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

Purpose: University sport is recognized by many as a key area of university business and one of increasing importance, as seen by universities prioritizing sport within their university strategic plans as well as national funding bodies investing in university sport. Whilst sport is rising on the agenda, engaging all students in sport is a key challenge for universities. This paper examines the factors that enable and inhibit female students’ participation in university sport and active recreation using an interpretivist qualitative design. The paper also identified specific behaviour change techniques that could be used within interventions to increase participation rates. Method: Six focus groups were carried out. Data were analysed verbatim using a constant comparative process of analysis. Results: Findings revealed several emergent themes to help inform theory-based interventions to engage more female students in sport. Conclusion: University sport is an important behaviour for students to undertake. The paper identified a number of avenues for universities to pursue in order to achieve this aim

Engaging university students in sport and active recreation

Editorial - Engaging more students in sport and active recreation is increasingly being recognised by national organisations as a way of contributing to raising population physical activity levels by making sport a habit for life (Sport England, 2015). The expert group for health-enhancing physical activity (HEPA) across Europe specifically states that “Universities, in particular, are considered important contexts for the promotion of HEPA” (EC, 2015, p.5). Engaging students in sport and active recreation has numerous benefits for universities that are increasingly being recognised by external organisations such as the European Commission (EC), highlighting the contributions higher education can make to graduate employability (EC, 2015). Similarly the sports strategy in England also recognises the importance of the Higher Education (HE) sector for achieving national ambitions through sport as well as the role of graduates in contributing to sport and employability through sports volunteering (HM Government, 2015)

University sport and public policy: implications for future research

Editoria

Interpreting university sport policy in England: seeking a purpose in turbulent times?

Given the fundamental change in political landscape of current higher education in England, it is timely to (re)consider the purpose of university sport and its fit with national sports policy. This research investigates the purpose of university sport; how university sport fits with national sport strategies, if at all; and whether universities and sport policy are capitalising on Higher Education (HE) sport. An interpretivistic public policy analysis was carried out using eight semi-structured interviews with senior leaders of sport within universities in one region of the north of England. In addition, documentary analysis was examined. Outcomes illustrate the changed landscape for university sport in England with the key purpose of sport focusing on wider student experience; to engage students in sport and contribute to enhancing student recruitment, retention, satisfaction, mental health and graduate employability. However, there were mixed views as to whether senior university leaders were fully aware of the extent of the role of sport. Strategic drivers were more internal than external although universities recognised the value of working in a symbiotic relationship with internal and external stakeholders. Recommendations are offered for university leaders and sport policy makers on how to better capitalise on sport in England and beyond

The development of a reliable theory-based psychological instrument to measure cognitions relating to participation in university recreational sport

Background: It is important that theoretically informed questionnaires developed using guidelines outlined within the Theory of Planned Behaviour demonstrate reliability. Objective: The aim of the study was to assess the reliability of direct and indirect items examining perceptions towards recreational sports participation by university students. Method: A convenience sample of 28 participants undertaking various degree programmes was used (age M = 18.89, SD = 0.62, female n = 18, male n = 10). Participants completed a theory-based questionnaire at time 1 and two weeks later at time 2. Internal consistency between direct items and correlations between indirect items was conducted. Results: Results showed all constructs measured through direct items had Cronbach’s alphas over 0.8 and all indirect items measuring beliefs were significantly correlated (p < 0.01). Conclusion: The findings demonstrate the reliability of a questionnaire to be used for a future study aimed at identifying specific belief-based intervention targets. The result of such work provides the foundations for interventions promoting participation in recreational university student sport, an expanding yet under-researched population of study. Key words: THEORY OF PLANNED BEHAVIOUR, QUESTIONNAIRE RELIABILITY, SPORTS PARTICIPATION, COGNITIONS

The Key Psychological Beliefs Underlying Student Participation in Recreational Sport

The first year of university study provides an ideal opportunity to target student participation in many health behaviors, such as recreational sport. The study used the Theory of Planned Behavior to identify the key behavioral, normative and control beliefs underlying student participation in recreational sport. A cross-sectional design was used with a four-week follow-up. A purposive sample of 206 participants responded to a theoretically informed questionnaire measuring baseline cognitions. Follow-up behavior was measured using self-report questionnaires. All beliefs correlated with intention and seven beliefs correlated with behavior. Four key beliefs predicted intention (“Enjoyable”; “Time consuming”; “Friends”; and “Family members”) and two key beliefs predicted behavior (“Enjoyable” and “Time consuming”). Interventions successfully targeting these specific beliefs may lead to a greater number of students participating in recreational sport

Learning experiences from a season of sport education during Year 10 PE

The purpose of this study was to examine the pupils' and teacher's perceptions and learning experiences from a season of Sport Education that was conducted for the first time at the research school. Two groups of Year 10 (age 14/15) pupils participated in a nine week season (16 & 17 sessions per group) of badminton. Data collection included questionnaire, lesson observation, group and individual interviews before, during and after the season. Nine-month follow-up group interviews were carried out to assess the sustainability of outcomes from Sport Education. All qualitative data were transcribed and analysed using the constant comparison of emerging themes. Quantitative data provided a psychological motivational profile and physical activity levels of pupils before and after the intervention for both a Sport Education group and a non-Sport Education (normative) group. The motivational profile was measured using a validated questionnaire used in the Nike/YST multi-site study (Kirk, Fitzgerald, Wang & Biddle, 2000). Physical activity was measured using a modified form of the Self-Administered Physical Activity Checklist (Sallis, 1996). The results indicated that Sport Education was viewed a success by the pupils and teacher at this school. The pupils preferred this teaching model to their previous PE experiences. The teacher felt the model held much potential to achieve their department aims and continued to use Sport Education with his classes following this first time experience. The emerging themes from the study were the competitions, changing power hierarchies, team affiliation and persistent team membership, changes to the motivational climate, and changes to traditional PE. These themes described the positive perceptions from both pupils and the teacher while also revealing issues that caused difficulties or that would require further attention before any subsequent delivery of Sport Education. Quantitative findings showed no significant (p>0.05) difference between all motivation variables. Physical activity levels increased pre- to post-Sport Education for boys and girls in the activity 'racket sports' where both the number of pupils participating and the number of hours per week increased (P<0.01) following the season of Sport Education, where no change was shown for the normative group. Recommendations are given for future research in Sport Education. Finally, recommendations are given for future use of Sport Education that are particularly relevant for teachers implementing the model for the first time.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Engaging university students in sport and active recreation

Actividad Física y Deport

Personal development, resilience theory and transition to university for 1st year students

[EN] Aim The study aimed to determine whether an outdoor orientation programme (OOP) could increase personal development, develop resilience and aid transition and adaptation in 1st year university students. OOPs are thought to aid transition through adventure experience. Based on student development theory, outdoor orientation programmes accelerate psychological growth (Vlamis et al., 2011). Method Semi structured interviews were conducted with 14 students who attended an outdoor orientation programme to investigate the experience of attending an OOP and transition to university. The data was analysed following Braun and Clarke (2006) Six phase approach to thematic analysis. Results Thematic areas discovered included ‘Personal development – Building more than a raft’. This theme described the way in which students developed self-worth and self-efficacy through the OOP experience. ‘The fine line between challenge and fear’ describes how delivery of an intervention such as an OOP needs to be carefully delivered to enhance the benefits and limit any possible detrimental experiences. Discussion These first year students developed in terms of self-worth and self-efficacy through overcoming challenge. This development was also linked to the students surprising themselves about their capacities for handling adversity. Keywords: Adaptation; transition; 1st year students; outdoor orientation program; resilience; personal development.Pickard, L.; Mckenna, J.; Brunton, J.; Utley, A. (2017). Personal development, resilience theory and transition to university for 1st year students. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 293-302. https://doi.org/10.4995/HEAD17.2017.5172OCS29330