In this paper, we ethically examine the value of dichotomies to the endurance community or any sports community bifurcated by attitudes of superiority in one qualitative method of experiencing an activity over another—as Pearl Izumi's 2007 advertising campaign “We are not joggers” has done by dividing the bipedal ambulatory endurance community into “runners” and “joggers.” Using the writings of American pragmatists William James and John Dewey, we will describe the endurance sports community in terms of “unsympathetic characters” and “sympathetic characters.” We will then layer conceptions of the “static” self and the “dynamic” self on top of this dichotomy. The results of this examination will not support Pearl Izumi's dichotomy in “static” ways. However, if these perspectives are viewed as exemplifying a temporal measure of the “dynamic” self, as part of the endurance athletes' personal narratives, then actions and attitudes based on these dichotomies can be seen as part of meaningful personal and community growth as well as a potential source of virtue.
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Finding the “Me” in Endurance Sports: An Apology for Runners and Joggers, Cyclists and Riders
Peter M. Hopsicker and Douglas Hochstetler
The Healthy DiplomaTM and Healthy Titans: Two Innovative Campus Programs for Progressive Student, Profession, and Community Outcomes
Lisa Hicks and Dan Schmidt
There is a tremendous need for wellness programming at all university levels as well as the United States as a whole. Healthy lifestyles benefit the workplace through lower healthcare costs, lower rates of injury and absenteeism, higher productivity, and improved morale and retention. This paper describes two innovative programs in higher education, the Healthy DiplomaTM and Healthy Titans, which are designed to improve the health and well-being of both students and employees. Two universities addressed the health and wellness of students (Healthy DiplomaTM) and employees (Healthy Titans) by utilizing the strengths of their respective kinesiology department students and faculty members. The Healthy DiplomaTM program was designed to lead university students to a healthy lifestyle while enhancing their postgraduation contributions as healthy entry-level employees. The Healthy Titans program was designed to provide University of Wisconsin Oshkosh employees and their families an affordable fitness program with an onsite clinical setting for kinesiology students to gain practical experience with fitness programming. Students were provided the opportunity to gain personal health and wellness skills and competencies, and practice their future profession in an applied, yet highly-supervised setting. Practitioners were provided current research and best profession practices. These two programs at two different universities further illustrate both the practicality and advantages of faculty and student collaborations for campus-wide wellness. Programs addressing wellness at the university level have demonstrated appropriateness as well as benefits for students, employees, and community members, and suggest expansion of similar programs to other university settings.
Assessing Student Perceptions to Enhance Undergraduate Research in Kinesiology
Isabel Valdez and Ting Liu
Enhancing undergraduate student involvement in research has been a major goal of American universities since the release of the Carnegie Foundation’s College: The Undergraduate Experience in America ( Boyer, 1987 ). Since the Carnegie Foundation report, American universities have placed a greater
Work-Integrated Learning in the Development of a Kinesiology Degree
Kyle Guay and Carey L. Simpson
including high-level knowledge in the kinesiology core competencies, while also creating distinct learning experiences that enhance student employability through WIL. Industry-Guided Curricular Development In Spring of 2020, Capilano University received two British Columbia Ministry of Advanced Education
Alone in the Gym: A Review of Literature Related to Physical Education Teachers and Isolation
Christa Spicer and Daniel B. Robinson
synonymous descriptions by those experiencing them; these include loneliness, alienation, and/or marginalization ( Schlichte et al. , 2005 ). Whatever the descriptor, the potential effects of teacher isolation are undesirable and plentiful. For example, they include a lessening of interest in one’s work
Social Justice in Practice—Integrating Ethical Leadership, Inclusive Excellence, and Community Engagement in the Undergraduate Kinesiology Curriculum
Jeffrey Cherubini
justice. With this, the mission of Manhattan University is to provide a contemporary, person-centered educational experience that prepares graduates for lives of personal development, professional success, civic engagement, and service to their fellow human beings ( Manhattan University, n.d. ). Building
Perspectives on the Feldenkrais Method
Roger Russell
phenomenologist—pragmatic in the sense of C.S. Peirce ( Peirce, 1878 ) and W. James ( Gunn, 2000 ). For Feldenkrais a concept was meaningful if it made a difference for individual human development. He was a phenomenologist because his method is drawn from his own experience while subjecting it to rigorous
Addressing Social Justice and Equity Imperatives: Exemplars of Inclusive Excellence
Jared A. Russell and Timothy A. Brusseau
Education Network session titled “Social Justice and Equity Exemplars: Strengthening the Undergraduate Experience in Kinesiology” focused on enhancing inclusivity within undergraduate kinesiology programs by addressing DEI strategies, student success, faculty support, curriculum development, strategic
Mental Health and Perceived Stress in Kinesiology Graduate Students
Elizabeth M. Mullin, Anna Bottino, Danielle D. Wadsworth, Steven J. Petruzzello, and Tiffanye M. Vargas
health and well-being ( Hyun et al., 2006 ). Graduate students are more than six times as likely to experience depression and anxiety compared to the general population ( Evans et al., 2018 ) and report increased incidences of exhaustion and feeling overwhelmed ( Hunter & Devine, 2016 ; Hyun et
Lessons Learned During the Pandemic: Recommendations for Kinesiology Programs’ Emerging Future
Miriam E. Leary, Randy W. Bryner, and Oladipo O. Eddo
persistence, especially in the first year of higher education ( Nevill & Rhodes, 2004 ; Scott Swail et al., 2005 ). Students who experience a greater degree of social integration at the start of their first year have higher academic motivation at the end of their first year, which facilitates student