Eval Paper Binder

Running head: RECREATION OPPORTUNITIES IN PRISON
RCLS 425-Evaluation in Recreation and Leisure Services

Hannah Keogh, Chelsey Pangborn, and Britany Williams
Instructor: Dr. Emily Messina
Due: April 24, 2014
Phase I Group Research Proposal
Recreation Opportunities in Prison:
Do Incarcerated Individuals Deserve the Right to Pursue Recreation?
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DO INCARCERATED INDIVIDUALS DESERVE THE RIGHT TO PURSUE RECREATION?
Section I: Why?
Background
Basic Human Rights
There are certain basic human rights that each individual should be granted and are
birthed to them through our countrys founding document-The Declaration of Independence.
Thomas Jefferson provided us with the idea that all persons should be created equal and are born
with certain unalienable rights such as life, liberty, and the pursuit of happiness (Jefferson). But
which of these rights are taken away once an individual becomes a member of the prison
structure? The Supreme Court of 1948 announced that lawful incarceration brings about the
necessary withdrawal or limitation of many privileges and rights (CRS Annotated). However,
inmates are protected under the Eighth Amendment of the Constitution in terms of cruel and
unusual punishment (CRS Annotated). The Eighth Amendment was originally drafted to
prevent those imprisoned from experiencing torture in the form of disemboweling, decapitation,
and other common customs in which we would consider torture in todays world. Jefferson
believed that a nation built on the principles of liberty should in no way engage in such
punishments (Amendment VIII, 2014). According to the Breeds Hill Institute, our Founding
Fathers had a clear definition of what liberty meant to this great nation (The Meaning, 2008).
Liberty demands the ability to exercise ones will, and a power to choose (The Meaning,
2008). The word, liberty is Latin derived, meaning boundless or free from constraint (The
Meaning, 2008).
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Benefits of Sport
There are multiple benefits from participation in just sport alone, including psychological
and social. In a study targeting the effects of sport participation in children and adolescents, it
was established that there were many different psychological and social health benefits
reported, with the most common being improved self-esteem and improved social
interaction/integration (Eime, Young, Harvey, Charity, Payne, 2013, p. 2). Within the team
sport realm there can be different levels of play, competitive and recreation being two of them. A
study was done on adults that set out to prove whether those involved in either recreation or
competitive sport had any effects on their personal life aspirations and well-being. The results
concluded that those active in recreational participation had more intrinsic motivation and a
higher well-being (Eime et all, 2013, p. 11).
Russel (2013) defines well-being as an active process in which people involve themselves
in particular activities that are meaningful, likable, and gives one the sense of competence and
self-sufficiency. Individuals who have heightened well-being accept and are resistant towards
life happenings that are not in their immediate control-external locus of control (p. 70-71).
Intrinsic motivation is doing something as a result of your own will without any outside forces
acting upon your decision (Russel, 2013, p.30). Self-determination is coupled with the idea of
intrinsic motivation as it relates to personal growth, community contributions, health and
meaningful relationships (Eime et all, 2013, p. 11). If this is true for adults in general, could it
possibly be true for adults housed within jails across the country as well? This brings us to our
research question: To what extent do incarcerated adults have the right to pursue recreation while
they are detained within the prison system?
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Recreation vs Leisure
Many times, recreation and leisure are two terms that can be used interchangeably and
even sometimes confused for the other. Leisure can be described as free time away from
responsibilities or duties. It is thought more of as a sense of having freedom of choice to choose
what is engaged in (Russel, 2013, p. 20). The concept of freedom is very closely matched with
the concept of leisure itself. Russel (2013) states that, We are having fun when we choose what
were doing. In fact, scholars suggest leisure cannot exist at all when our perception of freedom
is curtailedprofessionals consider the amount of perceived freedom we experience to be one of
the most basic values of leisure (p. 28).
On the other side of things, recreation is seen as an emotional condition in which
individuals grasp a sense of mastery, accomplishment, success, pleasure, and a new sense of
worth for themselves. The satisfaction recreation brings to someone results in accomplishing
individual goals (Carter, Van Andel, 2011, p. 5). It can be understood why the term recreation
is used more often than leisure in the prison setting, given that in exchange for the specific
crime they committed, freedom is limited.
Basic Rights of Prisoners
Taken from The Basic Principles for the Treatment of Prisoners document drafted by the
United Nations back in 1990, prisoners are subject to the following: Except for those limitations
that are demonstrably necessitated by the fact of incarceration, all prisoners shall retain the
human rights and fundamental freedoms set out in the Universal Declaration of Human Rights,
and, where the State concerned is a party (Rights, 2014). Inmates are also to be respected as a
valued human being. With this, discrimination in the light of race, color, sex, beliefs, nationality,
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and social status are also prohibited. Religious beliefs and other cultural aspects of the
incarcerated are to be valued and celebrated when circumstances become appropriate.
Participation in cultural activities and any educational aspirations that contribute to the growth
and expansion of character are also rights prisoners are to be granted (Basic Principles, 2012).
Possible Factors Related to Incarceration
Violence is a continuous phenomenon around the world. Just in the United States alone,
billions of dollars are spent on programs used to counteract the negative downfalls that are
transpired through violent acts such as health care costs, the criminal justice system, and lost
efficiency. With the number of incarcerated individuals over exceeding the turnover rate of
released individuals, society is divided whether focus should be on prevention or punishment of
such deeds (Carter, Van Andel, 2011, p.399).
Those who find themselves in jail may not be subjected to punishment solely from
internal factors, but external factors as well. Carter, Van Andel (2011) sheds some light as to
why individuals may find themselves inside prison walls:
People who are legal offenders tend to experience difficulty managing daily living tasks
and interpersonal relations. Correlative issues include poor judgment; low motivations,
self-worth, and self-esteem; poor family management practices and family conflict; early
and persistent antisocial behaviors; alienation and rebelliousness; substance abuse; lack
of impulse control; sensation seeking; low harm avoidance; underachievement in sports;
participation in negative leisure activities; and no constructive activities in free time (p.
400).
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Benefits of Recreation and Leisure in Prison Settings

There are multiple studies and documents suggesting that recreation and leisure within
the prison system provide inmates with a list of benefits. Symptom management can be the result
of engagement in leisure and recreational activities, as well as acting as a method for coping and
self-renewal. Leisure activities can also absorb the influences an inmate may have been exposed
to in prior negative life events by aiding as a diversion. Leisure can also absorb the negativity of
life events by producing hope for the future, rebuilding the personal self, and acting as the
caffeine to kick-start a total life transformation. Nine female prisoners underwent a study in
which concluded that they experienced increases in personal morale such as confidence, selfesteem, and self-belief (Messina, 2011, p.16). Alongside these benefits, leisure also assists
inmates in economic benefits; social and cultural weaknesses including resolving conflicts,
reintegration into the community, and the caring for others; as well as psychological and
psychophysiological factors (Messina, 2011, p.17).
Therapeutic Recreation in Prisons
Therapeutic recreation services in prisons use intervention techniques to work on
improving specific behaviors that weaken the well-being of individuals within the system. It is
used as a rehabilitation procedure to help inmates become productive community members upon
release, as well as working to prevent relapse in behaviors that landed them in prison from the
very beginning (Carter, Van Andel, 2011, p. 401).
Messina (2011) acknowledges how leisure education programs within the therapeutic
recreation services can provide inmates with many solutions to other personal problems:
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Individuals can develop acceptable outlets for stress, identify activities which serve as
alternatives to drug[s] and alcohol, foster interpersonal skills, enhance self-esteem,
increase access to new social environments, foster new interests, develop awareness of
personal needs and appropriate avenues to satisfy them, discover ways to overcome
barriers to participation, develop decision-making and problem-solving skills, and
develop new interests that could evolve into a career (p.18).
Facility Recommendations
It was recommended by the National Advisory Commission on Criminal Justice
Standards and Goals that each penitentiary should staff a full-time recreation director. It was also
recommended that each inmate undergo a leisure interest evaluation and that a large variety of
recreational activities can be accessed by everyone. Recreational activities should also provide
some interactive aspects with the rest of society (Messina, 2011, p. 15).
Washington Prison System
Within Washington States Department of Corrections there are multiple recreational and
educational programs offered that inmates can choose to partake in. Personal improvement
programs work towards the goal of eliminating the risk the inmate has on the outside community,
as well as sharpening attitudes and behaviors needed to make a positive transition back into
society. Hobby and recreational activities are incorporated within each facility in Washington.
Some of these activities include: exercise classes, intramural sports, hobby shops, music
programs, open gym, outdoor yard, and in-cell hobby and music activities. For some of these
recreational and hobby programs offered, inmates are asked to pay a quarterly fee of $7, in which
they earn through work/training programs. Cultural and religious diversity is also encouraged
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and celebrated. Religious and spiritual needs of offenders are met through the Chaplain and
religious volunteers on staff. Positive work ethic is encouraged through work/training programs
that are offered at every facility. Inmates may use their earnings to buy comfort and personal
items. The Sustainable Practices Lab of Washington State Penitentiary provides eleven different
self-sustaining programs that work to support certain needs in the community. Examples of
programs offered range from self-awareness classes, to vermiculture, to refurbishing bicycles for
children (DOC, 2014).
We spoke to a corrections officer in Spokane County to ask his opinion on the different
outcomes of programs available at his specific facility. He informed us that there were quite a
few programs available to inmates including re-entry classes, GED classes, and parenthood
classes. Inmates participation in such activities is strictly up to them and each class can only
accept so many people at once (J. Nave, personal communication, April 17, 2014). When asked
his opinion on the overall effectiveness of the programs offered he stated:
I believe the classes are good for a very small percentage of inmates. For the classes to be
successful, the person has to want to change their lifestyle. Sadly enough, the majority [of
inmates] dont have an interest in improving their lives. They use the class as a way to get
out of their rooms and communicate with other people. I cant tell you how often I see
someone graduate a class and when they get out of jail they are back within a couple of
weeks (J. Nave, personal communication, April 18, 2014).
Closing Statement
There is much information floating around that support the overall, and possibly ideal,
positive effects that recreation and leisure activities in prisons are beneficial to the individual
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while detained, as well as upon release. As researchers, we would like to point out the fact that
while there is research and study to support incarcerated individuals the right to pursue these
activities for multiple reasons, the benefits are not consistent across the board. Numbers and
other statistical values of success rates, as well as overall improvement within each inmate
concluding the enrollment of such programs, are limited. As the corrections officer from
Spokane County stated previously, the results of these activities offered are many times
dependent upon each individuals willingness and overall attitudes.
Purpose Statement
Our purpose in researching the rights of individuals currently in the prison system
regarding their recreational pursuits is not to persuade people one way or the other, but rather, to
provide the facts so that people can make an informed decision on where they want to stand
regarding the issue. Along with presenting the facts to the general public, we hope to discover
where the RCLS 425 class stands on this issue, considering that they are all studying to become
future recreational professionals.
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Resources
Projected expenses to be incurred:
Fees and Expenses
Items
Number
of Items
100
Cost per
Item
$0.08
Copy Fees
Cookies for
Focus
2 Boxes
$5.00
Group
*Voice
2
$0.00
Recorder
Labor by all researchers is voluntary
Total
$8.00
$10.00
$0.00
*Provided by Chelsey Pangborn &

Britany Williams
Section II: What?

Model
Because of the nature of our research topic, we will be utilizing the Goal-Free (Black
Box) Model to guide the evaluation process. As described in the textbook, Evaluating Leisure
Services: Making Enlightened Decisions, by Bialeschki and Henderson (2010), The intent of
Goal-Free evaluation is to discover and judge actual effects, outcomes, or impacts without
considering what the effects were supposed to be (p. 42).
Our purpose in researching the right to pursue recreation in correctional facilities is not to
persuade people one way or the other, but to provide the facts so that people can make an
informed decision on where they stand. Along with providing the facts, we hope to discover
where the RCLS 425 class stands on this issue, considering that they are all studying to become
future recreational professionals. Although Bialeschki and Henderson (2010) state that the data
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collected from using the Goal-Free Model is usually qualitative based, they also explain that both
qualitative and quantitative methods can be utilized (p.43). They further explain that the GoalFree Model focuses on the concerns, feelings, and ideas proposed by the participants (p. 43). Our
purpose in choosing to follow the Goal-Free Model in our evaluation is so we can use an initial
focus group to obtain the general concerns of the group as a whole, which will then help us
develop a survey that will further address those ideas discussed in the focus group. This way, the
participants have still guided the discussion and have the ultimate say in where this research is
headed.
Criteria
We find the question of, To what extent do incarcerated adults have the right to pursue
recreation while detained within the prison system? to be one that has had little research done.
Currently there are policies set in place by the United Nations Congress that address the issue of
incarcerated adults and recreational activities.
According to the Standard Minimum Rules for the Treatment of Prisoners, adopted by
the United Nations Congress (1957 &1977), prisoners cells are required to have windows that
provide fresh air, along with enough light so that they can read or engage in other activities
without strain (p. 2). As well as suitable windows, this document addresses the need for all
prisoners to receive at least one hour every day, weather permitting, to engage in some form of
exercise outside of the facility building that is accompanied by exercise or recreational training
with appropriate equipment provided (p. 3). In regards to the outside world, the standards set by
the United Nations Congress (1957 &1977) suggest that incarcerated individuals should receive
time to visit with family and friends with supervision, and should be given a way to keep up with
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current news events (p.6). Prisoners should have access to a fully stocked library, and if numbers
permit, religious leaders should be available (p. 6). The United Nations Congress specifically
discusses in section 70 of the document the privileges of incarcerated individuals where,
Systems of privileges appropriate for the different classes of prisoners and the different methods
of treatment shall be established at every institution, in order to encourage good conduct, develop
a sense of responsibility and secure the interest and co-operation of the prisoners in their
treatment (p. 11). As a basic principle, the U.N. recognizes the need for recreational activities to
be present in order to improve and/or maintain physical and mental health (p. 12). From this
information, along with whats been provided in the previous section, we hopefully plan to offer
the RCLS 425 class more tools to use when deciding where they stand on this issue.
Data Type(s)
For this evaluation, we will be using both qualitative and quantitative data collection
methods. We have chosen to use a focus group followed by a survey that will further build upon
what was discussed during the focus group. Bialeschki and Henderson (2010) explain qualitative
data as being a way for members of a sample to have the opportunity to provide insight on
personal experiences in a way that quantitative methods cant (p. 105). They go on to further
emphasize the point that sometimes people are limited by yes/no response questions where
further elaboration would prove more beneficial (p. 105). Quantitative data collection methods
on the other hand, according to Bialeschki and Henderson (2010), are measurable and deductive
(p. 106). They explain the methods as being organized in a way where the close ended questions
promote number based answers which then can be easily used to determine relationships
between variables and averages (p. 105-106). Because the two methods complement each other,
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we find that utilizing both will further support the research of this topic. As Bialeschki and
Henderson (2010) point out, quantitative data is reliability based, results in facts, and is productoriented, while qualitative data has proven to be validity based, results in understanding, and is
more process oriented (p.106). With this in mind, we determined that taking advantage of both
methods would be in the best interest of the study, so that where one method may miss in the
information gathering process, the other may pick up on what was left out by the other.
Section III: Who?

Potential Audience
The information found from the research done on this topic will provide valuable insight
into the recreational rights of incarcerated individuals for not only the policy makers of federal
and state correctional facilities, but also the public in general. This information will be helpful to
the public in that it will aid in their ability to make an informed decision about where they stand
on this particular issue, while the policy makers of state and federal correctional facilities will
benefit because it will help shed light on where people stand on the recreational rights of persons
in penitentiaries.
Group Members
Keogh, Hannah: Junior at Eastern Washington University; Therapeutic Recreation Major;
Member of RCLS 425 Course
Pangborn, Chelsey: Junior at Eastern Washington University; Therapeutic Recreation Major;
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Williams, Britany: Junior at Eastern Washington University; Therapeutic Recreation Major;

Sample
EWU students currently enrolled in RCLS 425 who are declared RCLS majors.
Eastern Washington University is located in Cheney, Washington, only 17 miles
southwest of Spokane, Washington. Current enrollment at EWU is nearly 13,000 with a student
faculty ratio of 21:1. The average GPA for incoming freshmen students in 2013 was 3.24. The
Physical Education Health and Recreation Department at EWU offers an array of various majors
to choose from. Available programs to EWU students through the PEHR are the Athletic
Training Education Program, Community Health, Exercise Science, Health and Fitness, and
specifically to the Recreation and Leisure Services, Outdoor Recreation, Recreation
Management, and Therapeutic Recreation. The RCLS Department is accredited by the Council
on Accreditation of Parks, Recreation, Tourism and Related Professions, or COAPRT (EWU,
2014).
Section IV: When?

Timing
We will be conducting a focus group as well as administering a questionnaire that is
based largely on personal opinion. Given these methods, we will be utilizing assessment
evaluation through learning about peoples view points on our topic. According to Bialeschki
and Henderson (2010), there are 5 Ps of evaluation which include; program quality and
improvement, personnel, places, policies/administration, and participant outcomes (p. 47). When
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producing the assessment we will be looking largely at the policy portion and the participant
outcomes sections of the 5 Ps. Due to the fact that our research topic is directly looking at the
opinions of people, we will be asking questions that are focused on the policies and outcomes
and the way participants perceive them. Evaluations and needs assessments can allow an
organization to gain a more comprehensive knowledge of the community, its people, their needs,
their opinions, and special problems.(Bialeschki, Henderson, 2010, p. 52)
Timeline
We will be proposing our research topic on April 24th, via our literature review. Our
survey implementation will take place on May 15th, following our focus group on May 6th or 7th,
which will help shape our survey questions. We will collect and analyze all of our data from the
surveys and present our findings on May 27th, through June 4th. The triangulation approach will
be used as we collect data by using more than one research method (Bialeschki, Henderson,
2010, p. 386). We will be using both the focus group and the survey to ensure we get as accurate
of information as possible.
Section V: Where?
Sample size, composition, and technique
For our research project we will be using a convenient sample due to the nature of the
class. According to Bialeschki and Henderson (2010), convenient sampling refers to a sample
that happens to be available for a project that is not generalizable. Although convenient sampling
is not the most valid technique, for the purpose of this study we will obtain sufficient data and
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we will not be generalizing it towards a larger population. For our focus group we will have
approximately eight randomly selected participants from our larger sample. We will be sampling
sixty-three, RCLS 425 students all pursuing a degree in the recreation field to take our
questionnaire. Given that this is not a random sample, the information collected is not to be
generally specific to college students or even students of Eastern Washington University. The
research will be representative of the RCLS 425 class and will enlighten us on the beliefs of
students who will be recreational professionals.
Section VI: How?

Methods
We will be using a focus group to obtain qualitative information regarding our research
topic and then comprising a questionnaire based on our findings. According to Bialeschki and
Henderson (2010), A focus group includes people who possess certain characteristics and who
provide qualitative data through a focused discussion (p.187). During the focus group we will
be asking the participants open-ended questions about their beliefs relating to recreational
activities in correctional facilities. We will be recording the participants thoughts on the subjects
as well as writing down any key terms that they tend to use which will later assist in the
construction of our survey. We will use the same wording and vocabulary that the students in the
focus group use when we form our survey to obtain optimal accuracy in our results. Our
questionnaire will be comprised of statements that were generated from the focus group, and the
participants will be asked to choose an opinion, based on the Likert Scale. The Likert scale will
be on a scale of one to five (one being strongly disagrees, five being strongly agrees). In order to
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allow for the most accurate data we will be collecting both qualitative and quantitative data
throughout the process. Qualitative data appears in the form of words, and in contrast
quantitative data appears in the form of numbers (Bialeschki, Henderson, 2010, p. 382). The
questionnaire will be a self-administered assessment that will maintain the participants
anonymity (Bialeschki, Henderson, 2010, p. 157). The surveys anonymity will decrease the risk
of being skewed. Surveys are the most common method used. They can be used in triangulation,
and they are helpful when forming statistics (Bialeschki, Henderson, 2010, p. 113). Our
questionnaire will be easy to understand using simple statements; the statements will be all
opinion based, and they will not be written in order to sway the participants to believe one way
or another. Our survey will take about five to ten minutes to complete. Participants will be
provided with contact information of the researchers in order to ask questions to clarify if they
have any uncertainty.
Analysis Techniques
Our research data will be assessed using univariate analysis, meaning that we are
focusing on one variable which is the opinion of others (Bialeschki, Henderson, 2010, p. 264).
We will be using descriptive statistics when evaluating the results from the survey because our
study will be looking at opinions. Descriptive statistics are a list of the amount of times a specific
answer is reported and looks at basic aspects such as mean, median, and standard deviations
(Bialeschki, Henderson, 2010, p. 295). When analyzing the qualitative responses from the focus
group, we will be looking more at correlations and ideas of participants in order to form our
survey. We will be correlating the responses that people have to other responses so we can
understand how the questions will relate to each other in the survey. When analyzing the data we
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receive from our survey implementation, we as researchers will have the data submitted in a
timely fashion, ensuring that the findings are recent and relevant. Because the nature of our
research focuses heavily on opinions and making informed decisions about topics, we will ensure
that the research findings are available (Bialeschki, Henderson, 2010, p. 96).
Special Considerations
We have contacted a corrections officer in Spokane County, who has given us his
personal opinion about our research topic and by no means does he represent a larger group.
However, his personal beliefs were an interesting source of information. We think that his
information can be best used in the same way that the focus groups findings will help us. In
order to make sure that we are not biased in our statements for our survey, it is essential to have
an understanding of peoples beliefs because our research topic is completely perceptive and
opinion-based. If there was a group interested in using our research findings it would be most
relevant to the policy makers, and the organizations that fund the recreation programs in
correctional facilities. We will be focusing our efforts on peoples view on the availability of
recreation offered in correctional facilities. However, individual opinions may vary greatly when
asked if tax money should be funding them, which could be another very essential research
study. We have ensured that we have acknowledged the basic rights of the prisoners and have no
intention of questioning the basic standards that have been previously discussed, in an attempt to
keep this ethically sound and focused on the topic of recreation. Due to the fact that our research
sample is only comprised of Recreation Majors, we do recognize that this is not going to be
generalizable to many populations and the results may be skewed greatly.
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References
About EWU. (2014). Retrieved April 21, 2014, from http://www.ewu.edu/about.
Amendment VIII: Cruel and unusual punishment. (2014). Retrieved April 20, 2014, from
http://www.rutherford.org/constitutional_corner/amendment_viii_cruel_and_unusual_pu
nishment.
Basic principles for the treatment of prisoners. (2012). Retrieved April 20, 2014, from
http://www.ohchr.org/EN/ProfessionalInterest/Pages/BasicPrinciplesTreatmentOfPrisone
rs.aspx.
Bialeschki, M. D., & Henderson, K. A. (2010). In Yocum R., Threet D. (Eds.), Evaluating
leisure
services: Making enlightened decisions (Third ed.). State College, PA: Venture
Publishing, Inc.
Carter, M., & Van Andel, G. (2011). (4th ed.). Long Grove, IL: Waveland.
CRS annotated constitution-fourteenth amendment. Retrieved April 21, 2014, from

http://www.law.cornell.edu/anncon/search/display.html?terms=prisoners%27%20rights&
url=/anncon/html/amdt14erfrag10_user.html.
Department of corrections washington state. (2014). Retrieved 4/18, 2014, from

http://www.doc.wa.gov/default.asp
Eime, R., Young, J., Harvey, J., Charity, M., & Payne, W. (2013). A systematic review of the
psychological and social benefits of participation in sport for adults: Informing
development of a conceptual model of health through sport. International Journal of
Behavioral Nutrition and Physical Activity, 10, 1-14.
19
Jefferson, T. The declaration of independence: A transcription. Retrieved April 21, 2014, from
http://www.archives.gov/exhibits/characters/declaration_transcript.html.
The meaning of liberty. (2008). Retrieved April 21, 2014, from http://www.breedshill.org/
meaning_of_liberty.html.
Messina, E. (2011). (Doctorate of Philosophy, Temple University). Examining the Effects of

Structured and Non-Structured Therapeutic Activity Programming in a Forensic Mental
Health Treatment Facility, 15-18.
Rights as prisoners in general. (2014) Retrieved April 20, 2014,from http://humanrigghts.uc

davis.edu/projects/the-guantanamo-testimonials-project/rights-of-guantanamo-prisonersas-prisoners-in-general.
Russel, R. V. (2013). Pastimes: The context of contemporary leisure (5th ed.). Urbana, IL:
Sagamore.
Standard minimum rules for the treatment of prisoners, 663 c & 2076 (1957 & 1977). Retrieved
April 20, 2014, from http://www.unodc.org/pdf/criminal_justice/UN_Standard_
Minimum_Rules_for_the_Treatment_of_Prisoners.pdf.

Due: May 4, 2014
Phase II
1
Methodology:
Method
The method utilized for conducting the focus group concerning the right to pursue
recreation in correctional facilities, was that of an interview guide. We decided on approaching
the focus group in this way in an effort to allow the group to flow and take on a more
conversational aspect. Preparing for the focus group, we knew that there were going to be people
who had a lot to contribute to the discussion once we posed our first question. Rather than have a
set number of questions and a predetermined order in how we would address the content we
wanted to cover, we had three questions that set up the premise for our topic, and one question
that encompassed our overall research topic. In addition to our four pre-established questions, we
had a list of probing statements that would further guide the discussion towards the information
we were looking to gain from the group. As explained in the textbook, Evaluating Leisure
Services: Making Enlightened Decisions, written by Karla A. Henderson and M. Deborah
Bialeschki (2010), utilizing the interview guide approach provides the ability to lead the
interview in a way that is free from a fixed order, but instead in a sequence that makes sense
during the time of the discussion (p. 177). Bialeschki and Henderson (2010) go on to further
explain that the interview guide method, provides topics or subject areas so the interviewer is
free to explore, probe, and ask questions that will elucidate and illuminate that particular subject
(p. 178). As stated above, while preparing for this focus group, we knew that our participants
would have a lot to say about their feelings and opinions pertaining to this topic. In order to
make sure that we were allowing them to voice these thoughts and emotions, we wanted our
2
focus group to embody a methodology that would allow for optimal discussion, and so, came to
the conclusion that exploiting the interview guide would be our best option.
Questions (PS=Probing Statement/Question)
1 A) If theres one recreational pursuit, you just have to pick one that you couldnt live
without, what would it be?
1 B) Okay so, could you guys raise your hand if you agree with this statement, that if you
couldnt have that recreational activity in your life that you guys would be upset or
that it would cause you some sort of distress?
2)
Alright so, I know weve had this question in everything, but were trying to define
recreation so, um, doesnt have to be a super long answer, but if you could shout out at
least some things that come to mind when you guys think of recreation
3)
So our topic that were researching is recreation in correctional facilities. So we just

wanted to get a feel for what you guys already know, if anything about the availability
of recreation in the facilities.
4)
What we passed out to you guys, it just lets you guys know what they have available
for recreational activities, um, on the back theres the Washington State Penitentiary
calendar that we found thats a little more relevant since we live in Washington State
but if you guys just want to look at it a little bit and kind of get a feel for some of the
things they offer, um, cause the next question is, do you believe that recreation should
be available in correctional facilities and if so why, or if not why?
PS 1) We did find this just for the specific one in Washington that 7$ is all it costs for a
quarterly fee.
PS 2) And thats kind of another thing, too, to keep in mind while you guys are answering;
do you guys think that there should be certain recreation activities available or should
it be strictly benefitting the community?
PS 3) Do you think that the recreation that is offered should be based on the charge or the
sentence that they have in prisons?
PS 4) So playing off of that, do you guys think that it should be based on like a token
economy of good behavior equals more recreation or recreation at all?
3
PS 5) Ok, so, um do you guys think that when people enter prison that they lose their rights?
And is recreation a right to pursue, you know? Is it something that you have to have
the right to pursue recreation?
PS 6) Alright, so were just going to go down the line, um, we just want everyone to say,
yes or no, you can say why if you want, but, um, Do prisoners deserve recreation in
correctional facilities?
Any final comments?
Member Roles
Considering that Britany is the most comfortable at speaking in front of people, she took
on the role of moderator, while Chelsey and Hannah ran the two tape recorders and took notes on
key topics brought up and the body language evoked by the participants during the course of the
20 minute focus group. Britany was extremely successful in probing the participants of the focus
group to get the most information from them as possible in the limited time we had to discuss the
topic. The tape recorder used proved to be extremely useful. For the most part it picked up
everyones responses loud and clear, resulting in a smooth coding process.
Reflection
Our main goal going into the focus group was to limit the number of questions we
presented to the group in an effort to promote more discussion from the participants. When we
noticed responses dwindling, we had probing statements ready to help the group generate new
ideas. As well as pre-determined probing statements, Britany, as the moderator, did a great job at
asking more in-depth questions that played off of previously stated comments made by the focus
group participants. All members of our group, Chelsey, Britany, and Hannah, agree that this
approach to organizing our focus group was extremely beneficial. We received a lot of insightful
4
statements and ideas from the participants. Throughout the full 20 minute session it was apparent
that there was a really nice flow to the conversation. Not once did the responses given seem to be
forced.
Analysis:
Summary of Responses
Participants responded to question one A. with physical recreational activities such as
running, basketball, any type of sport, etc. When asked the second part of question one, every
member of the focus group verbalized that they would be upset if this recreational pursuit were
to be taken away. Responses to question number three consisted of comments like, stress
reliever and something you do in your free time that you choose to do that you dont have to.
Our next question was one that asked the participants of our focus group to discuss any
knowledge that they might have concerning what is offered to people housed in correctional
facilities. In response, they discussed their prior knowledge of the fact that recreation is offered
in correctional facilities, even to those in the higher levels of the system. They also mentioned
knowing that in some cases there is a token economy, or gold star system set in place. A really
important comment was made by one individual during the focus group that addressed the fact
that at one point there was one prison set in place where complete solitude was enforced, this in
turn, caused the inmates to become insane. This individual stated this to be the reason behind
why minimal recreation is now provided. Continuing on to our main question that fully
encompassed our research topic, we got a lot of answers that revolved around the idea that
recreation offered to offenders should depend upon one notion or another. Main discussion
points were that recreation time should depend on the crime that they committed; it should
5
depend on their behavior while in the prison system; it should depend on whether theyre
benefitting the community or not. When probed further on certain topics, probing statements one
through six, the participants of the focus group and the discussion always found its way back to
this idea that recreation depends on the individual but that, yes, some form of recreation needs to
be offered.
Coding
After the transcript was all typed up and we sat down to start the coding process, we
noticed our codes focusing around each question. As we made our way farther down the
transcript, we found ourselves having several codes for one response. Because the discussion that
occurred during our focus group found its way back to the idea that the recreation offered to
individuals in correctional facilities is dependent on a number of different factors, there seemed
to be some hints towards that idea in almost every response/statement made.
When going through the process of coding, we followed a constant comparison method.
As explained by Henderson and Bialeschki (2010), grounded comparison allows for the codes
and themes to change as you move through your transcript and see how new statements compare
to previous statements already coded (p. 312). They continue to explain that this technique
permits the ability for the patterns and themes found to evolve from the data rather than be predetermined (p. 313).
After making it through the whole transcript, we ended with 14 open codes. Open coding,
as defined by Henderson and Bialeschki (2010), is identifying the specific statements and giving
them one to two word names (p. 308). They make it very clear that at this point in the coding
6
process, the codes shouldnt be too broad, but rather specific (p. 308). From these 14 open codes
we developed six axial codes. Axial coding is the process of taking the open coding and
reassembling and combining to develop themes that encompass the open coding (Henderson &
Bialeschki, 2010, p. 308). Our final three selective codes were then taken from the six axial
codes. Henderson and Bialeschki (2010) explain selective coding as the process of culminating
the axial codes to come up with broad, speculative inferences on the data that was collected (p.
308). For further elaboration, reference figure 1.1 in appendix A.
Quotes
The final three themes that came about in the qualitative data that we collected from our
focus group include; Regulations, Human Rights, and Opinions.
Quotes pertaining to regulations:
But I think that limiting their hours would be like the biggest thing. The less
serious yoursentence or your, what, whatever got you in theremaybe more
hours of recreation if you earn em. I think it should be, like, good behavior for
certain fights or precaution, get certain recreation time.
Or maybe they could go the route of you getting certain numbers of hours of
recreation depending on your charge?
I mean like it would be as simple as just giving them a few hours a day to just do
something and you could limit what you give them so it might not be like the
coolest thing but at least you gave them something you know you have to treat
each other like humans even if they havent particularly deserved it.
7
Quotes pertaining to human rights:
I definitely agree that its, um, that its a privilege and not a right cuz it just,
thats how it is. Like, I mean, its, its very important, I think, for each person to
have it, but I dont think its just something that you automatically deserve. Its
definitely something thats important, but its notyou know just automatically
like they deserve it, thats not how it works.
No, I think that recreation is definitely a privilege. Um, but, I think that if you
have control of that privilegeuh essentially thats what the government is doing
and they just control the privilege.
And playing off of that, its kind of like, the human right portion of this is that
you have the right to choose whatever recreational activity you want to do, but the
privilege aspect is you have to choose from what were offering. So, when people
are in jail they still have that right to choose whatever recreational pursuit they
want to do, but now theyre limited because, you know, they messed up, or they,
however they got in there
Quotes pertaining to opinions:
so I think that there should be because it keeps your motors functioning and it
keeps you sane within the brain, and it also interacts you between other um, cell
mates, and sometimes the interactions arent always good but um, I think that
having that social stability somewhat within the prison system is good.
8
I dont think they deserve it, but they should get it. Like it should be something
that we do for them, but I wouldnt say that they deserve recreation, but they
should get it, I agree with that. Deserve is not the right word, I would say.
Conclusion
Based on the data that weve collected from the focus group conducted on May 7, 2014,
we believe that RCLS 420 students feel strongly about recreation being made available to
individuals in correctional facilities. However, they also feel that its important that the
recreational activities provided should be strictly regulated and monitored on a variety of levels.
Another very important and crucial aspect that surfaced during the focus group was the idea of
whether recreation being considered a human right or a privilege that should be earned.
Recommendations
As facilitated by the focus group, we have decided to further probe the notion of
regulating the recreational activities offered to incarcerated individuals based on mental health,
behavior, and criminal charges. We also plan to address the issue of recreation being considered
either a human right, a privilege, or provided to all inmates regardless of any previous actions.
After attending to these two basic themes, we plan to ask very blatantly, yes or no, should
recreation be available in correctional facilities?
9
Appendix A:
Recreation
Recreation
FIGURE 1.1
Definition of
Recreation
Regulations of
Rec. Time
Rec. time
dependent on
sentencing
Benefits to
Recreation
Regulations
Rec. Time
Dependent on
Sentencing/Re
gulations of
Rec. Time
Result of No
Rec.
Regulations on
Recreation
Yes to Rec.
Mental Health
RecreationPrivilege
Human
Rights/Recreat
ion- Privilege
Human
Rights/Privilege
Human Rights
Human Rights
Yes to Rec.
No to Rec.
Opinion on
Recreation
Filler
Prior
Knowledge
Extra Information
Opinions
10
References
leisure services: Making enlightened decisions (Third ed.). State College, PA: Venture
Publishing, Inc.

Due: June 4th, 2014
Phase III Survey Research Report and Final Recommendations
1
Running head: DO INCARCERATED INDIVIDUALS DESERVE THE RIGHT TO PURSUE
RECREATION?
Methodology
Focus Group
We conducted a focus group that was very helpful in the creation of our survey
questions. During the focus group Hannah and Chelsey took notes on the responses and Britany
led the focus group discussion. We used the goal free model when we were asking the questions
in order to allow the participants to be free from any biases that we may have had. The goal free
models purpose is to find out the actual opinions of people without having a preconceived idea
of what they should think. Therefore due to the controversial nature of our topic, we found it
most appropriate to use this model (Henderson & Bialeschki, 2010, p. 42). We asked the
participants about their basic knowledge on the topic and also provided them with information
that was also distributed within our survey. Please refer to Appendix A for this information.
Our main mission was to figure out whether or not the participants believed that
recreation should be offered in correctional facilities and the reasoning for their choices. We
wanted to ensure that during our survey we covered as many stipulations that people believed to
be significant; the focus group was a great source of information. The participants were very
involved and through probing we got some great qualitative data. Once the focus group was
finished, we transcribed the entire recording of the document finding fourteen different codes
and organized them into three main themes-regulations, human rights, and opinions. The codes
and themes can be found in Appendix C. We found that everyone had an opinion and reasoning
on this topic. However, it was interesting because no one felt neutral about the topic. Because
people were so passionate about this topic, it made the opinion portion of the data very large and
we decided to make most of our questions about the participants feelings on the subject.
2
RECREATION?
Survey
After we conducted our focus group we were able to take the themes that we found and
create our questions for our questionnaire. Our survey included demographic questions,
recreation regulation questions, and opinion or feeling questions. For this information, please
refer to Appendix B. We wanted to get a feel for who was answering our survey so we asked the
participants for their major, age, and gender. The demographic questions in our survey were
nominal which gave us a good representation of our class and the results can be found in Figures
5.2 and 5.3.We included one ratio question which was the participants age, demonstrated in
Figure 5.1. A large portion of our questions were ordinal in which we used a Likert scale to
focus on the emotional feeling words, gaining a sense of peoples opinions. All of the data that
we acquired was quantitative, most of it being ordinal, defined as being sophisticated data that
has implied order or rank in the different categories (Henderson & Bialeschki, 2010, p. 261).
The Likert questions seemed to be the best fit for the majority of our questions because they are
mostly used in measuring attitudes by using both positive and negative responses (Henderson &
Bialeschki, 2010, p. 145). In addition to the Likert scale questions we also asked a couple yes
or no questions because the scale was not appropriate for them. Due to the fact that we had
already asked questions regarding the different reasonings and the stipulations, at the end of the
survey we asked the participants if recreation should be offered in correctional facilities and
only gave them the option of yes or no responses. We provided the participants with some
background knowledge of recreational activities that are offered in correctional facilities in
Washington State, in order to make sure that everyone was offered the correct up-to-date
information before answering the questions. The information that was provided to them can be
found in Appendix A.
3
RECREATION?
Conclusions
Of the 59 students surveyed in RCLS 425, 56 students said that recreation should be
offered in correctional facilities which is demonstrated in Figure 8.1. An important concept to
keep in mind with our results is the different regulations that participants felt were important to
take into consideration. Figure 7.1 does a great job of showing the feelings of the participants
when asked about each different stipulation which included, a prisoners mental health status,
the crime they committed, and their behavior in the facility.
There are many different reasons that our data could have been skewed based on the fact
that all the participants were recreation majors, shown best in Figure 4.1. We asked participants
if they were uncomfortable while taking the survey. Eight people experienced a form of
discomfort while answering the questions which is demonstrated in Figure 3.1. Seventeen of the
participants said that they knew someone who was or had been incarcerated for a month or
longer. This could have skewed peoples views on the amount of recreation that should be
offered in facilities, represented in figure 2.1. We also placed a statement in the background
information that asked the participants to place a star on their survey if they read the provided
information, only eighteen people complied. This information is represented in Figure 1.1. Due
to the fact that a large portion of the class didnt read the current information we can also
assume that not everyone had the correct information before taking our survey, possibly
skewing our results significantly. When we asked the participants if recreation was a human
right, 46 people agreed or strongly agreed that it was. However, when we asked participants if
recreation is a right, a privilege, or something that should be provided, only five people chose
that recreation was indeed a right to inmates. This was a very fascinating finding that would be
4
RECREATION?
interesting to dig deeper into. Figures 6.1 and 6.2 give a great visual representation of these
results.
Recommendations
Our recommendations for the future would be to survey a larger population because we
feel that the survey results might be very biased, due to the fact that the participants are all
recreation majors. It would be helpful to survey a very diverse population because this topic is
not targeted towards college students. We found very valuable data in the focus groups and feel
that more qualitative data would be helpful because it is strictly an opinion based topic and the
close ended questions dont allow for other perspectives. The stipulations are important to keep
in mind when programming recreational activities in correctional facilities according to our
survey results. These specific stipulations were focused on the inmates mental health status,
behavior in the facility, and based on the crime that was committed. According to the survey
results, recreation should be offered and it is something that should be focused on in correctional
facilities. As future recreation professionals, most of the RCLS 425 students saw a need for
recreation within this population.
5
RECREATION?
Appendix A
Provided Background Knowledge
Recreation in Correctional Facilities
Our goal for this survey is to examine the opinions of students currently pursuing a degree in
recreation on the topic of recreation in correctional facilities. Below we have provided some
information to give you a base understanding of the recreation that is offered in Washington
State correctional facilities.
All facilities in the Washington prison system offer recreational and hobby activities. Activities
vary by facility but can include:
Exercise courses
Intramural athletics
In-cell hobby activities
Hobby shop activities such as woodworking and quilting
In-cell music activities
Music room activities
Open gym
Outdoor yard
Recreational and Hobby programs are supervised by Recreation & Athletic Specialists. In
general, weight lifting, hobby shops and music room programs require participants to pay a $7
quarterly fee. In order to benefit from these fee-based programs, all participants must be
infraction-free for a minimum of 30 days. All other activities do not require a quarterly fee to
participate. Inmates are also encouraged to participate in the celebration of various cultural
events or holidays as well as other state and federal holidays as these activities can help boost
morale. This information was taken directly from the Washington State Department of
Corrections website.
Please place a star on the upper right hand corner of your questionnaire if you have taken the
time to read this background information.
Thank you for taking the time to complete our questionnaire completely and honestly. If you
have any questions please feel free to contact us.
Britany Williams- bwilliams@eagles.ewu.edu
Chelsey Pangborn- chelsey.pangborn@eagles.ewu.edu
Hannah Keogh- hannahkeogh@eagles.ewu.edu
6
RECREATION?
Appendix B
Survey
*List your age.
Age: __________
*State your gender.

Gender: __________
* Check your corresponding major.

____ Outdoor Recreation
____ Recreational Management
____ Therapeutic Recreation
*Please fill in the corresponding bubble that pertains to your feelings concerning these
statements;
-Recreation is a basic human right that should never be manipulated or taken away from someone.
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
- Recreational activities available to incarcerated individuals should be dependent upon the crime they
committed.
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
- Recreation should be monitored and regulated based on behavior displayed by the individual serving
time in correctional facilities.
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
- The mental health status of an inmate should play a key role in the recreational activities offered to
them.
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
7
RECREATION?
-Activities should only be offered if the inmates work to pay for the materials needed for the recreation
they engage in.
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
- Previous RCLS lectures that Ive received have influenced the opinions Ive formulated pertaining to
this topic.
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
* Please check the best option below.

-Recreation should be ____________ to inmates.
____ a privilege
____ provided
____ a right
*Please check yes or no.

- Do you know anyone, previously or currently, who has been incarcerated for one month or longer?
____ Yes
____ No
- Should recreation be available to individuals who are serving time in the prison system?
____ Yes
____ No
- At any point did taking this survey make you uncomfortable?
____ Yes
____ No
8
RECREATION?
Appendix C
Recreation
Recreation
Definition of
Recreation
Regulations of
Rec. Time
Rec. time
dependent on
sentencing
Benefits to
Recreation
Regulations
Rec. Time
Dependent on
Sentencing/Re
gulations of
Rec. Time
Result of No
Rec.
Regulations on
Recreation
Yes to Rec.
Mental Health
RecreationPrivilege
Human
Rights/Recreati
on- Privilege
Human
Rights/Privilege
Human Rights
Human Rights
Yes to Rec.
No to Rec.
Opinion on
Recreation
Filler
Extra Information
Prior Knowledge
Opinions
9
RECREATION?
Appendix D
Figure 1.1
Star Placement
18
Yes
No
43
Figure 2.1
Know Someone Incarcerated

17
Yes
43
No
Figure 3.1
Uncomfortable
8
Yes
52
No
10
RECREATION?
Figure 4.1
Lectures Influenced
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
3
25
16
9
Lectures
Influenced
10
20
30
Figure 5.1
Age
18
20
21
22
Figure 5.2
Major
11
27
23
Theraputic
Recreation
Recreation
Management
Outdoor
Recreation
11
RECREATION?
Figure 5.3
Gender
Female
28
33
Male
Figure 6.1
Recreation should be ___ to inmates.

A Privilege
20
A Right
35
Provided
5
Figure 6.2
Is Recreation a Human Right?

5
9
27
Strongly
Disagree
Disagree
19
Neutral
12
RECREATION?
Figure 7.1
70
60
50
40
30
20
10
0
Strongly Agree
Agree
Neutral
Disagree
Crime
Committed
Mental
Health
Status
Good
Behavior
Strongly Disagree
Figure 8.1
Conclusion
Yes
No
56
13
RECREATION?
References
leisure services: Making enlightened decisions (Third ed.). State College, PA: Venture
Publishing, Inc.

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Running head: RECREATION OPPORTUNITIES IN PRISON

RCLS 425-Evaluation in Recreation and Leisure Services

Benefits of Recreation and Leisure in Prison Settings

*Provided by Chelsey Pangborn &

Section II: What?

Section III: Who?

Williams, Britany: Junior at Eastern Washington University; Therapeutic Recreation Major;

Section IV: When?

Section VI: How?

CRS annotated constitution-fourteenth amendment. Retrieved April 21, 2014, from

Department of corrections washington state. (2014). Retrieved 4/18, 2014, from

Messina, E. (2011). (Doctorate of Philosophy, Temple University). Examining the Effects of

Rights as prisoners in general. (2014) Retrieved April 20, 2014,from http://humanrigghts.uc

Running head: RECREATION OPPORTUNITIES IN PRISON

RCLS 425-Evaluation in Recreation and Leisure Services

So our topic that were researching is recreation in correctional facilities. So we just

Quotes pertaining to human rights:

Quotes pertaining to opinions:

Running head: RECREATION OPPORTUNITIES IN PRISON

RCLS 425-Evaluation in Recreation and Leisure Services

*State your gender.

* Check your corresponding major.

* Please check the best option below.

*Please check yes or no.

Know Someone Incarcerated

Recreation should be ___ to inmates.

Is Recreation a Human Right?

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