Foundations of Kinesiology: A Modern Integrated Approach 1st Edition, (Ebook PDF) full chapter instant download

Foundations of Kinesiology: A Modern
Integrated Approach 1st Edition,

(Ebook PDF)
Visit to download the full and correct content document:
https://ebookmass.com/product/foundations-of-kinesiology-a-modern-integrated-appr
oach-1st-edition-ebook-pdf/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Cardiology-An Integrated Approach (Human Organ Systems)

(Dec 29, 2017)_(007179154X)_(McGraw-Hill) 1st Edition
Elmoselhi
https://ebookmass.com/product/cardiology-an-integrated-approach-
human-organ-systems-dec-29-2017_007179154x_mcgraw-hill-1st-
edition-elmoselhi/
Kinesiology of the Musculoskeletal System: Foundations

for Rehabilitation
https://ebookmass.com/product/kinesiology-of-the-musculoskeletal-
system-foundations-for-rehabilitation/
Kinesiology of the Musculoskeletal System E Book:

Foundations for Rehabilitation 3rd Edition, (Ebook PDF)
system-e-book-foundations-for-rehabilitation-3rd-edition-ebook-
pdf/
Public Relations Campaigns: An Integrated Approach 1st

Edition – Ebook PDF Version
https://ebookmass.com/product/public-relations-campaigns-an-
integrated-approach-1st-edition-ebook-pdf-version/
Kinesiology of the Musculoskeletal System u2013 E-Book:
Foundations for Rehabilitation
system-e-book-foundations-for-rehabilitation/
Juvenile Delinquency: An integrated approach 3rd

Edition, (Ebook PDF)
https://ebookmass.com/product/juvenile-delinquency-an-integrated-
approach-3rd-edition-ebook-pdf/
Introducing Anthropology: An Integrated Approach 6th

Edition, (Ebook PDF)
https://ebookmass.com/product/introducing-anthropology-an-
integrated-approach-6th-edition-ebook-pdf/
Manual of Structural Kinesiology 20th Edition, (Ebook

PDF)
https://ebookmass.com/product/manual-of-structural-
kinesiology-20th-edition-ebook-pdf/
Kinesiology Flashcards 4th Edition (Ebook PDF)
https://ebookmass.com/product/kinesiology-flashcards-4th-edition-
ebook-pdf/
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Brief Contents
Preface xv
MODULE 1 – INTRODUCTION, DEFINITIONS, CAREERS, AND EVIDENCE-BASED

PRACTICES
1 Physical Activity and Society 3

2 Current Trends and Kinesiology Careers 21
3 Evidence-Based Practice in Kinesiology 45
MODULE 2 – COMMON DELIVERABLES FOR KINESIOLOGY MAJORS
4 The Physical Activity Continuum: Applications to Kinesiology 71

5 The Physical Activity Continuum: Integration of Principles of Aerobic Physical Activity 95
6 The Physical Activity Continuum: Integration of Strength and Conditioning Principles 117
7 The Physical Activity Continuum: Integration of Energy Balance and Body Composition 141
8 Integration of Mental Health, Psychology, and the Physical Activity Continuum 171
MODULE 3 – COMMON PROFESSIONAL SETTINGS AND OCCUPATIONAL CHALLENGES
9 Integration of Kinesiology and Physical Activity into the Workplace 195

10 Integration of Kinesiology with Leisure Time, Recreation, and Career Personal Training 219
11 Integration of Kinesiology and Physical Activity into School Settings 243
12 Integration of Kinesiology with Careers in Sports 265
13 Integration of Kinesiology in Transportation and Home Environments 291
MODULE 4 – PROFESSIONAL ETHICS, LEADERSHIP, AND CONTINUING EDUCATION
14 Ethics and Evidence-Based Decisions: Using Best Practices to Lead the Profession
into the Future 307
15 Best Practices for Leadership in the Kinesiology Profession 325
16 Summary of Key Concepts and Your Future in the Kinesiology Profession 341
Appendix I 356
Glossary 358
References 364
Photo Credits 371
Index 373
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contents
MODULE 1 – INTRODUCTION, DEFINITIONS,

CAREERS, AND EVIDENCE-BASED PRACTICES
1 Physical Activity and Society 3

LESSON 1 PHYSICAL ACTIVITY AND SOCIETY 4
Introduction: Kinesiology, Movement, Physical
Activity, and Exercise 6
Physical Activity, Exercise, and Physical Fitness:
What’s the Difference? 7
Kinesiology and Society 7
Kinesiology and Health 7
Kinesiology: Sports and Occupational Performance 9
Kinesiology: Growth and Development 9
Health Administration and Policy 15

LESSON 2 THE FIELD OF KINESIOLOGY:
Biostatistics 15
SUBDISCIPLINES AND CAREERS 10
Introduction 10 Philosophy, History, and Sociology 15
Exercise Physiology 10 Professional Training 16

Exercise Science 17
Biomechanics 12 Athletic Training 17
Motor Learning 12 Physical Education Teaching (Pedagogy) 17
Physical Therapy/Occupational Therapy Training 17
Sport/Exercise Psychology 13
Physical Activity and Public Health Practice 17
Public Health 13 Coaching 17
Epidemiology and Disease Control 14 Sport Management 18
Environmental Health 14
Health Promotion and Health Education 14 2 Current Trends and Kinesiology Careers 21
LESSON 1 INTEGRATION OF PROFESSIONAL
SKILLS FOR VARIOUS KINESIOLOGY CAREERS 22
Introduction: Common Basic KSAs in Kinesiology 23
Physical Activity in Health, Wellness, and Quality of Life 24
Scientific Foundations of Physical Activity 25
Cultural, Historical, and Philosophical Dimensions
of Physical Activity 25
The Practice of Physical Activity 26
Academic Kinesiology Course and Professional

Preparation 26
Exercise Physiology 28
Biomechanics 29
Motor Learning, Motor Control, and Motor Development
or Motor Behavior 29
vii
Public Health 30
Human Behavior 31
Philosophy, History, and Sociology 31
Exercise Science 32
Sport Management 32
Athletic Training 32
Physical Therapy/Occupational Therapy 33
Teaching Physical Education/Pedagogy 34
Coaching 35
Physical Activity and Public Health Practice 35
Special Populations 36
LESSON 2 CAREER PLANNING IN

KINESIOLOGY 37
What About You and Your Career? 40
3 Evidence-Based Practice in Kinesiology 45

LESSON 1 DEFINITIONS, THE SCIENTIFIC
METHOD, AND THE MECHANICS OF
EVIDENCE-BASED PRACTICE 46
Introduction: Evidence-Based Practice in Kinesiology
and Related Definitions 47
Isolated Facts versus Evidence 48
Cultural, Historical, and Philosophical Dimensions
The Scientific Method 49
of Physical Activity 64
Steps Toward Evidence-Based Practices 50
An Integrated Problem 64
LESSON 2 EXAMPLES OF EVIDENCE-BASED The Practice of Kinesiology 65

PRACTICES IN KINESIOLOGY 56
MODULE 2 – COMMON DELIVERABLES
Physical Activity in Health, Wellness,
FOR KINESIOLOGY MAJORS
and Quality of Life 60
Human Behavior 60
4 The Physical Activity Continuum:
Scientific Foundations of Physical Activity 60 Applications to Kinesiology 71
Public Health 61 LESSON 1 PHYSICAL ACTIVITY AND EXERCISE
Biomechanics 62 OVER THE LIFESPAN 72
Motor Learning 63 Introduction: Kinesiology—Emerging Concepts
and Influences Related to Physical Activity 73
The Physical Activity Continuum 74
Traditional Individual Exercise Prescription and Emerging
Population Physical Activity Planning 77
2008 Physical Activity Guidelines for Americans 79
The Human Capital Model and the Domains

of Physical Activity and Exercise 80
Details of the SLOTH Model 81
Overload, Specificity, and Adaptations to Physical
Activity and Exercise 82
Examples of the Integration of Overload, Specificity,
and Adaptations with Health-Related Outcomes
and Peak Performance 83
A Systems Approach for Planning Physical

Activity and Exercise Interventions for Kinesiology
Practitioners 85
viii Cont ent s
LESSON 2 EXAMPLES OF APPLYING
TRAINING FUNDAMENTALS IN KINESIOLOGY
SUBDISCIPLINES 87
Public Health and Exercise Physiology 89
An Integrated Kinesiology Scenario Related
to the Physical Activity Continuum 89
Motor Learning 89
Biomechanics 90
The Practice of Kinesiology—Return to Work 91
5 The Physical Activity Continuum:

Integration of Principles of Aerobic
Physical Activity 95
LESSON 1 INTEGRATION OF AEROBIC
PRINCIPLES INTO KINESIOLOGY 96
Introduction: Aerobic Physical Activity
and Kinesiology 97
Aerobic Activity: Basic Terms, Training Concepts,
and the Physical Activity Continuum 99
Health, Longevity, and Quality of Life Benefits of Aerobic 6 The Physical Activity Continuum:
Activities 101
Integration of Strength and Conditioning
Peak Performance and Aerobic Activity 104
Principles 117
Basic Physiological Responses and Benefits
of Participation in Aerobic Physical Activities 104 LESSON 1 INTEGRATION OF STRENGTH AND
Beginning, Intermediate, and Advanced Aerobic Physical Activity CONDITIONING PRINCIPLES INTO KINESIOLOGY 118
and Exercise Programs 106 Introduction: Strength and Conditioning
Measuring and Monitoring Aerobic Physical Activity and Kinesiology 119
and Fitness 107
Measuring Aerobic Capacity 109 Strength and Conditioning Basic Terms, Training
Concepts, and the Physical Activity Continuum 121
LESSON 2 EXAMPLES OF APPLYING AEROBIC Health and Quality of Life Benefits of Strength and Conditioning
Physical Activities 125
PRINCIPLES IN KINESIOLOGY SUBDISCIPLINES 110
Basic Physiological Responses and Benefits of Participation
Exercise Physiology and Biomechanics 111
in Strength and Conditioning Activities 126
Public Health 112 Peak Performance and Strength and Conditioning Activities 127
Motor Learning and Sport/Exercise Psychology 112 Beginning, Intermediate, and Advanced Strength and
Conditioning Physical Activity and Exercise Programs 128
The Practice of Kinesiology 113
Measuring Muscle Strength and Muscle Endurance 130
LESSON 2 EXAMPLES OF APPLYING STRENGTH

AND CONDITIONING PRINCIPLES IN KINESIOLOGY
SUBDISCIPLINES 132
Strength and Conditioning Detraining 134
Biomechanics 134
Public Health 135
Motor Learning 136
Contents ix
Biomechanics 163
Public Health 164
Motor Learning 166
8 Integration of Mental Health, Psychology,

and the Physical Activity Continuum 171
LESSON 1 INTEGRATION OF MENTAL HEALTH,
PSYCHOLOGY, AND THE PHYSICAL ACTIVITY
CONTINUUM 172
Introduction: Mental Health, Physical Activity,
and Kinesiology 174
Mental Health and Physical Activity: Basic Terms, Training
Concepts, and the Physical Activity Continuum 175
Health and Quality of Life Benefits of Participation in Physical
7 The Physical Activity Continuum: Activities for Those with Mental Health Disorders 176
Integration of Energy Balance Basic Physiological Responses and Movement Benefits
and Body Composition 141 of Participation in Physical Activities for Those with
LESSON 1 INTEGRATION OF ENERGY BALANCE Mental Health Disorders 178
AND BODY COMPOSITION BASICS INTO Mental Health Strategies for Achieving Physical
KINESIOLOGY 142 Fitness and Peak Physical Activity Performance 179
Coaching 179
Introduction: Energy Balance, Body Composition,
Personality Traits 179
and Kinesiology 143
Goal Setting and Record Keeping 179
Energy Balance and Body Composition Basic Motivation 180
Terms, Training Concepts, and the Physical Arousal 180
Activity Continuum 146 Mental Practice/Imagery 180
Energy Expenditure 146 Pleasure 181
Achieving Energy Balance 147 Self-Talk Cues: Attentional Focus 181
Body Composition and Physical Activity 149 Relaxation 181
Health and Quality of Life 151 Pre-Competitive Routines 181
Basic Physiologic Responses of Participation in Sleep 181
Physical Activities Affecting Energy Balance and Body Behavioral Theories and Theoretical Models of
Composition 152 Behavior Change for Physical Activity Promotion 182
Energy Balance and Body Composition for Peak Social Support for Health Behavior Change 182
Performance 152 Point-of-Decision Prompting 184
Basic Strategies for Achieving Energy Balance

and a Healthy Body Composition 153
Measuring and Monitoring Basal Metabolism, Body
Composition, and Physical Activity Outcomes 154
Laboratory Measurement of RMR 154
Field Measures of BMR 155
Laboratory or Clinical Methods of Measuring Body
Composition 155
Field Methods of Measuring Body Composition 155
Body Composition Interpretation and Monitoring 157
LESSON 2 EXAMPLES OF APPLYING ENERGY

BALANCE AND BODY COMPOSITION BASICS
IN KINESIOLOGY SUBDISCIPLINES 161
x Contents
Common Testing and Monitoring of Mental Health
and Physical Activity Outcomes 184
Physical Disabilities 185
LESSON 2 EXAMPLES OF APPLYING MENTAL

HEALTH, PSYCHOLOGY, AND PHYSICAL ACTIVITY
BASICS IN RELATIONSHIP TO THE KINESIOLOGY
SUBDISCIPLINES 186
Biomechanics 188
Public Health 189
Motor Learning 190
MODULE 3 – COMMON PROFESSIONAL

SETTINGS AND OCCUPATIONAL CHALLENGES
9 Integration of Kinesiology and Physical Implementation 207

Activity into the Workplace 195 Evaluation 207
LESSON 1 INTEGRATION OF BUSINESS AND Examples of Implementation of Physical Activity

INDUSTRY WITH THE PRINCIPLES OF PHYSICAL Interventions in Business and Industry 208
ACTIVITY AND KINESIOLOGY 196 Business and Industry Worksite Health Promotion
Introduction: Business and Industry (the Workplace), Measures and Monitoring Processes in the
Physical Activity, and Kinesiology 198 Workplace 208
Physical Activity in Business and Industry Settings: LESSON 2 EXAMPLES OF APPLYING BUSINESS
Basic Terms, Common Components, and the Physical AND INDUSTRY PRINCIPLES OF PHYSICAL
Activity Continuum 202 ACTIVITY IN RELATIONSHIP TO THE KINESIOLOGY
Health Care Costs, Work Productivity, Health Outcomes, and SUBDISCIPLINES 211
Organizational Benefits of Participation in Physical Activities
in Business and Industry Settings 203 Exercise Physiology 213
Essential Elements of Effective Workplace Health Biomechanics 213
Promotion Programs 203 Public Health 214
Assessment, Planning, Implementation, and Motor Learning 214
Evaluation of Workplace Health Promotion
Programs 204 The Practice of Kinesiology 215
Assessment 207
Planning/Worksite Governance 207
10 Integration of Kinesiology with Leisure
Time, Recreation, and Career Personal
Training 219
LESSON 1 INTEGRATION OF LEISURE TIME,
RECREATION, AND PERSONAL TRAINING WITH
THE PRINCIPLES OF PHYSICAL ACTIVITY AND
KINESIOLOGY 220
Introduction: Leisure Time, Recreation, Career Personal
Training, Physical Activity, and Kinesiology 222
Physical Activity in Leisure Time Settings: Basic Terms, Common
Components, and Influencing Factors 222
Physical Activity in Recreation Settings: Basic Terms, Common
Components, and Influencing Factors 226
Physical Activity in Career Personal Training Settings: Basic
Terms, Common Components, and the Physical Activity
Continuum 230
Contents xi
The Physical Activity Continuum and Leisure
Time, Recreation, and Career Personal Training
Settings 232
How Do You Know You Are Being Effective?
The Evaluation of Leisure Time, Recreation,
and Career Personal Training Health Promotion
Programs 232

LEISURE TIME, RECREATION, AND PERSONAL
TRAINING PRINCIPLES OF PHYSICAL ACTIVITY
IN RELATIONSHIP TO THE KINESIOLOGY
SUBDISCIPLINES 235
Biomechanics 237
Public Health 237
Motor Learning 238
Public Health 257
11 Integration of Kinesiology and Physical Motor Learning and Motor Skills
Activity into School Settings 243 Development 258
LESSON 1 PHYSICAL ACTIVITY IN SCHOOL The Practice of Kinesiology 260
SETTINGS 244 Outcomes of the SISD SHAC Physical Activity Initiative 260
Introduction: Physical Activity, Kinesiology,

and School Settings 246
12 Integration of Kinesiology with Careers
Physical Education 247 in Sports 265
Classroom Activity Breaks 248 LESSON 1 INTEGRATION OF CAREERS IN SPORTS
Recess 249 WITH THE PRINCIPLES OF PHYSICAL ACTIVITY
Sports 249 AND KINESIOLOGY 266
Active Transport 252
Introduction: Sports and Kinesiology 268
LESSON 2 EXAMPLES OF APPLYING Physical Activity in Sports Settings: Components
KINESIOLOGY SUBDISCIPLINES of Sports and Kinesiology 269
IN SCHOOL SETTINGS 255 Sports Trends, Tracking, and Surveillance 270
Exercise Physiology 257 Preparation for Sport Management Careers 273
Biomechanics 257 Preparation for Coaching Careers 274
Preparation to Prevent and Manage Adverse
Events 277
Cardiac Events 279
Musculoskeletal Injuries 279
Concussions 281
LESSON 2 EXAMPLES OF APPLYING SPORTS

MEDICINE, SPORT MANAGEMENT, AND
COACHING PRINCIPLES OF PHYSICAL ACTIVITY
IN RELATIONSHIP TO THE KINESIOLOGY
SUBDISCIPLINES 283
Biomechanics 285
xii Contents
Public Health 286
Motor Learning and Development 286
13 Integration of Kinesiology in Transportation

and Home Environments 291
LESSON 1 INTEGRATING TRANSPORTATION,
HOME, PHYSICAL ACTIVITY, AND
KINESIOLOGY 292
Introduction: Transportation, Home, Physical Activity,
and Kinesiology 294
Transportation 294
The Home Environment 297

TRANSPORTATION AND HOME ENVIRONMENT
PRINCIPLES OF PHYSICAL ACTIVITY BASICS
IN RELATIONSHIP TO THE KINESIOLOGY Introduction: Ethics in Kinesiology 310
SUBDISCIPLINES 300 Understanding Ethics: Development, Practice, and Use 311
Exercise Physiology 301 Historical Context of Modern Ethics

in Kinesiology 312
Biomechanics 302
Academic/Professional Honesty and Integrity 313
Public Health 302
The Ethical Decision-Making Process 314
Rules-Means Argument 315
Motor Learning and Development 303 Rules-Ends Argument 315
The Practice of Kinesiology 303 Means-Situation 315
Ends-Situation 315
MODULE 4 – PROFESSIONAL ETHICS, Summary 316
LEADERSHIP, AND CONTINUING EDUCATION
LESSON 2 EXAMPLES OF APPLYING ETHICS
14 Ethics and Evidence-Based Decisions: Using TO THE KINESIOLOGY SUBDISCIPLINES 317
Best Practices to Lead the Profession into Exercise Physiology 318
the Future 307 Biomechanics 318
LESSON 1 INTEGRATING ETHICS AND Public Health 319
KINESIOLOGY 308 Sport/Exercise Psychology 320
The Teaching of Physical Education 320
15 Best Practices for Leadership

in the Kinesiology Profession 325
LESSON 1 LEADERSHIP IN KINESIOLOGY 326
Introduction: Leadership and Kinesiology 327
Leadership Styles: Development, Practice, and Use 328
Behavioral Characteristics of a Good Leader 329
A Model for Leadership and Supervision in
Kinesiology 332
Summary 333
Contents xiii
Introduction 344
Physical Activity Integration and Kinesiology 346
Public Health and Kinesiology 348
LESSON 2 EXAMPLES OF APPLYING LEADERSHIP LESSON 2 THE FUTURE AND FINAL

TO THE KINESIOLOGY SUBDISCIPLINES 335 THOUGHTS 350
Exercise Physiology 336 Your Resume and Curriculum Vitae 350
Biomechanics 336 Legal Issues 350
Public Health 336 Continuing Education/Lifelong Learning 350
Sport/Exercise Psychology 337 Local to Global Awareness 351
The Practice of Kinesiology 337 Career Strategies and Tips 351
The Teaching of Physical Education 337
Appendix I 356
Glossary 358
16 Summary of Key Concepts and Your Future
in the Kinesiology Profession 341 References 364
Photo Credits 371
LESSON 1 UNIFYING THEMES IN
KINESIOLOGY 342 Index 373
xiv Contents
Preface
Introduction Kinesiology in Perspective

Welcome to Foundations of Kinesiology: A Modern Integrated Although descriptions of human anatomy, including the
Approach. This text is meant to be used for an introductory muscles and how they move, can be traced back to the an-
or overview course and forms the basis for preparing cient Greek scientist Aristotle, the scientific study of kinesi-
undergraduates to incorporate evidence-based practice ology and its subdisciplines is much younger. Participation
strategies in preparation for specific kinesiology profes- in physical activity and exercise are just naturally part of
sional careers such as those shown in the table. life if we are moving. Physical activity is any bodily move-
ment that results in energy expenditure, while exercise is a
Possible Kinesiology Related Professional Careers specific type of physical activity that is planned, repetitive,
Exercise physiologist Physician assistant
and done for a specific purpose. As you can see, there are
a broad range of applications to human movement, from
Biomechanist Medical doctor an infant learning to walk and develop motor skills, to a
Sports psychologist Athletic trainer stroke survivor learning to roll a wheel chair, to an elite
athlete training for Olympic competition.
Personal trainer Physical therapist According to the American Kinesiology Association
Athletic coach Wellness instructor (AKA), kinesiology is an academic discipline, which in-
volves the study of physical activity and its impact on
Public safety trainer Physical education teacher health, society, and quality of life. It includes, but is not
Chiropractor Strength and conditioning limited to, such areas of study as exercise science, sport
specialist management, athletic training and sports medicine,
socio-cultural analyses of sports, sport and pre-professional
Rehabilitation specialist Occupational therapist
training for physical therapy, occupational therapy, medi-
Physical activity public health Other emerging career cine, and other health-related fields.
practitioner paths Kinesiology has become one of the largest and
fastest-growing undergraduate degree programs in uni-
Integrating digital and traditional delivery methods, versities in United States. According to the AKA, the
the text is designed to help students and instructors fo- number of undergraduate kinesiology majors grew 50%
cus on physical activity as the center of the kinesiology from 2003 to 2008, to more than 26,000 students, with
universe (see Chapter 1 for details) and emphasize evolv- multiple subdisciplines all focusing on movement. In a
ing and ever-changing kinesiology careers impacting in- departure from traditional introductory texts for kinesiol-
dividuals and populations across the lifespan (children, ogy, exercise science, human performance, and so forth,
adolescents, adults, and older adults) and in a variety we have sought to effectively integrate, incorporate, and
of settings such as work, leisure, transportation, home, deliver evidence-based practice skills for students who
schools, fitness facilities, and rehabilitation centers. The must translate the information and apply it for potential
content is designed to help students develop skills and career opportunities.
abilities about basic kinesiology subdisciplines such as
A Modern Integrated Approach
biomechanics, motor learning, exercise physiology, and
public health. Further, a critical and unique practical as- Despite frequent calls by leaders in the field to integrate
pect of this text is the emphasis on required professional the subdisciplines of kinesiology, efforts to date have
skills for developing an effective career path in kinesiology fallen short of this goal and the subdisciplines of kinesiol-
in areas such as design of physical activity training pro- ogy remained siloed. This new text focuses on a true inte-
grams, promoting physical activity and public health, and gration of the field of kinesiology, with physical activity at
managing energy balance and body composition. the center, and on preparing undergraduates for careers
xv

in kinesiology promoted by the associations and groups standing of kinesiology beyond training for performance
such as the AKA, the National Physical Activity Plan Al- to include physical activity for health. Strong scientific
liance (NPAPA), and the Physical Activity Guidelines for evidence has indicated that many children and adults are
Americans. Our approach in this text is consistent with very inactive (or sedentary) and that even small amounts
what many kinesiology scholars have advocated for the of physical activity and exercise can effect large positive
future of the field by supporting strong linkages to health changes in the health (cardiorespiratory, musculoskele-
and wellbeing of individuals and populations.* tal, energy balance, mental health, and so on) of individ-
With this textbook and associated digital resources, uals and entire populations. The promotion of physical
you will find an approach to presenting kinesiology activity with or without exercise has become an effective
concepts that is a modernized, integrated approach tool in helping reduce chronic disease risk factors and
compared with more traditional “silo” methods of prevalence, and has been helpful in chronic disease man-
learning about the subdisciplines of kinesiology in an agement. These advances have helped to solidify public
introductory course. For example, instead of a chapter health as a key subdiscipline of kinesiology.
fully dedicated to subdisciplines, this textbook integrates We recommend that future kinesiology practitioners
each subdiscipline into each chapter. Icons are used continue to study, understand, and promote traditional
to highlight each subdiscipline thread for each area physical activity and exercise training strategies based
of instruction. Although each subdiscipline requires on outcomes such as improved physical fitness and peak
unique knowledge, unifying principles, such as a con- performance, especially for those who want to achieve
tinuum of physical activity and place-based applications, higher order goals. Furthermore, kinesiology profes-
provide common overlap for application in day-to-day sionals should also learn about and promote additional
practice. We believe strongly that promoting future physical activity and exercise goals for the achieve-
career skills for kinesiology professionals that include ment of positive individual and population-based health
the integration of the science and practice of physical outcomes.
activity (and exercise) with the numerous subdisciplines
of the field will better prepare students for jobs in the
Physical Activity Continuum
field, now and in the future.
Because physical activity and exercise encompass varying
types of outcomes such as health, physical fitness, peak
Exercise for Fitness and Performance
performance across the life span as well as functional abil-
Traditionally, exercise has been viewed as a way to train ities (mental/physical health), it is important to under-
and improve physical fitness for a specific performance stand that physical activity is not just a binary outcome,
purpose such as preparing for a 10K race, a battery of fit- but can be conceptualized as a continuum. Movement
ness assessments, a 100-meter dash, or a weight lifting can range from the smallest skeletal muscle contraction
competition. Since the ancient times of the Greeks and Ro- all the way to peak performance in athletic competition.
mans, athleticism and high levels of fitness have been asso- Each type of movement is unique and, when applied
ciated with good health, vigor, and stamina. Even many of with physiologic training principles of overload, specific-
the early U.S. exercise practice guidelines (American Heart ity, and adaptation, can have a profound effect on the
Association, American College of Sports Medicine) devel- human body.
oped in the 1970s through the early 1990s were based pri- A core guiding principle in this text is the Physical Ac-
marily on performing endurance exercise to enhance per- tivity Continuum. The continuum begins at the sedentary
formance, particularly aerobic capacity. The rationale for level, which represents little to no movement. Proceed-
participating in regular exercise for improving fitness and ing left to right, minimal participation in physical activity,
peak performance, especially for individuals, by rapidly in- consistent with evidence-based guidelines, can result in
creasing intensity over time became a traditional approach positive health outcomes for children, adults, and older
that many came to understand, but could not necessarily adults. Increases in physical fitness are based on achiev-
achieve. In fact, physical activity and exercise goals that ing higher levels of physical activity and exercise for goals
focus mainly on increasing levels of physical fitness and like lifting heavier weight, running a 10K, or improv-
peak performance with a “more is better” philosophy often ing agility. Finally, peak performance is consistent with
become additional barriers to people just struggling to find achieving top athletic fitness or performance.
the time and the motivation to be physically active.
Physical Activity for Health THE PHYSICAL ACTIVITY CONTINUUM
Since the mid-1980s, science has Health, Meeting the Increasing

advanced and expanded our under- U.S. Physical Activity Physical Fitness
Sedentary (losing weight, running Peak Performance
Guidlines a 10K, or increasing your
(lowering your risk for muscular strength and
chronic disease) endurance)
* All works cited are listed in the References
section beginning on page 364.
xvi Preface
The Physical Activity Continuum icon is found Module 2: Chapters 4–8 Common Deliverables
throughout the text and was developed as a reminder for Kinesiology Majors
that strategies and tactics discussed in the text should In Module 2, students learn about how kinesiology sub-
be used to promote physical activity and exercise con- disciplines are integrated and the importance of being
cepts that can and should be applied at many different able to develop their physical activity programming skills
levels (based on participation goals, age, mental/physi- to work with diverse populations seeking health, physical
cal health, and so on). In Chapter 4, the Physical Activ- fitness, and peak performance goals. Students will also
ity Continuum is introduced and highlighted regularly learn about common deliverables (such as aerobic fitness,
throughout the rest of the text as a reminder of how to muscular and skeletal strength, energy balance, body
integrate physical activity and exercise promotion into a composition, and mental health) that provide knowledge,
variety of settings. The unifying physical activity princi- skills, and abilities (KSAs) in order to effectively promote
ples of dose-response, overload, specificity, and adapta- physical activity and health, physical fitness, and peak
tion as applied to the continuum are also introduced and performance goals across the lifespan. The Physical Activ-
reinforced throughout the text. ity Continuum and unifying physical activity principles of
dose-response, overload, specificity, and adaptation are
also introduced and applied in this module.
How This Book Is Organized:
Module 3: Chapters 9–13 Common Profession-
Modules, Integration and the al Settings and Occupational Challenges
Practice of Kinesiology The purpose of Module 3 is to provide opportunities to
explore and interact about common and current profes-
The textbook consists of four modules containing
sional and occupational settings that are dependent upon
16 chapters with two lessons in each chapter. Lesson 1
acquired kinesiology-related discipline KSAs. The mod-
provides core background information for the topics
ule focuses on the integration of several of the sectors
covered. Lesson 2 specifically challenges students and
highlighted in the U.S. National Physical Activity Plan
instructors to integrate the kinesiology subdisciplines into
(www.physicalactivityplan.org)—business and industry;
real life based on chapter topics specifically related to sub-
community recreation, fitness, and parks; education;
disciplines such as Exercise Physiology, Biomechanics,
faith-based settings; health care; mass media; public
Sport/Exercise Psychology, Public health, and the Practice
health; sport; and transportation, land use, and commu-
of Kinesiology.
nity design—to kinesiology and its subdisciplines. Mod-
The textbook has been developed such that the mate-
ule 3 links sectors presented to the common knowledge
rial can easily be delivered in a traditional classroom for-
base of kinesiology (what every major should know) pre-
mat, in a hybrid format, on-line, or through other pop-
sented in Chapter 2:
ular content delivery pathways. The MindTapTM digital
component provides engaging activities consistent with ◗◗ Physical activity in health, wellness, and quality of life
the goal of promoting future career skills for kinesiology ◗◗ Scientific foundations of physical activity
professionals and the integration of the science and prac-
◗◗ Cultural, historical, and philosophical dimensions of
tice of physical activity (and exercise) with the subdisci-
physical activity
plines of the field.
◗◗ The practice of physical activity
Module 1: Chapters 1–3 Definitions, Careers,
The specific chapters in Module 3 consist of topics
and Evidence-Based Practice
addressing kinesiology in relationship to business and
Module 1 provides an introduction to the various subdis- industry; home, leisure, and recreation; schools; sports;
ciplines of kinesiology and how they are each related to and, transportation.
physical activity and the use of evidence-based practices
to help practitioners develop effective professional prob- Module 4: Chapters 14–16 Professional Ethics,
lem-solving skills. Students learn about the kinesiology Leadership, and Continuing Education
universe and related academic preparation courses for This final module of the text is designed to provide op-
various subdisciplines of kinesiology that are needed for portunities to explore common and current professional
professional training and future careers. Chapter 1 pro- standards regarding ethics, leadership, and continuing ed-
vides definitions and an overview of the textbook focus. ucation skills for careers in kinesiology-related subdisci-
Chapter 2 provides an in-depth look at kinesiology careers plines. It also reinforces the need to integrate the variety
and professional development opportunities. In Chapter 3, of academic disciplines undergraduate kinesiology majors
students are introduced to concepts of evidence-based experience so that they can master the knowledge base of
practices in kinesiology, and they are provided with several kinesiology, translate that knowledge, and communicate
specific examples of the mechanics of evidence-based it into intervention packages that help solve societal chal-
decision making. lenges. Themes in the module include integration of ethical
P r e fa ce xvii
decision making and the acquisition of leadership skills. ◗◗ Case Studies: This feature, used throughout the text,
Module 4 also provides general professional KSAs common focuses on the Casey family as well as their extemded
to the subdisciplines of kinesiology. The final chapter in the family and friends. The Caseys represent a busy but
module anchors the text with current professional practice physically inactive family that you might find anywhere
recommendations on the unifying themes of kinesiology in U.S. society today. In most chapters, the case study is
as supported by the American Kinesiology Association and in two parts; part one in Lesson 1 describes a kinesiology
the authors. Specifically, we support the importance of stu- related problem that requires the integration of the
dents understanding the following additional integrated kinesiology subdisciplines to provide possible solutions.
concepts for preparing for their future career in kinesiology Part two in Lesson 2 provides possible solutions, based
and promotion of the field as the whole:2 on the chapter material, for the case described.
◗◗ The need to produce public goods or tangible products ◗◗ Career Focus: Each chapter has material related to
that contribute to solving societal problems. Examples various career opportunities based on obtaining a de-
of public goods in kinesiology are developing physical gree in kinesiology.
activity plans at the community level for specific pop- ◗◗ Call Out Boxes: Chapters have additional information
ulations or helping implement physical activity poli- available for students and instructors about numerous
cies at the national, regional, or state levels. Examples topics mentioned in call out boxes.
of tangible kinesiology products are the development ◗◗ Tables, Figures, Photographs: The text is very visu-
of wearable technology or programs like popup yoga ally oriented, with graphic features that enhance effec-
classes conducted in park settings. tive traditional or online learning.
◗◗ The need to show that the kinesiology field and your ◗◗ Icons: In addition to the Physical Activity Continuum icon
role in the profession will continue to be valuable to described above, we have included special icons highlight-
society and that there are professional agendas that in- ing each subdiscipline of kinesiology discussed (Exercise
tegrate kinesiology into national policy decisions and Physiology, Biomechanics, Public Health, Motor Learning
legislative actions such as public health–oriented goals. and Development, and Sport/Exercise Psychology). There
◗◗ The need to focus on the future by being willing to is also an icon for The Practice of Kinesiology that includes
change rapidly to meet emerging societal needs and history, philosophy, and sociology topics, plus practical in-
able to evaluate the effectiveness of interventions, tegrated examples related to the subdisciplines of the field.
monitor them, and adjust them as needed. ◗◗ Chapter Summaries: Each chapter has a brief but
By mastering the knowledge base of kinesiology, trans- concise overview of topics and key points covered.
lating that knowledge, and communicating it by develop- ◗◗ People Matter: The “People Matter” feature in each
ing effective ways to enhance human movement, students chapter highlights various kinesiology professionals
can become better prepared to help solve societal chal- and how they practice kinesiology in their careers.
lenges. The final thoughts section (Lesson 2) in Chapter The feature provides students with real life examples
16 provides students with content on key lifetime learning of how they can prepare for a variety of kinesiology
concepts. careers by integrating the various topics and subdisci-
plines covered in the text.
Key Features of the Textbook ◗◗ Remember This: The “Remember This” feature pro-
vides definitions for all terms explained throughout
and MindTapTM each chapter.
The textbook and the accompanying MindTap digital ◗◗ For More Information: This key feature provides
component together form a unique course solution for learners with numerous web links that allow learners
the introductory kinesiology course. Specific features to easily search for more information in each chapter.
found in the text are listed first followed by an introduc- ◗◗ Chapter References: Each chapter includes sequen-
tion to the activities in MindTap. MindTap also includes a tially numbered references to scientific works cited
fully functional eBook edition of the printed text. that provide evidence-based support for the concepts
There are a number of key features that help students developed and presented in each chapter. The refer-
and instructors facilitate learning, interaction, and eval- ences provide students and instructors with additional
uation throughout an introductory kinesiology course. opportunities to pursue more in depth learning about
Specific key features include: topics of special individual and/or class interest.
◗◗ Student Learning Objectives (SLOs): Listed at the
beginning of each chapter, learning objectives require MindTap for Foundations of Kinesiology: A
students to explain, justify, describe, integrate, provide Modern Integrated Approach
examples, critically review, and develop materials re- Beyond an eBook, homework solution, digital supple-
lated to the chapter material. ment, or premium website, MindTap is a digital learning
xviii Preface
platform that works alongside your campus learning
management system (LMS) to deliver course curricu-
lum across the range of electronic devices. The MindTap
learning activities directly engage students with the con-
tent presented in the text.
◗◗ Chapter Warm-Ups: Each chapter includes a Career
Insights Video, featuring both professionals and stu-
dents discussing career-related topics. In addition, a
short practice quiz helps students identify what they al-
ready know about the chapter topics.
MindTap boxes in the text indicate an assignable
follow-up activity is available in MindTap.
◗◗ Take Action: Students are presented with discrete

career-oriented projects and targeted learning activ-
ities that help them develop the knowledge, skills,
and abilities being presented in the text. Students
can retain all the documents they create and use
them to start developing career-oriented portfolios
of their work.
Acknowledgements
Kinesiology professionals share their experiences working
We wish to thank the many students and teachers who
in a wide variety of kinesiology-related careers.
have inspired us to produce the first edition of Founda-
tions of Kinesiology: A Modern Integrated Approach. First, we
◗◗ Case Studies Activities: In Chapter 1, the Caseys would like to thank all the reviewers of the textbook who
and their extended family are introduced. Throughout provided their valuable insight, which improved our final
the text, the situations they face encourage students work. It takes a great team to produce a textbook, and
to develop their knowledge, skills, and abilities to de- the members of the talented production team, listed on
vise solutions that promote physically active lifestyles the copyright page, have made vital contributions to this
despite the family’s lifestyle, behavioral, and environ- product. Special thanks to our development editor Jake
mental challenges. Accompanying activities in Mind- Warde, production manager Carol Samet, and market-
Tap offer student engagement with each of the cases ing manager Ana Albinson. We would also like to thank
presented in the text. Aileen Berg and Yolanda Cossio for helping initiate this
◗◗ MindTap Engagement Boxes. Throughout the project. Finally, a special thanks to Krista Mastroianni,
text, students are encouraged to visit valuable web- our Health Product Team Manager at Cengage, and her
sites related to the chapter content. For example, in dedicated team of highly talented people who have made
Chapter 2, students are encouraged to visit the web- this textbook a reality.
sites of organizations providing licensure and certifi-
cation for a variety of careers. Related activities help
students to evaluate and assimilate the content they
Reviewers
have reviewed.
Jeffrey Alexander
Chandler-Gilbert Community College
Diana Avans
Vanguard University
Jeffrey Beer
Specializing in Cardiac Rehabilitation Manchester University
Go to your MindTap course to complete an activity Evonne Bird

that will help you understand more about becoming a Truman State University
cardiac rehabilitation specialist. Amanda Bonikowske
Carroll College
P reface xix
Brian Brabham Karen Poole
University of Mary Hardin-Baylor University of North Carolina-Greensboro
Stanley Brown Jesse Rhoads
Mississippi State University University of North Dakota
Ni Bueno Pamela Richards
Cerritos College (CA) Central College (IA)
Jacky Burke-Cherney Coty Richardson
Scottsdale Community College and Paradise Northwest Christian University
Valley Community College Russell Robinson
Kay Daigle Shippensburg University
Southeast Oklahoma University Greg Ryan
Jordan Daniel University of Montana Western
Texas A & M University Paul Schempp
Judd Doryce University of Georgia
University of North Dakota Michael Schmidt
Alexandra Doussett University of Georgia
California State University-San Bernardino Andrew Shim
Mike Fikes University of South Dakota
Wayland Baptist University Shannon Siegel
Bob Filander University of San Francisco
Austin College (TX) Duncan Simpson
Andrea Fradkin Barry University
Bloomsburg University Kathleen Smyth
Christopher Kovacs College of Marin
Western Illinois University Dr. Kathleen Tritschler
Cindy Kuhrasch Guilford College
University of Wisconsin Sarah Wall
Michele LeBlanc Eastern New Mexico University
California Lutheran University Kevin Weaver
Lisa Leininger Western Kentucky University
California State University-Monterey Bay Valery Whereley
Sara Mahoney Sacred Heart University
Bellarmine University Andrew Winterstein
Joe Marist University of Wisconsin
Arizona State University Gary L. Worrell
Ileen Miller University of New Brunswick-Saint John Campus
California State University-San Martin Robyn York
James R. Morrow, Jr. California State University-Fullerton
University of North Texas Elizabeth Zicha
Gary Oden Muskingum University
Sam Houston State University
Rebecca Pena
California State University-Northridge
xx Preface
Author Bios and Career Linkages
In keeping with the strong career orientation of this text, from 2003 to 2013 to promote continuing education
we conclude this preface with brief biographies and state- experiences for coaches.
ments on why we became kinesiology professionals. Note Dr. Murray served as the Vice Chair of the Governor’s
that at the end of every chapter, a section called “People (Ann Richards) Commission for Physical Fitness in Texas
Matter” features kinesiology professionals discussing from 1993 to 1994. He was named an Honorary Professor
their career choices in more detail as well. of International Studies at Texas State University in 2013.
Dr. Murray’s research interests include school-based
Tinker D. Murray, Ph.D., FACSM and clinical-based youth physical activity interventions
Dr. Tinker D. Murray is a professor for the prevention of obesity and diabetes and person-
of Health and Human Performance at al fitness, and training applications related to exercise
Texas State University (formerly South- physiology for youth, adults, and the elderly. Since
west Texas State University [SWT]) in 1984, he has worked with his colleagues to conduct and
San Marcos, Texas. He earned a bache- publish research and textbooks related to school phys-
lor’s of science degree in physical edu- ical education, public health, and clinical settings to
cation and biology from the University of Texas in 1973. promote physical activity in children, adolescents, and
He earned his master’s of education degree in physical college students.
education from Southwest Texas State University in
1976, and completed his Ph.D. in physical education Why I Became a Kinesiology Professional
and cardiac rehabilitation from Texas A&M University I was an undecided major as an undergraduate at the Uni-
in 1984. He was also awarded a certificate in graduate versity of Texas (UT) at Austin for my first semester. I was
studies in cardiac rehabilitation from Baylor College of running as a freshman on the cross-country team at the
Medicine in 1981. time and our cross-country coach was, Jack T. Daniels,
Dr. Murray served as Director of Cardiac Rehabilita- Ph.D., who was the first exercise physiologist I ever met.
tion at Brooke Army Medical Center from 1982 to 1984 Years later Runner’s World Magazine named Coach Daniels
where he was twice recognized for his exceptional perfor- the world’s best distance coach. As you can imagine, he
mance. He has been at Southwest Texas and Texas State had a major influence on me to learn about how to ex-
University since 1984 and served as the Director of Em- ercise for peak performance, while trying to stay healthy.
ployee Wellness from 1984 to 1988, and Director of the As I earned my bachelor’s degree at UT, I was fortu-
Exercise Performance Laboratory from 1984 to 2000. He nate to have a who’s who of professors who provided me
was a voluntary assistant cross country and track coach with a quality undergraduate experience in Kinesiology
at Southwest Texas from 1985 to 1988 and helped win (called Physical Education at the time). I then attended
three Gulf Star Conference titles. Southwest Texas State University for my master’s degree
Dr. Murray is a Fellow of the American College of and gained valuable practitioner skills as a graduate as-
Sports Medicine (ACSM) and certified as an ACSM Pro- sistant teaching several physical activities that promoted
gram Director. He is a former two-time president of the the development of physical fitness. At the time, I also
Texas regional chapter of ACSM (1987 and 1994). He worked in a local family owned sporting goods store that
served on the national ACSM Board of Trustees from provided me with valuable business skills.
1998 to 2001. By the time I was working on my doctorate at Texas
Dr. Murray has been a lecturer and examiner for the A&M University, I was still interested in physical fitness
USA Track and Field Level II Coaching Certification Pro- and peak performance, but I had also developed an inter-
gram (1988–2008). He also worked with the Professional est in preventing cardiovascular disease and the rehabili-
Development Cooperative (PDC) in coordination with tation of cardiac patients. My post-doctoral internship at
the Texas High School Coaches Association (THSCA) the Methodist Hospital and Baylor College of Medicine
xxi

in in Houston, Texas, helped me develop clinical skills for I presented a paper at TACSM in 1985 that gained the
helping prevent and manage chronic disease by integrat- attention of several faculty members from other univer-
ing the various subdisciplines of kinesiology. sities. Upon graduation in 1986, I was offered a graduate
My academic training and acquisition of professional assistantship at Southwest Texas State University work-
skills have served me well throughout my career. I am ing with Dr. Tinker Murray.
also very fortunate that I met professional colleagues like Working with Tinker, I was able to hone my skills as a
Dr. Eldridge and Dr. Kohl who share similar philosophies researcher and statistician by traveling across Texas col-
for student academic preparation and options for numer- lecting human performance data among high school and
ous careers in kinesiology as I do. college students. I began presenting the data we collected
at numerous state and national meetings. The ability to
James A. Eldridge, Ed.D. present and travel allowed me to meet future colleagues
Dr. James A. Eldridge is the chair and and set me up to receive a doctoral assistantship at the
a professor of Kinesiology at the Uni- University of Houston working with Drs. Tony Jackson,
versity of Texas of the Permian Basin Jim Morrow, and Jim Pivarnik. I was fortunate to have
(UTPB) in Odessa, Texas. He earned these well-recognized faculty as mentors. Each provided
bachelor’s of arts degrees in both phys- me with new perspectives on research and writing that
ical education and biology from Texas has carried forward in my career.
Lutheran University in 1986. He earned his master of In my first year of my doctoral work, a job opportunity
arts degree in physical education from Southwest Texas with M.D. Anderson became available. The job included
State University in 1989, and completed his Ed.D. in traveling across the nation collecting data in rural
physical education and human performance from the worksites and analyzing that data. I applied for the
University of Houston in 1996. position and was hired. At the time, the NCI grant was the
Dr. Eldridge served as a Biostatistician and Assistant largest multi-site grant ever funded in behavioral science.
Epidemiologist at M.D. Anderson cancer center from As the biostatistician for the M.D. Anderson site portion of
1990 to 1995, where he worked on the largest funded the grant, I was able to include questions within the ques-
NCI grant studying worksite behaviors and cancer risks. tionnaire that would allow me to further my interests in
He then spent two years employed with Southwest Texas physical activity in relation to worksite injury and cancer
State University as the research associate for the Vice risk. While completing the NCI grant, I received funding
President of Student Affairs. He has worked at UTPB from the Texas Tobacco Prevention grant to determine
since 1997 and served as the Director of Exercise Phys- the relationship between print advertisements and youth
iology Labs from 1997 to 2010 and chairperson of the smoking. Working on this grant brought me to the
Kinesiology Department 2010 to present. realization that technology enhances the capacity to collect
Dr. Eldridge is a member of the Texas chapter of the data, intervene with large groups, and educate individuals
American College of Sports Medicine (TACSM) and through computer technology. At that time in 1994,
served on the board of directors for the organization from application development was in its infancy. I was able to
2005 to 2008. He also served as president of the organi- develop a computer-generated program that would help
zation in 2007. me collect data with a survey of de-emphasized print ads
Dr. Eldridge research interests include worksite inju- to determine how well youth could differentiate between
ry reduction, rodeo injury occurrence, and school-based tobacco ads compared to other ads. After completing the
and clinical-based youth physical activity interventions program, I had learned numerous new strategies for the
for the prevention of obesity and diabetes and personal use of technology and education, and have carried my love
fitness. He has worked since 1989 with his colleagues to for creation of new learning strategies to the technological
conduct and publish research and textbooks related to in- portion of this text.
jury prevention and diagnosis, physical activity measure- I am very fortunate to have colleagues like Dr. Murray
ment, and health-related issues in medicine and nursing. and Dr. Kohl who share the same excitement for student
learning and the same drive to develop new learning
Why I Became a Kinesiology Professional technologies that will strengthen the academic prepara-
tion of kinesiology students.
I was a pre-engineering major as an undergraduate stu-
dent at Texas Lutheran College for my first semester as a
freshman; however, my study habits were less than stel- Harold W. Kohl III, Ph.D.,
lar. I was lucky that Dr. Bill Squires saw potential in me FACSM, FNAK
and decided that he could use my help in his physiology Dr. Harold (Bill) Kohl is Professor of Ep-
lab working to collect data for grants he had acquired idemiology and Kinesiology at the Uni-
from NASA. I found out at that time that I really loved versity of Texas Health Science Center–
physiology and the ability to measure physiological pa- Houston School of Public Health and
rameters under adverse situations. Under his tutelage, the University of Texas, Austin. At the
xxii Author Bios and Career L inkages
University of Texas School of Public Health, he also serves textbook Foundations of Physical Activity and Public Health
as the Associate Regional Dean for Academic Affairs and with Dr. Tinker Murray.
International Health Affairs at the Austin Regional Cam-
pus. Prior to this appointment, he served as Lead Epide- Why I Became a Kinesiology Professional
miologist and Team Leader in the Physical Activity and My path to becoming a kinesiology professional be-
Health Branch of the Division of Nutrition and Physical gan with my interest and training in public health.
Activity at the Centers for Disease Control and Preven- I began with an interest in the physiology of acid/base
tion in Atlanta. chemistry compensation to environment challenges.
He has worked since 1984 in the area of physical activity My training in epidemiology, first under Dr. Carol
and health, including conducting research, developing and Macera and later Dr. Milton Nichaman, opened my
evaluating intervention programs for adults and children, eyes to public health. Further inspired by Drs. Steven
and developing and advising on policy issues. He earned Blair and Ralph Paffenbarger, I came to see physical
his doctorate in Epidemiology and Community Health fitness and physical activity as not just a clinical issue
Studies at the niversity of Texas Health Science Center - for individuals, but a population and public health
Houston School of Public Health, and a master of science issue as well. I was able to combine my interest in
in Public Health at the University of South Carolina. physiology and my interest in public health into a new
Dr. Kohl’s other areas of specialization are biostatis- field: physical activity epidemiology.
tics and health promotion. His research interests include My first job as an epidemiologist was at the Cooper
current focuses on physical activity, exercise, fitness, and Aerobics Center, where we were following thousands
health as well as and sports medicine surveillance sys- of patients of the Cooper Clinic in a prospective study
tems for musculoskeletal injuries. In his recent efforts, to determine the role that precisely measured physical
he has concentrated on national and international phys- fitness plays in noncommunicable disease mortality.
ical activity surveillance and epidemiology issues, as well In those studies, led by Dr. Steven Blair, we were able
as program development and evaluation studies for the to demonstrate that men and women who had high-
promotion of school-based physical activity for children er levels of cardiorespiratory fitness, or who improved
and adolescents. He initiated Active Texas 2020, a state that fitness with physical activity, had a corresponding-
physical activity plan for Texas. ly lower risk of death due to all causes, cardiovascular
He has served as an elected trustee and is a Fellow disease, and some cancers. With these and studies from
of the American College of Sports Medicine and is a other groups at the time, the idea of physical activity
Fellow in the National Academy of Kinesiology. He is the and population health began to take its place in kine-
founder and past president of the International Society for siology.
Physical Activity and Health. He has served in an editorial Throughout my career I have been interested in the
capacity for several scientific journals and is currently ed- body’s response to exercise and physical activity, how
itor emeritus of the Journal of Physical Activity and Health. those responses can be quantified and studied as they
He served as Chair of an Institute of Medicine committee may relate to noncommunicable disease outcomes, and
at the National Academies of Science on physical activity how best to promote individual and population-level
and physical education in school-based settings and is a increases in physical activity, exercise, and physical
past Chair of the Science Board of the President’s Council fitness. This text provides a palette for us to create a
on Physical Fitness, Sports, and Nutrition. He has pub- teaching tool from our more than 90 collective years
lished more than 200 papers, chapters, and monographs researching, teaching, and understanding the field of
in the scientific literature and in 2012 co-authored the kinesiology.
A uthor B ios and C areer L inkages xxiii
Another random document with
no related content on Scribd:
intensity to any desire or expectation that you, who live in an ever-changing
world, cannot understand.”
Miss Arnold looked at the girl curiously. She wondered for the first time
if there was any excuse for her. She had a singularly strong moral nature
herself, and she could not quite understand this girl’s weakness and deceit.
The fact that she loved her father so deeply only added to the mystery.
She arose. “If I were you”—she began, coldly, but Miss Oldham stopped
her.
“It is all finished now,” she said. She, too, had arisen, and was standing
against the door, looking down and speaking in the monotonous tone of
someone reciting a lesson.
“I have decided, and I shall go to my father, and I shall say, ‘I have
deceived you; I have neither courage nor honesty. There might have been an
excuse for another girl—a girl who did not understand you or who did not
love you, or who did not know just how much her success meant to you. For
me there is none. I, who knew how strange the idea at first seemed to you of
your daughter’s being an educated, accomplished girl; I, who knew how
little by little the idea became a passion with you, how proud and how fond
you were of her, how you worked and prayed that she might be something
different and better than the rest—I, who knew all this, have still deceived
you. There is but one thing I dare ask you, Will you not let me go back to the
mountain with you, and serve you and be to you the daughter I have not been
as yet?’ ”
She stopped suddenly and looked at Miss Arnold.
“That is what I must do, is it not?” she asked, dully.
Miss Arnold went over to her.
“That is what you must do,” she said, gently.
It was almost two weeks later when Miss Arnold, coming in from a long
walk, found a letter lying on her table. It bore an unfamiliar postmark, and
the superscription had evidently been written in great haste or agitation. She
tore it open with a feeling of apprehension.
“My punishment has come upon me,” it ran. “My father is dead. I got a
telegram at Denver—they met me at the foot of the mountain. I cannot say
anything now. As yet I have but one thought and one comfort—he never
knew! Think of me as you will—I am glad he never did!
“E. O.”
TIME AND TIDE
I T was the usual scene at College theatricals. There was the inevitable six-
foot tenor in a white muslin dress, abnormally long blond plaits, and a
high falsetto which would descend every now and then into a barytone;
and there was the German bass-villain who took unpardonable liberties with
the tenor-maiden, considering the latter’s muscular superiority; and there
was the wicked and beautiful maid with very much blackened eyebrows and
very much rouged cheeks, who forgot every now and then and winked
knowingly at some particular chum in the audience; and there were the usual
hitches in the curtain, and the heat and lights, and crowds of students and
rapt young women from neighboring institutions of learning, who were
gazing with mingled admiration and pity at the wonderfully large hands and
feet of the prima-donna and soubrette.
Every now and then, chinks of daylight came in from lifted blinds,
damaging the looks of the tenor’s complexion considerably, and the German
villain was getting hoarse, and the ballet refused to repeat the “butterfly”
dance, and the student enthusiasm was beginning to flag. At last, however,
the finale came. The tenor fell happily, if a trifle heavily, into the arms of the
barytone, whose operatic raison-d’être had up to that moment been rather
obscure, the German villain gave a last gasp, and the chorus came out firm
and strong on the pretty refrain, and then everybody got up and walked
about, and the men introduced their friends to the young women with them,
and everybody said it was a great success, if a trifle warm, and then they all
went home and said it wasn’t as good as “last year’s.”
Miss Elise Ronald and her chaperon and party stood near the door, talking
to several men, and waiting for the tenor, who was a particular friend and
who had invited them over. It seemed to them that he was a great while
making his appearance, and they were very anxious to know what he was
doing. They would have been much shocked if they had known. Mr. Perry
Cunningham was swearing. In his frantic hurry to get out of the
extraordinary muslin dress and blond wig, and wash the paint and mongolian
and pearl powder off his face, everything seemed to have gone wrong. To
add to the excitement and worry his “dresser” had misplaced some of his
things, and the stage-manager was trying to buttonhole him to talk business.
The chaperon, who was tired standing, said she would walk on with the
rest, and that Miss Ronald would please follow the moment Mr.
Cunningham arrived. So the girl said “yes” very obediently, and was left
standing, talking with her brother and a youthful freshman who had asked to
be presented. As time passed and no Mr. Perry Cunningham appeared, Miss
Ronald delicately hinted to her brother that he had best hunt him up and tell
him that she was waiting; but that amiable youth, with delightful optimism,
assured his sister warmly that “Cunningham would soon be out of his fancy
togs and would turn up all right,” and disappeared in the direction of
Hemenway.
It was only a short while later that Mr. Cunningham did come up,
breathless and profusely apologetic, and the freshman with rare discreetness,
divining that his presence was not absolutely necessary, bowed and moved
off.
“Awfully sorry, Miss Ronald,” gasped Cunningham, “ ’spect I kept you
waitin’ an awful time. That—that ‘dresser’ of mine put half my things with
another fellow’s and I had a time getting them straight.”
Miss Ronald said it did not matter and that the chaperon had gone on with
the rest, and that they were to catch up.
“You know we must get that 5.50 train back to the College,” she
explained. So they strolled up Harvard Square, and Miss Ronald assured
Cunningham that his solo in the second act was the gem of the operetta, and
Cunningham was saying impressively that he was glad she liked it, when it
occurred to both of them that the chaperon and the rest of the party had
somehow disappeared.
“Did they intend getting the train in Boston or going over to Allston for
it?” asked Cunningham.
“I’m sure I don’t know,” replied Miss Ronald, helplessly. “How stupid of
me—I never thought to ask!”
Cunningham said it would be rather easier, he thought, to get over to
Allston, and that they had probably gone that way. So they boarded a car and
got to Allston at ten minutes of six—“excellent time,” as Cunningham
remarked walking inside the station to buy the tickets. He was gone so long
that Miss Ronald started in after him, fearing every minute to hear the train
come thundering up. When she saw him she knew by his face that something
was the matter.
“The ticket-man has just told me this confounded train doesn’t stop at
Allston,” he said, coming quickly toward her. “It’s an outrage—the company
oughtn’t to run its trains so irregularly. It’s a beastly shame! How’s a person
going to remember where a train stops and where it doesn’t?” he added
excitedly, and a trifle vaguely.
Miss Ronald was very much disturbed and a little indignant. Cunningham
felt very sorry for the girl and inclined to blame himself for the mistake, but
Miss Ronald assured him that it was not his fault, and that what he had to do
now was to think how best they could get back to the College. It was while
they were standing on the platform “thinking,” that the 5.50 from Boston
rushed by and they caught sight of the anxious face of the chaperon at the
window.
“Nice people to go off and leave me this way,” soliloquized Miss Ronald,
indignantly. Cunningham walked inside to scrutinize the time-table. When
he came out his face wore so hopeful an expression that Miss Ronald
brightened visibly. “I have a scheme,” he declared. “There’s a train into
Boston that comes along in fifteen minutes and that will get us in there at
6.25—too late to get the 6.22 out; but we can go to the Thorndyke and have
a little dinner, and catch the 7.30 which will get you to ‘the College’ at 8.17.
You see it would take us at least two hours to drive over, so that by my plan
we shall have our dinner and get back as soon as if we started now with a
trap. And if you will wait here a minute, I’ll telegraph your chaperon that we
will be out on the 7.30, so she won’t be uneasy about you.”
He was so evidently pleased and relieved with his arrangement that Miss
Ronald hadn’t the heart to offer any objections. They got up to the
Thorndyke and secured a delightful table by an open window, and by the
time they had ordered a rather elaborate dinner, Miss Ronald’s righteous
indignation at her abandonment by the chaperon had stifled any feelings of
remorse at her consent to Cunningham’s “scheme.” So they ate in peace and
talked about the operetta and their friends, and she was enjoying it all
immensely, and had quite forgotten her anxiety to get back to College and
her keen doubts about the propriety of the adventure, when her eyes
happened to fall upon a bronze clock on the mantel at the other end of the
room, and she gave a little cry of dismay. Cunningham followed the
direction of her gaze and said “by Jove” under his breath in a very forcible
sort of way. He pulled out his watch and found it tallied uncompromisingly
with the clock. He beckoned sharply to the waiter.
“Is that clock exactly right?” he demanded, excitedly. The waiter assured
him that the clock’s record was unimpeachable.
“There is simply no use trying to make that 7.30 in three minutes, Miss
Ronald,” remarked the youth, mournfully. “It’s all my fault. I was enjoying
myself so much that I never noticed how late it was,” he went on,
remorsefully. “Now I suppose you’ll be in no end of a scrape. What do they
do to you when you come in late? Send you to the dean?”
His evident anxiety and utter ignorance of the rules of the College would
have amused Miss Ronald if she had not been so hopelessly dejected. As it
was, she made an heroic effort to brighten up and smiled sadly at
Cunningham. “No—they only put us on bread and water for a week,” she
said, at which feeble attempt at a joke they both laughed miserably.
Cunningham called the waiter again.
“Bring me a Boston and Albany time-table,” he said. When the man came
back with the precious bit of paper, the girl and the youth bent anxiously
over it.
“There’s a train at nine o’clock and one at nine-thirty,” he said. “The nine
o’clock is a slow train, stops everywhere, and only gets you to the College
ten minutes sooner than the other.”
Miss Ronald looked so miserable that Cunningham began to feel very
desperate indeed. He determined to do something to lighten her despair.
“Suppose we go up-town and see Sothern in ‘Sheridan?’ ” he suggested.
“We can get down to the station for the nine-thirty, and we can see the first
two acts. It’s a charming play—ever seen it?”
Miss Ronald said “No—o,” and was not sure that they had better go to
the theatre, but she did not wish to go to any of her friends and tell them of
her rather ridiculous predicament, and there was nothing for it but to consent
to the theatre plan. So Cunningham called for the bill and they strolled
slowly up to the theatre to kill time. They took seats far back so as to be able
to escape easily. “Sheridan” is a very pretty play, as everyone knows, but
Cunningham felt so responsible for the girl that he was much too nervous
properly to appreciate it. He saw, however, that Miss Ronald was enjoying
herself very much, and he decided to stay till the last moment, but kept his
watch open in his hand for fear of running over the time. He knew they
could get to Kneeland Street in seven or eight minutes with a cab, and so, at
exactly fifteen minutes after nine, he arose and told Miss Ronald it was time
to go. They wasted a few moments getting out, and then Cunningham called
a cab and told the driver to go to the Boston and Albany station as fast as he
could.
It may have been these unfortunate directions, or it may have been Fate—
at any rate, at the corner of Washington and Essex Streets there was a sudden
commotion and noise; Cunningham and Miss Ronald felt a terrible jolt, and
a great many people seemed to have sprung suddenly out of the earth and to
be asking them if they were hurt. As they were not at all hurt they were
rather indignant, and Cunningham jumped impatiently out of the cab to see
what all the fuss was about. He was not long in ignorance. The horse lay on
its side with a broken shaft sticking up and the harness half off him. The
coachman was swearing impartially at the people about him, and an ice-
wagon with which the cab had collided stood by unhurt, the driver of it in a
hopeless state of intoxication and wrath. Cunningham looked anxiously
around him, and to his consternation not another cab was in sight. There
seemed to be a lull in the traffic of the street, and very few people or
vehicles were to be seen except those collected around the scene of the
accident. The two drivers were wrangling and swearing at each other, so that
nothing was to be got out of them. Cunningham made use of some strong
language for his private satisfaction. He looked at his watch. It was twenty-
five minutes after nine, and they would have been at the station if the break-
down had not occurred. He went quickly back to the cab.
“Miss Ronald,” he said, “the horse has fallen down and broken the shaft.
There isn’t another cab in sight, and we mustn’t waste any time getting
away, or the police may detain us to tell what we know of the accident. I
don’t see anything to do but to run for it,” he added, with a frantic attempt to
speak cheerfully.
The girl got quickly out of the cab. “This is terrible, Mr. Cunningham,”
she gasped. “We must catch that nine-thirty train. The College is locked at
ten o’clock, and I am obliged to be there by that time.”
Cunningham grabbed her hand firmly in his. “Now run!” he said. There
were a great many people who stopped to look at the two figures tearing
down Washington Street, and they particularly enlisted the sympathetic
attention of a great many small boys along the way. One policeman, thinking
it was a case of abduction, started after them but gave up the chase before
long, having never gone in much for sprinting, and it being an unusually
warm night in May. It was indeed a rather uncommon sight. The girl’s
clothes and correct air made her particularly noticeable, while Cunningham
in a silk hat, Bond Street coat, and patent leathers, was a conspicuous object
as he swung lightly down the street under the lamps and electric lights.
When they turned into Kneeland Street, the girl’s courage and strength
failed her. Kneeland Street itself is a disgrace to Boston. It is not by any
means the street a young man would choose to walk on with a young lady in
the evening—indeed it is not the street one would choose to walk on in
broad daylight with a policeman in hailing distance. Cunningham could have
cursed himself for the whole thing. He drew the girl closer to him and
walked swiftly on. When they got in sight of the station he glanced fearfully
at the big clock. It stood at exactly half after nine, but he comforted himself
with the thought that the outside clock is always fast, though he was not sure
just how much.
“Can you run any more?” he asked anxiously of the girl. For answer she
started ahead feverishly.
The man was locking the gate. “Can’t open it—train just pulled out.”
Cunningham looked viciously at the official.
“Can’t you whistle her back?” he demanded, furiously. The man smiled
derisively, and commenced talking to a trainman who sauntered up just then
with an oil-can and hammer in his hand. Cunningham went back to where
Miss Ronald was standing. The girl burst out laughing somewhat
hysterically.
“We need a chaperon badly, Mr. Cunningham,” she said, nervously. “We
don’t seem able to take care of ourselves at all.”
“Yes,” assented Cunningham, gloomily. “It seems easy enough in the
abstract to catch a train, but some way we don’t seem to understand quite
how it’s done,” he added, ironically. “I will go and find out when the next
train leaves, and may be if we are careful and start for it an hour before time,
and if the station doesn’t burn up, or all the cab horses fall down dead, or the
trains stop running, we may be able to make it.”
Cunningham walked up to the ticket-agent. “When is the next train out?”
he demanded, sternly.
The man glanced up impatiently from a calculation he was making and
said, shortly—“11.10.”
Cunningham strolled back to the girl. “It is obviously impossible to wait
here an hour and forty minutes,” he said. “Suppose we go back to the theatre
and see the last act. We’ve only missed one act at most, and the last is the
prettiest of all.”
Miss Ronald was too miserable to object or make any suggestions, so
they got into a cab and Cunningham gave minute instructions to the driver
not to fall off the box and kill himself, or let the horse walk out of the
harness, and to be particularly careful about the wheels coming off, and not
to try to demolish any ice-wagons that might be harmlessly roving the
streets. The driver took these remarks good-humoredly, but was naturally
much mystified, and after thinking it over concluded that Cunningham was
either very drunk or very crazy.
They got back to the theatre in a short time and saw the success of “The
Rivals,” and the duel and the just exposure of the infamous Matthews, and
wished heartily that their affairs were as happily wound up as those of the
fair Miss Linley and Sheridan.
It was just ten minutes of eleven when they started back for the Boston
and Albany station. Cunningham had retained the cab they had come in and
had given still further and more minute directions to the driver, so that as
they settled themselves back on the stuffy cushions, they thought they could
reasonably hope to get the train in time and safety. When they entered the
waiting-room Miss Ronald saw with a sigh of relief that it was just eleven
o’clock. There was plenty of time, and it was with a somewhat triumphant
air of having conquered immense difficulties, of having fought bravely a
hard fight, that Cunningham walked up once more to the ticket-office.
“Two tickets, please,” he said briskly as he handed out a dollar bill. The
man looked at him for a moment as if making an effort to remember where
he had seen him before.
“This is the through express to New York. You’ll need more stuff than
that to get two tickets,” he said, jocosely.
“You told me”—gasped Cunningham.
“Yes,” asserted the man. “You asked me when the next train went out and
I told you. Of course I thought you knew where you were going,” he added,
derisively.
Cunningham began to feel very desperate indeed.
“Well,” said he, slowly and carefully. “If there is a train that leaves any
time to-night for Wellesley, break the news to me gently, and then come and
put me on it half an hour before it starts, and tie my ticket to my coat, and
put me in charge of the conductor. Otherwise—” he went on impressively, “I
may get lost, or wreck the train, or stop the locomotive.”
Then he went back to Miss Ronald and told her the news. She had had a
very pronounced liking for Mr. Perry Cunningham up to that time, but it
occurred to her that he seemed terribly lacking in practicality, and that she
was very much disappointed in him. She decided firmly what her answer
would be to him if ever he should propose—though it is but fair to state that
Mr. Cunningham had no thought of proposing, unless it was proposing how
best to get back to College.
At 11.25 the last accommodation train pulled out with a very miserable
young woman and a very remorseful young man on it.
At exactly 12.9 it left them standing on the platform of a pretty station,
with not a cab to be seen, wondering how they could get up to “the College.”
Miss Ronald said she thought they had better walk, by all means; that they
had not had any excitement or fatigue all evening, and that a mile walk at
midnight would be just the thing for them; that they might run part of the
way if they found walking too slow, and that she often went out and ran
around a while in the middle of the night just for the fun of the thing. (Miss
Ronald was getting sarcastic—misfortune had embittered her naturally sweet
disposition.)
Mr. Cunningham said hotly that he understood what she meant, and that
no one could possibly be more sorry about the whole thing than himself, and
that if necessary he would come over in person the next day and explain it to
the President herself. But Miss Ronald said haughtily that, owing to the
telegram they had sent, everyone probably thought her safe at the College,
and that there would be no need of explanations. If any were to be made she
preferred to make them herself.
After that they walked swiftly and quietly up the long shaded paths. The
fresh, earthy smell of the sward and early spring flowers, and the cry of the
night birds, and the big College buildings standing out every now and then
sharply defined in the moonlight, or shadowed by the great trees, with here
and there a solitary light shining at some professor’s window, made it a very
beautiful and impressive scene. But Miss Ronald was too unhappy to think
much about it and walked haughtily and silently on, and Cunningham could
not enjoy it for the remorse he felt and the knowledge that Miss Ronald—
however, unreasonably—was angry with him. Besides, he was wondering
what on earth was to become of him for the rest of the night. It was three
miles to the nearest hotel, he thought gloomily, and he would have to take
the first train into Boston in order to get over to Cambridge in time for a
lecture which he did not wish to miss.
Miss Clara Arnold awoke very suddenly and very thoroughly. Her heart
gave an awful bound and then stood quite still in a most uncomfortable sort
of way. There was no doubt about it—there were people on the piazza just
outside her room and they were talking in low but excited tones. All the
horror of her situation came upon her, and in one instant she wished more
fervently than she ever thought she could wish for anything, that she had
taken her friends’ advice and had not decided on a room on the ground floor
opening on a piazza. All their warnings and talk of burglars and tramps came
vividly to her as she lay there quaking with fear. She could hear quite
distinctly the tread of feet outside, and the gentle but firm shaking of the big
doors that opened from the broad corridor on the piazza. A sickening sense
of fear possessed her and a suffocating pressure was on her lungs. She
wondered with all her soul where the night-watchman was, and whether she
had better scream or lie quite still. She was trying to decide this when she
thought she heard her name called. She sat up, listening intently. And then
she heard quite distinctly a girl’s voice saying, hopelessly:
“It’s no use—you can’t get that door open and I can’t make Clara hear!”
Miss Arnold gave a gasp and then jumped out of bed and into a tea-gown
and Turkish slippers. She went quickly into her study and called softly to the
girl outside.
“Elise, is that you? Just wait a minute!” and then there was more muffled
talk outside and a man’s voice in a relieved way saying:
“Oh, it’s all right now—how glad I am! I—I wish I could begin to tell
you, Miss Ronald, how awfully cut up I am about it”—but the girl stopped
him.
“I quite understand, Mr. Cunningham,” she said, stiffly. “You had better
go now. I am sorry there is no hotel nearer.” And then Miss Arnold heard a
muttered good-night and the crunch of footsteps on the gravel, and as she
opened the doors a moment later Miss Ronald fell limply into her arms.
They sat up and talked it all over for an hour, and Miss Ronald said she
was intensely disappointed in Perry Cunningham, and that she could never,
never forgive him. Miss Arnold contended that she did not quite see what
there was to forgive; it had all been unfortunate, and she thought that Mr.
Cunningham had done all he could—that he hadn’t kept the train from
stopping at Allston, nor did he make the cab run into the ice-wagon, nor
could he compel the New York express to stop for them, and that if he forgot
to look at his watch at the Thorndyke—why, she did so too. And she told
Miss Ronald frankly that she might have been more civil to him, considering
that he had had all the trouble on her account and was now walking three
miles in order to get a place in which to sleep for three hours. And she added
that she thought if anyone was to be angry about the affair it was herself,
since she had taken Miss Ronald for a burglar and had been frightened
nearly to death. And finally Miss Ronald grew rather remorseful at the
thought of how she had sent the boy off, and of how truly considerate he had
been through the whole affair, and of what good friends they had once been,
and she went to sleep with the good resolution to write him a very nice note
the next day. And on the following morning, when an immense box of roses
came with Mr. Perry Cunningham’s card tucked humbly in one corner and
almost out of sight, Miss Ronald restored him to full favor and wrote him a
charming letter inviting him out for the next week to Float-Day.
*** END OF THE PROJECT GUTENBERG EBOOK COLLEGE
GIRLS ***
Updated editions will replace the previous one—the old editions will
be renamed.
Creating the works from print editions not protected by U.S.

copyright law means that no one owns a United States copyright in
these works, so the Foundation (and you!) can copy and distribute it
in the United States without permission and without paying copyright
royalties. Special rules, set forth in the General Terms of Use part of
this license, apply to copying and distributing Project Gutenberg™
electronic works to protect the PROJECT GUTENBERG™ concept
and trademark. Project Gutenberg is a registered trademark, and
may not be used if you charge for an eBook, except by following the
terms of the trademark license, including paying royalties for use of
the Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is very
easy. You may use this eBook for nearly any purpose such as
creation of derivative works, reports, performances and research.
Project Gutenberg eBooks may be modified and printed and given
away—you may do practically ANYTHING in the United States with
eBooks not protected by U.S. copyright law. Redistribution is subject
to the trademark license, especially commercial redistribution.
START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE
PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK
To protect the Project Gutenberg™ mission of promoting the free

distribution of electronic works, by using or distributing this work (or
any other work associated in any way with the phrase “Project
Gutenberg”), you agree to comply with all the terms of the Full
Project Gutenberg™ License available with this file or online at
www.gutenberg.org/license.
Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand, agree
to and accept all the terms of this license and intellectual property
(trademark/copyright) agreement. If you do not agree to abide by all
the terms of this agreement, you must cease using and return or
destroy all copies of Project Gutenberg™ electronic works in your
possession. If you paid a fee for obtaining a copy of or access to a
Project Gutenberg™ electronic work and you do not agree to be
bound by the terms of this agreement, you may obtain a refund from
the person or entity to whom you paid the fee as set forth in
paragraph 1.E.8.
1.B. “Project Gutenberg” is a registered trademark. It may only be

used on or associated in any way with an electronic work by people
who agree to be bound by the terms of this agreement. There are a
few things that you can do with most Project Gutenberg™ electronic
works even without complying with the full terms of this agreement.
See paragraph 1.C below. There are a lot of things you can do with
Project Gutenberg™ electronic works if you follow the terms of this
agreement and help preserve free future access to Project
Gutenberg™ electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright law in
the United States and you are located in the United States, we do
not claim a right to prevent you from copying, distributing,
performing, displaying or creating derivative works based on the
work as long as all references to Project Gutenberg are removed. Of
course, we hope that you will support the Project Gutenberg™
mission of promoting free access to electronic works by freely
sharing Project Gutenberg™ works in compliance with the terms of
this agreement for keeping the Project Gutenberg™ name
associated with the work. You can easily comply with the terms of
this agreement by keeping this work in the same format with its
attached full Project Gutenberg™ License when you share it without
charge with others.
1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside the
United States, check the laws of your country in addition to the terms
of this agreement before downloading, copying, displaying,
performing, distributing or creating derivative works based on this
work or any other Project Gutenberg™ work. The Foundation makes
no representations concerning the copyright status of any work in
any country other than the United States.
1.E. Unless you have removed all references to Project Gutenberg:
1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project Gutenberg™
work (any work on which the phrase “Project Gutenberg” appears, or
with which the phrase “Project Gutenberg” is associated) is
accessed, displayed, performed, viewed, copied or distributed:
This eBook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this eBook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.
1.E.2. If an individual Project Gutenberg™ electronic work is derived

from texts not protected by U.S. copyright law (does not contain a
notice indicating that it is posted with permission of the copyright
holder), the work can be copied and distributed to anyone in the
United States without paying any fees or charges. If you are
redistributing or providing access to a work with the phrase “Project
Gutenberg” associated with or appearing on the work, you must
comply either with the requirements of paragraphs 1.E.1 through
1.E.7 or obtain permission for the use of the work and the Project
Gutenberg™ trademark as set forth in paragraphs 1.E.8 or 1.E.9.
1.E.3. If an individual Project Gutenberg™ electronic work is posted

with the permission of the copyright holder, your use and distribution
must comply with both paragraphs 1.E.1 through 1.E.7 and any
additional terms imposed by the copyright holder. Additional terms
will be linked to the Project Gutenberg™ License for all works posted
with the permission of the copyright holder found at the beginning of
this work.
1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files containing a
part of this work or any other work associated with Project
Gutenberg™.
1.E.5. Do not copy, display, perform, distribute or redistribute this

electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1 with
active links or immediate access to the full terms of the Project
Gutenberg™ License.
1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if you
provide access to or distribute copies of a Project Gutenberg™ work
in a format other than “Plain Vanilla ASCII” or other format used in
the official version posted on the official Project Gutenberg™ website
(www.gutenberg.org), you must, at no additional cost, fee or expense
to the user, provide a copy, a means of exporting a copy, or a means
of obtaining a copy upon request, of the work in its original “Plain
Vanilla ASCII” or other form. Any alternate format must include the
full Project Gutenberg™ License as specified in paragraph 1.E.1.
1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™ works
unless you comply with paragraph 1.E.8 or 1.E.9.
1.E.8. You may charge a reasonable fee for copies of or providing

access to or distributing Project Gutenberg™ electronic works
provided that:
• You pay a royalty fee of 20% of the gross profits you derive from
the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
about donations to the Project Gutenberg Literary Archive
Foundation.”
• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt that
s/he does not agree to the terms of the full Project Gutenberg™
License. You must require such a user to return or destroy all
copies of the works possessed in a physical medium and
discontinue all use of and all access to other copies of Project
Gutenberg™ works.
• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.
• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.
1.E.9. If you wish to charge a fee or distribute a Project Gutenberg™

electronic work or group of works on different terms than are set
forth in this agreement, you must obtain permission in writing from
the Project Gutenberg Literary Archive Foundation, the manager of
the Project Gutenberg™ trademark. Contact the Foundation as set
forth in Section 3 below.
1.F.
1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on, transcribe
and proofread works not protected by U.S. copyright law in creating
the Project Gutenberg™ collection. Despite these efforts, Project
Gutenberg™ electronic works, and the medium on which they may
be stored, may contain “Defects,” such as, but not limited to,
incomplete, inaccurate or corrupt data, transcription errors, a
copyright or other intellectual property infringement, a defective or
damaged disk or other medium, a computer virus, or computer
codes that damage or cannot be read by your equipment.
1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except

for the “Right of Replacement or Refund” described in paragraph
1.F.3, the Project Gutenberg Literary Archive Foundation, the owner
of the Project Gutenberg™ trademark, and any other party
distributing a Project Gutenberg™ electronic work under this
agreement, disclaim all liability to you for damages, costs and
expenses, including legal fees. YOU AGREE THAT YOU HAVE NO
REMEDIES FOR NEGLIGENCE, STRICT LIABILITY, BREACH OF
WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE
PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE
FOUNDATION, THE TRADEMARK OWNER, AND ANY
DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE LIABLE
TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL,
PUNITIVE OR INCIDENTAL DAMAGES EVEN IF YOU GIVE
NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.
1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you

discover a defect in this electronic work within 90 days of receiving it,
you can receive a refund of the money (if any) you paid for it by
sending a written explanation to the person you received the work
from. If you received the work on a physical medium, you must
return the medium with your written explanation. The person or entity
that provided you with the defective work may elect to provide a
replacement copy in lieu of a refund. If you received the work
electronically, the person or entity providing it to you may choose to
give you a second opportunity to receive the work electronically in
lieu of a refund. If the second copy is also defective, you may
demand a refund in writing without further opportunities to fix the
problem.
1.F.4. Except for the limited right of replacement or refund set forth in
paragraph 1.F.3, this work is provided to you ‘AS-IS’, WITH NO
OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED,
INCLUDING BUT NOT LIMITED TO WARRANTIES OF
MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.
1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of damages.
If any disclaimer or limitation set forth in this agreement violates the
law of the state applicable to this agreement, the agreement shall be
interpreted to make the maximum disclaimer or limitation permitted
by the applicable state law. The invalidity or unenforceability of any
provision of this agreement shall not void the remaining provisions.
1.F.6. INDEMNITY - You agree to indemnify and hold the
Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and distribution
of Project Gutenberg™ electronic works, harmless from all liability,
costs and expenses, including legal fees, that arise directly or
indirectly from any of the following which you do or cause to occur:
(a) distribution of this or any Project Gutenberg™ work, (b)
alteration, modification, or additions or deletions to any Project
Gutenberg™ work, and (c) any Defect you cause.
Section 2. Information about the Mission of

Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new computers.
It exists because of the efforts of hundreds of volunteers and
donations from people in all walks of life.
Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project Gutenberg™’s
goals and ensuring that the Project Gutenberg™ collection will
remain freely available for generations to come. In 2001, the Project
Gutenberg Literary Archive Foundation was created to provide a
secure and permanent future for Project Gutenberg™ and future
generations. To learn more about the Project Gutenberg Literary
Archive Foundation and how your efforts and donations can help,
see Sections 3 and 4 and the Foundation information page at
www.gutenberg.org.
Section 3. Information about the Project

Gutenberg Literary Archive Foundation

Foundations of Kinesiology: A Modern Integrated Approach 1st Edition, (Ebook PDF) full chapter instant download

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Foundations of Kinesiology: A Modern Integrated Approach 1st Edition, (Ebook PDF) full chapter instant download

Uploaded by

Copyright:

Available Formats

Foundations of Kinesiology: A Modern

Integrated Approach 1st Edition,

Cardiology-An Integrated Approach (Human Organ Systems)

Kinesiology of the Musculoskeletal System: Foundations

Kinesiology of the Musculoskeletal System E Book:

Public Relations Campaigns: An Integrated Approach 1st

Juvenile Delinquency: An integrated approach 3rd

Introducing Anthropology: An Integrated Approach 6th

Manual of Structural Kinesiology 20th Edition, (Ebook

Kinesiology Flashcards 4th Edition (Ebook PDF)

MODULE 1 – INTRODUCTION, DEFINITIONS, CAREERS, AND EVIDENCE-BASED

1 Physical Activity and Society 3

MODULE 2 – COMMON DELIVERABLES FOR KINESIOLOGY MAJORS

4 The Physical Activity Continuum: Applications to Kinesiology 71

MODULE 3 – COMMON PROFESSIONAL SETTINGS AND OCCUPATIONAL CHALLENGES

9 Integration of Kinesiology and Physical Activity into the Workplace 195

MODULE 4 – PROFESSIONAL ETHICS, LEADERSHIP, AND CONTINUING EDUCATION

MODULE 1 – INTRODUCTION, DEFINITIONS,

1 Physical Activity and Society 3

Health Administration and Policy 15

Exercise Physiology 10 Professional Training 16

Academic Kinesiology Course and Professional

LESSON 2 CAREER PLANNING IN

3 Evidence-Based Practice in Kinesiology 45

LESSON 2 EXAMPLES OF EVIDENCE-BASED The Practice of Kinesiology 65

The Human Capital Model and the Domains

A Systems Approach for Planning Physical

viii Cont ent s

5 The Physical Activity Continuum:

LESSON 2 EXAMPLES OF APPLYING STRENGTH

8 Integration of Mental Health, Psychology,

Basic Strategies for Achieving Energy Balance

LESSON 2 EXAMPLES OF APPLYING ENERGY

LESSON 2 EXAMPLES OF APPLYING MENTAL

MODULE 3 – COMMON PROFESSIONAL

9 Integration of Kinesiology and Physical Implementation 207

LESSON 1 INTEGRATION OF BUSINESS AND Examples of Implementation of Physical Activity

LESSON 2 EXAMPLES OF APPLYING

Introduction: Physical Activity, Kinesiology,

LESSON 2 EXAMPLES OF APPLYING SPORTS

13 Integration of Kinesiology in Transportation

The Home Environment 297

LESSON 2 EXAMPLES OF APPLYING

Exercise Physiology 301 Historical Context of Modern Ethics

15 Best Practices for Leadership

LESSON 2 EXAMPLES OF APPLYING LEADERSHIP LESSON 2 THE FUTURE AND FINAL

Introduction Kinesiology in Perspective

Physical Activity for Health THE PHYSICAL ACTIVITY CONTINUUM

Since the mid-1980s, science has Health, Meeting the Increasing

◗◗ Take Action: Students are presented with discrete

Go to your MindTap course to complete an activity Evonne Bird

xxii Author Bios and Career L inkages

A uthor B ios and C areer L inkages xxiii

Creating the works from print editions not protected by U.S.

START: FULL LICENSE

To protect the Project Gutenberg™ mission of promoting the free

Section 1. General Terms of Use and

1.B. “Project Gutenberg” is a registered trademark. It may only be

1.E. Unless you have removed all references to Project Gutenberg:

1.E.1. The following sentence, with active links to, or other

1.E.2. If an individual Project Gutenberg™ electronic work is derived

1.E.3. If an individual Project Gutenberg™ electronic work is posted

1.E.4. Do not unlink or detach or remove the full Project

1.E.5. Do not copy, display, perform, distribute or redistribute this