At a Glance


  • Social sciences

Instructional Level

  • College & CEGEP


  • Program Design I

Tasks in Workflow

Social Plane(s)

  • Individual
  • Group

Type of Tasks

  • Discussing
  • Creating & designing
  • Reading

Technical Details


  • Single class period (< 90 mins)

Instructional Purpose

  • Preparation & knowledge activation
  • Application & knowledge building


This activity expands on the jigsaw strategy by getting students to develop expertise on not one, but two different key concepts in recreation management; what is a program area of recreation programming (e.g., arts, fitness, outdoors, hobbies, dance, etc.), and how to link it with different program formats (workshops, events, recreational, instructional, competitive). In groups students will also explore how these concepts vary regardless of facility.

In their groups, students first learn about the specifics of a program area. They are expected to brainstorm ideas and ensure that everyone in the group understands the concept. They then re-group so that each new group has one person from each program area. The instructor then assigns each new group a program format, and they discuss and apply it to their program area. Finally, students go back into their original groups and plan how each program format can fit their program area and create a sample overview, identifying examples of programming an agency could plan or implement.

Instructional Objectives

  • To enable students to understand the difference between a program area, program format and recreation facility;
  • For students to learn how different formats can be applied in different program areas and be able to make connections between them.

Workflow & Materials


Activity Workflow

View on CourseFlow

Contributor's Notes

  • Helps students understand the difference between a program area, format and facility (this difference is very relevant to many of their future projects). Moving between groups helps in physically underlining that that they are distinct from each other;
  • The activity also helps them clarify the differences between an activity leader and a program coordinator/director, so that they can gain a deeper understanding of their own role and the expectations they might face after completing this diploma.
  • Moving around makes it easier for students to get distracted;
  • Students not doing the assigned pre-class reading;
  • Someone might not understand the differences/purpose of the activity but there is not really a space to voice this.
  • Crucial to monitor group dynamics to ensure one person is not taking over;
  • It is important that all students do the reading before class – thus on top of emphasizing this, instructor can go to students who they know sometimes miss a reading and further underline its importance in this case.

Applied Strategies


Leave a comment! Activities get better when we receive feedback and understand how they might be adapted and reused. Please let us know what you think after using this Activity, or if you have questions about how it might be used differently.

Your email address will not be published. Required fields are marked *