Ocio y desarrollo juvenil

Amigo, Jaime Cuenca; Madariaga, Aurora

doi:10.14198/obets2017.12.1.09

Cited by 2 publications

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“…With the incorporation of the experience into leisure research, we added to the analysis of what we do, the why and the whatspecifically addressing the importance of perceptions of freedom (Iso-Ahola, 1980;Ellis and Witt, 1984) and satisfaction (Kleiber et al, 2011). In this way, the study of one of the main influences of leisure in the life of individuals -the development of self and identity -has been deepened (Kelly, 1983;Coleman and Iso-Ahola, 1993;Shaw et al, 1995;Kleiber, 1999;Kivel, 2000;Codina et al, 2017;Cuenca and Madariaga, 2017;Dattilo et al, 2018;Layland et al, 2018).…”

Section: Theatrical Performance From An Alternative Perspective: a Lementioning

confidence: 99%

Theatrical Performance as Leisure Experience: Its Role in the Development of the Self

2020

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Theater has been used in psychological intervention and as a metaphor for social life, tendencies that affect the self, highlighting how influential theatrical performance can be for individuals. Their limitations-in terms of the empowerment of the self and its authenticity, respectively-can be overcome by treating theatrical performance as a leisure experience, which considers that freedom and satisfaction play a central role in a more comprehensive understanding and development of the self. With this in mind, we present the conceptual and empirical bases of the leisure experience as an alternative conception of theatrical performance. To do so, we organized a 20 h theater exercise workshop with 16 university students (15 women, one man), aged between 18 and 21 years old (M = 19.06 years; SD = 1.06). The instruments used were: the Time Budget Technique (questionnaire about the activities carried out in the workshop, valued in relation to two items: perceptions of freedom and satisfaction); the Twenty-Statement Test (where people list characteristics of themselves-self-descriptionsrelated in this case to the theatrical exercises); and, as a third instrument, a combination of the other two-specifying which exercises were more closely related to the selfdescriptions. The results showed that group discussion was the activity with the highest perception of freedom, followed by obstacle exercises; as regards the perception of satisfaction, the highest value was observed in the relaxations. In the case of the selfdescriptions, the acquisition of practical and intellectual skills was significant, as well as emotional outlook and the expression of self-esteem. In sum, this empirical supportusing instruments that invite an exploration of the self-revealed, on the one hand, which specific characteristics of the self are manifested by doing theatrical exercises and, on the other hand, which exercises-when experienced as leisure-have a more decisive impact on the self. Thus, this paper shows what aspects must be taken into account when deciding which activities to include in a psychosocial intervention addressed to the development of the self from the standpoint of theatrical performance as a leisure activity.

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Section: Theatrical Performance From An Alternative Perspective: a Lementioning

confidence: 99%

Theatrical Performance as Leisure Experience: Its Role in the Development of the Self

2020

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“…Cuenca (2014) proyectaría esta expectativa en el "ocio valioso" y Amigo (2014), en los valores que contiene el "ocio estético valioso", elogiando las artes y la sensibilidad innovadora, el descubrimiento y su vivencia-experiencia en primera persona para recrearnos en la complejidad existencial de la naturaleza humana, del entramado que habla de lo real y de sus mundos. Esto es, el ocio de las experiencias y vivencias comprometidas con el desarrollo humano (Cuenca, 2000;Cuenca, 2012), que cuando tiene palabras a mano (Gabilondo, 2010) ofrece la ocasión de elegir, cultivándonos material y espiritualmente.…”

Section: Introductionunclassified

Leer en tiempos de ocio: los estudiantes, futuros profesionales de la educación, como sujetos lectores

Caride

Caballo

Gradaílle

2018

Ocnos

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El artículo sitúa sus argumentos teóricos, metodológicos y empíricos en la explicación e interpretación de distintas circunstancias que concurren en las prácticas lectoras de los jóvenes universitarios en sus tiempos de ocio. Invocando el potencial creativo y recreativo de la lectura en su desarrollo personal, académico y profesional, el texto enfatiza la importancia de las competencias y capacidades que podrán adquirir como estudiantes y futuros profesionales de la educación. Con el objetivo de conocer los hábitos lectores de los estudiantes universitarios y si la lectura se encuentra entre sus prácticas de ocio, se aplicó un cuestionario a 733 alumnos de los Grados en Educación Infantil (GEI), Educación Primaria (GEP), Educación Social (GES) y Pedagogía (GPD) en la Universidad de Santiago de Compostela. Los resultados evidencian que uno de cada tres se considera “lector frecuente”, constatándose un elevado porcentaje quienes no tienen hábitos lectores (50.6% en el GEI y 41.5% en el GEP). Los universitarios que son lectores habituales realizan actividades de ocio más diversificadas y satisfactorias, trascendiendo los ámbitos lúdico y recreativo para adentrarse en un ocio más cultural y ambiental-ecológico. De ahí la importancia de una educación del ocio que promueva y consolide la lectura en la vida cotidiana.

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Ocio y desarrollo juvenil

Cited by 2 publications

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Theatrical Performance as Leisure Experience: Its Role in the Development of the Self

Theatrical Performance as Leisure Experience: Its Role in the Development of the Self

Leer en tiempos de ocio: los estudiantes, futuros profesionales de la educación, como sujetos lectores

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