Search Results

You are looking at 1 - 10 of 34 items for :

  • "undergraduate programs" x
Clear All
Restricted access

Patty Freedson, David M. Buchner, Russ Pate, Brad Hatfield, Loretta DiPietro, David A. Dzewaltowski, Tim Gavin and Jeff Nessler

This paper provides an overview of several university programs that have integrated various aspects of public health into their kinesiology instruction, research, and outreach efforts. The summaries of these programs provide the historical context that shows the various stages of transformation of their kinesiology and exercise science programs over the last century. Examples of specific academic structural designs and curricula are described, as well as the rationale the faculty used to justify these programs. In addition, advantages, opportunities, and challenges of this integration are highlighted.

Restricted access

Wang Jiahong, Ping Xiang, Zhang Dazhi, Weidong Liu and Xiaofeng Gao

Physical education (PE) undergraduate programs in higher education in China have evolved over the last 100 years. As a result, a comprehensive system of physical education undergraduate majors in higher education has been established in today’s colleges/universities in China. The large number of students who have completed a physical education undergraduate major have greatly contributed to the development of physical education and sports in China. In this article, we reviewed the evolution of physical education undergraduate majors in higher education in China according to five historical eras: (a) the early period of New China, (b) the Cultural Revolution period, (c) the early period of reform and opening up, (d) the period of socialist market economy exploration, and (e) the 21st century era. We also systematically examine the structures, goals, and courses of the physical education undergraduate majors in higher education in China. Finally, we provide in-depth analysis of the development of the physical education undergraduate majors through the examination of their guiding principles, goals, and curriculum design, which might serve as a reference for further enhancing the reform of the curricular design of the physical education undergraduate majors in higher education during the current era.

Restricted access

Suzan F. Ayers and Lynn D. Housner

The current study describes the nature of physical education teacher education (PETE) programs in the United States. Of the 200 institutions of higher education invited to participate, 116 PETE programs completed a comprehensive questionnaire regarding their undergraduate programs (58% response rate). Respondents reported employing an average of 3.84 (SD = 2.80) full-time and 3.07 (SD = 3.52) part-time faculty members, nearly equal in gender (females = 48%), and overly representative of Caucasians (92% of respondents reported employing a faculty of at least 60% Caucasian). First- and second-year field-based teaching experiences were provided by 77% of respondents. A majority (65.8%) of institutions provided student teaching experiences at the elementary and either middle or high school settings. These experiences typically lasted 9 weeks and were supervised by university personnel three times per setting, and 76.3% were conducted exclusively by PETE faculty. Emphasis on specific curricular models was reported by 83% of respondents, 45.3% reported electronic portfolio development as a primary technology experience, and 62% reported coursework as the primary means by which candidates received multicultural experiences.

Restricted access

Katie Dray and Kristy Howells

The contribution of higher education to the development of the coaching workforce worldwide has been most recently emphasised by the development of the ICCE’s Coaching Degree Standards (2016). These standards recognise the increasing value of learning technologies, suggesting that the use of technology in such coaching programs should aim to a) “enhance the learning experience of the student-coach” and b) “gain relevant theoretical and practical knowledge to make the most of technology whilst coaching” (p. 23). This article presents one coach developer’s experience of using e-portfolios with undergraduate students on a BSc. Sport Coaching Science undergraduate program that represents an effort to address both of these aims simultaneously. Drawing from a broader field of education research and through the provision of examples, it is suggested that e-portfolios might afford the coach learner a number of benefits including their accessibility, the role they play in developing meta-cognition, and their ability to provide a space that can bring together the different communities that influence the learner. Lastly, the benefits and challenges are presented through the eyes of the academic tutor and the relevance for coach education contexts outside of HE are discussed.

Restricted access

James R. Morrow Jr.

Quality Undergraduate Programs in Kinesiology,” intrigued me, as I was an undergraduate student in HPER (Health, Physical Education, & Recreation) at the University of West Florida (UWF) 50 years ago. I’ve often considered the education foundation I received at UWF to be excellent. The faculty and

Restricted access

Melissa Pangelinan, Marc Norcross, Megan MacDonald, Mary Rudisill, Danielle Wadsworth and James McDonald

exercise science. Before examining best practices for experiential learning implemented at AU and OSU, it is necessary to discuss the structure of their undergraduate programs. There are several important themes in both programs: • Central Advising: Advising is conducted by dedicated advisors at the

Restricted access

Patricia Gaion, Michel Milistetd, Fernando Santos, Andressa Contreira, Luciane Arantes and Nayara Caruzzo

for youth in participation sport) ( Ministry of Sport, 2018 ). The Ministry of Education manages the contents, courses, and learning experiences that should be included within undergraduate programs that automatically provide certification for coaches to coach ( Ministry of Education, 2018 ). On the

Restricted access

Larissa R. Galatti, Yura Yuka Sato dos Santos and Paula Korsakas

simulations ( Marcon, 2013 ; Nascimento, Ramos, Marcon, Saad, & Collet, 2009 ). Even though official documents (national guidelines for undergraduate programs in PE, the undergraduate program regulation, the bachelor’s regulation in PE, and the courses outlines—syllabi) express signs of an ongoing change

Restricted access

Jason R. Carter and Nancy Williams

:// ). Recent topics have included promoting high-quality undergraduate programs ( Templin, Carter, & Graber, 2018 ), advantages and challenges of partnerships ( Templin, 2017 ), innovation and entrepreneurship in kinesiology ( Carter, McCullagh, & Kreider, 2016 ), and the intersection of physical activity and

Restricted access

Michel Milistetd, Pierre Trudel, Steven Rynne, Isabel Maria Ribeiro Mesquita and Juarez Vieira do Nascimento

.) of their respective populations. The Ministry’s document called ‘National guidelines for undergraduate programs in physical education’ was only six pages and provided general information for administrators in the Brazilian educational system. The University’s document called ‘The Undergraduate