Browse

You are looking at 111 - 120 of 28,804 items for :

Clear All
Restricted access

Kent Griffin

Physical education in recent years has undergone modifications in order to meet the changing demands of students. The traditional paradigm has been to teach physical education from a sport- and skill-based approach, whereby traditional teams and individual sports are emphasized (e.g., basketball, volleyball, flag football). However, this curriculum may be less impactful on student learning than alternatives and is not viewed favorably by administrators because it is perceived as lacking relevance to broader educational goals. The purpose of this paper was to reintroduce a curriculum that has the potential to address student learning in physical education and broader educational goals. The outdoor/adventure education curriculum, while neglected in recent years, is demonstrating promising gains as a viable model.

Restricted access

Steven J. Petruzzello and Allyson G. Box

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.

Restricted access

Jessica L. Kutz, Melissa Bopp and Lori A. Gravish Hurtack

As the need for qualified medical and allied health professions has grown, so too have the natural feeder undergraduate programs of kinesiology across the country. With an impending “enrollment cliff,” it is necessary to assess the needs of our students and be proactive in addressing curricular issues, initiatives, internship opportunities, and academic advising support. The purpose of this article is to highlight formal and informal data collection strategies and suggest solutions to undergraduate issues that pertain to retention and success. Data from current students and alumni shed light on issues that plague kinesiology programs and present unique challenges to students as they attempt to pursue careers in the medical and allied health fields. Two R1 kinesiology programs identified similarly themed issues using informal and formal data collection approaches. Those themes were undergraduate major identification, career options, curricular issues, financial concern, and emotional fortitude. Suggested solutions and current best practices are provided to address the common themes that hold our undergraduates back from achieving their career goals.

Restricted access

Bradley J. Cardinal

Concerns about college and university student health date back to at least the mid-19th century. These concerns were addressed through the development and implementation of required, service-based physical activity education programs. In the 1920s–1930s, 97% of American colleges and universities offered such programs. Today less than 40% do. However, student health issues persist. This essay asserts that kinesiology departments are best suited to address these needs by delivering physical activity education courses through their institution’s general education curriculum. General education courses are those that every student must take in order to develop the competencies necessary for living a full and complete life and contributing to society. Given the growing costs of higher education, any such requirement must be justifiable. Therefore, implementing and sustaining a physical activity education general education requirement is not for the faint of heart; it requires effort, resources, support, and time. This essay explores these issues.

Restricted access

Ann Pulling Kuhn, Russell L. Carson, Aaron Beighle and Darla M. Castelli

Purpose: This study examined changes in physical education teachers’ psychosocial perspectives after participating in a yearlong professional development about Comprehensive School Physical Activity Programming. Method: Twenty-three intervention teachers attended a workshop in Year 1 and received one academic year of technical assistance and mentorship, and 30 control teachers only attended a workshop in Year 2. Both groups completed pre- and post-self-reported measures on teacher efficacy, work engagement, and affective commitment. Results: At posttest, intervention teachers reported significantly higher levels of affective commitment, and a significant positive relationship was revealed between affective commitment and the degree to which before-school physical activity was implemented. More experienced teachers (>20 years) reported significantly higher levels of the work engagement subscale of vigor at posttest. Discussion/Conclusion: Participating in a Comprehensive School Physical Activity Program professional development may positively influence teachers’ job commitment levels and invigorate more experienced teachers, which may relate to Comprehensive School Physical Activity Program implementation.

Restricted access

Tan Zhang, Anqi Deng and Ang Chen

Purpose: Guided by the declarative−procedural knowledge framework, the study attempts to identify middle school students’ declarative (knowing what) and procedural (knowing how) fitness knowledge and the relationship between the two. Methods: A sample of students (n = 291, age 11–14 years) from 24 middle schools took a grade-relevant standardized knowledge test on declarative fitness knowledge and received a semistructured interview designed to clarify their declarative and procedural knowledge. Results: Most students were lacking in procedural knowledge to conduct fitness-enhancing physical activities. A few students who had mastered declarative fitness knowledge demonstrated a high level of procedural knowledge consistent with personal fitness goals. Discussion: The findings suggest that incapability to engage in fitness-enhancing physical activities could be a result of lacking procedural fitness knowledge. Future school-based interventions may prioritize procedural knowledge learning for actual physical activity participation.

Restricted access

Bridgette M. Desjardins

In September 2019, 19,000 amateur runners participated in the Canada Army Run, a road race hosted by the Canadian Forces (CF). This ethnographic study explores the event as a site of socialization, demonstrating that the Army Run: (a) focuses on promoting the CF rather than maximizing race results, (b) promotes the CF by exceptionalizing its members, and (c) is a celebratory site of promilitary socialization and recruitment that precludes critical engagement with the CF. These findings indicate that military promotional strategies have evolved since the immediate post 9/11 era; whereas previous initiatives used sport to tie local military agendas into larger neoliberal military imperatives, the 2019 Army Run demonstrates a new tactic, depoliticizing the CF and reifying an idealized, decontextualized Canadian military.

Restricted access

Anna Gabriela Silva Vilela Ribeiro, Rozangela Verlengia, Maria Rita Marques de Oliveira, Matheus Valério Almeida Oliveira, Idico Luiz Pellegrinotti and Alex Harley Crisp

This study aimed to investigate the association between compliance with the guidelines of moderate to vigorous physical activity (MVPA) accumulated in bouts of ≥10 min or nonbouts with body composition and physical function in older adults. The authors evaluated 230 noninstitutionalized older adults. Body composition was estimated using bioimpedance, and physical function was assessed using four physical tests. Physical activities were monitored for 7 days using an accelerometer. Older adults who were physically active according to MVPA in bouts of ≥10 min were less likely to have low appendicular skeletal muscle mass (odds ratio [OR] = 0.12), excess body fat (OR = 0.30), and abdominal obesity (OR = 0.34) and more likely to have a higher physical function (OR = 5.78). No significant association was observed with MVPA nonbout. Our findings indicate that older adults who accumulate MVPA in bouts of  ≥10 min have better parameters for body composition and physical function.

Restricted access

Meredith J. Luttrell, Benjamin R. Mardis, Joshua M. Bock, Erika Iwamoto, Satoshi Hanada, Kenichi Ueda, Andrew J. Feider, Kenzie Temperly and Darren Casey

The balance of angiogenic factors, including vascular endothelial growth factor (VEGF), and angiostatic factors, like thrombospondin-1 (TSP-1) and endostatin, controls striated muscle angiogenic responses to exercise training. The effect of age on circulating levels of these factors following a bout of exercise is unclear. The authors hypothesized that older adults would have lower circulating VEGF but higher TSP-1 and endostatin after exercise compared with young adults. Ten young and nine older participants cycled for 45 min at 60% estimated HRmax. Serum [VEGF], [TSP-1], and [endostatin] obtained before (PREX), immediately after (POSTX0), and 3 hr after (POSTX3) exercise were analyzed. [VEGF] increased in older adults only from PREX to POSTX0 (p < .05). [TSP-1] increased in both age groups (p < .05). There was no effect of age or exercise on [endostatin]. In conclusion, immediately after exercise, both groups had a similar increase in [TSP-1], but [VEGF] increased in older adults only.

Restricted access

Beatriz Caruso Soares, Jéssica Maria Ribeiro Bacha, Daniel Donadio Mello, Emerson Galves Moretto, Tatiana Fonseca, Karina Santos Vieira, Amanda Franchi de Lima, Belinda Lange, Camila Torriani-Pasin, Roseli de Deus Lopes and José Eduardo Pompeu

Objective: To analyze the feasibility, safety, and acceptability of immersive virtual tasks. Methods: The authors recruited 11 young adults and 10 older adults. The participants performed three virtual reaching tasks while walking on a virtual path. The descriptive analysis and comparison between participants were performed using the Mann–Whitney U test and chi-square test for nonparametric and nominal variables, respectively. The authors also used analysis of variance for a between-groups comparison for normal variables. Results: Twenty percent of older adults and 81.8% of young adults completed all three tasks (chi-square test; p = .005). Both groups reported minor symptoms, with no significant differences. The older adults were more motivated to practice the tasks (Mann–Whitney U test; p = .015) and would be more likely to suggest them to others (chi-square test; p = .034). Conclusion: All three tasks were feasible for young adults. All participants, except for one, had cybersickness. The symptoms were mostly mild and subsided once the interaction was complete.