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This paper discusses lessons learned from the process of conducting community-based research with a focus on issues and topics of potential importance to leaders of departments of kinesiology. This paper is written from the perspective of physical education teacher education faculty implementing comprehensive school physical activity programming. Specifically, the paper focuses on the intersection of physical education and public health, the reconceptualization of training physical education teachers, related opportunities for community-engaged learning, and the process of relationship building in schools and communities. It is the authors’ intent that this paper will stimulate discussions relative to these topics among leaders of and faculty within kinesiology departments.
Brusseau is with the University of Utah, Salt Lake City, UT. Bulger, Elliott, Hannon, and Jones are with West Virginia University, Morgantown, WV. All authors contributed equally to this article, thus appearing in alphabetical order.