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Program Planning

Based on your Vision, Mission Statement, Values, and needs assessment, develop a program in recreation. The first step in designing a program is developing program goals. Program goals are abstract, idealized statements of desired outcomes from the organized recreation service. They are a statement of purpose of, reason for, or intent of the program. Plan a program that you would like to implement (community, athletic, aquatics, senior, health/fitness, etc.). All information must be included in the program to receive full credit.

  1. What is the purpose of the program?
  2. Formulate Goals: Refer to desired outcome for emotional, cognitive, physical, and social.
  3. Program objectives: They are measurement points of goals. (See chapter 8)
  4. Program outline

a. Program title

b. Goals and objectives for the program (five each)

c. Activities and events (explain in detail; time of day, season, month etc.)

d. Marketing details (How will individuals know this is going on? How are you going to get the word out?)

e. Pricing of the program (How does this impact budget? Is there a profit or break even?

f. Budget for the program-estimated plan for keeping expenses in line with income.(See chapter 10 & 12)

i. Line-item budget

ii. Specific amounts of money to staff, supplies, repair, and maintenance of equipment etc.

g. Facilities needed and their setup (see chapter 10)

h. How will program be monitored (see chapter 11 & 12)

i. Materials and supplies required

j. Safety and risk management procedures (see chapter 13)

k. Staffing: the number and types of employees and volunteers needed (see chapter 11)

l. Registration procedures

m. Policies

n. Cancellation strategies

o. Program evaluation plan(see chapter 14 & 15 for evaluation steps)

i. Program evaluation is a judgment about the worth and value of your programming efforts.

ii. The results determine how to improve the quality of program services as well as whether to continue or terminate them.

iii. Formative Evaluation means that information about the program’s usefulness is collected as the program is implemented. (Example: end of each fitness class recommendations for changes are made.

Sample Solution

this paper I will examine the associations between authority, inspiration and cooperation hypotheses, how they interface with training in associations and their constraints, offering arrangements where difficulties emerge. The article plans to reach inferences on the reasonableness of Fiedler's Contingency Theory of Leadership, Tuckman's Model of Group Development, Belbin's Team Theory, and Herzberg's Two Factor Theory practically speaking, and how intricacies like power and impact shape how they can be applied to best suit what is happening a pioneer faces. Authority Contingency based speculations of initiative propose that there is no right or most ideal way to lead a gathering, or association, because of the huge number of requirements on a circumstance (Flinsch-Rodriguez, 2019). Fiedler, in his Contingency Theory of Leadership (Fiedler, 1967), proposes that the adequacy of a gathering is subject to the initiative styles of the pioneer and their favourability to everything going on. A significant part of the hypothesis is laid out around the most un-favored associate scale (LPC). The LPC expects to measure a potential chiefs way to deal with an errand on a size of relationship spurred to task propelled, where the pioneer fits on the scale permits what is happening to be reasoned, and hence permits the recognizable proof of appropriate pioneers for assignments. The favourableness of the present circumstance relies upon three qualities: pioneer part relations, the help and trust the pioneer as from the gathering; task structure, the clearness of the undertaking to the pioneer; and positional power, the power the pioneer needs to survey a gatherings execution and give prizes and disciplines (Fiedler, 1967). On the off chance that the pioneers approach matches what is expected from going on, achievement is anticipated for the gathering. Fiedler's possibility model offers an exceptionally grave categorisation of administration, obviously characterizing which circumstances endlessly won't bring about progress for an expected pioneer. At the senior administration level of a hierarchal design inside an association the hypothesis can be applied unreservedly, first and foremost because of the simplicity at which people can be supplanted on the off chance that their LPC score doesn't match that expected of everything going on (Pettinger, 2007). Furthermore, and in particular, is to guarantee that the senior administration are ideally suited to effectively lead the association. Nonetheless, further down the order Fielder's possibility hypothesis starts to hold substantially less importance, it becomes unreasonable according to an authoritative point of view because of the quantity of individuals at this degree of administration. The strategies of coordinating the pioneer with their most un-favored associate is difficult to reliably accomplish, so a more continuum based approach is required. Figure 1: Chelladurai's Multi-Dimensional Model of Leadership (Miller and Cronin, 2012)

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