The COVID-19 pandemic proved to be an unprecedented disruptor on college and university campuses as stakeholders at all organizational levels were challenged to consider new approaches to teaching and learning using online course modalities with very limited preparation time and faculty support. Using a case study approach, this paper reviews valuable lessons learned through the experience, particularly regarding shifts in course delivery to include online and hybrid modalities on a widespread scale. Specifically, the authors reviewed the processes, outcomes, and student perceptions associated with online and hybrid course delivery in various kinesiology courses at three different higher education institutions. The paper also offers useful perspectives for kinesiology program administrators and faculty who are contemplating the continued application of online and hybrid course formats in greater capacity postpandemic.
Kayla Baker, Melissa Bopp, Sean M. Bulger, YuChun Chen, Michele L. Duffey, Brian Myers, Dana K. Voelker, and Kaylee F. Woodard
Ting Liu, YuChun Chen, Michelle Hamilton, and Katie Harris
Peer mentoring is a learning process wherein a more experienced student provides advice and support to a less experienced student during their academic career. At the graduate level, peer mentoring has been shown to increase social support, career readiness, retention, and graduation rates among first-year students. In spring 2021, the Exercise Science graduate program at Texas State University initiated a peer mentoring program. The participants reported that they felt more integrated in the graduate program. Meeting and socializing with mentor/mentee have enhanced their sense of belonging and relatedness, especially during COVID, when students felt more isolated. The professional relationship made them more prone to return and strive for academic success. This article describes a peer mentoring program that has been successfully implemented in a kinesiology graduate program and makes recommendations for universities to study the impact of peer mentoring on marginalized student well-being, retention, career readiness, and academic success in future research.
Kyle Guay and Carey L. Simpson
Preparing kinesiology undergraduates with the foundational knowledge required by professional organizations is no longer enough when considering the skills students are required to demonstrate upon entering the job market. Work-integrated learning, embedded through curricular and cocurricular activities, has seen extensive growth in the posteducation landscape of Canadian institutions. With increasing expectations from future employers, graduates in the field of kinesiology require more experiential opportunities to meet these expectations. The aim of this paper is to provide commentary on how the Bachelor of Kinesiology program at Capilano University underwent the necessary changes to incorporate a required professional practice stream to align with industry expectations. The authors discuss the development of laddering course learning outcomes, course content, reflection, and student evaluation. Additionally, they provide rationale for its inclusion in the second year of the program.
Lori A. Gano-Overway
This article is a critical celebration of Title IX. Fifty years of this landmark civil rights legislation has brought tremendous progress for girls and women in all areas of the U.S. educational system—including sport. However, Title IX has yet to achieve its full potential. For this to happen, I propose nine pressing issues that must be addressed: enforcing compliance; roster management and other dubious compliance tactics; more opportunities for women of color; the leadership gap; sex-segregated sport; the inclusion of transgender athletes; name, image, and likeness opportunities; the athletic arms race; and sexual harassment and violence. Based on current, scholarship, published data, and contemporary examples, this “nine for IX” approach is not a critique of the law but rather a critique of those aspects of American interscholastic and intercollegiate sport that continually hamstring Title IX’s power.
Ellen J. Staurowsky, Courtney L. Flowers, Erin Buzuvis, Lindsay Darvin, and Natalie Welch
In 2022, the Women’s Sports Foundation published a report addressing the current status of Title IX compliance in U.S school-based sports, examining the limitations of Title IX as a single axis law that addresses gender but not other areas of intersectionality including race, gender identity, sexual orientation, and ability. What is presented here is the executive summary and policy recommendations from the report.
Petrus Gantois, Drumond Gilo, Ana Denise, Alejandro Muñoz-López, Fábio Yuzo Nakamura, and Fabiano de Souza Fonseca
In this study, we examined the load–velocity relationship in the hexagonal bar deadlift exercise in women. Twenty-seven resistance-trained women were recruited. Participants performed a progressive load test up to the one-repetition maximum (1RM) load for determining the individual load–velocity relationship in the hexagonal bar deadlift exercise. Bar velocity was measured in every repetition through a linear encoder. A very strong and negative relationship was found between the %1RM and bar velocity for the linear (R 2 = .94; standard error of the estimation = 5.43% 1RM) and second-order polynomial (R 2 = .95) regression models. The individual load–velocity relationship provided even better adjustments (R 2 = .98; coefficient of variation = 1.77%) than the general equation. High agreement level and low bias were found between actual and predicted 1RM for the general load–velocity relationship (intraclass correlation coefficient = .97 and 95% confidence interval [0.90, 0.99]; bias = −2.59 kg). In conclusion, bar velocity can be used to predict 1RM with high accuracy during hexagonal bar deadlift exercise in resistance-trained women.
Akilah R. Carter-Francique, Yeomi Choi, DeAnne Davis Brooks, Katherine M. Jamieson, and Judy Liao
This essay gives a personal viewpoint of the environment for girls’ and women’s sport in the years surrounding the origination of Title IX and the organizational impacts unleashed by this legislation. Particular attention is given to the, somewhat surprising, degree to which men in power positions in sport benefitted from Title IX’s uneven pattern of enactment. A cautionary note suggests that advocates in future work take careful steps so that language and protocols of potential legislation assure benefits to the intended beneficiaries rather than others. A concluding assessment asserts that one of the strongest positives of Title IX is a shift in stance of female athletes from being “grateful for banquet leftovers” to an expectation of equity in treatment and benefits.
Amina Haggar and Audrey R. Giles
Guided by the experiences and perspectives of sport practitioners, in this paper, an intersectional lens was used to examine age, gender, race, socioeconomic status, and religion and how they relate to the recruitment and participation of second-generation, low-income, African Canadian, Black Muslim, and Christian adolescent girls in a community-based basketball program in Ottawa, Canada. Semistructured interviews were conducted with 11 program coordinators and coaches involved in the City of Ottawa Community Centre Basketball League (CCBL), and reflexive thematic analysis of the data was engaged. The findings were threefold: (a) CCBL coordinators and coaches recognize the importance of representation to enhancing their support to program users; (b) CCBL coaches and coordinators make efforts to build trust with and increase buy-in from first-generation immigrant parents to improve girls’ program participation; and (c) CCBL coaches and coordinators make religious accommodations in response to the needs of Muslim and Christian program users. The findings illustrated that community-based sport programs serving second-generation African Canadian adolescent girls in low-income communities require multifaceted program and outreach strategies that consider the intersecting social experiences of participants to improve recruitment and participation. To conclude, policy and program design and implementation strategies to support the creation of inclusive, equity-driven community-based sport practices were proposed.