Start Date

16-6-2025 10:00 AM

End Date

16-6-2025 11:30 AM

Abstract

Introduction: Campus recreation programming is a primary resource for physical activity among students [1], yet an estimated 68% of college students with disabilities (SWD) use these facilities less than five times per year [2]. An assessment of the campus recreation accessibility is needed to identify modifiable barriers [3]. This study evaluated the structural and programmatic accessibility of campus recreation facilities as defined by (1) an objective, standardized instrument, and (2) the perceptions of staff - aligning with Sustainable Development Goal 11, article 9 and 30.5 of the UNCRPD.

Methodology: This mixed-methods collective case study recruited a purposive sample of three campus recreation programs from 4-year public universities in the Southeast U.S, represented by 7 staff members (directors and program coordinators). Accessibility was evaluated using the Accessibility Instruments Measuring Fitness and Recreation Environments (AIMFREE) through survey and on-site visits. Semi-structured interviews supported data triangulation and in-depth investigation of accessibility practices.

Results: AIMFREE survey and on-site evaluations revealed subpar accessibility in policies, access routes, and professional training (7-35%), contrasting with higher scores for infrastructural elements like bathrooms and locker rooms (60-100%). Interviews highlighted physical accessibility while underscoring gaps in staff training, funding allocation, and inclusive programming. Participants expressed commitment to improving accessibility but cited institutional and organizational barriers.

Conclusion: Findings underscore the need for tailored staff training, enhanced funding for adaptive programs, and a systemic approach to policy shifts in campus recreation. Addressing these barriers supports the theme by fostering inclusive, accessible spaces that empower SWD to participate in sport and leisure.

References

  1. Forrester, S. (2014). The benefits of campus recreation. Corvallis, OR: NIRSA.

  2. Yoh, T., Mohr, M., & Gordon, B. (2008). Assessing satisfaction with campus recreation facilities among college students with physical disabilities. Recreational Sports Journal, 32(2), 106-113.

  3. Riley, B. B., Rimmer, J. H., Wang, E., & Schiller, W. J. (2008). A conceptual framework for improving the accessibility of fitness and recreation facilities for people with disabilities. Journal of Physical Activity and Health, 5(1), 158-168.


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Jun 16th, 10:00 AM Jun 16th, 11:30 AM

Inclusivizing Campus Recreation: Addressing Accessibility Barriers for College Students with Disabilities

Introduction: Campus recreation programming is a primary resource for physical activity among students [1], yet an estimated 68% of college students with disabilities (SWD) use these facilities less than five times per year [2]. An assessment of the campus recreation accessibility is needed to identify modifiable barriers [3]. This study evaluated the structural and programmatic accessibility of campus recreation facilities as defined by (1) an objective, standardized instrument, and (2) the perceptions of staff - aligning with Sustainable Development Goal 11, article 9 and 30.5 of the UNCRPD.

Methodology: This mixed-methods collective case study recruited a purposive sample of three campus recreation programs from 4-year public universities in the Southeast U.S, represented by 7 staff members (directors and program coordinators). Accessibility was evaluated using the Accessibility Instruments Measuring Fitness and Recreation Environments (AIMFREE) through survey and on-site visits. Semi-structured interviews supported data triangulation and in-depth investigation of accessibility practices.

Results: AIMFREE survey and on-site evaluations revealed subpar accessibility in policies, access routes, and professional training (7-35%), contrasting with higher scores for infrastructural elements like bathrooms and locker rooms (60-100%). Interviews highlighted physical accessibility while underscoring gaps in staff training, funding allocation, and inclusive programming. Participants expressed commitment to improving accessibility but cited institutional and organizational barriers.

Conclusion: Findings underscore the need for tailored staff training, enhanced funding for adaptive programs, and a systemic approach to policy shifts in campus recreation. Addressing these barriers supports the theme by fostering inclusive, accessible spaces that empower SWD to participate in sport and leisure.

References

  1. Forrester, S. (2014). The benefits of campus recreation. Corvallis, OR: NIRSA.

  2. Yoh, T., Mohr, M., & Gordon, B. (2008). Assessing satisfaction with campus recreation facilities among college students with physical disabilities. Recreational Sports Journal, 32(2), 106-113.

  3. Riley, B. B., Rimmer, J. H., Wang, E., & Schiller, W. J. (2008). A conceptual framework for improving the accessibility of fitness and recreation facilities for people with disabilities. Journal of Physical Activity and Health, 5(1), 158-168.


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