The School of Kinesiology at Auburn University is using Movband Technology to support online learning in their physical activity program. Active Auburn is a 2-hr credit course that encourages students (n = 2,000/year) to become physically active through online instruction and tracking physical activity using Movband technology. Movband technology allows for uploading and monitoring group physical activity data. The implementation of this technology has allowed the School of Kinesiology to: (a) promote physical activity on our campus, (b) serve a large number of students, (c) reduce demand on classroom/physical activity space, and (d) promote our research and outreach scholarship as well, by collecting physical activity profiles for students enrolled in the course. Students report they enjoy the course and that they appreciate the “freedom to exercise” when it best fits into their schedule. This course generates considerable revenue to support course instruction and much more for the School of Kinesiology.
Sheri J. Brock, Danielle Wadsworth, Nikki Hollett, and Mary E. Rudisill
Jennifer Robertson-Wilson, Nicole Reinders, and Pamela J. Bryden
Given the potential for dance to serve as a way to engage in physical activity, this review was undertaken to examine the use and effectiveness of physical activity interventions using dance among children and adolescents.Five databases were examined for dance-related physical activity interventions published between 2009–2016 fitting the inclusion criteria. Studies meeting the inclusion criteria were then evaluated for studyquality against the Effective Public Health Practice Project assessment tool (Thomas, Ciliska, Dobbins, & Micucci. 2004) and key study information was extracted. Thirteen papers detailing 11 interventions wereobtained. Intervention study quality was rated as weak (based on scoring) for all studies. Multiple forms of dance were used, including exergaming approaches. Four interventions yielded increases in physical activity(reported in six articles), four interventions were inconclusive, and three interventions produced nonstatistically significant findings. Further research is required in this area to determine the effects of dance interventionson physical activity among youth.
Mary E. Rudisill
For 30 years I have been interested in achievement motivation and factors that influence children’s motivation to move and learn to move. This work has been grounded in achievement goal theory, which explains what motivates individuals by how success is perceived and competence is valued (Nicholls, 1989). According to this theory, behavioral outcomes are related to goal-oriented behaviors described as task (e.g., competence and success are self-referenced) or ego (e.g., competence and success are based on the reference of others). A task-oriented goal perspective has been associated with increased enjoyment and intrinsic motivation inmovement-related activities such as sport and physical activity. Achievement goal theory also proposes that environments can be structured to emphasize factors that determine one’s goal involvement and subsequent cognitions, affect, and behaviors. In this review, I discuss mastery motivational climates and the research we have conducted related to this topic over the years.
James D. Wyant and Kristi N. Wyant
In recent years, the physical education (PE) profession has been forced to confront a plethora of issues, from the demise of teacher education programs to the loss of programming in the K–12 context. Calls for change and a time of introspection have been prompted by this climate. The impetus for change has long been a staple of PE discourse. Occupational socialization theory, which describes the forces that shape the decisions and behaviors of physical education teachers, offers insight on the change narrative. Emerging from the results of occupational socialization research are myriad negative issues that highlight a perplexing problem—some PE teachers have the propensity to make irrational decisions. The purpose of this article is to apply decision theory as a means to critically examine issues that have emerged from the negative socialization cycle of PE teachers. Beyond connecting theories, suggestions will be provided to improve the decision-making of PE professionals.
Ronnie Lidor, Gershon Tenenbaum, Gal Ziv, and Vladimir Issurin
Deliberate practice (DP), an activity aimed at enhancing an individual’s performance, has been reported to be crucial for achieving a state of expertise in various domains, such as education, music, and sport. In this article, the relationships between DP and the process of athletic performance adaptation are explored by elaborating on the main principle of the theory of training—periodization. We argue that periodization should be considered as a mechanism for ensuring DP, and that the implementation of periodization principles (cycles and phases) in DP activities can facilitate adaptation processes leading to expert performance. We describe the characteristics and features of DP, review a series of studies on DP and athletic performance (N = 21), discuss the importance of periodization in sport training, and outline a number of benefits of periodization. A model that emphasizes the link between periodization and DP activities in each phase of sport development is proposed, and a number of research approaches to address periodization are discussed.
Beverly D. Ulrich and Deborah L. Feltz
In this article we present the results of the 2015 review and ranking of U.S. doctoral programs in kinesiology conducted by the National Academy of Kinesiology (NAK) and based on data for the calendar years 2010 through 2014. This is the third consecutive five-year review and represents the only continuous effort to create rankings for the field of kinesiology today. As in previous reviews, this evaluation was built, using objective measures, on a norm-referenced survey of kinesiology doctoral programs in the United States. Of the 77 programs invited to participate, 52 provided complete sets of the required data. The raw data comprised 9 faculty indices contributing 66% of the total score, and 7 doctoral student indices, which made up the remaining 34%. Raw data for individual indices were converted to normative values by first transforming them into z-scores and then converting the z-scores into T-scores, to which weightings were applied. From the total T-scores, two sets of rankings were determined: unadjusted and adjusted to number of faculty members in each program. Rankings based on total T-scores are presented as well as T-scores for individual indices for each program. We also share raw data means and standard deviations for individual variables, organized into subgroups based on total T-scores. Finally, we compare the outcomes of this review with the previous review conducted by the NAK.
Meridith Griffin, Brett Smith, P. David Howe, and Cassandra Phoenix
In this paper we present a scoping review of literature on aging, visual impairment, and physical activity. Our objectives are to: (a) explore the available literature on aging, physical activity, and sight loss; (b) describe how participation in physical activity by older adults with visual impairment is understood by researchers; and, (c) identify benefits, barriers, and facilitators of physical activity participation as reported by older adults with age-related sight loss. Over 2,000 sources were reviewed, with 30 studies meeting eligibility criteria. Findings were organized into four thematic categories, namely: (a) participation rates; (b) health inequalities; (c) barriers to physical activity participation; and, (d) benefits of physical activity participation. Through this scoping review process, extant knowledge was synthesized and gaps in the literature were critically assessed. To address these gaps, several avenues for future research are outlined and described, alongside a consideration of the implications of the scoping review findings for both policy and practice.
Joan N. Vickers
Barbara E. Ainsworth
There is strong evidence that older adults greatly benefit from regular physical activity. Yet, older age is consistently associated with lower levels of aerobic physical activity and strength training and higher levels of sedentary behavior, underscoring the need to better understand physical activity behavior in this population. Reviews of interventions to increase physical activity have overall yielded promising results. Interventions based on behavior theory appear to be more effective than non-theory-based interventions, yet strategies from these theories are underutilized in both research and practice. This paper discusses the importance of behavioral interventions, cites findings from the Active for Life initiative to illustrate several key concepts, and provides recommendations to address significant gaps in the literature, including the use of theory, mediation analyses, physical activity maintenance, diversity of participants, and dissemination and translational research.