Published Thesis

Running head: BENEFITS OF CAMPUS RECREATION
A DESCRIPTIVE STUDY: CAMPUS RECREATION AND THE BENEFITS IT PROVIDES
COLLEGE STUDENTS
Bryann Hoffman
Submitted in partial fulfillment
of the requirements for the degree
of Master of Arts from Prescott College
in Adventure Education
May 2016
Karen Warren, Ph.D. Francis Morgan, M.A. Denise Mitten, Ph.D.
Graduate Mentor Second Reader Core Faculty

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BENEFITS OF CAMPUS RECREATION ii
Abstract
The purpose of this descriptive research was to create awareness and an understanding of how
participation in campus recreation contributes to students’ wellness, and how students can create
healthy lifestyles throughout and after their college experience. This study was designed to
examine the benefits of participation in campus recreation for undergraduate and graduate
students at the University of South Florida. This study investigates the dimensions of wellness in
campus recreation and explains how the wellness components of campus recreation have the
ability to benefit a student’s quality of life during their college years. Both quantitative and
qualitative data were gathered and used to help determine the benefits of participating in campus
recreation facilities, programs, and services. A random sample of students was chosen to
participate in the NASPA Recreation and Wellness Benchmark used to gather data about campus
recreation users and their attitudes and opinions on campus recreation at the University of South
Florida. A purposeful, convenience sample of students participated in focus groups providing
qualitative data. The data showed that students at USF receive benefits from participating in
campus recreation; several questions stand out to show students attitudes, opinions, and beliefs
about how and why participation in campus recreation is benefiting their wellness and quality of
life. This study may leave a footprint for other growing universities in evaluating the importance
for students and the benefits of campus recreation departments.
Keywords: quality of life, campus recreation, wellness, NASPA Recreation and Wellness
Benchmark, student success

BENEFITS OF CAMPUS RECREATION iii
Copyright © 2016 by Bryann Hoffman
All rights reserved.
No part of this thesis may be used, reproduced, stored, recorded, or transmitted in any form or
manner whatsoever without written permission from the copyright holder or her agent(s), except
in the case of brief quotations embodied in the papers of students, and in the case of brief
quotations embodied in critical articles and reviews.
Requests for such permission should be addressed to:
Bryann Hoffman
bryann.hoffman@prescott.edu

BENEFITS OF CAMPUS RECREATION iv
Table of Contents
Chapter 1: OVERVIEW ................................................................................................................. 1
Purpose of the Study................................................................................................................... 4
Significance................................................................................................................................. 4
Limitations.................................................................................................................................. 5
Definitions................................................................................................................................... 5
Summary......................................................................................................................................... 6
Chapter 2: REVIEW OF LITERATURE ....................................................................................... 7
Introduction..................................................................................................................................... 7
Maslow’s Quality of Life Theory ............................................................................................... 8
Hierarchy of Needs Theory......................................................................................................... 8
Campus Recreation and Quality of Life Theory....................................................................... 10
The Components of Wellness....................................................................................................... 12
Physical Wellness ..................................................................................................................... 12
Emotional and Cognitive Wellness........................................................................................... 13
Stress..................................................................................................................................... 14
Attention restoration theory.................................................................................................. 16
Social Wellness......................................................................................................................... 16
Student involvement theory.................................................................................................. 18
Self-authorship theory........................................................................................................... 20
Self-efficacy theory............................................................................................................... 20
Spiritual Wellness..................................................................................................................... 22
Summary....................................................................................................................................... 23
Chapter 3: METHODOLOGY...................................................................................................... 25
Introduction................................................................................................................................... 25
Data Collection ............................................................................................................................. 25
Sampling Methods .................................................................................................................... 27
Survey Instrumentation............................................................................................................. 28
Focus Groups ............................................................................................................................ 30
Description of Data Analysis........................................................................................................ 33
Analyzing Focus Groups.......................................................................................................... 33
Analyzing the Survey................................................................................................................ 35
Summary....................................................................................................................................... 37
Chapter 4: RESULTS ................................................................................................................... 38
Introduction................................................................................................................................... 38
Recreation and Wellness Survey Data Results............................................................................. 38
Demographics ........................................................................................................................... 38
Descriptive Analysis of Campus Recreation Wellness Benefits .................................................. 39
Physical Benefits....................................................................................................................... 39
Emotional and Cognitive Benefits............................................................................................ 41

BENEFITS OF CAMPUS RECREATION v
Social Benefits .......................................................................................................................... 44
Spiritual Benefits ...................................................................................................................... 46
Overall Quality of Life.............................................................................................................. 48
Maintaining a Healthy Lifestyle ............................................................................................... 49
Academic Performance............................................................................................................. 50
Skills and Abilities.................................................................................................................... 51
Focus Group Results..................................................................................................................... 54
Importance of Being Fit and Healthy During and After College.............................................. 55
The Influence on Academics and GPA..................................................................................... 56
Stress Reliever .......................................................................................................................... 56
Produces Motivation................................................................................................................. 57
Builds Social Relationships ...................................................................................................... 57
Establishes a Sense of Belonging ............................................................................................. 58
Enhances Spirituality ................................................................................................................ 58
Summary....................................................................................................................................... 61
Chapter 5: DISCUSSION ............................................................................................................. 62
Physical Benefits....................................................................................................................... 63
Cognitive and Emotional Benefits............................................................................................ 63
Social Benefits .......................................................................................................................... 64
Spiritual Benefits ...................................................................................................................... 65
Overview of Benefits................................................................................................................ 66
Summary....................................................................................................................................... 68
Chapter 6: CONCLUSION........................................................................................................... 70
Limitations and Future Research .............................................................................................. 71
Application of Research............................................................................................................ 72
Summary....................................................................................................................................... 73
References..................................................................................................................................... 75
Appendix A................................................................................................................................... 87
Appendix B................................................................................................................................... 88
Appendix C................................................................................................................................... 91
Appendix D................................................................................................................................... 92
Appendix E ................................................................................................................................... 93

BENEFITS OF CAMPUS RECREATION vi
List of Tables
Table 1: USF Student Beliefs About Impact or Influence Participation in Campus Recreation Has
on Physical Wellness (3-point scale).................................................................................... 41
Table 2:USF Student Beliefs About Impact or Influence Participation in Campus Recreation Has
on Emotional/Cognitive Wellness (3-point scale)................................................................ 43
on Social Wellness (3-point scale)........................................................................................ 45
on Spiritual Wellness (3-point scale).................................................................................... 48
Table 5: USF Student Beliefs About Impact on Quality of Life at USF (6-point scale).............. 48
Table 6: USF Student Beliefs About the Importance of Maintaining a Healthy Lifestyle (4- point
scale) ..................................................................................................................................... 50
Table 7: USF Student Beliefs About Impact or Influence Participation in Campus Recreation has
on the Ability to Learn New Skills (3-point scale)............................................................... 54
Table 8: Identified Concepts, Subcategories, and Final Themes from Student Data Focus Groups
............................................................................................................................................... 60

BENEFITS OF CAMPUS RECREATION 1
CHAPTER 1: OVERVIEW
The definition of student success is broad. The most commonly used
measurement of student success is evaluated by academic achievement and high grade
point average (GPA). According to Kuh (2006), “student success is defined as academic
achievement, engagement in educationally purposeful activities, satisfaction, acquisition
of desired knowledge, skills and competencies, persistence, attainment of educational
outcomes, and post-college performance” (p. 5). Student success is more complex than
just a high GPA. Student success deals with the student’s behaviors and their college
experience, the institutional conditions, and the student’s engagement (Kuh, 2006). These
factors nourish student success and contribute to developing a well-rounded, healthy
student. According to Gratton and Tice (1998), “participation in sport not only makes the
participant healthier, but also provides an enriched quality of life by stimulating
participation in a whole range of non-sport leisure activities” (p. 82). Students who are
well-balanced have good study habits, time management skills, academic support, peer
support, motivation, and have a campus environment that contributes to their college
experience (Kuh, 2006). These factors contribute to post-college outcomes where
personal development and lifelong learning takes place. Campus recreation centers add to
the campus environment by providing students opportunities to participate in a place
where they can enhance their quality of life physically, cognitively, socially, and
spiritually. Campus recreation departments are designed to promote physical activity
while helping students to develop healthy lifestyle behaviors early on in life habits
(Deere, 2015).
For many people, quality of life is directly linked to the individual’s level of

happiness (McLean, 2008). Universities may underestimate the importance campus
recreation programs have on students. The rapid use of campus recreation participation is
creating a higher demand on colleges and universities all across the country. One study
showed the peak in the development of campus recreation centers on college campuses
and how challenging it is for administrators to accommodate user demand (Patton, 1999).
Campus recreation centers are investments that are worthwhile in helping to develop
wellness during the student’s college experience by encouraging healthy lifestyle
practices (Reisberg, 2001). Campus recreation centers are investments that are
worthwhile in helping colleges to retain and recruit students, as well as fostering growth
for wellness at an early age for college students (Reisberg, 2001). Reisberg (2001) stated
that “at a time when college students, like the rest of the country, are becoming
increasingly health-conscious and focused on preventive care, the bells and whistles will
only help to motivate young adults to develop and maintain healthy behavior early in
life” (p. A39).
Involvement in campus recreation can benefit a student’s holistic wellness and
help develop success throughout their college experience. Kasim (2001) found that
students who balance their academic and non-academic activities have a higher grade
point average. Brown, Huesman, Kellogg, Lee, and Radcliffe (2009) discovered that use
of campus recreation facilities had a positive influence on students’ academic success.
Furthermore, campus recreation programs serve as an outlet for students’ overall holistic
wellness and help establish social interactions with peers and faculty (Belch, Gebel, &
Maas, 2001).
Campus recreation departments can offer a wide range of activities and programs

that meet the needs of a variety of students. Programs include opportunities in fitness,
intramurals, outdoor recreation, sport clubs, aquatics, student development programs, and
instructional programs. Campus recreation programs can help students to develop
physically as well as holistically (Bayless, Jamieson, & Mull, 1997). Participation in
campus recreation can contribute to student success and give students opportunities to
live a healthy, well-balanced lifestyle. In 2004, the National Intramural-Recreational
Sports Association (NIRSA) found:
Participation in campus recreational sports programs improves students’
emotional well-being, improves happiness and self confidence, reduces stress,
builds character and community, facilitates interaction with diverse sets of people,
teaches team building skills, aids in time management, improves leadership skills,
and constitutes an important part of the learning experience and college social
life. (p. 3)
Ultimately, administrators that support their campus recreation departments have
the capability to increase student success. According to Huesman (2009), campus
recreation can be used as a tool to effectively design master plans for facilities in order to
have an effect on student health and wellness, institutional satisfaction, quality of life,
and student academic success. In short, participation in campus recreation should inform
institutional facilities master planning.
Statement of the Problem
Many studies have researched participation in campus recreation and the benefits
it provides students at various universities, but none exists on this topic for the University

of South Florida (USF). USF continues to grow, and the demand for more programs
increases. As the institution continues to grow, more research is necessary to gain
valuable information and knowledge about students’ beliefs about the benefits of campus
recreation. New knowledge will help future master planning about the enhancement of
services, programs, and facilities for the USF campus recreation department.
Purpose of the Study
The purpose of this research was to describe the possible benefits campus
recreation might provide students at USF. This research will be useful to help understand
the student population needs at USF. The main objective of this study was to determine
how campus recreation benefitted students at the USF. The primary purpose of this
research is to examine USF student perceptions of benefits from participating in campus
recreation programs, facilities, and services. This research will be beneficial for USF and
students in two ways. First, it will be used to create awareness and value for USF.
Second, in a larger context, it will add to the existing body of knowledge about campus
recreation and the benefits it provides students. This study will leave a footprint for other
growing universities to evaluate the importance of campus recreation departments and
their benefits to students. This research was inspired through researching other similar
studies and studying the results and outcomes of the studies.
Significance
To increase the level of performance-based funding in higher education, student
affairs administration professionals require accurate information about student success
and other performance measures. This study provides results on the benefits and the
effect campus recreation has on USF students. This study promises to demonstrate the

importance for campus recreation at USF and tackles new ideas and concepts that can be
further researched by other professionals in the field. USF can use this study to guide
program development while keeping up with the demands of this rapidly growing
institution.
Limitations
This study only assessed USF Tampa main campus students, so this data cannot
be used to generalize students who attend USF Saint Petersburg and USF Sarasota-
Manatee. This data cannot be used to generalize campus recreation as a whole. In spite of
the limitations, this study provides a body of knowledge for future researchers who want
to further understand this phenomenon and create awareness for the importance of
campus recreation at USF. This will happen by clarifying the impact of campus
recreation programs on student well-being.
Definitions
Student Success. Academic achievement, engagement in educationally
purposeful activities, satisfaction, acquisition of desired knowledge, skills and
competencies, persistence, attainment of educational outcomes, and post-college
performance (Kuh, 2006).
Recreation. “Any activity pursued during leisure, either individual or collective,
that is free and [pleasurable], having its own immediate appeal, not impelled by a delayed
reward beyond itself, or by any immediate necessity” (Fairchild, 1970, p. 251).
User. Any student on a college campus who utilizes any campus recreation
activities or facilities one or more times a week (NIRSA, 1984).

Non-User. Any students who do not participate in campus recreation activities
(NIRSA, 1984).
Light Users. Students who participate in on-campus recreational sports programs,
and/or activities 1-2 times per week (Moffitt, 2010).
Moderate Users. Students who participate in on-campus recreational sports
programs, and/or activities 3-4 times per week (Moffitt, 2010).
Heavy Users. Students who participate in on-campus recreational sports
programs, and/or activities 5 times per week or more (Moffitt, 2010).
NIRSA (National Intramural Recreation Sports Association). A non profit
charitable organization, a leader in higher education, and the advocate for the
advancement of recreation, sport, and wellness that provides educational and
developmental opportunities, generates and shares knowledge, and promotes networking
and growth for our members (NIRSA, 2015).
Summary
This section provides a detailed review of the purpose of this research along with
the significance of this study. The purpose of this research study was to describe the
possible benefits campus recreation might provide students at USF. This section provides
an overview of campus recreation and definitions that are important to this research
study.

CHAPTER 2: REVIEW OF LITERATURE
Introduction
This chapter examines literature related to the benefits students may receive from
participation in campus recreation facilities, programs, and services. This chapter links
quality of life theory with campus recreation to show how recreation can benefit a
student’s holistic wellness to help develop success throughout her or his college
experience. Theories examined to explain how campus recreation contributes beneficial
wellness components physically, cognitively, socially, and spiritually to the collegiate
student experience include Maslow’s quality of life theory, Maslow’s hierarchy of needs
theory, Astin’s theory of involvement, Magolda’s self authorship theory, Kaplans’
attention restoration theory, and Bandura’s self efficacy theory.
Extracurricular activities are an essential part of the college experience providing
students learning opportunities outside the classroom (Cuseo, 2010). The connection
between overall wellness and campus recreation can positively influence the
developmental process of young adults. Campus recreation provides personal growth
opportunities for students to discover their self-identity, and motivates students toward
self-discovery. McLean (2008) viewed recreation “as an experience that contributes to
human development and to community well being in various ways: improving physical
and mental health, enriching cultural life, reducing antisocial uses of leisure and
strengthening community ties” (p. 345). Campus recreation contributes to student success
and gives students opportunities to live well-balanced lifestyles. Linking quality of life
with campus recreation can benefit a student’s holistic wellness to help develop success
throughout her or his college experience.

Maslow’s Quality of Life Theory
In his book Toward a Psychology of Being, Abraham Maslow (1968) described
his quality of life theory based on the physical, cognitive, social, and spiritual needs of
human beings. These needs help each individual develop happiness, health, a purpose in
life, autonomy, positive relations, and self acceptance that satisfy wants and needs in life
(Keyes & Ryff, 1995). Maslow constructed his ideas and thoughts about the
understanding of human needs and survival. His theory was geared toward true happiness
and existence in the human world, intertwined with his idea of self-actualization. Maslow
believed a person’s quality of life stems from the choices, actions, and decisions humans
make. He concluded that if individuals take responsibility for their actions and cater to
their needs, they can satisfy their wants (Maslow, 1968).
Hierarchy of Needs Theory
Maslow identified five categories of basic needs. He organized the five basic
needs into a hierarchy. The basic needs are categorized from lowest to highest and start
and end with needs common to most people (Joomis & Martin, 2007). The five levels of
Maslow’s hierarchy of needs are physiological needs, safety, belongingness, esteem, and
self-actualization. Maslow was interested in understanding what motivates behaviors in
humans to accomplish certain goals and tasks. He believed that humans have basic needs,
and people cannot move on to meet higher needs until they satisfy the lower needs
(Maslow, 1968).
The first level of the hierarchy is physiological needs. Physiological needs
represent the basic human needs for survival like food, water, and shelter. In the text,
Group Dynamics in Recreation and Leisure, O’Connell (2009) stated, “The basic needs

for everyday life such as food and shelter must be met before we can begin to fulfill the
need to become the best person we can be” (p. 18). The second level of the hierarchy is
safety, which is the feeling of stability and protection. For example, a person who
chooses a gated community over a non-gated community may do this specifically for the
reason of feeling secure.
The third level of the hierarchy is belongingness, which is the state of feeling
loved and accepted. People are motivated by social needs and like to feel they belong.
College is a perfect example of social needs. Students will join groups such as
fraternities, sororities, religious groups, clubs, outdoor groups, sports, and intramurals to
find their sense of place among their peers.
The fourth level of the hierarchy is esteem. People like to feel they are good
people. Baumeister & Leary (2000) define self-esteem as “a person’s appraisal of her or
his value” (p. 2). Positive attitudes and perceptions generate esteem, which exhibit traits
of feeling valued or respected; a lack of confidence in a person creates a boundary until
they feel respected. When a person feels he or she has gained approval that person feels
valued. This respect and value boosts esteem and motivates individuals to believe in
themselves.
The last level of the hierarchy is self-actualization. According to Maslow (1943),
self-actualization is “the desire to become more and more what one is, to become
everything that one is capable of becoming” (p. 383). Self-actualization is the highest
point of the hierarchy that ultimately fulfills a person’s life. For example, when a person
reaches self-actualization she or he does not come to a standstill. Life is now a continuing

process of discovering all the potential she or he has. Self-actualized individuals reach
their healthiest state of mind, which assures them that they have the ability and actuality
to reach new milestones each day.
Campus Recreation and Quality of Life Theory
Quality of life theory can be applied to campus recreation in many ways. Campus
recreation provides multiple types of programs for a diverse population of students. By
satisfying each student’s needs, programs can help students accomplish their human
needs. For example, a first year college student who leaves home for the first time could
be frightened and unsure how to live life in the college environment. Some students may
take the road to taboo recreation, and others may choose to participate in recreation that
benefits their quality of life. An example of taboo recreation is “young adults who go to
clubs and drink socially around their friends to meet people”(McLean, 2005, p.103).
Students who choose to participate in campus recreation get acquainted with a
shelter that provides them a safe place to engage in recreational programs, facilities, and
services. Campus recreation provides students with a safe environment to have fun in.
Campus recreation also provides students the opportunity to feel that they belong and
helps to enhance their esteem. Students may accomplish these feelings of belongingness
and esteem by setting goals, meeting new friends, accomplishing goals, or trying
something new. Also, campus recreation programs may provide students with a sense of
self-actualization. Campus recreation programs “promote behaviors and attitudes in
students that will help them along the continuum of maturation and lead them toward
self-realization and self-actualization” (Bunnell, 2010, p. 20).

Campus recreation programs offer students a wide variety of interpersonal
relationship opportunities. “Interpersonal relationships involve interactions and
associations between people, and they are critically important in personal growth and
development” (NIRSA, 2013, p. 47). The process of creating interpersonal relationships
is dependent on the student and the department’s programmers. Campus recreation
provides students an environment that is open to building relationships between faculty
and students. This relationship process provides students with mentors they can trust and
from whom they can learn. Different departments within campus recreation provide
students with personal growth activities to manage their quality of life through their
academic careers. For example, departments of campus recreation can contribute to
personal and social diversity enhancement, competence, mastery of leadership skills, and
holistic wellness (Hyatt, 1977). Collegiate recreational experiences and sports develop
skills beneficial to a student’s success while enrolled in college and after college.
Campus recreation programs are designed to help teach team building skills,
group dynamics, and help students to practice time management skills. Leisure provides
outlets for students to discover themselves. Gerald S. Fain (2008) stated:
When we are at leisure, our obligations to self are preeminent. Learning how to
bring out the best in ourselves involves voluntary actions in which we learn what
we most value and hope to become. What students do with their free time during
their college years does matter. (p. 274)
Collegiate campus recreation experiences are critical to the development of well-balanced
lifestyles for students.

The quality of life theory is used to explain many fulfilling aspects of a student’s
life. Ellis (2002) stated, “more frequent participants tend to have more positive health and
quality of life” (p. 58). Research showed that students who participate and balance
academia with extra-curricular activities usually are more motivated and willing to do
better in the classroom (Kasim, 2001). Kasim (2001) found that students who balance
their academic and non-academic activities have a higher grade point average. He
demonstrated that the more intense the recreational activity, the more positive the
student’s motivation to concentrate in the classroom.
The Components of Wellness
I have introduced and explained the quality of life theory to help develop my
explanation of how components of wellness can benefit a student’s quality of life during
their college years. Next the four components of wellness, physical, cognitive, social, and
spiritual are described by using various theories that underlie important aspects of each
area of wellness.
Physical Wellness
Campus recreation promotes physically well-balanced lifestyles through various
programs including fitness, aquatics, outdoor recreation, club sports, and group exercise
classes. Students are likely to be healthier and happier when they participate in campus
recreational fitness opportunities (Hyatt, 1977). Research indicates that between the ages
of 13 and 18 there is a decline of physical activity in the average person (Arnett, 2000).
Introducing students to campus recreation when they enter college could have a
significant impact on how they choose to live the rest of their lives. Students participating
in physical activity through campus recreation are more likely to engage in physical

activity patterns throughout their adulthood (Malina, 2001). Caravalho, Herring, and
O’Connor (2010) discovered that “strength training improves cognition, self esteem,
quality of sleep, while it reduces anxiety, depression and chronic fatigue” (p. 377).
College is a critical time for students to create healthy habits and change their lifestyle.
Regular physical activity reduces the risk of diseases, reduces stress, improves students’
academic performance, helps control weight, helps maintain strong muscles and joints,
and promotes psychological well being (U.S. Department of Health and Human Services,
2004). Students who choose to participate in campus recreation have less chance to
develop disease at an early age and are making the choice to have an enriching college
experience, which may be beneficial to their present and future lives. The Council for the
Advancement of Standards (2009) said, “[R]ecreational sports programs are viewed as
essential components of higher education, supplementing the educational process through
enhancement of students’ physical, mental, and emotional development” (p. 330).
Emotional and Cognitive Wellness
Physical activity improves cognition and is an essential part of learning that
allows humans to process information (Blakemore, 2003). Cognitively-engaging exercise
is defined as exercise that requires complex, controlled, and adaptive cognition and
movement (Best, 2010). An example of this type of exercise is intramurals. Intramurals
are team sports that provide competition and the use of strategy to accomplish goals or
objectives. Intramurals require students to cooperate with one another to accomplish a
common goal. Cognitively-engaging exercise has a stronger effect on improving
executive function in humans than non-engaging exercise (Best, 2010). In academic
settings it has been found that a clear correlation exists between increased aerobic activity

and increased academic performance (Erikson, Hillman, & Kramer, 2008). When humans
exercise, neurotransmitters such as serotonin and dopamine are released. Both serotonin
and dopamine combine to produce attention, increase motivation sparks, create alertness,
and produce positive moods (Hillman et al., 2008). Serotonin and dopamine can
influence multifarious factors, which contribute to a student’s academic success and
concentration. For example, neurogenesis is the creation of new neurons and is caused by
exercise and physical activity (McGovern, 2005). Humans grow new brain cells through
neurogenesis. Everything humans do, think, or feel are results of neurons working in the
brain. Humans can improve their brains’ connections and neurons by engaging in
physical exercise (McGovern, 2005). Also, when students exercise, the blood from the
heart is working with the brain and filling the brain with the oxygen and nutrients it needs
(U.S. Department of Health and Human Services, 2007). Exercise also allows the brain
the ability to reduce stress by lowering cortisol levels (Exercising to Relax, 2011).
Stress. Students deal with many emotional experiences during their academic
experience, specifically stress. Stress is defined as “the non-specific response of the body
to any demand for change” (Selye, 1976). The hormone cortisol, found in adolescents and
adults, is a stress hormone. Cortisol’s main function is to produce energy for the muscles
in the human body (American Institute of Stress, 2008). Many college students deal with
stress deriving from lack of sleep, isolation, anxiety, and depression (Kanter, 2000).
Stress can be seen in college students in many areas such as academic, personal issues,
and health reasons (Goodman, 1993; LeRoy, 1988). Campus recreation programs can
help reduce stress levels (McKean & Misra, 2000). As stress begins to diminish, the
amount of cortisol decreases. A highly unhealthy amount of cortisol in the human body

creates stress, which causes lack of concentration and many other cognitive issues in the
classroom (Kanter, 2000). Kanter showed that recreational sports participation can “play
an important role in student development by providing opportunities for students to cope
with the increasing pressures and stress of college life” (p. 8).
Campus recreation programs consist of different types of stress relievers for the
body and mind (Evans, 2012). Exercise such as yoga and meditation can create relaxing
environments for students (Bracken, Eberhardt, Echols, & Evans, 2012), and outdoor
recreation and adventure sports provide opportunities for students to explore and engage
in the natural environment (Ewert & Heywood, 1991). Physical activity releases
important chemicals in the brain, improves circulation, and increases levels of endorphins
that improve mood, creating a calming effect in the mind after exercising or doing an
activity (Taras, 2005).
Outdoor adventure is another campus recreation program that helps students learn
to deal with stress. Just like everyday life stress, outdoor adventure programs contain
inherent stress (Estrellas, 1996). During participation in outdoor adventure, “eustress”
(good stress) naturally occurs in these types of situations. Outdoor adventure programs
can help minimize student stress by “discussing the risk and working to remove the
mystery about the activity or encounter” (Mitten, 1986, p. 33). Eustress puts less demand
on the body then distress or any other types of stress (Cherry, 1978). According to
Estrellas (1996) eustress creates “positive benefits that exist indirectly for psychological
health as well” (p.7). Eustress derives from an experience and can promote self-efficacy
and optimism (Estrellas, 1996). For example, imagine a student who is new to the high
ropes course but has participated in low ropes course activities. This student has

experienced eustress through a challenging experience on the low ropes course and can
now transfer self-efficacy and optimism to their new challenges on the high ropes course.
Attention restoration theory. In addition to stress relief, campus recreation
programs have different therapeutic applications. For example, attention restoration
theory examines the demands of the world’s busy society that overload the human brain’s
capacity to constantly make decisions. The function of the brain’s ability to make
decisions is taxing and causes mental fatigue (Berman, Jonides, & Kaplan, 2008). This
theory states that distractions in everyday life exhaust attention by constant human
interactions, social media, and advertisements (Kaplan & Kaplan, 1989). A focus on
leisure can help students change their behaviors in the classroom. Offering the brain a
break can help to restore cognitive abilities to perform in a comfortable state of mind. For
example, some recreation is brain intensive, but recreation such as hiking, cycling,
running, bird watching, yoga, meditation, or canoeing offer the brain a break. Kaplan
(1995) stated, “Natural environments that are easily accessible thus offer an important
resource for resting ones directed attention” (p. 174). Along with the emotional benefits
there are also social benefits of campus recreation.
Social Wellness
Social benefits of participating in campus recreation include providing students
both intrinsic and extrinsic rewards. Campus recreation programs help develop a sense of
belonging and a sense of community for participants at a college or university where
students can “meet friends, hang out, and see, and be seen” (Dalgarn, 2001, p.68).
Technology heavily affects social interactions and the way people choose to

communicate, whether virtually or face to face (Pryzyblinski and Weinstein, 2012).
Social media is a popular form of communicating using social networking websites such
as Facebook, Twitter, Instagram, and Snap Chat. Many students spend countless hours on
these applications and forget the importance of getting outside, studying for tests, having
face to face social interactions with friends, and being active. Social media can be used in
extraordinary ways when it is used in a positive manner (Brydolf, 2007), but what about
when students are literally wasting their time when they could be doing something more
productive to enhance their quality of lives. In a recent study Pryzyblinski and Weinstein
(2012) found that mobile devices and social media interfere with human relationships.
They discovered mobile devices and use of social media has negative effects on
connection, closeness, and conversation quality. Research also shows that excess use of
technology may inhibit interpersonal skill development (Finkelhor, Mitchell, & Wolak,
2003). Personal interactions are an important function of the human experience and are
essential to our human survival.
Campus recreation programs provide students with opportunities to enhance their
social skills and social settings by encouraging them to interact with one another in
person. Students who participate and are involved in programs help create positive
cultures on campus, and establish healthy, positive social interactions that they might not
experience on their own (Chen, 2002). When these positive social interactions occur,
students form meaningful relationships and create support systems for themselves.
Campus recreation can be seen as an outlet to encourage students to expand their
comfort in interacting with other students in a healthy, learning environment (Chen,
2002). Recreation is an essential element in creating environments for people to discover

relationships that may last a lifetime (Chen, 2002). Research has shown that more than
half of students participate in campus recreation in order to have interactions with other
students and to create a sense of belonging (Buccholz, 1993). These interactions with
other students provide many benefits. According to Banta, Bradley, & Bryant (1995),
“recreation may be the single common bond between students” (p. 158) during their first
couple years of college. Frequent participation in campus recreation activities may help
develop students’ social skills, help students find their sense of place or belonging at the
university, and help with retention (Belch et al., 2001). Social benefits of campus
recreation programs include the ability to develop growth in interpersonal relationships
(Hood, 1984). Student involvement theory provides an explanation for how these benefits
can occur.
Student involvement theory. A social interaction involves two or more people
and how people act toward one another. Communication is a critical tool in relationships,
the workplace, the community, and at school. Alexander Astin (1984) developed the
theory of student involvement. Astin explored behavior in students and found their
involvement was a contributing factor in benefiting a student’s persistence in college. In
addition, he found that the more involved a student was the better she or he would do
academically (Astin, 1984). Astin (1984) stated, “it is not so much what the individual
thinks or feels, but what the individual does, how he or she behaves, that defines and
identifies involvement” (p. 298).
There are four types of student development: psychosocial, cognitive-structural,
typology, and person-environment (Skipper, 2005). Psychosocial development focuses on
how a student identifies herself or himself and her or his relationships with others.

Cognitive-structural development focuses on intellectual and moral development.
Typology focuses on individual differences in how people perceive and approach the
world. Finally, person-environment development focuses on how the environment
influences behavior (Astin, 1984). For example, Astin (1984) believed that student
retention would be better if students identified with other students, felt a sense belonging,
identified with a particular place at the institution, and felt a sense of belonging at the
school.
Campus recreation programs create a space for student development to occur by
offering an inclusive environment where non–threatening forms of challenge are offered.
These programs engage students in the reflection and feedback process, which helps
increase motivation towards specific goals. Students can use the campus recreation center
to “expand their educational experiences by studying with peers, interacting with faculty
and peers outside the classroom, belonging to student organizations, and being on campus
as much as possible” (Windschitl, 2008, p. 31). For example, Astin (1993) suggested
certain benefits for students who participate in intramural sport programs, noting,
“physical health, reduction of alcohol consumption, degree attainment, satisfaction with
college life, and leadership are positively affected by participating in intramural sports
programs” (p. 386). Staff at many colleges and universities encourage students to become
involved around campus. Astin’s (1984) theory outlines the outcomes of student
involvement by the ways in which students change and develop through being actively
involved. Astin believed student success was shaped by how much the student was
involved in school, not entirely how well the student performed in her or his academic
coursework.

Self-authorship theory. Baxter Magolda’s (2008) self–authorship theory
explains student development based on the need for socialization, which helps a person to
discover a personal meaning in life. This theory describes how the student may engage in
learning and develop her or his own philosophy. “Self–authorship, or the internal
capacity to define one’s beliefs, identity, and social relations, has emerged in the past
fifteen years as a developmental capacity that helps meet the challenges of adult life”
(Magolda, 2008, p. 269). From my experience, I believe campus recreation helps students
engage in the self-authorship process by providing students with leadership opportunities.
For example, taking on leadership positions or participating in clubs offers students the
experience to collaborate with others to express their beliefs and ideas about current
issues or topics. When students graduate they will enter their career fields, and almost
any career deals with group collaboration and decision-making. For graduates to be
leaders in their work, personal lives, and communities they need to obtain self–authorship
(Magolda, 2004).
Self-efficacy theory. Self-efficacy theory explains the importance of social
experiences and the importance they have on students’ abilities to accomplish goals and
tasks (Bandura, 1997). Bandura (1997) defined self-efficacy as “the belief in one’s
capabilities to organize and execute courses of action required to produce given
attainments” (p. 3). Hard work creates self-efficacy and achievement in educational
settings (Bandura, 1986; Schunk, 1981; Zimmerman, 1989). When students are highly
motivated they often go above and beyond to accomplish goals and tasks. They are
interested in learning and understanding new ideas. This knowledge creates self-
confidence in students to succeed. This tenacity is important in students’ work ethic

because if they feel confident in what they achieve, they often push themselves to reach
higher goals in the future (Bailey & Wood, 1990; Bandura, Marinez-Pons, & Zimmerman
1992).
Campus recreation programs such as healthy fitness programs, intramural sports
competitions, club sport matches, and outdoor pursuits help build feelings of achievement
in students (Smith, 2008). These diverse programs aid students in discovering their
potential through goal setting, challenges, and activities. Self-efficacy also increases a
students’ self esteem (Bandura,1997). According to Clark, King, & Sullum (2000),
college students with high self-efficacy usually had an increased level of physical activity
patterns and a likelihood that those students would continue to stay physically active. For
example, students who work out on a continuing basis get stronger each day both
mentally and physically. When students motivate themselves, they ultimately reach
higher limits. A person’s comfort zone is a psychological boundary and a place where
they feel secure. Encouraging students to expand their comfort zones challenges them to
discover different aspects of their lives and helps them walk onto the trail of personal
development. Luckner and Nadler (1997) stated:
Through involvement in experiences that are beyond one’s comfort zone,
individuals are forced to move into an area that feels uncomfortable and
unfamiliar- the groan zone. By overcoming these anxious feelings and thoughts of
self doubt while simultaneously sampling success, individuals move from the
groan zone to the growth zone. (p.20)
Campus recreation provides students this chance to delve into new activities that could

take them away from their average daily routine and change their lives forever.
Spiritual Wellness
Campus recreation programs promote overall health benefits that guide students
to discover their self worth. Spirituality is generally defined as a condition of the soul that
reflects a deep connection to the world and a strong sense of value for self and others
(Burke, Chauvin, & Miranti, 2005). Howard and Wellbourn (2004) stated, “Spirituality
helps us in our struggle to determine who we are (our being) and how to live our lives in
this world (our doing)” (p. 35).
Campus recreation provides participants with opportunities to engage in activities
that promote spiritual benefits, including self-growth and personal development
activities. Spiritual benefits help relax students, which can allow them to engage in self-
directed learning (NIRSA, 2013). Campus recreation programs provide opportunities for
reflection to take place. For example, the majority of students need to relax after an exam.
It is to my understanding that campus recreation facility, programs, or services can help
students relax their minds, and reflect on their exams and the actions they might take to
improve. In Transforming Spirituality: Integrating Theology and Psychology Sandage
and Shults (2006) stated, “Spirituality can be part of a psychological activation and
intensification of arousal that motivates people toward action” (p. 189).
Campus recreation reduces boredom and generates excitement for students to
balance their lives through adventurous, exhilarating, energetic, and spiritual
environments. The participation in campus recreation and sports not only makes the
participant healthier, but it can also provide an enriched form of spiritual guidance and

self-discovery throughout a student’s life. Participation in campus recreation may foster
spiritual experiences and social connectedness opportunities. The four ways in which
spiritual connectedness is manifested include being connected to self, others, nature, and
the ultimate other (Burke, 1994). For example, when a student participates in an outdoor
adventure trip they have the opportunity to engage in a spiritual experience. It has been
discovered that spiritual growth, and renewal have a positive relationship with outdoor
recreation and are an important reason why people engage in these types of activities
(Baltic, Elsner, Driver, Dustin, & Peterson, 1996). Outdoor experiences provide students
the opportunity for self-discovery to take place and the wilderness is associated with a
place where spiritual outcomes may occur (Hendee & Riley, 2000).
In today’s modern society stress is evident in every person’s life. College students
are constantly checking their cell phones, emails, text messages, social media, going to
class, doing homework, and etc. When do students ever really catch a break to spend time
with friends or significant others? Is the college society lacking connectedness? It can be
easy to lose track of the person you are with all the distractions in everyday life. The
spiritual benefits a student may gain can range from appreciation to finding the little
things that make one happy, to gaining clarity of one’s purpose in life. Participation in
campus recreation can help students to value their lives and live every day to cherish the
world around them.
Summary
Physical, cognitive, social, and spiritual well-being can influence students to
reach their maximum potential both inside and outside of the classroom. This chapter
examined various theories to explain how campus recreation contributes beneficial

wellness components to the collegiate student experience. As evidenced, the wellness
benefits of campus recreation play a critical role in the enhancement of a student’s quality
of life. Campus recreation is a tool that alters attitudes, perceptions, moods, stress, and
success in a student’s life. In order for universities to help develop student wellness, they
must be able to provide healthy options for students. Ultimately, administrators who are
concerned about their campus recreation departments have the capability to benefit
students’ wellness and quality of life.

CHAPTER 3: METHODOLOGY
Introduction
This chapter includes the rationale for the mixed methods research approach and
describes research questions that were important to the project. The mixed methods
research was conducted through surveys and focus group sessions. The mixed methods
approach, according to Clark and Creswell (2011), “provides strengths that offset the
weaknesses of both quantitative and qualitative research” (p. 12).
The purpose of this research was to describe the benefits, which campus
recreation provides students at the University of South Florida (USF). The research
design I chose for this study uses mixed methods to explore multiple avenues of my
research question. My goal was to explain and provide additional information to USF to
create awareness for the importance of the campus recreation facility, programs, and
services. I chose to perform a descriptive study using a mixed method approach to
provide USF with numerical data as well as descriptive data to help understand campus
recreation and the benefits it provides students at the university.
Data Collection
Data were extracted for this study in two ways. Survey responses were obtained
from students using a survey from the nationally-recognized research group, The NASPA
(National Association of Student Personnel Administrators) Assessment and Knowledge
Recreation and Wellness Consortium (Assessment and Knowledge Consortium, 2016). I
added specific questions to determine the benefits of campus recreation from attitudes
and opinions of campus recreation student users at USF.

The second data collection was obtained from USF students via focus groups
regarding experiences of participation in campus recreation programs, frequency of
participation, facilities, services, and their feelings of well-being. Data was audio
recorded and transcribed to accurately capture important information relevant to the
study.
The quantitative research design was demonstrated through a nationally
recognized research group, The NASPA Assessment and Knowledge Recreation and
Wellness Consortium (Assessment and Knowledge Consortium, 2016). I chose to use the
quantitative survey method because this research is confirmatory, not exploratory. This is
important to note because during this research project several theories were studied and
analyzed to figure out if the theories support the findings. This study is not to be confused
with exploratory research because there is already evidence from other research studies
and a wide variety of information on this topic (Clark & Creswell, 2011). Many schools
have used The NASPA Assessment and Knowledge Recreation and Wellness Survey to
assess their students. I was curious to understand USF’s campus recreation users and their
attitudes and beliefs about the programs, facilities, and services. This survey research
helps in generalizing findings about the student population (Doamekpor & Radhakrishna,
2008) that adequately captures and represents USF students. This research is
generalizable because broad inclusion criteria were used and the sample size accounted
for 25 percent of the student population (Doamekpor & Radhakrishna, 2008).
The qualitative research aspect was conducted through three focus group sessions
held at the USF campus recreation center. The purpose of using focus groups was to

collect data from currently enrolled USF students as it related to campus recreation,
concerning their feelings, attitudes, and beliefs about their student experience, quality of
life, and campus recreation programs at USF. I chose to use the focus group method
because I was interested in exploring multiple topics and wanted to ask open-ended
questions in a group setting. Focus groups were essential to my research because the data
collected was different than what was collected through the survey.
Sampling Methods
For the quantitative portion of this study (The NASPA Recreation and Wellness
Benchmark), participants were selected through random sampling of 4,000 enrolled
undergraduate and graduate students who attend the USF Tampa Campus. This selection
occurred via a computer software system that randomly selects individuals by the
students’ U-number. These U-numbers were then used to generate a student’s email that
randomly sent a link of the survey and asked for voluntarily participation. This approach
meant that each student who was currently enrolled had the same chance of receiving the
survey. The students were told that the purpose of the survey was to obtain data on
recreational facilities, activities, and programs on the USF campus. Students who
participated in this survey were entered into a drawing using the student’s U-number to
win a campus recreation and sports gift package. After the original email was sent out,
one reminder email was sent to students reminding them to fill out the survey if they were
interested.
For the qualitative portion of the study, participants for the focus groups were
selected using purposeful sampling. Atchinson and Palys (2008) define purposeful
sampling:

People or locations are intentionally sought out because they meet some criteria
for inclusion in the study. A good informant has the knowledge and experience
the researcher requires, has the ability to reflect, is articulate, has the time to
participate, and is willing to participate in the study. (p.124)
I sat at a table at the campus recreation center to sign up students for the focus
groups. I provided an incentive for students to come to the table by providing Clif bars
(organic energy bars) for each student who visited the table. I labeled three sheets of
paper with different dates and times available for each focus group. I allowed up to
twenty people to sign up on each sheet knowing that half would possibly show up. The
students were told they would receive a t-shirt and pizza for the first ten who walked
through the door. The participants who were involved with the focus group research were
currently enrolled undergraduate and graduate students at USF who participated in
campus recreation programs, facilities, and services. These particular students were good
informants because they had the knowledge and experience using campus recreation
facilities, programs, and services. Students who never participated in campus recreation
programs were disqualified from the study because they met exclusion criteria. They
were informed before the study and each individual received a Clif Bar for approaching
the table.
Survey Instrumentation
The instrument used to collect the quantitative data for this research study was the
NASPA Assessment and Knowledge Recreation and Wellness Benchmark (Assessment
and Knowledge Consortium, 2016). This survey tool assesses the impact of campus

recreation offerings on student recruitment and retention, frequency of participation in
various recreational opportunities, outcomes of participating in campus recreation
opportunities, and recreational needs and interests. Campus Labs, who partner with The
National Intramural-Recreational Sports Association (NIRSA), powers or administers
this assessment. NIRSA is “the leading resource for professional and student
development, education, and research in collegiate recreational sports” (Assessment and
Knowledge Consortium, 2016). The survey instrument was originally designed in 2005
and was created to provide an assessment that demonstrates the impact of campus
recreation on student learning growth, and development. This survey was also designed
to benchmark data with other universities in order to meet institutional goals (Assessment
and Knowledge Consortium, 2016).
The NASPA Assessment and Knowledge Benchmark is an up-to-date research
tool that comprehensively analyzes the impact of participation in campus recreational
programs, facilities, and services (Forrester, 2014). Below is a sample of questions from
the instrument (Assessment and Knowledge Consortium, 2016).
• How important will maintaining a healthy lifestyle be to you after you leave this
college?
• On average, how many times per week do you participate in on-campus recreation
sports, programs, and/or activities?
• How often do you participate in the following on-campus activities, programs,
and/or services?

• In what other ways has your participation in campus recreation activities,
programs, and services helped or enhanced your experience at this
college/university?
• What is your expected GPA for this semester/quarter?
This survey includes sections on demographic information, recreation usage,
health and wellness, GPA, retention, improvements, facilities, programs, and services to
attempt to gather information on the effect campus recreation centers have on students.
This self-report survey was used to collect student perceptions of campus recreation
programs, facilities, and services at USF.
The participants in my study were given the names and contact information of the
researcher in case of any questions or concerns. The survey was open for approximately
three weeks, and students were sent one reminder email. The survey consisted of 147
questions, both multiple choice and open-ended format: and the length of time it took
students to take the survey was ten to fifteen minutes. Professionals at other institutions
with reputable campus recreational programs, facilities, and services recommended the
validity of this instrument. I communicated with professionals at Georgia Tech, as they
are one of the leading peer institutions of USF. Georgia Tech also uses the Recreation
and Wellness Benchmark(Assessment and Knowledge Consortium, 2016) to assess their
programs and services (Michael Edwards, personal communication, September 1, 2015).
Focus Groups
Before each focus group, each person signed and completed a consent form. After
each participant signed the form, I asked if there were any questions and told participants

that their participation in this study was voluntary. Focus groups bring together
participants with similar or mutual interests to discuss a topic as a group with the
researcher there to hear the responses (Morgan & Spanish, 1984). I had to perform the
focus groups first because of time issues. The quantitative data was not gathered until
February 2016 and I gathered focus group data in November 2015. The USF chose to
send the survey out Spring Semester 2016 so the process was not rushed or forced. The
focus groups in this research project were important to better understand student
experiences and have face-to-face interactions with USF students. According to Kitzinger
(1995), “The idea behind the focus group method is that group processes can help people
to explore and clarify their views in ways that would be less easily accessible in a one to
one interview” (p. 299).
Each session was audio recorded to ensure proper sound quality. I provided an
introduction of the research and myself to the participants. During the focus group I also
took notes to ensure accuracy and to remember key points when playing back the audio
recording. When each focus group was finished, I transcribed the audio recording
(Morgan, 1997). I made a spreadsheet with each line indicating a topic that arose more
than once. On the right hand side of each line I created a general topic category, which I
used to watch for common themes or trends among the three focus groups (Litchtman,
2013). Each focus group session was diverse, offering an inclusive environment for
students to express their attitudes, opinions, and beliefs towards USF campus recreational
programs, facilities, and services.
In order to collect generic introductory information about each student (Krueger,
2002), I asked each participant what program they were in, what campus recreation

programs they participate in or facilities/services they use, their level of campus
recreation participation (light, moderate, or heavy), and their year in school. The generic
introductory information was important to me when I analyzed the data because it helped
me connect to participants and make conclusions from the data I received. Generic
introductory information helped to breakdown overall survey response data into
meaningful groups of participants. For the focus groups I created a prompt that helped me
direct questions with the intent to keep the conversation on track. Monday night there
were five students who participated, Tuesday there were seven students, and Friday there
were six students. Each focus group lasted about an hour and twenty-five minutes. Below
is a sample of questions I asked.
• Let’s do a quick round of introductions. Can each of you tell us your name, your
major/year in school, the campus recreation programs/facilities/services you have
utilized at USF, and if you consider yourself a light, moderate or heavy campus
recreation participant based on this definition?
• Why do you use campus recreation facilities or programs?
• What skills, if any, have campus recreation facilities, programs, or services taught
you while enrolled at USF?
• How do campus recreation programs at USF benefit your quality of life?
• How would your life be without campus recreation at the University of South
Florida?

The focus group questions entailed demographic information, recreation usage, health
and wellness, retention, improvements, facilities, programs, and services to attempt to
gather information on the effect campus recreation programs, facilities, and services have
on students.
Description of Data Analysis
In this section I will use a systematic approach to apply logical and statistical
techniques to evaluate data from the research process. I will explain the different theories
and techniques on how data was analyzed. Both quantitative and qualitative data analysis
were applied to capture results from study.
Analyzing Focus Groups
I used grounded theory and the constant comparative method to analyze the data from
focus group sessions and to develop my theory (Glaser & Strauss, 1967). Glaser (1992)
defined grounded theory as “a general methodology of analysis linked with data
collection that uses a systematically applied set of methods to generate an inductive
theory about a substantive area” (p. 16). Thematic coding is a form of qualitative analysis
that identifies a common idea or theme; those themes are then placed into categories to
establish a framework (Gibbs, 2007). According to Corbin and Strauss (1990), there are
three coding procedures for the constant comparison method:
• Open coding is “the process of breaking down, examining, comparing,
conceptualizing, and categorizing data" (p. 61).
• Axial coding is “[a] set of procedures whereby data are put back together in new
ways after open coding, by making connections between categories. This is done

by utilizing a coding paradigm involving conditions, context, action/interactional
strategies and consequences" (p. 96).
• Selective coding is “[t]he process of selecting the core category, systematically
relating it to other categories, validating those relationships, and filling in
categories that need further refinement and development" (p. 116).
This study included three focus groups. I completed transcripts from the three
focus groups, and the data on the focus groups was divided into different groups. I
categorized groups according to the major or frequent themes discussed in each focus
group. I applied code mapping to help divide the data into categories (Knodel, 1995). In
code mapping the researcher examines focus group data transcripts to identify sections
that are meaningful to the research questions asked. I then categorized responses from
each research question where, according to, they best fit (Bloor & Frankland, 1999).
When I found a common theme or trend related to a concept, I used a code word and
displayed it in a table for data analysis. In the table I grouped similar code words together
to display similar meaning of the concepts I found.
I used group-to-group validation to analyze common topics that seemed to spark
energy and create much conversation among all three groups (Morgan, 1997). According
to Morgan (1997), “there are three basic factors that influence how much emphasis a
given topic should receive: how many groups mentioned the topic, how many people
within each of these groups mentioned the topic, and how much energy and enthusiasm
the topic generated among the participants” (p. 63). After using group-to-group validation
I processed my data into the table for data analysis. Since there were multiple focus

groups within the same study, it was possible to reach data saturation (Charmaz, 2000).
This was not entirely about the quantity of participants but more about the quality of data
I received. After the third focus group, there was no new data being generated, and as
such, no new themes were generated. I was empirically confident that I had reached data
saturation. The categories that emerged from the data were becoming counter productive
and I found myself cutting out data where I felt it was necessary to do so.
Analyzing the Survey
The design of this study is considered descriptive research; thus, it explored and
explained (Kumar, 2005) campus recreation users and how campus recreation benefitted
students. Kumar (2005) defined descriptive research as “the description of the state of
affairs as it is at present” (p. 6). The main objective of this study was to determine how
campus recreation benefitted students at USF. The constant variable for this study was
campus recreation users, the independent variable was participation in campus recreation
programs and facilities, and the dependent variables were the opinions of campus
recreation users that determined benefits at the university. This was measured by attitudes
and opinions from the NASPA Recreation and Wellness Benchmark questions that are
related to feelings toward maintaining a healthy lifestyle after college, the contribution to
quality of life, the skills that campus recreation had provided to students, self-perceived
levels of health and wellness, and how campus recreation enhanced the college
experience.
I used the Campus Labs Baseline program (Assessment and Knowledge
Consortium, 2016) to analyze the quantitative data for this study. The Campus Labs

Baseline Program (Baseline) is the database for the NASPA Recreation and Wellness
Benchmark. Baseline offers benchmarking and data collection opportunities for
researchers to analyze and perform quantitative data analysis. Baseline has many features
that help organize and analyze statistical analysis. The assessment provides a detailed
demographic section in which the researcher can filter and view data for sub populations
(Guide to the Consortium, 2015). Over 100 institutions have used the Campus Labs
Baseline program to assess students (Guide to the Consortium, 2015).
I analyzed the survey data manually to determine which questions were important
to use for data analysis. I organized survey questions into three different categories,
which included, USF Student Beliefs About Impact Campus Recreation Has on Wellness
(6-point scale questions), USF Student Perceptions About Campus Recreation, What
Skills It Has Provided Them (3-point scale questions), and USF Student Beliefs About
Impact Campus Recreation Has on Wellness (Open ended questions). For each category I
used descriptive statistics to find the median and percentage of total respondents for each
question. I used the Baseline program to calculate the mean and percentages. The median
was used to show the measures of central tendency (Murty & Page, 1983).
The median was calculated from the total respondents of each question to find the
exact middle of the set of values. The median was used instead of the mean because the
data was not on an interval scale instead it was on an ordinal scale with questions related
to student’s attitudes and beliefs about campus recreation. According to Bertram (2009),
“Individual responses are normally treated as ordinal data because although the response
levels do have relative position, we cannot presume that participants perceive the

difference between adjacent levels to be equal (a requirement for interval data)” (p.2).
For example, for a 3-point scale question a student could answer: 1= not at all, 2 =
somewhat, and 3 = definitely. I used the median to describe the central tendency of the
data I received from USF students for each question. I did not use the mean (average) for
this Likert scale type data because it is not a helpful measure of the data’s central
tendency (Artino & Sullivan, 2013).
Summary
The NASPA Recreation and Wellness Benchmark was sent to 4,000 students at
USF. The results from this study showed how participation in campus recreation benefits
students at USF. Descriptive research was used to explore and explain campus recreation
users. Descriptive statistics such as the median and percentages were used to analyze the
survey data. The Baseline program was utilized to analyze and perform the quantitative
data analysis.

Chapter 4: RESULTS
Introduction
The purpose of this research was to describe the benefits campus recreation
provides students at the University of South Florida. This chapter reports the results
found from the data analyzed for this study both quantitatively and qualitatively. In the
quantitative data analysis, descriptive information is reported using medians, and
percentages from USF students that report to be campus recreation users. In the
qualitative data analysis section, I discuss and explain analysis concepts, subcategories,
and final themes.
Recreation and Wellness Survey Data Results
Demographics
There were 226 out of 4,000 students who completed the survey. The completion
rate of the survey was 9%. According to Archer, 2008; Miller & Smith, 1983; Wiseman
(2003), online surveys typically have low response rates. Response rates as low as 2% on
online surveys have been reported (Petchenik & Watermolen, 2011). There was one
reminder email sent out to students to complete the survey online.
Of the 226 respondents, 58% were female. Seventy-six percent of the students’
age reportedly ranged from 18-25 years old. More than half of the students (58%) were
white while 18% percent were Hispanic/Latino/a, 11% were African American/Black,
and 8.79% were Asian/Pacific Islander. Twenty-five percent indicated they were graduate
students, 22 % were seniors (undergraduate program), 25% were juniors, 11% were
sophomores, and 14% reported being in their freshman year. Eighty-three percent of
students were fulltime students, and 94% of students reported having a 3.0 grade point

average or higher. This study used descriptive statistics, specifically median and
percentages, to describe and provide simple summaries about student perceptions of
participating in campus recreation facilities, programs, and services at USF.
Descriptive Analysis of Campus Recreation Wellness Benefits
Physical Benefits
The questions used for this section were phrased from participation in campus
recreation. The students were asked if they felt they had increased or improved their
“fitness level,” “athletic ability,” “physical strength,” “balance/coordination.” “weight
control,” and “overall health.” The 3-point response scale was: 1= not at all, 2 =
somewhat, and 3 = definitely.
The median score for fitness level was 3, which means students agree that campus
recreation activities and programs improved their physical fitness level at USF. In total
88% of students answered somewhat or definitely agree that participation in campus
recreation has increased their physical fitness level.
When asked if they had increased or improved their athletic ability the median
score was 2, which means students somewhat agree that campus recreation activities and
programs improved their athletic ability at USF. In total 85% of students answered
somewhat or definitely agree that participation in campus recreation has increased their
athletic ability.
When asked if they had increased or improved their physical strength the median
score was 3, which means students agree that campus recreation activities and programs

improved their physical strength at USF. In total 88% of students answered somewhat or
definitely agree that participation in campus recreation has increased their athletic ability.
When asked if they had increased or improved their balance or coordination the
median score was 2, which means students somewhat agree that campus recreation
activities and programs improved their balance or coordination at USF. In total 80% of
students answered somewhat or definitely agree that participation in campus recreation
has increased their balance/coordination.
When asked if they had increased or improved their weight control the median
programs improved their weight control at USF. In total 82% of students answered
weight/control.
When asked if they had increased or improved their overall health the median
score was 3, which means students agree that campus recreation activities and programs
improved their overall health at USF. In total 90% of students in total answered
overall health.
Respondents were asked, “In what other ways has your participation in campus
recreation activities, programs, and services helped or enhanced your experience at this
college/university”? This open ended question generated responses around physical
wellness. For example, a student responded, “The various exercise facilities available to
me at the Campus Rec Center has helped me improve my athletic ability, appearance,

confidence, and overall health.” Another student responded, “It helped me achieve my
personal wellness goals.”
It can be concluded from these responses that participation in campus recreation
promotes physically well-balanced lifestyles and contributes to their health and wellness.
This information is significant because these physical wellness benefits could be an
indicator of how they will choose to live the rest of their lives.
Table 1: USF Student Beliefs About Impact or Influence Participation in Campus
Recreation Has on Physical Wellness (3-point scale)
Emotional and Cognitive Benefits
recreation. Students were asked if they had increased or improved their “stress
management,” “ability to get a good night’s sleep,” “academic performance,” and
“feeling of well-being.” The 3-point scale was: 1 = not at all, 2 = somewhat, and 3 =
definitely.
Question
From your participation in
Campus Recreation, do you
feel you have increased or
improved your:
% Median
Physical Fitness 88 3
Athletic Ability 85 2
Physical Strength 88 3
Balance/coordination 80 2
Weight control 82 2
Overall health 90 3

When asked if they had increased or improved their stress management the
median score was 3, which means students agree that campus recreation activities and
programs improved their stress management at USF. In total 84% of students answered
stress management.
When asked if they had increased or improved their sleep the median score was 2,
which means students somewhat agree that campus recreation activities and programs
improved their sleep at USF. In total 74% of students answered somewhat or definitely
agree that participation in campus recreation has increased their sleep.
When asked if they had increased or improved their academic performance the
activities and programs improved their academic performance at USF. In total 70% of
has increased their academic performance.
When asked if they had increased or improved their feeling of well-being the
median score was 3, which means students agree that campus recreation activities and
programs improved their feeling of well-being at USF. In total 89% of students in total
answered somewhat or definitely agree that participation in campus recreation has
increased their feeling of well-being.
college/university”? This open ended question generated responses around emotional and

cognitive wellness. For example, a student responded, “I was recently diagnosed with
bipolar disorder. Exercise/recreation was never really a priority to me but I was
encouraged by peers to attend the group fitness classes with them during my depressive
phases which did help me with coping.” Another student responded, “Campus recreation
has made me be able to be well rounded with my campus and be able to balance my
school work, social health, and academics. It helps with releasing stress in addition to it
helps with my mood. Makes me feel productive when I end my day at the gym.”
promotes emotional and cognitive benefits by reducing stress and allowing students to
relax and take a break. These results also show that students who participate in campus
recreation are physically active, which helps increase cognition to help students perform
better academically. Furthermore, these results show that students who participate in
campus recreation at USF have a positive feeling of well-being and are taking care of
themselves, which could effect their overall college experience. This information is
significant because these emotional and cognitive benefits show that offering the brain a
break could help restore cognitive abilities to perform academically.
Table 2:USF Student Beliefs About Impact or Influence Participation in Campus
Recreation Has on Emotional/Cognitive Wellness (3-point scale)
Question
improved your:
% Median
Stress management 84 3
Sleep 74 2

Social Benefits
recreation, asking students if they felt they had increased or improved their “sense of
belonging,” “respect for others,” and “the ability to develop friendships.” The 3-point
scale was: 1 = not at all, 2 = somewhat, and 3 = definitely.
When asked if they had increased or improved their sense of belonging the
activities and programs improved their sense of belonging at USF. In total 67% of
has increased their sense of belonging.
When asked if they had increased or improved their respect for others the median
programs improved their respect for others at USF. In total 74% of students answered
respect for others.
When asked if they had increased or improved their friendships the median score
was 2, which means students somewhat agree that campus recreation activities and
programs improved their friendships at USF. In total 70% of students answered
Academic performance 70 2
Feeling of well-being 89 3

friendships.
college/university”? This open ended question generated responses around social
wellness. For example, a student responded, “The first outdoor adventure trip was what
really got me into the spirit of the school and led me to make friends easily. Definitely a
positive experience.” Another student responded, “Great opportunity to meet new people
who share health considerations in common.”
promotes social benefits by allowing students to engage with others in a healthy
atmosphere where they can develop a sense of belonging. These results show that
students who participate in campus recreation find respect for others while engaging in a
diverse community of individuals. This information is significant because these social
benefits show that participating in campus recreation can allow students to discover new
friendships while engaging them in activities where they can meet friends that my last a
lifetime.
Recreation Has on Social Wellness (3-point scale)
Question
improved your:
% Median

Spiritual Benefits
recreation, asking whether students had increased or improved their “self-confidence,”
“concentration,” and “sense of adventure.” The 3-point scale was: 1 = not at all, 2 =
When asked if they had increased or improved their self-confidence the median
programs improved their self-confidence at USF. In total 83% of students answered
self-confidence.
When asked if they had increased or improved their concentration the median
programs improved their concentration at USF. In total 76% of students answered
concentration.
When asked if they had increased or improved their sense of adventure the
activities and programs improved their sense of adventure at USF. In total 68% of
Sense of belonging 67 2
Respect for others 74 2
Friendships 70 2

has increased their sense of adventure.
college/university”? This open ended question generated responses around spiritual
wellness. For example, a student responded, “It has helped me transition into adulthood
and feel comfortable in my body. Lifting weights (powerlifting) is a stress reliever that is
much needed in the fast paced lifestyle that is campus life.” Another student responded,
“It has made me feel like even though sometimes we feel we can't do something it is all a
mental thing. All of these things that the university has offered has made me have more
self confidence and feel empowered in life.”
promotes spiritual benefits by guiding students to discover their self-worth. These results
show that students who participate in campus recreation have developed self-confidence
to help them accomplish goals and tasks they may have to deal with in their present and
future lives. These results indicate that participation in campus recreation increases
concentration and helps students focus on their academic college experience. Lastly,
students develop a sense of adventure of exploring different opportunities to help them
become the person they desire to be.
This information is significant because these spiritual benefits show that
participating in campus recreation can allow students to find a deeper meaning and
connection to the world around them by helping them reflect to find value in themselves.

The spiritual experiences they may encounter may have an impact on their choices in life
and can help them cherish the world as whole.
Recreation Has on Spiritual Wellness (3-point scale)
Overall Quality of Life
Respondents were asked, “Please indicate your level of agreement with the
following statement: Campus recreation activities and programs contribute to the quality
of life at this institution.” The 6-point scale was as follows: 1 = no basis to judge, 2 =
strongly disagree, 3 = somewhat disagree, 4 = neither agree nor disagree, 5 = somewhat
agree, and 6 = strongly agree.
Table 5: USF Student Beliefs About Impact on Quality of Life at USF (6-point scale)
Question
improved your:
% Median
Self-confidence 83 2
Concentration 76 2
Sense of adventure 68 2
Question % Median
Does campus recreation
activities and programs
contribute to the quality of
life at this institution?
81 5

When asked if campus recreation activities and programs contribute to the quality
of life at the institution the median score was five, which means students somewhat agree
that campus recreation activities and programs contribute to the quality of life at USF. In
total 81% of the students answered somewhat agree or agree to the quality of life
question. It can be concluded from the above question that campus recreation plays a
positive role and contributes to student quality of life at USF. Furthermore, new
programming and marketing programs to students who do not use the campus recreation
center can be a significant way to increase quality of life across campus.
Maintaining a Healthy Lifestyle
Respondents were asked, “Please answer the following questions. How important
was maintaining a healthy lifestyle to you prior to enrolling at this college and how
important will maintaining a healthy lifestyle be to you after you leave this college? The
4-point scale was as follows: 1 = not at all important, 2 = slightly important, 3 =
moderately important, 4 = very important.
When asked how important was maintaining a healthy lifestyle to you prior to
enrolling at this college the median score was three, which means students responded
maintaining a healthy lifestyle was moderately important to them prior to attending USF.
In total 70% of the students answered moderately important and very important to this
question.
When asked how important was maintaining a healthy lifestyle after you leave
this college the median score was four, which means students responded maintaining a

healthy lifestyle after college will be very important to them. In total 90% of students
answered moderately important and very important to this question.
It can be concluded from the responses to the above questions that participation in
campus recreation may influence students to develop healthy lifestyle behaviors by
promoting physical activity and provides opportunities for students to get involved. These
results show that healthy lifestyle behaviors might have been important prior to college
but the opportunity to participate in campus recreation influenced students in a positive
way to maintain healthy lifestyles after college. This shows that the benefits of
participating in campus recreation are not temporary and may be life changing.
Table 6: USF Student Beliefs About the Importance of Maintaining a Healthy Lifestyle
(4- point scale)
Academic Performance
Students were asked if participation in campus recreation had increased or
improved their academic performance. The 3-point scale was: 1 = not at all, 2 =
Question % Median
How important was
maintaining a healthy
lifestyle to you prior to
enrolling at this college?
70 3
How important will
maintaining a healthy
lifestyle be to you after you
leave this college?
90 4

When asked if participation in campus recreation had increased or improved their
academic performance the median score was two, which means students somewhat agree
that participation in campus recreation improved their academic performance at USF. In
total 70% of respondents felt in some way campus recreation had increased or improved
their academic performance. Students were additionally asked what is your expected GPA
for this semester/quarter? Ninety-four percent of respondents said they expected to have
at least a grade point average (GPA) ranging from a 3.0 to 4.0.
It can be concluded that participation in campus recreation could influence a
student’s academic performance or how well they do in school. These results are
significant in understanding the role exercise has on the brain and how essential physical
activity is to learning.
Skills and Abilities
Students were asked, please indicate your level of agreement with the following
statements: Participation in recreational activities has provided me with skills or abilities
that I will use after college? The 6-point scale was: 1 = no basis to judge, 2 = strongly
disagree, 3 = somewhat disagree, 4 = neither agree nor disagree, 5 = somewhat agree, and
6 = strongly agree.
When asked has participation in recreational activities provided me with skills or
abilities I will use after college the median score for this question was four, which means
students trend towards agreement that participation in recreational activities provides
them with skills or abilities that they will use after college. In total 56% of respondents

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