Administrative Strategies for Delivering High-Quality Instruction in a University-Based Physical Activity and Wellness Program

in Kinesiology Review

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Sheri J. Brock
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Jared A. Russell
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Brenna Cosgrove
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Jessica Richards
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DOI:
https://doi.org/10.1123/kr.2018-0040
Keywords:
confidence; management; pedagogy; support; training
In Print:
Volume 7: Issue 4
Page Range:
345–349
Restricted access

The School of Kinesiology at Auburn University has a large Physical Activity and Wellness Program (PAWP) that services approximately 8,000 students each academic year. The roughly 470 courses offered annually include aquatics, leisure, martial arts, fitness, and individual- and team-sport offerings taught predominantly by graduate teaching assistants. Overall, Auburn University has experienced a great deal of success in providing a PAWP program that students enjoy and often wish to repeat although these courses are not required as compulsory credit. Delivering high-quality undergraduate educational experiences is paramount to the overall instructional mission of the School of Kinesiology. This paper outlines administrative strategies to ensure that PAWP instructors are prepared and supported in their instructional responsibilities.

The authors are with the School of Kinesiology, Auburn University, Auburn, AL.

Brock (brocksj@auburn.edu) is corresponding author.
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