Breaking silos : interdisciplinary research in kinesiology

With the growing popularity of kinesiology at the undergraduate level, one would expect the field to be influential. Kinesiology, however, appears to be in a paradox. The undergraduate popularity is not reflected in the rest of academia, or even the general public, many of whom feel kinesiology is not a legitimate field. Part of kinesiology’s problems may be due to the continued fragmentation among the sub-disciplines. Many prominent kinesiologists have proposed interdisciplinary research (IDR) as a viable path to the field’s re-unification. Despite all of the discourse about this, however, the field appears to be stuck. The overall objective of this dissertation was to nudge the conversation forward by exploring IDR in kinesiology. This dissertation attempted to close this knowledge gap by summarizing the body of literature on IDR, outline trends, purpose a model for IDR, describe incentives and limitations, and identify areas for further investigation within the field of kinesiology (and possibly broader academic community). This was accomplished by using a mixed-methods approach, consisting of two separate but related studies. The first empirical study provided a quantitative descriptive review of IDR in kinesiology and purposed a prediction model. A stratified-random sample of journal articles (n = 552) were selected from kinesiology-focused journals (n = 10) from the years 2008 to 2012. Articles were coded on a variety variables characterizing the authors and the nature of the research. Authors were primarily publishing disciplinary research (78.8%) versus IDR (21.2%). The majority of research was biophysical (67.2%), quantitative (94.5%), and funded (52.7%). Authors from kinesiology departments published just over half the journal articles (57.4%). There was little significant change in the authors or research variables across time. The prediction model for IDR selected by the step-wise regression (R² = 0.52, p < 0.001) had three predictor variables: behavior epidemiology framework, theoretical framework, and disciplinary focus. However, despite increased demand for IDR and kinesiology’s inherent multidisciplinary nature, disciplinary research prevails in the field. The second empirical study explored kinesiologists' perception of IDR, including perceived benefits and limitations. Themes were uncovered using a qualitative, open- coding protocol. The overarching themes were Benefits (i.e., the positive aspects to conducting IDR) and Limitations (i.e., the challenges to conducting IDR), each with eight sub-themes. The most prominent sub-themes for Benefits were New Perspectives, Better Results, and Collaboration Potential. The most prominent sub-themes for Limitations were Collaboration Problems, Challenging Methodology, and Limiting Results and Analysis. Overall, all participants felt IDR was valuable to the field, but each had legitimate reservations, creating a somewhat contradictory environment that causes tension between the perceived benefits and limitations. Until the tension can be resolved, IDR may continue to remain on the fringes of kinesiology research

Learning a Sport through Video Gaming: A Mixed-Methods Experimental Study

This study examined the impact of playing a sport video game on learning the sport as well as how the game may influence future intentions of watching or playing the sport. Utilizing American university students with little prior knowledge of cricket, this study employed a mixed-methods pre/post intervention design with randomized experimental (EG; n = 43) and control (CG; n = 46) groups. Results indicated that cricket knowledge significantly increased for the EG pre-test to post-test (p < .05, n^2 = 0.19; particularly regarding cricket rules, terminology, player positions, and field layout), while the CG did not significantly differ. A significant difference was also found between the EG and CG for interest in playing cricket (p < .05, n^2 = 0.9). Qualitative findings supported that video gaming motivated intentions to watch and play cricket. Sport video games can facilitate increased sport knowledge, sport appreciation, and intentions for future physical activity

VIRTUAL AND AUTHENTIC TENNIS: SIMILARITIES AND DIFFERENCES OF THREE COMMON TENNIS STROKES PERFORMED BY COLLEGIATE PLAYERS

The purpose of this study was to compare the similarities and differences of three common tennis strokes (i.e., forehand, backhand, and serve) performed by National Collegiate Athletic Association Division I tennis players in an authentic and motion-based video game (MBVG) environment. Moreover, through qualitative focus groups, the perceived effectiveness of using MBVGs as a pedagogical tool was also examined. Video and statistical analyses revealed several positives and negatives of utilizing MBVGs when teaching sports skills, particularly in reference to beginner and experienced tennis athletes. Implications of these findings for physical educators, sport coaches, and sport video game developers are discussed

Sport Participation’s Effect on Athlete Mental Health During COVID-19 Restrictions

Social support and sports participation are protective factors for mental health. Social distancing restrictions in the early phases of the COVID-19 pandemic limited student-athletes’ social interactions with their teams and possibilities to perform their sports. This study aimed to determine the long-term effects of the social distancing restrictions on the positive (i.e., wellbeing and QOL) and negative (i.e., anxiety, depression, worry) elements of mental health. Hypothesis was that participation and competition in sport would improve student-athletes’ mental health by increasing positive mental health and decreasing negative mental health. Participants were 40 individual and team sports student-athletes (Mage = 19.7 years, SD = 1.18) from two NCAA Division I universities in the United States. Two data collection rounds were performed; in the Fall 2020 and in the Spring 2021. The results did not support the hypothesis; no significant changes were found from restrictions to post-restrictions for positive mental health variables (total wellbeing, subjective wellbeing, psychological wellbeing, social wellbeing, and QOL) or negative mental health variables (anxiety, depression, worry) from restrictions to post-restrictions. It is concluded that sport participation itself may not be as important for mental health as the physical activity and social connectedness that comes with sport. This study contributes with important insights on essential factors that may support student-athletes in uncertain times

Sport Participation’s Effect on Athlete Mental Health During COVID-19 Restrictions

Social support and sports participation are protective factors for mental health. Social distancing restrictions in the early phases of the COVID-19 pandemic limited student-athletes’ social interactions with their teams and possibilities to perform their sports. This study aimed to determine the long-term effects of the social distancing restrictions on the positive (i.e., wellbeing and QOL) and negative (i.e., anxiety, depression, worry) elements of mental health. Hypothesis was that participation and competition in sport would improve student-athletes’ mental health by increasing positive mental health and decreasing negative mental health. Participants were 40 individual and team sports student-athletes (Mage = 19.7 years, SD = 1.18) from two NCAA Division I universities in the United States. Two data collection rounds were performed; in the Fall 2020 and in the Spring 2021. The results did not support the hypothesis; no significant changes were found from restrictions to post-restrictions for positive mental health variables (total wellbeing, subjective wellbeing, psychological wellbeing, social wellbeing, and QOL) or negative mental health variables (anxiety, depression, worry) from restrictions to post-restrictions. It is concluded that sport participation itself may not be as important for mental health as the physical activity and social connectedness that comes with sport. This study contributes with important insights on essential factors that may support student-athletes in uncertain times

Virtual and “real-life” wall/rock climbing: motor movement comparisons and video gaming pedagogical perceptions

The purpose of this study was to examine similarites and differences between motion-based video games (MBVGs) and “real-life” wall/rock climbing and determine the perceived usefulness of utilizing MBVGs when trying to teach someone how to authentically wall/rock climb. A mixed-methods multi-phase intervention with two randomized groups – wall/rock climbing first (WF; n = 12) and MBVGs first (GF; n = 12) utilizing Xbox One’s Kinect Sports Rivals Rock Climbing – was used. All participants had no prior climbing experience. Results indicated the participants perceived MBVGs and authentic wall/rock climbing were similar concerning climbing tactics/strategies and arm movements, but were different regarding effort and leg, finger/grip, and jumping movements. Moreover, both the MBVGs and “real-life” wall/rock climbing experiences were needed for a significant difference in the participants’ perceived understanding of both the necessary motor skills and tactics/strategies needed to wall/rock climb. In sum, MBVGs may be used as a pedagogical tool to teach strategies of wall/rock climbing, particularly with beginners or those with special needs, but caution must be heeded due to perceived effort and lower extremity movement differences compared to authentic climbing

Elite lean athletes at sports high schools face multiple risks for mental health concerns and are in need of psychosocial support.

The combined demands on an adolescence in an elite sports high school can negatively affect mental health (eg, stress, burnout, depression, anxiety). Late adolescence is also when elite-striving athletes typically transition from junior-to-senior level programs. In addition, adolescent elite lean sports athletes have an increased risk of suffering from abnormal eating pathology. The purpose of this study was to investigate the perceived psychosocial needs that young, elite-striving lean sports athletes in sports high schools find essential for their sports careers and transition from junior-to-senior level sports. Eight Swedish elite-striving lean sports athletes (2 men and 6 women; median age 17.0 years, range: 16-18 years) participated in this study and sports represented were athletics (n = 1), gymnastics (n = 3), and wrestling (n = 4). Semi-structured interviews were performed, and data was analyzed by thematic analysis. Results showed integration, both in the present situation and for the future, as an overarching theme perceived as essential for a successful elite sports career over time. Three additional themes were also identified: (a) Psychosocial stress (combined performance demands, diminished social life, sports-related body weight demands, taboo talking about eating disorders, injuries), (b) Protective psychosocial factors (social support and psychological safety, communication and coordination school and sports, self-care/health behaviors), and (c) support needs junior-to-senior transition (career advice and mentorship, individualized support). As a result, elite-striving, lean sports athletes attending sports high schools need additional support to excel in their academic and athletic endeavors. Sports developmental programs continue to provide inadequate support before and during the junior-to-senior level transition. Similarly, despite the continued calls for reducing the stigma of mental health, athletes in sports schools still encounter barriers from coaches and peers, making the subject taboo, particularly surrounding eating pathologies

An Examination of the Differences in Flow between Individual and Team Athletes

The purpose of this exploratory study was to investigate differences between the flow experiences of NCAA Division I team athletes versus individual athletes. A volunteer sample of 104 collegiate athletes completed a 42-item flow questionnaire. Multiple linear regressions showed mean flow scores for team athletes were significantly higher than individual athletes (β = -1.66, p = 0.004), with an R2 value of 0.03. The type of sport was a significant predictor of three of the nine dimensions of flow, with the largest difference explaining 9% of the variance. The results of this study are unique and answer the repeated call in the literature for team flow research. In summary, team sport athletes experienced total flow at a higher overall rate than individual sport athletes, allowing for the conclusion that team sport athletes can and do experience flow