Lessons Learned During the Pandemic: Recommendations for Kinesiology Programs’ Emerging Future

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Miriam E. Leary Division of Exercise Physiology, School of Medicine, West Virginia University, Morgantown, WV, USA

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Randy W. Bryner Division of Exercise Physiology, School of Medicine, West Virginia University, Morgantown, WV, USA

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Oladipo O. Eddo School of Kinesiology, George Mason University, Fairfax, VA, USA

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DOI:
https://doi.org/10.1123/kr.2021-0050
Keywords:
online learning; remote learning; hybrid teaching; student engagement; assessments; capstone
First Published Online:
22 Oct 2021
In Print:
Volume 10: Issue 4
Page Range:
428–435
Restricted access

In response to the pandemic, kinesiology programs rose to the challenge of remote teaching by incorporating novel teaching and classroom approaches to ensure students continued to receive excellent instruction. This review identifies remote and hybrid teaching elements, many used by our two kinesiology programs, which showed promise during the pandemic. Using evidence and best practices, we argue for kinesiology programs to include these teaching strategies moving forward. Discussions focus on improving students’ success, learning, and matriculation into the vulnerable first year of college; rigorous teaching and assessment practices for laboratory and lecture classes in core curriculum; and remote capstone opportunities to prepare graduates for a postpandemic workforce. As we anticipate a physical return to campus, the strategies described here show promise for keeping kinesiology programs innovative and competitive in the emerging future of hybrid teaching in higher education.

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