ABSTRACT Anti-fat biases are negative attitudes and beliefs about individuals perceived to carry excess weight. Kinesiology professionals often exhibit anti-fat bias toward patients, resulting in treatment disparities. Clinical education does not adequately address this issue, and educational strategies for undergraduate kinesiology students are largely ineffective in combating bias. This knowledge gap makes kinesiology students more likely to exhibit bias, which can affect their ability to provide high-quality, equitable care in their future roles. Therefore, the purpose of this study was to develop and implement an anti-fat bias reduction workshop for undergraduate kinesiology majors using transformative learning theory principles. Workshop participants demonstrated changes in the Attitudes Toward Obese People (ATOP) scale, the Anti-fat Attitudes Scale (AFA), AFA Fear of Fat sub-scale, and AFA Willpower sub-scale. Post-intervention data between the workshop and control group participants demonstrated differences in the AFA Willpower. The workshop proved effective in reducing beliefs in the controllability of weight, consistent with existing literature in a similar population. Future implementation of this workshop should include larger, more diverse student populations and explore the long-term impacts of workshops targeted at reducing anti-fat bias.

ABSTRACT Podcasting has emerged as an accessible and engaging pedagogical tool that promotes flexibility, autonomy, and reflection, which are central principles to student-centered learning. This study examined student perceptions of a podcast-based flipped classroom model implemented in an undergraduate kinesiology course, Medical Aspects of Sport. Seventeen short podcast episodes (M = 7.03 min, SD = 1.53) replaced traditional lectures, while in-class sessions emphasized active, applied learning through peer-led demonstrations, clinical role-plays, case discussions, and collaborative problem solving. Thirty-two students (M age = 20.7 years; 53.1% female) completed an end-of-semester qualitative survey consisting of four open-ended prompts. Reflexive thematic analysis was used to construct four major themes: (1) flexibility and convenience of podcasts, (2) engagement through active and applied learning, (3) motivation and accountability challenges in self-paced formats, and (4) mixed preferences for instructional structure. Students valued the autonomy and mobility provided by podcasts and found in-class activities effective for deepening understanding and translating concepts to professional contexts. However, several reported difficulty maintaining motivation and missed opportunities for real-time instructor feedback. These findings align with self-determination and constructivist learning theories, emphasizing how podcast-based flipped models can enhance autonomy and competence while highlighting the need for structured accountability and relational support. Collectively, this study extends prior research on flipped and audio-based learning by demonstrating how brief, intentionally designed podcasts paired with scaffolded experiential activities can enhance engagement, accessibility, and professional skill development in kinesiology education.

ABSTRACT Kinesiology, as a major, is an interdisciplinary field with somewhat distinct areas of study. However, motor control/learning (MCL), and biomechanics (BIO-M) courses overlap considerably in their area of study, human movement. These courses are often taken later in an undergraduate curriculum plan of study as they have different pre-requisites. The purpose of the present study was to determine if the sequence in which MCL and BIO-M classes were taken influences student success in each course, as determined by final grades. We hypothesized that students would score better when the two classes were taken together. Data was included for 195 students that completed upper-level courses in both MCL and BIO-M for 6 continuous semesters, between the fall of 2022 and spring of 2025. Three course sequences were examined: 1.) BIO-M taken first, 2.) MCL taken first, 3.) courses taken together. The results showed that grades were slightly higher overall for the BIO-M class than the MCL class. Overall, grades were lower in both classes when the MCL course was taken first, despite both classes requiring higher-order thinking and learning, and the assessments being similar. The BIO-M class does provide more specific, individualized feedback early in the class, as well as a potential for re-taking the first exam. We posit that students are not used to free response assessments and that taking the BIO-M class first prepares them better for both classes.

ABSTRACT Systemic racial disparities in research technology design, such as electroencephalography (EEG) systems, continue to limit the participation of Black student-athletes in neuroscience and kinesiology research. Current EEG systems, which rely on fitted caps and gel application for brain signal acquisition, often fail to accommodate diverse hair types and styles, disproportionately excluding this population. This study aimed to: (1) evaluate the feasibility of current EEG caps in terms of acceptability, appropriateness, practicality, and implementation among Black student–athletes; and (2) explore their feedback to refine recruitment strategies and protocols for EEG use in sports research. Black student-athletes (n = 34) completed surveys addressing demographic and hairstyle information alongside EEG cap feasibility. Results indicated dissatisfaction with EEG cap, citing challenges with gel application and hair compatibility. Practicality concerns included cap placement difficulty and the significant time required for post-use hair care (M = 4.09 hours, SD = 2.08). While 35% expressed willingness to participate in a hypothetical study using the EEG cap, 50% were reluctant, and 15% were neutral. A follow-up focus group highlighted a need for transparency, researcher accountability, and culturally responsive approaches. This study underscores how racialized barriers in EEG methodology contribute to underrepresentation and provides actionable insights for educators, researchers, and institutions committed to equity in health and kinesiology research.

ABSTRACT Boredom is a deactivating emotion that is gaining attention in sport research. We draw from the Control-Value Theory of Achievement Emotions (CVTAE) to examine the relationships between cognitive appraisals, boredom, and perceived success, and test if the relationships are moderated by competitive playing experience. A cross-sectional survey was administered to 179 Canadian athletes aged 18–35 participating in competitive sports. Using moderated-mediation regression analyses, we tested if perceived value and control in practice are related to boredom; if a value-success relationship is mediated by boredom; and if it is moderated by competitive playing experience. We found perceived value was negatively linked to boredom (β = -.22) and associated with higher perceived success a (β = .55), but the relationship was not mediated by boredom. A significant Perceived Value x Years of Playing Experience interaction emerged; and after probing the interaction, we found the relationship between perceived value and boredom was strongest for athletes with high playing experience (β = -.36) relative to less experienced athletes. The value-boredom-success mediation relationship was not significant at levels of the moderator. Although more research is needed beyond this correlational design, our study suggests using CVTAE to understand the links between appraisals and emotions may be relevant in sport achievement domains, such as in sport practices.

ABSTRACT Participation in academic and professional conferences is a transformative experience for undergraduate students, providing valuable opportunities for intellectual and professional development. Here, the perceived impacts of attending an academic conference for exercise science students are reported. Undergraduates (N = 95) who attended an annual regional conference on exercise science, kinesiology, and sports medicine completed pre- and post-conference surveys. For 71.6% of students (n = 68), this was their first conference experience, and 42.1% (n = 40) presented either a poster or oral presentation at the conference. Data were analyzed by group: participants in the conference (presentation or quiz bowl; n = 58) or attendees only (n = 37). Students who participated at the conference reported a statistically higher number of ways they were assisted by faculty in preparing for the conference than attendees only (p < 0.05). Participants who did not present at the conference had a significantly increased interest in presenting at future conferences (p < 0.05). For participants at the conference, there was a significant increase in understanding of exercise science careers (p < 0.05). In contrast, those who only attended the conference reported increased interest in getting involved in exercise science research (p < 0.05). Thus, being an active participant in a conference is not required to benefit from the experience. Based on thematic analysis, students requested more networking opportunities and engagement during sessions. These findings highlight the potential value of regional conferences for undergraduate development and the need for increased support in helping students navigate professional networking experiences.

ABSTRACT Barriers to volunteerism among sport coaches, particularly those in executive-level roles within nonprofit organizations, remain under-explored. This study examined barriers limiting Division I collegiate swimming coaches’ service as executive-level volunteers in nonprofit sport organizations. Thirty expert head, associate, and assistant coaches completed a multi-round Delphi study to generate, refine, and rate perceived barriers. Consensus was defined as a mean rating ≥4.0 on a 5-point scale (impact: 1 = no effect, 5 = major effect; prevalence: 1 = never, 5 = a great deal) and ≥75% agreement. Primary work responsibilities reached strong consensus for both impact (M = 4.57, 100.00%) and prevalence (M = 4.53, 93.33%) as did Time and availability (M = 4.70, 100%; M = 4.70, 100.00%), discretionary time (M = 4.00, 76.67%; M = 4.10, 76.67%), coaching during the collegiate season (M = 4.70, 96.67%; M = 4.67, 96.67%), length of time for the event (M = 4.00, 76.67%; M = 4.20, 80.00%), time of year/season (M = 4.50, 90.00%; M = 4.60, 96.67%), and family responsibilities (M = 4.10, 80.00%; M = 4.23, 83.33%). Time away from team activity reached consensus for prevalence only. Results indicate that professional demands, competitive season schedules, and limited discretionary time form overlapping obstacles to volunteer service. Findings identify actionable barriers to recruiting and retaining executive-level volunteers in nonprofit sport organizations.

ABSTRACT We aimed to investigate whether a package intervention consisting of goal setting, self-monitoring, and public posting would positively affect university students’ swimming performance. A total of 120 students (82 male students, 38 female students) from one university in Flanders (Belgium) were randomly assigned to a comparison and experimental group for improving front crawl swimming performance. In both groups, the swimming course had a duration of eight lessons. The experimental group received the package intervention consisting of goal setting, self-monitoring, and public posting. The swimming golf (SWOLF) index (i.e. the sum of the number of strokes and the time needed to cover 50 meters) was used to set goals and measure performance. Social validity was assessed with all participants. Repeated measures ANOVA was used to investigate differences between groups from the onset of the course until the end of the course. Both groups significantly improved in their SWOLF scores and their 50-meter sprint times. The experimental group improved significantly more for the number of arm strokes (i.e. lower number of arm strokes), 50-meter sprint time, and SWOLF index. The social validity questionnaire showed that the goal setting and public posting procedure was positively received but the self-monitoring procedure was considered difficult. The package intervention consisting of goal setting, self-monitoring and public posting was effective for improving university students’ swimming performance.

ABSTRACT Weight bias, or negative attitudes toward people with higher weights, is prevalent in healthcare settings. Exercise specialists frequently work with people living with higher weights, making it important to assess weight bias among trainees. This study aimed to assess weight bias among first-year exercise science students in a Canadian University, and to examine whether these attitudes change after four months. Participants (N = 95; 70% female students; BMI = 24.1 ± 3.6 kg/m2) completed the Anti-Fat Attitudes questionnaire, the Attitudes about Treating Obese Patients scale, and questions on weight perceptions and weight intentions at two time points. Paired-samples t-tests assessed changes over time. No significant changes were found on any of the Anti Fat Attitudes subscales: Dislike (m1 = 1.73, m2 = 1.79), Fear of Fat (m1 = 4.60, m2 = 4.86), and Willpower (m1 = 4.14, m2 = 4.12); p > 0.05 for all. Scores on the Attitudes about Treating Obese Patients scale significantly increased over time (m1 = 2.14, m2 = 2.31, p < 0.001) with a moderate effect size (Cohen’s d = 0.37). ANOVAs revealed no significant interaction effects for sex (η 2 = 0.025), weight intentions (η 2 = 0.008), or weight perceptions (η 2 = 0.003) on attitudes about treating patients with obesity over time. Explicit weight bias exists among exercise science students and attitudes about treating patients with obesity worsened over time. More research is needed to assess long-term changes in weight bias throughout students’ training and to evaluate the effect of educational interventions to improve these attitudes.

ABSTRACT Elite sport specialization has been identified as one of five trends in contemporary youth sport. Specialization within youth sport promotes single-sport athletes, includes pressure to participate as early as possible, and encourages year-round participation. While specialization may be advantageous at times, the negative implications may affect multiple parties, including the family. The time and financial commitments can be a source of conflict, often causing distress for individual players (parents, athlete, siblings) as well as relationships. The purpose of this study was to explore how an athlete’s participation in sport specialization affects the family unit, focusing on the time and resource commitments, along with effects on the individuals and their relationships. Parents (n=100) who have at least one child age 7-14 currently specializing completed a survey. Most respondents stated that the athlete’s sport involvement had no effect on the marriage (60%), relationship with extended family (39%), or athlete-sibling relationships (43%), but 45% of parents reported that the child’s sport participation placed a great time commitment on the family. While the cost to participate in select sports can be high, most parents stated that the financial commitment placed little (39%) or no (43%) strain on the family. Over half (53%) of respondents stated that their athlete’s social life was positively affected by their sport participation.