Leisure education for elders: Theories, research, and recommendations
Bibliographic record
Abstract
Given research connecting leisure experiences with well-being and challenges associated with aging, there are social-psychological principles that have been particularly insightful in explaining connections between leisure and their lives that have implications for leisure education. Studies identify the value of Self-Determination Theory, Optimal Experience, and Selection, Optimization, and Compensation (SOC), in understanding leisure in the lives of elders. There is merit in examining the literature through the lens of these relevant principles to increase understanding of the role leisure education might play in facilitating leisure experiences of elders. Therefore, the purpose of this article is to glean from literature examining applications of the three principles to increase understanding of ways to facilitate elders’ leisure experiences. Collectively, these concepts help identify elders’ leisure-related needs, desirable outcomes, and possible ways to meet those needs and facilitate those outcomes through leisure education. Based on this examination, the article includes recommendations for providing leisure education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.018 | 0.027 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.006 | 0.006 |
| Science and technology studies | 0.004 | 0.006 |
| Scholarly communication | 0.011 | 0.012 |
| Open science | 0.004 | 0.005 |
| Research integrity | 0.005 | 0.008 |
| Insufficient payload (model declined to judge) | 0.009 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".