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.
Creating an Institutional Environment That Leads to an Inclusive Culture of Belonging: Kinesiology’s “Impoverishing Errand”
Ketra L. Armstrong
People have an innate and fundamental need to belong (i.e., to establish and maintain high-quality and enriching relationships with others). Belonging is important to our personal and professional lives, and culture is often the conduit filtering our sense of belonging. Some organizations are culturally inclusive wherein a culturally diverse array of individuals feel connected and have a sense of belonging. In contrast, others are marred by cultural exclusion, leaving some individuals culturally disconnected, culturally disengaged, and lacking a sense of belonging. This article posits cultural belonging as the “impoverishing errand” that kinesiology must accomplish. It discusses personal and positional culture, organizational culture, and the leadership needed in kinesiology to create institutional environments that support and sustain inclusive cultures of belonging for faculty, staff, and students. In so doing, it illustrates the need for the philosophical/ideological and managerial focus on people-centered leadership that normalizes cultural inclusion.
Navigating a Professional Minefield: Service Workload, Identity Taxation, and Department Culture
K. Michael Rowley, M.P. Jenny O, and E. Missy Wright
Faculty with personal and professional identities that are marginalized in higher education experience identity taxation, which is the experience of greater physical, mental, emotional, or psychological labor beyond what is experienced by faculty members with dominant-group identities. Inequities in service work contribute substantially to this taxation. Here, we describe persistent inequities in service work in academia, the impacts and consequences of those inequities, and strategies from the literature and our own experiences to make service work more equitable. We then detail two case examples for how we implemented some of these strategies in our kinesiology department, including (a) adopting an equity-based model of service work for required department and college service committees and (b) applying an equity lens to a faculty search committee. Finally, we reflect on our successes and areas for improvement.
Creating and Retaining an Inclusive Graduate Program in Kinesiology
Ting Liu, Michelle Hamilton, and YuChun Chen
Over the past decade, enrollment in the exercise science graduate program at Texas State University has shown consistent growth. However, the program’s level of diversity has been low, as indicated by the college’s equity audit report. In response to the imperative of social justice and equity in the field of kinesiology, this article presents one recruitment strategy and two retention strategies aimed at fostering inclusivity in the graduate program. The recruitment strategy describes the steps to establish a partnership with Huston-Tillotson University (a historically Black university). This partnership serves as a means to create a pathway for underrepresented students to pursue graduate studies in exercise science. The two retention strategies explain how a peer-mentoring program and alumni connect can be used to foster an inclusive experience for current students and recent graduates and to promote student success and retention. The benefits of each strategy and suggestions to implement the strategies are also described.