Examining sport commitment and intentions to participate in intramural sports : application of the Sport Commitment Model and the Theory of Planned Behaviour in a campus recreational sport setting

Fifty-six percent of Canadians, 20 years of age and older, are inactive (Canadian
\nCommunity Health Survey, 200012001). Research has indicated that one of the most
\ndramatic declines in population physical activity occurs between adolescence and young
\nadulthood (Melina, 2001; Stephens, Jacobs, & White, 1985), a time when individuals this
\nage are entering or attending college or university. Colleges and universities have
\ngenerally been seen as environments where physical activity and sport can be promoted
\nand accommodated as a result of the available resources and facilities (Archer, Probert, &
\nGagne, 1987; Suminski, Petosa, Utter, & Zhang, 2002). Intramural sports, one of the
\nmost common campus recreational sports options available for post-secondary students,
\nenable students to participate in activities that are suited for different levels of ability and
\ninterest (Lewis, Jones, Lamke, & Dunn, 1998). While intramural sports can positively
\naffect the physical activity levels and sport participation rates of post-secondary students,
\ntheir true value lies in their ability to encourage sport participation after school ends and
\nduring the post-school lives of graduates (Forrester, Ross, Geary, & Hall, 2007).
\nThis study used the Sport Commitment Model (Scanlan et aI., 1993a) and the
\nTheory of Planned Behaviour (Ajzen, 1991) with post secondary intramural volleyball
\nparticipants in an effort to examine students' commitment to intramural sport and
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\nintentions to participate in intramural sports. More specifically, the research objectives of
\nthis study were to: (1.) test the Sport Commitment Model with a sample of postsecondary
\nintramural sport participants(2.) determine the utility of the sixth construct,
\nsocial support, in explaining the sport commitment of post-secondary intramural sport
\nparticipants; (3.) determine if there are any significant differences in the six constructs of
\nIV
\nthe SCM and sport commitment between: gender, level of competition (competitive A vs.
\nB), and number of different intramural sports played; (4.) determine if there are any
\nsignificant differences between sport commitment levels and constructs from the Theory
\nof Planned Behaviour (attitudes, subjective norms, perceived behavioural control, and
\nintentions); (5.) determine the relationship between sport commitment and intention to
\ncontinue participation in intramural volleyball, continue participating in intramurals and
\ncontinuing participating in sport and physical activity after graduation; and (6.) determine
\nif the level of sport commitment changes the relationship between the constructs from the
\nTheory of Planned Behaviour.
\nOf the 318 surveys distributed, there were 302 partiCipants who completed a
\nusable survey from the sample of post-secondary intramural sport participants. There was
\na fairly even split of males and females; the average age of the students was twenty-one;
\n90% were undergraduate students; for approximately 25% of the students, volleyball was
\nthe only intramural sport they participated in at Brock and most were part of the
\nvolleyball competitive B division. Based on the post-secondary students responses, there
\nare indications of intent to continue participation in sport and physical activity. The
\nparticipation of the students is predominantly influenced by subjective norms, high sport
\ncommitment, and high sport enjoyment. This implies students expect, intend and want to
\n1
\nparticipate in intramurals in the future, they are very dedicated to playing on an
\nintramural team and would be willing to do a lot to keep playing and students want to
\nparticipate when they perceive their pursuits as enjoyable and fun, and it makes them
\nhappy. These are key areas that should be targeted and pursued by sport practitioners.

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