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A Case Study of Skateparks in Prince George, BC

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A Case Study of Skateparks in Prince George, BC Exploring the Role of Skateparks as Places for Young People: a case study of skateparks in Prince George, B.C. by Sanya Hung A Thesis presented to The University of Guelph In partial fulfilment of requirements for the degree of Master of Landscape Architecture Guelph, Ontario, Canada © Sanya Hung, August, 2018 ABSTRACT EXPLORING THE ROLE OF SKATEPARKS AS PLACES FOR YOUNG PEOPLE: A CASE STUDY OF SKATEPARKS IN PRINCE GEORGE, B.C Sanya Hung Co-Advisors: University of Guelph, 2018 Sean Kelly, Cecelia Paine Although some people suggest that skateparks enable undesirable behaviour and increase crime, others argue that skateparks provide much needed public places. The aim of this study is to explore how skateparks may address the needs of young people in Prince George, B.C. Semi-structured interviews were conducted with key informants involved in the planning, design and implementation of two skateparks in Prince George, B.C. Data on user experience and the role of each skatepark was collected through secondary data analysis. Results revealed that skateparks are in-demand facilities that may provide places for young people to use legitimately, where individuality, acceptance and creativity are welcomed; where young people meet and socialize with others and engage in unstructured, accessible, low-cost recreation and physical activity and stress release. Engagement and strong partnership between adolescents, community members, skatepark designers, and municipalities in the early planning stages may be associated with higher levels of community satisfaction. Keywords: skateparks, skateboarding, exclusion, public space, places for young people iii DEDICATION For the skaters, the riders, the movers, the artists, the creators, the brave ones, the shy ones, the forgotten ones, and young people everywhere. “two hundred years of American technology has unwittingly created a massive cement playground of unlimited potential, but it was the minds of 11-year old’s that could see that potential” Craig Steyck, 1975 To Jack Rosevear, for leaving us a legacy of trailblazing, storytelling and a love of life and snow. iv ACKNOWLEDGEMENTS I would like to thank Professor Cecelia Paine for your unfailing support, encouragement, wisdom and leadership. It is an honour to be your last advisee. To Professor Sean Kelly, thank you for stepping in as Co-Advisor, and for your insight on skateparks and mentorship throughout my years in the MLA program. To Professor Martin Holland, thank you for serving as my Committee Member and for offering future direction for my research. Thank you to Professor Larry Harder for chairing my defense, for encouraging us to pursue excellence, and for fascinating discussions both in and out of class. Diana Foolen, I am so grateful for all your program assistance over the years, especially while in B.C. To all the participants in this research, thank you. My research would not exist without you. To Pat Bennett, thank you for the chats on design and life in general. You are an exemplary leader and educator. A tremendous thank you to my ever-supportive family, and friends near and far: Jason, Mum and Dad, Candice, Greg, Sally, ABC, Gail and Dan. Sheralyn, Anna C., Anna K., DPR, Phaedra, Heather, Nick, Aislin, Alice: for the chats, late nights and all-nighters, texts, cheerleading, debates, celebrations, moves, technical trouble- shooting, stress rescues and camaraderie. My longtime friends Parveen, ‘the girls’: Sara, Claire, Alysha, Jess, Emily, Ellen S. and Ellen and Nick A., Michelle L., A-L, Ben and family and Jen Rowe. To my classmates and the faculty in the MLA program, thank you for sharing your talent and enthusiasm for landscape architecture with me. v List of Tables KWAC – Key Words and Concepts Table 1: KWAC Associated with Need and Demand for Skateparks ........................................ 38 Table 2: Codes Associated with Inclusion ....................................................................................... 40 Table 3: Types of Inclusion and Sources ........................................................................................ 40 Table 4: Codes Associated with Developmental Skills................................................................... 44 Table 5: Codes Associated with Social Affordances and Positive Elements ............................... 45 Table 6: Codes Associated with Accessibility ................................................................................. 46 Table 7: Codes Associated with Health and Wellness ................................................................... 48 Table 8: Key Informant Codes and Associated Professions/Backgrounds .................................. 53 Table 9: Financially Accessible Concepts and Key Words ............................................................ 54 Table 10: KWAC Associated with Accessibility to Transit and Spatially Accessible ................... 57 Table 11: KWAC Associated Age Inclusion .................................................................................... 60 Table 12: KWAC Associated with Social Inclusion ......................................................................... 61 Table 13: KWAC Associated with Social, Community and Positive .............................................. 63 Table 14: KWAC Associated with Young People Involvement and Engagement ........................ 67 Table 15: Legitimate Places for Young People ............................................................................... 69 Table 16: KWAC Associated with Destination and Valued Place ................................................. 72 Table 17: KWAC Associated with Multiple Use .............................................................................. 73 Table 18: KWAC Associated with Alternative to Traditional Sport ................................................ 75 Table 19: KWAC for Individual, Independent and Informal ............................................................ 76 Table 20: KWAC Associated with Unstructured and Flexibility ..................................................... 77 Table 21: KWAC Associated with Skill Development and Pro-Social Behaviour ........................ 78 Table 22: KWAC Associated with Physical Health ......................................................................... 80 Table 23: KWAC Associated with Adaptability............................................................................81 Table 24: KWAC Associated with Community Involvement and Partnership .............................. 82 Table 25: KWAC Associated with Partnership and Engagement with Young People ................. 85 Table 26: KWAC Associated with Community Leaders ................................................................. 87 Table 27: KWAC Associated with Well-Attended and Inclusive .................................................... 89 Table 28: KWAC Associated with Meet and Express Concerns ................................................... 90 vi List of Figures Figure 1: Thesis Outline Flowchart 6 Figure 2: Conceptual diagram of variables that precede or are a result of participation in leisure contexts and activities focusing on skateparks and skateboarding (Bradley 2011) 16 Figure 3: Needs of Young People in Relationship to Physical Environment (Literature version) 23 Figure 4: Rotary Skatepark 31 Figure 5: Darren Fitzpatrick Bravery Skatepark 31 Figure 6: Expanded Methodology Flowchart 32 Figure 7: Petition for Skatepark in College Heights 49 Figure 8: Needs of Young People (Discussion version) ….116 vii DEFINITIONS young people, youth- people between the transition between childhood up until adulthood (UN) Adolescence – stage of life between ages 10-19 (WHO) DBFSP – Darren Fitzpatrick Bravery Skatepark Bravery Fitzpatrick Skatepark KWIC – key words in context SP – skatepark viii TABLE OF CONTENTS ABSTRACT ii DEDICATION iii ACKNOWLEDGEMENTS iv TABLES v FIGURES ................................................................................................................................... vi DEFINITIONS vii CHAPTER 1 | INTRODUCTION 1 1.1 Thesis Outline 7 CHAPTER 2 | LITERATURE REVIEW 1 2.1 Purpose of the Literature Review ......................................................................................... 4 2.2 Places for Young People: Skateparks .................................................................................. 4 2.2.1 A Brief History ........................................................................................................ 4 2.2.2 Popularity of Skateparks and Skateboarding ......................................................... 5 2.2.3 Aspects of Skateboarding ...................................................................................... 7 2.2.4 Culture ................................................................................................................... 7 2.2.5 Challenges with Skateparks ................................................................................... 9 2.3 Background Context to Study 11 2.3.1 Adolescence as a Stage of Life ...................................................................................11 2.3.2 Adolescence and Leisure .............................................................................................11 2.3.3 Adolescents and the Physical Environment ...............................................................14 2.3.4 Places to Support Adolescent Leisure ........................................................................14 2.3.5 Health of Young People in
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