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AKA statement regarding the Undergraduate Core Curriculum in Kinesiology
The American Kinesiology Association (AKA), established in 2007, “promotes and enhances kinesiology as a unified field of study and advances its many applications.”. An organization comprised of academic units rather than individual memberships, the AKA advocates for kinesiology nationally and internationally and provides resource materials, leadership and educational opportunities for its member departments. Academic units that house kinesiology programs often include a variety of programs of study (i.e. exercise science, sport studies, human performance, etc.). There is, however, a lack of consistency in the nomenclature adopted by the units. Historically, many of them were physical education departments whose missions were to prepare K-12 teachers and coaches. Franklin M. Henry (1964) initiated efforts to establish physical education as an academic discipline that would enhance its standing in the higher education community. His seminal paper spawned a monumental evolution in the field, moving from a focus on games and sports to the scientific foundations of physical activity and health. Curricula evolved to include coursework encompassing an array of subdisciplines such as motor learning and development, exercise physiology, biomechanics, sociocultural perspectives, philosophy and psychology of physical activity. As the field developed and expanded to encompass a perspective much broader than the preparation of school physical education teachers, the names of academic units were changed to reflect that broader perspective with the AKA advocating for the use of the term Kinesiology (Solmon, 2021). Just as there has been inconsistency surrounding the names of academic units, however, there was not a clear consensus concerning what the core curriculum for kinesiology units should be.
The AKA defines Kinesiology as an academic discipline that encompasses the study of physical activity and its impact on health, society, and quality of life. Henry (1964) characterized an academic discipline as
an organized body of knowledge collectively embraced in a formal course of learning. The acquisition of such knowledge is assumed to be an adequate and worthy objective as such, without any demonstration or requirement of practical application. The content is theoretical and scholarly as distinguished from technical and professional. (p. 32)
Consistent with Henry’s conceptualization, the AKA clarifies that the academic discipline of kinesiology is distinct from Applied Kinesiology and other fields that may use the term “kinesiology” (e. g. dental, spiritual, holistic, bio-spiritual) that lack grounding in the scientific study of physical activity. In his portrayal of perspectives of physical education as an academic discipline based on Henry’s work, Brooks (1981) recognized the “theoretical and scholarly pursuits of the academic discipline are distinguished from the professional efforts of other physical educators” (p. 4). It is important to note, however, that he clearly valued the professional aspects, or application of the knowledge by practitioners. In her commentary on Henry’s (1964) legacy, Park (2017) eloquently argues that the application of research into practice that promotes physical activity and health should be central to the discipline of Kinesiology, writing that Henry “wanted more and better research but he did not want the ‘discipline/field’ to abandon putting good research appropriately into practice” (p. 18). Consistent with this view, the value of practical knowledge is inherent in the core.
Recognizing the need to clarify the undergraduate core, the focus of the 2009 AKA workshop was to examine critical issues surrounding the development of an undergraduate core in Kinesiology. Academic leaders joined in thoughtful discussions guided by complex questions about the fundamental, essential categories that constitute the knowledge base for kinesiology, or as articulated by Lawson (2007) what every undergraduate kinesiology major should know or be able to do. Christina (2009) provided a summary of the discussions, presented the proposed undergraduate core that emerged from the meeting, and outlined the future tasks to be undertaken. These included developing explanations of the core categories, identifying core competencies, and developing strategies for packaging the core content.
Guided by Christina’s (2009) summary, the AKA adopted the undergraduate core developed at the 2009 workshop and methodically developed the framework for the academic core in the discipline of kinesiology, providing support for academic units in a variety of ways over the past decade and a half. According to Chodzko-Zajko (2014) “The American Kinesiology Association Core Curriculum is considered to be in the public domain and the American Kinesiology Association reserves the right to reproduce the document in a number of venues and formats” (p. 288). Since its development in 2009, the AKA Undergraduate Core Curriculum has been readily accessible on the website and in the literature (Chodzko-Zajko, 2014). The core was conceptualized as four content elements that encompassed the scope of the academic discipline. Sample learning outcomes were developed and provided as exemplars for individual units to consider. Chodzko-Zajko et al. (2018) provided a more detailed description of the four core elements and conceptualized approaches for the assessment of student learning outcomes.
The undergraduate core has proven to be a valuable resource for academic units with kinesiology programs. It provides a structure for the development and revision of program curricula. It is a useful tool for individuals who are involved in program reviews for academic units, guiding feedback concerning the breadth and depth of the required program of study for kinesiology majors. The core has also been used by kinesiology units to demonstrate their contributions to the academic missions of their institutions and to advocate for additional resources to better serve their students. The core elements that emerged from the discussions in 2009 have served the AKA and its member departments extremely well as they strove to further their academic missions over the past 15 years. During that time span, however, the educational landscape in higher education has changed considerably, so a review of the core elements is timely. Recognizing that, the AKA appointed a committee charged with the responsibility of reflecting on the core elements and revising them as needed to reflect current trends in the field. Committee members represented a diverse array of subdisciplines and types of institutions.
The committee met several times over the course of a year, reviewing not only the core elements but also the defining features of the core, its purpose and function, and how the core can continue to promote the discipline of kinesiology. The AKA Executive Committee and Board of Directors reviewed initial drafts of the revision and approved a draft document for consideration by member institutions. This was followed by a period of open comment from member institutions, consideration of all feedback, and the adoption of the final document by the AKA. The fundamental issues identified as foundational to the core remain unchanged (Chodzko-Zajko, 2014; Chodzko-Zajko et al. 2018). The AKA undergraduate core is not a prescriptive document that dictates a list of courses that must be included in a program of study. Rather, it outlines key elements that embody the discipline of kinesiology. The approaches used to address the core elements are the purview of the academic unit, so we advocate for local control and responsibility for curriculum development and revision. The AKA undergraduate core reflects a strong commitment to a broad view of the discipline of kinesiology that encompasses the scientific foundations of the relationship between physical activity and health, including not only physiological aspects but also motor development and skill as well as cultural and behavioral aspects. Additionally, consistent with Henry’s (1964) characterization of an academic discipline, the AKA undergraduate core is grounded in theory and the scientific study of physical activity rather than in technical, professional, or applied knowledge. That is, it is not practice driven, but theory driven. As noted above, however, the practical application of the discipline is fundamental to the core. Additionally, the core is not intended to be employed as an accreditation standard but rather a standard for what all kinesiology majors should know.
The essential principles of the four elements outlined in 2009 remain relevant and underlie this revision of the AKA undergraduate core. Although many fundamental issues and concepts continue to undergird the foundation of the core, the educational environment has changed dramatically since its inception. Several challenges that academic units face in higher education need to be considered in the reconceptualization of the core. Maintaining relevance in the current educational circumstances and marketplace is critical to maintaining kinesiology as a thriving academic major. As funding for public institutions has declined over the years, colleges and universities increasingly rely on student enrollment and their tuition dollars to meet expenses. Along with the decrease in funding, overall student enrollment has declined, and that trend is expected to continue (https://www.wiche.edu/resources/knocking-at-the-college-door-11th-edition). Considering the current climate, student recruitment, retention, and preparation for the workforce are factors that must be considered in the strategic planning efforts of academic units.
To contribute to the missions of colleges and universities academic units must be sensitive to sociopolitical and economic conditions. Departments housing kinesiology programs have enjoyed unprecedented growth and popularity over the past two decades and that has enhanced their status within university communities. The diversity of degree options and the wide range of careers for which kinesiology can serve as a solid foundation have been instrumental factors in that growth, but that presents challenges as we consider the undergraduate core. It is important to keep in mind that, although it is imperative that we address the needs of the marketplace to facilitate student recruitment, it is critical that we do not allow ourselves to be driven by preparation for careers at the expense of preserving fidelity to the discipline.
The relationship between physical activity and health is the root of the discipline of kinesiology. Despite efforts to promote physically active lifestyles, physical inactivity continues to be a grave health concern worldwide (Park, 2017). Lack of physical activity has contributed to the growth in career opportunities in allied health, which has been instrumental in the growth of the field. The kinesiology major provides a solid foundation for a broad range of medical fields centered on rehabilitation and health promotion. It is important to keep in mind, however, that in most circumstances “pre” anything (i.e. medicine, occupational therapy, physical therapy, etc.) is not an academic major. Admission materials to those programs of graduate study generally state that a variety of majors (i.e. biology, chemistry, kinesiology, psychology, etc.) are appropriate for undergraduate studies and provide a list of courses that are required prerequisites rather than dictating a major. The AKA undergraduate core includes areas that are fundamental to the preparation of individuals in pre-allied health fields that are not encompassed in other areas. Biomechanics, neuromotor control, psychology of physical activity, and exercise physiology are examples of elements of the kinesiology core that can make unique contributions to the preparation for advanced study in allied health fields, although they are not required prerequisites. As we move forward, we will be best served by maintaining our focus on the discipline as a whole and avoiding the temptation to tailor curricula to address requirements for study in pre-allied health fields
The plethora of specialized concentrations that are sometimes housed in kinesiology units present another challenge as we consider revisions to the AKA undergraduate core. Career options related to the business of sport, athletics, and sport performance have grown dramatically just as career options in allied health fields have. Degree programs focused on sport management, strength training and conditioning, applied physiology, public health, physical education teaching, and athletic training are often encompassed in kinesiology degrees. While these specializations have connections to the discipline of kinesiology and may be effectively couched within a kinesiology major, if they do not include the elements of the AKA undergraduate core, whether they should be labeled kinesiology majors is an issue of substance. Various accrediting bodies exist that outline the content and competencies for these areas. Many of the competencies align with aspects of the undergraduate core but they do not necessarily encompass the core. The AKA undergraduate core is not intended to be used for accreditation purposes and AKA advocates for local responsibility for developing curricula that address the core elements (Chodzko-Zaijko et al., 2018).
Another challenge we face in reconsidering the elements of the AKA undergraduate core relates to maintaining a focus on serving the needs of different individual and population demographics. Health disparities related to physical inactivity disproportionately affect some individuals and groups more than others, such as individuals of lower socioeconomic status, individuals with disabilities, and females (Tandon et al., 2021). For the undergraduate core to prepare students for success, it is imperative that it addresses the needs of all individuals in a supportive and respectful environment (Gregory-Bass et al., 2013; Lowrie & Robinson, 2013). A responsibility for promoting physically active lifestyles for all individuals underlies the elements of the core. Additionally, faithful implementation of the core is grounded in a commitment to life-long learning, problem solving, and ethics and values.
The following revision has been adopted by the AKA:
References
American Kinesiology Association. (n.d.) www.americankinesiologyassocation.org
Brooks, G. A. (1981). What is the discipline of physical education? In G. A. Brooks, (ed.). Perspectives on the academic discipline of physical education (pp. 3-9). Human Kinetics: Champaign.
Christina, R. W. (2009). Re-examining the undergraduate core in Kinesiology in a time of change. Retrieved from http:/www.americankinesiology.org
Chodzko-Zajko, W. (2014). The American Kinesiology Association Undergraduate Core Curriculum. Quest, 66, 288-294.
Chodzko-Zajko, W., Taylor, E.M., & Reeve, T. G. (2018). The American Kinesiology Association core content for kinesiology programs: From concept to curriculum. Kinesiology Review, 7, 297-285.
Gregory-Bass, R. C., Williams, R. H, Peters, B. A., & Blount, A. N. (2013). Undergraduate preparedness and partnerships to enhance diversity in kinesiology. Kinesiology Review, 2, 181-190. https://doi.org/10.1123/krj.2.3.181
Henry, F. M. (1964). Physical education: An academic discipline. Journal of Physical Education, Recreation & Dance, 35(7), 32-33, 69.
Lawson, H. A. (2007). Renewing the core curriculum. Quest, 59, 219-243.
Lowrie, P. M. & Robinson, L. E. (2013). Creating an inclusive culture and climate that supports excellence in kinesiology. Kinesiology Review, 2, 170 – 180 https://doi.org/10.1123/krj.2.3.170
Park, R. J. (2017). Is today’s physical education the legacy that Franklin Henry had hoped for? Kinesiology Review, 6, 187 -194.
Tandon, P. S., Kroshus, E., Olsen, K., Garrett, K., Qu, P., & McCleery, J. (2021). Socioeconomic Inequities in Youth Participation in Physical Activity and Sports. International Journal of Environmental Research and Public Health, 18(13), 6946. https://doi.org/10.3390/ijerph18136946
Solmon, M. A. (2021). Physical education and sport pedagogy: The application of the academic discipline of kinesiology. Kinesiology Review, 10, 331-338. doi.org/10.1123/kr.2021-0026