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People have an innate and fundamental need to belong (i.e., to establish and maintain high-quality and enriching relationships with others). Belonging is important to our personal and professional lives, and culture is often the conduit filtering our sense of belonging. Some organizations are culturally inclusive wherein a culturally diverse array of individuals feel connected and have a sense of belonging. In contrast, others are marred by cultural exclusion, leaving some individuals culturally disconnected, culturally disengaged, and lacking a sense of belonging. This article posits cultural belonging as the “impoverishing errand” that kinesiology must accomplish. It discusses personal and positional culture, organizational culture, and the leadership needed in kinesiology to create institutional environments that support and sustain inclusive cultures of belonging for faculty, staff, and students. In so doing, it illustrates the need for the philosophical/ideological and managerial focus on people-centered leadership that normalizes cultural inclusion.

The present randomized study investigated the effect of acute supplementation of 800 mg/kg of ketone monoester ingestion (KE) or placebo (PL) and 210 mg/kg of NaHCO₃ co-ingestion on cycling performance of WorldTour cyclists during a road cycling stage simulation. Twenty-eight cyclists participated in the study (27.46 ± 4.32 years; 1.80 ± 0.06 m; 69.74 ± 6.36 kg). Performance, physiological, biochemical, and metabolism outcomes, gut discomfort, and effort perceived were assessed during a road cycling simulation composed of an 8-min time-trial (TT) performance + 30-s TT + 4.5 hr of outdoor cycling + a second 8-min TT + a second 30-s TT. Greater absolute and relative mean power during the first 8-min TT (F = 5.067, p = .033, ${\mathrm{\eta }}_{\mathrm{p}}^2=.163$ , F = 5.339, p = .029, ${\mathrm{\eta }}_{\mathrm{p}}^2=.170$ , respectively) was observed after KE than after PL (KE: 389 ± 34, PL: 378 ± 44 W, p = .002, d = 0.294 and KE: 5.60 ± 0.42, PL: 5.41 ± 0.44 W/kg, p = .001, d = 0.442). Additionally, greater concentration of β-hydroxybutyrate blood concentration (F = 42.195, p < .001, ${\mathrm{\eta }}_{\mathrm{p}}^2=.619$ ) was observed after KE than after PL during the first steps of the stage (e.g., after warm-up KE: 1.223 ± 0.642, PL: 0.044 ± 0.058 mM, p < .001, d = 2.589), although the concentrations returned to near baseline after 4.5 hr of outdoor cycling. Moreover, higher values of anion gap were observed (F = 2.333, p = .026, ${\mathrm{\eta }}_{\mathrm{p}}^2=.080$ ) after KE than after PL ingestion, after the warm-up and after the first 8-min and 30-s TT. Additionally, lower concentrations of ${\mathrm{HCO}}_3^{-}$ were reported in the KE condition after warm-up and after the first 8-min and 30-s TT. During the initial phase of the stage simulation, acute supplementation with KE + NaHCO₃ co-ingestion enhanced 8-min TT cycling performance (3.1%) in WorldTour cyclists with a concomitant hyperketonaemia.

Faculty with personal and professional identities that are marginalized in higher education experience identity taxation, which is the experience of greater physical, mental, emotional, or psychological labor beyond what is experienced by faculty members with dominant-group identities. Inequities in service work contribute substantially to this taxation. Here, we describe persistent inequities in service work in academia, the impacts and consequences of those inequities, and strategies from the literature and our own experiences to make service work more equitable. We then detail two case examples for how we implemented some of these strategies in our kinesiology department, including (a) adopting an equity-based model of service work for required department and college service committees and (b) applying an equity lens to a faculty search committee. Finally, we reflect on our successes and areas for improvement.

Background: Few programs assess for outcomes once translated into practice. The Physical Activity for Lifelong Success program was developed as a center-based public health intervention and shown to improve walking speed and distance among older adults with type 2 diabetes. We adapted the program for community-based delivery by lay leaders to physically inactive older adults. Methods: We followed the Replicating Effective Programs framework to identify community stakeholders, adapt, implement, and evaluate fidelity of delivery in community settings, and plan for maintenance and evolution. Sixteen community sites enrolled 184 adults (mean age 73.5 y, 85% female, 93% White) in 21 workshops. Baseline and postworkshop measures assessed participants’ health-related quality of life, physical function, and physical fitness. Data were analyzed using Fisher exact tests, Student t test, and paired linear regression with fixed effects. Results: Fidelity testing indicated leader training was sufficient to maintain key elements with delivery. Data from 122 participants showed improvements in chair stands (P < .001), arm curls (P < .001), 2-minute step test (P < .001), sit-and-reach (P = .001), 8-foot up-and-go (P < .001), and 10-m walk (P < .001). Conclusions: Adaptation of Physical Activity for Lifelong Success for implementation by community organizations for physically inactive older adults demonstrates that fidelity and effectiveness can be maintained after program translation.

This study aimed to provide a framework for how athletes evaluate stress before a competition and how stress relates to cognitive appraisal, sport confidence, and expectations of performance. Participants were 327 youth male athletes, aged 15–19 years (M = 16.90; SD = 1.00), who competed in the Portuguese National Football League and completed a questionnaire 24–48 hr before their match, using the critical incident methodology. Results revealed that opponents were the main source of stress for athletes and that the more athletes stress about their opponents, the more they tend to perceive the situation as threatening (and less challenging), the lower their perceptions of coping and sport confidence which, in turn, predicted lower expectations of individual and collective performance. In sum, perceiving the stressful situation as either a challenge or a threat predicts young athletes’ sport confidence and, consequently, expected performance when dealing with stressful competitive situations.