Leisure, Flow, Mindfulness, & Peak Performance PDF

Course Code - Course Name Chapter x – Chapter Name Leisure, Flow, Mindfulness, and Peak Performance NORSINAR ADILUN School of Education and Humanities ...

Course Code - Course Name Chapter x – Chapter Name Leisure, Flow, Mindfulness, and Peak Performance NORSINAR ADILUN School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Leisure Leisure Defined: 1. Activities for relaxation, fun, and passion. 2. Includes adventure sports, traditional sports, and quiet activities. Leisure and Well-Being: 1. Associated with life satisfaction. 2. Time Affluence vs. Time Poverty: More time > More money. 3. Research highlights leisure as a predictor of well-being and happiness. Research Insights: Leisure boosts subjective well-being (Campbell et al., 1976). Active leisure = Higher life satisfaction (Pressman et al., 2009). Exercise reduces anxiety and depression (Alfermann & Stoll, 2000). Meaningful activities enhance happiness (Ogilvie, 1987). School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Age and Leisure: Older Adults: Life satisfaction tied to active participation. Physical health impacts leisure more than age (Paggi et al., 2016). Cross-Cultural Factors: Leisure satisfaction varies by cultural contexts (Ito et al., 2017). School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name What Turns an Activity Into “Leisure”? Psychological Mechanisms (DRAMMA): Detachment-Recovery Autonomy Mastery Meaning Affiliation with Others(Newman, Tay, & Diener, 2014) Fun and Play: Adult Playfulness: Linked to extraversion, openness, and agreeableness. Play enhances creativity, emotional and social development (Brown & Vaughn, 2009). Secure emotional attachments support adult playfulness (Gordon, 2014). School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Leisure contributes to well-being when activities are: Meaningful Autonomous Competence-building Socially engaging A break from routine School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Flow and Optimal Experience Mihaly Csikszentmihalyi (1975) Definition of Flow: A holistic sensation of total involvement. A state where action follows action effortlessly. Blurs the line between self and environment. “being in the zone.” Holistic sensation of total involvement. Flow characteristics: No distinction between self and environment. Action flows effortlessly. School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Key Characteristics of Flow 1. Merging of Action and Awareness: Full immersion in activity. 2. Complete Concentration: Centered focus without mental strain. 3. Loss of Worry: Freedom from fear, leading to control. Not all are necessarily present during every flow- like experience, but in intense flow experiences, 4. Loss of Self-Consciousness: Ego-quieted actions feel effortless. most of them should be present. Note that the first six characteristics describe flow as one experiences it. 5. Altered Perception of Time: Time speeds up or slows down. 6. Autotelic Nature: Done for enjoyment, not external rewards. 7. Balance of Challenge and Skill: Activity must match skill level. 8. Clear Goals and Immediate Feedback: Direct results from actions. School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Flow Contexts of Flow Activities: Sports, arts, teaching, psychotherapy, music, and even work. Reading, socializing, and group activities. Variations: Microflow: Found in simple, automatic tasks (e.g., doodling). Deep vs. Shallow Flow: Intensity levels differ based on context. School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name "Just Manageable Challenges": Balance of high skills and high challenges. Low skill & high challenge → Anxiety. High skill & low challenge → Boredom. High skill & high challenge → Flow. School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Flow and Well-Being Flow linked to: Happiness and life satisfaction. Improved performance and creativity. Positive experiences in both personal and professional contexts. School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Unique Qualities of Flow Altered State of Consciousness: Flow represents a qualitatively different state of mind, enhancing happiness and well-being through altered perceptions of self, time, and abilities. Physiological Evidence: Studies show flow involves: Reduced left-brain (analytical) activity and increased right-brain (spatial/verbal) activity. Balanced stress (sympathetic activation) and relaxation (parasympathetic activation). Core Principle: Balancing skills with challenges is essential for achieving flow. School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Stages of Flow (Galway, 1974): 1. Paying Attention: Focusing on physiological processes. 2. Interested Attention: Mild flow with sustained focus and enjoyment. 3. Intense absorption, Absorbed Attention: altered time/space perceptions. 4. Merging: Transcendence; loss of self-awareness, fully "in the zone” Benefits: Improved psychological well- being via enhanced concentration, reduced internal conflict, and orderly consciousness School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Measurement of Flow & Related Factors 1. Flow State Scale–2: Measures flow as a state, focusing on recent activities (Jackson & Ekland, 2002). 2. Dispositional Flow Scale–2: Measures flow as a trait specific to an activity. 3. Experience Sampling Method (ESM): Participants receive signals (via app or beeper) to report on their activity and flow experience in real-time (Csikszentmihalyi & Csikszentmihalyi, 1988). Absorption and Curiosity 1. Absorption: Deep involvement in an experience; linked to higher well-being and engagement (Tellegen & Atkinson, 1974). 2. Curiosity: Associated with greater well-being and personal growth (Kashdan, 2009). Curiosity drives exploration and engagement with new experiences. School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Challenges to Flow Theory Unpredictable Nature: 1. Flow isn’t always guaranteed in activities requiring high focus (e.g., tennis). 2. Can occur in simpler tasks (e.g., musicians playing easy yet moving pieces). 3. Complexity: Flow is multifaceted, encompassing cognitive, emotional, and motivational elements (Delle Fave, 2009). Impact of Interest: 1. Flow is influenced by personal interest (e.g., fiction vs. non-fiction reading). 2. Intrinsic curiosity fosters flow in tasks like computer use. School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Alternative Perspectives Optimal Experiencing: Defined as moments where skills slightly exceed challenges (Clarke & Haworth, 1994). Found to enhance well-being more than flow for some (e.g., British students). Low-Challenge, High-Skill Contexts: Linked to happiness in American adolescents (Csikszentmihalyi & Rathunde, 1993). School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Critiques and Nuances Frequency and Quality of Flow: Too-frequent flow experiences may lower well-being (Collins et al., 2009). Sense of Meaning: Activities with emotional or personal connection induce flow (e.g., music, rituals). Measurement Issues: Interrupting flow to complete questionnaires can disrupt the experience itself (Martin & Jackson, 2008). Different methods yield varied results (Martin & Jackson, 2008). School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Mindfulness and Well-Being Definition of Mindfulness Ciarrochi, Kashdan, & Harris (2013): "Conscious awareness with an open, receptive attitude of what is happening in the present moment.“ Shapiro & Carlson (2009): "Paying attention to what is occurring in one’s immediate experience with care and discernment.“ General Concept: Being aware of the present moment during daily activities, including external events and inner experiences. Research Growth 33 articles in 2003 → 691 articles in 2017 (almost 2000% increase in 14 years). Mindfulness research spans multiple disciplines, including mental health, work, education, health, creativity, and more. School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Key Meta-Analyses Benefits: Mental health improvement Better work & student performance Enhanced creativity, weight loss, athletic performance, financial reasoning Better overall health Two Research Traditions 1. Ellen Langer’s cognitive style approach 2. Buddhist mindfulness tradition School of Education and Humanities Ellen Langer’s Approach to Mindfulness Course Code - Course Name Chapter x – Chapter Name Core Concept: Mindfulness is a cognitive style that focuses on awareness and quality of attention in everyday experiences. Mindfulness vs. Mindlessness: Mindfulness: Actively participating in life with attention and openness. Mindlessness: Automatic, habitual responses; rigid cognitive processing. Key Experiments: Nursing Home Study: Small interventions (e.g., caring for plants) increased residents’ sense of control and impacted mortality. Memo Experiment: Highlighted mindlessness in routine behaviors. Three Core Qualities of Mindfulness: Creating new categories of experience. Openness to new information. Seeing multiple perspectives. School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Applications: Enhancing well-being, creativity, and responsiveness to life’s experiences. Improved outcomes in: Classroom learning (e.g., Ritchart & Perkins, 2002). Marital satisfaction (Burpee & Langer, 2005). Overcoming stereotypes and biases (e.g., Djikic et al., 2008). Improved creativity and performance (e.g., Langer et al., 2009). Philosophy: "Stop and smell the roses"—mindfulness is about focusing on the journey, not just the destination. School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Buddhist-Inspired Mindfulness Origins: Rooted in over 2,500 years of Buddhist meditative practices. Definition: Open, nonjudgmental awareness of the present moment (Brown & Ryan, 2003). Core Elements of Mindfulness 1. Intention: Commitment to practice. 2. Attention: Observing experiences clearly. 3. Attitude: Maintaining an affectionate and nonjudgmental stance. School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Characteristics of Mindfulness Practice Bare Attention: Awareness without reacting to perceptions (Nyanaponika, 1973). Nonattachment: Observing thoughts and sensations without clinging. Necessary Attitudes: 1. Acceptance, Curiosity, Gentleness, Letting go. 2. Loving-kindness, non-judging, non- reactivity. 3. Nonstriving, Openness, Patience, Trust. School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Applications and Benefits Therapies: Mindfulness-Based Stress Reduction (MBSR), Acceptance and Commitment Therapy (ACT). Benefits: Enhances well-being and self-awareness. Reduces stress, anxiety, and emotional reactivity. Improves focus, self-regulation, and physical health. Promotes metacognition and psychological flexibility. “Mindfulness is not just bare attention, but an affectionate attention” (Kabat-Zinn, 2009). School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Intense Mindfulness Experiences Varying Intensity of Mindfulness Can precede profound enlightenment experiences (Buddhist psychology). Brief intense moments contribute to subjective well-being: E.g., Immersive moments in nature bring tranquility and union. School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Ellen Langer vs. Buddhist Mindfulness Ellen Langer’s Mindfulness Buddhist Mindfulness Emphasizes active creativity. Emphasizes calm detachment. Focuses on self-identity & external goals. Focuses on equanimity & compassion. Encourages creating new categories & perspectives. Encourages deep, subtle awareness. School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Three Types of Mindfulness in Research 1. Heightened Awareness of the Environment Associated with breaking habits & patterns (e.g., Langer’s work). 2. Absorbed Focus on the Moment Physical sensations (e.g., savoring exercises). Emotional states (similar to psychotherapy goals). 3. Mindfulness Meditation (Initial Stages) Awareness + Focus + Dispassionate Observation. Embraces transient flow of positive and negative experiences. School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Savoring & Peak Performance Savoring: Fully Experiencing Pleasure Definition: Savoring refers to the conscious awareness of pleasure and deliberate attempts to focus attention on the experience. Four Types of Savoring (Bryant & Veroff, 2007): 1. Basking - Receiving praise or congratulations 2. Marveling - Getting lost in the wonder of a moment 3. Luxuriating - Indulging in a sensation 4. Thanksgiving - Expressing gratitude School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Ways to Enhance Savoring: 1. Absorption - Immersing oneself fully in the experience 2. Sharpening the Senses - Focusing on one sensation 3. Memory Building - Doing something to remember the experience later 4. Sharing - Sharing the experience with others 5. Self-Congratulation - Relishing the experience and feeling good about it Inhibitors to Savoring: Stress, limited time, self-consciousness Research Findings: Savoring increases happiness (Jose, Lim, & Bryant, 2012) Greater savoring in younger adults (Ramsey & Gentzler, 2015) Positive impact on well-being and resilience, especially for those with lower resilience (Smith & Hollinger-Smith, 2015) School of Education and Humanities  Course Code - Course Name Chapter x – Chapter Name Peak Performance: Performing Beyond Normal Definition: Peak performance refers to moments when individuals exceed their usual level of functioning (Privette, 1981). Flow & Peak Performance: Flow (being "in the zone") does not always lead to peak performance, but when peak performance occurs, it often involves being in flow (Williams & Krane, 1993). Elite Athletes: Peak performance conditions include mental relaxation, physical relaxation, self-confidence, and high energy levels. Training for Peak Performance: Key factors include focus, challenge, self-awareness, and meditation exercises. School of Education and Humanities Leisure, Flow, Mindfulness, Savoring, & Peak Performance Course Code - Course Name Chapter x – Chapter Name School of Education and Humanities