As the discipline of kinesiology ponders what should compose a kinesiology curriculum, it is worth considering the broad context. What is our responsibility to imbue students with values, viewpoint, and a vocabulary that facilitates their success in a context greater than our discipline? How do we decide what those things are (e.g., professional integrity, analytical thinking, cultural understanding, social responsibility, problem solving, leadership and engaged citizenship, effective communication, working collaboratively, preparation for lifelong learning)? How do we create a curriculum that provides sufficient understanding of disciplinary knowledge and critically important foundational skills? The purpose of this paper is to provide a jumping-off point for deeper discussion of what our students need most and how we can deliver it.
Barry Braun, Nancy I. Williams, Carol Ewing Garber, and Matthew Hickey
Matthew S. Hickey, David L. Costill, and Scott W. Trappe
This study investigated the influence of drink carbonation and carbohydrate content on ad libitum drinking behavior and body fluid and electrolyte responses during prolonged exercise in the heat. Eight competitive male runners completed three 2-hr treadmill runs at 60%