Campus recreation research has generated important insight into participation patterns, constraints, service quality, belonging, retention, and student success outcomes. This conceptual paper argues that campus recreation should also be understood as a site of identity work. Drawing from symbolic interactionist and identity theory perspectives, leisure scholarship on identity development in emerging adulthood, and campus recreation research on belonging, comfort, inclusion, and student perceptions, the paper develops a framework for understanding how students negotiate campus recreation in relation to self-concept, social recognition, and possible selves. Five identity work processes are proposed, including identity verification, identity threat, identity experimentation, identity positioning through others, and identity through action. The framework suggests that participation, nonparticipation, and selective engagement are shaped not only by access, motivation, or constraints, but also by how students interpret recreation environments as settings that verify valued identities, threaten them, make possible selves imaginable, and appear socially navigable for enactment.
Elevating women in collegiate recreation is essential for organizational success and requires addressing assumptions that limit women's opportunities to lead. This study is grounded in role congruity theory which explains how gender-based prejudice emerges when communal traits associated with women are viewed as incongruent with the agentic qualities expected of leaders, reinforcing cultural and structural bias. The BeCOME framework offers a model for cultivating allyship and fostering organizational cultures where women can thrive. To explore men's perceptions of their role in allyship and advocacy, 22 interviews with men were conducted. Findings revealed four themes: valuing and elevating women's voices; building relational connections; cultivating self-awareness and humility; and gendered leadership pathways in transition. Together, these insights underscore the importance of men leveraging their roles as supporters, collaborators, sponsors, and advocates to advance more equitable workplace practices.
The purpose of this study was to evaluate the impact of an Exercise is Medicine-On Campus (R) initiative entitled the Partner Exercise Program (P.E.P.) on college student stage of change, exercise behavior, psychological wellbeing, and fitness. Undergraduate students (n = 108) participated in the 4-week P.E.P. in which they were instructed to engage in 150 min of self-directed physical activity as well as two separate days of strength training each week. Students also selected an exercise partner for the program, while self-monitoring their physical activity each day. At pre- and post-test participants completed measures of body composition and blood pressure, muscular endurance and cardiovascular fitness, physical activity, stress, and self-compassion. Participants exhibited a statistically significant change in their stage of change per the transtheoretical model, as well as body fat percentage, cardiovascular and muscular fitness, physical activity, stress, and self-compassion from pre- to post-program (p < .001). The P.E.P. was effective per the change in pre- to post-test results. Participants perceived it positively impacted their mental health, fitness, and academic performance based on qualitative feedback. This is a feasible program for other universities to replicate that may promote peer connection while positively impacting physical and mental wellness.
Smart wearable technologies present a paradox for student wellness, promising data-driven enhancement while often diminishing the intrinsic rewards of physical activity. This study explores this tension, framing student runners' abandonment of wearables not as a failure of motivation, but as a proactive psychological strategy. Drawing on Self-Determination Theory, we analyze semi-structured interviews to identify how this abandonment serves to restore thwarted psychological needs. Three key mechanisms are identified: (1) The reclamation of autonomy in response to a "dual performance" pressure, where runners resist data surveillance that mirrors academic quantification in order to restore embodied awareness and playful leisure. (2) The reassertion of competence, where technical inaccuracies and relentless social comparison erode self-efficacy, triggering a shift away from external validation toward intrinsic motivation and the simple joy of running. (3) The reconstruction of relatedness, which reframes abandonment as a pro-social act, where the alienation of superficial virtual communities prompts runners to seek authentic, real-world emotional connections. Ultimately, the study reveals that for students, abandoning wearable technology is a rational act of psychological self-preservation. Findings offer critical insights for university wellness programs and technology designers on how to better support student well-being by prioritizing intrinsic motivation over pervasive quantification.
Maintaining the motivation of student employees contributes to positive job satisfaction, can increase efficiency, and improve productivity. This study utilized the Interpersonal Behaviors Questionnaire to examine student employee's perceived motivational climate by measuring autonomy, competence, and relatedness to their work environment in terms of perceived support and thwart from managers. A total of 256 student employees in campus recreation, student living, and student union departments participated. Analysis of variance (ANOVA) results indicated there were no significant differences among participants based on their rank in school, age, or ethnicity. Significant differences were identified when comparing autonomy thwart and competence thwart within campus recreation staffing specializations and when compared across three unique student affairs departments. Overall, these results indicate that students who recognize the autonomy and opportunities for professional development in their roles tend to be more self-determined.
Collaboration between outdoor campus recreation programs and their academic counterparts in college institutions is an important aspect of efficiency and student success. Little is known about how or if these programs collaborate, even though they are well-positioned to benefit from such efforts. This study asked 31 different college campus recreation and academic programs (paired from the same institution) across the United States about the nature of their relationship to better understand how these programs might collaborate. Staff and faculty responses showed that most of the campus recreation/academic relationships were perceived as positive and demonstrated collaborative efforts, however, most of the perceptions of the relationship by staff/faculty were not aligned (both did not view the relationship as positive, neutral, etc.). This study highlights the benefits and barriers of collaboration between campus recreation and their academic counterpart on college campuses, and provides some ideas of how programs might begin collaborative efforts.
Esports has emerged as a popular recreational activity on college campuses. Many schools are developing esports-related programs to enhance student life, and support recruitment and retention. This study examines the lifestyle behaviors and wellbeing of recreational esports participants through a cross-sectional survey of 490 respondents. The findings suggested a strong connection between problematic gaming and adverse health results such as lower mental wellbeing, poorer sleep, and less social connection among the participants; nevertheless, total gaming hours alone was not a predictor of mental health outcomes. The study also identified gender-based differences, with females reporting more constraints in finding gaming partners and experiencing higher level of gaming toxicity including teasing and sexual harassment. The study concludes that campus recreation programs should promote healthy gaming behaviors, create inclusive environments, and provide resources to address problematic gaming.
This study investigates the influence of student employment within campus recreation departments on academic performance, personal development, and career readiness. Leveraging data from three institutions and incorporating survey responses, the research identifies a positive correlation between campus recreation student employment and higher GPAs, improved retention rates, and enhanced transferable skills such as leadership, communication, and decision-making. Survey findings also show growth in self-confidence, social responsibility, and a stronger sense of community. These results support the value of campus recreation student employment as a significant contributor to student success and preparation for post-graduation careers.
This study examined the impact of a required university club sports leader training, delivered between seasons, that incorporated Positive Coaching Alliance (PCA) principles and caring, task-involving (CTI) climate strategies. University club sports athletes (N = 192) completed surveys measuring their perceptions of the motivational climate (CTI, ego), goal orientation (task, ego), and outcomes of enjoyment, effort, sport commitment, and adherence to PCA principles. Results indicated athletes perceived a significantly higher CTI climate following training. Those reporting a higher CTI climate and task orientation reported greater enjoyment, effort, sport commitment, and adherence to PCA philosophy (e.g., respect for all aspects of their sport, wanting to make the team better, believing everyone strived to reach their maximum potential). This was an inaugural effort to connect PCA curriculum with CTI climate and extend training to club sports leaders, with strong potential for the training to foster club sports athletes' personal growth and life skill development.
This systematic review examined empirical literature regarding university students' utilization of campus recreation programs (CRP) through the lens of the social-ecological model of health promotion. A comprehensive database search identified 22 articles published between 2004 and 2023, screened in accordance with PRISMA guidelines. Findings indicate that a range of intrapersonal (e.g., gender differences and knowledge deficits), interpersonal (e.g. peer networks and family influences), institutional (e.g. facility accessibility and adapted programming), and community (e.g. cultural norms around body ideals or disability) factors shape CRP utilization. Further, CRP utilization was associated with multiple benefits, including enhanced physical and mental health, social connectedness, and academic outcomes. Despite methodological limitations, including a predominance of U.S.-based studies and uneven study quality, results underscore CRPs' potential to foster holistic well-being and student success in higher education contexts.
Chronic disease health disparities persist among Black individuals. Physical activity can help mitigate the onset and impact of chronic disease, and the adoption of health behaviors during undergraduate years can positively influence health later on. However, few studies have investigated Historically Black Colleges and Universities (HBCUs) campus recreation programming. Guided by the Social Ecological Model (SEM), this study examined campus recreation at an HBCU to better understand how multilevel factors influence participation in physical activity. A hermeneutic phenomenological approach was used to explore the lived experiences of participants engaged in campus recreation at a single HBCU. Eight Black undergraduate students participated in focus group interviews. The SEM framework guided analysis across the intrapersonal, interpersonal, organizational, and community levels of influence. Findings revealed that health and wellness were primary motivators for participation, while visibility concerns and lack of motivation presented intrapersonal barriers. Social relationships, early life environments, and peer influence shaped attitudes toward physical activity, whereas institutional structures and campus culture affected opportunities for engagement. Participants described limited culturally relevant programming and the absence of a perceived culture of wellness on campus but identified informal, peer-led activities such as "Sunday Funday" as meaningful spaces for connection and joy. Results suggest the importance of culturally responsive leadership and peer-delivered programming to promote physical activity and wellness at HBCUs. By centering cultural affirmation, social support, and structural accessibility, campus recreation programs may enhance Black students' engagement in physical activity and contribute to advancing health equity within and beyond the HBCU context.
Outdoor recreation plays a vital role in supporting the overall well-being of college students by promoting physical health, academic success, and mental wellness during a critical stage of their identity development. This qualitative study utilized photo elicitation to explore how 202 Black students perceived various nature-based recreation spaces. Findings revealed five interconnected themes, which all pointed to a preference for water-based settings: (a) emotional restoration and calm; (b) affordance of freedom and possibility; (c) aesthetic appreciation and connectedness; (d) anxiety and threat perception; and (e) connection to memory. The predominantly positive responses to outdoor settings suggest that water-based natural spaces can serve as critical sites of emotional relief, cultural memory, and reconnection for students and illuminate the importance of centering their perspectives in outdoor program planning. The findings further invite a reimagined perspective on outdoor engagement, emphasizing an understanding of how diverse populations perceive and define their relationship with nature.
This study examined barriers to accessing physical activity in campus recreation centers (CRC) among university students who experience disability (USWED). Despite the previous evidence showing USWED being less active than their nondisabled peers, research on their access to campus-based physical activity settings remains limited. Seventy-four participants (sensory [23.8%], physical [32.5%], learning or developmental [.3%], and multiple impairments [33.8%]) enrolled in public universities in the United States, responded to a survey asking them to identify perceived barriers to physical activity and CRC use. The findings showed that USWED faced diverse barriers, regardless of impairment types. Individuals with physical and multiple impairments perceived higher health-related barriers compared to those with sensory impairments. Additionally, older USWED reported more difficulties related to environmental factors than their younger participants. This study improves our understanding of the challenges encountered by USWED, and it is crucial for developing strategies to improve physical activity opportunities and CRC accessibility.
Collegiate Recreation Centers offer various programs including intramural sports, yet injury rates and characteristics are not well established in the current literature. The aim of this study was to describe the injury rates and characteristics for intramural sport programming. Injury rates per 1,000 exposures and injury frequencies were analyzed for each intramural sport league, academic year, injury type, injured body region, and injured body part. There were 490 documented injury reports and 216,262 exposures resulting in 2.27 injuries per 1,000 athlete exposures. Musculoskeletal injuries (78.2%) were the most common injury type and the lower extremity (56.5%) was the most commonly injured body region. These results suggest the need for additional medical providers such as athletic trainers, specific risk management personnel for sport programs, and consistent risk management training and documentation procedures for both injury reporting and participant exposure tracking.
Recreation and sports participation can produce social health benefits for college students with intellectual and/or developmental disabilities (IDD). Despite growing numbers of college students with IDD on college campuses, literature exploring inclusion within campus recreation is limited. Investigating inclusion of college students with IDD within campus recreation is necessary to ensure that the many benefits of campus recreation are available to all college students, including those with IDD. To examine the feelings, beliefs, and intentions of campus recreation staff in regard to individuals with IDD and inclusive service delivery, and to examine the presence or absence of best practices for inclusive service delivery that shape the overall cultural context of campus recreation departments in regard to disability inclusion, campus recreation staff (n = 98) and directors of campus recreation (n = 6) were surveyed. A cross-sectional, non-experimental study design, including web-based surveys was used to collect data from campus recreation staff and the directors at six North American universities. Results revealed feelings, beliefs, and intentions of campus recreation staff across the six universities, as well as the presence and absence of best practices for inclusive service delivery within each university. The correlation analysis demonstrated significant relationships between intentions and the average scores of 11 variables. Subsequently, regression analysis identified efficacy beliefs, normative beliefs about behavior, and attitudes toward autonomy as significant predictors of campus recreation staff's intentions.
International students are less likely than their domestic peers to participate in campus recreation, despite the well-documented benefits for well-being and integration. While previous research has explored constraints to participation, few studies have examined the gap between intention and behavior, specifically, why students who register for programs do not attend. This qualitative study investigated that question through semi-structured interviews with eight international students at a Canadian university who registered for, but did not attend, a recreation program. While students expressed strong initial motivations, various post-registration factors disrupted follow-through. Using thematic analysis, the study identified three key themes that explain the intention-behavior gap: structural constraints, motivational decline and competing priorities, and interpersonal constraints. These findings offer new insight into how participation can be supported beyond recruitment. Practical recommendations are offered to help campus recreation professionals reduce drop-off and foster more inclusive, accessible programs.
University recreation centers are essential for college student physical activity, yet 68% of students with disabilities (SWD) use these facilities fewer than five times annually. Physical and programmatic barriers, including physical access and program inclusivity, may limit SWD participation. This study evaluated the accessibility of three campus recreation facilities at southeastern U.S. public universities using the AIMFREE assessment and interviews with campus recreation directors and staff. Results showed below-average accessibility (<50%) across half of AIMFREE sections, with policies, access routes, and professional training scoring the lowest (7-35%). Interviews revealed gaps in funding allocation, limited adapted programming, and insufficient inclusive marketing efforts. Staff also cited a lack of knowledge, training, and resources as significant barriers but expressed a commitment to addressing these challenges. Findings emphasize the need for tailored training programs that address the unique environmental and cultural contexts of campus recreation to improve accessibility and inclusivity for SWD.
This study examined how undergraduate students conceptualize campus recreation by analyzing open-ended responses from a campus-wide survey at a Canadian university. Drawing on social identity theory and self-categorization theory, we developed a typology of five recreation identity types (i.e., The Competitor, The Casual, The Health-Oriented, The Disengaged, and The Unaware) that reflect distinct symbolic orientations toward campus recreation. These identity types describe how students make sense of recreation offerings, and why some opt out due to symbolic disconnection rather than structural constraints. More specifically, findings suggest that campus recreation participation is shaped not only by access and logistics, but by alignment with students' self-concept and group affiliations. Practical implications are offered for developing inclusive, resonant programming and outreach strategies tailored to diverse recreation identities.
International students may experience many stressors when adjusting to their new environment. The Physical Activity and Wellness Series was an integrated wellness and physical activity program aimed at improving international students' physical activity participation, self-efficacy, coping and social belonging, and reducing stress. Four sessions of the 8-10 week program were evaluated with N = 45 international students. Participants completed surveys at the beginning and end of the program, and a focus group following each session. Measures included self-efficacy for physical activity, social self-efficacy, coping self-efficacy, stress, social belonging, and physical activity. Focus groups assessed participant experiences including expectations, barriers, and facilitators. Most of the mean values trended in the expected direction (higher self-efficacy and physical activity, lower stress and social isolation) and focus group themes included mental and physical health, social connections, and Canadian culture. Combining mental wellness and physical activity in a weekly program resulted in positive social wellness outcomes for international students.
Participation in campus recreational activities is known to enhance academic performance and personal well-being among college students. However, many students face barriers that prevent them from engaging in these activities. This study investigates the leisure constraints and negotiation strategies employed by college students using the Campus Recreation Constraints and Negotiations Questionnaire (CRCNQ). A sample of 408 U.S. college students (57% women) completed the CRCNQ and demographic items via an online survey. The most frequently reported constraints were academic time conflicts, psychological factors, and lack of partners. Self-determined motivation emerged as the strongest predictor of campus recreation participation. Leisure constraints were highest among students in the precontemplation stage, while negotiation strategies were most prevalent among those in the maintenance stage. Gender differences were observed, with women reporting higher psychological constraints and more frequent use of social support as a negotiation strategy. The findings provide evidence of concurrent validity for the CRCNQ with the transtheoretical model. Addressing both constraints and negotiation strategies to promote campus recreation engagement is important. These insights can inform targeted interventions to enhance campus recreation participation, ultimately supporting students’ academic and personal development.
