International Journal of Sport Management

Relationship between Collegiate Intramural Sport Participation and Social Integration into the Campus Community

Shenise Power, Scott A. Forrester

Abstract: The purpose of this study was to examine the relationship between students’ participation in collegiate intramural sports and social integration into the campus community. Three hundred and twenty-four intramural participants (N=324) at a Canadian University completed a questionnaire before or after participating in their intramural sport. After controlling for student demographic characteristics, a hierarchical regression analysis revealed that the quality of intramural participation, consisting of the effort, energy, time, and money a student invests, was a significant predictor of social integration into the campus community. The breadth and depth of collegiate intramural sport participation were not significant predictors of social integration. These findings suggest that it is not how many intramural sports a student participates in, or how frequently, but the quality of that participation and how much the student has personally invested into this participation that has a positive impact on social integration into the campus community.

Citation: Power, S., & Forrester, S. A. (2017). Relationship between collegiate intramural sport participation and social integration into the campus community. International Journal of Sport Management, 18(3), 441-459.

References

  • American College Health Association. (2002, September). Healthy campus 2010: Making it happen. Baltimore, MD: American College Health Association.
  • Artinger, L., Clapham, L., Hunt, C., Meigs, M., Milord, N., Sampson, B., & Forrester, S.A. (2006). The social benefits of intramural sports. Journal of Student Affairs Research and Practice, 43(1), 69-86.
  • Astin, A.W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308.
  • Astin, A.W. (1993). What matters in college? Four critical years revisited. San Francisco, CA: Jossey-Bass.
  • Astin, A., & Antonio, A.L. (2012). Assessment for excellence (2nd ed.) Lanham, MD: Rowman and Littlefield Publishers.
  • Astin, A.W., & Sax, L.J. (1998). How undergraduates are affected by service participation. Journal of College Student Development, 39(3), 251-263.
  • Barcelona, R.J., & Ross, C.M. (2002). Participation patterns in campus recreational sports: An examination of quality of student effort from 1983 to 1998. Recreational Sports Journal, 26(1), 41-53.
  • Belch, H., Gebel, M., & Mass, G. (2001). Relationship between student recreation complex use, academic performance, and persistence of first time freshman. NASPA Journal,39, 14-22.
  • Bradley, J., Bryant, J., & Milborne, C. (1994). Comparing student participation in campus recreation to other aspects of campus life. In NIRSA Annual Conference Review, 45, B144-168.
  • Bryant, J.A., Banta, T.W., & Bradley, J.L. (1995). Assessment provides insight into the impact and effectiveness of campus recreation programs. NASPA Journal, 32(2), 153-160.
  • Christie, N.G. & Dinham, S.M. (1991). Institutional and external influences on social integration in the freshman year. Journal of Higher Education, 62(4), 412-428.
  • Dalgarn, M.K. (2001). The role of the campus recreation center in creating a community. NIRSA Journal, 25(1), 66-72.
  • Davidson, W.B., Beck, H., & Milligan, M. (2009). The College Persistence Questionnaire: Development and validation of an instrument that predicts student attrition. Journal of College Student Development, 50(4), 373-390.
  • Deville, R.F. (2003). Scale development: Theory and applications (2nd Ed.). Applied Social Research Methods Series Volume 26. Thousand Oaks, CA: Sage Publications.
  • Forrester, S. (2015). Benefits of collegiate recreational sports participation: Results from the 2013 NASPA assessment and knowledge consortium study. Recreational Sports Journal, 39(1), 2-15.
  • Henchy, A. (2011). The influence of campus recreation beyond the gym. Recreational Sports Journal, 35(2), 174-181.
  • Heywood, L.A., & Warnick, R.B. (1976). Campus recreation: The intramural revolution. Journal of Physical Education and Recreation, 47(8), 52-57.
  • Huesman Jr, R., Brown, A.K., Lee, G., Kellogg, J.P., & Radcliffe, P.M. (2009). Gym Bags and Mortarboards: Is Use of Campus Recreation Facilities Related to Student Success? Journal of Student Affairs Research and Practice, 46(1), 50-71.
  • Miller, J.J. (2011). Impact of a university recreation center on social belonging and student retention. Recreational Sports Journal, 35(2), 117-129.
  • Nicpon, M.F., Huser, L., Blanks, E.V., Sollenberger, S., Befort, C., & Kurpius, S.E. (2006). The relationship of loneliness and social support with college freshmen’s academic performance and persistence. Journal of College Student Retention: Research, Theory & Practice, 8(3), 345-358.
  • National Intramural-Recreational Sports Association. (2008). Collegiate Recreational Sports Facilities Construction Report 2008-2013. Corvallis, OR: NIRSA.
  • National Intramural Recreational Sports Association. (2010). 2010 NIRSA/NASPA Consortium campus recreation impact study. Retrieved from http://www.nirsa.org/docs/Discover/Research/Campus_Rec_Impact_Study.PDF.
  • Pace, C.R. (1982). Achievement and the quality of student effort. Washington, DC: National Commission of Excellence in Education.
  • Rusbult, C.E. (1980). Commitment and satisfaction in romantic associations: A test of the investment model. Journal of Experimental Social Psychology, 16, 172-186.
  • Scanlan, T.K., Carpenter, P.J., Schmidt, G.W., Simons, J.P., & Keeler, B. (1993a). An introduction to the sport commitment model. Journal of Sport and Exercise Psychology, 15, 1-15.
  • Scanlan, T.K., Simons, J.P., Carpenter, P.J., Schmidt, G.W., & Keeler, B. (1993b). The Sport Commitment Model: Measurement development for the youth-sport domain. Journal of Sport & Exercise Psychology, 15, 16-38.
  • Smith, M.K., & Thomas, J. (1989). The relationship of college outcomes to post-graduate success. Assessment of Structure Outcomes in Higher Education. Knoxville, TN: The University of Tennessee, Center for Assessment Research and Development.
  • Sturts, J.R., & Ross, C.M. (2013). Collegiate intramural sports participation: Identified social outcomes. International Journal of Sport Management, Recreation and Tourism, 11, 25-41.
  • Tabachnick, B.G. & Fidell, L.S. (2007). Using multivariate statistics. (5th ed.). Boston, MA: Pearson Education, Inc.
  • Thurmond, V.A., & Popkess-Vawter, S. (2003). Examination of a middle range theory: Applying Astin’s input-environment-outcome (IEO) model to web-based education. Online Journal of Nursing Informatics, 7(2). Retrieved from http://ojni.org/7_2/thurmond.htm
  • Tinto, V. (1993). Leaving college: Rethinking the cause and cures of student attrition. (2nd ed.) Chicago, IL: University of Chicago.
  • Webb, E., & Forrester, S. (2015). Affective outcomes of intramural sport participation. Recreational Sports Journal, 39(1), 69-81.
  • Wolf-Wendel, L., Ward, K., & Kinzie, J. (2009). A tangled web of terms: The overlap and unique contribution of involvement, engagement, and integration to understanding college student success. Journal of College Student Development, 50(4), 407-428.

Discover more from International Journal of Sport Management

Subscribe now to keep reading and get access to the full archive.

Continue reading