The purpose of this article is to articulate the need for a strong commitment to transgender inclusion in sport and physical activity, including in locker rooms and team spaces. The authors begin by defining key constructs and offering a theoretical overview of stigma toward transgender individuals. The focus then shifts to the changing opportunities for transgender athletes at all participation levels, case law and rulings germane to the topic, and the psychological, physical, and social outcomes associated with inclusion and exclusion. Next, the authors present frequently voiced concerns about transgender inclusion, with an emphasis on safety and privacy. Given the review, the authors present the case for inclusive locker rooms, which permit access by transgender athletes to facilities that correspond to their gender identity. The authors conclude with the official AKA position statement—“The American Kinesiology Association endorses inclusive locker rooms, by which we mean sex-segregated facilities that are open to transgender athletes on the basis of their gender identity”—and implications for sport and physical activity.
George B. Cunningham, Erin Buzuvis and Chris Mosier
Peter F. Bodary and M. Melissa Gross
Although the use of active-learning strategies in the classroom is effective, it is underutilized due to resistance to change from the traditional classroom, a limited evidence base for optimizing engaged learning, and limited support for faculty to overhaul their course structure. Despite these barriers, engaged learning is highly relevant, as the expected job skills of graduates continue to grow and are biased away from rote memorization and toward critical thinking and communication skills. The STEM (science, technology, engineering, and math) disciplines continue to accrue evidence demonstrating that different engaged-learning formats provide for better learning and preparation for careers. This article describes 2 innovative course formats the authors have used to increase student engagement and enhance competence in the areas of critical thinking, evidence gathering, and scientific communication. Furthermore, the authors discuss what they have learned while applying these teaching approaches to the development of new courses and the enhancement of established courses.
Mark Urtel, Sara F. Michaliszyn and Craig Stiemsma
The purpose of this paper is to summarize the 2018 American Kinesiology Association preworkshop on best practices in internships. This preworkshop contained 2 keynote speakers, 5 ignite sessions, and 6 round-table discussions looking at the status of internships in departments of kinesiology, nationally. It is clear that kinesiology does not have a common practice for implementing internships. Given the many variables in respect to offering an internship, such as curricular mandates, faculty workload policy, community partner availability, program outcomes, student learning objectives, and assessment tools, this is not surprising. Perhaps we should rethink the notion that there is a set of best practices that guide internship development and consider the possibility that internships will look different at various institutions for valid reasons.
John B. Bartholomew and Sherri L. Sanders
The academic ideal of shared governance requires significant participation of faculty in the decision-making and service aspects of a university. This is especially true at the department level, where a relatively small number of faculty must work together and contribute to the mission. As a result, one of the more challenging roles for department chairs is dealing with disruptive faculty. This article is designed to provide some insight on this challenge within the frame of managing difficult conversations. The authors begin with a presentation of motives and biases from the perspective of both the chair and the faculty. Efforts to build diversity and inclusion are then used to illustrate the process of managing faculty and building consensus. Finally, aspects of negotiation that might be applied to these relationships are discussed.
Milena M. Parent, Michael L. Naraine and Russell Hoye
With the numerous changes to the sport system landscape since Slack and his colleagues examined national sport organizations’ governance in the 1990s, the purpose of this paper was to begin exploring the impact of these environmental changes on Canadian national sport organizations. To do so, we focused on five Canadian national sport organizations, from large Olympic sport organizations to small non-Olympic sport organizations. The two-pronged content and network analyses point to a convergence of governance structures and stakeholder interactions between the five organizations due in no small part to the new Canada Not-for-profit Corporations Act. We found organizations coordinating with both traditional (e.g., athletes) and nontraditional (e.g., social media public) stakeholder groups as well as renewing their focus on accountability and transparency. These findings imply a need to revisit the kitchen table–boardroom–executive office archetype continuum and demonstrate the extent of influence environmental changes (e.g., technological advancement and new laws) can have on sport organizations.
Melinda A. Solmon
Academic integrity is a fundamental value, and maintaining it is central to achieving the mission of providing high-quality instructional programs. Cheating in academic settings is a widespread problem, and the perception is that the proliferation of technology in recent years has compounded this concern. This paper provides an overview of the issues related to academic dishonesty and the problems associated with cheating on college campuses. Academic misconduct in online courses and programs is discussed, and a variety of ways that technology can be used by students to cheat are described. Strategies are offered that can be used to decrease cheating and promote ethical behavior. It is the responsibility of faculty and administrators to take steps to deter academic misconduct and to strive to create a culture of academic integrity.
Duane Knudson and Karen Meaney
This article describes the implementation and evaluation of an initiative to promote active learning through facility renovation and faculty training. Twenty faculty representing a variety of academic areas from 2 departments participated in a 3-part active-learning professional development workshop series. Department of Health and Human Performance faculty (N = 14) teaching 19 courses and 416 of the students in the new active classroom were surveyed on their attitudes on the facilities, room design, professional development, and active-learning instruction. Consistent with previous active-learning research, there were subtle differences between student and faculty perceptions of the importance of renovation features, active-learning exercises, and philosophy of the learning process. The initiative was effective in helping predisposed faculty to implement active-learning experiences in their classes and engaging in more scholarship of teaching and learning, as well as enhancing the visibility of the department as a leader in active learning and the scholarship of teaching and learning at the university.
Thomas J. Templin, Jason R. Carter and Kim C. Graber
Craig Hyatt, Shannon Kerwin, Larena Hoeber and Katherine Sveinson
While the sport fan literature suggests that it is common for parents to socialize their children to cheer for specific sports and teams, recent literature proposes that children can socialize their parents into changing the parents’ sport fandom in a process sociologists and consumer behavior researchers refer to as reverse socialization. To ascertain whether children can socialize and influence their parents’ sport fandom, 20 sport fan parents were interviewed. Evidence of reverse socialization was found in 15 of the participants, manifesting itself in ways that can be categorized as either developing new or additional fandom, or changing one’s behaviors or attitudes towards their existing fandom. However, further exploration of the data suggests that future research reexamine the term “reverse socialization,” as we do not see this as a directionality of influence, but as children as socializing agents.
David R. Bassett, Jeffrey T. Fairbrother, Lynn B. Panton, Philip E. Martin and Ann M. Swartz
Undergraduate enrollments in kinesiology have grown over the past 20 years as the popularity of this major increased among students interested in the health professions. A panel discussion at the 2018 American Kinesiology Association workshop provided an overview of challenges facing kinesiology departments. Department leaders at four public universities discussed enrollment trends, faculty resources for teaching undergraduates, and budget models used at their universities. Comparisons were made with kinesiology departments at Big Ten universities to reflect more broadly on what is happening at U.S. public research institutions. At several universities, undergraduate kinesiology enrollments grew between 2008 and 2017, but at others, they leveled off or declined. In many cases, faculty resources have not kept pace with enrollments, leading to unhealthy student-to-faculty ratios. The panel discussed methods of coping with scarce resources for teaching undergraduates and how department leaders can use comparison data to stress the importance of adequate resources.