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Hal A. Lawson and R. Scott Kretchmar

Debates-as-battles have characterized the histories of physical education and kinesiology. This colorful part of the field’s history was characterized by leaders’ narrow, rigid views, and it paved the way for divisiveness, excessive specialization, and fragmentation. Today’s challenge is to seek common purpose via stewardship-oriented dialogue, and it requires a return to first order questions regarding purposes, ethics, values, moral imperatives, and social responsibilities. These questions are especially timely insofar as kinesiology risks running on a kind of automatic pilot, seemingly driven by faculty self-interests and buffered from consequential changes in university environments and societal contexts. A revisionist history of kinesiology’s origins and development suggests that it can be refashioned as a helping discipline, one that combines rigor, relevance, and altruism. It gives rise to generative questions regarding what a 21st century discipline prioritizes and does, and it opens opportunity pathways for crossing boundaries and bridging divides. Three sets of conclusions illuminate unrealized possibilities for a vibrant, holistic kinesiology—a renewed discipline that is fit for purpose in 21st century contexts.

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B. David Ridpath

participation and exercise. More programs should be accessible for children, and fewer barriers to access specifically those with lower skill levels and affordability. Oftentimes, physical activity in the school system is the only organized place for many of these kids to get structured exercise and physical

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Jenessa Banwell, Gretchen Kerr and Ashley Stirling

), which reflects a longstanding problem of gender inequity in the field of coaching. At the grassroots level of sport where the emphasis is on participation, developing physical literacy and fundamental sport skills ( Sport for Life, 2019 ), women comprise a slight majority ( Kidd, 2013 ); however, at

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Orlagh Farmer, Donna Duffy, Kevin Cahill, Diarmuid Lester, Sarahjane Belton and Wesley O’Brien

Physical Literacy . The Physical Educator, 72 , 236 – 260 . doi:10.18666/TPE-2015-V72-I5-6020 Duncan , S. , White , K. , Mavoa , S. , Stewart , T. , Hinckson , E. , & Schofield , G. ( 2016 ). Active transport, physical activity, and distance between home and school in children and

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Daniel Gould

Psychology position statement on sport specialization ( Côté, Lidor, & Hackfort, 2009 ), the Canada Physical Literacy Consensus statement ( Tremblay, Costas-Bradstreet et al., 2018 ), the International Olympic Committee consensus statement on harassment and abuse (nonaccidental violence) in sport ( Mountjoy

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Senlin Chen and Alex Garn

defined in the U.S. National Physical Education Standards ( Society of Health and Physical Education [SHAPE America], 2013 ). Grade-level outcomes with suggested scope and sequence for K–12 learners are an innovation of the recently revised national standards, which depicts a road map of physical literacy

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Weimo Zhu and Ang Chen

new directions for physical education (e.g., a health emphasis and physical literacy; Ennis, 2015 ) many items and theoretical domains would lose their relevance. She had worked with her colleagues to reexamine the entire value orientation theory and proposed and actually planned to begin, again

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Haichun Sun and Tan Zhang

Education for Peace . In W. Pinar & W. Reynolds (Eds.), Understanding curriculum as phenomenological and deconstructed text (pp.  102 – 115 ). New York, NY : Teachers College Press . Chen , A. ( 2015 ). Operationalizing physical literacy for learners: Embodying the motivation to move

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Chad M. Killian and Amelia Mays Woods

-quality learning opportunities that promote positive socialization into the physical education teaching profession. Our desire is that the courses in which PETE students participate result in deep learning about the knowledge, skills, and dispositions necessary to teach and promote physical literacy in the P-12

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Darla M. Castelli and Ang Chen

physical education: Reframing curriculum, pedagogy and research (pp.  14 – 26 ). New York,NY : Routledge . Ennis , C.D. ( 2015 ). Knowledge, transfer, and innovation in physical literacy curricula . Journal of Sport and Health Science, 4 ( 2 ), 119 – 124 . PubMed ID: 26558137 doi:10.1016/j