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.
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Lisa Hicks and Dan Schmidt
Buffie Longmire-Avital, Takudzwa Madzima, and Elyse Bierut
Previous research has documented the comprehensive health benefits of regular physical activity. However, just over a third of Black women report meeting the suggested amount of physical activity per week. Research also indicates that collegiate emerging adults often reduce their physical activity as well. Given that Black collegiate women represent the intersection of two groups that report a reduction in physical activity, the primary purpose of this descriptive study was to examine whether or not the rate of engagement in high-calorie-burning (HCB) activity by collegiate females differed by race. A secondary purpose was to explore how the chronic stress of racism for Black women was related to their HCB activity. Three hundred and eighty-three collegiate females between the ages of 18 and 25 (M = 19.67, SD = 1.45) participated; (61.1% [n = 234] self-identified as White, while the remaining 38.9% [n = 149] self-identified as Black). All eligible participants took a 10–15 min anonymous online survey. Results from a chi-squared analysis (χ2 [1] = 8.40, p = .004) revealed that White collegiate women (70.3%) were more likely to report participation in weekly HCB activity than Black collegiate women (55.7%). Additional analyses also suggested that chronic experience with racism (F [1, 147] = 5.13, p = .03) was associated with more frequent HCB activity for the Black women sampled. Campus health promotion campaigns should not overlook how the experience of race may shape health behaviors for their racial minority students and sustain emerging health disparities.
Na Ri Shin, PhD Candidate
, according to the authors’ conclusion. In the next chapter, Oliver Rick takes readers to a different context through examining the case of Spelman College, the all-women’s HBCU (historically black colleges and universities). As Spelman College withdrew from the NCAA in 2012 to reallocate its budget to campus
Jodee M. Roberts, Matthew J. Rivera, Zachary K. Winkelmann, and Lindsey E. Eberman
(range = 28–36, adequate = 27/27, 100%). The majority of participants had some form of experience with health care services ( n = 146, 91%), the most of which being with on-campus athletic training/sports medicine services ( n = 133, 83%). The majority had experience with off-campus health clinics ( n
Emily A. Hall, Dario Gonzalez, and Rebecca M. Lopez
campus health services; specifically, the head AT reports to another healthcare professional. 5 The organizational infrastructure that employs collegiate athletic trainers may have an effect on athletic trainer job satisfaction and quality of life. 5 – 10 Coaches at the collegiate level often have a
Steven J. Petruzzello and Allyson G. Box
movement as an important part of the daily culture and giving students the tools they need to develop healthy and hopefully lifelong physical activity habits. Other steps include the assessment of physical activity whenever students visit their campus health care provider as well as making connections
Oliver W.A. Wilson, Kelsey E. Holland, Lucas D. Elliott, Michele Duffey, and Melissa Bopp
examining PA promotion among college students as a part of the American College of Sports Medicine’s Exercise is Medicine ® On Campus initiative indicate that campus health care providers and communication and marketing departments are among the most important and sought-after PA promotion partners. 43
Aidan D. Kraus and Erica Tibbetts
. Additionally, at the conclusion of the survey, a message was included for all respondents that contained contact information for the campus health and counseling center, off-campus counseling services, online counseling services, and national mental health support lines. Furthermore, a therapist at the campus
Jackson M. Howard, Bonnie C. Nicholson, Michael B. Madson, Richard S. Mohn, and Emily Bullock-Yowell
gratification, and taking a strengths-focused approach ( Bashant, 2014 ). Third, we ask that university athletic departments and campus health professionals emphasize how grit may assist student-athletes beyond sport including understanding grit in many different domains, such as with career decision making and
Shannon C. Mulhearn, Pamela Hodges Kulinna, and Collin Webster
having access to an off-campus health club looked at increasing female youth’s PA levels through a community partnership. Various psychosocial questionnaires were used to collect preintervention and postintervention measures from 17 freshman. K-12 students Miller & Lindt ( 2018 ) A 2-week, crossover
