The Kinesiology Curriculum: Using Student Responses to Evaluate Course Content

Eshleen Kaur Grewal, Patricia K Doyle-Baker

Abstract


The academic discipline of kinesiology is relatively new (1960s) and is devoted to the study of human movement. The knowledge base and subject of study continues to develop and now includes inquiry regarding the impact of physical activity on health, society, and quality of life. The purpose of this course content evaluation was to identify kinesiology students’ views on the addition of public health content in the curriculum. A lecture addressing the background history of public health, with supported reading, was given to forty students enrolled in an upper level Bachelor of Kinesiology-health course. Students were advised of the inclusion of this topic on the final exam and that their responses would be used to inform future direction of the course material. Students were asked to provide their opinion, through a written response to the question: Does public health belong in the Faculty of Kinesiology? A content analysis was employed and seven themes were identified from students’ responses. The themes highlighted professional experience, enhanced leadership, and health promotion and physical activity’s contribution to health. In summary, students positively evaluated the inclusion of public health within the kinesiology curriculum and perhaps this is not surprising given the scoring associated with the question. Despite this limitation, students provided insightful responses worthy of reflection that should be considered in a dialogue about the inclusion of public health content in the kinesiology curriculum. 


Keywords


kinesiology, public health; undergraduate education; student voice; curriculum review

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Copyright (c) 2017 Eshleen Kaur Grewal, Patricia Doyle-Baker

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