For more than half a century fellows of the National Academy of Kinesiology have enthusiastically advocated for the promotion and adoption of physically active lifestyles as an affordable and effective means to prevent chronic diseases and conditions, and enhance independence and high quality of life for older adults. It is possible to discern distinct evolutionary stages when examining scholarship related to the role of physical activity in the promotion of healthy aging. Research into physical activity and aging began with critical early studies that established the underlying scientific evidence for a relationship between physical activity and healthy aging. More recent work has addressed such topics as building consumer demand, developing policies and legislation to support active aging, and understanding the complex interrelationships between physical activity and other lifestyle factors in the prevention and treatment of chronic diseases and conditions. It is increasingly apparent that strategies to promote active and successful aging must be integrated into an effective public policy. Kinesiologists and other health professionals, working in collaboration with colleagues from other disciplines, can help to reduce risk factors for chronic disease and improve quality of life for older adults by building awareness of the importance of physical activity and by assisting with the development and implementation of appropriate and effective interventions that reduce risk factors and improve quality of life.
Wojtek J. Chodzko-Zajko
Wojtek J. Chodzko-Zajko
Kim C. Graber and Wojtek Chodzko-Zajko
The purpose of this article is to provide background information related to the development of the 2014 American Kinesiology Association (AKA) Leadership Workshop titled “The Future of Teaching and Learning in an Online World”. A brief description of online education is provided, along with a synopsis of the advantages and challenges confronting instructors and administrators in institutions of higher education who are increasingly implementing this form of instruction. An overview of the articles included in this special issue is also provided.
Jason R. Carter, Nancy I. Williams and Wojtek J. Chodzko-Zajko
Building departmental visibility and support is essential to the success of any kinesiology unit. This paper provides an overview of different strategies taken by three American Kinesiology Association member departments to advance their respective units. Each program was faced with unique institutional goals and structures, yet each institutional example highlights the shared theme of building strategic partnerships and cultivating a culture of entrepreneurship and innovation. Common strategies across the three institutions included a genuine understanding of university priorities and politics, chair and faculty leadership, strong internal and external communication, a willingness to lead and think creatively, and maintaining a focus on academic and educational excellence.
Wojtek Chodzko-Zajko, Erica M. Taylor and T. Gilmour Reeve
The American Kinesiology Association identified the essential core content for undergraduate kinesiology-based academic programs. The core includes 4 content elements: physical activity in health, wellness, and quality of life; scientific foundations of physical activity; cultural, historical, and philosophical dimensions of physical activity; and the practice of physical activity. This article, expanding on the development of the core, describes the 4 elements in more detail, suggests methods for assessing student learning outcomes for the core content, and provides examples of the inclusion of the core in undergraduate curricula. Finally, a case study is presented that addresses how a department revised its kinesiology curriculum using the core elements to refocus its undergraduate degree program.
Kim C. Graber, Wojtek Chodzko-Zajko, Jamie A. O’Connor and Jenny M. Linker
Civic engagement and service learning opportunities provide students with unique real-world experiences they are unable to acquire in a traditional in-class setting. Students develop a commitment to the community in which they live, exposure to other populations, leadership abilities, skills to work successfully within a team, and a chance to learn from failure. The Carnegie Foundation for the Advancement of Teaching has recognized the importance of such opportunities and has added the Community Engagement Classification to the restructured Carnegie Classifications of Institutions of Higher Education. The purpose of this paper is to provide a synthesis of the literature that addresses civic engagement and service learning opportunities and to describe a university class that was designed to provide undergraduate students with a capstone service learning experience promoting wellness for older adults in the community. Data that were collected to evaluate the success of the class are also described.