Gender differences in forestalling anti-social behaviours among student fitness aspirants and recreationists in Nigerian universities.(Report)

The purpose of the research was quadrupled. It investigated the prevalence of anti-social behaviours in campuses of Nigerian universities. Several student fitness aspirants and recreationists perceived examination malpractices (85%), stealing (83%), armed robbery (81%), prostitution (82%), drunkenness (80%), smoking (79%), hard drug consumption (81%), cult membership (83%), violent demonstrations (98%), and abrupt stoppage of sporting activities due to hooliganism (87%), as the major antisocial behaviours prevalent among students of Nigerian universities. Results from the study suggested that there were significant gender differences in the acquisition of social qualities among aspirants and recreationists participating in fitness and recreational activities and the development of qualities for preventing anti-social behaviours among such groups of students. The study also indicated that no significant gender difference was observed among aspirants and recreationists participating in fitness and recreational activities and the development of moral qualities among students in Nigerian universities. A total of 212 respondents participated in the study. Six universities were randomly selected while 50 student fitness aspirants and recreationists were drawn from each of these universities by cluster sampling. Percentages and Pearson chi-square test were used to answer four research questions and test three hypotheses formulated for the study. Recommendations were made for curbing anti-social behaviours among students of Nigerian universities.

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Nigerian universities have had their own records of anti-social behaviours. Such behaviours include examination real-practices at various levels, stealing, armed robbery, sexual misdemeanour, religious intolerance, violent demonstrations, drug abuse, cultism, and sporting activities occasioned by hooliganism. Essentially, the minds of the beneficiaries of tertiary education are expected to be moulded and shapened in such a way that anti-social tendencies in them are distilled and nullified. These ought to make students of such institutions more proactive rather than combative to fellow human beings and issues. Presently, the situation is contrary in Nigerian tertiary institutions (Adeyoju, 2002).

There is a critical need for education at all levels to be concerned not only with the intellectual but also the emotional, physical and vocational, or career development needs of young people (Obadofin, 2001 ). Asagba (2002) also contended that education aims at developing individual participation in fitness and recreational activities and such participation, seeks to develop the totality of the individual through the physical, social, moral or and intellectual conditioning.

Benefits of participating in physical activities for males and females of all age groups are remarkable. They include reducing risks of developing: coronary heart diseases, hypertension, colon cancer, diabetes, reduced symptoms of depression, anxiety, as well as improving physiological efficiency, helping in building and maintaining healthy bones, muscles and joints (United States Department of Health and Human Services, 1996). These benefits also manifest in form of improved metabolism (digestion), better respiratory system, improved muscle tone, better coordination, flexibility and general body efficiency (Igbanugo, 2001).

During participation, fitness and recreational programmes create opportunities for followership and leadership roles as in captainship, curatorship and in cheer leadership. People learn to work together as a team as the success of the team often radiates among all members. Social interaction promotes the feeling of "worth" and group acceptance (Asagba, 1998). On the issue of moral development, Asagba (1998) asserted that fitness and recreational activities' participation have done far more than religious preachers on the preaching of the tenets of their beliefs. This is because such activities often provide their rules and regulations and in addition help to enforce them instantly. A recreational activity participant is punished if he or she runs foul of any tenet or in some cases he/she is ejected from the game, if the offence is grave. Enforcement of rules and regulations in sports have carry-over values to fitness and recreational activities in the larger society. Competitive play has the potential for developing the spirit of honesty in obeying the rules of play, generosity and cooperation in learning to pass to a teammate at a vantage point in ball games and frugality in learning to play within time allowed. According to Bamisaiye (1988), participation in fitness and recreational activities encourages not only sportsmanship but also loyalty and patriotism to one's team.

The intellectual development aspect is hinged on the premise that when students participate in fitness and recreational activities they acquire knowledge of various disciplines (Asagba, 2002) such as dimensions of pitches, and measurements of heights and distances cleared or thrown. There is also the knowledge of anatomy, physiology, and kinesiology as well as incidental and integrated knowledge acquired in dance, history, art, religion, chemistry and physics.