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Bradley J. Cardinal

Concerns about college and university student health date back to at least the mid-19th century. These concerns were addressed through the development and implementation of required, service-based physical activity education programs. In the 1920s–1930s, 97% of American colleges and universities offered such programs. Today less than 40% do. However, student health issues persist. This essay asserts that kinesiology departments are best suited to address these needs by delivering physical activity education courses through their institution’s general education curriculum. General education courses are those that every student must take in order to develop the competencies necessary for living a full and complete life and contributing to society. Given the growing costs of higher education, any such requirement must be justifiable. Therefore, implementing and sustaining a physical activity education general education requirement is not for the faint of heart; it requires effort, resources, support, and time. This essay explores these issues.

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Ann Pulling Kuhn, Russell L. Carson, Aaron Beighle and Darla M. Castelli

Purpose: This study examined changes in physical education teachers’ psychosocial perspectives after participating in a yearlong professional development about Comprehensive School Physical Activity Programming. Method: Twenty-three intervention teachers attended a workshop in Year 1 and received one academic year of technical assistance and mentorship, and 30 control teachers only attended a workshop in Year 2. Both groups completed pre- and post-self-reported measures on teacher efficacy, work engagement, and affective commitment. Results: At posttest, intervention teachers reported significantly higher levels of affective commitment, and a significant positive relationship was revealed between affective commitment and the degree to which before-school physical activity was implemented. More experienced teachers (>20 years) reported significantly higher levels of the work engagement subscale of vigor at posttest. Discussion/Conclusion: Participating in a Comprehensive School Physical Activity Program professional development may positively influence teachers’ job commitment levels and invigorate more experienced teachers, which may relate to Comprehensive School Physical Activity Program implementation.

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Jamie Taylor and Dave Collins

There appears to be general agreement that interaction with significant challenge should be a central feature of the development pathways for future high performers. There is, however, far less clarity about how such programs should be designed and delivered against core psychological principles. Accordingly, the purpose of this paper is to offer guidelines for talent development practitioners seeking to offer athletes the opportunity to maximize their growth and development. The authors propose that genuinely developmental experiences will likely offer a level of emotional disturbance and, as a result, more fully engage performers, prompting self and other facilitated reflection, and motivate future action. Furthermore, there is a necessity for these experiences and their follow-up, to be managed in a coherent manner and integrated with existing skills, experience, and future performance aims. In highlighting these issues, the authors offer recommendations for talent development coaches, managers, psychologists, and parents of athletes.

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Tan Zhang, Anqi Deng and Ang Chen

Purpose: Guided by the declarative−procedural knowledge framework, the study attempts to identify middle school students’ declarative (knowing what) and procedural (knowing how) fitness knowledge and the relationship between the two. Methods: A sample of students (n = 291, age 11–14 years) from 24 middle schools took a grade-relevant standardized knowledge test on declarative fitness knowledge and received a semistructured interview designed to clarify their declarative and procedural knowledge. Results: Most students were lacking in procedural knowledge to conduct fitness-enhancing physical activities. A few students who had mastered declarative fitness knowledge demonstrated a high level of procedural knowledge consistent with personal fitness goals. Discussion: The findings suggest that incapability to engage in fitness-enhancing physical activities could be a result of lacking procedural fitness knowledge. Future school-based interventions may prioritize procedural knowledge learning for actual physical activity participation.

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Bridgette M. Desjardins

In September 2019, 19,000 amateur runners participated in the Canada Army Run, a road race hosted by the Canadian Forces (CF). This ethnographic study explores the event as a site of socialization, demonstrating that the Army Run: (a) focuses on promoting the CF rather than maximizing race results, (b) promotes the CF by exceptionalizing its members, and (c) is a celebratory site of promilitary socialization and recruitment that precludes critical engagement with the CF. These findings indicate that military promotional strategies have evolved since the immediate post 9/11 era; whereas previous initiatives used sport to tie local military agendas into larger neoliberal military imperatives, the 2019 Army Run demonstrates a new tactic, depoliticizing the CF and reifying an idealized, decontextualized Canadian military.

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Anna Gabriela Silva Vilela Ribeiro, Rozangela Verlengia, Maria Rita Marques de Oliveira, Matheus Valério Almeida Oliveira, Idico Luiz Pellegrinotti and Alex Harley Crisp

This study aimed to investigate the association between compliance with the guidelines of moderate to vigorous physical activity (MVPA) accumulated in bouts of ≥10 min or nonbouts with body composition and physical function in older adults. The authors evaluated 230 noninstitutionalized older adults. Body composition was estimated using bioimpedance, and physical function was assessed using four physical tests. Physical activities were monitored for 7 days using an accelerometer. Older adults who were physically active according to MVPA in bouts of ≥10 min were less likely to have low appendicular skeletal muscle mass (odds ratio [OR] = 0.12), excess body fat (OR = 0.30), and abdominal obesity (OR = 0.34) and more likely to have a higher physical function (OR = 5.78). No significant association was observed with MVPA nonbout. Our findings indicate that older adults who accumulate MVPA in bouts of  ≥10 min have better parameters for body composition and physical function.