Activity Title: Pie of Life

Source: Austin, D. (1997). Facilitation Techniques. In Therapeutic recreation processes and

techniques (3rd ed., pp. 58-60). Champaign, Ill.: Sagamore Pub.
Equipment: Blank sheets of paper, pens/pencils,
Description of Activity:
The objective of this activity is to help clients discover their leisure interests and values and to
initiate plans to act on those values by taking an inventory of how time is spent during
work/school and leisure days. The therapist begins with drawing a large circle on the board and
explains that it represents a typical 24-hour day. The therapist might divide the pie into
sections representing the amount of time spent on different activities during a typical work or
school day (e.g. getting ready, commuting to work, working, commuting home, having dinner,
sleeping, etc.). The therapist then distributes paper and pencils, instructing participants to draw
one circle on each side of a sheet of paper and label them work/school day and leisure day
respectively. Participants are instructed to divide each circle into 4 quarters which represent 6hour blocks using dotted lines. Participants are then instructed to draw in their slices of pie to
depict how they spend their time. Afterwards, participants are asked to consider the following
questions: (1) Are you satisfied with the relative size of your slices? (2) Ideally, how big would
you want each slice to be? Draw your ideal pie. (3) Realistically is there anything you can do to
change the size of some of your slices? If so, what are they? (4) Would you be willing to make
and sign a contract with yourself to make these changes?
Participants are then asked to write an sign their self-contracts which they will take with them.
Leadership considerations:
This activity is ideal for small to moderate groups and is meant to take place in a
classroom/activity room setting. The therapist acts as an educator and facilitator for leisure
awareness. Taking an inventory of how their free time is spent can help individuals discover
values/lifestyle inconsistencies. This activity is meant to help individuals identify and commit to
specific steps which will help them get what they want out of life. It is important to maintain a
non-judgmental attitude about the preferences and priorities of different individuals.
Adaptations:
Individuals Recovering from Substance Addiction: Leisure awareness might be the first step in
creating a new, sober leisure lifestyle. For individuals in recovery, the therapist might modify the
reflection questions to make participants think about what their expectations and desires are
regarding sober recreation and leisure. The self-contract might also include that they commit to
staying sober in order to enjoy their ideal lifestyle.
Individuals with Schizophrenia: Individuals with schizophrenia often have trouble adjusting to
everyday life and resuming meaningful activities after initiating successful treatments to manage
symptoms or after leaving long-term care. Levels of functioning may vary greatly; however,
individuals might still experience delusions or disorganized thoughts. The therapist should
gently redirect and assist individuals one-on-one as needed.

Activity Title: Magic Box

Source: Stumbo, N. (2002). Leisure education I: A manual of activities and resources (2nd ed.,
pp. 88-89). State College, Pa.: Venture Pub.
Equipment: A small empty box with a lid
Description of Activity:
The objective of this activity is to improve leisure awareness by helping participants identify
areas of leisure interests and/or potential barriers to leisure participation. Participants are asked
to sit or stand facing each other or the therapist. The therapist asks participants to imagine that
they are about to be handed a magic box. The therapist explains that the magic box contains all
of the leisure activities that they wish they could do but dont, this might include activities that
they used to do and stopped doing or ones they have never tried before but always wanted to.
Each participant takes turns opening the box and sharing whats inside with the group. The
therapist then facilitates a discussion about the characteristics of the different areas of interest.
The therapist might also help participants identify the barriers they have encountered and help
them develop a plan to eliminate those barriers.
Leadership considerations:
This activity can be done as part of a 1 on 1 leisure counseling session or with a small group.
The role of the therapist is that of an educator. This activity is meant to be a component of a
broader leisure education program. Leisure awareness is one of the first steps of leisure
education. The areas of interest identified during this activity can be used to plan later sessions
where the client is taught how to eliminate barriers, locate resources, and acquire the skills
needed to enjoy meaningful leisure participation. It is important for the therapist to make sure
they maintain a nonjudgmental environment in response so that participants feel comfortable
disclosing diverse leisure interests.
Adaptations:
Young Adults with Cognitive Impairments: Independence, social skills, the ability to pursue
personal interests and successful involvement in school and community are among the
outcomes considered important for young adults with cognitive impairments who are
transitioning to post-secondary environments (Hoge, Dattilo, and Williams, 1999). For this
population, it is important to include family and parents as they often provide support for their
loved ones and thus are essential to the process of eliminating leisure barriers. If the participant
wishes, their family members or parents may be present for the activity (Hoge, Datillo, and
Williams, 1999). It is important, however, to make sure each participant feels completely
comfortable expressing their choices and interests in front of family members.
Older Adults Residing in a Retirement Community: Dramatic changes in lifestyle due to aging
can have a profound effect on perceived quality of life. A need to take control of these changes
as well as having opportunities for independent choices in leisure have shown to have a positive
impact on overall self-concept and attitude towards life in older adults (Janseen, 2004). For this
population, the activity should focus on the characteristic of each individuals area of interest
and finding feasible options to fulfill the leisure satisfaction needs of each individual. The
importance of participating in quality leisure should be emphasized in the discussion as leisure
appreciation is sometimes low for older adults in residential senior communities (Janssen,
2004).

Hoge, G., Dattilo, J., & Williams, R. (1999). Effects of Leisure Education on Perceived Freedom
in Leisure of Adolescents with Mental Retardation. Therapeutic Recreation
Journal, 320-332. Retrieved from
http://js.sagamorepub.com.ezproxy.fiu.edu/trj/article/view/992/967
Janseen, M. (2004). The Effects of Leisure Education on Quality of Life in Older Adults.
Therapeutic Recreation Journal, 38(3), 275-288. Retrieved from
http://js.sagamorepub.com.ezproxy.fiu.edu/trj/article/view/1007/982

Activity Title: Reintroducing Leisure into your Lifestyle

Source: Stumbo, N. (1992). Leisure education II: More activities and resources. State College,
Pa.: Venture Pub.
Equipment: Activity Handout, Pens/Pencils
Description of Activity: The purpose of this activity is to increase participants awareness of
leisure time management, knowledge of the benefits of leisure, and to teach participants how to
set goals for leisure participation. The therapist begins by asking participants to sit in a circle
and passes out activity handouts with the following questions: (1) Please state your name,
where you live, and with whom? (2) Define leisure/recreation. (3) Why do you participate in
leisure/recreation? (4) What benefits do you get from leisure? (5) Name the different categories
of recreation? (6) Name 1 to 3 activities that you enjoy. (7) How do you feel when you
participate in the above mentioned activities (8) Name something that have given up doing in
the past year or two? (9) Why did you give this up? (10) Discuss two activities that you are
currently able to participate in and enjoy. (11) Select one activity for you to accomplish in the
next week. The questions are then read out loud by the therapist and participants are given 2 to
5 minutes to complete them and their answers are then discussed. Some questions may not
need to be answered on the paper, only discussed. At the end of the session, each participant is
given a goal-setting homework assignment based on the information discussed during the
session, with particular emphasis on question #11.
Leadership considerations: This activity can be conducted 1 on 1 or in small groups in a
classroom/activity room setting. This is a leisure education activity and the therapist plays the
role of educator throughout the activity. According to Stumbo (1992), this activity is most
appropriate for verbal young adults to older adults with acquired disabilities. The therapist
should be aware of any cognitive deficits and be prepared to provide assistance if and when it is
necessary. During discussions, the therapist should utilize open-ended questions as much as
possible and adjust their language and content to be appropriate for the group population.
Adaptations:
Older Adults Recovering from Stroke: Individuals recovering from a stroke may share leisure
education sessions with their spouse or partner. A recent study by Ryan, Stiell, Gailey, and
Makinen (2008) examined how a leisure education program for individuals recovering from a
stroke and their partners helped increase the perception of leisure opportunities, leisure
involvement, and emotional health of both the patient and their loved one. This program utilized
Emotionally Focused Therapy, based on attachment theory, with the goal of helping couples
emotionally reconnect with each other after the life-changing event of a stroke by promoting
shared leisure experiences (Ryan et al., 2008).
Individuals with Spinal Cord Injuries: Those with spinal cord injuries often experience significant
disruptions in recreational pursuits, and leisure education interventions can help individuals
rebuild their leisure lifestyles after injury (Gassaway et al., 2011). Goal areas should focus on
the acquisition of new leisure skills (ex. learning to use adaptive equipment) and locating leisure
resources (ex. community wheelchair sports leagues).
Gassaway, J., Dijkers, M., Rider, C., Edens, K., Cahow, C., & Joyce, J. (2011). Therapeutic
recreation treatment time during inpatient rehabilitation. The Journal of Spinal
Cord Medicine, 34(2), 176185.
http://doi.org/10.1179/107902611X12971826988138

Ryan, C., Stiell, K., Gailey, G., & Makinen, J. (2008). Evaluating A Family Centered Approach to
Leisure Education and Community Reintegration Following a Stroke. Therapeutic
Recreation Journal, 42(2). Retrieved from
http://js.sagamorepub.com/trj/article/view/922

Activity Title: Hobby Fever

Source: Magafas, A. (1992). Leisure education II: More activities and resources (pp. 103-104)
(N. Stumbo, Comp. Ed.). State College, Pa.: Venture Pub.
Equipment: Assorted up-to-date books & magazines related to a variety of leisure topics (ex.
sports, hobbies, crafts, film, music, etc.), paper, and pencils/pens
Description of Activity: The objective of this activity is to teach clients that negative behaviors
which occur in leisure may lead to negative outcomes while positive behaviors in leisure can
lead to positive outcomes and increased quality of life. This activity is also meant to help make
participants be more aware of the variety of leisure options available for them to explore. The
therapist begins the sessions by defining leisure as a state of mind that is neither good nor bad.
The therapist then introduces the concept of negative and positive addiction. An example of
good addiction might be an athlete who has overcome injury or economic disadvantage to
achieve professional success. The therapist should try to use examples that will be of interest to
the group. The therapist should then allow participant to browse through an assorted variety of
leisure materials, encouraging participant to identify some activities they are currently interested
in or would like to learn about and try in the future. After everyone has chosen at least one area
of interest, the therapist asks participants to write down some of the possible benefits or
outcomes of participating in their leisure of choice. Then the therapist should ask participants to
flip the paper around and identify some of the outcomes of engaging in negative behaviors such
as being lazy, overeating, and excessive drug and alcohol use. Examples of negative leisure
behaviors should reflect problem areas of the population served. Another variation might be to
have client pick from a list of positive and negative outcomes.
Leadership considerations: This a leisure education activity, suitable for small groups but can
also be performed 1 on 1. An ideal setting would be a classroom or activity room free of noise
and distractions. Leisure materials and literature should be as varied as possible yet
appropriate to the client populations age, cultural practices, geographic location, and economic
resources. The therapist should maintain a non-judgmental tone, especially when mentioning
negative leisure behaviors.
Adaptations:
Adolescents with Behavior Disorders: Common problems associated with young people with
behavioral disorders include inappropriate behaviors, hostility, and a general pervasive mood of
unhappiness or depression (Council for Exceptional Children, 2015). Magafas (1992) suggests
that, when working with behavior disordered youths, the therapist should avoid excessive
lecturing by making discussions as interactive and engaging as possible. Young people should
be made as comfortable as possible to facilitate meaningful participation and self-exploration
(Magafas, 1992).
Young Adults with Substance Use Disorders: Studies have shown that, programs for substance
use disorder that are autonomy-supportive and based on Self-Determination Theory have
greater success in improving client motivation for treatment, which is directly linked to treatment
retention and successful recovery (Cogswell & Negley, 2011). For a program to be autonomysupportive, Cogswell and Negley (2011) suggest the following facilitation suggestions: provide
and emphasize rationale for treatment throughout the program, give clients choices or the
illusion of choices as often as possible, and take the perspective of the clients as much as
possible during discussions.

Cogswell, J., & Negley, S. (2011). The Effect of Autonomy-Supportive Therapeutic Recreation
Programming on Integrated Motivation for Treatment among Persons who Abuse
Substances. Therapeutic Recreation Journal, 45(1), 47-61. Retrieved from
http://js.sagamorepub.com/trj/article/view/32
Council for Exceptional Children (2015). Information about Emotional/Behavioral Disorders.
Retrieved from http://www.ccbd.net/about/ebddefintion
Magafas, A. (1992). Leisure education II: More activities and resources (pp. 103-104) (N.
Stumbo, Comp. Ed.). State College, Pa.: Venture Pub

Activity Title: A Blast to the Past

Source: Stumbo, N. (1992). Leisure education II: More activities and resources. State College,
Pa.: Venture Pub.
Equipment: A set of index cards with memory categories written on them (ex. your first
automobile, your favorite childhood pet, your favorite memory of all time, the funniest thing you
ever did or saw, your favorite vacation, your favorite childhood toy, the best present you ever
received, your first sweetheart, etc.)
Description of Activity: The objective of this activity is to help participants improve memory
recall and examine life patterns and values related to leisure by giving them the opportunity to
reminisce past event and memories from earlier in life. The therapist then introduces the activity
by asking participants to share some of their memories and that they should focus on memories
of their childhood years, especially the positive ones. The therapists then reads some prompts
out loud from the index cards and has participants take turns sharing their memories. The
therapist may facilitate discussions about some similarities and differences between answers.
The therapist should then ask participants whether or not they adhered to the same leisure
patterns throughout their lives, what has changed the most, what remained the same, and why
did changes in leisure occur.
Leadership considerations: This activity is ideal for small groups of up to 6 individuals and is
to take place in a comfortable, private room where participants feel comfortable disclosing
personal information. The therapist should encourage participants to answer all questions but
respect their right not to respond if they are not comfortable disclosing some information.
Adaptations:
Older Adults Recovering from Stroke: Leisure education programs for individuals recovering
from a stroke should encourage individuals to self-examine their interests, attitudes, frequency
of participation, and motivation regarding leisure and perceived barriers (Nour, Desrosiers,
Gauthier, and Carbonneau, 2002). If this activity is part of a home or 1 on 1 outpatient leisure
education program, more emphasis should be put on self-examination of personal and/or family
interests (Nour et al., 2002). However, if this program is taking place in a residential treatment
setting, more emphasis should be placed on group similarities in interests and the possibility for
further socialization and collective recreation.
Older Adults with Early Stage Alzheimers Disease: Participation in meaningful recreation can
greatly improve the quality of life of individuals with dementia in residential settings; therefore it
is important for the therapist to find out what types of activities clients would enjoy participating
in (Singleton, Ritcey, and Camp Hill Medical Centre, 1992). However, finding this out can be a
challenge when working with individuals with Alzheimers disease due to memory loss,
disorientation, and communication problems such as aphasia. According to the continuity
theory, older adults maintain their patterns of activity throughout their lifespan and prefer to
participate in activities that are familiar to them, therefore exploring leisure interests from earlier
in life is a good way to determine the leisure interests of individuals with Alzheimers disease
(Singleton, Ritcey, and Camp Hill Medical Centre, 1992).
Nour, K., Desrosiers, J., Gauthier, P., & Carbonneau, H. (2002). Impact of a Home Leisure
Educational Program for Older Adults Who Have Had a Stroke (Home Leisure
Educational Program).Therapeutic Recreation Journal, 36(1). Retrieved
from http://js.sagamorepub.com/trj/article/view/1048

Singleton, J. F., Ritcey, A. G., & Camp Hill Medical Centre. (1992). Therapeutic recreation
assessment for persons with Alzheimer's (Film). Halifax, N.S: Camp Hill Medical
Centre.