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Lisa M. Rubin and Matt R. Huml

times, travel schedule, and preference placed on academics ( Barnhill & Turner, 2013 ). College coaches have an unusually strong influence on their athletes’ college decision-making process. Most athletes spend more time interacting with their coaches than any other university employee ( Huml et

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Holly R. Huddleston, Vaughn Barry, and Jennifer L. Caputo


The purpose was to characterize energy expenditure (EE) during academic subjects and activities during an elementary school day.


Children in 2nd to 4th grades (N = 33) wore the SenseWear Armband (SWA) for 5 school days to measure EE. Teachers’ logs were compared with SWA data to extract information about EE throughout the day. Energy expenditure was also compared among grades.


After controlling for body mass, grade level was not a significant predictor of average daily caloric expenditure, F (2, 17.58) = .29, P = .75, ω2 = .05. When comparing activities throughout the day, relative rates of EE differed significantly, Wilks’ F (7, 23) = 52.2, P = .00, ηp 2 = .94, with PE and recess having higher EE. When academic subjects were compared (math, science, language arts), relative rate of EE was also significantly different, Wilks’ F (2, 30) = 4.31, P = .02, ηp 2 = .22. For the full sample, relative rate EE was higher in science than in language arts.


The school day provides opportunity for EE for children. These data support the potential benefit of active instruction in language arts as a method to increase school day EE.

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David I. Anderson and Richard E.A. van Emmerik

The 40th anniversary of the publication of George Brooks’s Perspectives on the Academic Discipline of Physical Education: A Tribute to G. Lawrence Rarick (1981) represents a wonderful opportunity to take stock of where the discipline of kinesiology stands today and how it has transformed over the

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Edward Hebert

associated with changes in academic life (e.g., closure of academic programs, reduction in faculty, increased teaching loads and faculty service expectations) that have been linked to a reduction in faculty morale ( Kerlin & Dunlap, 1993 ; Ryan, Healy, & Sullivan, 2012 ). Therefore, it is important that

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Aquasia A. Shaw, Merry Moiseichik, Heather Blunt-Vinti, and Sarah Stokowski

-athletes do not benefit equally from their interactions with faculty ( Comeaux & Harrison, 2007 ). Research documented how African American male athletes felt they had to prove they were worthy of attending college, strived to invalidate existing stereotypes of their academic inability ( Martin, Harrison

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Michael Dressing, Jillian Wise, Jennifer Katzenstein, and P. Patrick Mularoni

any prior anxiety or mood disorders on a day-to-day basis. Our study evaluated the validity of a measure created to assess academic-related anxiety in high-school athletes following concussion. We hypothesized a longer time frame for the return to school and sports after concussion in those with

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Rodrigo Antunes Lima, Karin A. Pfeiffer, Niels Christian Møller, Lars Bo Andersen, and Anna Bugge

Numerous studies have investigated the relationship between physical activity (PA) and academic performance in children and adolescents, and results are summarized in several reviews. 1 – 3 Despite the considerable number of published studies, a recent systematic review did not find clear evidence

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Duane Knudson and Melissa Bopp

and reduce academic dishonesty in online testing. Learning Introductory Biomechanics In Person and Online Most kinesiology professionals have taken a motor learning course and are familiar with rigorous definitions of learning. This means that many kinesiology university faculty do not make the common

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Melinda A. Solmon

According to Hutton ( 2006 ) more than 75% of college students on most campuses admit to engaging in some form of academic dishonesty. It is especially concerning that 50% of students indicate they do not believe that cheating is wrong. The problem is widespread across all levels of education and

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Fleur E.C.A. van Rens, Rebecca A. Ashley, and Andrea R. Steele

), student-athletes will likely develop both academic and athletic identities that align with their roles in these domains. However, research on student-athletes’ identities has almost exclusively focused on their athletic identity ( Yukhymenko–Lescroart, 2014 ). Athletic identity reflects the degree to