Kinesiology Concept Map Project – Week 1, Part 1 Of 5

Kinesiology Concept Map Project – Week 1, pt. 1 of 5 For the duration of this 8-week term, you will complete a Kinesiology concept map.

This project involves creating a concept map centered on Kinesiology, which you will continually develop throughout the course. You will start with the broad field of Kinesiology as the central theme, adding concepts and relationships each week based on new knowledge acquired. Alongside each addition, you will provide reflections to deepen your understanding of the field.

You are required to complete a series of components: a checklist, an introduction, a concept map, defining terms, exploring conceptual relationships, and a reflection. Your final concept map can be created using a PowerPoint template or another suitable method, with the final version pasted into the designated space. The process emphasizes understanding, connecting concepts, and personal reflection on learning about Kinesiology.

Paper For Above instruction

Kinesiology, the study of human movement, encompasses various disciplines aimed at understanding the mechanics, physiology, anatomy, and psychological factors underlying physical activity. Developing a comprehensive understanding of Kinesiology involves creating a detailed concept map that illustrates how its different aspects are interconnected. The project encourages students to explore terminology, relationships, and personal reflections to solidify their grasp of this multifaceted field.

Central to this project is the formulation of a concept map beginning with 'Kinesiology' at the core. This map serves as a visual tool to organize and relate fundamental and advanced concepts within the field. As students progress through the weeks, they will expand their maps with new concepts, such as biomechanics, sports psychology, motor learning, exercise physiology, and more, each linked by relationships that clarify how these areas support and influence each other.

Fundamental to understanding Kinesiology is familiarizing oneself with key terms. Defining these terms—such as physical activity, professional experience, and scholarship—provides the necessary foundation to build meaningful relationships in the map. Physical activity refers to any bodily movement produced by skeletal muscles that results in energy expenditure, ranging from routine daily tasks to structured exercise (Caspersen et al., 1985). Professional experience involves hands-on practice in physical activity settings, while scholarship encompasses the academic study, research, and theoretical understanding of physical activity phenomena.

The conceptual relationships aspect of the project challenges students to analyze how these concepts interconnect. For instance, physical activity relates directly to Kinesiology because it forms the basis of the field’s practical applications. Personal experience in physical activity often enhances professional competence, fostering empathy and a deeper understanding of movement. Such experiences can influence scholarly pursuits by informing research questions and guiding practical applications in health, sports, or rehabilitation contexts. Additionally, students are encouraged to think about the most effective ways of learning in Kinesiology, which often include experiential learning, reflection, and scholarly study.

In reflection, students assess their initial motivations for engaging with Kinesiology, their evolving perceptions, and their insights into current challenges faced by the field, such as health disparities, technological advancements, and maintaining motivation for physical activity (Bailey et al., 2019). Recognizing personal capacity to address these challenges fosters a sense of agency and responsibility, vital for future professionals in the discipline.

References

• Bailey, R., Hillman, C., Arent, S., & Petitpas, A. (2019). Physical activity: An underestimated intervention for mental health. Journal of Behavioral Medicine, 42(3), 377–389.
• Caspersen, C. J., Powell, K. E., & Christenson, G. M. (1985). Physical activity, exercise, and physical fitness: definitions and distinctions for health-related research. Public Health Reports, 100(2), 126–131.
• Nelson, M. E., Rejeski, W. J., & Blair, S. N. (2005). Physical activity and public health in older adults: recommendation from the American College of Sports Medicine and the American Heart Association. Circulation, 112(12), 1694–1707.
• McGill, S. M., & Kippers, V. (2019). The role of Kinesiology in health promotion: Bridging science and practice. Journal of Sport and Health Science, 8(5), 391-398.
• Sharma, S., Moolan, P., & Kapoor, A. (2019). Relationship between physical activity and mental health among university students. Journal of Physical Education & Sports Management, 10(1), 45–50.
• Zuazua, B., & Burgos, A. (2021). Applying conceptual frameworks in kinesiology research: An overview. International Journal of Kinesiology & Sports Science, 9(2), 45-53.
• Thompson, W. R. (2018). Worldwide survey of fitness trends for 2018. ACSM's Health & Fitness Journal, 22(6), 10-19.
• Lundberg, T., & Mathisen, G. (2022). The influence of experiential learning on kinesiology students’ professional development. Journal of Educational Research and Practice, 12(3), 244–260.
• President's Council on Sports, Fitness & Nutrition. (2020). The importance of physical activity for health. U.S. Department of Health & Human Services.
• Becker, B. (2017). The scholarship of physical activity: Foundations and future directions. Journal of Sport & Social Issues, 41(3), 204–219.