Scholarship of Teaching and Learning (SoTL) communities of practice (CoP) have emerged as collaborative learning environments that unite people with a shared interest. However, forming and maintaining a successful SoTL CoP can be challenging, requiring careful planning and execution. As academics, we encounter various universal problems and challenges in our teaching and learning practices, particularly in a discipline-focused environment. Researching these challenges is the obvious path to finding answers. However, many discipline-focused academics are unsure of where to begin or how to conduct research on their teaching and learning. As novice SoTL researchers, we established a SoTL CoP in 2021. We used Participatory Action Learning and Action Research (PALAR) principles to form and function our CoP. After two years of successfully maintaining our SoTL CoP, we analysed the data gathered during our meetings. We identified four main themes: Unity in diversity, maximising collaborative potential, nurturing collaboration, and navigating success. We used these themes to compile guidelines for successfully forming and maintaining a SoTL CoP. Implementing these guidelines within a discipline-focused environment will support the development of a collaborative and supportive environment for the advancement of SoTL practices. By prioritising these guidelines, a CoP can thrive, fostering a collaborative and cohesive community where members actively participate, share their expertise, and contribute to collective growth within SoTL. Photo created using DALLE-3, 2024.

Student wellbeing is a growing research field, with limited research in a South African context, especially on the benefits of campus recreation sport (CRS) to students. This study determines the correlations between the frequency of participation in CRS, leisure boredom, and satisfaction with life (SWL) of undergraduate students at North-West University (NWU). A cross-sectional design was used with 512 students completing an online survey. Demographic information and data on frequency of participation, SWL, and leisure boredom were used. Spearman’s correlation was used to determine relationships between variables. Students were 48% male and 52% female and included white (71%), black (22%), coloured (6%) and “other” (1%) students. A significant negative correlation was found between SWL and leisure boredom (r=-0.170). Frequency of participation across all forms of CRS had a significant negative correlation with leisure boredom (r=-0.146) and a significant positive correlation with SWL (r=0.135). Outdoor activities showed the strongest positive correlation with SWL (r=0.143) and negative correlation with leisure boredom (r=-0.149). A significant positive correlation exists between active participation and satisfaction with life, and a significant negative correlation between total participation and leisure boredom, although these correlations were weak. The results indicate the potential of CRS to benefit students’ SWL.

This descriptive-interpretive qualitative study aimed to determine the expectations of instructors working in the Adventure-based Experiential Learning industry of a potential industry governing body. 23 Participants from across South Africa completed an online descriptive survey that revealed four central sub-themes: (1) Function; (2) Determine; (3) Guidance and (4) Centralised access. Participants highlighted the necessity and specific requirements of a South African professional body to provide a distinct career path for instructors. Considering the responsibilities of an industry body, participants expressed a strong concern for payment and employment conditions, whereas standards received strong agreement from the participants. It would require careful evaluation of the variety of fields instructors operate in, the specific requirements for each one of the fields and the expectations of the relevant industry role-players. This study was the first to provide insights into industry body requirements from a South African instructor's point of view, and these insights can assist in creating a reputable and well-recognised industry.

Students will experience leisure boredom when they are not exposed to active recreation. The study aimed to determine the participation patterns in active recreation of undergraduate students at a South African university and to what degree they experience leisure boredom. A once-off cross-sectional design consisting of a sample of 581 students was used. Questions related to demographic information, participation frequency, participation format and leisure boredom were included. There were statistically significant differences between the gender groups’ participation frequencies in netball (p=0.010) and social dancing (p=0.044). There were statistically significant differences between all racial groups’ leisure boredom (p=0.000). Medium to large practical significant differences were found between Indian/Asian and Coloured (d=0.9), Coloured and White (d=0.7), and Indian/Asian students and African students (d=0.6). Statistically significant differences (p=0.017) for leisure boredom were found in the total sample for all three accommodation types. Most students prefer to participate on their own or with their friends sharing the same interests, but not all on-campus activities cater to individual participation. This could be because students are more likely to choose activities that provide social opportunities, with the social factor as the second highest-rated motivational factor for active recreation participation.

The Scholarship of Teaching and Learning (SoTL) is an emerging focus within South Africa (SA). In Human Movement Sciences (HMS) in SA, research is primarily discipline-specific, and many researchers are unfamiliar with SoTL. To explore how we (as HMS lecturers) could integrate SoTL into our research, we formed a community of practice (CoP). The SoTL unicycle depiction of Swart et al. (2016) suited our visual analogy since the focus of HMS is on the human body that is in motion. For us, the unicycle represented HMS SoTL in motion. Swart et al. (2016) viewed the SoTL movement as an academic’s individual journey, whereas we saw SoTL from a CoP perspective. Therefore, we adapted the unicycle into a tandem bicycle, representing our collaborative engagements. Participatory action learning and action research (PALAR) formed our theoretical framework. Through our dialogue, each tandem wheel’s focus emerged. The back wheel was about deciding to SoTL (or not). This became a linchpin of our critical dialogue during the relationship-building phase of our CoP. Once we committed, we needed to learn how to keep our CoP moving forward. This became the middle wheel of our tandem bicycle. Next, the front wheel and handlebar became our guide into what the future of SoTL would be for us. The tandem bicycle, therefore, represents our collective cycles of learning as we became SoTL researchers. We believe our learning can support others transitioning from discipline-specific research to engaging in SoTL. *Please note that this poster is best viewed in Adobe on a computer/laptop for interactivity. Click here to read the corresponding ISSOTL blog post.

The study focused on the adventure-based experiential learning (ABEL) component of the North-West University peer helper training program. The aim of this study was to explore and describe a group of peer helpers’ subjective experiences of their participation in an ABEL program, with a focus on how these experiences related to the concept of grit. A total of 26 students at the North-West University, both male and female, participated in the study. A qualitative research approach with a case study research design was used. The participants completed daily reflective diaries for the duration of the three-day ABEL program. After 3 months of performing their duties as peer helpers, the same individuals participated in focus group interviews. Themes were identified through inductive analysis and discussed regarding their relevance to the concept of grit. The main themes that emerged from both phases of data collection included intra-, inter-, and transpersonal/transcendent aspects, within which participants regularly referred to elements of grit. It was concluded that ABEL, due to its unique nature and demands, provides an ideal mechanism for the facilitation of personal growth on various levels. More specifically, through its clear association with the improvement and/or development of participants’ grit, it could equip these students to be more effective in their role as peer helpers.

The recreation profession is a fast-growing, diverse, career field, creating unique challenges for academic institutions in preparing students. Not all the skills and competencies (graduate attributes) needed by entry-level recreation professionals can be achieved through academic curricula in classroom settings. Experiential learning pedagogy may address these challenges for recreation education. The Twin-Cycle Experiential Learning model (TCELM) can incorporate field- and classroom-based experiential learning into degree programmes. The purpose of this article is to investigate the experience of students in a recreation module that implemented an adapted TCELM. A holistic single-case is reported with qualitative data including student reflections, lecturer reflections and focus group interviews, subject to inductive coding. The merit of both cycles of the TCELM in student learning was examined. Group work and time management were two factors identified that may challenge the implementation of experiential learning. However, both these factors contribute to the development of essential skills for the workplace. It was concluded that the adapted TCELM is practically implementable within a recreation module at a higher education institution. However, attention should be given to student expectations, active learning opportunities and the time spent on experiential learning activities.

The unemployment rate of graduate students in South Africa (SA) has increased more than 4% in the past 10 years. This increase can be ascribed to the current economic situation as well as the unemployability of these students. The focus was to determine the graduate attributes (skills and competencies that make students employable) required in entry-level recreation professionals in SA. A ranking-type Delphi study design was used, consisting of three iterations. Ten experts from the public, non-profit and private recreation sectors whose organizations employ entry-level recreation professionals were asked to rank the graduate attributes most required in students, and evaluate the relevance of graduate attributes for a SA context. Data were analzsed using descriptive statistics and inductive coding. "Passion for the profession", "trainability and a willingness to learn" and "communication skills" were the top-ranked attributes. Clear differences were found in the expectations from SA graduates compared with United States graduates. "Creativity", "ability to work with groups" and "conflict management" were added for the SA context. These results clarified what is expected of graduates entering recreation careers in SA, and it is therefore crucial that institutions preparing recreation students focus on these attributes in their programmes to enhance graduate employability.

Recreation students lack some skills and competencies at the beginning of their careers. This may be related to passive learning settings with limited or no exposure to practical experiences during training. To gain the required competencies, students need to be exposed to active learning processes. The focus of this study was to establish if an experiential learning teaching approach, implemented in a recreation degree programme, could develop students' graduate attributes. A holistic single-case, case study design employing a convergent parallel mixed method pre-post-test design was used. An adapted Twin-Cycle Experiential Learning Model (TCELM) was applied in a final year recreation module at a higher education institution. The Review of Personal Effectiveness and Locus of Control (ROPELOC) questionnaire and a self-report competency assessment survey were completed by 28 students at the beginning and end of the semester. Qualitative data included student reflections and focus group interviews. Data were analysed using descriptive statistics and inductive coding. The ROPELOC revealed statistical significant improvement in the student's leadership skills (p = 0.04) and their overall effectiveness (p = 0.01). Research skills (p = 0.00), adaptability (p = 0.00), leadership skills (p = 0.00), personal qualifies (p = 0.02) and knowledge of the profession (p = 0.00) were competencies that increased significantly over the semester. From the qualitative data several categories, linked to graduate attributes required by recreation professionals, emerged. Knowledge of the profession was the most mentioned category. These results support the view that an experiential learning teaching approach is beneficial in the preparation of recreation graduates, and should form the teaching foundation for recreation in higher education.

Divorce is one of the most stressful events a child or adult might ever experience. Enhancing family functioning is a key intended outcome in designing family leisure programmes aimed at developing life-enhancing attitudes and relationships. Nonetheless, the actual effects on families participating in such programmes, specifically single parent families, have not yet been reported. Two divorced single parent families headed by the mother with adolescent children participated in this small scale four-day adventure intervention programme including a high-ropes course, equine-assisted therapy, mountain-biking treasure hunt, hiking, abseiling and rock-climbing. Qualitative data collected from semi-structured one-on-one interviews, field notes and participant observation were analysed rendering two main themes, namely attitudes and relationships, each with its own set of subthemes: attitudes, comprising self-esteem and motivation,-and relationships, comprising communication, problem solving, respect and trust The leisure intervention programme played a positive role in improving attitudes and the relationships between the divorced single parent mothers and their children.

Millions of South African youth have been left behind as orphans as a result of the AIDS pandemic, turning to high risk behaviour to survive. These risk behaviours have a negative effect on their quality of life. To aggravate the problem further, most of these youths do not have access to recreation programmes and activities. The benefits obtained from recreation participation play a changing role in managing at-risk youth. The purpose of the study was to determine if recreation programmes are beneficial and a necessity for specifically AIDS orphans within a South African context, as seen from the youth’ perspectives. A qualitative research design was used. The participants were students at Thanda After-School Programme (Thanda ASP) (n=8), representative of the different programme areas offered by Thanda ASP. In-depth data collection methods were employed, using individual, semi-structured interviews and document analysis. The process resulted in two key categories: the benefits of this recreation programme and the necessity of these programmes for AIDS orphans. The participants stated that the recreation programme ensured health, emotional, social and psychological benefits to them, which therefore resulted in a better quality of life. The necessity was accentuated by the risk behaviours the youth reported before participating in the programme as well as by their need to learn and develop important skills. It is evident from the research that recreation programmes can address the problems that AIDS-orphaned youth face and that the benefits stated in the literature apply to AIDS orphans at Thanda as well.

Divorce is one of the major causes of single-parent households. Among the understandable difficulties families face as a result of divorce, other difficulties such as the lack of time for family bonding and family leisure directly affect the wellbeing of both the parents and the children. The aim of this study was to evaluate the role of a leisure-based programme on the relationship between divorced single parents and their children. This study was completed by reviewing literature in the field of family leisure and relevant literature regarding the importance of the relationship between divorced single parents and their children. Books, journals, dissertations, theses and internet sources published between 1993 and 2011 were consulted, identified by means of the keywords, to give a theoretical exposition of this study. Research found that divorced single-parent families face financial difficulties and time constrains. Given that the household responsibilities are not shared and there is only one person earning an income, thus resulting in time or financial constraints to spend on leisure activities. Therefore, divorced single parents should endeavour to spend time with their children and find a balance between core and balance family leisure activities. Leisure programmes have the potential to develop relationships and improve family bonds.