Knowledge and Kinesiology

Epistemology, or ways of knowing, can be used (a) to show that kinesiology employs different but complementary methods for gaining knowledge and that each method has a role to play in kinesiology, and (b) to show how epistemology can be used to organize an introductory kinesiology course or textbook. The epistemologies used to organize the subdisciplines are rationalism, empiricism, science, and subjectivism. An epistemic approach to a foundations course or textbook allows one to answer questions in the subdisciplines regarding how knowledge is evaluated, how knowledge develops, what method should be used to develop knowledge, and how knowledge can best be taught. The goal is to enable students to understand an increasingly diverse field by literally charting how methods of knowledge creation relate to the subdisciplines that compose kinesiology.     

A Kinesiology Conundrum: Physical Activity Requirements in Kinesiology Degree Programs

One of the most long-standing controversies in kinesiology has been that of physical activity requirements (PARs) in corresponding degree programs. Despite a recommendation from the American Kinesiology Association to include “the practice of physical activity” in undergraduate kinesiology degree programs, some programs have PARs, while others do not. The question still remains: should physical activity be required for all kinesiology students? In this article, we build a case for PARs in kinesiology degree programs. First, we highlight the most common theoretical and practical objections to such requirements. The theoretical objections are namely dualism, materialism, and utilitarian pragmatism; the practical objections are cost, the credit crunch, and public perception. Second, and most importantly, we describe why these theoretical and practical objections fail. As unapologetic partisans on this issue, our primary aim is to highlight why PARs belong in every kinesiology degree program, regardless of concentration or area of emphasis.     

The Philology of Kinesiology

This paper presents a cultural analysis of our field of study through the lens of one word: kinesiology. Through historical, anthropological, and semiological interpretation, the cultural use of the word is discussed within the academic field of physical activity studies in North America. The study of the use, or the philology, of kinesiology within the study of physical activity is traced from its traditionally recognized Greek roots to the present cultural use, which is shown to symbolize the postmodern world. The progression from which kinesiology evolved, fist describing a “course of study,” then meaning a broad academic field, is noted. Throughout the term's existence in the field, common motifs associated with its use are highlighted. These motifs include coupling of the modem word to ancient Greek origins; the signification of “action,” “change,” “unique,” and “special” aspects; the use of the word to denote scientific, disciplinary, and academic characteristics; and the appropriation of the word to symbolize integration and wholeness.     

The Cardinal Virtues and Kinesiology

What is a good kinesiologist? Is it possible that the ancient and medieval tradition of the Cardinal Virtues sheds light on this question? The four Cardinal Virtues of prudence, justice, courage, and temperance are so called from the Latin cardo meaning “hinge.” The Cardinal Virtues are said to be the hinge upon which all the other virtues rest or turn. They are the foundation of good character. If this is right, then the answer to the question posed is simple. The good kinesiologist is prudent, just, courageous, and temperate. Therefore, to move the field forward, even on a practical level, kinesiologists must give due attention to the virtues.     

Kinesiology in the Liberal Arts

Until recently, physical education and the liberal arts have taken divergent courses. The resurgence of the field as a cross-disciplinary study of human movement may revitalize the position of kinesiology in the liberal arts college. This paper assesses the nature of the liberal arts in higher education and suggests ways a kinesiology curriculum may be honed to the specifications of that model. The question of curricular centrality is a vital issue, particularly in times of recessionary budgets. Until a program of study reflects the knowledge objectives and imparts the skills dear to its parent institution, it will remain endangered. As the American Academy of Physical Education and others succeed in pushing open the window of opportunity, we may be greeted by a fresh breeze of intellectual integrity; institutions, each espousing their unique goals, may seek common ground and mutual growth.     

运动人体科学实验教学平台的设计与构建

为了提高运动人体科学实验教学质量,本文提出应用J2EE技术实现基于Web的运动人体科学实验教学平台构建方案;考虑到实验教学平台的稳定性、扩展性、安全性和易用性,本平台采用基于Web的B/S(Brower/Server,浏览器/服务器)多层结构模型,采用模块化开发方式,主要由管理员模块、教师模块和学生模块等功能模块构成。平台的实验教学内容以阶梯式、渐进式编排成体系;平台有很强的实时性、互动性和开放性。该平台是将计算机技术、网络技术和多媒体技术等多种技术相结合,集实验教学与创新研究于一体的开放式平台。平台以虚拟实验与课堂操作相结合,教师辅导与多媒体辅导相结合,基础实验与创新实验相结合等多种方法,培养学生实验技能和应用创新的实践能力。     

Future Trends in the Kinesiology Sciences

ABSTRACT

Kinesiology emerged from its preventative medicine and education roots to establish itself as a recognized field of inquiry with numerous sub-disciplines. This article presents four trends in modern science that will likely influence the future of kinesiology sciences. Will recent increases in greater scientific specialization be overcome by the need for greater integration and collaborative research? Will recent increases in emphasis on “greater impacts” from funded research continue? Will new kinds of review and journals replace traditional emphases on prestigious, peer-reviewed journals? Will advancements in technology increase complexity and integration of kinesiology sciences? With attention to the dangers and opportunities in these four trends, kinesiology faculty are well positioned to increase the visibility and funding of kinesiology sciences.     

The Four Marks of Holistic Kinesiology

What, to borrow a theological phrase, are the marks of a truly holistic kinesiology department? In Kinesis and the Nature of the Human Person (2010), I examined the theoretical impact of Aristotle's definition of kinesis and Polanyi's theory of tacit knowledge on kinesiology. The intention here, however, is practical rather than theoretical. How would a holistic philosophy impact the day-to-day activities within the discipline of kinesiology? What tenets would a holistic department of kinesiology hold? What direction and aims would such a department have? Four areas of impact and reform are offered. First, kinesiologists should engage the humanities. A vibrant humanistic presence in the field will not only make kinesiology more holistic; it will give kinesiologists the tools to articulate a holistic understanding of the nature of the human person. Second, kinesiologists should recognize the importance of experience, practice, and apprenticeship within the field. Third, departments should embrace rather than shun specificity. Finally, kinesiologists are encouraged to acknowledge that a field dedicated to “physical activity” must require, engage in, and passionately profess the actual practice of “moving well.”     

Kinesiology Faculty Citations Across Academic Rank

Citations to research reports are used as a measure for the influence of a scholar’s research line when seeking promotion, grants, and awards. The current study documented the distributions of citations to kinesiology scholars of various academic ranks. Google Scholar Citations was searched for user profiles using five research interest areas related to kinesiology. Total Google Scholar Citations, rank, and country were collected for 741 scholars from 68 countries. Citation data for all ranks had large positive skews and wide variation, so percentile data were reported for scholars from four English-speaking countries with large numbers of Google Scholar Citations profiles (n = 233). There was a significant difference in the distribution of citations across the top three academic ranks. The current data provide confirmatory information on kinesiology scholar research influence from English-speaking countries, which can be used to supplement peer-evaluation of the research reports themselves.     

Kinesiology in the Cultural Evolution of Academia

Three forces that are reshaping society in this country—the economy, the availability of information and technology, and changes in ethnic demography—are creating major changes in higher education. Federal funding, which has been the major provider of research and training projects, is undergoing reductions and changes in priorities. State funding has shrunk to very low percentages of the overall universities' budgets. A consequence is the “privatization” of universities: the development of university–business partnerships, the scramble for endowments and foundation support, and the sale of university names and icons for large donations. Two other forces changing higher education are the rise of multiculturalism and the aging of the faculty. In order to survive and actualize our visions in the 21st century, kinesiologists and physical educators must use an understanding of the roots and impact of societal change as a compass for charting the future.     

The Internet in Kinesiology and Physical Education

Throughout America the click of computer keys is replacing the scratch of pencils. Properly used, technology increases students' learning opportunities, motivation, and achievement; it helps students acquire skills that are rapidly becoming essential in the workplace; and it breaks the barriers of time and space, enabling students in any community to have access to high-quality instruction.

The Internet is developing at an astounding rate. It will become the primary means of communication in the 21st century. An overview of the Internet, with applications in kinesiologylphysical education, is presented in this paper. The following topics are discussed: (a) What is the Internet; (b) The origin of the Internet; (c) Elements of the Internet; and (d) Emerging technologies.     

Kinesiology Faculty for the 21st Century: STEPing into the Future

Kinesiology faculty for the 21st century was one of the featured strands of the 2014 NAKHE Collaborative Congress: “STEPS into the future: Exploring opportunities and facing the challenges for the 21st century.” Following a brief introduction delegates were assigned to discussion groups with conversations focused around six topics/questions spanning the “grand challenges,” work-life integration, learning environments, innovative pedagogies, sharing knowledge, and organizing academic endeavors. The lively discussions are briefly summarized here toward the ultimate goal of strategizing a re-envisioning of kinesiology for the 21st century.     

Engaging Undergraduate Kinesiology Students in Clinically-based Research

Many 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.     

Thinking Pluralistically: Dynamic Decision Making in Kinesiology

In this age of postmodern supercomplexity, universities face increased demands from many precincts in our society to respond to such issues as broader access, graduation rates, costs, and relevance, to name just a few. The cultivation of professional conditions that will help higher education and its kinesiology professoriate to not only to survive, but flourish, in an age of supercomplexity is a necessary adaptation for the future. No obvious single, coherent moral framework exists to use as a guide for today’s (and tomorrow’s) faculty. This article argues, then, for a pluralistic way of thinking by applying reason to the diverse moral frameworks in kinesiology in higher education. The purpose of this article is to explicate a moral positioning in kinesiology based on this pluralistic approach so that decision making can extend beyond the current boundaries of pragmatic thought, now prevalent in higher education. Specific examples of this approach and some accompanying strategies are offered.     

The Merits and Demerits of Pleasure in Kinesiology

What role should pleasure play in kinesiology? Although pleasure is an important concept in kinesiology, the strengths, weaknesses, and dangers of this concept have not been properly clarified. Douglas Booth and Richard Pringle have both recently scolded kinesiologists over the issue of pleasure in kinesiology with decidedly mixed results. They insist that the importance of pleasure has been neglected, and that the role that human culture plays in properly understanding pleasure in kinesiology, has been underestimated. Booth (2009) Booth, D. 2009. Pleasure and physical education philosophy. Quest, 61(2): 133–153. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar] argues that “puritanical” prohibitions have made pleasure suspect. Pringle (2010) Pringle, R. 2010. The educative value of positive movement affects. Quest, 62(2): 119–134. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar] argues that kinesiologists must remember that “many students are not currently gaining a love for movement in their [physical education] experiences” (p. 130). Each scholar's suspicion of traditional distinctions between “good and bad physical pleasures” (Booth, 2009 Booth, D. 2009. Pleasure and physical education philosophy. Quest, 61(2): 133–153. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar], p. 148) results in an untenable commitment to pleasure as an intrinsic good. In short, their views are hedonistic. Although Booth and Pringle are right that pleasure is good, it is not an end in itself.     

Introduction to Technology in Kinesiology and Physical Education

Students in an undergraduate course, entitled “Writing in Sport Management” experienced a service-learning component through an outreach program with local sport organizations. The primary tenet behind implementing this teaching method was that students would garner a better understanding of business writing if they wrote within the context of the private sector. The aim of the study was to make preliminary observations regarding the potential of servicelearning as a means of providing field experiences that could benefit both students and teachers. Class instructors sewed as support staff and evaluated results through student logs, class presentations, student memorandums, product review, and interviews with agency personnel and students. Results indicated that service-learning improves learning and supported the notion that this teaching technique can provide substantive field experiences while allowing the instructor to monitor the process.     

Culture,Kinesiology, and the Free Society

In Notes Towards the Definition of Culture, T.S. Eliot asked whether culture should be understood as “essentially, the incarnation (so to speak) of the religion of a people.” By “incarnation,” Eliot meant that “what we believe is not merely what we formulate and subscribe to, but that behavior is also belief.” It is, Eliot insisted, our actions, and not merely our ideas, which matter. Together, our actions and our ideas embody and then give life to culture. “Religion” is, no doubt, a contested term. For present purposes, all that needs to be conceded to make Eliot’s point worth pursuing is that every culture has some conception of the good, the true, and the beautiful, which it promotes, encourages, and thereby cultivates. What implications does this have for kinesiology? I will examine three points. First, the discipline of kinesiology cannot be abstracted from the culture in which it finds itself, without becoming an anti-culture. This fact means that kinesiology must necessarily attend to the ways in which physical activity is embedded in the historical, anthropological, sociological, and philosophical foundations of society. Second, kinesiology contributes to the cultivation or brutalization of society. This results from the attention paid (or not paid) to the question of truth in the field. Such attention to truth requires recognition of the epistemological limits of science as well as to the importance of free-will, choice, and example. Finally, kinesiologists must be willing to cultivate and defend intellectual freedom as part of a free society. A free society allows for a diversity of opinions, not as end in itself, but as the vehicle by which fallible human beings approach the truth.