Teaching materials related to the Charter for Leisure may be useful for all levels and types of educational program.

    • At primary and secondary levels, they can contribute to a broader civics program.
    • In higher education they can contribute to programs in politics, law, public administration and leisure/sport/tourism studies.
    • In adult/continuing education they could contribute to existing politics, law, public administration and leisure/sport/tourism studies programs, but could also form an independent short course on leisure/sport/tourism/play rights.

Suggestions for additions to the bibliography would be welcome (via WLO Secretariat ). Updated August, 2021.

Reading materials

Bibliography of Leisure Rights, published by the World Leisure Organization, available here. [Insert link to Biblio]

Leisure-related textbooks in which human rights are mentioned:

    • Dattilo, J. (2021). Inclusive Leisure Services: Grounded in Social Justice, 5th Edition. Champaign, IL: Sagamore-Venture. (Essp. Ch. 5: Uphold human rights; and Ch. 6: Adhere to civil rights).
    • Edginton, C. R., DeGraaf, D. G., Dieser, R. B., & Edginton, S. R. (2006). Leisure and Life Satisfaction (4th edn.). New York, NY: McGraw-Hill (pages 127, 379)
    • Veal, A.J. (2017). Leisure, Sport and Tourism: Politics Policy and Planning, 4th Edn. Wallingford, UK: CABI (Chapter 4, pages 73-93)
    • Veal, A. J., Darcy, S., & Lynch, R. (2013). Australian Leisure (4th edn.). Sydney: Pearson. (pages 102, 381–382)

Lecture materials – senior high-school/secondary/higher education levels

Human Rights and Citizenship Rights: PowerPoint slides (20) relating to Chapter 4 of:

Veal, A.J. (2017). Leisure, Sport and Tourism: Politics Policy and Planning, 4th Edn. Wallingford, UK: CABI. Slides available for downloading at:


(Adapted from Veal 2017).

  1. In what ways are the right to (a) leisure time, (b) travel, (c) play sport sometimes infringed by governments?
  2. In what ways do labour rights affect leisure, sport, and tourism (a) nationally, (b) internationally?
  3. Marshall outlines three types of rights of the citizen: what are they and how is each defined?
  4. If individuals have ‘obligations’ as well as ‘rights’, what obligations are there in (a) leisure, (b) sport, (c) tourism?
  5. In what way can declarations of rights be seen as potential threats to freedom?
  6. Examine any one of the declarations listed in the Boxes 4.1- 4.4 of Veal (2017 – Chapter 4) or the lists in the Charter for Leisure ‘Context document’ (items 8, 10) and discuss the implications for public leisure, sport and tourism policy at (a) national level, (b) local level.
  7. Examine the extent to which human rights legislation in your own country takes account of the sorts of leisure, sport and tourism-related rights discussed in the Charter for Leisure.
  8. It is sometimes claimed that international agreements, such as those entered under the auspices of the United Nations or the European Union, threaten national sovereignty. What implications does this have for such agreements?
  9. What are the implications of the human rights of people in developing countries for policymaking in the area of leisure, sport and tourism in developed countries?

See also ‘Discussion Questions’ in Dattilo (2021), pp. 128 & 156.