Curriculum Alignment: Doing Kinesiology as We Mean It

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Ang Chen Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC, USA

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Based on the lessons learned from history and articulation of paradigm change in science, this article clarifies the concept of curriculum alignment and describes the risk of curriculum disalignment between school physical education and kinesiology. Through contextualizing kinesiology as an integrated science, it explains the difference between a discipline and a field (subdiscipline) and argues that K–12 physical education is an integral and indispensable component of kinesiology. The article provides detailed discussions about the historical reasons/events that might have led to the curriculum disalignment and the ways the disalignment can be understood and addressed. Based on the analysis, a four-pillar framework (science, health, culture, and education) is proposed as a platform for “doing kinesiology” and a way to address the curriculum disalignment crisis.

Address author correspondence to a_chen@uncg.edu, https://orcid.org/0000-0002-1352-7384

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