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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.

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.

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.

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.

Physical fitness is associated with decreased weight in children, which helps improve youth obesity rates. Family programs can provide practical approaches to improving physical fitness for children. The purpose of this study was to assess the influence of a family-based fitness intervention on changes in body composition, fitness status, and perceptions of obese children. Families attended exercise and education sessions for 60–90 min once per week for 10 weeks. Participants consisted of 10 children who participated in semi-structured interviews, body composition, and fitness assessments at pre- and posttest. Following the intervention, results showed that children had a significant increase in sit-ups (p = .03, effect size = 0.79), lean mass (p < .001, Cohen’s d = 1.95), and bone mineral content (p < .001, Cohen’s d = 0.46). Using thematic analysis, four main themes emerged from the pre- and postintervention interviews: an increase in after-school and weekend intentional physical fitness, rules regarding sedentary behavior and screen time, more prevalent physical fitness reinforcements, and a shift in perception of exercise. Results from this study indicate a family-based intervention had an influence on children’s appreciation for and engagement in physical fitness, as well as healthy body composition and fitness outcomes.

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.

The goal of university instructional physical activity programs (IPAPs) is to provide quality instruction through best practices to encourage college students to lead healthy and physically active lifestyles. As IPAPs have continued to decline due to enrollment and budgetary concerns, the importance of quality and sustainability has become particularly paramount. Furthermore, it is imperative to the existence of IPAPs that we strive to learn and share with each other in order to independently survive, but more essentially to flourish collectively, as we are better together. In our varied experience, while some IPAPs face unique challenges, many obstacles are common, regardless of institution size and composition. This paper will offer the perspectives of four strikingly different colleges and universities in their quest to navigate challenges in delivery, maintain and support quality instruction, and advocate for IPAPs.

Purpose: To present a case for using drawings as a valuable way of incorporating student voice in research on physical education. Presented in the form of a “primer,” the paper examines theoretical and practical aspects of drawing research. Sections: The paper is presented in three parts. The first introduces drawings as a valuable participatory visual method, explaining what they are and why study them. Second, a brief history is provided of the use of drawings in classroom and physical education research. The third section provides key points to consider when administering a drawing project and analyzing drawings. Key Messages: Drawings have the potential to make the invisible visible. That is, what is missing in a drawing may be as impactful as other objects that are present. In addition, to maximize the value of drawings, students should be asked to describe their drawings (either through an accompanying interview, or draw, and write), as possible elements might emerge that were not visible, or to assist with clarification of all elements of the drawing.