Alex C. Gang
Qingru Xu and Andrew C. Billings
At the World Tour Platinum China Open in 2017, 3 leading Chinese table tennis players and two coaches withdrew from the Games to protest the sudden removal of Head Coach Liu Guoliang, triggering unprecedented public uproar online. Applying gatekeeping theory, this study explored how mainland Chinese media controlled information flow during the crisis. A thematic analysis uncovered 3 primary gatekeeping behaviors: repetition, selection, and manipulation. Findings suggest that the party-state, not media institutions, was the dominant gatekeeper in mainland China. The Chinese media system and sports system were both subject to strict government control during a crisis that challenged authority.
Sheri J. Brock, Jared A. Russell, Brenna Cosgrove and Jessica Richards
The School of Kinesiology at Auburn University has a large Physical Activity and Wellness Program (PAWP) that services approximately 8,000 students each academic year. The roughly 470 courses offered annually include aquatics, leisure, martial arts, fitness, and individual- and team-sport offerings taught predominantly by graduate teaching assistants. Overall, Auburn University has experienced a great deal of success in providing a PAWP program that students enjoy and often wish to repeat although these courses are not required as compulsory credit. Delivering high-quality undergraduate educational experiences is paramount to the overall instructional mission of the School of Kinesiology. This paper outlines administrative strategies to ensure that PAWP instructors are prepared and supported in their instructional responsibilities.
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.
Timothy A. Brusseau
This paper discusses some of the benefits and challenges of Kinesiology as a pre-allied health degree. Specifically, it highlights the impact of large enrollment growth on resources, course offerings, student experiences, student quality, and research. It is the author’s intent that this paper will stimulate discussion among Kinesiology programs and faculty to ensure that we are staying true to the recommended Kinesiology core and preparing our students to be future physical activity leaders while also providing the flexibility for students who are interested in pursuing graduate training in an allied health field.
James R. Morrow Jr.
Barry Braun, Nancy I. Williams, Carol Ewing Garber and Matthew Hickey
As the discipline of kinesiology ponders what should compose a kinesiology curriculum, it is worth considering the broad context. What is our responsibility to imbue students with values, viewpoint, and a vocabulary that facilitates their success in a context greater than our discipline? How do we decide what those things are (e.g., professional integrity, analytical thinking, cultural understanding, social responsibility, problem solving, leadership and engaged citizenship, effective communication, working collaboratively, preparation for lifelong learning)? How do we create a curriculum that provides sufficient understanding of disciplinary knowledge and critically important foundational skills? The purpose of this paper is to provide a jumping-off point for deeper discussion of what our students need most and how we can deliver it.
Stefan Walzel, Jonathan Robertson and Christos Anagnostopoulos
Professional team sports organizations (PTSOs) are highly influential in our society. They can both positively and negatively shape the public discourse around responsible norms of behavior. The purpose of this article is to describe and critically review the literature on PTSOs’ corporate social responsibility (CSR) to develop a comprehensive understanding of current and future research directions in the field. Our analysis reviewed articles on CSR within PTSOs and identified publication year; geographical dispersion; journal type; sports contexts; social issues investigated; research approaches and methods; and how CSR was conceptualized, defined, and theoretically supported. The findings indicate that CSR within PTSOs has primarily been investigated in community programs, using qualitative research methods and pragmatically conceptualizing CSR on the basis of return on investments to the organization in European and North American contexts. Our discussion provides a critical review of the literature before outlining avenues for future research and practice.
Melissa Pangelinan, Marc Norcross, Megan MacDonald, Mary Rudisill, Danielle Wadsworth and James McDonald
Experiential learning provides undergraduate students rich opportunities to enhance their knowledge of core concepts in kinesiology. Beyond these outcomes, it enables students to gain exposure to, build empathy for, and affect the lives of individuals from diverse populations. However, the development, management, and systematic evaluation of experiential learning vary drastically across programs. Thus, the purpose of this review was to critically evaluate the experiential-learning programs at Auburn University and Oregon State University with respect to best practices outlined by the National Society for Experiential Education. The authors provide examples of lessons learned from these two programs to help others improve the implementation and impact of undergraduate experiential learning.
Kwame J.A. Agyemang, Brennan K. Berg and Rhema D. Fuller
How people reflect on and discuss protests at sporting events is a relevant question of interest to sport management scholars. This article uses qualitative data to understand how institutional members reflect on and discuss a disruptive act that violates institutional rules and norms. The authors study the historical case of Tommie Smith and John Carlos’ silent protest at the 1968 Olympic Games in Mexico City. Relying on interview data from Smith and Carlos’ teammates (59) on the 1968 U.S. Olympic Team, the study highlights the connections between institutional maintenance work, institutional logics, and institutions. Specifically, the authors argue that when institutional logics align with actors’ institutional maintenance work, acts seen as disruptive to the institution will not change the institution. Identifying multiple institutional logics within the Olympic Games, the authors also find that institutional logics do not always have to be competing as suggested by much of the literature. Instead, tension may be temporarily allayed when rival logics are threatened by an action (i.e., protests) that would disrupt the institution. The authors refer to this as an institutional cease-fire and discuss their findings in relation to the preservation of institutions.