Main Cross-Cutting Training Contents of LEISURE and Free Time Schools: Acceptance of Groups Involved in the Leisure Time Instructor Courses

Abstract

Time atomisation trends, leisure economy, and social and technological changes are causing a reframe of the leisure and free-time industry. This study aims to analyse the assessment of nine cross-cutting contents by the main agents involved in leisure-time instructor courses, and a group of young subjects in Spain. The study sample consisted of 1049 individuals, including management and technical teams, leisure and free-time schoolteachers, leisure and free-time school students (receiving the leisure-time instructor course), and finally a group of external young subjects. An ad hoc questionnaire was used, and the results were analysed through a correlational study using contingency tables and chi-square and Somers’ D statistics, Spearman’s correlation to determine within-population correlations, and the Kruskal–Wallis test to establish that these relationships were not randomly established. The results show that all the analysed agents valued the training proposal of cross-cutting contents as a consolidated item. This indicates that the nine cross-cutting contents should be maintained in these courses. Social Skills content was crowned as the defining content of this training, and there was dissonance in the ICT-Use content, which was not highly valued by main agents but was highly valued by young people, leading to the need to review this content to adjust it to the real needs of the young population.

Socially Disadvantaged Youth: Forms of Expression and Communication in Social Networks as a Vehicle of Inclusion

“…Further, through participation in these groups, the present research evidences that this group uses communication in social networks to improve their personal skills around topics and issues that are of interest to them. In this sense, coinciding with the work of Pereira et al [9] and Valdivia-Vizarreta et al [35], it has been shown that communication in networks through the use of ICTs "expands the possibilities of educational practices through leisure" and is an effective means for developing learning in formal and informal settings. This is because, as verified here, its specific characteristics, of which cyberlanguage stands out, turn this means of digital communication into the perfect instrument for implementing educational processes which meet the interests, needs and abilities of socially disadvantaged young people (Vasco-González et al [22]).…”

Investigation of the Relationship between University Students' Health Belief Model Levels Regarding Sports Recreational Activities and Leisure Attitudes

“…Although it is predictable that recreational activities have a healing, improving and relaxing effect on individuals in physical, psychological and social terms, it is known that they also make their physical characteristics more pleasing 10 . Time utilisation trends, leisure economy, social and technological changes are causing the reshaping of leisure and industry 11 .…”

Correlational study on cyberbullying and social abilities in intercultural teenagers

“…Facing such a situation, it is necessary for adolescents to develop skills that support good use of digital media, in which respect and tolerance for oneself and for others are the fundamental premises (Bickham et al, 2021;Valdivia-Vizarreta et al, 2021;Ren et al, 2022). In this regard, different investigations (Nasaescu et al, 2018;Wang et al, 2019;Giumetti et al, 2021) have shown that the so-called social skills, when acquired, improve positive interpersonal relationships and prevent violent behaviors on the Internet.…”