Population ageing and the tendency for older adults to have poorer health status than younger adults have raised concerns about potential increases in the number of elderly suffering disease and disability. Significantly, many health problems experienced in later life are associated with the onset of a more sedentary lifestyle. Increasing older adults' participation in leisure time physical activity (henceforth LTPA) offers an opportunity to reduce the prevalence of preventable morbidity in later life and offset a potential burden of ageing on the public health sector. As a forerunner to the development of strategies to increase older adults' LTPA participation, researchers have investigated the intrapersonal, interpersonal and, to a lesser extent, environmental influences on this health behaviour. Recent findings from studies of the adult population have suggested that neighbourhood deprivation, a measure of the socioeconomic conditions of small areas, may significantly influence LTPA participation. Extending previous findings, this research investigated how neighbourhood deprivation influenced older adults' LTPA participation. A total of 63 older adults were recruited from high- and low-deprivation neighbourhoods in Christchurch, New Zealand. Neighbourhoods were selected because of their relative positions on the New Zealand Deprivation Index and were characterised by the researcher as "East-town", a neighbourhood of high deprivation, and "West-town", a neighbourhood of low deprivation. The research incorporated a cross-sectional, comparative and mixed-methods approach. The methods of enquiry employed in this research included a recall survey, Q method, and semi-structured interviewing. Each method addressed a different aspect of the primary research question and provided data that was used in the creation of an integrated model depicting the influence of neighbourhood deprivation on older adults' LTPA participation. The results derived from the three research methods showed that older adults from the low-deprivation neighbourhood of West-town participated in LTPA more frequently than older adults from the high-deprivation neighbourhood of East-town. East-town was identified as having many physical and social environmental constraints to LTPA and comparatively few facilitators. Alternatively, West-town was found to have many physical and social environmental facilitators to LTPA and relatively few constraints. Neighbourhood attributes which appeared to influence older adults' LTPA participation included appropriateness of leisure provision, neighbourhood attractiveness, walkability, traffic, and perceptions of crime and antisocial behaviour. One implication of this research is that environmental interventions should be considered in attempts to engage older adults in LTPA for health purposes, particularly in high-deprivation neighbourhoods.

Disabled people comprise seventeen per cent of all New Zealanders and face barriers to participation in community life. This research examines the ways in which two local authorities - Manukau City Council and Christchurch City Council - provide recreation opportunities for people with disabilities and how these local authorities implement national legislation, policies and strategies which bear upon the provision of recreation services for the disabled. To achieve these aims, a comparative method which uses primary (interview) and secondary (documentary) data, is adopted. Central government plays an important role in the provision of recreation to communities, including the disabled community. It develops legislation, strategies and policies that guide the provision of recreation services for people with disabilities at a local level. Local authorities provide ‘spaces’ for recreation including parks, waterways and facilities, as part of their wider services and programmes. Their services respond to broader, including national, concerns, but also reflect local priorities and needs, including those of other ‘special’ populations. The results of this research indicate that Manukau and Christchurch Cities consult the disabled community and its representatives and address the specific needs of this community. Both local authorities have policies which outline how disability issues will be addressed; a disability-specific position which acts as an “internal advocate” for the disabled community; and a reference group made up of members of the disabled community. In the case of Christchurch City Council, the “KiwiAble” programme, “KiwiAble Recreation Network”, “KiwiAble Leisure Card” and Inclusive Communities Coordinator are all disability-specific mechanisms that focus on the recreational needs of the disabled community. However, only one policy in these two cities - the Manukau City Council Disability Policy and Action Plan – draws explicit links to a national strategy. On the basis of these results, a number of recommendations are made for future research and local authority action. It is hoped that the current study will provide practical advice and examples which local authorities can adopt, to further enhance recreational provisions for people with disabilities.

Local authorities exist to promote the social, economic, environmental, and cultural wellbeing of communities. Parks provide a means of achieving this purpose. This study investigates community preferences for Christchurch parks using the Beneficial Outcomes Approach. Outcomes desired by the community are identified, together with the park settings required to achieve them. Different attitudes and preferences of three socio-economic areas are compared. Information was gathered from a household survey of 600 residents from three diverse socioeconomic areas of Christchurch selected by using the New Zealand Deprivation Index. Results show that the overwhelming majority of Christchurch residents regularly use Christchurch parks for a diverse range of activities. Parks fill many different roles associated with the activity, aesthetic and environmental values ascribed to parks by the Christchurch community. The Christchurch community perceives and wants a diverse range of personal, social/cultural, environmental, and economic benefits from parks. Differences were found between the three socio-economic areas in the way they valued and used parks. Respondents from the low socio-economic area were more inclined to use parks as a special place to visit for weekend outings and relaxation in contrast to respondents from the high socio-economic area who were more likely to use parks for daily exercise. Respondents from the medium socio-economic area had mixed use patterns. The study concludes that a city-wide network approach to park provision is required to cater for the diverse range of experiences, settings and activities preferred by the Christchurch community and to optimise the beneficial outcomes of Christchurch parks. The BOA provides a useful method of prioritising outcomes and guiding management actions to be more responsive to community needs.

農業相對於其他產業來說，其重要性確實是遞減，但農業的地位確是絕對的重要，類生最根本的生存需要則需靠農業才能被滿足。當農業生產價值逐漸降低、台滔加入WTO，農產品貿易開放自由化後，農業必須轉型利用，轉型成其具有特色、不容易被替代的產業。休閒農業與休閒農場則是基於這樣的情況而出現的，休閒農業以農為根本，除了發揮其原本的生產功能之餘，並開發其另外的兩項功能--「生態功能」與「生活功能」。這種基於台灣農業而開發出來的休閒與農業的綜合性產業，是國外農產品所不能替代的。 但休閒農場的發展過程中遭遇許多的困難，農場的經營管理也不再向傳統的農場那麼的單純，休閒農場必須面對的其他相關休閒產業的競爭；另一方面，遊客的要求也越來越多、遊客擁有完全的自主權與選擇權。因此供給者所創造出的產品與服務，必須要能夠滿足消費者的需求。不然，就算產品與服務品質再好、價格多低，也不能獲得消費者的青睞。行銷管理的主要目的則是為了要解決「企業外不特定對象」--消費者的問題，因此，本研究認為在眾多管理問題中，行銷管理策略是必須要被立即採用，其最佳的手段則為行銷組合策略。藉助行銷組合策略的擬定，產品、價格、通路與促銷四個策略的擬定，是有助於吸引遊客的到來、增加休閒農場的收入。 而本篇論文主要要探討的四個主題為： 1、瞭解台灣休閒農場經營管理的現況與困境。 2、瞭解行銷組合策略在休閒農場經營上的現況與使用困境。 3、探討遊客對休閒農場的需求、認知程度、決策行為、與其對休閒農場的期望。 4、研擬一套適合休閒農場應用的行銷組合策略，藉以吸引遊客，提高休閒農場的遊客量與收入。 行銷組合策略會依據各個休閒農場的特性、資源條件、企業目標或目標市場的不同，而有所差異，本研究是以頭城休閒農場作為個案研究對象，希望可以 針對個案擬定一套行銷組合策略，並由個案的經驗對其他相關同業給予策略擬定上的建議。

The aim of this study is to increase the knowledge and understanding of how leisure-time pedagogues´ professional identity is changed as a consequence of altered governance and resulting new tasks. More specifically the study is oriented towards understanding how external demands for quality accounts, assessments and documentation in leisure-time centers and schools, affect leisure-time pedagogues´ practice of their profession and professional identity, and how the leisure-time pedagogues relate to these demands. The empirical data are generated through interviews with 23 leisure-time pedagogues, 8 school leaders, document analyses, and a survey among 105 leisure-time pedagogues. The analysis draws on profession theories perspective and concepts like knowledge base, jurisdiction and discretion to understand what is central in the leisure-time pedagogues’ profession and in what direction the profession is developing: de-professionalization, professionalization or re-configuration. Bourdieu´s sociological theories with concepts of field, capital and habitus are also used for understanding of the leisure-time pedagogues´ positions, actions, and explicit relations to other professional groups. The results indicate dilemmas that the leisure-time pedagogues face related to far-going decentralisation, introduction of new public management, reduced resources, and closer links between leisure-time centres and schools. Working with traditional methods creates problems and it becomes hard to balance the work between leisure-time centre and school. The thesis shows that leisure-time pedagogues constantly conduct independent individual assessments that are mainly hidden. This has not been pointed out before but is linked to the leisure-time pedagogues´ professional identity. Assess­ment as an accounting task has on the other hand been added in connection with the transfer to the educational sector and altered forms of governance. Leisure-time pedagogues are both ambivalent and critical to these demands for transparency and accountability. Even though the leisure-time pedagogues are subjected to increased control and expected to work more with assessments in different forms, and are forced to reduce their professional work in leisure-time centres, we cannot entirely talk about de-professionalization. Also features of professionalization and signs of reconfiguration of the profession are visible. The thesis illustrates that the profession of leisure-time pedagogue is being reshaped and that the leisure-time pedagogues’ professional identity can be understood in different ways. The thesis also illustrates how a core of traditional knowledge base stands out as central for most of the professionals in the various professional identities that are found. The differences that are found are related to the local governance of schools’ organisation; to what extent the leisure-time pedagogues’ work is placed in the compulsory school day; and how strong the leisure-time pedagogues’ collective base is in the school unit.

本研究主要探討臺北市國民中學休憩活動空間規畫現況與使用情形，並分析不同背景變項下規畫與使用之差異，進而瞭解學生在下課選擇校園休憩活動空間的原因、活動形式、改善設施及放學欲使用情形，最後歸納規畫校園休憩活動空間之規劃與改善意見。因此研究採用休憩活動空間設置調查表，用以調查校園休憩活動空間之現況資料，並配合休憩活動空間使用問卷調查瞭解學生使用與需求情形，共寄發出1,200份問卷，回收有效問卷共1,072份，最後輔以訪談以深入了解學校規劃與使用情形，根據資料整理，本研究發現結果如下： 一、校園靜態休憩活動空間設置最多為教室、走廊、圖書館、合作社與庭園，其次為戶外劇場，設置比例較少為交誼平臺、交誼室及屋頂花園。 二、校園動態休憩活動空間設置最多為田徑場、室外球場與活動中心為主。 三、不同學校類型在靜態休憩活動空間規畫差異不大，唯有在走廊、圖書館、庭園的附屬設施與戶外劇場設置略有差異；在動態休憩活動空間在田徑場與室外球場附屬設施略有差異。 四、不同學校規模在靜態休憩活動空間規畫差異不大，唯有在走廊、圖書館、合作社略有差異，在動態休憩活動空間規畫差異不大，唯有在室外球場附屬設施略有差異。 五、下課學生較常使用的靜態休憩活動空間，以教室、走廊與合作社為主；動態休憩活動空間以室外籃球場、田徑場與活動中心為主。 六、下課選擇靜態休憩活動空間的原因以距離較近、放鬆身心與同學因素為主；選擇動態休憩活動空間的原因以身體活動、放鬆身心、距離較近與同 學因素為主。 七、下課學生在靜態休憩活動空間從事的活動以聊天為主，其次為睡覺、看書、發呆與散步；動態休憩活動空間從事的活動以聊天、打球為主。 八、在靜態休憩活動空間使用頻率上完全中學使用頻率高於市立國中；在動態休憩活動空間使用頻率小規模與中規模使用頻率高於大規模，七年級使用頻率高於八年級使用頻率，男生使用頻率高於女生。 九、在靜態休憩活動空間學生希望增設或改善的空間以教室、合作社與圖書館為主，並增設音樂聆聽區、電腦設備區與休憩座椅等設施為主。 十、在動態休憩活動空間以學生希望增設或改善的空間以室外籃球場、室內籃球場與活動中心為主，並增設休憩以球類設施與休憩座椅為主。 十一、學生放學從事的休憩活動依序最多為聊天、打球與散步；選擇的休憩活動空間依序最多為教室、走廊與室外籃球場。 根據結論以上結論，提出以下建議： 一、國中校園靜態休憩活動空間以教室、走廊、圖書館與合作社等空間，應優先充實其空間設施，以利學生休憩活動之用。 二、國中校園動態休憩活動空間以室外籃球場與活動中心等空間，應優先充實其空間設施，以利學生休憩活動之用。 三、高樓層校舍應就近增設休憩設施，以滿足高樓層學生休憩活動空間之需求。 四、彈性調整下課時間，利於學生進行多樣化的休憩活動。 五、動態休憩活動空間宜考慮性別的需求作適當的調整 六、國中學生在休憩活動選擇以聊天為主要活動，顯示社交需求應被重視，應此宜多設置休憩座椅，以提供學生下課聊天的硬體需求。 七、以經費持續補助學校進行校園空間改善，以增加休憩活動空間設施。 八、對未來的研究建議可在研究內容上可針對休憩附屬設施如：休憩座椅、閱讀桌椅或球場等設施之規畫形式與使用狀況進行研究。 / This study focuses on the current situation of the planning and use of recreational spaces in junior high schools in Taipei city. An analysis was conducted to find out differences in the planning and use of these spaces under different background variables in order to further probe into the reasons students choose the recreational spaces on campus after class, the activity types, improvement of facilities, and use after school. The recreational space planning and improvement suggestions were then summarized. In this paper, a questionnaire survey was conducted to investigate the current situation of recreational spaces on campus. The questionnaires were distributed to find out the use and needs of the students. A total of 1,200 questionnaire copies were distributed and 1,072 valid copies were recovered. Interviews were also conducted to gain an insight into the planning and use of the school recreational spaces. The study findings based on the compiled data are as follows: 1. Most passive recreational spaces on campus are allotted for classrooms, corridors, libraries, cooperatives, and gardens, followed by outdoor theaters. Friendship platforms, recreational rooms, and roof gardens on the other hand have the least passive recreational spaces. 2. Most dynamic recreational spaces are allotted for track and field, outdoor courts, and activity centers. 3. The passive recreational space planning in different schools is generally the same except for corridors, libraries, ancillary facilities in gardens, and outdoor theater layout that slightly differ. For the dynamic recreational spaces, the ancillary facilities such as the track and field, outdoor courts, etc., differed slightly. 4. There is not much variation in dynamic recreational space planning at different schools except corridors, libraries, and cooperatives that showed slight differences. In terms of dynamic recreational space planning, the schools do not differ much except for ancillary facilities of outdoor courts that show slight variations. 5. Students more frequently used passive recreational spaces after class, particularly classrooms, corridors, and cooperatives. The dynamic recreational spaces are primarily outdoor basketball courts, track and field, and activity centers. 6. The reasons for choosing dynamic recreational spaces include: closer in distance, relaxing the body and mind, and influence of peers. The reasons they choose dynamic activities include: physical activity, relaxing the body and mind, closer in distance, and influence of peers. 7. After class, the activities that take place in the passive recreational spaces are primarily chatting, followed by taking a nap, reading, trance, and taking a walk; the activities that take place in the dynamic recreational spaces include chatting and playing ball games. 8. The usage rate of the passive recreational space in complete high schools is higher than that of city junior high schools; the usage rate of the small-scale and medium-scale dynamic recreational spaces is higher than that of the large-scale spaces; the usage rate of the 7th graders is higher than that of the 8th graders, and the usage rate for the boys is higher than that of the girls. 9. In the passive recreational space, the students’ requested additional facilities and improvement of primarily classrooms, cooperatives, and libraries and setup of music areas, computer areas, and recreational chairs. 10. In the dynamic recreation space, the students requested additional facilities and improvement of primarily outdoor basketball courts, indoor basketball courts, and activity centers and setup of ball sport related facilities and recreational chairs. 11. The students’ recreational activities after school in sequence are chatting, playing ball games, and taking a walk. And the recreational spaces chosen in sequence are classrooms, corridors, and outdoor basketball courts. Based on the conclusions above, the following suggestions are proposed: 1. In terms of the passive recreational space on campus of junior high schools,priorities are given to enhancing facilities in classrooms, corridors, libraries, and cooperatives for students’ recreational use. 2. In terms of the dynamic recreational space on campus of junior high schools,priorities are given to enhancing facilities in outdoor basketball courts and activity centers for students’ recreational use. 3. Additional recreational facilities should be set up in the vicinity of high-rise buildings to satisfy students’ recreational space needs. 4. Make flexible adjustment of the class schedule to facilitate students’ versatile recreational activities. 5. Take gender needs into consideration in making appropriate adjustment to the dynamic recreational space. 6. Most junior high school students choose chatting as the recreational activity,showing the need to emphasize social needs. Therefore, additional recreational chairs are recommended for students’ hardware needed for chatting. 7.Continue to grant money to improve the campus space and add more facilities in the recreational space. 8.It is suggested that future researches focus on the planning and usage of recreational ancillary facilities such as recreational chairs, desks/chairs for reading, and ball courts.

The thesis deals with the research motivation organized children and youth for breeding in the Czech Republic. The theoretical part describes aspects and effects of pet supplies such as leisure activities. Specific educational aspects of breeding activities in personal development. It also describes the issues and going through breeding for the protection of animals and nature. The practical part includes the preparation and implementation of research organized by the motivation of children and young people from different breeders' organizations operating in the country. It details and comments on the results of the research and is divided according to other criteria. Represents Czech Breeders Association as a volunteer non-profit organization working with children and youth organizing prestigious international competition for young breeders Olympics.

Esta dissertação trata da formação dos Educadores Sociais de Esporte e Lazer do Programa Esporte e Lazer da Cidade (PELC) ocorrido em Porto Alegre. Este programa constitui-se em uma ação da política pública de esporte e lazer do governo federal. O estudo buscou compreender os impactos e significados atribuídos às formações por estes educadores que atuam em comunidades localizadas nas periferias da cidade. Procurou-se identificar em que medida as formações contribuíram para a prática pedagógica do educador social de esporte e lazer. A partir destas premissas formulou-se o seguinte problema de pesquisa: De que modo os Educadores Sociais de Esporte e Lazer relacionam a formação do Programa Esporte e Lazer da Cidade e a prática pedagógica que realizam nas comunidades? Quais os limites e potencialidades dessa relação? Foi utilizado como instrumentos de coleta de informações no trabalho de campo a entrevista semiestruturada, o diário de campo e a análise documental. A partir da análise das informações construíram-se as seguintes categorias: a formação no programa esporte e lazer da cidade; o lazer e o esporte no programa esporte e lazer da cidade; a prática pedagógica; a comunidade; e, a gestão local do programa. Na sequência discutem-se as categorias a partir das falas tanto do grupo dos educadores sociais do programa, como o dos gestores e formadores, contemplando esses distintos olhares. Foi possível identificar consenso entre os grupos, como o curto período de duração do programa, considerado insuficiente para a consolidação desta política pública. Também foi possível perceber discordâncias entre os grupos. O tempo do gestor e o tempo do educador para respostas e anseios da formação são distintos. Enquanto um procura elementos para a reflexão, o outro deseja sugestões para auxiliá-lo na ação. Para o grupo de educadores, as metodologias para desenvolver o trabalho no seu dia a dia tem mais significado que as discussões conceituais e teóricas. O sistema de formação e o trabalho junto às comunidades foram considerados elementos de destaque no programa. Os fatores de mobilização para o envolvimento dos educadores no programa esporte e lazer da cidade foram: a possibilidade de novas aprendizagens; adquirir experiências por estarem em início de carreira profissional; e, o interesse em se envolver em trabalhos sociais. Este estudo permitiu identificar a necessidade de estruturar uma formação diferenciada daquela em ambiente escolar para o educador social de esporte e lazer. Considerase importante compreender que este sujeito atua em espaços físicos ressignificados para a prática do lazer e em um ambiente educativo não escolar, mas nem por isso distanciado de um processo de desenvolvimento de cidadania dos sujeitos. / This dissertation deals with the training of social educators of sport and leisure program for sport and leisure of the city occurred in Porto Alegre. This program is a public policy action on sport and leisure of the federal Government. The study sought to understand the impacts and meanings assigned to these educators who work in communities located in the outskirts of the city. I have tried to identify to what extent the training contributed to the pedagogical practice of social educator of sport and leisure. From these assumptions I made the following: search problem As Social educators of sport and leisure related training PELC and the pedagogical practice that perform in communities? What are the limits and potential of this relationship? Used as information-gathering instruments in the field work interview semiestruturada, the field journal and documentary analysis. From the analysis of information construct the following categories: training in sport and leisure of the city; Leisure and sport in sport and leisure of the city; the pedagogical practice; the community; and, the local management of the program. Present and discuss the categories from the speeches of both the Group of social educators, such as the program managers and trainers, contemplating these distinct looks. Unable to identify consensus among groups, such as the short duration of the program, considered insufficient for the consolidation of this public policy. It was also possible to realize dichotomies between the groups. The Manager's time and the time of the educator to responses and yearnings of formation are distinct. While a search elements for reflection in the other want suggestions to assist you in action. For the Group of educators, methodologies to develop the work in their day to day has more meaning as conceptual and theoretical discussions. The system of training and work communities were considered prominent elements in the program. The factors of mobilization for the involvement of educators in sport and leisure of the city were: the possibility of new apprenticeships; acquire experiences by being in early professional career; and, the interest in getting involved in social work. This study identified the need to structure a differentiated formation from those in the school environment for the social educator of sport and leisure. It is necessary to consider this subject plays in physical spaces to practice ressignificados and leisure in an educational environment not at school, but not so distanced from the development process of citizenship of the subject. / Esta tesis se ocupa de la formación de educadores sociales del deporte y programa de ocio, deporte y ocio de la ciudad se produjo en Porto Alegre. Este programa es una acción de política pública sobre el deporte y ocio del Gobierno federal. El estudio trató de entender el impacto y la entiende estos educadores que trabajan en comunidades ubicadas en las afueras de la ciudad. He intentado identificar en qué medida la formación ha contribuido a la práctica pedagógica de la educadora social del deporte y ocio. ¿Desde estos supuestos hice los siguientes: buscar los educadores como Social problema del deporte y ocio relacionadas con la formación PELC y la práctica pedagógica que realizan en las comunidades? ¿Cuáles son los límites y el potencial de esta relación? Utilizados como instrumentos de recopilación de información en el trabajo de campo entrevista semiestruturada, el diario de campo y análisis documental. El análisis de información de construir las siguientes categorías: capacitación en deporte y ocio de la ciudad; Ocio y el deporte en el deporte y ocio de la ciudad; la práctica pedagógica; la comunidad; y la gestión local del programa. Presentar y discutir las categorías de los discursos del grupo de los educadores sociales, tales como los entrenadores, contemplando estas distintas miradas y los directores de programa. No se ha podido identificar un consenso entre los grupos, como la corta duración del programa, considerado insuficiente para la consolidación de esta política pública. También fue posible realizar dicotomías entre los grupos. Tiempo del administrador y el tiempo del educador respuestas y anhelos de formación son distintos. Mientras un elementos de búsqueda para la reflexión en el otro quieren sugerencias que le ayudarán a la acción. El grupo de educadores, metodologías para desarrollar el trabajo en su día a día tiene más significado como debates conceptuales y teóricos. El sistema de formación y las comunidades de trabajo se consideraron elementos destacados en el programa. Los factores de movilización para la participación de educadores en el deporte y ocio de la ciudad fueron: la posibilidad de nuevos aprendizajes; adquirir experiencias por estar en carrera profesional; y el interés en involucrarse en el trabajo social. Este estudio identificó la necesidad de estructurar una formación diferenciada de aquellas en el entorno escolar para el educador social del deporte y ocio. Es necesario tener en cuenta que este asunto juega en espacios físicos para prácticas ressignificados y ocio en un entorno educativo no en la escuela, pero no tan distanciada desde el proceso de desarrollo de la ciudadanía sobre el tema.

The thesis deals with leisure time in families with pre-school children in the region of the city Pelhřimov. It desribes conception of the leisure time in families with one or more children. The theoretic part talks about family, follows up its meanings and functions in human life. There is a short description of development of the family in modern time and some specifics of the families with younger preschool children too. Then there are desribed relationships in family (depending on the number of children in the family) and an intergenerational learning process. The next section is devoted to leisure time and its role in human life. We will find there a definition of a leisure time, a brief look at the historical evolution of this phenomenon in modern time and some of its specifics in contemporary family life. The work next deals with some socio-psychological characteristics of younger pre-school children with regard for leisure time. There are written some characteristics of the Pelhřimov?s region related to leisure time. The researching part of the work describes how the conception of the leisure time looks in the family of younger pre-school children in the Pelhřimov?s region. It highlights some of the differences in the conception among families with one or more children too. In a selected population sample survey was carried out using semi-structured interviews. They were then processed using a triple-coding grounded theory.

This thesis deals with the remuneration system in the sphere of leisure. The theoretical part deals with the motivation of employees, description of motivational theories and their authors. It also describes both of systems remuneration, financial and non-financial form. An important part is employee benefits and various classification, implementation and realization. Consequently are some possibilities of evaluation of employees and their work. The final chapter of the theoretical part focus on remuneration system applied in leisure organizations, which also includes compensation for volunteers. The practical part contains the description and comparison of two organizations. First is the civic association M-tes and second is Silesian Youth Center ? home of children and youth. Empirical research is focused on motivational strategies, remuneration systems, evaluation and implementation of employee benefits. Consequently are offered changes and recommendations.