For more information, contact the Project Leader, [[cbdolan, Professor Carrie Dolan]]
The Microscopy Laboratory works to reveal the morphological adaptations of the neuromuscular system to exercise and disuse in aged and young systems.
For more information, contact the lab director, [[mrdesc, Professor Deschenes]].
The investigates exercise-induced changes in cardiac and vascular function. Specifically, we look into changes in molecular mechanisms regulating heat shock proteins and nitric oxide synthases. Both nitric oxide synthases (NOS) and stress proteins play an important role in protecting the heart. We test for exercise-induced changes in NOS and/or stress protein expression in the heart muscles.
We use models of exercise and various disease states to test exercise-induced changes in gene and protein expression in the cardiovascular system. These changes may have a role in preventing endothelial dysfunction in aging, hypertension, diabetes, and ischemia/reperfusion.
For more information, contact the lab director, [[mbharr, Professor Harris]].
Why is there a discrepancy between what we know we should do and what we actually do? Dr. Stephanie Caligiuri, the head of the Neurobehavioral Nutrition lab, ponders this every day; a question she strives to answer through her research to enhance the effectiveness of nutrition interventions. She believes that in order for nutrition interventions to be truly successful, we must consider the individual and the neurobiology behind their behavior. The goal of the lab is to use Behavioral Neuroendocrinology to understand our eating behaviors and to use that to our advantage to promote mental health and cardiometabolic health. utilizes advanced techniques such as functional near-infrared spectroscopy (fNIRS), biosensors, and metabolomics. These methods allow her to assess brain region recruitment, physiological responses, and metabolic changes in real time under various conditions and dietary interventions.
The Neurobehavioral Nutrition Lab will focus on conducting intervention clinical trials to promote mental health, stress management, cardiometabolic health, and to reduce the severity of disordered eating.
For more information contact the Lab Director, [[scaligiuri, Professor Caligiuri]].
The interdisciplinary conducts big-picture, frontier research at the nexus of human nutrition, public health, and planetary health. Professor Conrad and his team combine analytic techniques from data science, systems modeling, and epidemiology to investigate how dietary patterns impact 1) cardiometabolic health outcomes in large populations, and 2) environmental sustainability at the national and international levels.
For more information contact the lab director, [[zsconrad, Professor Conrad]].
Research in the focuses on the function of arteries in normal and diseased states. The research group is particularly interested in the role of gap junctions (channels that connect the interiors of neighboring cells) in vascular function, and how the function of these channels is altered in those with risk factors for cardiovascular disease and during the process of vascular remodeling.
For more information, contact the lab director, [[rlooft, Professor Looft-Wilson]].
The explores how altitude affects the human body. The lab is at 49 ft. altitude and is usually near 752 torr: approximately sea level, depending upon weather conditions. However, it can simulate atmospheres found at altitudes up to 18,000 feet. The Co-Directors are [[kwkamb,Prof. Ken Kambis, Ph.D.]] and [[mbharr, Prof. Brennan Harris, Ph.D.]]
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Picking a research question, developing a research question.
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We know, you are reading this page because you are looking for the best and most interesting exercise physiology research topics one could possibly find on the Internet. After all, the grade you get on your next research paper depends a whole lot on the quality of the topic you manage to find. If you didn’t know, professors pay attention to what you are talking about.
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Kinesiology is usually taught in college, but certain high schools have classes that are closely related to this field.
This field is responsible with studying human body movement and applying the findings to everything from sports psychology and conditioning to orthopedics and occupational therapy. Some of the main areas being researched are the mechanics of movement, as well as physiological, anatomical and neuropsychological principles.
If you are looking for the best kinesiology research topics, you have arrived at the best place. We have just finished updating our list of ideas, so you can now choose any of our 136 topics without having to worry about one of your classmates using the same topic. Our new list of topics is, of course, 100 percent free. You can use our ideas in any way you like, no credits required.
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If you are looking for some great exercise physiology ideas for your next paper, you’ve come to the right place. Here are some of the best possible exercise physiology research topics:
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Research always starts with a question. But the success of your research also depends on how you formulate that question. If it is too broad or too narrow of a topic, you will have trouble finding information when you search. When developing your question/topic, consider the following:
What are the specific guidelines provided for topic development? Are the ideas I am considering within those established guidelines (make sure to check with your course instructor if you are uncertain).
Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
Remember some topics may be breaking new ground and there may only be a little amount of published research.
Sometimes you have to search for "related research" if the topic is too new or has not been represented much in the research literature.
Be flexible. Consider broadening or narrowing the topic if you are getting few if any results when you search. If you aren't willing to make some adjustments with your topic, it could make finding publications very difficult in some circumstances.
Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.
It is important to remember that finding peer-review scholarly publications on "hot" new topics is difficult. The "information cycle" requires time for research, editing, peer-review, and publication. It is imporatant to keep this in mind when choosing research topics for research.
The Libraries of the University of Illinois at Urbana-Champaign provide a helpful infographic of this cycle below.
Step 2: searching for literature, research process video tutorial, matrix template & example.
A good research question: - is clear - is specific - is arguable - has 19 words or less - addresses a problem - is concise
Example: Does comparison of others on Facebook affect JMU college student's perception of self?
Use the Library Search on the homepage or a discipline-specific database to find scholarly research.
Use search terms to help you find exactly what you are looking for. For example: High intensity Interval Workout (HIIT) AND injury OR injuries AND older adults
Need some help on how to search for articles? Hover over the Research Process Tutorial Video to find some YouTube videos.
SAGE research methods is a tool that may be useful for your research. It will help you define, plan, and conduct your qualitative, quantitative and mixed methods research; analyze your findings and guide you on how to write your results.
Watch the video below the image to learn how to use this resource.
You can access SAGE by clicking this link: https://us.sagepub.com/en-us/nam
A matrix is a useful tool that can help organize all of your research articles into one table for your research papers and assignments.
When the scope of your paper is too big, it's hard to dig through information and to write a paper wit any depth. The goal of most research papers in college is to seek a possible answer to a particular questions related to a topic. A research question, when not too broad or too narrow, helps guide and focus your paper.
The question should also be one in which you haven't decided on a pre-determined answer. You may find that looking for sources that provide a certain answer may be too limiting. The answer you are expecting might not be supported by evidence.
Brainstorm & do some pre-research
The research question isn't a question you make up at the top of your head. It's normal to start with a broad topic in mind. After doing some brainstorming about a topic, you will need to do some reading to find an angle to pursue, and, even then, your question may change as you find more information later.
Ask questions
From your pre-research, think about questions you might be able to ask regarding the topic. Most scholarly research examines fairly narrow topics and looks at relationships between concepts. One way to limit the scope of your topic is to ask who, what, where, when, why, and how questions.
Be flexible
It's okay to continue to tweak your question; the end result should be that you have answered the question you've laid out in the introduction, even if the introduction is the last paragraph you actually end up revising in your final paper.
North Carolina State University (NCSU) Libraries, 3:10
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Encourages students to develop background knowledge to create a research question. Research questions should have topic, question and significance. The narrator suggests using the following formulation: I’m studying _______________ to investigate ______________ in order to understand. Complex research questions take time to create.
Keeping your research question in mind, if you can answer TRUE to the statements below, your research question is probably workable.
Be careful about investigating questions that you think you already have the answer to.
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Khushi arora.
1 Faculty of Kinesiology, University of Calgary, 2500 University Drive NW, Calgary, AB T2N1N4, Canada; [email protected]
2 Community Rehabilitation and Disability Studies, Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3330 Hospital Drive NW, Calgary, AB T2N4N1, Canada
Data sharing is not applicable to this article.
Background: Equity, equality, diversity, and inclusion are terms covered in the academic literature focusing on sports, kinesiology, physical education, and physical activity, including in conjunction with marginalized groups. Universities in many countries use various EDI policy frameworks and work under the EDI headers “equality, diversity and inclusion”, “equity, diversity and inclusion”, “diversity, equity and inclusion”, and similar phrases (all referred to as EDI) to rectify problems students, non-academic staff, and academic staff from marginalized groups, such as women, Indigenous peoples, visible/racialized minorities, disabled people, and Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, and Two-Spirit (LGBTQ2S+) experience. Which EDI data, if any, are generated influences EDI efforts in universities (research, education, and general workplace climate) of all programs. Method: Our study used a scoping review approach and employed SCOPUS and the 70 databases of EBSCO-Host, which includes SportDiscus, as sources aimed to analyze the extent (and how) the academic literature focusing on sports, kinesiology, physical education, and physical activity engages with EDI. Results: We found only 18 relevant sources and a low to no coverage of marginalized groups linked to EDI, namely racialized minorities (12), women (6), LGBTQ2S+ (5), disabled people (2), and Indigenous peoples (0). Conclusions: Our findings suggest a gap in the academic inquiry and huge opportunities.
Many different EDI-related phrases, such as “equity, diversity and inclusion”, “diversity, equity and inclusion”, and others [ 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 ], and EDI frameworks, such as Athena SWAN (Scientific Women’s Academic Network) [ 23 ], Australia (Science in Australia Gender Equity, SAGE-Athena SWAN) [ 24 ], the USA (See change with STEMM Equity Achievement, SEA-Change [ 25 ] and NSF ADVANCE [ 26 ]), and Canada (DIMENSIONS: Equity, diversity, and inclusion) [ 27 ]) are used to engage with equity/equality, diversity, and inclusion problems students, academic staff, and non-academic staff of marginalized group, such as women, Indigenous peoples, visible/racialized minorities, disabled people, and Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, and Two-Spirit (LGBTQ2S+), experiences in higher education, including in programs focusing on sports, kinesiology, physical education, and physical activity. EDI phrases are also employed by groups focusing on sports, kinesiology, physical education, and physical activity outside universities settings [ 28 , 29 , 30 , 31 , 32 , 33 ]. What EDI data, if any, is generated within the academic literature focusing on sports, kinesiology, physical education, and physical activity can influence the implementation and direction of EDI focusing on sports, kinesiology, physical education, and physical activity in universities (research, education, and general workplace climate) and outside. Therefore, we used a scoping review approach to analyze to what extent (and how) the academic literature that focuses on sports, kinesiology, physical education, and physical activity engages with EDI. Our two main research questions were: (1) which EDI frameworks and phrases are present in the academic literature focusing on sports, kinesiology, physical education, and physical activity engages? (2) What themes, and which EDI marginalized groups, are present in the EDI coverage in the sports, kinesiology, physical education, and physical activity focused academic literature? We discuss our findings through the lens of sports-, kinesiology-, physical education-, and physical activity-focused academic literature mentioning individual EDI terms. We also use literature around EDI policy frameworks and concept of ableism as lenses.
Many different EDI-related phrases have been generated in recent years, such as equity, diversity, and inclusion [ 1 ]; equality, diversity, and inclusion [ 1 ]; diversity, equity, and inclusion [ 1 ]; belonging, dignity, and justice [ 2 , 3 ]; diversity, equity, inclusion, and belonging [ 4 , 5 , 6 ]; employment equity [ 7 ]; equity, diversity, dignity, and inclusion [ 8 ]; equity, diversity, inclusion, and accessibility [ 9 , 10 , 11 , 12 ]; justice, equity, diversity, and inclusion [ 13 , 14 , 15 , 16 , 17 , 18 ]; inclusion, diversity, equity, and accessibility [ 9 , 11 ]; inclusion, diversity, equity, and accountability [ 19 , 20 , 21 ]; and equity, diversity, inclusion, and decolonization [ 22 ]. Furthermore, many EDI frameworks have been employed with the first being the 2005 Athena SWAN (Scientific Women’s Academic Network) [ 23 ] and others that followed, such as Australia (Science in Australia Gender Equity, SAGE-Athena SWAN) [ 24 ], the USA (See change with STEMM Equity Achievement, SEA-Change [ 25 ] and NSF ADVANCE [ 26 ]), and Canada (DIMENSIONS: Equity, diversity and inclusion) [ 27 ].
Work performed under these EDI frameworks and EDI phrases are envisioned to lead to systemic positive change for students, academic staff, and non-academic staff in universities as a workplace, in general, but also in the research and education reality [ 25 ]. Although the EDI focus is often on STEM (science, technology, engineering, mathematics) [ 25 , 26 ] and EDI started with a focus on gender equality [ 23 , 24 , 26 ], the EDI focus, by now, encompasses all areas of universities and various marginalized groups, such as women, Indigenous peoples, visible/racialized minorities, disabled people, and LGBTQ2S+ [ 27 , 34 , 35 , 36 ]. To quote from the Canadian EDI framework:
“Dimensions: equity, diversity and inclusion Canada invites you to take part in a post-secondary transformation to increase equity, diversity and inclusion (EDI) and help drive deeper cultural change within the research ecosystem” [ 35 ]. “The Dimensions program addresses obstacles faced by, but not limited to, women, Indigenous Peoples, persons with disabilities, members of visible minorities/racialized groups, and members of LGBTQ2+ communities” [ 35 ].
However, many problems have been identified, in relation to EDI implementations [ 1 ].
Studies focusing on sports engage with equity and equality, in the context of the EDI groups of gender [ 37 , 38 , 39 , 40 , 41 , 42 ], race [ 43 , 44 , 45 , 46 , 47 ], and LGBTQ2S+ [ 48 , 49 , 50 , 51 ], including through an intersectionality lens [ 52 ] of these three identities [ 53 ]. Coverage exists for the term’s diversity and inclusion [ 54 , 55 , 56 , 57 , 58 , 59 , 60 , 61 ] and Indigenous peoples [ 62 , 63 , 64 , 65 , 66 , 67 , 68 ]. Studies noted that women especially in third world countries continue to experience a lack of equity in sport [ 69 ], that women’s sports are underrepresented in media coverage and that women are underrepresented in sports careers such as sports journalism, sports media, and sport leadership positions [ 70 , 71 , 72 ]. The literature covers race equity in sports, especially of athletes of color, in many ways, such as highlighting the excessive number of penalties [ 47 ] or pressuring of black students into athletics [ 43 ]. It is argued that a lack of diversity in sports is concerning because sport facilitates group cohesion; therefore, underrepresenting certain groups within sports can lead to further segregation of those groups [ 73 ]. There is an emphasis on the importance of ethnic diversity within sports, specifically youth sports, as a team sport provides an environment for children to come together from all different backgrounds and engage towards a common goal [ 74 ]. These experiences are beneficial, as they play a role in the identity formation of children as they age [ 75 ]. Discussions of inclusion in sports usually refers to social inclusion and emphasizes that sports are a facilitator for social inclusion and community engagement [ 76 , 77 ]. These implications are significant for groups that experience a lack of inclusion [ 78 , 79 ], whereby the lack of support initiatives for females and, specifically, initiatives for gender equity in sports must be addressed [ 80 , 81 , 82 ].
Studies focusing on kinesiology engage with equity and equality, in the context of the EDI groups of gender [ 83 , 84 , 85 , 86 ], race [ 87 , 88 ], and LGBTQ2S+ [ 89 ], including through an intersectionality lens [ 90 , 91 ] of these three identities [ 92 , 93 ]. It is suggested to perform equity audits [ 94 ]. Coverage exists for the terms diversity and inclusion [ 95 ], as well as for Indigenous peoples [ 91 ]. It is emphasized that “as our nation and society becomes more racially and ethnically diverse”, this diversity also translates to the “student demographic on campus”, meaning that the student body is becoming more diverse” [ 96 ] (p. 66). Therefore, it is important that the content of kinesiology education teaches reflects that diversity and addresses all kinds of people. However, it is argued that kinesiology education is biased towards whiteness [ 88 ]. Furthermore, it is highlighted that, even though students are becoming more diverse on campus, that diversity does not necessarily reflect the students in kinesiology programs [ 97 ]. It is recommended that kinesiology programs, both graduate and undergraduate, should make an effort to recruit more diverse students [ 97 ]. This need for diversity is addressed through the need for more ethnically diverse students, as well as more women in the faculty [ 98 ]. It is argued that if kinesiology programs include content on reducing inequalities and social justice, that will then help to “address societal problems within our communities” [ 92 ] (p. 271).
Studies focusing on physical education engage with equity and equality, in the context of the EDI groups of gender [ 99 , 100 ], race [ 101 ], and LGBTQ2S+ [ 89 , 102 , 103 ], including through an intersectionality lens [ 104 , 105 ] of these three identities [ 106 ]. The same is true for the terms diversity and inclusion [ 107 , 108 , 109 , 110 , 111 , 112 , 113 , 114 ], as well as for Indigenous peoples [ 115 , 116 , 117 ]. It is argued that a focus on equity is needed in physical education curricula [ 118 ], because the educators learn about physical education through their university experiences [ 118 ]. It is argued that, in order to increase inclusivity within the classroom, the importance of that must be emphasized in training programs that physical education teachers must complete before they are eligible to work [ 119 ], and teachers have to be confident in generating inclusion in the classroom once they graduate [ 119 ], a confidence they are seen to lack [ 120 ]. It is also argued that physical education training programs must address issues regarding diversity and diversity attitudes [ 121 ].
Studies focusing on physical activity discuss equity and equality, in the context of the EDI groups of gender [ 42 ], race [ 122 , 123 , 124 , 125 ], and LGBTQ2S+ [ 126 ], including through an intersectionality lens [ 127 , 128 , 129 , 130 ] of these three identities [ 53 ]. The same is true for the terms diversity and inclusion [ 126 ], as well as for Indigenous peoples [ 62 ]. Regular physical activity is an important aspect in healthy living [ 131 ]; however, many “cities lack built environments that support physical activity” [ 132 ] (p. 1475). This is problematic because physical activity is a key indicator of health [ 132 ] and health equity [ 133 ]. Furthermore, socio-demographics influence whether one engages in physical activity [ 133 ]. For example, girls follow physical activity guidelines less than boys [ 133 , 134 ], and factors such as “race/ethnicity, household income, maternal education level, and perceived social status” [ 133 ] (p. 514) impact ones engagement in physical activities. With that, it is argued that a gender-neutral narrative, when addressing physical activity, is needed, and barriers originating with the social environment of a person have to be tackled [ 135 ].
The UN Convention on the Rights of Persons with Disabilities flags access to recreation, leisure, and sport in their daily life, including schools [ 136 ], as a problem disabled people experience. Equity, equality, diversity, and inclusion, as individual terms, are discussed extensively, in the context of disabled people, within the academic literature focusing on sports, kinesiology, physical activity, and physical education [ 137 , 138 , 139 , 140 , 141 , 142 ]. Debates are ongoing as to the meaning of diversity [ 113 ], different approaches to diversity in physical education curricula [ 113 ], and benefits for disabled students being part of physical education classes [ 143 ]. National curricula for physical education are seen “as an important vehicle for social policy targeting the inclusion of disabled young people” [ 144 ] (p. 291); however, at the same time, many problems are reported to still exist in 2021 [ 144 ]. These problems are detrimental to disabled students [ 144 ], and it is noted that these problems generated barriers for physical education to benefit from the increased motivation of disabled pupils to partake in sports after the London 2012 Paralympics [ 144 ]. Many problems have been linked to how the physical education faculty engages with disabled people: faculty awareness of disability mandates, limited faculty training, lack of knowledge of federal disability mandates, negative reactions to disability disclosure, failure to accommodate, train and support faculty on academic adjustments, assistive technology, and teaching strategies, as well as the failure to ensure faculty comply with reasonable accommodations [ 145 ]. Problems have been not only reported in the context of physical education. It is argued that “ongoing advocacy, support, networking in raising awareness and promoting inclusion and equality in both mainstream and deaf/disability organizations are necessary to empower and increase participation and leadership roles for deaf/hard of hearing girls and women in sport” [ 146 ] (p. 71), and there is a need to increase formal coach education of parasport coaches [ 147 ]. According to the World Health Organization, “much work is needed to achieve equity in physical activity opportunities, access, and participation for people living with disability” [ 148 ] (p. 91). It is also argued that: there are many barriers to the inclusion of disabled people in kinesiology [ 149 ], non-disabled students have to be more exposed to disabled people and their social realities in kinesiology teaching [ 150 ], diversity and inclusion have to be clearly defined and cared for in kinesiology on all levels from students to faculty [ 151 ], more has to be done to generate more research that “counters deficit thinking from a social justice perspective” [ 152 ] (p. 225), and kinesiology researchers should “challenge dominant (majoritarian) discourses through critical interrogation of oppression (e.g., people of color, women, and individuals with disabilities) and privileges” [ 152 ] (p. 225).
Disabled activists and academics coined the term ableism in the United States and Britain during the 1960s and 1970s to flag the cultural reality of ability-based expectations, judgments, norms, and conflicts. Many worked, and work is ongoing on the disabling and enabling use of ability expectations and ableism [ 153 , 154 , 155 , 156 , 157 , 158 , 159 , 160 , 161 , 162 , 163 , 164 , 165 , 166 , 167 , 168 , 169 , 170 , 171 , 172 , 173 , 174 , 175 , 176 ], covering the relationship between ‘non-disabled people’ and ‘disabled people’, as well as humans–humans relationships, in general, humans-post/transhumans, humans-cyborg humans, humans-non sentient machines, humans-animals, and humans-nature relationships, linking ableism to many social theories and topics. Some ability concepts are: ability security (one is able to live a decent life with whatever set of abilities one has), ability identity security (to be able to be at ease with ones abilities), and ability inequity, an unjust or unfair (a) “distribution of access to and protection from abilities generated through human interventions” or (b) “judgment of abilities intrinsic to biological structures such as the human body” [ 156 , 177 ]. Ableism not only intersects with other forms of oppression, such as racism, sexism, ageism, and classism, but abilities are often used to justify such negative isms [ 153 , 154 , 168 , 178 , 179 , 180 , 181 , 182 ].
Ableism is also used to call out ability-based discriminations against disabled people within the kinesiology, sport, physical education, and physical education literature [ 91 , 149 , 151 , 183 , 184 , 185 , 186 , 187 , 188 , 189 , 190 , 191 , 192 , 193 , 194 ], including the intersectionality of ableism with other isms and prejudices [ 186 ]. As to kinesiology, one study found an able-bodied curriculum encouraging ableist attitudes among kinesiology students and an invisibility of disabled people [ 184 ]. Another study covering kinesiology education found prejudice, discrimination, microaggression, and deficit language against people with disabilities and structural ableism [ 185 ]. One article noted that many students might question the isms related to one group, such as gender, but do not, for example, question other isms they might internalize, such as racism or ableism [ 187 ].
As to physical education, instructional ableism and microaggressions is flagged as a problem [ 191 ], and it is argued that physical education should enable critical engagement with ableism, which would entail a “different ability curriculum, which destabilises notions of normativity and challenges the status quo regarding ability” [ 194 ] (p. 518) and understanding that “the diversity of humanity through a ‘differently-abled’ framework as well as to critique the construction of disability from a deficit perspective” [ 193 ] (p. 1). Ableism is flagged as a useful analytical perspective in sports pedagogy to reflect on its discriminatory and exclusionary potential [ 149 ]. It is argued that there are competing ability-related narratives, such as the “global trend for (normalized) physical self-optimization on the one hand, and the struggle to achieve acceptance of (bodily) diversity triggered by the societal claims for inclusion on the other hand” [ 149 ] (p. 152). It is argued that ableism, as a lens, highlights that “stigmatisation, exclusion and disability cannot be ascribed to the individual; these are instead first actively generated by the discursive body image” [ 149 ] (p. 158) and reflects that “traditionally, imperfection has had no place in the pedagogy of PE” [ 149 ] (p. 155), as well as that PE teachers “instrumentalize the body” [ 149 ] (p. 162) and “tend to focus on deficits when dealing with persons whose bodies deviate from the norm” [ 149 ] (p. 162), which is seen as “an obstacle for full and equal participation for all young people in PE at school” [ 149 ] (p. 162).
Regarding sports, it is argued that ableism impacts social practice within sports, and ableism in sports has to be addressed [ 188 , 195 ]. It is argued that experiences and discourses around sports mostly internalize and take ableism-based identities as a given [ 183 , 188 , 190 ], and ableism is one reason for why disability sports have largely been ignored, in the context of diversity management in sports [ 196 ]. It is argued that it is critical to understand “ableism and how ableistic ideology informs sporting theory, sport science and sport management” [ 197 ] (p. 5).
Many studies cover individual EDI terms that make up the various EDI phrases in the context of sports, kinesiology, physical education, and physical activity. However, to our knowledge, no study has, so far, analyzed whether the academic literature also engages with the existing EDI phrases and frameworks. That is important to know because EDI phrases and frameworks are linked to specific policy endeavors in the workplace, such as universities. How these policies are implemented impacts the research and education activities of and day-to-day operations in the fields of sports, kinesiology, physical education, and physical activity. Our study aims to fill the gap and investigate to what extent (and how) the academic literature focusing on sports, kinesiology, physical education, and physical activity engages with existing EDI phrases and frameworks. Given that specific marginalized groups are the focus of the activities performed under the EDI phrases and frameworks, our study also investigated which marginalized groups are mentioned.
2.1. research design.
Scoping studies are useful in identifying the research that exists on a subject [ 198 , 199 ]. Our scoping study focused on the research that engages with EDI, in the context of sports, kinesiology, physical education, and physical activity. Our study was guided by the very policy premises of EDI [ 1 ].
Our study employed a modified version of a scoping review outlined by Arksey and O’Malley [ 200 ], as performed in another study [ 201 ]. Our research questions were: (1) Which EDI frameworks and phrases are present in the academic literature focusing on sports, kinesiology, physical education, and physical activity engages? (2) What themes and which EDI marginalized groups are present in the EDI coverage in the sports, kinesiology, physical education, and physical activity focused academic literature?
We searched, on 22–26 May 2021 (14 December 2021, for strategy 2), the 70 databases accessible through EBSCO-Host, which includes CINAHL, SportDiscus, and Scopus (which incorporates the full Medline database collection) for English language data with no time restrictions, accessing journals that cover relevant content to our research questions. We searched for scholarly peer-reviewed journal articles in EBSCO-Host, and we searched for reviews, peer-reviewed articles, conference papers, and editorials in Scopus. We performed the following search strategies ( Table 1 ).
Search strategies.
Strategy | Sources Used | First Search |
---|---|---|
Strategy 1 | Scopus/EBSCO-Host | ABS (“Athena SWAN” OR “See change with STEMM Equity Achievement” OR “Dimensions: equity, diversity and inclusion” OR “Science in Australia Gender Equity” OR “NSF ADVANCE” OR “equity, diversity and inclusion” OR “equality, diversity and inclusion” OR “diversity, equity and inclusion” OR “diversity, equality and inclusion”) AND ABS (“Kinesiology” OR “physical education” OR “physical activit*” OR “sport*”) |
Strategy 2 | Scopus/EBSCO-Host | ABS (“Belonging, Dignity, and Justice” OR “Diversity, Equity, Inclusion and Belonging” OR “diversity, Dignity, and Inclusion” OR “Equity, Diversity, Inclusion, and Accessibility” OR “Justice, Equity, Diversity, and Inclusion” OR “Inclusion, Diversity, Equity and Accessibility” OR “Inclusion, Diversity, Equity and Accountability” OR “Equity, Diversity, Inclusion, and Decolonization”) AND ABS (“kinesiology” OR “physical education” OR “physical activit*” OR “sport*”) |
Strategy 3a | Scopus/EBSCO-Host | ABS (“equity” AND “diversity” AND “inclusion”) AND ABS (“kinesiology” OR “physical education” OR “physical activit*” OR “sport*”) |
Strategy 3b | Scopus/EBSCO-Host | ABS (“equality” AND “diversity” AND “inclusion”) AND ABS (“kinesiology” OR “physical education” OR “physical activit*” OR “sport*”) |
To answer the research questions, we first obtained hit counts for our search term combinations ( Table 1 ), employing a descriptive quantitative analysis approach [ 202 , 203 ]. We obtained the abstracts, as part of downloading the citations obtained through Scopus and EBSCO-Host, using the Endnote 9 software. We removed duplicates within the Endnote 9 software and exported the remaining abstracts, as a Word file, from the Endnote 9 software. We then uploaded the Word file with the abstracts into the qualitative analysis software ATLAS.Ti 9™ for directed qualitative content analysis [ 202 , 203 , 204 , 205 ] of the data focusing on the research questions, meaning the abstracts had to cover EDI as a policy framework and not just engage with individual EDI terms. Both authors coded the abstracts to see which fit the inclusion criterium, and the full text articles of these abstracts were downloaded and uploaded into ATLAS.Ti 9™. We used a directed content analysis to add knowledge about the phenomenon of EDI and areas of kinesiology, physical education, physical activity, and sports that benefit from further description [ 202 ]. As to the coding procedure, beyond having judged the relevance of the abstracts for downloading the full texts, we followed a procedure we used before [ 201 ], as outlined by others [ 202 , 205 , 206 ].
As to trustworthiness measures [ 207 , 208 , 209 ], the few differences in the analysis of the qualitative data were discussed and resolved between the authors (peer debriefing) [ 209 ]. Confirmability was achieved by using the audit trail, employing the memo and coding functions within ATLAS.Ti 9™ software. As for transferability, we provided all the information needed, so that others can decide whether to apply our study design to other sources or change design aspects, such as different keywords.
The search strategies generated 26 abstracts, of which 18 were deemed to have relevant content. The full texts of the 18 relevant abstracts were downloaded and thematically analyzed ( Figure 1 ).
Flow chart of the selection of academic full texts for qualitative analysis.
We present the themes in the downloaded full text articles in three sections:
We separated the findings further by the following four areas: physical education, sport, physical activity, and kinesiology.
Furthermore, we separate the findings into the four common themes we found: (a) EDI recommendation/EDI needs, (b) EDI curriculum and teacher/educator/mentor role in EDI, (c) EDI literacy/EDI narrative, and, lastly, (d) EDI study results.
Finally, we separated the results according to which EDI group they looked at. If a source did not specifically discuss equity deserving groups, it was labelled as “no group”.
In each of the results sections, we first provide the frequency counts for the presence of themes we found. We only list where there was at least one hit for the theme. The themes that had 0 results are not listed in the tables.
Within the academic/educational setting theme, the following themes returned no results and, as such, are neither listed in Table 2 and Table 3 nor reflected in the sub-headers:
Frequency of themes related to EDI and Physical education in an academic/educational setting.
Area of Coverage | Degree of Coverage | EDI-Related Theme | EDI-Related Equity Deserving Groups Mentioned | Result |
---|---|---|---|---|
Academic/educational Setting | Physical Education | EDI recommendation/EDI needs | Women | 0 |
Disabled People | 1 | |||
LGBTQ2S+ | 0 | |||
Racialized Minorities | 3 | |||
Indigenous Peoples | 0 | |||
No group | 8 | |||
EDI Curriculum and Educators and Mentors role in EDI | Women | 0 | ||
Disabled People | 0 | |||
LGBTQ2S+ | 0 | |||
Racialized Minorities | 1 | |||
Indigenous Peoples | 0 | |||
No group | 8 | |||
EDI Literacy/EDI Narrative | Women | 0 | ||
Disabled People | 0 | |||
LGBTQ2S+ | 0 | |||
Racialized Minorities | 0 | |||
Indigenous Peoples | 0 | |||
No group | 2 |
Frequency of themes related to EDI and sports in an academic/educational setting.
Area of Coverage | Degree of Coverage | EDI-Related Theme | EDI-Related Equity Deserving Groups Mentioned | Result |
---|---|---|---|---|
Academic/educational Setting | Sports | EDI recommendation/EDI needs | Women | 0 |
Disabled People | 0 | |||
LGBTQ2S+ | 0 | |||
Racialized Minorities | 0 | |||
Indigenous Peoples | 0 | |||
No group | 3 | |||
EDI literacy/EDI narrative | Women | 0 | ||
Disabled People | 0 | |||
LGBTQ2S+ | 0 | |||
Racialized Minorities | 0 | |||
Indigenous Peoples | 0 | |||
No group | 1 | |||
EDI study result | Women | 2 | ||
Disabled People | 1 | |||
LGBTQ2S+ | 1 | |||
Racialized Minorities | 3 | |||
Indigenous Peoples | 0 | |||
No groups | 3 |
Edi recommendation/edi needs.
There were twelve findings, in a total of five sources, that discussed EDI recommendations/EDI needs, in the context of physical education in an academic setting. Out of the twelve findings, one of them discussed persons with disabilities, three of them discussed ethnic groups, and eight of them did not cover any specific EDI group.
The EDI recommendation related to persons with disability(s) in physical education settings was that regular contact with non-disabled children in physical education classes aids in the inclusion of those with disabilities in society [ 210 ]. The EDI recommendation related to ethnic groups discussed that, if students limit their interactions with the same or similar cultural backgrounds in the physical education class, it is then reflected in the student’s behavior and interactions in society [ 210 ]. This statement essentially emphasizes that it is important that students do not limit their interactions with other students of different cultural backgrounds and highlights that, if this type of behavior is happening within the classroom, it is very likely that it will also occur outside of the classroom [ 210 ]. Another recommendation that looked at including ethnic groups was that, in order to make education more accessible, we should look at multilingual or cultural resources that can engage more communities and, as a result, have more participants engaging in learning [ 211 ]. In addition, another recommendation for the inclusion of ethnic groups discussed the importance of culturally sensitive and inclusive pedagogy in the classroom [ 210 ]. Other recommendations that discussed physical education in an academic setting did not address a specific group covered by the EDI framework but discussed other EDI recommendations and the need for EDI in these settings. Firstly, the need for EDI was addressed through the importance of inclusive education. Specifically, it is noted that inclusive education means that all learners, no matter who, should have access to mainstream education, and inclusive education should benefit all learners [ 211 ]. A recommendation for inclusive learning stated that there are many resources available online for learning that can aid education to be more inclusive [ 211 ]. Recommendations for EDI and the need for EDI was also looked at, specifically in the physical education classroom and curriculum. For example, a recommendation emphasized the importance of establishing an inclusive classroom environment, where all students feel like they are included and belong in the classroom [ 210 ]. Another major recommendation was the need for educational curricula to cover EDI topics, so students could be educated on the importance of diversity, equity, and inclusion [ 212 ]. To keep those creating curricula accountable, a recommendation was put forward that, if curricula fail to implement EDI frameworks, there should be consequences for such actions [ 213 ]. The need for EDI was also addressed outside of the classroom, specifically in certain research journals [ 214 ]. This study looked at one journal, i.e., The Recreational Sports Journal , and found that EDI was not discussed in a meaningful way during the time period of their study; it is very important to address this void and publish more papers that cover EDI topics [ 214 ]. It was recommended in this paper that the editor-in-chief and editorial board of the journal should generate a call for papers that are focused on EDI issues, as well as designate research funding to the topic of EDI [ 214 ].
There were nine findings, in a total of three sources, that discussed EDI curricula and the teachers/educator/mentor role in EDI, in the context of physical education in an academic setting. Out of the nine findings, one of them discussed ethnic groups and the other eight covered no specific EDI group. In terms of ethnic groups, it was discussed that taking the initiative to build EDI curricula brings the opportunity to include more culturally responsive and cultural enrichment pedagogy [ 211 ]. The following findings did not discuss a specific EDI group but did cover the idea of an EDI curriculum and educators and mentors role in EDI. It was discussed that educators and mentors must make sure that everyone feels welcome, supported, and valued in their space, so students can achieve their goals and grow their talents [ 211 ]. Understanding the value that physical education has, in terms of building relationships across different groups of people, was addressed [ 210 ]. The idea that educators must reflect on their teaching styles and activities within the physical education classroom was highlighted [ 215 ]; in order to do so, it was said that this requires a deep understanding of the barriers and societal issues that minority groups face [ 210 ]. There was further emphasis on the fact that it is important that educators also teach for social cohesion and, when doing so, they must be careful to be aware of dominant versus minority groups and teach accordingly [ 210 ]. Overall, the idea that teachers must be aware of the impact that implementing EDI-based curricula can have for the children outside of the classroom, as well as the role they play in achieving positive outcomes, has been noted as crucial.
There were three findings, out of a total of one source, that discussed EDI recommendation/EDI needs, in the context of sports in an academic setting. Out of those three findings, none of them covered a specific EDI group. The source was a statement that was put out by the Journal of Sport Rehabilitation for their commitment to diversity, equity, and inclusion [ 216 ]. In the statement, they addressed the importance of diversity, equity, and inclusion in research and provided some future recommendations and goals for their own journal [ 216 ]. They started off by openly embracing the concept of EDI and said that they want to maintain a culture that embraces EDI within their journal [ 216 ]. They further went on to say that they want to work actively to promote change through purposeful EDI initiatives, as well as publish more diverse research that can be translatable to a more patient diverse population [ 216 ].
The following source discusses reflections that occurred at EDI conferences [ 217 ]. This source did not specifically cover physical education, physical activity, sports, or kinesiology, but they did take the reflections mentioned in the conferences and mentioned them in the context of sports; therefore, we categorized these findings in this section. There are four findings in the one source that discussed EDI literacy and narratives in an academic setting, specifically research conferences. None of these findings discussed a specific EDI group. This source first started off by highlighting that one of the barriers to EDI literacy is connected to the fact that the EDI research that is broadcasted and discussed during conferences is not easily accessible for the vast majority of people who do not get invited to conferences; therefore, it is important that we have literature for people to learn about EDI through credible sources [ 217 ]. There was further discussion on the idea that statistics cannot represent the actual stories that are behind individual answers, and its stories can show us the intersectionality in a clear way [ 217 ]. In addition, it was said, in relation to EDI literacy, that positive stories can often deflect from the negative stories that make people uncomfortable; therefore, this can affect the EDI narrative [ 217 ]. With that in mind, it was said that it is important that we provide appreciative inquiry and not critical inquiry when we are analyzing negative stories relating to EDI [ 217 ].
There were seven findings, out of a total of two sources, that discussed EDI study results, in the context of sports in an academic setting. One of the sources covered all EDI groups, whereas the other source did not cover any EDI groups. The first source was a content analysis of equity, diversity, and inclusion in the Recreational Sports Journal [ 214 ], performed for the years of 2005 to 2019. The study results revealed that reporting participants gender was the only variable that showed improvement from the pre-to-post-EDI commission era [ 214 ]. In this content analysis, it was also highlighted that the most to least discussed issues in EDI research was in order from gender, race and ethnicity, social class, nationality issue, sexual orientation issue, disability issue, and non-traditional student issues [ 214 ]. It is important to take note that, out of the EDI groups we are looking at, the content analysis clearly highlighted that disability issues were the least discussed in EDI research. It was highlighted in another statement that gender was the most addressed cultural diversity issue, and there is little attention to topics, such as disability, nationality, race and ethnicity, sexual orientation, or social class [ 214 ]. This content analysis also revealed that, out of the 200 Recreational Sports Journal articles that were analyzed, 18% addressed at least one equity diversity and/or inclusion issues [ 214 ]. Furthermore, it was also revealed that EDI issues were addressed in less than 20% of the articles in the journal [ 214 ]. The second source looked at the development of a model of diversity, equity, and inclusion for support volunteers [ 218 ]. In this source, it was revealed that sports volunteers experience a lack of inclusion on many levels and microaggressions [ 218 ]. It was specifically discussed that there is limited research that critically examines the experience of volunteers that belong to traditionally underrepresented populations [ 218 ].
Within the non-academic setting theme, the following returned no results and, as such, are neither listed in Table 4 and Table 5 nor reflected in the sub-headers:
Frequency of themes related to EDI and physical activity in a non-academic setting.
Area of Coverage | Degree of Coverage | EDI-Related Theme | EDI-Related Equity Deserving Groups Mentioned | Result |
---|---|---|---|---|
Non-academic setting | Physical activity | EDI recommendation/EDI needs | Women | 0 |
Disabled People | 0 | |||
LGBTQ2S+ | 0 | |||
Racialized Minorities | 0 | |||
Indigenous Peoples | 0 | |||
No group | 1 |
Frequency of themes related to EDI and sports in a non-academic setting.
Area of Coverage | Degree of Coverage | EDI-Related Theme | EDI-Related Equity Deserving Groups Mentioned | Result |
---|---|---|---|---|
Non-academic setting | Sports | EDI recommendation/EDI needs | Women | 1 |
Disabled people | 0 | |||
LGBTQ2S+ | 0 | |||
Racialized Minorities | 3 | |||
Indigenous Peoples | 0 | |||
No group | 2 | |||
EDI study result | Women | 3 | ||
Disabled People | 0 | |||
LGBTQ2S+ | 4 | |||
Racialized Minorities | 2 | |||
Indigenous Peoples | 0 | |||
No groups | 0 |
There was one finding, through one source, that discussed EDI recommendations/EDI needs in the context of physical activity in a non-academic setting. This EDI recommendation/EDI need did not cover any specific EDI group. It was discussed that there is an “urgent need” to address EDI within intramural and recreational sports [ 214 ]. This recommendation and expression for the need of EDI also covers the topic of sports; however, we also added it in the physical activity section because intramural and recreational sports are commonly a form of leisure time physical activity and usually do not include those who play sports professionally.
There were five findings, in a total of four sources, that discussed EDI recommendations/EDI needs in the context of sport in a non-academic setting. Out of those five findings, one discussed women and ethnic groups, one discussed ethnic groups, and two discussed no EDI groups. The EDI recommendation and need to promote racial EDI within black women’s football in Brazil were highlighted [ 219 ]. This recommendation emphasized the importance of EDI, in the context of women, as well as ethnic groups. The EDI recommendation that was specific to ethnic minorities was that, without intentional recognition and efforts towards addressing racial disparities, we will not see meaningful progress, in terms of the leadership efforts, for EDI and, in some cases, could even result in more damage, if we do not address racial disparities [ 213 ]. This paper was specific to college sports and sport leadership; however, the paper applied this statement generally and, therefore, is categorized under the non-academic section. In terms of general sports in a non-academic setting, it was said that there is an urgent need to start addressing EDI-related audiences, issues, and topics within the field of intramural and recreational sports [ 214 ]. Furthermore, it was recommended that national governing bodies should consider implementing mentorship programs, take steps to limit the influence of social connections on advancement decisions, reduce barriers to participation, and provide training to reduce the presence of microaggressions and unconscious bias within sport [ 218 ]. Lastly, the need for EDI was highlighted by saying that an EDI framework within sport organizations is necessary for success of that sport organization [ 218 ].
There were eight findings, out of a total of three sources, that presented EDI study results in the context of support in a non-academic setting. Out of the eight findings, four discussed LGBTQIA+ topics, two discussed women, one discussed ethnic groups, and one discussed both women and ethnic groups. One EDI study result discussing LGBTQIA+ was that athletes have a fear of disclosing their sexuality or sexual orientation, in fear of discrimination from the sports industry [ 220 ]. Because of this, players will not disclose their non-heterosexual orientation, in order to avoid homophobic discrimination from their fans, agents, the media, and, lastly, their employers [ 220 ]. Furthermore, there was discussion on the question as to whether the equity law, as well as the law on positive action, are enough to promote the equality of treatment and opportunity, when it comes to the employment of LGBTQIA+ elite sport professionals, specifically football players [ 220 ]. Lastly, it was said that the acknowledgement of the presence and prevalence of homophobia in football is a more recent phenomenon [ 220 ]. An EDI study result highlighted that female representation and recognition in sports have yet to catch up to that of their male counterparts [ 221 ]. Furthermore, there is limited coverage that is specific to women’s sports; when women are presented as a topic, they are faced with arbitrary issues, such as femininity and sexuality [ 221 ]. Specific to ethnic groups, a EDI study result highlighted that, even though many professional athletes are people of color, those who want to be employed as coaches and managers are still facing discrimination within sport [ 220 ]. One of the EDI study results that covered both ethnic groups and women was that there is white male advantage in sports [ 217 ].
Within the university setting theme, the following returned no results and, as such, are neither listed in Table 6 and Table 7 nor reflected in the sub-headers:
Frequency of themes related to EDI and sports in a university setting.
Area of Coverage | Degree of Coverage | EDI-Related Theme | EDI-Related Equity Deserving Groups Mentioned | Result |
---|---|---|---|---|
University Setting | Sports | EDI recommendation/EDI needs | Women | 0 |
Disabled people | 0 | |||
LGBTQ2S+ | 0 | |||
Racialized Minorities | 0 | |||
Indigenous Peoples | 0 | |||
No group | 4 |
Frequency of themes related to EDI and kinesiology in a university setting.
Area of Coverage | Degree of Coverage | EDI-Related Theme | EDI-Related Equity Deserving Groups Mentioned | Result |
---|---|---|---|---|
University Settings | Kinesiology | EDI recommendation/EDI needs | Women | 0 |
Disabled People | 0 | |||
LGBTQ2S+ | 0 | |||
Racialized Minorities | 0 | |||
Indigenous Peoples | 0 | |||
No groups | 1 |
There were four findings, in a total of two sources, that discussed EDI recommendation/EDI needs in the context of sport in a university setting. Out of those four findings, none of them discussed a specific EDI group. One of the findings presented the recommendation that, for the future of college recreational sports programs, those programs have a responsibility to address the needs of the changing demographic interests, as well as the diverse students on campus [ 214 ]. This source also addressed that, as there is growing diversity on college campuses, the future of college campuses must prioritize EDI [ 214 ]. Furthermore, it was recommended that the National Collegiate Athletic Association should have penalties in place for institutions that fail to implement EDI initiatives or for those that do not have any EDI initiatives in place [ 222 ]. In addition, recommendations around EDI frameworks and leadership strategies were also presented specifically by addressing that culturally responsive leadership strategies are important for achieving EDI in college sports [ 222 ].
The recommendation in this one source addressed that the kinesiology program design can use student narratives and experiences to make the shift from neutral documents and pedagogy to ones that expose and work towards dismantling Eurocentricity within the field of study [ 87 ].
The objective of this study was to ascertain to what extent (and how) the academic literature focusing on sports, kinesiology, physical education, and physical activity engages with the various EDI phrases and frameworks, as well as which of the marginalized groups covered under EDI are mentioned in the literature covered.
We found only 18 relevant hits with all our search strategies, whereby the EDI frameworks were not at all found. Only ‘sport*’ generated any hits related to EDI phrases; the other three fields did not. The majority of our findings were based on the presence of all the individual EDI terms, but not as phrases; within these sources, the term “sport*” was the most linked to EDI, with much less physical activity or physical education and even less kinesiology. On top, we found a very low to no coverage of marginalized groups normally linked to EDI, namely racialized minorities (12), women (6), LGBTQ2S+ (5), disabled people (2), and Indigenous peoples (0), within the already low coverage of EDI.
Altogether, our findings suggest a huge gap in the academic inquiry and huge opportunities for research on EDI within sports, physical education, physical activity, and kinesiology by themselves, but also in collaborations with many other fields and groups, such as disability studies and other identity group studies, social justice studies, education, media studies, global south focused studies, sustainability studies, socially disadvantaged groups, practitioners, and policy makers. Given that ableism is employed in the academic literature covering sports, physical education, physical activity, and kinesiology, we especially see opportunities for sports, physical education, physical activity, and kinesiology academic efforts to use the ableism lens to enrich the EDI discourses. For the remainder of the section, we discuss the problems of our findings, using as lenses: (a) the academic literature related to physical education, sport, physical activity, and kinesiology, individually covering the terms equity, equality, inclusion, and diversity; (b) the premise of the EDI frameworks and phrases, in general, as well as in the context of disabled people; and (c) ableism experienced by disabled people, but also beyond.
Efforts performed under the EDI frameworks and EDI policy terms are envisioned to lead to systemic positive change for students, academic staff, and non-academic staff in universities, as a workplace, in general, but also in the research and education reality in universities [ 1 , 23 , 24 , 25 , 26 , 27 , 34 , 35 , 36 ]. To quote from the Canadian EDI framework DIMENSIONS: Equity, diversity, and inclusion: “Canada invites you to take part in a post-secondary transformation to increase equity, diversity and inclusion (EDI) and help drive deeper cultural change within the research ecosystem” [ 35 ] and “The Dimensions program addresses obstacles faced by, but not limited to, women, Indigenous Peoples, persons with disabilities, members of visible minorities/racialized groups, and members of LGBTQ2+ communities” [ 35 ].
Given this sweeping mandate for positive systemic and cultural changes EDI actions are to engender, much more should have been found in our searches that link sports, physical education, physical activity, and kinesiology to EDI policy frameworks and phrases with particular emphasis on the EDI targeted groups. However, our findings are not surprising, as the EDI frameworks and phrases are rarely visible in other contexts either, such as disabled people, in general [ 1 ]. However, given the very focus of sports, physical education, physical activity, and kinesiology, namely their narratives around the ability of the body and social role of sports, physical education, physical activity, and kinesiology, we suggest they are uniquely situated to contribute and critically analyze EDI discourses, including the ability premises of EDI discourses. Furthermore, disabled students, graduate and undergraduate, are uniquely situated to contribute to this analysis, but there are problems to achieve that goal for disabled students on the undergraduate and graduate levels [ 1 , 223 , 224 ].
In sports, physical education, physical activity, and kinesiology, the individual terms of equity, equality, diversity, and inclusion are discussed, in the context of the EDI groups of gender, race, LGBTQ2S+ [ 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 54 , 55 , 56 , 57 , 58 , 59 , 60 , 61 , 83 , 84 , 85 , 86 , 87 , 88 , 89 , 101 , 102 , 103 , 107 , 108 , 109 , 110 , 111 , 112 , 113 , 122 , 123 , 124 , 125 , 126 ], and Indigenous people [ 62 , 63 , 64 , 65 , 66 , 67 , 115 , 116 , 117 ], including using an intersectionality lens [ 52 , 53 , 90 , 91 , 92 , 93 , 104 , 105 , 106 , 127 , 128 , 129 , 130 ]. Individual EDI terms are also discussed in sports, physical education, physical activity, and kinesiology, in the context of disabled people [ 137 , 138 , 139 , 140 , 141 , 142 , 149 ], whereby the very meaning of the individual terms, such as diversity and inclusion, are debated [ 113 , 151 ]. All these documents suggest that there could, and should, have been much more coverage of the EDI phrases and frameworks than we found. Our findings are another example of a disconnect between policy terms, frameworks, and existing academic literature. Our findings also suggests that the very conceptual thinking around EDI and sports, physical education, physical activity, and kinesiology might be underdeveloped. Using individual terms, such as equity, equality, diversity, and inclusion, is much easier than using a framework that uses them together (equity, diversity, and inclusion; equality, diversity, and inclusion). Indeed, discussions are ongoing how to fill the individual terms with meaning in the EDI policy frameworks, and more terms are added to these phrases, such as belonging, justice, dignity, accessibility, accountability, and decolonization [ 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 ], suggesting that the initial EDI phrases did not lead to the desired EDI changes anticipated. These ongoing discussions suggest an opening for the academic engagement with the EDI arena in the university setting by sports, physical education, physical activity, and kinesiology. Then the problems and actions flagged as needed in the academic literature covering sport, physical education, physical activity, and kinesiology, as well as the individual EDI terms, are reasons, by themselves, that there could (and should) be more academic engagement of sport, physical education, physical activity, and kinesiology with the EDI phrases and frameworks, in order to generate data on how to make them useful. The existing literature suggests the possibilities of interdisciplinary collaborations on EDI between sports, physical education, physical activity, and kinesiology, as well as other academic fields, where problems of marginalized groups, in the context of sports, physical education, physical activity, and kinesiology, are noted, such as media studies [ 70 , 71 , 72 ], departments and programs that cover the global south [ 69 ], teacher education (including physical education teachers) [ 113 , 118 , 119 , 120 , 121 , 144 , 145 , 146 , 147 , 149 , 150 , 151 ], and fields covering health, environmental design, and urban design [ 131 , 132 , 133 , 134 , 135 ]. EDI engagement by sports, physical education, physical activity, and kinesiology could be used to engage with many social problems in the community linked to sports, physical education, physical activity, and kinesiology, as well as problems flagged within university settings of sports, physical education, physical activity, and kinesiology, such as group cohesion [ 73 , 74 ], identity formation [ 75 ], need for changing curricula [ 88 , 96 , 97 ], need for diversifying students and faculty [ 97 , 98 ], and need for questioning oppressive discourses and privileges [ 152 ].
Ableism is a term coined by disabled activists and academics to flag the cultural reality of ability-based expectations, judgments, norms, and conflicts [ 153 , 154 , 155 , 156 , 157 , 158 , 159 , 160 , 161 , 162 , 163 , 164 , 165 , 166 , 167 , 168 , 169 , 170 , 171 , 172 , 173 , 174 , 175 , 176 ]. Ableism is also used as a conceptual framework, to call out ability-based discriminations against disabled people within the kinesiology, sports, physical education, and physical education literature [ 91 , 149 , 151 , 183 , 184 , 185 , 186 , 187 , 188 , 189 , 190 , 191 , 192 , 193 , 194 ]. Ableism is seen as one reason for the invisibility of disabled people and their problems in many subject topics and degrees [ 196 ], and it is argued that it is critical to understand “ableism and how ableistic ideology informs sporting theory, sport science and sport management” [ 197 ] (p. 5), and a “different ability curriculum, which destabilises notions of normativity and challenges the status quo regarding ability” is needed [ 194 ] (p. 518). As such, the problems indicated in sports, physical education, physical activity, and kinesiology, under the concept of ableism, suggest the need for critical evaluation of EDI frameworks and policies developed under EDI phrases that are applied to disabled people, which sports, physical education, physical activity, and kinesiology are well situated to provide. However, ableism is more useful.
The cultural reality of ableism is intersectional [ 178 , 179 , 180 , 181 ]. The intersectionality of experiencing different forms of isms, including ableism and problematic ability, linked prejudices, perceptions, microaggression, discrimination, language, and attitudes toward disabled people and others are highlighted in the education of students and curricula in sports, physical education, physical activity, and kinesiology [ 183 , 184 , 185 , 186 , 191 , 193 ]. It is argued that experiences and discourses around sport often favor and internalize ableism [ 183 , 187 , 190 ]. However, the very cultural reality of ableism goes beyond being part of a list of isms. Ableism is used to enable other negative isms, such as sexism, racism, classism, and ageism, that have, at their core, ability judgments [ 153 , 154 , 182 ]. Masculinity and supercrip identities, mentioned in [ 183 ], are not just internalized identities similar to the ableism identity mentioned in [ 183 ]; abilities are used to justify masculinity by itself, indeed masculinity is seen as an essential ability and a lack of such is used to question certain social groups [ 182 ]. Ableism is flagged as a useful analytical perspective in sports pedagogy to reflect on its discriminatory and exclusionary potential [ 149 ]; there are there are competing ability-related narratives [ 149 ]. Ableism could be used by sports, physical education, physical activity, and kinesiology as a conceptual framework to engage with all EDI covered groups, because all EDI groups are judged based on abilities (body-derived, culture-derived). We think sports, physical education, physical activity, and kinesiology are uniquely positioned to engage with, and enrich, the discussions around the cultural intersectional reality of ability-based expectations, judgments, norms, and conflicts, in conjunction with EDI frameworks and policy work. Sports, physical education, physical activity, and kinesiology can make use of many ability concepts, such as internalized ableism [ 168 ], ability privilege [ 225 ], ability security (one is able to live a decent life with whatever set of abilities one has), ability identity security (to be able to be at ease with ones abilities), and ability inequity, an unjust or unfair (a) “distribution of access to and protection from abilities generated through human interventions” or (b) “judgment of abilities intrinsic to biological structures such as the human body” [ 156 , 177 ] to enrich the EDI discussions. Sports, physical education, physical activity, and kinesiology can enrich the ability-based EDI discussions, as well, by engaging with the area of human body ability enhancements obtained through, for example, drugs, genetic and cybernetic interventions, the linked consequences of ability creeps (expecting more and more abilities of the human body; physical, mental and cognitive), and ability obsolescence [ 226 ].
The search was limited to two academic databases and English language literature. As such, the findings are not to be generalized to the whole academic literature, non-academic literature, or non-English literature. These findings, however, allow conclusions to be made, within the parameters of the searches.
The low hits we obtained in our scoping review suggests a gap in academic inquiry around EDI and sports, physical education, physical activity, and kinesiology. Many research projects could evaluate the existing EDI frameworks and EDI phrases, through the lens of sports, physical education, physical activity, and kinesiology. One could answer the following research questions: What do the EDI phrases mean for sports, physical education, physical activity, and kinesiology? Which phrases are the most suitable for sports, physical education, physical activity, and kinesiology? Do words have to be added to the phrases? Why has the academic literature in sports, physical education, physical activity, and kinesiology not engaged with the phrases and frameworks yet? What are the societal consequences of sports, physical education, physical activity, and kinesiology not generating academic data and engaging with the EDI frameworks and phrases? Answers to these questions can be obtained conceptually for sports, physical education, physical activity, and kinesiology, with surveys and interviews covering EDI-deserving groups on the level of students, academic staff, and non-academic staff. This research can engage with workplace climate, education, and research realities. For example, in a 2019 Statistics Canada survey, it is stated that 35% of disabled university professors, instructors, teachers, or researchers “experienced unfair treatment or discrimination in the past 12 months”, and 47% saw themselves “subjected to at least one type of harassment in the past 12 months” [ 227 ]. Within this survey, the numbers for disabled university professors, instructors, teachers, or researchers are the highest of all groups listed [ 227 ]. The respective numbers for “no self-reported disability” were 15.4% and 26.0%; “female gender” were 23.0% and 34.0%; “visible minorities” were 23.0% and 28.0%; and “indigenous identity” were 30.0% and 37.0%” [ 1 ] (p. 5). Such a reality must impact the implementation of positive systemic and cultural EDI changes in universities. One could generate numbers specific for sports, physical education, physical activity, and kinesiology activities at universities. We also suggest that sports, physical education, physical activity, and kinesiology activities at universities are uniquely situated to perform conceptual and empirical work on linking ableism to EDI in their areas and beyond. We suggest that sports, physical education, physical activity, and kinesiology all focus on the body, and the body is the primary source of ability judgments. These judgments are then used to enable some groups/individuals over others or disable some groups/individuals. We see sports, physical education, physical activity, and kinesiology to be uniquely situated to engage with the linkage of body ability judgments and non-body linked abilities, such as competitiveness, productivity, or the ability to have a good life [ 228 ]. We also see that sports, physical education, physical activity, and kinesiology uniquely positioned to generate and run ability-based surveys that could enrich EDI discourses.
Conceptualization, G.W. and K.A.; methodology, G.W. and K.A.; formal analysis, K.A. and G.W.; investigation, K.A. and G.W.; writing—original draft preparation, K.A. and G.W.; writing—review and editing, G.W. and K.A.; supervision, G.W.; project administration, G.W. All authors have read and agreed to the published version of the manuscript.
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The Department of Health and Kinesiology uses a multidisciplinary approach to advance understanding of the physiological, neurological, psychological and social changes that improve quality of life and prevent disease across the life span. From influencing healthy youth development to understanding factors that limit quality of life, researchers explore basic and applied questions related to human movement and healthy behaviors.
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Faculty in exercise physiology examine the factors impairing human movement and the effects of exercise on health throughout the life span.
Faculty in exercise psychology study social-behavioral and cognitive benefits of physical activity that help individuals maintain an active and healthy lifestyle across the life span.
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Faculty and students in the Department of Health and Kinesiology have access to extensive laboratories and facilities to advance discovery, learning and engagement across the department’s research areas.
The Max E. Wastl Human Performance Laboratory is an interdisciplinary research unit. The mission is to study disease states affecting the human condition such as obesity, cardiovascular disease, muscle wasting, the metabolic syndrome and diabetes and determine how a physically active lifestyle can aid in the prevention or intervention of these conditions.
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Research on aerodynamic characteristics of three offshore wind turbines based on large eddy simulation and actuator line model.
2. numerical method, 3. verification and validation, 3.1. single turbine parameter settings, 3.2. results of the mesh independence test, 3.3. comparison and validation with existing literature results, 4. three-turbine array configuration, 4.1. three-turbine configuration and computational domain grid division under full wake cases, 4.2. cases of three turbines under staggered arrangement, 5. comparative analysis of three-turbine simulation results, 5.1. three turbines under full wake conditions, 5.1.1. comparison of aerodynamic performance results, 5.1.2. comparison of wake characteristics results, 5.1.3. unsteady aerodynamic characteristics of three turbines under full wake conditions, 5.2. three turbines under staggered cases, 5.2.1. comparison of aerodynamic performance results, 5.2.2. comparison of wake characteristics results, 5.2.3. unsteady aerodynamic characteristics of three turbines under staggered conditions, 6. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest, abbreviations.
Nomenclature | |
C | Thrust coefficient [-] |
C | Power coefficient [-] |
Mean thrust coefficient [-] | |
Mean power coefficient [-] | |
L | Distance between the upstream and downstream turbines [m] |
D | Rotor diameter [m] |
k* | Turbulent kinetic energy [J/kg] |
P | Power output [MW] |
Q | Torque of the rotor [N·m] |
T | Thrust of the rotor [kN] |
S | Distance in the Y direction between the turbines [m] |
U | Wind speed [m/s] |
Mean wake velocity [m/s] | |
Greek letters | |
ρ | Fluid density [kg/m ] |
λ | Tip speed ratio |
Ω | The rotation speed of the rotor [r/s] |
Abbreviations | |
3D | Three dimensional |
SGS | Subgrid-scale |
FRM | Fully resolved mesh |
BEM | Blade element momentum theory |
CFD | Computational fluid dynamics |
LES | Large Eddy Simulation |
ALM | Offshore floating wind turbine |
TSR | Tip speed ratio |
TI | Turbulence intensity |
RANS | Reynolds Averaged Navier–Stokes |
WT1 | Wind turbine 1 |
WT2 | Wind turbine 2 |
WT3 | Wind turbine 3 |
Click here to enlarge figure
NREL 5 MW | Units | |
---|---|---|
Rated power | 5.0 | MW |
Rotor diameter | 126.0 | m |
Number of blades | 3 | |
Hub diameter | 3.0 | m |
Hub height | 90 | m |
Rated wind speed U | 11.4 | m/s |
Rated rotor speed | 12.1 | rpm |
Total Mesh | R/Δ | C | Relative Difference (%) | |
---|---|---|---|---|
Coarse mesh | 3.62 × 10 | 28 | 0.5502 | 4.30 |
Medium mesh | 6.52 × 10 | 36 | 0.5275 | 0.64 |
Fine mesh | 8.86 × 10 | 40 | 0.5241 | / |
Case | L /D | S/D | ||
---|---|---|---|---|
1 | Full wake cases | 4~7, interval = 0.5 | 0 | |
2 | Staggered cases | 4~6, interval = 0.5 | 2 | |
3 | Staggered cases | 4~6, interval = 0.5 | 2 |
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Fu, C.; Zhang, Z.; Yu, M.; Zhou, D.; Zhu, H.; Duan, L.; Tu, J.; Han, Z. Research on Aerodynamic Characteristics of Three Offshore Wind Turbines Based on Large Eddy Simulation and Actuator Line Model. J. Mar. Sci. Eng. 2024 , 12 , 1341. https://doi.org/10.3390/jmse12081341
Fu C, Zhang Z, Yu M, Zhou D, Zhu H, Duan L, Tu J, Han Z. Research on Aerodynamic Characteristics of Three Offshore Wind Turbines Based on Large Eddy Simulation and Actuator Line Model. Journal of Marine Science and Engineering . 2024; 12(8):1341. https://doi.org/10.3390/jmse12081341
Fu, Chen, Zhihao Zhang, Meixin Yu, Dai Zhou, Hongbo Zhu, Lei Duan, Jiahuang Tu, and Zhaolong Han. 2024. "Research on Aerodynamic Characteristics of Three Offshore Wind Turbines Based on Large Eddy Simulation and Actuator Line Model" Journal of Marine Science and Engineering 12, no. 8: 1341. https://doi.org/10.3390/jmse12081341
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August 10, 2024
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by Elana Gotkine
Low neighborhood socioeconomic status (SES) is associated with premature mortality, according to a study published online Aug. 8 in JAMA Network Open .
Wayne R. Lawrence, Dr.P.H., from the National Institutes of Health in Rockville, Maryland, and colleagues examined the association of life-course neighborhood SES and premature mortality in a cohort study including 12,610 Black and White participants (25.2 and 74.8 percent, respectively) of the multicenter Atherosclerosis Risk in Communities Study. Participants were followed for a mean of 18.8 years from 1996 to 2020.
The researchers observed an association for the lowest versus the highest tertile of neighborhood SES score in middle adulthood with a higher risk for premature mortality (hazard ratio, 1.28; 95 percent confidence interval, 1.07 to 1.54). Similar associations were seen for neighborhood SES in young adulthood among women and for neighborhood SES in childhood for White participants (hazard ratios [95 percent confidence intervals], 1.25 [1.00 to 1.56] and 1.25 [1.01 to 1.56], respectively). An increased risk for premature mortality was seen for participants whose neighborhood SES remained low from young to middle adulthood compared with those whose neighborhood SES remained high (hazard ratio, 1.25; 95 percent confidence interval, 1.05 to 1.49).
"Future studies aimed at identifying place-based interventions that target neighborhood social determinants of health should be designed from a life course perspective that accounts for early-life socioeconomic inequality, as this is a critical route to alleviating premature death ," the authors write.
One author disclosed ties to the Bristol Myers Squibb Foundation; a second author received grants from the Krueger v. Wyeth class action lawsuit.
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221+ Interesting Kinesiology Research Topics (Updated 2024) Kinesiology, the study of human movement, sparks a world of fascinating kinesiology research topics that touch every aspect of our lives. Imagine exploring fifteen different areas where movement science thrives. Dive into Biomechanics, then there's Exercise Physiology, delving into ...
What are some popular research topics in kinesiology? Popular research topics in kinesiology include exercise physiology, sports psychology, biomechanics, motor control, and injury prevention. Other potential research areas include exercise and aging, rehabilitation, and physical therapy.
In a PhD program, students are expected to craft a unique dissertation that contributes to the field's body of knowledge. Below are some detailed research topics for kinesiology PhD students, starting with biomechanics of injury prevention in sports. 1. Biomechanics of Injury Prevention in Sports. Injury prevention is a critical area in ...
By Ankit. February 7, 2024. Kinesiology is the study of human action and physical activity. Research in kinesiology is vital to knowing how our bodies work during training and sport. As college students interested in this field, we should know how research can improve performance, stop injury, and help people live healthier lives.
In this page, we delve into the realm of kinesiology research paper topics, offering a comprehensive list that serves as a valuable resource for health sciences students. The field of kinesiology, encompassing the study of human movement and physical activity, presents numerous avenues for research and exploration.
4 answers. Aug 20, 2023. Kinesiology is a broad field dealing with the study of movement, function, and performance and how that movement affects overall health. Exercise science is a subfield of ...
There are plenty of physiology research topics about improving daily life with an active lifestyle. 3. Effect of a Low-Carbohydrate Ketogenic Diet on Body Mass on Olympic Weightlifting Athletes. Exercise scientists have realized the impact of nutrition on endurance, body composition, and recovery.
Topics in Exercise Science and Kinesiology is dedicated to relaying information to the research practitioner in an open access format.. The journal publishes original research in two main practical areas: 1) the "Process of Science" (aspects surrounding scientific discovery and practice, which could include findings from investigations, novel scientific applications, or experience gained ...
Provides access to more than 850 of Elsevier's primary research journals, which focus on scientific, medical, biomedical and technical areas. Web of Science This link opens in a new window This multidisciplinary database includes a citation mapping feature that allows you to track research across time, including almost 1.7 billion cited ...
Human Kinetics is the world's biggest independent publisher of sport, health, dance, fitness, physical education, and recreation resources. The University of Minnesota Libraries provides access to the following collections: Human Kinetics Library Core Collection; Human Kinetics Dance Technique; and Human Kinetics Physical and Health Education.
Quick Links to the table of contents of leading journals in kinesiology. ACSM's Health & Fitness. Adapted Physical Activity Quarterly. American Journal of Physical Medicine & Rehabilitation. American Journal of Public Health. American Journal of Sports Medicine. Annals of Physical and Rehabilitation Medicine. Applied Physiology, Nutrition ...
IMPROVING LIVES THROUGH ACTIVITY & SPORT. From how movement and function impact our individual health to how physical activity and sport can benefit our communities, research at the School of Kinesiology is addressing a wide range of complex issues that affect us all throughout our lives. Explore our Research Areas.
Before you develop your research topic or question, you'll need to do some background research first. Some good places to find background information: Your textbook or class readings; Encyclopedias and reference books; Credible websites; Library databases; Try the library databases below to explore your topic.
Research Activities in Kinesiology. The Kinesiology faculty investigate diverse and wide-spread topics. Some of us study the human body at the molecular level, others study the whole organism, and others look at humans from a societal level. The one thing we all have in common is that we all ultimately focus on human health.
Starting place for kinesiology and physical education research. Home; Develop Research Questions. Picking a research question; Developing a Research Question
Physiology Research Topics For College Students. College students who want to write a research paper about physiology should choose one of these unique physiology research topics for college students: Talk about motor teaching in kinesiology. Pick a muscle and analyze its anatomy. Analyze the biomechanics of the hip.
Some of the main areas being researched are the mechanics of movement, as well as physiological, anatomical and neuropsychological principles. If you are looking for the best kinesiology research topics, you have arrived at the best place. We have just finished updating our list of ideas, so you can now choose any of our 136 topics without ...
Sometimes you have to search for "related research" if the topic is too new or has not been represented much in the research literature. Be flexible. Consider broadening or narrowing the topic if you are getting few if any results when you search. If you aren't willing to make some adjustments with your topic, it could make finding publications ...
Step 1: Developing a Research Question. A good research question: - is clear - is specific - is arguable. - has 19 words or less - addresses a problem - is concise. Example: Does comparison of others on Facebook affect JMU college student's perception of self?
Most scholarly research examines fairly narrow topics and looks at relationships between concepts. One way to limit the scope of your topic is to ask who, what, where, when, why, and how questions. Be flexible. It's okay to continue to tweak your question; the end result should be that you have answered the question you've laid out in the ...
Designed for introductory research methods courses at the beginning graduate and undergraduate levels, Research Methods in Kinesiology and the Health Sciences includes all major topics conventionally addressed in introductory research methods texts. Taking a practical approach, this book focuses on topics directly related to development of ...
Answers to these questions can be obtained conceptually for sports, physical education, physical activity, and kinesiology, with surveys and interviews covering EDI-deserving groups on the level of students, academic staff, and non-academic staff. This research can engage with workplace climate, education, and research realities.
Research. The Department of Health and Kinesiology uses a multidisciplinary approach to advance understanding of the physiological, neurological, psychological and social changes that improve quality of life and prevent disease across the life span. From influencing healthy youth development to understanding factors that limit quality of life, researchers explore basic and applied questions ...
In the kinesiology program at OSU-Cascades, you get to choose how you earn your three credits of experiential learning — through internships, research, projects, or even studying abroad. ... KIN 401 Research - Take this course if you're pursuing academic research with a faculty member or working in one of our on-campus labs. The hours and ...
Investigating the aerodynamic performance and wake characteristics of wind farms under different levels of wake effects is crucial for optimizing wind farm layouts and improving power generation efficiency. The Large Eddy Simulation (LES)-actuator line model (ALM) method is widely used to predict the power generation efficiency of wind farms composed of multiple turbines. This study employs ...
Low neighborhood socioeconomic status (SES) is associated with premature mortality, according to a study published online Aug. 8 in JAMA Network Open. Wayne R. Lawrence, Dr.P.H., from the National ...