The Students Low Participation in Intramural Sport at the University
Brio Alfatihah Ramayudha
1,2
1
Physical Education and Recreation Program, University of Majalengka, Indonesia
2
School of Postgraduate Studies, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, Indonesia
Keywords: Intramural, Sports, Recreation, Free Time.
Abstract: Participation in intramural sports is beneficial for university or college students, these benefits include weight
control, reduced risk of cardiovascular disease, low blood pressure, increased energy levels, reduced risk of
osteoporosis, increased mood state, and reduced stress levels and increased student life through social
interaction and competitive challenges. The purpose of this study is to investigate deeper into issues related
to the low participation of students in intramural sports. The method used is qualitative method. The research
design used is a focus group that has a collection of individuals with similar characteristics and experience in
semester 2 students at Majalengka University to discuss a topic. The focus is on the topic, and the fundamental
data is the group discussion transcripts around the topic. The result of this research is the non-participation
students of Majalengka University in intramural sport caused by five factors such as time, play characteristics,
social aspect, information, and offer.
1 INTRODUCTION
Regular physical activity is part of a healthy lifestyle
to reduce the risk of many chronic health problems,
including heart disease, stroke, high blood pressure,
type 2 diabetes, osteoporosis, obesity, colon cancer,
breast cancer, anxiety, and depression (Haskell et al.,
2007). The campus intramural sports program can
provide an ideal opportunity for students to maintain
a healthy level of physical activity. The benefits in
carrying out the above intramural sports activities will
be met if an adult collects at least 30 minutes of
moderate physical activity per day for five days per
week. Even recently, its recommendations were
revised to include an intense 20-minute intense
physical activity alternative per day for three days per
week (Cooper, Schuett and Phillips, 2012).
The level of physical activity declines further as
adolescents move into young adulthood. Research
shows that only 38% of students regularly participate
in high physical activity and only 20% participate in
moderate physical activity, where high school
students have a 65% participation rate in strong
physical activity and a 26% participation rate in
moderate physical activity Douglas et al., 1997).
In Indonesia, particularly at the University of
Majalengka there is the low participation of students
in intramural sports. Although there is no exact data
what percentage of students who follow or who do not
follow intramural sports, the writer concludes this
matter from the fact that there are only few students
use their free time for intramural sports.
From this phenomenon, according to the results of
previous research and the real situation experienced
by Majalengka University students related to the low
participation of intramural sports on campus, the
researcher tries to find out the cause factors of low
participation of students to intramural sports at
Majalengka University.
2 LITERATURE REVIEW
2.1 Intramural Sport
Intramural sport is a different matter throughout the
campus recreational literature. Intramural sports are
recognized as an entire campus recreation
department, having a special program area or idea of
the type of recreational activity.
Intramural is defined as an activity undertaken
under the auspices of a particular institution and
where all participants become members of a
particular institution (Stoll, 2008) as well as
organized and structured sports and events offered to
students, faculty and staff on campus especially for
Ramayudha, B.
The Students Low Participation in Intramural Sport at the University.
In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 145-150
ISBN: 978-989-758-317-9
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
145

socialization, competition and pleasure (Radtke,
2008).
2.2 Intramural Sport Benefit
Previous research has supported the role played by
intramural programs in stress reduction, holistic
health, promoting social bonding, interaction and
teamwork (Artinger and Forrester, 2006).
The participation of recreational sports influences
students' perceptions of the campus community
(Elkins, Forrester and Noël-Elkins, 2011). Improving
the quality of college life (Ellis et al., 2002),
leadership and communication skills (Lindsey, 2012),
intrinsic motivation (Cooper, Schuett and Phillips,
2012), the benefits of healthy physical activity
(Forrester and Arterberry, 2006), value clarification
(Rothwell and Theodore, 2006) and improved
academic achievement (Maas, 2001).
Thus, intramural sport is not only a source of
physical activity, but has also been proven to affect
the participants' own future involvement in physical
activity (Forrester et al., 2007) and the involvement
of others through peer influence (Leslie, Owen and
Sallis, 1999).
3 METHODS
The method used in this research is qualitative
method. Qualitative methods begin with the research
area and allow the theory to emerge from the data
rather than starting with assumptions and tests. This
research is more likely to resemble the reality that
occurs in majalengka university students rather than
drafting a concept based only on experience,
assumptions or speculation.
The research design used is a focus group that has
a collection of individuals with similar characteristics
and experience to discuss topics. The focus is on the
topic, and the fundamental data is the group
discussion transcripts around the topic.
3.1 Participant
Participants in this study were using the criteria of
2nd semester students at Majalengka University with
prior experience in sports activities at High School,
no prior experience in high school sports, or current
participation in the Student Activity Unit program.
3.2 Population
The population in this study is the 2nd semester
students at Majalengka University, consisting of 54
students from class A and B.
3.3 Sample
The sample of the study was chosen by using the 2nd
semester student at Majalengka University. Of 54
students as population, 42 students who had
volunteered by identifying themselves after being
asked to participate through the recruitment method
were selected. Recruitment method was done in 2
ways by spreading the sheets at recruitment events
and personal communication in the classroom. All the
selected samples got a free lunch and money of 20
thousand rupiah.
3.4 Procedure
This study was conducted for two months and taken
place at Majalengka University, which has a large
room that is able to accommodate the entire sample,
has a comfortable chair where the participants sit so
they can see each other as they speak.
The focus of the discussion is exploration and
includes statements from participants about
experiences, feelings, understandings, desires, and
emotions related to participation in intramural sports.
While the questionnaire asks the participants, how
many hours of class they live, if they live inside or
outside the campus, what organizations they attend,
how much time of the week they are busy with the
organization. Category one "engages in high school
sports but is currently not involved in intramural
sports," two "engage in fitness and fitness programs
on campus or use of a fitness center but currently not
involved in intramural sports," and three "not
participating in sports in secondary school.
Data from the three focus groups were analyzed
through categorization and comparison of the main
themes that emerged after re-reading the results of the
three discussions. The themes are compared to each
other and the previous theme of the literature review,
and some specific examples of the discussions are
used to emphasize the main theme.
3.5 Instrument
This research uses focus group discussion and
analysis to determine the reason of the students'
inability to follow intramural sport. It is based on
literature reviews and recommendations from experts
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in the fields of recreation, sports management and
related recreational areas. Because this research has
an explorative approach, the aim is to ask students
directly give their reasons for not participating, in
order to allow more specific surveys questions,
questionnaires and program research in the future.
Focus groups were held at three meetings in the
Majalengka University classroom. The large room
has a comfortable chair and has air conditioning
where the participants sit so they can see each other
as they speak. As soon as the participants arrive, the
researcher reminds participants about the statement,
refutation, willingness and confidentiality of the
initial flyer for recruitment and they are given an
implied consent form.
A demographic questionnaire is used to rule out
confounding variables associated with the topic.
Questionnaires ask participants about the age, how
many hours of class they are having, whether they
live on or off campus, what organizations they attend,
how much time of the week they spend in the
organization, and other questions there are 3
categories of participants.
Category one "engages in high school sports but is
currently not involved in intramural sports," two "are
involved in outside and inside campus fitness
programs or use of fitness centers but are currently
not involved in intramural sports," and three "do not
participate in sports in High School.
4 RESULTS
Participating in intramural sports can benefit the
students in terms of friendship, social bonds, exercise
and decreasing stress levels. Nevertheless, many of
Majalengka university students did not receive these
benefits because of their low participation. It is
important to use qualitative method to directly ask the
students the reasons of not participating in order to
develop a theory that has contradictive assumptions
about this topic. The theory and participants’ direct
response would help the researchers and college
professionals to more understand the students’
experience aspect in this university. The results of the
three focus group discussion indicated that there was
perceived benefits of participating in intramural
sports and the students’ reasons for participating and
not participation in this sport.
4.1 Focus Group
The total students of three focus groups were 42
students. The group one consisted of 19 students, 5
students for group 2 and 18 students for group 3. The
discussions followed by a series of questions were led
by moderators and the researcher himself. During the
discussions, the participants of each group interacted
with other group while the moderator and recorder
observed them. Moderators mainly spoke during the
pause in the conversation and at the end of the topic
to further discuss some important points in the
discussion including the reasons of participating or
not participating in intramural sports.
4.2 Findings
Few words connecting during the conversation
among focus groups were developed into the main
theme of student participations in intramural sports.
The themes are time, game characteristics, social
aspects, information, and offerings. Each theme
provides comments and insights on the benefits of
intramural sports and the reasons for participating and
not participating.
Time was the first topic that came up when the
participants were asked questions for not
participating in intramural sport. Most of the students
answered that they had no enough time, found trouble
in finding time or were not interested in making such
time commitments.
Regarding with game characteristics (sport), the
competition characteristics were raised as an issue to
make intramural sport more fun and to add their
intramural sports experience. Some of them even
wanted to participate in competition level so that they
could play with the same competitive player.
In terms of social aspect, the participants
discussed the social bonds such as to be part of a team,
to make friends, to meet new people, and to play in
the recreation league joyfully. The issues in social
aspects were important because they were related
with the students’ perceptions and experiences which
could hinder them for participating in intramural
sport.
Information was one of other themes that made the
students participate or not participate in intramural
sport. The students stated that they did not know
about the program offered in intramural sports. In the
discussions, they suggested to give a lot of publicity.
They were afraid of playing without any knowledge
of the sport rules or the involved process.
In terms of offerings, the students in this research
discussed the program offered in intramural sports
including facilities, the atmosphere of overall
programs. They recognized that the knowledge of
these elements came from what they heard and
The Students Low Participation in Intramural Sport at the University
147

beyond of their perceptions in intramural students at
Majalengka University.
5 DISCUSSION
The results of this study included the benefits of
participation in intramural sports and the reasons for
non-participated students. The themes obtained from
the discussion were time, game characteristics, social
aspects, information, and offerings. Summary of the
main themes above provide the basis for comparing
each theme with other theme mentioned earlier in the
theoretical review of a sport or the process involved
of a sport.
5.1 Time
The participants responded that they did not have
enough time to play intramural sport. This issue
raised frequently during the focus group discussions.
This finding was similar as the research conducted by
(Meacci, Price and Kuga, 1982; Lankfordet al.,
1993). They found that male and female students had
busy schedule and lack of time to participate in
intramural sport. The students’ schedule varied on
each week; therefore, it was difficult to get the same
time for the participants. They wanted to have flexible
time in which they could come and leave as they like.
The other discussed issues were students’ activities
and lecture schedule. These issues were also found in
the previous similar studies (Meacci, Price and Kuga,
1982; Smith and Missler, 1994). The students
considered that university life was generally not
conducive for weekly organized activities because
everyone had different schedule.
When discussing in terms of commitment, most of
the students were not sure to make commitment to
play intramural sport. This is because of limited time
or they do not want to play with stranger people.
Furthermore, they stated that they did not have to do
intramural sport for something that they would miss
such as going to the mall.
5.2 Game Characteristics (Sport)
The participants were interested in competition but
they wanted to play in the same competition level.
They did not want to play on teams with people who
are too competitive or not competitive enough. For
example, in group discussions some students say they
did not want to play with people who are too
competitive.
The findings of the competition level were
supported by other following studies,(Hanson and
Krauss, 1998; Bourgeois et al.,1995; Kanters, 2000;
Bussler and Fisher, 1997). All of the research findings
showed that the students looked for competitor and
intramural sport experience. In a study conducted by
Hanso, it was discovered that the reason of most
students’ participation in intramural sport was
competition. On the contrary, other students merely
wanted to have fun in playing intramural sport.
The idea proposed by the participants was to try
this sport so that they could see whether they liked it
or not. They could have willingness to participate in
intramural sport only if they knew the activities and
programs in that sport. Therefore, they wanted to see
how the game worked before making the commitment
to participate on the intramural sport. They thought
that knowing the rules of game first was such a good
idea that they would not play bad or disappoint the
teammates in the game which relied on teamwork.
5.3 Social Aspect
Social bonds and relationships are often considered as
referred concepts in some literature review. These
concepts relate with making friends, meeting new
people, and building relationship. These concepts
were found in some researches (Atinger et al., 2006;
Bialeschik,1988; Meacci, 1982; Meacci and Price,
1986; Kanters, 2000; Bussler, 1997; Hanson and
Krauss, 1998).
Avoiding the conflict is the last reason of non-
participation students in intramural sport. They stated
that the aspect of intramural sport could make them
to have different arguments with their teammates.
(Milton, 1992) stated that a player would walk out of
the game because of the conflicts with his teammates
which consequently affect his friendship. (Smith,
1992) also had similar findings that if the social
interaction was negative, it would hinder the students’
participation.
5.4 Information
Most of the participants mentioned the lack of
information about program, process, staff and rules of
intramural sport. They were confused and had lack
knowledge about the activities offered, the
registration process and participation, and other
issues which differentiated between intramural sports
and other college recreational programs.
Accessibility issues were also addressed in terms of
processes, information and other structural issues that
impede students’ participation.
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5.5 Offering
The research participants would like to play because
the intramural sport could help them to relive stress
and allow them to meet new people. They also wanted
some activities such as water sports which were not
currently offered.
The people participated in this sport because they
had free time from class and work (Smith and Carron,
1992). In this research, many participants stated that
they would play intramural sport as a chance to do
something different and it was not a part of their daily
routine. Two studies discussed the benefits of
intramural sport in relieving the stress.
6 CONCLUSIONS
This research raises the question what will encourage
students to participate in intramural sports and the
reasons of not participating. Based on the findings
and limitations of this study there are some
conclusions about the reasons for not participating in
intramural sports.
Regarding with the question of not participating in
intramural question, the participants only answered
one. They would automatically replied that they had
no enough time. Nevertheless, after further review, it
was found complicated reasons in which each
participant had his own reason and different reasons.
Based on the consistency of responses from focus
groups comparised with literature review, some major
themes for non-participating students were found.
Students did not participate in intramural sports not
only because of structural problems such as lack of
information, lack of competition, process problems,
accessibility problems or the inability to form teams
but also their low self-awareness due to lack of
experience and poor knowledge of the game rules.
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