Approved by Faculty Senate.
Rationale for PER 393
(Evaluation in Recreation, Tourism and Therapeutic Recreation)
University Studies Statistics Flag.
In the early days of its delivery, recreation services were offered on a prescriptive basis and recreation professionals decided what was best for participants. Recreation services were viewed as a way of keeping children out of trouble, quelling the discontent of the poor, and "Americanizing" new immigrants. With increasing acceptance of recreation as a public good, the service delivery changed to a smorgasbord of choices but they were still determined by the providers. Today, recreation, tourism and therapeutic recreation professionals provide leisure-related opportunities by responding to the articulated needs of the populations they serve. Professionals evaluate their constituencies to maintain public support and satisfaction (public recreation), make profits (tourism and commercial recreation), and assess pathways to appropriate leisure lifestyles (therapeutic recreation).
To determine the needs of each population, evaluative processes must be conducted on a regular basis and responded to when the results are found. In order to find these results, data must be gathered and analyzed. Therefore, statistical techniques must be applied to provide "snapshots" of a populations needs and later compared to see how these needs have changed.
Evaluation in recreation, tourism and therapeutic recreation service can involve the tasks of demographic and psychographic profiling, and recreation needs assessment and satisfaction of clients. It may also include the determination of distribution channels for information and services, and address issues such as willingness-to-pay.
Given these requirements, PER 393 is designed, in part, for the understanding and use of statistics. This course will (Math 100 as a prerequisite) provide students with the understanding and application necessary to answer the questions that confront them.
The Mathematics/Statistical Flag criteria as met as follows:
PER 393 combines the learning and use of data gathering techniques with their subsequent analysis. Student will understand and apply statistical concepts that include univariate descriptive statistics, bivariate descriptive statistics and lower level inferential statistics.
Each student will be required to hand in biweekly homework assignments that use the statistical applications and models they learned. By loading a common data set and JMP onto each students laptop, they will be able to manipulate, analyze and present the data required. In addition, a major project will be undertaken with a cooperating agency. It will require that various groups take different research questions and find the answers sought by the agency. At the end of the semester they will present a written research report and oral presentation to the agencys liaison using the data they have gathered. Previous projects have included the consumer profiling of various university sports, the recreation needs of campus students before a recreation center was designed, and the assessment of community segments for a public park and recreation organization.
WINONA STATE UNIVERSITY
COLLEGE OF EDUCATION
DEPARTMENT OF PHYSICAL EDUCATION AND RECREATION
Course Number: PER 393
Course Title: Evaluation in Recreation, Tourism and Therapeutic Recreation
Credit Hours: 3
Grade: Grade Only
Prerequisite: Math 100
The procedures and applications of social science research and evaluation methods are applied to recreation settings. Course content includes evaluation designs, methods of data collection, statistical manipulation, interpretation and the presentation of the data. Emphasis is given to evaluation techniques used by recreation professionals.
2. Course Objectives (numbers after objectives refer to NRPA/AALR accreditation standards)
This course meets the USS mathematical/statistics flag course requirements for:
Flag directive 1: Essential use throughout semester of statistical models appropriate to their prerequisite knowledge
Flag directive 2: Use of statistical models will comprise a significant portion of a students final grade
Flag directive 3: That use of statistical models and their use will incorporate inferential content
Flag objective 1: Practice correct application of statistical methods appropriate to level of prerequisite knowledge
Flag objective 2: When statistics are used in a substantive way, the use of a statistical package with graphics capability
analysis and presentation (8.26) Meets flag objective "b"
INTRODUCTION TO EVALUATION CONCEPTS
a. Purposes of Evaluation
c. Variables and their Measurement
d. Traversing SPSS operation and data entry
INTRODUCTION TO EVALUATION CONCEPTS CONTINUED
a. Basic Program Planning and Design Model
b. Basic Evaluation Model
c. Frequencies, Class Intervals
PLANNING FOR EVALUATION
a. Conducting Needs Assessments
b. Developing Goals and Objectives
c. Measures of Central Tendency
DECISIONS IN EVALUATION DESIGN
a. Design or Selection of Instrument Type
b. Sampling Techniques
c. Staffing and Directing Data Collection
d. Analysis and Reporting
e. Measures of Dispersion
BASIC MEASUREMENT CONCEPTS
d. Graphical Description of Data
a. Basic Types of Data Collection Techniques
b. Criteria for Selection of Instrument Types
c. Triangulation Considerations
d. Pilot Tests and Expert Panel Reviews
e. The Normal Curve
d. Relationships between Two Variables: Nominal and Ordinal Data
QUESTIONNAIRES AS DATA GATHERING TECHNIQUES
a. Mail Surveys and Cover Letters
b. On-site Surveys
c. Telephone Interviews
d. Description of Nominal Data: Association
a. Review of Poor Surveys and Poor Items
b. Description of Ordinal Data
OTHER EVALUATION DATA GATHERING TECHNIQUES
a. Interview Procedures
c. Unobtrusive Measures
d. Description of Interval/Ratio Data: Scatter Plots and Linear Regression
a. Random samples and beyond
b. Sampling distributions
GRAPHICAL DISPLAYS OF DATA
a. Bar Graphs
b. Pie Charts
d. Frequency Polygons
WRITING THE EVALUATION REPORT
a. Front Pages
d. Findings and Conclusions
g. Estimation and Confidence Intervals
INTERPRETING, REPORTING AND APPLYING RESULTS
a. Verbal Presentations of Reports
b. "z" & "t" Tests, Chi Square
RESEARCH AND EVALUATION ETHICS
a. "z" & "t" Tests, Chi Square
4. Basic Instruction Plan and Methods Used
The general format of the class will include lectures, presentations, in-class assignments, homework assignments, discussion, exams, weekly homework and an evaluation project conducted for an external client.
5. Course Requirements
5. Late assignments are not accepted without bona fide documentation. All assignments are due
before class starts on the due date. Late assignments will be reduced one letter grade for every
24-hour period beyond the due time and date.
6. Three tests will be conducted in class with the third and final test being comprehensive.
assignments for suggestions before the due date as often as they want.
Group Research Project
Groups of four students will be responsible for completing an entire research project that is defined by an outside client. On previous occasions the client has been an athletic director, a campus recreation supervisor, or a community recreation specialist. Each group will be responsible for following the Evaluation Model outlined in class. These steps include:
a) determining goals for the evaluation project;
b) designing an instrument with which to collect data;
c) collecting data from a sample of program participants;
d) entering and analyzing data using SPSS and content analysis;
e) interpreting the data output; and
f) completing a written and verbal report of the results.
Each group member is responsible for cooperating with and contributing to the GROUP project. The scoring for the project is divided into three parts: Group project, peer evaluation, group presentation
Meets directive #1
Meets directive #2
Meets directive #3
Meets objective a:
Meets objective b:
Each student will make an individual presentation. The presentation will be no more than seven (7) minutes in duration. This presentation will be based on a research article that relates to the leisure field in some way. Your article will need prior approval of the course instructor. The article must be more recent than December of 1999, and can be from any of these sources: Therapeutic Recreation Journal, Journal of Leisure Research, Annals of Tourism Research, Journal of Travel Research
Every second week, students will analyze their data using JMP and then answer the questions posed. The analysis will relate to the statistical topic area recently covered, and the homework questions will ask for conclusions and implications based on the findings they produce.
Meets directive 1:
Meets directive 2:
Meets directive 3:
Meets objective a:
Meets objective b:
6. Means of Evaluation
A = 90 - 100%
B = 80 - 89.9%
C = 70 - 79.9%
D = 60 - 69.9%
F = 0 - 59.9%
Assignment Points Points _________
Test One _____ 100
Test Two _____ 100
Final _____ 150
- - - - - - - - - - - -
Group Project _____ 150
Group Presentation _____ 30
Group Participation _____ 30
- - - - - - - - - - - -
Article Presentation _____ 30
Statistics Homework _____ 200
Total Points ____ 590
7. Course Texts
Mitra, A. & Lankford, S. (1999). Research Methods in Park, Recreation, and Leisure Services. Champaign, IL: Sagamore Publishing.
Henderson, K (1991). Dimensions of Choice: A Qualitative Approach to Recreation, Parks, and Leisure Research. State College, PA: Venture Publishing.
Jackson, E. & Burton, T. (1999). Leisure Studies. State College, PA: Venture Publishing.
Riddick, C. & Russell, R. (1999). Evaluative Research in Recreation, Park and Sports Settings. Champaign, IL: Sagamore Publishing.