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Using National Initiatives to Guide Engaged Scholarship in the Kinesiology Classroom

Melissa Bopp

Engaged scholarship provides students with opportunities to learn and practice skills within both the general community and underserved populations. These types of opportunities are needed in kinesiology programs which train many allied health and wellness professionals. This paper outlines different strategies that were used to create service-learning opportunities in kinesiology undergraduate classes. Using frameworks established by national organizations (e.g., League of American Bicyclists, American Fitness Index), students have an opportunity to apply concepts of how community, policy, and the environment impact physical activity and public health. These activities help students gain experience by interacting in a professional setting; building skills for data collection, community engagement, and public speaking; and apply content from coursework to real-world situations.

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Sustained Engagement Experiences in Kinesiology: An Engaged Department Initiative

Brian D. Clocksin and Margo B. Greicar

Community engagement is commonly imbedded in the ethos of institutions of higher education and has been identified as a High Impact Practice for student learning and retention. The Sustained Engagement Experiences in Kinesiology (SEEK) program at the University of La Verne is a curriculum-wide approach that moves students through four stages of community engagement: Respect, Participating with Effort, Self-Directions, and Leadership. The stages are developmentally sequenced across the curriculum and provide opportunities for learners to move from passive participants to active engagement scholars. The engagement experiences serve to enhance students’ abilities to transfer what they learn in the classroom to real-life problems, foster an asset-based approach to community engagement, and facilitate a transition from surface-to deep-learning.

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Sport and Physical Activity for Positive Youth Development Related to Social and Emotional Learning: Reflections From the Know-Do Gap

Paul M. Wright

implementation in the know-do gap with regard to engaged scholarship, implementation tools and strategies, professional development, consulting, and policy. To an extent, these topics recapitulate the progression of my own career and the advancement of the TPSR model from an initial focus on implementation at a

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Merely Identity: Cultural Identity and the Politics of Sport

Ben Carrington

Some commentators have suggested that the embrace of “identity politics” has gone too far and that we are now in a putative postidentity moment. Within the academy this argument has been articulated from two divergent positions. The first derides identity politics as a move away from materialist concerns. The second, more conservative, position argues that identity politics is at fault for being over-political, for reading politics into every aspect of knowledge production. I argue that identity is in fact a necessary, although not sufficient, precondition for any effective oppositional politics. I further suggest that these arguments are themselves evidence of the articulation of (white, male, and heterosexual) institutional power within the academic field of (sport) sociology. As an alternative, I argue for the renewal of a critical public sport sociology that draws upon and extends the cultural studies tradition of committed and engaged scholarship.

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“Core Stability”: Should There Be a Bigger Focus on Foundational Skills in the Kinesiology Curriculum?

Barry Braun, Nancy I. Williams, Carol Ewing Garber, and Matthew Hickey

skills with content and engage learners in teamwork and taking leadership rather than solely teaching content in a teacher-centered approach. Some Relevant Examples That Are Working In the broadest sense, engaged scholarship is out-of-classroom experiences that complement classroom learning. As such

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An Online Program for High School Student-Athlete Leadership Development: Community Engagement, Collaboration, and Course Creation

Scott Pierce, Jedediah Blanton, and Daniel Gould

publically engaged scholarship . Journal of Higher Education Outreach and Engagement, 14 ( 4 ), 5 – 35 . Fraser , H. ( 2005 ). Four different approaches to community participation . Community Development Journal, 40 ( 3 ), 286 – 300 . doi: 10.1093/cdj/bsi037 10.1093/cdj/bsi037 Glass , C

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Promoting Physical Activity Through Kinesiology Teaching and Outreach: An Eye Toward the Future

Nancy I. Williams and Alan L. Smith

the centrality of kinesiology academic units to the missions of their institutions, the many opportunities for transformative engaged scholarship, and the capacity for large-scale physical activity interventions that promote the lifelong adoption of healthy lifestyle habits. This special issue on the

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“I’m Not Scared Anymore”: Impact of an Out-of-School Swimming Program on Children and Youth From an Underserved Community

Daniela M. Susnara, Matthew Curtner-Smith, and Stefanie A. Wind

, which were drawn from the literature on community-engaged scholarship ( Pruitt, McLean, & Susnara, 2019 ). First, the goal was that community partners would regard the OSSP as relevant . Second, the OSSP would include a high level of reciprocity in that community partners would be motivated to

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Developing a Pedagogy of Restorative Physical Education

Michael A. Hemphill, Yongsun Lee, Sarah Ragab, Jeremy Rinker, and Omari L. Dyson

accountable for the viability of research plans.” Similarly, much of the research on the TPSR model has emerged from engaged scholarship ( Wright, Fuerniss, & Cutforth, 2020 ), characterized by the integration of research with activities traditionally viewed as service ( Martinek & Hellison, 1997 ). Following

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Graduate Education From Physical Education to Kinesiology: Preparing the Next Generation

Diane L. Gill

( 1990 ) argued, creation of new knowledge, or the scholarship of discovery is a necessary, but not the only, form of scholarship in any academic area. Scholarship of application or engaged scholarship is especially important for any professional area. And, as I have argued elsewhere ( Gill, 2007 ) the