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Rainer Martens

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.

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Packianathan Chelladurai

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.

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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.

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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

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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.

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Kathleen A. Martin Ginis, Amy E. Latimer-Cheung, and Christopher R. West

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Catherine Carty, Hidde P. van der Ploeg, Stuart J.H. Biddle, Fiona Bull, Juana Willumsen, Lindsay Lee, Kaloyan Kamenov, and Karen Milton

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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.

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David I. Anderson

I am not sure by what fortunate circumstance I was invited to contribute to this special issue of Kinesiology Review. However, I am deeply honored to be part of an issue with such esteemed scholars and colleagues. Like many, my introduction to the field of kinesiology was through sports, but my inspiration to pursue kinesiology as a career was the result of an injury that ended my sporting ambitions. My career is characterized by little planning, large amounts of dumb luck, a willingness to explore some paths that are less well trodden, and deep and enduring friendships that have resulted from a spirit of teamwork and collaboration. The work has been hard, the hours have been long, but the payoff has been enormously gratifying. The overarching lesson from my career for emerging scholars is to have an adventurous spirit and seek out excellent mentors and collaborators.

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Mana Ogawa, Chiaki Ohtaka, Motoko Fujiwara, and Hiroki Nakata

The authors investigated the kinematic characteristics of the standing long jump in preschool children. Sixty 4-year-old children (boys: 30 and girls: 30) and sixty 5-year-old children (boys: 30 and girls: 30) participated in the present study. The authors focused on three differences in kinematics: between 4- and 5-year-old children, between boys and girls, and between high and low jumping performance groups at the same age. The kinematic data included the maximum flexions of the knee and hip before takeoff, at takeoff, and on landing; angular displacement of the upper body; takeoff speeds in horizontal and vertical directions; and takeoff angle of the greater trochanter. Anthropometric variables and kinematic data were separately analyzed with factors of age, sex, and group. The authors also performed multiple regression analysis to identify predictors of the jump distance. The movement speed of the greater trochanter in a horizontal direction, the maximum flexion angle of the hip before takeoff, and the hip angle on landing were identified as significant predictors of the jump distance among young children. These findings suggest that knowing how to use the hip and awareness of the horizontal direction are key factors to improve the long jump distance in young children.