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Melinda A. Solmon, Kim C. Graber, Amelia Mays Woods, Nancy I. Williams, Thomas J. Templin, Sarah L. Price, and Alison Weimer

This paper evolved from a panel discussion presented at the 2020 American Kinesiology Association Leadership Workshop focused on promoting physical activity through Kinesiology teaching and outreach. The authors consider the role of Physical Education Teacher Education (PETE) in promoting physical activity by examining the historical role that PETE has played in what are now Departments of Kinesiology, the status of PETE programs today, and how the future of PETE programs can impact the future of the discipline of Kinesiology. The challenges and barriers that PETE programs face are presented. The role of PETE programs in research institutions is examined, and case studies are presented that demonstrate the complexities the academic units face regarding allocating resources to PETE programs. The consequences of program termination are considered, and the authors then make a case that PETE programs are important to the broader discipline of Kinesiology. The authors conclude by encouraging innovative solutions that can be developed to help PETE programs thrive.

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Carolina Casado-Robles, Jesús Viciana, Santiago Guijarro-Romero, and Daniel Mayorga-Vega

, intention to be physically active, and self-reported and objective PA levels. The main hypotheses were that students in the innovative program will obtain (a) higher knowledge of their environment for practicing PA; (b) higher perceptions of autonomy support and, in consequence, higher autonomous and lower

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Mitchell McSweeney, Per G. Svensson, and Michael L. Naraine

The case explores how Sport4Change will adapt its sport-for-development (SFD) programs in response to the current uncertainty presented by COVID-19. Being able to innovate program operations, implementation, and delivery is key to the success and long-term sustainability of Sport4Change, and changing program strategies needs to be done correctly given the organization’s varying locations around the world. Making such decisions requires consideration of the various contexts in which Sport4Change works, understanding diverse options to implement SFD through technological or remote means, and aligning remote delivery and operations with each SFD location and their in-person program focus and goals in order to come up with solutions to ensure SFD remains impactful during COVID-19.

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Lisa Hicks and Dan Schmidt

There is a tremendous need for wellness programming at all university levels as well as the United States as a whole. Healthy lifestyles benefit the workplace through lower healthcare costs, lower rates of injury and absenteeism, higher productivity, and improved morale and retention. This paper describes two innovative programs in higher education, the Healthy DiplomaTM and Healthy Titans, which are designed to improve the health and well-being of both students and employees. Two universities addressed the health and wellness of students (Healthy DiplomaTM) and employees (Healthy Titans) by utilizing the strengths of their respective kinesiology department students and faculty members. The Healthy DiplomaTM program was designed to lead university students to a healthy lifestyle while enhancing their postgraduation contributions as healthy entry-level employees. The Healthy Titans program was designed to provide University of Wisconsin Oshkosh employees and their families an affordable fitness program with an onsite clinical setting for kinesiology students to gain practical experience with fitness programming. Students were provided the opportunity to gain personal health and wellness skills and competencies, and practice their future profession in an applied, yet highly-supervised setting. Practitioners were provided current research and best profession practices. These two programs at two different universities further illustrate both the practicality and advantages of faculty and student collaborations for campus-wide wellness. Programs addressing wellness at the university level have demonstrated appropriateness as well as benefits for students, employees, and community members, and suggest expansion of similar programs to other university settings.

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Ryan Snelgrove and Laura Wood

around the world. Although the need to innovate program delivery is spurred by COVID-19, the lessons that can be learned through the use of this case study extend beyond the pandemic because solutions have the potential to extend the scope of the organization’s impact given limited resources. Instructors

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Sheri J. Brock, Christina Beaudoin, Mark G. Urtel, Lisa L. Hicks, and Jared A. Russell

, offers experiential learning experiences for students, and provides faculty and staff with health and wellness support. These efforts promote healthy lifestyle choices to foster a productive work environment and educational space. Exploring links and partnerships, developing innovative programs, and

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Weiyun Chen, Cynthia Bowers, and Pamela Hodges Kulinna

. More importantly, this innovative program is conducive to simultaneously engaging students in both PA and academic learning. Methods Participants and Research Design Participants were second-grade ( n  = 46) and third-grade students ( n  = 19) from six classes enrolled in one elementary school located

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Yang Yang, Elisabeth Boulton, Kristin Taraldsen, A. Stefanie Mikolaizak, Mirjam Pijnnaples, and Chris Todd

mHealth technologies for older adults and examine whether they could be well engaged by these innovative programs so as to gain benefits from physical activity. Understanding young seniors’ adherence to these programs can also help to identify nonadherent users and improve programs where necessary. The

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Matthew T. Mahar, Harsimran Baweja, Matthew Atencio, Harald Barkhoff, Helen Yolisa Duley, Gail Makuakāne-Lundin, ZáNean D. McClain, Misty Pacheco, E. Missy Wright, and Jared A. Russell

) promotion of an understanding of diversity and inclusion within respective academic units or the field of kinesiology; (b) development of innovative programs, initiatives, and strategies designed to enhance AKA diversity and inclusion; and (c) sustained commitment to developing diversity and inclusion in

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Collin A. Webster, Diana Mindrila, Chanta Moore, Gregory Stewart, Karie Orendorff, and Sally Taunton

DOIT, despite the unique applicability of the theory to the adoption of innovative programs. A limitation of this study is that data were collected only from physical education teachers. Based on the contextual information provided in Table  1 , targeting physical education teachers as survey