Intramural Sports Programs Research Articles

Game Changers: A participatory action research project for/with students with disabilities in school sport settings.

Although school communities may be required to provide physical education opportunities for all students-including for those with disabilities-the same is not generally true with respect to school sport (i.e., participation in interscholastic or intramural sport programs). Hence, opportunities for inclusive school sport participation are consequently limited. Recognizing the need for continued attention and action in this area, we recently developed and piloted Game Changers-a participatory action research project. Together, 27 students with various cognitive and/or intellectual disabilities (i.e., student-participants), their schools' six physical education teachers and learning support teachers (i.e., champion-participants), four university researchers (i.e., researcher-participants), and two community partners [i.e., Physical and Health Education (PHE) Canada, Special Olympics Nova Scotia] engaged in the Game Changers project with three idealized goals: (a) to bring to the fore para/adapted/inclusive sport opportunities for all students; (b) to provide an empowering opportunity for students with disabilities to participate, make choices, and act as leaders in the development of sport programming; and (c) to engage youth with disabilities in sport as participants, leaders, mentors, and role models. Utilizing a mixed-methods design, data were collected from a variety of sources before the implementation of the Game Changers program, during its implementation, and once it was complete. These four data sources included the following: pre- and post-program survey for student-participants, pre- and post-program focus group interviews for student-participants, pre- and post-program focus group interviews for champion-participants, and school/sport observations. The first cycle of this participatory action research project has yielded positive and informative findings. Strictly positive findings, among others, relate to the following: improving upon students' perceived competence and autonomy, inviting student voice, identifying and responding to sport participation barriers, and creating genuine sport opportunities within school settings. More undesirable yet informative findings, among others, relate to the following: unachieved intrinsic motivation and belonging, (un)sustainability of sport programs without "interventions" like Game Changers, recreation/leisure as "substitutes" for sport, and a continued want for authentic leadership and mentorship opportunities. With these findings, we offer insights for future iterations of Game Changers (and programs like it) in similar school communities.

Organization, substantive and methodical provision of intramural (intramural) sports in the USA

Today, a comparative rethinking of the historical-pedagogical experience of forming the values of student youth through physical culture and sports in the theory and practice of the developed countries of the world, in particular the USA, is of particular importance. The article provides a comprehensive analysis of intramural sports in the USA as an important integral component of the physical education system, which contributes to the involvement of students with different levels of motor skills and qualities in active physical activity outside of school hours within the general secondary education institution. The study of positive experience in the USA on the mentioned problem is useful, taking into account the need to improve the domestic system of physical education and sports. The purpose of our research is to find out the characteristic features of the organizational, substantive and methodical support for the functioning of the system of intramural sports in the USA based on the analysis of literary sources of scientists. During the study, the following research methods were used: methods of theoretical, retrospective analysis, generalization of data from scientific and methodical literature and official documents. In the process of the conducted research, we established the peculiarities of the organization, content and methodical support of intramural sports programs in the USA. In particular, the system-logical process is described in detail, starting with the definition of the type (character) and scope of the program, types of physical (sports) activity, planning, buildings, equipment and inventory, rules of admission, determination of the winner and awards, accounting, use of modern information technology, medical review and concluding with funding, program support and promotion, arbitration, program administration and evaluation. The participation of schoolchildren in intramural sports programs is based on voluntary principles, and its numerous types are usually recreational or competitive in nature. However, these two important functions of intramural sports can be combined.

Contents and features of intramural (in-school) sports in the USA

The study and generalization of foreign experience is a value for Ukraine, which has set itself the task of integration into the world community and can be an important source of thorough thinking and creative use of positive ideas in domestic theory and practice of physical education and sports. This article analyzes the content and features of the organization of intramural (in-school) sports in the United States. The study found that intramural sports in the United States are an integral part of the overall education program, which provides an opportunity to involve children with different levels of development of motor skills and qualities in motor activities outside of physical education lessons. Participation in intramural sports programs is voluntary. It is determined that the intramural sports program in the United States is characterized by certain features that must be taken into account for its successful implementation. It was found that, first of all, American specialists determine the direction (nature) of the sports program and possible types of physical activity, taking into account the wishes of students; it is important to properly plan and compile a quality schedule for classes in compliance with the capacity of existing sports facilities; it is obligatory to observe the rules of admission of students to classes and competitions, as well as their annual medical examination; implementation of the sports program is carried out with the use of modern information technologies; the accounting and evaluation of the program is constantly carried out; proper administration and quality arbitration are of great importance; special attention is paid to the competition procedure itself and the determination of winners; a special place is given to the financing of programs and their support and promotion.

Factors Militating the Organization of Intramural Sport Programs in Secondary Schools: A Case Study of the Ekiti West Local Government Area of Ekiti State, Nigeria

Factors Militating the Organization of Intramural Sport Programs in Secondary Schools: A Case Study of the Ekiti West Local Government Area of Ekiti State, Nigeria

Impact of the Social Benefits of Intramural Sports on Korean Students’ Quality of College Life and Loyalty: A Comparison Between Lowerclassmen and Upperclassmen

Participation in intramural sports plays an important role in the lives of university students. To understand the impact of intramural sports on university students, this study proposed a research model to investigate the relationships between social benefits of intramural sports, quality of college life, and students’ loyalty toward the university. Also, the differences in the effects of intramural sports’ social benefits on quality of college life and student loyalty between lowerclassmen and upperclassmen groups were compared. In this study, the lowerclassmen refer to freshmen and sophomores, and upperclassmen are including juniors and seniors in the university. Students at a large university located in Seoul, Korea (N = 296) completed a questionnaire immediately following their participation in intramural sports. The results found that the perceived social benefits of intramural sports had a positive influence on students’ quality of college life, which in turn, had a positive impact on their loyalty toward the university. However, the relationship between the social benefits of intramural sports and loyalty was not found. Moreover, the results of the multi-group analysis revealed the significant difference between lowerclassmen and upperclassmen. Particularly, impacts of intramural sports’ social benefits on the quality of college life and loyalty are stronger for upperclassmen. The findings suggest that university administrators should offer various intramural sports programs and services to satisfy students’ need and further enhance their loyalty toward the university.

Title IX and Campus Recreation: Guidelines to Increase Gender Equity in Club and Intramural Sport Programs

Title IX legislation seeks to prevent sex discrimination in club and intramural recreational activities; yet guidance to encourage compliance with the law is limited. Hence the purpose of this investigation was to critically assess the applicability of Title IX athletic guidance and advance gender equity guidelines specific to intramural and club sports. Campus recreation directors from six NIRSA regions were sent an online survey with recommended gender equity guidelines. Eighty-two directors appraised the guidelines in relation to their effectiveness in evaluating gender equity in intramural and club sport programs. This investigation found the majority of the guidance for intercollegiate athletic programs to be relevant to club and intramural sport programs, but differences were found concerning provisions and participation opportunities. Similarities and differences are discussed and twenty guidelines are advanced to provide institutions with ways to provide men and women with nondiscriminatory participation opportunities.

University intramural sport administrators' perceptions of gender modifications in intramural coed flag football

Coed sport environments can be paradoxical settings where pre-existing gender biases influence participants' enjoyment and success. Furthermore, gendered messages and stereotypes as well as low expectations for females within coed sports can create participation barriers by reducing feelings of confidence and performance. Within university intramural sport programs, administrators have a significant role in determining participation opportunities and experiences. From a critical perspective, this investigation examined administrators' perspectives about coed intramural flag football gender modifications. Specifically, four research questions guided this study: (1) How do intramural sport administrators view coed flag football gender modifications? (2) To what extent do intramural sport administrators perceive gender modifications to impact coed flag football environments? (3) What level of awareness do intramural sport administrators have about the gendered messages of coed flag football gender modifications? and (4) To what extent are intramural sport administrators willing to modify their perceptions of the rules in light of critical questioning? Qualitative interviews were used to obtain the perspectives of 12 intramural administrators from across the USA. Administrators reported that coed gender modifications impacted perceptions about female ability, often by sending messages of inequity. Moreover, administrators revealed that the modifications created competitive strategy that often diminished the integrity of the game and undermined perceptions of female ability. Findings also indicated that administrators were highly influenced by previously existing gender stereotypes, leading to an endorsement of the modifications. Endorsements were accompanied by questioning of the rules but reluctance to enact changes. These findings elucidate the importance of scrutinizing the existence and application of coed gender modifications. Furthermore, engaging flag football participant feedback on the specific attributes of the coed modifications is important to better understand the needs of female populations. Lastly, eliminating modifications may help diminish the gendered messages that currently exist within coed flag football.

Injury Rates in Intramural Sports

The extent to which gender equity–related items were perceived to be provided for equally in women's club and intramural sports programs when compared with men's programs was sought. Subjects consi...

Policy Changes to Implement Intramural Sports in North Carolina Middle Schools: Simulated Effects on Sports Participation Rates and Physical Activity Intensity, 2008–2009

IntroductionExtracurricular school sports programs can provide adolescents, including those who are economically disadvantaged, with opportunities to engage in physical activity. Although current models favor more exclusionary interscholastic sports, a better understanding is needed of the potential effects of providing alternative school sports options, such as more inclusive intramural sports. The purpose of this study was to simulate the potential effect of implementing intramural sports programs in North Carolina middle schools on both the rates of sports participation and on energy expenditure related to physical activity levels.MethodsSimulations were conducted by using a school-level data set developed by integrating data from multiple sources. Baseline rates of sports participation were extrapolated from individual-level data that were based on school-level characteristics. A regression model was estimated by using the simulated baseline school-level sample. Participation rates and related energy expenditure for schools were calculated on the basis of 2 policy change scenarios.ResultsCurrently, 37.2% of school sports participants are economically disadvantaged. Simulations suggested that policy changes to implement intramural sports along with interscholastic sports could result in more than 43,000 new sports participants statewide, of which 64.5% would be economically disadvantaged students. This estimate represents a 36.75% increase in economically disadvantaged participants. Adding intramural sports to existing interscholastic sports programs at all middle schools in North Carolina could have an annual effect of an additional 819,892.65 kilogram calories expended statewide.ConclusionImplementing intramural sports may provide economically disadvantaged students more access to sports, thus reducing disparities in access to school sports while increasing overall physical activity levels among all children.

Application of Psycho-Physical Method in Determining an Intramural Sports Program

Application of Psycho-Physical Method in Determining an Intramural Sports Program

Intramural Sportsmanship Rating Systems: A Case Study on Participant Knowledge and Perceived Effectiveness

This qualitative case study explored the manner by which team captains and intramural players were educated about the Sportsmanship Rating System (SRS) used by their intramural sports program and their perceptions about the SRS. While some form of an SRS is widely used by NIRSA members (Stier et al., 2008), virtually no research has been conducted as to its effectiveness. The site was a medium sized, public, four year institution in the mid-Atlantic region. A total of 31 participants took part in the study. Data collection took place over a six-week time period and included a) observation, b) document analysis, c) interviews, and d) focus groups. The findings revealed that an SRS is mostly ineffective in positively modifying sportsmanship behavior unless the intramural participants are properly educated about the SRS and understand its scoring criteria.

Torts as Fouls: What Sports Taught me about Corrective Justice, Strict Liability, and Civil Recourse in Tort Law

This essay is largely a response to John C.P. Goldberg & Benjamin C. Zipursky, Torts as Wrongs, 88 Tex. L. Rev. 917, 918 (2010). I propose a refinement of Goldberg and Zipursky’s vision. In my view, tort is better seen, not as recourse for “wrongs,” but rather as sanction for “fouls.” In other words, tort merely forces the rule-breaker to consider the consequences of his conduct rather than prohibiting the conduct altogether by a punitive sanction. I believe this refinement solves some of the problems presented by Goldberg and Zipursky’s approach.I first started thinking about the distinction between providing recourse against a wrongdoer and sanctioning a rule breaker while I was a participant and spectator in the intramural sports program at a fundamentalist Christian university where the intentional foul (e.g., to stop the clock while time was running out in a basketball game) was not allowed. This approach seemed generally consistent with the overarching philosophy of the school – all conduct was either right or wrong. Violating rules was wrong. Intentionally violating rules, even with a willingness to accept the sanction provided by the rules of the game, was wrong. The intentional foul was an implicit rejection of moral absolutes and acceptance of moral pragmatism. I never quite came to fully accept that view of the intentional foul. I believe that it is possible to violate the rules of the game, even intentionally, without necessarily running afoul of fundamental morality. I feel the same way about torts. I believe that tort sanctions behavior, not because that behavior necessarily is “wrong,” but simply because recourse is necessary to re-level the playing field, so to speak. With regard to torts, anyway, Goldberg and Zipursky appear to agree with the administrators at my fundamentalist Christian school – torts are not merely fouls, they are actually “wrongs.”This essay is divided into three parts; the first part briefly describes Goldberg and Zipursky’s vision of torts as “wrongs.” The second part of this essay spells out my contrasting vision of torts as “fouls.” Finally, part three explains why viewing torts as “fouls” is superior to seeing torts as “wrongs.”

Participation in Interscholastic and Intramural Sport Programs in Middle Schools: An Exploratory Investigation of Race and Gender

Although school-sponsored extracurricular sport remains one of the most popular and effective ways to increase adolescents' physical activity levels, it is designed to include a small number of a school's elite athletes. Fewer schools offer intramural sports, and little is known about participation in these activities. The purpose of this study is to compare variations in how students participate in interscholastic and intramural school sport programs. Using a sample of seventh and eighth graders in two southeastern middle schools, results indicated that school sport participation levels were higher in intramurals than interscholastic sports for all studied categories of students except for White girls. In addition, students participating in intramural sports played nearly twice as many sports during the school year as students participating in interscholastic sports. Gender and race differences in school sport participation both confirm and contradict previous research and suggest that schools should consider cultural factors when planning sport programs for diverse populations of young people.

The Effects of a Sportsmanship Education Program on the Behavior of College Intramural Sports Participants

The study's purpose was to examine the potential impact of a sportsmanship education program on behaviors of students who participated in collegiate intramural sports. In an effort to decrease unsportsmanlike incidents and as a mandatory component for participation in the university's intramural sports program, all intramural athletes were required to complete a sportsmanship education program. Data were collected from intramural sports program incident reports over two academic years. Descriptive statistics indicated the total number of unsportsmanlike behaviors decreased over the two academic periods. However, an independent t test revealed no significant differences existed in the perceived severity of unsportsmanlike incidents during this time. Although the study yielded non-significant findings, further research should continue in the area of sportsmanship among collegiate intramural programs. Specifically, research design should be prioritized in an effort to gather more revealing data. Ultimately, such information can be used to implement systems that focus on curbing unsportsmanlike behaviors.

The Effectiveness of Risk Management Plans in Recreational Sport Programs of Division I-A Universities

The purpose of this study was to investigate the relationships between the existence of a risk management plan and reported participant injury rates and annual operating budgets in recreational sport programs at Division I-A colleges and universities. Surveys with self-addressed, stamped return envelope and a cover letter were sent to each identified recreational sport program director or coordinator at 114 NCAA members of Division I-A colleges and universities. A total of 72 respondents or 63.1% returned the questionnaire for the study. Descriptive statistics and χ2 tests were performed to describe and analyze the data and relationships among the variables. Based on the results of this study, a risk management plan in intramural sports programs is a kind of minimum investment to protect both recreational sport program suppliers and participants because it can reduce lawsuits and provide high levels of safety.

Using Wheelchair Sports to Complement Disability Awareness Curriculum Among College Students

The purpose of this study was to examine the effects of a campus-wide intramural wheelchair sports program on attitudes toward people with disabilities. The sample consisted of 126 participants at a large, western university. A quasi-experimental pre-post design was used. Results indicated that there was a significant decrease in discomfort in interaction with people with disabilities after participation in the program. Additional findings indicated that recreation majors who were required to have some disability awareness training in their coursework had statistically lower pre- and post-test scores than other majors and demonstrated the greatest change in attitude toward people with disabilities. Implications and recommendations are discussed.

The Social Benefits of Intramural Sports

One of the distinguishing features of collegiate student recreational sports complexes is the sense of community that is intentionally introduced in the programs and services that occur within these facilities. Intramural sports programs provide a powerful medium for student interaction (Belch, Gebel, & Mass, 2001). This study was designed to examine the social benefits of intramural sports participation for undergraduate students at a midsized postsecondary institution. Surveys were randomly distributed to students (N = 349) participating in a variety of intramural sports programs. There were a number of significant differences in the reported social benefits of intramural sports participation between on-campus and off-campus students, first- and fourth-year students, males and females, and differences in reported social benefits based on the number of intramural sports played. Recreational sports programs should be linking participation in intramural sports with broader institutional goals of retention by emphasizing their role in socially integrating students into the university through participation in various recreational sports offerings. Suggestions for future research are made in the context of the limitations of the study.

The Social Benefits of Intramural Sports

One of the distinguishing features of collegiate student recreational sports complexes is the sense of community that is intentionally introduced in the programs and services that occur within these facilities. Intramural sports programs provide a powerful medium for student interaction (Belch, Gebel, & Mass, 2001). This study was designed to examine the social benefits of intramural sports participation for undergraduate students at a midsized postsecondary institution. Surveys were randomly distributed to students (N = 349) participating in a variety of intramural sports programs. There were a number of significant differences in the reported social benefits of intramural sports participation between on-campus and off-campus students, first- and fourth-year students, males and females, and differences in reported social benefits based on the number of intramural sports played. Recreational sports programs should be linking participation in intramural sports with broader institutional goals of retention by emphasizing their role in socially integrating students into the university through participation in various recreational sports offerings. Suggestions for future research are made in the context of the limitations of the study.

A Student Perspective of Intramural Sport Risk Management Procedures

One of the best ways for an intramural sports program to ensure that an ordinary and reasonable standard of care is adhered to, as well as guarding against litigation, is communication of a risk management program. While having a risk management plan has been widely stressed, no previous research has been conducted from a participant's viewpoint. Thus, the purpose of this study was to determine the effectiveness of university intramural risk management plans from the participant's perception. The primary results of this study indicate that the majority of the intramural sport participants responded that they had never: a) noticed an intramural supervisor being present while the activity was taking place; b) been informed about the potential for participant injury; c) noticed signage relating to emergency procedures at the area of the activity; d) knew of a risk management plan for intramural sports; d) noticed emergency equipment at the site of the activity; and e) been informed about the possession of First Aid/CPR certification or equivalent by the supervisor.

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

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.