A Longitudinal Study of Recreational Sport Participation and Constraints

Abstract

Knowledge of what encourages and limits recreational experiences is essential to an overall healthy lifestyle and promotion of long term wellness. Findings from 1857 surveys in this longitudinal study suggest students enrolled at a midsize, Southeastern university experience limited constraints to their recreational sport participation, and identify with many positive benefits of regular recreational sport and fitness participation. Most respondents identified highly with the benefits of recreational sports participation. Notably, they identified with improved fitness (73.3%), development of healthy lifestyle habits (66.4%), enhanced mood (71.5%), and improved attitude toward fitness (69.4%). The respondents did not identify with many limits, or constraints to participation with the exception of time. 54% agreed or strongly agreed they did not have enough time to participate. Only 12% agreed or strongly agreed that their participation was due to lack of a support network.

Physical Activity and Associated Constraints Following the Transition From High School to University

“…The main constraints that emerged from qualitative analyses were, for the most part, consistent with those reported previously (Masmanidis et al, 2009;Masmanidis et al, 2015;Spivey & Hritz, 2013;Young et al, 2003). Unsurprisingly, time emerged as a dominant theme.…”

The Key Psychological Beliefs Underlying Student Participation in Recreational Sport

“…Indeed, these types of campus recreational activities provide students with a fun experience outside of academic study (Forrester, 2015). The key belief relating to time constraints is also unsurprising given a lack of time has been found to be the most important barrier to participation in recreational activities (Spivey & Hritz, 2013; Young et al, 2003). Indeed, first-year students have the choice of many academic and social activities while also making significant life transitions and adapting to new environments (Bray & Born, 2004).…”

Applying Stage-Based Theory to engage female students in university sport

“…When attempting to understand students' motives towards sport, previous studies have primarily focused on physical activity or exercise (Kulavic et al, 2013;Romaguera, 2011;Spivey et al, 2013;Keating et al, 2005). However, it cannot be assumed that the factors to change this type of students' behaviour will be the same for changing sports participation.…”