Why intramural programs?

Chapter Objectives

• Define intramural program terms used throughout this book

• Explore the history of intramural programming

• Discuss the benefits of intramural programs for students and educational institutions

• In small groups, discuss the benefits of intramural programs as you experienced them at all educational levels: elementary school, high school, and college or university. Provide examples and identify the specific benefit for each.

Purposes of intramural programs

• Fun– Enhanced– Destroyed

• Physical fitness--“a workout!”• Competition--overcoming obstacles• Character• Leadership

– as "stimulating and aiding groups to accept, formulate common goals and to carry out effectively the measures leading to the attainment of those goals" (Kraus 1985, 25).

Key Terms

• Intramural programs

• Extramural activities

• Campus recreation

History of intramural programs

• Universities– Princeton soccer (1857) and cane spree – Stover at Yale—1912– 1913--Michigan and Ohio State

• Girls– Novels– Vassar Studies—1899– Jane Allen of the Sub Team—1917– Jane Allen: Right Guard—1918– University--1917--Athletic Conference of American

Women

• Organizational– NIA--1950--Dr. William Wasson

• 1971 included women

– NIRSA—1975– CIRA—1977

• Grade schools and high schools--lots till the 1950s—recently coming back

John Dewey wrote in Democracy and Education in 1916

• "It is the business of the school to set up an environment in which play and work shall be conducted with reference to facilitating desirable mental and moral growth."

• "It is not enough just to introduce play and games, hand work and manual exercises. Everything depends upon the way in which they are employed."

Benefits of intramural activity

• Generally– Positive benefits for intramurals– Negative consequences without intramurals

• Specifically– Character– Leadership through positive self-esteem– Fun– Health

• Health– According to the U.S. Surgeon General,

"Significant health benefits can be obtained by including a moderate amount of physical activity . . . on most, if not all, days of the week. Through a modest increase in daily activity, most Americans can improve their health and quality of life" (U.S. Department of Health 1996).

• Specifically– Sociability (ie)– Achievement (ie)

• 1. In small groups, discuss the benefits of intramural programs as you experienced them at all educational levels: elementary school, high school, and college or university. Provide examples and identify the specific benefit for each. How do these benefits compare with those listed in this chapter?

• 2. Log on to the Internet and go to the following Web site: www.lin.ca

• Do a search on the topic "children and benefits." Find (and document with full citation) one benefit for four of the benefits categories presented in this chapter (a total of four benefits).

Canadian Fitness and Lifestyle Research Institute

1999 Physical Activity Monitor

• Children's barriers to becoming more active – Lack of skill and ability—13% of Canadian parents

strongly agree that their children do not feel they are good at sports and physical activity.

– Girls' parents are more likely than boys' parents to strongly agree that their children feel they lack skills for sports and physical activity. In addition, parents of 13-17 year-olds are more likely than parents of younger children (aged 5-12) to strongly agree with this statement.

– Excessive cost—26% of parents strongly agree that the dollar costs associated with their children doing physical activity are too high.

• Lack of information—20% of parents strongly agree that there is not enough information on local physical activity and sport opportunities available for children.– Parents of adolescents are more likely than parents of

younger children to strongly agree that there is not enough information on local physical activity opportunities for their children.

• Inconvenience—16% of parents strongly agree that the hours and class times offered by their local centres do not suit the needs of their children. In addition, 19% strongly agree that it is too hard to get to places where their children can be active.

• Program issues—22% of parents strongly agree that there are not enough programs, services, or facilities in and around their local communities that offer opportunities for their children to be active. In addition, 18% strongly agree that the programs and facilities available are not the right types for their children.– Parents of 13-17 year-olds are more likely than

parents of 5-12 year-olds to strongly agree that there are not enough programs, services, or facilities in their communities for their children to be active. They are also more likely to strongly agree that the programs and facilities available are not the right types for their children.

• Lack of social support—23% of parents strongly agree that there are not enough places where a family can be active together. In addition, 17% strongly agree that it is too difficult to find the right type of coaching or instruction for their children, and 15% estimate that it is too difficult to find other people with whom their children can be active.– Parents of 13-17 year-olds are more likely than

parents of 5-12 year-olds to strongly agree that it is too hard to find the right type of coaching or instruction for their children.

• Safety concerns— 13% of parents strongly agree that safety concerns keep their children from walking or bicycling. Of those concerned with safety issues, 22% strongly agree that sidewalks and bike lanes are not properly maintained, and 21% strongly agree that sidewalks and streets are poorly lit.– Parents of younger children are more likely than

parents of adolescents to strongly agree that safety concerns keep their children from walking or bicycling.

• http://64.26.159.200/cflri/pa/surveys/99survey/99survey.html

• 3. Go to the following Web site: http://www.lin.ca/resource/LIN/HTML/cattofc.html

• Read through the outstanding Benefits Catalogue. Find (and document with the full citation) at least one new benefit that has not been identified in this chapter and was not mentioned in your group discussions.

• 4. NIRSA and CIRA-Ontario were discussed in this chapter as key organizations in the promotion of intramural programs. Peruse the NIRSA and CIRA-Ontario Web sites identified in this chapter's resources and note four key benefits to intramural programs they espouse.

CIRA Ontario• Contact information

– c/o Student Life – P.O. Box 2034– Hamilton, Ontario Canada L8N 3T2 – Telephone: (905) 575-2083 – Fax: (905) 575-2264 – Email: office@ciraontario.com– Web site: http://www.ciraontario.com

• This organization produces a quarterly newsletter and offers great resources by and for teachers. Check out "Resources" on its Web site. Also provides a free, moderately active, listserv discussion group. (To join, E-mail ciraon@julian.uwo.ca.) The listserv is a forum where members can ask each other questions and offer solutions to problems related to intramural programs, particularly at the college and university level.

National Intramural Recreational Sport Association (NIRSA)

• Contact Information– 4185 SW Research Way – Corvallis, OR 97333?1067 – Telephone: (541) 766?8211 – Fax: (541) 766?8284 – Web site: http://nirsa.org/– E-mail nirsa@nirsa.org

• NIRSA is a non-profit, professional organization dedicated to the establishment and development of quality intramural/recreational sports and fitness programs and services. Also produces the semi-annual NIRSA Journal and provides a very active listserv discussion group to its members.

Major Assignment

• Pick a partner and topic• For purposes of this assignment briefly describe the

school you are preparing this handbook for. Include such items as the number of students, number of staff, intramural program history, and other items you feel are relevant.

• Based on chapter 1 select and document some of the key benefits you want to develop in your program.

• Include at least one reference from each of the following:– Benefits catalogue– NIRSA or CIRA