This article is based on a keynote address at the 2021 American Kinesiology Association’s Annual Leadership Workshop, for which I was asked to talk about the future of work in connection to higher education. I am familiar with the kinesiology field in my role as Dean of the School of Professional Advancement at Tulane University. This article touches on issues important to the field of kinesiology that may also be applied across other academic disciplines. Technology is changing the nature of work; the global pandemic has sped up the pace of that change. Beyond this, the potential for future pandemics and other transformational events and trends mean that work is in a state of permanent flux. Preparing students for future success in this environment requires educators to think more broadly and holistically about their roles. Higher education institutions also, arguably, have a responsibility not just to educate, but to model workplace culture.
Matthew T. Mahar, Harsimran Baweja, Matthew Atencio, Harald Barkhoff, Helen Yolisa Duley, Gail Makuakāne-Lundin, ZáNean D. McClain, Misty Pacheco, E. Missy Wright, and Jared Russell
The aim of this paper is to emphasize the value of developing cultural awareness in kinesiology students to prepare them to enter the workforce in a world where the principles of justice, equity, diversity, and inclusion are evolving. The authors provide examples of sustained and impactful practices from three kinesiology units in higher education that have been recognized with the American Kinesiology Association Inclusive Excellence Award. The case studies demonstrate that institutional support for inclusive excellence is instrumental in development of sustainable experiences. Kinesiology leaders can demonstrate commitment to inclusive excellence by supporting faculty who conduct teaching, research, and service activities that meet their institution’s inclusive excellence goals. Other areas where kinesiology units can influence student development include curriculum, student engagement activities, university and community partnerships, and leadership for inclusive excellence.
Pamela Beach, Melanie Perreault, and Leapetswe Malete
As the importance of intercultural competence increases for future professionals, kinesiology faculty should consider internationalizing their curriculum. Faculty can promote intercultural competence through a variety of experiences, including studying abroad, attending international conferences, or adding a virtual exchange component to their classes. Global engagement in the classroom allows students to examine problem solving by scholars globally and enhances soft skills and career readiness skills. Because international travel through study abroad programs poses many challenges, this paper will focus upon an alternative, virtual exchange that can be implemented in any kinesiology or related course. Faculty can implement virtual exchanges with either an international class or a nonprofit organization on a large (e.g., complete course) or small scale (e.g., collaborative project). A sample design and tips for developing a collaborative project in a kinesiology course will be discussed to provide kinesiology faculty with a framework to begin a partnership around international course collaboration.
Katherine Raw, Emma Sherry, Katie Rowe, and Shelley Turner
Sport for development (SFD) is often used to engage young people in programs that target a range of issues, such as disengagement or marginalization. However, if designed inappropriately, SFD can do more harm than good by reinforcing social divides or past trauma. Consequently, scholars suggest that future research should delve beyond program impacts and examine the importance of safe spaces within SFD programs. In light of this, we explored how program design, delivery, and staffing can impact the creation and maintenance of a safe space and continuity in an SFD program targeting young people and how this can change over time. Adopting an ethnographic approach, findings highlighted how safety and relational continuity was fostered via social networks, support, belonging, and external opportunities. Conversely, instability and discontinuity became an issue with staff departures and participants’ personal difficulties.
Le nautisme français déchiré entre normes britanniques et références états-uniennes incite à s’interroger pour savoir si d’autres nations régatières connaissent des processus identiques. L’étude du yachting au Canada semble de ce point de vue intéressante. Nous essaierons de comprendre comment les pratiques nautiques se sont construites au Canada. Quels rapports les navigateurs Canadiens-français entretiennent-ils avec leurs homologues anglophones ? Quelles sont leurs modèles pour édicter des règles de course ou construire des voiliers : les normes britanniques, françaises ou celles des États-Unis proches ? Un système propre au Canada s’est-il développé ? Nous chercherons surtout à montrer les enjeux sous-jacents à l’activité vélique. L’hypothèse que l’on peut formuler est celle d’une pratique qui a su combiner les questions politiques, territoriales, ethniques du Canada et forger son identité sur des bases plurielles combinant les codes défendus par les francophones, les normes portées par les anglophones et des innovations venues des États-Unis.
Duane Knudson and Melissa Bopp
The COVID-19 pandemic shifted kinesiology courses into more hybrid and online delivery, creating new challenges and opportunities for evaluating learning and online testing. Research using the Biomechanics Concept Inventory indicates that both high-tech and low-tech active learning experiences implemented in hybrid and online formats in biomechanics courses improve student learning above levels for lecture alone. However, online pre- and posttesting using concept inventories or major exams are vulnerable to cheating. Experience and research on proctoring online testing indicate only partial success in detecting cheating absent substantial faculty commitment to investigate suspicious behavior. These difficulties with online testing provide an opportunity for kinesiology faculty to implement more authentic, holistic assessments that are less vulnerable to violations of academic integrity. The importance of well-designed, rigorous assessment methods that uphold academic integrity standards will continue to evolve as kinesiology departments expand online learning.
Paul Carpenter, Karen Stylianides, Rebecca Weiler-Timmins, Andrea Randolph-Krisova, Kelly Sprinkle, and Rosa Angulo-Barrosso
The onset and spread of COVID-19 forced an accelerated shift to remote communication and online teaching, generating new challenges and opportunities for kinesiology. As a result of the pandemic situation, redefined collaborative models independently emerged among kinesiology departments in two systems, California State University and the Pennsylvania State University. These models built community; addressed geographic and size challenges associated with meeting in-person; empowered sharing of ideas, resources, best practices, and emotional support; and guided our campus communities to success. We suggest that these collaborative models can be used in the future as platforms to improve kinesiology student’s success by facilitating professional development, integration, sharing, problem solving, and social support.
David K. Wiggins
This essay reflects on the status of kinesiology amidst the current pandemic and Black Lives Matter movement. Utilizing the metaphor coined by mathematician and physicist Freeman Dyson, I contend that the continued success of kinesiology is more plausible if we prepare more visionary birds, those with broader range and a variety of interests, to supplement the more narrowly focused frogs who currently dominate the field. Implicit in the essay is the contention that the field would benefit if it took a more interdisciplinary approach to the study of physical activity, sport, exercise, and other human movement forms as advocated by the American Kinesiology Association and individual scholars in the field. More specifically, I argue that the social sciences and humanities should be provided a more prominent place in kinesiology curriculums and serve as an academic core for all students in the field, irrespective of career aspirations and goals.
Mika Rathwell, Robert Henry, and Sam McKegney
For 25 years, the Beardy’s Blackhawks were Canada’s only U18 AAA hockey team located on and operated by a First Nation. The team encouraged young, Indigenous athletes to take pride in their cultural heritage and offered a sense of belonging and acceptance while also providing an opportunity for non-Indigenous players to play in such an environment. In 2019, the Saskatchewan Hockey Association made the decision to eliminate the Blackhawks from the league, describing their removal as a need to address “league concerns” related to billeting and younger player development. The purpose of this article is to analyze differences in how opportunity is understood and experienced by final-roster players (2019/2020 hockey season) and past alumni and, particularly, how it diverged across racial and cultural axes. What is found through semistructured interviews is that the concept of opportunity shifts between Indigenous and non-Indigenous players: Whereas Indigenous players tend to view opportunity in relation to cultural pride, non-Indigenous players view opportunity primarily in relation to future hockey opportunities. We argue that specific elite sporting opportunities that are characterized by Indigenous values are needed for a greater and more diverse range of Indigenous athletes to succeed in elite sport.