In 2005, the School of Kinesiology (KINE; at the time, the Department of Health and Human Performance) at Auburn University (AU) adopted a mission to increase its diversity and inclusiveness. Driven by this mission, in 2012, AU KINE implemented its 10-in-10 strategic initiative to train and
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Catalyzing Inclusive Excellence: Transformative Practices of Auburn University’s School of Kinesiology
Matthew W. Miller, Christopher M. Wilburn, Harsimran S. Baweja, Mary E. Rudisill, and Jared A. Russell
Closing the Gap Between Classroom-Based Physical Activity Intervention Adoption and Fidelity in Low-Resource Schools
Rebecca E. Hasson, Lexie R. Beemer, Andria B. Eisman, and Penelope Friday
/year from ages 9 to 15 years ( Merlo et al., 2020 ; Nader et al., 2008 ). Children living in low-resource communities report even lower rates of PA ( Davidson et al., 2013 ; Richmond et al., 2006 ), placing them at increased risk for obesity, anxiety, depression, missed school days, and lower academic
Empowering Primary School Students, Potential Benefits of Resistance Training Movement Activities in Physical Education: Narrative Review
Andrew Sortwell, Daniel A. Marinho, Jorge Knijnik, and Ricardo Ferraz
activity levels and decrease sedentary behavior among Australian children and young people. The 2018 report captures a snapshot of the latest data of children’s physical activity participation in schools, active play, physical fitness level, and movement skills proficiency. The report calls on all
A Systematic Review of Child and Adolescent Physical Activity by Schoolyard Location
Kimberly A. Clevenger, Michael J. Wierenga, Cheryl A. Howe, and Karin A. Pfeiffer
kinesiologists to expand research into setting features (e.g., environment) that relate to PA, particularly in school settings ( Troiano, 2012 ). School is an opportune time to promote participation in PA because most young people attend school from 3–5 years of age until 16–18 years of age ( McFarland et
Strengthening Whole-of-School Physical Activity Models to Promote Physical Literacy: Moving Beyond a Component Approach
Paul Rukavina and Patricia Gremillion-Burdge
public health institutions suggest that school-aged children (5–17 years) should participate in at least 60 min of moderate-to-vigorous PA a day. However, many children do not achieve these guidelines and actually moderate-to-vigorous PA decreases as they move from primary grades to secondary grades
American Kinesiology Association’s Role in Promoting School Physical Activity Policy
Monica A.F. Lounsbery and Thomas L. McKenzie
Sedentary living is a globally recognized public health problem ( World Health Organization, 2018a ), and we, along with others, have conducted multiple studies aimed at understanding and increasing population-level physical activity (PA) in both community and school settings. Though intervention
Stakeholders’ Perceptions of Implementation of a Comprehensive School Physical Activity Program: A Review
Shannon C. Mulhearn, Pamela Hodges Kulinna, and Collin Webster
Physical health takes center stage in contemporary discourse not only across kinesiology but also in general education. This runs the gamut from the Healthy, Hunger-Free Kids Act of 2010 (S.3307) to the call for schools to contribute to students’ accumulation of physical activity (PA) minutes (e
School Physical Activity: Policy Matters
Monica A.F. Lounsbery
For children, schools play an important role in providing and promoting physical activity, yet growing school pressure to produce academic achievement gains have limited the priority of physical activity producing programs. The Institute of Medicine, the Centers for Disease Control and Prevention, the American Heart Association, and others have developed recommendations for school physical activity policy and there is growing interest in examining the relationship between existing school physical activity policies, school practices, and physical activity. Given that research on school physical activity policy is in its infancy, my goal in writing this paper is to introduce readers to key aspects of school physical activity policy while simultaneously outlining existing research efforts and highlighting the many critical research gaps that still exist. I conclude the paper by linking policy to advocacy and outlining considerations for formulating effective advocacy efforts while emphasizing the need for advocacy research.
Sport Pedagogy Research and Its Contribution to the Rediscovery of Joyful Participation in Physical Education
Peter A. Hastie
purpose of this paper is to present ways in which I believe sport pedagogy research has identified ways that are meaningful and beneficial to all stakeholders in the physical education world (physical education teacher education [PETE] faculty, teachers, and young people in schools) and has the capacity
Teaching Multiple School Subjects Role Conflict: A Theoretically Informed Conceptual Framework
Cassandra Iannucci and Kevin Andrew Richards
). More recently, scholars have extended the notion of teacher/coach role conflict to examine teaching multiple school subjects role conflict (TMSS-RC), which is an interrole conflict resulting from teaching physical education and additional school subjects ( Iannucci et al., 2018 ). The experience of
