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Sheri J. Brock, Danielle Wadsworth, Shelby Foote and Mary E. Rudisill

Institutions of higher education have a responsibility to prioritize the needs of society and local communities. One essential need prevalent in all communities is to address the rise of obesity and health risks due to lack of participation in physical activity. In the United States, children spend a small percentage of time engaged in physical activity, and engagement decreases further in adolescence and adulthood. Collaborative partnerships between kinesiology faculty at universities and community organizations are one avenue for engaging children in physical activity. Partnerships must be multilevel and community wide to evoke change and have long-term impact and sustainability. Within the context of community-based research, we propose a three-step framework for establishing collaborative partnerships: (1) determining the needs of partners; (2) discussing expertise, services, and philosophy; and (3) providing a quality product. In addition, we outline and illustrate our experiences when collaborating with community partners to promote physical activity.

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Claire M. Mowling, Sheri J. Brock and Peter A. Hastie

This study examined fourth grade students’ representations of sport education through drawings to determine what students perceived as most important throughout their soccer season. The first objective was to determine whether student representations would follow the components of sport education (e.g., season, team affiliation, formal competition, record keeping, festivity, culminating event). The second objective was to determine whether student focus shifted as the season progressed and whether it coincided with the various phases that typify most formats of the model. Data collection included weekly drawings throughout a 20-lesson soccer unit accompanied by student verbal narrations for each drawing. Two researchers independently coded the drawings and narrations using a master coding list that consisted of 49 items. Three dominant themes emerged: a) winning as a primary agenda, b) a strong focus on affiliation and festivity, and c) minimal representation of roles and responsibilities. These results suggest a need for adapting the model to suit the developmental needs of the elementary child. Methodologically, it was determined that student narrations were essential for the accurate interpretation of drawings.

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Sheri J. Brock, Danielle Wadsworth, Nikki Hollett and Mary E. Rudisill

The School of Kinesiology at Auburn University is using Movband Technology to support online learning in their physical activity program. Active Auburn is a 2-hr credit course that encourages students (n = 2,000/year) to become physically active through online instruction and tracking physical activity using Movband technology. Movband technology allows for uploading and monitoring group physical activity data. The implementation of this technology has allowed the School of Kinesiology to: (a) promote physical activity on our campus, (b) serve a large number of students, (c) reduce demand on classroom/physical activity space, and (d) promote our research and outreach scholarship as well, by collecting physical activity profiles for students enrolled in the course. Students report they enjoy the course and that they appreciate the “freedom to exercise” when it best fits into their schedule. This course generates considerable revenue to support course instruction and much more for the School of Kinesiology.

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Sheri J. Brock, Jared A. Russell, Brenna Cosgrove and Jessica Richards

The School of Kinesiology at Auburn University has a large Physical Activity and Wellness Program (PAWP) that services approximately 8,000 students each academic year. The roughly 470 courses offered annually include aquatics, leisure, martial arts, fitness, and individual- and team-sport offerings taught predominantly by graduate teaching assistants. Overall, Auburn University has experienced a great deal of success in providing a PAWP program that students enjoy and often wish to repeat although these courses are not required as compulsory credit. Delivering high-quality undergraduate educational experiences is paramount to the overall instructional mission of the School of Kinesiology. This paper outlines administrative strategies to ensure that PAWP instructors are prepared and supported in their instructional responsibilities.

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Danielle D. Wadsworth, Reita Clanton, Ford Dyke, Sheri J. Brock and Mary E. Rudisill

Mental health is a major concern for higher education and students are starting their college experience with psychological issues or developing mental health problems after enrollment. Because physical activity and exercise have known mental health benefits, the field of kinesiology can facilitate the delivery of physical activity and exercise programs aimed at reducing stress, anxiety, and depression, as well as promote healthy coping mechanisms. The School of Kinesiology at Auburn University has implemented a framework to address mental health on campus and within our community. Our framework consists of coursework, outreach efforts, and establishing key partnerships to facilitate the delivery and sustainability of our programs. Our programs enable individuals to establish self-regulation skills, use a mindfulness-based approach, or participate in yoga, thereby establishing effective and healthy coping mechanisms. This paper discusses the evolution of our framework, as well as barriers and facilitators of implementation and sustainability.

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Peter A. Hastie, Oleg A. Sinelnikov, Sheri J. Brock, Tom L. Sharpe, Kim Eiler and Claire Mowling

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Leah E. Robinson, Kara K. Palmer, Jacqueline M. Irwin, Elizabeth Kipling Webster, Abigail L. Dennis, Sheri J. Brock and Mary E. Rudisill

This study examined the effect of demonstration conditions (multimedia and live) in school-age children on performance of the Test of Gross Motor Development—Second Edition (TGMD-2) locomotor and object control subscale raw scores, and participants’ enjoyment in the preoperational and operational stages of cognitive development. Forty-five children ages 5–10 years were divided into two age groups: younger (n = 21, M age = 5.95 years, SD = .80) and older (n = 24, M age = 8.96 years, SD = .86). Children completed the TGMD-2 under two counterbalanced conditions: live and multimedia demonstration. Immediately following each testing condition, children ranked their enjoyment and completed a semistructured interview. Paired sample t tests examined motor skill and enjoyment differences in each age group. For both groups, no statistically significant differences were present for motor skill performance or participants’ enjoyment between the two demonstration conditions (p ≥ .05). Overall, 44.5% of participants preferred the multimedia demonstration, while 32.5% preferred the live demonstration. Mixed responses were reported by 22.5% of participants. Within age groups, younger participants preferred the multimedia demonstration more than older participants (multimedia = 50%, 41%; live = 23%, 41%, respectively). This study provides evidence that multimedia demonstration may be suitable for administration of the TGMD-2.