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Melinda A. Solmon, Kim C. Graber, Amelia Mays Woods, Nancy I. Williams, Thomas J. Templin, Sarah L. Price, and Alison Weimer

This paper evolved from a panel discussion presented at the 2020 American Kinesiology Association Leadership Workshop focused on promoting physical activity through Kinesiology teaching and outreach. The authors consider the role of Physical Education Teacher Education (PETE) in promoting physical activity by examining the historical role that PETE has played in what are now Departments of Kinesiology, the status of PETE programs today, and how the future of PETE programs can impact the future of the discipline of Kinesiology. The challenges and barriers that PETE programs face are presented. The role of PETE programs in research institutions is examined, and case studies are presented that demonstrate the complexities the academic units face regarding allocating resources to PETE programs. The consequences of program termination are considered, and the authors then make a case that PETE programs are important to the broader discipline of Kinesiology. The authors conclude by encouraging innovative solutions that can be developed to help PETE programs thrive.

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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.

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Sheri J. Brock, Christina Beaudoin, Mark G. Urtel, Lisa L. Hicks, and Jared A. Russell

, offers experiential learning experiences for students, and provides faculty and staff with health and wellness support. These efforts promote healthy lifestyle choices to foster a productive work environment and educational space. Exploring links and partnerships, developing innovative programs, and

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Weiyun Chen, Cynthia Bowers, and Pamela Hodges Kulinna

. More importantly, this innovative program is conducive to simultaneously engaging students in both PA and academic learning. Methods Participants and Research Design Participants were second-grade ( n  = 46) and third-grade students ( n  = 19) from six classes enrolled in one elementary school located

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Wendy O’Brien, Caroline Riot, and Clare Minahan

innovative program, called Gather Adjust Prepare Sustain (GAPS), was developed to advance the support provided to athletes and coaches from Oceania (referred to as Pasifika in this article) Commonwealth Game Associations in the lead-up to the Gold Coast 2018 Commonwealth Games. The jointly funded project

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Leah E. Robinson

-accessible programs based on the principles of whole-person wellness; (e) collaborate and partner with community agencies and organizations to provide innovative programming and services aimed at improving the quality of life in later years; and (f) serve as an advocate for affecting public policy relative to healthy

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Collin A. Webster, Diana Mindrila, Chanta Moore, Gregory Stewart, Karie Orendorff, and Sally Taunton

DOIT, despite the unique applicability of the theory to the adoption of innovative programs. A limitation of this study is that data were collected only from physical education teachers. Based on the contextual information provided in Table  1 , targeting physical education teachers as survey

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Darla M. Castelli and Latrice Sales Mitchell

and craft innovative program designs that meet student, school, family, and community needs. PETE and D-PETE programs provide a place to begin, and the outcomes from these reformed programs can be social determinants of health. Purposeful collaboration among teachers and other community professionals

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Shannon C. Mulhearn, Pamela Hodges Kulinna, and Collin Webster

personally engage in such efforts. This perspective suggests that forerunners such as PALs, who can champion innovative programming and lead by example, are critical to successful CSPAP implementation in schools to promote PA. Such individuals motivate others to enact services in school-wide PA programs

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Kathy Babiak, Lucie Thibault, and Annick Willem

different geographical settings? Outcomes and impacts of IORs • Do IORs offer enhancements in the quality or quantity of sport delivery (e.g., better access, safer participant experiences, innovative programs)? • How do sport-based IORs impact health of individuals and communities? • Do IORs help to create