Addressing the Recreational Sports Needs of Students with Physical Disabilities

Abstract

Recreational sports programs have historically been planned to meet the needs of traditional-aged students, residing on or near campus. Recent research has indicated that nontraditional students utilize campus programs differently than do traditional students. Little research has been done, however, concerning the needs of students with disabilities. As the number of these students on the college campus continues to increase, recreational sports personnel will come under increasing pressure to meet their needs. Through in-depth interviews, sixteen students with disabilities shared their perceptions of what influenced their campus recreational sports participation. Because only a few students have ever participated in a campus sponsored recreation program, much of the interview focus was on constraints. Three major themes emerged from the data: interest and awareness; perceived acceptance by peers; and opportunity. These themes are discussed and implications for future recreational sports planning identified.

A Multi-Institutional Review of College Campus Adapted Intramural Sports Programming for College Students With and Without a Disability

“…In addition, the level of participation in physical activity among persons with a disability declines during adolescence and sees the most rapid decline during the college years (Yoh et al, 2008). These findings suggest that recreational activities and intramural sports participation by students with disabilities differ significantly from that of traditional students (Hodges, 2000). In a follow-up study of 81 NIRSA member 4-year colleges or universities, recreation programs specifically for individuals with disabilities were the least offered programs (Fujii & Woodward, 2006).…”

“…Students with disabilities are an underrepresented yet growing demographic on college campuses (Daniels et al, 2017). Campus recreation has been designed around traditional college students under the age of 26, who live on or near campus, and for whom college is their primary responsibility (Hodges, 2000). Individuals with a disability interact with the campus environment differently from traditional students as reflected by fewer interactions with institutional variables and greater interaction with external groups (Hodges, 2000).…”

“…Campus recreation has been designed around traditional college students under the age of 26, who live on or near campus, and for whom college is their primary responsibility (Hodges, 2000). Individuals with a disability interact with the campus environment differently from traditional students as reflected by fewer interactions with institutional variables and greater interaction with external groups (Hodges, 2000). Individual studies of undergraduate students with disabilities reported 90% of students with disabilities never attended an organized campus recreation event as a participant or spectator, and 88% reported never utilizing facilities during open recreation (Hodges, 2000).…”

“…Individuals with a disability interact with the campus environment differently from traditional students as reflected by fewer interactions with institutional variables and greater interaction with external groups (Hodges, 2000). Individual studies of undergraduate students with disabilities reported 90% of students with disabilities never attended an organized campus recreation event as a participant or spectator, and 88% reported never utilizing facilities during open recreation (Hodges, 2000). In addition, the level of participation in physical activity among persons with a disability declines during adolescence and sees the most rapid decline during the college years (Yoh et al, 2008).…”

“…Physical skill development acquired through participation in intramural sports can help people with disabilities be more independent in school, work, leisure, and other aspects of life (Devine, 2016). Hodges (2000), Fujii and Woodard (2006), Devine (2016), and Daniels et al (2017) identified barriers to participation for students with disabilities from the perspective of both participants and recreation sport management administrators. The researchers proposed recommendations that concerted efforts be made to identify new approaches to include recreational programming such as intramural sports, scheduling, programming formats, training/knowledge, and promotional techniques.…”