Personal qualifications of industrial recreation directors and the adequacy of the North Texas State University recreation curriculum in developing these qualifications.

The writer of this thesis, with the aid of the listed sources, has attempted to develop plans for a recreation program for the Conroe Independent School District of Conroe, Texas.

The purpose of this research is to make a study of the recreation program for girls served by the South Junior High School in Waco, Texas, to determine the extent to which the community meets the recreational needs of these girls.

Ropes course programs provide numerous benefits but what makes programs effective has been unclear. The purpose of the study was to: 1) determine if there was a measurable difference in meaningful involvement between the Challenge by Choice (CbC) and Inviting Optimum Participation (IOP) approaches to ropes course program design and delivery, and 2) identify and compare the linkages among program attributes, outcomes, and values with each approach. The study involved 360 young adolescents (ages 10 -15) who took part in full-day ropes course programs provided by one of four organizations in Ontario, Canada. Participants included 172 boys and 188 girls. The average age was 12.7 years and 47% had previous ropes course program experience. Participants completed either: 1) an experience sampling survey related to meaningful involvement or 2) a means-end laddering survey related to program attributes, outcomes, and values. The experience sampling data were subjected to multivariate analysis of variance (MANOVA). The dependent variables were meaningful involvement during high (belayed) activities and low (non-belayed) activities. The independent variables were program type, sex, and ropes course experience. Program type had a significant effect (8(3,158) = 0.937, p< 0.05) for meaningful involvement experienced during high activities. Meaningful involvement consists of the areas engagement, choice, and view of self. Follow-up ANOVAs indicated that choice (F(1, 160) = 6.127, p< 0.05) was significantly higher in IOP programs. Differences between the programs in engagement and view of self were not significant. There was no significant effect for low activities. Means-end analysis was used to identify linkages among program attributes, outcomes, and values. Responses were organized into 11 Hierarchical Value Maps. Participants in IOP programs identified different linkages than participants in CbC programs. IOP program participants were more likely to mention the attribute low activities and the outcome group efficacy as significant and less likely to mention the outcome anxiety. CbC participants were less likely to mention low activities and group efficacy and more likely to mention anxiety and the value excitement. These findings indicate that ropes course program design and delivery can be manipulated to provide specific benefits and facilitate participant experiences of meaningful involvement.

Ropes course programs provide numerous benefits but what makes programs effective has been unclear. The purpose of the study was to: 1) determine if there was a measurable difference in meaningful involvement between the Challenge by Choice (CbC) and Inviting Optimum Participation (IOP) approaches to ropes course program design and delivery, and 2) identify and compare the linkages among program attributes, outcomes, and values with each approach. The study involved 360 young adolescents (ages 10 -15) who took part in full-day ropes course programs provided by one of four organizations in Ontario, Canada. Participants included 172 boys and 188 girls. The average age was 12.7 years and 47% had previous ropes course program experience. Participants completed either: 1) an experience sampling survey related to meaningful involvement or 2) a means-end laddering survey related to program attributes, outcomes, and values. The experience sampling data were subjected to multivariate analysis of variance (MANOVA). The dependent variables were meaningful involvement during high (belayed) activities and low (non-belayed) activities. The independent variables were program type, sex, and ropes course experience. Program type had a significant effect (8(3,158) = 0.937, p< 0.05) for meaningful involvement experienced during high activities. Meaningful involvement consists of the areas engagement, choice, and view of self. Follow-up ANOVAs indicated that choice (F(1, 160) = 6.127, p< 0.05) was significantly higher in IOP programs. Differences between the programs in engagement and view of self were not significant. There was no significant effect for low activities. Means-end analysis was used to identify linkages among program attributes, outcomes, and values. Responses were organized into 11 Hierarchical Value Maps. Participants in IOP programs identified different linkages than participants in CbC programs. IOP program participants were more likely to mention the attribute low activities and the outcome group efficacy as significant and less likely to mention the outcome anxiety. CbC participants were less likely to mention low activities and group efficacy and more likely to mention anxiety and the value excitement. These findings indicate that ropes course program design and delivery can be manipulated to provide specific benefits and facilitate participant experiences of meaningful involvement.

The purpose of this study is to analyze the recreation program of the Callisburg community in Cook County, Texas, to determine the extent to which it meets accepted standards for a community recreation program.

The purpose of this study is to evaluate the recreational program of certain junior high schools in the Texas Panhandle to determine the extent to which they meet accepted criteria for this type of program.

The purpose of this study was to examine the role of a campus recreation program in meeting the University of the Pacific's goals for social integration, retention, and satisfaction of its undergraduate students. Specific research questions examined students' perceptions of the relationship between the availability of recreational sports facilities and student retention; the impact of participation on students' psychological, physical, and academic well being; the relationship between campus recreation participation and the anticipated importance of sports and fitness activities after graduation; and the relationship between campus recreation participation and satisfaction with overall academic experience. A sample of 290 Pacific students was used in this stratified random study. Each student completed the Quality and Importance of Recreational Services (QIRS) assessment tool created and published by the Center for Research and Development at the University of Tennessee-Knoxville. A majority of students perceived positive psychological, physical and academic gains from participating in campus recreation. Those benefits include developing a sense of belonging with Pacific; gaining self-confidence, group cooperation skills and improved time management; controlling weight; and increased physical fitness. On the other hand, there was little connection between participation in campus recreation and students' overall academic satisfaction at Pacific. This study recommends that the University of the Pacific use its recreation facilities as a central focus in the recruitment and retention process. Pacific should also set measurable goals for evaluating the ways in which the campus recreation program connects faculty, students and staff.

The purposes of this study were: (1) to determine by grade groups how the boys of Big Spring High School spend their leisure time, (2) to gain information for use in broadening the instruction in physical education and recreation, (3) to have information for possible recommendations for the physical education department and city recreation program.