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Open access

Promoting Physical Activity Through Kinesiology Teaching and Outreach: An Eye Toward the Future

Nancy I. Williams and Alan L. Smith

Open access

The Kids Are Alright—Right? Physical Activity and Mental Health in College Students

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.

Open access

Re-Education: What Can Complementary and Alternative Approaches to Movement Education Teach Kinesiology?

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.

Open access

Erratum for Kinesiology Review 8(3)

Open access

Optimization of Human Performance

Bradley D. Hatfield, Calvin M. Lu, and Jo B. Zimmerman

Open access

Introduction to the Special Issue on Contemporary Youth Sport: Critical Issues and Future Directions

Alan L. Smith and Daniel Gould

Open access

Reviewers for the Special Issue on Contemporary Youth Sport: Critical Issues and Future Directions

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The American Kinesiology Association Core Content for Kinesiology Programs: From Concept to Curriculum

Wojtek Chodzko-Zajko, Erica M. Taylor, and T. Gilmour Reeve

The American Kinesiology Association identified the essential core content for undergraduate kinesiology-based academic programs. The core includes 4 content elements: physical activity in health, wellness, and quality of life; scientific foundations of physical activity; cultural, historical, and philosophical dimensions of physical activity; and the practice of physical activity. This article, expanding on the development of the core, describes the 4 elements in more detail, suggests methods for assessing student learning outcomes for the core content, and provides examples of the inclusion of the core in undergraduate curricula. Finally, a case study is presented that addresses how a department revised its kinesiology curriculum using the core elements to refocus its undergraduate degree program.

Open access

Inclusive Spaces and Locker Rooms for Transgender Athletes

George B. Cunningham, Erin Buzuvis, and Chris Mosier

The purpose of this article is to articulate the need for a strong commitment to transgender inclusion in sport and physical activity, including in locker rooms and team spaces. The authors begin by defining key constructs and offering a theoretical overview of stigma toward transgender individuals. The focus then shifts to the changing opportunities for transgender athletes at all participation levels, case law and rulings germane to the topic, and the psychological, physical, and social outcomes associated with inclusion and exclusion. Next, the authors present frequently voiced concerns about transgender inclusion, with an emphasis on safety and privacy. Given the review, the authors present the case for inclusive locker rooms, which permit access by transgender athletes to facilities that correspond to their gender identity. The authors conclude with the official AKA position statement—“The American Kinesiology Association endorses inclusive locker rooms, by which we mean sex-segregated facilities that are open to transgender athletes on the basis of their gender identity”—and implications for sport and physical activity.

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The National Academy of Kinesiology 2015 Review and Evaluation of Doctoral Programs in Kinesiology

Beverly D. Ulrich and Deborah L. Feltz

In this article we present the results of the 2015 review and ranking of U.S. doctoral programs in kinesiology conducted by the National Academy of Kinesiology (NAK) and based on data for the calendar years 2010 through 2014. This is the third consecutive five-year review and represents the only continuous effort to create rankings for the field of kinesiology today. As in previous reviews, this evaluation was built, using objective measures, on a norm-referenced survey of kinesiology doctoral programs in the United States. Of the 77 programs invited to participate, 52 provided complete sets of the required data. The raw data comprised 9 faculty indices contributing 66% of the total score, and 7 doctoral student indices, which made up the remaining 34%. Raw data for individual indices were converted to normative values by first transforming them into z-scores and then converting the z-scores into T-scores, to which weightings were applied. From the total T-scores, two sets of rankings were determined: unadjusted and adjusted to number of faculty members in each program. Rankings based on total T-scores are presented as well as T-scores for individual indices for each program. We also share raw data means and standard deviations for individual variables, organized into subgroups based on total T-scores. Finally, we compare the outcomes of this review with the previous review conducted by the NAK.