Pub Date : 2019-10-01DOI: 10.1177/1558866119889898
K. Lagally, J. Sherman, A. Amorose, Anna I. Rinaldi-Miles, C. Winters
Exercise is Medicine® on Campus (EIM-OC) calls upon campuses to promote physical activity (PA) through education, outreach, assessment of PA levels, and referral programs. Twenty-eight EIM-OC supervisors completed a survey examining the characteristics of existing EIM-OC programs. Survey results identify participation from and collaboration among Health and Counseling Services, Campus Recreation, Wellness and Kinesiology departments. The majority of responding EIM-OC programs include special events and outreach activities. Funding and staffing for EIM-OC programs comes primarily from Kinesiology departments but often in conjunction with Campus Recreation. Referral programs are primarily targeted at students, who are referred for sedentary behavior or existing mental or physical conditions. Referral benefits include waived or reduced fees, fitness and behavioral assessments, and individualized or group training. The majority of campuses indicate that their EIM-OC program has improved relationships among involved units and provides new opportunities for students as either participants or leaders.
{"title":"Exercise Is Medicine on Campus Programs: A Descriptive Study","authors":"K. Lagally, J. Sherman, A. Amorose, Anna I. Rinaldi-Miles, C. Winters","doi":"10.1177/1558866119889898","DOIUrl":"https://doi.org/10.1177/1558866119889898","url":null,"abstract":"Exercise is Medicine® on Campus (EIM-OC) calls upon campuses to promote physical activity (PA) through education, outreach, assessment of PA levels, and referral programs. Twenty-eight EIM-OC supervisors completed a survey examining the characteristics of existing EIM-OC programs. Survey results identify participation from and collaboration among Health and Counseling Services, Campus Recreation, Wellness and Kinesiology departments. The majority of responding EIM-OC programs include special events and outreach activities. Funding and staffing for EIM-OC programs comes primarily from Kinesiology departments but often in conjunction with Campus Recreation. Referral programs are primarily targeted at students, who are referred for sedentary behavior or existing mental or physical conditions. Referral benefits include waived or reduced fees, fitness and behavioral assessments, and individualized or group training. The majority of campuses indicate that their EIM-OC program has improved relationships among involved units and provides new opportunities for students as either participants or leaders.","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1558866119889898","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48470681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1177/1558866119884895
C. McKay, Jung Yeon Park, J. Haegele
The purpose of this study was to test the construct validity and internal consistency of the Collegian Attitudes toward Inclusive Campus Recreation (CAICR) Scale, a collegiate adaptation of the Children’s Attitudes toward Integrated Physical Education–Revised Scale. The CAICR seeks to measure attitudes toward inclusive lifetime fitness, sport, and recreation at the collegiate level. Participants were 192 college students. The factor structure of the scale was investigated using a confirmatory factor analysis with the weighted least square estimator. The CAICR Scale demonstrated acceptable internal consistency levels for the complete scale (11 items), inclusion subscale (6 items), and sport modification subscale (5 items). Results suggest that the 2-factor model (indicating inclusion and sport modification) showed suitable model fit, and the model outperformed a single-factor solution. Current findings suggest that the CAICR has the ability to contribute to sociocultural attitude research at the collegiate level in a valid and reliable manner.
{"title":"An Analysis of the Structure, Validity, and Reliability of the Collegian Attitudes Toward Inclusive Campus Recreation (CAICR) Scale","authors":"C. McKay, Jung Yeon Park, J. Haegele","doi":"10.1177/1558866119884895","DOIUrl":"https://doi.org/10.1177/1558866119884895","url":null,"abstract":"The purpose of this study was to test the construct validity and internal consistency of the Collegian Attitudes toward Inclusive Campus Recreation (CAICR) Scale, a collegiate adaptation of the Children’s Attitudes toward Integrated Physical Education–Revised Scale. The CAICR seeks to measure attitudes toward inclusive lifetime fitness, sport, and recreation at the collegiate level. Participants were 192 college students. The factor structure of the scale was investigated using a confirmatory factor analysis with the weighted least square estimator. The CAICR Scale demonstrated acceptable internal consistency levels for the complete scale (11 items), inclusion subscale (6 items), and sport modification subscale (5 items). Results suggest that the 2-factor model (indicating inclusion and sport modification) showed suitable model fit, and the model outperformed a single-factor solution. Current findings suggest that the CAICR has the ability to contribute to sociocultural attitude research at the collegiate level in a valid and reliable manner.","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1558866119884895","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48863143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.1177/1558866119849313
J. Martinez, C. Barnhill, Marcella G. Otto, Allison Mosso
Previously university recreation as an industry has focused on service quality as a means of improving customer satisfaction and loyalty. While these are important outcomes, prior research has primarily examined this from the customer’s perspective. However, university recreation organizations should also pay attention to employees’ perceptions of service quality and the eventual effects. In this aim, the present study examined employees’ perceptions of service quality and related managerial practices within the university recreation context. Survey data were collected from both part-time and full-time employees at university recreation departments throughout various regions, measuring turnover intention, employees’ perception of service quality, and managerial practices. Results indicate that managerial practices of training and empowerment significantly influenced employees’ perceptions of service quality, while rewards did not. Building from these findings, university recreation should engage employees, both students and professional staff, through customer service training and empowerment in efforts to improve and sustain service quality.
{"title":"The Influence of Managerial Practices and Job-Related Characteristics on Employee Perceptions of Service Quality and Turnover Intention","authors":"J. Martinez, C. Barnhill, Marcella G. Otto, Allison Mosso","doi":"10.1177/1558866119849313","DOIUrl":"https://doi.org/10.1177/1558866119849313","url":null,"abstract":"Previously university recreation as an industry has focused on service quality as a means of improving customer satisfaction and loyalty. While these are important outcomes, prior research has primarily examined this from the customer’s perspective. However, university recreation organizations should also pay attention to employees’ perceptions of service quality and the eventual effects. In this aim, the present study examined employees’ perceptions of service quality and related managerial practices within the university recreation context. Survey data were collected from both part-time and full-time employees at university recreation departments throughout various regions, measuring turnover intention, employees’ perception of service quality, and managerial practices. Results indicate that managerial practices of training and empowerment significantly influenced employees’ perceptions of service quality, while rewards did not. Building from these findings, university recreation should engage employees, both students and professional staff, through customer service training and empowerment in efforts to improve and sustain service quality.","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1558866119849313","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49218813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.1177/1558866119840466
Michael T. McElveen, Kelly Ibele
The purpose of this investigation was to compare the relationship of intramural sports and Division III athletic participation to retention and academic success in first-year college students. A first-year student cohort (n = 568) was grouped into four categories: no participation, student-athlete, intramural participant, and participant in both. There was no statistically significant difference in academic success among the participant groups, F(6, 1084) = .626, p = .710. Both the student-athlete and intramural participant groups were retained at a higher rate than the no participation group, 4.65% and 10.48%, respectively. Of the 46 student-athletes who discontinued playing varsity sports, only 17 remained at the institution. This investigation supports that intramural sports and Division III varsity athletic participation does not negatively affect grade point average and credit hours earned in first-year students, while demonstrating a positive relationship with retention. The results also highlight the need for intentional intervention and research related to the disengaged student-athlete.
本研究的目的是比较大学一年级学生参加校内体育运动和参加三级体育运动与学业成绩的关系。一年级学生队列(n = 568)被分为四类:不参与、学生运动员、校内参与者和两者都参与。各被试组学业成绩差异无统计学意义，F(6,1084) = .626, p = .710。学生运动员组和校内参与者组的保留率均高于无参与者组，分别为4.65%和10.48%。在46名停止参加校队运动的学生运动员中，只有17人留在该校。本研究支持校内体育运动和第三区大学体育运动的参与对一年级学生的平均绩点和学分没有负向影响，而与保留率呈正相关。研究结果还强调了有意干预和研究与脱离学生运动员相关的必要性。
{"title":"Retention and Academic Success of First-Year Student-Athletes and Intramural Sports Participants","authors":"Michael T. McElveen, Kelly Ibele","doi":"10.1177/1558866119840466","DOIUrl":"https://doi.org/10.1177/1558866119840466","url":null,"abstract":"The purpose of this investigation was to compare the relationship of intramural sports and Division III athletic participation to retention and academic success in first-year college students. A first-year student cohort (n = 568) was grouped into four categories: no participation, student-athlete, intramural participant, and participant in both. There was no statistically significant difference in academic success among the participant groups, F(6, 1084) = .626, p = .710. Both the student-athlete and intramural participant groups were retained at a higher rate than the no participation group, 4.65% and 10.48%, respectively. Of the 46 student-athletes who discontinued playing varsity sports, only 17 remained at the institution. This investigation supports that intramural sports and Division III varsity athletic participation does not negatively affect grade point average and credit hours earned in first-year students, while demonstrating a positive relationship with retention. The results also highlight the need for intentional intervention and research related to the disengaged student-athlete.","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1558866119840466","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44315917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.1177/1558866119840085
Kerri L. Vasold, Samantha J. Deere, J. Pivarnik
The purpose of this investigation was to determine the relationship between university club and intramural sports participation and student grades via the American College Health Association National College Health Assessment (NCHA) survey, while controlling for confounding variables. Data were obtained from the NCHA for the fall 2008, spring 2009, fall 2009, and fall 2010 time periods. The original sample included 178,091 respondents. After inclusion and exclusion criteria, the final analytic sample included 85,316 respondents. Multinomial logistic regression was used to evaluate the role of participation in club and/or intramural sports on self-reported grade averages. Analyses were adjusted for significant covariates that have been identified as potentially impacting academic success. In general, sport participants were more likely to report higher grade averages than nonparticipants. The strongest relationships were found for participants of club sports. Future research should investigate relationships between club and intramural sports and other indicators of academic success.
{"title":"Club and Intramural Sports Participation and College Student Academic Success","authors":"Kerri L. Vasold, Samantha J. Deere, J. Pivarnik","doi":"10.1177/1558866119840085","DOIUrl":"https://doi.org/10.1177/1558866119840085","url":null,"abstract":"The purpose of this investigation was to determine the relationship between university club and intramural sports participation and student grades via the American College Health Association National College Health Assessment (NCHA) survey, while controlling for confounding variables. Data were obtained from the NCHA for the fall 2008, spring 2009, fall 2009, and fall 2010 time periods. The original sample included 178,091 respondents. After inclusion and exclusion criteria, the final analytic sample included 85,316 respondents. Multinomial logistic regression was used to evaluate the role of participation in club and/or intramural sports on self-reported grade averages. Analyses were adjusted for significant covariates that have been identified as potentially impacting academic success. In general, sport participants were more likely to report higher grade averages than nonparticipants. The strongest relationships were found for participants of club sports. Future research should investigate relationships between club and intramural sports and other indicators of academic success.","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1558866119840085","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42949715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.1177/1558866119838639
Leeann M. Lower-Hoppe, Megan L. Parietti, W. A. Czekanski
Strategic planning is a proactive process of analyzing an organization to identify the organization’s values, mission, vision, goals, and objectives. Within campus recreation, research has focused on the processes of strategic planning, without examining the distinct organizational strategies of individual departments. The purpose of the study was to examine the content and structure of strategic plans within campus recreation and identify major priorities across institutions as a means to inform campus recreation practice. To achieve this aim, document analyses were conducted on campus recreation strategic plans of five large universities (public and private) across the United States for content and structure. The data were categorized by prominent strategic planning components outlined in Haines’s campus recreation assessment model, from which codes and themes emerged. A standard of excellence, service, and outcomes were identified as major priorities across institutions and strategic planning components. The results demonstrated an ineffective structure of goals and objectives, highlighting areas for improvement. Through empirical investigation, industry standards can be established to enhance quality programming in campus recreation.
{"title":"Current Priorities in Campus Recreation: A Multi-Institutional Study of Strategic Plans","authors":"Leeann M. Lower-Hoppe, Megan L. Parietti, W. A. Czekanski","doi":"10.1177/1558866119838639","DOIUrl":"https://doi.org/10.1177/1558866119838639","url":null,"abstract":"Strategic planning is a proactive process of analyzing an organization to identify the organization’s values, mission, vision, goals, and objectives. Within campus recreation, research has focused on the processes of strategic planning, without examining the distinct organizational strategies of individual departments. The purpose of the study was to examine the content and structure of strategic plans within campus recreation and identify major priorities across institutions as a means to inform campus recreation practice. To achieve this aim, document analyses were conducted on campus recreation strategic plans of five large universities (public and private) across the United States for content and structure. The data were categorized by prominent strategic planning components outlined in Haines’s campus recreation assessment model, from which codes and themes emerged. A standard of excellence, service, and outcomes were identified as major priorities across institutions and strategic planning components. The results demonstrated an ineffective structure of goals and objectives, highlighting areas for improvement. Through empirical investigation, industry standards can be established to enhance quality programming in campus recreation.","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1558866119838639","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48825623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-26DOI: 10.1177/1558866119830849
Brittany Turnis, D. Jordan
The present study investigated the Big Five personality traits of 94 collegiate outdoor recreation (COR) professionals employed within a campus recreation setting and examined those in relation to their job satisfaction. An e-mail with a link to an online survey was sent to 233 campus recreation professional members of the Association of Outdoor Recreation and Education. Using the five-factor model (FFM) of personality, the researchers explored the relationship between personality traits (neuroticism, extroversion, openness, agreeableness, and conscientiousness) and level of affect toward common COR program duties (general office, personnel management, interpersonal, and program-specific). Results indicated that COR professionals ascribed the highest level of affect to personnel management tasks followed by interpersonal, program-specific, and then general office tasks. Extroversion was positively correlated with interpersonal job task affect as were agreeableness and openness to experience. Study results suggest that individuals with a higher rating on extroversion would be well suited to work in a COR setting. Such professionals would be creative problem solvers who work well within a group. The overall scoring patterns found indicate that COR professionals are less interested in typical “desk work” as they prefer the fieldwork and interpersonal/social aspects of the job. As interpersonal skills are vital to success in the COR profession, results suggest that when hiring, employers may wish to focus on those applicant traits. Since the necessary organization and administrative tasks are more easily taught to new hires, those skill sets may be taught on the job. To learn about applicant personality traits, employers may wish to integrate a personality assessment into the typical hiring practices to best match new staff with required job skills.
{"title":"An Exploration of Collegiate Outdoor Recreation Professionals’ Personality Traits and Job Task Affect","authors":"Brittany Turnis, D. Jordan","doi":"10.1177/1558866119830849","DOIUrl":"https://doi.org/10.1177/1558866119830849","url":null,"abstract":"The present study investigated the Big Five personality traits of 94 collegiate outdoor recreation (COR) professionals employed within a campus recreation setting and examined those in relation to their job satisfaction. An e-mail with a link to an online survey was sent to 233 campus recreation professional members of the Association of Outdoor Recreation and Education. Using the five-factor model (FFM) of personality, the researchers explored the relationship between personality traits (neuroticism, extroversion, openness, agreeableness, and conscientiousness) and level of affect toward common COR program duties (general office, personnel management, interpersonal, and program-specific). Results indicated that COR professionals ascribed the highest level of affect to personnel management tasks followed by interpersonal, program-specific, and then general office tasks. Extroversion was positively correlated with interpersonal job task affect as were agreeableness and openness to experience. Study results suggest that individuals with a higher rating on extroversion would be well suited to work in a COR setting. Such professionals would be creative problem solvers who work well within a group. The overall scoring patterns found indicate that COR professionals are less interested in typical “desk work” as they prefer the fieldwork and interpersonal/social aspects of the job. As interpersonal skills are vital to success in the COR profession, results suggest that when hiring, employers may wish to focus on those applicant traits. Since the necessary organization and administrative tasks are more easily taught to new hires, those skill sets may be taught on the job. To learn about applicant personality traits, employers may wish to integrate a personality assessment into the typical hiring practices to best match new staff with required job skills.","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1558866119830849","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41265904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-12DOI: 10.1177/1558866118813281
E. Martin, A. Unfried, George K. Beckham
To examine the relationship between club rugby participation, collegiate experiences, and perceived gains, 37 rugby players and 33 nonathlete students completed the Student-Athlete Experiences Inventory–Revised, Student-Athlete Gains Inventory, and Perceived Stress Scale at the start of a Spring semester. Linear regressions were used to determine the relationship between rugby participation, stress, participation in experiences, and perceived gains of students. The two gains modeled were practical and liberal arts gains. Practical arts gains were predicted positively by the experiences of active campus involvement and social interaction, while rugby was a negative predictor, adjusted R 2 = .280, F(3, 65) = 10.90, p < .0001. Liberal arts gains were predicted by social interaction, academic pursuits, and active involvement, adjusted R 2 = .22, F(4, 64) = 6.06, p = .0005. This study confirms how experiences predict different perceived gains. Club rugby players should be encouraged to take advantage of support services on campus to prepare them for their careers.
{"title":"Club Rugby, the University Student Collegiate Experience, and Perceived Gains","authors":"E. Martin, A. Unfried, George K. Beckham","doi":"10.1177/1558866118813281","DOIUrl":"https://doi.org/10.1177/1558866118813281","url":null,"abstract":"To examine the relationship between club rugby participation, collegiate experiences, and perceived gains, 37 rugby players and 33 nonathlete students completed the Student-Athlete Experiences Inventory–Revised, Student-Athlete Gains Inventory, and Perceived Stress Scale at the start of a Spring semester. Linear regressions were used to determine the relationship between rugby participation, stress, participation in experiences, and perceived gains of students. The two gains modeled were practical and liberal arts gains. Practical arts gains were predicted positively by the experiences of active campus involvement and social interaction, while rugby was a negative predictor, adjusted R 2 = .280, F(3, 65) = 10.90, p < .0001. Liberal arts gains were predicted by social interaction, academic pursuits, and active involvement, adjusted R 2 = .22, F(4, 64) = 6.06, p = .0005. This study confirms how experiences predict different perceived gains. Club rugby players should be encouraged to take advantage of support services on campus to prepare them for their careers.","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1558866118813281","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43303911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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