We are experiencing a planetary tipping point with global warming, environmental degradation, and losses in biodiversity. The burdens of these changes fall disproportionately on poor and marginalized populations. Physical activity promotion strategies need to be aligned with climate action commitments, incorporating the Intergovernmental Panel on Climate Change scenarios in physical activity action plans. The promotion strategies must consider equity a core value and promote physical activity to the most vulnerable populations so that they are protected from the ill-health impacts of a changing climate.
Rodrigo Reis, Ruth F. Hunter, Leandro Garcia, and Deborah Salvo
Seyyed Mohammadreza Mousavi and Takehiro Iwatsuki
Expectancies for success and autonomy support have been shown to facilitate motor learning and enhance motor performance. The purpose of the study was to examine whether we replicated (a) enhanced expectancies and autonomy support intervention enhanced motor skill learning in children, and (b) identified the underlying psychological mechanism. Sixty children kicked soccer balls with their dominant leg to a squared area target. Participants were randomly assigned to one of the four groups: enhanced expectancies and autonomy support (EE/AS), enhanced expectancies (EE), autonomy support (AS), or control (CON) groups. Participants learning the skill were or were not provided enhanced expectation instructions by making the task success easier and provided an opportunity to choose one of the three colored balls during their practice. Two days later, they performed retention and transfer tests. Results indicated that the EE/AS group had the highest scores, with main effects of autonomy support being significant and enhanced expectancies being marginally significant for the retention test and significant for the transfer test. The EE/AS group had the highest self-efficacy and perceived choice scores. Therefore, having high expectancies for success and being autonomous were important ingredients for facilitating motor skill learning in children.
Lara M. Duke, Jennifer P. Gorman, and Jennifer M. Browne
In this article, we present a rationale for infusing adaptive, complexity, and transformational leadership theories into the kinesiology leader’s praxis. Understanding and incorporating these theories will prepare kinesiology leaders to respond to the emerging trends influencing the future of higher education and work leading into the Fourth Industrial Revolution. Specifically, we discuss the impact of the pandemic, which has transformed the way students and academics approach curriculum and pedagogy. We conclude the article with a discussion of the future of higher education and work and explore ways to cultivate kinesiology leadership approaches for anticipatory thinking and planning to respond to the transformation occurring in our field.
Alan L. Smith and Jeffrey T. Fairbrother
Wendy Wheeler and Heather Van Mullem
A 21st century college education should prepare students to meet workforce demands and contribute to an educated citizenry. This paper provides examples of the ways in which two institutions are adjusting kinesiology program design and delivery through the adoption of high-impact educational practices to prepare students to meet these goals. The authors describe first-year experiences to develop critical information literacy, a series of collaborative community-based health projects, and a unique internship experience for work-integrated learning. The authors reflect on the similarities between their efforts to implement high-impact teaching practices to prepare kinesiology students for the future of work. Keys to success include: (a) shifting to idea-based, learner-centered curriculum design; (b) developing strategic partnerships with college services, programs, and administrators; and (c) recognizing the significant impact of the changes on the student learning experience.
Nicole A. Pratt, Michael J. Duncan, Martyn G. Morris, and Samuel W. Oxford
There is a dearth of research in aquatic motor competency, a key requirement for primary physical education in order to become physically literate. This study proposes a new assessment protocol for aquatic motor competence and sets out to examine the validity of the Aquatic Movement Protocol (AMP) in children between 7 and 9 years of age. Testing of Gross Motor Development—second edition was implemented to assess general motor competence, including a composite of 10-m running sprint time and standing long jump distance. Aquatic motor competence was assessed by the AMP. Univariate analyses of covariance were used to examine whether assessment of general motor competence differed as opposed to aquatic motor competence. Process and product measures of dryland motor competence were analyzed using male and female subjects measuring three aquatic motor competences (low, medium, and high). Cronbach’s alpha and exploratory factor analyses were implemented to show both construct and concurrent validity of the AMP. Children classified as high for aquatic motor competence had significantly higher general motor competence (p = .001). Those who achieved a higher composite score for faster sprint speeds and longer jump distances had significantly higher aquatic motor competence (p = .001). Cronbach’s alpha of .908, showed internal consistency of the AMP. Results extracted one factor from analysis with an eigenvalue = 6.2; %variance = 62.1, with loadings higher than 0.5. This data suggests that the items on the AMP measure a single construct that we would call “Aquatic Motor Competence.” This study demonstrates that the AMP is a valid measure of aquatic motor competence in primary aged children.
Jared A. Russell, Leslie D. Gonzales, and Harald Barkhoff
Academic leadership faces tremendous pressure to build sustainable environments that demonstrate a commitment to the principles of inclusive excellence. Currently, the convergence of dual global crises—the COVID-19 pandemic and reckoning of systemic violence and racism toward individuals from historically marginalized and oppressed groups—has led to prioritizing impactful inclusive excellence leadership processes that address justice, equity, diversity, and inclusion. However, too often, in times of crisis, the strategic prioritizing and, more importantly, allocation of resources to support inclusive excellence initiatives are seen as secondary, tangential, or nonessential to the core operational mission of academic units. In this article, the authors discuss the unique realities, challenges, and opportunities academic leaders face when leading an equitable and inclusive academic workplace and culture during and after a crisis. The authors provide fundamental inclusive excellence and justice, equity, diversity, and inclusion terminology and definitions. In addition, the authors provide attributes, behaviors, and action steps for demonstrating equitable and inclusive crisis leadership.
Peter Gelius, Antonina Tcymbal, Stephen Whiting, Sven Messing, Karim Abu-Omar, Wolfgang Geidl, Anne Kerstin Reimers, Klaus Pfeifer, Romeu Mendes, Nino Berdzuli, and Joao Breda
Background: The COVID-19 pandemic is a major challenge for societies and governments around the world that severely affects all aspects of health promotion. This study assesses the potential influence of the first wave of the pandemic on national physical activity promotion policy in the European Union (EU). Methods: Data were collected using an online survey among members of the EU Physical Activity Focal Point Network, which consists of government officials from all EU member states. Results: The COVID-19 pandemic has significantly affected physical activity promotion across the EU. In particular, experts indicated that it has negatively impacted opportunities for physical activity in their countries. There have, however, been positive effects of the crisis on public awareness of physical activity. While almost all countries were able to issue physical activity recommendations during quarantine, opinions varied regarding the overall impact of the pandemic on governmental capacities for physical activity promotion and policy. Conclusions: This study shows that the COVID-19 crisis has had both negative and positive effects on physical activity promotion in the EU. The positive experiences reported by some members of the Focal Point Network may assist other countries in identifying potential policy windows and strategies for the ongoing pandemic.
Jennifer J. Waldron
High-quality mentoring is a vital component of graduate education that leads to degree completion. For many students and faculty members, the traditional model of mentorship based on a fixed hierarchy is no longer viable because of the increasing complexity of higher education, diversification of graduate student career paths, and responses to the COVID-19 pandemic. For the success of our students and graduate programs, it is essential that kinesiology leaders place renewed effort on supporting the mentoring relationship through departmental strategies. Effective mentoring can assist students in feeling competent, autonomous, and connected with others. The purpose of this paper is to explore the three components of a contemporary model of mentorship—transparent socialization, mutually shared expectations, and the student as a whole individual.