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.
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 A. Russell
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.
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.
Eleni Diakogeorgiou, R. Richard Ray Jr., Sara Brown, Jay Hertel, and Douglas J. Casa
Athletic training is a health care profession with roots in athletics and kinesiology that has evolved into a critical component of contemporary sports medicine. The aim of this article is to review the history and evolution of the athletic training profession, contextualize the current state of athletic training education and research, and address priorities and challenges that the athletic training profession must confront if it is to continue to thrive. Specific challenges include addressing health disparities in sports medicine, increasing the diversity of the athletic training profession, clearly delineating athletic training’s place in the health care arena, and increasing salaries and retention of athletic trainers in the profession.
Karl M. Newell
This paper provides reflections on the progress to date and current status of research in kinesiology. The accompanying overview articles in this special issue of Kinesiology Review show that the contemporary disciplinary/professional foci of kinesiology remain, by and large, the same as the initial research and teaching structures of 50 years ago, as outlined in the inaugural overviews. Nevertheless, within this prevailing disciplinary/professional structure, there have been many new developments in movement-related research, including the juxtaposition of novel alignments and integrations of certain specializations of kinesiology. There is general consensus that the quality and quantity of research in kinesiology have advanced substantially, albeit unevenly, on multiple fronts, both within and between the areas of specialization. The research agenda in kinesiology has benefitted from the growing realization of the centrality of human movement and physical activity in contributing to a healthy lifestyle for individuals and societies.
Jane E. Clark and Jill Whitall
In 1981, George Brooks provided a review of the academic discipline of physical education and its emerging subdisciplines. Forty years later, the authors review how the field has changed from the perspective of one subdiscipline, motor development. Brooks’s text sets the scene with four chapters on motor development from leaders in the field, including G. Lawrence Rarick, to whom the book is dedicated. From this beginning, the paper describes the evolving scientific perspectives that have emerged since 1981. Clearly, from its past to the present, motor development as a scientific field has itself developed into a robust and important scientific area of study. The paper ends with a discussion of the grand challenges for kinesiology and motor development in the next 40 years.
David I. Anderson and Richard E.A. van Emmerik
This special issue of Kinesiology Review celebrates the 40th anniversary of the publication of George Brooks’s Perspectives on the Academic Discipline of Physical Education: A Tribute to G. Lawrence Rarick (1981). Written by many of the luminaries within kinesiology, the papers in this special issue highlight the tremendous growth of knowledge that has occurred in the subdisciplines of kinesiology over the last 40 years and the breadth of contexts in which new knowledge is now being applied. Kinesiology has rapidly become an influential discipline, and its breadth, depth, and influence continue to grow. Though not without challenges, there is much to be optimistic about concerning kinesiology’s future.