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Lessons Learned During the Pandemic: Recommendations for Kinesiology Programs’ Emerging Future

Miriam E. Leary, Randy W. Bryner, and Oladipo O. Eddo

. Discussions focus on improving students’ success, learning, and matriculation into the vulnerable first year of college; rigorous teaching and assessment practices for laboratory and lecture classes in core curriculum; and remote capstone opportunities to prepare graduates for a postpandemic workforce. First

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An Evaluation of a College Exercise Leader Program: Using Exercise Science Students as Advocates for Behavior Modification

Shelley Nicole Armstrong, Daniel R. Henderson, Brian M. Williams, and Michelle M. Burcin

Background:

The purpose of this study was to evaluate a college’s exercise leadership program, which was developed to help students, faculty and staff implement behavior changes necessary to begin and maintain a comprehensive exercise program.

Methods:

From 2006–2011, a total 66 subjects were recruited and each was assigned to a student exercise leader. Based on comprehensive baseline assessments, each student designed an individualized exercise program for his/her subject. At program completion, the subjects were reassessed.

Results:

Paired t tests were used to find significant statistical changes (P < .05) among the fitness components. Significant changes as a function of the 6-week exercise program were observed in body weight, body fat percentage, waist circumference, 1-mile walk time, sit-ups, push-ups, and trunk flexion.

Conclusions:

Getting started is the most difficult step, but beginning an exercise program has immediate benefits. Institutions of higher education are addressing issues of wellness as a means for increasing graduation, retention, and productivity rates among their campus constituents. These efforts are part of a collaborative effort initiated by the American College Health Association known as Healthy Campus 2020. The findings from this study have a direct impact on programmatic efforts.

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How the Lack of Content Validity in the Canadian Assessment of Physical Literacy Is Undermining Quality Physical Education

Dean Dudley and John Cairney

separating PL as a unique, but related, construct, especially given the PL positioning by UNESCO to reform physical education teaching and assessment practices ( McLennan & Thompson, 2015 ). Explaining the pedagogical reform agenda of PL in physical education, therefore, requires close examination of

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The Influence of Socialization Factors on Physical Educators’ Conceptions of Assessment and Perceived Quality of Assessment

Jenna R. Starck, K. Andrew R. Richards, Michael A. Lawson, and Oleg A. Sinelnikov

Although scholars have argued that assessment is an integral component of the teaching–learning process and one of the four essential components of physical education ( National Association for Sport and Physical Education, 2009 ), assessment in physical education is still “far from being regular

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A Case for Unifying Accelerometry-Derived Movement Behaviors and Tests of Exercise Capacity for the Assessment of Relative Physical Activity Intensity

Mark W. Orme, Phoebe H.I. Lloyd-Evans, Akila R. Jayamaha, Winceslaus Katagira, Bruce Kirenga, Ilaria Pina, Andrew P. Kingsnorth, Ben Maylor, Sally J. Singh, and Alex V. Rowlands

assessment of intensity usually remains focused on absolute intensity, typically classified as light and moderate or vigorous, using cut points based on group calibration studies. 7 , 12 However, population-specific cut points are available that enable expression of intensity relative to the lower capacity

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Preservice Teachers’ Assessment Literacy Within Models-Based Practice

Jenna Starck, Oleg A. Sinelnikov, and Kevin Andrew Richards

Assessment in physical education (PE) has changed over the years toward the use of integrated and alternative assessment practices captured under the broad category of assessment for learning ( López-Pastor et al., 2013 ). While recognized as a process which collects and interprets information on

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The Effects of Online Motor Skill Assessment Training on Assessment Competence of Physical Educators

Wesley J. Wilson, Ali Brian, and Luke E. Kelly

( Kelly & Moran, 2010 ). In order to provide strong justification that students are reaching program goals and objectives, competency in assessment, particularly of motor skills, is paramount for PE teachers ( Horvat, Kelly, Block, & Croce, 2018 ), and may be used as advocacy for quality PE ( Rink, 2014

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Moving Toward Authentic, Learning-Oriented Assessment in Coach Education

Liam McCarthy, Ashley Allanson, and John Stoszkowski

undertake assessment with sports coaches and identify some potential issues and opportunities. Then, we outline three assessment principles that we believe could enhance the assessment experience and outcomes for sports coaches followed by examples of the practical application of each principle in a HEI

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Primary School Teachers’ Perceptions of Physical Literacy Assessment: A Mixed-Methods Study

Inimfon A. Essiet, Elyse Warner, Natalie J. Lander, Jo Salmon, Michael J. Duncan, Emma L.J. Eyre, and Lisa M. Barnett

contention has been PL assessment. For instance, Chen ( 2020 ), in a commentary article, argued that measurement is founded on an opposing epistemological perspective to PL’s philosophical tenets, and dissecting the holistic concept that is PL into smaller pieces for measurement purposes goes against the

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Test–Retest Reliability of a Functional Reaction Time Assessment Battery

Robert C. Lynall, Rachel S. Johnson, Landon B. Lempke, and Julianne D. Schmidt

. Procedures All participants reported to the laboratory for 2 identical testing sessions separated by at least 7 days (8.1 [1.9] d [range = 7–14 d]). Participants completed 2 clinical RT assessment batteries (computerized Stroop task and drop stick test) and 5 functional RT assessments (gait, jump landing