DeAnne Davis Brooks, Lauren D. Griffin, Teah Rawlings, Rennae W. Stowe, Dawn Norwood
Kinesiology programs seeking to prepare an inclusive workforce are committed to recruiting and retaining graduate students who represent the demographic diversity of our country, communities, and undergraduate universities. Plans for enhancing diversity, including partnerships between historically Black undergraduate institutions and graduate programs located on predominantly White campuses, must incorporate equity-focused strategies. In this article, four Black women with various experiences as students and faculty at predominantly White institutions and historically Black colleges and universities offer their advice on equity-focused approaches to graduate student recruitment and retention. This article is meant to provide nuanced understandings of the benefits and challenges of such approaches for students and faculty of color.
{"title":"An Equity-Focused Approach to Graduate Student Recruitment and Retention","authors":"DeAnne Davis Brooks, Lauren D. Griffin, Teah Rawlings, Rennae W. Stowe, Dawn Norwood","doi":"10.1123/kr.2023-0027","DOIUrl":"https://doi.org/10.1123/kr.2023-0027","url":null,"abstract":"Kinesiology programs seeking to prepare an inclusive workforce are committed to recruiting and retaining graduate students who represent the demographic diversity of our country, communities, and undergraduate universities. Plans for enhancing diversity, including partnerships between historically Black undergraduate institutions and graduate programs located on predominantly White campuses, must incorporate equity-focused strategies. In this article, four Black women with various experiences as students and faculty at predominantly White institutions and historically Black colleges and universities offer their advice on equity-focused approaches to graduate student recruitment and retention. This article is meant to provide nuanced understandings of the benefits and challenges of such approaches for students and faculty of color.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135652929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Physical activity is a health-protective factor that can reduce disease risk in later life. Designing interventions that increase physical activity participation are paramount but need to increase potency and reduce the time to effectiveness. This paper aims to outline one transdisciplinary, team science effort to increase behavioral intervention potency through the integration of the autonomous cognition model whereby data guide each decision in developing a school-based physical activity intervention. Examples of data collected by stage and a summary of potential action steps are provided.
{"title":"Physical Activity Interventions to Reduce Metabolic Risk Factors to Cognitive Health","authors":"D. Castelli, Christine Julien","doi":"10.1123/kr.2022-0037","DOIUrl":"https://doi.org/10.1123/kr.2022-0037","url":null,"abstract":"Physical activity is a health-protective factor that can reduce disease risk in later life. Designing interventions that increase physical activity participation are paramount but need to increase potency and reduce the time to effectiveness. This paper aims to outline one transdisciplinary, team science effort to increase behavioral intervention potency through the integration of the autonomous cognition model whereby data guide each decision in developing a school-based physical activity intervention. Examples of data collected by stage and a summary of potential action steps are provided.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"188 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77677277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Navigating a Professional Minefield: Service Workload, Identity Taxation, and Department Culture","authors":"K. Michael Rowley, M.P. Jenny O, E. Missy Wright","doi":"10.1123/kr.2023-0030","DOIUrl":"https://doi.org/10.1123/kr.2023-0030","url":null,"abstract":"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.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135753513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this review was to systematically summarize the existing literature on the effect of core muscle training on measures of balance and agility in athletes. A search was conducted to identify the eligible articles on core muscle training, balance, agility, and athletes in PubMed, Scopus, Web of Science, Cumulative Index to Nursing and Allied Health Literature, Cochrane Central Register of Controlled Trials, and Physiotherapy Evidence Database that were published from inception to April 15, 2022. The literature search retrieved 3,299 articles, of which 17 randomized controlled trials met the inclusion criteria of the review. Two reviewers independently performed study selection and assessed the quality of included studies using the Physiotherapy Evidence Database (PEDro) scale, and a third reviewer was consulted in case of disagreements. The quality of the studies was mixed. Core muscle training can be used to target balance and agility in athletes. Furthermore, core training of variable frequency, intensity, and type can be incorporated in athletic programs to improve balance and agility.
本综述的目的是系统地总结现有的关于核心肌肉训练对运动员平衡和敏捷性测量的影响的文献。检索PubMed、Scopus、Web of Science、护理和联合健康文献累积索引、Cochrane中央对照试验注册库和物理治疗证据数据库中从成立到2022年4月15日发表的关于核心肌肉训练、平衡、敏捷性和运动员的合格文章。文献检索共检索到3299篇文献，其中17项随机对照试验符合本综述的纳入标准。两名审稿人独立进行研究选择，并使用物理治疗证据数据库(PEDro)量表评估纳入研究的质量，如有分歧，咨询第三名审稿人。研究的质量参差不齐。核心肌肉训练可以用来提高运动员的平衡性和敏捷性。此外，可变频率、强度和类型的核心训练可以纳入运动项目，以提高平衡和敏捷性。
{"title":"Effect of Core Muscle Training on Balance and Agility in Athletes: A Systematic Review","authors":"Saidan Shetty, Y.V. Raghava Neelapala, Prateek Srivastava","doi":"10.1123/kr.2023-0002","DOIUrl":"https://doi.org/10.1123/kr.2023-0002","url":null,"abstract":"The objective of this review was to systematically summarize the existing literature on the effect of core muscle training on measures of balance and agility in athletes. A search was conducted to identify the eligible articles on core muscle training, balance, agility, and athletes in PubMed, Scopus, Web of Science, Cumulative Index to Nursing and Allied Health Literature, Cochrane Central Register of Controlled Trials, and Physiotherapy Evidence Database that were published from inception to April 15, 2022. The literature search retrieved 3,299 articles, of which 17 randomized controlled trials met the inclusion criteria of the review. Two reviewers independently performed study selection and assessed the quality of included studies using the Physiotherapy Evidence Database (PEDro) scale, and a third reviewer was consulted in case of disagreements. The quality of the studies was mixed. Core muscle training can be used to target balance and agility in athletes. Furthermore, core training of variable frequency, intensity, and type can be incorporated in athletic programs to improve balance and agility.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135954223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Creating an Institutional Environment That Leads to an Inclusive Culture of Belonging: Kinesiology’s “Impoverishing Errand”","authors":"Ketra L. Armstrong","doi":"10.1123/kr.2023-0029","DOIUrl":"https://doi.org/10.1123/kr.2023-0029","url":null,"abstract":"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.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135755252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inclusiveness in higher education has received increased attention, as institutions are seeking to be more proactive in meeting the needs of a diverse student body. While university departments have noted inclusive excellence as a goal for their programs, how this is realized is often unclear or difficult to assess. Equally troubling is the scarcity of ideas on how curriculum can be enhanced for transformative change, radical possibility, antiracism, and social justice. This article attempts to rectify these issues by presenting thoughts on curriculum change and program development in higher education kinesiology using a cultural equity approach.
{"title":"A Cultural-Equity-Centered Guide to Inclusive Curriculum Change in Higher Education Kinesiology","authors":"Brian Culp","doi":"10.1123/kr.2023-0026","DOIUrl":"https://doi.org/10.1123/kr.2023-0026","url":null,"abstract":"Inclusiveness in higher education has received increased attention, as institutions are seeking to be more proactive in meeting the needs of a diverse student body. While university departments have noted inclusive excellence as a goal for their programs, how this is realized is often unclear or difficult to assess. Equally troubling is the scarcity of ideas on how curriculum can be enhanced for transformative change, radical possibility, antiracism, and social justice. This article attempts to rectify these issues by presenting thoughts on curriculum change and program development in higher education kinesiology using a cultural equity approach.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135356657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inclusive learning environments are necessary for all students to thrive. Such environments require that teachers and students engage in a critical praxis : iterative reflection and action that attend to social identity, power/privilege, and oppression for social justice promotion. In this conceptual paper, I overview my efforts as a program director to engage in a critical praxis and embed diversity, inclusion, and equity values into the fabric of an athletic leadership master’s program at a teaching-focused college. Strategic efforts described include creating a mission statement, conducting a needs assessment, developing a curriculum to promote critical capacity building in tandem with supporting sport–social justice student research, and recruitment of students with minoritized identities and nontraditional backgrounds. I conclude with future directions aimed at ensuring that graduate students have an inclusive and empowering educational experience that helps them develop as inclusive, equity-minded leaders.
{"title":"Program Directing as Critical Praxis: Efforts to Embed Diversity, Equity, Inclusion, and Justice Values Into an Athletic Leadership Master’s Program","authors":"Jill Kochanek","doi":"10.1123/kr.2023-0034","DOIUrl":"https://doi.org/10.1123/kr.2023-0034","url":null,"abstract":"Inclusive learning environments are necessary for all students to thrive. Such environments require that teachers and students engage in a critical praxis : iterative reflection and action that attend to social identity, power/privilege, and oppression for social justice promotion. In this conceptual paper, I overview my efforts as a program director to engage in a critical praxis and embed diversity, inclusion, and equity values into the fabric of an athletic leadership master’s program at a teaching-focused college. Strategic efforts described include creating a mission statement, conducting a needs assessment, developing a curriculum to promote critical capacity building in tandem with supporting sport–social justice student research, and recruitment of students with minoritized identities and nontraditional backgrounds. I conclude with future directions aimed at ensuring that graduate students have an inclusive and empowering educational experience that helps them develop as inclusive, equity-minded leaders.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"2018 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135954231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Athletes have long been activists, but the historical presentation and understanding of that activism is complex, constantly shifting, and wrought with contradictions and paradoxes. In this article, I call attention to facts and narratives around social justice, including how kinesiology and its subdisciplines embrace and afford opportunities to women and racial and ethnic minorities and casts them in their visions for the future. Neither raw statistics of (under- or over-) representation nor promises of a brighter future are likely to have any impact or contribute to understanding until they are presented in coherent narratives that include, or are preferably created by, affected voices. Only when kinesiology is producing a critical volume of these narratives can it truly claim to be contributing to social justice.
{"title":"Sport, Activism, and Ethics: Historiographical Perspectives","authors":"D. Booth","doi":"10.1123/kr.2021-0035","DOIUrl":"https://doi.org/10.1123/kr.2021-0035","url":null,"abstract":"Athletes have long been activists, but the historical presentation and understanding of that activism is complex, constantly shifting, and wrought with contradictions and paradoxes. In this article, I call attention to facts and narratives around social justice, including how kinesiology and its subdisciplines embrace and afford opportunities to women and racial and ethnic minorities and casts them in their visions for the future. Neither raw statistics of (under- or over-) representation nor promises of a brighter future are likely to have any impact or contribute to understanding until they are presented in coherent narratives that include, or are preferably created by, affected voices. Only when kinesiology is producing a critical volume of these narratives can it truly claim to be contributing to social justice.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84273581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elizabeth M. Mullin, Anna Bottino, D. Wadsworth, S. Petruzzello, Tiffanye M. Vargas
While the negative psychological effects of the COVID-19 pandemic have been noted in the general population and among undergraduate students, little is known about the impact on graduate students. We surveyed kinesiology graduate students (N = 272) enrolled in American Kinesiology Association member institutions regarding their well-being. Overall, graduate students reported poor mental health and high perceived stress. Cisgender women reported worse outcomes than their counterparts. No significant differences were found among sexual orientation or racial and ethnic identity. In open-ended responses, graduate students identified both increased and decreased well-being and delineated methods that helped or would have helped their well-being during the pandemic. Faculty and administrators must put intentional effort into recognizing mental health disparities, provide open and clear communication, and increase access and visibility of resources to support the mental health and well-being of graduate students.
{"title":"Mental Health and Perceived Stress in Kinesiology Graduate Students","authors":"Elizabeth M. Mullin, Anna Bottino, D. Wadsworth, S. Petruzzello, Tiffanye M. Vargas","doi":"10.1123/kr.2022-0020","DOIUrl":"https://doi.org/10.1123/kr.2022-0020","url":null,"abstract":"While the negative psychological effects of the COVID-19 pandemic have been noted in the general population and among undergraduate students, little is known about the impact on graduate students. We surveyed kinesiology graduate students (N = 272) enrolled in American Kinesiology Association member institutions regarding their well-being. Overall, graduate students reported poor mental health and high perceived stress. Cisgender women reported worse outcomes than their counterparts. No significant differences were found among sexual orientation or racial and ethnic identity. In open-ended responses, graduate students identified both increased and decreased well-being and delineated methods that helped or would have helped their well-being during the pandemic. Faculty and administrators must put intentional effort into recognizing mental health disparities, provide open and clear communication, and increase access and visibility of resources to support the mental health and well-being of graduate students.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75182188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article documents the highlights achieved by the Department of Kinesiology at Indiana University Purdue University Indianapolis over the span of 25 years that culminated with their being awarded the Inclusive Excellence award as sponsored by the American Kinesiology Association. Furthermore, this journey was presented using the special issue focus on leadership. Presented experiences occurred within the typical faculty understanding of teaching, research, and service. Recognition was given to the university and campus that hosts this department as it related to the overall diversity and inclusion culture developed on the broader scale, as this is important to acknowledge. This journey could inform or inspire other similar units as they strive to enhance diversity and inclusive excellence in their respective institutions.
{"title":"Exemplifying Inclusive Excellence: How Indiana University Purdue University Indianapolis Leads by Example in Kinesiology","authors":"Mark G. Urtel, N. Keith, R. Bahamonde","doi":"10.1123/kr.2022-0022","DOIUrl":"https://doi.org/10.1123/kr.2022-0022","url":null,"abstract":"This article documents the highlights achieved by the Department of Kinesiology at Indiana University Purdue University Indianapolis over the span of 25 years that culminated with their being awarded the Inclusive Excellence award as sponsored by the American Kinesiology Association. Furthermore, this journey was presented using the special issue focus on leadership. Presented experiences occurred within the typical faculty understanding of teaching, research, and service. Recognition was given to the university and campus that hosts this department as it related to the overall diversity and inclusion culture developed on the broader scale, as this is important to acknowledge. This journey could inform or inspire other similar units as they strive to enhance diversity and inclusive excellence in their respective institutions.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"83 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82660261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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