This paper traces the evolution of scholarship in motor learning and development over the last ∼100 years, with a focus on contributions by Fellows from the National Academy of Kinesiology (NAK). It begins with a brief discussion of the centrality of motor skillfulness in kinesiology, followed by a discussion of the appropriate label for the study of motor learning and development. The bulk of the paper focuses on the important events and milestones in the field and an examination of the most influential frameworks and models that NAK Fellows have put forward to guide research. The final section looks at future prospects and challenges for the field. Two key findings emerge: (a) Considerable overlap exists in the theoretical frameworks, conceptual models, empirical questions, research methodologies, and practical applications that dominate scholarship in motor learning and development, and (b) NAK Fellows have made enormous contributions to the field.
Mastering Motor Skills: The Contributions of Motor Learning and Motor Development to the Growth and Maturation of Kinesiology
David I. Anderson
Graduate Education From Physical Education to Kinesiology: Preparing the Next Generation
Diane L. Gill
In line with the 2023 conference theme, I first honor the past, then move to the present, and offer my views on embracing the future. In doing so, my theme is connection. That is, we need to hang together and connect with our professionals, our communities, and the public, as well as with each other. From our beginning in the late 1800s through much of our history, we were connected through physical education, but since the 1960s we have shifted away from physical education to disciplinary specializations and lost connections. Graduate programs, especially PhD programs, focus on preparing researchers in specialized areas. Although we no longer focus on physical education, we do have strong professional connections to the allied health areas. By strengthening our connections with our professionals and the public, we can make important contributions to the health and well-being of our communities and larger society and embrace the future.
Sport Management: Lessons From Yesterday, Applications for Today, Thoughts on Tomorrow
Donna L. Pastore
Sport management programs continue to expand and be a popular major in institutions of higher education. The aim of this article is to share the contributions made by National Academy of Kinesiology fellows to the growth of sport management. A brief background of sport management is presented followed by an overview of each fellow’s unique contributions. More specifically, lessons learned from our first three fellows in sport management and contributions made by current members are highlighted. Next, a discussion of the current status and critical issues facing sport management is presented. The concluding section includes scholars’ thoughts and directions for future scholarship in sport management.
Volume 12 (2023): Issue 4 (Nov 2023): 2023 American Kinesiology Association Leadership Workshop: Social Justice and Equity Imperatives—A Call to Action
Are Preference and Tolerance Measured With the PRETIE-Q (Preference for and Tolerance of the Intensity of Exercise Questionnaire) Relevant Constructs for Understanding Exercise Intensity in Physical Activity? A Scoping Review
Filipe Santos and Diogo Teixeira
Individual preference and tolerance can be seen as relevant traits for the understanding of the relationship between exercise intensity and behavioral outcomes. To better understand that relationship, this scoping review aimed to analyze preference for, and tolerance of, exercise intensity constructs in physical activity settings by verifying the contextual utility and feasibility of the subscales in the multiple settings of their application, the interpretation of the subscales, associations with other variables, and the reported limitations of the subscales’ use. The search was conducted through PubMed, SPORTDiscus, PsycINFO, and B-on databases. Inclusion criteria were healthy individuals including athletes, experimental and nonexperimental studies written in English based on the assessment of subjective intensity in exercise; studies including the variables tolerance and/or preference. Exclusion criteria were instrument validation studies with no concurrent data, gray literature, and systematic reviews. Thirty-six studies published between 2005 and 2022 were analyzed. Results indicate that both constructs appear to be useful and feasible in various physical activity settings. No relevant limitations were reported for its use. Preference and tolerance constructs assessed with the PRETIE-Q (Preference for and Tolerance of the Intensity of Exercise Questionnaire) seem to offer a simple but useful understanding of the individual relation with exercise intensity in several physical activity–related outcomes.
Social Justice and Equity Imperatives—A Call to Action
Karen L. Francis and Kim C. Graber
Effect of Core Muscle Training on Balance and Agility in Athletes: A Systematic Review
Saidan Shetty, Y.V. Raghava Neelapala, and Prateek Srivastava
The objective of this review was to systematically summarize the existing literature on the effect of core muscle training on measures of balance and agility in athletes. A search was conducted to identify the eligible articles on core muscle training, balance, agility, and athletes in PubMed, Scopus, Web of Science, Cumulative Index to Nursing and Allied Health Literature, Cochrane Central Register of Controlled Trials, and Physiotherapy Evidence Database that were published from inception to April 15, 2022. The literature search retrieved 3,299 articles, of which 17 randomized controlled trials met the inclusion criteria of the review. Two reviewers independently performed study selection and assessed the quality of included studies using the Physiotherapy Evidence Database (PEDro) scale, and a third reviewer was consulted in case of disagreements. The quality of the studies was mixed. Core muscle training can be used to target balance and agility in athletes. Furthermore, core training of variable frequency, intensity, and type can be incorporated in athletic programs to improve balance and agility.
Program Directing as Critical Praxis: Efforts to Embed Diversity, Equity, Inclusion, and Justice Values Into an Athletic Leadership Master’s Program
Inclusive learning environments are necessary for all students to thrive. Such environments require that teachers and students engage in a critical praxis: iterative reflection and action that attend to social identity, power/privilege, and oppression for social justice promotion. In this conceptual paper, I overview my efforts as a program director to engage in a critical praxis and embed diversity, inclusion, and equity values into the fabric of an athletic leadership master’s program at a teaching-focused college. Strategic efforts described include creating a mission statement, conducting a needs assessment, developing a curriculum to promote critical capacity building in tandem with supporting sport–social justice student research, and recruitment of students with minoritized identities and nontraditional backgrounds. I conclude with future directions aimed at ensuring that graduate students have an inclusive and empowering educational experience that helps them develop as inclusive, equity-minded leaders.
Transforming Higher Education
In recent years, it has become increasingly evident that higher education in the United States is experiencing somewhat of a paradigm shift. We are being challenged to reform our institutions in order to respond to changing societal needs resulting from the fast-paced, digital transformation of industries, societal systems, and our daily lives. The member institutions of the American Academy of Kinesiology will need to think long and hard about how they will respond to these challenges. America’s universities have a responsibility to be a catalyst for the human-centric, technology-driven transformation of sectors such as transportation, agriculture, medicine, public health, clean energy, and manufacturing, among others, and to provide the vision, leadership, and innovation that such workforce transformation demands. Within the academy, we rightly take great pride in our long-standing contributions to the development and deployment of breakthrough discoveries and innovations that have contributed to the transformation of society. However, we have begun to realize that our institutions will need to bring this same commitment to innovation to our teaching, curricula, and instructional programs. Addressing these new areas of need and opportunity will require institutional innovation and reform, for us and for the postsecondary education sector generally. I believe that American Kinesiology Association member departments can play a significant role in the transformation of higher education at our institutions. I am delighted that the American Kinesiology Association has begun to think through how these changes will impact the future of our discipline. I am both optimistic and excited about the many ways that American Kinesiology Association member institutions will continue to play a leading role in the new higher education reality.
Lift Me Up: Fostering Belonging Beyond the Classroom
Akilah R. Carter-Francique
The purpose of this article is to encourage administrators, faculty, and staff to foster a sense of belonging for students of color in kinesiology and affiliated academic units at institutions of higher education. Kinesiology is vast and has a range of corresponding workforce careers; however, despite equity, diversity, and inclusion efforts, people of color still lag behind in representation. Acknowledging the current social and legislative climate that seeks to dismantle equity, diversity, and inclusion efforts, the American Kinesiology Association as a leadership-driven membership has the opportunity to further its stance and governance through amplifying the sense of belonging as a social justice practice. Fostering a holistic sense of belonging for students of color beyond the conventional classroom can promote successful student outcomes with increased academic engagement and use of support services, increased personal self-concept and mental health and wellness, and an overall satisfaction with the college experience.