This article is organized around the idea that a person can be a part of kinesiology without being in kinesiology. Trained as a sociologist and never having a faculty appointment outside of a sociology department, I am an outsider in kinesiology. However, my participation in kinesiology and relationships with scholars in kinesiology departments have fostered my professional growth and my appreciation of interdisciplinary approaches to studying sports, physical activities, and the moving human body. The knowledge produced by scholars in kinesiology subdisciplines has provided a framework for situating and assessing my research, teaching, and professional service as a sociologist. The latter half of this article focuses on changes in higher education and how they are likely to negatively impact the social sciences and humanities subdisciplines in kinesiology. The survival of these subdisciplines will depend, in part, on how leaders in the field respond to the question, Kinesiology for whom?
Cheng Li, Christy Hullings, Wei Wang, and Debra M. Palmer Keenan
Background: Low-income adolescents’ physical activity (PA) levels fall below current recommendations. Perceived barriers to physical activity (PBPA) are likely significant predictors of PA levels; however, valid and reliable measures to assess PA barriers are lacking. This manuscript describes the development of the PBPA Survey for Low-Income Adolescents. Methods: A mixed-method approach was used. Items identified from the literature and revised for clarity and appropriateness (postcognitive interviews) were assessed for test–retest reliability with 74 adolescents using intraclass correlation coefficient. Items demonstrating low intraclass correlation coefficients or floor effects were removed. Both exploratory factor analysis and confirmatory factor analysis analyses (n = 1914 low-income teens) were used to finalize the scale; internal consistency was assessed by Cronbach’s alpha. Concurrent validity was established by correlating the PBPA with the PA questionnaire for adolescents using a Spearman correlation. Results: The exploratory factor analysis yielded a 38-item, 7-factor solution, which was cross-validated by confirmatory factor analysis (comparative-fit index, nonnormed fit index = .90). The scale’s Cronbach’s alpha was .94, with subscales ranging from .70 to .88. The PBPA Survey for Low-Income Adolescents’ concurrent validity was supported by a negative PA questionnaire for adolescents’ correlation values. Conclusion: The PBPA Survey for Low-Income Adolescents can be used to better understand the relationship between PBPA among low-income teens. Further research is warranted to validate the scale with other adolescent subgroups.
Learn how sport influenced Rainer Martens’s life and his epiphany to become a physical educator and coach, which led him to study sport psychology. The author briefly recounts his work in sport psychology and coaching education. Next, the author describes how he stumbled into publishing, founding Human Kinetics, and describes how this company helped define kinesiology and influence the broad field of physical activity. The author concludes by reporting on his continued involvement in sport and the development of two community centers that focus on sport and physical activity.
As the title of this article suggests, I describe in this essay how my career has been shaped by specific events, such as not knowing the rules of the game I loved and played extensively, and significant mentors, such as the venerable Dr. Earl Zeigler and Dr. Garth Paton. I also explain how I been involved in the birth and growth of the field of sport management. More importantly, I show how the field has shaped my career and has opened up opportunities for me to travel the world in propagating the field around the globe.
William J. Morgan
This essay addresses four main questions. The first is devoted to how I became interested in the philosophy of sport. The second question concerns how my academic career has evolved over time in line with various developments in the field that privileged certain lines of study over others and which largely marginalized philosophy in particular and the humanities in general. The third question centers on what I take to be my own main contributions to the philosophy of sport and what, if any, impact they may have had on the larger field of kinesiology. Finally, I offer my own brief prognosis of what I think the future has in store for the relationship between sport philosophy and kinesiology.
David Thivel, Michéle Tardieu, Pauline Genin, Alicia Fillon, Benjamin Larras, Pierre Melsens, Julien Bois, Frédéric Dutheil, Francois Carré, Gregory Ninot, Jean-Francois Toussaint, Daniel Rivière, Yves Boirie, Bruno Pereira, Angelo Tremblay, and Martine Duclos
Andréa Kruger Gonçalves, Eliane Mattana Griebler, Wagner Albo da Silva, Débora Pastoriza Sant´Helena, Priscilla Cardoso da Silva, Vanessa Dias Possamai, and Valéria Feijó Martins
The objective was to assess the physical fitness of older adults participating in a 5-year multicomponent exercise program. The sample consisted of 138 older adults aged 60–93 years (70.4 ± 7.8 years) evaluated with the Senior Fitness Test (muscle strength, flexibility, balance, and cardiorespiratory fitness). The multicomponent program was carried out between the months of March and November of each year. Data were analyzed using generalized estimating equations (factor year: Year 1, Year 2, Year 3, Year 4, and Year 5; factor time: pretest and posttest) with Bonferroni’s post hoc test. Participation in the multicomponent exercise program for 5 years (baseline pretest Year 1 and follow-up Year 5) improved lower and upper limb strength, lower limb flexibility, and balance and cardiorespiratory fitness, while upper limb flexibility was maintained. Year-by-year analysis revealed variable patterns for each fitness parameter. The results of this study show the potential benefits of implementing a long-term community-based exercise program.
Kathleen A. Martin Ginis, Amy E. Latimer-Cheung, and Christopher R. West
Catherine Carty, Hidde P. van der Ploeg, Stuart J.H. Biddle, Fiona Bull, Juana Willumsen, Lindsay Lee, Kaloyan Kamenov, and Karen Milton
Hal A. Lawson
Twentieth-Century Physical Education gave rise to Kinesiology. Today’s Kinesiology structures and influences Physical Education. Boundary crossing and bridge building facilitate analysis of their relations and have import for investigations of career pathways and outcomes. Decisions regarding boundaries and bridges will impact the futures of Kinesiology, Physical Education, and their relations in diverse, turbulent higher education environments.