate leisure and recreation
2. Discuss the historical origins and development of leisure and recreation
3. Explain the social context of leisure and recreation

Duration
Chapter 1 : History and Development of Leisure and Recreation [ 3 Hours]

1.1 Definitions of Leisure and Recreation

Before we look into the origins and evolution of leisure and recreation, we must first know its
definitions as well as the differences between the two terms.

Leisure Defined

Leisure, in simple terms, means free time that can be spent as you see fit and the
activities that is involved in such time. It is said to be the time that is not necessarily planned but
also not necessarily wasted which is believed to be the chance for the body to rejuvenate itself.
Richard Kraus (1978), a pioneer in the field of leisure and recreation, outlines four views of
leisure. These are the following:
1. The Classical View of Leisure
The classical view regarded leisure as "a state of being in which activity is performed for
its own sake"
 The most critical aspect of this view is considered to be "a state of mind" and that this state is
brought about through activities engaged in for their own sake.

2. Leisure as a Symbol of Social Class

This view of leisure is traced back to Thorstein Veblen's Theory of the Leisure Class
(1899) which both described the conditions that brought about this view as well as helped to
established this particular meaning of the term.
Leisure here becomes the prerogative of an elite class that uses it to establish and maintain its
position through such means of conspicuous consumption
This is a negative view of leisure and has, in combination with the teachings of the
Protestant ethic, contributed to negative image that leisure has achieved.
3. Leisure as a Form of Activity
According to this view, leisure is a non-work activity in which people engage during their
free time.
This leisure activity may serve specific functions such as relaxation, entertainment or personal
development
4. Leisure as an Unobligated Time
Leisure here is viewed as unobligated or discretionary time
This is the most frequently used definition in the sociological literature and js often referred to
as the residual definition.

Recreation Defined

The term recreation appears to have been used in English first in the late 14th century,
first in the sense of "refreshment or curing of a sick person". It is derived from Latin word "re"
which means again and "creare" which is translated as create. (Online Etymology Dictionary)
Recreation differs from leisure in the sense that it is a purposeful activity that includes the
experience of leisure in activity contexts, hence, recreation is an activity of leisure. The need to
do something for recreation is an essential element of human biology or psychology.
Recreational activities are often done for enjoyment, amusement or pleasure and are considered
to be fun.

1.2 Historical Origins and Development Of Recreation And Leisure

It is necessary to have a comprehensive grasp of the role and development of recreation and
leisure in the past in order to offer a meaningful foundation on the study of recreation and leisure
as it is known today. The origins of recreation and leisure may be traced all the way back to
prehistoric times.

The play of early societies

Archaeologists have uncovered artifacts that provide some first-hand evidence of the creative
athletic and recreation activities of primitive people from around the world.

Origin of Games and Sports

• In primitive societies, play may have had many sources. Popular games were often
vestiges of warfare, practiced as a form of sport.
• Musical instruments were likely created for use in religious rituals
• Pottery, painting, drawings and other early art provided a record of both daily life and
cultural mythology.
• Beads and other jewelry were created as externally symbols of individual status and
group affiliations

• When an activity was no longer useful in its original form, it became a form of sport
offering individual status and groups the opportunity to prove physical skill and strategy. Often,
the origin was a religious ritual, in which games were played to symbolize a continuing struggle
between good and evil or life and death. One example of such sport is the Tlachtli, a pre-
Columbian Mesoamerica ritual ball game.

TLACHTLI RITUAL GAME

Source: https://th.bing.com/th/id/OIP.-iC9qXlpb0NTBQo8VGbLAQAAAA?
w=207&h=159&c=7&r=0&o=5&pid=1.7

Other Play Functions

 On the North American continent, play had similar functions among Native American
tribes, helping to equip young adult life
 Boys practiced warrior skills and were taught to survive unarmed and unclothed in the
wilderness
 Girls were taught the household crafts expected of mature women
 Through dancing, singing and storytelling, both sexes learned the history and religion of
their cultures.
 Among such southwestern Native American tribes as the Navajo, Zuni or Hopi, shamans
or medicine men practiced healing rites that made use of chanting, storytelling, dancing,
sacred kachina dolls and elaborate, multicolored sand paintings.
1.3 RECREATION AND LEISURE IN ANCIENT CIVILIZATONS

As prehistoric societies advanced, they developed specialization of functions. Humans

were able to domesticate plants and animals which permitted them to shift from a nomadic
existence based on hunting and food gathering to a largely stationary way of life based on
grazing animals and planting crops.

Ancient Egypt
 The Egyptian culture was a rich and diversified one; it achieved an advanced knowledge
of astronomy, architecture, engineering, agriculture and construction,
 They engage in many sports as pan of education and recreation including wrestling,
gymnastic exercises, lifting, swinging weights and ball games.
 Bullfighting was a popular spectacle and was religiously motivated
 Music, drama and dance were forms of religious worship as well as social entertainment
 Complex orchestras that included various stringed and percussive instruments.
 Groups of female performers were attached to temples and the royal houses had troupes
of entertainers who performed on sacred or social occasions

Ancient Assyria and Babylonia

 The land known as the "fertile crescent" between two great rivers, the Tigris and
Euphrates, hi/ two powerful empires — Assyria in the North and Babylon in the South.
 Like the Ancients Egyptians, the Assyrians and Babylonians had many popular recreation
activities such as boxing, wrestling archery and a variety of table games.
 Assyrian nobles went lion hunting in chariots and on foot using spears.
 As early as 9th century BC, parks were established for royal hunting parties as well as
settings for feasts, assemblies and royal gatherings.
 On the estates of other monarchs during the ninth and tenth centuries BC were vineyards,
fishponds and the famed hanging gardens of Babylon.

Ancient Israel
 Among the ancient Israelites, music and dancing were performed for ritual purposes as
well as for social activities and celebrations.
 The early Hebrews distinguished dances of a sacred or holy character from those that
resembled pagan ceremonies with such having abundant references in the Old Testament.
 The ancient Hebrews also engaged in hunting, fishing, wrestling and the use of weapons
such as the sword and javelin for both recreational and defensive purposes.
 The major contribution was to set aside the seventh day — the Sabbath — as a time for
people to rest from work and to worship

Ancient Greek
 Athens, during the so-called Golden Age of Pericles, took great interest in the arts, in
learning and in athletics. These pursuits were generally restricted to wellborn aristocratic
 noblemen who had full rights of citizenship including voting and participation in state
affairs.
 The Athenian ideal of the balanced man — a combined soldier, athlete, artist, statesman
and philosopher. This ideal was furthered through education and the various religious
festivals which occupied 70 days a year.
 The art of music, poetry, theater, gymnastics and athletic competition were combined in
these sacred competitions.
 Sports appears to have been a part of daily life and to have occurred mainly when there
were mass gatherings of people such as assembly of an army for war, wedding or funeral.
 Musical events were also present offering contests on the harp and flute, poetry and
theatrical presentations. Physical prowess was celebrated in sculpture and poetry and
strength and beauty were seen as gift of the gods.
 Young children enjoyed toys, dolls, carts, skip ropes, kites and seesaws. When boys
reached the age of seven, they were enrolled in schools in which gymnastics and music
were primary elements. They were intensively instructed in running and leaping,
wrestling, throwing the javelin and discus, dancing (as a form of military drill) boxing,
swimming and ball games.
 Greek Philosophy believed strongly in the unity of mind and body and that play activity
is essential to physical health and social growth of children

Ancient Rome
 Ancient Roman citizens participated in sports and gymnastics intended to keep the body
strong and spirit courageous.
 Numerous games were held to worship Roman gods and later were developed as
festivals. These games were carefully supervised by the priesthood and were supported
by public funds frequently at great costs.
 The most important of Roman games were those that celebrated military triumphs which
were usually held in honor of the god Jupiter.
 Young Roman children are pretty much like Greeks who plays with toy carts, houses,
dolls, hobbyhorses, stilts and engaged in many sport game such as running and jumping,
sword and spear play, wrestling, swimming and horseback riding.
 Romans supported play for utilitarian rather than aesthetic or spiritual reasons. Romans
were also known as systematic planners and builders and their towns generally included
provisions for public baths, open-theater, amphitheater's, forums for public assemblies,
stadiums and sometimes parks and gardens.
 During the reign of Emperor Claudius in the first century AD, there were 159 public
holidays during the year, 93 of which were devoted to games at public expense including
many new festivals in honor of national heroes and foreign victories.

1.4 PASTIMES IN MIDDLE AGES

  The medieval society was marked by rigid class stratifications. Below the nobility and
clergy were the peasants who were divided in ranks as freemen, villains, serfs and slaves.
 Hunting skills was considered a virtue of medieval rulers and noblemen and is considered
a useful preparation for war.
 The games played in castles and medieval manors included early forms of chess,
checkers, backgammon and dice.
 Gambling was popular although forbidden by both ecclesiastical and royal authority.
 Travel in reasonable safety become possible.
 The custom of jousting emerged within the medieval courts stemming from the tradition
that only the nobility fought on horseback while common men fought on foot.
 The common people on the other hand also had leisure activities which includes village
feast and sport, practical joking, 'throwing weight, cockfighting, bull baiting and other
lively game
 The people of Middle Age had an insatiable love of sightseeing and would travel great
distances to see entertainment

1.5 THE RENAISSANCE PERIOD

 The term "renaissance" moans rebirth and describes the revived interest in scholarship
philosophy and arts of Ancient Greece and Rome that developed at this time.
 Expansion of commerce and travel in Europe life.
 Nobility became patrons of great painter, sculptors, musicians, dancers and dramatics.
 The great wave of music and literature swept through the courts of Europe aided by the
development of printing.
 Dance and theater became more complex and elaborate and increasingly lavish
entertainment and spectacles were presented in the courts of Italy and France.
 Varied forms of play became part of education of the youth of the nobility at this time.
 European town planning during this era was characterized by wide avenues, long
approaches, handsome buildings and similar monumental features. The nobility decorated
their estates with elaborate gardens with some being opened for public.
 In some cases, religious brotherhoods-built clubhouses, gardens and shooting stands for
archery practice that were used by townspeople for recreation and amusement.
 Three types of large parks emerged during this period — royal hunting preserves or
parks, ornate and formal garden parks and English garden parks.
 Leisure is highly based on the social status. The working class has very little opportunity
for leisure activities while wealthy individuals had the opportunity for activities such as
social visits, dining and passing evenings at gaming, theater, ballet or opera
https://

upload.wikimedia.org/wikipedia/commons/thumb/f/fb/Chateau-Villandry-
JardinsEtChateau.jpg/250px-Chateau-Villandry-JardinsEtChateau.jpg

1.6 THE NINETEENTH CENTURY: IMPACT OF INDUSTRIAL REVOLUTION

 The Industrial Revolution changed the way people lived and it also has great effect on
popular patterns of recreation and leisure.
 The residents were oppressed by low wages and recurrent unemployment hence leisure
and recreation were not a priority over their basic needs.
 Many believed that work alone is sufficient for an individual to improve his or her social
 The first half of the nineteenth century saw a gradual expansion of popular amusements
in the United States. Performances were usually by touring players who joined local stock
companies throughout the country presenting serious drama as well as lighthearted
entertainment.
 By 1830s, there are about 30 traveling shows around the country with menageries and
groups of acrobats and jugglers which later developed into circuses.
 Drinking remained as a popular past time and majority of American men were tavern
goers.
 Towards the last half of the century, free public education had become a reality and was
able to develop college sport as a campus-based recreation.
 The Young Men's Christian Association based its program on active recreation.
 Commercial amusements as well as dime museums, dance halls, shooting galleries,
bowling alleys, billiard parlors, beer gardens and saloons sprang in major cities and
provided a new way of entertainment for pay.

1.7 RECREATION AND PARKS IN THE EARLY TWENTIETH CENTURY

 Municipal parks became well established.

 The concept that city governments should provide recreation facilities, programs and
services became widely accepted.
 New forest preserves, historic and scientific sites and wildlife protected areas were
included in federal park systems.
 Playgrounds, parks, public beaches and picnic ground appealed to young people.
 Later on, organized recreation programs were promoted by churches, law enforcement
agencies and civic associations.
 Commercial recreation such as theme parks and casinos as well as wellness related
facilities such as spas became popular.
 Resorts emerged as an all in one stop for recreation with some offering varied services
for any age group.

DISNEYLAND