ID Number
Critical Thinking: Recreation and Leisure
2a. Suppose your major essential activity (work, school) was taken away. How would you fill that time?
2b. Suppose your major leisure activity was taken away. How would you fill that time?
Supposing my major leisure activity is snowboarding and skiing, whenever this activity is taken away from or the situation makes it impossible for me to do my major leisure activity, I tend to keep myself busy doing my other favorite leisure activities. It is either I watch my favorite TV show or prepare delicious food. But if still these activities are taken away, I tend to keep myself busy by cleaning the house and fixing my clothes in the closet. When everything is done, I usually go to sleep and simply cherish the moment that I have nothing to do. I give myself some pampering by keeping it energized.
2c. Please compare and contrast your answers to part A and part B of this question. How are they the same? How are they different? Why?
My answer in part A is about the most essential activity I do in school and the activities that I normally do whenever there is no school. In part B, my answer is focused on the kinds of alternative leisure activities that I do whenever my major leisure activity is taken away from me or something came up that prohibited me from doing my leisure activity. The two questions are the same in a way that they both focus on leisure activities. Further, each number evokes different emotions. Thinking about school break, all sorts of leisure activities easily come to mind. There is always joy in planning. However, given the constraints such as an untoward incident or a change in plan, the leisure activities performed also vary or change. Lastly, when enjoyment or leisure activities reached their zenith, the next thing in mind is the expenditures and the cash budgeting. There always arise the question whether there was overspending during leisure days or there was just right amount of spending.
3. Select two leisure activities that you have always wanted to try, but have never been able to. Discuss the constraints that have kept you from pursuing this leisure, using the model of intrapersonal, interpersonal, and structural constraints (Lesson 3).
I have always wanted to swim and have always been fascinated with water. During school days, or when summer is still far, I always envision spending my summer at the beach. Each time I imagine my summer days ahead, some intrapersonal constraints such as the exhaustive feeling of being under the sun also arise. However, I still manage to go on with my plans about spending time at the beach. Interpersonal constraints happen some friends will not be able to join because of other important matters to attend. Nonetheless, when some of our friends would agree to continue the beach outing, structural constraints pop up such as the idea that only few of us are left to pay for the expenses. In the end, the group would decide not to go to the beach anymore.
B. Painting
Another activity which I would have loved doing but did not have the time to do so is painting. Painting is a fun activity but it also is time consuming. Intrapersonal constraints happen when I think about the amount of time needed to spend on painting. On the other hand, even if I push myself to engage in painting, interpersonal constraints pop up when I think about doing the activity alone because my close friends and family members are not into that field of interest. Structural constraints happen when I have to consider the expenses needed in buying the materials. Another structural constraint is the venue where the painting lesson would be held. Sometimes, painters are asked to climb the mountain or engage with nature in order for them to create a good picture of what to put into their canvass.
