2. Experience Staging

With each principle that

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Unformatted text preview: techniques suggested could likely be used to evoke engaging experiences in activities that are illegal, immoral, and contraindicative to human growth and development, as well as activities that are wholesome, constructive, and transformational in terms of learning, health, and development. The ethical context within which the model is used is an issue that must be addressed by practitioners. We believe that our model explains how to enhance immediate experiences, but we do not undertake the challenge of explaining when to enhance immediate experiences. In The Story of Philosophy, Will Durant (1961) reminds us that science “can tell us how to heal and how to kill…but only wisdom… can tell us when to heal and when to kill” (p. xxvii). We would be the ྰrst to agree that other models may be more effective for outcomes beyond those that are targeted by our model. Numerous instructional design strategies have, for example, been advanced in the education literature to promote learning outcomes (Arends, 2004 provides a good introductory summary of some of these). A wealth of principles for facilitating such psychological outcomes as self- efྰcacy expectancies, outcome expectancies, or self- afྰrmation exist, and many of these have been widely applied and tested in the recreation and leisure literature (Reeve, 2005 is an excellent introductory source for such outcomes). Mastering management, marketing, and ྰnance ensures that recreation managers are operating their organization effectively. To optimally serve their many publics with the contemporary services expected in the experience economy, however, managers must also lead their organizations into staging experiences valued by their participants and guests. This notion of staging includes traditional organized programs and extends to staging each interaction experience a participant will have with the organization’s activities, events, programs, services, and venues...
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