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 influence of classroom aggression and classroom climate on aggressive-disruptive behavior

Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4,179 children from kindergarten to second-grade (ages 5-8), this study examined the impact of 2 important features of the classroom context--aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of Grade 1. Hierarchical linear model analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed.     

Variability of impact kinematics and margin for error in the tennis forehand of advanced players

The kinematics of the racket and ball near impact in tennis forehands were studied to document typical variation in successful and unsuccessful shots, in order to determine biomechanically meaningful differences in advanced players and confirm models of groundstroke trajectories. Seven tennis players (six males and one female) were videoed from the side at 180 Hz as they performed 40 forehand drives on an indoor tennis court. Vertical plane kinematics of the racket and ball near impact were analysed for sub samples of successful and unsuccessful shots for each subject. Most racket kinematic variables were very consistent (mean CV< 6.3%) for successful shots, so bio mechanically meaningful differences in angles and velocities of the racket and ball (3° and 2 m s⁻¹) near impact could be detected between successful and unsuccessful shots. Four subjects tended to miss long and three subjects missed shots in the net that were reflected in initial ball trajectories. Mean (SD) initial trajectories for long shots were 9.8° (1.4°), while netted shots were 0.7° (1.1°) above the horizontal. The initial ball trajectories and margins for error for these subjects were smaller than those previously reported (Brody, 1987) because players tended to select mean ball trajectories close to one error than another, differing amounts of topspin, or incorrect lift and drag coefficients for tennis balls had not been published when this model was created. The present data can be used to confirm if recent models (Cookeet al., 2003; Dignallet al., 2004) more closely match actual performance by advanced players.     

A chimpanzee’s (Pan troglodytes) long-term retention of lexigrams

In this experiment, a chimpanzee’s (Pan troglodytes) long-term retention was examined. The chimpanzee, Lana, was trained to use lexigrams (geometric symbols representing linguistic units) for foods, colors, and objects when she was 2 years of age. At the age of 27, her recognition of three sets of lexigrams was examined. One of these sets (long term lexigrams) included five object lexigrams, one color lexigram, and one food lexigram, none of which had been seen by Lana for more than 20 years. The second set (different-referent lexigrams) contained lexigrams that are still present on current lexigram keyboards, but had been assigned new referents. The third set (same-referent lexigrams) contained lexigrams that had been kept on the keyboards Lana had used and that had retained the same referents. A food, a colored square, or an object was presented, and Lana had to select, by using a joystick, a lexigram on a computer screen. Lana chose the correct lexigram at a level significantly greater than chance for five of the seven lexigrams that she had not seen for more than 20 years.     

Interactive Branded Overlays

This study presents the results of a laboratory experiment that considers the implications of adding interactivity to branded in-program overlays, essentially creating a new model of advertising. The results demonstrate the viability of this new model. Interactive branded overlays generate a substantial amount of interactive response and have no adverse effects on the program's viewing experience. However, because program interactivity distracts viewers from their primary goal, processing program content, interactive overlays are perceived as intrusive, and the response rate to in-program triggers is lower than that for interactive ads within the ad break. We show that by carefully combining in-program interactive banners with program-related trivia banners, perceived intrusiveness, and negative spillover effects on the viewing experience can be minimized. Program interactivity was perceived as less intrusive, and was therefore more effective, in the context of a program featuring high- rather than low-prominence product placement. Implications and future research directions are discussed.