Recreational Orientation and Task Life in recreational activities

in nature
Abstract

This paper addresses the use of Recreational Orientation as an alternative for strengthening the Life

Task in Recreational Activities in Nature, based on the deficiencies in the use of the possibilities of this

activity and the potential of the context that lead to how to improve Recreational Activities in Nature,

to strengthen the Life Task from the Recreational orientation in the community of Remate, Remedios

municipality. For this purpose, the objective was to design a system of recreational actions in nature,

to strengthen the Life Task from the Recreational Orientation in the aforementioned community. The

theoretical and empirical scientific methods are used, highlighting document analysis, observation,

surveys, interviews, and the criteria of specialists. The results show a system of recreational actions

that improve recreational activities in nature and strengthen the life task from the recreational

orientation, making use of the natural potential of the context and transforming community action in

this regard.

Keywords: Recreational activities in nature, Life Task, Recreational Orientation.

Introduction

In recent years, we have witnessed a significant evolution and boom in the use of nature by all sectors

of society. This use can be translated into simple leisure activities, cultural and social activities,

organized recreation, or even the highest level of sports. Currently, orienteering activities are probably

among the most practiced and utilized in nature.

Human orientation, orienting oneself in relation to the natural environment, is the first action that living

beings need to perform. They orient themselves in order to satisfy their primary needs, both the most

basic movement that allows them to enter into contact with the environment and adapt, and the need

to obtain the elements necessary to grow and procreate. Humans also need to orient themselves, but

not so much to obtain vital elements, but to enjoy the external world that surrounds them.

For modern humans, orientation is highly codified and mediated by external tools that assist them, but

at the same time, they contribute to the progressive loss of the ability to orient oneself naturally. Maps,

compasses, and even modern GPS devices are some of the tools that help us locate ourselves in relation

to the outside world, and one of their objectives is to provide recreational opportunities and educational

opportunities (García 2019).

“Climate change is recognized as one of the most complex global environmental problems and the one

that presents the greatest challenges to society, the scientific and technical community, and political

authorities” (Hernández et al 2022).

From this perspective, Cuba has prioritized Environmental Education as a state objective. In 2007,

scientific and technological research was prioritized through the Macroproject on Coastal Hazards and

Vulnerability for the Years 2050-2100, led by the Ministry of Science, Technology, and Environment

and with the participation of 16 institutions from five agencies of the Central State Administration. On

February 25, 2011, the Council of Ministers approved directives developed based on the scientific

results and recommendations of this Macroproject. (Castro, 2018). (p. 2)

In 2015, under the coordination of the Ministry of Science, Technology and Environment, a process

began to update the documents already approved by the Council of Ministers for addressing climate

change. The country saw the need to create an alternative to address this problem. The Tarea Vida

(Life Task) emerged as a State Plan for addressing climate change, approved by the Council of

Ministers on April 25, 2017, and the Physical Recreation project emerged as part of the follow-up to

the Management System of the National Institute of Sports, Physical Education and Recreation

(INDER, 2023), which establishes the objectives, goals, and actions for the implementation of the

Environmental Strategy, Resolution 134/22.

In this sense, results are obtained from scientific activity such as Pérez (2011), which addresses a

community strategy for carrying out recreational activities from the sports complex in the community

from environmental considerations; León (2020) and Rodríguez et al (2022) among others, delve into

the work of the evaluation of professionals and the environmental strategy from the Sports Combines,

having its application in the sphere of Physical Recreation, from its relationship with the Life Task and

environmental education in the integration of the sociocultural context from primary education.

In line with the above, Díaz Rodríguez del Rey et al. (2022) highlight the importance of participation

in Physical Recreation, which is characterized by the development of actions and activities with an

educational orientation that acquires significance by highlighting respect for the rights of children and

adolescents, the environment, and cultural traditions, aspects that highlight the socializing nature,

while contributing to promoting healthy lifestyles.

For their part, Amador, EL; Fernández, R and Martínez, H (2019) carry out actions related to

sustainability education from the environmental curricular strategy developed with undergraduate

students at the Faculty of Pedagogical Sciences, taking as a theme The State Plan for confronting

climate change in the Republic of Cuba "Task Life".

As can be seen from the comments and guidelines outlined above, this work is of great importance as

part of the comprehensive training of new generations and raising awareness of the climate change

phenomenon. This is an aspect in which, in Nature Recreational Activities, specifically in the

Recreational Orientation, the possibilities for developing this activity are not fully utilized, with the

gap clearly marked between what is expected and what is actually done.

The causes of these contradictions are diverse, including insufficient knowledge of the Life Task and

its potential for relating to physical and recreational activity in nature, limitations in the design of

recreational activities using Recreational Orientation that encourages the exit to the Life Task, and

limitations in the different documentation that governs these procedures, both methodologically and

in planning.

Furthermore, the importance of environmental conservation for the present and future of human life is

recognized, Therefore, it is necessary to consider how to improve recreational activities in nature, to

strengthen the Life Task from a recreational perspective in the community of Remate in the

municipality of Remedios. The objective is to design a system of actions for recreational activities in

nature based on the Life Task from a recreational perspective in the community of Remate in the

municipality of Remedios.

Materials and methods

In relation to the scenarios and subjects under study for the development of the investigative process,

these are specified in the community of Remate in the municipality of Remedios, Villa Clara province,

in the year 2022 and two (2) directors were taken into account, the president of the Popular Council

and the president of the CDR; two (2) teachers, one of Recreation and another of Physical Education;

children between 9 and 12 years old from the Remate community in the Remedios municipality (45).

The research went through three fundamental stages: a first stage of diagnosis, a second stage of

developing the proposed solution (system of actions), and a third stage of implementing the system of

actions and assessing the results of its application.

Based on the review of all official provisions that govern community work and taking into account the

requirements of the diagnostic-investigative work in this paper, the following theoretical methods are

required:

-analytical-synthetic method: to penetrate the essence of the phenomenon under study and systematize

the information necessary for the development of actions.

- inductive-deductive method: for the study of particular elements in the development of general

conclusions and vice versa, during the process of structuring and verifying actions.

- method of transition from the abstract to the concrete: based on the foundations of the theoretical

principles of Recreational Activities in Nature that support the work to be developed with the Life

Task from the Recreational Orientation, arrive at the precise definition of the actions to be carried out.

It also became necessary to use empirical methods such as:

-Document analysis: to achieve an adequate understanding of the guidelines and provisions of the

Ministry of Education at its various levels in general, as well as those of the Ministry of Science,

Technology and Environment, regarding programs, resolutions and laws in force in the country.

-observation, to verify in practice the performance of Recreation teachers in Recreational Activities in

Nature with the Life Task from the recreational orientation in the Remate community of the Remedios

municipality.

-the interview, to learn the criteria and opinions of teachers and managers about the work with the Life

Task from the Recreational Orientation that takes place under current conditions.

- the survey, to determine the community's level of knowledge regarding the Life Task and its role in

Recreational Activities in Nature.

- the criteria of specialists, to determine the quality and relevance of the proposed actions.

In addition, statistical-mathematical methods are used, descriptive statistics (frequency tables) with

empirical frequency distribution.

The diagnostic stage was carried out based on the application of the following empirical methods:

observation of Recreational Activities in Nature in the 2022 academic year to verify the work carried

out by the teacher in relation to the Life Task in the Recreational Orientation, as part of the Recreational

Activities in Nature, in addition to interviews conducted with Physical Education and Recreation

teachers to find out their considerations about the implementation of the Life Task from the

Recreational Orientation.

In the case of children, a survey was applied to verify the level of knowledge regarding the Life Task

and its actions in general and particularly in the Recreational Orientation, which allowed, through the

results obtained in the application of such research instruments, to characterize the existing situation

regarding the work of the Life Task, conceived and carried out in the community with the population

selected by the author for the performance of his scientific work.

A total of 16 activities were observed, one activity per week over the course of 3 months based on the

observation guide designed for this purpose.

Results and discussion

From the application of the methods described above, the results are summarized as follows.

The results obtained from the observation of the activities were the following:

• The contextual conditions are taken into account to enhance work with the Life Task from

Recreational Activities in Nature in only 2 activities, it is evaluated with R for 12.5%.

• The teacher's intentionality with the Life Task from Recreational Activities in Nature is

appreciated, but it is not carried out in 5 activities for 31.2% evaluated as B and 1 as R for 6.2%.

• The design of Recreational Activities in Nature makes explicit the relationship between

physical-sports-recreational needs and Recreational Orientation with the Life Task in only 2 evaluated

R activities for 12.5%.

• The motivation of participants in Recreational Activities in Nature that are related to the Life

Task is evident in only 2 for 12.5% of the activities evaluated and 2 of R for 12.5%.

• The mastery of Physical Education and Recreation teachers on the Life Task is appreciated

through their performance in Recreational Activities in Nature in 6 activities evaluated as B for 37.5%.

• Modes of action consistent with the internalization of the Life Task are observed among

participants in the Recreational Orientation, only evaluated as B in two activities for 12.5%.

In general, the activities visited did not show a systematic approach to environmental education linked

to the work of the Life Task through Recreational Activities in Nature. Furthermore, there was

insufficient emphasis on the affective and attitudinal dimensions of these activities.

The interview with teachers and administrators revealed that there is knowledge of the Life Task and

Recreational Orientation in particular, but difficulties arise in integrating these into the implementation

of Recreational Activities in Nature.

Chart 1. Diagnostic results (Own elaboration)

The survey conducted among children in the Remate community revealed a lack of knowledge

regarding the Life Task. However, they are aware of environmental protection for the development of

human life. They also have a preference for engaging in recreational activities in nature, but they do

not recognize how to develop and integrate these activities with the Life Task.

In assessing the results obtained from the activity observations and those obtained through the other

research instruments applied, it can be seen that the implementation of the Life Task in the community

under study still presents serious difficulties. There is no doubt that the preparation and adequate self-

preparation of teachers to systematically and thoroughly guide this type of work still presents

significant challenges.

Taking into account the results of the diagnosis, the following system of actions was built:

To conceive this system of actions, it was necessary to go through different stages that built the system,

establishing these as follows:

Chart 2. System of actions.

PROCESS EXIT

Increasing the
quality of
recreational
activities
increases
community
participation,
raises knowledge
and awareness of
the Life Task,
and generates
community
recognition for
these purposes.

System of actions for Recreational Activities in Nature based on the Life Task from
the Recreational orientation in the Remate community.

ENTRANCE

Initial diagnosis.

Participants'
possibilities.

Potentialities of the
context.

Feedback

Stages
1st-Basis of the System of actions.
2nd-Determination of the actions that
make up the system.
3rd- Evaluation of the Specialists.
4th- Application of the Share System.
5th- Evaluation of the results obtained
from the practical application of the
System.

Recreational Orientation Activities

1-. Thinking and acting

Objective To exercise memory about places visited.

The game guide takes the players in a group through a

complicated route, crossing bushes, steep, rocky places, tree

plantations, etc. Then, and in turns, each player must repeat the

route, committing the

lowest number of possible errors.

Execution: Once everyone has returned to the starting point, the guide walks alone along the same

route, setting up different situations along the way, such as collecting solid waste, planting trees,

identifying areas affected by erosion from natural disasters and/or human activity, and the effects of

deforestation. Upon returning from the route, he or she signals the players to leave, one by one. A

referee will monitor their arrival time.

The intervals between outings will be arranged so that each player has enough time to explore and

avoid potential encounters. Each player will have paper and pencil and must write down all the tasks

they found and solved along the way. Each task found and solved will be deducted from the total time

spent on the route.

2-Lost Troop

The game guide will lead the players to the forest; once there,

he will explain to everyone that he is lost and must reach a

certain point marked on the map (he shows it) and that he is

counting on them to get out of trouble.

One player must pinpoint their current location. Everyone

takes turns approaching the leader and whispering their estimated location. The first player to guess

correctly wins 3 points. Then, each player takes a turn leading the group along a portion of the route.

All guides can use only a compass or consult a map.

The game director constantly checks the directions followed, and in case of an error, he warns the

guide by saying "FOUL." Each foul represents 1 to 3 negative points depending on its severity:

• 0 to 30 degrees...1 pt.

• 30 to 90 degrees: 2 pts.

• 0, More than 90 degrees...:3 pts.

If the guide needs to change direction to avoid obstacles, he will announce it: changing direction and

when he has found the direction again he will say "on HEADING" and continue forward.

Every time the Game Guide calls "FOUL" the guide must try to rectify it. If he fails to do so after 3

changes of direction, he is eliminated and the next guide will take his place.

No guide may be in charge for more than the stipulated course. If the goal has not been reached after

everyone has been through "guides," a volunteer is asked to reach the finish line. The volunteer must

be correct, otherwise they will be eliminated entirely. If they are correct, they will earn 10 to 20 points

depending on the length of the course. During this final course, the game leader will not give any

instructions regarding direction errors, but will estimate the time needed to reach the finish line. After

this time has passed, they will inform the guide of their error and, if there is time left, ask for another

volunteer.

4-Around the globe on opposite routes. Its organization is simple.

The same route is covered in 2 opposite directions to increase the

intervals between players,

Sketch:

It consists of choosing one route whose posts are all equidistant from

a point. Interior: The starting and finishing points. The advantages

are that the route doesn't need to be strictly circular; it's sufficient

that it approximates a circle, and the two opposing routes must be truly equal in distance and difficulty.

The system of actions was submitted to specialists to assess its application possibilities, and the results

were favorable and unanimous, as shown in the following graph.

Following the specialists' approval, the actions were implemented, and the instruments used to assess

them in practice yielded the following results.

Chart 3. Stock valuation by specialists

In general, there is a systematic approach to the treatment of the Life Task from a Recreational

Orientation in Nature Recreational Activities, also showing, in general, the treatment of the cognitive

dimension in the activities. A transformation in the children's ways of acting was achieved to a very

large extent, and with it, the incorporation of families.

Many were the examples used by the teachers, demonstrating the impacts of the work carried out with

the Life Task from the Recreational Orientation and special recognition to the affective aspect of the

Life Task in the treatment of recreational activities in nature and the attitudinal dimension from the

Orientation, it turned out to be very positive in all cases, highlighting:

• The increase in the practice of activities related to the Life Task.

• Samples of satisfaction and enthusiasm in the development of activities.

• Increased participation in recreational activities.

• Managers and teachers recognize the strengthening of the Life Task.

• Incorporation of actions from Recreational Activities in Nature.

• Expanding knowledge of the Life Task in the daily life of the Remate community in the municipality

of Remedios.

• Increase the planning of recreational activities with a focus on the Life Task.

These results coincide with research carried out by Viñales (2021) and Rodríguez et al (2022) that

implemented a trend study of environmental education in the integration of the sociocultural and

camping context in primary education; environmental education is inserted into the general educational

process of comprehensive formation of the personality of the new generations, as enshrined in the

Constitution of the Republic of Cuba, its intention is to develop in all its human plenitude the

intellectual, physical, and spiritual capacities of the individual. "Thus, environmental education is

included in the fulfillment of the objectives of Cuban educational policy, as it responds to scientific

intellectual education, political-ideological education, moral education and aesthetics, among others"

(Rodríguez et al 2022).

Sport for All plays an important role in working with the Life Task within the educational work of

Physical Recreation, taking into account its potential, but it is therefore necessary to understand its

concepts in order to guarantee its efficient use and interrelation with different guidelines.

Conclusions

1. The study of the current state of quality and development in Nature-Based Recreational Activities

for the Life Task from a Recreational Orientation perspective in the Remate community of the

municipality of Remedios is insufficient and presents difficulties in its effective implementation,

stemming from a lack of knowledge among those responsible for directing the process and a lack of

interest among students in their participation and involvement. There is no systematic approach to

environmental education linked to the Life Task through Nature-Based Recreational Activities.

2. The actions developed based on the diagnosis effectively integrate the needs of the participants,

the context, and the possibilities for implementation. This has been recognized by specialists with

indicators of "strongly agree" and "agree" for their implementation.

3. The results obtained from the application corroborate the effectiveness of the actions, based on the

increase in the quality of the Recreational Orientation activities, the increase in community

participation, the increase in knowledge and awareness of students and teachers based on the Life

Task outcome, as well as the community's recognition for this purpose.

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