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A traditional focus of exercise scientists studying the interaction of drugs and exercise has been on the effects of drugs on exercise performance or functional capacity. In contrast, there is limited information available about the effects of exercise on the efficacy of drugs that have been prescribed and ingested for therapeutic reasons. Those requesting the approval for the manufacture, distribution, and sale of new drugs to the public are required to submit evidence of drug effectiveness and safety to drug regulatory bodies. But, there is no associated requirement to include among that evidence the interactions of exercise with drugs. However, the physiological adaptations to acute and chronic exercise are such that there is good reason to suspect that exercise has the potential to significantly influence drug absorption and bioavailability, drug distribution within the body, and drug elimination from the body. This paper reviews the potential for interaction between exercise and pharmacokinetics.

School is an environment where children and adolescents spend most of their time during the day. The environment is characterized by a sedentary culture necessary for academic learning. In this article, I present research evidence showing the effects of four physical activity opportunities in this environment: school athletics, recess, classroom physical activity breaks, and physical education. Based on an analysis of research evidence on the four opportunities, I propose that the efforts to promote the opportunities should be coordinated into a concerted action to integrate a physical activity-friendly culture in the sedentary environment. Using an example of China's whole-school physical activity promotion strategy, I identify four areas for us to continue to work on: legislature-based policies, physical education as core content, creation and maintenance of physical activity traditions in schools, and integration of physical activity-friendly culture into the sedentary school environment.

The acute and long-term effects of concussive and subconcussive head impacts on brain health have gained tremendous attention over the past five years. The treatment and management of concussion involves multiple providers from multiple disciplines and backgrounds. Varied backgrounds and approaches to assessing cognitive and motor function before and post-concussion are limiting factors in the efficient and effective management of concussion as discipline-specific rating scales and assessments serve as a barrier to effective patient hand-offs between providers. Combining principles of motor behavior with biomechanical approaches to data analysis has the potential to improve the continuity of care across the multiple providers managing athletes with concussion. Biomechanical measures have been developed and validated using mobile devices to provide objective and quantitative assessments of information processing, working memory, set switching, and postural stability. These biomechanical outcomes are integral to a clinical management algorithm, the Concussion Care Path, currently used across the Cleveland Clinic Health System. The objective outcomes provide a common data set that all providers in the spectrum of care can access which facilitates communication and the practice of medicine and in understanding the acute and long-term effects of concussion and subconcussive exposure on neurological function.

The proliferation of online courses and programs has impacted kinesiology programs across the country. The process of providing online instruction, while popular with students, is often daunting to the kinesiology programs that must navigate this process. Recommendations for transitioning courses and programs from face-to-face to online are offered from both the faculty and administrative perspective. Maintaining academic rigor in online kinesiology courses and program is also essential to the dialogue and for ensuring success. Many kinesiology courses and programs are well suited for online delivery and demand for these programs is high. Kinesiology faculty and administrators should understand both the facilitators and barriers to online implementation.

The present state of higher education is in a period of transition as alternative forms of content dissemination via blended learning and exclusively online class models continue to expand. In addition, traditional universities face increased pressure to deliver content “on-demand” for the learner from an increasing number of nonprofit and for-profit organizations. In this article, key principles for creating and distributing content for online education are discussed. Furthermore, solutions used by the authors in their own teaching are shared as an additional resource for the reader. Finally, the benefits and drawbacks of two widely known software platforms are explored as they relate to the functionality of delivering content online to students.