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Charity Bryan

The proliferation of online courses and programs has impacted kinesiology programs across the country. The process of providing online instruction, while popular with students, is often daunting to the kinesiology programs that must navigate this process. Recommendations for transitioning courses and programs from face-to-face to online are offered from both the faculty and administrative perspective. Maintaining academic rigor in online kinesiology courses and program is also essential to the dialogue and for ensuring success. Many kinesiology courses and programs are well suited for online delivery and demand for these programs is high. Kinesiology faculty and administrators should understand both the facilitators and barriers to online implementation.

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C. Jessie Jones and Janie Clark

Because of the recognized value of exercise for older adults, senior fitness programs have been developed in various facilities throughout the United States and in many other countries. However, there appears to be a shortage of professionally trained senior fitness specialists to develop and instruct such programs. A number of professional health and fitness organizations/associations and individual entrepreneurs have developed training programs leading to some type of certification. However, because there are no published curriculum standards to guide the development of these training programs, they often lack components essential for teaching students how to instruct safe and effective classes for senior participants. Curriculum Standards to Prepare Senior Fitness Instructors, developed by a national coalition, were presented at the 1995 International Conference on Aging and Physical Activity in Colorado. This project was undertaken not to promote national certification or licensing but, rather, to help educators plan training programs. Input from the conferees was synthesized into the standards, which are provided in this paper.

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Reginald Ocansey, Richmond Aryeetey, Seidu Sofo, Margaret Badasu Delali, Prince Pambo, and Vida Korleki Nyawornota


Limited evidence exists on indicators of physical activity (PA) and guidelines for children and youth in Ghana, despite the growing burden of physical inactivity, obesity, and related morbidity. A baseline description of PA indicators of Ghanaian children and youth is hereby presented in the 2014 Ghanaian Physical Activity Report Card.


Data for the report card were obtained from a very limited available literature on PA among children and youth in Ghana. PA experts independently assigned grades to indicators based on available evidence, which were then harmonized and agreed to by group consensus.


The report card is based on limited evidence. Thus, 2 indicators were not graded (Active Play, and Family and Peer Support). For sedentary behavior, a B grade was assigned based on evidence from the 2012 Ghana School Health Survey which indicated that 21% of children and youth were sedentary. Organized Sports was graded a C, while the remainder of indicators (Overall PA levels, Active Transportation, School, Community, and Government) were graded a D.


About one-third of Ghanaian children and youth engage in inadequate PA. More research on PA behavior and enabling environments is needed to better grade the indicators of PA in the future and to inform policy and interventions in Ghana. Appropriate school physical education and after-school sports policies and programs are warranted.

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Sara Kramers, Martin Camiré, and Corliss Bean

viewed as resources to be developed ( Damon, 2004 ). Utilizing a PYD approach requires program leaders to focus on the development of youth’s strengths and skills through the provision of positive growth experiences that prepare youth for successful functioning in society ( Catalano, Hawkins, Berglund

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Lori A. Gano-Overway, Sarah Carson Sackett, Janet Wigglesworth, and Madelynn E. Knight

studies exist that present comprehensive program evaluations of HEI coach education programs and how they are used to document program outcomes or improve programming. A variety of definitions have emerged for program evaluation; however, one definition of program evaluation associated with standards for

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Ja Youn Kwon, Pamela H. Kulinna, Hans van der Mars, Audrey Amrein-Beardsley, and Mirka Koro-Ljungberg

) and the Centers for Disease Control and Prevention ( 2013 ) have created a Comprehensive School PA Program (CSPAP) model to promote PA in all K–12 schools. CSPAP includes five components: (a) physical education, (b) PA during school, (c) PA before and after school, (d) staff involvement, and (e

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Jeffrey D. James

first thought about and reviewed what we have done and are trying to do at Florida State to prepare doctoral students. I provide information about the program at Florida State not to suggest others should replicate our efforts, but to have a starting point for discussion and program comparison. It also

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Lori A. Gano-Overway and Kristen Dieffenbach

teacher licensure. Unfortunately, Schoenstedt, Vickers, and Carr ( 2016 ) found that 43.8% of undergraduate physical education students in physical education teacher education (PETE) programs reported not having an opportunity to take coaching specific training during their academic studies. Additionally

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Julie D. Guldager, Anja Leppin, Jesper von Seelen, and Pernille T. Andersen

implementation differ. An essential prerequisite for program effectiveness is successful implementation, but it is not uncommon that teachers encounter barriers in trying to integrate health promotion activities into their curricular routines. In particular, implementation of comprehensive and multidimensional

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Murray F. Mitchell, Hal A. Lawson, Hans van der Mars, and Phillip Ward

Doctoral Programs for Physical Education Teacher Education (D-PETE) and D-PETE faculty are key components in the physical education system. They can be viewed as drivers of this system because their potential impacts are pervasive. For example, D-PETE programs and faculty are instrumental in the