Campus Recreation Programs Research Articles

Impact of a Peer-Led Campus Recreation Program to Improve Student Wellbeing: Exploring Participation Outcomes of the Fitness Buddies Program

Impact of a Peer-Led Campus Recreation Program to Improve Student Wellbeing: Exploring Participation Outcomes of the Fitness Buddies Program

Initial Development and Validation of the Campus Recreation Constraints and Negotiations Questionnaire

Despite the known benefits of campus recreation participation, many students do not engage with the programs and services offered on college campuses. College students report factors that constrain leisure time physical activity within the context of campus recreation. Examining the constraints and negotiation strategies of college students specific to the use of campus recreation facilities and programs is understudied and lacks validated instruments. The purpose of this study was to develop and report initial validity and reliability of the Campus Recreation Constraints and Negotiation Questionnaire. Exploratory factor analysis and confirmatory factor analysis were used to evaluate two independent scales. Psychometric properties including construct validity, internal structure, and reliability are reported from two different samples of college students. Practical implications for campus recreation programming and marketing efforts are discussed.

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.

An Examination of DRAMMA Model Outcomes for Campus Recreation Users

Institutions of higher education are encountering increases in the number of students with mental health issues. As administrators look for ways to promote positive mental health, exploring the role leisure has in the well-being of college students is warranted. This study used the DRAMMA model to better understand the connection of leisure and subjective well-being via the psychological pathways of detachment-recovery, affiliation, meaning, mastery, and autonomy through leisure satisfaction of campus recreation users. Findings suggest campus recreation programs should focus on providing satisfying leisure and recreation experiences that provide meaning, affiliation, and detachment-recovery to students as a potential means to influence subjective well-being.

Exploring Outdoor Recreation Activities as a Facilitator for College Student Diversity Experiences

Racial intolerance and violence in the United States, and on college campuses specifically, has created a dire need for universities to bridge gaps between students of diverse backgrounds and beliefs. Campus recreation programs offer promising environments for students from diverse identities to engage with each other and learn about peers, while increasing their openness to diversity. Despite this potential, little is known about how students engage with diversity in recreation contexts. This phenomenological study uncovered the experiences of students attending diversity-focused outdoor adventure trips and examined the facets of this recreation environment that contributed to engagement with diverse peers. Campus recreation administrators can use these findings to consider parallel experiences throughout recreation programs that can bring students from diverse backgrounds together.

Impact of an LGBTQ Campus Recreation Student Employee Training Initiative on Professional Competencies

Campus recreational sport programs strive to create an environment that is accessible to diverse participants, including LGBTQ population groups. While improvement has been made in promoting resources and workgroups related to diversity management practices, little empirical evidence exists as it relates to the efficacy of diversity trainings for recreational sport employees. This study analyzed the impact of a diversity training program geared toward the development of affirming recreational sport practices for LGBTQ populations and exploring the professional competencies related to LGBTQ inclusion that are practiced within in a collegiate recreational sport setting. Results indicated that the targeted training initiative was effective in statistically improving employee confidence as it relates to LGBTQ professional competencies ( p < .000), while nonattendance at the training showed no statistically significant differences in such competencies. This study serves as a starting point for investigating the impact of LGBTQ-specific diversity training programs on recreational sport staff members.

Recreate and Retain: How Entrance Into a Campus Recreation Facility Impacts Retention

This study explored the rates of retention among students who entered a campus recreation facility. The purpose of the study was to determine the statistical significance of the rates of retention within several commonly studied demographic categories. Recent research in the field reported that student participation in campus recreation programs contributes to student retention. The researchers in this study also sought to determine whether there was a significant impact on campus recreation participants to return not only to the campus recreation center but to the university during the following fall term. Data were collected during a specific spring and subsequent fall semester to determine whether those who entered the recreation center during the spring enrolled in the fall term. Student entries were initially categorized by the number of visits 1–30, 31–60, 61–90, and 91–120 and were compared to students who did not enter. A χ2 analysis was conducted to compare the data collected from spring to fall terms and the results were separated by gender and overall participation. This suggests a positive relationship between entry into the recreation center and student retention from the spring to fall terms.

Inclusivity of collegiate campus recreation programs in region VI of NIRSA: a content analysis of websites

To improve the living conditions of and provide more rights and protections for individuals with disabilities, the Americans with Disabilities Act (ADA) was signed into law in 1990. Collegiate campus recreation programs are supported by student fees and/or tuition, they are a component of the educational enterprise, and they provide students a variety of benefits. As such, they should be available to all students, including those with disabilities. This study’s purpose was to determine the inclusivity and accessibility of collegiate campus recreation programs for students with disabilities, specifically in terms of representativeness on program websites within Region VI of the National Intramural-Recreational Sports Association. Twenty-four universities from Alaska, Arizona, Hawaii, Idaho, Montana, Nevada, Northern California, Oregon, Southern California, Utah, and Washington were included. Each university’s campus recreation website was reviewed for inclusive terminology, inclusive images, and inclusivity statements. Two universities accounted for 39.48% of the total number of terms used. The largest majority used only one disability-related term on their website, half used a total of eight or fewer terms, and one university used outdated terminology. Fourteen (58.33%) of the universities included no pictures of people with disabilities or adaptive equipment on their website. Only six (25%) had a collegiate campus recreation program-specific statement at their website. On the 30th anniversary of the ADA, the majority of collegiate campus recreation programs assessed in this study had only minimal information for and representation and visibility of students with disabilities at their websites. Several recommendations are advanced to improve upon this.

Exploring the Moderating Effect of Campus Recreation Participation on the Relationship Between Education Satisfaction and Self-Esteem

Abstract Introduction. Campus recreation programs play a key role in students’ academic success and personal development. The main purpose of this exploratory study was to explore the moderating effect of campus recreation participation on the relationship between education satisfaction and self-esteem. Material and methods. In this research, which adopted positivist paradigm, a quantitative method was used. The suitability of the measurement model was tested with confirmatory factor analysis, and hierarchical regression analysis was used in testing the moderator effect. The research data were obtained from 454 tourism students through the questionnaire form. Results. In the findings of the study, the evidence of the moderator role of campus recreation participation was determined in the relation between education satisfaction and self-esteem. It was concluded that the level of relationship between students’ education satisfaction and self-esteem differs according to whether they participate in campus recreation activities or not. Conclusion. The research findings revealed that participating in campus recreation activities increases students’ self-esteem and protects self-esteem in the event of education dissatisfaction. The present findings reveal that campus recreation participation should be given importance both in terms of student engagement, retention and personal development of students.

Act-Belong-Commit Framework For A Mentally Healthy College Campus: Campus Recreation And Exercise Science Partnership

A growing concern for universities is the state of mental health with a clear need for positive mental health campaigns and strategies to shift the culture surrounding mental well-being. Our campus has adopted a holistic framework, Act-Belong-Commit, to improve mental health through positive intentional engagement in activities. PURPOSE: The purpose of this study was to examine the mental health climate and well-being of current students on a primarily residential collegiate campus before the implementation of Act-Belong-Commit campaign. METHODS: 176 students (21.2±2.5yrs; 162 female, 19 male, 2 gender non-binary) participated in the campus-wide survey. There was equal representation of the students across years in school with little ethnic/racial diversity: (Caucasian=93%; African American=2%; Hispanic/Latinx=3%; Asian=2%) and some diversity in sexual orientation (heterosexual=87%; homosexual=2%; bisexual=8%, or other=2%). Measures included: Satisfaction With Life (SWL), Multidimensional Scale of Perceived Social Support (MSPSS), Self-Stigma of Seeking Help Scale (SSSHS), Depression Anxiety Stress Scale (DASS), Resilience and the Meaning of Life Questionnaire (MLQ). A small subset (n=55) completed an ABC self-assessment. RESULTS: Social Support was significantly correlated (p<0.05) with many positive mental health outcomes: SWL (r=.62); Resilience (r=.39); Meaning of Life (r=.34); Depression Subscale (r=-.56); Anxiety Subscale (r=-.34); Stress (r= -0.35). High perceived social support and positive mental health were also seen in people high on ACT (Social Support r=.32; resilience r=.37, depression r=-.32, anxiety r=-.26, and stress r=-.36) and BELONG (SWL r=.35, resilience r=.39, depression r=-.29, stress r=-.28). CONCLUSION: Social support and a sense of belonging was integrally tied to measures of positive mental health and improved satisfaction with life measures. Belonging comes from being engaged in an active life with people and activities that bring meaning and purpose. Campus recreation and exercise science programs will lead the implementation of the ABC campaign, promoting physical activity, mindfulness/mediation, and play as activities to engage in a various levels as part of this positive mental health campaign.

Investigating the Relationship Between Perceived Stress and Leisure Coping Strategies among University Students: Eskişehir Technical University Case

The problems university students face during their education life often lead to undesirable situations as stress resources. Thus, various methods, techniques and strategies are employed in order to avoid negative effects of stress in their lives. Leisure is one of the effective methods in coping with stress, and leisure coping strategies are &amp;ldquo;leisure companionship&amp;rdquo;, &amp;ldquo;leisure palliative coping&amp;rdquo; and &amp;ldquo;leisure mood enhancement&amp;rdquo;. However, there are few studies in the literature focusing on the relationship between these strategies and perceived stress. Exploring this relationship is believed to provide valuable insights for university administrations so that they might offer effective recreation programs for their students. Therefore, this study aims to examine the relationship between perceived stress and leisure coping strategies. In addition, it examines whether there is a difference in perceived stress and strategies according to time spent for leisure activities and type of leisure participation. The participants of the study are 338 students, who were determined by using convenience sampling method. The data were collected through a survey that consists of three parts. The first part includes Perceived Stress Scale (PSS), the second one Leisure Coping Strategies Scale (LCSS) and the third one demographic questions about the participants. The data were analyzed by using Pearson Moment-Product correlation, t-test and ANOVA analyses. According to the findings, there is a negative significant relationship between perceived stress level, leisure coping strategies and its subdimensions. The study also found that perceived stress level of the participants who prefer passive participation in leisure activities is significantly different from that of those who prefer active participation. Similarly, the participants who prefer passive participation in leisure activities is significantly different from those who prefer active participation in terms of leisure coping strategies. In conclusion, the study contributes to the literature with these valuable findings and provides important insights for university campus recreation programs and services.

The Undeniable Role That Campus Recreation Programs Can Play in Increasing Indigenous Student Engagement and Retention

Leaders at Canadian universities seek to attract and graduate more Indigenous students as part of their institutions’ strategic plans. Admissions and student retention data suggest that while progress is being made, a gap remains between Indigenous and non-Indigenous students and especially in the student retention area. Research has proven that student engagement plays a large role in facilitating academic progression and student retention in our institutions of higher learning. Throughout time, many students point to their experience as campus recreation program participants and/or leaders as their most important source of engagement. Some have suggested that campus recreation programs could play a larger and more effective role in engaging Indigenous students and heightening their retention rates. In this conceptual article, the authors analyze the student engagement and retention literature bases relative to Indigenous students. They also highlight the role that campus recreation programs can play in heightening Indigenous student engagement and retention and offer professionals 12 recommendations to help advance this strategic priority.

The Assessment of Transferable Skills in a Campus Recreation Program: An Exploratory Case Study on how Professionals Teach and how Student Employees Learn

Recently, two leading organizations on student experiences in colleges and universities (i.e., NACA and NIRSA) issued a call for increased scholarship in the area of transferable work skills (identified by NACE) in student employees within campus recreation programs. An exploratory case study was conducted to provide insight into what student employees learn and what campus recreation staff teach (in regards to these transferable skills) at a campus recreation program at a midsized regional university in the southwestern United States. Data were collected via a survey of both student employees and professional staff concerning the opportunities to learn these skills. Focus groups were also conducted. The results demonstrate that student workers learn through doing. Aquatics was one key area identified where staff clearly teach and student employees must learn transferable skills. The results suggest that student employees need to be provided with opportunities to critically reflect on skills gained.

The Relevance of Campus Outdoor Recreation Programs to Higher Education: A University of Utah Example

This paper illustrates the relevance of campus recreation to higher education through a University of Utah case study. Offering Utah’s Experiential Learning and Outdoor Recreation Education (U-EXPLORE) program as our exemplar, we advance four lines of thought. First, we establish the relationship between an active body and an active mind. Second, we describe the manifestation of this relationship through U-EXPLORE. Third, we discuss the practical benefits of offering campus recreation programs that include a strong educational focus. Fourth, we conclude by emphasizing why recreation in particular is an ideal context for nurturing pastimes that unite mind and body and promote lifelong human growth and development.

An Exploratory Study of Ethnic Minority Students' Constraints to and Facilitators of Engaging in Campus Recreation

A positive relationship exists between student engagement, student success, and institutional retention rates. Ethnic minority student retention rates are lower than those of the dominant culture. Campus recreation programs play a role in improving upon this situation. This study's purpose was to explore constraints to and facilitators of ethnic minority students' participation in campus recreation. Three focus groups were conducted with 22 ethnic minority students (female n = 14, male n = 8; freshman through senior year). Results revealed four constraints (i.e., organizational, lack of time, gender, cultural) to and six facilitators (i.e., social dynamics of campus recreation facilities, health maintenance, personal growth, maintaining cultural connections, facility and services, accountability) of participation. Strategies for creating more inclusive campus recreation environments and programming to increase student engagement and retention are proposed (e.g., ensuring equitable use of shared spaces, facilitating women's weight training, providing online resources, creating more structured programming, requiring cultural competence staff training, designating spaces for cultural recreational activities).

On the 25th Anniversary of the ADA: How Inclusive Are Campus Recreation Programs?

On the 25th anniversary of the Americans with Disabilities Act, it is well known that postsecondary institutions’ programs, including campus recreation, must be accessible to people with disabilities. This study critiqued the inclusiveness, and specifically, the welcoming environment of campus recreation programs in the Big Ten by conducting a content analysis of those institutions’ websites. Campus recreation programs were targeted because their purpose is to serve the recreational sport needs of all students, faculty, and staff in the campus community. The content analysis used enumerative techniques for determining frequencies as well as qualitative coding techniques of manifest and latent coding. Enumerative results indicated the majority of schools offered minimal programming and equipment for people with disabilities while four themes emerged from the qualitative analysis. The results are discussed along with recommendations for campus recreation programs in creating a welcoming environment and a mo...

Benefits of Collegiate Recreational Sports Participation: Results from the 2013 NASPA Assessment and Knowledge Consortium Study

This study reports the results from the 2013 National Association of Student Personnel Administrators (NASPA) Assessment and Knowledge Consortium. Students ( N = 33,522) from 38 different colleges and universities across the United States completed the Recreation and Wellness Benchmark instrument. Using Astin's Theory of Student Involvement (1984), this study sought to determine if there were significant differences between different depth and breadth levels of participants' campus recreational sports involvement/participation on student retention, health and wellness, and student learning outcomes. Heavy Users placed significantly more importance on campus recreational sports facilities and programs when deciding to continue at their college/university, and felt they had increased or improved every health and wellness and student learning outcome from their participation in campus recreation significantly more when compared with Moderate, Light, and Non-Users. Findings from this nationwide study demonstrate the value of collegiate recreation to the college and university experience.

Perceived constraints of campus recreational sports programs: Development and validation of an instrument

The aim of the present study was to develop and validate an instrument to measure students’ perceived constraints in participating in recreational sports programs in Greek universities. There were 3041 male and female Greek university students who voluntarily participated in the study. Cross-validation procedures using exploratory and confirmatory factor analysis resulted in 25 retained items from the initial item pool, which form the University Sport Constraints Questionnaire (USCQ). Findings also showed a second-order factor structure of students’ perceived constraints. In particular, the USCQ items seem to assess nine first-order constraints, which are manifestations of three second-order factors. The USCQ seems to be a valid and reliable instrument for measuring students’ reasons for not participating in recreational sports programs. Key words: Constraints, leisure activities, instrument development, university sport, participation.

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.