{"product_id":"applied-research-and-evaluation-methods-in-recreation-2nd-edition","title":"Applied Research and Evaluation Methods in Recreation 2nd Edition","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eLearn to conduct quality research and evaluation within the recreation industry.\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eAgencies in the recreation industry must often \u003cb\u003ejustify their existence\u003c\/b\u003e in terms of cost and benefits, requiring recreation professionals to have the skills, competencies, and confidence to meet the demands of \u003cb\u003eresearch and evaluation\u003c\/b\u003e. \u003ci\u003eApplied Research and Evaluation Methods in Recreation, Second Edition With Web Resource,\u003c\/i\u003e teaches these essential skills in an approachable and engaging way, demonstrating that \u003ci\u003eresearch\u003c\/i\u003e doesn’t have to be a scary word!\u003c\/p\u003e\n\u003cp\u003eA bit like a mystery that requires investigation to identify the problem, the situations presented in the text require the reader to \u003cb\u003egather information\u003c\/b\u003e. The updated second edition contains \u003cb\u003erevised examples\u003c\/b\u003e and \u003cb\u003eexpanded sections\u003c\/b\u003e to enhance learning, and the text guides readers step by step through the research and evaluation process, drawing from both qualitative and quantitative research. Learning tools include the following:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eA \u003cb\u003ecase study\u003c\/b\u003e in each chapter\u003c\/li\u003e\n\u003cli\u003eProfessional Perspectives sidebar elements that provide readers with \u003cb\u003ereal-world examples and viewpoints\u003c\/b\u003e\n\u003c\/li\u003e\n\u003cli\u003eFor the Investigator elements that connect content in each chapter to a \u003cb\u003esemester-long project \u003c\/b\u003ethat serves as the foundation for a research paper\u003c\/li\u003e\n\u003cli\u003eChapter conclusions that \u003cb\u003esummarize and emphasize key points\u003c\/b\u003e\n\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eExercises\u003c\/b\u003e to help readers assess their skills\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eFlash card activities\u003c\/b\u003e provided online to help with learning key terms\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eReaders explore \u003cb\u003eeach of the steps\u003c\/b\u003e involved in designing a project, from developing the research problem, reviewing literature, and identifying variables and hypotheses to defining the population to study, developing the instrumentation plan, and choosing the appropriate data-collection tools. They will then cover evaluation concepts, including internal validity, data analysis, and reporting methods.\u003c\/p\u003e\n\u003cp\u003eAligned with the three pillars of the National Recreation and Park Association (NRPA)—health and well-being, equity, and environmental resilience—and the \u003cb\u003e2027 Commission for Accreditation of Park and Recreation Agencies (CAPRA) standards\u003c\/b\u003e, this resource serves as an excellent foundation for readers who will eventually pursue accreditation for their organization. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eApplied Research and Evaluation Methods in Recreation, Second Edition,\u003c\/i\u003e takes a thoughtful approach to guiding readers through the research and evaluation process, preparing them to meet the demands of their profession.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003eA text for upper-level undergraduate and graduate students enrolled in a research or evaluation course in recreation, parks, sports, leisure, and tourism; a reference for practitioners in the field.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e\u003cb\u003eInvestigative Overview\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eFoundational Knowledge for Professionals\u003c\/p\u003e\n\u003cp\u003eBenefits of Conducting Research and Evaluation\u003c\/p\u003e\n\u003cp\u003eCAPRA Issues Related to Research and Evaluation\u003c\/p\u003e\n\u003cp\u003eBenefits of Research and Evaluation for the Professional\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e\u003cb\u003eThe Research and Evaluation Process\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eElements of the Scientific Method of Inquiry\u003c\/p\u003e\n\u003cp\u003eElements of the Evaluation Research Process\u003c\/p\u003e\n\u003cp\u003eComparing the Scientific Method of Inquiry and Evaluation Research\u003c\/p\u003e\n\u003cp\u003eSteps of the Research Process\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e\u003cb\u003eThe Research Problem\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eDefining the Research Problem\u003c\/p\u003e\n\u003cp\u003ePurpose of the Research\u003c\/p\u003e\n\u003cp\u003eResearch Questions\u003c\/p\u003e\n\u003cp\u003eQuantitative Research Designs\u003c\/p\u003e\n\u003cp\u003eQualitative Research Designs\u003c\/p\u003e\n\u003cp\u003eAction Research\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e\u003cb\u003eReview of Literature\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eWhat Is a Review of Literature?\u003c\/p\u003e\n\u003cp\u003eWhy Conduct a Review of Literature?\u003c\/p\u003e\n\u003cp\u003eFinding and Reviewing Literature\u003c\/p\u003e\n\u003cp\u003eSynthesizing the Literature\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e\u003cb\u003eVariables and Hypotheses in Study Designs\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eRelationships\u003c\/p\u003e\n\u003cp\u003eVariables\u003c\/p\u003e\n\u003cp\u003eHypotheses\u003c\/p\u003e\n\u003cp\u003eMeasurement Scales\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e\u003cb\u003eEthics in Research\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eProtection From Harm\u003c\/p\u003e\n\u003cp\u003eConfidentiality\u003c\/p\u003e\n\u003cp\u003eParental Permission\u003c\/p\u003e\n\u003cp\u003eAvoiding Deception\u003c\/p\u003e\n\u003cp\u003eUsing All Data\u003c\/p\u003e\n\u003cp\u003eAvoiding Coercion\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cb\u003eChapter 7. Sampling\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eDefining the Population\u003c\/p\u003e\n\u003cp\u003eSampling Techniques\u003c\/p\u003e\n\u003cp\u003eSampling Issues\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e\u003cb\u003eInstrumentation\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eSelecting a Leader\u003c\/p\u003e\n\u003cp\u003eDefining the Population\u003c\/p\u003e\n\u003cp\u003eMaking an Instrumentation Plan\u003c\/p\u003e\n\u003cp\u003eKinds of Data\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e\u003cb\u003eData Collection Tools\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eTypes of Instruments\u003c\/p\u003e\n\u003cp\u003eInstrument Selection\u003c\/p\u003e\n\u003cp\u003eInstrument Considerations\u003c\/p\u003e\n\u003cp\u003eValidity of the Instrument\u003c\/p\u003e\n\u003cp\u003eReliability of the Instrument\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e\u003cb\u003eInternal Validity\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eReview of Validity\u003c\/p\u003e\n\u003cp\u003e10 Threats to Internal Validity\u003c\/p\u003e\n\u003cp\u003eValidity in Qualitative Designs\u003c\/p\u003e\n\u003cp\u003eReliability\u003c\/p\u003e\n\u003cp\u003eRelationship Between Validity and Reliability\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e\u003cb\u003eData Analysis\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eDescriptive Statistic\u003c\/p\u003e\n\u003cp\u003eRange\u003c\/p\u003e\n\u003cp\u003eStandard Deviation\u003c\/p\u003e\n\u003cp\u003ePearson Product-Moment Coefficient\u003c\/p\u003e\n\u003cp\u003eAdditional Statistical Analysis—T Test and ANOVA\u003c\/p\u003e\n\u003cp\u003eQualitative Data Analysis\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e\u003cb\u003eThe Research Report\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eExecutive Summary\u003c\/p\u003e\n\u003cp\u003ePurpose of the Study\u003c\/p\u003e\n\u003cp\u003eBackground\u003c\/p\u003e\n\u003cp\u003eMethods\u003c\/p\u003e\n\u003cp\u003eResults\u003c\/p\u003e\n\u003cp\u003eRecommendations\u003c\/p\u003e\n\u003cp\u003eConclusion\u003c\/p\u003e\n\u003cp\u003eLearning Aids\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eDiane C. Blankenship, EdD,\u003c\/b\u003e is a retired professor of Frostburg State University in Frostburg, Maryland, where she taught courses in research methods in the recreation and park management program. She also serves on the program’s graduate thesis and project committee.\u003c\/p\u003e\n\u003cp\u003eDr. Blankenship has extensive and varied experience, having worked as a Boy Scout executive; as a recreation therapist; in residential camps, aquatic facilities, recreation centers, and outdoor recreation facilities; and for the Department of the Army in Germany.\u003c\/p\u003e\n\u003cp\u003eDr. Blankenship has used her skills in recreation and leisure research methods to assist local and state organizations in the evaluation of their programs and facilities and in strategic planning. She served as a fellow for the U.S. Department of State to conduct a study that evaluated onboarding programs across the federal government, using specific training models and assessment tools in the evaluation research. In addition, she served as a site visitor for the Commission for Accreditation of Park and Recreation Agencies (CAPRA) and as a member of the National Recreation and Park Association (NRPA) CPRP certification exam committee and policy committee.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eNatalia B. Lowe, PhD,\u003c\/b\u003e is a program coordinator and full professor in the department of kinesiology and recreation and parks management at Frostburg State University. Her research interests include outdoor recreation and community and ecological well-being, community engagement in natural resource planning and management, and marketing of ecotourism and nature-based tourism destinations. She has conducted research in Retezat National Park in Romania, El Yunque National Forest in Puerto Rico, and state forests in western Maryland as well as at the Super Bowl in Tampa, Florida.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eJeffrey R. Farr, PhD,\u003c\/b\u003e is an assistant professor in the department of human nutrition, hospitality, and sport management at the University of Alabama. He was previously an assistant professor of recreation, parks, and sport management at Frostburg State University. Dr. Farr’s research primarily focuses on youth sport, specifically on the relationships between youth sport participation and family functioning as well as the intersectionality and inclusion of youth sport.\u003cbr\u003e \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/research-studies-rely-on-three-types-of-validity\"\u003eResearch studies rely on three types of ‘validity’\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/six-ethical-considerations-to-follow-in-conducting-research-in-recreation\"\u003eSix ethical considerations to follow in conducting research in recreation\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/steps-of-the-research-process\"\u003eSteps of the research process\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/using-review-of-literature-in-recreational-research\"\u003eUsing ‘review of literature’ in recreational research\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"https:\/\/us.humankinetics.com\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructor guide.\u003c\/b\u003e Includes a sample course syllabus, guidelines for a semester-long research project, teaching suggestions, chapter outlines, and exercise questions and answers.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTest package.\u003c\/b\u003e Contains 360 questions in true-false, fill-in-the-blank, essay and short-answer, and multiple-choice formats. The files may be downloaded for integration with a learning management system or printed for use as paper-based tests.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter quizzes.\u003c\/b\u003e Contains ready-made quizzes (9-10 questions each) to assess student comprehension of the most important concepts in each chapter.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePresentation package.\u003c\/b\u003e Features 299 PowerPoint slides of text, artwork, and tables from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Diane C. Blankenship,Natalia B. Lowe,Jeffrey R. Farr","offers":[{"title":"Paperback With Online Resource","offer_id":43322087014474,"sku":null,"price":119.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718222885.jpg?v=1787986917","url":"https:\/\/us.humankinetics.com\/products\/applied-research-and-evaluation-methods-in-recreation-2nd-edition","provider":"Human Kinetics","version":"1.0","type":"link"}