Although research on the psychological correlates of ocean surfing is scarce, substantial anecdotal evidence suggests that the sport offers a uniquely positive experience. Prior research has demonstrated that surfers report fewer symptoms of depression and anxiety than normative groups, but no explanation has been identified. Greater spirituality has been correlated with lower depression and anxiety, and many surfers have described surfing as a spiritual experience, indicating a potential connection. One hundred surfers were recruited from the Hawaiian Islands and the mid-Atlantic region of the United States. Participants reported their surfing habits and levels of their spiritual surfing experiences. Standardized tests were used to measure participants’ spirituality, depression, and anxiety levels. Results indicated that surfers reported fewer symptoms of depression and anxiety than most available normative groups. Results also demonstrated that greater spirituality is associated with less depression and more spiritual surfing experiences.
Michael Amrhein, Harald Barkhoff, and Elaine M. Heiby
Jared A. Russell, Leslie D. Gonzales, and Harald Barkhoff
Academic leadership faces tremendous pressure to build sustainable environments that demonstrate a commitment to the principles of inclusive excellence. Currently, the convergence of dual global crises—the COVID-19 pandemic and reckoning of systemic violence and racism toward individuals from historically marginalized and oppressed groups—has led to prioritizing impactful inclusive excellence leadership processes that address justice, equity, diversity, and inclusion. However, too often, in times of crisis, the strategic prioritizing and, more importantly, allocation of resources to support inclusive excellence initiatives are seen as secondary, tangential, or nonessential to the core operational mission of academic units. In this article, the authors discuss the unique realities, challenges, and opportunities academic leaders face when leading an equitable and inclusive academic workplace and culture during and after a crisis. The authors provide fundamental inclusive excellence and justice, equity, diversity, and inclusion terminology and definitions. In addition, the authors provide attributes, behaviors, and action steps for demonstrating equitable and inclusive crisis leadership.
Matthew T. Mahar, Harsimran Baweja, Matthew Atencio, Harald Barkhoff, Helen Yolisa Duley, Gail Makuakāne-Lundin, ZáNean D. McClain, Misty Pacheco, E. Missy Wright, and Jared A. Russell
The aim of this paper is to emphasize the value of developing cultural awareness in kinesiology students to prepare them to enter the workforce in a world where the principles of justice, equity, diversity, and inclusion are evolving. The authors provide examples of sustained and impactful practices from three kinesiology units in higher education that have been recognized with the American Kinesiology Association Inclusive Excellence Award. The case studies demonstrate that institutional support for inclusive excellence is instrumental in development of sustainable experiences. Kinesiology leaders can demonstrate commitment to inclusive excellence by supporting faculty who conduct teaching, research, and service activities that meet their institution’s inclusive excellence goals. Other areas where kinesiology units can influence student development include curriculum, student engagement activities, university and community partnerships, and leadership for inclusive excellence.