Pub Date : 2020-12-29DOI: 10.1177/1558866120982593
E. Martin, A. Unfried, Steven B. Kim, George K. Beckham
To examine the relationship between club rugby participation, collegiate experiences, and perceived gains, 25 rugby players and 25 non-athlete students completed the Student-Athlete Experiences Inventory-Revised, Student-Athlete Gains Inventory, and Perceived Stress Scale at the start and end of a semester. A RM-ANOVA and partial-η2 effect sizes determined if group and time differences were present. We selected variables associated with the post-scores for practical and liberal arts gains with the lasso method. Rugby players engaged in more diverse social interactions (partial-η2 = 0.091) and were more actively involved on campus (partial-η2 = 0.0914) than non-athlete students, but paradoxically had lower practical arts gains (p < 0.0001). All students reported increasing stress levels from start to end of the semester (partial-η2 = 0.109), which contributed to decreasing practical arts gains. Students need help with stress management near semester’s end. Club rugby players should seek support services on campus to improve career preparedness.
{"title":"Changes in University Club Athletes’ and Non-Athlete Students’ Stress and Perceived Gains Across a Semester","authors":"E. Martin, A. Unfried, Steven B. Kim, George K. Beckham","doi":"10.1177/1558866120982593","DOIUrl":"https://doi.org/10.1177/1558866120982593","url":null,"abstract":"To examine the relationship between club rugby participation, collegiate experiences, and perceived gains, 25 rugby players and 25 non-athlete students completed the Student-Athlete Experiences Inventory-Revised, Student-Athlete Gains Inventory, and Perceived Stress Scale at the start and end of a semester. A RM-ANOVA and partial-η2 effect sizes determined if group and time differences were present. We selected variables associated with the post-scores for practical and liberal arts gains with the lasso method. Rugby players engaged in more diverse social interactions (partial-η2 = 0.091) and were more actively involved on campus (partial-η2 = 0.0914) than non-athlete students, but paradoxically had lower practical arts gains (p < 0.0001). All students reported increasing stress levels from start to end of the semester (partial-η2 = 0.109), which contributed to decreasing practical arts gains. Students need help with stress management near semester’s end. Club rugby players should seek support services on campus to improve career preparedness.","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":"45 1","pages":"4 - 16"},"PeriodicalIF":1.4,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1558866120982593","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46237083","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 : 2020-12-29DOI: 10.1177/1558866120982594
Lindsey R. Oakes, Tracy R. Nichols, S. Schleien, R. Strack, Jeffrey J. Milroy
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.
{"title":"Exploring Inclusion of College Students With IDD in Campus Recreation Through the Lens of Recreation Departments’ Organizational Level Stakeholders","authors":"Lindsey R. Oakes, Tracy R. Nichols, S. Schleien, R. Strack, Jeffrey J. Milroy","doi":"10.1177/1558866120982594","DOIUrl":"https://doi.org/10.1177/1558866120982594","url":null,"abstract":"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.","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":"45 1","pages":"34 - 51"},"PeriodicalIF":1.4,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1558866120982594","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42991609","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 : 2020-10-22DOI: 10.1177/1558866120966804
Robert J. Barcelona
I write this Editor’s Corner sitting in my office at the University of New Hampshire. Outside, the leaves are starting to turn, and the weather is getting cooler. At UNH, we are in our first month of transitioning back to face-to-face learning, after so many months away from campus. Besides the weekly COVID-19 tests, masks, trying to teach face-to-face and on Zoom at the same time, and the postponing of many on-campus activities, it sort of looks like a normal fall semester (if you squint really hard).
{"title":"Editor’s Corner","authors":"Robert J. Barcelona","doi":"10.1177/1558866120966804","DOIUrl":"https://doi.org/10.1177/1558866120966804","url":null,"abstract":"I write this Editor’s Corner sitting in my office at the University of New Hampshire. Outside, the leaves are starting to turn, and the weather is getting cooler. At UNH, we are in our first month of transitioning back to face-to-face learning, after so many months away from campus. Besides the weekly COVID-19 tests, masks, trying to teach face-to-face and on Zoom at the same time, and the postponing of many on-campus activities, it sort of looks like a normal fall semester (if you squint really hard).","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":"7 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509497","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 : 2020-10-01DOI: 10.1177/1558866120952787
Lacey N. Wallace
Little is known about college students’ participation in shooting sports or hunting with firearms. It is also unknown how participation in these activities during the college years differs from childhood participation and why. This study investigated these questions with a survey of 298 college students in the Northeastern United States in 2017 and 2018. Results indicated that characteristics of the area where respondents grew up influenced their hunting participation during college, but this was not the case for shooting sports. Across activities, having fun was the topmost reported motivation for participation. For hunting with firearms, obtaining locally sourced meat was the second most commonly reported rationale. Participation in hunting and shooting sports was lower in college than in childhood; this trend was not explained by demographic characteristics.
{"title":"College Student Involvement in Hunting and Shooting Sports: What Drives Participation?","authors":"Lacey N. Wallace","doi":"10.1177/1558866120952787","DOIUrl":"https://doi.org/10.1177/1558866120952787","url":null,"abstract":"Little is known about college students’ participation in shooting sports or hunting with firearms. It is also unknown how participation in these activities during the college years differs from childhood participation and why. This study investigated these questions with a survey of 298 college students in the Northeastern United States in 2017 and 2018. Results indicated that characteristics of the area where respondents grew up influenced their hunting participation during college, but this was not the case for shooting sports. Across activities, having fun was the topmost reported motivation for participation. For hunting with firearms, obtaining locally sourced meat was the second most commonly reported rationale. Participation in hunting and shooting sports was lower in college than in childhood; this trend was not explained by demographic characteristics.","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":"44 1","pages":"126 - 138"},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1558866120952787","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41449550","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 : 2020-10-01DOI: 10.1177/1558866120964815
Duke D. Biber, C. Knoll
The primary objective was to (a) test the effectiveness of an Exercise Is Medicine® on Campus (EIM-OC) program in a university setting and (b) compare the baseline levels of physical activity, mental health, and physical health with post-EIM-OC levels. Referred and consenting students (n = 9) participated in a 12-week program. At pre- and postprogram, participants completed measures of current health behaviors, obstacles to physical activity, health goals, physical activity history, biometric screening (resting heart rate, blood pressure (BP), waist-to-hip ratio, body composition percentage via bioelectrical impedance, cardiovascular and muscular endurance baseline, and flexibility), perceived stress, and self-compassion. All of the participants adhered to 100% of the program. Participants experienced a decrease in resting heart rate, body composition, and BP and an increase in sleep, physical activity, and self-compassion. The program will be implemented with a larger sample of referred students with the goal of reducing risk or prevalence of chronic disease.
{"title":"Exercise Is Medicine on Campus®: A Pilot Study","authors":"Duke D. Biber, C. Knoll","doi":"10.1177/1558866120964815","DOIUrl":"https://doi.org/10.1177/1558866120964815","url":null,"abstract":"The primary objective was to (a) test the effectiveness of an Exercise Is Medicine® on Campus (EIM-OC) program in a university setting and (b) compare the baseline levels of physical activity, mental health, and physical health with post-EIM-OC levels. Referred and consenting students (n = 9) participated in a 12-week program. At pre- and postprogram, participants completed measures of current health behaviors, obstacles to physical activity, health goals, physical activity history, biometric screening (resting heart rate, blood pressure (BP), waist-to-hip ratio, body composition percentage via bioelectrical impedance, cardiovascular and muscular endurance baseline, and flexibility), perceived stress, and self-compassion. All of the participants adhered to 100% of the program. Participants experienced a decrease in resting heart rate, body composition, and BP and an increase in sleep, physical activity, and self-compassion. The program will be implemented with a larger sample of referred students with the goal of reducing risk or prevalence of chronic disease.","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":"11 11","pages":"149 - 157"},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1558866120964815","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41265865","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 : 2020-10-01DOI: 10.1177/1558866120952772
C. Zajchowski, Erik Rabinowitz, J. Kyle Davis
Magnesium alba—chalk—is regularly applied by indoor and outdoor climbers to their hands to reduce sweat while climbing in order to grip climbing holds. We investigated the potential for suspended chalk dust to lead to unhealthy levels of indoor particulate matter (PM2.5 and PM10) in two university climbing facilities. Low-cost, Dylos DC 1700 PM monitors sampled air quality during two, 5-day sampling periods. Findings revealed “good” PM values at one university climbing facility and “unhealthy” (PM2.5) or “very unhealthy” (PM10) values at the other institution’s climbing wall. Facility predicted over 60% of the variance in PM readings, and post hoc tests revealed 75% of the variance in PM values at the second institution can be explained by open climbing hours. These findings hold a variety of implications for future research and management of university climbing wall facilities to ensure the health of staff and their patrons.
镁白粉笔-经常用于室内和室外攀岩者在他们的手，以减少汗水，而攀爬，以抓住攀持。我们调查了悬浮粉笔尘在两所大学攀岩设施中导致室内颗粒物(PM2.5和PM10)达到不健康水平的可能性。低成本的Dylos DC 1700 PM在两个5天的采样周期内监测采样空气质量。调查结果显示，一所大学攀岩设施的PM值为“良好”，而另一所大学攀岩墙的PM值为“不健康”(PM2.5)或“非常不健康”(PM10)。设施预测了超过60%的PM读数差异，事后测试显示，第二个机构中75%的PM值差异可以通过开放攀登时间来解释。这些发现对未来大学攀岩墙设施的研究和管理，以确保工作人员和他们的顾客的健康具有各种意义。
{"title":"Canaries at the Climbing Wall: A Comparative Study of Particulate Matter at Two University Climbing Walls","authors":"C. Zajchowski, Erik Rabinowitz, J. Kyle Davis","doi":"10.1177/1558866120952772","DOIUrl":"https://doi.org/10.1177/1558866120952772","url":null,"abstract":"Magnesium alba—chalk—is regularly applied by indoor and outdoor climbers to their hands to reduce sweat while climbing in order to grip climbing holds. We investigated the potential for suspended chalk dust to lead to unhealthy levels of indoor particulate matter (PM2.5 and PM10) in two university climbing facilities. Low-cost, Dylos DC 1700 PM monitors sampled air quality during two, 5-day sampling periods. Findings revealed “good” PM values at one university climbing facility and “unhealthy” (PM2.5) or “very unhealthy” (PM10) values at the other institution’s climbing wall. Facility predicted over 60% of the variance in PM readings, and post hoc tests revealed 75% of the variance in PM values at the second institution can be explained by open climbing hours. These findings hold a variety of implications for future research and management of university climbing wall facilities to ensure the health of staff and their patrons.","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":"44 1","pages":"81 - 88"},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1558866120952772","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47813334","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 : 2020-10-01DOI: 10.1177/1558866120964812
C. Macdonald, Rebecca R. Bryan, L. Lieberman, J. Foley
The inclusion of athletes with and without disabilities in disability sport, known as reverse integration, has received limited attention in the literature. The purpose of this study was to understand players’ experiences in collegiate goalball. One-on-one semistructured interviews were conducted with two males (one with visual impairment, one without impairment) and four females (one with visual impairment, three without impairment) who participated in collegiate goalball programs. Interpretative thematic analysis helped uncover the meaning in participants’ goalball experiences. Reverse integration was used as a conceptual framework to guide the interpretation of participant experiences. Four main themes were extracted from the data: (a) the disability advantage, (b) the building of team cohesion, (c) the disappearing disability, and (d) enjoyment and pride. Participation in collegiate goalball allowed students to see disability as an asset and question assumptions regarding teammates’ abilities. This study highlights the potential value of providing opportunities for people with and without a disability to participate in sport together.
{"title":"“You Think Differently After Playing This Sport”: Experiences of Collegiate Goalball Players","authors":"C. Macdonald, Rebecca R. Bryan, L. Lieberman, J. Foley","doi":"10.1177/1558866120964812","DOIUrl":"https://doi.org/10.1177/1558866120964812","url":null,"abstract":"The inclusion of athletes with and without disabilities in disability sport, known as reverse integration, has received limited attention in the literature. The purpose of this study was to understand players’ experiences in collegiate goalball. One-on-one semistructured interviews were conducted with two males (one with visual impairment, one without impairment) and four females (one with visual impairment, three without impairment) who participated in collegiate goalball programs. Interpretative thematic analysis helped uncover the meaning in participants’ goalball experiences. Reverse integration was used as a conceptual framework to guide the interpretation of participant experiences. Four main themes were extracted from the data: (a) the disability advantage, (b) the building of team cohesion, (c) the disappearing disability, and (d) enjoyment and pride. Participation in collegiate goalball allowed students to see disability as an asset and question assumptions regarding teammates’ abilities. This study highlights the potential value of providing opportunities for people with and without a disability to participate in sport together.","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":"44 1","pages":"139 - 148"},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1558866120964812","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41862257","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 : 2020-10-01DOI: 10.1177/1558866120964818
P. R. Milton, L. Williamson, Kenneth Brubaker, Michael Papania
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.
{"title":"Recreate and Retain: How Entrance Into a Campus Recreation Facility Impacts Retention","authors":"P. R. Milton, L. Williamson, Kenneth Brubaker, Michael Papania","doi":"10.1177/1558866120964818","DOIUrl":"https://doi.org/10.1177/1558866120964818","url":null,"abstract":"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.","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":"44 1","pages":"89 - 98"},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1558866120964818","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45687555","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 : 2020-09-01DOI: 10.1177/1558866120952775
Leah R. Halper, Elizabeth A. Lubinger, Brendan M. Greisberger
Living learning communities (LLCs) add to the college student experience. The current study investigates academic and personal growth in a recreational sports–themed LLC intentionally built on student development theories. Surveys were administered to all students in the community at two time points across 2 years. Students in the program showed significant growth in leadership skills and grade point average.
{"title":"Examining Growth Outcomes of a Recreational Sports Living–Learning Community Using the Social Change Model of Leadership Development","authors":"Leah R. Halper, Elizabeth A. Lubinger, Brendan M. Greisberger","doi":"10.1177/1558866120952775","DOIUrl":"https://doi.org/10.1177/1558866120952775","url":null,"abstract":"Living learning communities (LLCs) add to the college student experience. The current study investigates academic and personal growth in a recreational sports–themed LLC intentionally built on student development theories. Surveys were administered to all students in the community at two time points across 2 years. Students in the program showed significant growth in leadership skills and grade point average.","PeriodicalId":55615,"journal":{"name":"Recreational Sports Journal","volume":"44 1","pages":"99 - 108"},"PeriodicalIF":1.4,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1558866120952775","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46068522","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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