{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/72455"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/72455","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Examining the Relationship Between Leisure Theory and Recreation Practice","abstract":"The purpose of this study is descriptive and exploratory; an attempt to gain a deeper understanding of the practice of parks and recreation administration, its relationship to leisure theory, and curricular implications. An unconstrained pile-sort technique was used to measure the cognitive structures of Leisure Studies Academicians (n = 19), Leisure Service Practitioners (n = 20), and Leisure Studies Students (n = 19). Each of the concepts outlined in the National Recreation and Park Association's (NRPA) Accreditation Standards was printed on a separate, 3" x 5" card. Each participant was asked to sort the cards into piles according to their similarity. Consensus analysis, hierarchical clustering, multidimensional scaling and Quadratic Assignment analyses were used to determine the differences in cognitive structure within each group and among the groups. The results suggested that the Accreditation Standards represent an ambiguous content domain. That is, there is little common, shared meaning associated with the concepts among the participants within each group and among the three groups. Researchers, faculty, and practitioners should use caution when applying the standards to research problems, curriculum evaluation, and in the development of "leisure professional" certification examinations. The information provided by these participants also suggested that leisure theory is linked to the practice of parks and recreation. However, each group characterized this link in somewhat different ways. These results also indicated several differences between what is taught, what is learned, and what is practiced in the field. These differences can be addressed in future research to determine appropriate curriculum content for preparing professionals in the field of leisure service delivery.","abstract_html":"The purpose of this study is descriptive and exploratory; an attempt to gain a deeper understanding of the practice of parks and recreation administration, its relationship to leisure theory, and curricular implications. An unconstrained pile-sort technique was used to measure the cognitive structures of Leisure Studies Academicians (n = 19), Leisure Service Practitioners (n = 20), and Leisure Studies Students (n = 19). Each of the concepts outlined in the National Recreation and Park Association's (NRPA) Accreditation Standards was printed on a separate, 3" x 5" card. Each participant was asked to sort the cards into piles according to their similarity. Consensus analysis, hierarchical clustering, multidimensional scaling and Quadratic Assignment analyses were used to determine the differences in cognitive structure within each group and among the groups. The results suggested that the Accreditation Standards represent an ambiguous content domain. That is, there is little common, shared meaning associated with the concepts among the participants within each group and among the three groups. Researchers, faculty, and practitioners should use caution when applying the standards to research problems, curriculum evaluation, and in the development of "leisure professional" certification examinations. The information provided by these participants also suggested that leisure theory is linked to the practice of parks and recreation. However, each group characterized this link in somewhat different ways. These results also indicated several differences between what is taught, what is learned, and what is practiced in the field. These differences can be addressed in future research to determine appropriate curriculum content for preparing professionals in the field of leisure service delivery.","abstract_has_math":false,"creators":["Parr, Mary Greenwood"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Leisure Studies","degree_department":null,"school":null,"contributors":["Chick, G.,"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-17T22:43:53Z","date_published":"2014-12-17T22:43:53Z","updated_at":"2026-07-22T22:26:06Z","subjects":["Education, Curriculum and Instruction","Recreation"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI9305649"],"render_values":[{"text":"(UMI)AAI9305649","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/72455","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Chick, G.,"]},{"key":"dc:creator","label":"Author","values":["Parr, Mary Greenwood"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-17T22:43:53Z","10000-01-01","1992"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Leisure Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Curriculum and Instruction","Recreation"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/72455","(UMI)AAI9305649"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this study is descriptive and exploratory; an attempt to gain a deeper understanding of the practice of parks and recreation administration, its relationship to leisure theory, and curricular implications. An unconstrained pile-sort technique was used to measure the cognitive structures of Leisure Studies Academicians (n = 19), Leisure Service Practitioners (n = 20), and Leisure Studies Students (n = 19). Each of the concepts outlined in the National Recreation and Park Association's (NRPA) Accreditation Standards was printed on a separate, 3" x 5" card. Each participant was asked to sort the cards into piles according to their similarity. Consensus analysis, hierarchical clustering, multidimensional scaling and Quadratic Assignment analyses were used to determine the differences in cognitive structure within each group and among the groups. The results suggested that the Accreditation Standards represent an ambiguous content domain. That is, there is little common, shared meaning associated with the concepts among the participants within each group and among the three groups. Researchers, faculty, and practitioners should use caution when applying the standards to research problems, curriculum evaluation, and in the development of "leisure professional" certification examinations. The information provided by these participants also suggested that leisure theory is linked to the practice of parks and recreation. However, each group characterized this link in somewhat different ways. These results also indicated several differences between what is taught, what is learned, and what is practiced in the field. These differences can be addressed in future research to determine appropriate curriculum content for preparing professionals in the field of leisure service delivery.","Made available in DSpace on 2014-12-17T22:43:53Z (GMT). No. of bitstreams: 1 9305649.pdf: 6414772 bytes, checksum: a3c2e2ca8d471021092a7587de6dd49a (MD5) Previous issue date: 1992","Embargo set by: Seth Robbins for item 72623 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","171 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1992."]},{"key":"dc:title","label":"Title","values":["Examining the Relationship Between Leisure Theory and Recreation Practice"]}]}],"canonical_facts":{"dc:contributor":["Chick, G.,"],"dc:creator":["Parr, Mary Greenwood"],"dc:date":["2014-12-17T22:43:53Z","10000-01-01","1992"],"dc:description":["The purpose of this study is descriptive and exploratory; an attempt to gain a deeper understanding of the practice of parks and recreation administration, its relationship to leisure theory, and curricular implications. An unconstrained pile-sort technique was used to measure the cognitive structures of Leisure Studies Academicians (n = 19), Leisure Service Practitioners (n = 20), and Leisure Studies Students (n = 19). Each of the concepts outlined in the National Recreation and Park Association's (NRPA) Accreditation Standards was printed on a separate, 3" x 5" card. Each participant was asked to sort the cards into piles according to their similarity. Consensus analysis, hierarchical clustering, multidimensional scaling and Quadratic Assignment analyses were used to determine the differences in cognitive structure within each group and among the groups. The results suggested that the Accreditation Standards represent an ambiguous content domain. That is, there is little common, shared meaning associated with the concepts among the participants within each group and among the three groups. Researchers, faculty, and practitioners should use caution when applying the standards to research problems, curriculum evaluation, and in the development of "leisure professional" certification examinations. The information provided by these participants also suggested that leisure theory is linked to the practice of parks and recreation. However, each group characterized this link in somewhat different ways. These results also indicated several differences between what is taught, what is learned, and what is practiced in the field. These differences can be addressed in future research to determine appropriate curriculum content for preparing professionals in the field of leisure service delivery.","Made available in DSpace on 2014-12-17T22:43:53Z (GMT). No. of bitstreams: 1 9305649.pdf: 6414772 bytes, checksum: a3c2e2ca8d471021092a7587de6dd49a (MD5) Previous issue date: 1992","Embargo set by: Seth Robbins for item 72623 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","171 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1992."],"dc:identifier":["http://hdl.handle.net/2142/72455","(UMI)AAI9305649"],"dc:subject":["Education, Curriculum and Instruction","Recreation"],"dc:title":["Examining the Relationship Between Leisure Theory and Recreation Practice"],"dc:type":["text"],"thesis:degree_discipline":["Leisure Studies"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:06Z"}