Intramural Sports

This article discusses the role of intramural sport/activity programs in primary and secondary public schools. This summary includes an overview and description of what intramural sports/activities programs are as well as the social (e.g., social growth, social harmony) physical (engagement in physical activity), and psychological (e.g., reduction in anxiety, depression, improved self-esteem, enjoyment) benefits for the students. This overview is followed by a discussion of the philosophy, administration, promotion, and assessment of developing and maintaining effective intramural programs that focus on providing students opportunities to have fun while being physically active, focus on effort, fair play, and equal playing ground for all participants, as well as develop leadership skills and positive character.

Keywords Character Development; Fair Play; Intramural Sports/Activities; Leadership Skills; Mission Statement; Physical Activity; Physical Fitness; Positive Competition; Self-Esteem

Overview

Traditional Benefits of Intramural Sports & Activities

Intramural sports and activities in primary and secondary schools offer students opportunities to participate in recreational sports and activities involving physical activity before or after the traditional school day and, in some schools, during recess periods. Scholastic intramural programs may include an array of traditional sports (e.g., basketball, volleyball, floor hockey) or may include creative modifications of traditional sports (e.g., basketball played with a rubber chicken or different type of ball) or new non-traditional sport-related activities (e.g., Harry Potter's Quidditch) all with the focus on students having fun. Intramural programs focus on intra-scholastic contests with teams playing against other teams from within the school. Depending on the focus of the intramural program, these before and after school programs can compliment a school's physical education program by making it a more broad-based and comprehensive program (Tenoschok, Lyons, Oliveto, & Sands, 2002). The intramural programs extend the physical education curriculum to the intramural program where students are afforded additional time to practice the skills learned in class, perform self-testing of these skills, and have opportunities to learn new and unique activities (Tenoschok et al., 2002). Typically, intramural programs are managed and administered by one or more teachers (e.g., physical education teachers or classroom teachers) and, in some cases, in collaboration with a group of students (Byl, 2004). Financial backing for intramural programs may come in the form of school administration classifying intramural management as an extra duty for staff members and pay these teachers accordingly (Byl, 2004), yet these programs may also receive additional funding from the school district (e.g., equipment, officials, facility usage) and/or through fund raising and support from school groups such as the Parent-Teacher Association (Byl, 2004).

Physical Benefits of Intramural Sports & Activity Program

Intramural sport and activity programs offer the overall student population an opportunity to engage in physical activity and sport programming that is less competitive than regular team interscholastic athletic programs. The recreational focus of intramural programs provides many benefits to the student participants, including intellectual/academic, physical, social, and psychological benefits. Research has indicated that the academically-related benefits of participation in physical activity include, helping students improve their concentration, academic performance, and readiness for class (Byl, 2004). The physical benefits of intramural sports/activity participation include improved physical fitness and additional, structured opportunities for students to choose as a means to engage in physical activity. Intramural programs seek to provide opportunities for all students and not just the athletically-gifted students, therefore providing all students the choice to participate in physical activity at a level of competition that is comfortable and/or appropriate for that student.

Psychological Benefits of Participation

The psychosocial benefits of intramural participation are numerous. Intramural activities offer students opportunities to socialize outside of the structured classroom setting and to develop and learn new social skills (Forrester & Beggs, 2005; Tenoschok, Lyons, Oliveto, & Sands, 2002). Also, the social interaction that occurs during intramural programs helps students develop social harmony and social integration as the program may include students from a variety of backgrounds, social groups, and with varying levels of athletic ability who are grouped together to work toward a common goal (Forrester & Beggs, 2005). Participation in intramural programs may also foster the development of character in the students, if the program focuses on effort, respect, and fair play (Forrester & Beggs, 2005). Intramural programs also provide school staff an occasion to allow students to take on leadership roles in terms of helping to administer, create, and develop the intramural programs. Through the creation and development of leadership opportunities for the students, intramural programs can enhance students' leadership skills under the guidance and support of school staff (Tenoschok et al., 2002).

The psychological benefits of intramural sport and activity participation are also abundant. Research has indicated that participation in physical activity that is considered to be fun by the participant can decrease anxiety and depression as well as improve his or her overall feelings of well-being (Byl, 2004). Research has also suggested that participants in physical activities experience a sense of joy or personal enjoyment, personal growth, and enhanced self-esteem as a result of being physically active (Byl, 2004; Forrester & Beggs, 2005). The focus of effective intramural programs is to provide fun activities for students, therefore suggesting that the student participants' will experience joy, less anxiety, depression, and an improved sense of well-being and self-esteem. Effective intramural programs can help students attain these psychosocial benefits if the program is well-designed with a focus on fun, equal opportunity, and personal effort and improvement.

Applications

Development of Program Mission & Philosophy

Based on research in physical activity and sport management, scholars have provided suggestions and guidelines to direct practitioners in the development of effective scholastic intramural sports and activities programs. In developing an intramural program for a primary or secondary school setting, it is critical to determine where the program is headed in terms of the goals and orientation of the program (Byl, 2004). Program administrators must determine the overall outcome goals of the program by asking themselves several questions, including:

• Why begin an intramural program?

• Who is the program targeting?

• What are the outcome goals of the program?

• How does the program need to be organized in order to achieve the identified goals?

Answering each of these questions helps administration to develop the philosophy of the program and the mission statement that guides practice (Byl, 2004). Different goals and program foci may determine how the program is created in terms of the types of activities, who may participate, how often the program will run and so forth (Byl, 2004).

In developing a philosophy for an intramural program that seeks to reap all of the student-focused benefits that have been described above, several suggestions have been made. Scholars suggest that the program should be student-centered and offer a wide variety of activities that focus on fun, promote physical activity, and promote character development (Tenoschok et al., 2002). Each of these qualities can be achieved through the consideration and implementation of a number of factors that affect programming.

Ways of Encouragement

Fun can be encouraged in a number of ways, including:

• Providing a variety of activities (Tenoschok et al., 2002). By providing a wide variety of activities, the intramural program is more likely to appeal to a wider variety of students, in particular, those students that do not already participate in organized athletics within or outside the school.

• Providing all students with equal opportunities to participate (Byl, 2004). By including programming that includes activities with modified game rules (e.g., change in type of ball used, substituting ball with a silly object) the students are placed on a more equal "playing field" as variations in skill competency are not as readily apparent in these types of game situations. These modified activities are the foundation of intramural programs that meet the needs of the entire school population and not just the athletically-gifted students (Tenoschok et al., 2002).

• Providing activities that are developmentally appropriate for the target student population (Tenoschok, 2003).

• Providing guidelines for team selection that do not ostracize students, rather the guidelines focus on fairness and equal opportunity (Byl, 2004).

• Providing a welcoming environment for all students (Byl, 2004). Programs can facilitate positive experiences to increase student self-esteem and self-confidence (Forrester & Beggs, 2005).

• Focusing on effort and positive competition rather than enforced competition (Byl, 2004; Tenoschok, Lyons, Oliveto, & Sands, 2002).

Engagement in physical activity can be encouraged in intramural programs by providing a variety of fun activities that appeal to a wide array of students, including those who are athletically-gifted and those who are not (Tenoschok et al., 2002). By providing programming that meets the needs of many students, more students will become engaged in physical activity, enhance their physical fitness, and continue participating in physical activity.

Numerous Ways of Character Development

Character development may also be promoted in a variety of ways. These include the following:

• Providing students with leadership opportunities (Byl, 2004). Students may be involved in leading the intramural program through the establishment of an 'intramural council.' The intramural council provides students with opportunities to serve and to take on leadership roles while developing leadership skills through playing a part in the creation and development of the intramural program.

• Providing a framework for the intramural program to promote fair play (Byl, 2004).

• Emphasizing respect in all aspects of the program (Byl, 2004). The mission and philosophy of the intramural program should emphasize respect for the rules of the game, the officials and their decisions, and respect for the opponents (Byl, 2004).

Effective intramural programs are guided by an approach that emphasizes fun for all participants, engagement in physical activity, and the promotion of character development. Program mission, philosophy, and structure set the stage for the outcomes of the program indicating that strict attention must be paid to the program foundation in order to meet the program goals. The manner in which the program is administered also plays a part in the overall success of the intramural program.

Administration of the Intramural Program

The administration of the intramural program supports and enforces the mission, philosophy, and goals of the program. The school staff that oversees the administration of the program provides the overall leadership and guides the direction in which the program will be managed. Scholars have recommended several guidelines for program administrators including the development of an intramural handbook, the assessment of available facilities, safety precautions, and opportunities for student leadership.

An intramural handbook provides an outline of the procedures related to the administration of the intramural program (Tenoschok, 2003). The handbook assists in lessening the chances that misinformation and miscommunication will occur among the program stakeholders (i.e., supervisors, teachers, students, administration, and parents (Tenoschok, 2003). The handbook should outline all aspects of the policies and procedures related to the intramural program and include a description of each of the following:

• A list of possible sports and activities that will be offered in the intramural program

• The expectations for all student participants

• Description of procedures for the overall program (including clothing requirements, guidelines for afternoon rides, changing clothes, signing into the program)

• Guidelines for student behavior

• Guidelines for the organization of teams

• How student attendance and participation will be counted

• Guidelines for the training of officials

• Listing of all safety rules and procedures

• Outline of program administration organization (e.g., professional staffing)

• Description of student leadership opportunities

• How intramural activities will be scheduled (Tenoschok, 2003; Byl 2004).

Factors Responsible to Ensure Successful Program

A few other factors must be considered to ensure a successful program. First, school or district administrators should set in place some form of recognition for all teachers and staff that are involved (Byl, 2004). Recognition of these individuals displays school support for teacher and staff involvement in this type of extracurricular activity and encourages their continued involvement in the program. As mentioned previously, it has been suggested that school administration should consider working with the intramural program as an extra duty and compensate the teachers and staff members appropriately (Byl, 2004).

Second, the administrators of the intramural program should assess the school's facilities and determine how to most effectively use these facilities for the intramural program. If the school is challenged with a small gymnasium or competes for time to use the facility with other programs, intramural leaders should consider creative alternatives and consider community facilities that may be appropriate to host certain intramural activities (Byl, 2004). While competing for space or having limited space may initially present a road block in program development, teachers and staff who think creatively can still run a successful program that may even provide a more diverse variety of activities for the students to enjoy.

Lastly, program administrators should strongly consider incorporating student leadership opportunities into the administrative structure of the intramural program. Intramural programs are guided by school teachers and staff who can provide guidance and support to the student leaders. One way to integrate students into the decision-making and leadership of the program is to create an intramural council. Positions on this council may be elected, volunteers, or nominated with these individuals guiding the direction of the program with the guidance of the professional staff members. Once a program is created and the mission, philosophy, and administration are intact, the intramural program must be promoted in order to recruit participants.

Program Promotion

The promotion of the intramural program is critical to generating student interest. Byl (2004) suggested that program promotion be creative and implemented using simple methods such as fun posters and public address announcements. Program promotion is an opportunity for more teachers and staff to get involved through the utilization of staff strengths in creating promotional materials (e.g., art teacher may create posters, computer teacher may create material for posting on the school or district website). Program promotion also provides another outlet for professional staff to promote the mission of the program (Byl, 2004). By incorporating the program mission into promotional materials, the purpose and foci of the program are clearly communicated to all students, faculty, and staff members. Once the program begins it will become important for the program administrators to conduct an assessment of the program.

Program Assessment

Conducting a program assessment will provide the professional staff information related to how successful the program is in terms of the number of participants, which activities are popular and which are not, and the general student response or interest in the program (Tenoschok et al., 2002). The program administrators should track monthly participation in all intramural activities (Tenoschok et al., 2002). Tracking monthly participation provides a picture of who is participating, what programs are popular, and what is the actual workload for the professional staff members who are involved (Tenoschok et al., 2002). This type of assessment provides feedback to the staff and intramural council for consideration in the continued development of the intramural program. Also, assessing the workload for the professional staff may lend support for making the position an "extra duty" if it is not already considered one or serves as a record of work for compensation.

Another means of assessment is to create and administer a survey that evaluates the student's interest and enjoyment of the intramural program (Tenoschok et al., 2002). This type of assessment provides further information about the specific activities that students enjoy and what other activities they would like to participate in that are not offered (Tenoschok et al., 2002). Program assessment is an important factor in the continued development and improvement of the intramural sports and activities program and may also serve to provide evidence to school or district administrators about the program's success which may be considered for future funding.

Conclusion

Intramural sports and activity programs provide students an opportunity to engage in fun-focused physical activity in a welcoming, smaller scale environment as compared to interscholastic athletics. Successful and effective programs must be developed with consideration for several developmental and psychosocial factors that directly impact the mission, philosophy and the administration of the intramural program. Effective and successful programs emphasize fun and enjoyment, character development and providing equal opportunities for all students to participate regardless of athletic ability.

Terms & Concepts

Character Development: "The possession of those personal qualities or virtues that facilitate the consistent display of moral action" or choosing the moral ideal over competing values (Shields & Bredemeier, 1995, p.192).

Fair Play: Conformity to established rules; upright conduct and equitable conditions in and around the playing field.

Intramural Sports/Activities: Recreational sports and/or activities that are provided by primary and secondary schools held before or after the school day and, in some schools, during recess.

Leadership Skills: Set of skills that contribute to the ability to effectively motivate, communicate with and lead others.

Mission Statement: Brief description of an organization's purpose.

Physical Activity: Physical exercise that forces the body to undergo physiological adaptations that are related to an increase in cardiovascular and musculoskeletal health.

Physical Fitness: The ability to perform physical activity (Casperson, Powell, & Christenson, 1985).

Positive Competition: Competition that focuses on respect of the opponent, putting forth effort.

Self-Esteem: The overall appraisal one has for oneself and includes self-confidence, self-respect, self-worth.

Bibliography

Byl, J. (2004). Organizing effective elementary and high school intramural programs. Physical and Health Education, 70 , 22-24.

Casperson, C. J., Powell, K. E. & Christenson, G. M. (1985). Physical activity, exercise, and physical fitness: Definitions and distinctions for health-related research. Public Health Reports, 100, 126-131.

Forrester, S. & Beggs, B. (2005, Winter). Gender and self-esteem in intramural sports. Education Physique Et À La Santé, 12-19.

Fuller, D., Sabiston, C., Karp, I., Barnett, T., & O'Loughlin, J. (2011). School sports opportunities influence physical activity in secondary school and beyond. Journal of School Health, 81, 449-454. dRetrieved December 15, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=62960458&site=ehost-live

Holt, N. L., Sehn, Z. L., Spence, J. C., Newton, A. S., & Ball, G. C. (2012). Physical education and sport programs at an inner city school: Exploring possibilities for positive youth development. Physical Education & Sport Pedagogy, 17, 97-113. Retrieved December 15, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=90437222&site=ehost-live

Influence of sports and physical activity programs on the activity of high school youths and young adults. (2012). JOPERD: The Journal of Physical Education, Recreation & Dance, 83, 49. Retrieved December 15, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=74290503&site=ehost-live

Shields, D.L. & Bredemeier, B. J. (1995). Character development and physical activity. Champaign, IL: Human Kinetics.

Tenoschok, M. (2003). The intramural handbook. Teaching Elementary Physical Education, 14 , 32. Retrieved June 3, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=10273300&site=ehost-live

Tenoschok, M., Lyons, C.R., Oliveto, S.J., & Sands, K.B. (2002, March). How good is your intramural program? Teaching Elementary Physical Education, 13 , 30-31. Retrieved June 3, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=6357452&site=ehost-live

Suggested Reading

Byl, J. (2002). Intramural recreation: A step-by-step guide to creating an effective program. Champaign, IL: Human Kinetics.

Byl, J. (2006). Organizing successful tournaments (3rd ed.). Champaign, IL: Human Kinetics.