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WesternSocietyforKinesiologyandWellness

WSKW

58thAnnualConferenceOctober9–11,2013

Harrah’s Hotel Convention Center 219 North Center Street, Reno, Nevada, 89501

www.wskw.org

“GLOBALPERSPECTIVESONKINESIOLOGY&WELLNESS”

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WSKWPresident‐Elect’sWelcome

Welcometothe58thAnnualWSKWconferenceinReno,Nevada! AsPresident‐ElectoftheWSKW,IjoinPresidentDr.W.MatthewSilversandpast‐PresidentDr.PeteVanMulleminwelcomingeachofyoutothisexcitingevent.ThegrandeuroftheWSKWannualconferencetrulyillustratestheglobalperspectiveandthevisibilityofourprofessionaswellastheprofessionalswhoengageinthevaluableworkofpromotinghealthyandphysicallyactivelifestylesforall.Weespeciallywelcomeyoungprofessionals,first‐timeattendees,andinternationalattendeestothe

WSKWAnnualConference.Webelievethisconferencewillbeapositiveinitiationintoyourprofessionaljourney.Youwillenjoyexcellentprograms,attendspecialworkshopandpresentations,andshareideaswithyourcolleagues.Dr.McKenzie,theopeningkeynotespeakerandDr.Casten,theE.C.DavisLecturespeakerwillinspire;researchsessionswillenlighten;socialnetworkingwillenergize;andtheXploreTaekwondodemonstrationteamwillentertain.ItisourgoaltomaintainanddevelopWSKWtomeettheneedsofthenextgenerationofprofessionals.Weencourageyoutoparticipateinallaspectsoftheconference(workshop,oralandposterpresentations,hottopic,panelandroundtablediscussions,andsocialevents).Whatis,perhaps,greatestappealtothisyear’sconferenceisthesuccessfulbringingtogetherofavarietyofprofessors,teacherandcoacheducator’s,programdirectors,graduate,andundergraduatestudents,publicschoolandprivateagencyprofessionals,frommultipleandverydisparatecultures.Thisyear’sconferencecompiledasanoutgrowthofavarietysetofprofessionalactivitieswillbeviewedasanimportantstepintheglobalizationandinternationalizationofouralliedphysicaleducationandsportprofessions.Itisourhopethatovertimethisactivitycontinuestogrowandthriveintermsofthenumberandqualityofparticipantsinfutureyears!Additionally,byengaginginsuchactivitywehopetobeginprovidingavarietyofactivitiesthatfacilitatetheinteractionoffaculty,researchers,teachers,andstudentstooneanother’sprofessionalsettingsandforrelatedengagementinavarietyofresearch,teaching,andotherprofessionalactivities.Itisalsoourhopethateachparticipantshouldcomeawaywithanenhancedunderstandingofoneanother’sprofessionalactivitiesinculturalcontext,andbeginreflectiononthesimilaritiesanddifferencesacrossthoseprofessionalsettings. WehopeyouwilltaketimetoenjoyReno–TheBiggestLittleCityintheWorld.Thedynamic2013WSKWannualconferencefeaturingprograms,meetings,socials,awards,andnetworkingisofferedforyourprofessionalgrowthandpersonalenjoyment.Itisourhopethatyouwillreturntoyourworkplaceandschoolwithreneweddedication,asenseofcommitment,andnewskillsandideastocontinuethevaluableworkinwhichweallengage.Sincerely,

Hosung So HosungSo,Ph.D. CaliforniaStateUniversitySanBernardino

WESTERNSOCIETYFORKINESIOLOGYANDWELLNESS(WSKW)

President(2012‐2013)W.MatthewSilvers,Ph.D.,C.S.C.S.

WhitworthUniversity

PastPresident(2012‐2013)PeteVanMullem,Ph.D.Lewis‐ClarkStateCollege

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KEYNOTEPRESENTATION October 10, 2013; 8:30-9:20 am; Washoe Room DEF Harrah’s Reno Hotel Convention

“ItTakesaVillagetoRaiseaPhysicallyActiveChild” Dr. Thom McKenzie, one of the legends in our field, is Emeritus Professor of Exercise and Nutritional Sciences at San Diego State University and former Adjunct Professor, Department of Community Pediatrics, University of California, San Diego. Before coming to the USA, he was a school physical education and health teacher, coach, and administrator in Canada. He has authored or co-authored over 180 scientific papers and developed numerous assessment and curricular materials that are used nationally and internationally. He is a Fellow of four professional organizations and been a major investigator on 16 multidisciplinary research projects supported for over 60 million dollars by the National Institutes of Health (NIH). These have focused on increasing physical activity and health in numerous settings, including homes,

schools, community parks and recreation centers. He has directed summer residential camping programs for obese children and for 16 years was a performance enhancement consultant with USA Volleyball National Teams. His expertise in designing and assessing physical activity programs for diverse populations is widely recognized and has received numerous national and international awards.

McKenzie'sWorkandResearch McKenzie research focuses primarily on physical activity and aims to promote physical activity amongst children and youth through data-driven programs, including physical education. He is a frontrunner in making physical activity a central outcome for school physical education programs, advocating for health related physical education and identifying the new teaching skills needed to deliver such programs. He has published numerous systematic observation assessment tools, including the often-used SOFIT (System for Observing Fitness Instruction Time) observation system. This system has been used to gather valid and reliable data about levels of physical activity in physical education classes internationally and has become the standard for much research in the physical education field.

McKenzie has been major contributor to the curriculum, study design, and data collection in numerous NIH-supported programs in schools, including: Sports, Play, and Active Recreation for Kids (SPARK) Child and Adolescent Trial for Cardiovascular Health (CATCH) Middle School Physical Activity and Nutrition (MSPAN) Trial of Activity for Adolescent Girls (TAAG)

The SPARK and CATCH programs are being disseminated widely, and have impacted the physical education of millions of children. McKenzie has also served as co-principal investigator on three obesity prevention programs, including: AVENTURAS, which targeted Latino homes, communities and schools MOVE, which targeted 30 community recreation centers in San Diego Our Choice, a CDC demonstration project with 1200 overweight children in Imperial County, California He is also an investigator with RAND on five studies of parks and recreation centers in numerous U.S. cities.

Among his many awards, McKenzie has received the: 2012 Lifetime Achievement Award, President’s Council on Physical Fitness, Sports and Nutrition 2012 Hall of Fame Award, National Association for Sports and Physical Education (NASPE) International Olympic Committee President’s Prize (AIESEP) for sport and physical education program development, research, and scholarship C.H. McCloy Research Lecturer Award, Research Consortium of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) Public Service Award, International Society for the Advancement of Behavior Analysis Dudley A. Sargent Award, National Association for Kinesiology and Physical Education in Higher Education McKenzie received two degrees from the University of New Brunswick, a M.Sc. from Dalhousie University, Halifax, Nova Scotia, Canada, and a Ph.D. from The Ohio State University, Columbus, Ohio. PhotosBelow:ClippingfromaFinnishnewspapershowingDr.McKenzieandtheFirstLadytoastingthePresidentattheDoctoralCeremony(aneventthattakesplaceevery4years).Congratulations,Dr.McKenzie.

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E.C.DAVISLECTURE October 10, 2013; 12:50-13:30; Douglas Room Harrah’s Reno Hotel Convention

“EnjoyYourFrontRowSeat”byDr.CaroleCasten Professor,Kinesiology&RecreationDepartment CaliforniaStateUniversityDominguezHills President(2002)‐WCPES(WesternCollegePhysicalEducationSociety;formernameofWSKW) WSKWYoungScholarAwardRecipient(1990)

Dr.Castenhasover200presentationsonvarioustopicsinCalifornia,Arizona,NewMexico,Hawaii,Utah,Florida, IndianaandatState,DistrictandNationalandInternationalConventions.Dr.Castenhaspublished5textbooks,stillkeepingonealiveinits7thedition,servedasPresidentofWCPESwhobecamethefirstwomanelectedpresidentofourorganization,andheldmanypositioninSouthwestDistrictAAHPERDandCAHPERD,andservedonAAHPERDcommittees.

2013WSKWANNUALCONFERENCEBRIEFHISTORYOFTHESOCIETYThefirstmeetingoftheWesternCollegePhysicalEducationSociety(WCPES),originallycalledtheWesternCollegeMen’sPhysicalEducationSociety(WCMPES),washeldattheUniversityofUtahinthefallof1956.AsmallgroupofcollegeanduniversityphysicaleducatorsfromWesternstatesmettodiscussinequityinselectingsitesfortheCollegePhysicalEducationAssociation’s(CPEA)annualmeetings.FromthisinitialmeetingcamerecommendationsthatCPEAmeetperiodicallyinstateswestoftheMississippiorprovideforaCPEAwesterndivision.

AftertheUtahmeeting,questionnairesweredistributedtowesterncollegeanduniversitymalephysicaleducatorsbyE.C.DavisofUSC.Inresponsetothequestionnaires,thefollowingdecisionsweremade:

1. MeetindependentlyfromCPEA.2. Dealonlywiththetopicofphysicaleducation3. Usearoundtablediscussionformatwithoutpresentersorpanels.Ineffect,eachmemberistoparticipateandserveasaresource

person.4. Limittheprogramtodiscussionoftwoorthreeproblemsorissues.

AtCPEA’snationalmeetingin1957,WCMPESelectedtomeetindependentlyinRenoinOctober1958.AcommitteewasformedtodraftanOperating Code. The Code, limited to one typewritten page set forth conditions for continuing the format as prescribed by its chartermembers.

After CPEA’s demise, and the subsequent formation of the National Association of Physical Education in Higher Education (NAPEHE),overturesweremadebyWCMPEStoamalgamateand/ormeet jointlywiththeWesternSocietyforPhysicalEducationofCollegeWomen(WSPECW).WSPECWrejectedtheoffers.In1986,WCMPESchosetodropthe“M”fromitstitleandopenitsmembershiptoallcollegeanduniversityphysicaleducators.

The Dr. G. A. “Art”Broten Scholar program, originated by Robert J. Ritson of the Oregon Department of Education and others in 1987,encouragedthe involvementofyoungercollegeanduniversityphysicaleducators intheWCPES.Acall forpapers istobemadeannually.Time is allotted in the conferenceprogram forpresentationof thesepapers. Thesepapers are alsopublished in theWCPESMonographSeries.

In1988,SamWinninghamdevisedaWCPESlogo. In1994,amottowascoinedbyJerryL.Ballew,oftheUniversityofNevada,Reno,andapprovedforusewiththelogoonanewlydesignedletterheadandenvelopes.

In 1999, students were invited to the conference, and “The R. D. Peavy Student Symposium” was introduced by Lawrence D. Bruya ofWashingtonStateUniversity.Sinceits inception,the“PeavyPapers”haveprovidedopportunitiesforstudentstobeactiveparticipantsattheconference.

InordertobetterrepresenttheworkoftheSocietyandinrecognitionofthetrendintheprofessiontomoveawayfromtheterm“physicaleducation,”themembershipinitiatedactiontochangethenameoftheorganization.Followingthe2004meeting,themembershipapprovedanamechangetotheWesternSocietyforKinesiologyandWellness(WSKW)toinaugurateits50thanniversary.

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PASTPRESIDENTSWesternCollegePhysicalEducationSociety(WCPES)1956 Organized–presidedbyGoldenRomney&E.C.Davis 1957 E.C.Davis,UniversityofSouthernCalifornia1958 E.C.Davis,UniversityofSouthernCalifornia1959 E.C.Davis,UniversityofSouthernCalifornia1960 C.V.Langton,OregonStateCollege1961 N.P.Neilson,UniversityofUtah1962 WynnFredericks,UniversityofSouthernCalifornia1963 GoldenRomney,WashingtonStateUniversity1964 G.A.Broten,UniversityofNevada,Reno1965 RonaldThompson,ArizonaStateUniversity1966 FredKasch,SanDiegoStateUniversity1967 FredKasch,SanDiegoStateUniversity1968 WayneBrumbach,UniversityofOregon1969 DaveBartelma,UniversityofColorado1970 ClairAnderson,IdahoStateUniversity1971 FredRoby,UniversityofArizona1972 AlexPetersen,SouthernOregonCollege1973 KenFroman,SeattlePacificCollege1974 GlennArnett,CaliforniaStateUniversity,Northridge1975 GlennArnett,CaliforniaStateUniversity,Northridge1976 RobertBergstrom,OregonStateUniversity1977 JohnGilmore,UniversityofAlaska,Fairbanks1978 BillGustafson,SanJoseStateUniversity1979 JohnWoods,UniversityofWyoming1980 JohnNettleton,ColoradoStateUniversity1981 BillNapier,WallaWallaCollege1982 RossCutter,WhitworthCollege1983 FredFurikawa,CaliforniaStateUniversity,Sacramento1984 JimEwers,UniversityofUtah1985 HerbSchmalenberger,UniversityofCalifornia,Davis1986 ElmoRoundy,BrighamYoungUniversity1987 BobRitson,OregonStateDepartmentofEducation1988 SamWinningham,CaliforniaStateUniversity,Northridge1989 ClairJennett,SanJoseStateUniversity1990 ShermButton,BoiseStateUniversity1991 BobPeavy,WashingtonStateUniversity1992 JerryWyness,SanFranciscoStateUniversity1993 LeonGriffin,UniversityofNewMexico1994 KeithHenschen,UniversityofUtah1995 RobCarlson,SanDiegoStateUniversity1996 RonBailey,UniversityofNevada,Reno1997 GlennPotter,BoiseStateUniversity1998 L.JaySilvester,BrighamYoungUniversity1999 JohnMassengale,UniversityofNevada,LasVegas2000 CraigJohnson,St.Mary’sCollege2001 RobertPPangrazi,ArizonaStateUniversity2002 CaroleCasten,CaliforniaStateUniversity,DominguezHills2003 RossVaughn,BoiseStateUniversity2004 JerryL.Ballew,UniversityofNevada,Reno

WesternSocietyforKinesiology&Wellness(WSKW)2005 JohnZ.Ostarello,CaliforniaStateUniversity,EastBay2006 WaltHamerslough,LaSierraUniversity2007 R.R.ApacheGoyakla,ScienceApplicationsInternationalCorporation(SAIC)2008 SharonStoll,UniversityofIdaho2009 BoydFoster,GonzagaUniversity2010 RobertThomas,LaSierraUniversity2011 BrianSather,EasternOregonUniversity2012 PeteVanMullem,Lewis‐ClarkStateCollege 2013 W.MatthewSilvers,WhitworthUniversity

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HONOREEDSPEAKERSKeynoteSpeakers1956‐1974 N/A1975 EmeryCastle,OregonStateUniversity1976‐1979 N/A1980 RichardDavies,UniversityofNevada,Reno1981‐1985 N/A1986 DavidFrohmeyer,AttorneyGeneral,Oregon1987 DavidBenson,SonomaStateUniversity1988 N/A1989 JoelMeier,UniversityofMontana1990 SamuelSmith,WashingtonStateUniversity1991 Panel:JohnGianotti,Harrah'sClub;BillJager,CALMAT;FrankSchadrack,RedfieldCo.1992 JoeCrowley,UniversityofNevada1993 RobertDickens,UniversityofNevada1994 JamesSallis,SanDiegoStateUniversity1995 Panel:StanSherer,ParksandRecreation,SparksNV;DenoPaolini,RenoAthleticClub;PatCashill,Reno,NV1996 RobertBarr,BoiseStateUniversity1997 BruceOglivie1998 JamesFrey,UniversityofNevada,LasVegas1999 AmberTravsky,President'sCouncilonPhysicalFitness&Sport2000 DonZingale,SanFranciscoStateUniversity2001 JohnDunn,UniversityofUtah2002 RobertPangrazi,ArizonaStateUniversity2003 BonnieMohnsen2004 GregPayne,SanJoseStateUniversity2005 DonHall,CEOofWellsource.Inc.2006 PorterLeeTroutman,NYSPDirector,UniversityofNevada,LasVegas2007 JohnMassengaleUniversityofNevada,LasVegas2008 BonnieBurns2009 StacyNelson2010 WernerW.K.Hoeger,BoiseStateUniversity2011 KathyMunoz,HumboldtStateUniversity2012 HelenHiggs,WhitworthUniversity2013 ThomMcKenzie,SanDiegoStateUniversity

E.C.DavisLecturers2006 GregPayne,SanJoseStateUniversity2007 StevenEstes,MissouriWesternStateUniversity2008 N/A2009 JohnMassengale,UniversityofNevada,LasVegas2010 WalterHamerslough,LaSierraUniversity2011 BillNapier,WallaWallaCollege2012 RobertD.Peavy,WashingtonStateUniversity 2013 CaroleCasten,CaliforniaStateUniversityDominguezHills

2013YOUNGSCHOLARAWARDRECIPIENTSA call is made each spring by WSKW for the Dr. G. Arthur Broten “Young Scholars” recognition program. This program provides theopportunity for young professionals in kinesiology and related fields to present professional papers that focus on issues within theprofession.Originalresearch,philosophicalorpositionstatements,orasummaryofthepresentstateofanissuemayserveasthebasisforthescholarlypapers.Candidatesmustbefull‐timefacultymembersinkinesiologyorarelatedfieldatacollegeoruniversity.Thecandidatemust be employedwithin theWSKW geographical boundaries. Priority will be given to instructors and assistant professors seeking toestablishthemselvesandtheirworkatregionalevents.Selectionofthepapersismadeonthebasisofscholarlycontent,organization,andpertinencetothefield.AuthorswhoareselectedareinvitedtopresenttheirpapersinReno,NVinthesamecalendaryearthepapersaresubmitted.For2013,twoawardwinnerswereselected… Dr.ChristaDavis(Lewis‐ClarkStateCollege)“InspiringBLISS:AnInnovativeInstructionalModel,EncouragingIncreasedStudentPhysicalActivity,BasedonKinestheticInstruction,Flow,andMasteryMotivationalClimate” Dr.LeeAnnWiggin(Lewis‐ClarkStateCollege)“CreatingSuccessfulActivityProgramsforMiddleSchoolGirls”

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CONFERENCESCHEDULE

WEDNESDAY,OCTOBER9TIME WashoeDEF WashoeBC WashoeA

4:30‐6:30pm Registration(ConventionLounge) Registration(ConventionLounge)4:30‐5:30pm FutureDirectionsMeeting5:35‐6:25pm OralPresentations (5:35‐6:25)

Session208&221(20‐25min)OralPresentations (5:35‐6:25)

Session205&206(20‐25min)6:30‐8:00pm

THURSDAY,OCTOBER10TIME WashoeDEF WashoeBC WashoeA

7:00‐8:10am CentralCommitteeMeeting8:15‐8:30am President’sWelcome(8:15‐8:30)

Dr.W.MattSilvers8:30‐9:20am KeynotePresentation(8:30‐9:20)

Dr.ThomMcKenzieSession101(50min)

9:30‐10:20am R.D.PeavyPaperStudentPosterPresentations(9:30‐11:00)

Sessions700‐731

WorkshopPresentationbySPARK(9:30‐10:20)

Session105(50min)10:20‐11:00am

OralPresentations(10:20‐12:00)Sessions201,202,223,225

(20‐25min)

OralPresentations(10:20‐12:00)Sessions203,204,215,218

(20‐25min)

11:00‐11:10am

Break(11:00‐11:10)

11:10‐12:00am YoungScholarsAwardPresentations(11:10‐12:00)

Sessions103&104(25min)12:10‐12:50pm

E.C.DavisLecturebyDr.CaroleCasten12:50‐1:30pm1:40‐3:40pm SPARK(ConventionLounge) SPARK(ConventionLounge) Faculty/GraduateStudentPoster

Presentations(1:40‐2:50)Sessions301‐305&307‐319

2:00‐3:30pm HotTopicPresentations(2:00‐3:30)Sessions501‐506(2:00‐3:30)

OralPresentations (2:00‐2:50)Sessions207&209(25min)

3:00‐4:10pm OralPresentations (3:00‐4:15)Sessions210,211,212(20‐25min)

OralPresentation (3:00‐3:50)Sessions219&220(20min)3:30‐4:50pm PanelDiscussion(3:30‐4:50)

Session601&603(35‐40min)4:10‐4:20pm Break (4:15‐4:20) Break (3:50‐4:20)4:20‐5:20pm RoundTableDiscussion (4:20‐5:20)

Sessions401&402(25‐30mineach)

PanelDiscussion (4:20‐5:20)Session602(60min)

5:30‐6:20pm (DouglasRoom:5:30‐6:20)

6:20‐8:00pm (DouglasRoom:6:20‐8:00)

FRIDAY,OCTOBER11TIME WashoeDEF WashoeBC WashoeA

7:00‐8:00am BusinessMeeting8:10‐9:00am OralPresentations(8:10‐9:00)

Sessions213&214(20‐25min)OralPresentations (8:10‐9:25)Sessions216,217,226(20‐25min)

OralPresentations (8:10‐9:00)Sessions222&224(20‐25min)

9:10‐9:50am R.D.PeavyPaperStudentProjectPosterPresentations(9:10‐9:50)

Sessions732‐747&30610:00‐11:10am R.D.PeavyPaperOriginalResearch

OralPresentations(10:00‐11:10)Sessions748,749,750&751(20‐25min)

11:20‐12:20am CertificateofParticipationPresentationAwards

RaffleDrawing&ClosingRemarks

ThankyouforYourParticipation!HaveaSafeTrip&SeeYouAgainin2014

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KEYNOTEPRESENTATIONSESSION101 ItTakesaVillagetoRaiseaPhysicallyActiveChild10th,8:3‐9:20,DEF Dr.ThomMcKenzie(SanDiegoStateUniversity)

E.C.DAVISLECTURESESSION102 “EnjoyYourFrontRowSeat”10th,12:50‐1:30,DouglasDr.CaroleCasten(CaliforniaStateUniversity,DominguezHills)

Dr.G.ArthurBroten“YoungScholarsAward”SESSION103 InspiringBLISS:AnInnovativeInstructionalModel,EncouragingIncreasedStudentPhysicalActivity,10th,11:10‐11:35,DEF BasedonKinestheticInstruction,Flow,andMasteryMotivationalClimate Dr.ChristaDavis(Lewis‐ClarkStateCollege)SESSION104 CreatingSuccessfulActivityProgramsforMiddleSchoolGirls10th,11:35‐12:00,BC Dr.LeeAnnWiggin(Lewis‐ClarkStateCollege)

WORKSHOPPRESENTATION

SESSION105 ApplyinganEvidence‐BasedPhysicalEducationProgramtoUniversitySettings10th,9:30‐10:20,BC PaulRosengard(SPARK)

ORALPRESENTATIONS SESSION201 FromaSPARKtoaFlame:EvolutionofanEvidence‐BasedPhysicalEducationProgram10th,10:20‐10:45,BC ThomMcKenzie(SanDiegoStateUniversity) PaulRosengard(SPARK) Contact:paul.rosengard@sparkpe.orgSESSION202 IncorporatingPhysicalActivityProgramsandHealthInitiativesintheCommunity 10th,10:45‐11:10,BC JasonAragon(UniversidaddeMontemorelos,Mexico) Contact:jasonaragon@um.edu.mxSESSION203 PhysicalActivityLevelsofChildrenandAdolescentsduringSchoolBreakofLow‐Income 10th,10:20‐10:45,A SchoolChildren ElkinArias(InstitutodeEducaciónFísica,Colombia) Contact:elkinariasde@gmail.comSESSION204 AssessmentofAnti‐FatAttitudeinObeseYouth10th,10:45‐11:10,A RakeshTomar(KingFahdUniversityofPetroleum&Minerals,KingdomofSaudiArabia) Contact:rtau@rediffmail.comSESSION205 PhysicalActivities,FitnessandSomatotypicalCharacteristicsofaMetropolitanAreaPart 9th,5:35‐6:00,A TimeSWATTeam Young‐SubKwon(HumboldtStateUniversity) ParkLockwood(WashburnUniversity) RoyWohl(WashburnUniversity) Contact:youngsubkwon@hotmail.comSESSION206 AssessmentofGaitwithZeroDropShoesWhileWalking9th,6:00‐6:25,A McKayFrandsen(UtahValleyUniversity) Contact:mckayfrandsen@msn.com

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SESSION207 TheIronMayChallenge–HowTechnology,CollectiveEfficacyandChallengeCanBe10th,2:00‐2:25,BC LeveragedtoPromotePhysicalActivity W.MatthewSilvers(WhitworthUniversity) Contact:msilvers@whitworth.eduSESSION208 PreliminaryInquiryonSportSponsorshipActivationforAssociaciÓnDeportiveCali 9th,5:35‐6:00,BC RogerPark(GonzagaUniversity), RocioMoralesCamacho(PontificiaUniversidadJaverianaCali) MariaCeciliaHenriquezDaza(UniversidadJaverianaCali) Contact:park@gonzaga.eduSESSION209 SportingEventsandHealthPromotion:UsingImplementationforEmergencyPreparednessin10th,2:25‐2:50,BC FamilieswithMedicalVulnerabilities TeresaDodd‐Butera(CaliforniaStateUniversitySanBernardino) AaronMoffett(CaliforniaStateUniversitySanBernardino) Contact:tdbutera@csusb.eduSESSION210 TheLeisureBehaviorsandIssuesofMotorcyclistsinThailand10th,3:00‐3:25,BC KingkanokSaowapawong(ChulalongkornUniversity,Thailand) SombatKarnjanakit(ChulalongkornUniversity,Thailand) PrapatLuxanaphisuth(ChulalongkornUniversity,Thailand) Contact:sombatkarn@hotmail.comSESSION211 TheDevelopmentofSportsandCulturalFactorstomeasureCountryImageofKorea10th,3:25‐3:50,BC RogerPark(GonzagaUniversity) Contact:park@gonzaga.eduSESSION212 I’maMedStudentandBikiniCompetitor10th,3:50‐4:15,BC KimberlyCasten(MountSinaiSchoolofMedicine) Contact:ckimski@gmail.comSESSION213 ASuccessfulTeachingFormat:TheEthicsofItAll11th,8:10‐8:35,DEF SharonK.Stoll(UniversityofIdaho) Contact:sstoll@uidaho.edu

SESSION214 HumanOrganismofModernOlympicMovement11th,8:35‐9:00,DEF NipatUngpakornkaew(ChulalongkornUniversity,Thailand) SombatKarnjanakit(ChulalongkornUniversity,Thailand) HosungSo(CaliforniaStateUniversitySanBernardino) Contact:3906309@gmail.com

SESSION215 UnderstandingofSportsInstructors’RoleConflictandClassParticipationProcessinSpecial 10th,11:10‐11:35,A School:GroundedTheory Hyun‐SuLee(PusanNationalUniversity,Korea) Dong‐IlChoi(PusanNationalUniversity,Korea) So‐HyungKim(PusanNationalUniversity,Korea) Geon‐HeeKim(PusanNationalUniversity,Korea) Contact:s3airlee@pusan.ac.kr

SESSION216 UndergraduatePrograminRecreationtoMeetASEANQualificationStandardProfession 11th,8:10‐8:35,BC RachadaKruatiwa(ChulalongkornUniversity,Thailand) SuchartThaweepornprathomkul(ChulalongkornUniversity,Thailand) TepprasitGulthawatvichai(ChulalongkornUniversity,Thailand) SombatKarnjanakit(ChulalongkornUniversity,Thailand) Contact:sombatkarn@hotmail.comSESSION217 A“HighlyQualified”AdaptedPhysicalEducationTeacherTrainingModel11th,8:35‐9:00,BC Hyun‐KyoungOh(CaliforniaStateUniversitySanBernardino) HosungSo(CaliforniaStateUniversitySanBernardino) Contact:hkoh@csusb.edu

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SESSION218 TheEffectofCommunityDanceProgramontheSocialAdaptiveBehaviorandEmotional10th,11:35‐12:00,A CompetenceofPeoplewithIntellectualDisabilities Hye‐MinKim(PusanNationalUniversity,Korea) Hyun‐SuLee(PusanNationalUniversity,Korea) JinwooPark(PusanNationalUniversity,Korea) JaehwaKim(TexasWoman'sUniversity,Korea) Contact:khm0726@hotmail.comSESSION219 TheOut‐PouringWayofEmotioninKoreanSportField10th,3:00‐3:25,A JiseonKim(PusanNationalUniversity,Korea) KeunmoLee(PusanNationalUniversity,Korea) ChanryongKim(DoneuiUniversity,Korea) InhyungKim(SillaUniversity,Korea) Contact:loligsun@hanmail.netSESSION220 AnAnalysisontheSeriousLeisureAccordingtotheParticipationinTennisClubMembers 10th,3:25‐3:50,A SaemiLim(PusanNationalUniversity,Korea) KeunmoLee(PusanNationalUniversity,Korea) Jae‐HyungLee(KoreaMaritime&OceanUniversity) Contact:smlim100@gmail.com SESSION221 Coaching:FindingtheRightLevelforYou 9th,6:00‐6:25,BC PeteVanMullem(Lewis‐ClarkStateCollege) ChrisCroft(ClemsonUniversity) Contact:pwvanmullem@lcsc.edu SESSION222 MarketingOpportunitiesforHealthTourisminThailand11th,8:10‐8:35,A NopparatSuthitakon(KasetsartUniversity,Thailand) Contact:sombatkarn@hotmail.comSESSION223 AStudyofPossibilitytoApplyS.Harter'sModelofGlobalSelf‐worthtoIndividualswith 10th,11:10‐11:35,BC PhysicalDisabilitiesinSouthKorea JinwooPark(PusanNationalUniversity) Hyun‐SuLee(PusanNationalUniversity) Soo‐GyungPark(PusanNationalUniversity) JaehwaKim(TexasWoman'sUniversity) Contact:wave3305@hanmail.netSESSION224 BecomingaCollegeCoach:TheCareerPathofNCAADIIMen’sBasketballCoaches11th,8:35‐9:00,A PeteVanMullem(Lewis‐ClarkStateCollege) Contact:pwvanmullem@lcsc.edu SESSION225 SmallTownMid‐WestBoyMakesaDifference!10th,11:35‐12:00,BC RobertK.Thomas(LaSierraUniversity)‐Contact:rthomas@lasierra.eduSESSION226 EffectivenessofStandardCurriculumforHumanResourcesforHealthyAgingTourismtoASEAN11th,9:00‐9:25,BC Community2015 RanumasMa‐oon(KasetsartUniversity,Thailand)‐Contact:sombatkarn@hotmail.com

PhotosforFacultyPresentationsin2012;firstthreephotosinWashoeBC(52‐60seatsmax),lastphototakeninWashoeA(26‐30seatsmax).

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POSTERPRESENTATIONSSESSION301 “RezBall”GoesDancin’:MediaCoverageoftheShimmelSistersandtheIntersectionofSports,10th,1:40‐2:50,A Gender,andRaceDuringthe2013NCAAWomen’sBasketballTournament HeatherVanMullem(Lewis‐ClarkStateCollege)‐Contact:hivanmullem@lcsc.eduSESSION302 HealthyBehaviorChoices&SportParticipation:MythorReality?10th,1:40‐2:50,A HeatherVanMullem(Lewis‐ClarkStateCollege)‐Contact:hivanmullem@lcsc.edu MeganDorwin(UniversityofWashington)SESSION303 MiddleandHighSchoolStudent'sLevelsofPhysicalActivityDuringPhysicalEducation10th,1:40‐2:50,A AlexanderRoth(CaliforniaLutheranUniversity)‐Contact:alexroth911@yahoo.com LouiseA.Kelly(CaliforniaLutheranUniversity) JaneRider(CaliforniaLutheranUniversity) SESSION304 EffectsofAerobicExerciseonCognition,AutonomicFunctionandPsychologicalStressin10th,1:40‐2:50,A YoungAdultswithHighandLowCardiorespiratoryFitness TylerKelly(CaliforniaStateUniversity,EastBay) B.L.Willis(CaliforniaStateUniversity,EastBay) S.L.Webb(CaliforniaStateUniversity,EastBay) JeniferSherwood(CaliforniaStateUniversity,EastBay)‐Contact:jennifer.sherwood@csueastbay.eduSESSION305 AnalysisofSocialNetworksonCareerAwarenessofKoreanStudentAthletes10th,1:40‐2:50,A EunjooCha(Chung‐AngUniversity,Korea) KyungKim(Chung‐AngUniversity,Korea) YoungjaeKim(Chung‐AngUniversity,Korea) HosungSo(CaliforniaStateUniversity,SanBernardino) Contact:boogoto@naver.com

SESSION306 ExercisePhysiologyDigitalStorytellingProjects101:Howtocreateandimplementdigitalstorytelling11th,9:10‐9:50,DEF intoyourcurriculumUsingWeb2.0Tools MandiDupain(MillersvilleUniversity)‐Contact:mdupain@millersville.edu

SESSION307 TheAnalysisofEnjoymentandWorryinSwimmingClassPerceivedbyKoreanMiddleSchoolStudents10th,1:40‐2:50,A YoungjaeKim(Chung‐AngUniversity,Korea) Yoon‐SukCha(Chung‐AngUniversity,Korea) Hyeon‐JungJung(Chung‐AngUniversity,Korea) HosungSo(CaliforniaStateUniversity,SanBernardino) Contact:chays1247@gmail.comSESSION308 RelationshipBetweenaParticipant’sBodyMassIndexandScoreReceivedin10th,1:40‐2:50,A CollegiateEquestrianCompetition AshleyPierce(CaliforniaStateUniversityFresno) DavidA.Kinnunen(CaliforniaStateUniversityFresno)‐Contact:dkinnunen@csufresno.eduSESSION309 TheRelationshipBetweenPersonalityandAcademicEnthusiasmofMiddleSchoolStudentsto10th,1:40‐2:50,A ParticipateinSportsClubActivities YoungjaeKim(Chung‐AngUniversity,Korea) Woo‐SukKim(Chung‐AngUniversity,Korea) Seung‐JinKim(Chung‐AngUniversity,Korea) Contact:goldgabba@naver.comSESSION310 TheImpactofGamefulDesignonSedentaryAdults’MotivationforPhysicalActivityandPhysical10th,1:40‐2:50,A ActivityLevels:APilotStudy DominiqueWakefield(LaSierraUniversity)‐Contact:wake@lasierra.edu E.Medina(BeaverMedicalGroup) A.Stathi(UniversityofBath)

13

SESSION311 ExplorationofMeaningsofKoreanArchery10th,1:40‐2:50,A EunjooCha(Chung‐AngUniversity,Korea),Jeong‐HyungCho(Chung‐AngUniversity,Korea) YoungjaeKim(Chung‐AngUniversity,Korea)‐Contact:cheer1007@naver.comSESSION312 CollegeStudents'KnowledgeaboutPhysicalActivityGuidelines10th,1:40‐2:50,A SoojinYoo(TheUniversityofTexas‐PanAmerican)‐Contact:yoos@utpa.edu YongkweonKim(JeonjuUniversity,Korea),YoonsinOh(CameronUniversity) SunheeKim(MokpoNationalUniversity,Korea) HosungSo(CaliforniaStateUniversity,SanBernardino) Jung‐ilOh(TheUniversityofTexas‐PanAmerican) SESSION313 CommunityParticipationforCulturalLeisureandTourisminUdonthaniProvince,Thailand10th,1:40‐2:50,A NijiraKlangsombat(ChulalongkornUniversity,Thailand) SombatKarnjanakit(ChulalongkornUniversity,Thailand)‐Contact:sombatkarn@hotmail.com PrapatLaxanaphisuth(ChulalongkornUniversity,Thailand) TepprasitGulthawatvichai(ChulalongkornUniversity,Thailand) AroonsriAuesriwong(UdonThaniRajabhatUniversity,Thailand)SESSION314 PreparationofHumanResourcesforHealthyAgingTourismtoASEANCommunityin2015 10th,1:40‐2:50,A SombatKarnjanakit(ChulalongkornUniversity,Thailand)‐Contact:sombatkarn@hotmail.comSESSION315 TeachingLeadershiptoUNMTeachingAssistants:CanItImproveTATeachingPerformance?10th,1:40‐2:50,A MarkMico(UniversityofNewMexico) MinhyunKim(UniversityofNewMexico)–Contact:mhkim@unm.edu GlennHushman(UniversityofNewMexico)SESSION316 TheAnalysisofKickinginTaekwondoandTaekkyeon10th,1:40‐2:50,A Yeong‐ManKim(CaliforniaStateUniversity,SanBernardino)–Contact:taekkyon151@empas.com HosungSo(CaliforniaStateUniversity,SanBernardino)SESSION317 ADevelopmentofRecreationProgramManagementModeltoPromotingHealthTourismfortheLong10th,1:40‐2:50,A StayElderlyTourists ChanyaWuttithantawee(ChulalongkornUniversity,Thailand) SuchartTaeweepornpathomgul(ChulalongkornUniversity,Thailand) RattanaPanriansaen(SuanSunandhaRajabhatUniversity,Thailand) SombatKarnjanakit(ChulalongkornUniversity,Thailand)‐Contact:sombatkarn@hotmail.com PrapatLaxanaphisuth(ChulalongkornUniversity,Thailand)SESSION318 TheInfluenceofPhysicalActivityParticipationonSocialInteractionandPsychogicalWell‐Beingin10th,1:40‐2:50,A PeoplewithPhysicalDisabilitiesinSouthKorea Hyun‐SuLee(PusanNationalUniversity,Korea)‐Contact:s3airlee@pusan.ac.kr Joong‐HeungPark(PusanNationalUniversity,Korea) Geon‐HeeKim(PusanNationalUniversity,Korea) Kyung‐JinKim(TexasWoman’sUniversity) SESSION319 IncidenceandPrevalenceofLungCancerandAssociatedRiskFactors10th,1:40‐2:50,A HyungCho(ClaremontGraduateUniversity) Seung‐HoonPaik(YonseiUniversity,Korea)

ROUNDTABLEDISCUSSIONSSESSION401 BringingOrdertotheChaosintheBrickYard10th,4:20‐4:50,BC BethanyShifflett(SanJoseStateUniversity)‐Contact:bethany@bshifflett.comSESSION402 WhatLanceWouldn'tGive:DopingDramainCycling10th,4:50‐5:20,BC BrianSather(EasternOregonUniversity)‐Contact:bsather@eou.edu MichaelPierce(EasternOregonUniversity)

14

HOTTOPICPRESENTATIONSSESSION501 HOWISACADEMICFREEDOMINTHEUNIVERSITYBEINGUNDERMINED?10th,2:00‐3:30,DEF R.D.Peavy(WashingtonStateUniversity),L.D.Bruya(WashingtonStateUniversity) B.J.Holt(UniversityofVermont),W.M.Silvers(WhitworthUniversity) N.H.Lawton(EasternWashingtonUniversity)

SESSION502 TheNeedforAcademicFreedominaUniversitySetting 10th,2:15‐2:30,DEF RobertPeavy(WashingtonStateUniversity)‐Contact:robertdpeavy@gmail.comSESSION503 LittleDecisionsthatUndermineAcademicFreedomSlowly 10th,2:30‐2:45,DEF LarryBruya(WashingtonStateUniversity)‐Contact:lbruya@wsu.edu SESSION504 CertificationofHigherEducationPrograms:ControlofAcademicFreedom10th,2:45‐3:00,DEF BrettHolt(UniversityofVermont)‐Contact:brettjholt@yahoo.com

SESSION505 AcademicFreedom:AConstraintDrivenModel10th,3:00‐3:15,DEF W.MattSilvers(WhitworthUniversity)‐Contact:msilvers@whitworth.edu

SESSION506 AcademicFreedomasQualityControlinHigherEducation 10th,3:15‐3:30,DEF N.H.Lawton(EasternWashingtonUniversity)‐Contact:nlawton@ewu.edu

PANELDISCUSSIONSSESSION601 HealthyEatingandActiveLivingatHarderandParkElementary 10th,3:30‐4:10,DEF CathyInouye(CaliforniaStateUniversityEastBay)‐Contact:cathy.inouye@csueastbay.edu Jose‐LuisRayas(CaliforniaStateUniversityEastBay) SESSION602 UndergraduateResearch:AStudent’sPerspective10th,4:20‐5:20,A ClayRobinson(Lewis‐ClarkStateCollege) PeteVanMullem(Lewis‐ClarkStateCollege)‐Contact:pwvanmullem@lcsc.edu Panelists(Lewis‐ClarkStateCollegeStudents)

SESSION603 CultureofFear:TheInternalThreattoAcademicFreedom10th,4:10‐4:50,DEF BrettHolt(UniversityofVermont)‐Contact:brettjholt@yahoo.com JohnOsterello(CaliforniaStateUniversity,EastBay) LarryBruya(WashingtonStateUniversity) SharonStoll(UniversityofIdaho)

PhotosTakenin2012:Registration,Kick‐OffSocialEvent,ConferenceLounge,OralPresentation,

HotTopic&PanelDiscussion,andPresentationAwardCeremony.

15

Dr.RobertD.PEAVYPAPERSR.D.PEAVYSTUDENTPOSTERPRESENTATIONS

SESSIONISCHEDULE (Thursday,October10th,09:30‐11:00AM–WashoeDEF)SESSION700 Welcome&Instruction(09:30‐09:40am)JustinA.Ulbright(WhitworthUniversity)

PRESENTATIONROUND1(Thursday,October10,09:40‐09:50am)SESSION701 IncreasedWaterConsumptionandWeightLossAbiBoyer,AbbieDavis,&EnriqueBartlett(UtahValleyUniversity)SESSION702 EffectofExerciseonSleepQualityandLengthJennaCacchillo(WhitworthUniversity)SESSION703 HypoxicTraining:DoBenefitsOutweighRisk?AnthonyCalabro(WhitworthUniversity)SESSION704 ApproachestoImproveSoccerPerformanceShawnnCarlson(WhitworthUniversity)

PRESENTATIONROUND2(Thursday,October10,09:50‐10:00am)SESSION705 TaiChiandBenefitsfortheElderlyBrittanyFowler(WhitworthUniversity)SESSION706 ReliabilityoftheFunctionalMovementScreenMaxJarvis(EasternWashingtonUniversity)SESSION707 TrainingforLacrosseEnduranceCapacityMichaelCraven(EasternWashingtonUniversity)SESSION708 PrevalenceandDangersofTanningBedsErinMcMoris(WhitworthUniversity)

PRESENTATIONROUND3(Thursday,October10,10:00‐10:10am)SESSION709 EffectsofSteroidsonYouthSportsJohnMorrison(WashingtonStateUniversity)SESSION710 InfluenceofSprintTrainingonPerformanceJessaNewberg(WhitworthUniversity)SESSION711 TypesofTherapyforKneeOsteoarthritisMeganPearson(WhitworthUniversity)SESSION712 ImprovingBalanceTraininginOlderAdultsAnnikaVyakhk(EasternWashingtonUniversity)

PRESENTATIONROUND4(Thursday,October10,10:10‐10:20am)SESSION713 BehaviorTreatmentforChildrenwithAutismMelissaCallaghan(WhitworthUniversity)SESSION714 ImpactofMSonDisabilityandQualityofLifeCourtneyCampbell(WhitworthUniversity) SESSION715 AdditionalMuscleStrengtheningforKneePainElizabethChoma(WhitworthUniversity)SESSION716 AlteredHealthafterHypertensivePregnancyKourtneyDuchow(WhitworthUniversity)

PRESENTATIONROUND5(Thursday,October10,10:20‐10:30am)SESSION717 Ultra‐marathonEffectonMuscleActionSeanEverett(EasternWashingtonUniversity)SESSION718 ThyroidCancerinPediatricCancerSurvivorsJessicaHill(WhitworthUniversity)SESSION719 MotorImageryafterFatiguingActivityAlisaStang(WhitworthUniversity)SESSION720 EffectofIntervalTrainingonHeartHealthAnastasiaLee(EasternWashingtonUniversity)SESSION747 ImplementingMovementProgramsBre’UnaKeeton(WashingtonStateUniversity)

PRESENTATIONROUND6(Thursday,October10,10:30‐10:40am)SESSION721 NicotineLocumTherapyduringPregnancyRachelMackie(WhitworthUniversity)SESSION722 RegainingBalanceandGaitSpeedPost‐strokeGavinMcBride(EasternWashingtonUniversity) SESSION723 FibromyalgiaandMyofascialReleaseJannaRixon(WhitworthUniversity)SESSION724 HydrotherapyforMultipleSclerosisAlisaStang(WhitworthUniversity)SESSION725 PhysicalInactivityandRewardPreferenceErinManhardt(WashingtonStateUniversity)

PRESENTATIONROUND7(Thursday,October10,10:40‐10:50am)SESSION726 FallsintheElderlyandAttentionProcessesAmberGale(WashingtonStateUniversity)SESSION727 EmotionPromotesFallingsinEldersSungMingLee(WashingtonStateUniversity)SESSION728 IntrinsicMotivationforPhysicalInactivityDantePatriarca(WashingtonStateUniversity)SESSION729 PhysicalInactivityandMoodStateErinManhardt(WashingtonStateUniversity)SESSION730 Goal‐orientedStrokeRehabilitationElizabethChoma(WhitworthUniversity)SESSION731 ClosingRemarks(10:50‐11:00am):JustinA.Ulbright(WhitworthUniversity)

16

SESSIONIISCHEDULE (Friday,October11th,09:10‐09:50AM,WashoeDEF)

ProjectPosterSession(FreeRoaming)Friday,October11th,09:10‐09:50AMSESSION732 StudentConfidenceinFacultyCandidates11th,9:10‐9:50,DEF SebastrianArmstong&M.Johnson(WashingtonStateUniversity)SESSION733 EffectsofSeven‐DayCreatineLoadingPhaseonAcuteHypoxicPerformance11th,9:10‐9:50,DEF AnthonyCalabro,ShawnnCarlson,R.Charlton,&T.Guinn(WhitworthUniversity)SESSION734 EffectsofWatchingTVonExercisePerformance11th,9:10‐9:50,DEF B.Dixon,D.Creek,ErinMcMorris,&MeganPearson(WhitworthUniversity)SESSION735 CarbohydrateMouthRinseEffectswithRunning11th,9:10‐9:50,DEF GrettaEifert,DeniseHan,M.Norton,&K.Shierman(WhitworthUniversity)SESSION736 EffectsofSleepDeprivationonAnaerobicPerformanceandRateofPerceivedExertion11th,9:10‐9:50,DEF ElizabethFonken,J.Loo,R.Rumann,&CatTarvin(WhitworthUniversity)SESSION737 EnergyExpenditureComparisonbetweenTreadmillTrainingandExergaming11th,9:10‐9:50,DEF MarcusHunt,DevrauxBoshard,B.Klemetson,J.Jacobsen,&E.Jensen(UtahValleyUniversity)SESSION738 AnthropometricFactorsInfluencingKneeInjuriesamongBeginningCompetitiveFemaleArtisticGymnasts11th,9:10‐9:50,DEF JennKumanchik,J.McNeal,&W.Sands(EasternWashingtonUniversity) SESSION739 ConfidencewhenCollaboratingKinesiologyandDesignStudents11th,9:10‐9:50,DEF JohnMorrison,U.Giron,JamesRoot,GregorySchrupp,K.Ryan,&LarryBruya(WashingtonStateUniversity)SESSION740 HeartRateandTimeTrialDifferencesbetweenRunningShoes11th,9:10‐9:50,DEF JessaNewberg,J.White,J.Steele,&J.Johnston(WhitworthUniversity)SESSION741 CulturallyInfluencedWeightManagementinBrazilianandAmericanGirlsAge12‐1411th,9:10‐9:50,DEF GreycePeabody(LaSierraUniversity)SESSION742 ConfidenceinBasketball11th,9:10‐9:50,DEF JasonRomonsky(WashingtonStateUniversity)SESSION743 Pre/PostSelf‐efficacyandAwareness:Design11th,9:10‐9:50,DEF JamesRoot,JohnMorrison,U.Giron,G.Schrupp,K.Ryan,&LarryBruya(WashingtonStateUniversity)SESSION744 InterdisciplinaryKnowledgeandAwarnessinPlayscapeDesign11th,9:10‐9:50,DEF GregorySchrupp,JamesRoot,JohnMorrison,U.Giron,K.Ryan,&LarryBruya(WashingtonStateUniversity)SESSION745 InteriorDesignwithKinesiolgyConsultant:InterdisciplinaryEffort11th,9:10‐9:50,DEF GregorySchrupp,JamesRoot,JohnMorrison,U.Giron,K.Ryan,&LarryBruya(WashingtonStateUniversity)SESSION746 AnxietyinCo‐edRecreationalBasketball11th,9:10‐9:50,DEF SarahSmythe,&Jackson,E.(WashingtonStateUniversity)

OriginalResearchOralPresentation(Friday,October11th,10:00‐11:10AM)SESSION748 ComparingExerciseIntensities:RunningversusExergaming11th,10:00‐10:20,DEF DevrauxBoshard,Klemetson,B.,MarcusHunt,J.Jacobson,&E.Jensen(UtahValleyUniversity)SESSION749 EffectofExpectedExerciseDurationonPacingStrategiesduringaCircuitWorkout11th,10:20‐10:40,DEF JennaCacchillo,MakHope,KendraLahue,&KaylaJohnson(WhitworthUniversity) SESSION750 CaseStudyontheEffectivenessofUsingaLumbarBraceDuringRunning11th,10:40‐11:00,DEF AnnastasiaLee&JennKumanchik(EasternWashingtonUniversity) SESSION751 PresentationAwards,Photos&ClosingRemarks11th,11:00,DEF JustinA.Ulbright(WhitworthUniversity)

17

PhotosforStudentPosterPresentations(first2photosfromtheleft)andfacultyposterpresentation(right)Takenin2012!

MARTIALARTSDEMONSTRATIONSESSION802 XploreTaekwondoDemonstrationTeam 10th,5:45‐6:20,Douglas (https://www.facebook.com/xploretkd) JinyuSuk(HeadofXplore),TaeminHa(PerformanceDirector),HyukKim(TeamManager),JungkyouPark,EricTudayan HyeonminPark,JosephHan,DenyInwooSung,TerrenceDaniels,JohnAquino,LeilaAlav,CyrilGayid,MyeongkyuKim

SESSION801 TaekkyonDemonstration 10th,5:30‐5:40,Douglas byDr.Yeong‐ManKim(CaliforniaStateUniversity,SanBernardino),See SESSION317 Taekkyonisanold,traditionalKoreanart.Theart,whichmaysometimesbewrittentaekkyon,taekyon,taekgyeon,ortaekkyeon, usesnowapons.TaekkyonisKorea'soldesttraditionalmartialart,whichdownsopponentswithoutcausingbigdamagebytrapping, throwsorkicks.Movementsaresoftandrhythmic.Footstepsnotonlystrengthenthebody,butalsomakedefenseandattackeasy.In November2011,TaekkyeonwasrecognizedbyUNESCOandplacedonitsIntangibleCulturalHeritageList,beinghonoredasthe firstmartialartonUNESCO'slist.

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2013WSKWANNUALCONFERENCESPONSOR

SPARK:CounteringChildhoodObesitysince1989:WWW.SPARK.ORG

Welcometotheworld’smostresearchedandfield‐testedphysicaleducationprogram!SPARKdisseminatesaward‐winning,evidence‐basedprogramsforPhysicalEducation(K‐12),AfterSchool,EarlyChildhood,and

CoordinatedSchoolHealth.EachSPARKprogramincludeshighlyactivecurriculum,on‐sitestaffdevelopment,content‐matchedequipment,andextensivefollow‐upsupport.

19

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RoomsforthemeetinghavebeenreservedattheHarrah’sRenoat219N.CenterStreet,Reno,Nevada(www.harrahsreno.com).Call888‐726‐6311beforeSeptember15,2013andreservearoomusingagroupcode(S10KW)fortheroomrateof$50.00perroom(singleordouble)plustax.

InternationalparticipantsarestronglyrecommendedtoreservearoombycontactingtheConferenceOrganizingCommittee(email:hosungso@csusb.edu)withthefollowinginformation: (1)Guestname(s): _______________________________________________________________________________________ (2)Check‐InDate: _______________________________________________________________________________________ (3)Check‐OutDate: ______________________________________________________________________________________(4)RoomType:Single‐Bed,Double‐Bed: _____________________________________________________________________ (5) Special Requests? If any: ________________________________________________________________________________

AComplimentaryGuestRoomWi‐FiCodewillbeprovidedatthetimeofcheck‐in.

CONFERENCEREGISTRATIONThecost$95forprofessionalsand$45forstudents.ThecostforaguestjoiningusfortheThursdayluncheonis$25.Presentersareexpected toregister inadvance for theconference.Allothersarealsoencouraged topre‐register toassist in theplanning.Direct registration questions to the Treasurer, Dr. Jason Slack at Utah Valley University at 801 863‐7488 or by email atJason.Slack@uvu.edu.Aregistrationformisavailableonlineatwww.wskw.org.

RENOWEATHERFORECAST

Day

Date

HighTemperature

F(C)

LowTemperature

F(C)

HighRecordsTemperature

F(C)

LowRecordsTemperature

F(C)Wednesday October9 72(22) 41(5.0) 90(32.2) 19(‐7.2)Thursday October10 72(22) 41(5.0) 87(30.5) 16(‐8.9)Friday October11 72(22) 40(4.4) 86(30.0) 21(‐6.1)

21

22

No Name(Last&First) SessionNumber&Affiliation No Name (Last&First) SessionNumber&Affiliation

1 Aragon,Jason 202 UnivesidaddeMontemorelos,Mexico 51 Lee,Hyun‐Su 215

PusanNationalUniversity,Korea(218,223,318)

2 Arias,Elkin 203 InstitutodeEducaciónFísica,Colombia 52 Lee,Jae‐Hyung 220 KoreaMaritime&OceanUniversity3 Auesriwong,Aroonsri 313 UdonThaniRajabhatUniv.,Thailand 53 Lee,Keunmo 219 PusanNationalUniv.,Korea (220)4 Bruya,Larry 501

WashingtonStateUniversity(502,603,739,743,744,745)

54 Lim,Saemi 220 PusanNationalUniversity,Korea

5 Camacho,Rocio 208 PontificiaUniversidadJaverianaCali 55 Laxanaphisuth,Prapat 210 ChulalongkornUniv.,Thailand (317)6 Casten,Carole 102 CaliforniaStateUniv.DominguezHills 56 Ma‐Oon,Ranumas 226 KasetsartUniversity,Thailand7 Casten,Kimberly 212 MountSinaiSchoolofMedicine 57 McKenzie,Thom 101 SanDiegoStateUniversity (201)8 Cha,Eunjoo 305 Chung‐AngUniversity,Korea (311) 58 Mico,Mark 315 UniversityofNewMexico9 Cha,Yoon‐Suk 307 Chung‐AngUniversity,Korea 59 Media,E. 210 BeaverMedicalGroup10 Cho,Jeong‐Hyung 311 Chung‐AngUniversity,Korea 60 Moffett,Aaron 209 CaliforniaStateUniv. SanBernardino11 Choi,Dong‐Il 215 PusanNationalUniversity,Korea 61 Oh,Hyun‐Kyoung 217 CaliforniaStateUniv. SanBernardino12 Croft,Chris 221 ClemsonUniversity 62 Oh,Jung‐Il 312 UniversityofTexas– PanAmerican13 Daza,Maria 208 UniversidadJaverianaCali 63 Oh,Yoonsin 312 CameronUniversity14 Davis,Christa 103 Lewis‐ClarkStateCollege 64 Osterello,John 603 CaliforniaStateUniversityEastBay15 Dodd‐Butera,Teresa 209 CaliforniaStateUniv.SanBernardino 65 Panriansaen,Rattana 317 SuanSunandhaRajabhat,Thailand16 Dorwin,Megan 302 UniversityofWashington 66 Park,Jinwoo 218 PusanNationalUniv.,Korea (223)17 Dupain,Mandi 306 MillersvilleUniversity 67 Park,Joong‐Heung 318 PusanNationalUniversity,Korea18 Frandsen,McKay 206 UtahValleyUniversity 68 Park,Roger 208 GonzagaUniversity (211)19 Gulthawatvichai,Tepprasit 216 ChulalongkornUniversity,Thailand 69 Park,Soo‐Gyung 223 PusanNationalUniversity,Korea20 Pierce,Michael 402 EasternOregonUniversity 70 Peavy,Robert 501 WashingtonStateUniversity (502)21 Holt,Brett 501 UniversityofVermont(502,603) 71 Pierce,Ashley 308 CaliforniaStateUniversityFresno22 Hushman,Glenn 315 UniversityofNewMexico 72 Rayas,Jose‐Luis 601 CaliforniaStateUniversityEastBay23 Inouye,Cathy 601 CaliforniaStateUniversityEastBay 73 Rider,Jane 303 CaliforniaLutheranUniversity24 Jung,Hyeon‐Jung 307 Chung‐AngUniversity,Korea 74 Robinson,Clay 602 Lewis‐ClarkStateCollege25 Karnjanakit,Sombat 210

ChulalongkornUniversity,Thailand(214,216,313,314,317)

75 Rosengard,Paul 105 SPARK(201)

26 Kelly,Louise 303 CaliforniaLutheranUniversity 76 Roth,Alexander 303 CaliforniaLutheranUniversity27 Kelly,Tyler 304 CaliforniaStateUniversityEastBay 77 Saowapawong,Kingkanok 210 ChulalongkornUniversity,Thailand28 Kim,Chanryong 219 DoneuiUniversity,Korea 78 Sather,Brian 402 EasternOregonUniversity29 Kim,Hye‐Min 218 PusanNationalUniversity,Korea 79 Shifflett,Bethany 401 SanJoseStateUniversity30 Kim,Geon‐Hee 215 PusanNationalUniversity,Korea (318) 80 Sherwood,Jenifer 304 CaliforniaStateUniversityEastBay31 Kim,Inhyung 219 SillaUniversity,Korea 81 Silvers,W.Matthew 207 WhitworthUniversity (501,502)32 Kim,Jaehwa 218 TexasWoman’sUniversity (223) 82 So,Hosung 214

CaliforniaStateUniv. SanBernardino(217,305,312,316)

33 Kim,Jiseon 219 PusanNationalUniversity,Korea 83 Stathi,A. 310 UniversityofBath34 Kim,Kyung 305 Chung‐AngUniversity,Korea 84 Stoll,Sharon 213 UniversityofIdaho(603)35 Kim,Kyung‐Jin 318 TexasWoman’sUniversity 85 Suthitakon,Nopparat 222 KasetsartUniversity,Thailand36 Kim,Minhyun 315 UniversityofNewMexico 86 Thaweepornprathomkul,Suchart 216 ChulalongkornUniv.,Thailand (317)37 Kim,Seung‐Jin 309 Chung‐AngUniversity,Korea 87 Thomas,Robert 225 LaSierraUniversity38 Kim,So‐Hyung 215 PusanNationalUniversity,Korea 88 Tomar,Rakesh 204 KingFahdUniversityofPetroleum&

Minerals,KingdomofSaudiArabia39 Kim,Sunhee 312 MokpoNationalUniversity,Korea 89 Ulbright,Justin 700 WhitworthUniversity (751)40 Kim,Woo‐Suk 309 Chung‐AngUniversity,Korea 90 Ungpakornkaew,Nipat 214 ChulalongkornUniversity,Thailand41 Kim,Youngjae 305 Chung‐AngUniversity,Korea (309,311) 91 VanMullem,Heather 301 Lewis‐ClarkStateCollege (302)42 Kim,Yongkweon 312 JeonjuUniversity,Korea 92 VanMullem,Pete 221 Lewis‐ClarkStateCollege (224,602)43 Kim,Yeong‐Man 316 CaliforniaStateUniv.SanBernardino 93 Wakefield,Dominique 310 LaSierraUniversity44 Kinnunen,David 308 CaliforniaStateUniversityFresno 94 Wuttithantawee,Chanya 317 ChulalongkornUniversity,Thailand45 Klangsombat,Nijira 313 ChulalongkornUniversity,Thailand 95 Webb,S.L. 304 CaliforniaStateUniversityEastBay46 Kumanchik,Jenn 738 EasternWashingtonUniversity(750) 96 Wiggin,Lee 104 Lewis‐ClarkStateCollege47 Kwon,Young‐Sub 205 HumboldtStateUniversity 97 Willis,B.L. 304 CaliforniaStateUniversityEastBay48 Kruatiwa,Rachada 216 ChulalongkornUniversity,Thailand 98 Wohl,Roy 205 WashburnUniversity49 Lawton,N.H. 501 EasternWashingtonUniversity(502) 99 Yoo,Soojin 312 UniversityofTexas– PanAmerican50 Lockwood,Park 205 WashburnUniversity 100 Cho,Hyung 319 ClaremontGraduateUniversity 101 Paik,Seung‐Hoon 319 YonseiUniversity,Korea

2013WESTERNSOCIETYFORKINESIOLOGYANDWELLNESS(WSKW)ANNUALCONFERENCEOCTOBER9‐11RENONEVADAU.S.A

HARRAH’SRENOHOTELCONVENTIONCENTER

23

No

Name(Last&First)

SessionNumber&Affiliation No Name(Last&First) SessionNumber&Affiliation

1

Armstrong,Sebastian

732

WashingtonStateUniversity 42 Charlton,R.

733

WhitworthUniversity

2 Bartlett,Enrique 701 UtahValleyUniversity 43 Guinn,T. 733 WhitworthUniversity3 Boshard,Devraux 737 UtahValleyUniversity(748) 44 Dixon,B. 734 WhitworthUniversity4 Boyer,Abi 701 UtahValleyUniversity 45 Creek,D. 734 WhitworthUniversity5 Cacchillo,Jenna 702 WhitworthUniversity(749) 46 Norton,M. 735 WhitworthUniversity6 Calabro,Anthony 703 WhitworthUniversity(733) 47 Shierman,K. 735 WhitworthUniversity7 Callaghan,Melissa 713 WhitworthUniversity 47 Loo,J. 736 WhitworthUniversity8 Campbell,Courtney 714 WhitworthUniversity 48 Rumann,R. 736 WhitworthUniversity9 Carlson,Shawnn 704 WhitworthUniversity(733) 49 White,J. 740 WhitworthUniversity10 Choma,Elizabeth 715 WhitworthUniversity(730) 50 Steel,J. 740 WhitworthUniversity11 Craven,Micheal 707 EasternWashingtonUniversity 51 Johnson,J. 740 WhitworthUniversity12 Davis,Annie 701 UtahValleyUniversity 52 Hope,Mak 749 WhitworthUniversity13 Duchow,Kourtney 716 EasternWashingtonUniversity 53 Lahue,Kendra 749 WhitworthUniversity14 Eifert,Gretta 735 WhitworthUniversity 54 Johnson,Kayla 749 WhitworthUniversity15 Everett,Sean 717 EasternWashingtonUniversity 55 Giron,U. 739 WashingtonStateUniversity (743)16 Fowler,Brittany 705 WashingtonStateUniversity 56 Ryan,K. 739 WashingtonStateUniversity (743)17 Gale,Amber 726 WashingtonStateUniversity 57 Johnson,M. 732 WashingtonStateUniversity18 Han,Denise 735 WhitworthUniversity 58 Jackson,E. 746 WashingtonStateUniversity19 Hill,Jessica 718 WhitworthUniversity 59 Klemeston,B. 748 UtahValleyUniversity20 Hunt,Marcus 737 UtahValleyUniversity(748) 60 Jacobson,J. 748 UtahValleyUniversity21 Jarvis,Max 706 EasternWashingtonUniversity 61 Klemetson,B. 737 UtahValleyUniversity22 Keeton,Bre’Una 747 WashingtonStateUniversity 62 Jacobsen,J. 737 UtahValleyUniversity23 Lee,Anastasia 720 EasternWashingtonUniversity(750) 63 JensenE. 737 UtahValleyUniversity (748)24 Lee,SungMing 727 WashingtonStateUniversity 64 McNeal,J 738 EasternWashingtonUniversity25 Mackie,Rachel 721 WhitworthUniversity 65 Sands,W. 738 EasternWashingtonUniversity26 Manhardt,Erin 725 WashingtonStateUniversity (729) 27 McBride,Gavin 722 EasternWashingtonUniversity 28 McMorris,Erin 708 WhitworthUniversity(734) 1 Su,Jinyu 802 XploreTaekwondoDemonstration29 Morrison,John 709 WashingtonStateUniv.(739,744,745) 2 Ha,Taemin 802 XploreTaekwondoDemonstration30 Newberg,Jessa 710 WhitworthUniversity(740) 3 Kim,Hyuk 802 XploreTaekwondoDemonstration31 Patriarca,Dante 728 WashingtonStateUniversity 4 Park,Jungkyou 802 XploreTaekwondoDemonstration32 Peabody,Greyce 741 LaSierraUniversity 5 Tudayan,Eric 802 XploreTaekwondoDemonstration33 Pearson,Megan 711 WhitworthUniversity(734) 6 Park,Hyeonmin 802 XploreTaekwondoDemonstration34 Rixon,Janna 723 WhitworthUniversity 7 Han,Joseph 802 XploreTaekwondoDemonstration35 Romonsky,Jason 742 WashingtonStateUniversity 8 Sung,DenyInwoo 802 XploreTaekwondoDemonstration36 Root,James 739 WashingtonStateUniv.(743,744,745) 9 Daniels,Terrence 802 XploreTaekwondoDemonstration37 Schrupp,Gregory 739 WashingtonStateUniversity (744,745) 10 Aquino,John 802 XploreTaekwondoDemonstration38 Smythe,Sarah 746 WashingtonStateUniversity 11 Alav,Leila 802 XploreTaekwondoDemonstration39 Stang,Alisa 719 WhitworthUniversity(724) 12 Gayid,Cyril 802 XploreTaekwondoDemonstration40 Tarvin,Cat 736 WhitworthUniversity 13 Kim,Myeongkyu 802 XploreTaekwondoDemonstration41 Vyakhk,Annika 712 EasternWashingtonUniversity

SpecialThankstoDr.JudithSugarandthestudentsfromtheUniversityofNevada‐Reno(UNR)fortheircontinuousparticipationandsupportforWSKW!

2013WESTERNSOCIETYFORKINESIOLOGYANDWELLNESS(WSKW)ANNUALCONFERENCEOCTOBER9‐11RENONEVADAU.S.A

HARRAH’SRENOHOTELCONVENTIONCENTER

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2013WSKWANNUALCONFERENCE

CONFERENCEPERSONALSCHEDULE&NOTES

TIME

WEDNESDAYOctober9

THUIRSDAYOctober10

FRIDAYOctober11

06:00‐07:00 07:00‐08:00 (CentralCommitteeMeeting) (BusinessMeeting)08:00‐09:00 KeynotePresentation09:00‐10:00 KeynotePresentation10:00‐11:00 11:20‐12:20

CertificateofParticipation&

Presentation,PresentationAwards,RaffleDrawing,&ClosingRemarks

12:10‐12:50 ConferenceLuncheon12:50‐13:30 E.C.DavisLecture14:00‐15:00 15:00‐16:00 16:00‐17:00 OnsiteRegistration

17:30‐18:30 OnsiteRegistration MartialArtsDemonstration18:00‐19:00 WelcomeReception InternationalSocialNight18:30‐20:00 Kick‐offSocial

InternationalSocialNight

Refreshments&LightFoodServed20:00‐21:00 21:00‐22:00 22:00‐23:00 23:00‐24:00

2013WSKWAnnualConferenceProfiles

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ORALPRESENTATIONSWorkshop/OralPresentation[Session105]ApplyinganEvidence‐BasedPhysicalEducationProgramtoUniversitySettings PaulRosengard(SPARK)Contact:paul.rosengard@sparkpe.org Whileevidence‐basedphysicaleducationprogramsexist,littleisknownabouthowtheirconceptsandmethodsmaybeutilizedtopreparepre‐service teachers and support their Professors. Thispresentation will examine new, on‐line resources for highereducation instructors and their students and give examples ofhowithasbeenusedeffectivelyinuniversitycoursesintheU.S.andCanada.Attendeeswillparticipateinasamplingofactivitiesthatwillshowcasetheonlinevideos,ipadoptimizedassessmenttools,skillandtaskcards.SPARKisthemostwidelydisseminated,evidence‐based physical education program in the world. Foryears, university methods instructors have attempted tointegrate SPARK methodology with their students; however,barriersexistedaroundcostandtraining.Anewdeliverysystem,SPARKuniversity,hasbeencreatedthathasdramaticallyreducedtheexpense forstudentsand isofferedtouniversity instructorsfor free. Additionally, it is meant to supplement effectiveprograms that include more physical education theory (e.g.,Pangrazi, Graham) rather than replace them. Lesson and unitplans fromSPARKhavebeencompiled forbothelementaryandsecondary methods students, and syllabi, assignments,powerpoints,andmoreteachersresourceshavebeenvettedandpostedonline.Thispresentationwillshowattendeeswherethesematerialscanbelocatedandeveryonewillleavewithfreeaccessfor 10 days and the opportunity to attend an elementary orsecondarySPARKInstitute(2‐dayindepthsubjectmatterprojectinSanDiego–withregistrationwaived).Whetheraninstructorisconsidering using SPARK as a required or recommendedresource, this sessions will help them better understand theiroptions, and learn how an evidence‐based program can beeffectivelyusedtosupplementtheircurrentofferings.ScientificPaperOralPresentation[Session201] FromaSPARKtoaFlame:EvolutionofanEvidence‐BasedPhysicalEducationProgramThomMcKenzie(SanDiegoStateUniversity)PaulRosengard(SPARK)Contact:paul.rosengard@sparkpe.orgSchoolphysicaleducation(PE)playsanimportantroleinpublichealth.Nonetheless,therearefewevidence‐based,health‐related,PE programs available and very little is known about how toimplement them. This presentation (a) briefly presents thebackgroundandresearchontheSPARK[Sports,Play,andActiveRecreationforKids]project,(b)describeseffortstodisseminatethose programs nationally (1994‐present), and (c) morethoroughly illustrates practical use the SPARK model inundergraduate teacher preparation programs. The SPARKprogramswereinitiatedin1989withalarge7‐yeargranttoSanDiego State University (SDSU) from the National Institutes ofHealth todevelopandevaluateahealth‐relatedPEprogram forelementary students. The initial program consisted of a PEcurriculum designed to provide ample amounts of physicalactivity in class, a behavioral self‐management program topromotephysicalactivityoutsideofschool,andextensiveteachertraining and support. The curriculum was designed to be a

practicalresourceforbothclassroomteachersandPEspecialists.Further demand and funding led to extending SPARK intosecondary schools, after‐school programs, and early childhoodeducation. SPARK programs have been thoroughly researched,andpublicationshaveaddressedvariablesincluding:(a)physicalactivity during PE, (b) physical fitness, (c) motor skilldevelopment, (d) academic achievement, (e) adiposity, (f)studentenjoymentofPE,(g)lessoncontextandteacherbehavior,(h) student self‐management and parent behavior, and (i)program maintenance and institutionalization. Social LearningTheoryguided thedevelopmentof the initialprogramsandhasbeen used in diffusion efforts. Efforts to disseminate theprograms nationally have required substantial collaborationamonguniversity,publicschool,andprivatesectorpersonnel.In1993,anenterprisewasestablishedwithinSDSUtodisseminateSPARKonanon‐profitbasis.Overtime,disseminationeffortsfarexceededthecapacityoftheprogramdesignersandtheacademicinstitution,and in2002SDSU licensed therights todisseminatethe programs to a corporate sponsor. SPARK disseminationcontinues the original four main goals: (1) create teacherawareness of the need for active, health‐related PE; (2) assistteachers design and implement activePE curricula; (3) developteachers’ class management and instructional skills, and (4)provide on‐going support for change. SPARK has beencollaborating with numerous universities that have adoptedSPARK curricula as part of their teacher preparation programs.ThelastpartofthepresentationdescribeshowtheseuniversitiesintegrateSPARKconcepts intoundergraduateteachereducationand how it beneficially prepares student teachers to work insurrounding school districts that use SPARK as their schoolcurricula. Procedures used in SPARK serve examples for PETEpersonnel interested in collaborative‐based models of teacherdevelopment.ScientificPaperOralPresentation[Session202]

IncorporatingPhysicalActivityProgramsandHealthInitiativesintheCommunity JasonAragon(UniversidaddeMontemorelos,Mexico)Contact:jasonaragon@um.edu.mxMexico’sobesitypandemiciswidelydocumentedinthescopeof“World” health statuses (WHO). The underlying causes for thecountry’s health problem are directly related to diet and asedentarylifestyle(SSGobiernodeMexico).Withinthiscontext,the secretary of health, alongwithmembers of his cabinet andadvisers, has undertaken a massive endeavor to counter thegrowing health problem through several major initiatives. The“Adelantecon5Pasos”, isa federalhealth initiativedesigned tocreateanationwidehealthconsciencebyfocusingonkeyhealthbehaviorsandactionsthatwillhelptocreateaccountabilityandcreate adopt healthy habits in the general population. Its basicpremise is to empower every individual by providing theinformation to adopt and practice 5 simple actions (pasos =steps).Thefirstandmostimportantstepis“activate”orphysicalactivity.Theparticipationofourschoolbeganalmost4yearsagoby focusing on 3 sectors: elementary schools, communities andneighborhoods,andtheworkplace. Theprogramsimplementedintocommunitieshavereachedasatisfactorylevelofsuccessandparticipation among the population. There are many factors toconsider when evaluating the success of the program.Participation is one of themain variables as well as continuityand reciprocity of programs. In evaluating physical activityprograms other variables were also evaluated in different agegroups and populations (BMI, Fitness Gram, physical fitness).Communitiesdiffergreatlyintheirdemographicmakeupaswellas their socioeconomic status. Creating ahealth conscience in a

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community requires thepartnership and collaborationofmajorand minor players and the ability to network among thoseplayers. One of the most significant contributions was theincorporation of a global health network (EPODE) whichfacilitated the implementation of large scale programs andresearch.

ScientificPaperOralPresentation[Session203]PhysicalActivityLevelsofChildrenandAdolescentsduringSchoolBreakofLow‐IncomeSchoolChildrenElkinArias(InstitutodeEducaciónFísica,Colombia)Contact:elkinariasde@gmail.comPhysical inactivity isassociatedwithmanypreventablediseasesand it is recognized as a serious public health problem.Recommendations of the Department of Health and HumanServices of the United States recommends that children andadolescentsaged6to17yearsshouldparticipate in60minutesormoreofdailymoderate tovigorousphysical activity (MVPA)(U.S.DepartmentofHealthandHumanServices.2008).ThePAinschoolisparticularlyimportantforchildrenfromlow‐incomehouseholds located in depressed areas. These childrenmay nothave access to physical activity programs offered outside theschool due to lack of appropriate offers in the area, securityissues, being in the situation of working children or lack offinancial resources (Blatchtford, Baines & Pellegrini, 2003).School seems to be an appropriate place to move and duringschoolbreakthechildrenandadolescentscantrytomeetsomepartoftherecommended60minutesofPA.However,itremainsunclear how environmental factors at school yard influence inlevels of physical activity with age. There are also importantdifferencesinthePAofchildrenandadolescents.TheinnateneedtomovecancontributetohigherPAlevelsinchildrenthanthoseofadolescentseveninsimilarenvironments(Rowland&Hughes,2006). In this studywecompared thePA levelsof childrenandadolescentsusingwhichsharethesameschool(adolescentsgotoschool in themorning, children go in the afternoon).ObserversusedtheSOPLAYsystem(SystemforObservingPlayandLeisureActivity in Youth) (McKenzie, 2000) to obtain data on thequantityandtypeofchildrenandadolescentsPAduringbreaks.The results indicate that56.1%of studentsdonotperformanytype of AF during rest and remain sedentary, 28% mademoderate intensity PA, 15.9% perform vigorous PA. 42.4 ofschoolchildren and adolescents perform moderate to vigorousphysical activity (MVPA). Results show significant differences(<.05) between levels of MVPA among children comparedwithadolescents. Although adolescents have one school break thanchildren, the proportion of sedentarywas higher in this group.Interventionprogramsshouldtargetadolescents topromotePAandchildrentopreventPAlevelsdecreaseastheygrow.Childrenandadolescentsshouldmoreduringtheschoolbreaksandtrytomeet60minutesofdailyMVPA.

ScientificPaperOralPresentation[Session204]

AssessmentofAnti‐FatAttitudeinObeseYouthRakeshTomar(KingFahdUniversityofPetroleum&Minerals)Contact:rtau@rediffmail.comObesity is serious concern among youth all over world.Percentageofobeseyouthhas increasedoverpastyearsacrosstheglobe.Presentstudycompareandassestheattitudesofobeseyouthtowardstheobesity.Fortyuniversityobeseyouthenrolled

inweightcontrolprogramwereselectedassubjectsanddividedintotwogroups;highlyobese(BMI≥35,n=24)andmoderatelyobese (BMI≥30,n=16).AttitudeTowardsObesePersonScale(ATOP) was administered on participants. T test was used tocomparemeans between two groups. Level of significancewassetat0.05.Outcomes:TtestfailedtofindsignificantdifferenceinATOP[t(28)=‐.840,p=.406]betweentwogroups.MeanATOPscore in moderately obese group was (58.25 ± 15.43); highlyobese group was (54.29 ± 14.02) and combined score of twogroupswas(54.88±17.01).CombinedATOPscoreinthepresentstudyis lessandindicatesanegativebiasedinattitudeofobeseyouthtowardsobesityascomparedtopreviousstudiesby(Phulet. al., 2010&Poustchi et. al., 2013).Difference found couldbedue to gender difference and different sample type. It wasconcludedthattherewasnosignificantdifferencesonattitudeofobeseyouthbetweenhighlyandmoderatelyobesegroups. ScientificPaperOralPresentation[Session205] PhysicalActivities,FitnessandSomatotypicalCharacteristics of a Metropolitan Area PartTimeSWATTeam Young‐SubKwon(HumboldtStateUniversity) ParLockwood(WashburnUniversity) RoyWohl(WashburnUniversity) Contact:youngsubkwon@hotmail.comSpecialWeaponsandTactics(SWAT)Operatorsdutiesaremorephysicallydemandingthanotherlawenforcementunitsbecauseof additional weapons, tactical vest, and special equipment(Pryor, et al., 2012). However, no objective performancemeasures exist for SWAT operations. The first purpose of thisstudy was to compare the physical challenges and activitiesreported by part‐time SWAT team members in a metropolitanarea. The second purpose of this study was to comparesomatotypicalcharacteristicsoftwoSWATteamstoidentifyidealsomatotypical values. The final purpose of this study was toobservefitnesscharacteristicsofSWATteammembers.Twenty‐sevenparticipantswhowerepoliceorsheriffofficersaswellaspart‐timeSWATteammembersweregivenasurveytocomparedifferences in routine activities performed by law enforcementofficers versus SWAT team members. After participantscompleted the survey, t‐tests were conducted to examinedifferences between law enforcement officer and SWATresponsibilities and activities. Participants performed fitness‐related and skill‐related tests, and the somatotypical values ofparticipants were plotted. Data were taken from two differentSWATteams(mean±SD):13maleSWATteam1(SW1–sheriffofficers)members (age 38.70 ±4.6) and 14male SWAT team 2(SW2 – police officers) members (age 32.2 ± 4.9). Descriptivedatawhichincludedage,height,weight,skinfoldmeasurements,circumferencemeasurements and skeletal diameterwere takento calculate and plot each somatotype value. The values ofEndomorphy, Ectomorphy and Mesomorphy were used todetermine the individual’s overall Somatotype classification.Results indicated significant differences (p <0.05) betweencertain routine tasks performed by SWAT teams and lawenforcement officers on 15 of the 26 items. Activities such asrunning over short distances, sprinting, and jumping overobstacles were some of the activities done more frequentlywithintheSWATunits.TheSW2measuredashavingsignificantlyhigher levels of physical fitness and composition than did theSW1. Using anthropometric data charts, SW1members did notmeet somatotypical recommendations and acceptableperformance ranges whereas SW2 members were closer torecommended ranges. Fitness testing revealed that SWAT teammembersrankedhighontestsofmuscularstrength,butloweron

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bodycomposition.TheActivitysurveyresultsindicatethatthereare differences in the activities performed by law enforcementofficers and SWAT teams with SWAT activities being morephysicallydemanding.Although there isan ideal range foreachSWATteam,therearealsoimportantvariationswithineachteam.For example, each team should have strength‐oriented(Mesomorphic), individualscapableofbreakingindoors.Teamsshould also have quick Ectomorphic individuals able to chasedown escaping criminals. Based on these required tasks andmoreateamneedsarelativelywiderangeinsomatotypestobeaneffectiveSWATteammember.Thisstudyprovidedimportantinformation which identified physical activities, fitness andSomatotypicalcharacteristicsofSWATteamsinordertodeveloptrainingprogramsforthedifferentlawenforcementunits.

ScientificPaperOralPresentation[Session206]

AssessmentofGaitwithZeroDropShoesWhileWalkingMcKayFrandsen(UtahValleyUniversity)Contact:mckayfrandsen@msn.comThe purpose of this study is to examine and identify therelationship between barefoot walking and walking with zerodrop shoes. Many believe that zero drop shoesmimic barefootwalkingbecausethesolesoftheseshoesarenotslopedfromthetoetotheheel.Analysisofthesetwodifferentmethodswillallowforfurtherinsightintowhetherbarefootwalkingissimulatedinzerodropshoes.Itisacknowledgedthatsomeresearchhasbeendone in this area. Some have explored foot strike patterns inbarefootandshodrunners(Lieberman,2010),andthecentreofpressure during barefootwalking (De Cock, 2008).Most of theresearchinthisareahasbeendonewithregardtorunning,soweintendtoanalyzeeffectsofzerodropshoeswhilewalking.Therehasalsobeensomegeneralresearchthathasanalyzedgaitwithand without shoes (Oeffinger, 1999). The shoes that are beingused in the research includeAltra (zerodropshoes), Samson&Delilah (zero drop shoes), traditional running shoes (Mizuno),and barefoot. The process of collecting data requires volunteerresearch subjects to use all walking methods and shoesmentionedpreviously.ThedataiscollectedwhenthewalkontheGaitriteSystem.TheGaitriteSystemcontainsapad(about20feetin length) that measures center of pressure, toe‐in, toe‐out,plantarpressuresandangleofimpact.Thisdataisthenstoredina computer and analyzed by comparing similarities anddifferencesbetween thedifferentmethodsofwalking.Researchsubjects include volunteers as well as recruited students. Theemphasisistousesubjectsbetweentheagesof18and30yearsof age, that have overall good health. Data is currently beingcollectedandanalyzed.Thisprocesshasbeengoingonforthreemonthsandwillcontinuetountiltheresearchispresented.Thegoal is to have 50male and 50 female subjects, so thatwe canacquire an adequate amount of test subjects and data. If it isfoundthatzerodropshoesdomimicbarefootwalkingthenitwillbe beneficial over traditional running shoes (see Figure 1), forthe health of the user. Barefootwalking is healthier than usingtraditionalshoesbecausethereislessimpactontheankle,knee,andhip joints.Zerodropshoes thereforewouldbehealthieronjointswhilewalking.So, therearemuchbroader impactsof thisresearch than simply gait assessment. Currently, data is beingcollectedforanalysis.Thusfartenparticipantshavetakenpartinthe research, with the goal of 50male and 50 female researchsubjectsby theendof theproject.Thestatisticspackage that isbeingusedisSPSSandthetestswillbeanANOVA.Onceallofthedata is collected it can then be organized for analysis andconclusionscanbedrawntherefrom.

ScientificPaperOralPresentation[Session207]

TheIronMayChallenge–HowTechnology,CollectiveEfficacyandChallengeCanBeLeveragedtoPromotePhysicalActivityW.MatthewSilvers(WhitworthUniversity)Contact:msilvers@whitworth.eduConsistencyofphysicalactivityandexerciseadherencearewell‐recognized pillars of good health and wellness. Unfortunately,theyareoftenneglecteddue,inpart,toalackofmotivation,self‐efficacy, and social support. The IronMay Challenge is atechnology‐based, but community‐oriented, fitness eventdesigned to promote consistent physical activity and exercise.The objective is for every participant and team to cumulativelycompleteanIronmandistancetriathlon(2.4mileswim,112milebike,and26.2milerun)duringthemonthofMay.Forsome,thistask is incredibly easy; forothers, it is difficult. Participants logand track their miles using the website www.ironmay.comthroughout themonth.Google resources,Facebook,andTwitterare used to, promote the event, and track and communicateprogress during the event. Participant survey feedback wasanalyzed from several previous IronMay Challenge events todeterminestatisticalandqualitativethemes.ThesethemeswereusedtodeterminethemostimportantsourcesofmotivationforparticipationintheIronMaychallenge.Inaddition,thesethemeswere used to drive event modifications and improvement. TheIronMay Challenge has been held for 6 years and continues togrow. Participation has increased from 95 to 546 participantsduring this time. Participants from local communities, variousstates, and even countries abroad, have took part in the event.Participant feedback has been resoundingly positive andcontinuestoreflectthemesofcollectiveefficacyandchallengeaspowerfulmotivators forphysicalactivity.Althoughsocialmediahas played an important advocacy role for IronMay, word ofmouthcontinuestobethestrongestwaytopromotetheevent.Inaddition,participantsuggestionshaveprovidedseveralbeneficialideas for more effective use of technology, awards, andorganization to improve theevent. Several resourceshavebeenleveraged to make the IronMay Challenge “work.” Theseresourceshavebeenverycost‐effectiveandareeasilyaccessibletoothers.Basedonparticipantfeedback,thereisadesiretoseemore of these events throughout the year and in other areas(different locations, workplace, churches, etc.). Continuedresearchandeventexperimentationare recommended inorderto improve the event and determine amore optimal balance oftechnology,collectiveefficacy,andcommunity.ScientificPaperOralPresentation[Session208]

PreliminaryInquiryonSportSponsorshipActivationforAssociaciÓnDeportiveCali RogerPark(GonzagaUniversity), RocioMoralesCamacho(PontificiaUniversidadJaverianaCali)MariaCeciliaHenriquezDaza(UniversidadJaverianaCali)Contact:park@gonzaga.eduThe city of Cali is located in southwestern Colombia (SouthAmerica) and capital of the Valle del Cauca department. It hasbeenveryactivetohostsymbolicmegasportingeventsincluding2011FIFAU‐20WorldCupand2013WorldGamesattheofficialmain stadium of AssociaciÓn Deportive Cali with a 55,000capacity. AssociaciÓn Deportive Cali, a Colombian sports clubbasedinCali,isconsideredasoneofthemostsuccessfulfootball(soccer) teams in Colombia winning eight nationalchampionships since 1948. Despite a stunning success ofAssociaciÓnDeportiveCaliintherealmoffootballfield,ithasnot

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been successful to generate their deserved revenues from amarketing standpoint.While sponsorship revenue is often citedasoneofthemainsourcesformajorsportleaguesandfranchisessecond to media/broadcasting in the North American sportbusiness market, AssociaciÓn Deportive Cali was quite shy toeffectivelymakesponsorshipopportunitiesbecomeasignificantproportionofthetotalrevenue.Therefore,themainpurposesofthis current study are twofold. Firstly, it is to provide afundamental description of sponsors’ onsite promotionalactivitiesduringtwohomegamesofAssociaciÓnDeportiveCali,once in October and the other in November 2012 at the homestadiumandsecondlytoprovideameaningfulandusefuladviceto the administrators of AssociaciÓn Deportive Cali in helpingincrease the potential sponsorship revenues. A total of 35undergraduate students (18 years or above) were asked toparticipateinthissponsorshipresearchprojectasamajorcourserequirementofthemarketingresearchclassofferedataprivateuniversity in Cali, Colombia. Their duties and responsibilitiesweredisseminatedviatheorientationsessionandclasslectures.They were asked to take at least 10 pictures during a footballgame and write one or two sentence(s) describing the reasonwhytheywereattractedtothepicturetheytook.Inaddition,dueto the limited accessibility to each section of the stadium (i.e.,East,South,North,andWestentrances),35researchparticipantswere evenly sent to each location. They also served as surveycrewsbycollecting250surveysconsistingofthreemajorparts:Demographics, Sport FandomQuestionnaire (Wann, 2002), andPsychographics. A total of 334 photos were collected andsuccessfully stored in a PC and a categorical analysis wasconducted by reviewing all the pictures to derive commoncategories or themes in light of participant’s comments abouteachphototaken.Thedatawereorganizedaroundcertaintopics,key themes, or central questions for interpretations (Cassell &Symon, 2004). Some dominant themes were identified and thephotos were grouped together accordingly, and some less‐dominant themesor evenoutlierswere also spotted.Accordingto inter‐rater reliability method, a total of overlapped themeswere extracted including “main field/performance field,”“mascot,” “fans/spectators,” “security personnel/solders,”“players,” “venders,” and “cheer leaders.” The further analysiswill be conducted to identify the relationship among thefollowing variables of sport fandom, sponsorship recall andrecognition, and on‐site sponsors’ activation as well asdemographicsandpsychographics.ScientificPaperOralPresentation[Session209]

SportingEventsandHealthPromotion:UsingImplementationforEmergencyPreparednessinFamilieswithMedicalVulnerabilitiesTeresaDodd‐Butera(CaliforniaStateUniv.SanBernardino) AaronMoffett(CaliforniaStateUniversitySanBernardino) Contact:tdbutera@csusb.eduThere is an emerging body of scientific evidence that familieswith medical vulnerabilities are particularly susceptible toadverseoutcomesindisasters.Implementationisagrowingfieldforeffortsinhealthpromotionandresearch.Thepurposeofthisprevention intervention was to utilize a sporting event todisseminate emergency preparedness information that wasresponsive to the needs of the community and the culture ofspecial needs families. The Inland Empire of California hasexperiencedwildfiresandearthquakes,andemergencyreadinessis a concern to the entire community. The Disability SportsFestival is an annual one‐day sports and physical activityprogram in the community for any person with a disability to

attend with his/her family at California State University, SanBernardino.In2012,954athleteswithadisabilityregisteredforthe event. Prize bags were assembled as a reward forparticipation, and were filled with information on poisoningprevention and emergency preparedness for persons withdisabilities. Eight hundred bags were dispersed to the pre‐registeredathletes,providingboththeathletesandtheirfamilieswith information on basic emergency supplies and a moreadvanced approach to preparedness which addressed medicalvulnerabilities. Also included in each of the bags wereinformationpackets fromtheevent’ssponsorswhowerehealthrelated entities serving the Inland Empire. Community campuspartnerships with sporting events provide opportunities inhealthpromotionprogramdesignforimplementationasahybridof both fidelity and adaptability. This implementation offers anovelapproachbyutilizingasportingeventforhealthpromotionwithactivityandinformation,providing“EmpowermentthroughEducation” about emergency preparedness in families withmedicalvulnerabilities.

ScientificPaperOralPresentation[Session210]

TheLeisureBehaviorsandIssuesof MotorcyclistsinThailandKingkanokSaowapawong(ChulalongkornUniversity,Thailand)SombatKarnjanakit(ChulalongkornUniversity,Thailand)PrapatLuxanaphisuth(ChulalongkornUniversity,Thailand)

In2015,tennationsinSoutheastAsiamembersintheregionwillbecomeasonecommunity,calledASEANthatiscomposedof10nations, including: Laos PDR., Vietnam, Myanmar, Cambodia,Malaysia, Philippines, Brunei Darussalam, Malaysia, IndonesiaandThailand. Thailand is located as center for themainland inASEAN, bringing good opportunities for the development ofmainland transportation potentiality; especially in MotorcycleTourism. Before setting Thailand as the center of ASEANmotorcycle tourism, study of behaviors and problems ofmotorcyclewasinvestigated.Thepurposesofthisresearchwereto examine and compare the behaviors of motorcyclist touristand problems of motorcycle tourism in Thailand. 400motorcyclists (200 Thais and 200 Foreigners) who joinedinternational bike events in Thailand responded to aquestionnaire about their behavior and problem of motorcycletourism in Thailand. Their responses were analyzed andinterpreted in terms of percentage, means, standard deviation,andt‐test.Theresultfoundthatbehaviorsofmotorcyclisttouristwere(1)mostof thesubjectswereutilized thesportandsupersport bike with cylinder capacity 01 cc or above, (2) they hadnevertakenanyridetrainingcourse,(3)noneofthemwerethemember of the motorcycle club, (4) their main purpose oftravellingwas to join themotorcycle’s event, (5) frequency ofdomesticmotorcycle travelingwas 3‐5 times a years and 1‐2 ayear for international travelling, (6) average days of travellingeach time were about 1‐2 days with 125‐250 Miles averagedistances, (7) average speed for travelling was about 63 – 65M/Hr, (8) most of the subjects traveled with friends who ridemotorcycle,(9)averageexpensepertripwasabout2,000–4,000Baht and (10) beach or marine travel were the most popularactivity to do in Thailand during travelling. The opinion aboutproblems of motorcycle tourism categorized into 8 factors;Marketing, Policy, Attraction, Accommodation,Motorcycle Club,Insurance, Highway and Security, the result found that overallproblemwasinmediumlevel,andfoundhighlevelofprobleminfactorsofPolicy(mean=3.53)andHighways (measn=3.69).Forthehypothesistestingabouttheproblemsofmotorcycletourism,t‐tests found the difference between Thai and foreigners in thefactor of Motorcycle club at significant level of 0.05. Thailand

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wouldeasilybecomethehubofMotorcycleTourisminASEANifproblemsaboutpolicyandhighwayscouldhavebeensolvedandevery stakeholder of motorcycle tourism has to concern andcooperate with each other to develop the motorcycle tourismpotentialityofThailand.ScientificPaperOralPresentation[Session211] TheDevelopmentofSportsandCulturalFactorstomeasureCountryImageofKoreaRogerPark(GonzagaUniversity)Contact:park@gonzaga.eduSports being used as a vehicle for propaganda whether duringtimes of war or times of national pride is neither new norinnovative.TheOlympics,forexample,sincetheirinceptionhaveserved as an international stagebywhich countries can exhibitboth their political agendas and their physical prowess.Additionally, success within sports, be it international ordomestic, can become a rallying point for the nation, conjuringmemories of the nation’s once renowned greatness or of theprogress and headway being made. One sport that is mostfrequently used for political purposes is soccer (or football—dependingontheregionaldialect).Thissportservesasthepulseofanation;“[t]henationalteamostensiblyc[oming]torepresentthe entire nation, while the pitch be[coming] a surrogatebattlefield on which mock war was waged, bringing togethercitizensofastatetogetherinvictoryordefeat”(Benoit,pg.536).The game itself, on the domestic level, served to feed religiousparticularism, political partisanship and ethnic rivalriesthroughout Europe (Benoit, pg. 535). Themain purpose of thiscurrent study is to develop the cultural and sports factor to beadded to Country Image Instrument developed by Martin andEroglu(1993).Onehundredtwentyonecollegestudents(57.6%femaleand42.4%male)inaNorthwesterncollegeoftheUnitedStatesrespondedtothequestionnaires.Approximately89.5%oftheparticipantsbelongedtoeitherunder20or20‐29agegroup.Country image is defined as “the total of all descriptive,inferential,andinformationalbeliefsaboutaparticularcountry”(MartinandErogle1993,p.193).Inordertoaddtwodimensions(cultural factor and sports factor) to the Country image scaledeveloped byMartin andErogle (1993), the researcher created38newitemsinitially(18itemsforthesportsfactorand20itemsfor the cultural factor) and reduced to 9 items (4 items for thesportsfactorand5itemsfortheculturalfactor).Principalfactorsextraction with varimax rotation was performed through SPSSversion22on9itemsforasampleof123collegestudents.BasedonthePrincipalfactorsextraction,twofactorswereextractedasexpected.All factorswereinternallyconsistentandwelldefinedby the variables.With a cut of .49 for inclusionof a variable ininterpretationofafactor,allthe9variablesloadedononefactor.Variablesareorderedandgroupedbysizeofloadingstofacilitateinterpretation. Therefore, the research instrument consists offive dimensions of economicwith 4 items [one item (questions#11 was deleted in order to increase the Chronbach’s alpha],technologicalwith4 items, politicalwith5 items, sportswith4items,andculturalfactorswith5items.Theitemresponsesweresummed within each sub‐dimension to create five dimensions.The reliabilities of the sub‐dimensions were .70, .67, .81, .85,and .76, respectively. The validity of this instrument wasreconfirmed for the current sample. A demographicquestionnairewasdevelopedforthisstudytoobtaininformationconcerninggender,age,race,andeducation.

ScientificPaperOralPresentation[Session212] I’maMedStudentandBikiniCompetitor KimberlyCasten(MountSinaiSchoolofMedicine) Contact:ckimski@gmail.com Themedicalandfitnessfieldsareoftenatoddswitheachother.This is the story of one girl’s quest to bring the two together!Preparingforabodybuildingcompetitioncanbereallyfunifyouputyourmindtoit.Eventhehorridpeakweakdoesnothavetobe a bad experience if you think about it with a differentperspective. This presentation will cover the experience of anMD/PhDstudent’spreparationforaphysiquecompetition.Itwillcover the pros and cons of the training, diet, and “primping”required. As this is only amicrocosm of the fitnessworld, alsoincludedwill be thevalueof amore simple lifestyle integratinggoodnutritionandexerciseforfatlossandgeneralhealth.

ScientificPaperOralPresentation[Session213]ASuccessfulTeachingFormat:TheEthicsofItAllSharonK.Stoll(UniversityofIdaho)Contact:sstoll@uidaho.eduIn this presentation, my goal is to address the importantelements in how to teach ethics to undergraduates. ThepresentationwillincludedatafromvariousstudiesfromthelasttwoyearsattheCenterforETHICS*inwhichaspecificteachingmethodology was used in comparison to a standard lectureformat, and the results from pretest, intervention, posttestanalysisusingtwovalidandreliableassessing instruments.Theintervention has been effective in different levels and differentcommunities, including the United States Marine Corps BasicSchool, a studywith university journalism students, and a longtermstudywithfreshmangeneraleducationstudents.Iwillalsodiscuss our latest findings with a two year study that wecompleted with the World Anti‐Doping Agency, and what wehave learned about online intervention techniques to improvemoral reasoning. In general, we have found that a specificteachingmethodologysignificantlyimprovesmoralreasoningofparticipantsasmeasuredbyapenandpencil/onlineassessmentinstrument.And,Iwillofferanddiscusstheimportantelementsnecessary within an educational format that we believe doesimprovemoralreasoningof19‐24yearoldparticipants.

ScientificPaperOralPresentation[Session214] HumanOrganismoftheModernOlympic MovementNipatUngpakornkaew(ChulalongkornUniversity,Thailand) SombatKarnjanakit(ChulalongkornUniversity,Thailand) HosungSo(CaliforniaStateUniversitySanBernardino)Father of the Neo‐Olympism, Baron Pierre de Coubertinemphasizes that “The futureof civilizationrestsat thismomentneitheronpoliticalnoroneconomicbases. Itdependssolelyonthe directionwhichwill be given to education” (IOA, 2012). Toreform the education or even better considered as the socialreform, Coubertin accepted to use “Athletes” as means and“Olympism” as the object. He had no hope for any countryheadingto“Utopia”andsawnoonewantingtogiveitathought.The term “Olympic education”, according toMuller (2010), hasnotbeenuseduntil1970sand it issodoubtfulat thebeginningamongresearchersthattheaimofthissubjectistoreallylookatthe educational ideals of the ancient Greece or is merely amarketing campaign of the Games. For Coubertin himself,

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“Sporting education” rather than “Olympic education” ischampionedandisinfactthetitleofhisbookpublishedin1922,Pedagogiesportive(Muller,2010).Itisthereforeinterestingandchallenging to study how Olympic can make a social reformthroughnotonlyindividual(sportsman)butagroupofpeopleororganizationthat,overthelast150years,hasbecometheworld’sdominant economic institution (Bakan, 2004). The overallprocedure of methodology is divided into two stages. The firststage is to construct the Model of Human Organism and thesecond is to examine themodelwith empiricaldata inorder toadjustandtoimprovethemodel.Thesecondstageofprocedureofdissertationistoexaminetheproposedmodelwithgroundeddataofsample,measurementanddataanalysis.Aninquirytothenature of organization or a discourse of knowledge oforganizationistolookfor“theFormoftheGood”oforganizationandishereafteryearnforaconsultancyofPhilosophyrelatedtomajorbranchesofphilosophywhichareOntology,Epistemology,and Axiology. For organization, key variables are typicallyseparated into two distinguished levels—Directors andExecutives. Key variables derived from these two levels oforganization are Vision, Competence, Strategy and ValuewhichcanbeputintotheModelofHumanOrganism.ItisproposedthatOlympism is thevision,keyorganizationsof IOC, IFs,NOCs, IOCExecutiveBoard,OCOG,OS,andIOAarecompetence,theOlympicGames (Summer, Winter, Paralympic, and Youth Games) arestrategy,andorganizationallongevityisthevaluefortheModernOlympicOrganization.

ScientificPaperOralPresentation[Session215] UnderstandingofSportsInstructors’Role ConflictandClassParticipationProcessin SpecialSchool:GroundedTheory Hyun‐SuLee(PusanNationalUniversity) Dong‐IlChoi(PusanNationalUniversity) So‐HyungKim(PusanNationalUniversity) Geon‐HeeKim(PusanNationalUniversity) Contact:s3airlee@pusan.ac.kr Physical education plays an critical role in enhancingpsychomotor, cognitive, and affective learning for students inschool.However, it is reported thatphysical education inSouthKoreahasnotbeeneffectivelyimplementedduetoteachers’lackof interest, and internal and external environmental barriers.Recently,theMinistryofEducation,Science,andTechnology,andtheMinistryofCulture,Sports,andTourism inSouthKoreahasblueprinted the comprehensiveplanand thephysical educationpromotionpolicytoimprovehealthandincreasephysicalactivitylevelsforstudentsinschool.Asaresult,therehasbeenagradualincrease in employment of sports instructors in elementaryschoolssince2008.However,thereisanurgentneedtoidentifybarriersandchallengesthatsportinstructorsconfront,especiallyin special school settings. Therefore, the purpose of this studywas to examine sports instructors’ role‐conflict and amodel ofparadigmforparticipationprocessinphysicaleducationclassinspecialschool.Participantswerefivephysicaleducationteachersin special schools in D‐city, U‐city, and K‐do in South Korea.CollecteddatathroughinterviewingwasbasedontheGroundedtheory of Strauss and Corbin (1990). There were 298 majorcategories by results of analysis about role‐conflict of sportsinstructors and how to process activity‐participation. Further,therewere63subcategoriesand19topcategories.Accordingtothe research findings, all the experiences related with sportsinstructors’classparticipationinspecialschoolsdevelopcentralphenomena, such as ‘governability’, ‘stuffiness’, and ‘shrinking’.Theresultshowsthatthecausalrelationshipbasedonthecentral

phenomena includes ‘unwanted arrangement’, ‘newcomers’, or‘children with special educational needs’ that works as thecontext include ‘thepositionof instructors’, ‘lackof institutionalsettlement’,and‘workingenvironment’.Therewere‘copingwiththe conflicts’, ‘forming class knowledge’, ‘attitudes to class’, and‘methods for class application’ to solve those problems, whichleads to the result of ‘being strategic’, ‘being cooperative’, and‘beingancillary’.Sportsinstructorsinspecialschoolsarefacingalotofdifficulties, and this studyhasdiscussedhowtosettle thesportsinstructorsysteminspecialschools.

ScientificPaperOralPresentation[Session216]

UndergraduatePrograminRecreationtoMeetASEANQualificationStandardProfessionRachadaKruatiwa(ChulalongkornUniversity,Thailand)SuchartThaweepornprathomkul(ChulalongkornUniversity)TepprasitGulthawatvichai(ChulalongkornUniversity)SombatKarnjanakit(ChulalongkornUniversity,Thailand)This study aimed to develop the qualification standards andspecifications for Bachelor Degree in Recreation, based on theThai Qualification framework for Higher Education B.E.2552(TQF) inorder formeeting theASEANqualification standardoftheProfession.Themixedresearchmethodsofbothquantitativeand qualitative were employed. Data were collected from 4groups in order to evaluate recreation curriculum from 96lecturers and/or academic staffs, 242 senior students ofrecreation program, 1,180 employers, and 10 educationalscholars in the field of recreation. Questionnaire was designedwith a Likert’s Scale with Alpha 0.96 validity point. Statisticalanalysis was employed to analyze percentage, mean, standarddeviationandcoefficientofvariation.Thequalitativeprocesswasfollowed to develop the qualification standard by conducting aseminar workshop with 65 participants, including experts,scholars,and lecturers in recreational fields.As implementationstage,60 facultymembers in the fieldof recreationparticipatedinworkshopseminarsforthestandard(TQF.1)toputitintothecurriculum (TQF2). Results of the study revealed that aQualification Framework in the Recreation program (TQF1)curriculumincludedthefollowing7programs,(1)Recreation(2)Management(3)CommercialRecreation(4)OutdoorRecreation(5) Recreational Resources (6) Recreation and Tourism (7)Therapeutic Recreation, which was composed of 5 domains oflearning:(1)EthicsandMora(2) Knowledge(3) CognitiveSkill(4) Interpersonal Skills and Responsibility and (5) NumericalAnalysis,CommunicationandInformationTechnologySkills.TheRecreationprogramspecifications(TQF.2)had136creditsand7required subjects in core course. After the critical hearingprocess, all specialists confirmed the proposed of qualificationstandards and specifications for bachelor’s degree in recreationprogram.

ScientificPaperOralPresentation[Session217]A“HighlyQualified”AdaptedPhysicalEducationTeacherTrainingModelHyun‐KyoungOh(CaliforniaStateUniversitySanBernardino)HosungSo(CaliforniaStateUniversitySanBernardino)Contact:hkoh@csusb.eduInrecentyears,therehasbeenanincreaseinnationalandstateattention regarding the assessmentof teacher trainingprogrameffectiveness.Effectivenessof adaptedphysical education (APE)

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teachertrainingprogramandcandidateaccountabilityhasbeenreceiving more attention, since the Adapted Physical ActivityCouncil published the new position paper defining “highlyqualified” APE teachers in 2007 in the United States. To train“highlyqualified”APEteachers,teachertrainingprogramshouldassess APE teacher candidates’ assessment and programeffectiveness. This presentation will provide an overview ofcurrent APE training program in the U.S. especially, CaliforniaAPE credential program and examine the candidateaccountabilityandprogrameffectiveness.ScientificPaperOralPresentation[Session218] TheEffectofCommunityDanceProgramontheSocialAdaptiveBehaviorandEmotionalCompetenceofPeoplewithIntellectualDisabilitiesHye‐MinKim(PusanNationalUniversity)Hyun‐SuLee(PusanNationalUniversity)JinwooPark(PusanNationalUniversity)JaehwaKim(TexasWoman'sUniversity)Contact:khm0726@hotmail.com The purpose of this study was to determine how communitydance programs influence on the changes in social adaptivebehavior and emotional competence of peoplewith intellectualdisabilities (ID). Plus, based on the analyses, the present studywas aimed to develop and apply community dance programwhich is appropriateandeffective for studentswith ID.TwentytwopeoplewithID(11assignedtoanexperimentgroup;and11in a control group) were chosen as participants for the study.Communitydanceprogramwasimplementedin24sessions.Formeasurementinstrument,socialadaptivebehaviorquestionnaire(KISE‐SAB)andchildrenemotionalintelligentratingstandardforteacher(Lee,2010)questionnairewereused.Fordataanalyses,covariateanalysiswasconductedwithuseofSPSS18.0.Basedonthe results, people with ID participating in the program(experimental) had more positive effects on social adaptivebehavior (i.e., sociality general, play activity, personalrelationship, responsibility, self‐respect, self‐preservation, andruleandlaw)thanpeoplewithIDwhodidnotparticipateintheprogram (control). Further, itwas reported thatpeoplewith IDparticipating in the program were more likely to demonstratemore positive emotional ability (i.e., emotional awareness andexpression ability, self‐emotional control ability, self‐emotionutilization ability, awareness and consideration of other’semotion, and personal relation skills) than peoplewith IDwhowere not provided the program. We can expand othertherapeutic effects as well as social adaptive behavior andemotional abilitybyexpanding treatmentperiodofpeoplewithIDthroughcommunitydanceprogram.Furtherstudyisrequiredonapplicationandverificationofprogramperclassandtypeofdisability. Further, it is also required to development ofcommunitydanceprogramwhereparentsofpeoplewithIDcanparticipatetogether. ScientificPaperOralPresentation[Session219]

TheOut‐PouringWayofEmotioninKoreanSportFieldJiseonKim(PusanNationalUniversity,Korea)KeunmoLee(PusanNationalUniversity,Korea) ChanryongKim(DoneuiUniversity,Korea) InhyungKim(SillaUniversity,Korea) Contact:loligsun@hanmail.net

Project: This study’s purpose was to describe the way ofexpressing feelings in Korean sport field with emotionalsociological methods. Means: To conduct this study, literaturereviewwasusedandSNS,Newspaperswereconsideredapplyingan emotional sociology. Outcome: As a result, It was revealedhow to anger and trust,which aremajor categoriesof emotion,and nationalism inherent and formed traditionally andhistoricallyexpressedinSportSocietyofKorea.First,tosupporttheteamsandathletesarethosethatareduetofeelingsoftrust,belief and assumption that is shared already through a socialnetwork. Sharing of feeling of trust, enhance the sense ofbelongingandaffect to theunityofouractions.However,whentrust is lost, feelings of anger is expressed. Next, KoreannationalisticwhichistheessenceofKoreanfeelingsandformthecharacter. Equate fate andourdestiny of theRepublic ofKoreanational,itisexposedastrongdesiretowin.NationalistfeelingsareexpressedstronglyinthegamewithJapan,atthistime,ethnicsentiment was observed to be in the dominate place than anyother reasonable determination process. Feelings as describedaboveisrequiredtobevigilantbecauseitispossiblethatsportsincombinationwithmediacloudsourjudgment.Reflection:Thisstudy looked at the fact that feelings of our own that acts as avariableinstructureandcollectivesportsfieldofKorea.Buttheemotions, being viewed as a parameter as a coping reaction isappropriate than being set to a variable. In terms of broadenrange of sociological analysis and much more comprehensivesociological research, areas of research on the effects as aparameterisvaluabletobetakenfromvariouspointsofview.

ScientificPaperOralPresentation[Session220]

AnAnalysisontheSeriousLeisureAccordingtotheParticipationinTennisClubMembers SaemiLim(PusanNationalUniversity,Korea)KeunmoLee(PusanNationalUniversity,Korea) Jae‐HyungLee(KoreaMaritime&OceanUniversity Contact:smlim100@gmail.com The purpose of this study was to assess the Serious Leisureaccording to the participation in tennis club members. Tennisclubmembersweresampledfromall6regionsinBusan,and350ofthosewereincludedinthefollowingdataanalysis:afrequencyanalysis,areliabilityanalysis,afactorialanalysis,t‐test,One‐wayANOVA. Outcome: The following results have been drawn fromthisstudy.First,itwasfoundthatthereisapartialdifferenceinthe Serious Leisure (personal effort) according to theparticipation(frequency)of the tennisclubmembers.Second, itwas found that there was a partial difference in the SeriousLeisure (career)according to theparticipation (strength)of thetennis clubmembers.Third, the study showed that therewas apartialdifferenceintheSeriousLeisure(perseverance,personaleffort,durablerewards,career,identity,uniqueethos)accordingtotheparticipation(timeoftheday)ofthetennisclubmembers.Fourth, it was found that there was a partial difference in theSeriousLeisure(career)accordingtotheparticipation(monetarycost) of the tennis club members. Fifth, it was also found thatthere was a partial difference in the Serious Leisure(perseverance, rewards, personal effort) according to theparticipation (tennis experience by the year) of the tennis clubmembers. The study observed the Serious Leisure according totheparticipationintennisclubmembersinKoreanstylesportinglifeoftennisculture,andthiswouldleadustorequireafurtherstudy of qualitative research by in‐depth interviews andparticipantobservations.

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ScientificPaperOralPresentation[Session221]

Coaching:FindingtheRightLevelforYou PeteVanMullem(Lewis‐ClarkStateCollege) ChrisCroft(ClemsonUniversity) Contact:pwvanmullem@lcsc.edu Student‐athletes, through observation and repetitive practice,developparticularhabitsassociatedwiththeirspecificsport(e.g.practice, training,andmentalpreparation)andgain insight intothe coaching style and philosophy of their coach (e.g. practiceorganization, methods of communication, and coach‐athleteinteraction) (Cushion, 2011). During this process the student‐athletemay begin to develop a basic understanding of how thecoaching profession operates and the expectations associatedwiththecompetitivelevelsofsport(e.g.juniorhigh,highschool,collegiateandprofessional). Surprisingly,many former student‐athletes start coaching at one particular level simply becausesomeone asked them to. Arguably, the insight gained as astudent‐athletemaynotbeenough tohelpayoungcoachmaketherightcareerdecisionregardingwhichleveltheywouldliketocoach at. Athletic playing experience is not a prerequisite tobecomingacoach(Carter&Bloom,2009)orbeingabletoselectthe right competitive level for your coaching career. Gettingstartedinthecoachingprofessionthroughaformerteammateorcoach is definitely one approach to finding a level in coaching.However, examining and taking time to consider which levelbestssuitsyou,couldbeamoreeffectivemethod.Thepurposeofthis 25‐minute, interactive, hands‐on presentation is to provideparticipants strategies and recommendations in selecting therightcompetitivelevelforasuccessfulcareerincoaching.

ScientificPaperOralPresentation[Session222] MarketingOpportunitiesforHealthTourism inThailand NopparatSuthitakon(KasetsartUniversity,Thailand)Thepurposeofthisstudywastoinvestigateagingtourists’needand behavior toward quality services and activity of heathtourisminThailand.Questionnairewasusedtocollectdatathatconstructed by researcher. The sample for the study was 400tourists from JBRIC country and 374 tourists from ASEANcountrywhohadvisitedThailandduring June‐August2012 in5famousdestinationsinThailand.Mostofagingtourists’needstoparticipatewereThaimassageandspa,Thaiherbfoodanddrink,tobuyThai souvenir, and to see Songran festival inApril. Theywanttocheckuptheirhealth,dentalcare,surgeonforbeautyandcurativecoursefromthephysicianinThailandhospital.Thecostof money value was attractive to aging tourist. The findingssuggested that mobility were facilitated in the partnership ofhealth tourism. The 5psmarketingmixes: price, place, product,promotionandpeoplewereusedtopromotehealthtourism.Thestakeholders need to understand that the aging tourists’ needsand behaviors are key to be successful in heath tourism inThailand.ScientificPaperOralPresentation[Session223] A Study of Possibility to Apply S. Harter'sModel of Global Self‐worth to IndividualswithPhysicalDisabilitiesinSouthKoreaJinwooPark(PusanNationalUniversity)Hyun‐SuLee(PusanNationalUniversity)Soo‐GyungPark(PusanNationalUniversity)JaehwaKim(TexasWoman'sUniversity)Contact:wave3305@hanmail.net

Adaptedphysicalactivityisdesignedtopromotephysicalactivityparticipation and active living for people with physicaldisabilitiesofallages.Inmanystudies,thepsychologicalmodel,model of global self‐worth (Harter, 1987), has been used tounderstand how individuals engage in physical activityparticipation.However,thesestudiesaremorelikelytofocusonafter‐participationpsychologicaleffectsandnon‐disabledpeople.Therefore, the purpose of this investigation was to determinewhether or notHarter’smodel of global self‐worth (1987)wasvalid to predict physical activity participation in people withphysicaldisabilitiesinSouthKorea.Participantswere400peoplewith physical disabilities with use of a purposeful samplingtechnique. The participants participated in sports and physicalactivity clubs in the following geography areas in South Korea:Busan,Ulsan,andKyungnam.Aquestionnaireusedinthepresentinvestigation consisted of six psychosocial domains: (a)perceivedcompetence(Driver,2008);(b)socialsupport(Driver,2007); (c) affect (Lox, Jackson, Tuholski, Wasley, & Treasure,2000); (d) physical self‐worth (Driver, 2008); (e) motivation(Harter, 1981); and (f) physical activity participation (Godin &Shephard,1985).Pathanalysiswasusedtoassessamodelingfitandrelationshipsbetweenspecificpsychosocialfactors.Basedonthe analysis, overall, fit indices indicated thatHarter'smodel ofglobalself‐worth(1987)wasagoodfitforthedatainthepresentstudy (NFI = .968, TLI = .927, CFI = .969). Further,unstandardizedcoefficientswererelativelyhigher(.086&.554).Thereweresignificantrelationshipsbetweenthe6psychologicaldomains. In the present investigation, Harter’s model of globalself‐worth was more likely to predict physical activityparticipation inpeoplewithphysicaldisabilities inSouthKorea.For the future study, there is a need to investigate thepsychologicalmodelthatreflectstheculturaldifferencebetweenSouthKoreaandtheUnitedStates.

ScientificPaperOralPresentation[Session224] BecomingaCollegeCoach:TheCareerPathofNCAADIIMen’sBasketballCoachesPeteVanMullem(Lewis‐ClarkStateCollege)Contact:pwvanmullem@lcsc.edu Currently, there isnospecificcareerpathanaspiringcoachcantake to becoming a head coach (Bodey, Brylinsky, Flannery,Kuhlman,&Bolger,2008).Duetothedynamicnatureandsocialinteractionofthecoachingprofession,acoachmustimmediately“get their hands dirty’ and learn on the job (Jones, Armour, &Potrac,2004).Entry‐levelpositionsincoachingaretypicallylowpaying, however endless opportunities exist to volunteer anddevelopasacoachwhilegoingtoschoolorevenwhileworkinganotherfull‐timejob.Arguably,thequesttobecomeaheadcoachrequires perseverance and a long‐term commitment. Therefore,the purpose of this research was to examine NCAA Division‐IImen’s basketball coaches and their career path to becoming ahead coach. Means: Based on data obtained from 315 NCAADivision‐IIinstitutions,thissessionwillexaminethecareerpathof current NCAA DII men’s head basketball coaches including;priorplayingexperience,thenumberofcoachingpositionsheld,levels (youth, interscholastic, intercollegiate, professional) ofcoaching experience, number of years in coaching, and formaleducation.Thissessionwill1)examinethecareerpathofNCAADivision‐II men’s head basketball coaches, 2) provideparticipants the opportunity to discuss the challenges offollowing a specific career path in becoming a collegiate headcoach, and 3) discover and considermore effectivemethods toestablishingacareerincollegiatecoaching.

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ScientificPaperOralPresentation[Session225] SmallTownMid‐WestBoyMakes aDifference! RobertThomas(LaSierraUniversity) Contact:rthomas@lasierrea.edu Thispresentationisintendedtoinformandinspireattendeesbythelife‐storyofWilliamJNapier,oneoftheoriginalmembersoftheWSKW alongwith E.C. Davis and others on thewest coast.Contentforthispresentationwillbeacquiredthroughanalysisofexistingresources (suchas transcriptsof interviewswithWJN),documentshe’sproduced,WSKWhistorical files,photos,papersWJN produced); as well as with possible usage of previouslyunknownresources.Thepresentationwillbealife‐sketchbrieflyoutlininghisformativeyearsinthemid‐West;hismilitaryserviceand college experiences; his time developing the physicaleducation program at La Sierra College, the program at WallaWalla College, and the design and development of the DraysonWellness Center at Loma Linda University. It will also discusspeopleinourprofessionthatheinfluencedandthecontributionshemadetotheWSKW.BecauseIhavenotcompletedthisprojectyet, Idonothaveafully‐informed“reflection”,butIbelievethispresentation will inspire those who hear it to become moreintentional to transformotherswithin their sphere of influenceandtocontinuallystrivetogrowasaprofessional.ScientificPaperOralPresentation[Session226]

EffectivenessofStandardCurriculumfor HumanResourcesforHealthyAgingTourism toASEANCommunity2015 RanumasMa‐oon(KasetsartUniversity,Thailand) TourismindustryhasamajorroleinThailand’seconomicsystemfor being in ASEAN Community, especially the Healthy AgingTourism which had trend to be a great need of aging touristsfrom ASEAN and JBRIC countries, thus, development of highcompetency and good characteristics of human resources forHealthy Aging Tourism is the key aims for high efficiencymanagement inHealthyAgingTourism. Thisstudyaddressedanappropriate way to develop the high competency and goodcharacteristicsofhumanresourcesforHealthyAgingTourismbypresenting the standard curriculum. Themain objective of thisstudy aimed to finding the effectiveness of the standardcurriculum, developed by the researchers, on the occurrence ofdevelopment of high competency and good characteristics ofhumanresourcesforHealthyAgingTourism.Apre‐test/post‐testonegroupdesignwasprovidedanunderstandingoftheextenttowhich high competency and good characteristics can have animpact on human resources for Healthy Aging Tourism inincreasing Healthy Aging Tourism management after training.ThemajorfindingindicatedthatthehumanresourcesforHealthyAgingTourismwhoreceivedtrainingonthestandardcurriculumgained both high competency and good characteristics for higheffectiveness Healthy Aging Tourism management. It can beconcluded that the standard curriculum can promote humanresources for high effectiveness Healthy Aging Tourismmanagement.

POSTERPRESENTATIONSPosterPresentation[Session301] “RezBall”GoesDancin’:MediaCoverageoftheShimmelSistersandtheIntersectionofSports,Gender,andRaceDuringthe2013NCAAWomen’sBasketballTournamentHeatherVanMullem(Lewis‐ClarkStateCollege)Contact:hivanmullem@lcsc.eduWhileincreasesinmediacoveragehavefocusedonthesuccessesof many female athletes of ethnic minority status, AmericanIndian female athletes have consistently been left out ofdiscussions (King, 2005). Battling sexism, racism, and classism,they “…have been silenced by being suppressed, excluded, andmisrepresentedateverylevelofsocialinteractionandhavebeenplacedatthemarginsbydominantculture insocietyandsport”(Smith, 1992, p. 229). What little coverage they have received,tendedtofocusonfailuresratherthanhighlighttheirsuccesses.Bytheabsenceoftheirstoriesandthustheirvoice,themediahasserved to perpetuate the belief that, if American Indian femaleathletes do exist, they must struggle to be successful.Unfortunately, this practice of mainly recognizing the negativestories, or providing no stories at all, has served to reinforceincorrect stereotypes that American Indian female student‐athletes are not or cannot be successful in mainstream society(King,2005).However,ashiftinmediapresenceandcoverageofAmerican Indian female athletes recently occurred as theShimmelsisters,ShoniandJude,membersoftheUmatillatribeinOregon(Shilling,2013),explodedontothenationalsportssceneasmembersof theLouisvilleCardinalWomen’sBasketball teamwhocontendedforthe2013NCAADivision‐INationalBasketballChampionship.Therefore,thepurposeofthisstudyistoexamineonline media coverage of the Shimmel sisters, leading up to,during, and after the conclusion of the 2013 NCAA Women’sBasketballTournament.Contentanalysisofarticlessurroundingthe 2013 NCAA Women’s Basketball Tournament byOregonlive.com and ESPN.go.com will be conducted to explorethepresentationoftheShimmelsistersandthediscoursecreatedbymediaaccountscenteringontheintersectionofgender,race,andsport.Resultsfromthisstudywillbeshared.

PosterPresentation[Session302]

HealthyBehaviorChoices&SportParticipation:MythorReality?HeatherVanMullem(Lewis‐ClarkStateCollege)MeganDorwin(UniversityofWashington)Contact:hivanmullem@lcsc.eduSport holds a prominent place in American society and is avaluedsocialactivity(Coakley,2009).It’sroleandsignificancetoAmericanculture iswellnoted throughouthistoryandhas longbeen believed to be a place for young boys to learn how tobecomemen (Messner, 1992). Viewed as a training ground forthe development of social values like hardwork, perseverance,and teamwork (Lumpkin, Stoll, and Beller, 2003), sportingculture has long contested the involvement of girls andwomen(Coakley, 2009). However, since the passage of the landmarklegislation of Title IX, more girls are playing sports than everbefore (Acosta & Carpenter, 2012). Research indicates thatparticipation in physical activity and sport can providepsychological,social,andphysicalbenefitstofemaleparticipants(Murray & Matheson, 2001), can serve as a source of

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empowerment (Taylor et al., 2012), and may even provide abuffer againstunhealthybehavior choices (Fasting et al., 2008).Interestingly,recentresearchindicatesthatsportsmaynotserveas a protection mechanism against intimate partner violencecommitted against female athletes (Bendolph, 2005; Taylor,Wamser, Sanchez & Arellano, 2010). Therefore, the purpose ofthis study was to investigate the relationship between sportparticipation in female college students and female studentathletes’ engagement in positive, healthy behavior choices.Female college students (n=143; Students: n=94; Student‐Athletes: n=49) currently enrolled in introductory level coursesat one public college located in the Northwest were surveyedusing the Athletic IdentityMeasurement Scale (AIMS) (Brewer,Van Raalte & Linder, 1993), the Rosenberg Self‐Esteem Scale(Rosenberg,1989),theIPVQuestionnaire(Rhodesetal.,2002ascited in Basile, Hertz & Back, 2007), and the Rutgers AlcoholProblem Index (White & Labouvie, 1989). The results of thisstudywillbesharedalongwithsuggestionsforfutureresearchinthearea.

PosterPresentation[Session303] Middle and High School Student's Levels ofPhysicalActivityDuringPhysicalEducationAlexanderRoth(CaliforniaLutheranUniversity)LouiseA.Kelly(CaliforniaLutheranUniversity)JaneRider(CaliforniaLutheranUniversity)Contact:alexroth911@yahoo.com

Background: Physical inactivity from an early age is apredispositiontomostofthemajorchronicdiseasesofadultlife.A quality physical education curriculum can affect the studentdirectly through an accumulation of physical activity (PA) andenergyexpenditureaswell as indirectly through thepromotionof life longphysical fitnessandahealthy lifestyle.Purpose:Thepurposeof thisstudy is toexaminetheamountof timespent inmoderate‐to‐vigorous physical activity (MVPA) in physicaleducation class by middle school and high school students.Methods:28participants(ages12‐15years)wereconsentedtothe study. Actigraph accelerometers were used to calculate PAlevel during physical education class. Cut‐points developed byPuyau were used to determine the PA levels of the students.Independent sample t‐tests determined any significantdifferences inphysicalactivity levelbetweenmiddleschoolandhigh school students. Results: Middle school and high schoolstudents spent an average of 16.6%and23.7%of class time inMVPA respectively. Therewas a significant difference inMVPAbetween middle school and high school students (p=0.014).Significancewasdeterminedbyp≤ .05.Discussion:Bothgroupsdidnotmeettherecommendationof50%ofclasstimeinMVPA.Conclusion: Further studies should look at longitudinal datacomparing students who did not meet physical activityrequirement and students who did meet the requirement.Curriculum approaches to increase physical activity in classshouldbeexploredatbothlevels.

PosterPresentation[Session304]EffectsofAerobicExerciseonCognition,AutonomicFunctionandPsychologicalStressinYoungAdultswithHighandLowCardiorespiratoryFitnessTylerKelly(CaliforniaStateUniversity,EastBay)B.L.Willis(CaliforniaStateUniversity,EastBay)S.L.Webb(CaliforniaStateUniversity,EastBay)

JeniferSherwood(CaliforniaStateUniversity,EastBay)Contact:jennifer.sherwood@csueastbay.eduResearchsuggeststhatregularaerobicexerciseisassociatedwithimproved cardiorespiratory fitness and cognitive function inchildren (Sibley 2003) and older adults (Hinden 2012) but fewstudies have examined the relationship betweencardiorespiratory fitness and cognition in young adults. Thisstudy tests the effects of high and low cardiorespiratory fitnesslevels on cognition in young men and women. Currently,mechanismstoexplainthepositivecorrelationbetweenexerciseandcognitionareunknownandthisresearchislimited.Here,thecognitive,autonomicandpsychologicaleffectsofasingleboutofexercise are compared in adults with high and lowcardiorespiratoryfitness.Thesecomparisonsaredesignedtotestputativecausalmechanismsbehindexerciseeffectsoncognition.In this study, high and a low cardiorespiratory fitness groups(VO2peak > 50 ml/kg/min and VO2peak < 50 ml/kg/min,respectively)wereformedbasedontheVO2peakmeasuredinamaximal, graded treadmill test to exhaustion. Neurocognitiveperformance(ImPACT,computerizedneurocognitiveassessmenttool), autonomic reactivityandpsychologicalmeasures (PANAS,STAI‐Y1, BDI and PSS) in both high and low cardiorespiratoryfitnessgroupswerecomparedtwohourspost‐exercise(30min.of treadmill exercise below lactate threshold, 45% heart ratereserve) to control conditions. Preliminary results suggest that,inyoungadults,thehighercardiorespiratoryfitnessgrouptrendstowards improved working memory, faster reaction times andreduced stress reactivity two hours post‐exercise compared tothe lower cardiorespiratory fitness group. Based on thepreliminary results, high cardiorespiratory fitness levels areassociated with cognitive benefits. Thus, regular exercise andaerobic fitness may be interpreted as being necessarycomponents to cognitive health in young adults. These resultsmaybeusedtodefendtheimportanceofregularphysicalactivityin schools, to encourage otherwise sedentary young adults tobuild and maintain their fitness level, thereby improving thequalityoflifeandoverallhealth.

PosterPresentation[Session305]AnalysisofSocialNetworksonCareerAwarenessofKoreanStudentAthletesEunjooCha(Chung‐AngUniversity,Korea) KyungKim(Chung‐AngUniversity,Korea) YoungJaeKim(Chung‐AngUniversity,Korea)HosungSo(CaliforniaStateUniversity,SanBernardino) Contact:boogoto@naver.comIn Korea, student athletes are cultivated by the student‐athletetraining system which digs out athletes with nationallyoutstanding talents early, and supports professional andsystematictrainingforelitesportsplayers.Studentathletesmeanthosewhoplaysportsinschoolsportsclubs,orthatareenrolledinathleticorganizationsasplayers,basedonArticle33and34oftheNationalSportsPromotionAct.Studentsathletesexperiencedifferent careers from normal students who choose variouscareers under the system of infinite competition after enteringcollege,buildingwallsfromstudiesandconcentratingonexercise,duetothe'student‐athletetrainingsystem'scharacteristics.Thissystem has enhanced national prestige and brought social andcultural development including the expansion of base of SportsforAllbydiscoveringplayerswithnationallyexcellenttalentsinearly stages. It has also enabled individual athletes to developtheirmotorfitnessandtoreceiveopportunitiesfortheentryintosociety. However, there is a pyramid structure that only 1% ofstudentathletessurviveassportsplayers,whilenearly110,000

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studentathletesareenrolled inKoreaSportsCouncil, currently,and careers andexercisediscontinuanceof student athletes arecoming to the fore as social issues. Therefore, this studycompared and analyzed how student athletes perceivedthemselves,andwhichimagestheyshouldhaveasathletes,usingthecentralityanalysismethodofsocialnetworks,inordertoseetheconceptualdifferencesincareersperceivedbythem.Forthispurpose, a survey was conducted with student athletes inelementary,middleandhighschoolin16citiesandprovincesalloverthecountryandfinally,datawerecollectedfrom987ones.The subjects responded if they had experiences in gettingcounselingoncareers,andtherewassomeonewhotheythoughtwere successful. Then, they were asked to choose 4 out of 48adjectives expressing themselves, and 4 adjectives expressingimagesthattheyshouldhaveasstudentathletes.Whenanalyzingthe differences in adjectives regarding personality, 'timid','introvert', 'stubborn', 'honest' and 'competitive' were in thecenter of images of individuals, and 'confident', 'tenacious','passionate','patient'and'honest'wereinthecenterofimagesofstudent athletes. In conclusion, this research would help todevelopcareerguidanceforstudentathletesmoresystematicallybyprovidingempiricalmaterials.Moreover,ithassignificancebyofferingbasicdatatoestablishthedirectionofcareerpolicyandstrategyforstudentathletesinthefuture.

PosterPresentation[Session306]ExercisePhysiologyDigitalStorytellingProjects101:HowtocreateandimplementdigitalstorytellingintoyourcurriculumUsingWeb2.0ToolsMandiDupain(MillersvilleUniversity) Contact:mdupain@millersville.eduWhiletherearemanywaystodescribingwhatdigitalstorytellingis, themajorityofdefinitions incorporate theuseofmultimediatools, including graphics, audio, video, and animation to tell astory. Mellon defines digital storytelling as the “application ofmultimediasoftwaretechniquestothetellingofstories(Mellon,1999). In the example proposed in this poster presentation,students work in groups to create exercise physiology digitalstorytelling projects for understanding a Exercise Physiologyassessmenttechnique.Researchsuggeststhatstudentslearnbestwhentheyareactivelyinvolvedintheprocess(Anaya,1996;Hall,etal.,2000;Huxham,2005;Sivan,etal.,2000).Regardlessofthesubjectmatter, studentsworking in small groups tend to learnmoreofwhat is taughtandretain it longerthanwhenthesamecontentispresentedinotherinstructionalformats(Davis,1993).Digital storytellingprojects in the curricula increase a student’sretention rate and comprehension of course material due toactive learning. Active learning involves activity‐based learningexperiences:input,processandoutput.AccordingtoEdgarDale’sresearch,effectivenessoflearningisduetothemediainvolvedinthe learning experiences. Developed in 1969, Dale’s Cone ofExperience is a model that reflects retention rates in studentsbasedondifferentmethodsofpresentingcoursematerial.Porta(2000)usesDale’smodel to posit the importance of visualizingandstorytelling,aswellas the importanceofmedia.Thedigitalstorytelling assignment uses the “teach others/immediate use”methodof teachingwhichachievesanaverageretentionrateof90% according to Dale’s Cone of Experience Model Research(Abilene Christian University, Learning Pyramid section).Objectives for the digital storytelling project are two‐fold.Students will be able to a) gather and process informationrelating to aExercisePhysiologyAssessmentProcedure; andb)

develop a digital storytelling project using Diigo and VoiceThread explaining and demonstrating an Exercise PhysiologyAssessmentProcedure.Gradingforthedigitalstorybookprojectsemploysagradingrubric.Themainareasofassessmentincludethe content used, the organization of the content, mediaresources used, effectiveness, and presentation. Allmembers ofthegroup receive the sameassessmentasdetermined from thegrading rubric sheet according to the criteria. Each group isresponsibleforcreatingadigitalstorytellingprojectthatinvolvesbuilding a narrative presentation to demonstrate theirunderstandingofanExercisePhysiologyAssessmentProcedure.This also encourages students to take part in cooperativelearning.Indesigningthedigitalstorytellingproject,studentsuseDiigo and Voice Thread technology to create a narrativepresentation that contains text, images, video, and soundillustrating a physiology concept. Diigo is a popular socialbookmarkingservicethatservesasaresearchandcollaborativetool forsaving,annotatingandsharingbookmarks.Diigocanbeobtained online for free fromwww.diigo.com. VoiceThread is afreeWeb2.0toolthatallowsuserstobuilddigitalconversationsbuilt from text, images, audio and video. VoiceThread can bedownloaded from www.voicethread.com and was used tocompletethedigitalstorytellingproject.Projectactivitiesenablestudents to apply technology, communication skills andassessment techniques as they build their digital storytellingproject.

PosterPresentation[Session307]TheAnalysisofEnjoymentandWorryinSwimmingClassPerceivedbyKoreaMiddleSchoolStudentsYoungJaeKim(Chung‐AngUniversity,Korea)Yoon‐SukCha(Chung‐AngUniversity,Korea)Hyeon‐JungJung(Chung‐AngUniversity,Korea)HosungSo(CaliforniaStateUniversitySanBernardino)Contact:chays1247@gmail.comThepurposeofthisstudywastoanalyzeenjoymentandworryinswimmingclassperceivedbyKoreanmiddleschoolstudents. Inordertosolvetheresearchproblem,atotalof295Koreanmiddleschoolstudents,fromthreemiddleschoolsincludingaswimmingpoolinSeoul,completedaquestionnaire.However,25hadtobediscardedastheywerenotfilledincorrectlyorhadmissingdata.To investigate enjoyment and worry in swimming class, openquestionnaireanda5‐pointLikertscalewasused,andsemanticdifferential scale was utilized. Results are as follows. Frist,enjoyment in swimming classes of middle school students wasrepresented as 609 for total 10 in the area and worry wasshowed up as 636 to total 14 in the area. Second, of genderdifferenceanalysisofenjoymentandworryinswimmingclasses,there are difference in enjoyment cognition. the male studentsshowsas ‘enjoyment inswimmingpool’andthe femalestudentsappeared ‘Freedomofbodymovement.’Inworry,Bothmaleandfemale students turnedup ‘ Lack of confidence’ as reasonmostworried about swimming classes. Third, there were significantdifference in the level of enjoyment and worry according togender.Malestudentshadhigher levelsof funand lowlevelsofworry than female.also,Shows thedifference ingrade.Grade3class had more fun and feeling less worried than grade 2 inswimmingclass.Fourth,representingthedifferenceofswimmingclass imagedependingonthepersonalcharacteristicsofmiddleschool students.Male students and third year reported amorepositive image than female and second year in swimming classimage.

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PosterPresentation[Session308]RelationshipBetweenaParticipant’sBodyMassIndexandScoreReceivedinCollegiateEquestrianCompetitionAshleyPierce(CaliforniaStateUniversityFresno) DavidA.Kinnunen(CaliforniaStateUniversityFresno)Contact:dkinnunen@csufresno.eduAthletes participating in aesthetics based sports have a higheroccurrence of disordered eating and risk factors for clinicaleatingdisordersthanathletesatacomparablecompetitionlevelparticipatinginnon‐aestheticsbasedsports(Johnson,Powers,&Dick,1999;Ziegler,etal,1997;Boros,2009;Ziegler,etal,1998;Krentz & Warschburger, 2011; Torres‐McGehee, Monsma, Gay,Minton, & Mady‐Foster, 2011). Additionally, collegiate femaleathletesasawholehaveahigheroccurrenceofdisorderedeatingand risk factors for clinical eating disorders than their malecounterpartsat thesamecompetition level (Johnson,Powers,&Dick,1999).Aestheticsbasedsportsareuniquewithinathletics.Figure skaters, gymnasts, and equestrian athletes are subjectedto more than simply performing a skill when competing. Bodycompositionhasbeenshowntoplayaroleinhowtheathleteisperceivedbythe judge,theircoach,theirpeers,andthemselves.More research is necessary in this area of athletics. Additionalstudyhasthepotentialtosupportorrefutehowmuchofafactorbodycompositionmayaccount for in theoverall scoring judgesaward during competition. The purpose of the study is todiscover whether an athlete’s body composition affects thejudging of varsity collegiate equestrian events. The goal is toexaminetheBMIofcollegiateequestrianathletesandcompareitto the scores she received in competition.Thirty four collegiateequestrianathletescompetingatthevarsityintercollegiatelevelandaremembersofNCAAmemberschools’varsityteamswillbeasked to participate. Evaluating judges and scores awarded incompetition will be collected from prearranged competitionsorganizedbytheparticipatinginstitutions.

PosterPresentation[Session309]TheRelationshipBetweenPersonalityand AcademicEnthusiasmofMiddleSchoolStudentstoParticipateinSportsClubActivitiesYoungjaeKim(Chung‐AngUniversity,Korea)Woo‐SukKim(Chung‐AngUniversity,Korea) Seung‐JinKim(Chung‐AngUniversity,Korea)Contact:goldgabba@naver.com

This study is aimed to investigate the relationship betweenpersonalityandacademicenthusiasmofmiddleschool studentsto participate in sports club activities. The results of this studywouldshowtheimportanceofactivationofsportsclubactivities,andphysicaleducation.Thisstudywastargetedat630ofthefirst,second and third grade students joining in school sports clubactivities in 6 middle schools situated in Seoul City. Forprocessing collected data, descriptive statistical analysis,exploratoryfactoranalysisandmultivariateanalysisofvariancewereconductedusingtheWindowSPSS12.0statisticalprogram,andthefollowingresultswereextractedfromtheverificationofindividual hypotheses. First, in relation to the differences ofpersonalitydependingongeneralcharacteristicssuchasgenderand grade, male students showed higher personalitydevelopment than female students, and it developed more, asstudents were in higher grades of middle school. As a result,

there were statistically significant differences. Second, withreferencetothedifferencesofacademicenthusiasmaccordingtogender and grade, male students showed higher academicenthusiasm than female students, and students inupper gradeswere more enthusiastic, academically. Although there weresignificant differences in academic enthusiasm depending ongender,therewerenosignificantdifferencesdependingongrade.Third, inrelationtothedifferencesofpersonalitydependingonvariablesofsportsclubactivitieslikesportseventsandtypesofguidance teachers, the highest personality development wasfoundinmiddleschoolstudentstakingpartinteamevents,anditwasfollowedbyindividualeventsandman‐to‐manevents.Theyalso showed the highest personality development, when gymteachers and sports instructors ran classes together, and itwasfollowed by the classes of sports instructors and the classes ofgym teachers. There were no significant differences inpersonalityaccordingtosportsevents,butassubordinatefactors,confidence and positive attitude highly influenced students'personality.Fourth,studentsparticipatinginteameventshadthehighest academicenthusiasm,and itwas followedby individualeventsandman‐to‐manevents.Also, theiracademicenthusiasmwas thehighest during classes conductedby sports instructors,followedby the classesof gym teachers and the joint classesofsportsinstructorsandgymteachers.Whilesignificantdifferencesin academic enthusiasmwere foundaccording to sports events,no significant differences were revealed according to types ofguidance teachers. Fifth, in connection to the relationshipbetweenpersonalityandacademicenthusiasmofmiddleschoolstudentstoparticipateinsportsclubactivities,theirpersonalityhad a lot of effect on academic enthusiasm. Confidence andpositive attitude highly affected the devotion to studies,confidence and sense of community highly affected academicvigor,confidence,positiveattitudeandsenseofcommunityhadalot of influence on efficacy, and confidence and sense ofcommunity highly influenced academic absorbtion. Especially,amongst sub factors of personality, confidence had the biggesteffectonacademicenthusiasm.

PosterPresentation[Session310]

TheImpactofGamefulDesignonSedentaryAdults’MotivationforPhysicalActivityandPhysicalActivityLevels:APilotStudyDominiqueWakefield(LaSierraUniversity)E.Medina(BeaverMedicalGroup)A.Stathi(UniversityofBath)Contact:wake@lasierra.eduApproximately 60% of the world’s population is not gettingsufficient exercise (WHO, 2010). Lack of motivation is a keyfactor for decreasing activity levels. Most games havedemonstrateduser engagement andmotivation.Gameelementsshould also increase engagement and enjoyment of the user inother non‐game settings (Deterding, Dixon, Khaled and Nacke,2011). The planned intervention will examine the effects of agamefully‐designed website for physical activity on motivationand on physical activity levels of sedentary adults. Wehypothesize that the intervention group will show increasedlevels of motivation and physical activity as compared withcontrols.Sedentaryadults(40–55years)willberandomizedtoa6‐weekinterventionoracontrolgroupduringthespring2014for this feasibility study. Pre‐ and post‐intervention biometricdata (height, weight, gender, age, blood pressure, resting heartrate) will be collected. A pre‐, post‐ and 6‐week follow‐upBehavioral Regulation in Exercise Questionnaire (BREQ‐2) willbeadministered.Sevendaypre‐,post‐and6‐weekfollow‐updata

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(number of steps, moderate to vigorous physical activity, totalvolume of physical activity) will be collected. The interventiongroupwill be exposed to a gamefully‐designed physical activityintervention (website) for a period of 6 weeks and wear apedometer. All participants will wear a blinded accelerometerthroughoutalltestingandinterventionperiodsforobjectivedatacollection.Follow‐upinterviewswithvoluntaryparticipantswillbe conducted for qualitative data collection. This study willprovide new information about the effectiveness of theory‐grounded novel gameful design on non‐game physical activityandmotivation for physical activity among the sedentary adultpopulation.Thegoalistodiscovernew,evidence‐based,effectivemethods to help sedentary people to become more physicallyactive.

PosterPresentation[Session311]

ExplorationofMeaningsofKoreanArcheryEunjooCha(Chung‐AngUniversity,Korea) Jeong‐HyungCho(Chung‐AngUniversity,Korea) YoungjaeKim(Chung‐AngUniversity,Korea)Contact:cheer1007@naver.com

Archery is a traditional sport symbolizing Korea. This study isaimed to explore meanings of Gukgung as a traditional sportevent.Forthispurpose,relatedliteraturewasconsidered,andin‐depthinterviewswereconductedwith10membersinaGukgungcircle to gather data. For data processing, domain analysis andtaxonomic analysis of Spradley(1980) were employed, and theauthenticity and reliability of data were improved throughreviews among members. The study results are as follows. Asdistinguishing meanings, Gukgung started 3000 years ago, anduses the farthest target of145mamongst shooting sports.Also,anymechanical equipment isn't installed in thebow, and it hasthehighesthitrateasashootingsportusingabowonarunninghorse. In the early days, bow was used as a hunting tool forsurvivalofhuman,butbegantobeusedasaweaponduringwars.WhileKoreawasinvadedbyforeigncountriesnearlyover3,000times,peopleneededbowsandarrowsthatfliedfartherandhada higher hit rate. Therefore, Gukgungwith these characteristicswas developed. According to the interviews, Guugung containssurvival meaning, physical meaning, emotional meaning,behavioral meaning and psychological meaning. To put itconcretely, as a survival meaning, the subjects responded toperformGukgung tosurvive. Inotherwords, theyperform it asoneofhuntingskillstosurviveinmodernsociety,althoughthereis nowar using bows, today. As a physicalmeaning, it broughtcontinuous isotonic exercise and isometric exercise at the sametime, at regular intervals. This is found in a posture beforeshooting an arrow. As an emotionalmeaning, also, the subjectsshowedasenseofdutytoinherittraditionalculture.TheyrepliedthatperformingGukgungwastolearnshootingskillsofancestorsandthespiritofHwarangdo.Asabehavioralmeaning,Gukgungwas considered to be an art sport with beautiful curves. Thecurvecreatedwhenstringingabow,andtheparabolawhenthearrowfliestothe145m‐targetareGukgung'sownbeauty.Lastly,as a psychological meaning, firstly, it improved concentration.Gukgung is a static sport. For such reason, the subjectsconcentrated on their posture, breathing and wind, wheneverthey shot every arrow. Secondly, it gave them vicarioussatisfaction, and relieved stress. They felt as if theywere flyingtogether,whenthearrowfliedtothetarget,andgotridofstress,feeling thrill, when the arrow hit the target. In conclusion,Gukgung isa traditionalartsport to trainmindandbodyat thesame time, and is a static sport not to use difficult moves orexcessivepower.

PosterPresentation[Session312]

CollegeStudents'KnowledgeaboutPhysicalActivityGuidelinesSoojinYoo(TheUniversityofTexas‐PanAmerican)YongkweonKim(JeonjuUniversity,Korea)YoonsinOh(CameronUniversity)SunheeKim(MokpoNationalUniversity,Korea)HosungSo(CaliforniaStateUniversity,SanBernardino)Jung‐ilOh(TheUniversityofTexas‐PanAmerican)Contact:yoos@utpa.eduDespite of government efforts, only 32% of Americans wereaware of the physical activity guidelines (Morrow et al., 2004).Sinceawarenessvariedbyage,ethnicity,andeducational levels,these variables must be directed toward intended segments ofthe population. Research is needed to identify howwell highereducation can prepare individuals to live physically activehealthy lifestyle and what they know about physical activityguidelines. This study examined college students’ knowledgeaboutphysicalactivity (PA)guidelines.Theresultsof thisstudymay prove beneficial in the curricular content revision ofwellness education as a component of general education inhigher education settings. College students (n=394) completedquestionnaires with the knowledge about PA guidelines. Fromthe questionnaire developed by Morrow et al. (2004), the 19itemswereusedtoassessknowledgeof traditionaland lifestylephysical activities in relation to PA guidelines for this study.Sample respondents were categorized based on gender andethnicity. All data analyses performed using Statistical PackageforSocialScienceversion16.0(SPSS,2007).Descriptivestatisticswereusedforcalculatingthevariabletypeanddistribution.Chi‐squareanalysesconducted todetermine if specificdichotomousvariables (e.g., yes/no) are related to items within thedemographic profile (e.g., gender, ethnicity).Themean score ofknowledge aboutPA guidelineswere13.01out of 19 (SD=1.99,68.8%)withwomen scoring slightly higher thanmen (M=13.3,70% and M=12.8, 67.4% respectively) and this difference wasstatistically significant (F (1, 392) = 6.240, p< .05). Given thesubstantiatedtrendsinsedentarylifestyleandtheprevalenceofassociated chronicdisease (Mokdadet al., 1999), learningmoreaboutwhatcollegestudentsknowaboutcurrentphysicalactivityguidelines is an important endeavor. Such information couldprove useful in illuminating future directions for wellnesseducationinhighereducation.

PosterPresentation[Session313]

CommunityParticipationforCulturalLeisureandTourisminUdonthaniProvince,ThailandNijiraKlangsombat(ChulalongkornUniversity,Thailand)SombatKarnjanakit(ChulalongkornUniversity,Thailand)PrapatLaxanaphisuth(ChulalongkornUniversity,Thailand)TepprasitGulthawatvichai(ChulalongkornUniv.,Thailand)AroonsriAuesriwong(UdonThaniRajabhatUniv.,Thailand)Tourismhasbeenwidelyrecognizedasoneoftheimportantandsignificant factors for thenational economicanddevelopmentalimpact in many parts of the world. However, negative effectsfrom tourism in the past have made the UNWTO revise thetourism‐performance,whichhasbecomethebestsolution.Ithasbeen called the community‐based tourism, focusing on theparticipation and involvement of community in a natural andcultural tourism. Tourism serves as a means for Thailand toincrease international reserves, stimulate production andmaximizetheuseofresourcesfromotherrelatedsectors,which

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enhances the country’s economic status. This presentationexamined the community‐based tourism (participation andinvolvementofcommunity),focusedontheomnipresentculturalevidences in Udonthani Province, Thailand. The researchmethods for this study were the geographical exploration andinterviewswithstakeholdersofsix localauthorities, in termsofinclusivepoliciesand cooperationwith local community for thecommunity‐based tourism. This study also included groupdiscussionswithfourlocalcommunities/villages,locatedaroundthe Phuphrabat Historical Park (the UNESCO’s tentative list) atBan Phoe district and Udonthani province where the weavingcraft is popular. Findings from this study showed that thecommunityparticipationandcommunity‐basedtourismcouldbedeveloped by the positive relationship by people in thecommunity. In addition, the community participation in aproperlystructuredandmanagedwaycouldfurtherpromotetheculturaltourismthatincreasesinternationalreserves,stimulatesproduction and maximize the use of resources with theenhancementofthelocalandthecountry’seconomicstatus. PosterPresentation[Session314] PreparationofHumanResourcesforHealthy AgingTourismtoASEANCommunityin2015 SombatKarnjanakit(ChulalongkornUniversity,Thailand) ResearchprojectofPreparationofHumanResourcesforHealthyAgingTourismtoASEANCommunityin2015consistsoftwosub‐projects: Preparation of Human Resources for Healthy AgingTourism to ASEAN Community 2015 and Development ofPromotionModelforHealthyAgingTourisminJBRICandASEANCountry. Purposes of this research project were, firstly, todevelop a standard training curriculum for person‐in‐charge inorder to promote healthy aging tourism of JBRIC and ASEANcountries and, secondly, to build network of healthy agingtourism management at national level and ASEAN. Results ofresearch are as follows. (1) Success in the development ofstandard training curriculum together with competence‐basedassessmentofperson‐in‐chargeofhealthyagingtourism.Pre‐testof the competence‐based assessment on knowledge,understanding of nature and care of the elderly were low tomedium in general. However, the post‐test after the trainingresulted in the range of medium and high with statisticalsignificance at 0.05 level. Thiswas to confirm that the trainingcurriculum was simply effective in enhancing competence oftrainees. (2) Models of healthy aging tourism of JBRIC andASEAN could be adapted and adopted into the development ofThailand’smodelforbeingahubofhealthyagingtourismamongASEANcountries.(3)Basedupontheround‐tableseminaramongthe network of healthy aging tourism at national, JBRIC, andASEAN level of totally 9 participants with the topic of ASEANNetworkofhealthyaging tourismfrom27‐28February2013atEastin Hotel Bangkok, the major recommendation was toimplement a master plan of healthy aging tourism of ASEANtourist.PosterPresentation[Session315] TeachingLeadershiptoUNMTeachingAssistants:CanItImproveTATeachingPerformance?MarkMico(UniverityofNewMexico)MinhyunKim(UniverityofNewMexico)GlennHushman(UniverityofNewMexico) Contact:mhkim@unm.edu

The purpose of this research project is to explore the level ofperceivedimportanceofleadershipandgroupmanagementskillsforTeachingAssistants(TAs)andtoraiseawarenessofconceptsof leadership and group management skills for UNM TAs inmanagingstudentsintheclassroom.Oneofthekeyquestionstobe examined;What doTAs perceive asmore important; havingdetailedknowledgeofasubjecttoteachentrylevelclassesinthissubjectorhaving leadership capabilities to successfullymanagetheclass,alongwithbasicknowledgeofthesubject.Asurveywasconducted with TA graduate students instructing lower levelclasses and an examination of their opinions and openmindedness as to the idea of education in leadership methodsandgroupmanagementpriortostudentteachingtoimprovethequalityofTAclassroominstruction.Theinitialsurveyshowsjustover50%ofUNMTAshavingsometypeoftraininginleadershipwith 67% of UNM Teaching Assistants considering leadershipand group management important in successful teaching with56% considering leadership more important than detailedknowledge of the subject matter. 12% of the TA’s are of theopinion thataseminar ingroup leadershipwouldbeeffectivelyimprove their teaching performance. In this initial survey thedata shows that overall the majority of all participants (60%)supportgroupleadershiptechniquesasvaluabletoolsinteachingandwould be interested in furthering their leadership skills toimproveteachingperformance.PosterPresentation[Session316] TheAnalysisofKickinginTaekwondoand Taekkyeon Yeong‐ManKim(CaliforniaStateUniversitySanBernardino) HosungSo(CaliforniaStateUniversitySanBernardino)Contact:jaekkyon151@empas.com ThemainpurposeofthestudywastocompareandanalyzetwocomplementingKoreantraditionalmartialarts(i.e.,TaekwondoandTaekkyeon)andtoestablishfirmidentitiesoftheirowntechniquesofkicking.Basedontheextensivereviewofliterature,thestudyfoundsomesimilaritiesanduniquenessoftwoKoreanmartialarts.Resultsareasfollows.First,WidaeTaekkyeonpreservesmostofthenameofTaekwondo’skicktechniques.Second,thematchingTaekwondoshowsthesimilaritywithTaekkyeon’skicking.Thatmightbethenatureconsideringthefactkickingisamainskilltodirectlyhit.Inaddition,physicalcharacteristicsofhumanbodyexplainsimilarkickingtechniquesofthem.Third,inappearance,thekickingtechniquesofTaekwondoandTaekkyeonareverysimilar.Fourth,thiswouldbebecauseofTaekkyeon’sinfluenceonTaekwondoandproficiencyatkicks.Fifth,variousprecedingresearchemphasizethatthetaekwondoskillswereaffectedbyTaekkyeon.Sixth,itislikelythatTaekkyeon’skickingtechniqueshaveinfluencedthoseofTaekwondo.PosterPresentation[Session317]

ADevelopmentofRecreationProgram ManagementModeltoPromotingHealth TourismfortheLongStayElderlyTourists ChanyaWuttithantawee(ChulalongkornUniversity,Thailand) SuchartTaweepornpathomgul(ChulalongkornUniv.,Thailand)RattanaPanriansaen(SuanSunandhaRajabhatUniv.,Thailand)SombatKarnjanakit(ChulalongkornUniversity,Thailand) PrapatLaxanaphisuth(ChulalongkornUniversity,Thailand) Thailand is one of the most amazing destinations, especially,

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health tourism industries. The elderly touristswho seek takingself‐care for health may prefer traveling to Thailand. For longtimestaying, longstaytourism,theelderlyhavemorefreetime.Keeping them busy in recreational activities participation is agood idea. Recreation programmethodically constructed fromcomprehensive recreation programming, thus, is necessary forachieving health promotion and, eventually, well‐being. Thepurpose of this primary research article is to proposeprogrammingprocessforinternationallongstayelderlytouristsin Thailand as a tool to guide recreation program planning.SamplesforthisstudyareinternationallongstayelderlytouristsinThailandandrelevantstakeholders‐privateandpublicsectors.The results of this study are the processes of recreationprogrammingandtheresearcher’sProcessesModelcomposedof7 steps combining with four functions of management. Theprocessesoffurtherstudyareprocessing.

PosterPresentation[Session318]

TheInfluenceofPhysicalActivityParticipationonSocialInteractionandPsychologicalWell‐BeinginPeoplewithPhysicalDisabilitiesinSouthKoreaHyun‐SuLee(PusanNationalUniversityJoong‐HeungPark(PusanNationalUniversity)Geon‐HeeKim(PusanNationalUniversity)Kyung‐JinKim(TexasWoman'sUniversity)Contact:s3airlee@pusan.ac.krThepurposeofthepresentstudywastoinvestigatetheinfluenceof physical activity participation on social interaction andpsychological wellbeing of people with disabilities. Threehundred twenty adults with physical disabilities who weremembersofphysicalactivitiesclubs inBusan,Ulsan,Kyungnamareas, were selected using a purposeful sampling technique. Aquestionnaire was designed to determine four psychologicaldimensions:(a)personalization(Mittal&Lassar,1996;Solomon&Czeipiel,1985);(b)socialnetworkingandsupport(Kim,2004);(c) psychological wellbeing (Hwang, 2009); and (d) physicalactivity participation. Frequency analysis, exploratory factoranalysis, and multiple regression analysis were conducted toanalyze the data. Physical activity participation in adults withphysical disabilities significantly influenced contact intensity,openness, and cooperation level (subcategories of socialinteraction). Further, physical activity participation waspositively associatedwithpast satisfaction, present satisfaction,and future satisfaction of physical activity participation(subcategories of psychologicalwellbeing). itwas reported thatphysical activity participation had negative regress weights,indicating individualswho participatemore in physical activityparticipation,weremore likely to alleviate feeling of alienation,recoverfromsocialrelationshipbreak,andregainformroleloss.Moreover, there was a significant relationship between socialinteraction, and positive and negative psychological wellbeing.Reflection: To enhance the overall quality of live in individualswithphysicaldisabilities,itiscriticaltopromotephysicalactivityparticipation which positively influences social interaction andpsychological wellbeing. Further, there is a need to promotedevelopment of various community based physical activityprogramsthatanyone,regardlessofdisabilities,canparticipate.

ROUNDTABLERoundTable[Session401]

BringingOrdertotheChaosintheBrickYardBethanyShifflett(SanJoseStateUniversity)Contact:bethany@bshifflett.comIn 1963 the Science Journal published a short commentary byBernard Forscher that spoke volumes about the change in thequality of research over time. In the intervening time manygraduatestudentsexposedtothepiecewhowentontobecomeprofessors took the cautionary tale to heart and saw to it thatsubsequentgenerationsalsoreadthepieceandhadachancetodiscusswhatitmeantintheirdayandtime.Todayit’slikelythatForscher would find the situation measurably worse. With theproliferationofnewjournalsinprintandonlineformatsandthepressurestopublishorperishundiminished, it isnotsurprisingtofindthattheChaosintheBrickyardremainsaseriousobstacletogoodresearchandthepublic’sconfidence inpublishedwork.Over the years, scholars (as well as journalists in mainstreampublications)haveoftenpointedoutexamplesofpoorlydesignedresearch and/or analyses of dubious qualitywhile urging all todo better. I would like to use the roundtable format to firstpresent the original story, continue with examples from otherresearchers,andpresentdataI’vecollectedfocusedonanalyticalflawsandstrengthsinpublishedresearchinKinesiology.Atthatpoint,thediscussionsimplymustturntosolutions.Oversomanyyearswe’ve focusedon theproblem. It is time to take concretestepsthataddressthechaosinthebrickyard.Iwillleadoffwithactions for students, faculty, researchers, administrators, andpublishers to take that I believe are both reasonable andsubstantive.Fromthere Ihope to leada fruitfuland interestingdiscussionwithallinattendance.

RoundTable[Session402]

WhatLanceWouldn'tGive:DopingDramain CyclingBrianSather(EasternOregonUniversity)MichaelPierce(EasternOregonUniversity)Contact:bsather@eou.eduTopic:Professionalcyclinghasbeeninturmoilfordecadesoverdrug use. The latest big casualtywas the king of cycling, LanceArmstrong (VeloNews.com, 2013). After several years ofincreasing accusationsofhisdoping coupledwith a strong casebyUnitedStatesAntiDopingAgency(USADA),Armstrongfinallyadmitted to doping in an interview by Oprah Winfrey (“LanceArmstrong doping case,” 2013). Presentation: The presentersandmoderatorsofthisroundtableareavid followersofcyclingwith an intimate knowledge of the rise and fall of Armstrong.After sharing some facts about the saga, participants will beengaged in discussion on the ethical challenges of doping incycling.Subtopics:ThestoriesofotherprominentfallencyclistslikeTylerHamiltonandFloydLandisshouldenterthediscussion.Other sport examplesmaybediscussed, including similar casesof whistle‐blowers like Jose Canseco. Questions: Were moralprinciples violated by Lance (Lumpkin, Stoll, & Beller, 2003)?Why does cycling have a history of doping?Were Lance’swinsjustifiedbythe“everyoneelsewasdoingit”stateofcycling?

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HOTTOPIC HotTopic[Session501]HowisAcademicFreedomintheUniversityBeingUndermined?RobertD.Peavy(WashingtonStateUniversity) LarryD.Bruya(WashingtonStateUniversity)BrettJ.Holt(UniversityofVermont)W.MatthewSilvers(WhitworthUniversity) N.H.Lawton(EasternWashingtonUniversity)Contact:lbruya@wsu.edu

Theuniversityisunderfundingstress.ProgramslikethestudyofKinesiologyanditsrelatedfieldsarefrequentlyconsideredtobe‘stepchildren’orthe‘firsttogo’whenthecrunchoflessfundingbecomesareality.Asadefense,facultybegintoargueforpositiveaction to support fitness and the underlying infra‐structure ofphysiology andbiomechanics.One supportive action is touse a“White Paper” to initiate and determine supportive discussionandargument.Whendiscussingthe‘WhitePaper,’emotionsmayrunhigh.Facultymaytalkloadlytoeachother.Name‐callingmaybeusedtodefinedifferingopinions.Leadersareperplexed.Theythink, ”Don’t faculty understand the changing needs of theuniversity? Don’t faculty know the university is losing dollars.”They think, “Class sizesmust grow uncontrollably. Hiring rulesmust be bent to accommodate new schedules.” Administratorsserving the economic master think, “Faculty opinions must beheld privately to allow quick administrative progress to adjustparameters to ‘get it dun’.” Speak freely they encourage, if youagree.For thosewhodon’t,wehavequickexit if youareolder.Fortheyoungerfaculty,wehaveoneyearappointmentstoholdopinion in line. The storied affiliation with the AmericanAssociation of University Professors and its core belief of‘Academic Freedom’ to say what must be said is losing to thebusinessmodel.Thatmodelisfocusedonquickprofitandquickexitofstudentsasmoldedproducttofittheworkingneedsofthepublic. Academic freedom to discuss and argue to reach bestsolution ismoving aside for ready consensus and uniformity ofopinion.

HotTopic[Session502] TheNeedforAcademicFreedomina UniversitySetting RobertPeavy(WashingtonStateUniversity) Contact:robertdpeavy@gmail.com Withoutdepartmentalapproval,upperadministrationinstigateda surchargeof $15.00 forallPhysicalEducationActivity classes(PEACT).UnderminingPEACTprogrammingbeganwhenfundingwas re‐allocated for other activities without due academicprocess. A “business model” was initiated. Generated monieswent to the university administrative coffers instead of to thebudget where generated. Students paid fees twice to supportteaching. PEACT coordinator opinions were not heeded; salaryincreases were not forthcoming; input at meetings wasdiscounted; discussion with faculty was curtailed. When thePEACT coordinator instigated a catch‐up raise for PEACTinstructors to match the value of the dollar, the request wasignored.PriortothebusinessmodelapproachtoPEACTfunding,4,500 students participated in PEACT classes per semester.Today, a PEACT class costs the student $75 in extra fees. As aconsequence,fewerthan2,200participateperyear.

HotTopic[Session503] LittleDecisionsthatUndermineAcademic FreedomSlowly LarryBruya(WashingtonStateUniversity) Contact:lbruya@wsu.edu First therewas facultygovernance.Then,abusinessmodelwasused to increase efficiency during exigency budgets. Slowly atfirst, erosion of academic freedombegan. Funding from storiedprogramswas reallocated. Tenure, used to support free speechand expression of conflicting ideas was attacked. One yearappointmentsbecamethenorm.Kinesiology laboratorysupportwas withdrawn. Faculty search rules were bent to eliminateslowdowns. Committee composition for new faculty includedfriends resulting in biased results. Small decisions in isolationseemed innocuous. But, when all small decisions to concede apoint about academic freedom were sum totaled, new policyresulted. Now, faculty have agreed to limitations in freedom tosupport program. Increased numbers and decreased studentcontact are the norm. Threat for loss of position or loss ofprogramfundingareusedtoshapenewdirection.Whatusedtobelong to faculty was usurped by the business modeladministrativeteam.HotTopic[Session504]CertificationofHigherEducationPrograms:ControlofAcademicFreedomBrettHolt(UniversityofVermont) Contact:brettjholt@yahoo.comAcademic Freedom is threatened by “special interest groups”whorepressthoughtstocontrolthedisseminationofinformationusingabusinessmodel.Administratorsengagefacultyinthefalsebelief that tuition dollars are raised if advertisement forprograms includes “accreditation.” Unfortunately, faculty don’trecognizethedangersassociatedwithgovernmentaccreditationagencies.Administratorsfailtogatheraccuratedataastothecostofengagingonprogramaccreditationand theacademicsuccessof faculty/students. Frequently, faculty seen as “experts” in thefield are forced to give up a line/s of inquiry, service, andexperience in teaching to objectify instruction for anaccreditation “choice.” All accreditation organizations, inaccordancewith theHigherEducationAct (1965) are reviewedevery five yearsby18 “appointed”members.Thepurpose is toquantifyandcompareprograms.Thisaction sends themessageof conformity thereby defeating the purpose of “academicfreedom.”

HotTopic[Session505] AcademicFreedom:AConstraintDriven ModelW.MatthewSilvers(WhitworthUniversity) Contact:msilvers@whitworth.eduRealityhitsnewfacultyalong‐side‐the‐head.Freedomtodowhatis needed and what is necessary for students collides with thereality of need for funding. Explicit constraints on academicfreedom are not presented by administrators. Instead, implicitconstraints are felt by new faculty. Long standing universityaffiliationwiththeAmericanAssociationofUniversityProfessorsanditscorebeliefof ‘AcademicFreedom’meetsthe ‘Godzilla’ofacademicprogramfunding.Newdirectionsandevolvingnudgestowards grantsmanship and other funding sources supersedestheemphasisonstudentachievement.Newfacultyarefacedwith

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aconundrum.Whereare timeandefficientactionbestapplied?Theneedto‘go.wherethemoneyis’forresearchanduniversitysupport is offset by serving students forwhich responsibility isfelt. Success ismore difficult since freedom is redefined in thisnewsetting.HotTopic[Session506] AcademicFreedomasQualityControlin HigherEducation N.H.Lawton(EasternWashingtonUniversity)Contact:nlawton@ewu.eduTheproductofhighereducationisaqualitystudentabletoexcelin the professional world. However, the new business modelsuggestsotherwise.Itwouldappearthat,fromanadministrativestandpoint, the quantity of graduates represents quality in theclassroom.Tosome,numbersalonerepresentprogramsuccess.Thisresultsinlargerclasssizes,moresections,andlessfreedomto conduct courses that facilitate the creation of outstandingprofessionals. The administrative need to increase courseofferings rarely includes additional resources. Facultymembersare expected to domore with less.Workloads are assigned byavailability rather than expertise. This wastes talent andultimately lowersthequalityof theprogram.Somecompromiseis needed in the current climate, but quality should not besacrificed. Academic freedom is the control mechanism thatdrivessuccessfulprograms,andequipseducatorstoidentifyandmeetoutcomeobjectives.

PANELDISCUSSION PanelDiscussion[601]

Healthy Eating and Active Living at HarderandParkElementary CathyInouye(CaliforniaStateUniversityEastBay)Jose‐LuisRayas(CaliforniaStateUniversityEastBay) Contact:cathy.inouye@csueastbay.eduTopic/History: This project is the result of a Kaiser HealthyEatingActiveLiving(HEAL)grantthatwasawardedin2011.TheHEAL grant proposed the Coordinated School Health ModelrecommendedbytheCDCasaframeworkinwhichtoimplementa sustainablemodel to improve health andwellness of schools(CDC, 2013). This model is also referred to in Roadmap toHealthy Schools, The Colorado Model a document reflectingcollaborative work amongst a number of health promotionagencies in Colorado (RMC Health, 2012). Initially a SchoolWellnessTeamalongwithprincipal/administrativesupportwasestablished, the teamwas then educated about evidence‐basedbestpractices to improveschoolwellness focusingprimarilyonincreasingphysicalactivityandgoodnutrition.Adetailedactionplan was developed using SMART goals (specific, measurable,attainable, realistic,and timely).Rationale:HarderandParkaretwoschoolsthatservethemajorityofelementaryagedchildreninthe JacksonTriangle inHayward,CA.78‐79%ofstudentsarelow‐income, 51‐52% English learners, and academicperformanceis13%belowtheCaliforniaaverageforelementaryschools. The district has the highest incidence of overweightchildreninAlamedaCounty(45%),and18and56%meet6of6fitnessstandards,28and16%meet5of6,and18and16%meet4of6standardsasassessedbytheCaliforniaFitnessgramgiven

onceayear toall5thgraders forHarderandParkrespectively.Goals to promote HEAL initiatives were developed by theWellness Teams and implemented, they included improvingphysical activity/fitness levels and healthy eating habits ofstudents, teachers, staff, and families by removing barriers andincreasing education. Focus was placed on change to schoolenvironmentandpoliciesaswellasactivitiesandprogramsthatwould encourage sustainability. Subtopics: Inouye andMalavasiwilldiscussourprimaryefforts toassist theWellnessTeams inpurchasing equipment and promotional items and how suchitemshelpedthemachievetheirstatedactiongoals.WeutilizedtheRoadmap toHealthySchools,TheColoradoModel andusednumerous materials and ideas from the School WellnessResourceKitdevelopedbyCoalitionforActivityandNutritiontoDefeat Obesity (CanDo, 2006). Rayas, a graduate intern, willdiscusshisroleinworkingwiththeWellnessTeamsandhowthisexperiencewillfoldintohisfutureprofessionalplans.Reflection:WeplantodiscusstheplacementofthisKaiserGrantundertheauspices of the Hayward Promise Neighborhood Grant and thework completed thus far. We have encountered numerouschallengesbutsomeofthesehaveclarifiedforuswhatstillneedsto be done. This grant was originally scheduled to end inSeptember but will continue until December since funds stillremain.Whenschoolsresumeinthefall,itisourplantofocusongathering additional outcome measures, continue with eventsthat will further established action goals, and affect policychangestoallowustobetterutilizeundergraduateandgraduateinterns.

PanelDiscussion[Session602]

UndergraduateResearch:AStudent’s Perspective ClayRobinson(Lewis‐ClarkStateCollege)PeteVanMullem(Lewis‐ClarkStateCollege)Panelists(Lewis‐ClarkStateCollegeStudents)Contact:pwvanmullem@lcsc.edu

Undergraduate students in theHealth andKinesiologyProgramatLewis‐ClarkStateCollegearerequiredtoparticipateinseniorresearch to fulfill degree requirements. During this session,students recently or currently enrolled in senior research willshare their perspective of engaging in research from gettingstarted, to overcomingobstacles, andkeys to success.Audiencequestions and participation are encouraged to assist infacilitatingthediscussion.

PanelDiscussion[Session603]CultureofFear:TheInternalThreattoAcademicFreedomBrettHolt(UniversityofVermont)JohnOsterello(CaliforniaStateUniversity,EastBay)LarryBruya(WashingtonStateUniversity)SharonStoll(UniversityofIdaho)Contact:brettjholt@yahoo.com

Inprioryears, therehavebeenWSKWdiscussionsonthreatstoacademic freedomwhich include five identifiedexternal threats(Advocacy, Accreditation, Budget, Media, and “For‐Profit”colleges). The sixth identified threat to academic freedom is,however, internal:CultureofFear.Concept:As theWSKWtopicfor2013is“GlobalPerspectivesonKinesiologyandWellness,”itis important to revisit threats to professional Kinesiologists’Intellectual Freedoms. Specifically, since it can be argued that

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Kinesiologistshavetheleastcontroloverthefiveexternalthreats,thatthereshouldbeanindepthdiscussionsurrounding“Cultureof Fear” as the common threat thatKinesiologists canexert themost just influence upon. “Culture” can be determined by thegroupsthatbestidentifywithsaidculture.Therefore,inordertodiscussboththreatsandsolutionstoanacademythatfrequentlydisregards “culture of fear” as a threat to academic/intellectualfreedoms,weneedtoidentifywhatcreatesacultureoffear.Sincethisperspectiveshouldbe“global,”itwillbeanopeninvitationtomembers of other academies. Academies frequently create a“Culture of Fear” by not addressing topics including but notlimited to Hiring process, Retainment/Promotion, FacultyDistrust, Divisive Administrative Decisions, and SocializedConformityofthefaculty.Reflection:Thepanelwillreflectonthepast but look toward the future of working within intellectualrights.

WesternSocietyforKinesiology&Wellness(WSKW)Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, Wyoming, Western Canada, & Mexico

2013 Annual Conference Program and Proceedings

Copyright 2013 WSKW

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WesternSocietyforKinesiology&Wellness(WSKW)

Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, Wyoming, Western Canada, & Mexico 2013 WSKW Annual Conference Program and Proceedings (pp. 1-44)

Copyright 2013 WSKW

2013WSKWAnnualConferenceLeadershipTeamOfficersPresident: W.MatthewSilvers(WhitworthUniversity)President‐Elect:HosungSo(CaliforniaStateUniversity,SanBernardino)PastPresident: PeteVanMullem(Lewis‐ClarkStateCollege)ExecutiveDirector:JohnOstarello(CaliforniaStateUniversity,EastBay)Treasurer: JasonSlack(UtahValleyUniversity)Secretary: Open Historian: OpenDirectorofCommunications:BrainSather(EasternOregonUniversity)EditorforJournalofKinesiologyandWellness(JKW)&G.ArthurBroten“YoungScholars”ProgramCoordinator:HeatherVanMullem(Lewis‐ClarkStateCollege)R.D.PeavyPapersCoordinator:JustinUlbright(WhitworthUniversity)

CentralCommitteeRepresentativesAlaska:OpenArizona:OpenN.California:CraigJohnson(SaintMary’sUniversity)S.California:HosungSo(CalStateSanBernardino)Canada:DanielBalderson(UniversityofLethbridge)Colorado:WaltHamersloughHawaii:OpenIdaho:JaneShimon(BoiseStateUniversity)Montana:OpenMexico:JasonAragon(UniversidaddeMontemorelos)Nevada:OpenNewMexico:OpenOregon:BrianSather(EasternOregonUniversity)Utah:BretBoyer(UtahValleyUniversity)Washington:S.RogerPark(GonzagaUniversity)Wyoming:OpenInternational:HosungSo(CalStateSanBernardino)