A Comparative Analysis of Perceived Benefits of Participation between Recreational Sport Programs

Lower, Leeann M.; Turner, Brian; Petersen, Jeffrey C.

doi:10.1123/rsj.37.1.66

Cited by 49 publications

(47 citation statements)

References 28 publications

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“…Additionally, participation in sport clubs can be characterized by purposeful engagement. Club members pay dues, attend regular practices, and possibly participate in extramural competition, with many teams instructed by a coach or captain (Lower et al, 2013;Mull, Bayless, & Jamieson, 2005). The additional responsibility of club operations, meetings, and practice is likely to enhance task-and self-based achievement goals.…”

Section: Discussionmentioning

confidence: 99%

Examination of the 3x2 Achievement Goal Model in Collegiate Recreation: Comparison Across Sport Programs

Lower

Turner

2016

JAS

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Sport is a central achievement context through which participants' direct competence-related behavior to achieve desired outcomes. Achievement goal theory provides a framework for understanding self-directed behavior in achievement contexts. Theorists postulate that achievement goals reflect one's purpose and anticipated outcomes which guide behavior. To assess this psychological construct, several achievement goal measures have been developed, from a dichotomous model (Nicholls, 1989) to the most recent 3x2 model (Elliot, Murayama, & Pekrun, 2011). In the present research, the 3x2 achievement goal model (i.e., task-approach, taskavoidance, self-approach, self-avoidance, other-approach, other-avoidance) was translated for the collegiate recreational sport domain and tested against alternative theoretical models. A questionnaire was developed and administered to recreational sport participants (N = 614) at a large, post-secondary institution in the United States. Using confirmatory factor analysis (CFA), the researchers found the 3x2 model to provide a better fit than the alternative theoretical models. These findings support the most recent theoretical advancement of the achievement goal construct. Through use of multivariate analysis of variance, significant differences across the six achievement goals were found between intramural and sport club participants. These results have implications for researchers and recreational sport practitioners seeking to measure and understand the motivational differences across sport participants.central motivation construct prevalent in sports psychology literature is that of achievement goals, which are postulated to direct competence-related behavior (Conroy, Elliot, & Hofer, 2003), such as sport involvement. Within the broader context of sport, there are several distinct sport models that are characteristic of diverse motivations. The achievement goals of collegiate sport athletes are likely to differ from that of collegiate recreational sport participants, which are subsequently likely to differ from that of youth sport participants. Collegiate recreation is a unique context in which to study achievement goals due to the diverse program offerings, including intramural sports, sport clubs, group fitness, aquatics, outdoor adventure, among other programs (Blumenthal, 2009). Through a greater understanding of the motivations of diverse recreation participants, practitioners will be more equipped to effectively design sport programming and influence participant behaviors. Several theoretical models have been developed during the past three decades to conceptualize the achievement goal construct. More specifically, the literature highlights four primary models, including the dichotomous (Nicholls & Dweck, 1979), trichotomous (Elliot & Harackiewicz, 1996), 2x2 (Elliot & McGregor, 2001), and 3x2 (Elliot et al., 2011) models. With the recent development of the 3x2 achievement goal framework, there is opportunity to study the achievement goals of recreational sport participants wi...

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Section: Discussionmentioning

confidence: 99%

Examination of the 3x2 Achievement Goal Model in Collegiate Recreation: Comparison Across Sport Programs

Lower

Turner

2016

JAS

Self Cite

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“…Research has identified sport club meetings (Ramos et al, 2018), club practices and competition (Haines & Fortman, 2008; Lower et al, 2013; Warner & Dixon, 2012), club travel (Haines & Fortman, 2008), club social events (Czekanski & Lower, 2019), and student leadership activities (Flosdorf et al, 2016; Lower et al, 2013; Warner & Dixon, 2012) as contributors to the social outcomes of sport club participation. However, past research examining outcomes of sport club participation is largely anecdotal and does not empirically test the relationships between distinct sport club activities and student outcomes.…”

Section: Collegiate Sport Clubs Contribution To Attachmentmentioning

confidence: 99%

“…In collegiate sport clubs, student members celebrate competitive successes, socialize off the field of play, and cultivate long-term bonds with teammates and the institution. Previous research has demonstrated the importance of sport club programs to the overall well-being of students on a university campus (Beyer & Hannah, 2000; Lower et al, 2013; Warner & Dixon, 2012). However, little is known about the sport club mechanisms that contribute to student well-being and success.…”

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confidence: 99%

The Relationships Between Sport Club Activities and University and Member Attachment

Lower‐Hoppe

Beattie

Wray

et al. 2020

Recreational Sports Journal

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Given the social purpose of sport clubs, an anticipated outcome of club participation is a sense of attachment to the university and campus community. However, the sport behaviors that contribute to club members’ social attachment are largely unknown. Therefore, this study sought to examine which sport club activities are related to university and member attachment. A survey was administered to 175 sport club members at a large public university in the United States. Using a multivariate analysis of variance, sport clubs with moderately low to high social inclusionary tactics reported significantly greater university attachment than clubs with low tactics. Additionally, clubs with high social inclusionary tactics reported significantly greater member attachment than clubs with low to moderately high tactics. No significant difference in attachment was found when accounting for clubs’ frequency of competition or travel. The findings support the use of formal socialization to enhance club members’ feelings of attachment.

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“…Results from the principal component analysis found the three subgroups: social, intellectual, and fitness, to account for 68.59 percent of the variance, while the confirmatory factor analysis indicated a good fit (RMSEA: .09; NFI: .98; CFI: .98). The structure of the scale, however, has been found to vary across empirical studies (Forrester & Beggs, 2005;Lower, Turner, & Petersen, 2013).…”

Section: Instrumentationmentioning

confidence: 99%

Untitled

2014

SPRT

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Aside from coaches, athletes hold leadership roles amongst their teams (Loughead et al., 2006), and leadership behaviors often relate to cohesion (e.g., Shields, Gardner, Bredemeier, & Bostro, 1997; Vincer & Loughead, 2010). There are two main types of athlete leaders that have been identified: formal and informal athlete leaders. Vincer and Loughead (2010) discuss that in order to gain a conceptual picture of athlete leadership, these two types of athlete leaders must be examined independently unlike past literature, which has focused on athlete leaders as a general group. The present research examined the differences between formal and informal athlete leadership behaviors, the gender differences, and the relationship that leadership behaviors have with cohesion. Seventy-four varsity male and female college basketball players completed the Group Environment Questionnaire (GEQ; Carron, Widmeyer, & Brawley, 1985), the Leadership Scale for Sport (LSS; Challadurai & Saleh, 1980) modified for formal athlete leaders, and the LSS modified for informal athlete leaders. A paired-samples t-test revealed significant differences between formal and informal athlete leaders on leadership behaviors, and a Pearson-product moment correlation revealed significant correlations between athlete leadership behaviors and cohesion. These results could benefit coaches by increasing their understanding of athlete leaders, allowing them to more effectively select or appoint athlete leadership.

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A Comparative Analysis of Perceived Benefits of Participation between Recreational Sport Programs

Cited by 49 publications

References 28 publications

Examination of the 3x2 Achievement Goal Model in Collegiate Recreation: Comparison Across Sport Programs

Examination of the 3x2 Achievement Goal Model in Collegiate Recreation: Comparison Across Sport Programs

The Relationships Between Sport Club Activities and University and Member Attachment

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