As the discipline of kinesiology ponders what should compose a kinesiology curriculum, it is worth considering the broad context. What is our responsibility to imbue students with values, viewpoint, and a vocabulary that facilitates their success in a context greater than our discipline? How do we decide what those things are (e.g., professional integrity, analytical thinking, cultural understanding, social responsibility, problem solving, leadership and engaged citizenship, effective communication, working collaboratively, preparation for lifelong learning)? How do we create a curriculum that provides sufficient understanding of disciplinary knowledge and critically important foundational skills? The purpose of this paper is to provide a jumping-off point for deeper discussion of what our students need most and how we can deliver it.
Braun and Hickey are with the Dept. of Health and Exercise Science, Colorado State University, Fort Collins, CO. Williams is with the Dept. of Kinesiology, Pennsylvania State University, University Park, PA. Garber is with the Dept. of Biobehavioral Sciences, Teachers College, Columbia University, New York, NY.
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