Project‐based leisure: theoretical neglect of a common use of free time

Stebbins, Robert A.

doi:10.1080/0261436042000180832

Cited by 115 publications

(67 citation statements)

References 5 publications

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“…Project-based leisure is a short-term, moderately complicated, either one-shot or occasional, though infrequent, creative undertaking carried out in free time (Stebbins, 2005). It requires considerable plan-Education for Self-Fulfillment ning, effort, and sometimes skill or knowledge, but for all that is neither serious leisure nor activity intended to develop into such.…”

Section: Three Formsmentioning

confidence: 99%

“…The goal of this article is to examine this role in both its formal and informal aspects as it drives the serious pursuits. Space limits prevent an equivalent treatment of the leisure projects, whose importance is evident in Stebbins (2005;2014a). But, before discussing education in leisure, we must consider the rudiments of the serious leisure perspective (SLP).…”

Section: Introductionmentioning

confidence: 99%

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Education for Self-Fulfillment: process and context

Stebbins

2015

Educ. Real.

Self Cite

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-Education for Self-Fulfillment: process and context. Education gained through leisure activities plays a central role in our search for self-fulfillment, be the leisure activity a project or a serious pursuit. After discussing the serious leisure perspective, education, both formal and informal, is explored for its special contribution to fostering fulfillment, defined as the realization of personal tastes, talents, and potential. Several key concepts marking the road to fulfillment are discussed: life course, process, leisure education, adult education, self-directed learning, and experience. The ways that acquired education as background knowledge is applied constitute a crucial step in finding self-fulfillment in an activity. The role of Internet and digital technology is also examined. Keywords: Education. Leisure. Self-Fulfillment. Self-Directed Learning.RESUMO -Educação para a Autorrealização: processo e contexto. A educação obtida através de atividades de lazer desempenha um papel central em nossa busca por autorrealização, seja a atividade de lazer um projeto ou uma ocupação séria. Depois de discutir a perspectiva do lazer sério, a educação formal e informal é explorada por sua contribuição especial para promover a realização, definida como o desenvolvimento de gostos, talentos e potencial pessoais. São discutidos diversos conceitos-chave que marcam a caminhada rumo à realização: trajetória de vida, processo, educação pelo lazer, educação de adultos, aprendizagem autodirigida e experiência. As maneiras como a educação adquirida como saberes prévios é aplicada constitui uma etapa fundamental para encontrar a autorrealização em uma atividade. O papel da internet e da tecnologia digital também é examinado. Palavras-chave: Educação. Lazer. Autorrealização. Aprendizagem Autodirigida.

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Section: Three Formsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Education for Self-Fulfillment: process and context

Stebbins

2015

Educ. Real.

Self Cite

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“…Stebbins divides free-time activities into three types of leisure: Casual leisure is a relatively short-lived pleasurable activity with immediate rewards, requiring little specialized training (Stebbins, 2001); project-based leisure is also short-term, occasional or infrequent but requires planning, effort and at least some skill or knowledge (Stebbins, 2003); and serious leisure, which is defined as "the systematic pursuit of an amateur, hobbyist, or volunteer activity. It is sufficiently substantial, interesting, and fulfilling for a participant to find a career there by acquiring and expressing a combination of its special skills, knowledge, and experience" (Stebbins, 2014b, 4).…”

Section: Music As Work and As Serious Leisure Activitymentioning

confidence: 99%

Double Life: Music as Work and Serious Leisure

Kuusi¹,

Haukola²

2017

JAH

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Serious leisure (SL) is defined as an intensive, long-term free-time activity which has deep meaning for an individual and generates its own rewards without external incentives. SL has been studied intensively, yet studies on the mutual effects of an individual's work and SL are scanty, especially when music is either the work or the SL. Our research addressed the connection between work and SL with both musicians and non-musicians. The data consisted of nine interviews. Four of the participants were professional musicians with various SLs (acting, woodwork, handicrafts, and urban culture). The other five (an architect, a librarian, two directors, and a project manager), conversely, had music as their SL. Qualitative content analysis of the data was conducted, and we analysed the data in relation to psychological recovery experiences (psychological detachment, relaxation, mastery and control), using the concepts of segmentation, spillover and compensation. The data were classified into three thematic clusters 1) Participants' manner of talking about SL, 2) Aspects of SL, and 3) SL and work with further subdivisions into themes and categories. Our data did not show any difference between comments from the two participant groups. SL had positive effects on subjective well-being, notions of identity, and working abilities. It stimulated psychological recovery and gave meaning and content to the participants' lives. We suggest that in today's busy work life, employers should take advantage of SL and its positive effects. 1.Music as work and as serious leisure activity Journal of Arts & HumanitiesVolume 06 find a career there by acquiring and expressing a combination of its special skills, knowledge, and experience" (Stebbins, 2014b, 4). Our use of the term serious leisure (SL hereafter) follows that of Stebbins: an individual's free time activity which is meaningful, intensive and rewarding; which the individual has knowingly chosen; and to which he/she allocates time and other resources. In terms of skill level and amount of activity, SL falls somewhere between a typical hobby and a profession. In this article, we will use the term SL, except when referring to earlier literature concerning hobby activities: we use the term 'hobby' when that term is used in the original. BackgroundVarious hobbies have been shown to have positive effects on subjective well-being (See, e.g. Heo, Lee, McGormick, & Pedersen, 2010;Korpela & Kinnunen, 2010;Cuenca, Kleiber, Monteagudo, Linde, & Jaumot-Pascual, 2014;Liu, 2014;Pi, Lin, Chen, Chiu, & Chen, 2014;Liu & Yu, 2015;Stebbins, 2015). Additionally, hobbies positively affect an individual's experience of satisfaction (Murray & O'Neill, 2015). In research on hobbies and their effects on subjective well-being, one of the identified mechanisms has been recovery from work demands and work stress (e.g. Korpela & Kinnunen, 2010;Ivarsson & Larsson, 2012).By recovery we mean the psycho-physiological renewal process of unwinding and recuperating from work as well as the ability to co...

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“…Project-based leisure is a short-term, moderately complicated, either one-shot or occasional, though infrequent, creative undertaking carried out in free time (Stebbins, 2005). Such leisure involves considerable planning, effort, and sometimes skill or knowledge, but for all that is not of the serious variety nor intended to develop into such.…”

Section: Perspectives On Leisurementioning

confidence: 99%

“…Researchers generally turn to the definitions and categories of leisure developed by sociologist Stebbins (2005Stebbins ( , 2006b. Beginning his work in the 1970s, he began by classifying leisure as "serious" and "casual."…”

Section: Perspectives On Leisurementioning

confidence: 99%