{"id":6232,"date":"2019-01-03T10:45:18","date_gmt":"2019-01-03T16:45:18","guid":{"rendered":"http:\/\/thesportjournal.org\/?p=6232"},"modified":"2019-01-10T14:12:32","modified_gmt":"2019-01-10T20:12:32","slug":"international-students-participating-in-campus-recreational-sport","status":"publish","type":"post","link":"https:\/\/thesportjournal.org\/article\/international-students-participating-in-campus-recreational-sport\/","title":{"rendered":"International Students Participating in Campus Recreational Sport"},"content":{"rendered":"\n

Authors:<\/em>James Allen and Robert Lyons<\/strong><\/p>\n\n\n\n

Corresponding Author: <\/em>James Allen, PhD
Blair College of Health
Queens University of Charlotte
1900 Selwyn Avenue
allenj5@queens.edu
704-337-2426<\/p>\n\n\n\n

James Allen is an Associate Professor at Queens University of\nCharlotte.<\/p>\n\n\n\n

Robert Lyons is an Associate Professor at Queens University\nof Charlotte.<\/p>\n\n\n\n

International\nStudents Participating in Campus Recreational Sport <\/strong><\/p>\n\n\n\n

ABSTRACT<\/strong><\/p>\n\n\n\n

Numerous studies\nhave investigated the relationship between cultural heritage and sport\nparticipation behavior (11,22,24). Not far from this notion, yet\nunderrepresented in the literature, is the review of international students\nparticipating in campus recreational sport. Specifically, the impact of\ncultural identity on campus recreational sport participation patterns. Campus\nrecreational sport programming has the potential to assist international\nstudents with acclimating to their new environment. Therefore, it is essential\nfor administrators of campus recreational sport to recognize the cultural\ndynamics among international students and their participation behavior. A\nsample of international students attending universities in the United States\nwas obtained and 8.2% of those targeted (N<\/em>=242)\nresponded to the survey. Findings indicated that international students use\ntheir campus recreational sport participation in a variety of ways. While some\nutilize their sport participation to maintain their cultural identity, others\nuse it to cross cultural boundaries and acclimate to a new multi-cultural\nenvironment. Others expressed elements of exclusion and marginalization pertaining\nto campus recreational sport programs. Implications of the findings are\ndiscussed.<\/p>\n\n\n\n\n\n\n\n

Keywords:<\/strong> Campus Recreational Sport, Cultural identity, Multi-Culturalism, International Students<\/p>\n\n\n\n

INTRODUCTION<\/strong><\/p>\n\n\n\n

While many\nrecreational sport participants consider the health benefits associated with\ntheir activities, some participants incorporate recreational sport into their\nlives as a means of expressing their cultural identity (26).\nRecreational sport offers unique opportunities to either maintain one\u2019s\ncultural identity or adapt to a new cultural environment (4). Sport managers\nresponsible for the programming of recreational sport should consider the\nsocio-cultural impacts on participants. Ideally, program development occurs\nwith an emphasis on the diverse needs of stakeholders. Overlooked stakeholders\nduring program development may miss valuable opportunities for socialization, learning, and even career\ndevelopment (20). Previous studies suggest that sport assists in the attainment\nof social capital (19,25).  Perhaps more\nimportantly, social capital can be converted into economic capital (19,20). The\nterm \u201cglobalization\u201d often eludes to Westernization and can promote\nhomogenous societies while marginalizing foreign cultures and ethnic\ncommunities (14). Sport can be used to promote conformity and express Western\ncultural norms, however, sport can also assist foreign nationals in maintaining\ntheir cultural identity (4,8,12,17).  <\/p>\n\n\n\n

Purpose of Study<\/strong><\/p>\n\n\n\n

College campuses\nacross America enjoy a constant inflow of international students. The Institute\nof International Education (15) indicates that there were 1,078,822 international\nstudents enrolled at universities in the United States for the 2016-2017\nacademic year (n.p.). This data reveals that international students traveling\nto the United States for higher education is at an all-time high. For most, gaining\na quality education and developing a rewarding career path is the prime motive\nfor pursuing their studies in the United States (18). Nevertheless, it is important\nthat these students be delivered opportunities for socialization, cultural\nexpression, and upkeep of physical health (28). Recreational sports can serve a\nmulti-dimensional role for international students. Sport can aide them in staying\nphysically fit. Other students may consume sport to retain a sense of their\nheritage by engaging in a familiar recreational activity. Sport affords chances\nto socialize with other international students with the same or comparable\ncultural background. Additionally, some international students view sport\nparticipation as a vehicle for adapting to their new surroundings and new\nculture. Participating in public activities, such as recreational sports,\nalongside individuals of the native culture facilitates incorporation for\nindividuals of the foreign culture (13). <\/p>\n\n\n\n

International students utilize sport in a variety of ways. Allen et al. (3) revealed that sport spectatorship provides international students studying in the United States opportunities for social networking. It is logical to assume that recreational sport participation also provides students opportunities for social networking. These networking prospects may permit the international students to adapt to his\/her new cultural environment. Others may utilize their sport consumption to maintain or strengthen ties to their ethnic group (3). Another benefit of recreational sport participation for the international student is the prospect of gaining insight about other cultures and build trust and mutual appreciation between diverse ethnic groups. The purpose of the present study is to gain greater insight into the recreational sport participation experiences of international students in the United States. More specifically, the researchers are investigating the relationship between sport participation, cultural identity, and adaptation to a new cultural environment. The findings should enable campus recreation department\u2019s to enhance their offerings and better meet the needs of international students.<\/p>\n\n\n\n

THEORETICAL\nFOUNDATION<\/strong><\/p>\n\n\n\n

When cultural traditions,\nreligious practices, and political ideologies increase in diversity, usually\nthere remains some point of attachment that enables group cohesion. Durkheim (10)\nasserted that society is greater than the sum of its parts and he devised the\nterm collective consciousness. He labels shared beliefs, or the collective\nconsciousness, as a mechanism for preserving social solidarity. In order for\nsociety to function, social solidarity must be present. Chaos will ultimately\nensue without this binding of individuals into a unified social entity (10).\nSport facilitates the process of group attachment, much like organized religion\nor educational systems. As a result, international students are able to gain a\nsense of belonging through their participation in recreational sport.   <\/p>\n\n\n\n

Previous\nresearchers studying the sociological aspects of sport have indicated that\nsymbolic interactionism and identity<\/em> theory<\/em> guided\ntheir studies (27). The Symbolic interactionist frame coupled with identity theory<\/em> allows\nresearchers to gain insights into concepts of self and identity. Identity is\nexpounded as internalized expectations resulting from roles that are engrained\nin organized systems of social interaction (2). Social structures work to get\npeople into networks or as barriers to keep them on the outside looking\nin.  Sport organizations can facilitate\nnetworking opportunities, or serve to exclude marginalized groups. Mead, the\nfather of identity theory, was concerned with the social basis of meaning, self,\nand action (2). Identity negotiation is described as the process occurring when\nindividuals interact with others in an attempt to develop their personal\nidentity. Mead (21) suggests the determination of identity negotiation is to\ncultivate a set of behaviors that will support the identity of the individual.\nSport participation can provide interactions which aide in identity\ndevelopment.<\/p>\n\n\n\n

Blumer introduced\nthe term symbolic interactionism in an article he contributed to Man and Society<\/em> in 1937 (7). This framework\nsuggests that individuals form their behavior in arrangement with their anticipations\nof others and contingent upon their fluency with the situation (5). Symbolic\ninteraction can also be understood as the exhibition of gestures and responses\nto the meanings of those gestures (7). Symbolic interactionism supposes\nmeanings as social products shaped by significant activities of individuals as\nthey engage with one another. Culture, social systems, societal roles, and\nsocial stratification affect an individual\u2019s actions but do not completely\ndictate their actions. Thus, Blumer leaves room for individual agency as he\nsuggests that individuals are shaped by culture and social structure, but they\nultimately act toward situations. When applying this framework to recreational\nsport, it appears that for some, participation will provide meaning and serve\nas a formative process. <\/p>\n\n\n\n

Reciprocal\nrelationships between persons inside social structures can be studied via\nBlau\u2019s (6) social exchange theory. Blau contends that social exchanges form confidence\nover time and they are meaningful (2). Essentially, any action has meaning and\npoints toward or suggests something beyond itself. These social exchanges serve\nas the starting mechanism for group structure. Interaction is commenced with\nthe intention of gaining something from the exchange. This occurs prior to\ngroup identities and boundaries being established and before roles, status, and\nnorms are shaped (2). We can apply social exchange theory in the campus\nrecreational sport setting where international students participate with\ndomestic students. Recreational sport participation enables the exchange of\nnorms allows for trust to be built between participants from differing\nbackgrounds. <\/p>\n\n\n\n

Gordon (13)\nresearched social structure within the United States. His research reveals that\nsocial interaction with primary groups and primary relationships tend to\nrestrict people to their social class subgroup and to their ethnic group.\nAdditionally, he suggests that individuals often feel that by engaging in\nprolonged interactions across racial and religious boundaries, risk of being\nmarginalized increases. What Gordon is referring to is individuals feeling they\nare straddling a line and thus no longer being a member of any group. He indicates\nthat some foreigners or recent immigrants will display cultural pluralism to\ncope with this. Cultural pluralism allows individuals to participate in\nsocieties major institutions (work, school, sport) while holding their own\nethnic customs (religious worship, holidays, and meals).    <\/p>\n\n\n\n

Sport and Cultural Identity<\/strong><\/p>\n\n\n\n

Elbe et al.\u2019s (11)\nstudy examined the relationship between cultural identity and environmental\nfactors in sport. The researchers surveyed Eastern European migrants in Greece\nand Latin American migrants in Spain in order to measure cultural identity,\ntask-oriented motivational climate, and coaching behavior. Results suggested\nthat Eastern Europeans participating in sport in Greece displayed higher levels\nof cultural assimilation than that of their Latin American counterparts in\nSpain. Interestingly, autonomy-supportive coaching predicted an integrative\nidentity for the Eastern Europeans in Greece (11). However, the coaching\nenvironment did not impact acculturation patterns for the Latin Americans living\nin Spain. Thus, sport may serve different acculturation purposes depending on\nthe environment and background of the participant (11).<\/p>\n\n\n\n

Nakamura and\nDonnelly (22) investigated the relationship between sport participation\nbehavior, interculturalism, and lifestyle trajectories among various ethnic\ncommunities living in the Greater Toronto Area. Researchers conducted\ninterviews with different cultural groups based on their involvement as a\nparticipant in the sport generally associated with their ethnic group (ex:\nSouth Asians participating in cricket). Findings suggest that when a member of\nan immigrant community initially begins their sport participation it is most\noften with those of the same ethnic or cultural group. However, their sport\nparticipation may alter over time, shifting to activities that are more\ninclusive. The researchers appear to have identified multiple patterns of sport\nparticipation behavior; participating to maintain ethnic identity versus\nwanting to participate in \u2018Canadian\u2019 culture via sport or participating in\nactivities across cultural boundaries.<\/p>\n\n\n\n

Schinke et al. (24)\nassessed adaptation to a new cultural environment via elite amateur sport.\nUtilizing conversational interviews with elite amateur athletes that immigrated\nto Canada, the study focused on acculturation challenges for new comers. The\nresearchers found that elite amateur athletes experience a variety of phases\nwhile becoming acclimated to their new environment. During the first phase, the\nathlete perceives their new environment to be welcoming and they tend to be\noverly optimistic regarding their new environment. Many then transition into a\nless optimistic phase where they feel isolated from their culture, defenseless,\nor even a target for abuse. The athletes appear to have initially built up\ntheir receiving country to be an unrealistically idealized version. Ultimately,\nreality sets in and the immigrant faces numerous challenges while attempting to\nadapt to their new cultural environment. The researchers use these findings to\nsuggest programmatic strategies to facilitate social connections for the\nnewcomer as well as aiding the dominant group in acculturation. The onus of\nacculturation should not fall solely on the new comer. <\/p>\n\n\n\n

METHODOLOGY<\/strong><\/p>\n\n\n\n

This study\nutilized a mixed survey design. Demographics, such as age, nationality, and\ngender were obtained. The survey also gauged the participant\u2019s length of time\nin the United States. Qualitative data was acquired through providing the\nsubject an opening to describe their personal experiences participating in\nsport in the United States as it relates to socialization and opportunities to\nadjust to their new environment. Subjects were also requested to provide their\npersonal definition of \u2018cultural identity\u2019. \n<\/p>\n\n\n\n

Participants<\/strong><\/p>\n\n\n\n

The researchers contacted\ninternational students attending four large public research universities in the\nUnited States via their institution\u2019s international studies department. The\nentire population of international students at these institutions were messaged\nregarding the survey; conversely, varsity athletes engaged in intercollegiate\nsports were instructed to not respond to the survey. The researchers acquired written\npermission from the university\u2019s international studies office and Institutional\nReview Board (IRB). These four academic institutions were chosen because they\nare large comprehensive universities with undergraduate, masters, and doctoral\nstudents, therefore yielding a representative sample of students from a variety\nof degree programs. Additionally, these particular institutions allowed the\nresearchers to assess international students located in diverse geographic\nregions in the United States. Fortunately, the institutions in this study were\nenthusiastic about the research focus and suggested that the data obtained\nwould provide useful information for their international studies offices.<\/p>\n\n\n\n

Qualitative Data<\/strong><\/p>\n\n\n\n

The survey\u2019s\nqualitative data included two questions where the international student was\nencouraged to elaborate:  (1) Please\nprovide a brief explanation of the way you define \u2018cultural identity\u2019, and (2)\nPlease provide further details that you feel describe your experiences with\nsport in the United States as it relates to socialization as well as\nopportunities to adjust to your new environment. A focus group at one of the\nfour universities was utilized to ensure that foreign students with English as\na second language could accurately comprehend the questions.<\/p>\n\n\n\n

Procedures<\/strong><\/p>\n\n\n\n

As formerly described,\ninternational students participated in this study by responding to an e-mail\nmessage which enclosed a link to the online survey. All international students\nwith a registered e-mail address attending the four institutions received a\nmessage informing them of the study via the international studies office at\ntheir university. Subjects completed the survey online before the data transmitted\nstraight to a file that only the researchers had access to. The researchers did\nnot make any distinction between which specific institutions the international\nstudents attended.  <\/p>\n\n\n\n

Results<\/strong><\/p>\n\n\n\n

Ultimately, 2935\ninternational students were contacted and supplied with a link to the survey\nand 242 responses were received. This represents a return rate of 8.2%;\nhowever, the survey is only relevant to those international students that\nparticipate in recreational sport. Therefore, it is impossible to identify the\ntrue response rate. While the researchers\nreceived 242 responses, only 240 surveys were useable for analysis. The\nresearchers were forced to eliminate two of the surveys for having too many\nmissing values. There were 133 males (55.4%) and 107 females (44.6%) retained\nin the analysis. International students from Asian nations (eg. China, Japan,\nKorea) made up the largest segment (36%) followed by international students\nfrom South Asian nations (eg. India, Pakistan, Sri Lanka) making up 25%.\nInternational students from European nations (eg. France, Germany, Spain) made\nup 11% and international students from either Australia, Canada, or the United\nKingdom made up 10%.  Nine percent were\nfrom Latin American nations (eg. Brazil, Columbia, Mexico). International\nstudents from Middle Eastern nations (eg. Egypt, Kuwait, Saudi Arabia) were 5%\nand 4% were from African nations (eg. Cameroon, Kenya, Nigeria).  Roughly, 30% of the international students\nhad been residing in the United States for one year or less. Approximately, 23%\nhad been living in the United States for more than one year and less than two\nand 18% had been living in the United States between two and three years. Lastly,\n29% had been living in the United States for more than three years.<\/p>\n\n\n\n

The researchers performed content analysis for\nthe qualitative items. First, the researchers performed line-by-line coding (9).\nThis allowed the researchers to focus on meaningful units to analyze.\nSubsequently, the researchers performed open coding in order to identify\npotential themes (1). During the third reading, the researchers generated code\nnotes. The researchers cross examined their code notes in order to identify\nprevalent themes. By incorporating multiple researchers during the analysis of\nthe qualitative data, trustworthiness was enriched (23). <\/p>\n\n\n\n

The first research question requested the\ninternational student provide their personal definition of \u2018cultural\nidentity\u2019. The participants overwhelming emphasized the distinctiveness of\nculture. This is consistent with the findings of Giossos (12) and and\nKosebalaban (16). One Latin American student defined cultural identity as \u201ca\nbehavior, language, and tradition shared by members in a group of peoples that\ndistinguishes them from others\u201d<\/em>. A\nEuropean student expressed that \u201ccultural identity can be defined in many\ndifferent ways. In its most basic form cultural identity is reflected in norms,\nvalues, and morals one projects and is related to their regional or ethnic\norigin\u201d.<\/em> An international student\nfrom Africa states \u201cI define cultural identity as what tells others about your\nbackground; behavior from you that helps them recognize who you are and where\nyou are from\u201d. <\/em>However, another\nstudent raised an interesting point regarding the complexity of cultural\nidentity by stating \u201cSince India is culturally very diverse, ‘cultural\nidentity’ to me usually refers to people with whom I share the same religion,\nfood and festivals. In that sense, it makes me feel culturally at ease with\npeople of other nationalities as well with whom I share the above\u201d. <\/em><\/p>\n\n\n\n

Perhaps resulting\nfrom the survey being related to recreational sport, numerous students pointed\nout the connection between cultural identity and sport participation. A Latin American\nstudent stated \u201ccultural identity is the group you feel you identify with\nregarding activities, music, sport, arts, dance, language, etc.\u201d. <\/em>Another student stated \u201ccultural\nidentity is your beliefs, traditions and the way you live. An English culture\nis a lot different from American culture, particularly with regards to sports\u201d<\/em>. An Asian student suggested that\ncultural identity is \u201cexpressed via language and popular sports\u201d.<\/em> Interestingly, two participants\nspecifically suggest that sport is unrelated to cultural identity. One South\nAsian student expressed \u201cI don\u2019t agree with sports being strongly linked to\nculture. Sports transcends culture. That is why so many cultures play the same\nsport. Cultural identity is owning the language, rituals, food, clothing etc.\nof a particular group of people\u201d. <\/em>Another\nSouth Asian student suggested \u201ccultural identity has nothing to do with sports.\nAs I am a new comer to the US, I am not playing any native games. There might\nbe time where I might get an opportunity to play cricket which I am interested\nin playing\u201d.<\/em> However, these two\nstudents commenting that sport is unrelated to cultural identity were outliers\nin the data set. Based on the responses to the first research question, the\nresearchers were confident that the international students understood what the\nterm \u2018cultural identity\u2019 was in reference to. This research question was\nimportant for two purposes; English is not the primary language for the\nmajority of these students, and the term \u2018cultural identity\u2019 may mean different\nthings to different people.<\/p>\n\n\n\n

The\nsecond research question instructed the international students to\nelaborate on their personal experiences with sport in the United States as it\nrelates to socialization as well as opportunities to adjust to their new\nenvironment. The researchers were able to identify four distinct themes;\nsocializing with students from diverse cultural backgrounds, socializing with\nthose of the same or similar cultural background, exclusion or isolation, and\nbecoming familiar with the new (United States) environment. The most prevalent\ntheme was socialization between diverse cultures. A South Asian student\nexpressed that participating in recreation sport \u201chas been a wonderful\nexperience for me to embrace new cultures and get used to a new environment\u201d. <\/em>A student from Africa explained that \u201cmeeting\nnew people through a team sport builds trust. Once they see that they can trust\nyou on the field, they trust you more as a friend too\u201d<\/em>. A Canadian student described recreational sport as \u201ca great way\nto meet people with similar interests. \nEach person can learn about the other’s cultural background and make the\ninternational student feel more accepted\u201d.\n<\/em>A student from Asia suggested that sport provides opportunities to \u201cmeet\npeople with different backgrounds. We help each other and hence build new\nrelationships\u201d. <\/em>Another student from\nAsia described recreational sport on campus as \u201chelping me to understand and\nappreciate other cultures even though they may be different from my own\u201d.<\/em><\/p>\n\n\n\n

International students also display a pattern\nof participation with those of the same or similar cultural background, perhaps\nto retain a sense of their identity or to feel more at home. A Latin American\nstudent elaborated on \u201cgetting to know similar people experiencing what you are\nexperiencing. You practice the same sports and you get to share somewhat same\nvalues\u201d.<\/em> An Asian student revealed \u201cI\nhad just arrived in the USA a few months prior when I became acquainted with a\nfew people from my culture. It became a weekly routine to meet up with them to\nplay sports together. I felt more comfortable as time went by because they made\nme feel as I was back home\u201d.<\/em> One\ninternational student suggested \u201cthe sports I play are usually played by people\nfrom Asia, so I’ve had the chance to socialize mostly with people from Asia\u201d<\/em>. A South American student revealed \u201cI,\nlike most international students, do not engage too often in recreational\nsports, but when we do, we tend to socialize more with those that are similar\nto us. We socialize more with other people from the same region and it does not\nleave room to adjust to the new environment and new people\u201d.<\/em> Unfortunately, several students eluded to the exclusionary\nelements of recreational sports on campus. A Canadian of Caribbean heritage\nrevealed:<\/p>\n\n\n\n

I have not met any\nCanadians here. The people I met playing intramurals were all white Americans.\nI did not feel especially welcomed, nor was I trying to feel more a part of\ntheir culture. I wanted to play and make friends in the process, it did not\nmatter to me what race or cultural background they came from, but\nunfortunately, they were not the most open to me. If international students\nwere to have intramural teams (I’m not aware if they do at this university) it\nmight be better. It is easy to feel isolated in the US. People are not as\ninterested in getting to know people from other cultures, at least in my\nexperience. Although, one or two people that I played with from my department\nhave been very welcoming, they too are out of state.<\/em> <\/p>\n\n\n\n

A South Asian student \u201csuggested no\none is willing to share and play other sports. International barriers need to\nbe broken\u201d<\/em>.Another South Asian student indicated \u201cmore opportunities and\nfacilities should be provided to encourage multinational games. I could not\nfind a cricket stadium over here\u201d.<\/em>\nLastly, A Latin American student expressed \u201ceverything on campus is still very\nsegregated, whether it is your religious beliefs, social class or ethnicity.\nThere is a lack of international student involvement in campus activities, and\nit is very hard to adjust\u201d<\/em>.<\/p>\n\n\n\n

 Several students suggested that one of the\nbenefits of their recreational sport participation are social interactions with\nAmerican students. A European student indicated that \u201cspending time with American\nstudents helps me learn about American culture and also helps me improve my\nlanguage skills\u201d<\/em>. Another European\nstudent indicated that recreational sport participation \u201chelps me relate to my\nAmerican friends\u201d<\/em>. Interestingly,\nonly European students specifically commented on interacting with American\nstudents. One Asian student, while not specifically describing American\nstudents, revealed that sport provides \u201copportunities for me to know this new\nenvironment and meet new people\u201d<\/em>.<\/p>\n\n\n\n

DISCUSSION<\/strong><\/p>\n\n\n\n

Administrators in\ncampus recreation, student-life, and international studies departments can\nbenefit from familiarizing themselves with the findings from the present study.\nSport plays a multidimensional role in the lives of international students\nattending universities in the United States. The qualitative data obtained\nduring the present study supports Nakamura and Donnelly\u2019s (22) findings that\nethnic minorities use sport participation for maintaining ethnic identity,\ninteracting with the majority culture, and for crossing cultural boundaries.\nWhile the health, fitness, and stress reduction benefits of sport are crucial\npieces, it is essential for industry professionals to recognize the identity,\nsocialization, and adaptation processes associated with sport participation. <\/p>\n\n\n\n

On one hand, the\nqualitative findings provide campus recreation department\u2019s at large,\ncomprehensive universities with evidence of the profound and positive impact\ntheir programming is having on international students. The researchers observed\nnumerous international students that felt as though their experience\nparticipating in campus sport programming was enriching their lives, allowing\nthem to network, and aiding in acculturation. One prevalent theme observed by\nthe researchers was that sport participation aides in adaptation to a new,\nunfamiliar environment. However, several participants offered specific details\nand insights into the exclusionary elements of recreational sports on campus. Thus,\nfor some subjects in the study, sport did not serve as a positive force in the\nacculturation process. This supports the findings from Elbe et al.\u2019s (11)\nstudy. It is highly possible that administrators in campus recreation\ndepartments have overlooked certain ethnic communities when developing\nprogramming while addressing the needs of others.<\/p>\n\n\n\n

CONCLUSION<\/strong><\/p>\n\n\n\n

Universities\nthroughout the United States have placed significant emphasis on the importance\nand benefits of diversity and inclusion initiatives. However, it is unclear if\nmany universities have aligned their campus recreation departments to support\nthese initiatives. It may be fruitful to develop campus initiatives that raise\nawareness among American students regarding the adaptation struggles\ninternational students experience and encourage them to participate in\nrecreational sport alongside their foreign counterparts. <\/p>\n\n\n\n

The researchers of\nthe present study have several recommendations. First, when there is a\nsignificant number of international students from a particular region of the\nworld, campus recreational sports departments should be certain to provide\nopportunities for those students to engage in their preferred sport. For\nexample, in order to satisfy the demand from South Asian students, there should\nbe opportunities for cricket. Second, for those international students that\nhave difficulty acclimating to their new environment and are feeling excluded,\nthe researchers recommend programming that intentionally mixes domestic and\nforeign students on the same teams. One option is to advertise these sport\nopportunities to the domestic students so that those most interested in\nparticipating with international students can self-select to engage in these\nprograms. This will reduce the likelihood that the foreign student feels\nexcluded by the domestic student. Likewise, international students that prefer\nto participate in traditional sports with those from the same culture (Ex:\nChinese students participating in badminton together) should not feel compelled\nto participate in these optional programs that foster cross-cultural\ninteractions. Results from this qualitative study display the multi-dimensional\nrole that recreational sport plays in the international student\u2019s life. International\nstudents will continue to be a crucial stakeholder segment for universities in\nthe United States and it is essential to design recreational sport programming\nthat effectively meets the needs these students. <\/p>\n\n\n\n

ACKNOWLEDGMENTS<\/strong>
None<\/p>\n\n\n\n

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28. Yoh, T., Yang, H., & Gordon, B. (2008).  Status of participation in physical\nactivities among international students attending colleges and universities in\nthe United States.  College Student Journal, 42<\/em>(4), 1110-1117.     \n\n\n\n\n\nihidden1 \\lsd<\/p>\n","protected":false},"excerpt":{"rendered":"

Authors:James Allen and Robert Lyons Corresponding Author: James Allen, PhDBlair College […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true,"jetpack_social_options":[]},"categories":[994,296],"tags":[1449,1451,1450],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4btio-1Cw","jetpack-related-posts":[{"id":8070,"url":"https:\/\/thesportjournal.org\/article\/campus-recreation-sport-club-participants-exploring-subjective-wellbeing\/","url_meta":{"origin":6232,"position":0},"title":"Campus recreation sport club participants: Exploring subjective wellbeing","date":"November 19, 2021","format":false,"excerpt":"Authors: Laura M. 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