International Journal of Kinesiology in Higher Education最新文献

On the Design and Delivery of Human Anatomy Courses in Canadian Kinesiology Programs 论加拿大运动学课程中人体解剖学课程的设计与讲授

International Journal of Kinesiology in Higher Education Pub Date : 2024-02-28 DOI: 10.1080/24711616.2024.2305890

John Kelly, Nicolette S Richardson, Diane E. Gregory, Megan Murtagh, David M. Andrews

引用次数: 0

How Agile Practices Can Improve Student Research 敏捷实践如何提高学生的研究水平

International Journal of Kinesiology in Higher Education Pub Date : 2023-11-02 DOI: 10.1080/24711616.2023.2252754

J. A. Bunn, Y. Feito

{"title":"How Agile Practices Can Improve Student Research","authors":"J. A. Bunn, Y. Feito","doi":"10.1080/24711616.2023.2252754","DOIUrl":"https://doi.org/10.1080/24711616.2023.2252754","url":null,"abstract":"ABSTRACTAgile, Lean, and Scrum (collectively referred to as Agile) are frameworks that help teams collaborate more effectively and transparently on complex projects. Originally developed in business and information technology, these methods have since been adapted for use in a variety of disciplines. Agile is based on iterative and incremental development, where requirements and solutions evolve through collaboration between self-organizing, cross-functional teams (i.e. workgroups), end users, and stakeholders. By promoting open communication and allowing teams to adapt quickly, Agile can help meet timeline expectations more efficiently. This manuscript introduces the use of Agile practices for managing research projects in kinesiology disciplines involving student contributors and discusses the challenges and benefits of this approach. Using Agile frameworks in student research can enhance students’ sense of project accountability. The framework allows faculty to lead from anywhere, whether in face-to-face, hybrid, or fully online settings. Additionally, Agile improves communication between faculty and students by increasing the visibility of work, making the project more adaptable, reducing time to completion, and improving chances of project completion. The visible work and clear communication reduce assumptions between the student and mentor, while also shifting the focus from process/project-oriented (e.g. emphasis on check-list timetables) to people-oriented (e.g. emphasis on the interpersonal skill acquisition and iterative, solution-focused communication). This shift allows students to flourish in the discovery process, which also ensures that the project is completed successfully.KEYWORDS: ScrumLeanproject managementgraduateundergraduatecreative inquiryscience of teaching and learning (SoTL) Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":475367,"journal":{"name":"International Journal of Kinesiology in Higher Education","volume":"36 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135933070","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}

引用次数: 0

Internationalizing at Home: Examining US Students’ Intercultural Effectiveness Across a Collaborative Online International Learning Experience in Kinesiology Courses 在国内国际化:在运动机能学课程中通过合作在线国际学习经验考察美国学生的跨文化有效性

International Journal of Kinesiology in Higher Education Pub Date : 2023-10-13 DOI: 10.1080/24711616.2023.2248045

Dana K. Voelker, Sean M. Bulger, Emi Tsuda, James Wyant

{"title":"Internationalizing at Home: Examining US Students’ Intercultural Effectiveness Across a Collaborative Online International Learning Experience in Kinesiology Courses","authors":"Dana K. Voelker, Sean M. Bulger, Emi Tsuda, James Wyant","doi":"10.1080/24711616.2023.2248045","DOIUrl":"https://doi.org/10.1080/24711616.2023.2248045","url":null,"abstract":"ABSTRACTThe curriculum evaluation described in this paper documents the efforts of a group of university faculty to implement Collaborative Online International Learning (COIL) in two kinesiology-related courses at the undergraduate and graduate levels. The engaged students (n = 34) completed pre-post questionnaires measuring changes in intercultural effectiveness and a series of self-reflective prompts regarding their experiences in the involved courses. The evaluation suggests intercultural effectiveness may be best supported when COIL course design: (a) nurtures students’ interest in cultural exploration and learning; (b) engages students in peer-to-peer interaction and social connection across cultures at the beginning and throughout the experience; and (c) supports students’ emotional growth and resilience by providing opportunities to be challenged and problem-solve. Directly informing the sustainability of COIL innovations are administrative supports and strategic prioritization of intercultural engagement amid a higher education climate shaped by supercomplexity factors.KEYWORDS: Kinesiologycurriculumglobalizationpedagogydigital technology Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the College of Physical Activity and Sport Sciences COIL Mini-Grant Program [N/A].","PeriodicalId":475367,"journal":{"name":"International Journal of Kinesiology in Higher Education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135855517","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}

引用次数: 0

Perceived Weight Change and Contributing Factors among College Students 大学生感知体重变化及其影响因素

International Journal of Kinesiology in Higher Education Pub Date : 2023-10-03 DOI: 10.1080/24711616.2023.2209523

Oliver W. A. Wilson, Christopher M. Bopp, Melissa Bopp

{"title":"Perceived Weight Change and Contributing Factors among College Students","authors":"Oliver W. A. Wilson, Christopher M. Bopp, Melissa Bopp","doi":"10.1080/24711616.2023.2209523","DOIUrl":"https://doi.org/10.1080/24711616.2023.2209523","url":null,"abstract":"The purpose of this study was to examine the association between perceived weight change since high school and perceived factors contributing to weight change, or lack thereof, among college students. Students from a large university in the Northeast of the United States self-reported socio-demographic characteristics, and perceived factors contributing weight change (or lack thereof) via an online survey; and, completed an objective health assessment that included the anthropometric measurements. Of all participants (n = 183), most were men (61.2%), juniors/seniors (89.5%), non-Hispanic white (65.9%). Most participants reported gaining weight since high school (n = 113, 62.1%), and these participants had significantly greater abdominal girth, weight, and body fat percentage than those who maintained their weight (p < 0.005). Perceived factors contributing to weight change explained a significant portion of the variance in perceived weight change, and perceived factors contributing to weight change differed significantly between those who perceived that they had lost or gained weight. In summary, perceived weight gain despite awareness of contributing health behaviors among some students reinforces that supporting/facilitating actual health behavior changes, rather than mere awareness of healthy behaviors, should be the focus of health promotion efforts.","PeriodicalId":475367,"journal":{"name":"International Journal of Kinesiology in Higher Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135696029","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}

引用次数: 0

Informing the Delivery of Physical Activity Leadership for Pediatric Patients Undergoing Cancer Treatment 为接受癌症治疗的儿科患者提供体育活动领导的信息

International Journal of Kinesiology in Higher Education Pub Date : 2023-09-28 DOI: 10.1080/24711616.2023.2237427

Paulette M. Yamada, Erin Centeio, Erin O. Bantum, Sabrina Cao, Grace-Marie Lopez

{"title":"Informing the Delivery of Physical Activity Leadership for Pediatric Patients Undergoing Cancer Treatment","authors":"Paulette M. Yamada, Erin Centeio, Erin O. Bantum, Sabrina Cao, Grace-Marie Lopez","doi":"10.1080/24711616.2023.2237427","DOIUrl":"https://doi.org/10.1080/24711616.2023.2237427","url":null,"abstract":"ABSTRACTPhysical activity (PA) is an important facet in survivorship care. Standardized curriculum which teaches undergraduate student exercise leaders how to implement PA programs for childhood cancer survivors have not been developed. Delivery of PA programs are limited by resources, so utilizing students to lead PA sessions is a potentially cost-effective approach. The purpose of this study was to learn how to optimize mentorship of student PA leaders in pediatric oncology. The aims were to report on the level of guidance provided to the student PA leaders, share student PA leaders’ reflection of their mentorship and the challenges they faced. Student PA leaders designed and delivered a 31-week, virtual PA program to pediatric cancer survivors (5–18-year-olds). Mentors provided feedback on the recorded sessions. PA leaders were interviewed about their perceptions, their experiences and the type of feedback they valued the most. Student PA leaders received the most feedback during the first 2 weeks of the program, suggesting close oversight is needed during this time. Students valued the feedback on improving PA delivery/instruction the most. Students reported feeling anxious prior to sessions, especially when new content would be introduced because they were unsure how the patients would respond to the new activities. Reinforcing that the leaders have the ability to minimize PA barriers and provide support may help to resolve their anxiety of working with this population. Using a similar approach as presented in this paper may be advantageous in the development of high-performing PA leaders.KEYWORDS: Pediatricexerciseanxietymentorshipleadershipqualitative Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Hawaii Community Foundation [21ADVC-109517].","PeriodicalId":475367,"journal":{"name":"International Journal of Kinesiology in Higher Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385226","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}

引用次数: 0