A Journal Feature – “Financing Recreational Sports Programs”

1988 ◽  
Vol 13 (1) ◽  
pp. 14-14
Author(s):  
Michael J. Stevenson
Keyword(s):  
Recreational Sports ◽  
Sports Programs

Inclusion of Students with Disabilities in Campus Recreational Sports Programs

1996 ◽  
Vol 20 (2) ◽  
pp. 34-37
Author(s):  
Frederick P. Green ◽  
Valerie De Coux
Keyword(s):  
Students With Disabilities ◽  
Recreational Sports ◽  
Sports Programs

Readability of Waiver of Liability Forms Used in Collegiate Intramural and Recreational Sports Programs

2003 ◽  
Vol 27 (2) ◽  
pp. 37-46 ◽  
Author(s):  
Benjamin J. White ◽  
Bradley J. Cardinal
Keyword(s):  
Grade Level ◽  
Ninth Grade ◽  
Reading Level ◽  
Recreational Sports ◽  
Intended Audience ◽  
Moderating Variables ◽  
Grade Levels ◽  
Sports Programs ◽  
Micro Power ◽  
Grade Reading Level

Waiver of liability forms should be written at a reading level consistent with that of the intended audience. On average, students read three grade levels below the last grade they completed in school. Therefore, waivers should be written no higher then the ninth-grade level. The main goal of this study was to assess the reading level of intramural and recreational sport waiver of liability forms, compared to the ninth-grade level. Nine NIRSA member schools and nine non-NIRSA member schools were randomly selected from each of NIRSA's six regions. Readability was assessed using the Readability Calculation software (Micro Power & Light, Dallas, TX) for MacIntosh. A one-sample t-test was performed to compare the forms to the ninth-grade reading level. Forms were written significantly higher than the ninth-grade level (t[26]=14.53, p<.0001). An analysis of variance was performed to assess possible moderating variables. No significant differences were found. Font size was also measured, and forms were found to have been written at a significantly higher level then the recommended 12-point font (t[28]=-2.88, p<.01). This study brings into question the efficacy of waiver of liability forms used in many collegiate/university intramural and recreational sports programs.

The Contribution of Campus Recreational Sports Participation to Perceived Sense of Campus Community

2011 ◽  
Vol 35 (1) ◽  
pp. 24-34 ◽  
Author(s):  
Daniel J. Elkins ◽  
Scott A. Forrester ◽  
Amelia V. Noël-Elkins
Keyword(s):  
Sense Of Community ◽  
Sports Participation ◽  
Recreational Sports ◽  
Campus Community ◽  
Community Based ◽  
Dean Of Students ◽  
Social Lives ◽  
Sports Programs ◽  
On Line ◽  
Residential Experience

Out-of-class involvement provides students with opportunities for rich social lives which, according to Cheng (2004), are closely associated with sense of campus community. Based on Astin's (1984) Theory of Involvement, and Boyer's (1990) principles of community, the purpose of this study was to examine the degree to which involvement in campus recreational sports programs is associated with students' perceived sense of campus community. Three hundred and thirty respondents completed an on-line questionnaire which consisted of demographics and questions related to their out-of-class involvement in 14 areas as identified by the institutions' Dean of Students Office, and a 25-item sense of community scale developed by Cheng (2004). Exploratory factor analysis (EFA) was conducted to examine the underlying factor structure of the sense of community scale. The six factors extracted from the EFA served as independent variables in a multiple regression analysis used to predict student perceived sense of campus community using a sample of 125 participants in campus recreational sports. In addition, participation levels in campus recreational sports were used to measure differences in perceived sense of campus community based on involvement using a multivariate analysis of variance (MANOVA). Results suggest participation in campus recreational sports significantly predicted a sense of community within the diversity and acceptance factor. In addition, students who participated in campus recreational sports perceived a greater sense of campus community based on the residential experience factor when compared with those students who did not participate.

The Intramural Program: A Comprehensive Analysis

1999 ◽  
Vol 23 (2) ◽  
pp. 32-38
Author(s):  
Anne Farrell ◽  
Sharon Thompson
Keyword(s):  
Physical Activity ◽  
Higher Education ◽  
Community College ◽  
Secondary Level ◽  
Comprehensive Analysis ◽  
School Staff ◽  
Recreational Sports ◽  
Intramural Sports ◽  
Sports Programs ◽  
University Level

While the majority of the members of the National Intramural-Recreational Sports Association work at the community college, college or university level of higher education, there exists at the elementary and secondary level of higher education an untapped area of recreational sports development. Why intramural sports remains at this relatively low level of participation and resource allocation is more than likely the result of a combination of factors. This article examines the components and benefits of a properly organized, funded and supported intramural sports program. Intramural sports programs at the elementary/secondary levels need three basic components in order to be successful: (1) Student involvement; (2) Assistance from the school staff; and (3) Cooperative efforts from the school district. The effective and efficient intramural sports program results in the development of character and leadership among the participating students and leads to a commitment to a lifetime of physical activity.

Participation Patterns in Campus Recreational Sports: An Examination of Quality of Student Effort from 1983 to 1998

2002 ◽  
Vol 26 (1) ◽  
pp. 41-53 ◽  
Author(s):  
Robert J. Barcelona ◽  
Craig M. Ross
Keyword(s):  
Student Involvement ◽  
Student Experiences ◽  
Recreational Sports ◽  
Place Of Residence ◽  
Student Effort ◽  
Sports Involvement ◽  
Significant Difference ◽  
Sports Programs ◽  
Using Data ◽  
Almost All

The 1980s and 1990s saw tremendous growth in campus recreational sports programs. The emergence of these programs as significant contributors to the higher education mission has led practitioners to recognize the importance of increased student involvement in this area of campus life. One of the issues facing campus recreational sports is a lack of theoretical and empirical research in almost all facets of the field. This study examined participation patterns in recreational sports programs and facilities at 314 colleges and universities (n=4000) in four groups of years: 1983–1986, 1987–1990, 1991–1994, and 1995–1998 using data derived from the College Student Experiences Questionnaire (CSEQ) and the Center for Postsecondary Research and Planning at Indiana University, Bloomington. The results of the study revealed the following: (a) there was no significant difference in student involvement for the recreational sports programs and facilities variables under investigation; (b) significant differences were found for all areas of recreational sports involvement under investigation regarding participants' gender, age, and place of residence, with males, students under the age of 22, and on-campus students reporting higher rates of recreational sports involvement than females, students over the age of 22, and off-campus students (p<.001); (c) there were no significant year-by-gender, year-by-age, or year-by place-of-residence interaction effects; d) where significant main effect differences were found, effect sizes (η2 partial) were fairly low.

Assessment and the Recreational Sports Program

2009 ◽  
Vol 33 (1) ◽  
pp. 2-11 ◽  
Author(s):  
John M. Cissik
Keyword(s):  
Best Practices ◽  
Learning Outcomes ◽  
Recreational Sports ◽  
Sports Programs

The focus on learning outcomes has made assessment challenging to recreational sports programs. By providing some context for the assessment movement, providing common terms, reviewing best practices in terms of learning outcomes, and overcoming institutional inertia, one can overcome some of these challenges.

Leisure Motivation of Participants and Nonparticipants in Campus Recreational Sports Programs

2004 ◽  
Vol 28 (1) ◽  
pp. 65-77 ◽  
Author(s):  
Brent A. Beggs ◽  
James E. Stitt ◽  
Daniel J. Elkins
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Leisure Activities ◽  
Recreational Sports ◽  
Leisure Participation ◽  
Leisure Motivation ◽  
Sports Programs ◽  
Motivation Scale

The factors that motivate college students to participate in leisure activities play a key role in better understanding participation patterns in campus recreational sports. This study utilized the Leisure Motivation Scale developed by Beard and Ragheb (1983) to determine factors that motivated college students' leisure choices. The purpose of this study was to examine motivational differences in students who participated regularly in campus recreational sports and students who did not regularly participate in campus recreational sports. The sample consisted of 631 students from two universities. The results indicated that students who did not participate regularly in campus recreational sports were seeking rewards from their leisure such as rest, escape and solitude, as well as the opportunity to use their imagination and learn. Students who regularly participated in campus recreational sports revealed that they were motivated to participate because of physical activity, challenge, and competition. In addition, differences in gender and overall motivation for leisure participation were examined.

Addressing the Recreational Sports Needs of Students with Physical Disabilities

2000 ◽  
Vol 24 (1) ◽  
pp. 67-76
Author(s):  
Jan S. Hodges
Keyword(s):  
Nontraditional Students ◽  
Students With Disabilities ◽  
Physical Disabilities ◽  
Sports Participation ◽  
Traditional Students ◽  
College Campus ◽  
Recreational Sports ◽  
Sports Programs ◽  
Perceived Acceptance ◽  
Depth Interviews

Recreational sports programs have historically been planned to meet the needs of traditional-aged students, residing on or near campus. Recent research has indicated that nontraditional students utilize campus programs differently than do traditional students. Little research has been done, however, concerning the needs of students with disabilities. As the number of these students on the college campus continues to increase, recreational sports personnel will come under increasing pressure to meet their needs. Through in-depth interviews, sixteen students with disabilities shared their perceptions of what influenced their campus recreational sports participation. Because only a few students have ever participated in a campus sponsored recreation program, much of the interview focus was on constraints. Three major themes emerged from the data: interest and awareness; perceived acceptance by peers; and opportunity. These themes are discussed and implications for future recreational sports planning identified.

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