University recreational sports departments are charged with promoting physical activity (PA) to college students. However, funding is necessary for the upkeep of equipment, quality programming, and continued promotion of PA through recreational sports. Although PA is important to university administrators, it is likely secondary to student academic success. Therefore, the purpose of this investigation was to identify relationships between recreational sports participation and college student academic success. Study participants included all first time degree seeking freshmen students who graduated from high school in Spring, 2010, were in their first semester at the university in the Fall 2010, not student athletes, and had no prior college class experience. Academic variables were compared between recreational sports members (students who purchased at least one fitness center membership) and nonmembers (students who did not purchase a membership). Differences among levels (determined via identification card swipes) of recreational sports use were also compared (never used, low, medium, high). Means±SD and percentages were calculated for all variables of interest. Differences between members and nonmembers in cumulative GPA (cGPA) and cumulative credits completed (CCC) after four consecutive semesters were assessed via analysis of covariance (ANCOVA). Odds ratios (OR) and adjusted odds ratios (aOR) with 95% confidence intervals (CI) were calculated via logistic regression for reaching one-year retention, two-year retention, and sophomore status according to recreational sports member status (ref=nonmember). Differences among recreational sports use groups in four-year cGPA were calculated via ANCOVA. OR and aOR ratios with 95% CI were calculated via logistic regression for reaching one-year retention, two-year retention, and five-year graduation according to recreational sports use level (ref=never used). A repeated measures analysis was utilized to assess a possible interaction between year in school and yearly recreational sports use on yearly GPA. After adjusting for covariates, members earned higher cGPA (3.17±0.48) and completed more credits (57.6±7.1) than nonmembers (3.01±0.55 and 55.7±9.0 respectively). Members were also more likely to enroll in a second (aOR=1.42, 95%CI: 1.10-1.85) and third (aOR=1.39, 95%CI: 1.10-1.75) year and achieve sophomore status (aOR=1.59, 95%CI: 1.14-2.22) within two consecutive semesters than nonmembers. Medium (3.26±0.41) and high users (3.27±0.45) of recreational sports earned higher four-year cGPAs than low users (3.20±0.42) and never used (3.08±0.47). Medium/high users were more likely to reach one-year retention than never used (aOR=1.94, 95%CI: 1.11-3.38). No differences were found among recreational sports use levels in two-year retention or five-year Bachelor’s degree attainment. Yearly recreational sports use positively related to yearly GPA, but the relationship did not differ by year in school. Results of this study indicate a positive relationship between recreational sports and college student academic success and should be shared with campus administrators so that they appreciate the benefits of this department and fund it sufficiently. Further, students should participate in recreational sports early and often in their academic careers. Future researchers should investigate these relationships, and their mechanisms, within other components of recreational sports (e.g., club/intramural sports) and should collaborate with campus departments to identify additional areas of student success that relate to recreational sports participation.
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