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Column-editor : Neil Curtis

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Jeff Stewart and Vivian H. Wright

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Scott Barker, Andrew P. Winterstein, Kenneth E. Wright, and Vivian H. Wright

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Scott W.T. McNamara, Matthew Shaw, Kylie Wilson, and Angela Cox

). Online settings and e-learning tools may offer a viable alternative learning opportunity for practitioners and students within the field of kinesiology to engage with relevant content that may have been previously available only to them through professional conferences or face-to-face college courses

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Chad M. Killian and Amelia Mays Woods

instructional physical activity course identified significant pretest to posttest gains in students’ health-related fitness knowledge, indicating that students were better able to learn via e-learning systems in an instructional physical activity course. Results from these studies demonstrated that students are

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Jared Russell, Danielle Wadsworth, Peter Hastie, and Mary Rudisill

The purpose of this paper is to describe the precursors to and development of the School of Kinesiology's portal, which is used to deliver multimedia content to the approximately 7,000 students annually enrolled in physical activity and wellness program courses. Grounded in research, the paper addresses the initial rationale for changing the physical activity program focus, the implementation of a new delivery system of course content, and the benefits to students and instructors that have been realized. Research possibilities are also outlined. The paper concludes with an examination of issues that faculty at other institutions might consider when developing an online component within their physical activity and wellness programs.

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Jillian McNiff and Thomas J. Aicher

In 2013, approximately 5.3 million students took an online course in the United States—a 3.7% increase, when compared with 2012. This growth in e-learning may impact sport participation and the educational experience of student-athletes. This change creates various challenges and opportunities for those who support student-athletes’ educational development. Therefore, using the zone for proximal development and scaffolding theory, the purpose of this investigation was to determine the role student-athlete support services staff play in ensuring the effectiveness and quality of e-learning, and to identify strategies and best practices associated with e-learning. Qualitative interviews were conducted with directors of student-athlete support service organizations within Division I athletics. Results of the analysis engendered three central themes: (a) faculty relations, (b) lack of formal assessment, and (c) educational opportunities. The results aligned with the tenets of the zone of proximal development and scaffolding theory. In addition, a framework to assist student-athletes’ development is presented.

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Josh Trout and Eddie Vela

In 2009, California State University-Chico implemented a unique system of course redesign with the aim of improving student learning, increasing instructional efficiency, and reducing university costs. Inspired by and modeled after the National Center for Academic Transformation, the “Academy e-Learning” program involves a 3-week training covering models of course design, learning theories, assessment methods, and a host of instructional technologies. This paper summarizes data from 40 courses, across five separate cohort groups from 2009–2013, with respect to the efficacy of Academy e-Learning (re)design training. Data show improvements in student learning outcomes in over half of the course redesigns. Benefits of course redesign included increased instructional efficiency, enhanced student learning, and a reduction in university costs by offering some instruction online and increasing enrollment caps. Barriers to a successful course redesign included lack of time, technology malfunction, and workload concerns. This paper outlines the redesign process at California State University-Chico, discusses similar redesign initiatives at other institutions, and offers solutions for measuring effectiveness of a redesigned course.

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Jacquelyn Cuneen and M. Joy Sidwell

Internships are essential parts of quality sport management education, enabling students to link the classroom - professional environments through observation, exploration, and participation. Given the significance of the internship experience, it is important to determine if all students have the same opportunities for learning. The purpose of this study was to describe working (i.e., learning conditions) for female and male sport management interns working in college sport. Participants were collegiate athletics administrators (N = 257) who provided information on seven aspects of students’ (N = 379) internship experiences. A Chi Square model found differences (p = <.05) favoring males in intern selection, employment status, and salary, as well as job assignments in sports information, corporate sales, and compliance. In addition, female interns performed more clerical duties than males. Supervisor gender was a significant factor in some cases. It was concluded that biases favoring males exist in many facets of collegiate internships.

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Chad M. Killian, Amelia Mays Woods, Kim C. Graber, and Thomas J. Templin

their subject areas. These school initiatives were mostly related to homework policies and “e-Learning days.” In fact, e-Learning days were mentioned frequently as a supporting factor for iPE adoption. “All the teachers are required to have an e-Learning assignment on those e-Learning days. So, for PE