| A synthesis of sociological research pertaining to social worlds, recreation specialization, and serious leisure resulted in the creation of a conceptual model of adult play groups. The model was used to explore the nature of adult participation within a distinct social world--contract bridge. A qualitative research study of bridge groups was conducted in order to analyze bridge clubs as units of social organization, and orientations among group members in terms of their bridge preferences, commitment to group activity, and relationships to other players. Research was conducted in two phases. First, the researcher became a participant in local bridge clubs. Second, in-depth interviews were conducted with bridge players. It was discovered that players within the bridge world use the terms "social" and "serious" as a frame of reference in differentiating themselves from others. The terms also provide players a basis for comparing their groups' ways of doing things relative to other bridge clubs. In both cases, bridge players define what constitute legitimate bridge activity and who are acceptable people with whom to play bridge. As a means of exploring the social versus serious dichotomy, two typologies were presented. First, a typology of bridge groups provides a basis for understanding differences between serious and social bridge clubs in terms of recruitment processes, primary group function, types of games played, social world linkages, management of club activity, stages during bridge encounter, topics of conversation, stakes, formation of partnerships, characteristics of club members, interpersonal relationships, and types of substitutes. Second, a typology of bridge players provided a basis for distinguishing social players (occasional players and regular social players) from serious players (regular duplicate players and tournament players) on the basis of extent of identification, meaning assigned to participation, frequency of play, game and setting preferences, orientation to competition and master points, experiential foci, orientation to skill development, relationship to other players, and relationship of bridge to work, family and other leisure pursuits. |
