M. Melissa Gross, Kairos Marquardt, Rebecca E. Hasson, Michael Vesia, Anthony R. King, and Peter F. Bodary
Pedagogical strategies continue to improve and evolve with the primary purpose of preparing learners for life and career challenges. The focus on discipline-specific content and individual assessment has dominated higher education practice, including those in kinesiology. Although there is a clear vision to enhance diversity, equity, and inclusion in kinesiology curricula, we also need to improve important foundational skills (e.g., quantitative literacy, information literacy, teamwork skills) that our students need to succeed in our programs and beyond. Our narrative review highlights how we tackled these two challenges in an intentional redesign of our foundational kinesiology course. In addition, we outline how we integrated our siloed content and moved to coinstruction of a large, team-based-learning class that employs a diverse set of learning assessments and is supported by near-peer learning assistants.
Jared Russell, Matt Beth, Danielle Wadsworth, Stephanie George, Wendy Wheeler, and Harald Barkhoff
Kinesiology administrators make a myriad of strategic decisions throughout their time in leadership. Effective leadership, particularly inclusive excellence leadership, is highlighted by the ability of an individual to utilize a diversity of constituent viewpoints, perspectives, and “voices” to guide their respective decision-making processes. This manuscript includes two students’ stories, as well as main points of discussion by American Kinesiology Association Diversity, Equity, and Inclusion workshop leaders. These perspectives provide not only foundational background information, including student identities, but also strategic actions that are necessary to develop all-inclusive and individualized programming that can successfully overcome systemic barriers. The main identified themes are (a) ease of access to accommodations, (b) a culture of inclusivity, (c) advocating, (d) establishing trusting relationships, (e) welcoming of Indigenous perspectives, and (f) flexible practices and community support.
Kayla Baker, Melissa Bopp, Sean M. Bulger, YuChun Chen, Michele L. Duffey, Brian Myers, Dana K. Voelker, and Kaylee F. Woodard
The COVID-19 pandemic proved to be an unprecedented disruptor on college and university campuses as stakeholders at all organizational levels were challenged to consider new approaches to teaching and learning using online course modalities with very limited preparation time and faculty support. Using a case study approach, this paper reviews valuable lessons learned through the experience, particularly regarding shifts in course delivery to include online and hybrid modalities on a widespread scale. Specifically, the authors reviewed the processes, outcomes, and student perceptions associated with online and hybrid course delivery in various kinesiology courses at three different higher education institutions. The paper also offers useful perspectives for kinesiology program administrators and faculty who are contemplating the continued application of online and hybrid course formats in greater capacity postpandemic.
Ting Liu, YuChun Chen, Michelle Hamilton, and Katie Harris
Peer mentoring is a learning process wherein a more experienced student provides advice and support to a less experienced student during their academic career. At the graduate level, peer mentoring has been shown to increase social support, career readiness, retention, and graduation rates among first-year students. In spring 2021, the Exercise Science graduate program at Texas State University initiated a peer mentoring program. The participants reported that they felt more integrated in the graduate program. Meeting and socializing with mentor/mentee have enhanced their sense of belonging and relatedness, especially during COVID, when students felt more isolated. The professional relationship made them more prone to return and strive for academic success. This article describes a peer mentoring program that has been successfully implemented in a kinesiology graduate program and makes recommendations for universities to study the impact of peer mentoring on marginalized student well-being, retention, career readiness, and academic success in future research.
Kyle Guay and Carey L. Simpson
Preparing kinesiology undergraduates with the foundational knowledge required by professional organizations is no longer enough when considering the skills students are required to demonstrate upon entering the job market. Work-integrated learning, embedded through curricular and cocurricular activities, has seen extensive growth in the posteducation landscape of Canadian institutions. With increasing expectations from future employers, graduates in the field of kinesiology require more experiential opportunities to meet these expectations. The aim of this paper is to provide commentary on how the Bachelor of Kinesiology program at Capilano University underwent the necessary changes to incorporate a required professional practice stream to align with industry expectations. The authors discuss the development of laddering course learning outcomes, course content, reflection, and student evaluation. Additionally, they provide rationale for its inclusion in the second year of the program.
Seomgyun Lee, Kyungun Ryan Kim, and Minsoo Kang
Crises are unavoidable in the sport world, and their relationship with reputation is inextricable. Protecting its reputation is a top priority for a sport organization in a crisis; thus, developing a valid and reliable instrument should be a precedent. In this study, Rasch analysis was applied to evaluate a 10-item Organizational Reputation Scale (ORP), extensively used in general and sport communication research, but whose development was made under classical test theory. This traditional method has several limitations (i.e., item and sample dependencies, nonaddictive features of ordinal data, and item category functioning). The main purposes of the study were to calibrate ORP items and evaluate their category functions. A total of 373 sport fans responded to the ORP on a 5-point Likert scale. Several analytic steps were applied to provide psychometric properties of each item in the ORP. The findings provided evidence that supports the unidimensional structure of the ORP with eight items. All items and a person’s ability exhibited satisfactory levels of variability along the continuum. The 5-category rating scale in Likert format functioned properly. As a better alternative to classical test theory, Rasch analysis provided information about the practicality of each ORP item in measuring individuals’ perceptual level of an organization’s reputation within a sport setting. Our study proposed some insights for enhancing each item’s quality and encouraging future scholars to make informed decisions when using the ORP.
Lori A. Gano-Overway
This article is a critical celebration of Title IX. Fifty years of this landmark civil rights legislation has brought tremendous progress for girls and women in all areas of the U.S. educational system—including sport. However, Title IX has yet to achieve its full potential. For this to happen, I propose nine pressing issues that must be addressed: enforcing compliance; roster management and other dubious compliance tactics; more opportunities for women of color; the leadership gap; sex-segregated sport; the inclusion of transgender athletes; name, image, and likeness opportunities; the athletic arms race; and sexual harassment and violence. Based on current, scholarship, published data, and contemporary examples, this “nine for IX” approach is not a critique of the law but rather a critique of those aspects of American interscholastic and intercollegiate sport that continually hamstring Title IX’s power.
Ellen J. Staurowsky, Courtney L. Flowers, Erin Buzuvis, Lindsay Darvin, and Natalie Welch
In 2022, the Women’s Sports Foundation published a report addressing the current status of Title IX compliance in U.S school-based sports, examining the limitations of Title IX as a single axis law that addresses gender but not other areas of intersectionality including race, gender identity, sexual orientation, and ability. What is presented here is the executive summary and policy recommendations from the report.