Background: The Walking Classroom is an education program that provides students with an opportunity to accumulate physical activity without losing instructional time. Method: This research tests Kuczala’s application of kinesthetic learning theory through measuring knowledge retention, postactivity information processing, and mood in students who engage in a short bout of physical activity while listening to Walking Classroom podcasts about language arts, science, and history, and those who remain seated during a podcast, compared with baseline levels. Students from 9 high-poverty fourth- and fifth-grade classrooms (n = 319) in a North Carolina county comprised the sample. Results: Utilizing multivariate analysis of covariance, the results demonstrate significantly higher levels of learning while walking compared with learning while sitting. Measures of mood utilizing the 10-item version of the Positive and Negative Affect Scale also demonstrated a significant effect in predicted directions. Conclusion: The results support that coupling physical activity with instruction leads to increased performance and mood for elementary school students.
Erianne A. Weight, Molly Harry, and Heather Erwin
Erianne A. Weight, Coyte Cooper, and Nels K. Popp
Philosophical debate about the proper role of athletics within the academy has reverberated through each era of collegiate sport, and a growing body of literature points toward an impending tipping point unless radical reform ensues. This study contributes perspective to a proposed reform model through investigating perceptions of National Collegiate Athletics Association Division I coaches (N = 661) about their roles as educators and how this role could be altered through structural and philosophical changes within the academy. Quantitative and qualitative data provided mixed findings related to coach support for an integrated organizational structure with high variance in all structural facets explored except for compensation, where coaches believed structures should not be uniform between athletic and academic units because of the perceived greater workload, hours, media attention, and pressure in athletics.
Erianne A. Weight, Elizabeth Taylor, Matt R. Huml, and Marlene A. Dixon
As thousands of professionals are drawn to work in the sport industry known for celebrity, action, and excitement, a growing body of literature on the industry’s culture describes a field fraught with burnout, stress, and difficulty balancing work–family responsibilities. Given this contradiction, there is a need to better understand employee experiences. Thus, the authors utilized a human capital framework to develop employee archetypes. Results from a latent cluster analysis of National Collegiate Athletic Association athletics department employees (N = 4,324) revealed five distinct employee archetypes utilizing inputs related to human capital development and work experiences (e.g., work–family interface, work engagement, age). Consistent with creative nonfiction methodology, results are presented as composite narratives. Archetypes follow a career arc from early-career support staff to late-career senior leaders and portray an industry culture wherein the human capital is largely overworked, underpaid, and replete with personal sacrifice and regret.