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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.

A child’s first contact with media and culture typically comes from books they are exposed to in the home and at school. The narratives presented contribute to the early reinforcement of gender roles and norms and can greatly influence the way that young girls perceive and experience sport. The purpose of this study was to explore the narratives within sport-based books geared toward a young female audience to determine the extent to which they promote the engagement of girls in sport. A pragmatic literature search was conducted to obtain books that met our inclusion criteria. Books (n = 28) were analyzed based on the age of their intended audience (aged 3–5, 6–8, and 9–12 years) using thematic narrative analysis. Although the authors promoted the engagement of girls in sport, underlying gender stereotypes were nevertheless salient. Across the books, themes involved the emphasis of “feminine” sports as a context for diversity and learning, the need to understand development as a process, the importance of relationships, and implications pertaining to perceptions of capability as female athletes. Most importantly, the application of a critical feminist lens enabled us to identify an underlying theme—the reinforcement of gender stereotypes—that permeated the storylines and served to undermine the potential adaptive messaging intended by authors. These findings suggest the need for greater attention toward the complexity of female sport and a cultural shift in thinking toward gender equity rather than simply increasing sport access for female participants.

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.

In this paper, which is a revised and modified version of the 2019 North American Society for the Sociology of Sport Alan Ingham Memorial lecture, the author shares four views, contributions, and opportunities that sports sociologists might consider useful in how to decolonize as well as indigenize our discipline together. The need to actively engage in the theory and practice of how to decolonize while understanding what it also means to work toward becoming an accomplice, activist, ally, or co-resistor are important threads underpinning the nature and scope of this paper. The author concludes with a plea to sports sociologists that decolonizing our minds is as much a collective effort as it is an act of reconciliation while maintaining the promise of inclusion, equity, and human rights. As sports sociologists, understanding what it means to be in “good relations” with Indigenous Peoples is fundamental to how we continue to build on and improve our discipline together.

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.

Traditionally, public opinions have largely opposed further compensation for U.S. college athletes, beyond the costs of going to school. This study uses new data from the National Sports and Society Survey (N = 3,993) to assess recent public opinions about allowing college athletes to be paid more than it costs them to go to school. The authors found that a majority of U.S. adults now support, rather than oppose, allowing college athletes to be paid. Also, the authors found that White adults are especially unlikely, and Black adults are especially likely, to support allowing payment. Furthermore, recognition of racial/ethnic discrimination is positively, and indicators of traditionalism are negatively, associated with support for allowing college athletes to be paid.

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.