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This study investigated physical education Facebook social media platforms to analyze comments by in-service teachers regarding their perceptions and experiences using competitive activities during secondary physical education classes. The last 5 years’ worth of initial postings and successive comments by a member and group members were examined. The community of practice framework guided this study. Data were compared with appropriate practice in sport. Over 745 lines of data, teachers’ responses were analyzed using NVivo (version 10.0). The first theme focused on the real game and the athlete. The second theme discussed separating genders; this theme had two subthemes, including (a) skill and gender: coed is great if you have skill and (b) gender-specific activities. The third theme focused on inappropriate activities, toughening up students, and that keeping score is fun. Results indicated teachers’ shared and conflicted perceptions that involved skill and gender during competitive activities.

In this essay, we adopt a theory of behavior developed by the French philosopher Maurice Merleau-Ponty in an attempt to find common ground between philosophy and physics. We look for ways to reconcile matter with meaning, physical motion with the principles of ethics, body with mind. We proceed in three steps, first by providing a review of Merleau-Ponty’s theory; second by showing how ethical behavior is constrained and shaped by factors found in physics, chemistry, and biology; and, finally, by describing how physical motion is affected by factors that transcend the laws of classical physics. For the latter purpose, we accept a theory of parametric control of movements with spatial referent coordinates. Our purpose is not to solve specific problems of motor control or moral decision making but, rather, to test a general theoretical scheme that carries a number of practical implications for both research and education, including the need for collaboration between and among diverse research subdisciplines in kinesiology.

Health equity will be achieved when all demographics have a fair opportunity be healthy. This essay describes the possibility of achieving health equity through physical activity. It presents the social ecological model of physical activity and describes how both microenvironmental and macroenvironmental factors influence one’s ability to participate. There is then a description of watershed moments in American history that negatively influenced the ability of certain demographics to be active today. It then describes groups participating in less physical activity when compared to others. Several public health and political science models are then suggested with specific examples of how they have been implemented in the past to improve health or physical activity. The essay ends by describing the need to build the physical activity evidence among vulnerable populations that tend to be underrepresented in research and explains best practices in engaging these populations in investigative work.

This essay commemorates the National Academy of Kinesiology’s 90th anniversary meeting, even though the first meeting of fellows of an “[American] Academy of Physical Education” occurred in 1904, some 118 years ago. Clark W. Hetherington, Robert Tait McKenzie, William Burdick, Thomas A. Storey, and Jay B. Nash met in October 1926 to reignite the Academy of yesteryear. On December 31, 1930, just 14 months and 1 week into the Great Depression, they and 24 others formally launched what the Academy has become today. “Clearly, they were a bold, hearty, and optimistic group. Their determination, inspiration, and perspiration remain guiding lights for us to this day!” This essay aims to demystify and humanize the Academy by sharing stories of how it was formed and how it continues to inform all those working in kinesiology and related fields through its distinguished Fellows, one of whom is a Nobel Laureate.

The deleterious effects of weight bias in physical activity spaces for children, adolescents, and adults are well documented. Different types of weight bias occur, and they interact at multiple levels within a person’s ecology, from the messaging of often unattainable sociocultural thin/muscular ideals and physical inequities (e.g., equipment not appropriate for body shapes and sizes) to interpersonal and public discriminatory comments. However, the most damaging is the internalization and application of negative weight-bias stereotypes by those with overweight and obesity to themselves. An imperative for social justice is now; there is great need to advocate for, provide support for, and design inclusive physical activity spaces to reduce weight bias so that all individuals feel welcome, accept their bodies, and are empowered to live a healthy, active lifestyle. To make this a reality, an interdisciplinary and preventive approach is needed to understand bias and how to minimize it in our spaces.

Non-Hispanic Blacks (NHB) have a greater prevalence cardiovascular disease (CVD) and CVD risk factors, and they appear at an earlier age compared with non-Hispanic Whites. Impaired vascular function is a major contributing factor to CVD risk, and NHB have impaired vascular function compared with non-Hispanic Whites. In addition to the known biological factors, socioeconomic and environmental determinants of CVD are particularly important for NHB. Chronic exposure to racial discrimination (racialized stress) throughout the lifespan represents an allostatic load whereby the stress-response mechanism is activated repeatedly. This activates the central nervous system and other physiological systems that can cause CVD. High allostatic scores are associated with being NHB or Hispanic. The purpose of this review article is to describe the racial health disparities in the CVDs, the social determinants of CVD disparities, and how racial discrimination impacts them.

World Athletics policy narrowly defines female athletes, creating contested bodies in elite sport. Framed by feminist cultural studies and transfeminism, we discuss the eligibility rules and their real-life impact. Women with naturally elevated endogenous testosterone (hyperandrogenism) are being treated as if they are cheating. That high testosterone in female bodies has been deemed an unfair competitive advantage is consistent with dominant cultural narratives rather than the research about testosterone and sport performance. Applying an intersectional lens, it becomes clear that race, region, class, and nation intersect so that women athletes from the Global South are disproportionately affected by the eligibility regulations. This creation of contested bodies has led to critical mental and physical health outcomes. Cherry-picking one biological component of a body as the cause of exceptional performance in elite sport is irresponsible. Instead, we need education, compassion, and to follow sound science grounded in moral and ethical research.

The legacy of racism and anti-Blackness that permeates society also permeates higher education, creating marginalizing experiences for many Black students. With few exceptions, critical discussions about race in kinesiology are lacking, or race talk is oppressive, negotiated as “safe talk,” and/or often silent and masked in race neutrality, racial coding, and color blindness. Consequently, a “quiet game” is in session in many kinesiology classrooms. However, racial silence has different meanings and effects on people of color. For Black students, race is often a salient part of their history, story, and lived experiences; consequently, it often impacts their learning inspiration and aspirations. This essay discusses the concept of “learning while Black” and illustrates ways in which kinesiology may “teach to transgress” racial oppression by intentionally and boldly embracing education as a practice of freedom, imparting race into a pedagogy of empowerment.