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

Paloma Valdivia-Vizarreta, María Pilar Rodrigo-Moriche, Roberto Sánchez-Cabrero, Karla Villaseñor-Palma and Vanessa Moreno-Rodríguez
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Paloma Valdivia-Vizarreta: Department of Theories of Education and Social Pedagogy, Universitat Autònoma de Barcelona, Edifici G, 08193 Bellaterra-Cerdanyola del Vallès, Spain
María Pilar Rodrigo-Moriche: Department of Pedagogy, Universidad Autónoma de Madrid, Carretera de Colmenar Viejo, Km. 15,500, 28049 Madrid, Spain
Roberto Sánchez-Cabrero: Department of Evolutionary Psychology and Education, Universidad Autónoma de Madrid, Carretera de Colmenar Viejo, Km. 15,500, 28049 Madrid, Spain
Karla Villaseñor-Palma: Faculty of Philosophy and Letters, Benemérita Universidad Autónoma de Puebla, Avenida Don Juan de Palafox y Mendoza 219, Altos Col. Centro Histórico, C.P., Puebla 72000, Mexico
Vanessa Moreno-Rodríguez: Department of Education, Campus de Villanueva de la Cañada, Universidad Alfonso X el Sabio, Avenida de la Universidad 1, 28691 Madrid, Spain

Sustainability, 2021, vol. 13, issue 16, 1-17

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.

Keywords: leisure and free-time schools; social education; instructors; students; young people; training; cross-cutting contents (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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