Kinesiology is a multi-disciplinary field in which successful students should be capable of implementing a multi-faceted approach to solving problems in their professional lives. Furthermore, students must have strong observational skills, adaptable interpersonal capabilities, and a deep analytical aptitude. Often times, health science practitioners are confronted with complex problems with unclear, or exacting solutions that will require them to creatively adapt to the situation. These individuals will also interact with a diverse population, some of which will readily embrace the health practitioner’s expertise, yet others that will discount it and challenge their resolve. Therefore, as an instructor in this field, I have three main goals when working with students: (1) instill a passion for the complexity and depth of the kinesiology field, (2) confront, discuss, and attempt to rectify misconceptions about exercise science, and (3) develop my student’s intellectual capabilities and assist in their career preparation.
I feel a unique responsibility to ensure that my students emerge from my classes being able to successfully integrate biomechanical and movement analysis principles, with an appreciation for the importance of all kinesiological principles in the health science field. In my classes, I like to combine traditional elements of teaching, such as lecturing, with active learning, involving group work and opportunities for inquiry-based instruction. I believe this assists in maintaining the direction of the overall class, communication of the necessary information, and encourages the students to become active participants in their learning. Similarly, student interaction and discussion is a key component to many of my classes, one that I believe needs to be encouraged and facilitated by the instructor. For example, I often utilize a variety of research equipment to reinforce concepts. Another example in which I utilize self-discovery is an assigned term paper, which was motivated and has been adapted from a similar project that is a staple of my major professor’s curriculum. Specifically, students choose a self-selected movement to analyze and debate. Thereafter, the goal of the project is to, through the use of kinesiological principles, assist students in identifying the single most important factor involved in the successful execution of that movement. This assignment challenges students to critically think and places them on a path of self-directed learning. Interestingly, this is an assignment that is initially loathed by many students, yet receives near universal praise in student reviews.
Finally, while I don’t believe that one must be a successful researcher to be a successful teacher, or vice-versa, I have found that I personally rely heavily on my research and scholarly activities to assist in my teaching activities. First, I believe that staying adept of current findings assists in the credibility of the concepts I am teaching. Furthermore, I have found it can help relate information into a real, usable topic of discussion for my students while encouraging new areas of inquiry. Lastly, by demystifying research to students, especially undergraduates, I am able to share some of my own great passions with my students, opening avenues for further self-directed learning through student projects and research.