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Research
Impact on student education
A preliminary look at the Fitness & Wellness IQ’s impact on fitness and wellness education
Overview
The preliminary results of a recent study that considered the educational impact of recreational sport fitness and wellness programs on the participants of such programs are encouraging. Not only did the study find that students who participated in the fitness and wellness activities provided by one large, four-year public university in the Midwest scored significantly higher on an examination designed to test their knowledge and understanding of fitness and wellness concepts and practices than those who did not participate in any recreational activity, it also suggests that such programs are in alignment with the latest thinking and criteria regarding the impact that a co-curricular program such as recreational sports might have on student learning. One of the intended outcomes of this research was “to provide evidence that students are learning from multiple sources” (Learning Reconsidered 2, 2006, p.13), namely, a recreational sports department.
The Fitness and Wellness IQ
The study utilized independent samples t-testing to compare test scores on several demographic categories. Although reliability coefficients were somewhat low, the test was piloted on a group of students enrolled in fitness and wellness classes in a particular semester and reworked, producing slightly higher coefficients. The overall mean score for the students who participated in the programs was 14.41 (SD= 2.67). The Fitness and Wellness IQ was also administered to a group of students who had never participated in fitness and wellness programs offered by the department, and the mean score for this group was determined to be 13.25 (SD = 2.59). Although the means appeared to be fairly close, the t-test analysis found a significant difference (t = 3.865, α ≤ .001, SD = 2.68). Overall then, students who participated in the fitness and wellness programs provided by the department had significantly higher understanding and knowledge of good fitness and wellness concepts and practices.
Further Results
Other demographics considered by the study included an analysis of women who participated in the fitness and wellness programs compared with women who did not. A comparison of groups based on age and gender was conducted, as was a comparison between commuter students who used the programs and those who did not. The following table reports the findings of the independent samples t-tests on the aforementioned:
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Variable
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N
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Mean
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Mean
Difference
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STD
Deviation
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T
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Sig.
(2-tailed)
|
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Participant
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Participant
Non-participant
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242
110
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14.41
13.25
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1.16
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2.68
2.58
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3.865
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.000
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Gender (f)
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Participant
Non-participant
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219
76
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14.47
13.37
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1.10
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2.69
2.78
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3.094
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.002
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Age (trad.)
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Participant
Non-participant
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163
58
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14.43
13.55
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.880
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2.48
2.56
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2.30
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.023
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Age (Non-trad)
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Participant
Non-participant
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75
35
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14.52
13.31
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1.21
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3.06
2.51
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2.03
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.044
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Commuter
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Participant
Non-participant
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93
79
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14.94
13.58
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1.36
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2.45
2.49
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3.58
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.000
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The above findings indicate that women who participated in the fitness and wellness programs scored significantly higher on the Fitness and Wellness IQ than did their non-participating female cohort (t=3.865, α = .002, SD = 2.69). There was no difference between men who used the programs and men who did not on the Fitness and Wellness IQ, probably due to the low sample size available for analysis.
Both traditionally aged (17-25) (t=2.30, α = .023) and non-traditionally aged (25 and older) (t= 2.03, α = .044, SD = 3.06) participants scored significantly higher on the Fitness and Wellness IQ than did their non-participating cohort group. And finally, commuters who participated in the fitness and wellness programs scored significantly higher on the IQ (t= 3.58, α = .000, SD= 2.45) than did their non-participating cohort group. No difference was found between the scores of students living in the residence halls.
The study appears to have two major implications. The first is that fitness and wellness programs, at least at this institution, have a significant impact on the fitness and wellness knowledge of those who use them compared to those who do not. Secondly, the study suggests that this recreational sports department has significant impact on the overall educational experience of the students who participate in the fitness and wellness programs offered.
The results of this research were presented at a recent Ohio Recreational Sports Association Workshop and will be provided in text form for consideration for publication. For further information, and a copy of the Fitness and Wellness IQ, contact pmilton@ashland.edu or P.L.Hutton@csuohio.edu.
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