Differences in social-emotional development and extracurricular involvement between team club sport members and non-members
Abstract
This study examined differences in social-emotional development and extracurricular involvement between students involved in team club sports and students not involved in team club sports. A descriptive design was employed. Six hundred students were selected from the general student population at a large midwestern university using a stratified random sample. Completed instruments were obtained from one hundred and sixty of these students. The subjects were separated into sixteen categories based upon membership or non-membership in team club sports, gender, and academic classification. Social-emotional development and extracurricular involvement were measured for each subject using the Student Development Task and Lifestyle Inventory and the Extracurricular Involvement Inventory. One way analyses of variance were conducted to determine if there was any significant difference between the groups on each of the measures. The only significant difference in social-emotional development was found between females and males. Females scored significantly higher on the tasks of Autonomy (F(1, 158) = 9.72, P $<$ 0.0022) and Mature Interpersonal Relationships (F(1, 158) = 4.75, P $<$ 0.0307). The only significant difference in extracurricular involvement was found between team club sport members and non-members. Club members scored significantly higher (F(1, 158) = 13.34, P $<$ 0.0004) than non-members. Interviews were also conducted with the most involved subjects from each of the categories as determined by scores on the Extracurricular Involvement Inventory. These interviews revealed several common themes. All of the interview subjects indicated that the following things were important to them: (1) the diversity of the members of their organizations and of the students enrolled at the institution, (2) the emotional support they received from the members of their organizations, (3) the time management skills they learned as a result of their membership, and, (4) the positive effect that membership in the organizations had on grades. In addition, those interview participants that were involved in club sports activities indicated that travel with the club, exercise and fitness, and competition were important to them.
Degree
Ph.D.
Advisors
Segrist, Purdue University.
Subject Area
Academic guidance counseling|Recreation|Educational sociology|Physical education
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