Kinesiology programs are well positioned to create and develop partnerships within the university, with local health care providers, and with the community to integrate and enhance the activities of professional training, community service, public health outreach, and collaborative research. Partnerships with medical and health care organizations may be structured to fulfill accreditation standards and the objectives of the “Exercise is Medicine®” initiative to improve public health through primary prevention. Barriers of scale, location, time, human resources, and funding can be overcome so all stakeholder benefits are much greater than the costs.
Peter W. Grandjean, Burritt W. Hess, Nicholas Schwedock, Jackson O. Griggs and Paul M. Gordon
Hannah Butler-Coyne, Vaithehy Shanmuganathan-Felton and Jamie Taylor
Equestrian media is showing an increasing interest in the impact of mental health on performance and general wellbeing of equestrian athletes. This study explores the awareness of mental health difficulties and psychological wellbeing within equestrian sport from the perspectives of equestrian athletes, instructors/coaches and parents. The exploratory nature of the research offered opportunity to use a dual approach including e-surveys and semi-structured interviews. Analysis of the qualitative data identified five key themes (Emotional Wellbeing in Balance; Emotional Wellbeing Imbalance; Wellbeing Imbalance—Impact on Equestrian Sportspeople; Impact of Equestrian Sport on Wellbeing; Regaining Balance) and 22 sub-themes. The findings determine a compelling need for education, promotion of sharing experiences, facilitation of specialist (clinical and sport) professional training and intervention as well as a review of regulations from equestrian Governing Bodies.
Denis H. Stott, Sheila E. Henderson and Fred A. Moyes
This article describes the approach to testing that guided the recent revision of the Test of Motor Impairment (TOMI). Traditional attempts to measure intrinsic ability lent themselves to the labeling of children as defective. A test score should be regarded rather as a record of available capabilities. Performance depends on the abilities a child brings into play; the use of abilities and the development of skills depend in turn on motivational-emotional factors. Moreover, a composite score does not provide information about the reasons for failure. These considerations led to the compilation of qualitative diagnostic aids. The first directs the tester’s attention to the nature of a child’s failure of motor control, the second to behavioral sources of poor performance. The third checklist is a task-by-task, process-oriented analysis of motor faults designed for clinical diagnosis and professional training. In providing a detailed picture of a child’s performance, the TOMI bridges the gap between assessment and therapy and provides instrumentation for systematic, measurable therapy.
In this paper I view the history of kinesiology in America through the lens of a shifting academic landscape where physical culture and building acted upon each other to reflect emergent views concerning the nature of training in physical education and scientific developments around human movement. It is also an organizational history that has been largely lived in the gymnasium and the laboratory from its inception in the late nineteenth century to its current arrangements in the academy. Historians have referred to this in appropriately embodied terms as the head and the heart of physical education, and of course the impact of gender, class, and race was ever present. I conclude that the profession/discipline conundrum in kinesiology that has ebbed and flowed in the shifting spaces and carefully organized places of the academy has not gone away in the twenty-first century and that the complexities of today’s training require more fertile and flexible collaborative approaches in research, teaching, and professional training.
Ben-El Berkovich, Aliza H. Stark, Alon Eliakim, Dan Nemet and Tali Sinai
history as past competitors, the extent of professional training for acquiring coaching skills, the achievements of their athletes in competitions, and descriptions of the methods of weight loss and RWL that they endorsed. Further questions were asked regarding the amount of weight loss and type/length of
Irineu Loturco, Timothy Suchomel, Chris Bishop, Ronaldo Kobal, Lucas A. Pereira and Michael McGuigan
participants had at least 5 years of resistance training experience and, due to their professional training routine, performed a minimum of 3 and a maximum of 5 strength–power training sessions per week. The sample comprised 15 athletes who participated in the previous Summer and Winter Olympic Games (10 in
Rachel Arnold, Nicole Bolter, Lori Dithurbide, Karl Erickson, Blair Evans, Larkin Lamarche, Sean Locke, Eric Martin and Kathleen Wilson
Edited by Kim Gammage
appointment as a novel way to provide exercise information. Under the theme of education, participants described a need and desire for professional training on exercise promotion, service training by physical therapists and occupational therapists, as well as clear and defined exercise protocols. The
Sarah E. Roth, Monique Gill, Alec M. Chan-Golston, Lindsay N. Rice, Catherine M. Crespi, Deborah Koniak-Griffin and Michael L. Prelip
), $2500 in equipment vouchers for use in PE classes, and a $200 stipend for completing all 12 hours of the SPARK training. Participating teachers at intervention schools were offered 12 hours of standards-based professional training that occurred in 3 parts: 6 hours in October 2014, 3 hours in January
Øyvind Sandbakk, Guro Strøm Solli and Hans-Christer Holmberg
, the sex gap in performance previously appeared to be artificially large. Although more-professional training by women has in general reduced the apparent gap in Western countries, there are still sex differences in participation and professionalization for certain sports. For example, conflicting
Chun-Hao Wang and Kuo-Cheng Tu
active players on the collegiate badminton team (aged 20.56 ± 1.82 years, with professional training experience of 5 or more years), while the remaining 16 students were athletes matched for health, age, gender, and fitness from the track-and-field team (aged 20.56 ± 1.50 years, with professional