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Higher education theorists have long since proposed student involvement in educational programs is directly proportional to student learning (Astin, 1999), neglecting potential non-linear relationships. The purpose of this study is to determine the presence of non-linear relationships between collegiate recreational sports (CRS) participation and student learning outcomes. Data from the NASPA Assessment and Knowledge Consortium were analyzed through ordinary least squares multiple regression to determine if there is a point of diminishing returns in student learning outcomes of CRS participation. The results demonstrate a significant curvilinear relationship for depth and breadth of CRS participation, supporting a point of diminishing returns. The point of diminishing returns in student learning outcomes occurs at a CRS participation frequency of 8 times per week and number of different CRS activities of 30 activities per week. These findings have implications for CRS programming, marketing, and mentoring.

The development of a tool to track participation in activity-based therapy (ABT) for people with spinal cord injury or disease (SCI/D) was identified as a priority of the Canadian ABT Community of Practice. The objective of this study was to understand multi-stakeholder perspectives on tracking ABT participation across the continuum of care. Forty-eight individuals from six stakeholder groups (persons living with SCI/D; hospital therapists; community trainers; administrators; researchers; and funders, advocates and policy experts) were recruited to participate in focus group interviews. Participants were asked open-ended questions concerning the importance of and parameters around tracking ABT. Transcripts were analyzed using conventional content analysis. Themes reflected the Who, What, Where, When, Why and How of tracking ABT. Participants described the importance of involving hospital therapists, community trainers and individuals with SCI/D in tracking ABT to capture both subjective and objective parameters across the continuum of care and injury trajectory. Digital tracking tools were favoured, although paper-based versions were regarded as a necessity in some circumstances. Findings highlighted the importance of tracking ABT participation for individuals with SCI/D. The information may guide the development of ABT practice guidelines and support the implementation of ABT in Canada. Tracking the details of activity-based therapy (ABT) sessions and programs across the continuum of care and injury trajectory may provide important information to support the development of ABT practice guidelines and implementation strategies. Tracking objective and subjective parameters are needed to provide a comprehensive description of an ABT session and program. Clinicians and individuals with spinal cord injury or disease (SCI/D) should both be able to track ABT to accommodate all settings and types of data. Digital tracking tools, such as an app, may provide an accessible, versatile and efficient way of tracking ABT. [ABSTRACT FROM AUTHOR]

Out-of-class involvement provides students with opportunities for rich social lives which, according to Cheng (2004), are closely associated with sense of campus community. Based on Astin's (1984) Theory of Involvement, and Boyer's (1990) principles of community, the purpose of this study was to examine how involvement in out-of-class activities influences students' perceived sense of campus community. Three hundred and thirty respondents completed an on-line questionnaire which consisted of demographics and questions related to their out-of-class involvement in 14 areas as identified by the institutions' Dean of Students Office, and a 25-item sense of community scale developed by Cheng (2004). Out-of-class involvement levels were examined using a hierarchical cluster analysis. Exploratory factor analysis was conducted to examine the underlying factor structure of the sense of community scale. The six factors extracted from the EFA served as dependent variables and respondents' out of class involvement levels stemming from the cluster analysis were used to measure differences in perceived sense of campus community based on involvement using a one-way multivariate analysis of variance. Results generally indicate students with higher levels of participation in certain campus involvement areas have a significantly higher perceived sense of campus community within the following factors: teaching and learning, history and tradition, diversity and acceptance, residential experience, and loneliness and stress. (Contains 4 tables.)

The purpose of this article is to examine the role of school-based extracurricular initiatives in facilitating immediate and long-term positive impact on physical activity, healthy behavior, and obesity in children. A critique of the role of various sports-related initiatives that have been developed to address the obesity epidemic currently facing children within the United States is provided, with a specific emphasis on intramural sports as a preferred mechanism to encourage long-term involvement in sport and physically active pursuits. The article presents support for the notion that a physical education curriculum that includes intramurals before, during, and after school can help children learn the skills to enjoy participation in a variety of sports designed to facilitate lifelong active living.

This constructivist case study examined undergraduate student leadership development. Twenty-one student leaders, 13 females and 8 males, in a campus recreational sports department were interviewed using a semi-structured interview protocol. Seven broad themes: organizing, planning, and delegating; balancing academic, personal and professional roles; mentor/role model and motivating others; problem solving and decision making; communication skills; working with others/diversity; and giving and receiving feedback emerged from the analysis.

This study examined the association between collegiate recreational sports (CRS) involvement and undergraduate retention rates after 1, 2, and 3 years of study at a midsized Canadian university. Astin’s theory of involvement and Tinto’s interactionist theory of student departure provided the conceptual underpinnings for the study. The results of the study indicated a significant association between CRS employment, or participation in intramural sports, with retention when compared to the broader student population that were not participating in intramural sports nor employed by the CRS department. These findings will assist recreation directors and program staff to ensure that the value of recreational activities for all students and the leadership opportunities provided through staffing programs and recreational facilities with students continues to be seen as important to university administrators. [ABSTRACT FROM AUTHOR]

Participation in collegiate intramural sports provides numerous, positive psychological benefits for its participants. Benefits of participation in intramural programs include improved happiness and subjective well-being which can be operationalized as one's positive affective state. The purpose of this study was to determine the affective outcomes (positive and negative affect) of intramural sport participation in a collegiate setting. Students at a Canadian university (N = 3 15) completed a questionnaire immediately following their participation in an intramural sport. Overall, and across all demographic variables, participants reported significantly higher levels of positive affect than negative affect, even for all levels of task- or ego-orientation (low, medium, and high). A MANOVA revealed significant differences between the three levels of task-orientation on positive affect but not negative affect. These results are promising indicators of students' continued sport participation on campus and later in life as intramural sport participants report experiencing significantly more positive affect than negative affect. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Participation in collegiate intramural sports provides numerous, positive psycho- logical benefits for its participants. Benefits of participation in intramural programs include improved happiness and subjective well-being which can be operationalized as one's positive affective state. The purpose of this study was to determine the affective outcomes (positive and negative affect) of intramural sport participation in a collegiate setting. Students at a Canadian university (N = 315) completed a questionnaire immediately following their participation in an intramural sport. Overall, and across all demographic variables, participants reported significantly higher levels of positive affect than negative affect, even for all levels of task- or ego-orientation (low, medium, and high). A MANOVA revealed significant differences between the three levels of task-orientation on positive affect but not negative affect. These results are promising indicators of students' continued sport participation on campus and later in life as intramural sport participants report experiencing significantly more positive affect than negative affect. [ABSTRACT FROM AUTHOR]

This study investigated if international students face unique interpersonal, intrapersonal, and structural constraints to participation in intramural sports. Surveys were collected from 292 participants, with proportionate representation of international and noninternational students when compared with the broader university population. Results demonstrated that international students who have participated in intramural sports experience significantly higher interpersonal and intrapersonal constraints when compared with noninternational students who also have participated in intramural sports. There were no significant differences in the three types of constraints between international vs. noninternational students who have not participated in intramural sports. It was concluded that campus recreation and international student service departments at universities need to collaborate to foster awareness, promote the benefits of participation, and assist international students in overcoming these constraints to participating in intramural sports. [ABSTRACT FROM AUTHOR]

Out-of-class involvement provides students with opportunities for rich social lives which, according to Cheng (2004), are closely associated with sense of campus community. Based on Astin's (1984) Theory of Involvement, and Boyer's (1990) principles of community, the purpose of this study was to examine the degree to which involvement in campus recreational sports programs is associated with students' perceived sense of campus community. Three hundred and thirty respon- dents completed an on-line questionnaire which consisted of demographics and questions related to their out-of-class involvement in 14 areas as identified by the institutions' Dean of Students Office, and a 25-item sense of community scale developed by Cheng (2004). Exploratory factor analysis (EFA) was conducted to examine the underlying factor structure of the sense of community scale. The six factors extracted from the EFA served as independent variables in a multiple regression analysis used to predict student perceived sense of campus community using a sample of 125 participants in campus recreational sports. In addition, par- ticipation levels in campus recreational sports were used to measure differences in perceived sense of campus community based on involvement using a multivanate analysis of variance (MANOVA). Results suggest participation in campus recreational sports significantly predicted a sense of community within the diversity and acceptance factor. In addition, students who participated in campus recreational sports perceived a greater sense of campus community based on the residential experience factor when compared with those students who did not participate. [ABSTRACT FROM AUTHOR]

Background: This paper evaluates the impact of a large-scale, community agency-driven initiative to increase physical activity (PA) in after-school programs in Ontario. In 2008, the YMCA and Boys and Girls Club (BGC) introduced CATCH Kids Club (CKC) into 330 after-school program sites. Methods: This study assessed the impact of the intervention on the quality and quantity of PA using a pretest/posttest quasi-experimental research design with a comparison non-CKC group. Data were collected at baseline (September 2008) and postintervention (May/June 2009) using the System for Observing Fitness Instruction Time (SOFIT). Results: Nearly all sites, with the exception of the BGC baseline program (a sports program) achieved greater than 50% of time spent in MVPA. Significant differences were not found between levels of MVPA at CKC and comparison sites (59.3% vs. 64.2%), or at CKC sites at baseline versus postintervention (59.3% vs. 52.1%). BGC sites had significantly higher levels MVPA in CKC programs than in sports programs (70.8% vs. 35.2%). In postimplementation interviews, leaders reported general support but some mixed reactions related to how the program was received by participants. Conclusions: This paper offers support for PA programs that focus on inclusivity and enjoyment and emphasize the important role of staff competency. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the determinants for adolescent participation in sports and to determine the impact of an alternate model of sport delivery (i.e., school intramural sports). More specifically, this study used the theory of planned behavior to highlight factors that might contribute to young people's decisions to play sports and to determine what impact an alternate model of sport delivery would have on intention to participate in sport. Three hundred and three students in grades seven and eight completed measures of their participation in intramural and extramural sports and items related to the theory of planned behavior. In addition to results that showed a relatively large number of students participating in school intramural sports, notable differences in the relative contributions of the predictor variables of attitude, subjective norms, and perceived behavioral control were found across different sport-participation subgroups. Suggestions for future research are made in the context of the limitations of the study. [ABSTRACT FROM AUTHOR]

The purpose of this pilot study was to examine the role of past recreational sports involvement during the college years in explaining current physical activity patterns in college alumni. Subjects (n = 311) completed a mailed questionnaire about their current physical activity levels and past campus recreational sports participation that measured (1) the breadth, depth, and quality of past recreational sports involvement and (2) the current level of exercise or physical activity. Overall, the results of the study revealed that over 77% of the respondents agreed that their involvement in recreational sports during college positively influenced their current physical activity levels. Increasing both the depth and breadth of physical activity for students while in college, and more importantly, beyond the college years, is an important goal for campus recreational sports programs. [ABSTRACT FROM AUTHOR]

Colleges and universities have generally been seen as environments where physical activity can be facilitated and promoted. Most colleges and universities offer programs and facilities that promote participation in recreational sports, physical activity, and overall physical health. This study was designed to examine the relationship between recreational sports involvement, satisfaction, interpersonal and group, physical health and well-being, and academic benefits of involvement and the importance of sports and fitness activities after graduation. Surveys were randomly distributed to students (N = 718) participating in a variety of recreational sports programs. Multiple regression was used to analyze the relationship between the predictor variables (involvement, satisfaction, and benefits of involvement) and the outcome variable (importance of sports and fitness activities after graduation). Only physical health and well-being benefits and the combined measure of recreational sports involvement were significant predictor variables in the regression equation. Understanding the impact of campus programs devoted to influencing positive health behavior, including physical activity, is a critical component in understanding the benefits of recreational sports involvement. Suggestions for future research are made in the context of the limitations of the study. [ABSTRACT FROM AUTHOR]

Collegiate recreational sports (CRS) provide an avenue for students to engage in diverse sport programs. While research has confirmed the health benefits associated with participation in CRS activities, an optimal degree of involvement is unknown. The current study examined the point of diminishing returns with respect to health and wellness outcomes associated with CRS involvement. A secondary analysis of data from the 2013 NASPA Assessment and Knowledge Consortium was conducted, including 33,522 college students from 38 institutions across the United States. Findings indicate that students experienced significant increases in health and wellness outcomes from CRS involvement up to four times per week (depth of involvement). Additionally, health and wellness outcomes significantly increased from CRS involvement up to six activities per week (breadth of involvement). Results from this study support the notion of a point of diminishing returns in CRS, which has implications for research, policy development, and sport management. [ABSTRACT FROM AUTHOR]

This study looks at how perceived peer motivational climates (task-involved and ego-involved) impact positive and negative affective states of intramural sport participants post-participation. Intramural sport participants (N = 315) at a Canadian university completed a questionnaire after participating in their intramural sport. Hierarchical regression analyses helped examine the effects of perceived peer motivational climates on positive and negative affect. Results indicated task-involved climates were more conducive of positive affective states post-participation whereas ego-involved climates resulted in lesser positive affective states and more negative affective states. Teams that promote improvement and effort instead of intra-team competition and conflict should have more positive recreational sport experiences. Future research should explore other psychological outcomes that can result from peer motivational climates in recreational sport settings. [ABSTRACT FROM AUTHOR]

Peer motivational climate (task-involved and ego-involved) is often examined within youth sport contexts. This research examines this concept in a collegiate intramural sport setting and analyzes how it is affected by participants' task- and ego-goal orientations in addition to several demographic and participation level variables. Empirical evidence supporting whether or not goal orientations can predict similar motivational climates, a component of achievement goal theory, was sought out in a collegiate recreational sport setting. Immediately following their participation in an intramural sport, students at a Canadian university (N = 315) completed a questionnaire that measured achievement goal orientations and peer motivational climates. MANOVAs revealed significant differences between three levels (high, medium, and low) of taskorientation on task-involved climate and ego-orientation on ego-involved climate in addition to both their subscales. Gender was the only demographic variable that showed a significant effect when ego-involvement was the dependent variable. These results support the relationship between achievement goal orientations and similar motivational climates in collegiate intramural sports but do point towards a potential need for a more adult oriented measurement of peer motivational climate. [ABSTRACT FROM AUTHOR]

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