The Ins and Outs of Undergraduate Research and Leadership: A Student\u27s Perspective

This manuscript is a reflective write-up of Regina Hockert’s experience in completing KINE 462, Honors Kinesiology Senior Project, during the 2022 Fall Quarter. It describes their experience as an undergraduate research leader, including specific milestones and artifacts related to a broader replication study and the daily activities of Dr. Jafrā Thomas’ lab. This essay was designed to be a written reflection around their senior project presentation and the insights shared through that medium about the senior project experience. It is created to showcase lessons learned in relationship with the tasks and responsibilities required of working in-depth on student-led research. There are a series of appendices to this manuscript that include images, documents, and other artifacts that were collected and analyzed for the end-of-course presentation. This essay mirrors that presentation. Specifically, it focuses on three main milestones of (a) turning a literature review into a manuscript, (b) creating a recruitment sign-up form, and (c) creating recruitment tabling material to sign up participants for the broader replication study. The overarching goal of this essay submission was to provide information on the inner workings of a senior project and student research, as well as personal insight into challenges and skills developed through unexpected hurdles whilst working on the components of the senior project experience. This information contained within the insights presented can be used to advise the creation of future senior projects, assist in designing student-led research experiences, and allow people to become familiar with how student-led research may unfold

Designing a Replication Study in Kinesiology: Lessons from the Field

The submitted presentation material summarizes a project presented at the 2021 Cal Poly Virtual BEACoN Symposium. The title of the project which the presentation is based is, “Towards Equitable Communication: Explorations to Guide Knowledge Translation in Kinesiology.” The uploaded file document presents the presentation abstract, student testimony, as well as suggested citations for individual aspects of the presentation material. Please follow the social media profiles of the faculty mentor to the project, Dr. Thomas, for timely project updates. You may find related work from this lab group published to Cal Poly Digital Commons under the Kinesiology and Public Health section (see URL): https://digitalcommons.calpoly.edu/kinesp/ . Finally, a copy of the video presentation itself has been attached. Patrons are encouraged to use the file itself in their work. The video has English subtitles

Accessibility Rating Form for Websites and Other Online Platforms

Background. This file provides a coding form developed to judge how accessible websites and other online platforms are to users. Accessibility may be defined as the ease to which a person can perceive content and navigate material (Ross & Ross, 2021). Users are encouraged to adapt this form for their use. Purpose. The rating form can be used to judge the pages of online media, using 14 criteria under two areas: Accessible Media and Accessible Design. One of three grades could be assigned to each criterion: Not Accessible (0 point), Somewhat Accessible (1 point), Accessible (2 points), adapted from published research by Wallace et al. (2010). Initially, this form was developed to rate the website created using the Learning Management System platform, Canvas (Instructure, n.d.), which was adapted as a research survey website. Form validity and reliability. This form was based on guidelines for accessible websites, provided from the World Wide Web Consortium (Zahra, 2019). This form was found to have excellent rater agreement within a preliminary study, which was presented at the 2022 Southwest Chapter Conference Meeting of the American College of Sports Medicine (October 28-29, Costa Mesa, California). The intraclass coefficient statistic was used (four raters, M = .91, LL = .82, UL = .94; Landers, 2015). Results were interpreted using Cicchetti’s (1994) interpretive cut-points. Further detail is reported in the published abstract to the study’s presentation (Wu et al., in press)

Evaluating Research Survey Websites in Kinesiology: A Case Study Using An Accessibility Rating Form

Advancing equity in the research and educational practice of kinesiology requires intentional efforts to ensure access divides do not widen nor persist (Ross et al., in press, JOPERD). PURPOSE: Given knowledge of suitability assessment of materials (SAM) principles supports the equitable design of lay print and online material, we evaluated the extent they would also support developing a research survey website consistent with accessibility guidelines for digital technology. METHODS: The study website was adapted from the Canvas learning management system. A cross-sectional formative assessment was performed. Using their knowledge of SAM principles (eg, clear layout, text ≤ 8th grade reading level), the second and third author (JDT, RFH) constructed the website webpages (eg, site welcome page, online questionnaire; Jun.-Jul. 2022). The first author (YSW), using guidelines from two reputable sources (ie, a Canvas tutorial and W3C website), developed a 14-item accessibility rating form to critically appraise the website’s 10 webpages (ie, 1 = Not Accessible, 2 = Somewhat Accessible, 3 = Accessible; Wallace et al., 2010, JPAH). Authors 1-4 then performed a formative assessment of the adapted Canvas websites’ accessibility independently (Jul.-Aug. 2022). Form reliability was assessed using the intraclass correlation coefficient and its interpretive cut-points for average absolute-rater agreement (Cicchetti, 1994, Psych Assess; Landers, 2015, Winnower). RESULTS: Average rater agreement was excellent per webpage (M = .91, LL = .82, UL = .94). Mean webpage score ranged between 2.55 (±0.78) to 2.77 (±0.58). Informational pages (eg, welcome page) had greater accessibility than interactive pages (eg, forms). Five discrepant items were systematic, resulting in redundant rater differences (eg, keyboard navigation was hard to notice). All discrepancies were resolved with 100% consensus. CONCLUSION: The findings of the present study suggest knowledge of SAM principles ensures developers can design lay friendly and accessible research survey websites. They further suggest rating forms inclusive of digital accessibility guidelines should be used as a supplement to further meet accessibility and equity goals. We will share our form, then discuss our results using the universal design for learning framework