Quest

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  Año 2007, Vol. 59, Número 1. Dedicado a: Kinesiology: Defining the Academic Core of Our Discipline

  • Effective coaching is a mixture of pedagogy and principles of sciences, e.g., motor skill acquisition, sociology, and physiology, often referred to as the science of coaching. Instinctive or intuitive coaching has often been incorrectly viewed as the art of coaching. More important should be how coaches develop knowledge, how they access that knowledge at the appropriate times and how this affects their decision-making process. The study of expert coaches should allow inferences to be drawn from their development and applied to coach education. This article intends to clarify coaching expertis

    Gilmour Reeve

    págs. 1-4

    

  • Kinesiology: Challenges of Multiple Agendas

    Karl M. Newell

    • Resumen

    págs. 5-24

    

  • Biomechanics Curriculum: Its Content and Relevance to Movement Sciences

    Joseph Hamill

    • Resumen

    págs. 25-33

    

  • Exercise Physiology: A Brief History and Recommendations Regarding Content Requirements for the Kinesiology Major

    John L. Ivy

    • Resumen

    págs. 34-41

    

  • Psychology of Physical Activity: What Should Students Know?

    Penny McCullagh, Gabriel J. Wilson

    • Resumen

    págs. 42-54

    

  • Bodies in Motion: The Sociology of Physical Activity

    Margaret Carliste Duncan

    • Resumen

    págs. 55-66

    

  • Motor Learning and Control Foundations of Kinesiology: Defining the Academic Core

    Mark G. Fischman

    • Resumen

    págs. 67-76

    

  • Motor Development: Core Curricular Concepts

    Beverly Ulrich

    • Resumen

    págs. 77-91

    

  • Mingling with Our Friends: The Kinesiology Student and Pedagogy Knowledge

    Stephen Silverman

    • Resumen

    págs. 92-99

    

  • What Knowledge Is of Most Worth? Perspectives on Kinesiology from Pedagogy

    Judith E. Rink

    • Resumen

    págs. 100-110

    

  • Athletic Training: From Physical Education to Allied Health

    David H. Perrin

    • Resumen

    págs. 111-123

    

  • Assessing Kinesiology Students¿ Learning in Higher Education

    Weimo Zhu

    • Resumen

    págs. 124-142

    

  • Accreditation in Kinesiology: The Process, Criticism and Controversy, and the Future

    Thomas J. Templin, Bonnie Tjeerdsma Blankenship

    • Resumen

    págs. 143-153

    

  • Forty Years of Kinesiology: A Canadian Perspective

    Digby Elliott

    • Resumen

    págs. 154-162

    

  • Skill and Physical Activity: A Central Dogma for Kinesiology

    Howard N. Zelaznik, William A. Harper

    • Resumen

    págs. 163-169

    

  • Quo Vadis Kinesiology

    Michael G. Wade

    págs. 170-173

    

  • The Academy Promotes, Unifies, and Evaluates Doctoral Education in Kinesiology

    Jerry R. Thomas, Jane E. Clark, Deborah L. Feltz, R. Scott Kretchmar, James R. Morrow

    • Resumen

    pág. 174