The goal of this special issue of Kinesiology Review is to expose kinesiology to a body of knowledge that is unfamiliar to most in the field. That body of knowledge is broad, deep, rich, and enduring. In addition, it brings with it a skill set that could be extremely helpful to professional practice, whether in teaching, coaching, training, health work, or rehabilitation. The body of knowledge and skills comes from a loosely defined field of study I have referred to as “complementary and alternative approaches to movement education” (CAAME). The field of CAAME is as diverse as the field of kinesiology. This introductory article focuses on what the field of CAAME has to teach kinesiology and what the field could learn from kinesiology. The overarching aim of the special issue is to foster dialogue and collaboration between students and scholars of kinesiology and practitioners of CAAME.
David I. Anderson
been more wrong. I did not encounter the Feldenkrais method again until the late 1990s, when my colleague Brad Bennett (a practitioner of Hanna Somatics and Tai Chi) and I invited a local Feldenkrais practitioner, Larry Goldfarb, to talk to the students in a class we were coteaching at SFSU. The next