Academic Success and 1 Year of Intramural Sports Participation by Freshmen Students

Abstract

The purpose of this study was to investigate differences in academic indicators among intramural sports participants and nonparticipants following their first year of college. Matched samples (N = 1,796; 898 pairs) were generated based on demographic variables. Data were obtained from university databases. Paired sample t tests and logistic regression were used to assess differences between participants and nonparticipants. First-semester and first-year grade point average were significantly higher (p < .001) for participants than nonparticipants. First-semester and first-year credit difference were significantly lower (p < .001) for intramural sports participants than nonparticipants. Participants were more than twice as likely to be retained than nonparticipants and 40% more likely to achieve sophomore status. Results suggest that freshmen students participating in intramural sports during their first year of college achieve greater academic success than nonparticipants.

Intramural Sport Participation: An Examination of Participant Benefits, Service Quality, Program Satisfaction, and Student Retention

“…For example, Kulp et al (2019) found that first year students who participate in extracurricular activities (e.g., intramural sport) experience greater academic success and higher retention rates. Further, Forrester et al (2018) found that participation in intramural sport resulted in greater student retention when compared to the broader undergraduate student population (see also Vasold et al, 2021). Many scholars attribute this to Astin's (1984) theory of student involvement suggesting involvement in extracurricular activities (such as campus recreation) contributes to continued persistence in postsecondary education (Elkins et al, 2011;Forrester, 2015;Henchy, 2013).…”

“…Scholars suggest that participants are likely to experience social outcomes as evidenced by improved communication skills, respectful behavior, and expanding social networks (Cooper et al, 2012;Phipps et al, 2015;Sturts & Ross, 2013). Participation in intramural sport has also been associated with intellectual benefits (Lower et al, 2013), increased grade point averages (Vasold et al, 2021), and improved soft skills (e.g., critical thinking, cooperation) (Sturts & Ross, 2013;Williams et al, 2018). Together, existing research points to the various health and wellness, and learning outcomes that have been attributed to participation in intramural sport, while highlighting the importance of intramural programming across postsecondary contexts.…”

“…Notably, previous research suggests that participation in intramurals contributes to improved health and physical fitness, greater self-confidence, and improved stress management among students (e.g., Artinger et al, 2006;Forrester, 2015;Huesman et al, 2009). Participation in intramurals has also been linked to increased student satisfaction (e.g., Miller, 2011) retention (e.g., Forrester et al, 2018;McElveen & Rossow, 2014), and grade point average (e.g., Vasold et al, 2021;Zegre et al, 2020).…”

A Data-Driven Approach for Facility Use Definitions in Campus Recreation

“…Other single intuitional studies controlled for student characteristics while examining the relationships among academic outcomes and intramural sports (Vasold et al, 2019a) and club (Kampf & Teske, 2013) participation. Some multivariate analytic studies have relied on self-reported measures (i.e., using a survey) of student participation across multiple institutions (Vasold et al, 2019b). All studies examining club and intramural sports defined participation as binary; if the student participated in a game or reported participation, they were counted as a participant.…”

“…Research has examined use of recreation facilities, as well as participation in club and intramural sports. Studies have found campus recreation participants have higher grade point averages (GPAs), retention rates, and graduation rates (Belch et al, 2001; Danbert et al, 2014; Huesman Jr et al, 2007, 2009; Leppel, 2005; Mayers et al, 2017; McElveen & Ibele, 2019; Roddy et al, 2017; Vasold et al, 2019a; Vasold et al, 2019b; Zegre et al, 2020). Beyond institutional outcomes, benefits of campus recreation include physical and mental health outcomes (Brock et al, 2015; Forrester, 2014; Zizzi et al, 2004); Forrester (2014) reported nationwide evidence of positive associations between campus recreation and a range of outcomes including student enrollment, retention, academics, employment, health, and wellness.…”