Undergraduate Kinesiology Students Research Articles

Culturally Relevant Pedagogy in Kinesiology Schools: Impact on College Success

This study addresses higher education in kinesiology’s need for application of Culturally Relevant Pedagogy (CRP), specifically through the importance of student and professor relationships. The aim of this study is to explore how student and professor relationships can influence students’ success, engagement, and sense of belonging in college. To discover these findings, researchers investigated if kinesiology students perceived their professors as promoting CRP and if their perceptions correlate with academic success. CRP has three foundational aspects which are: academic achievement, cultural competence, and critical consciousness. The research methodology involved using a Qualtrics survey distributed to undergraduate kinesiology students. The Qualtrics survey incorporated Likert scale and open-ended questions to apprehend students’ perspectives on CRP within their program and their feelings towards professors’ willingness to form relationships. Qualitative data analysis, employing both deductive and inductive coding, was used to identify themes and sub-themes. Results indicate that most participants perceive their professors as culturally relevant with positive behavior such as: inclusive-ness, respect, and understanding.

Culturally Relevant Pedagogy in Kinesiology Schools: Impact on College Success

This study addresses higher education in kinesiology’s need for application of Culturally Relevant Pedagogy (CRP), specifically through the importance of student and professor relationships. The aim of this study is to explore how student and professor relationships can influence students’ success, engagement, and sense of belonging in college. To discover these findings, researchers investigated if kinesiology students perceived their professors as promoting CRP and if their perceptions correlate with academic success. CRP has three foundational aspects which are: academic achievement, cultural competence, and critical consciousness. The research methodology involved using a Qualtrics survey distributed to undergraduate kinesiology students. The Qualtrics survey incorporated Likert scale and open-ended questions to apprehend students’ perspectives on CRP within their program and their feelings towards professors’ willingness to form relationships. Qualitative data analysis, employing both deductive and inductive coding, was used to identify themes and sub-themes. Results indicate that most participants perceive their professors as culturally relevant with positive behavior such as: inclusive-ness, respect, and understanding.

Need Satisfaction, Motivation, and Learning Strategies in Undergraduate Kinesiology Students

ABSTRACT The purpose of this study was to examine the influence of basic psychological need satisfaction and motivation on students’ use of deep and surface learning strategies across undergraduate kinesiology courses. This study used a survey consisting of demographic questions and three self-report questionnaires assessing basic need satisfaction, motivation, and deep and surface learning strategies. The survey was administered via Qualtrics at the end of two semesters (fall 2020 and spring 2021). The participants consisted of 1,125 undergraduate kinesiology students (81.9% female, 55.3% white, 94.8% non-Hispanic) at a midsize university in the southeastern part of the United States. Path modeling showed that intrinsic motivation was influenced by autonomy, competence, and relatedness, while identified regulation was influenced by autonomy and competence. Relatedness also influenced both introjected regulation and external regulation. Participants’ intrinsic motivation and identified regulation negatively predicted surface learning strategies while external regulation positively predicted surface learning strategies. Intrinsic motivation and identified motivation predicted deep learning strategies. Interestingly, all three basic psychological needs predicted deep learning strategies. These findings underscore the importance of satisfying basic needs to influence motivation and, in certain cases, learning strategies. While it is evident that the use of deep learning strategies would be highly beneficial for this group of learners, kinesiology students may not rely on these strategies due to a lack of intrinsic motivation and basic need satisfaction. Although future research is necessary to test the causal links between these constructs, supporting students’ basic psychological needs and fostering intrinsic motivation could contribute to the use of deeper learning strategies.

Apprenticeship of Observation in Kinesiology: Undergraduates’ Perceptions of Faculty Roles

ABSTRACT While kinesiology scholars have focused on how future faculty members are socialized, recruited into, and prepared for academia, limited attention has been given to the apprenticeship of observation for faculty roles when college students first develop impressions and initial understandings of faculty work. This qualitative study aimed to understand undergraduate kinesiology students’ perceptions and beliefs about faculty roles and careers in higher education. Data were collected from 58 undergraduate kinesiology students at a large doctoral-granting institution in the Midwest region of the U.S. The findings were communicated through three themes: (a) incomplete understanding of faculty work limits motivation to pursue faculty careers; (b) positive associations but distal relationships with faculty through coursework; and (c) research involvement fosters an understanding of research process and faculty work. This study has implications not only for the recruitment and socialization of future faculty, but also for building public trust in kinesiology and higher education.

Student-led exercise testing and prescription has benefits for both students and their community volunteers.

Service-learning opportunities allow students to apply their knowledge and skills through engagement with their community. Previous studies have suggested that student-led exercise testing and health screening can benefit both students and their community participants. In a third year Kinesiology course "Physiological Assessment and Training", students at the University of Prince Edward Island are provided with an introduction to health-focused personal training and develop and manage personalized training programs for community volunteers. The purpose of this study was to investigate the impact of student-led training programs on student learning. A secondary purpose was to investigate the perceptions of community members participating in the program. Community participants included 13 men and 43 women with stable health (mean age: 52.3 ± 10.0 years). Students led participants through aerobic and musculoskeletal fitness tests before and after completing a 4-week student-designed training program based on participants' fitness and interests. Students reported that the program was enjoyable and improved understanding of fitness concepts and confidence in personal training. Community participants rated the programs as enjoyable and appropriate, and viewed students as professional and knowledgeable. These results suggest that student-led personal training programs provide meaningful benefits to students and their community volunteers.

Interpersonal Communication Message Types: Ranking of Importance by Kinesiology Undergraduates

Effective practitioner-patient communication is important for the physical and psychological aspects of sport injury and recovery. Research indicates that patients desire better communication with health care providers. Although interpersonal communication message types play an essential part in provider-patient interaction, undergraduate kinesiology students are not privy to the literature or trained in the design of the messages inherent and essential to their future professions (e.g., physical therapy & athletic training). The purpose of this study was to assess the perceived importance of interpersonal message types for health care providers in a sample of undergraduate kinesiology students (n=153). Participants rankedordered nine foundational interpersonal message types, and message rankings were fairly consistent across participant year and sex. Results indicate that instructions and explaining illness dominated the rankings.

Implementation and Evaluation of Mock Trial Within Undergraduate Sport Law Curriculum

Mock trials serve as useful experiential learning tools for undergraduate kinesiology students. In the current study, Kolb’s experiential learning cycle was employed over the course of a semester through a comprehensive mock trial project that aimed to provide undergraduate students with an interactive learning experience as a means to achieve desired learning outcomes. The primary purpose of this study was to empirically evaluate the mock trial as a learning tool. The researchers conducted a total of 32 semistructured focus groups with 175 students. Overall, students expressed positive experiences and outcomes as a result of engaging in the mock trial project. Four distinct themes emerged from the data: learning mechanisms, learning outcomes, the student learning experience, and suggested improvements for future courses. Each of these themes is substantiated by excerpts from the comments of the students who participated in the focus groups and discussed in detail, as well as implications for instructors who wish to similarly implement mock trials into their classrooms.

Exploring learning outcomes among undergraduate kinesiology students in response to an inclusive physical activity promotion message assignment

Numerous professional bodies and curricular models in kinesiology call for the development of undergraduates’ cultural competency. In short, a culturally competent professional (a) mitigates personal biases from adversely affecting others, and (b) is aware of how societal patterns marginalize people (e.g., unquestioned norms; Gill, 2007). The present study aimed to evaluate the extent to which undergraduate students demonstrated learning in response to completing an inclusive physical activity promotion message assignment, which included a focus on designing materials inclusive of people with disabilities. A scholarship of teaching and learning approach was adopted to critically evaluate and reflect on an assignment used in an undergraduate kinesiology course. This case study drew on artifacts from a convenience sample of 10 undergraduate students enrolled in an introduction to adapted physical activity course. A descriptive discourse analysis was conducted of students’ reflections about what they learned from the assignment. Student responses were appraised with Fink’s (2013) taxonomy of significant learning for evidence of learning across six domains: i.e., foundational knowledge, application, integration, human dimension, caring, and self-determination. Student responses were coded and verified. Consensus was reached on all discrepancies. Student reflections signaled learning across four domains: foundational knowledge (n = 9), application (n = 3), integration (n = 5), and human dimensions (n = 6). Developments in the caring or self-determination domains were not evident. The findings indicate potential for the assignment to enhance Kinesiology curricula. As teacher-researchers, we discuss the findings in relation to further development of the assignment to better promote cultural competency.

Introducing Undergraduate Students to Kinesiology Using Team-Based Learning

ABSTRACT Team-based learning (TBL) is an evidence-based collaborative pedagogical strategy that engages student knowledge through group collaboration. Using TBL, a course is designed around units of instruction, referred to as modules. TBL has been found to motivate students by holding them accountable to themselves and their peers, while also introducing them to a variety of thought processes. Furthermore, research indicates that students have reported growing in their creative thinking and oral communication. The purpose of this study was to qualitatively examine undergraduate kinesiology students’ experiences of using TBL in an introductory course. Researchers were interested in the advantages of building communities of practice within the scholastic setting as well as using a “flipped” classroom to better prepare students for upper level courses. In order to build the course, a team of faculty brought expertise from each of the core sub-disciplines in kinesiology. The introductory course instructor then taught the course using TBL throughout the semester, including Readiness Assurance Tests, Decision Based Questions, and application based projects all done in their semester-long designated team during class instruction time. Students participated in an entry and exit interview which focused on exploring pre and post course preparedness, course engagement and communication styles, and overall feelings toward group work. Results indicated that students had overall more positive experiences and feelings toward group work and classroom engagement, while still valuing their instructor in a flipped classroom setting.

Predictors of perfectionistic tendencies in sport among undergraduate kinesiology students

ABSTRACT The purpose of this study was to examine the athletic identity, identity foreclosure, perceived task value in sport, and perfectionism of kinesiology students with high school and college sport experience. Participants completed an online survey that included items regarding demographic information, athletic identity ego identity, perceived task value in sport, and sport perfectionism. Pearson moment correlations indicated that higher athletic identity was associated with higher subjective task value, identity foreclosure, perfectionistic strivings, and perfectionistic concerns. Multiple regression analyses revealed that athletic identity and subjective task value were significant predictors of perfectionistic strivings and that athletic identity and identity foreclosure were significant predictors of perfectionistic concerns. Future research should replicate the study with participants from different ethnicities and geographical regions using longitudinal and qualitative methods to examine the development of subjective task value in sport.

Implementing Team-Based Learning to Strengthen Communication Skills among Undergraduate Kinesiology Students

Kinesiology is the study of human movement and grounded in learning about physiological and psychological mechanisms of physical activity, exercise, and sport. Despite the educational focus promoting an active lifestyle, teaching strategies often ignore the hands-on and interactive components of the field, in favour of a traditional passive teaching style (Bulger, Housner, & Lee, 2008). This teaching approach can be problematic as most undergraduate Kinesiology students will either pursue an academic career path, or enter a health care field (e.g., kinesiologist, medical doctor, physical therapist, etc.) Whichever path a student chooses, it will require strong communication skills, whether it be sharing research ideas or working with a patient. To improve these skills, instructors can use an interactive classroom. A recent study evaluating communication competence in undergraduate nursing students found overall improvements in communication efficacy and communication ability when implementing team-based learning (TBL; Cho & Kweon, 2017). Therefore, a larger focus in Kinesiology should be on promoting effective communication skills so that students are more prepared when they graduate. By incorporating TBL into Kinesiology courses, students can become more interactive in the classroom and build upon fundamental skills that are paramount in academic and health care settings (Meeuswen, King, & Pederson, 2005).

Učni stili in preference za opravljanje bodočega poklicnega dela študentov in študentk dodiplomskega študija kineziologije

Learning styles and preferences for future professional work among undergraduate kinesiology students. We presented the results of a study in which 107 students of kinesiology participated. Using the Felder-Silverman and Questionnaire, we noted their learning styles and their preferences for work after graduation. We found that objective conclusions about preferential learning styles cannot be reached, because of the identified limitations of the four scales of the questionnaire. Therefore, we presented the proportion of choices between alternative responses that characterize each learning style and the proportion of preferred approaches to teaching within the study process and forms of teaching materials.

Kinesiology Students’ Experiences in a Service-Learning Project for Children With Disabilities

Service-learning (SL) has become a popular teaching strategy to work with individuals with disabilities in adapted physical education/ physical activity (APE/APA) courses. Despite the increasing popularity of the use of SL in APE/APA courses, little is known about kinesiology students’ experiences in these contexts. This study examined kinesiology students’ experiences in an SL project for children with disabilities. Thirty-three undergraduate kinesiology students who were enrolled in an APE course participated in an SL project in which they provided children with disabilities with individualized and developmentally appropriate physical activity. Data were collected from a post-SL project reflection essay. Each reflection essay was evaluated via a directed approach to qualitative content analysis. Five main themes emerged from the data: (a) contact and prior experience, (b) personal growth and academic learning, (c) future career aspirations, (d) biased language, and (e) recommendations for APE SL. The results of this study provide several implications for the design and structure of SL projects in APE/ APA courses.Subscribe to TPE

Examining Correlates of Explicit and Implicit Weight Bias Among Pre-healthcare Undergraduate Students (P12-045-19)

ObjectivesWeight bias, which refers to negative attitudes and discrimination towards individuals based on body weight, is highly prevalent among pre-healthcare professionals. Thus, it is important to understand the factors determining weight bias in pre-healthcare professionals. The purpose of this study was to examine factors associated with weight bias among pre-healthcare undergraduates majoring in kinesiology. MethodsData were collected from kinesiology major undergraduates in a sports nutrition class at a large public university. Explicit and implicit weight bias were measured using Anti-fat attitude test (AFAT) and Implicit Association test (IAT), respectively. Independent t-test and multinomial logistic regression were used to study the associations of explicit and implicit weight bias with sociodemographic characteristics, history of dieting, exercise activities, and personal and professional experience with obesity. ResultsWe recruited 67 students (24 males). Average AFAT-Blame, Social and Physical scores were 2.76(SD = 0.58), 1.73(SD = 0.45) and 2.54(SD = 0.65), respectively. Ratio of high: moderate: low: no automatic preference for thin over fat people were 35.5%:33.9%:21.0%:9.7%. Males had significantly higher average AFAT-physical scores than females (2.82(SD = 0.69) vs 2.39(SD = 0.58), respectively, P = 0.013). However, females were more likely to have stronger implicit weight bias (Odds ratio = 5.50, 95%CI = 1.22, 24.81). Caucasians had significantly higher average AFAT-social scores than minorities (1.84(SD = 0.38) vs 1.56(SD = 0.41), respectively, P = 0.011). Students doing 75 minutes or more aerobic exercise per week had lower average AFAT-social score than those doing less than 75 minutes of aerobic activities (1.36(SD = 0.18) vs 1.74(SD = 0.41), respectively, P = 0.023). Personal weight history, experience with obesity at personal or professional level were not associated with weight bias scores (P > 0.05). ConclusionsIn undergraduate kinesiology students, weight bias was associated with sex, ethnicity and exercise amount, but not with personal and professional experience with obesity. Future research may elucidate why weight bias was not influenced in this population by personal and professional experience with obesity as reported in other populations. Funding SourcesStartup funds by the Texas Tech University.

Undergraduate Kinesiology Students’ Experiences in Online Motor Development Course

The purpose of this study was to investigate undergraduate kinesiology students’ experiences in an online life span motor development course. This study was based on theory of transactional distance (Moore, 1997). Seven undergraduate kinesiology majors (5 females, 2 males), who were enrolled in an online course at a Midwestern public university in the US, participated in this study. Data collection included face-to-face open ended interviews, bulletin board discussion logs, and online assessment projects. A constant comparative method was used to interpret the data, and allowed themes to emerge from the data as well as from the theoretical framework. Three interrelated themes emerged from the undergraduate students’ narratives; rigors and flexibility in online course learning, peer feedback experiences, and video assessment analysis. The results of this study demonstrate that undergraduate students can have independent learning styles and kinesthetic characteristics and concepts when enrolled in online life span motor development coursework. Online kinesiology courses should be centered on a set of student tasks (lectures, projects, and assignments) that constitute the learning experiences that engage students, either independently and collaboratively, in order for them to master the objectives of the course (Carr-Chellman & Duchastel, 2001).

Engaging Undergraduate Kinesiology Students in Clinically-based Research

ABSTRACTMany undergraduate students in kinesiology are interested in clinical careers and seek research opportunities for advanced study and unique learning experiences. This article describes a process of engaging undergraduate students in a multi-disciplinary, National Institutes of Health (NIH)-funded program project investigating factors that may affect pelvic floor support and symptoms in primiparous women during the first year postpartum. Students complete general and protocol-specific training prior to engagement, have specific tasks that reinforce skill development and require independence, and are invited to participate in additional opportunities with the investigative team. The topic of pelvic floor health is novel to most students and participation in this research expands their knowledge beyond a mainstream kinesiology curriculum. Institutionalizing this type of program could formalize undergraduate student research experiences and facilitate ongoing clinical research efforts with a kinesiology focus.

University Worksite Health-promotion Programs: An Opportunity for Experiential Learning

Worksite health-promotion programs (WHPPs) are prevalent in a variety of worksite settings, including universities, due to their numerous individual health and organizational benefits. Simultaneously, WHPPs provide many employment opportunities for kinesiology graduates. However, few students graduate with applied experience in worksite health promotion. The purpose of this article is to provide details on an innovative WHPP called the “Workplace Walk-off Challenge” (WWC), in which undergraduate kinesiology students are involved at all stages of the program in order to provide a valuable experiential education opportunity. The WWC is an annual, six-week walking competition open to all employees at a small California university. Employees assemble into teams of five and track steps with the use of pedometers. The WWC also includes several events, lunch-and-learns, and awards and prizes. Kinesiology students assist in designing, implementing and assessing the WWC as part of their learning experience in the Worksite Health Promotion course.

Influence of service-learning on kinesiology students' attitudes toward P-12 students with disabilities.

Employing a grounded theory approach, the purpose of this study was to qualitatively examine the influence of service-learning (SL) on undergraduate kinesiology students' attitudes toward and experiences working with P-12 students with disabilities. Fourteen (9 female, 5 male) kinesiology students enrolled in an adapted physical education class participated in one of three focus group interviews regarding their experiences of working with P-12 students with disabilities. All interview data were analyzed following procedures outlined by Strauss and Corbin (1998). The following five themes represent the participants' experiences and attitudes toward P-12 students with disabilities after their involvement in a SL project: (a) initial reactions, (b) selection of P-12 students, (c) preconceived attitudes, (d) the benefits of SL, and (e) positive experience. All 14 of the participants who volunteered to share their experiences indicated that the SL experience positively affected their attitudes toward individuals with disabilities.

The Tips, Tricks, and Challenges of Teaching Undergraduate Kinesiology Students Research Methodology Through a Programmatic Lens

This article describes a programmatic approach to undergraduate research (UGR) at Washington State University. In a programmatic approach, UGR is woven throughout the curriculum, with the expressed intent of producing undergraduate students who have at least a moderate ability to read, use, conduct, and present research. Washington State University's approach is primarily course based but also includes extra-departmental opportunities for student involvement in UGR.

Skill-Related Fitness of Undergraduate Kinesiology Students

Skill-Related Fitness of Undergraduate Kinesiology Students