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Diversity and inclusion in Kinesiology is needed to ensure the future professionals of tomorrow engage in recognizing the shared fabric of science and inquiry. Initiatives targeting inclusion and diversity have shown promise in bridging the existing gap. Vital to this process is the role of faculty, administrators and students in providing academic support and paracurricular exposure to the field of Kinesiology. Historical perspectives and knowledge of best practices shape the conversation regarding innovative 21st century options deemed necessary for meeting this challenge. Our review describes programs that strengthen the preparedness of undergraduate students. In addition, we outline existing strategies leading to effective partnerships between undergraduate and graduate institutions. Diversity and inclusion are integral to the achievement of excellence and enhance each institution's ability to accomplish its academic mission and to serve its constituents.

The primary purpose of this article is to engage in a dialogue regarding why faculty, students, and administrators should care about diversity and inclusion in kinesiology. Recent American population growth trends data clearly reveals an increase in ethnic minority populations, particularly Hispanics. American public schools and colleges are experiencing greater ethnic diversity, leading to increased diversity within our classrooms. A review of the literature quickly reveals a lack of clarity in defining the terms diversity and inclusion. Throughout the article we define these terms and at the same time identify barriers (on and off campus) to promoting and ensuring a diverse learning environment. Strong arguments are presented supporting the value of diversity within the academy, especially in kinesiology. The value of diversity in kinesiology is refected in scholarly publications, conference programming, awards recognition activities, and in the recruitment and retention of a diverse faculty and student population.

The measurement of decisions requiring a comparison between alternatives could be improved for researchers because limitations exist with the more traditional survey techniques. To address this concern, the purpose of this review centered on discussing the merits of the forced-choice certainty method against those offered by single-stimulus Likert scale and forced-choice survey instruments. Few reviews have used the forced-choice certainty method to test topics which involve comparison and to gather accurate information on consumers, commercial products and services, and other important issues of public debate. This has occurred due to some negative literature on forced-choice surveys and preferences shown for the various reliability and validity statistics that can be easily produced with single-stimulus Likert-scale instruments. Ultimately, this work attempts to help researchers better understand the contribution that the forced-choice certainty method can make and showcase it as a product resulting from the merger of both forced-choice and Likert-scale instruments.

Individuals with spinal cord injury (SCI) tend to report poorer quality of life (QOL) than people without a physical disability. Leisure-time physical activity (LTPA) has been shown to improve the QOL of people with and without disabilities and chronic conditions. The purpose of this systematic review was to examine the LTPA-QOL relationship among people with SCI by focusing on both objective and subjective QOL for both global QOL and domain-specifc (physical, psychological, social) QOL. Results suggest that LTPA is significantly associated with increases in both objective and subjective QOL in global QOL and all three QOL domains, with relatively few studies demonstrating a negative or nonsignificant relationship. Recommendations for future QOL research and interventions are discussed.

Current conceptualizations of student learning recognize the active, constructivist, and mutually influential nature of student-teacher interactions in the shared class environment. Since students and teachers enter the classroom with potentially different prior experiences and current beliefs, their interpretation of class events may not be the same. Those differences may lead to misunderstandings and conflict; therefore, it is important to examine the student perspective on physical education. This paper offers two examples—curricular values and teaching styles—of student-teacher similarities and differences, and how those similarities and differences impact what does and does not happen in physical education class. A consistent theme across both examples is the importance of both achievement and nonachievement factors, and suggestions are offered for how physical education might better incorporate both factors to increase student learning and student and teacher enjoyment.

A growing body of evidence implicates the existence of a functional subconscious governor in the brain, which controls level of habitual physical activity. Such a biologic control, acting in a classic feedback loop mechanism, might serve to contribute to the defense of energy balance. Many questions remain unanswered regarding the pliability of biologic control of activity and the extent that it might dictate daily energy expenditure. A consideration of this concept bears importance for those seeking an understanding of the mechanisms, prevention, and treatment of obesity as well as the link between exercise and health in the general population.

Within the archives of Springfield College are the unofficial minutes of the Gulick Academy of Physical Education from 1906–1909. Surprisingly, the attendance, participation, and presentations of Clark W. Hetherington were not very impressive, which raised the question, what had he accomplished to warrant the Academy designating him as its first member and president—or for making the Hetherington Award its highest honor? The answer is complex, but insights can be obtained from the results of an early association with Thomas D. Woods and from the implementation of his philosophy of play by select schools and states. By 1926, many universities had adopted his objectives and curricula for physical education, while his philosophy for physical education began to be promoted by the physical education profession. However, since 2010 the term physical education has been removed from our title and bylaws. Consequently, should we continue to have our highest honor be identified with the Hetherington Award? I sincerely hope so, but the issue should be addressed by our membership.

“Concussion” is all over the news, and—yes—it has implications for combating chronic diseases such as obesity and diabetes. Many parents are pushing their children away from collision sports such as football, hockey, and lacrosse because they fear the risk of chronic neurodegenerative problems later in life. However, there is good logic in emphasizing the importance of physical activities such as collision type sports, during the developmental years. Physical educators, researchers, policy makers, and coaches must work together to encourage safe play and rules changes that can keep youth and adolescents active in sports that build character, discipline, and teach teamwork. Understanding the complexity of the highly adaptable adolescent brain both prior to and following sport-related concussion is critically important in accomplishing this goal.

Movement variability is considered essential to typical motor development. However, multiple theoretical perspectives and measurement tools have limited interpretation of the importance of movement variability in biological systems. The complementary use of linear and nonlinear measures have recently allowed for the evaluation of not only the magnitude of variability but also the temporal structure of variability. As a result, the theoretical model of optimal movement variability was introduced. The model suggests that the development of healthy and highly adaptable systems relies on the achievement of an optimal state of variability. Alternatively, abnormal development may be characterized by a narrow range of behaviors, some of which may be rigid, inflexible, and highly predictable or, on the contrary, random, unfocused, and unpredictable. In the present review, this theoretical model is described as it relates to motor development in infancy and specifically the development of sitting posture.