In the last decade, there has been greater appreciation of the harmful consequences of Relative Energy Deficiency in Sport (RED-S), particularly in adolescent female athletes. Coaches act as both important moderators in the development of the condition and as identifiers of athletes at risk. Research suggests that coaches lack knowledge on this topic. At present, it is unclear if RED-S education is incorporated into coach accreditation pathways. The aim of this scoping review was to describe the extent to which RED-S education is incorporated into the coach accreditation pathways of endurance sporting organizations. Five national sporting organizations (Cycling Australia, Athletics Australia, Swimming Australia, Triathlon Australia, and Rowing Australia) were contacted to participate. First, each sporting organization’s website was scoped, then semi-structured interviews were conducted online. One investigator transcribed each interview verbatim. Transcripts were analyzed for thematic content. Four of the sporting organizations provided little to no RED-S education. Rowing Australia delivered a program of RED-S content via an affiliated sports dietitian. The barriers identified for implementation of RED-S content were: limited time, resources, and coaches’ preexisting knowledge and beliefs. Based on these results, RED-S education is, indeed, lacking in some coach accreditation programs for endurance-based sporting organizations. Support for these organizations is required to overcome existing barriers and to facilitate inclusion of RED-S education within the coaching curriculum to support female athlete health.
Jennifer Hamer, Ben Desbrow, and Chris Irwin
Natalie M. Welch, Jessica L. Siegele, and Robin Hardin
Women continue to struggle to reach senior-level leadership positions in collegiate sports, and ethnic minorities face the challenges due to their ethnicity as well. This research examined the experiences and challenges of ethnic minority women who are collegiate athletic directors at predominantly White institutions (PWIs). Semistructured interviews were conducted with eight participants using intersectionality as a theoretical framework. Three themes emerged from the data analysis: (a) intersectional challenges, (b) questions of competence, and (c) professional support. The women were continually battling the idea of having to prove themselves and negotiating the challenges of being an ethnic minority woman working in collegiate athletics. They credit their professional networks as a valuable resource during their career progression. The women noted that sexism was more prevalent in their experiences than issues related to their ethnicity. The masculine athletic director stereotype persists in collegiate sports, but the findings of this study can contest the notion of a standard leadership identity that has long been perceived as a White man.
John F. Gaski
Over the past 3 decades or so, some variation and revision have been introduced into the recording, reporting, and interpretation of the prime historical benchmark of individual golf achievement: number of established major tournaments won. In the interest of accuracy, consistency, and even equity, some analytic record-keeping suggestions are proffered here, based on coherence and logic, toward presenting the history of golf’s major championships in the fairest possible way. Idiosyncrasies of that historical sequence mean that the resolution is not obvious and more taxonomic work remains to be done. However, acceptance of the principles and conventions proposed herein may move the golf history culture and even basic golf chronicling closer to advantageous closure. One competitive implication of this reanalysis applies, significantly, to the total of “majors” won by historical greats Jack Nicklaus, Bobby Jones, and Tiger Woods.
Emily A. Roper and José A. Santiago
The purpose of this study was to examine how and how often athletic girls were represented on the cover art of young adult (YA) sport fiction. In this research, 154 YA sport fiction books were analyzed using quantitative content analysis. Using existing sport research and theory focused on women’s representation in sport media, the researchers developed a coding scheme to assess cover art for each of the following categories: (a) presence and racial representation of female character/s on cover; (b) portrayal of female body on cover (whole body, partial body/with head, or partial body/without head); (c) portrayal of female character as active or passive; (d) portrayal of female character in or out of athletic uniform; (e) portrayal of female character in or out of the sport setting; (f) presence of sport equipment; and (g) type of cover. Findings revealed that 81% of the book covers had a female character in which 29% of the covers displayed the whole body, 47% displayed partial body/with head, and 23% displayed partial body/with no head of the female character. Only 0.06% of the book covers had a female character of color. Approximately 31% of the female characters were displayed in active positioning, 58% in athletic attire, and 44% in the sport setting. Of the books reviewed, 55% displayed equipment on the cover. The findings indicate that athletic girls have few images on YA sport fiction cover art that accurately represent their athleticism, and there is a clear absence of diverse representation. It is critical that those responsible for the design and layout of book covers clearly represent active females in action, in uniform, and in the sport context.
John H. Challis
The results of the 2020 review and ranking of U.S. doctoral programs in kinesiology conducted by the National Academy of Kinesiology (NAK) are presented. These results represent data collected for the 2015, 2016, 2017, 2018, and 2019 calendar years for 43 programs. The rankings reflect data collected on program faculty (productivity, funding, and visibility) and program students (admissions, support, publications, and employment). The data for each assessment index were first transformed into z scores, and then the z scores converted into T-scores. Weights were applied to the T-scores of the indices and then summed to obtain a total T-score. Programs were ranked in two ways: one based on the total T-scores from the data not normalized (unadjusted) and the other with total T-scores from the data normalized with respect to the number of faculty members in each program (adjusted). In addition to program rankings, descriptive data are presented on faculty and student data.
Scott W.T. McNamara, Matthew Shaw, Kylie Wilson, and Angela Cox
Educational podcasts are developed specifically for learning purposes. Preliminary research suggests that many college courses and practitioners regularly use educational podcasts and that this medium is a beneficial tool to use to supplement the learning process. However, there is limited scholarly work examining the use of educational podcasts within kinesiology fields. Thus, the purpose of this study was to conduct a scoping review of the literature on the use of educational podcasts in the field of kinesiology. The Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews Checklist guided this investigation. Six databases were searched. Fourteen articles met the full inclusion criteria. Of these, 11 were data-driven research articles, and three were practitioner articles. Much of the research identified lacked critical information related to research design, instrument development, and findings. Thus, the authors recommend that more rigorous research in this area be conducted to discern the impact of educational podcasts within the field of kinesiology.
Nancy I. Williams and Alan L. Smith
Steven J. Petruzzello and Allyson G. Box
The status of physical activity in higher education has changed dramatically over the past 100 years. In this paper, we aim to (a) provide a brief history of physical activity on campus; (b) describe how that activity has changed from a requirement to an elective; (c) illustrate how mental health (particularly stress, anxiety, and depression) has changed in college students over the past few decades; and (d) describe the relationships between physical activity and mental health, particularly in college students. The paper culminates with recommendations for how colleges and universities might facilitate better student mental health through physical activity. There is room to improve the physical activity and mental health of college students, realigning higher education with the promotion of mens sana in corpore sano.
Lindsay Parks Pieper
At specific moments in history, women publicly entered the masculine realm of baseball to advance female suffrage in the United States. Girls and women took to the field in the nineteenth century, enjoying newfound bodily freedoms and disrupting Victorian constraints. While their performances may not have always translated into explicit suffrage activism, their athleticism demonstrated strength at a time when many people used women’s supposed weakness as an argument against their political enfranchisement. However, as the popularity of baseball increased at the turn of the century, the number of female ballplayers decreased. Activism in the sport therefore changed. In the mid-1910s, suffragists advertised at men’s baseball games. The women recognized the value of promoting suffrage through sport; yet, they also acknowledged that by entering ballparks, they entered a male space. Suffragists therefore exhibited conventional White gender norms to avoid aggrieving male voters. Women’s different engagements with baseball, as either players or spectators, had varying consequences for women’s political and sporting emancipation. Women’s physical activism in baseball demonstrated female prowess and strength in sport, but only abstractly advanced women’s political rights; suffragists’ promotional efforts through men’s baseball more directly influenced the eventual passage of the Nineteenth Amendment, but their actions supported women’s position on the sidelines.
David I. Anderson
The goal of this special issue of Kinesiology Review is to expose kinesiology to a body of knowledge that is unfamiliar to most in the field. That body of knowledge is broad, deep, rich, and enduring. In addition, it brings with it a skill set that could be extremely helpful to professional practice, whether in teaching, coaching, training, health work, or rehabilitation. The body of knowledge and skills comes from a loosely defined field of study I have referred to as “complementary and alternative approaches to movement education” (CAAME). The field of CAAME is as diverse as the field of kinesiology. This introductory article focuses on what the field of CAAME has to teach kinesiology and what the field could learn from kinesiology. The overarching aim of the special issue is to foster dialogue and collaboration between students and scholars of kinesiology and practitioners of CAAME.