Guildelines for Developing Public Recreation Facility Stan... file:///Users/agnescroxford/Downloads/jk52(1).

htm

LIN
logo Guidelines for Developing
Public Recreation Facility Standards

Ministry of Culture and Recreation

Sports and Fitness Division

Hon. Robert Welch

Minister

Robert D. Johnston
Deputy Ministry

Contents
Foreword

Introduction

Section 1: The Planning Process

approaches to planning

common elements of recreation planning

background or preliminary analysis

inventory analysis

evaluation of current systems

formulation of goals and objectives

developing alternate strategies

selecting the preferred strategy

setting standards, planning guidelines and policies

recommendations for action

the recreation plan

citizen involvement

a rationale for involvement

danger of tokenism

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methods for securing public participation

bibliography

Section 2: Standards for Municipal Recreation Systems

types of open space in a recreation system

standards for open space planning

park-school combinations

standards for recreation facilities

dimensions for selected recreation areas

space for vehicle parking

general standards for parking

bibliography

Section 3: Tables for Standards

Table 1: Types of Open Space in a Recreation System

Table 2: General Standard for Open Space

Table 3: Average Open Space Standards Across Canada

Table Standards for Neighbourhood Facilities

4: Standards for Community Facilities
Standards for Regional Facilities

Table 5: Dimensions for Selected Recreation Facilities

Table 6: Parking Standards for Specific Facilities

Table 7: Characteristics of High Density Housing

Table 8: Indoor Facilities for High Density Housing

Table 10: Use of Park Levies

Table 11: Facility Modifications for the Handicapped

Table 12: Checklist for Planning a Specific Facility

Section 4: Special Areas and Facilities

children's outdoor playgrounds

planning considerations for playgrounds

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specific guidelines

guideline check list

recreation facilities in high density areas

open space allocation

overloading present facilities

types of facilities needed

responsibility for providing facilities

the community use of schools

methods used for sharing facilities

the community school

facility modifications for special groups

bibliography

Section 5: Implementation of Plans

land acquisition, access and control

site planning and design

steps in preparing a site plan

site planning and design criteria

getting the help needed

information services

professional services

private consultants and consulting firms

bibliography

Section 6: Glossary of Terms

Standards Review Committee

Field Offices for the Ministry of Culture and Recreation

Foreword

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This is a manual for those who plan, build or develop public recreation facilities in Ontario. It is
organized for quick access to the information. It is written in practical terms and provides
guidelines for planning these facilities and for deciding their location and frequency.

Standards are, at best, guides for planning. NO ONE PLAN OR ONE STANDARD CAN BE
APPLIED TO EVERY COMMUNITY. They must be adapted to locally expressed needs, to local
values and interests and to local financial capabilities. While these standards may not be
unanimously supported, they do represent a consensus of opinions expressed by recreationists in
the province.

This manual replaces one printed in 1973: GUIDELINES FOR PUBLIC RECREATION FACILITY
STANDARDS. Before that, distribution in 1965 was: STANDARDS AND DEFINITION OF TERMS.
The initial work for this reference material was done in 1959 by a small group of recreationists and
planners who worked in Halton and Peel Counties.

The preparation of this fourth edition was assisted by Ken Balmer of the University of Waterloo and
an editorial committee, the members of which are listed on page ll2 of this manual. The Sports and
Fitness Division of the Ministry of Culture and Recreation is grateful to these people and to others
who provided suggestions for its improvement as requested in the third edition.

The planning, building, developing and operating of public recreation facilities are now the concern
of all levels of government: municipal, regional, provincial and federal. This subject must become
the concern of every citizen and is particularly urgent because of increased demand and costs for
these facilities, especially at the operation level.

While these guidelines tend to focus on large urban communities, the information can be used
successfully by those who serve on committees in towns, villages and townships -- providing
adjustments are made to suit local requirements.

This manual, given wide distribution, will, hopefully, encourage citizen participation in both the
planning and the building or developing of public recreation facilities.

Introduction
The responsibility for providing recreation facilities rests mainly with municipal recreation
authorities. To effectively meet this responsibility, public officials and committee members must be
constantly aware of shifting recreation interests, social changes within communities, new methods
for coping with change and the increasing knowledge that has been generated through research,
special studies and reports. This manual has been prepared with these concerns in mind.

The manual will serve as a working tool to help recreation authorities with the task of setting
standards and of planning for public recreation facilities. The material should be interpreted as a
guide to plan new facilities, review past efforts and to evaluate current practices. For instance:
interests of people and the volume of participation will vary between a community of high density
population and one composed of single-family dwellings; will vary between a low-income section of
the core area and a suburb for the blue-collar worker. Of even greater significance is the size of the
municipality. For example, the arena standard cited here is one for each 20, 000 people. Such a
standard is clearly not acceptable to a town of 5, 000 people who have decided they need, can
afford to build, maintain and operate an arena.

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Throughout this manual, the phrase Recreation facility includes all types of buildings, open space
and parkland. The phrase recreation authority includes all types of committees, boards,
commissions or authorities which operate public facilities. The standards refer to communities
within Ontario.

Since the intent is to provide guidelines for selecting standards, these have been placed together
in one section. A selected bibliography is included with each section to encourage further reading.
Most of these added resources are available through the regional or district offices of the Ministry
of Culture and Recreation. See page 113 for these locations.

A facility resource centre is maintained in conjunction with the Provincial Sports Training Centre at
Oakville, Ontario. Access to the information in this computerized resource centre is also available
through regional or district offices of the Ministry.

To assist with the use of the manual, the content is divided into six sections:

1. The planning process.

This material is placed first because planning must precede building or developing the facility.

2. Facility standards

These are gathered here for easy access even though they may be referred to in other sections.

3. Tables

Such graphic items as types of open space, facility standards and facility dimensions have been
pulled together and placed in this one section for easy reference.

4. Special areas and facilities

Four special cases: playgrounds, facilities in areas of high density, community schools and
adaptations for the handicapped, are dealt with in this section.

5. Implementation of plans

Suggestions are offered for land acquisitions, site planning and the securing of consultative
services.

6. Glossary of terms

Words mean different things to different people; this section has been retained and will define the
intended meaning for the terms used within the manual.

Many references are made to Ministry resources being available through regional and district
offices. A list of these is included at the back of the manual Frequent changes in addresses and
telephone numbers make it difficult to keep this list accurate. Contact with the Ministry in Toronto
will quickly correct any communication difficulty being experienced throughout the province.

The Planning Process

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An increased emphasis on leisure has created demands for more and better recreation activities.
Every recreation authority, faced with decisions about the number, kind, location and design of
facilities, recognizes the importance of a recreation plan. This plan is a written document that
identifies the facilities and services desired and states a course of action to follow that will meet
these requirements. With rising land and building costs, the recreation authority cannot afford to
make mistakes.

Each municipality, large or small, needs a recreation plan. It is often a part of the Official Plan for
the municipality. When it is, the citizens have not only the acceptance by council for the policies
stated but the protection of The Planning Act that no public action will be taken contrary to that
policy. In addition, the statement may be used so that residential development or redevelopment
will provide parkland, open space or cash-in-lieu of this land.

The incentive of additional land resources should not be the only motivation for planning because it
facilitates:

decisions about future financial requirements, staff additions and land acquisitions
coordination of all recreation programs and services, i.e. public, private and commercial
communication with citizens to determine their expectations, and to encourage their
involvement and participation
recognition of the recreation potential within the community, thus providing a wider range of
opportunities
cooperation among recreation authorities, local developers, institutions, private agencies and
community organizations
improvement of recreation experiences
facilities used to their full capacity

Following this planning process is not easy, but it is important. There are no short cuts. It provides
the key to understanding what facilities are needed, when, how and by whom they should be built
or developed and where they should be located. Once the plan is developed it is relatively easy to
revise as needed, keeping it accurate and relevant.

APPROACHES TO PLANNING

Planning for recreation facilities involves much more than applying recommended standards. It
requires, in fact, the development of a set of standards that are sensitive to the requirements of
each specific community. No one approach is effective for every community. The approach will
depend on the size and stage of development of the community, available resources (financial,
personnel and time), the philosophy and sophistication of the authority doing the planning and the
political climate of the community.

There are five approaches that may be used:

planning buildings or structures, such as pools, arenas or tennis courts, on a short-term basis
planning parks and open space based on current need
a combination of these two -- short-term recreation facility planning
comprehensive planning for recreation facilities, which includes capital budget, scheduling,
staff requirements, operational costs -- all staged over five, ten or 20 years

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integrated or systems planning -- a multiple approach requiring the integration of the services
provided by all city departments, i.e. public works, housing, education, planning and
recreation

The first four of these approaches to planning are usually carried out directly by a recreation
authority or department. Of this group, comprehensive planning is best because it takes all facets
of the operation into consideration and automatically establishes realistic priorities.

Systems planning, a complex and difficult procedure, requires the involvement and cooperation of
all municipal departments. Each department must consider the function of all other departments
and how they inter-relate.

Regardless of the approach taken, some common principles of recreation facility planning should
be followed:

1. All people should have access to activities and facilities regardless of interest, age, sex, income,
cultural background, housing environment or handicap.

2. Public recreation should be coordinated with other community recreation opportunities to avoid
duplication and encourage innovation.

3. Public recreation must be integrated with all other public services, such as education, health,
water, light and roads.

4. Facilities should be adaptable to future requirements.

5. Facilities and programs should be financially feasible at all stages of development; the operation
and maintenance places a greater financial burden on the municipality than the initial capital cost;
more facilities require more staff.

6. Citizens should be involved in this planning process throughout all stages.

7. Planning should be a continuous process, involving constant evaluation of the

recommendations.

8. Local, regional and provincial plans should be integrated.

COMMON ELEMENTS OF RECREATION PLANNING

Although approaches to planning recreation facilities may vary, the components of the process do
not. Headings used may differ but the general intent of each phase has common acceptance. As
well, the sequence of these components is not standardized and may change.

The following eight steps are involved in facility planning:

1. Background or preliminary analysis

Review all relevant background information in order to:

avoid duplication of studies or reports already done and to use these to best advantage
ensure that the plan is compatible with other municipal services
identify constraints and limits to the plan; issues that must be considered

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The information reviewed can be secured from the clerk's office, the planning department,
university studies or regional offices of the Ministry of Culture and Recreation and should include:

existing policy statements for the recreation authority, local by-laws, official plans or provincial
regulations
financial resources, i.e. provincial grants, and operational budgets -- as found in similar plans
for other municipalities
all related studies or surveys, i.e. census data and population trends, from past studies and
regional reports
availability of required services, i.e. hydro and water
general information about the community, i.e. employment levels, ethnic background and
neighbourhood structures
political opinions, as expressed by councilors, authority members and civic officials

2. Inventory analysis

Inventory can range from a broad, general overview to very detailed accounts of specific areas.
There is a danger of collecting too much information. Therefore, understand why any information is
necessary and how it can be used before collecting it.

There are four basic types of inventories:

physical characteristics, such as climate, soils, plants, wildlife, geology, physiography and
hydrology, will assist in identifying areas that might be best developed as open space or
parkland or that should be left undeveloped (flood plains) or that have some unique quality
(bogs or swamps) with natural habitats; if this information is not available, expert assistance
from an outside ecologist or an environmental specialist should be contracted.
social characteristics, such as population density and distribution, age-sex profiles, types of
housing, cultural and economic backgrounds, community preferences and recreation
patterns, will assist in understanding the potential users of facilities and the levels of use of
current facilities; this demographic information is usually available from the school system;
behavioural data can be acquired through participation reports, onsite surveys, household
surveys, community conferences and workshops.
existing public and private facilities should be listed and described in terms of type,
ownership, availability for use, location, dimensions, state of repair, who uses them, where
the users come from and parking capacity; this information will indicate levels of service
throughout the community.
potential recreation opportunities will indicate the possibilities for future development and
should include an assessment of undeveloped land within the municipal boundaries (i.e.
vacant lots, conservation lands) of places commonly used for some other purpose (i.e.
schools, institutions, parking lots, streets, alleys, medians, rooftops) and of areas not
presently accessible to the public (i.e. hydro rights of way, abandoned railway lines, private
clubs, high-rise complex, industrial facilities); these should be mapped to indicate their
location in relation to population and current facilities.

3. Evaluation of current systems

Once information has been compiled outlining existing opportunities and community preferences, it
is necessary to assess current levels of use. This can be handled in a number of ways - A
combination of the following techniques will give the most accurate picture:

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analyze program statistics -- program attendance, participation rates

encourage comments by all recreation staff, including volunteer, full-time and part-time
programmers and leaders
review the application of past guidelines and standards to indicate accuracy and
effectiveness of past policies
consider special requests from community interest groups and neighbourhood associations
invite citizen opinion through neighbourhood and community meetings, representatives of
interest groups and community organizations

Evaluation will depend on information obtained from all of these sources and should indicate the
needs that are not being met as well as suggest reasons for deficiencies.

4. Formulation of goals and objectives

At some point in the planning process the recreation authority must reach an understanding of its
capabilities, its resources and an awareness of community concerns. Based on this understanding,
the authority can express its desire to provide recreation opportunities.

These aspirations can be stated as goals and give:

an overall direction for the public program, i.e. how the plan is to be used
the standards to be achieved, i.e. the number, size and general location of the facilities to be
developed
a rationale for the stated policies, i.e. why the plan was prepared
a basis for the recommendations on future development, i.e. how it relates to other plans,
such as the Official Plan and the municipal capital budget

To be effective, these goals developed by the professional staff should relate to:

the concerns expressed by citizens and politicians

current political, economic and environmental constraints
future trends and conditions evident in the community

One way the group doing the planning can formulate goals is to name an observer while the group
deals directly with the proposals being considered for the plan. Discussion on the notes made by
the observer on the policies that are implicit in these proposals will help to clarify the plan as well
as the goals to be achieved.

Goals should be fairly lengthy and well qualified in terms of cost and consequences.

Objectives are more explicit than goals and should:

fulfill the spirit and purpose of the stated goals

be specific
suggest a means for attaining the goal
be reasonable and feasible in terms of time and cost

This part of the plan is a management statement and may be formulated by the recreation staff or
with direct assistance from interested citizens. A number of good resources are listed in the
bibliography at the end of this section.

5. Developing alternate strategies

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A variety of techniques can be used to select alternate strategies for reaching stated goals and
objectives. Three of these are:

community forums - present all relevant information, including financial limitations to

community groups and they will generate ideas worth considering
staff discussion -- brainstorming sessions are useful for creating new ideas; list the possible
alternatives suggested and discuss the implications of each
questionnaires and surveys - incorporating information collected from community interviews

6. Selecting the preferred strategy

Select one alternative by reviewing all suggestions in terms of their:

financial feasibility; time constraints

relationship to stated goals and objectives
impact on total community services, i.e. roads, housing developments and private enterprise
meeting community preferences and needs
affect on the natural environment

This can be done through community groups with help and direction from the professional staff, by
a planning committee of recreation and planning staff, or a combination of these methods.

7. Setting standards, planning guidelines and policies

Within the framework of the method or strategy selected, specific planning guidelines and
standards can be set. These can be incorporated into overall planning policies to direct
development over a specific period of time.

Standards can be stated in specific terms as to what type of development should take place and to
what degree it will be carried out. Standards can be expressed in quantitative statements or as
quantified objectives, such as population ratios (i.e. 20 acres of open space per thousand people).
In either case, the standards that are set should be a direct reflection of community preferences
and need; should be reasonably attainable and reviewed regularly. Although these standards give
direction and offer a means of evaluation, they should be treated as flexible guidelines.

Standards in use by other communities and agencies can be used as planning aids - Recreation
departments, starting the task for the first time find other standards useful for comparison or as a
starting point. There are examples of these within the tables shown.

Policies should be aimed at fulfilling expressed objectives, in line with the planning guidelines and
standards.

They should express action-oriented programs for each neighbourhood and community. Policies
should relate to:

the location of the facility -- indicating the relationship of each development to the population
it is to serve and to other uses
the size of areas, number of facilities, types of opportunities
site development standards
cooperation with other public bodies
coordination between public and private agencies
citizen involvement in site design and facility programming

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evaluation techniques and criteria

These policy statements should be incorporated into the open space section of the Official Plan.

8. Recommendations for action

Application of newly derived planning guidelines and policies will lead to recommendations
focusing on:

targets for upgrading and rationalizing provision of recreation opportunities in developed

communities
standards for planners and developers related to providing recreation opportunities in new
subdivisions
the design and location of major recreation facilities
the preservation of land outside the built-up area that is required for the proposed open
space system

Priorities can be established and a schedule set for the staged implementation of all recommended
facilities. These priorities will be based on economic constraints, other public works projects and
the need for the recreation facility, as verified through the involvement of community groups.

The staging of the recommendations for action should be flexible enough that the schedule is
responsive to changing priorities and financial conditions.

THE RECREATION PLAN

Planning for recreation facilities will produce a recreation plan. The nature, content and depth of
the plan will vary depending on the planning approach used, staff resources and the degree of
sophistication desired.

In general, the plan is a written document that identifies the recreation facilities and services that
are needed and outlines a course of action to follow that will produce the selected future
environment. Although the document is static in that it sets out a plan of Action in a specific time
frame, it should be regarded as a set of guidelines that can be adapted or changed as conditions
within the municipality change.

A recreation plan should contain sections related to:

1. goals and objectives

2. existing physical and social conditions, including maps of natural resources and summaries
of community preferences
3. an inventory of existing facilities
4. standards and policies to be used
5. recommended development, showing the number and quality of the facility and how these
relate to other public, private, regional and provincial facilities
6. cost estimates and priorities, including the staging of the plan and the method of funding to
be used; include operational costs for each facility appendices, including maps, charts and
other support material
7. To be read and referred to by citizens, the plan should be simply stated and condensed to no
more than 100 pages.

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CITIZEN INVOLVEMENT

Throughout the planning process provision should be made to involve the local citizens for whom
the recreation facility is being developed. Only in this way can the recreation authority be sure that
its plans, when finally implemented, are a relevant response to the needs of the users.

By providing an opportunity for interested citizens to participate, the outcome of the project is more
likely to be successful. By incorporating the ideas, suggestions and criticisms of citizens, the
project becomes a community effort.

Citizen involvement, whether in large cities or small towns, helps to create and sustain greater
community support for the facilities and services being planned.

While there is little disagreement with the basic premise that the people who are to be affected by
a planning policy should have a voice in its determination, opinions vary widely when questions are
considered about who should be involved, when and how they should be involved and how much
influence they should have on the final plan. The resolution of these questions is essential for
establishing a definite policy to encourage citizen participation.

A Rationale for Involvement

There can be no denying that citizen involvement adds time and cost to the planning process.
Moreover, some feel that public participation is really lobbying by one segment of the population for
special privilege at the expense of the total community, and that when decisions are finally made
citizen groups are usually disregarded anyway. (see Harold Goldblatt, CITIZEN PARTICIPATION
IN URBAN DEVELOPMENT, NTL Institute for Applied Behavioural Science, 1968). The public
often has been accused of being apathetic and of lacking the skills to have input into the planning
process. Regardless of the validity of these statements, serious and honest attempts to involve the
public in planning are essential. In the long run, there is much to be gained.

Citizen involvement can provide:

1. a guide to Policy makers regarding community goals and values. Recreation authorities exist
for the benefit of the community. If their policies are to be an asset to the community and not
portray only their own values, recreation lists and planners must be guided by the thinking
and opinions of the community. Citizens are able to deal with conflicting values and can
frequently identify omissions and forgotten factors.
2. personal satisfaction through service to the community. Participation offers the individual an
opportunity to serve one's community and contribute to its well-being. This is a mutually
enriching experience for the individual has the opportunity to grow and expand his vision and
knowledge.
3. additional information. While the recreation authority may have its own data collection
system, the local people can provide additional information which might otherwise be
inaccessible or unknown to the recreationists. The local people have the advantage of
proximity and insights derived from living in the area being studied.
4. new ideas or alternatives. Sound and imaginative thinking around the issues does not reside
solely with the recreation authority. Given the opportunity, some good and creative
alternatives can be generated by the local people.

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5. special expertise. Frequently, local people possessing special skills can be tapped for input to
the plan. Often their assistance will be volunteered, thus freeing staff and financial resources
for other purposes.
6. interpretation and implementation. Once involved, some citizens will become interpreters,
and will assume the task of explaining the program and planning objectives to other
individuals or groups within the community. Having come to an understanding of what the
planning proposals could mean to the community, these people can contribute to a broader
base of support both in the plan development and implementation stages.
7. managerial solutions. Some environmental problems can best be resolved through
alterations in management policy, which, in turn, may require changes in people's behaviour.
The likelihood and ease of changing behaviour is greatly increased if people systematically
become aware, interested, informed and thus convinced that new behaviour is needed. (D.
M. Connor COMMUNITY PLANNING REVIEW: from Partisans to Partners, Ottawa, 1972).

Danger of Tokenism

Much of what is called citizen participation is only token participation and allows little opportunity
for the public to influence the plan in a meaningful way. It is sometimes difficult to distinguish
between genuine participation and tokenism, since similar methods may be used in both cases. No
doubt, in some situations, token participation is practiced unconsciously due to a lack of knowledge
of how to facilitate true citizen involvement. Sometimes people are not provided with the
opportunity to grow and increase their awareness of the many considerations necessary in plan
development. As pointed out by Arnstein (JOURNAL OF THE AMERICAN INSTITUTE OF
PLANNERS: A Ladder of Citizen Participation; 1969) both the planning officials and the citizens
may feel they are involving the public when, in fact, they are only playing at it.

D. M. Connor (from Partisans to Partners; 1972) offers a good working guide to determine when
public participation is and is not happening.

Public participation is happening when:

the professionals listen to residents concerning their attitudes, goals, fears and factual
suggestions
citizens find early and convenient opportunities to make positive contributions
citizens learn from the professionals a broader and deeper knowledge and understanding of
their environment, its potential and its fragility
individuals, interest groups and agencies are identifying their own positions, recognizing
those of others and working towards a solution cooperatively
relationships between the professionals, politicians and other people are strengthened so
that communication barriers are breached, and mutual trust increases as a foundation for
communities to function more effectively in every way.

Public participation is NOT:

selling a pre-determined solution by public relations techniques

planning behind closed doors when information can be shared
one-way communication, e.g. the professional telling people what is best for them
public confrontations between "people-power" versus the bureaucracy
by-passing elected representatives or impairing their freedom to exercise their decision-
making responsibilities.

It is important to emphasize that the elected officials must be part of a citizen involvement program.

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In this way, the public is sure that its views are heard and considered by the decision-makers and
accountability is quite clear. Conversely, the politicians must realize that citizen participation is not
a denial of their responsibility as elected representatives, but rather it is intended to assist them in
making the best possible decisions.

Methods for Securing Public Participation

The essence of public participation is the free exchange of ideas. There are many techniques for
achieving it, and the merit of each depends at least partly on the amount of two-way
communication which is fostered.

Several methods for involving people in the planning process and the relative effectiveness of each
are contained in GUIDELINES FOR LAND USE PLANNING (Ontario Ministry of Natural
Resources, January, 1974 pp. 10 to 14) including: workshops and seminars, the use of key people,
interest groups, storefront displays, advisory committees, public hearings, surveys and
questionnaires and the use of the news media.

No one approach is adequate by itself, nor is any combination appropriate for all planning
situations. Each planning project must have its own citizen participation program designed to take
into account the unique conditions and circumstances of the area. Planning for public participation
requires not only the selection of the appropriate techniques, but also determining who to involve,
scheduling the stages and budgeting for the program - Several recreation agencies in Ontario have
incorporated a variety of techniques in their citizen involvement program. Etobicoke, for example,
has combined extensive use of the news media with public meetings and used a questionnaire on
park planning with every home in the area. Kitchener, Sudbury and Thunder Bay have involved
citizens through meetings with special interest groups, community associations and the general
public. Recently, in Grimsby, an adaptation and expansion of the community meeting concept was
used in the form of a community conference. Guidelines for the Grimsby Community Conference
are now available through the Ministry of Culture and Recreation regional offices under a title of
INVOLVING CITIZENS IN DEVELOPING LEISURE POLICY. Additional resources, all available
through Ministry regional and district offices, are listed in the bibliography which follows.

Planning for and carrying out an effective public participation program requires special skills and
training. Not all recreationists or planners are capable of doing this. Consequently, if such expertise
is lacking, outside assistance should be secured. Ministry field staff can help.

BIBLIOGRAPHY FOR THE PLANNING PROCESS

General Information

1. Alberta, Department of Culture, Youth and Recreation, Recreation Area and Facility Planning
Guide

2.Athletic Institute and AAHPER. Planning Areas and Facilities for Health, Physical Education and
Recreation Athletic Institute, Washington, D.C. 1965.

3. Bureau of Municipal Research. Luxury or Necessity (Bulletin).

4. Bureau of Municipal Research. Urban Open Space: Parks, People and Planning. (Bulletin).

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5. Burton, Thomas L. Experiments in Recreation Research. University of Birmingham, Urban and

Regional Studies, Number 2, George Allen and Unwin Ltd., U.K.

6. Guggenheimer, E.C. Planning for Parks and Recreation Needs in Urban Areas Twayne, New
York.

7. Lutzin, S.G., editor: E. H. Storey`, associate editor. Managing Municipal Leisure Services.
Published for the Institute of Training in Municipal Administration by the International City
Management Association, Washington, D.C., 1973

8. Ministry of Culture and Recreation, Sports and Fitness Division. Publications (Pamphlet), 1974.

9. Ministry of State for Urban Affairs - Urban Open Space Study for Canadian Communities March,
1974.

10. Wurman, R.S., Levy, A. and Katz, J. The Nature of Recreation. M.I.T. Press, Cambridge,
Mass., U.S.A. 1972

The Importance of Planning

11.Ministry of Housing. Guidelines for Official Plan Policies on Public Open Space (Parkland).
October 1974.

12. Ontario Economic Council - Subject to Approval - Common Elements of Recreation Planning

13.Gold, Seymour M. Urban Recreation Planning. Lea and Febiger, Philadelphia, 1973.

14. Ministry of Culture and Recreation, Sports and Fitness Division. Resources: Shared Decision-
Making in the Planning of Leisure Services. Prepared by the Task Force on Shared Decision-
Making.

Background or Preliminary Analysis

15. Balmer, Crapo and Associates, Inc., Urban Open Space in Canada: The Federal Role.
Prepared for Ministry of State for Urban Affairs. Government of Canada.

16. Canadian Council of Resource Ministers. The Administration of Outdoor Recreation in Canada.
C.C.R.M. Montreal, 1968.

17. Ministry of Culture and Recreation. Sports and Fitness Division. Access to Information about
Legislation Affecting Recreation in Ontario. Toronto, 1972

18. McHarg, Ian L. Design with Nature. Doubleday Natural History Press, Doubleday and
Company, Garden City, New York, 1971.

19.Ministry of Culture and Recreation. Sports and Fitness Division. Path to the Community.

* Also see number 10 and 11

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Formulation of Goals and Objectives

20.Gold, S. "Goals that Count." Parks and Recreation January, 1974, p.38.

21. Treasury Board. "Planning - Programming Budgeting System in Canada." In W.D.R.

Kernaghan and A.M. Willons, Public Administration in Canada: Selected Readings. Toronto, 1971,
p. 268.

22. Wright, Jack R. Guidelines to Recreation Resource Goals. A paper produced for the second
Montmorency Conference on Leisure, Sept., 1971. Recreation Institute of Canada, Ottawa.

23. Young, R. "Establishment of Goals and Definition of Objectives." In B. L. Driver Elements of

Outdoor Recreation Planning. University of Michigan, 1970, p. 26.

* Also see number 11.

Setting Standards, Planning Guidelines and Policies

* see number 11.

Wright, J. R. "Planning for Urban Recreational Open Space -- Towards Community-Specific

Standards. Ontario Ministry of Housing Manual

The Recreation Plan

The following communities have Master Plan documents for open space and/or facilities.

Barrie
Burlington
Etobicoke
Guelph
Kitchener
Orillia
Sault Ste. Marie
Thunder Bay

Citizen Involvement

24. Armstein, Sherry R. "A Ladder of Citizen Participation." Journal of the American Institute of
Planners. July, 1969, pp. 216-224.

25. Arty, Robert M. "Citizen Leadership." Parks and Recreation. Vol. vi, No. 1, p. 109.

26.Blondon, Michel. "Social Animation." Convergence. Vol. 11, No. 3, pp. 29-39.

27. Burke, Edmund M. "Citizen Participation Strategies. Journal of the American Institute of
Planners. September, 1968, pp. 287-294.

28. Draper, James A. (ed.). Citizen Participation: Canada, A Book of Readings New Press,
Toronto, 1971.

29. Godbey, Geoff. and Kraus, R. "Citizen Participation in Urban Recreation." Recreation Canada,

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31/4/73, pp. 48-51.

30. Lorimer, James. A Citizen's Guide to City Politics James, Lewis, and Samuel, Toronto, 1972.

31. Ministry of Culture and Recreation. Public Participation in Planning Policy and Program
(prepared by Francis Bregha).

32. Ministry of Culture and Recreation, Sports and Fitness Division. Notes for Community Leaders.

33. Ministry of Culture and Recreation, Sports and Fitness Division. Community Conferences.
Municipal Recreation Bulletin #13.

34. Ministry of Natural Resources - Guidelines for Land Use Planning. January, 1974.

35. Mittenthal, Stephen D. and Spiegal, Hans B.D. "The Many Faces of Citizen Participation: A
Bibliographic Overview." Citizen Participation in Urban Development Vol. 1 Concepts and Issues,
ed. Hans B. C. Spiegal, NTL Institute. Washington, 1968.

36. Reynolds, Josephine P. "Public Participation in Planning. Town Planning Review. Vol. 40, No.2,
July, 1969, pp. 131-148. Shore, William B. "Regional Planning and Public Consultation." Planning
1965. American Society of Planning Officials, Chicago, 1965, pp. 148-157. "People Participation in
Planning." Recreation Canada. 31/1/73, pp. 24-29.

* Also see number 14.

Standards for
Municipal Recreation Systems
If the components of the planning process, as outlined in the first section of this manual, are
followed within a municipality, a "community-specific" set of standards will be produced. Application
of these standards can result in a recreation system uniquely tailored to that municipality.

This section summarizes general guidelines or standards related to the function, the radius served
by and the number of facilities common to most systems. These standards should not be used as
substitutes for community specific standards, but rather can be used as:

examples for reference during the planning process

interim standards prior to the preparation and acceptance of a specific plan for a municipality
a means of evaluating the standards as they are developed by a municipality

TYPES OF OPEN SPACE IN A RECREATION SYSTEM

Parkland should be planned in relationship to its place within the total system of open spaces.
Table 1, beginning on page 32, shows such a system. It should be noted that all open space need
not be publicly owned.

Most leisure time is spent in or around the home, using space that is privately owned. This level of
open space within the system is frequently ignored because it has a home or subneighbourhood

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orientation.

The second level of open space within the system has a neighbourhood orientation and generally
relates to a population of 4, 000 to 6, 000 people. Here the participation in the activities is frequent
and is of short duration. The facility must be close to the user.

Many activities require an expensive facility. These are found in open space with a community
orientation. Here greater travelling time can be justified and the facilities are generally designed for
formal, organized sports and games, permitting the development of flexible multi-use playing
areas. The community-based facility will usually serve three to six neighbourhoods.

The fourth level of open space in the system caters to a city-wide or urban orientation. These
facilities often serve one complete municipality or several communities. They are highly
specialized.

The fifth level of open space has a regional orientation and serves two or more municipalities.
Regional facilities are extremely specialized and are designed for half or full-day excursions.

This system of open spaces and recreation facilities is incomplete without an equally important
system of linkages that provide ready access to all parts of the system. The recreationist and
planner should use every opportunity to facilitate movement from one facility to another. All water
courses, linear or ribbon open spaces, utility corridors, buffer zones, abandoned right-of-ways and
conservation areas should be used to link the component parts of the system and thus facilitate
such activities as cycling, hiking, cross country skiing and horseback riding. The objective
becomes the safe pedestrian flow to schools and shopping as well as public access, without the
car, to recreation facilities and the exploration of the city.

STANDARDS FOR OPEN SPACE PLANNING

Selecting a standard for open space goes far beyond picking "X" number of acres for "Y" number
of people. For any given activity, the quality of personal experience dictates that only so many
people can participate before crowding begins and dissatisfaction results. An example of this is too
many skiers on one slope.

As well, maintaining the quality of the resource must be considered. Maximum levels of use must
be set or a wilderness area, for example, will be destroyed through over-use.

Planning for outdoor facilities relies heavily on knowing how many want to participate in a wide
selection of activities.

The core area of a city frequently falls far below the established standard for open space set by the
municipality. Probably this segment of the city was once in the centre of a small town and was
surrounded by accessible countryside.

Time and urban expansion have changed all that. As well, increased discretionary time has
changed our attitude towards recreation. The desire to participate in a variety of activities has
grown and will continue to grow. If any lesson has been learned, surely it is the need to set aside
sufficient open space to meet future needs. Large cities have occasionally found it necessary to
pay up to one million dollars per acre for parkland in an old residential area. Some cities have been
more fortunate, being able to recycle old industrial land, create open space through neighbourhood
improvement projects or urban renewal programs.

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Towns and small cities may have convinced themselves that such inflated land costs cannot
happen to them. Can they be sure? Can any part of Ontario count on being free from the problems
and pressures of urbanization?

The open space standard recommended by the Sports and Fitness Division of the Ministry of
Culture and Recreation is 20 acres of developed parkland per 1, 000 population. Table 2 on page
shows how this is allocated in conjunction with a school and according to the level of open space
planning within the system. As well as this developed parkland, there should be ten acres of open
space within the region that is left in its natural state per 1, 000 population.

Table 3, page 35, is a summary of open space standards used in communities across Canada.
This table indicates an average range of 11.75 to 20.0 acres per thousand population.

PARK-SCHOOL COMBINATIONS

One of the significant trends in the past 15 years is the park-school concept. Essentially,
neighbourhood parks are placed adjacent to elementary schools; community parks beside
secondary schools. The degree of cooperation varies from municipality to municipality. In some
cases it is simply co-existence with each authority retaining responsibility for its own site; little, if
any, joint planning or effective use of the total site takes place. In other locations the recreation
authority develops and maintains the total outdoor or open space facility and the schools are
opened freely for public use.

The ideal situation is one where the recreation authority and the board(s) of education work
effectively to prepare a joint site plan with no regard for legal boundaries; all public facilities needed
within the neighbourhood or community are planned cooperatively. When this occurs, an effective
park-school site is developed and everyone benefits.

To illustrate a park-school combination, reference is made to the City of Kitchener where these
three sets of standards are applied:

when a neighbourhood park is planned in conjunction with a junior elementary school, the
park contains seven acres and the school provides six acres for a minimum total of 13 acres
when a neighbourhood park is combined with a senior elementary school, the park contains
ten acres and the school provides eight acres
when a community park is combined with a secondary school, the park contains 25 acres
and the school provides 15 acres when no more than five acres of this total of 40 acres is
used for buildings, parking or landscaped areas

Four conditions must exist if a satisfactory park-school combination is to be implemented:

1. There must be close cooperation by all concerned, even before the sites are acquired. This
can be accomplished through technical committees of staff from the planning, education and
recreation departments.
2. Upon acquisition, there must be a joint planning committee of the respective authorities
established to assure the best use of the total site. This committee must agree on such
things as joint parking areas, payment for shared utilities, the location of shared facilities (i.e.
sports areas), responsibility for construction of buildings, development of open spaces and
maintenance.
3. Time schedules for development of the site are important because some facilities may be

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required several years before others. With a high degree of cooperation this should pose no
particular problem once there is agreement on the total plan.
4. There must be, where practical, joint use of facilities, including the community use of the
schools after regular school hours. This requires some type of agreement which covers the
sharing of janitorial costs, program supervision, maintenance of sports areas, arenas and
swimming pools. Many such agreements exist but they vary widely even for different
municipalities within the jurisdiction of one board of education.

Architects planning joint facilities will find major changes are required in standard school plans. For
example, washroom facilities should have exterior doors for park users.

STANDARDS FOR RECREATION FACILITIES

The standards and remarks provided in Table #4, beginning on page 36 are recommended by the
Sports and Fitness Division of the Ministry of Culture and Recreation. The standards presented
must be used with discretion. They are a statement of practice; the result of many years of
observation and discussion. They express minimum requirements.

It is unwise to compare the numbers of facilities in two municipalities. What may be adequate in
one Ontario community may be inadequate, for a variety of reasons, in another. Interest in some
activities may change; if uncertain, try portable facilities first. Small communities should consider
their need for a range of recreation facilities and disregard standards until the need for additional
facilities of the same type are required.

DIMENSIONS FOR SELECTED RECREATION AREAS

To plan a site for a specific activity, it is necessary to know the space requirements of each activity.
Table 5, beginning on page 45, provides this information for selected common activities.

These dimensions are provided, primarily, by the Facility Resource Centre of the Provincial Sports
Training Centre at Oakville, Ontario. They are given in the metric system, wherever this is possible.
Additional information regarding the layout or space required for any of these activities can be
secured through regional or district offices of the Ministry of Culture and Recreation.

SPACE FOR VEHICLE PARKING

Space for parking is an important element of a recreation site or facility. Even neighbourhood parks
must be included because few people are willing to walk even short distances. Greater interest in
fitness may change this. See table 6, p. 55.

When calculating parking space requirements, the following general principles may be applied:

the availability of public transportation

the population density in the area; more
people will walk in a high density area
the type of facility or activity
the number of facilities located in the area
the location of a facility adjacent to other parking areas (i.e. shopping centres, schools,
churches)
the size of school parking areas will be set by the board of education and an agreement may
be necessary to serve the general public when the school is used for recreation programs or
it is combined with a park

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where play areas are used for parking, the paving specifications must accommodate the
weight of vehicles
parking space should be an integral part of open space design standards for the community
employee parking at a major facility must be noted when estimating sufficient space for public
use
suburban or small town facilities that serve outlying areas may require additional parking
space
include space for bicycle racks and motorcycles
remember the handicapped and allocate space at floor level near the entrances; allow
parking spaces 12 feet wide for exit and entrance to vehicle; clear of traffic and laid out so the
handicapped individual will not have to pass behind parked cars

GENERAL STANDARDS FOR PARKING

When planning parking areas:

allow 300 square feet minimum (400 square feet desirable) for each vehicle; one acre will
hold 109 cars at 400 square feet per car, allow 25 feet for pull out allow one parking space on
the average for three people in attendance
shopping plazas allow three square feet of parking for each square foot of floor space
provide entrances, exits and parking spaces for buses
provide unloading and loading zones for inclement weather or for those with physical
disabilities; keep loading area free of parking
allow sufficient money to pave and light the area
allow sufficient space around parking area for snow-piling in winter without loss of parking
space
keep entrance area clear for emergency vehicles
use standard signs and symbols as prescribed by local, provincial or federal authorities

Table 6, page 55, provides parking standards for specific facilities.

BIBLIOGRAPHY

Facility Standards

39. Buechner, Robert (ed.) NRPA, National Park and Recreation Open Space Standards. National
Recreation and Park Association.

40. Bureau of Outdoor Recreation: U.S. Department of the Interior: Outdoor Recreation Space
Standards, Washington, 1970 also see #9 in Section #1, page 20.

Dimensions for Selected Recreation Areas

102. A. G. Spalding and Bros. Official Sports Dimensions. Brantford, Ontario (out of print) also see
#s 10 and 13 in Section #1, page 20 and #91 in Section #5, page 99.

Space for Vehicle Parking

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103. Vollmer Associates. Parking for Recreation: A primer on Techniques of Parking Vehicles at
Public Recreation Facilities. American Institute of Park Executives Inc. (National Recreation & Park
Association) Arlington, Virginia, 1965.

Tables for Standards

Table 1: Types of Open Space in a Recreation System *

Orientation Function Space, Design & Service Example

Area

Home oriented space Should met aesthetic Varies according to Front and back yards,
qualities and housing type; driveways, sidewalk,
accommodate informal immediately adjacent or porch, balconies,
activities of an active and within 500 feet of each workshops, play rooms,
passive nature, i.e. dwelling unit recreation rooms
sitting, reading,
gardening, sunning,
children’s play and family
activity

Home cluster or Especially important in Must be visually Vacant lots, cul-de-sacs,

sub-neighbourhood high density areas, accessible; varies from boulevards, green belts,
common space providing visual relief 500 square feet to 2 walkways, trails, play
and aesthetic qualities acres; designed to be as lots, rest areas,
for similar activities to flexible as possible; will vest-pocket parks,
those mentioned above, serve and area of 100 parkettes
as well as meeting areas yards to ¼ mile radius
for small informal
groups, walking, jogging
and dog walking

Neighbourhood space Should accommodate Space should be Neighbourhood parks or

neighbourhood interest associated with an park-school
preferences; may include elementary school; combinations play fields
sports areas for minor varies from 4 to 20 for baseball, soccer and
leagues, outdoor skating acres; will serve 5,000 football; adventure
rinks, water play as well people within an area of playgrounds, wading
as special events and ¼ to ½ mile radius pools, neighbourhood
informal passive centres
activities

Community space Should accommodate Space should be Community park or

social, cultural, associated with a park-school
educational and physical secondary school; varies combinations; facilities
activities of particular from 15 to 20 acres; will for playgrounds,

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interest to the serve several recreation centre,

community; multi- neighbourhoods or meeting rooms and
purpose, year round, 15,000 to 25,000 people library; track and field
day/night activities; low within a radius to ½ to 1 areas, sports fields,
level competitive sports ½ mils; accessible by arena and swimming
with limited spectator walking, cycling and pool
space public transit

City-wide or urban space Should provide Parks can be 25 to 200 Major city parks and
specialized facilities for acres; accessible to all areas left in their natural
the sue of wide segment residents by private and state; beaches, trails,
of populations; will public transportation; and picnic areas; fair
accommodate the should not exceed ½ grounds, civic centres
preservation of unique hour driving time; should and major sports
historical, cultural or be linked to other open facilities
natural areas space

Regional space Specialized areas for Up to 500 acres or more, Conservation areas,
conservation and serving two or more botanical gardens,
preservation of municipalities; if possible regional and provincial
naturalized resources; accessible by pubic parks; wild life
usually involves more transportation; within 20 sanctuaries and
time-consuming miles or 1 hour driving of naturalized reserves;
activities, i.e. day-long high density areas scenic drives and
picnics and family waterway systems; air
camping fields, ski areas, zoos
and museums

Table 2: General Standard for Open Space *

Area Acres per 1,000 Service radius Minimum size

population

Sub-neighbourhood areas Included in 100 yard minimum 500 sq. ft.

neighbourhood and
community parks

Neighbourhood park and 4 ¼ to ½ mile 10 acres

elementary school
combination **

Community park and 3 1 to 1-1/2 mile 30 acres

secondary school
combination **

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Urban, regional and 13 T to 20 miles 50 acres

special use areas
(including public golf
courses and conservation
areas)

Total developed open space 20 acres per 1,000 population

** It is assumed that the park and the school are adjacent and completely accessible to each other.
If they are not, then the acreage for the park and for the school should each be increased by 25
per cent. These figures include the space occupied by the buildings on each site and the parking
areas.

* These open space standards, when used in a park-school combination, are recommended by the
Sports and Fitness Division of the Ministry of Culture and Recreation.

As well as this developed park land, it is suggested that there should be ten acres per 1, 000
population of open space within the region that is left in its natural state.

There has been no significant change in this open space standard for 15 years but it still is an
acceptable guide for public recreation authorities to use.

Table 3: Average Open Space Standards Across Canada *

Area Acres per 1,000 Service radius Size

population

Tot-lot 0.25 to 0.5 1/8 to ¼ mile usually ¼ 0.6 to 2.0 acres, usually
mile 0.5 acres
(play lot)

(park lot)

Parkette (vest-pocket 0.5 1/8 to ¼ mile 0.6 to 1.0 acres, usually

park) 0.5 acres

Neighbourhood Park 1.0 to 2.0 ½ to 3 miles usually 1 ¼ to 20 acres, usually 6

mile acres
(playground)

(local park)

(community park)

Community Park 1.0 to 2.0 ½ to 3 miles usually 1 4 to 100 acres, usually 8

(playfield) mile to 25 acres

City Park 5.0 ½ to 3 miles usually 2 25 to 200 acres, usually

miles or ½ hour driving 100 acres

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time
(municipal park)

(sub-regional park)

Regional Park 4.0 to 10.0 20 miles or 1 hour 25 to 1,000 acres,

driving time usually 100 to 250 acres

TOTAL 11.75 TO 20.0

This table is adapted from one developed for the CPRA Open Space
Study, 1973

Table 4: Standards for Neighbourhood Facilities

Badminton court In a school or church One location per 5,000

Baseball field A neighbourhood facility where One location per 5,000

interest warrants; at least one or
more in each municipality should
be lighted

Basketball court Best in a school; often in a church One location per 5,000

Centre, neighbourhood May be a small building in a One location per 5,000

neighbourhood park; preferably
part of the elementary school; a
meeting area plus space for a
change area for outdoor skating or
swimming

Craft rooms Part of a community centre or in a One location per 5,000

school

Gymnasium Usually combined with a school One per school

Horseshoe pitch In a neighbourhood park One location per 5,000

Paved multi-use areas Preferable in conjunction with a One location per 5,000
school; used as an outdoor skating
area in winter

Playground, creative Usually in conjunction with a One location per 5,000

neighbourhood park or elementary
school; intended for elementary
school children

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Pools, spray or wading pool Must be paved surface with good One location per 5,000
drainage; in a neighbourhood park
and combined with a playground

Training or teaching Almost uniform depth (3 to 4 ft) One location per 5,000
with no diving area; considered a
walk-to facility with few change
facilities; planned in conjunction
with regular outdoor pools and
where an indoor/outdoor pool is
unattainable

Rink, natural ice May be maintained by volunteers; One location per 5,000
should be three ice surfaces at
Outdoor each location: one for small
children, one for skating and one
for hockey; should be adjacent to
school

Shuffleboard Developed as part of a senior One location per 5,000

citizen centre

Soccer field, junior Placed in a neighbourhood park or One location per 5,000
elementary school playground

Softball regular Part of a school playground One location per 5,000

Tetherball circle Part of a school playground One location per 5,000

Tennis court Should be lighted and developed One location per 5,000
in conjunction with elementary and
secondary schools; at least three
courts per location

Tot lot Developed for pre-school children Five locations per, 5000
in neighbourhood parks,
elementary school grounds or
smaller areas; located close to
family housing to permit easy
access by young children

Volleyball court Usually part of a school One location per 5,000

gymnasium or playground; indoor
or outdoor facility

Standards for Community Facilities

Adventure Playground Associated with a park or Two locations per 10,000

community centre; creative
playgrounds are usually
associated with a school or park

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Archery range Cut off from other open space One location per 20,000

Arena, artificial indoor ice area One in each community should One location per 20,000
have spectator seating; the rest
should be for recreation purposes
with limited seating

Athletic field In a community park or combined One location per 20,000

with a secondary school

Auditorium One in each municipality should One location per 20,000

have fixed seating; the rest may
be in schools

Bait & fly-casting area May be indoor or outdoor; One location per 20,000
developed in conjunction with a
club

Band shell May be portable One location per 20,000

Bowling, pin bowling May be developed sufficiently by One lane per 2,500
commercial interests

Lawn bowling Usually a private club, one site One location per 25,000
should be open to the public

Centres, A multi-purpose building; may be One location per 25,000

part of a school complex or
community centre included with an indoor pool or
arena

Day care May be privately or publicly To accommodate 10 children per

owned; can be located in a 1,000 population
recreation facility; number required
must be based on the demand for
this service; space, staffing and
equipment standards are
controlled by the Ontario Day
Nurseries Act; legislative controls
less stringent when cooperatively
operated with volunteers

Day centre Specifically for senior citizens; One location per 20,000
complete and continuous
programs of activities, including a
noon meal

Drop-in centre Usually for teens or senior One location per 20,000
citizens; should be centrally
located and close to public
transportation

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Pre-school or one o’clock clubs An indoor and outdoor facility for One location per 20,000
young children accompanied by
parents

Youth centre May be part of a school, church or One location per 20,000
community centre

Handball Part of a multi-purpose facility with One location per 20,000

a shower and change facilities;
may be indoor or outdoor

Lacrosse Located in a community park or One location per 20,000

hockey cushion
Box or field

Library An integrated system is essential One location per 20,000

within each municipality; may be
combined with school system;
should include bookmobile service
for suburban and rural areas

Model plane fly area Located away from residential One location per 60,000 or one
area because of noise and away per region
from airport if planes are radio
controlled; often treated as a
regional facility, depending on
interest

Pool Provides a year-round program; One location per 20,000

located in community centre or
Indoor/outdoor school; usually one or two walls
open up to outdoor patio; should
accommodate 3% of population at
one time; minimum capacity of 200
people per pool using 27 square
feet per swimmer; should be built,
wherever possible, in place of
outdoor pools

Outdoor Built when indoor-outdoor type is One location per 20,000

too costly, deck size is twice the
water surface; may be built as part
of a multi-purpose unit in a
community par; planned in
conjunction with training or
teaching pools

Football field Usually combined with secondary One location per 20,000
or school play field, soccer or
athletic field

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Picnic area Placed in open space throughout One acre for each 3,000 to 5,000
the community; enhanced by
water frontage or view

Rugger Usually combined with secondary One location per 20,000

or school play field, soccer or
athletic field

Sleigh and toboggan slope May be part of community or One location per 20,000
regional park

Soccer field Combined with community park or One location per 20,000
secondary school playfield; a
separate facility if interest warrants
with limited seating
accommodation

Softball, fastball Developed according to interest; One location per 20,000

should be alighted facility

Squash court Usually part of a multi-purpose One location per 20,000

facility

Track and Field Usually part of an athletic field, One location per 20,000
secondary school or sports
stadium; each school should have
practice areas

Standards for Regional Facilities

Airfield or seaplane base Pleasure or commercial craft; may Develop according to need and
be a federal facility interest

Arboretum Size and scope of program One per region

developed according to interest

Art gallery Preferably combined with library or One per region

cultural centre

Beach Area An essential facility; all potential No standard

beach areas should be developed
for public use

Bocci Court Developed when interest exists One location per region

Botanical garden Best when linked with an One per region

educational institution

Camping area An isolated area; can be One location for each 60,000
conservation or regional park or
Day camp leased land; should accommodate

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a minimum of 100 children,

maximum capacity per unit or for
one director is 120 children

Resident camp Often provided by private One site per 40,000

agencies; may be may miles
removed from municipality; should
serve at least 100 persons per site

Tourist camp Usually an over-night camping One per region

facility for tourists travelling in
trailers or campers; an effective
service when publicly owned and
advertised internationally.

Centre Operated as a commercial facility, One per region

even when publicly owned
Civic centre

Nature centre Part of a conservation area or One per region

teaching institution

Outdoor education centre A residential facility in a natural One per region

setting within bussing distance for
children

Performance arts centre Should include facilities for One per region
dramatic, choral, orchestral or
dance presentations; operated as
a commercial facility even when
publicly owned

Cricket field or pitch Based on demand and should not One per region
be combined with other field sports

Curling rink Usually operated by a private club; 12 sheets per 25,000

public ownership limited to pay as
you play; program can be
accommodated in an arena

Fencing Requires specialized equipment One per region

but space can usually be found in
any gymnasium

Fishing area Controlled and stocked for public One per region
use

Golf course 18 holes; minimum of 120 to 180 One per 30,000`

acres; pay as you play when
Regulation golf publicly owned and operated

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Par 3 golf Consider when regulation course One per 25,000

is not possible; minimum of 25
acres; may include driving range

Marina May be privately or publicly One per region

owned; frequency depends upon
availability of sites and demands

Museum May differ in emphasis i.e. science One of each type per region
or historical; site, building and
program should grow with the
population

Outdoor theatre A natural amphitheatre or structure One per region

to accommodate drama, dance,
music and films to seat 1000 to
500 people; interest may require
designation of small area in
community park

Pools Not less that 25 metres in length One per 50,000

with 3 metre board; include some
Indoor pool spectator space; often placed in
secondary school
(for competition)

Olympic 65 metre with 10 metre tower; One per region

eight 2.5 metre lanes; best when
placed in a college or university

Rifle or pistol range Usually developed and operated One per 100,000
as a private club or in conjunction
with a police facility, firehall or
secondary school; an indoor
facility

Sanctuaries May be operated by private or One per region

provincial agency; should contain
(bird or animal) shelter and feeding facilities

Scenic drives Excellent when used to link an One per region

integrated park system; should be
Or parkways combined with walkways or a
system of trails; designed to
include look-out and picnic areas

Skeet shooting area Usually a private club facility One per region
developed outdoors

Skiing areas Developed according to suitability One per region

of area with shelter, tows, jumps

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and slopes for beginners as well

Snow skiing as those with advanced skills

Water skiing Developed in safe, controlled One per region

water area, away from swimming
zone

Cross-country skiing Trails should be developed within One per region

a natural setting and with gentle
slopes and long level runs

Stadium A major, multi-purpose sports field One per 100,000

with flood lighting, dressing rooms,
washrooms, food concessions and
parking for professional or highly
organized team sports

Trails Walkway, finger or ribbon park, One system per region

developed according to interest
Hiking and cycling trail and available areas; often used to
link all publicly-owned open space

Nature trail Used for teaching through labelled One per region
flora and significant points of
interest

Riding trail Developed in conservation areas, One per region

regional parks or on hydro right-
of-way; privately or publicly owned

Snowmobile trail May be in a regional park or One per region

conservation area away from
residential or developed areas
because of noise; preferably in an
area of 100 acres or more with
wooded trails

Zoo or zoological gardens Facility should start with 50,000 One for each region
people and grow with the
population

Table 5: Dimensions for Selected Recreation Facilities

Activity Dimensions Suggested Practice

1. Archery Outdoor – 30 to 90 m Targets 5m apart; allow 10m on each side of

range measured from end target
Indoor – 18m

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Outdoor 90 – 100 ft Allow 25m beyond targets

Targets – 15 ft apart

2. Badminton Single – 5.18m x 13.4m No official specification for additional space

requirements
Doubles – 6.10m x 13.4m

Single – 17 ft x 44 ft

Doubles 20 ft x 44 ft

3. baseball 90 ft x 90 ft Fences should be 60 ft from playing area on

foul lines for senior play
minor ball – 220 ft foul lines
Junior leagues as prescribed by the Canadian
300 ft centre field Federation or local association
major ball – 320 ft foul lines Line through home plate and across second
base running 10 degrees NNE from south to
350 ft L&R centre north
400 ft str. Centre

4. basketball International – 14m x 26m Suggest 3 ft or 1 m be unobstructed around

court
Minimum – 42 ft x 74 ft

Maximum –50 ft x 90 ft

5. bocce 18 ft x 62 ft Total area of 30ftx80 ft or 9.2m x 24.3m

5.25m x 19m

Bowling green 14 ft x 120 ft Spaces of 120 ft x 120 ft accommodates 8 rinks

allowing bowling in 2 directions
4.27m x 30.35m

7. Boxing Ring maximum of 20 ft2 Platform must extend 2 ft beyond ropes

The international platform shall be from .91m to

Minimum of 16 ft2
1.22m in height
International maximum of 6.1 m2

Minimum of 4.9 m2

8. Box Maximum – 90 ft x 200 ft Total area (average) 85 ft x 185 ft or 26m x 56m

lacrosse
Minimum – 60 ft x 160 ft

Maximum – 27.5m x 61 m

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Minimum – 18.3 m x 49 m

9. Canoeing Length – 1000 m For longer competitions, allow a minimum turn

radius of 50m
Width – 9 lanes, each 9 m plus 20 m of
open water on each side = 121 m

10. Clock golf Diameter of 20 to 30 ft or 6 to 9 m Total area of 40 ft x 40 ft or 12.5m x 12.5m

11. cricket Between wickets – 66 ft Define boundary lines

Min. grounds – 450 ft x 500 ft Lay our wickets in a north-south orientation

Max. grounds 525 ft x 550 ft

12 .Croquet 30 ft x 60 ft Total area 30 ft x 60 ft

13. curling 138 ft between hacks Concentric circles around button of 4 ft, 8 ft and
12 ft in diameter
length of sheet – 150 ft

width of sheet – 14 ft

14. cycling Length – 333.3 m or 400 m Track should conform to a measurement which
is a submultiple of 5000 m
Width – varies from 5m to 9m
Graduation of turns varies between 30 degrees
and 50 degrees

15. deck tennis Single – 12 ft x 40 ft Total area of 20 ft x 50 ft for singles and 26 ft x

50 ft for doubles
Double – 18 ft x 40 ft

16. diving To accommodate 1m and 3m Prefer 5m height over highest tower to ceiling
springboard and 3, 5, 7.5 and 10 m
towers A separate diving well, to meet international
specifications, would measure 21.0m x 15.0m
1m requires depth of 3.4 m

3m requires depth of 3.4 m

5m requires depth of 4.0 m

7.5m requires depth of 4.5 m

10m requires depth of 5.0 m

17. Equestrian a) requires long distance course of

three-day event – utilizing roads, trails
and varied obstacles

b) Grand Prix Dressage – spectator

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seats and field of 20.0 m x 60.0 m

c) Grand Prix Jumping requires an area

of 80.0 m x 110.0 m

18. Fencing Length – 14.0 m Extend length 1.5 m to 2.0 m

Width – 1.8 m to 2.0 m

19. Field Minimum – 150 ft x 270 ft International matches required the maximum
Hockey size
Maximum – 180 ft x 300 ft

20. Football Length – 110 yd Minimum of 5 yd unobstructed boundary for

player run off
With end zones –160 yd
Lay out in a north-south orientation
Width – 65 yd

21. Golf 18 holes require 180 acres

9 holes require 60 acres

22. Area of 23.0 m x 47.5 m

Gymnastics
Modern gymnastics require 16m x 16m

23. Handball One wall – 40 ft long x 20 ft wide x 20 ft 6 ft clear space outside court
high
back wall must be 12 ft high
Four walls – 40 ft long x 20 ft wide x 20 ft
high

24. Handball, Length 38m to 44 m Official international matches require 20 m x 40

team m in playing area
Width – 18 m to 22 m

25. Hockey Minor – 85 ft x 180 ft Average surface of 85 ft x 185 ft with 28 ft

radius for corners
Major 90 ft x 200 ft

26. 30 ft to 40 ft between skates Total area of 12 ft x 50 ft

horseshoes

27. judo Competition area of Safety area should be no less than 2.50 m wide

Minimum – 14m x 14m

Maximum 16 m x 16 m

28. karate Competition area of 8m x 8m

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29. lacrosse Box – 90 ft x 200 ft

Field – 75 m x 114 m

246 ft x 374 ft

30. modern Refer to individual sports One event scheduled each day for riding,
pentathlon fencing, shooting, swimming and foot race

31. Netball A court of 100 ft x 50 ft The court is divided by two lines into three
equal parts

32. Classes
orienteering
Female

13-14 yr. 3½ to 4½ km
15-16 yr. (yellow)
17-19 yr. 3½ to 4½ km
20 yr. (yellow)
35 yr. 3½ to 4½
km(orange)
Male 5 to 7 km (red)
3½ to 4½
13-14 yr. km(orange)
15-16 yr.
17-19 yr.
20 yr.
40 yr. 3½ to 4½ km
50 yr. (yellow)
3½ to 4½ km
(yellow)
5 to 7 km (red)
7 to 12 km (blue)
5 to 7 km (red)
3½ to 4½
km(orange)

33. Paddleball 20 ft x 40 ft

34. paddle Single – 16 ft x 14 ft

tennis Double – 20 ft x 14 ft

35. pistol 150 ft x 150 ft

range

36. Polo 600 ft x 960 ft

37. quoits 54 ft between stakes

38. Rifle Length of 50 ft, 20 yd. 50 yd and 100 yd For outdoor ranges, shoot north
Range

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39. Ringette Played on any indoor or outdoor rink

where hockey is played

40. Rowing Course – 2000 m Minimum depth of 3 m if course does not have
Start area – 25 m uniform depth throughout
Run off 100 m
Total course – 2125 m

Width – 6 lanes of 15 m each plus 10 m

outside course = 100 m

41. Rugby Length – pitch of 110 yd Use a north-south lay-out

Dead ball lines – 160 yd

Width = 75 yd

42. 6 ft x 52 ft Total area of 10 ft x 64 ft

Shuffleboard

43. Skating, Minimum area of 26 m x 56 m or 85 ft x

figure 184 ft

Maximum area of 30 m x 60 m or 98 ft x
197 ft

44. Skating, Close double track Length – min. of 333 Radius of end curves its not less than 25 m or
speed 1/3 m greater than 26 m

Max. Of 400 m
Width – each track 5 m

( 4 m I s acceptable)

45. skeet 150 ft x 150 ft

shooting

46. skiing, Length of courses Course must be prepared before winter so all
cross –country obstacles may be removed
Men – 10, 15, 30 and 50 km

Ladies – 5 and 10 km

Jr. men – 10 and 15 km

Jr. boys – 7½ and 10 km

Jr. girls – 3 and 5 km

47. soccer Minimum – 50 yd x 50 yd International matches require a width of 70 to

80 yd and a length of 110 – 120 yd
Maximum – 100 yd x 130 yd

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48. softball Diamond 60 ft x 0 ft Recommend 15 ft clear space outside diamond

Foul lines – 200 ft or more

Centre field – 250 ft or more

49. Speedball Minimum 160 ft x 240 ft Total area of 180 ft x 420 ft for maximum size

Maximum 160 ft x 360 ft

50. squash Singles – 18 ft 6 in x 32 ft x 16 ft Ball wall 9 ft high for singles and 7 ft high for
doubles
Doubles – 25 ft x 45 ft x 2- ft

51. swimming, Courses of 25 m and 50 m or 25 yd and Lanes should b e2.5 m wide with .50 m outside
competitive 50 yd last lane on each side

Olympic pool requires 50 m x 21 m with Olympic pool has 88 lanes and demands a
a constant dept of 1.8 m uniform depth throughout

52. swimming, An area of 12 m x 12 m with a minimum The area may be extended but a minimum
synchronized depth of 3 m depth of 2 m must be maintained for an
additional 8 m

53. Tennis, Singles – 27 ft x 78 ft Allow 21 ft behind base line, 12 ft beyond side

lawn line and 12 ft between courts
Doubles – 36 ft x 78 ft

54. Tennis, Table 5 ft x 9 ft x 2 ft 6 in; tournaments Allow an area of 20 ft x 49 ft or 6 m x 12 m

table require a minimum of 6 ft a the side of
each table and 12 ft at each end

55. tether ball A circle of 6 ft in diameter Allow area of 20 ft x 20 ft

56. touch 160 ft x 300 ft Allow area of 175 ft x 330 ft

football

57. Trap 200 ft x 300 ft

shooting

58. volleyball 9 m x 18 m or 30 ft x 60 ft Suggested height of 7m or 23 ft

59. Water polo Minimum Maximum A uniform depth of 1.8 m is required

Men –

Length – 20 m 30 m

Width – 8 m 20 m

Women –

Length – 20 m 25 m

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Width 8 m 17 m

60. Weight A square wooden platform 4m x 4m Chief referee stand 6 m from centre of the lift
lifting area, facing competitor

61. Wrestling Competition mats of 9 m diameter Provide 2 m unobstructed space around mat

For further information about the design of these areas contact the Recreation Facilities Research
Project at the Ontario Sports Training Centre in Oakville, administered by the Sports and Fitness
Division of the Ministry of Culture and Recreation.

All official measurements available in the metric system are given; for approximate metric
dimensions not given, use standard conversion table.

Table 6: Parking Standards for Specific Facilities

Neighbourhood park A minimum of 5 spaces for the first two acres, and 1 space for each additional
acre

Community park A minimum of 5 acre per acre and add spaces for major facilities

Athletic field 5 to 8 spaces per acre depending on spectator seating accommodation or 3.5
passengers per car
(separate or combined)

Sports stadium 1 car space for 3 patrons, plus area for buses

Community centre 1 car space for 3 patrons

Curling rink 1 car space for 2 patrons

Arena (no seating) 1 car space for 5 patrons

Arena (spectator seating) 1 car space for 3 patrons

Swimming pool – indoor 1 car space for 3 patrons

Swimming pool – outdoor 1 car space for 5 patrons

Swimming pool – teaching 1 car space for 6 patrons

type

Picnic area 1 car space for 4 patrons

Botanical or horticultural 1 car space for 4 patrons

displays

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Art gallery or library 1 car space per 100 sq. ft of floor space

Civic or cultural centre 1 car space per 500 sq. ft of floor space

Beaches 1 car space for 4 patrons

N. B.

Parking for a recreation complex, with or without a park or sports field, should be calculated on a
minimum of one car space for every four patrons. This is in addition to the parking requirements for
the park or sports field.

Table 7: Characteristics of High Density Housing

Common Affect on recreation Possible solution

Characteristic experience

Little storage No space for storing bulky Arrange for rented space in building or adjacent to parking
space recreation equipment, i.e. area; include added storage areas in building plan
canoes/boats, camping gear,
skis, bicycles; this limits
related activities

Restricted Entertaining at home is Provide party rooms that can be booked for private use in
space for limited by space and noise a sound proof area; use as play areas for children during
entertaining restrictions day if it has access to outdoor play area and is adequate
for this purpose

Restricted Visual access to pleasant Locate play areas within view of balconies or kitchen
outside view outdoor areas is limited at windows; restrict lower levels to families with children; plan
certain levels or from some units to have visual access to outdoors; provide
units; creates supervisory comfortable seating for parents in play areas where
problems for children’s play supervision from unit is impossible

No front porch Restricts sitting outdoors, Increase balcony size and provide sheltered small
or verandah chatting with neighbours and attractive outdoor sitting areas adjacent to units
outdoor play for small
children

Table 8: Indoor Facilities for High Density Housing

Indoor pool 60 ft x 30 ft with 3 ft to 5 ft Adjacent to exercise rooms, sauna, day nursery, sun
depth; no diving board deck and patio; may be operated by public or private
1 per 200 units agency

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Sauna and exercise Occupancy space for 24 Near shower rooms; may include coin operated
area adults with 3 tiered sauna to exercise machines and be staffed on a part-time
give temperature variation basis
1 per 200 units

Games room Minimum 20 ft x 30 ft with Near laundry area; may include fireplace, bar facilities
according to good storage space; space as and sitting space for socializing; indoor play space for
expressed interest flexible and adaptable as parties and movies
possible for multi-use

Handball or squash Two courts within 50 ft x 50 ft Near shower area; could be matted for karate, judo
courts x 20 ft high and wrestling; could be used for table tennis

1 per 200 units

Workshop and auto Minimum two car capacity with Adjacent to parking area; away from incompatible
bay lockable cupboards; ample areas; tools could be rented
electrical outlets and work
benches

Craft room Minimum area of 20 ft x 30 ft; Near laundry area; space should be as adaptable as
according to adequate sinks, electrical possible for multi-use
expressed need outlets and good lighting;
black-board and work tables
should be included

Table 9: Outdoor Facilities for High Density Housing

Pre-school play 800 to 4000 square feet; can Adjacent to laundry room and within view of
area be part of a larger open space balconies; space should be protected from
area and provide sitting area dominance by older age groups; equipment scaled to
1 per building for adults; should be visually pre-school size
pleasant

Open area Minimum space of 150 ft x Within a few minutes walking distance; equipped for
200 ft within a level, active needs of all age groups
1 per building well-drained grassed area

Hard surfaced area; Minimum of 40 ft x 60 ft May be part of the visitor parking area equipped for
1 per building organized and unorganized sports and games, i.e.
badminton, volleyball, floor hockey, etc.

Passive area Minimum of ¼ acre with mixed Adjacent to children’s playground equipped for sun
sun and shaded areas, a bathing, barbecuing and such games as horseshoes,
1 per building natural environment with shuffleboard and croquet
trees, shrubs and flowers

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Garden plots Area will vary according to May be adjacent to building or part of a community
interest garden area
1 per building

Trails and linkage Walkways, bikeways that link Develop wherever possible to provide access to
system the site to other open space nearby schoolyards or park areas.
and public areas

Table 10: Use of Park Levies *

Type of levy Use of levy

1 Basic site levy with original this will include the five per cent park dedication or cash-in-lieu of
subdivision plan approval land plus a set amount per lot for

such services as streets, sewers and recreation facilities.

2. Increased site levy for sub-division as well as the five per cent dedication (or cash-in-lieu) and basic
approval as required by some services, some municipalities require the developer to meet other
municipalities requirements, such as:

retain all trees on site

cash to plant one tree per lot
parkland fences where adjacent to housing
parks graded, fenced, top soiled and seeded
major recreation facilities built and landscaped

3. Site levy for development or If the municipality has an approved parks policy in the Official Plan, it
redevelopment where the density is can require as a condition of development or redevelopment of land
greater than single- family dwellings for residential purposes the conveyance of one acre per 120 dwelling
units instead of the five per cent dedication. Burlington and
Etobicoke are two municipalities now trying to implement this ruling.

4. Added levy for increased density or The municipality may add an additional charge, i.e. $50/apartment,
where there is a zone change over and above the basic site levy referred to above.

* The application of park levies is inconsistent throughout the province; they vary considerably from
municipality to municipality; if more information on this topic is desired, please refer to the
recreation department heads in the municipalities of Burlington, Etobicoke or Kitchener.

Table 11: Facility Modifications for the Handicapped

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Facility Type Specific Standards Design Considerations Locational Criteria

Parking areas Car space of min. width Areas should be level, Close to building
12 ft paved and sheltered from entrances; adapted for
wind, rain special use

Walkways Min. width of 5 ft and Surface material should Every public

gradient less than 5% be firm, not slick area/building

Level throughout

Building entrances/doors Min. doorway All doors should open Accessible entrances
easily should permit entry to
Opening 2 ft 6 in main parts of building
Automatically-operated
doors timed for slower
movement of
wheelchair/crutches

Floor areas All floor areas should be Floor covering should

maintained in non-slip permit easy wheelchair
condition movement

All runs secured to floor

Stairs Landing should be used Stairs should be An alternative to stairs

to reduce length of stair well-lighted should be provided
flights nearby

Ramps Min width of 3 ft gradient Non-slip surface Within view of main

1 in 12 or less entrance or well-marked
Outside ramps protected
Level platform at top of from rain and snow All public buildings and
ramp at least 5 ft x 5 ft areas should be
accessible by ramps

Railings At least 1½ in required Solidly supported On both sides of all

between rail and wall stairs

32 in from floor At least one side of

ramps and docks

Drinking fountains and Low enough for use by Controls within reach and All fountain and phones
telephones children as well as easily operable in public areas are
adults, max. 45 in from accessible
ground

Seating/furniture Permanent outdoor Park benches should be Provide enough benches

cooking facilities should easy to use and at convenient locations
(i) Outdoor park and have variable height comfortable in areas heavily used by
picnic areas the elderly
Picnic tables adapted for

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use by wheelchair bound

persons Locations of adapted
picnic tables clearly
At least two flat areas Movable portable seats to marked
near exits, elevators, allow wheelchair bound
(ii) indoor theatres, ramps with min. size 50 persons to sit with In all theatres,
auditoriums and arenas in x 32 in companions auditoriums or public
centres

Swimming pools/showers At least 1 community Adapted pools Tower rentals and

pool adapted lockers easily accessible
Ramp with side rails
Shower stalls at least 3 No lips or coverings
ft x 4 ft deep Swing lift from wheelchair between deck, showers,
to water, ramp and stairs drying room
Showers with grab bars
and folding seat

Water wheelchairs

Washroom facilities 1 toilet stall large Wash basins and

enough for wheel chair, accessories within reach
min. 3 ft wide by 4-2/3
feet deep; 32 in swing
out doors with hands
rails 33 in high

Table 12: Checklist for Planning a Specific Facility

1. Involve people in the planning.

2. Consider shared use and possibilities for change.
3. Set up such working groups as:

Data collection: Determine interests, assets, users

Finance: Investigate grants, donations, costs, revenue bonds, debentures

Building: site investigation, services, essential program requirements, accessibility, staff

requirements, contracts, consultants

Public relations: Public involvement in planning, speaker services, bulletins, background stories,
feature stories, displays

Determine needs and arrange visits by committee members and decision-makers to comparable

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facilities in other communities.

5. Establish general design criteria (functions, size, appearance).

6. Review and refine general design criteria with user groups.

7. Arrange for presentations (with no obligations) by consultants, architects, package and

pre-engineered building contractors.

8. During these presentations, ask for such information as:

how many facilities of this nature have you designed?

can we examine any of these facilities to appraise your services?
what is your fee structure and at what stages are payments made?
who are your advisors or consultants (e.g. engineering firms, lighting specialists, program
specialists)? with what contractors or construction companies have you worked?
what areas or features of the facility would you alter first if the tendered price comes in over
budget?
what bonding and tender-call procedures do you favour?
who should seek necessary building permits, easements, soil tests?
who prepares the contracts?

9. Select tendering procedures and consultants according to municipal policy; before tendering,
review the plans with the ward alderman

10. Select type of design and construction based on local by-laws.

11. Appoint project coordinator, architect, design team or manager to supervise the project.

12. Appoint one committee member or one staff member to be the only contact person with the
architect or consultant.

13. Be absolutely certain that the selected site has a survey of services, easements, zoning,
set-backs, restrictions, surface and sub-surface soil tests; conventional soil tests are not always
satisfactory for synthetic turf, swimming pools or arenas -

14. Hire key facility managers and maintenance staff early to enlist their help in design and project
supervision.

15. Establish a schedule of preliminary drawing (sketch plans) approvals, including drawings for
press release and displays.

16. Examine preliminary drawings and working drawings to ensure that requirements are met for:

supervision and control points

lighting, heating, ventilation and electrical outlets
grouping and accessibility of plumbing connections
adequate and accessible storage space
communication aids
doorways, hall widths, stairs - for traffic flow.
flexibility of meeting rooms, change rooms and special interest rooms
acoustical treatment and movable partitions
adequate floor space, seating capacity, cloakroom facilities for peak uses

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suitable facilities for use by special age, sex or handicapped groups

accessibility for physically handicapped
official size for sports areas

17. Enlist the support of other municipal officials who have special skills (e.g. clerk, engineer, MOH,
building commissioner); involve them early in the planning.

18. After approval of preliminary drawings, establish a schedule for reviews of working drawings,
tender call procedures, contracts, bonds, tender review (about one week); then award contract(s) -

19. When awarding the construction contract, incorporate holdbacks and penalty clauses; insure
against accidents, vandalism or other damage during construction.

20. Follow-up on design changes, essential measurements (e.g. regulation lengths and widths)
inspect work and materials, colours, finishes, back-filling, site cleanliness, grading, landscaping,
furnishings.

21.Special features (e.g. life-guard chairs, control systems or ticket booths) should not be acquired
or installed until checked by experienced staff.

Special Areas and Facilities

Children's Outdoor Playgrounds

Play has been described as an absorbing, interesting and enjoyable activity carried on for its own
sake and for its value to the individual. It is spontaneous and desired. It is an essential part of the
physical, social, emotional and intellectual growth of the child. Children will play at any time, in a
wide variety of places, in a group or as individuals.

Playgrounds can, if properly planned and designed, meet all of these developmental needs of
children. Unfortunately, many playgrounds are unused or under-used. One of the reasons for this is
the recreationists' lack of understanding of the important role of play in the total development of the
child. Another reason is the choice of a poor location because of safety concerns of parents, or
distance. Also, places designated as playgrounds are not attractive or appealing to children. As a
result, playgrounds tend to be sterile, static

and unresponsive to the needs of children.

Traditionally, outdoor playgrounds have been supplied by the municipal recreation department.
While the municipality still remains the primary source of these areas, this responsibility is now
being shared by neighbourhood cooperative associations, private and public housing developers
and boards of education.

The municipal recreation department should take responsibility for:

Coordination working with all other community agencies , controlling the number, kind and location of all
playgrounds within each community to ensure that what is provided is balanced and respons
to the total play needs of children.

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Communication distributing information about new ideas on play, about local regulations, availability of
equipment, training opportunities for the parents and leaders.

Consultation having current and relevant resource material and taking the initiative to provide it to all who
involved with playgrounds

Control ensuring safe but challenging play areas for all age groups on all public playgrounds.

Planning Considerations for Playgrounds

Only a few of the most important aspects of this topic are covered here – The Special Services
Branch of the Ministry of Culture and Recreation can provide a PLAY PAC and a Guide to Creative
Playground Development that deals with this subject more adequately. Copies are available
through regional or district offices of the Ministry or through the Ministry's Resource Centre.

Some guidelines that should be considered are:

public playgrounds provide only one small part of the total opportunity for play in the
community; planning and design should, therefore, compliment these other opportunities
evaluation and modification should occur constantly to ensure that the public playgrounds are
as responsive as possible to changing conditions; children themselves are the best critics of
playgrounds; constant community involvement will ensure continuous evaluation
the needs for special groups, those with physical and mental disabilities, should not be
overlooked when planning play opportunities; children living in different types of housing have
access to differing private opportunities for play and may require special attention
in built-up areas with little open space, streets can be closed for specific hours and used as
play areas; play buses, stocked with play material and equipment, can be used to supply
resources and provide leadership for such areas.
vacant lots and land being held for recycling, can be used as playgrounds on a temporary
basis
because of nature's infinite variety for play and because of its aesthetic appeal, natural
features that enhance play - water, trees, plant materials, sand and hilly terrain - should be
included where this is possible or where they can be simulated
where competent staff are not available to plan and design play areas, use outside resources
for this purpose
playgrounds for young children should be pleasant places for accompanying adults

Specific Guidelines

These specific criteria may help:

locate playgrounds for very small children within viewing and hearing distance of the largest
number of dwelling units for parental supervision

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develop playgrounds that respond to the child's total developmental needs, including
physical, social, creative and reflective or feeling needs
locate playgrounds within walking distance of the greatest number of users; avoid crossing
major traffic arteries
linkage of play space with other open space is desirable
develop natural barriers or features to segregate area from conflicting or incompatible use
organize play zones to facilitate visual and physical accessibility between zones
locate adult sitting areas for pre-school playgrounds to provide for ease of supervision and
for privacy
supply appropriate lighting for night use and security
provide shelter from wind, rain and sun; adequate washrooms and water fountains are
essential
design facilities to permit use by the handicapped
scale equipment and apparatus to the size of the intended users
if mixed age group is anticipated, provide protective separation of small-scale equipment to
deter dominance by older children
use a variety of materials, such as sand, water, boards, blocks, cans and pails to stimulate
creativity and a wide variety of play patterns
appeal to the aesthetic sense of both children and adults through careful selection and
arrangement of apparatus, site location and landscaping provide for regular maintenance and
waste disposal
maintain high safety standards

Guideline Check List

The following check list of questions was adapted from CHILDREN'S PLAY IN PUBLIC HOUSING
PROJECTS by Polly Hill prepared for Central Mortgage and Housing Corporation and used to help
provincial housing corporations and municipal authorities to evaluate their existing playgrounds
and play areas.

Pre-Schoolers (up to 5 years)

1. Do pre-school children have a safe place to play; free from traffic? not too far from home (100 yards
or less)? can it be overseen from the dwelling for casual supervision?

2. Is a low barrier needed to help with supervision and to keep older children from racing through the
playground?

3. Are there comfortable and pleasant places for parents to sit? is there shade? is there an adult-height
table for parents' use? is the playground attractive and garden-like, so it will encourage parents to
stay with their children- especially those whose dwelling is out of sight and earshot of the play
space?

4. Is social play encouraged on the playground - with blocks or boxes for children to make a
playhouse? with bushes or a small, treed area to use as a cozy place?

5. Is physical play encouraged on the playground - with something to climb on? does it require good
use of big muscles? is there something to swing on or hang from? is it scaled to pre-school size? is

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it small enough to discourage older children from monopolizing it? is the physical equipment placed
apart so as not to interfere with quiet play?

6. Is creative play encouraged on the playground - sand with water nearby for castle building? is the
sand deep enough (18"), clean, well drained and damp enough? are there loose materials on the
playground which children can move about and make things with? easels and water paint materials?
clay? a small work bench and tools?

7. Is water play possible on the playground because of a tap? a simple fountain? a spray hose? a
wading pool?

8. Is imaginative play encouraged on the playground through a tree house? a play house? loose
materials and accessories such as old clothes and purses for dress-up?

9. Is mental development encouraged on the playground - loose materials such as blocks, boards,
boxes, play ladders? an outside, child-height table for quiet games or table toys?

10. Is there a good place on the playground to store loose, movable equipment and toys? is it easy to
get things out and put them away? is it necessary to control the storage area with a lock? if so, is
the key easily obtainable for parents?

11. What about winter play? is it possible to build a mound for winter sledding (and summer
clambering)?

12. Is there a vehicle track for tricycles, bicycles, baby buggies and strollers?

Elementary School Age (6 to 14 years)

1. Is there open space for informal games?

2. Do these older children have access to sports activities? are there activities for girls?

3. Does the physical activity provide enough challenge to increase the children's physical skills and to
appeal to their natural sense of daring?

4. Have you recognized that children of this age love creative activities and often don't get enough
chance to "exercise" their talents at school? Is there an opportunity for drama?

5. Is there any inside space where this age group can meet? is it rough enough to allow them to fix
bikes, and make furniture or other useful household objects?

6. Is there space for a "hang out" for this age group to socialize? can a rough and ready area for the
activities mentioned in Item 5 be incorporated here?

7. are there facilities for winter play? is there an ice rink for free skating not just hockey?

8. Is there storage space for equipment?

9. Is there space for free play? is there a proper place for an adventure playground?

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Recreation Facilities in High Density Areas

The present trend in building for both new and redeveloped areas, has shifted away from single-
family homes to an emphasis on multiple-dwelling units.

The creation of these high density living areas has at least four effects on the planning of public
recreation facilities:

1. Open space allocation

When calculating the amount of parkland dedication in medium and high density areas, a density-based
standard should be used rather than the percentage -of-land standard. In most cases this will substantially
increase the size of the open space allocation.

For example: if the total site of a 120-unit apartment building is two acres, the open space allocation
based on a five per cent land conveyance would be one-tenth of an acre; using a density standard of one
acre per 120 dwelling units, the land conveyance would be one acre; this is a difference of nine-tenths of
an acre - depending upon the method used.

This method works well where land is available. In redevelopment projects additional land is often not
available or far too expensive to be acquired. Here, cash-in-lieu of land may be accepted. If the cash
settlement is based on the land value of the required park dedication, then a density standard should be
used. If possible, the cash acquired should be used to increase recreation opportunities for that particular
development, rather than elsewhere in the municipality.

2. Overloading present facilities

Existing public facilities within a high-density area should be evaluated in terms of their capability to
respond to the increased use. In some cases the carrying capacity of an existing facility can be increased
without decreasing the level of the recreation experience enjoyed. In other situations it may be necessary
to build additional facilities. These could be funded, in part, by the cash received in-lieu of land or from
park levies received through capital contributions - See table 10 on page 6 0 for examples of park levies.

3. Types of facilities needed

The types of facilities needed will depend largely on two factors:

the existing public facilities already in the area

the facilities provided by the private developer, i.e. tennis courts, swimming pools, saunas, as part o
the complex.

These existing facilities should be carefully assessed before decisions are made to build new ones.

It is also important to understand the characteristics of high-density living environments that may limit
home-oriented recreation experiences. These experiences can often be provided by modifying the
dwelling unit or by adding certain components to the total development.

Table 7 on page 56 illustrates the common characteristics of high-density environments and suggests

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some solutions. Table 8 on page 58 suggests some indoor facilities that may be added; table 9 on page
59 refers to outdoor facilities that may be considered.

4. Responsibility for providing facilities

The question of responsibility can be handled in a number of ways:

the developer can assume total responsibility for building, operating, maintaining and programming
these facilities.
major facilities, i.e. swimming pool, should be completed before the tenants arrive
other facilities, both indoor and out, can be developed after the specific interests of the tenants
are known
supervision and programming may be the responsibility of the building superintendent, a
full-time staff or a recreation agency brought in for this purpose
tenants may or may not have to pay an extra fee for the use of the facilities, depending on
whether it is part of the rental arrangement
the facilities are generally closed to the public
a recreation agency can build, maintain and program the facilities
capital costs are usually covered by the developer
facilities are usually for public or semi-public use
a combination of these two methods where the details and specific responsibilities are worked out
and agreed upon prior to construction. Facilities that are to be planned after the tenants arrive are
usually the responsibility of the recreation agency.

Regardless of the method used, public recreation departments should play an active role in planning the
recreation facilities in a high-density area and should be involved at a very early stage in the planning of
every housing development.

The Community Use of Schools

The community use of schools has become so prevalent that the general open-space standard
(see table 2, page 34) is shown with a park-school combination. Through careful planning and
coordination with the board of education, the recreation authority can take full advantage of the
school buildings and play areas as a valuable recreation resource.

Presently, in Ontario, recreation authorities are cooperating with boards of education to use school
facilities in a variety of ways:

encouraging the community use of schools through joint or reciprocal agreements as in

Etobicoke or North York
developing community schools where the school becomes an integral part of the community;
sharing learning experiences with and providing added services (i.e. library, health) to the
community.
building community recreation facilities on school property under a long-term lease, as in
Hastings County (Belleville)
planning combined facilities in the same building, i.e. a community facility as part of the
school building, as in Thunder Bay for an elementary school or Burlington for a secondary
school
buying vacated schools under disposal acquisition procedures as laid down by the Ministry of

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Education; Burlington hopes to acquire an elementary school in this way

The degree to which the community has access to the school and the school uses the community
as a classroom depends upon good communication between the board of education, the
recreation authority and such community agencies as neighbourhood associations and ratepayer
groups. It also depends upon the availability of resources, i.e. time, money and trained personnel.

Joint committees should be established and made responsible for planning and policy decisions.
Include on these committees representatives from: the board of education, the separate school
board, the principals, the teachers, community groups and agencies, the recreation authority and
the recreation department. Assistance with the formation and work of these committees can be
provided by the regional and district staff of the Ministry of Culture and Recreation and the
community school consultants from the Ministry of Education.

Methods Used for Sharing Facilities

Here are three ways in which recreation and school authorities may share recreation facilities:

1. Rental of Facilities: rental fees for the facility or equipment shared on a per
unit cost but limited by budget constraints, especially in small communities.

2. Reciprocal agreements: the two authorities share each others facilities by

means of mutual agreement, free of cost or on a fee basis. In some
instances the recreation authority plans and maintains all outdoor areas,
including the school grounds, while the school authority maintains the indoor
facilities, i.e. an indoor swimming pool built as part of the school by the
municipality. Individual permits are often required by community groups for
the use of school facilities and these may be issued by either the recreation
or the school authority - The agreement should cover responsibility

for janitorial and maintenance costs, program supervision and the use of
recreation equipment and must be supported by the principal of each school
included in the agreement - Priority of use is generally given to the primary
function of the facility.

3. Cost-Sharing of facilities: this method may include capital or operating costs

and must involve joint planning before the site is even acquired. A joint
technical committee made up of staff from the recreation, school and
planning departments, assisted by interested citizens, should be involved in
all decisions for each facility receiving joint use - Responsibility for the
construction or development, the maintenance, program supervision and
provision for equipment must be decided during the initial stages of the
agreement. Terms for priority of use, hours available, fees and charges are
equally important. Swimming pools, arenas, gymnasiums, auditoriums, craft
areas, meeting rooms, library facilities, tennis courts, athletic fields, shooting
ranges, neighbourhood and community parks can be included under this
method. In some cases the municipality has only paid the added capital cost

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for adapting these facilities for community use.

The Community School

A community school is much more than the use of the school facilities by the community. It
involves a major change in the function of the school within the community, i.e. the school provides
a total community service and uses the total community within the educational experience offered
to all citizens. While the school's primary mandate is to provide an educational program for
kindergarten to grade 13, it provides other programs and services, depending upon community
needs.

The role of the recreation authority within this development may vary from situation to situation. It
may serve as:

an initiator of the community school concept in direct

response to citizen interest and demand

a provider of recreation facilities for student and citizen

use during normal school hours

a joint operator of recreation and school facilities, usually

assisted by some form of community or
neighbourhood council of citizens

a coordinator of all community and school facilities for

recreation purposes; in this role the
recreation authority is one of several
agencies involved at the community level

Regardless of the role played, the recreation authority must understand and apply these principles:

* The community is both a physical and social area; geography alone does not
determine a community

* the facility being used or considered is secondary to the process of community

development, a program in itself

* community control based on citizen involvement is central to the community

school program; some form of neighbourhood or community council is needed;
involvement must be far greater than serving as an advisory group

* the location and type of facility should be decided by the community itself,
especially in cases of redevelopment.

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If the community school reflects the wishes of the community, then effective citizen involvement
throughout all the planning stages is essential.

The Burlington Department of Recreation Services and the Etobicoke Parks and Recreation
Department are involved in this program. Hastings County Board of Education has a full-time
community school coordinator who could provide excellent reference and resource material.
Ministry of Education Regional Offices can provide consultation services. The field staff of the
Ministry of Culture and Recreation, if asked, can gain access to any or all of these resources.

Facility Modifications for Special Groups

It is estimated that approximately 14 per cent of the population can be classified as disabled or
handicapped in some way. This group includes the physically and mentally handicapped, the aged
with some form of limitation, the blind and visually handicapped and those with some form of
learning disability. Only a small portion of these people are institutionalized. The major
responsibility for providing recreation programs and services rests with the public recreation
authority. As a result, there is a growing demand for new facilities to be planned and old facilities to
be modified to accommodate the handicapped. All recreation facilities should be accessible to all
citizens, including the disabled.

Every public building should adhere to the standards presented in supplement number five to the
National Building Code of Canada, titled BUILDING STANDARDS FOR THE HANDICAPPED,
1975. Another resource, A CHECKLIST FOR BUILDING USE BY THE HANDICAPPED, by D. N.
Henning can be used in conjunction with the first book. Both may be obtained for a small price
from the National Research Council of Canada, Montreal Rd., Ottawa, KlA 0R6.

A special insignia has been adopted by the International Society for the Rehabilitation of the
Disabled to mark accessible areas for the handicapped. They are readily available as a pressure
-sensitive decal. When displayed on a building, the symbol indicates freedom of movement for the
physically disabled. An arrowhead added to either side of the symbol shows the location of
accessible entrances.

Guidelines for facility modification are shown in table 11 on page 61.

The following information on wheelchairs and crutches is important for understanding the required
adaptations that should be made. All dimensions are for adults of average stature. Special
facilities, i.e. drinking fountains and washroom fixtures, should be scaled to size for children.

* Wheelchair dimensions

Length 38½ to 41½ in

Width when open 24 to 47-3/4 in
Width when collapsed 9½ to 12 in
Height of seat from floor 19¼ to 20½ in
Height of armrest from floor 28 to 30 in
Height of rear pusher handles from floor 35 to 37½ in

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* The functioning of a wheelchair

the average space required for turning through

180 degrees is 5 ft by 5 ft
a minimum width of 5 ft is required for two
wheelchairs to pass each other

* Functioning in a wheelchair

The upward reach ranges from 54 in to 78 in; the

average reach is 60 in
The average horizontal working reach at a bench
or table is 18 in beyond the front of the working
surface
The horizontal reach, both arms extended to each
side, shoulder high, ranges from 54 in to 71 in;
the average reach is 64.5 in
In reaching forward diagonally, as when using a
wall-mounted dial telephone; a person can reach
an average distance of 48 in from the floor

* Functioning on crutches

When walking with a normal gait, the distance

between crutch tips ranges from 30 to 33 in
depending on the height of the person

BIBLIOGRAPHY

Children's Outdoor Play Areas

41. Bengtsson, Arvid. Adventure Playgrounds. General Publishing Co. Ltd., Don Mills, Ontario

42. Bengtsson, A. Environmental Planning for Children’ s Play. Frederick Praeger, 1970.

43. Bengtsson, Arvid. The Child’s Right to Play. Canadian Parks/Recreation Association, Ottawa,
Ontario.

44. Central Mortgage and Housing Corporation, Children's Environments Advisory Service -
Creative Playground Information Kit 1. (Revised Edition). NHA 5104.

45. Central Mortgage and Housing Corporation, Children's Environments Advisory Service.
Adventure Playground Information Kit 2. (Revised Edition). NHA 5105.

46. Clay, Nanine. "Landscapes for Urban Play." Architectural Forum.

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47. Cooper, C. The Adventure Playground. Centre for Planning and Development Research,
University of California, Berkeley, Working Paper No. 118, 1970.

48. Dattner, R. Design for Play. Van Nostrand - Reinhold Books, 1969.

49.Gold, Seymour. "Nonuse of Neighbourhood Parks." Journal of the American Institute of

Planners.

50. Hewes, Jeremy Joan. Build Your Own Playground! Thomas Allen and Son Ltd., Don Mills,
Ontario.

51. Hill, Polly. An overview of the Needs of Children and Youth in the Urban Community. Children's
Environments Advisory Service – Central Mortgage and Housing Corp.

52. Hill, Polly. Children's Play in Public Housing Projects. Children' s Environments Advisory
Service. Central Mortgage and Housing Corporation.

53. International Playground Association. Bibliography - 1. Edition 1972. Canadian

Parks/Recreation Association, Ottawa, Ontario.

54. Lady Allen of Hurtwood. Adventure Playground for Handicapped Children. Handicapped
Adventure Playground Association, London England, 1971.

55.Lady Allen of Hurtwood. Planning for Play. Oxford University Press, Don Mills, Ontario.

56. Lady Allen of Hurtwood. Play Parks for Housing, New Towns and Parks.

57.Moore, Robin. Open Space Learning Place. College of Environmental Design, Department of
Landscape Architecture, Berkeley, California.

58. Pinfold, Betty. "Urban Parks for Youngsters." Royal Institute of British Architects Journal.

59. Stone, J. and Rudolph, M. Play and Playgrounds. National Association for the Education of
Young Children, 1970.

60. "Adventure Playgrounds, " Parks and Recreation. Volume IX, Number 5, May, 1974, pp. 22-28.

Recreation Facilities in High-Density Areas

61. Dalby, R. "'High Rise and Recreation - Some Resources." Recreation Canada. No. 31/2/73.
Bibliography prepared by T. R. Coon and J. Copac. (recreational professionals with extensive
experience in planning recreational areas for high rises.)

62. Homenuck, P. and Schinddeler, F. A study of High Rise: Effect, Preferences and Perceptions.
Institute of Environmental Research, Inc., 1973.

Community Use of Schools

63. Biddle, J. and Biddle, W. The Community Development Process - The Rediscovery of Local

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Initiative. Holt, Rinehart and Winston, Inc., U.S.A. 1966.

64. Canadian Parks/Recreation Association, Fitness and Amateur Sports Division, Health and
Welfare, Canada. Guidelines for the Development of a Canadian Community Centre. A summary
of presentations made at Centennial.

65. Malpass, Don. "Community Schools - A Concept Going Wrong." Recreation Canada. No.
33/2/75.

66. Select Committee on the Utilization of Education Facilities. Interim Report: No. One (June,
.1973), Two (December, 1973), and Final (February, 1974).

Facility Modification for Special Groups

67. American Society of Landscape Architects Foundation and Department of Housing and Urban
Development. Access to the Environment. 1974.

68. Athletic Institute, The. Planning Areas and Facilities for Health, Physical Education and
Recreation. The Institute, Chicago, 1965.

69. Avedon, Elliott M. "Outdoor Facilities for the Aged and Disabled." Parks and Recreation. May,
1966.

70. Central Mortgage and Housing Corporation. Housing the Elderly. Ottawa, 1972.

71. Daniels, A. S. and Davies, E. A. Adapted Physical Education: Principles and Practice of
Physical Education for Exceptional Students. Harper and Row, New York, 1965.

72. Goldsmith, Selwyn, Designing for the Disabled. McGraw-Hill Books, New York, 1967.

73. Hammerman, D. R. et al. A Nature Trail for the Handicapped. A paper prepared for the Natural
Resources Education Demonstration Centre, Genoa, Illinois.

74. Hunt, Valerie V. Recreation for the Handicapped. Prentice-Hall Inc., Englewood Cliffs, New
Jersey, 1962.

75. National Recreation and Park Association and National Park Service. "Making Parks
Accessible to the Handicapped." Design. Park Practice Program, 1974.

76. National Recreation and Parks Association and National Park Service. "Trends for the
Handicapped." Trends. Park Practice Program, 1974.

77. National Research Council of Canada. D. N. Henning. A Check List for Building use by the
Handicapped. Technical Paper No. 289, Ottawa, 1972.

78. National Research Council of Canada. Building Standards for the Handicapped 1975.
Supplement No. 5 to the National Building Code of Canada, NRC No. 11430.

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79. Pomeroy, Janet. Recreation for the Physically Handicapped. Macmillan Co., New York, 1964.

80. President's Committee on Employment of the Physically Handicapped and the Society for
Crippled Children and Adults. Architectural Barriers and the Handicapped. Special Reports,
Washington, D. C.

81. Salmon, F. Cuthbert and Christine, F. Rehabilitation Center Planning: An Architectural Guide.
The Pennsylvania State University Press, University Park, Pa.

82. State Council of Parks and Outdoor Recreation. Outdoor Recreation for the Physically
Handicapped. State of New York, Department of Conservation, Albany, N. Y., August, 1967.

83. University of Edinburgh Ekistics, planning Research Unit. Planning for Disabled People in the
urban Environment. London, September, 1971. pp. 226-232.

84. Vermilya, Howard P. "Building and Facility Standards for the Physically Handicapped."
Architectural Record. December, 1962.

85.Witt, P. (ed.). "Therapeutic Recreation." Recreation Canada. No. 31/5/73, pp. 25 -45.

Implementation of Plans
Land Acquisition, Access and Control

Recreation authorities prefer to have land under municipal ownership but this is becoming
increasingly difficult as land costs continue to rise and land supply is decreasing - Acquiring access
to land owned by some other agency is an alternative that should be considered more often. The
public is not usually concerned with who owns the facility as long as it is available for use. Applying
controls to land use can encourage private development of open space as well as protect and
reserve special kinds of recreation areas.

Through a program of acquisition, access and control, a recreation authority can develop a total
range of open space recreation needs.

Acquisition techniques

These will lead to direct ownership of the land:

(a) Full title negotiation - the municipality purchases the land outright. Funds used may
be from the tax base, bond issues, cash-in-lieu of parkland or special land bank funds
from developer levies. This is expensive but, in some cases, is the only way to maintain
absolute control.

(b) Installment buying - the land is purchased, when the owner is willing, over a period
of time. The owner can continue to use the land without paying taxes and the
municipality is assured of the land at a fixed cost. Usually an agreement is signed to
purchase a set number of acres annually until the entire site is owned.

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(c) Land transfers - federal or provincial land, with recreation potential, may exist within
or adjacent to urban areas . By negotiating with the holding authority these lands may
be transferred to the municipality.

(d) Lease-backs - the municipality can buy a parcel of land outright and lease it back to
the previous owner for specified use, i.e. farm land that is part of a green-belt system.

(e) Developer land conveyance - when approval for a subdivision plan is given, the
municipality may designate and require the subdivider to convey to it five per cent of
the land or cash-in-lieu of this land. If money is accepted rather than land, this cash can
be used to buy parkland in any area of the municipality - If the municipality has an
approved parks policy section in the Official Plan, it can require as a condition of
development or redevelopment of land for residential purposes, the conveyance of one
acre per 120 dwelling units instead of the five per cent dedication. This density
provision is more effective than the percentage of land in areas of medium and high
density. Recreation personnel should review the plans and inspect the area to ensure
that the land to be conveyed is suitable for recreation purposes before the subdivision
plan is approved.

(f) Tax delinquent land - local governments have the option of taking over tax delinquent
land for public purposes, including recreation.

(g) Donations or gifts - the municipality may accept donations of land for recreation but
should carefully consider the intended future use of the property and the cost of
maintaining the area, especially if special buildings are included and must be
maintained.

(h) By-products of public undertakings – developments for other public purposes, i.e.
housing, roads, offices, may have open space that is ideal for recreation purposes. The
recreation authority should be aware of all public projects that have this potential and
negotiate directly with the other authority involved.

(i) Expropriation - in certain instances and under the regulation set out in the
Expropriation Act, the municipality may expropriate land for recreation purposes but it is
a lengthy process and may create many problems if handled poorly.

(j) Capital contributions in subdivision developments -this is the exchange of funds

between the developer and the municipality for the construction or provision of
specified public works. The terms and arrangements for capital contributions are set
down and registered in each subdivision agreement. Arrangements can be made with
the developer to do preliminary development of the land conveyed for park purposes, i -
e. initial grading, fencing or top-soiling. This may be done by foregoing the park levy. In
addition to the five per cent or one acre/120 dwelling units, the recreation authority can
receive a portion of the capital contribution for services provided or receive a park levy
per unit. Table 10, page 60 illustrates the variety of park levies in general use.

Access Techniques

Public access, either physical or visual, will be ensured by:

(a) Easements - municipalities may make agreements or purchase certain access

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rights over privately owned land. These rights may include certain public uses as
pedestrian walkways or passive rest areas. Scenic easements can control visual
access - A conservation easement controls private property development, i.e.
ecologically sensitive ravines.

(b) Leases - municipalities may lease for long or short terms private or other public
property for recreation purposes. This is particularly useful in downtown core areas
where land is held for future development. For a small rental fee, the

city can develop and use the land as a parkette for the interim period. Ontario Hydro
rights-of- way and land owned by the Ministry of Transportation and Communications
may be leased as well.

(c) Recreation use of other property - at certain periods public or privately-owned

facilities, i.e. schools, colleges, universities, armed forces bases and industrial land,
can be used for recreation purposes under agreement. Examples are training courses
or sports events at colleges or universities during holiday periods, trails on hydro rights-
of-way, citizen garden plots on unused industrial land.

(d) Tax concessions - agreements can be made with private owners by reducing or
waiving taxes in return for public access to areas having recreation potential, i.e. vacant
lots.

Control Techniques

Protection and preservation of certain kinds of open space will be encouraged by:

(a) Master Plans or Official Plans - a master plan for parks can aid in protecting and
reserving land if it is incorporated into the Official Plan as a policy statement on
parkland and open space. Although Official Plans do not ensure implementation of all
master plan policies, they do restrict activities that conflict with the designated land use.

(b) Zoning and development control - land with recreation potential can be zoned to
restrict other developments, i.e. conservation zoning. Rezoning regulations can require
that parkland be conveyed to the municipality in the same way as subdivision
developments. Set-back provisions in various zoning categories may require
landscaped areas around apartments and office buildings.

(c) Encouragement for cluster development – grouping houses closely together can
leave larger open spaces for commercial use. This space can be maintained by the
owners or conveyed to the municipality. In new town developments this communal
space can be integrated into the total open space system.

(d) Bonus system - developers can be encouraged to provide certain types of open
space in return fora higher density of population or permission to cover additional land.
More information on all of these techniques will be found in the bibliography at the end
of this section on page 99.

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Site Planning and Design

The general recreation plan, as outlined in the first section, provides the framework and context for
more detailed planning of specific sites and the facilities within each site. A specific plan should be
created for each area identified in the total plan. The detail required in each stage of the plan is
specific for each site.

Steps in preparing a site plan

The following procedure is adapted from FACILITY DESIGN MANUAL by B. Johnson as prepared
for the Community Recreation Branch, Department of Tourism and Cultural Affairs, Winnipeg,
Manitoba.

Inventory of onsite factors, including:

a. man-made elements
legal and physical boundaries
buildings, bridges and all other structures
roads, walks, trails and paths
power lines, gas and water mains, sewers and other utilities
present land uses
b. natural resources
topography: high and low points
drainage patterns and gradients
soil types, permeability, stability, fertility
water bodies, permanence, fluctuations, quality of water
subsurface matter: depth of bedrock, existence of functionally valuable material
such as sand gravel, water, etc
vegetation types
wildlife existence and patterns
caves, tunnels and other oddities
c. natural forces
prevailing wind direction
sun angles and directions at various times of day and various seasons
precipitation - amount of rain or snow
d. perceptual characteristics
views, smells and sounds
spatial patterns
general impressions regarding experience potential
inventory of offsite factors, including:
land use patterns
water body sources
drainage destinations
views, smells and sounds
neighbouring aesthetic character
public utility locations
access roads and all streets
program development

Preparation of a program expressing the early requirements the project as based on the

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expressed interests of the users tangible items, e.g. four tennis courts capacities, e.g. picnic
facilities for 100 people
tangible items, e.g. four tennis courts
capacities, e.g. picnic facilities for 100 people
intangible gains, e.g. attracting tourists to the area program relationships
program relationships

programs are grouped together under related headings, e.g. picnic area: comfort station,
concession, parking, play fields, children's playground. Functional relationships of the areas
are determined and graphically illustrated with rough sketches. Circulation patterns should be
added site analysis

site analysis

determine such things as: treed areas to be untouched, level areas for play fields and
circulation ways, good beach areas, slopes usable as slides in winter, places shielded from
the wind, potential vistas, the best point for entry

synthesis and physical organization of site elements

refined site plan

once the general layout has been decided, then details can be added

Site Planning and Design Criteria

This check list is based on general design and site planning principles and can be used to evaluate
each area or facility plan.

1. The plan and design must accommodate the needs of people. Specific preferences of intended
users of the facility should be considered and incorporated into the plan. Citizen involvement
throughout all planning stages is essential.

2. The site must be compatible with surrounding areas and land uses. Check the use of buffer
strips or natural barriers to overcome potential problems. Utility services, i.e. hydro, water and
traffic arteries, should relate to the functions of the site.

3. Areas of particular use must be located in relationship to each other; compatible areas together,
i.e. sitting areas and passive play areas; non-compatible areas should be separated by buffer
areas with natural planting materials, i.e. the traffic system between areas.

4. Use areas should fit naturally on the site. Natural features (slopes, hills, level ground) soil
(carrying capacity, drainage) vegetation (grass, trees) orientation (sun, wind, shade) should all be
considered carefully. For example, tennis courts should be on flat, well-drained ground and at right
angles to the sun's course.

5. The site and facilities should be aesthetically pleasing yet appropriate for intended use. For
example, official size requirements for sports areas should be met without destroying the balanced
appearance of a site.

6. The design requirements should be within the economic capability of the recreation authority
without jeopardizing the aesthetics of the area. For example, if brick surfacing is too expensive,

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alternative materials should be used but carefully selected so not to destroy the general
appearance of the site.

7. The operating needs of the area should be accommodated. For example, there should be
adequate service roads; maintenance should be considered, such as gentle slopes for mowing.

8. Select structural materials appropriate for the intended use, taking into account durability,
availability, appearance and maintenance.

9. Natural features, existing wildlife and vegetation should be incorporated into the design and plan
of the site as much as possible.

10. Extended night and seasonal use should be possible.

11. The organization of use areas on site should provide for supervision needs. For example,
sitting areas close to children's play space.

12. Circulation and traffic systems between various areas should be planned for ease, safety and
aesthetics.

13.The facilities and areas should be as flexible and adaptable as possible so that when trends or
preferences change, the site can be adapted to them.

14. Each area and facility should be designed to be safe and comfortable for all intended users.
This includes special groups such as senior citizens and the handicapped.

15. The over-all site should be inviting, easily accessible to passers-by but not obtrusive to the
surrounding community

For more information on design principles refer to the ANATOMY OF A PARK by A. Rutledge, a
book written especially for recreationists who will be working with designers. Additional resources
are listed in the bibliography at the end of this section.

Getting the Help Needed

It may be difficult for the recreation authority to get the information needed or to decide on who
should do the work. These are some suggestions.

The role of the recreationist

The recreation authority member or the department staff should fill an evaluative role. Site planning
and facility design need special expertise not usually found on staff - Unless a landscape architect
or park designer is within the department, hire an outside specialist for the job - However, the
recreationist should work directly with the designer or review the progress at each key stage of the
process.

To do this, the person must have a basic understanding of site planning and design principles if
meaningful evaluation is to take place. Too often the de- signer is not questioned or the plan is not
criticized because the committee member or staff person does not know how to evaluate the

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proposed plan.

Knowing when to use outside help is extremely important. Knowing where and how to get it is
equally necessary.

Information services

There is an abundance of information available. The task may be selecting the appropriate source.

There are several resource centres that can be used. The Canadian Parks/Recreation Association
at 333 River Road, Vanier City, Ottawa, K1L 8B9, distributes an annual book list and has excellent
resources. The Central Mortgage and Housing Corporation, Montreal Rd., Ottawa, KIA OP7, has
information kits on children's playgrounds. The Department of Recreation at the University of
Waterloo has a sport and leisure resource centre for special populations. Use the Ministry of
Culture and Recreation regional or district office that serves your particular area when you need
help gathering information .

There are a number of publications that carry frequent articles that will be helpful. Park
Maintenance is published bi-monthly by the Madison Publishing Division, Box 409, Appleton, Wis.,
U.S.A., 54911. The National Recreation and Park Association, 1601 North Kent St., Arlington,
Virginia, U.S.A. 22209, publishes a number of park aids: TRENDS; GUIDELINES; DESIGN;
GRIST. This same association publishes PARKS AND RECREATION, a monthly magazine. The
Canadian Parks and Recreation Association (see previous paragraph) publishes RECREATION
CANADA. Again, your Ministry of Culture and Recreation consultant can help you get these
publications.

The benefits of professional and lay-professional organizations are available in Ontario to

members and non-members through conferences, training seminars directories and direct
communication. Information about membership in these organizations may be obtained from the
Ministry of Culture and Recreation.

Professional Services

1. Public consulting services are available to recreation authorities, at no cost, from the
Ministry of Culture and Recreation. To obtain this assistance contact the regional or
district office serving your area. Program specialists are available through these offices
in such areas as: creative play, outdoor recreation, therapeutic recreation, youth
programs, camping, women's programs, leadership training, recreation and leisure
education, leisure counselling, research, sports organizations, sports programming,
coaches training and certification.

Of particular interest in the facilities planning area is the Facilities Research Project at
the Provincial Sports Training Centre in Oakville, Ontario. This is a computerized
resource centre and source of information about all types of sports facilities. Assistance
is also available on the selection of private professional services. This project is
operated by the Ministry of Culture and Recreation and the service is available through
all of the regional and district offices of the Ministry.

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2. There are now 12 educational institutions (nine colleges and three universities)
offering recreation education programs that lead to a diploma or a degree in recreation .
As well, there are others that offer recreation related courses. Inventories of all of these
programs in Ontario (as well as in Canada) are available from the Ministry of Culture
and Recreation.

The staff and students at these institutions can be a valuable resource for resolving
specific problems or gathering data for a community study. Faculty are keenly
interested in community work for themselves and their students. These recreation
education programs incorporate field work experiences as part of the academic
requirements of the students. Trenton and Grimsby are two communities that have
used students on field placements to good advantage.

The following institutions offer recreation programs in Ontario:

Algonquin College Conestoga College Humber College

(Ottawa) (Kitchener) (Rexdale)

Canadore College Confederation College University of Ottawa

(North Bay) (Thunder Bay) (Dept. of Recreology)

Centennial College Fanshawe College Mohawk College

(Scarborough) (London) (Hamilton)

University of Waterloo University of Guelph Sir Sandford Fleming

(Dept. of Recreation) (Dept. of Landscape College (Peterborough)
Architecture)

For information about these programs and other related programs, contact the Consultant in
Recreation Education through the Ministry's field service.

3. Private consultants and consulting firms

For highly specialized skills, most municipalities will have to do the work by contract
through a private consultant or consulting firm - Because of the number of consulting
firms involved in recreation planning, site design, construction and project
management, care must be taken to select the company best qualified for the specific
task.

The municipality should assess its own resources and decide whether:

the project could be carried in-house with specialized input from consultants at
key points in the project
the tasks could be shared among municipal staff, under the leadership of a staff
project director, assisted by a consulting firm
the consultant should be asked to take full responsibility for the total work
program.

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Generally, one of the first two options is preferable because staff experience and
knowledge of the area is used most effectively and costs can be trimmed - If manpower
availability dictates the third option, the recreation authority should prepare detailed
terms of reference, schedule frequent project reviews and appoint a staff project
supervisor to directly monitor the work program.

A planning committee which includes representatives from Council, the recreation

authority, the board of education, community groups, interest groups, the planning and
recreation department should be named. If possible, reach out to include other
recreation agencies in the community and interested citizens. This committee should
select the outside consultant but only one person, acting on behalf of the committee,
should deal directly with the consultant throughout the project.

The following suggestions may help the committee to select and to deal with a consulting firm:

1. Review all sources to identify capable consultants, e.g. staff of Culture and Recreation,
RECREATION CANADA professional directory, communities having recently used consulting
services.
2. Approach a number of firms giving general terms of reference and asking for the presentation
of the firms' credentials to the committee for consideration.
3. References from previous clients can be checked, related or similar experience can be
assessed (preferably by visiting the place where the work was done), professional staff can
be evaluated which will lead to the selection of three or four firms which are asked to respond
to your specific terms of reference with an actual proposal. There should be no charge for the
preparation of this initial proposal.
4. The final selection should depend on:
the ability and experience of the professionals to be assigned to the project
the reliability of the firm as discerned from other completed projects
the apparent sensitivity of the consultant to the community and its needs
the validity of the techniques to be used at all stages of the proposal
the anticipated results seen within the proposal
the quoted costs

Request a personal presentation of the proposal before the committee. A qualified specialist may
be used by the committee to assist with the final selection.

The terms of reference provided by the committee should clearly define the project, indicating the
work expected, the content and format of the plan being prepared, the time schedule to be
followed, the approximate budget, criteria to be used for evaluation and any special conditions that
must be met. The final commitment will be made by contract which details all of these points as
well as special clauses regarding liability or project termination.

These general guidelines will usually suffice with most planning or design contracts. However,
when detailed design or construction of a specific facility is required (i.e. swimming pool, arena or
ski hill) there are a number of other methods that can be used to obtain the required specialized
assistance.

1. Full Architectural Services

An architect or landscape architect may be selected by interview, advertisement or from

prior knowledge of work done. Preliminary drawings (sketch plans) are first prepared for
approval by the planning committee. Then working drawings with detailed specifications

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are prepared and tenders are called. The architect will be present at tender openings
and will recommend the awarding of the contract. The architect will supervise all
phases of construction and will certify building completion. Part of the service will
include preparation of all necessary contracts, forms, approvals, adendums and
inspection of all work. The fee is based on a schedule set by the professional
association and will vary from six to ten per cent of the total cost of the project.

2. Engineering Services

An engineer may be engaged, after interviews or other selection procedure, to prepare

sketch plans, detailed drawings and specifications for facilities that the committee feels
do not require full architectural design. The engineer reviews construction tenders,
advises the committee on awarding the contract, prepares all necessary contracts,
supervises construction, inspects the work and certifies completion. Fees are based on
a schedule set by the Association of Professional Engineers in the province and usually
vary between six and ten per cent of the cost of the project.

Some engineering firms offer "pre-engineered'? structures, usually of a modular nature

with steel or wood beam components - Consulting fees for such facilities may be below
six per cent because design time is low through use of pre-designed components.

3. Package Facility

Completely pre-designed structures are available for certain kinds of buildings and
facilities. The committee may select the one best suited to its budget and program
needs. Mixing of components and variations in materials or colours may not be
acceptable to the builder-supplier. Site preparation, soil tests, clean-up and inspection
are usually the responsibility of the planning committee.

4. Project Management/Design Team

Projects that are broad in scope may require the services of a variety of specialists
including planners, architects, engineers, landscape architects, designers and
environmental specialists. A number of consulting firms provide such "inter-disciplinary"
services either from within their own firm or in cooperation with associated firms or
specialists.

A project manager or team coordinator is usually appointed by the consulting group to

work out all aspects of the job with the recreation authority. The project manager
selects the specialist personnel required for each aspect of the job and coordinates the
timing of the work. The project manager may be retained for preparing surveys, plans,
designs and for carrying a project through to completion of construction, or they may be
engaged for only one aspect of the work.

Fees for project management/design team services may be pre-determined and agreed
to by contract before work starts; or fees may be based on time, materials and
expenses as the work proceeds. Cost for the time of the consultant is usually based on
fees established by professional associations in the province. When construction or
construction supervision is part of the agreement, separate contracts will probably be
required for planning and design, construction and construction supervision.

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Bibliography

Acquisition Techniques

86. Balmer, K. R. Acquisition and Development of Open Space. Discussion paper for Ontario
Recreation Society Conference, January, 1974.

87.Drysdale, Art - (Ed.). "Cemetery Design - A Space for Recreation." Recreation Canada. No.
33/2/75, pp. 14-15.

88. Kershaw, W. "Securing Parkland." Parks and Recreation. March, 1973 p. 37.

89. Whyte, William H. Securing Land for Urban America: Conservation Easements. Urban Land
Institute, 1969.

90. Whyte, William H. The Last Landscape. Garden City: Doubleday and Company, 1963.

Site Planning and Design

91. Butler, George D. Recreation Areas - Their Design and Equipment. (2nd ed.). The Ronald
Press Company, New York, 1958.

92. Canada. Department of Public Works. Landscape and Site Development.

93. Central Mortgage and Housing Corporation. Site Planning Handbook.

94. Grever, E. D. "'Master Site Planning." Camping Magazine. March,1968.

95. Johnson, Brian. Facility Design Manual. Prepared for Community Recreation Branch,
Department of Tourism Recreation and Cultural Affairs, Manitoba.

96. National Commission of Camp Layouts; Facilities. Developing Campsites and Facilities.
Associated Press, New York, 1960.

97. Recreational Vehicle Institute. Recreation Vehicle Parks. A Profitable Investment. Des Plaines,
Illinois.

98. Rutledge, A. J. Anatomy of a Park. McGraw-Hill Inc., U.S.A., 1971.

99. Seymore, W.N. Jr., (ed.). Small urban Spaces: The Philosophy. Design, Sociology, and Politics
of Vest Pocket Parks and Other Small Urban Spaces. New York University Press, New York.

100. Solomon, Julian H. Camp Site Development. Girl Scouts of the United States of America,
New York, 1960.

101 Sports and Recreation Branch, Ministry of Community and Social Services. Notes on the
Planning, Design and Construction of Arenas.

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* also see number 10 Page 20

18 Page 21
41 to 50 Pages 80

Glossary of Terms

Recreation, Planning or Construction Terms

ADDENDUM

At various times, before and after a construction contract is let (signed), changes will be de- sired
by the owners, designers or contractors. Ensure that a procedure is established (in writing) to
allow for these changes to be made, specifically stating how changes in costs, materials, and
extra fees will be handled. All addendums (extras) should be approved by the owner and those
providing advice, before written authorization is given to proceed with the change.

BID BOND

This is not unlike a bid deposit. Instead of cash, some other form of security is called for. It is
sometimes called a performance bond and may run to 100 per cent of the bid price for the
project. This ensures the successful contractor has the resources to complete the project.

BID DEPOSIT

This is a sum of money in certified form, deposited with the architect, designer or municipal clerk
by the contractor to signify his good faith in carrying out the project if awarded the job. It is
refunded if the contractor or sub-contractor is not awarded the job. Recreation projects may be
considered "special" and, on the advice of the consultant, may require no more than $100 as a
deposit.

BID DEPOSITORY

Sometimes called the local construction association or builders' exchange. It is a local or regional
office maintained for the purpose of receiving detailed drawings and dispensing same to bidders.
Sub-trades, such as electrical, mechanical (plumbing), roofing, landscape, concrete, foundation,
structural aspects of the project, are bid through this exchange or depository. Tender calls and

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receipt of tenders may be issued through this exchange.

BOND, PERFORMANCE

See bid bond above.

BUDGET (Municipal Recreation)

A statement of anticipated revenue and expenditure for a given period of time, usually a calendar
year. It is prepared by the recreation committee, with the assistance of the recreation staff and
presented annually to the municipal council for its adoption and approval. The difference between
the anticipated revenue and the expenditure required to operate the program or the facility is the
amount expected from the municipal council. Once the budget is approved by Council, the
committee is permitted to operate the program or facility without interference by Council as long
as the budget is followed and best interest of the municipality is served.

BUILDING PERMIT

Secured by presenting a plan sketch or drawing to the municipal building department,

accompanied by a token fee. Following assurance of compliance a certificate will be issued in the
name of the owner (recreation committee) or will be presented to the contractors to display
throughout the construction phase.

CAPITAL EXPENDITURE

Funds for the acquisition of large costly equipment or property; the construction, addition to or
replacement of recreation areas or buildings.

CAPITAL IMPROVEMENT

An improvement to a facility through a capital expenditure.

CERTIFICATE, INTERIM, MUNICIPAL RECREATION

A certificate granted to a recreationist employed in municipal recreation (by the Special Services
Branch of the Ontario Ministry of Culture and Recreation) who has graduated from a recognized
recreation program or fulfilled equivalent requirements. An interim A certificate is granted to a
university graduate. An interim B certificate is granted to a graduate of a two-year diploma
program given by a college.

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CERTIFICATE, PERMANENT, MUNICIPAL RECREATION

A certificate granted to a recreationist employed in municipal recreation by the Ontario Ministry of

Culture and Recreation who holds an interim certificate and who has had three years successful
experience.

COMMUNITY, GEOGRAPHIC

An area bounded by natural or man-made boundaries where people share common interests,
concerns and attitudes. It is made up of several neighbourhoods. In urban centres a secondary
school may be the focal point, surrounded by the elements for living, such as shopping centres,
libraries, churches and recreation facilities. In some cases there is no sharp line of demarcation
and one community tends to spill into another. With today's mobility, a community may be losing
its social identity.

COMMUNITY OF INTEREST

This is a grouping of people with like interests and may cut across the boundaries of several
geographic communities.

COMMUNITY SCHOOL

Every community needs one facility which can serve as a centre for community affairs. Such a
centre should be centrally located, accessible to people and a symbol to the community. Schools,
even as presently constituted, contain most of the elements of a community centre. A community
school program means much more than extended use of school facilities. Such a program is
designed:

to increase the knowledge of the community about the school and its services to the
community
to encourage the cooperation and involvement of other agencies
to extend the school as a cultural resource in the community
to build a sense of involvement and commitment in the school as a centre of service in the
community.

Seen in this light, such programs are by nature evolutionary. They are not imposed upon
communities but are encouraged and allowed to develop according to the interests and insights
of the people. The concept is, or can become, a central cohesive force for the cultural and
recreation benefit of all who share it.

DAY CAMPING

A program in an out-of-doors, natural environment that provides a small group experience under
trained leadership. The participants are away from home during the daylight hours.

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DEBENTURE

A means of borrowing or raising money, usually by a municipality or an institution, without any

security offered but on which interest is paid.

DEMAND ANALYSIS

The collection and analyzing of data about people's recreation preferences. When the
participation rate is known, then facility requirements can be accurately projected. This system of
projecting need is highly theoretical and relies upon mathematical models for weighing many
variables. This will ultimately be the most flexible and accurate method to use.

DENSITY OF POPULATION

A planning term used to describe the relative concentration of population in an area. It is usually
expressed as persons per acre, dwelling units per acre or persons per square mile.

DIPLOMA

The recognition given to a recreation student after successfully completing the prescribed
program of instruction offered at a college of applied arts and technology.

DIRECTOR, AREA

A recreationist who has the education and experience necessary to be responsible for the
municipal recreation services within a specific geographic community.

DIRECTOR, CENTRE

The executive officer in charge of administering the facilities, staff and program within one
recreation unit or complex.

DIRECTOR, RECREATION

A qualified and, usually, certified person employed by a municipality to work with a municipal
recreation committee as an adviser and an administrator to provide a program of recreation
services.

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DISABILITY

Physiological or psychological loss or impairment of function due to illness or injury. Depending

on the extent of the disability or compensatory ability of the individual, there may be little or no
handicap as a result. Disability can be temporary or permanent.

EASEMENT

The legal right (by purchase or agreement) to use another person's property or air space so that
you may gain entrance to your own property for hydro or telephone lines, sewer or water lines,
walkways, or to build a fence, build an overhang or accommodate back-fill, a drainage area or a
change in elevation. Ownership of the space does not change.

HANDICAP

A social interpretation of the effect of illness, defect or disability. The degree of handicap may not
be related to the actual problem and is often affected by lack of information or pre-conceptions.

HOLD BACK

Most recreation authorities insist on a percentage hold back from the contract price for a fairly
long period of time. The architect or the municipal clerk should be able to advise on current policy
and practices. It may be necessary to receive in writing manufacturer's warranties for equipment
or parts of a structure. When time is a problem (winter works) it may be necessary to devise a
system of penalties and bonuses as an incentive for finishing the project on time, but these
should be fair to all concerned.

JOB ANALYSIS

A means of studying, in an orderly way, the duties, skills and requirements of a job. It reveals
both the job description and job qualifications.

JOB DESCRIPTION

A statement setting forth characteristics, duties and responsibilities of a specific recreation job or
position. The term is synonymous with job specification.

JOB QUALIFICATION

A written statement of the minimum employment requirements or standards which must be met
by an applicant for a specific position.

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LEADERSHIP

The ability of one person or a group of people to influence others to recognize goals of common
interest and to stimulate or to guide them to achieve these goals.

LEISURE

There are two schools of thought about this word. One relates it to a state of being in which an
individual acts freely according to his or her own dictates. The other relates it to time that is free
from fulfilling the basic obligations and necessities of life, allowing the individual to select other
pursuits. Leisure provides the opportunity for individuals to choose and to participate in activities
or pursuits that bring personal satisfaction and enjoyment – a life-enriching process that
broadens and refines perception of self.

MAINTENANCE

The keeping of areas, buildings, equipment and supplies in accordance with established
standards and existing needs for effective operation.

MASTER PLAN OF RECREATION SERVICES

A long-range comprehensive plan outlining the recreation needs (program, staff, facilities, fiscal)
within a specified area and indicating alternative ways for meeting these requirements. The
recommendations made will guide the future development (what, where, when) of recreation
facilities in the area.

NEIGHBOURHOOD

One section of a community, often centered around an elementary school, that tends to have
cohesive forces holding it together as a unit.

OFFICIAL PLAN

An official document that consists of texts and maps prepared under the authority of The
Planning Act. It need not be confined to one municipality. It is a statement, once approved by
Council and the provincial government, that outlines the policy for future growth and development
of the area. It deals with such matters as land use, transportation, urban renewal, urban design,
economics and recreation. It states the standards to be used and the time schedule for providing
the services. The intention of the plan is to help ensure the health, safety and convenience of the
residents of the planning area.

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PERMIT

A device granted by some authority to allow the use of an area or a building at a specified time
for a specified purpose.

POPULATION DENSITY

See density of population.

PRELIMINARY DRAWINGS

The preliminary work done by the architect or the designer. It may consist of concept drawings,
mock-ups, overlays, sketches or a model. They may or may not be asked for before letting the
contract. Preliminary drawings may not fairly represent the final facility. A nominal fee will be
charged for this work if it is done before the contract is let.

RECREATION

Those things that bring personal enjoyment and satisfaction when they are achieved by
participating in freely chosen, self-fulfilling activity. This behavior must be voluntary and an end in
itself, rather than a means to an end. Recreation is the expression of leisure. It is one medium
through which an individual or group of individuals may improve the quality of life. It is a positive
force for individual growth and development.

RECREATION, ACTIVE

Activities that allow physical participation by an individual or group.

RECREATION ACTIVITY

A medium through which people meet interest needs that are not satisfied during other activities.
Participation in a recreation activity usually takes place during what is called leisure and may be
of a passive or active nature.

RECREATION, PASSIVE

Activities that allow an individual or group to listen, watch or enjoy quiet relaxation. Physical
activity is at a minimum.

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RECREATION, COMMERCIAL

All activities and facilities operated privately as a business, for profit, such as theatres, bowling
alleys and entertainment parks.

RECREATION COMMITTEE, MUNICIPAL

A committee of council named annually by council. It is responsible to council for all its actions
and expenditures. It is usually made up of seven to twelve members, two of whom are
counsellors. In some large cities and metro boroughs the committee is made up of counsellors.

RECREATION, COMMUNITY

All types of activities and all forms of programs planned and operated by all groups and agencies
in the municipality. This is the total sum of all recreation activities and opportunities for activities
in the community.

RECREATION, MUNICIPAL

Those activities and services directly sponsored by and facilities operated by a municipal
recreation committee under authority granted to it by by-law of the municipal council.

RECREATION, PRIVATE

A recreation program of activities and services established under the auspices of an agency or
organization supported by private funds.

RECREATION PROGRAM, BALANCED

A diversified program of year-round recreation activities and services based on established

principles and designed to meet the social, mental, creative and physical requirements of
different age groups, and levels of skill throughout the municipality.

RECREATION, PUBLIC

All types of recreation activities and services and all kinds of recreation facilities supported by tax
money and operated by public agencies, such as school boards, park boards, community centre
boards, arena boards, library boards, museum committees and recreation committees.

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RECREATION SERVICES

The provision of programs, facilities, personnel and administrative assistance so that all persons
have access to recreation. pursuits in which they wish to participate. Such services are provided
under a variety of auspices: public or government at the municipal, regional or provincial level,
institutional or armed services; community schools; voluntary and community service
organizations and agencies; churches; industries; unions; commercial agencies.

RECREATIONIST

Any person giving full-time service of high quality within the field of recreation.

REGION

An area made up of several communities or more than one community, usually for planning
purposes.

SET BACK

The distance between the lot line and the structure or building. it is defined by a zoning by-law.

SPECIFICATION

A detailed narrative of the types of materials, components, colours, weights, quality and a
method of installation or assembly for every part of a building, structure or design, together with
the engineering. This document is usually prepared by the designer, consultant or architect and
in sufficient quantity so that each bidder can examine a copy in detail before submitting a price to
the client in a tender call procedure. Once the contract is let, the plans together with the "spec
book" become the official guide to the contractor and project supervisors.

STANDARDS

Norms established by authority, custom or general consent to be used as criteria and guides in
establishing, designing and evaluating areas, facilities, plans, leadership or program.

STANDARDS, RECREATION

Measure of the quantity and quality of recreation areas and facilities established or to be
established in a municipality.

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SUPERVISION, CONSTRUCTION

During the construction phase of the project, someone, or a group of experienced personnel,
should inspect each phase on behalf of the owner. If full architectural services are engaged, the
architect or design team arranges for regular and special inspections and on-site approvals of
materials and workmanship. All recreation projects should be supervised by competent
inspectors who will report irregularities, have them corrected and issue addendums as approved.
Work stoppages and go aheads are the function of the owner's supervisor who is fully
accountable for the success (or failure) of any component.

TENDER, AWARD

The acceptance of a tender bid and the completion of a contract with the construction firm to
build or develop the facility based on the advice of the architect or consultant. The lowest
tendered price may or may not be accepted.

TENDER CALL

Once a project is approved by the planning committee, notices are sent out requesting bids on
the project. Tender calls consist of specifications and sketches sent to qualified bidders asking for
their cost estimate (bid) to carry out the work as indicated in the drawings and specifications.
Conventional calls for tenders are advertised in local papers, local bid depositories or builder's
exchange and the DAILY COMMERCIAL NEWS, a paper in Ontario announcing happenings in
the construction field. Bidders wishing to take plans and specifications deposit a fixed sum for the
use of these documents. They fill in the necessary bid forms with firm pricing and return them
before the tender closing deadline. Allow up to two weeks from the date of call to closing.

TENDER, PRICE

The total amount of money that would be required to build or develop the facility by the contractor
if the specifications are followed. It includes all services, materials and labour costs.

TENDER, REVIEW

An inspection of tenders to determine their adherence to the required specifications.

USER DEMAND

A method for determining space and facility needs in the future by using a mathematical formula
to measure the anticipated participation rate. With this information the space required to meet
facility needs is then projected. The method is theoretical in nature and relatively new to

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recreation. Because of its accuracy and flexibility, it will be used extensively in the future.

WORKING DRAWINGS

Detailed drawings of a project with all necessary approvals noted. They are accompanied by a
specification sheet or look that gives all details of the structure, building or area to be
constructed, from start to finish. Addendums are added and recorded on them. Sufficient copies
are made for sub-trades, foremen, supervisors and the owner, who should get at least two sets.
Working drawings cannot be used by other clients without payment in full to the architect or
engineer who produced them.

Building or Structural Terms

Air Supported Structure

An encapsulated space to produce an air hall, bubble or dome; space enclosures that are
lightweight that can be erected and, if desired, can betaken down seasonally. There are three
types:

air-filled tubular sections that can be Beach House assembled in a variety of configurations
and covered by a membrane
a membrane held up by air blown in, continuously, at a pressure slightly above atmospheric
pressure
domes of lightweight support structures covered with a membrane for large sport areas and
facilities

Arena

A building where a variety of activities may take place, such as skating, curling or horse shows.
See also ice surface.

Aquarium

Building or structure that contains facilities, primarily, for the display of aquatic life for public
viewing, often combined with a zoological garden.

Archery Range

A specifically designated area, indoors or outdoors, that is naturally, or is designed to be, safe,
and is used for the purpose of shooting arrows.

Art Gallery

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A building that contains suitable facilities for the display and practice of the arts, such as painting
and sculpture.

Auditorium

An area within a building containing a stage and fixed seating for programs such as concerts,
drama productions, lectures and public meetings.

Bandshell

A structure designed for outdoor concerts and stage presentations. It may include storage space
as well as change rooms, rehearsal rooms and public washrooms. It may be portable for use at
various sites.

Beach House

A building located on or near a beach, providing space for change rooms, lockers, showers,
washrooms and refreshment concessions. It may be publicly or privately operated.

Boat Launching Ramp

A hard, non-skid surfaced slope enabling motor vehicles to back boat trailers into water of
sufficient depth to launch the boat.

Bowling Alley

A building containing a minimum of six lanes with gutters, pin setters and returns for five-and ten
pin bowling, usually operated commercially.

Centre, Community

A multi-purpose building or a cluster of facilities, placed close together for convenience of

administration and supervision. Facilities are provided for parking and to accommodate physical,
social, cultural and educational activities. The centre may provide play areas when located in a
community park.

Centre, Civic

A large complex of space and structures that is frequently operated commercially, even when

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publicly owned.

Centre, Cultural

A building designed and equipped to provide such facilities as an auditorium, art gallery, museum
and library; also facilities for performing, visual and creative arts.

Centre, Day Care

A building or part of a building designed with nursery and play facilities, usually for children of
working mothers. When run commercially the standards for these centres are controlled by
government regulations.

Centre, Education or Conference

A building providing space for seminars, workshops or conferences that require a residential
setting, best when in a rural setting.

Centre, Indoor Multi-purpose

Part of a building, such as a church, school or community hall, which has the facilities needed to
carry on a variety of indoor recreation activities.

Centre, Neighbourhood

A building containing facilities for the use of neighbourhood groups such as meeting rooms,
storage space, craft areas, games rooms and washrooms.

Centre, Performing Arts

A self-contained building for producing and viewing operatic, orchestral, dramatic, dance or
choral programs.

Centre, Senior Citizens' Day

A building with a full-time professional staff with a continuous program of activities (including
meals) for older people.

Centre, Senior Citizens' Drop-In

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A building or part of a building operated for senior citizens, largely by the senior citizens
themselves or with volunteer help, usually located in the business or commercial section of the
community.

Centre, Youth

A building containing facilities that provide a youth-centered social, physical, cultural and creative
program.

Comfort Station

A building, usually located in a park to provide toilets, washrooms and storage space.

Complex

A word often inappropriately used to refer to a grouping of recreation facilities.

Concession

A building designed for the selling of refreshments or novelties or for checking and rental of
equipment. It may be publicly or privately operated.

Conservatory (greenhouse)

A building with facilities for growing foliage and flowering plants under ideal conditions for public
display.

Curling Rink

A building which provides a minimum of four sheets of spray-flooded ice (pebbled) and the
necessary refrigeration equipment to hold artificial ice throughout the season.

Drag Strip

A safe, hard-surfaced straight-away, usually with two lanes, varying in length for timed car racing
with spectator facilities and pit area.

Field House

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A building located on or near an athletic field, designed to provide dressing rooms, showers,
lockers and washrooms.

Gymnasium

A building or section of a building providing facilities for indoor sports (with the areas clearly
marked) and including washrooms, change-rooms, showers, lockers and an office for the
supervisors.

Ice Surface, Artificial (arena)

A building that contains the refrigeration equipment to maintain ice throughout the season and
the surface on which the ice is laid. It may or may not provide seats for spectators. It will include
change rooms and provide perimeter boards for the ice surface.

Library

A building or section of a building containing books, films and other material for purposes of study
or reference by the public. It may include space for recreation or education programs.

Marina

A facility at water's edge for storage, launching and docking watercraft. It should provide motor
service, fuel, refreshments, supplies and holding-tank, dump.

Multiple Dwelling Recreation Facility

That part of a high density living complex designed for the use of tenants who wish to participate
in recreation activities, provided by the developer but may be operated privately, publicly or by
the tenants themselves.

Multiple-Use Facility

Areas and buildings that are designed and constructed to meet the space and facility
requirements of several types of recreation activities. They are usually found in a community or
regional park.

Museum

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A building or area containing facilities for the display of items such as artifacts and objects that
have a historic, national or educational value.

Nursery School

A building or part of a building that is professionally staffed for the care and education of
pre-school children.

Open Shelter

A structure providing a roof for protection from sun or inclement weather, but remaining open on
one or more sides.

Outdoor Artificial Ice Surface

An outdoor area designed to provide ice by mechanical means. The pipes carrying the refrigerant
may or may not be permanently embedded in concrete. When they are, the paved area can
double as a play area in the summer. A building is located beside the rink to house the
equipment and may provide change rooms, washrooms and refreshment concessions. Some
recreationists question the value of this facility, even when a roof is added.

Outdoor Theatre

A structure used to present outdoor plays, pageants, concerts and meetings, constructed in a
natural setting and using grassy slopes, concrete steps or portable benches as seats.

Park Pavilion

A structure that may provide an open shelter as well as an enclosure or public hall for meetings.
Washrooms and a refreshment concession may be included.

Park Shelter

A building located within a park that provides washrooms, storage space, an office for a
playground supervisor (if required) and a play room usually not exceeding 600 square feet.

Picnic Shelter

Synonymous with Open Shelter.

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Play Court

A permanent surface of asphalt, concrete or similar materials, located in a neighbourhood park or

elementary school grounds and used for various games. The surface may be large enough to be
used as a base for a natural ice surface in winter.

Pool

This is defined in Ontario as any man-made body of water. If swimming is permitted then water
circulation, space and supervision is rigidly controlled by regulations under the Ministry of Health.

Pool, Competitive, Long Course (Olympic Pool)

This pool provides eight or more lanes and is 50 metres in length plus space to insert a Pool,
Spray timing device along one end.

Pool, Competitive, Short Course

A swimming pool having six or more regulation racing lanes (minimum 7 feet wide)having
minimum 2.5 metres depth and 25 metres length.

Pool, Diving

An indoor or outdoor pool specifically designed for diving with one, three and ten metre levels for
tower, platform and springboard competition; depths must be 11, 13 and 16 feet respectively for
the diving heights. Ceiling clearance should be 15 feet above springboard.

Pool, indoor

A public facility often built in conjunction with a community centre, rink complex or, preferably,
school. Some recreationists feel it is not economical as a separate unit. It will provide dressing
rooms, showers, office space for staff, and washrooms. For community use, an optimum size is
45’ x 82.2’ with 311 to 9’ or 12’ depths.

Pool, Indoor/Outdoor

A pool where one end, one side, or an end and a side may be opened in suitable weather for
sunbathing on an adjoining patio. In Ontario the open portion should face south or west.

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Pool, Neighbourhood (walk to)

A small pool with few facilities, except washrooms and showers, and no diving area. The depth is
minimal (3.1' to 41) and the increase may run from side to side to provide a maximum teaching
area. May be built in conjunction with a supervised play area.

Pool, Ornamental (reflecting)

Symmetrical or asymmetrical in design, constructed for aesthetic purposes. May be combined

with ornamental fountains and landscaping.

Pool, Outdoor

A structure that may be above or below ground with no enclosure except for change rooms,
office space, filters and washrooms. They have restricted use in Ontario (about nine weeks in the
summer) unless the water is heated. The deck area should be equal to or larger than the water
area to handle the maximum number of people. These may be built in conjunction with an arena
to provide full-time work for the staff.

Pool, Public

Any pool that has walls of 2-11 vertical height and serves more than five family units is
considered a public pool in Ontario.

Pool, Spray

A wading pool with concrete base and water entering through spray inlet(s). The water is allowed
to drain away immediately and may be recycled if filtered and chemically treated.

Pool, Therapeutic

A water area in which the pool temperature can be varied quickly up to 29 to 33 degrees C. or 85
to 90 degrees F. and water depth can be increased or decreased easily. Ramps, overhead
pulleys, and mechanical water agitators might be a feature of this type of facility.

Pool, Wading

A hard-surfaced structure of any shape that varies from 311 to 24" in depth, surrounded by a
concrete apron to keep dirt out. The water is held for limited time periods and then dumped or
recycled. A spray inlet may be used in conjunction with the wading pool. The overflow drains to a

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sewer or is chemically treated, filtered and recycled.

Pub (Lounge)

A neighbourhood facility with seating capacity for 100 to 200 adults; provides music, table
games, refreshments and snacks; a social meeting place for those who live in the
neighbourhood.

Range

A safe, level area, either indoor or outdoor, of varying dimensions to serve such potentially
dangerous activities as golf-driving, archery, rifle, pistol, skeet or trap shooting.

Recreation Facility

An area or building (or both) used for recreation purposes.

Recreation Structure

A building specifically designed for recreation activities.

Roller Skating Rink

A building that provides a smooth, hard-surfaced floor, change and washrooms, often combined
with arena skating surface.

Sauna (Steam Room)

A closed room within a building where heat is generated by some means and permeates in either
a wet or dry condition. There are a number of tiers or levels for lying or sitting, each providing a
higher temperature. Requires waterproof walls, ground-fault-protected lighting and thermal
controls.

Service Building

A centre for maintenance work, providing workshop, storage for tools and equipment as well as
storage for some types of program material.

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Sleigh and Toboggan Slope

A cleared, safe area containing a natural or artificial slope usually equipped with an artificial
ramp.

Spa (Health)

A series of interconnected areas such as sauna rooms, exercise-therapy room, lounge, pool,
tennis and squash areas. If elaborate therapy equipment is to be used, the services of a doctor
should be available. If commercial, it could be residential and part of a resort-vacation-
conference centre.

Stadium

An open or enclosed structure, usually circular or oval, containing an area designed and
equipped for individual and team sports. Contains extensive spectator seating, floodlights,
dressing rooms, concessions and adjacent parking space. It is a highly specialized and,
frequently, commercially developed facility.

Open Space Terms

Airfield

A non-commercial area designed for landing light aircraft, usually in a rural area. May provide
facilities for skydiving, sailplaning or gliding.

Airplane, Model, Fly Area

A designated open space, away from residential areas, permitting controlled model plane flying;
away from airport if radio controlled planes are used.

Arboretum

An area often connected with a botanical garden containing collections of deciduous trees,
shrubs and hedges known to grow in a given locality. It is designed for scientific, aesthetic and
educational purposes. Pinetum. is similar to arboretum but exclusively for evergreens.

Athletic Field

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An area designed and equipped for various individual and team sports. It may be combined with
a secondary school or a community park.

Beach Area

A tract of land including the shore of a lake, river, stream or artificial pond, developed to provide
such things as swimming, picnic areas, parking spaces, areas for games, a bath house with
washrooms and a concession for refreshments.

Bird Sanctuary

A protected natural habitat reserved for birds. May be operated or subsidized by provincial or
federal governments.

Botanical Garden

A large area of land developed to combine some of the functions of a university, museum and an
experimental station, with the informal recreation aspects of a park system. Its plant collections
and natural features are used for experimental research, educational display and passive
recreation,

Bowling Green

A level lawn of bent grass, usually 120 feet square, divided into rinks surrounded by a gutter and
embankments, for the playing of bowls.

Buffer Strip

A strip of land which is intended to separate two incompatible land uses or zones. It should act as
a barrier for both vision and sound.

Camp, Day Camp

An area where children can learn to appreciate and enjoy nature. It is far enough away from the
population centre for them to be "captive', for the day, yet close enough so the cost of
transportation will not be prohibitive. Absolute privacy is essential if the objective of day camping
is to be achieved. The site should provide a wooded area, hills or uneven contours, a clearing or
open area that is relatively flat, a small stream, and minimum sanitary and shelter facilities.

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Camp, Resident

An area set aside where people can live, primarily, Outdoors, for periods longer than one day.
Basic facilities are provided for public convenience and safety. It may provide facilities for
sleeping, eating, sanitation and swimming for a recreation and education program.

Camp, Tourist

A serviced area for tents, trailers, and other camping vehicles. it has sanitation, washing and
recreation facilities.

Conservation Area

Land and water areas set aside to conserve and protect natural resources and to stabilize the
water-table. Recreation and educational services are usually provided. Area is under the
jurisdiction of a conservation authority.

Council Ring

An area provided within a resident or day camp. It is circular in shape and usually not less than
25 feet in diameter and provides a seating arrangement that allows for campers to face the
centre of the ring where a program of story –telling, singing or folklore can be staged.

Fishing Area, Public

A controlled, stocked, water preserve which, during certain months of the year, is opened for
public fishing.

Game Preserve

A large tract of land set aside in a rural area and left undeveloped for the purpose of protecting
wildlife.

Green Belt

A strip of land, usually a mile or more in width, surrounding an urban area. It may contain farms,
golf courses, scattered housing, and is intended to separate one urban area from another.

Greenway

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An irregular strip of land on both sides of a creek or stream with a minimum width of 100 feet. It
may connect two park areas or may originate from a park and follow the water course for some
distance to connect with a roadway as an exit. It is dedicated as a natural park.

Hydro Right-of -Way

A cleared, straight, ribbon of land for hydro tower installations. No structure may be placed within
this area but free way areas, walkways, cycle, bridle paths and snowmobile trails may be
accommodated with hydro authority approval.

Nature Reserve

A large tract of land retained in its natural state. It may come under the jurisdiction of the
regional, provincial or federal government.

Nature Trail

Path that wanders through a natural park or conservation area, allowing people to enjoy the
surroundings. Trees, shrubs and plants are often named with permanent labels for identification
purposes.

Park

An area permanently dedicated to recreation use and generally characterized by its natural
historic or landscape features. It is used for both passive and active forms of recreation and may
be designated to serve the residents

of a neighbourhood, community, region or province.

Park, Area

Synonymous with community park.

Park, Community

A multi-purpose area, preferably located beside a secondary school, which may vary between 10
and 20 acres, depending upon the density of population. This area will serve a radius of at least
one mile.

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Park, Neighbourhood

An area of open space designed to serve a neighbourhood within a radius of one-quarter to

one-half mile, depending upon the density of population. It varies from 4 to 10 acres in size and
contains recreation facilities for all age groups, including a passive area. Preferably located
beside or combined with an elementary school play area.

Park, Provincial

An area of land under the jurisdiction of the provincial government that is designated for public
use.

Park, Regional

An area of more than 50 acres that is located and designed to serve several communities in
more than one municipality. May be a conservation area or one containing major recreation
facilities.

Park, Vest Pocket

A very small, carefully designed, open space, usually in an area of high density. May have active
play equipment or provide a decorative passive sitting area. It is largely concrete or asphalt,
rather than grass.

Parkette

A small area of land, usually less than one acre in size used for passive recreation or decorative
purposes.

Pedestrian Walkway

A safe, cleared natural or artificial surface that provides pedestrian access through parklands or
to public open space. May be adjacent and parallel to public through fares.

Playground, Adventure

A play area designed to stimulate the creativity and imagination of children. It frequently includes
tools and materials so children can construct things of their own design or experiment with earth,
water, sand, wood and other materials; designed for natural and secluded play settings by using
trees, shrubbery and elaborate mounding with earth. Needs leadership that stimulates and
guides but does not dominate.

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Playground, Creative

An area designed to stimulate a child's imagination and to foster creative play. It includes natural
and secluded play areas using trees, shrubbery, elaborate mounding and ambiguous play
equipment. Provides manipulative equipment such as water, sand, boats, logs, building blocks
and wagons. The play leader is a kind, understanding and unobtrusive person who does not
interfere.

Playground, traditional

An area within a neighbourhood or community park or developed in conjunction with an

elementary school. Contains static play equipment such as swings, slides and teeter-totters. The
equipment is meant to be manipulated in a certain pre-planned manner. Such equipment fails to
provide the challenge needed by a child and is often misused with the hope of providing such
challenge.

Quiet Games Area

An area (usually wooded), set aside in a neighbourhood, community or regional park, where
instructors can provide a passive program of story telling, or quiet activities such as giant
checkers, marbles and quoits. These may be permanently provided for participants of all ages.

Restricted Area

A land that is controlled in its use, usually by a zoning by-law.

Riding Paddock and Riding Trails

A privately-developed facility (usually) to serve a resort, camping area or those who live within a
region.

Sanctuary

A large tract of land set aside as a protected, natural habitat and reserved for all wildlife. See bird
sanctuary and game preserve.

Scenic Drive

A road or highway designed to offer the public a view of exceptional landscape features and
planned to offer passive recreation.

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Sports Field

An area designed and equipped for a variety of team sports. See athletic field.

Tot Lot

An area of land, usually one or two acres (or less) in size, containing play equipment and
recreation facilities for pre-school children. There should be a sitting area for adults. Preferably
part of a neighbourhood or community park.

Zoo

A large tract of land, structures and buildings used to display wild animals and birds from around
the world in as natural a habitat as possible.

STANDARDS REVIEW COMMITTEE

Terry Axelson, 119 N. Windermere Ave., Thunder Bay, P 7A 6135

Laurie Branch, Burlington Recreation Services, Box 5013, Burlington, Ontario

Tom Clancy, Director of Parks, Box 703, Kitchener, Ontario

Fred Graham, Commissioner, Parks and Recreation Commission, Box 574, Kitchener, Ontario N2J
4G1

Dave Hamilton, Recreation and Parks Department, 10266 Yonge St., Richmond Hill, Ontario

Dean McCubbin, Canadore College, Box 5001, North Bay, Ontario P1B 8K9

Ken Munroe, Ontario County Board of Education, 555 Rossland Rd. W., Ontario, L1J 3H3

Don Pettit, National Capital Commission, Project Design Division, 48 Rideau St., Ottawa, Ontario,
K1N 8K5

Doug Rigg, Commissioner, Oakville Parks & Recreation Commission, Box 310, 1225 Trafalgar Rd.,
Oakville, Ontario L6J 5A6

Martin Sinclair, Ministry of Housing, 4th floor, Frost Bldg., North, Queen's Park, Toronto, Ontario

Ted Spearin, Ministry of Industry and Tourism, 8th Floor, Hearst Building, Queen's Parl, Toronto,
Ontario

Garry Sullivan, TEIGA, 6th Floor, Frost Bldg. North, Queen's Park, Toronto, Ontario

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Tom Thompson, Metro Parks and Recreation Department, 10th Floor, East Tower, City Hall,
Toronto, Ontario

Dick Watts, 57 Regal Road, Toronto, Ontario M4Y 1L3

John Wheatley, Policy Research Branch, Ministry of Natural Resources, Whitney Block, Queen's
Park, Toronto, Ontario

Jack Wright, Faculty of Physical Education and Recreation, University of Ottawa, Ottawa, Ontario

FIELD OFFICES
for Ministry of Culture and Recreation

NORTHEASTERN REGION

North Bay Office

222 McIntyre St. W.,

3rd Floor, Box 327,

North Bay, Ontario P1B 2Y8

Phone 705/474/3821

Nipissing, Parry Sound, Muskoka, Temiskaming

Sudbury Office

1760 Regent St. S.,

Sudbury, Ontario P3F 3Z8

Phone 705/522/1416

Sudbury, Cochrane, Manitoulin

Sault Ste. Marie Office

123 March St - Box 63,

Sault Ste. Marie, Ontario P6A 5L2

Phone 705/942/3751

Sault Ste. Marie, Algoma

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NORTHWESTERN REGION

Thunder Bay Office

435 James St. S

Box 5000,

Thunder Bay F, Ontario P7C 5G6

Phone 807/475/1255

Northern Isolated Communities, Thunder Bay and Southwest Rainy

River District, Thunder Bay and East, Highways 11 and 17

Dryden Office

8 King St.,

Dryden, Ontario P8N IB1

Phone 807/223/2271

Kenora, Southern Patricia

EASTERN REGION

Ottawa Office

Rideau Trust Bldg.,

1 Nicholas St., 11th Floor,

Room 1116,

Ottawa, Ontario KlN 7B7

Phone 613/232/1116

Prescott, Russell, Dundas, Stormont, Glengarry, Ottawa/

Carleton and Northern Grenville, Lariark, Renfrew

Kingston Office

1055 Princess St., Suite 204,

Kingston, Ontario K7L 5T3

Phone 613/542/7349,

542/7340

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Frontenac, Addington, Kingston and Islands, Leeds and South

Grenville

Belleville Office

14 Bridge St. W., Box 816,

Belleville, Ontario K8P 1117

Phone 613/968/3474 or 968/3475

Hastings and Prince Edward

WESTERN REGION

London Office

495 Richmond St., 5th Floor,

London, Ontario N6A 5A9

Phone 519/438/2947

Middlesex, Perth, Huron, Lambton, Kent, 0);ford, Elgin

Windsor Office

2090 Wyandotte St. E.,

Windsor, Ontario N84 JE6

Phone 519/254/1651

Essex

Hanover Office

374 Seventh Avenue,

Hanover, Ontario N4N 2H9

Phone 807/364/1626

Grey, Bruce

WEST CENTRAL REGION

Hamilton Office

1083 Barton St. E., 2nd Floor,

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Hamilton, Ontario L8L 3E2

Phone 416/549/2471

Municipalities of Hamilton-Wentworth, Niagara, Haldimand-Norfolk,

Halton, Counties of Wellington and Dufferin.

Waterloo Office

Waterloo Square, Suite 215,

Waterloo, Ontario N2J 1P2

Phone 886/3520

Municipality of Waterloo and County Brant

CENTRAL EAST REGION

Toronto Office

863 Bay St. 3rd Floor,

Toronto, Ontario M5S 1Z3

Phone 416/965/0283

Durham, Northumberland, Peterborough, Victoria, Haliburton,

York, North York, City of Toronto, Peel and Etobicoke, East

York, Scarborough

Barrie Office

70 Collier St., Box 910,

Barrie, Ontario L4M 4Y6

Phone 705/737/1311

York, Simcoe, Muskoka and Haliburton

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