Campus Recreation Departments Research Articles

Ole Miss student employment program delivers more than a job

When students become employed in the campus recreation department at the University of Mississippi, they sign on for much more than just a job. And that's thanks to Peter Tulchinsky, Ed.D., who launched the student employment professional competency program when he became Director of Campus Recreation at Ole Miss in September 2014.

Ole Miss student employment program delivers more than a job

When students become employed in the campus recreation department at the University of Mississippi, they sign on for much more than just a job. And that's thanks to Peter Tulchinsky, Ed.D., who launched the student employment professional competency program when he became Director of Campus Recreation at Ole Miss in September 2014.

Student employment program delivers more than just a job

When students become employed in the campus recreation department at the University of Mississippi, they sign on for much more than just a job. And that's thanks to Peter Tulchinsky, Ed.D., who launched the student employment professional competency program when he became Director of Campus Recreation at Ole Miss in September 2014.

Student employment program delivers more than just a job

When students become employed in the campus recreation department at the University of Mississippi, they sign on for much more than just a job. And that's thanks to Peter Tulchinsky, Ed.D., who launched the student employment professional competency program when he became Director of Campus Recreation at Ole Miss in September 2014.

Exploring Campus Recreation Employees’ Work Experience During the COVID-19 Pandemic

The global COVID-19 pandemic made vulnerable work environments, and campus recreation departments could not avoid its influence. Previous studies focused on strategies and policies for reopening campus recreation facilities and the impacts of recreation programs on students and participants during the pandemic. Relatively little research has explored employees’ perceptions about campus recreation departments’ challenges and solutions, and employees’ work experience during the pandemic has not been fully explored. This study explored employees’ work experience related to burnout during the pandemic through semi-structured interviews with campus recreation employees ( N = 10). The findings revealed stressors, including extra workload, and lack of interaction, and burnout symptoms, including exhaustion, and cynicism. The findings also revealed that employees utilized individual strategies to manage stressors, and the department made efforts to reduce employees’ stress. The findings of this study will provide campus recreation practitioners with a better understanding of employees’ experience related to burnout.

Transgender and Nonbinary College Student Inclusivity in Campus Recreation: Perceptions of North American Staff

In this study of North American campus recreation staff, we examined staff perceptions of transgender and nonbinary student inclusivity, and explored differences in perceived inclusivity based on institutional characteristics, policies, amenities, and staff characteristics. Staff were recruited to participate in an online survey that assessed: institutional characteristics, amenities, and policies; personal characteristics; and, their perception of their campus recreation facilities’ inclusivity of transgender and nonbinary students. Perceived inclusivity was greater at nonreligiously affiliated institutions, and at institutions that had antidiscrimination/antiharassment policies and/or all-gender locker/restrooms within the campus recreation department. Men and heterosexual staff reported greater perceived inclusivity than women and sexual minority staff. In summary, antidiscrimination and antiharassment policies and all-gender locker/rest rooms appear to contribute to creating the perception of a more inclusive campus recreation environment. Continued work on staff awareness/knowledge relating to inclusion of transgender and nonbinary students appears to be necessary, and application of policies that support inclusivity should be a priority.

An Exploratory Study of a Health and Wellness Intervention on STEM College Students During COVID-19

To address the growing health challenges faced by college students, campus recreation departments have evolved from a primary university intramural sport setting to organizations that have an increased emphasis on student recruitment, retention, and overall wellness. Among the strategies used to attract and engage students in campus recreation programs and services, health coaching shows some promise as a potentially effective intervention strategy. This study examined the efficacy of a university campus recreation health coaching program. Students from Science, Technology, Engineering and Math (STEM) disciplines (n = 34) were provided with individual, group, and virtual support to assist in developing effective strategies for academic success. Fitbit data measuring participants’ sleep and physical activity were collected along with self-reported measures of stress and perceived happiness and focus group qualitative data focused on participants’ perceptions of the program. Despite the COVID-19 pandemic forcing the program to adapt, findings suggest that health coaching may be an effective intervention strategy to help university students cope with the heightened anxiety and stress levels associated with campus life.

Policies and Practices for Equity: Perspectives of Campus Recreation Staff in North America

Given continued physical activity disparities among college students based on gender identity, race, and sexual orientation, it is important to identify policies and practices to support more equitable physical activity participation opportunities. This mixed-methods study examined perceptions of equity policies and practices among North American campus recreation staff (n = 254). Institution and staff characteristics along with department values, existence of written policies, and perceptions of current and potential equity policies/practices were collected via an online survey in November 2020. Quantitative data were analyzed with descriptive statistics and importance-performance analysis; qualitative data were analyzed using thematic analyses. Findings indicate an apparent disconnect between campus recreation departments’ stated values and written policies, and reveal gaps between perceived importance and performance of equity priorities. However, qualitative responses included many promising equity practices which could help facilitate physical activity participation for all students through creation of an inclusive, safe, and welcoming environment for diverse student populations.

Challenges Faced and Solutions Implemented in Response to the COVID-19 Pandemic among North American College Campus Recreation Staff

The COVID-19 pandemic has had a significant impact on the operation and availability of campus recreation services at North American colleges and universities. This study examined the challenges faced and solutions implemented by campus recreation departments as a result of the COVID-19 pandemic from the perspective of campus recreation staff from across North America. Institution and staff characteristics along with challenges and solutions were collected from 174 campus recreation department staff via an online survey in November 2020. Qualitative data were analyzed using thematic analyses. As a result of the pandemic, campus recreation departments have experienced challenges regarding finances, staffing, student engagement, and health and safety. To address these challenges, departments have limited facility access and capacity, reduced spending, adjusted staffing levels and responsibilities, transitioned to virtual or modified in-person programming, leveraged intrauniversity collaborations, and implemented new health and safety protocols. Solutions have the potential to help institutions meet the needs of students during the pandemic and beyond. Virtual programming and reservation systems may be especially useful post-pandemic, and lessons learned regarding multi-faceted COVID-19 policy enforcement could help advance compliance with other policies, such as harassment.

Are They Athletes? A Self-Assessment of Athletic Identity Measurement and Perceived Benefits of Collegiate Esports Participants

Collegiate esports is a rapidly growing entity that is managed differently across campuses, with oversight taking place in athletic departments, campus recreation departments, student affairs, and to a lesser degree, academic departments. Esports has the potential to support the recruitment and retention of students while supporting the academic mission of universities through co-curricular opportunities in a variety of subject areas. Despite the broad existence of peer-reviewed research debating the consideration of esports as a sport, limited research is available that asks esports participants if they view themselves as athletes. A total of 120 participants completed a survey instrument that included items from the Athletic Identity Measurement Scale-Plus and the Quality and Importance of Recreational Services instruments. From the collegiate esports players included in this research, we see a complex picture of student-athletes emerging.

Exploring Inclusion of College Students With IDD in Campus Recreation Through the Lens of Recreation Departments’ Organizational Level Stakeholders

Participation in recreation can produce health benefits for all college students and open pathways to inclusion for individuals with intellectual and/or developmental disabilities (IDD). Despite the growing number of college students with IDD on over 260 college campuses across the United States, there is a dearth of literature exploring their inclusion within campus recreation. This study examined how organizational culture of campus recreation departments and inclusive postsecondary education (IPSE) programs support and inhibit inclusion of college students with IDD. A constructivist qualitative case study design, which was instrumental and collective, was used with two universities in the Eastern Time Zone and one university in the Central Time Zone of the United States. A document review and individual interviews with administrative and frontline staff were conducted with each campus recreation department. An iterative and comparative process of analysis was utilized and included the use of poetic analysis. The results of this study revealed a critical need to assess and examine the inclusion of these students within campus life at large.

Rising to the Challenge of Our Rival: Promoting Rivalry at Sam Houston State University Through Campus Recreation

Rivalries are a powerful promotional tool that can help drive identification with a brand, attendance at sports events, and subsequent consumer spending. While rivalries often benefit the participating athletic departments directly, there are other peripheral benefits that institutions can take advantage of. For instance, campus recreation departments can use the rivalry to help boost participation and provide additional psychic income benefits. This case focuses on two NCAA Football Championship Subdivision rivals and the ways in which the branding of their annual football contest, the Battle of the Piney Woods, can be best leveraged by other programs in the university, namely campus recreation. A sample scenario of a relatively new recreational sports employee is provided along with promotional elements and background for the universities and the Battle of the Piney Woods event. The reader is challenged to devise strategies that can best tie the Battle of the Piney Woods rivalry to the promotion of recreational sports offerings. The goal of such an exercise is to have one examine how large inter-institutional rivalries can also benefit other sport organizations that are within the university but are not necessarily just in the athletic department.

The Implementation and Outcomes of Exercise Is Medicine on Campus

ABSTRACT Widespread implementation of Exercise Is Medicine® on Campus (EIM-OC) has the potential to address college student physical inactivity; however, limited research has comprehensively assessed how EIM-OC is operationalized at campuses. Purpose This study aimed to assess EIM-OC implementation and outcomes at various academic institutions. Methods A survey was developed in consultation with key EIM-OC stakeholders and administered online among EIM-OC representatives. Data collected included institutional information; promotion, education, and healthcare system integration; partnerships; challenges; and goals. Descriptive statistics were used to explore institution characteristics and other variables. Thematic analysis was conducted to identify the dominant themes and subthemes in qualitative data collected from open-ended questions. Results Forty-one responses were received from a diverse group of academic institutions ranging in size (<10,000 to >50,000 students) and type (public and private). Campus recreation departments, campus health providers, and student organizations/clubs emerged as the most important partners. Student involvement was critical to the success of many EIM-OC programs, with students involved in a range of roles from promotion (n = 20), leadership/organization/planning (n = 18), education (n = 16), implementation (n = 14), and data collection (n = 10). Implementing the physical activity vital sign emerged as a common challenge, with many institutions having no protocol in place for arranging a follow-up between students and physical fitness professionals after referral acceptances, and no protocol existing for referral declinations. Finally, social media was underused, with no social media platforms used by over a third of programs. Conclusion EIM-OC programs at various institutions experienced similar challenges. This research will serve to inform and improve on the implementation and outcomes of EIM-OC programs and ultimately contribute to helping academic institutions increase the physical activity of students and their local communities.

Differences in Employee Perceptions of Entry-Level Competencies of NIRSA Campus Recreation Professionals

Core competencies are defined as skills, knowledge, and abilities that an employee needs to be successful in a job. There has been research examining competencies in a variety of professional recreation settings, including campus recreation. Research in campus recreation has confirmed the understanding of the NIRSA Core Competencies: program delivery; philosophy and theory; personal and professional qualities; legal liabilities and risk management; human resources management; facility planning, management, and design; business management; and research and evaluation. The purpose of this study was to examine competencies of entry-level employees in campus recreation departments. More specifically, this study investigated differences in perceptions of entry-level competencies between entry-level employees, mid-level, and upper-level employees in campus recreation departments. There were 466 campus recreation professionals that participated in the survey research and analysis of variance (ANOVA) tests indicated that entry-level employees assign greater importance to specific competencies than employees higher up in the organization.

“It Made Me Want to be that Spark”: A Case Study of the Experiences of College Student Group Exercise Instructors

While recent research has focused on leadership and development in collegiate club and intramural sports participants, many of the findings and suggestions may be deemed applicable to student roles within college fitness and group exercise programs. The purpose of this exploratory case study was to learn about the leadership experiences, motivations, benefits, and perceived limitations to group fitness instruction for students at a small, private, Mid-Atlantic university, and to discover potential influences of these experiences on the overall collegiate experience. The researcher was interested in insights of both current and recently graduated students who serve as group fitness instructors at their college. The researcher interviewed eight participants from one institution selected through convenience sampling. While this study used a small sample from one institution, interviewee responses were consistent, relevant, and may be expanded upon in future research. Participants reported that they improved leadership skills, public speaking, conflict resolution, and developed a campus identity as a result of teaching group exercise. The majority of the participants had not considered the benefits of their experiences in terms of professional development, and relationship building before their participation in the study. These findings demonstrate that campus recreation departments need to provide evidence to students and university administration that their programs not only provide enjoyment and health benefits for participants, but also a litany of “soft skills” and professional experiences that employers will look for after graduation.

Institutional Type and Campus Recreation Department Staff as a Mediating Factor for Diversity/Multicultural Training

The main purpose of this study was to identify what factors restrict campus recreation departments from performing diversity/multicultural training. This study addressed the lack of research on diversity/multicultural training programs within campus recreation departments and examined the relationship between type of institution, department size, and the number and types of diversity/multicultural training programs offered in an academic year. Of the 210 campus recreation departments surveyed, 52% indicated they did not have enough time to give the necessary attention to diversity/multicultural training and any related strategies and initiatives. Of the 108 institutions that offer diversity/multicultural training, limited staff (47%), limited expertise/knowledge (46%), and other constraints (41%) hindered their ability to carry out effective diversity/multicultural training. By identifying diversity/multicultural training as a priority, campus recreation administrators could focus on what they are capable of providing given their department's staff, resources, budget, and knowledge of diversity/multicultural training programs.

Sustainable facility development: perceived benefits and challenges

Purpose The purpose of this paper is to assess the perceived benefits and challenges of implementing sustainable initiatives in collegiate recreational sports facilities. Additionally, this paper intends to contribute to the evolving field of facility sustainability in higher education. Design/methodology/approach The design included qualitative research methods that allowed respondents to elaborate on perceived benefits and challenges. Respondents consisted of directors of campus recreation departments at National Intramural-Recreational Sports Association member institutions. Content analysis served as the method for analyzing and categorizing the data. Findings Six categories of perceived benefits became distinguishable, including Educational, Environmental, Ethical, Fiscal and Operational. Eight categories of perceived challenges emerged after responses were analyzed, including Administrative, Attitudinal, Commitment, Educational, Facility, and Fiscal. The majority of respondents indicated Fiscal demands as being the top challenge when it comes to implementing sustainable initiatives. Common themes arose from the responses and were sorted within their respective category. Originality/value This paper contributes to the evolving field of sustainability by providing some data regarding recreational sports facilities in higher education. Administrators, particularly those in Student Affairs, Facilities Management and Campus Recreation can benefit from this paper by assessing their respective institution’s current view of sustainability and by proactively determining a strategy to combat the potential challenges identified. Additionally, identifying perceived benefits can help equip facility directors and executives with justification and rationale for moving toward sustainable facility design and operation.

Developing Learning Outcomes for a Collaborative Event: Highlighting a Recreational Soccer Tournament Designed to Connect International and Domestic Students

The purpose of this study was to exhibit best practices in a collaborative program between a campus recreation department and center for global engagement while demonstrating appropriate learning outcomes. The learning domains that were assessed in this program were intrapersonal development, interpersonal competence, humanitarianism and civic engagement, and practical competence. The program reviewed was a philanthropic recreational soccer tournament designed to specifically offer international and domestic students an opportunity to play recreational sports together while providing learning opportunities for all participants. Participants placed a higher value on participating in a charitable event and participating for health and wellness over seeking involvement with different types of people. Descriptive statistics were analyzed using SPSS and mean scores and standard deviations were reported from the respondent data gathered.

Examining Diversity/Multicultural Training among Campus Recreation Departments

Colleges and universities are facing the challenge of providing an environment of acceptance. As a cocurricular activity within higher education, campus recreation programs are expected to provide opportunities for students to become aware and appreciative of cultures or individuals different from themselves. The main purpose of this study was to address the lack of research on diversity/multicultural training programs within campus recreation departments. In this study, we explored the diversity/multicultural training that was offered, the benefits of this training, and the growing need for these programs within campus recreation departments. Of the 105 campus recreation departments surveyed, 93% indicated they agree or strongly agree that campus recreation leadership is fully committed to the long-term success of diversity/multicultural awareness strategies and initiatives. However, only 44% stated they currently provide or implement diversity/multicultural training. Diversity/multicultural training may be a necessary component to impart personal knowledge and training to its employees to effectively achieve diversity goals.

Examining Diversity/Multicultural Training Among Campus Recreation Departments

Colleges and universities are facing the challenge of providing an environment of acceptance. As a cocurricular activity within higher education, campus recreation programs are expected to provide opportunities for students to become aware and appreciative of cultures or individuals different from themselves. The main purpose of this study was to address the lack of research on diversity/multicultural training programs within campus recreation departments. In this study, we explored the diversity/multicultural training that was offered, the benefits of this training, and the growing need for these programs within campus recreation departments. Of the 105 campus recreation departments surveyed, 93% indicated they agree or strongly agree that campus recreation leadership is fully committed to the long-term success of diversity/multicultural awareness strategies and initiatives. However, only 44% stated they currently provide or implement diversity/multicultural training. Diversity/multicultural training may be a necessary component to impart personal knowledge and training to its employees to effectively achieve diversity goals.