{"title":"Foundations of Kinesiology\/Exercise and Sport Science","description":"Discover foundational concepts in kinesiology, exercise science, and sport science, with \u003ca href=\"https:\/\/us.humankinetics.com\/collections\/foundations-of-kinesiology-exercise-and-sport-science\/book?sort_by=best-selling\" data-mce-fragment=\"1\" data-mce-href=\"https:\/\/us.humankinetics.com\/collections\/foundations-of-kinesiology-exercise-and-sport-science\/book?sort_by=best-selling\"\u003ebooks\u003c\/a\u003e, \u003ca href=\"https:\/\/us.humankinetics.com\/collections\/foundations-of-kinesiology-exercise-and-sport-science\/ebook?sort_by=best-selling\" data-mce-fragment=\"1\" data-mce-href=\"https:\/\/us.humankinetics.com\/collections\/foundations-of-kinesiology-exercise-and-sport-science\/ebook?sort_by=best-selling\"\u003eebooks\u003c\/a\u003e, and \u003ca href=\"https:\/\/us.humankinetics.com\/collections\/foundations-of-kinesiology-exercise-and-sport-science\/textbooks?sort_by=best-selling\" data-mce-fragment=\"1\" data-mce-href=\"https:\/\/us.humankinetics.com\/collections\/foundations-of-kinesiology-exercise-and-sport-science\/textbooks?sort_by=best-selling\"\u003etextbooks for instructors\u003c\/a\u003e from Human Kinetics. Our higher education textbooks are perfect for \u003ca href=\"https:\/\/us.humankinetics.com\/collections\/foundations-of-kinesiology-exercise-and-sport-science\/undergraduate+textbooks?sort_by=best-selling\" data-mce-fragment=\"1\" data-mce-href=\"https:\/\/us.humankinetics.com\/collections\/foundations-of-kinesiology-exercise-and-sport-science\/undergraduate+textbooks?sort_by=best-selling\"\u003eundergraduate\u003c\/a\u003e and \u003ca href=\"https:\/\/us.humankinetics.com\/collections\/foundations-of-kinesiology-exercise-and-sport-science\/graduate+textbooks?sort_by=best-selling\" data-mce-fragment=\"1\" data-mce-href=\"https:\/\/us.humankinetics.com\/collections\/foundations-of-kinesiology-exercise-and-sport-science\/graduate+textbooks?sort_by=best-selling\"\u003egraduate\u003c\/a\u003e programs. These resources are ideal for students looking for a career path, individuals entering a profession in the exercise science field, and fitness professionals and coaches that would like to understand the science of physical activity.","products":[{"product_id":"biophysical-foundations-of-human-movement-3rd-edition","title":"Biophysical Foundations of Human Movement-3rd Edition","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-quote\" id=\"display-quote\"\u003eQuotes\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003eBiophysical Foundations of Human Movement, Third Edition\u003c\/i\u003e, introduces readers to key concepts concerning the anatomical, mechanical, physiological, neural, and psychological bases of human movement. The text provides undergraduate students with a broad foundation for more detailed study of the subdisciplines of human movement and for cross-disciplinary studies. Readers will learn the multi-dimensional changes in movement and movement potential that occur throughout the life span as well as those changes that occur as adaptations to training, practice, and other lifestyle factors.\u003c\/p\u003e\n\u003cp\u003eThis third edition includes the latest research and improved presentation to address areas of growth and change in the fields of human movement. The following are important updates to this edition:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eA new chapter on historical origins of human movement science provides students with an appreciation of the development of the field as well as its future directions.\u003c\/li\u003e\n\u003cli\u003eContent regarding exercise physiology has been reorganized to provide more discrete coverage of key concepts in nutrition.\u003c\/li\u003e\n\u003cli\u003eA new concluding section focuses on applications in the areas of prevention and management of chronic disease, prevention and management of injury, and performance enhancement in sport and the workplace, as well as the benefits of sport and exercise science to work, sport, and everyday living.\u003c\/li\u003e\n\u003cli\u003eAncillary materials support instructors in teaching across disciplines as they assist students in understanding the breadth of content in this comprehensive text.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eUsing a modular approach to teaching sport and exercise science, \u003ci\u003eBiophysical Foundations of Human Movement, Third Edition\u003c\/i\u003e, offers students a structured understanding of how the subdisciplines work independently and in tandem. Following a general introduction to the field of human movement studies, readers are introduced to basic concepts, life-span changes, and adaptations arising in response to training in each of the five major biophysical subdisciplines of human movement. Each subdiscipline is given a brief introduction, including the definition and historical development of the subdiscipline, the typical issues and problems it addresses, the levels of analysis it uses, and relevant professional training and organizations. Multi-disciplinary and cross-disciplinary approaches to human movement are also discussed along with contemporary applications. By studying the integration of knowledge from a number of the biophysical subdisciplines, students will be better prepared for advanced study and careers reliant on the integration of knowledge from various disciplines and perspectives.\u003c\/p\u003e\n\u003cp\u003eThe third edition offers tools for retaining the material, including learning objectives and summaries in each chapter, a glossary, and lists of web-based resources. Throughout the text, special “In Focus” features highlight key organizations, individuals, and studies from around the world that have contributed to the current understanding of human movement. These features help readers appreciate the evolution of the field so that they may better understand its direction. Students interested in further study will find specialized texts for each of the subdisciplines listed in the Further Reading and References section of each chapter along with updated lists of websites.\u003c\/p\u003e\n\u003cp\u003eThe third edition of \u003ci\u003eBiophysical FFoundations of Human Movement\u003c\/i\u003e offers a comprehensive introduction for students, scientists, and practitioners involved in the many professions grounded in or related to human movement, kinesiology, and sport and exercise science. By considering the effect of adaptations in each of the biophysical subdisciplines of human movement, \u003ci\u003eBiophysical Foundations of Human Movement\u003c\/i\u003e also illustrates the important role physical activity plays in the maintenance of health throughout the life span.\u003c\/p\u003e\n\u003c\/div\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003e Primary textbook for undergraduate students in kinesiology, human movement, and exercise science courses; reference for academic libraries as well as researchers and practitioners in sport and exercise sciences, in particular exercise physiology, functional anatomy, biomechanics, motor behavior, and sport psychology. \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003e\u003ci\u003ePart I: Introduction to Human Movement Studies\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1. \u003c\/b\u003eHuman Movement Studies as a Discipline and a Profession\u003c\/p\u003e\n\u003cp\u003eWhat is Human Movement Studies and Why is it Important?\u003c\/p\u003e\n\u003cp\u003eDisciplines and Professions\u003c\/p\u003e\n\u003cp\u003eIs Human Movement Studies a Discipline?\u003c\/p\u003e\n\u003cp\u003eStructure of a Discipline of Human Movement Studies\u003c\/p\u003e\n\u003cp\u003eWhat Should the Discipline of Human Movement Studies Be Called?\u003c\/p\u003e\n\u003cp\u003eProfessions Based on Human Movement Studies\u003c\/p\u003e\n\u003cp\u003eProfessional Organisations\u003c\/p\u003e\n\u003cp\u003eRelationships Between the Discipline and the Professions\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading and References\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Historical Origins of the Academic Study of Human Movement\u003c\/p\u003e\n\u003cp\u003eScholarly Writings on Human Movement From Ancient Civilisations (ca. 1000 BC-350 AD)\u003c\/p\u003e\n\u003cp\u003eThe Middle Ages as a Period of Suppression of the Study of Human Movement (ca. 350-1350 AD)\u003c\/p\u003e\n\u003cp\u003eScholarly Works on Human Movement From the Renaissance and Reformation Periods (ca. 1350-1650 AD)\u003c\/p\u003e\n\u003cp\u003eScholarly Works on Human Movement During the Period 1650-1885\u003c\/p\u003e\n\u003cp\u003eProfessionalization of Physical Education During the Period 1885-1929\u003c\/p\u003e\n\u003cp\u003eOrganisation of Research Efforts in Physical Education During the Period 1930-1959\u003c\/p\u003e\n\u003cp\u003eBeginnings of a Discipline of Human Movement Studies During the Period 1960-1970\u003c\/p\u003e\n\u003cp\u003eEmergence of Subdisciplines and Specialisations, 1970-Present\u003c\/p\u003e\n\u003cp\u003eFuture Directions, Challenges, and Opportunities\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart II: Anatomical Bases of Human Movement: Functional Anatomy\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Basic Concepts of the Musculoskeletal System\u003c\/p\u003e\n\u003cp\u003eTools for Measurement\u003c\/p\u003e\n\u003cp\u003eSkeletal System\u003c\/p\u003e\n\u003cp\u003eArticular System\u003c\/p\u003e\n\u003cp\u003eMuscular System\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Basic Concepts of Anthropometry\u003c\/p\u003e\n\u003cp\u003eDefinition of Anthropometry\u003c\/p\u003e\n\u003cp\u003eTools for Measurement\u003c\/p\u003e\n\u003cp\u003eBody Size\u003c\/p\u003e\n\u003cp\u003eDetermination of Body Shape\u003c\/p\u003e\n\u003cp\u003eTissues Composing the Body\u003c\/p\u003e\n\u003cp\u003eSomatotyping as a Description of Body Build\u003c\/p\u003e\n\u003cp\u003eHuman Variation\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading and References\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Musculoskeletal Changes Across the Life Span\u003c\/p\u003e\n\u003cp\u003eDefinitions of Auxology and Gerontology\u003c\/p\u003e\n\u003cp\u003eTools for Measurement\u003c\/p\u003e\n\u003cp\u003ePhysical Growth, Maturation, and Ageing\u003c\/p\u003e\n\u003cp\u003eAge-Related Changes in the Skeletal and Articular Systems\u003c\/p\u003e\n\u003cp\u003eAge-Related Changes in the Muscular System\u003c\/p\u003e\n\u003cp\u003eChanges in Body Dimensions Across the Life Span\u003c\/p\u003e\n\u003cp\u003eMethods of Determining Age\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Musculoskeletal Adaptations to Training\u003c\/p\u003e\n\u003cp\u003eEffects of Physical Activity on Bone\u003c\/p\u003e\n\u003cp\u003eEffects of Physical Activity on Joint Structure and Ranges of Motion\u003c\/p\u003e\n\u003cp\u003eEffects of Physical Activity on Muscle–Tendon Units\u003c\/p\u003e\n\u003cp\u003eEffects of Physical Activity on Body Size, Shape, and Composition\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading and References\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart III: Mechanical Bases of Human Movement: Biomechanics\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Basic Concepts of Kinematics and Kinetics\u003c\/p\u003e\n\u003cp\u003eVectors\u003c\/p\u003e\n\u003cp\u003eMotion\u003c\/p\u003e\n\u003cp\u003eGeneralized Coordinates and Degrees of Freedom\u003c\/p\u003e\n\u003cp\u003eForce\u003c\/p\u003e\n\u003cp\u003eMoment of Force\u003c\/p\u003e\n\u003cp\u003eForce Analyses\u003c\/p\u003e\n\u003cp\u003eEquations of Motion\u003c\/p\u003e\n\u003cp\u003eComputer Modeling of Movement\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Basic Concepts of Energetics\u003c\/p\u003e\n\u003cp\u003eKinetic Energy\u003c\/p\u003e\n\u003cp\u003ePotential Energy\u003c\/p\u003e\n\u003cp\u003eTotal Mechanical Energy\u003c\/p\u003e\n\u003cp\u003ePower\u003c\/p\u003e\n\u003cp\u003eElastic Strain Energy\u003c\/p\u003e\n\u003cp\u003eMetabolic Energy Consumption\u003c\/p\u003e\n\u003cp\u003eEfficiency of Movement\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Biomechanics Across the Life Span\u003c\/p\u003e\n\u003cp\u003eBiomechanics of Normal Gait\u003c\/p\u003e\n\u003cp\u003eChanges in Muscle Strength with Age\u003c\/p\u003e\n\u003cp\u003eGait Development in Children\u003c\/p\u003e\n\u003cp\u003eGait Changes in Older Adults\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Biomechanical Adaptations to Training\u003c\/p\u003e\n\u003cp\u003eMuscular Adaptations to Training\u003c\/p\u003e\n\u003cp\u003eNeuromuscular Adaptations to Training\u003c\/p\u003e\n\u003cp\u003eTraining to Prevent Anterior Cruciate Ligament Injury\u003c\/p\u003e\n\u003cp\u003eBiomechanical Adaptations to Injury\u003c\/p\u003e\n\u003cp\u003eDependence of Motor Performance on Changes in Muscle Properties\u003c\/p\u003e\n\u003cp\u003eUsing Computer Modelling to Study Vertical Jumping Performance\u003c\/p\u003e\n\u003cp\u003eInsights Into the Effects of Training Provided by Computer Models\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart IV: Physiological Bases of Human Movement: Exercise Physiology\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Basic Concepts of Exercise Metabolism\u003c\/p\u003e\n\u003cp\u003eProduction of Energy for Exercise\u003c\/p\u003e\n\u003cp\u003eOxygen Supply During Sustained Exercise\u003c\/p\u003e\n\u003cp\u003eVO2max as an Indicator of Endurance-Exercise Capacity\u003c\/p\u003e\n\u003cp\u003eMeasurement of Exercise Capacity\u003c\/p\u003e\n\u003cp\u003eHuman Skeletal Muscle Cells\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Basic Concepts of Nutrition and Exercise\u003c\/p\u003e\n\u003cp\u003eEnergy Requirements of Exercise\u003c\/p\u003e\n\u003cp\u003eNutrients for Exercise\u003c\/p\u003e\n\u003cp\u003eFluid Requirements During Exercise\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13. \u003c\/b\u003ePhysiological Capacity Across the Life Span\u003c\/p\u003e\n\u003cp\u003eResponses to Exercise in Children\u003c\/p\u003e\n\u003cp\u003eExercise in Older Adult Life\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading and References\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Physiological Adaptations to Training\u003c\/p\u003e\n\u003cp\u003eTraining-Induced Metabolic Adaptations\u003c\/p\u003e\n\u003cp\u003eImmediate and Anaerobic-System Changes After High-Intensity Sprint and Strength Training\u003c\/p\u003e\n\u003cp\u003eChanges in Aerobic Metabolism After Endurance Training\u003c\/p\u003e\n\u003cp\u003eEndurance Training-Induced Changes in the Cardiorespiratory System\u003c\/p\u003e\n\u003cp\u003eEndurance Training-Induced Respiratory Changes\u003c\/p\u003e\n\u003cp\u003eEndurance Training-Induced Changes in Lactate Threshold\u003c\/p\u003e\n\u003cp\u003eChanges in the Muscular System After Strength Training\u003c\/p\u003e\n\u003cp\u003eBasic Principles of Training\u003c\/p\u003e\n\u003cp\u003eContinuous and Interval Training\u003c\/p\u003e\n\u003cp\u003eTraining for Cardiovascular Endurance\u003c\/p\u003e\n\u003cp\u003eMethods of Strength Training\u003c\/p\u003e\n\u003cp\u003eCauses of Muscle Soreness\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart V: Neural Bases of Human Movement: Motor Control\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Basic Concepts of Motor Control: Neuroscience Perspectives\u003c\/p\u003e\n\u003cp\u003eNervous System as an Elaborate Communications Network\u003c\/p\u003e\n\u003cp\u003eComponents of the Nervous System\u003c\/p\u003e\n\u003cp\u003eNeurons and Synapses as the Building Blocks of the Nervous System\u003c\/p\u003e\n\u003cp\u003eSensory Receptor Systems for Movement\u003c\/p\u003e\n\u003cp\u003eEffector Systems for Movement\u003c\/p\u003e\n\u003cp\u003eMotor Control Functions of the Spinal Cord\u003c\/p\u003e\n\u003cp\u003eMotor Control Functions of the Brain\u003c\/p\u003e\n\u003cp\u003eIntegrative Brain Mechanisms for Movement\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Basic Concepts of Motor Control: Cognitive Science Perspectives\u003c\/p\u003e\n\u003cp\u003eUsing Models to Study Motor Control\u003c\/p\u003e\n\u003cp\u003eKey Properties to be Explained by Models of Motor Control\u003c\/p\u003e\n\u003cp\u003eInformation-Processing Models of Motor Control\u003c\/p\u003e\n\u003cp\u003eSome Alternative Models of Motor Control\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e Motor Control Changes Throughout the Life Span\u003c\/p\u003e\n\u003cp\u003eChanges in Observable Motor Performance\u003c\/p\u003e\n\u003cp\u003eChanges at the Neurophysiological Level\u003c\/p\u003e\n\u003cp\u003eChanges in Information-Processing Capabilities\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 18.\u003c\/b\u003e Motor Control Adaptations to Training\u003c\/p\u003e\n\u003cp\u003eChanges in Observable Motor Performance\u003c\/p\u003e\n\u003cp\u003eChanges at the Neurophysiological Level\u003c\/p\u003e\n\u003cp\u003eChanges in Information-Processing Capabilities\u003c\/p\u003e\n\u003cp\u003eFactors Affecting the Learning of Motor Skills\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart VI: Psychological Bases of Human Movement: Sport and Exercise Psychology\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 19. \u003c\/b\u003eBasic Concepts in Sport Psychology\u003c\/p\u003e\n\u003cp\u003ePersonality\u003c\/p\u003e\n\u003cp\u003eMotivation in Sport\u003c\/p\u003e\n\u003cp\u003eSelf-Determination Theory\u003c\/p\u003e\n\u003cp\u003eArousal, Anxiety, and Sport Performance\u003c\/p\u003e\n\u003cp\u003eThe Practice of Applied Sport Psychology\u003c\/p\u003e\n\u003cp\u003eImagery: An Example of Psychological Skill\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 20.\u003c\/b\u003e Basic Concepts in Exercise Psychology\u003c\/p\u003e\n\u003cp\u003eEffects of Psychological Factors on Exercise\u003c\/p\u003e\n\u003cp\u003eEffects of Exercise on Psychological Factors\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 21.\u003c\/b\u003e Physical Activity and Psychological Factors Across the Life Span\u003c\/p\u003e\n\u003cp\u003eChanges in Personality\u003c\/p\u003e\n\u003cp\u003ePsychosocial Development Through Sport Participation\u003c\/p\u003e\n\u003cp\u003eExercise in the Aged\u003c\/p\u003e\n\u003cp\u003eTermination of Athletic Careers\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 22.\u003c\/b\u003e Psychological Adaptations to Training\u003c\/p\u003e\n\u003cp\u003eAerobic Fitness and the Response to Psychological Stress\u003c\/p\u003e\n\u003cp\u003eChanges in Personality\u003c\/p\u003e\n\u003cp\u003eChanges in Motivation: Staleness, Overtraining, and Burnout\u003c\/p\u003e\n\u003cp\u003eChanges in Mental Skills\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart VII: Multi- and Cross-Disciplinary Applications to Human Movement Science\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 23. \u003c\/b\u003eApplications to Health in Chronic-Disease Prevention and Management\u003c\/p\u003e\n\u003cp\u003eMajor Causes of Disease and Death Globally\u003c\/p\u003e\n\u003cp\u003eCost of Physical Inactivity\u003c\/p\u003e\n\u003cp\u003eMeasuring Physical Activity and Sedentary Behavior\u003c\/p\u003e\n\u003cp\u003eLevels of Physical Activity in Adults and Children\u003c\/p\u003e\n\u003cp\u003eRecommendations for Physical Activity\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 24.\u003c\/b\u003e Applications to Health in Injury Prevention and Management\u003c\/p\u003e\n\u003cp\u003ePreventing Manual-Lifting Injuries in the Workplace\u003c\/p\u003e\n\u003cp\u003ePreventing and Managing Overuse Injuries in Sport\u003c\/p\u003e\n\u003cp\u003ePreventing Injuries Related to Osteoporosis\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 25.\u003c\/b\u003e Applications to Performance Enhancement in Sport and the Workplace\u003c\/p\u003e\n\u003cp\u003eTalent Identification\u003c\/p\u003e\n\u003cp\u003ePerformance Optimization\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading and References\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eBruce Abernethy, PhD,\u003c\/b\u003e is professor of human movement science in the School of Human Movement Studies and deputy executive dean and associate dean (research) in the faculty of health sciences at the University of Queensland, Brisbane, Australia. He also holds a visiting professor appointment at the University of Hong Kong, where he was previously the inaugural chair professor and director of the Institute of Human Performance. He is also coeditor of \u003ci\u003eCreative Side of Experimentation\u003c\/i\u003e. \u003c\/p\u003e\n\u003cp\u003e Abernethy earned his PhD from the University of Otago. He is an international fellow of the National Academy of Kinesiology (USA), a fellow of Sports Medicine Australia, and a fellow of Exercise and Sports Science Australia. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eStephanie J. Hanrahan, PhD,\u003c\/b\u003e is a registered sport psychologist and an associate professor in the Schools of Human Movement Studies and Psychology at the University of Queensland, Brisbane, Australia. Hanrahan has over 20 years of experience in teaching human movement studies at the undergraduate level. She is a recipient of the University of Queensland's Excellence in Teaching Award. In addition to being part of the author team for the first two editions of \u003ci\u003eBiophysical Foundations of Human Movement\u003c\/i\u003e, Hanrahan has authored or edited nine other books. \u003c\/p\u003e\n\u003cp\u003e Hanrahan is a fellow of the Australian Sports Medicine Federation and a fellow of the Association for Applied Sport Psychology, for which she is chair of the organization’s International Relations Division. Hanrahan serves on the national executive committee of the College of Sport and Exercise Psychologists in the Australian Psychological Society. \u003c\/p\u003e\n\u003cp\u003e Hanrahan earned her doctorate in sport psychology in 1990 from the University of Western Australia. She resides in Moorooka, Queensland, and enjoys traveling, Latin dancing, and kayaking. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eVaughan Kippers, PhD,\u003c\/b\u003e is a senior lecturer in the School of Biomedical Sciences at the University of Queensland. He coordinates anatomy courses for students enrolled in medicine, physiotherapy, and occupational therapy programs. His major research involves the use of electromyography, in which the electrical signals produced by muscles as they contract are analyzed to determine muscular control of human movement. \u003c\/p\u003e\n\u003cp\u003e Kippers is a fellow of the International Association of Medical Science Educators and is on the board of directors of that association. He is also secretary of the Australian and New Zealand Association of Clinical Anatomists. \u003c\/p\u003e\n\u003cp\u003e Cycling and photography are Kippers’ main interests. He commutes on a bicycle daily and regularly participates in long rides on weekend. He is a former president of Audax Queensland, an international long-distance cycling association. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eMarcus G. Pandy, PhD,\u003c\/b\u003e is a professor of mechanical and biomedical engineering in the department of mechanical engineering at the University of Melbourne, Parkville, Victoria, Australia. Pandy earned his PhD in mechanical engineering at Ohio State University in Columbus and then completed a postdoctoral fellowship in mechanical engineering at Stanford University. Before joining the University of Melbourne, he held the Joe J. King professorship in engineering at the University of Texas at Austin. \u003c\/p\u003e\n\u003cp\u003e Pandy is an associate editor for the \u003ci\u003eJournal of Biomechanics\u003c\/i\u003e and a fellow of the Institute of Engineers Australia, the American Institute of Medical and Biological Engineering, and the American Society of Mechanical Engineers. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAli McManus, PhD,\u003c\/b\u003e is an associate professor and assistant director of the Institute of Human Performance at the University of Hong Kong. Her research focuses on the role exercise and free-living physical activity play in the health and well-being of children, the development of population measures of obesity and its associated health risks, and the provision of a more comprehensive understanding of the complex metabolic bases of exercise and physical activity in obese children. \u003c\/p\u003e\n\u003cp\u003e McManus earned her PhD from the University of Exeter, UK. She lives in Clearwater Bay, Hong Kong, and enjoys going to the gym, horse riding, playing tennis, and spending time with her children, Tash and Bella, and husband, John. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eLaurel T. Mackinnon, PhD,\u003c\/b\u003e is a science writer and editor based in Brisbane, Queensland, Australia. She is also a former associate professor and now adjunct associate professor in the School of Human Movement Studies at the University of Queensland, Brisbane, Australia. \u003c\/p\u003e\n\u003cp\u003e Mackinnon conducted research on the immune response to exercise in the 1980s and 1990s and is internationally recognized for her work on overtraining and immune function in athletes. She is the author of 6 books and 12 book chapters, including \u003ci\u003eExercise and Immunology\u003c\/i\u003e (Human Kinetics, 1992), the first book to explore the intriguing relationship between exercise and immune response. She has published over 65 peer-reviewed articles in international journals. \u003c\/p\u003e\n\u003cp\u003e Mackinnon has worked since 2000 as a science writer and editor. She is editing team manager for OnLine English, an Internet-based service that specializes in editing academic, research, and industry communications written by non-native speakers of English wishing to publish in English-language scientific journals. \u003c\/p\u003e\n\u003cp\u003e Mackinnon is a fellow of the American College of Sports Medicine and a member of the Australasian Medical Writers Association. She is a former board member of the International Society of Exercise and Immunology (ISEI) and the Australian Association for Exercise and Sports Science. Mackinnon earned her PhD in exercise science from the University of Michigan. \u003c\/p\u003e\n\u003cp\u003e She enjoys exercising, reading, and listening to classical and jazz music. Mackinnon resides in Brisbane, Queensland. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-quote\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003e\"The book is made up of standalone sections that make reading easy and understandable. The authors are well-respected scientists in the field, and the information they provide throughout originates from evidence-based research.\"\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e--Doody's Book Review (5 Star Review)\u003c\/b\u003e\u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabQuote--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/lifespan-changes-in-skeletal-system-can-lead-to-injury\"\u003eLifespan changes in skeletal system can lead to injury\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/the-three-components-of-motivation-affect-exercise-adherence\"\u003eThe three components of motivation affect exercise adherence\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/training-can-increase-both-muscle-strength-and-fiber-contraction-speed\"\u003eTraining can increase both muscle strength and fiber contraction speed\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillaries are free to adopting instructors and available online.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eInstructor guide. \u003c\/strong\u003eIncludes a sample course syllabus, learning objectives, and teaching tips and suggestions for class projects.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eTest package. \u003c\/strong\u003eIncludes a bank of more than 300 questions. The test package is available as a rich text file through Respondus software that allows instructors to create their own tests by selecting from the question pool. It may also be used through a learning management system such as Blackboard or Moodle.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eImage bank. \u003c\/strong\u003eIncludes all of the figures, tables, and photos from the text, sorted by chapter, and can be used in developing a customized presentation based on specific course requirements.\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Bruce Abernethy,Vaughan Kippers,Stephanie J. Hanrahan,Marcus G. Pandy,Ali McManus,Laurel Mackinnon","offers":[{"title":"Hardback","offer_id":12336554836029,"sku":null,"price":98.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/063a4d444a27fbdfe7655e00d1aaa06a_c3573970-c100-46b3-bbd9-81b62dbff1a3.jpg?v=1777334073"},{"product_id":"foundations-of-wellness","title":"Foundations of Wellness","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e Life is crammed with busyness, screen time, and an abundance of shallow experiences. If you don’t mindfully change your way of thinking and behaving, that’s all your life will ever be. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eFoundations of Wellness\u003c\/i\u003e can help you live a satisfying life—one full of rich and deep experiences. You’ll understand your identity and inner strengths and resources as well as set and move toward meaningful personal goals. \u003c\/p\u003e\n\u003cp\u003e With \u003ci\u003eFoundations of Wellness\u003c\/i\u003e, you will explore physical, mental, emotional, social, environmental, and spiritual realms of wellness using an evidence-based approach to health and wellness that will help you explore ways to live your life to the fullest. You will examine the seven attitudinal foundations of mindfulness to daily living, delve into wellness resources and dietary needs, discover health check strategies, and learn the keys to making healthy behavioral changes. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eFoundations of Wellness \u003c\/i\u003eis written in a conversational style and divided into three parts. \u003cb\u003ePart I\u003c\/b\u003e establishes basic wellness problems and introduces tools to discovering wellness and inner peace. \u003cb\u003ePart II\u003c\/b\u003e addresses physical dimensions of wellness, including physical activity, nutrition, sleep, and body maintenance. In \u003cb\u003epart III\u003c\/b\u003e you’ll discover the strategies that will propel you to a higher level of living—one that can affect not only your life but also the lives of others for generations to come. \u003c\/p\u003e\n\u003cp\u003e Each chapter explores key concepts and topics that affect your wellness. The chapters begin with objectives and a vignette that illustrates a challenge related to the content and use stories to illustrate teaching points. The text also incorporates activity sidebars that empower you to make the behavioral changes that will lead to a more satisfying and meaningful life. \u003c\/p\u003e\n\u003cp\u003e You will learn how to incorporate mindfulness—a practice that helps you live with greater awareness—and positive psychology as you embark on your wellness journey. In\u003ci\u003e Foundations of Wellness\u003c\/i\u003e, you will also learn the seven attitudinal foundations of mindfulness practices and explore the spiritual truths that are at the core of wellness. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003e Undergraduate text for personal health and wellness courses. \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003e\u003cb\u003ePart I Challenges and Opportunities to Living Well\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1 \u003c\/b\u003eWellness Beyond Health \u003c\/p\u003e\n\u003cp\u003e Prevention \u003c\/p\u003e\n\u003cp\u003e Health Care: Managing Crises \u003c\/p\u003e\n\u003cp\u003e Social Context \u003c\/p\u003e\n\u003cp\u003e Defining Health Versus Wellness \u003c\/p\u003e\n\u003cp\u003e Commitment \u003c\/p\u003e\n\u003cp\u003e Life’s Boundless Classroom \u003c\/p\u003e\n\u003cp\u003e Mindful Awareness \u003c\/p\u003e\n\u003cp\u003e Life Challenges \u003c\/p\u003e\n\u003cp\u003e Choosing Balance \u003c\/p\u003e\n\u003cp\u003e Positive Psychology \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2 \u003c\/b\u003eLiving the Attitudinal Foundations \u003c\/p\u003e\n\u003cp\u003e Foundation for Mindfulness \u003c\/p\u003e\n\u003cp\u003e Seven Attitudinal Foundations \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3 \u003c\/b\u003eUsing Mindfulness to Enhance the Experience of Life \u003c\/p\u003e\n\u003cp\u003e Learning to Use Mindfulness \u003c\/p\u003e\n\u003cp\u003e Hatha Yoga \u003c\/p\u003e\n\u003cp\u003e Objective Information to Demonstrate Effectiveness of Wellness Practices \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4 \u003c\/b\u003eChanging Your Perspective With Your Thoughts \u003c\/p\u003e\n\u003cp\u003e Lower- and Higher-Level Consciousness \u003c\/p\u003e\n\u003cp\u003e Hierarchy of Needs \u003c\/p\u003e\n\u003cp\u003e Stress \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5 \u003c\/b\u003eSocial Capital, Connections, and Support \u003c\/p\u003e\n\u003cp\u003e Community and Social Capital \u003c\/p\u003e\n\u003cp\u003e Relationships \u003c\/p\u003e\n\u003cp\u003e Wellness Benefits of Social Connections \u003c\/p\u003e\n\u003cp\u003e Using Acceptance to Make Connections \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II Physical Dimensions of Wellness\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6 \u003c\/b\u003eStepping Into Physical Activity \u003c\/p\u003e\n\u003cp\u003e Physical Activity and Exercise \u003c\/p\u003e\n\u003cp\u003e Benefits of Physical Activity \u003c\/p\u003e\n\u003cp\u003e FITT Principle \u003c\/p\u003e\n\u003cp\u003e Getting Started With Regular Physical Activity \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7 \u003c\/b\u003eNutrition \u003c\/p\u003e\n\u003cp\u003e Optimal Wellness Food Plan \u003c\/p\u003e\n\u003cp\u003e Major Food Groups \u003c\/p\u003e\n\u003cp\u003e Nutrients to Avoid \u003c\/p\u003e\n\u003cp\u003e Savvy Food Shopping \u003c\/p\u003e\n\u003cp\u003e Making a Wellness Eating Plan Work for You \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8 \u003c\/b\u003eSleep Balance \u003c\/p\u003e\n\u003cp\u003e Sleep Patterns \u003c\/p\u003e\n\u003cp\u003e Sleep Functions \u003c\/p\u003e\n\u003cp\u003e Sleep Challenges \u003c\/p\u003e\n\u003cp\u003e Driving Drowsy \u003c\/p\u003e\n\u003cp\u003e Methods to Attain Sound Sleep \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9 \u003c\/b\u003eHealth Care Advice to Live Well \u003c\/p\u003e\n\u003cp\u003e Young Adults and Medical Care \u003c\/p\u003e\n\u003cp\u003e Guide to the Medical Appointment \u003c\/p\u003e\n\u003cp\u003e Screening Recommendations \u003c\/p\u003e\n\u003cp\u003e Vaccination Recommendations \u003c\/p\u003e\n\u003cp\u003e Complementary Alternative or Integrative Medicine (CAM) \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart III Strategies for a Higher Level of Living\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10 \u003c\/b\u003eUnderstanding Addictions \u003c\/p\u003e\n\u003cp\u003e Spectrum of Addictions \u003c\/p\u003e\n\u003cp\u003e Fine Line between Passions and Addictions \u003c\/p\u003e\n\u003cp\u003e Stress \u003c\/p\u003e\n\u003cp\u003e Mechanism for Addictions \u003c\/p\u003e\n\u003cp\u003e Substance Abuse \u003c\/p\u003e\n\u003cp\u003e Battling Addiction \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11 \u003c\/b\u003eSustaining Environmental Health \u003c\/p\u003e\n\u003cp\u003e Protecting Ourselves, Assaulting the Planet \u003c\/p\u003e\n\u003cp\u003e Kleenex Culture \u003c\/p\u003e\n\u003cp\u003e Life Cycle Analysis \u003c\/p\u003e\n\u003cp\u003e Sustainability Challenge \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12 \u003c\/b\u003eSpiritual Foundation \u003c\/p\u003e\n\u003cp\u003e Spirituality and Religion \u003c\/p\u003e\n\u003cp\u003e Defining Spirituality \u003c\/p\u003e\n\u003cp\u003e Processes of Change \u003c\/p\u003e\n\u003cp\u003e Love and Fear \u003c\/p\u003e\n\u003cp\u003e Learning to Accept Life \u003c\/p\u003e\n\u003cp\u003e Traditions of Mindfulness \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eBill Reger-Nash, EdD\u003c\/b\u003e, is emeritus professor in the School of Public Health at West Virginia University. He has been a wellness professional for more than 30 years and has served as research coordinator for the Cardiac and Wellness Center of Wheeling Hospital; director of the Bayer Wellness Program in Wellsburg, West Virginia; director of wellness for the Ohio Valley Medical Center; and founding director of wellness for West Virginia University. \u003c\/p\u003e\n\u003cp\u003e Reger-Nash has more than 10 first-author peer-reviewed publications and has presented his work in health promotion throughout the world. He has received numerous awards and distinctions, including being named among the 100 best minds by\u003ci\u003e US News \u0026amp; World Report\u003c\/i\u003e in 2004, the 2006 Ethel and Gerry Heebink Award for Distinguished State Service, and the 1996 Health Advocate of the Year Award presented by the State Health Education Council of West Virginia. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eGregory Juckett, MD, MPH\u003c\/b\u003e, is a professor of family medicine at West Virginia University, Morgantown, where he provides clinical services for the WVU Health Service and also directs the University’s International Travel Clinic. He received his medical degree from Pennsylvania State University College of Medicine at Hershey and a master’s degree in public health from West Virginia University. He completed his family medicine residency at the Medical University of South Carolina, Charleston. Dr. Juckett’s interests include tropical and travel medicine, dermatology, and cross-cultural health care. In addition, Dr. Juckett has extensive international experience in Africa, Asia, Latin America, and the Pacific. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eMeredith Smith Ludden, MS, MA\u003c\/b\u003e, has master’s degrees in sport and exercise psychology and community counseling from West Virginia University. She has worked as a family and marriage therapist as well as a drug and alcohol counselor. She works for the State of New Mexico as a health educator to decrease the burden of chronic disease in the state. She and her husband, Sean, also own and operate a small farm that emphasizes sustainable and organic practices. In addition, Meredith is a certified yoga teacher. Her emphasis has been on whole-body wellness and helping her clients achieve this in the capacity that works for them. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/lifes-boundless-classroom\"\u003eLife's boundless classroom\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/methods-to-attain-sound-sleep\"\u003eMethods to attain sound sleep\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/reaching-out-can-immensely-enhance-your-reality\"\u003eReaching out can immensely enhance your reality\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillary materials for this text are FREE to course adopters and available online at \u003ca href=\"http:\/\/www.humankinetics.com\/FoundationsOfWellness\"\u003ehttp:\/\/www.humankinetics.com\/FoundationsOfWellness\u003c\/a\u003e.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eTest package. \u003c\/strong\u003eThe text includes a bank of 543 questions in true or false, multiple choice, or essay format for each chapter.\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Bill Reger-Nash,Meredith Smith,Gregory Juckett","offers":[{"title":"Paperback","offer_id":12336916365373,"sku":null,"price":79.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/1a6c25ced25764989c29b0eac18e2c9e_2dea44b2-0688-4fc1-ae21-6f316252f9db.jpg?v=1777358550"},{"product_id":"sedentary-behavior-and-health","title":"Sedentary Behavior and Health","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author-and-editor\" id=\"display-author-and-editor\"\u003eAuthor \u0026amp; Editor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e From office jobs and long commutes to passive entertainment like television and video games, humans are \u003ci\u003esitting\u003c\/i\u003e more than ever. Though lack of exercise has major health consequences, researchers are now examining the additional and widespread health risk of the simple act of sitting for extended periods. With research from leading scientists,\u003ci\u003e Sedentary Behavior and Health: Concepts, Assessments, and Interventions\u003c\/i\u003e presents evidence on sedentary behavior, its apparent health risks, and suggestions on measuring and altering this behavior. \u003c\/p\u003e\n\u003cp\u003e The highly respected international author team provides an interdisciplinary review of current research, examining scientific, public health, and broader social questions about the implications of sedentary behavior. These topics include humans’ physiological predispositions, exacerbation of current health conditions like obesity and diabetes, and the design and ergonomics of offices and chairs. \u003c\/p\u003e\n\u003cp\u003e To examine the many facets of this developing area of study, \u003ci\u003eSedentary Behavior and Health\u003c\/i\u003e is divided into five parts: \u003c\/p\u003e\n\u003cp\u003e • “Sedentary Behavior Concepts and Context” reviews the physiology of sedentary behavior, investigating current habits from the perspectives of evolution, industrial engineering, and design. \u003c\/p\u003e\n\u003cp\u003e • “Sedentary Behavior and Health” explores the relationship between sedentary behavior and several major chronic diseases, including obesity, cardiovascular disease, and low-back pain. \u003c\/p\u003e\n\u003cp\u003e • “Measuring and Analyzing Sedentary Behavior” explains research methods for understanding and measuring sedentary behavior in order to recognize patterns and design interventions. \u003c\/p\u003e\n\u003cp\u003e • “Sedentary Behavior and Subpopulations” covers issues, risks, and behaviors in groups such as children, working adults, older adults, and minorities. \u003c\/p\u003e\n\u003cp\u003e • “Changing Sedentary Behavior” provides methods and recommendations for improvement with environmental, social, community, worksite, and technology-based interventions. \u003c\/p\u003e\n\u003cp\u003e Included in this groundbreaking text are learning objectives, key concepts, and study questions to focus attention on key issues and reinforce concepts. Reviews of the literature in the field are presented, many with comparisons in table form, to provide the full scope of research. Sidebars throughout the text apply theoretical concepts to real-world scenarios. \u003c\/p\u003e\n\u003cp\u003e Inactivity is mismatched with many aspects of humans’ genetic makeup. While it is becoming the new norm, the consequences of this behavior are emerging as a public health threat. \u003ci\u003eSedentary Behavior and Health\u003c\/i\u003e will serve as a key reference for the rapidly emerging research area of sedentary behavior. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003e Textbook and reference for students and professionals in the exercise sciences, physical education, physical and\/or occupational therapy, and public health. A key reference for those working in or studying workplace wellness initiatives, applied behavioral science, urban planning, engineering and design, and environmental and public policy. \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003e\u003ci\u003ePart I. Sedentary Behavior Concepts and Context\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Emergence of Research on Sedentary Behavior and Health \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eNeville Owen\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Contemporary Sedentary Behavior Research and Concepts \u003c\/p\u003e\n\u003cp\u003e Sedentary Behavior and Health \u003c\/p\u003e\n\u003cp\u003e Sedentary Research Agenda \u003c\/p\u003e\n\u003cp\u003e Sedentary Behavior Research Priorities \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2. \u003c\/b\u003eGravity, Sitting, and Health \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eJoan Vernikos\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Gravity and Spaceflight \u003c\/p\u003e\n\u003cp\u003e Head Down Bed Rest Studies \u003c\/p\u003e\n\u003cp\u003e Gravity Deprivation Syndrome \u003c\/p\u003e\n\u003cp\u003e Health Consequences of Prolonged Sitting and Gravity \u003c\/p\u003e\n\u003cp\u003e Perceiving Gravity \u003c\/p\u003e\n\u003cp\u003e Gravity Intervention Design and Implementation \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Physiological Effects of Reducing and Breaking Up Sitting Time \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDavid W. Dunstan, Bethany J. Howard, Audrey Bergouignan, Bronwyn A. Kingwell, and Neville Owen\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Methodological Considerations for Studies of Sedentary Behavior \u003c\/p\u003e\n\u003cp\u003e Metabolic Effects of Reduced Sitting and the Postprandial State \u003c\/p\u003e\n\u003cp\u003e Cardio Metabolic Effects Following Exposure to Reduced Sitting \u003c\/p\u003e\n\u003cp\u003e Cardiometabolic Effects of Repeated-Day Exposure to Reduced Sitting \u003c\/p\u003e\n\u003cp\u003e Public Health and Clinical Guidelines \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Rethinking the Chair and Sitting \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eGalen Cranz\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Problems with Sitting in Chairs \u003c\/p\u003e\n\u003cp\u003e Chair Designer Response \u003c\/p\u003e\n\u003cp\u003e Postural Education \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Children and Screen Time \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eJorge A. Banda and Thomas N. Robinson\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Screen Time Exposure \u003c\/p\u003e\n\u003cp\u003e Mobile Devices and Screen Time Changes \u003c\/p\u003e\n\u003cp\u003e Influences on Media Use \u003c\/p\u003e\n\u003cp\u003e Screen Time and Body Weight \u003c\/p\u003e\n\u003cp\u003e Screen Time and Cardiometabolic Risk Factors \u003c\/p\u003e\n\u003cp\u003e Screen Time, Physical Activity, and Cardiorespiratory Fitness \u003c\/p\u003e\n\u003cp\u003e Screen Time and Dietary Habits \u003c\/p\u003e\n\u003cp\u003e Experimental Studies of Reducing Screen Time \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart II. Sedentary Behavior and Health\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6. \u003c\/b\u003eEconomics of Sedentary Occupations \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eKenneth A. Glover\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Economic Sectors \u003c\/p\u003e\n\u003cp\u003e Economics of Inactivity \u003c\/p\u003e\n\u003cp\u003e Worksite Health Promotion \u003c\/p\u003e\n\u003cp\u003e Regulation and Innovation \u003c\/p\u003e\n\u003cp\u003e Choice Architecture \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eSedentary Behavior and Obesity \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMichael L. Power\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Role of Fat \u003c\/p\u003e\n\u003cp\u003e Adipose Tissue and Endocrine Function \u003c\/p\u003e\n\u003cp\u003e Mismatch Paradigm \u003c\/p\u003e\n\u003cp\u003e Obesity and Inflammation \u003c\/p\u003e\n\u003cp\u003e Central Versus Peripheral Obesity \u003c\/p\u003e\n\u003cp\u003e Sex Differences in Fat Storage and Mobilization \u003c\/p\u003e\n\u003cp\u003e Vitamin D, Adipose Tissue, and Sedentary Behavior \u003c\/p\u003e\n\u003cp\u003e Obesity Prevalence \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8. \u003c\/b\u003eSedentary Behavior and Incident Diabetes \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eCarl J. Caspersen and G. Darlene Thomas\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Diabetes Statistics \u003c\/p\u003e\n\u003cp\u003e Key Risk Factors \u003c\/p\u003e\n\u003cp\u003e Epidemiological Diabetes Research \u003c\/p\u003e\n\u003cp\u003e Research Limitations \u003c\/p\u003e\n\u003cp\u003e Six Criteria to Assess a Causal Inference for Sedentary Behavior and Diabetes \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9. \u003c\/b\u003eSedentary Behavior and Cardiovascular Disease \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eEdward Archer, Enrique G. Artero, and Steven N. Blair\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Cardiovascular Diseases \u003c\/p\u003e\n\u003cp\u003e Occupational Physical Activity and CVD \u003c\/p\u003e\n\u003cp\u003e Physical Activity and CVD \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10. \u003c\/b\u003eSedentary Behavior and Cancer \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eBrigid M. Lynch and Christine M. Friedenreich\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Cancer Epidemiology \u003c\/p\u003e\n\u003cp\u003e Key Risk Factors \u003c\/p\u003e\n\u003cp\u003e Sedentary Behavior and Cancer Research \u003c\/p\u003e\n\u003cp\u003e Sedentary Behavior and Cancer Survivorship \u003c\/p\u003e\n\u003cp\u003e Proposed Biological Mechanisms \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Sedentary Behavior and Low Back Pain \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMarco S. Boscolo and Weimo Zhu\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Low Back Pain and Its Impact \u003c\/p\u003e\n\u003cp\u003e Spine Anatomy \u003c\/p\u003e\n\u003cp\u003e Spine Stability \u003c\/p\u003e\n\u003cp\u003e Known Risk Factors of Low Back Pain \u003c\/p\u003e\n\u003cp\u003e Relationship Between Low Back Pain and Sedentary Behavior \u003c\/p\u003e\n\u003cp\u003e Prevention of Low Back Pain \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Sedentary behavior and psychological well-being \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eStuart J.H. Biddle and Stephan Bandelow\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Sedentary Behavior and Depression \u003c\/p\u003e\n\u003cp\u003e Sedentary Behavior and Cognitive Functioning \u003c\/p\u003e\n\u003cp\u003e Sedentary Behavior and Health-Related Quality of Life \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart III. Measuring and Analyzing Sedentary Behavior\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Assessing Sedentary Behavior Using Questionnaires \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eBarbara E. Ainsworth, Alberto Flórez Pregonero, and Fabien Rivière\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Key Components of Questionnaires \u003c\/p\u003e\n\u003cp\u003e Measurement Principles of Questionnaires \u003c\/p\u003e\n\u003cp\u003e Practical Guidelines \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14. \u003c\/b\u003eAssessing Sedentary Behavior Using Motion Sensors \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eKong Y. Chen and Richard P. Troiano\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Key Components of Motion Sensors \u003c\/p\u003e\n\u003cp\u003e Measurement Principles of Motion Transducers \u003c\/p\u003e\n\u003cp\u003e Accelerometers \u003c\/p\u003e\n\u003cp\u003e Practical Guidelines \u003c\/p\u003e\n\u003cp\u003e Potential of Raw Accelerometer Data \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 15. \u003c\/b\u003eAssessing Sedentary Behavior Using Physiological Sensors \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDavid Bassett and Dinesh John\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Key Components of Physiological Sensors \u003c\/p\u003e\n\u003cp\u003e Measurement Principles of Physiological Sensors \u003c\/p\u003e\n\u003cp\u003e Practical Guidelines \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Assessing Sedentary Behavior Using New Technology \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDinesh John and Stephen Intille\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Existing Technology for Measuring Sedentary Behavior \u003c\/p\u003e\n\u003cp\u003e Sedentary Behavior Measurement Goals \u003c\/p\u003e\n\u003cp\u003e Improvements and Emerging Technology for Measuring Sedentary Behavior \u003c\/p\u003e\n\u003cp\u003e Data Collection, Storage, and Open Source Processing \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e Critical Measurement and Research Issues in Analyzing Sedentary Behavior \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eWeimo Zhu\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Sedentary Behavior Data Characteristics \u003c\/p\u003e\n\u003cp\u003e Challenges and Solutions in the Analysis of Sedentary Behavior Data \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart IV. Sedentary Behavior and Subpopulations\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 18. \u003c\/b\u003eSedentary Behavior in Children \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eGregory J. Welk and Youngwon Kim\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Measures of Sedentary Behavior in Youth \u003c\/p\u003e\n\u003cp\u003e Health Effects of Sedentary Behavior in Youth \u003c\/p\u003e\n\u003cp\u003e Epidemiology of Sedentary Behavior in Youth \u003c\/p\u003e\n\u003cp\u003e Differences in Sedentary Behavior by Age and Gender \u003c\/p\u003e\n\u003cp\u003e Social and Cultural Differences in Sedentary Behavior in Youth \u003c\/p\u003e\n\u003cp\u003e Correlates of Youth Sedentary Behavior \u003c\/p\u003e\n\u003cp\u003e Patterns of Youth Physical Activity and Sedentary Behavior \u003c\/p\u003e\n\u003cp\u003e Intervention Approaches for Sedentary Behavior in Youth \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 19.\u003c\/b\u003e Occupational Sedentary Behavior in Adults \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eWendy J. Brown\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Most Sedentary Occupations \u003c\/p\u003e\n\u003cp\u003e Characteristics of Sitting at Work \u003c\/p\u003e\n\u003cp\u003e Health Effects of Occupational Sitting \u003c\/p\u003e\n\u003cp\u003e Changing Sitting at Work to Improve Health Outcomes \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 20.\u003c\/b\u003e Sedentary Behavior of Older Adults \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eJorge A. Banda, Sandra J. Winter, and Abby C. King\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Measuring Sedentary Behavior in Older Adults \u003c\/p\u003e\n\u003cp\u003e Health and Functional Outcomes of Sedentary Behavior \u003c\/p\u003e\n\u003cp\u003e Putative Drivers of Sedentary Behavior \u003c\/p\u003e\n\u003cp\u003e Possible Contexts of Sedentary Behavior \u003c\/p\u003e\n\u003cp\u003e Interventions Aimed at Reducing Sedentary Behavior \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 21.\u003c\/b\u003e Sedentary Behavior in Racial\/Ethnic Minority Groups \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMelicia C. Whitt-Glover and Tyrone G. Ceaser\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Statistics \u003c\/p\u003e\n\u003cp\u003e Correlates of Sedentary Behavior \u003c\/p\u003e\n\u003cp\u003e Interventions to Reduce Sedentary Behavior in Racial\/Ethnic Minorities \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart V. Changing Sedentary Behavior\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 22.\u003c\/b\u003e Psychological and Behavior-Based Interventions \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eKevin Moran and John P. Elder\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Theories of Reasoned Action and Planned Behavior \u003c\/p\u003e\n\u003cp\u003e Social Cognitive Theory \u003c\/p\u003e\n\u003cp\u003e Health Belief Model \u003c\/p\u003e\n\u003cp\u003e Transtheoretical Model \u003c\/p\u003e\n\u003cp\u003e Operant Conditioning, Contingency Management and Positivistic Models \u003c\/p\u003e\n\u003cp\u003e Socioecological Models \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 23. \u003c\/b\u003eEnvironment and Policy Interventions \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eJordan A. Carlson and James F. Sallis\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Comprehensive Multi-Level Approaches \u003c\/p\u003e\n\u003cp\u003e Evaluating Environment and Policy Interventions \u003c\/p\u003e\n\u003cp\u003e Integrating Environment and Policy Interventions with Other Approaches \u003c\/p\u003e\n\u003cp\u003e Practical Guidelines \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 24. \u003c\/b\u003eSedentary Behavior and Worksite Interventions \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eNicolaas P. Pronk\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Characteristics of Worksite Interventions \u003c\/p\u003e\n\u003cp\u003e Applications of Worksite Interventions \u003c\/p\u003e\n\u003cp\u003e Practical Guidelines \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 25.\u003c\/b\u003e Community Based Interventions \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eAdrian Bauman and Josephine Y. Chau\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Framework for Assessing Sedentary Behavior-Reducing Interventions \u003c\/p\u003e\n\u003cp\u003e Evaluating Community-Based Interventions \u003c\/p\u003e\n\u003cp\u003e Practical Guidelines \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 26. \u003c\/b\u003eErgonomics of Redesigning Sitting \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eJohn B. Shea\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Characteristics and Impact of Chair Designs and Positional Behaviors \u003c\/p\u003e\n\u003cp\u003e Applications of Sitting Redesign \u003c\/p\u003e\n\u003cp\u003e Practical Guidelines \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 27.\u003c\/b\u003e Emerging Communication Systems to Curb Physical Inactivity \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDolores Albarracin, Vera Liao, Jessica Yi, and Cheng Zhai\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Determinants of Exposure and Attitude \u003c\/p\u003e\n\u003cp\u003e Determinants of Attitude and Behavior Change \u003c\/p\u003e\n\u003cp\u003e Information Systems \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author-and-editor\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eWeimo Zhu, PhD\u003c\/b\u003e, is currently a tenured full professor in the department of kinesiology and community health at the University of Illinois at Urbana-Champaign. His major area of research is in kinesmetrics (i.e., measurement and evaluation in kinesiology). \u003c\/p\u003e\n\u003cp\u003e Dr. Zhu’s primary research interests are the study and application of new measurement theories (e.g., item response theory) and models to the field of kinesiology. His research works have earned him international recognition. He is the editor in chief of the \u003ci\u003eResearch Quarterly for Exercise and Sport \u003c\/i\u003eand a fellow of the American Academy of Kinesiology, American College of Sports Medicine, and Research Consortium of SHAPE America. He is a member of the Fitnessgram\/Activitygram Advisory Committee. He is also a member of the editorial board for various academic journals and serves on the executive committees of several national and international professional organizations. Dr. Zhu was the chair of the Measurement and Evaluation Council of SHAPE America. Currently, Dr. Zhu is examining the application of advanced measurement and statistical techniques to several measurement issues in public health. A practical application of Zhu’s theoretical work has been in the assessment of physical activity and sedentary behavior, and he is exploring a new idea and technologies to solve the problems raised. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eNeville Owen, PhD\u003c\/b\u003e, is head of the Behavioural Epidemiology Laboratory at the Baker IDI Heart and Diabetes Institute, a National Health and Medical Research Council of Australia (NHMRC) senior principal research fellow, adjunct professor in the School of Public Health at the University of Queensland, honorary professorial fellow in the School of Population and Global Health at the University of Melbourne, and adjunct professor in medicine at Monash University. He was foundation professor of Human Movement Science and inaugural head of the School of Human Movement at Deakin University (1995-99) and director of the Cancer Prevention Research Centre at the University of Queensland (2002-11). His research deals with the prevention and management of diabetes, heart disease, and cancer through identifying health consequences, environmental determinants, and behavior-change strategies for physical inactivity and sedentary behavior. \u003c\/p\u003e\n\u003cp\u003e Owen has published more than 450 peer-reviewed papers and the book \u003ci\u003ePhysical Activity and Behavioral Medicine\u003c\/i\u003e with James F Sallis. Thomson Reuters (2015) identified him as a highly cited researcher and among the world’s most influential minds in the social sciences. He has been supported by grants from the NHMRC since 1992, including two grants for five-year programs (Physical Activity and Public Health; Sitting Less and Moving More: Population Health Research to Understand and Influence Sedentary Behaviour) and a grant from Centres of Research Excellence (Sitting Time and Chronic Disease Prevention: Measurement, Mechanisms and Interventions). \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor-and-Editor--\u003e","brand":"Weimo Zhu,Neville Owen","offers":[{"title":"Hardback","offer_id":13247521292349,"sku":null,"price":95.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/products\/7db8c4e906c04e658f6b49757c465247_71887fd4-3f1e-4510-b2b5-304910566982.jpg?v=1777390510"},{"product_id":"biophysical-foundations-of-human-movement-3rd-edition-pdf","title":"Biophysical Foundations of Human Movement 3rd Edition PDF","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-quote\" id=\"display-quote\"\u003eQuotes\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003eBiophysical Foundations of Human Movement, Third Edition\u003c\/i\u003e, introduces readers to key concepts concerning the anatomical, mechanical, physiological, neural, and psychological bases of human movement. The text provides undergraduate students with a broad foundation for more detailed study of the subdisciplines of human movement and for cross-disciplinary studies. Readers will learn the multi-dimensional changes in movement and movement potential that occur throughout the life span as well as those changes that occur as adaptations to training, practice, and other lifestyle factors.\u003c\/p\u003e\n\u003cp\u003eThis third edition includes the latest research and improved presentation to address areas of growth and change in the fields of human movement. The following are important updates to this edition:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eA new chapter on historical origins of human movement science provides students with an appreciation of the development of the field as well as its future directions.\u003c\/li\u003e\n\u003cli\u003eContent regarding exercise physiology has been reorganized to provide more discrete coverage of key concepts in nutrition.\u003c\/li\u003e\n\u003cli\u003eA new concluding section focuses on applications in the areas of prevention and management of chronic disease, prevention and management of injury, and performance enhancement in sport and the workplace, as well as the benefits of sport and exercise science to work, sport, and everyday living.\u003c\/li\u003e\n\u003cli\u003eAncillary materials support instructors in teaching across disciplines as they assist students in understanding the breadth of content in this comprehensive text.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eUsing a modular approach to teaching sport and exercise science, \u003ci\u003eBiophysical Foundations of Human Movement, Third Edition\u003c\/i\u003e, offers students a structured understanding of how the subdisciplines work independently and in tandem. Following a general introduction to the field of human movement studies, readers are introduced to basic concepts, life-span changes, and adaptations arising in response to training in each of the five major biophysical subdisciplines of human movement. Each subdiscipline is given a brief introduction, including the definition and historical development of the subdiscipline, the typical issues and problems it addresses, the levels of analysis it uses, and relevant professional training and organizations. Multi-disciplinary and cross-disciplinary approaches to human movement are also discussed along with contemporary applications. By studying the integration of knowledge from a number of the biophysical subdisciplines, students will be better prepared for advanced study and careers reliant on the integration of knowledge from various disciplines and perspectives.\u003c\/p\u003e\n\u003cp\u003eThe third edition offers tools for retaining the material, including learning objectives and summaries in each chapter, a glossary, and lists of web-based resources. Throughout the text, special “In Focus” features highlight key organizations, individuals, and studies from around the world that have contributed to the current understanding of human movement. These features help readers appreciate the evolution of the field so that they may better understand its direction. Students interested in further study will find specialized texts for each of the subdisciplines listed in the Further Reading and References section of each chapter along with updated lists of websites.\u003c\/p\u003e\n\u003cp\u003eThe third edition of \u003ci\u003eBiophysical Foundations of Human Movement\u003c\/i\u003e offers a comprehensive introduction for students, scientists, and practitioners involved in the many professions grounded in or related to human movement, kinesiology, and sport and exercise science. By considering the effect of adaptations in each of the biophysical subdisciplines of human movement, \u003ci\u003eBiophysical Foundations of Human Movement \u003c\/i\u003ealso illustrates the important role physical activity plays in the maintenance of health throughout the life span.\u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003e\u003ci\u003ePart I: Introduction to Human Movement Studies\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Human Movement Studies as a Discipline and a Profession\u003c\/p\u003e\n\u003cp\u003eWhat Is Human Movement Studies and Why Is It Important?\u003c\/p\u003e\n\u003cp\u003eDisciplines and Professions\u003c\/p\u003e\n\u003cp\u003eIs Human Movement Studies a Discipline?\u003c\/p\u003e\n\u003cp\u003eStructure of a Discipline of Human Movement Studies\u003c\/p\u003e\n\u003cp\u003eWhat Should the Discipline of Human Movement Studies Be Called?\u003c\/p\u003e\n\u003cp\u003eProfessions Based on Human Movement Studies\u003c\/p\u003e\n\u003cp\u003eProfessional Organisations\u003c\/p\u003e\n\u003cp\u003eRelationships Between the Discipline and the Professions\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading and References\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2. \u003c\/b\u003eHistorical Origins of the Academic Study of Human Movement\u003c\/p\u003e\n\u003cp\u003eScholarly Writings on Human Movement From Ancient Civilisations (ca. 1000 BC-350 AD)\u003c\/p\u003e\n\u003cp\u003eThe Middle Ages as a Period of Suppression of the Study of Human Movement (ca. 350-1350 AD)\u003c\/p\u003e\n\u003cp\u003eScholarly Works on Human Movement From the Renaissance and Reformation Periods (ca. 1350-1650 AD)\u003c\/p\u003e\n\u003cp\u003eScholarly Works on Human Movement During the Period 1650-1885\u003c\/p\u003e\n\u003cp\u003eProfessionalization of Physical Education During the Period 1885-1929\u003c\/p\u003e\n\u003cp\u003eOrganisation of Research Efforts in Physical Education During the Period 1930-1959\u003c\/p\u003e\n\u003cp\u003eBeginnings of a Discipline of Human Movement Studies During the Period 1960-1970\u003c\/p\u003e\n\u003cp\u003eEmergence of Subdisciplines and Specialisations, 1970-Present\u003c\/p\u003e\n\u003cp\u003eFuture Directions, Challenges, and Opportunities\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart II: Anatomical Bases of Human Movement: Functional Anatomy\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Basic Concepts of the Musculoskeletal System\u003c\/p\u003e\n\u003cp\u003eTools for Measurement\u003c\/p\u003e\n\u003cp\u003eSkeletal System\u003c\/p\u003e\n\u003cp\u003eArticular System\u003c\/p\u003e\n\u003cp\u003eMuscular System\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Basic Concepts of Anthropometry\u003c\/p\u003e\n\u003cp\u003eDefinition of Anthropometry\u003c\/p\u003e\n\u003cp\u003eTools for Measurement\u003c\/p\u003e\n\u003cp\u003eBody Size\u003c\/p\u003e\n\u003cp\u003eDetermination of Body Shape\u003c\/p\u003e\n\u003cp\u003eTissues Composing the Body\u003c\/p\u003e\n\u003cp\u003eSomatotyping as a Description of Body Build\u003c\/p\u003e\n\u003cp\u003eHuman Variation\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading and References\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Musculoskeletal Changes Across the Life Span\u003c\/p\u003e\n\u003cp\u003eDefinitions of Auxology and Gerontology\u003c\/p\u003e\n\u003cp\u003eTools for Measurement\u003c\/p\u003e\n\u003cp\u003ePhysical Growth, Maturation, and Ageing\u003c\/p\u003e\n\u003cp\u003eAge-Related Changes in the Skeletal and Articular Systems\u003c\/p\u003e\n\u003cp\u003eAge-Related Changes in the Muscular System\u003c\/p\u003e\n\u003cp\u003eChanges in Body Dimensions Across the Life Span\u003c\/p\u003e\n\u003cp\u003eMethods of Determining Age\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Musculoskeletal Adaptations to Training\u003c\/p\u003e\n\u003cp\u003eEffects of Physical Activity on Bone\u003c\/p\u003e\n\u003cp\u003eEffects of Physical Activity on Joint Structure and Ranges of Motion\u003c\/p\u003e\n\u003cp\u003eEffects of Physical Activity on Muscle–Tendon Units\u003c\/p\u003e\n\u003cp\u003eEffects of Physical Activity on Body Size, Shape, and Composition\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading and References\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart III: Mechanical Bases of Human Movement: Biomechanics\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eBasic Concepts of Kinematics and Kinetics\u003c\/p\u003e\n\u003cp\u003eVectors\u003c\/p\u003e\n\u003cp\u003eMotion\u003c\/p\u003e\n\u003cp\u003eGeneralized Coordinates and Degrees of Freedom\u003c\/p\u003e\n\u003cp\u003eForce\u003c\/p\u003e\n\u003cp\u003eMoment of Force\u003c\/p\u003e\n\u003cp\u003eForce Analyses\u003c\/p\u003e\n\u003cp\u003eEquations of Motion\u003c\/p\u003e\n\u003cp\u003eComputer Modeling of Movement\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Basic Concepts of Energetics\u003c\/p\u003e\n\u003cp\u003eKinetic Energy\u003c\/p\u003e\n\u003cp\u003ePotential Energy\u003c\/p\u003e\n\u003cp\u003eTotal Mechanical Energy\u003c\/p\u003e\n\u003cp\u003ePower\u003c\/p\u003e\n\u003cp\u003eElastic Strain Energy\u003c\/p\u003e\n\u003cp\u003eMetabolic Energy Consumption\u003c\/p\u003e\n\u003cp\u003eEfficiency of Movement\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Biomechanics Across the Life Span\u003c\/p\u003e\n\u003cp\u003eBiomechanics of Normal Gait\u003c\/p\u003e\n\u003cp\u003eChanges in Muscle Strength with Age\u003c\/p\u003e\n\u003cp\u003eGait Development in Children\u003c\/p\u003e\n\u003cp\u003eGait Changes in Older Adults\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Biomechanical Adaptations to Training\u003c\/p\u003e\n\u003cp\u003eMuscular Adaptations to Training\u003c\/p\u003e\n\u003cp\u003eNeuromuscular Adaptations to Training\u003c\/p\u003e\n\u003cp\u003eTraining to Prevent Anterior Cruciate Ligament Injury\u003c\/p\u003e\n\u003cp\u003eBiomechanical Adaptations to Injury\u003c\/p\u003e\n\u003cp\u003eDependence of Motor Performance on Changes in Muscle Properties\u003c\/p\u003e\n\u003cp\u003eUsing Computer Modelling to Study Vertical Jumping Performance\u003c\/p\u003e\n\u003cp\u003eInsights Into the Effects of Training Provided by Computer Models\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart IV: Physiological Bases of Human Movement: Exercise Physiology\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Basic Concepts of Exercise Metabolism\u003c\/p\u003e\n\u003cp\u003eProduction of Energy for Exercise\u003c\/p\u003e\n\u003cp\u003eOxygen Supply During Sustained Exercise\u003c\/p\u003e\n\u003cp\u003eVO2max as an Indicator of Endurance-Exercise Capacity\u003c\/p\u003e\n\u003cp\u003eMeasurement of Exercise Capacity\u003c\/p\u003e\n\u003cp\u003eHuman Skeletal Muscle Cells\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Basic Concepts of Nutrition and Exercise\u003c\/p\u003e\n\u003cp\u003eEnergy Requirements of Exercise\u003c\/p\u003e\n\u003cp\u003eNutrients for Exercise\u003c\/p\u003e\n\u003cp\u003eFluid Requirements During Exercise\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Physiological Capacity Across the Life Span\u003c\/p\u003e\n\u003cp\u003eResponses to Exercise in Children\u003c\/p\u003e\n\u003cp\u003eExercise in Older Adult Life\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading and References\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14. \u003c\/b\u003ePhysiological Adaptations to Training\u003c\/p\u003e\n\u003cp\u003eTraining-Induced Metabolic Adaptations\u003c\/p\u003e\n\u003cp\u003eImmediate and Anaerobic-System Changes After High-Intensity Sprint and Strength Training\u003c\/p\u003e\n\u003cp\u003eChanges in Aerobic Metabolism After Endurance Training\u003c\/p\u003e\n\u003cp\u003eEndurance Training-Induced Changes in the Cardiorespiratory System\u003c\/p\u003e\n\u003cp\u003eEndurance Training-Induced Respiratory Changes\u003c\/p\u003e\n\u003cp\u003eEndurance Training-Induced Changes in Lactate Threshold\u003c\/p\u003e\n\u003cp\u003eChanges in the Muscular System After Strength Training\u003c\/p\u003e\n\u003cp\u003eBasic Principles of Training\u003c\/p\u003e\n\u003cp\u003eContinuous and Interval Training\u003c\/p\u003e\n\u003cp\u003eTraining for Cardiovascular Endurance\u003c\/p\u003e\n\u003cp\u003eMethods of Strength Training\u003c\/p\u003e\n\u003cp\u003eCauses of Muscle Soreness\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart V: Neural Bases of Human Movement: Motor Control\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 15. \u003c\/b\u003eBasic Concepts of Motor Control: Neuroscience Perspectives\u003c\/p\u003e\n\u003cp\u003eNervous System as an Elaborate Communications Network\u003c\/p\u003e\n\u003cp\u003eComponents of the Nervous System\u003c\/p\u003e\n\u003cp\u003eNeurons and Synapses as the Building Blocks of the Nervous System\u003c\/p\u003e\n\u003cp\u003eSensory Receptor Systems for Movement\u003c\/p\u003e\n\u003cp\u003eEffector Systems for Movement\u003c\/p\u003e\n\u003cp\u003eMotor Control Functions of the Spinal Cord\u003c\/p\u003e\n\u003cp\u003eMotor Control Functions of the Brain\u003c\/p\u003e\n\u003cp\u003eIntegrative Brain Mechanisms for Movement\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Basic Concepts of Motor Control: Cognitive Science Perspectives\u003c\/p\u003e\n\u003cp\u003eUsing Models to Study Motor Control\u003c\/p\u003e\n\u003cp\u003eKey Properties to be Explained by Models of Motor Control\u003c\/p\u003e\n\u003cp\u003eInformation-Processing Models of Motor Control\u003c\/p\u003e\n\u003cp\u003eSome Alternative Models of Motor Control\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e Motor Control Changes Throughout the Life Span\u003c\/p\u003e\n\u003cp\u003eChanges in Observable Motor Performance\u003c\/p\u003e\n\u003cp\u003eChanges at the Neurophysiological Level\u003c\/p\u003e\n\u003cp\u003eChanges in Information-Processing Capabilities\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 18. \u003c\/b\u003eMotor Control Adaptations to Training\u003c\/p\u003e\n\u003cp\u003eChanges in Observable Motor Performance\u003c\/p\u003e\n\u003cp\u003eChanges at the Neurophysiological Level\u003c\/p\u003e\n\u003cp\u003eChanges in Information-Processing Capabilities\u003c\/p\u003e\n\u003cp\u003eFactors Affecting the Learning of Motor Skills\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart VI: Psychological Bases of Human Movement: Sport and Exercise Psychology\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 19. \u003c\/b\u003eBasic Concepts in Sport Psychology\u003c\/p\u003e\n\u003cp\u003ePersonality\u003c\/p\u003e\n\u003cp\u003eMotivation in Sport\u003c\/p\u003e\n\u003cp\u003eSelf-Determination Theory\u003c\/p\u003e\n\u003cp\u003eArousal, Anxiety, and Sport Performance\u003c\/p\u003e\n\u003cp\u003eThe Practice of Applied Sport Psychology\u003c\/p\u003e\n\u003cp\u003eImagery: An Example of Psychological Skill\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 20.\u003c\/b\u003e Basic Concepts in Exercise Psychology\u003c\/p\u003e\n\u003cp\u003eEffects of Psychological Factors on Exercise\u003c\/p\u003e\n\u003cp\u003eEffects of Exercise on Psychological Factors\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 21.\u003c\/b\u003e Physical Activity and Psychological Factors Across the Life Span\u003c\/p\u003e\n\u003cp\u003eChanges in Personality\u003c\/p\u003e\n\u003cp\u003ePsychosocial Development Through Sport Participation\u003c\/p\u003e\n\u003cp\u003eExercise in the Aged\u003c\/p\u003e\n\u003cp\u003eTermination of Athletic Careers\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 22.\u003c\/b\u003e Psychological Adaptations to Training\u003c\/p\u003e\n\u003cp\u003eAerobic Fitness and the Response to Psychological Stress\u003c\/p\u003e\n\u003cp\u003eChanges in Personality\u003c\/p\u003e\n\u003cp\u003eChanges in Motivation: Staleness, Overtraining, and Burnout\u003c\/p\u003e\n\u003cp\u003eChanges in Mental Skills\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart VII: Multi- and Cross-Disciplinary Applications to Human Movement Science \u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 23.\u003c\/b\u003e Applications to Health in Chronic-Disease Prevention and Management\u003c\/p\u003e\n\u003cp\u003eMajor Causes of Disease and Death Globally\u003c\/p\u003e\n\u003cp\u003eCost of Physical Inactivity\u003c\/p\u003e\n\u003cp\u003eMeasuring Physical Activity and Sedentary Behavior\u003c\/p\u003e\n\u003cp\u003eLevels of Physical Activity in Adults and Children\u003c\/p\u003e\n\u003cp\u003eRecommendations for Physical Activity\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 24. \u003c\/b\u003eApplications to Health in Injury Prevention and Management\u003c\/p\u003e\n\u003cp\u003ePreventing Manual-Lifting Injuries in the Workplace\u003c\/p\u003e\n\u003cp\u003ePreventing and Managing Overuse Injuries in Sport\u003c\/p\u003e\n\u003cp\u003ePreventing Injuries Related to Osteoporosis\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 25.\u003c\/b\u003e Applications to Performance Enhancement in Sport and the Workplace\u003c\/p\u003e\n\u003cp\u003eTalent Identification\u003c\/p\u003e\n\u003cp\u003ePerformance Optimization\u003c\/p\u003e\n\u003cp\u003eSummary\u003c\/p\u003e\n\u003cp\u003eFurther Reading and References\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eBruce Abernethy, PhD\u003c\/b\u003e, is professor of human movement science in the School of Human Movement Studies and deputy executive dean and associate dean (research) in the faculty of health sciences at the University of Queensland, Brisbane, Australia. He also holds a visiting professor appointment at the University of Hong Kong, where he was previously the inaugural chair professor and director of the Institute of Human Performance. He is also coeditor of \u003ci\u003eCreative Side of Experimentation\u003c\/i\u003e. \u003c\/p\u003e\n\u003cp\u003e Abernethy earned his PhD from the University of Otago. He is an international fellow of the National Academy of Kinesiology (USA), a fellow of Sports Medicine Australia, and a fellow of Exercise and Sports Science Australia. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eStephanie J. Hanrahan, PhD\u003c\/b\u003e, is a registered sport psychologist and an associate professor in the Schools of Human Movement Studies and Psychology at the University of Queensland, Brisbane, Australia. Hanrahan has over 20 years of experience in teaching human movement studies at the undergraduate level. She is a recipient of the University of Queensland's Excellence in Teaching Award. In addition to being part of the author team for the first two editions of \u003ci\u003eBiophysical Foundations of Human Movement\u003c\/i\u003e, Hanrahan has authored or edited nine other books. \u003c\/p\u003e\n\u003cp\u003e Hanrahan is a fellow of the Australian Sports Medicine Federation and a fellow of the Association for Applied Sport Psychology, for which she is chair of the organization’s International Relations Division. Hanrahan serves on the national executive committee of the College of Sport and Exercise Psychologists in the Australian Psychological Society. \u003c\/p\u003e\n\u003cp\u003e Hanrahan earned her doctorate in sport psychology in 1990 from the University of Western Australia. She resides in Moorooka, Queensland, and enjoys traveling, Latin dancing, and kayaking. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eVaughan Kippers, PhD\u003c\/b\u003e, is a senior lecturer in the School of Biomedical Sciences at the University of Queensland. He coordinates anatomy courses for students enrolled in medicine, physiotherapy, and occupational therapy programs. His major research involves the use of electromyography, in which the electrical signals produced by muscles as they contract are analyzed to determine muscular control of human movement. \u003c\/p\u003e\n\u003cp\u003e Kippers is a fellow of the International Association of Medical Science Educators and is on the board of directors of that association. He is also secretary of the Australian and New Zealand Association of Clinical Anatomists. \u003c\/p\u003e\n\u003cp\u003e Cycling and photography are Kippers’ main interests. He commutes on a bicycle daily and regularly participates in long rides on weekend. He is a former president of Audax Queensland, an international long-distance cycling association. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eMarcus G. Pandy, PhD\u003c\/b\u003e, is a professor of mechanical and biomedical engineering in the department of mechanical engineering at the University of Melbourne, Parkville, Victoria, Australia. Pandy earned his PhD in mechanical engineering at Ohio State University in Columbus and then completed a postdoctoral fellowship in mechanical engineering at Stanford University. Before joining the University of Melbourne, he held the Joe J. King professorship in engineering at the University of Texas at Austin. \u003c\/p\u003e\n\u003cp\u003e Pandy is an associate editor for the \u003ci\u003eJournal of Biomechanics\u003c\/i\u003e and a fellow of the Institute of Engineers Australia, the American Institute of Medical and Biological Engineering, and the American Society of Mechanical Engineers. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAli McManus, PhD\u003c\/b\u003e, is an associate professor and assistant director of the Institute of Human Performance at the University of Hong Kong. Her research focuses on the role exercise and free-living physical activity play in the health and well-being of children, the development of population measures of obesity and its associated health risks, and the provision of a more comprehensive understanding of the complex metabolic bases of exercise and physical activity in obese children. \u003c\/p\u003e\n\u003cp\u003e McManus earned her PhD from the University of Exeter, UK. She lives in Clearwater Bay, Hong Kong, and enjoys going to the gym, horse riding, playing tennis, and spending time with her children, Tash and Bella, and husband, John. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eLaurel T. Mackinnon, PhD\u003c\/b\u003e, is a science writer and editor based in Brisbane, Queensland, Australia. She is also a former associate professor and now adjunct associate professor in the School of Human Movement Studies at the University of Queensland, Brisbane, Australia. \u003c\/p\u003e\n\u003cp\u003e Mackinnon conducted research on the immune response to exercise in the 1980s and 1990s and is internationally recognized for her work on overtraining and immune function in athletes. She is the author of 6 books and 12 book chapters, including \u003ci\u003eExercise and Immunology\u003c\/i\u003e (Human Kinetics, 1992), the first book to explore the intriguing relationship between exercise and immune response. She has published over 65 peer-reviewed articles in international journals. \u003c\/p\u003e\n\u003cp\u003e Mackinnon has worked since 2000 as a science writer and editor. She is editing team manager for OnLine English, an Internet-based service that specializes in editing academic, research, and industry communications written by non-native speakers of English wishing to publish in English-language scientific journals. \u003c\/p\u003e\n\u003cp\u003e Mackinnon is a fellow of the American College of Sports Medicine and a member of the Australasian Medical Writers Association. She is a former board member of the International Society of Exercise and Immunology (ISEI) and the Australian Association for Exercise and Sports Science. Mackinnon earned her PhD in exercise science from the University of Michigan. \u003c\/p\u003e\n\u003cp\u003e She enjoys exercising, reading, and listening to classical and jazz music. Mackinnon resides in Brisbane, Queensland. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-quote\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003e\"The book is made up of standalone sections that make reading easy and understandable. The authors are well-respected scientists in the field, and the information they provide throughout originates from evidence-based research.\"\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e--Doody's Book Review (5 Star Review)\u003c\/b\u003e\u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabQuote--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/lifespan-changes-in-skeletal-system-can-lead-to-injury\"\u003eLifespan changes in skeletal system can lead to injury\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/the-three-components-of-motivation-affect-exercise-adherence\"\u003eThe three components of motivation affect exercise adherence\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/training-can-increase-both-muscle-strength-and-fiber-contraction-speed\"\u003eTraining can increase both muscle strength and fiber contraction speed\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillaries are free to adopting instructors and available online.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eInstructor guide. \u003c\/strong\u003eIncludes a sample course syllabus, learning objectives, and teaching tips and suggestions for class projects.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eTest package. \u003c\/strong\u003eIncludes a bank of more than 300 questions. The test package is available as a rich text file through Respondus software that allows instructors to create their own tests by selecting from the question pool. It may also be used through a learning management system such as Blackboard or Moodle.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eImage bank. \u003c\/strong\u003eIncludes all of the figures, tables, and photos from the text, sorted by chapter, and can be used in developing a customized presentation based on specific course requirements.\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Bruce Abernethy,Vaughan Kippers,Stephanie J. Hanrahan,Marcus G. Pandy,Ali McManus,Laurel Mackinnon","offers":[{"title":"Ebook","offer_id":14048704626749,"sku":null,"price":74.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/c22887f0381c67678e8f1e92d5ca981a_bba2661c-ec51-468b-b9c5-59ada02cf20f.jpg?v=1779869205"},{"product_id":"human-kinetics-library","title":"Human Kinetics Library","description":"\u003cdiv class=\"product-info__block\"\u003e\n  \u003cp\u003eTo build on our mission to increase the knowledge, enhance the performance, and improve the health and fitness of all people around the world, Human Kinetics has teamed up with Bloomsbury Digital Resources to deliver authoritative sport and exercise science content through a premier digital resource. This user-friendly platform will support students in developing a comprehensive understanding of key topics, give researchers the opportunity to access deep and cutting-edge content and empower instructors to incorporate this powerful and flexible resource into their courses in innovative ways.\u003c\/p\u003e\n\n  \u003cp\u003eThe Human Kinetics Library is home to the \u003cstrong\u003eHuman Kinetics Library: Core Collection\u003c\/strong\u003e, as well as modules on \u003cstrong\u003eDance\u003c\/strong\u003e, \u003cstrong\u003eHealth Care in Sport and Exercise\u003c\/strong\u003e, \u003cstrong\u003ePhysical and Health Education\u003c\/strong\u003e, \u003cstrong\u003eSports Skills\u003c\/strong\u003e, and \u003cstrong\u003eStrength and Conditioning\u003c\/strong\u003e.\u003c\/p\u003e\n\n  \u003cp class=\"mb-0\"\u003eFunctioning like a database, the Human Kinetics Library allows libraries to best serve those studying or researching in the physical activity fields by offering their patrons the following:\u003c\/p\u003e\n  \u003cul\u003e\n    \u003cli\u003e\n\u003cstrong\u003eAccess to market-leading content\u003c\/strong\u003e, including textbooks, supplementary monographs, and materials for practitioners\u003c\/li\u003e\n    \u003cli\u003e\n\u003cstrong\u003eA user-friendly platform\u003c\/strong\u003e featuring an engaging, easy-to-navigate interface and sophisticated indexing and searching tools, allowing for easy research and discoverability at the chapter level\u003c\/li\u003e\n    \u003cli\u003e\n\u003cstrong\u003eA customized taxonomy\u003c\/strong\u003e to allow the user to quickly discover the most relevant content\u003c\/li\u003e\n    \u003cli\u003e\n\u003cstrong\u003eHighly visual content\u003c\/strong\u003e to create a rich and rewarding experience for instructors and students\u003c\/li\u003e\n  \u003c\/ul\u003e\n\n  \u003cp\u003eThe Human Kinetics Library is the digital home to a growing range of online resources that combines Bloomsbury's digital excellence with Human Kinetics' market-leading sports, physical activity, and health care content. The Human Kinetics Library is available to institutions through an annual subscription or perpetual access. New and updated content is made available annually, and institutions may request a free trial. For more information, visit \u003ca href=\"https:\/\/www.humankineticslibrary.com\/\"\u003ewww.HumanKineticsLibrary.com\u003c\/a\u003e.\u003c\/p\u003e\n\n  \u003cdiv class=\"mt-8\"\u003e\n    \u003cbutton class=\"accordionHK\"\u003e\u003cstrong\u003eHuman Kinetics Library: Core Collection\u003c\/strong\u003e\u003c\/button\u003e\n    \u003cdiv class=\"accordion-panel\"\u003e\n      \u003cdiv class=\"accordion-content\"\u003e\n        \u003cp\u003eFeaturing more than 150 ebooks along with a selection of videos, the Human Kinetics Library: Core Collection is dedicated to the research, teaching, and understanding of the kinesiology and exercise science disciplines.\u003c\/p\u003e\n  \n        \u003cdiv class=\"row pt-0\"\u003e\n          \u003cp class=\"w-full mb-0\"\u003eThe Human Kinetics Library covers a range of subjects, with new content added annually:\u003c\/p\u003e\n          \u003cdiv class=\"flex-child-auto pt-0 pb-0 text-left\"\u003e\n            \u003cul class=\"mb-0\"\u003e\n              \u003cli\u003eActive aging\u003c\/li\u003e\n              \u003cli\u003eAnatomy and biomechanics\u003c\/li\u003e\n              \u003cli\u003eExercise and sport science\u003c\/li\u003e\n              \u003cli\u003eExercise prescription, instruction, and assessment\u003c\/li\u003e\n              \u003cli\u003eFitness and health\u003c\/li\u003e\n              \u003cli\u003eHistory, sociology, and philosophy of sport\u003c\/li\u003e\n              \u003cli\u003eMotor behavior\u003c\/li\u003e\n            \u003c\/ul\u003e\n          \u003c\/div\u003e\n          \u003cdiv class=\"flex-child-auto pt-0 pb-0 text-left\"\u003e\n            \u003cul class=\"mb-0\"\u003e\n              \u003cli\u003eNutrition and healthy eating\u003c\/li\u003e\n              \u003cli\u003ePhysical activity and health\u003c\/li\u003e\n              \u003cli\u003ePhysiology of sport and exercise\u003c\/li\u003e\n              \u003cli\u003ePsychology of sport and exercise\u003c\/li\u003e\n              \u003cli\u003eRecreation and leisure\u003c\/li\u003e\n              \u003cli\u003eResearch methods, measurement, and evaluation\u003c\/li\u003e\n              \u003cli\u003eSport management and sport business\u003c\/li\u003e\n              \u003cli\u003eSports and activities\u003c\/li\u003e\n            \u003c\/ul\u003e\n          \u003c\/div\u003e\n        \u003c\/div\u003e\n        \n        \u003cp\u003eInstitutions may request a free trial. For more information, visit \u003ca href=\"https:\/\/www.humankineticslibrary.com\/human-kinetics-library-core-collection\"\u003ewww.HumanKineticsLibrary.com\/human-kinetics-library-core-collection\u003c\/a\u003e\u003c\/p\u003e \n      \u003c\/div\u003e\n    \u003c\/div\u003e\n  \n    \u003cbutton class=\"accordionHK\"\u003e\u003cstrong\u003eHuman Kinetics Library: Dance Technique\u003c\/strong\u003e\u003c\/button\u003e\n    \u003cdiv class=\"accordion-panel\"\u003e\n      \u003cdiv class=\"accordion-content\"\u003e\n        \u003cp\u003eFeaturing more than 500 videos and 800 audio clips alongside ebooks and images, the Human Kinetics Dance Technique collection is a dynamic collection that presents instruction-focused material and fills in the gaps of dance in digital learning. The carefully curated content supports students developing their dance technique and provides instructors with valuable tools that can be implemented within their curriculum.\u003c\/p\u003e\n  \n        \u003cp\u003eInstitutions may request a free trial. For more information, visit \u003ca href=\"https:\/\/www.humankineticslibrary.com\/human-kinetics-dance-technique\"\u003ewww.HumanKineticsLibrary.com\/human-kinetics-dance-technique\u003c\/a\u003e\u003c\/p\u003e \n      \u003c\/div\u003e\n    \u003c\/div\u003e\n  \n    \u003cbutton class=\"accordionHK\"\u003e\u003cstrong\u003eHuman Kinetics Library: Health Care in Sport and Exercise\u003c\/strong\u003e\u003c\/button\u003e\n    \u003cdiv class=\"accordion-panel\"\u003e\n      \u003cdiv class=\"accordion-content\"\u003e\n        \u003cp\u003eFeaturing more than 30 ebooks and hundreds of accompanying videos, the Human Kinetics Health Care in Sport and Exercise collection is a comprehensive digital collection covering physical therapy, athletic training, and sport-related health care.\u003c\/p\u003e\n  \n        \u003cdiv class=\"row pt-0\"\u003e\n          \u003cp class=\"w-full mb-0\"\u003eHuman Kinetics Health Care in Sport and Exercise covers a range of topics:\u003c\/p\u003e\n          \u003cdiv class=\"flex-child-auto pt-0 pb-0 text-left\"\u003e\n            \u003cul class=\"mb-0\"\u003e\n              \u003cli\u003eAthletes' medical conditions and injuries\u003c\/li\u003e\n              \u003cli\u003eEmergency care\u003c\/li\u003e\n              \u003cli\u003eMusculoskeletal injuries\u003c\/li\u003e\n              \u003cli\u003ePharmacology\u003c\/li\u003e\n              \u003cli\u003ePositional release therapy\u003c\/li\u003e\n            \u003c\/ul\u003e\n          \u003c\/div\u003e\n          \u003cdiv class=\"flex-child-auto pt-0 pb-0 text-left\"\u003e\n            \u003cul class=\"mb-0\"\u003e\n              \u003cli\u003ePsychology of sport injuries\u003c\/li\u003e\n              \u003cli\u003eRehabilitation\u003c\/li\u003e\n              \u003cli\u003eSports massage\u003c\/li\u003e\n              \u003cli\u003eStretching\u003c\/li\u003e\n              \u003cli\u003eTaping, bracing, and casting\u003c\/li\u003e\n              \u003cli\u003eTherapeutic exercise\u003c\/li\u003e\n            \u003c\/ul\u003e\n          \u003c\/div\u003e\n        \u003c\/div\u003e\n\n        \u003cp\u003eInstitutions may request a free trial. For more information, visit \u003ca href=\"https:\/\/www.humankineticslibrary.com\/healthcare-in-sport-and-exercise\"\u003ewww.HumanKineticsLibrary.com\/healthcare-in-sport-and-exercise\u003c\/a\u003e\u003c\/p\u003e\n      \u003c\/div\u003e\n    \u003c\/div\u003e\n  \n    \u003cbutton class=\"accordionHK\"\u003e\u003cstrong\u003eHuman Kinetics Library: Physical and Health Education\u003c\/strong\u003e\u003c\/button\u003e\n    \u003cdiv class=\"accordion-panel\"\u003e\n      \u003cdiv class=\"accordion-content\"\u003e\n        \u003cdiv class=\"row pt-0\"\u003e\n          \u003cp class=\"w-full mb-0\"\u003eThe Human Kinetics Physical and Health Education collection features more than 40 physical and health education ebooks and a rich collection of accompanying videos. The collection covers a range of topics:\u003c\/p\u003e\n          \u003cdiv class=\"flex-child-auto pt-0 pb-0 text-left\"\u003e\n            \u003cul class=\"mb-0\"\u003e\n              \u003cli\u003eCognition and motor activities\u003c\/li\u003e\n              \u003cli\u003eEncouraging healthy lifestyles in schools\u003c\/li\u003e\n              \u003cli\u003eInclusive physical education\u003c\/li\u003e\n              \u003cli\u003ePhysical education teaching skills\u003c\/li\u003e\n            \u003c\/ul\u003e\n          \u003c\/div\u003e\n          \u003cdiv class=\"flex-child-auto pt-0 pb-0 text-left\"\u003e\n            \u003cul class=\"mb-0\"\u003e\n              \u003cli\u003ePhysical fitness tests and physical education assessment\u003c\/li\u003e\n              \u003cli\u003ePlay and physical education\u003c\/li\u003e\n              \u003cli\u003eTeaching stress management\u003c\/li\u003e\n            \u003c\/ul\u003e\n          \u003c\/div\u003e\n        \u003c\/div\u003e\n\n        \u003cp\u003eInstitutions may request a free trial. For more information, visit \u003ca href=\"https:\/\/www.humankineticslibrary.com\/physical-and-health-education\"\u003ewww.HumanKineticsLibrary.com\/physical-and-health-education\u003c\/a\u003e\u003c\/p\u003e\n      \u003c\/div\u003e\n    \u003c\/div\u003e\n  \n    \u003cbutton class=\"accordionHK\"\u003e\u003cstrong\u003eHuman Kinetics Library: Sports Skills\u003c\/strong\u003e\u003c\/button\u003e\n    \u003cdiv class=\"accordion-panel\"\u003e\n      \u003cdiv class=\"accordion-content\"\u003e\n        \u003cp\u003eThe Human Kinetics Sports Skills collection is a practical and instruction-focused collection of ebooks and videos, designed to support students and teaching staff of sport and physical activity. The collection's content is geared around maximizing the training, performance, and enjoyment of different sports and physical activities. Thousands of training and coaching tools are included as part of the ebooks, including drills, rules, diagrams, and game strategies.\u003c\/p\u003e\n\n        \u003cdiv class=\"row pt-0\"\u003e\n          \u003cp class=\"w-full mb-0\"\u003eVideo highlights include a feature-length series on championship basketball strategies, advanced wrestling, a complete guide to pitching, as well as video demonstrating softball, tennis, soccer, and skating techniques. The collection covers skills, techniques, and tactics from many different sports and disciplines, including:\u003c\/p\u003e\n          \u003cdiv class=\"flex-child-auto pt-0 pb-0 text-left\"\u003e\n            \u003cul class=\"mb-0\"\u003e\n              \u003cli\u003eAmerican Football\u003c\/li\u003e\n              \u003cli\u003eArchery\u003c\/li\u003e\n              \u003cli\u003eAustralian Football\u003c\/li\u003e\n              \u003cli\u003eBaseball\u003c\/li\u003e\n              \u003cli\u003eBasketball\u003c\/li\u003e\n              \u003cli\u003eBowling\u003c\/li\u003e\n              \u003cli\u003eCricket\u003c\/li\u003e\n              \u003cli\u003eCurling\u003c\/li\u003e\n              \u003cli\u003eCycling and Mountain Biking\u003c\/li\u003e\n              \u003cli\u003eDistance Running\u003c\/li\u003e\n              \u003cli\u003eFencing\u003c\/li\u003e\n              \u003cli\u003eField Hockey\u003c\/li\u003e\n              \u003cli\u003eIce Hockey\u003c\/li\u003e\n              \u003cli\u003eLacrosse\u003c\/li\u003e\n              \u003cli\u003eMartial Arts\u003c\/li\u003e\n              \u003cli\u003ePickleball\u003c\/li\u003e\n            \u003c\/ul\u003e\n          \u003c\/div\u003e\n          \u003cdiv class=\"flex-child-auto pt-0 pb-0 text-left\"\u003e\n            \u003cul class=\"mb-0\"\u003e\n              \u003cli\u003ePool\u003c\/li\u003e\n              \u003cli\u003eRowing\u003c\/li\u003e\n              \u003cli\u003eRugby\u003c\/li\u003e\n              \u003cli\u003eScuba Diving\u003c\/li\u003e\n              \u003cli\u003eSkiing and Snowboarding\u003c\/li\u003e\n              \u003cli\u003eSoccer\u003c\/li\u003e\n              \u003cli\u003eSoftball\u003c\/li\u003e\n              \u003cli\u003eSquash\u003c\/li\u003e\n              \u003cli\u003eSwimming\u003c\/li\u003e\n              \u003cli\u003eTable Tennis\u003c\/li\u003e\n              \u003cli\u003eTennis\u003c\/li\u003e\n              \u003cli\u003eTrack and Field\u003c\/li\u003e\n              \u003cli\u003eTriathlon\u003c\/li\u003e\n              \u003cli\u003eVolleyball\u003c\/li\u003e\n              \u003cli\u003eWater Skiing\u003c\/li\u003e\n              \u003cli\u003eWrestling\u003c\/li\u003e\n            \u003c\/ul\u003e\n          \u003c\/div\u003e\n        \u003c\/div\u003e\n\n        \u003cp\u003eInstitutions may request a free trial. For more information, visit \u003ca href=\"https:\/\/www.humankineticslibrary.com\/sports-skills\"\u003ewww.HumanKineticsLibrary.com\/sports-skills\u003c\/a\u003e\u003c\/p\u003e\n      \u003c\/div\u003e\n    \u003c\/div\u003e\n  \n    \u003cbutton class=\"accordionHK\"\u003e\u003cstrong\u003eHuman Kinetics Library: Strength and Conditioning\u003c\/strong\u003e\u003c\/button\u003e\n    \u003cdiv class=\"accordion-panel\"\u003e\n      \u003cdiv class=\"accordion-content\"\u003e\n        \u003cp\u003eThe Human Kinetics Strength and Conditioning collection is an instructor-focused collection of ebooks and videos created by experts across the field of physical training and strength building. With more than 80 ebooks and a rich assortment of supplemental videos, the collection provides fitness instructors, physical trainers, coaches, athletes, and learners with practical instruction to help build and update training programs and fitness courses.\u003c\/p\u003e\n  \n        \u003cdiv class=\"row pt-0\"\u003e\n          \u003cp class=\"w-full mb-0\"\u003eThe collection covers a range of topics, including:\u003c\/p\u003e\n          \u003cdiv class=\"flex-child-auto pt-0 pb-0 text-left\"\u003e\n            \u003cul class=\"mb-0\"\u003e\n              \u003cli\u003eAnatomy for conditioning\u003c\/li\u003e\n              \u003cli\u003eEndurance and stamina\u003c\/li\u003e\n              \u003cli\u003eSpeed and agility\u003c\/li\u003e\n              \u003cli\u003eStrength training instruction\u003c\/li\u003e\n            \u003c\/ul\u003e\n          \u003c\/div\u003e\n          \u003cdiv class=\"flex-child-auto pt-0 pb-0 text-left\"\u003e\n            \u003cul class=\"mb-0\"\u003e\n              \u003cli\u003eBodybuilding\u003c\/li\u003e\n              \u003cli\u003eResistance training\u003c\/li\u003e\n              \u003cli\u003eSport-specific training programs\u003c\/li\u003e\n              \u003cli\u003eWeight training\u003c\/li\u003e\n            \u003c\/ul\u003e\n          \u003c\/div\u003e\n        \u003c\/div\u003e\n\n        \u003cp\u003eInstitutions may request a free trial. For more information, visit \u003ca href=\"https:\/\/www.humankineticslibrary.com\/strength-and-conditioning\"\u003ewww.HumanKineticsLibrary.com\/strength-and-conditioning\u003c\/a\u003e\u003c\/p\u003e\n      \u003c\/div\u003e\n    \u003c\/div\u003e\n  \u003c\/div\u003e\n  \n  \u003ctabbed-content\u003e\n    \u003cdiv class=\"mt-8 mb-2\" role=\"tablist\" aria-orientation=\"horizontal\"\u003e\n      \u003cbutton role=\"tab\" aria-selected=\"true\" aria-controls=\"panel-1\" id=\"tab-1\"\u003eAbout Human Kinetics\u003c\/button\u003e\n      \u003cbutton role=\"tab\" aria-controls=\"panel-2\" id=\"tab-2\" tabindex=\"-1\"\u003eAbout Bloomsbury\u003c\/button\u003e\n    \u003c\/div\u003e\n    \u003cdiv role=\"tabpanel\" id=\"panel-1\" aria-labelledby=\"tab-1\"\u003e\n      \u003cp\u003eEstablished in 1974, \u003cstrong\u003eHuman Kinetics\u003c\/strong\u003e is a leader in providing information that will help increase the knowledge, enhance the performance, and improve the health and fitness of all people around the world. That information takes many forms: textbooks and their ancillaries, consumer books, journals, online courses, video, digital products, and more.\u003c\/p\u003e\n      \u003cp\u003eThe information touches the lives of millions of people worldwide who are interested in some form of physical activity. Those people include college students and professors, personal trainers, rehabilitation specialists, athletes, coaches, physical educators, nutritionists, parents, and sedentary people who want to become active.\u003c\/p\u003e\n    \u003c\/div\u003e\n    \u003cdiv role=\"tabpanel\" id=\"panel-2\" aria-labelledby=\"tab-2\" hidden\u003e\n      \u003cp\u003e\u003cstrong\u003eBloomsbury Digital Resources\u003c\/strong\u003e is focused on providing essential and cutting-edge scholarly content in the arts, humanities, and social sciences. Whether it be primary documents, critical texts, historical archives, or the latest in video and audio resources, Blomsbury is committed to enhancing the research experience with innovative, engaging, and dynamic digital resources of the highest quality.\u003c\/p\u003e \n      \u003cp\u003eThe division was established in 2016 and is part of Bloomsbury Publishing, a leading independent publishing house established in 1986, with authors who have won the Nobel, Pulitzer, and Booker Prizes, and is the originating publisher and custodian of the Harry Potter series. Bloomsbury has offices in London, New York, New Delhi, Oxford, and Sydney.\u003c\/p\u003e\n    \u003c\/div\u003e\n  \u003c\/tabbed-content\u003e\n\u003c\/div\u003e","brand":"Human Kinetics","offers":[{"title":"Default Title","offer_id":31665898684490,"sku":"","price":0.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/HK-Library-Subscription-Perpetual-Access-label.jpg?v=1712245950"},{"product_id":"nscas-essentials-of-sport-science","title":"NSCA's Essentials of Sport Science","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-editor\" id=\"display-editor\"\u003eEditor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e Within the domain of sport, the application of science is more apparent than ever before. Not only are universities and academic institutions scientifically investigating sport as one element of human performance, but professional teams, sporting organizations, and private training companies are embracing approaches that use scientific principles to help their athletes and teams gain a competitive edge in sporting competition.\u003cbr\u003e\u003cbr\u003e The potential for applying science to sport training and sport performance is vast. There is a demand for sport scientists who can collect and convert data into valuable information—information that drives decision making and directly influences performance outcomes. To address this growing need, the world-renowned National Strength and Conditioning Association developed the Certified Performance and Sport Scientist (CPSS) certification, along with \u003ci\u003ethe\u003c\/i\u003e must-have reference for anyone in the field.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eNSCA’s Essentials of Sport Science\u003c\/i\u003e features contributions from 52 globally recognized experts and thought leaders from the field of sport science. It is the only resource to go beyond sport science’s foundations—physiology, biochemistry, biomechanics, nutrition, and skill acquisition—to address the use of statistics and broader fields of data science, analytics, and technology management. Readers will explore every aspect of the sport scientist’s role: understanding training theory, performing needs analyses, conducting athlete monitoring and assessment, managing data and analytics, and educating and disseminating information. The integration of these technical skills will guide sport scientists in drawing conclusions that can be used to manipulate training methods and shape competition strategies for the betterment of athletes’ health, well-being, and performance.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eNSCA’s Essentials of Sport Science\u003c\/i\u003e offers a holistic overview of the technical expertise, skills, and knowledge required to operate effectively as a modern-day sport scientist. Further, it will help prepare candidates for the NSCA’s CPSS certification exam and aid all sport scientists in acquiring and using the best available evidence—at the right time, in the right environment, and for the right individual—to maximize their performance.\u003ch4\u003eAudience\u003c\/h4\u003ePrimary preparation resource for NSCA’s Certified Performance and Sport Scientist (CPSS) certification exam; reference for sport scientists and professionals working in sport performance.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e Foreword: Reflections on Sport Science\u003cbr\u003e\u003ci\u003eMichael H. Stone, PhD, and William J. Kraemer, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart I. Training Theory and Process\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Performance Dimensions\u003cbr\u003e\u003ci\u003eNick Winkelman, PhD, and Darcy Norman, PT\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Training Load Model\u003cbr\u003e\u003ci\u003eStuart Cormack, PhD, and Aaron J. Coutts, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Periodization and Programming for Individual Sports\u003cbr\u003e\u003ci\u003eG. Gregory Haff, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Periodization and Programming for Team Sports\u003cbr\u003e\u003ci\u003eMartin Buchheit, PhD, and Paul Laursen, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Needs Analysis\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Key Performance Indicators\u003cbr\u003e\u003ci\u003eMarco Cardinale, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Profiling and Benchmarking\u003cbr\u003e\u003ci\u003eMike McGuigan, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart III. Technology and Data Preparation\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Technological Implementation\u003cbr\u003e\u003ci\u003eLorena Torres Ronda, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Data Hygiene\u003cbr\u003e\u003ci\u003eMatthew C. Varley, PhD, Ric Lovell, PhD, and David Carey, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart IV. External and Internal Load Data Collection\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Characteristics of Tracking Systems and Load Monitoring\u003cbr\u003e\u003ci\u003eJo Clubb, MSc, and Andrew M. Murray, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Analysis of Tracking Systems and Load Monitoring\u003cbr\u003e\u003ci\u003eAndrew M. Murray, PhD, and Jo Clubb, MSc\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Kinematics and Gait Analysis\u003cbr\u003e\u003ci\u003eEnda King, PhD, and Chris Richter, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Kinetics and Force Platforms\u003cbr\u003e\u003ci\u003eDaniel Cohen, PhD, and Cory Kennedy, MSc\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Strength Tracking and Analysis\u003cbr\u003e\u003ci\u003eJean-Benoît Morin, PhD, and Pierre Samozino, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Heart Rate and Heart Rate Variability\u003cbr\u003e\u003ci\u003eJoel Jamieson\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Electroencephalography and Electroneuromyography\u003cbr\u003e\u003ci\u003eRoman N. Fomin, PhD, and Cassandra C. Collins, BS\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Biomarkers for Health and Performance\u003cbr\u003e\u003ci\u003eXavier Schelling i del Alcázar, PhD, Julio Calleja-González, PhD, and Nicolás Terrados, MD, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e Perception of Effort and Subjective Monitoring\u003cbr\u003e\u003ci\u003eShaun J. McLaren, PhD, Aaron J. Coutts, PhD, and Franco M. Impellizzeri, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart V. Data Analysis and Delivery\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 18.\u003c\/b\u003e Statistical Modeling\u003cbr\u003e\u003ci\u003eMladen Jovanović, Lorena Torres Ronda, PhD, and Duncan N. French, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 19.\u003c\/b\u003e Injury Risk Model\u003cbr\u003e\u003ci\u003eJohann Windt, PhD, and Tim Gabbett, BHSc (Hons), PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 20.\u003c\/b\u003e Data Mining and Nonlinear Data Analysis\u003cbr\u003e\u003ci\u003eSam Robertson, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 21.\u003c\/b\u003e Data Delivery and Reporting\u003cbr\u003e\u003ci\u003eTyler A. Bosch, PhD, and Jacqueline Tran, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 22.\u003c\/b\u003e Performance Interventions and Operationalizing Data\u003cbr\u003e\u003ci\u003eClive Brewer, BSc (Hons), MSc\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart VI. Special Topics\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 23.\u003c\/b\u003e Recovery and Sleep\u003cbr\u003e\u003ci\u003eJessica M. Stephens, PhD, and Shona L. Halson, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 24.\u003c\/b\u003e Fueling and Nutrition\u003cbr\u003e\u003ci\u003eLouise M. Burke, PhD, and Eric S. Rawson, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 25.\u003c\/b\u003e Environmental Stress\u003cbr\u003e\u003ci\u003eYasuki Sekiguchi, PhD, Courteney L. Benjamin, PhD, and Douglas J. Casa, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 26.\u003c\/b\u003e Psychobiology: Flow State as a Countermeasure to Mental Fatigue\u003cbr\u003e\u003ci\u003eChris P. Bertram, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 27.\u003c\/b\u003e Neuroscience Approach to Performance\u003cbr\u003e\u003ci\u003eRoman N. Fomin, PhD, and Cassandra C. Collins, BS\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 28.\u003c\/b\u003e Motor Performance\u003cbr\u003e\u003ci\u003eGabriele Wulf, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 29.\u003c\/b\u003e Sport Science of Injury\u003cbr\u003e\u003ci\u003eDavid Joyce, BPhty (Hons), MPhty (Sports), MSc, and Kay Robinson, BSc (Hons)\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart VII. Education and Communication\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 30.\u003c\/b\u003e Interdisciplinary Support\u003cbr\u003e\u003ci\u003eDuncan N. French, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 31.\u003c\/b\u003e Information Dissemination\u003cbr\u003e\u003ci\u003eYann Le Meur, PhD\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-editor\" class=\"tab-content\"\u003e \u003cb\u003eABOUT THE NSCA\u003c\/b\u003e\u003cbr\u003e Founded in 1978, the \u003cb\u003eNational Strength and Conditioning Association (NSCA)\u003c\/b\u003e is a nonprofit association dedicated to advancing the strength and conditioning and related sport science professions around the world. The NSCA exists to empower a community of professionals to maximize their impact through disseminating evidence-based knowledge and its practical application by offering industry-leading certifications, research journals, career development services, networking opportunities, and continuing education. The NSCA community is composed of more than 60,000 members and certified professionals throughout the world who further industry standards as researchers, educators, strength and conditioning coaches, performance and sport scientists, personal trainers, tactical professionals, and other related roles.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eABOUT THE EDITORS\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eDuncan N. French, PhD,\u003c\/b\u003e is the vice president of performance at the Ultimate Fighting Championship (UFC) Performance Institute and has more than 20 years of experience working with elite professional and Olympic athletes. Prior to joining the UFC, French was the director of performance sciences at the University of Notre Dame and a technical lead for strength and conditioning at the English Institute of Sport.\u003cbr\u003e\u003cbr\u003e French has worked three Olympic cycles as the national lead for strength and conditioning to Great Britain’s basketball and, more recently, taekwondo Olympic programs. He earned his PhD from the University of Connecticut in 2004 and has authored or coauthored over 60 peer-reviewed scientific manuscripts. He is a fully accredited strength and conditioning coach with the United Kingdom Strength and Conditioning Association (UKSCA), Australian Strength and Conditioning Association (ASCA), and the National Strength and Conditioning Association (NSCA). French is a former chairman of the UKSCA and received an honorary fellowship in 2014 for his services to the strength and conditioning industry. French holds academic honorary fellowships with Australia Catholic University in Melbourne Australia and Edith Cowan University in Perth, Australia.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eLorena Torres Ronda, PhD,\u003c\/b\u003e has extensive experience as a high-performance specialist in professional and Olympic sports. She has served as the performance director for the Philadelphia 76ers (NBA), the sport scientist and research and development coordinator for the San Antonio Spurs (NBA), and the sport scientist and strength and conditioning coach for the F.C. Barcelona basketball team and the Spanish national swimming team. Additionally, she has been a part of the NBA scientific committee.\u003cbr\u003e  \u003cbr\u003e Torres Ronda is currently an adjunct fellow at the Institute for Health and Sport (iHeS) at Victoria University in Melbourne, Australia. She holds a PhD in sport science, is a strength and conditioning coach, and has a wide educational and research background spanning five different universities across the globe, with specializations in sport performance and sport science. In addition to leadership and high-performance culture, her focus centers on athletic performance, sport science, technology and innovation, data analysis and visualization (decision support systems), training and competition monitoring, load management, advanced recovery, and sports nutrition.\u003cbr\u003e\u003cbr\u003e Torres Ronda has authored or coauthored more than 50 peer-reviewed scientific papers on athletic performance topics. She is passionate about merging science with practical applications.\u003c\/div\u003e\u003c!--end tabEditor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/a-holistic-approach-to-sport-performance\"\u003eA holistic approach to sport performance\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/the-innovation-process-in-sport-science\"\u003eThe innovation process in sport science\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/understand-workload-dependence-of-injuries\"\u003eUnderstand workload dependence of injuries\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Periods_and_Phases_in_Periodized_Training.jpg?v=1741366107\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Periods_and_Phases_in_Periodized_Training.jpg?v=1741366107\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Performance_Indicators.jpg?v=1741366142\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Performance_Indicators.jpg?v=1741366142\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Psychologically_Based_KPIs.jpg?v=1741366177\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Psychologically_Based_KPIs.jpg?v=1741366177\" alt=\"\"\u003e\u003c\/a\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTest package.\u003c\/b\u003e Contains a bank of over 900 questions in multiple-choice format. The files may be downloaded for integration with a learning management system or printed to use as paper-based tests.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eImage bank.\u003c\/b\u003e Includes most of the figures, content photos, and tables from the text, sorted by chapter. These can be used in developing a customized presentation based on specific course requirements.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"NSCA -National Strength \u0026 Conditioning Association,Duncan French,Lorena Torres Ronda","offers":[{"title":"Hardback","offer_id":32538016612426,"sku":null,"price":99.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/6732240fbd552bed02324994e5548e70.jpg?v=1777376014"},{"product_id":"nscas-essentials-of-sport-science-epub","title":"NSCA's Essentials of Sport Science epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-editor\" id=\"display-editor\"\u003eEditor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e Within the domain of sport, the application of science is more apparent than ever before. Not only are universities and academic institutions scientifically investigating sport as one element of human performance, but professional teams, sporting organizations, and private training companies are embracing approaches that use scientific principles to help their athletes and teams gain a competitive edge in sporting competition.\u003cbr\u003e\u003cbr\u003e The potential for applying science to sport training and sport performance is vast. There is a demand for sport scientists who can collect and convert data into valuable information—information that drives decision making and directly influences performance outcomes. To address this growing need, the world-renowned National Strength and Conditioning Association developed the Certified Performance and Sport Scientist (CPSS) certification, along with \u003ci\u003ethe\u003c\/i\u003e must-have reference for anyone in the field.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eNSCA’s Essentials of Sport Science\u003c\/i\u003e features contributions from 52 globally recognized experts and thought leaders from the field of sport science. It is the only resource to go beyond sport science’s foundations—physiology, biochemistry, biomechanics, nutrition, and skill acquisition—to address the use of statistics and broader fields of data science, analytics, and technology management. Readers will explore every aspect of the sport scientist’s role: understanding training theory, performing needs analyses, conducting athlete monitoring and assessment, managing data and analytics, and educating and disseminating information. The integration of these technical skills will guide sport scientists in drawing conclusions that can be used to manipulate training methods and shape competition strategies for the betterment of athletes’ health, well-being, and performance.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eNSCA’s Essentials of Sport Science\u003c\/i\u003e offers a holistic overview of the technical expertise, skills, and knowledge required to operate effectively as a modern-day sport scientist. Further, it will help prepare candidates for the NSCA’s CPSS certification exam and aid all sport scientists in acquiring and using the best available evidence—at the right time, in the right environment, and for the right individual—to maximize their performance.\u003ch4\u003eAudience\u003c\/h4\u003ePrimary preparation resource for NSCA’s Certified Performance and Sport Scientist (CPSS) certification exam; reference for sport scientists and professionals working in sport performance.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e Foreword: Reflections on Sport Science\u003cbr\u003e\u003ci\u003eMichael H. Stone, PhD, and William J. Kraemer, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart I. Training Theory and Process\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Performance Dimensions\u003cbr\u003e\u003ci\u003eNick Winkelman, PhD, and Darcy Norman, PT\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Training Load Model\u003cbr\u003e\u003ci\u003eStuart Cormack, PhD, and Aaron J. Coutts, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Periodization and Programming for Individual Sports\u003cbr\u003e\u003ci\u003eG. Gregory Haff, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Periodization and Programming for Team Sports\u003cbr\u003e\u003ci\u003eMartin Buchheit, PhD, and Paul Laursen, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Needs Analysis\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Key Performance Indicators\u003cbr\u003e\u003ci\u003eMarco Cardinale, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Profiling and Benchmarking\u003cbr\u003e\u003ci\u003eMike McGuigan, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart III. Technology and Data Preparation\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Technological Implementation\u003cbr\u003e\u003ci\u003eLorena Torres Ronda, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Data Hygiene\u003cbr\u003e\u003ci\u003eMatthew C. Varley, PhD, Ric Lovell, PhD, and David Carey, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart IV. External and Internal Load Data Collection\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Characteristics of Tracking Systems and Load Monitoring\u003cbr\u003e\u003ci\u003eJo Clubb, MSc, and Andrew M. Murray, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Analysis of Tracking Systems and Load Monitoring\u003cbr\u003e\u003ci\u003eAndrew M. Murray, PhD, and Jo Clubb, MSc\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Kinematics and Gait Analysis\u003cbr\u003e\u003ci\u003eEnda King, PhD, and Chris Richter, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Kinetics and Force Platforms\u003cbr\u003e\u003ci\u003eDaniel Cohen, PhD, and Cory Kennedy, MSc\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Strength Tracking and Analysis\u003cbr\u003e\u003ci\u003eJean-Benoît Morin, PhD, and Pierre Samozino, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Heart Rate and Heart Rate Variability\u003cbr\u003e\u003ci\u003eJoel Jamieson\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Electroencephalography and Electroneuromyography\u003cbr\u003e\u003ci\u003eRoman N. Fomin, PhD, and Cassandra C. Collins, BS\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Biomarkers for Health and Performance\u003cbr\u003e\u003ci\u003eXavier Schelling i del Alcázar, PhD, Julio Calleja-González, PhD, and Nicolás Terrados, MD, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e Perception of Effort and Subjective Monitoring\u003cbr\u003e\u003ci\u003eShaun J. McLaren, PhD, Aaron J. Coutts, PhD, and Franco M. Impellizzeri, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart V. Data Analysis and Delivery\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 18.\u003c\/b\u003e Statistical Modeling\u003cbr\u003e\u003ci\u003eMladen Jovanović, Lorena Torres Ronda, PhD, and Duncan N. French, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 19.\u003c\/b\u003e Injury Risk Model\u003cbr\u003e\u003ci\u003eJohann Windt, PhD, and Tim Gabbett, BHSc (Hons), PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 20.\u003c\/b\u003e Data Mining and Nonlinear Data Analysis\u003cbr\u003e\u003ci\u003eSam Robertson, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 21.\u003c\/b\u003e Data Delivery and Reporting\u003cbr\u003e\u003ci\u003eTyler A. Bosch, PhD, and Jacqueline Tran, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 22.\u003c\/b\u003e Performance Interventions and Operationalizing Data\u003cbr\u003e\u003ci\u003eClive Brewer, BSc (Hons), MSc\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart VI. Special Topics\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 23.\u003c\/b\u003e Recovery and Sleep\u003cbr\u003e\u003ci\u003eJessica M. Stephens, PhD, and Shona L. Halson, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 24.\u003c\/b\u003e Fueling and Nutrition\u003cbr\u003e\u003ci\u003eLouise M. Burke, PhD, and Eric S. Rawson, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 25.\u003c\/b\u003e Environmental Stress\u003cbr\u003e\u003ci\u003eYasuki Sekiguchi, PhD, Courteney L. Benjamin, PhD, and Douglas J. Casa, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 26.\u003c\/b\u003e Psychobiology: Flow State as a Countermeasure to Mental Fatigue\u003cbr\u003e\u003ci\u003eChris P. Bertram, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 27.\u003c\/b\u003e Neuroscience Approach to Performance\u003cbr\u003e\u003ci\u003eRoman N. Fomin, PhD, and Cassandra C. Collins, BS\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 28.\u003c\/b\u003e Motor Performance\u003cbr\u003e\u003ci\u003eGabriele Wulf, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 29.\u003c\/b\u003e Sport Science of Injury\u003cbr\u003e\u003ci\u003eDavid Joyce, BPhty (Hons), MPhty (Sports), MSc, and Kay Robinson, BSc (Hons)\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart VII. Education and Communication\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 30.\u003c\/b\u003e Interdisciplinary Support\u003cbr\u003e\u003ci\u003eDuncan N. French, PhD\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 31.\u003c\/b\u003e Information Dissemination\u003cbr\u003e\u003ci\u003eYann Le Meur, PhD\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-editor\" class=\"tab-content\"\u003e \u003cb\u003eABOUT THE NSCA\u003c\/b\u003e\u003cbr\u003e Founded in 1978, the \u003cb\u003eNational Strength and Conditioning Association (NSCA)\u003c\/b\u003e is a nonprofit association dedicated to advancing the strength and conditioning and related sport science professions around the world. The NSCA exists to empower a community of professionals to maximize their impact through disseminating evidence-based knowledge and its practical application by offering industry-leading certifications, research journals, career development services, networking opportunities, and continuing education. The NSCA community is composed of more than 60,000 members and certified professionals throughout the world who further industry standards as researchers, educators, strength and conditioning coaches, performance and sport scientists, personal trainers, tactical professionals, and other related roles.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eABOUT THE EDITORS\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eDuncan N. French, PhD,\u003c\/b\u003e is the vice president of performance at the Ultimate Fighting Championship (UFC) Performance Institute and has more than 20 years of experience working with elite professional and Olympic athletes. Prior to joining the UFC, French was the director of performance sciences at the University of Notre Dame and a technical lead for strength and conditioning at the English Institute of Sport.\u003cbr\u003e\u003cbr\u003e French has worked three Olympic cycles as the national lead for strength and conditioning to Great Britain’s basketball and, more recently, taekwondo Olympic programs. He earned his PhD from the University of Connecticut in 2004 and has authored or coauthored over 60 peer-reviewed scientific manuscripts. He is a fully accredited strength and conditioning coach with the United Kingdom Strength and Conditioning Association (UKSCA), Australian Strength and Conditioning Association (ASCA), and the National Strength and Conditioning Association (NSCA). French is a former chairman of the UKSCA and received an honorary fellowship in 2014 for his services to the strength and conditioning industry. French holds academic honorary fellowships with Australia Catholic University in Melbourne Australia and Edith Cowan University in Perth, Australia.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eLorena Torres Ronda, PhD,\u003c\/b\u003e has extensive experience as a high-performance specialist in professional and Olympic sports. She has served as the performance director for the Philadelphia 76ers (NBA), the sport scientist and research and development coordinator for the San Antonio Spurs (NBA), and the sport scientist and strength and conditioning coach for the F.C. Barcelona basketball team and the Spanish national swimming team. Additionally, she has been a part of the NBA scientific committee.\u003cbr\u003e  \u003cbr\u003e Torres Ronda is currently an adjunct fellow at the Institute for Health and Sport (iHeS) at Victoria University in Melbourne, Australia. She holds a PhD in sport science, is a strength and conditioning coach, and has a wide educational and research background spanning five different universities across the globe, with specializations in sport performance and sport science. In addition to leadership and high-performance culture, her focus centers on athletic performance, sport science, technology and innovation, data analysis and visualization (decision support systems), training and competition monitoring, load management, advanced recovery, and sports nutrition.\u003cbr\u003e\u003cbr\u003e Torres Ronda has authored or coauthored more than 50 peer-reviewed scientific papers on athletic performance topics. She is passionate about merging science with practical applications.\u003c\/div\u003e\u003c!--end tabEditor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/a-holistic-approach-to-sport-performance\"\u003eA holistic approach to sport performance\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/the-innovation-process-in-sport-science\"\u003eThe innovation process in sport science\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/understand-workload-dependence-of-injuries\"\u003eUnderstand workload dependence of injuries\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Periods_and_Phases_in_Periodized_Training.jpg?v=1741366107\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Periods_and_Phases_in_Periodized_Training.jpg?v=1741366107\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Performance_Indicators.jpg?v=1741366142\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Performance_Indicators.jpg?v=1741366142\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Psychologically_Based_KPIs.jpg?v=1741366177\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Psychologically_Based_KPIs.jpg?v=1741366177\" alt=\"\"\u003e\u003c\/a\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTest package.\u003c\/b\u003e Contains a bank of over 900 questions in multiple-choice format. The files may be downloaded for integration with a learning management system or printed to use as paper-based tests.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eImage bank.\u003c\/b\u003e Includes most of the figures, content photos, and tables from the text, sorted by chapter. These can be used in developing a customized presentation based on specific course requirements.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"NSCA -National Strength \u0026 Conditioning Association,Duncan French,Lorena Torres Ronda","offers":[{"title":"Ebook","offer_id":32538016743498,"sku":"","price":74.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/87adcb0fbf2ff3502421bb35b3db935b.jpg?v=1779884186"},{"product_id":"introduction-to-kinesiology-6th-edition-hkpropel-access","title":"Introduction to Kinesiology 6th Edition HKPropel Access-Ebook not included","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eNOTE: This product provides access only to the supplemental online content for \u003c\/b\u003e\u003ci\u003e\u003cb\u003eIntroduction to Kinesiology\u003c\/b\u003e\u003c\/i\u003e\u003cb\u003e. It does not include access to the ebook. Purchase this product only if you already own the book or ebook.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eTo assist students using the text, the sixth edition of \u003ci\u003eIntroduction to Kinesiology\u003c\/i\u003e has related online learning activities delivered through HK\u003ci\u003ePropel\u003c\/i\u003e. These activities include audio, video, drag-and-drop activities, and scenario-based exercises to fully immerse students into the various aspects of kinesiology. Students will learn how to read and evaluate research and develop the ability to think critically in order to confront specific challenges. Most of the activities can be assigned, and progress tracked, directly through HK\u003ci\u003ePropel\u003c\/i\u003e. Chapter quizzes (assessments), which are automatically graded, may also be assigned to test comprehension of critical concepts.\u003cbr\u003e\u003cbr\u003eA code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with all new print books and some ebooks. For ebook formats that don’t provide an access code, one may be purchased separately.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e","brand":"Duane V. Knudson,Timothy A. Brusseau","offers":[{"title":"Online Resource","offer_id":39331964125258,"sku":null,"price":39.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/products\/879431d77f8baa955f18688cc205c07b_b314421f-39a4-49da-9dc8-86142cc0e0f0.jpg?v=1777474814"},{"product_id":"research-methods-in-kinesiology-gsu","title":"Research Methods in Kinesiology-GSU","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e This custom ebook includes chapters from \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e and \u003ci\u003eEvidence-Based Practice in Athletic Training\u003c\/i\u003e. It has been specifically designed for students taking the course Research Methods in Kinesiology (KINS 3130) at Georgia Southern University.\u003ch4\u003eAudience\u003c\/h4\u003eCustom ebook for students taking the course Research Methods in Kinesiology (KINS 3130) at Georgia Southern University.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e The Need for Evidence-Based Practice in Exercise Science\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eThe Process of Evidence-Based Practice\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003ePhilosophy, Science, and Evidence-Based Practice\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eSources of Evidence\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eReading and Interpreting Research Evidence\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eDeveloping a Question\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eSearching for Evidence\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eEvaluating the Evidence\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eIncorporating Evidence Into Practice\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eConfirming the Evidence in the Individual\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eReevaluating the Evidence\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eExercise Prescription\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eExercise for Special Populations\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eNutrition and Supplementation\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eExercise Devices, Equipment, and Apparel\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eDisseminating and Sharing Knowledge\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eThe Future of Evidence-Based Practice in Exercise Science\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eQualitative Studies\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Athletic Training\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eResearch Ethics\u003cbr\u003eFrom \u003ci\u003eEvidence-Based Practice in Athletic Training\u003c\/i\u003e\u003cbr\u003e \u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eWilliam E. Amonette, PhD,\u003c\/b\u003e is an assistant professor and director of the exercise and health sciences program in the department of clinical health and applied sciences at the University of Houston–Clear Lake. Prior to becoming an academician, Amonette served as an assistant strength and conditioning coach for the Chinese national basketball team at the Beijing Olympic Training Center. He was also previously the assistant strength and conditioning coach and rehabilitation coordinator for the NBA’s Houston Rockets; an astronaut strength, conditioning, and rehabilitation specialist; an exercise physiologist; and an integrated testing specialist for the Countermeasures Evaluation and Validation Project for Wyle Laboratories at NASA–Johnson Space Center.\u003cbr\u003e\u003cbr\u003eAmonette earned his PhD in rehabilitation sciences, with a research emphasis in clinical exercise physiology, at the University of Texas Medical Branch. He is a certified strength and conditioning specialist (CSCS) through the National Strength and Conditioning Association, an associate editor for the \u003ci\u003eJournal of Strength and Conditioning Research\u003c\/i\u003e, and an ad hoc peer-reviewer for many scientific journals related to exercise and sport science.\u003cbr\u003e\u003cbr\u003eAmonette’s research interests include physiological and mechanical predictors of sports performance and injury. He also has clinical research interest in neuroendocrine and metabolic responses to exercise in patients with traumatic brain injuries and the effect of novel exercise interventions on rehabilitation outcomes in people with disabilities. He has published numerous scientific and academic peer-reviewed journal articles, reports, and book chapters and has presented his work nationally and internationally.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eKirk L. English, PhD,\u003c\/b\u003e is a senior scientist with JES Tech LLC. He is a NASA contractor and works in the Exercise Physiology and Countermeasures Laboratory at NASA–Johnson Space Center. He is also a research scientist in the department of nutrition and metabolism at the University of Texas Medical Branch (UTMB) and an adjunct professor at the University of Houston–Clear Lake, where he teaches a graduate course.\u003cbr\u003e\u003cbr\u003eEnglish, who is a member of the National Strength and Conditioning Association, American College of Sports Medicine, and American Physiological Society, received his PhD in rehabilitation sciences from UTMB. During his graduate studies, he was awarded a competitive three-year NASA\/Texas Space Grant Consortium graduate fellowship. English has published numerous peer-reviewed articles, technical reports, conference abstracts, and book chapters on exercise, nutrition, aging, spaceflight, and evidence-based practice in the field of exercise science.\u003cbr\u003e\u003cbr\u003eIn his work with NASA, English’s research focuses on the prevention of spaceflight-induced decreases in skeletal muscle mass, strength, and performance. His work includes the development and validation of novel exercise protocols and hardware that are used both on the ground and during spaceflight. He also conducts all pre- and post-flight strength testing of American, European, Canadian, and Japanese International Space Station crewmembers and serves as the liaison and subject matter expert on this topic to NASA’s international partners.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eWilliam J. Kraemer, PhD,\u003c\/b\u003e is a full professor in the department of human sciences at The Ohio State University. He has also held full professorships at the University of Connecticut, Ball State University, and The Pennsylvania State University, including each medical school. Dr. Kraemer is a fellow of the American College of Sports Medicine, the National Strength and Conditioning Association (NSCA), and the American College of Nutrition. Among his professional achievements, he is a recipient of the NSCA’s Lifetime Achievement Award. He is editor in chief of the NSCA’s \u003ci\u003eJournal of Strength and Conditioning Research\u003c\/i\u003e, an editor of the\u003ci\u003e European Journal of Applied Physiology\u003c\/i\u003e, and an associate editor of the \u003ci\u003eJournal of the American College of Nutrition\u003c\/i\u003e. He holds many other editorial board positions in the field. Kraemer has published more than 450 peer-reviewed papers in scientific literature and has published 12 books. He received the 2014 Expertscape Award, which named him the nation’s top expert in resistance training research over the past 10 years. With almost 40,000 citations on Harzing’s Publish or Perish lists, his scholarly impact is impressive.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eScot Raab, PhD,\u003c\/b\u003e is an assistant professor in the athletic training education program at Northern Arizona University in Flagstaff. Raab earned his PhD in teaching and administration and has more than 20 years of experience in clinical practice, higher education instruction, and methodological review to contribute to EBP education. He teaches several research courses and mentors undergraduate and graduate students in research projects.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eDebbie Craig, PhD,\u003c\/b\u003e is the director of the athletic training education program in the department of physical therapy and athletic training and a professor at Northern Arizona University in Flagstaff. With more than a decade of clinical practice in athletic training and a PhD in educational leadership, Craig is an authority in EBP and research protocols. She teaches EBP to graduate students and is a member of the National Athletic Trainers’ Association.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"William E. Amonette,Kirk L. English,William J. Kraemer,Scot Raab,Debbie Craig","offers":[{"title":"Ebook","offer_id":40201453568074,"sku":null,"price":79.78,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/products\/e8a3795af223fbf57074075b83cb54fd_9e036d39-c8da-4d27-8146-ee5f21508cf4.jpg?v=1777387040"},{"product_id":"foundations-of-exercise-and-sport-science-umhb","title":"Foundations of Exercise and Sport Science-UMHB","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e This custom ebook includes chapters from \u003ci\u003eIntroduction to Kinesiology, Sixth Edition\u003c\/i\u003e. It has been specifically designed for students taking the course Foundations of Exercise and Sport Science (EXSS 2340) at University of Mary Hardin-Baylor (UMHB).\u003ch4\u003eAudience\u003c\/h4\u003eCustom ebook for students taking the course Foundations of Exercise and Sport Science (EXSS 2340) at University of Mary Hardin-Baylor (UMHB).\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e Becoming a Physical Activity Professional\u003cbr\u003e\u003ci\u003eDuane V. Knudson and Timothy A. Brusseau\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Careers in Health and Fitness\u003cbr\u003e\u003ci\u003eWarren D. Franke\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Careers in Medicine and Allied Health\u003cbr\u003e\u003ci\u003eChad Starkey\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Careers in Teaching Physical Education\u003cbr\u003e\u003ci\u003eKim C. Graber and Thomas J. Templin\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Careers in Coaching and Sport Instruction\u003cbr\u003e\u003ci\u003eJoseph A. Luxbacher and Duane V. Knudson\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Careers in Sport Management\u003cbr\u003e\u003ci\u003eG. Clayton Stoldt and Mark C. Vermillion\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eDuane V. Knudson, PhD,\u003c\/b\u003e is a Regents’ and University Distinguished Professor in the department of health and human performance at Texas State University, where he teaches biomechanics. He earned his doctorate at the University of Wisconsin–Madison and has held tenured faculty positions at three universities. His research areas are in the biomechanics of tennis, stretching, qualitative movement diagnosis, and learning biomechanical concepts.\u003cbr\u003e\u003cbr\u003e Knudson has authored over 150 peer-reviewed articles, 22 chapters, and three books: \u003ci\u003eFundamentals of Biomechanics\u003c\/i\u003e, \u003ci\u003eQualitative Diagnosis of Human Movement\u003c\/i\u003e, and \u003ci\u003eBiomechanical Principles of Tennis Technique\u003c\/i\u003e. He has received numerous state, regional, national, and international awards for his research and leadership. Knudson has been elected fellow of four scholarly societies, including the prestigious National Academy of Kinesiology. He has served as department chair, associate dean, president of the American Kinesiology Association, and president of the International Society of Biomechanics in Sports.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTimothy A. Brusseau, PhD,\u003c\/b\u003e is an associate professor and the chair of health and kinesiology at the University of Utah. He earned his PhD at Arizona State University and previously served on the faculty at the State University of New York at Brockport. Brusseau is a national expert on youth physical activity, physical activity measurement, and school-based multicomponent physical activity interventions. He has more than 145 peer-reviewed publications and has made more than 180 conference and invited presentations on topics related to youth physical activity. He is coauthor of \u003ci\u003eDynamic Physical Education for Secondary School Students\u003c\/i\u003e and associate editor of \u003ci\u003eResearch Quarterly for Exercise and Sport\u003c\/i\u003e. He has received numerous awards for his teaching and research. He is currently on the board of directors of the American Kinesiology Association and is a fellow of the American College of Sports Medicine.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Duane V. Knudson,Timothy A. Brusseau","offers":[{"title":"Ebook","offer_id":40284790358090,"sku":null,"price":47.04,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/products\/46b71c4e617862e7aa9c149fa3370ee2_012a40a2-9517-46b2-8a0a-04f32cdbf865.jpg?v=1784790284"},{"product_id":"psychosocial-aspects-of-exercise-and-sports-science-txst","title":"Psychosocial Aspects of Exercise and Sports Science-TXST","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e This custom ebook includes chapters from \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e; \u003ci\u003eSocial Issues in Sport, Fourth Edition\u003c\/i\u003e; and \u003ci\u003eIntroduction to Exercise Science\u003c\/i\u003e. It has been specifically designed for students taking the course Psychosocial Aspects of Exercise and Sports Science (ESS 3323) at Texas State University (TXST).\u003ch4\u003eAudience\u003c\/h4\u003eCustom ebook for students taking the course Psychosocial Aspects of Exercise and Sports Science (ESS 3323) at Texas State University (TXST).\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e Sport and Exercise Psychology\u003cbr\u003e\u003ci\u003eLindsay E. Kipp\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eIntroduction to Exercise Science\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Introduction to Psychological Skills Training\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Self-Confidence\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Feedback, Reinforcement, and Intrinsic Motivation\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Burnout and Overtraining\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Athletic Injuries and Psychology\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Team Dynamics and Cohesion\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Exercise and Psychological Well-Being\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Exercise Behavior and Adherence\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Sport and How We Study It\u003cbr\u003e From \u003ci\u003eSocial Issues in Sport, Fourth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Gender and Sport\u003cbr\u003e From \u003ci\u003eSocial Issues in Sport, Fourth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Race, Ethnicity, and Sport\u003cbr\u003e From \u003ci\u003eSocial Issues in Sport, Fourth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Social Class and Sport\u003cbr\u003e From \u003ci\u003eSocial Issues in Sport, Fourth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Special Populations and Sport\u003cbr\u003e From \u003ci\u003eSocial Issues in Sport, Fourth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Diversity, Equity, and Inclusion\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e International Sport and the Modern Olympic Games\u003cbr\u003e From \u003ci\u003eSocial Issues in Sport, Fourth Edition\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eRobert S. Weinberg, PhD,\u003c\/b\u003e is a professor emeritus in the department of sport leadership and management at Miami University in Oxford, Ohio. He has more than 40 years of experience in both the scholarly and applied aspects of sport psychology. He has written numerous research articles, including more than 175 refereed articles in scholarly journals, as well as books, book chapters, and applied articles for coaches, athletes, and exercisers.\u003cbr\u003e\u003cbr\u003e Weinberg was voted one of the top 10 sport psychologists in North America by his peers. He is past president of the North American Society for Psychology of Sport and Physical Activity (NASPSPA) and of the Association for Applied Sport Psychology (AASP). He is also a certified AASP consultant, consulting with athletes of all sports and ages.\u003cbr\u003e\u003cbr\u003e Weinberg was named a Distinguished Scholar at Miami University in 2005. In addition, he was the editor of the \u003ci\u003eJournal of Applied Sport Psychology\u003c\/i\u003e and was voted Outstanding Faculty Member in the School of Education and Allied Professions at Miami University in 1998. In his leisure time, he enjoys playing tennis, traveling, and gardening.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eDaniel Gould, PhD,\u003c\/b\u003e is the former director of the Institute for the Study of Youth Sports and the emeritus Gwendolyn Norrell Professor of Youth Sport and Student Athlete Development in the department of kinesiology at Michigan State University. He has taught sport psychology for more than 40 years. An active researcher, Gould was the founding coeditor of \u003ci\u003eThe Sport Psychologist\u003c\/i\u003e and has published more than 200 articles on sport psychology. He is best known for conducting applied research that links research and practice.\u003cbr\u003e\u003cbr\u003e Gould was voted one of the top 10 sport psychology specialists in North America and is internationally known, having presented his work in more than 30 countries. When on the faculty of the University of North Carolina at Greensboro, he received the university’s coveted Alumni Teaching Excellence Award, an all-campus teaching honor. He is certified as a consultant by the Association for Applied Sport Psychology (AASP) and is a member of the United States Olympic Committee Sport Psychology Registry.\u003cbr\u003e\u003cbr\u003e Gould is the former president of AASP and SHAPE America’s Sport Psychology Academy. In addition to teaching sport psychology, he is extensively involved in coaching education, from youth sports to Olympic competition. He also serves as a mental skills training consultant for professional, Olympic, and world-class athletes. In recent years he has served as an executive coach for business leaders interested in enhancing their organizations’ performance.\u003cbr\u003e\u003cbr\u003e He lives in Okemos, Michigan, with his wife, Deb. He is a proud father of two sons, Kevin and Brian. In his leisure time, he enjoys swimming, doing fitness activities, and spending time with his family.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eRonald B. Woods, PhD,\u003c\/b\u003e is an adjunct professor of health science and human performance at the University of Tampa. He was a professor of physical education and men’s tennis coach at West Chester University in Pennsylvania for 17 years and was inducted into their Athletic Hall of Fame.\u003cbr\u003e\u003cbr\u003e Woods also spent 20 years with the United States Tennis Association (USTA) and was the first director of player development charged with developing top junior players into successful playing professionals. He was honored by the International Tennis Hall of Fame with their Educational Merit Award in 1996. In 2010, Woods was inducted into the USTA Middle States Tennis Hall of Fame.\u003cbr\u003e\u003cbr\u003e Woods has been a member of the United States Professional Tennis Association (USPTA) for over 40 years. He has served as the president of the USPTA Middle States division and as a member of the national executive committee. He was honored by the USPTA as National Coach of the Year in 1982 and named a Master Tennis Professional in 1984. In 2012, Woods was inducted into the USPTA Middle States Hall of Fame.\u003cbr\u003e\u003cbr\u003e A lifelong member of SHAPE America, Woods was a member of the U.S. Olympic Coaching Committee for eight years and the Coaches’ Commission of the International Tennis Federation.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eB. Nalani Butler, PhD,\u003c\/b\u003e is an assistant professor of sport management at Kennesaw State University. Butler is a former college student-athlete who continued her scholarly journey until she completed her PhD at the University of Tennessee at Knoxville. During her tenure in Knoxville, she volunteered her time as a graduate student representative for the Center for Sport, Peace, and Society, which works closely with the U.S. State Department on issues involving sport diplomacy. More recently, Butler’s international experience involves being a part of the International Olympic Academy’s International Session for Educators, where she works with scholars around the world to develop communication and understanding with using sport as a vehicle for peace and understanding.\u003cbr\u003e\u003cbr\u003e Butler’s past experiences in the sport industry include working with the Cincinnati Reds (MLB) team, USA Bobsled and Skeleton, the Georgia State University Athletic Department, and the Southern Intercollegiate Athletic Conference (SIAC). She is an editorial board member of \u003ci\u003eEngaging Sports\u003c\/i\u003e and on the Board of Commissioners for the Commission on Sport Management Accreditation (COSMA). Butler’s experiences working, traveling, and playing sports have helped her to shape a scholarly professional trajectory, focused on exploring social issues in sport, locally and globally.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eDuane V. Knudson, PhD,\u003c\/b\u003e is a Regents’ Professor and University Distinguished Professor in the department of health and human performance at Texas State University, where he teaches biomechanics and research methods. He earned his doctorate at the University of Wisconsin–Madison and has held tenured faculty positions at three universities. His research areas are in the biomechanics of tennis, stretching, qualitative movement diagnosis, the learning of biomechanical concepts, and research quality.\u003cbr\u003e\u003cbr\u003e Knudson has authored more than 168 peer-reviewed articles, 26 chapters, and three books: \u003ci\u003eFundamentals of Biomechanics\u003c\/i\u003e, \u003ci\u003eQualitative Diagnosis of Human Movement\u003c\/i\u003e, and \u003ci\u003eBiomechanical Principles of Tennis Technique\u003c\/i\u003e. He also coedited the top-selling text \u003ci\u003eIntroduction to Kinesiology\u003c\/i\u003e.\u003cbr\u003e\u003cbr\u003e He has received numerous state, regional, national, and international awards for his research and leadership, and he has been elected a fellow of four scholarly societies, including the prestigious National Academy of Kinesiology. He has served as department chair, associate dean, and president of the American Kinesiology Association and as president of the International Society of Biomechanics in Sports.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Robert S. Weinberg,Daniel Gould,Ronald B. Woods,B. Nalani Butler,Duane V. Knudson","offers":[{"title":"Ebook","offer_id":40317921722442,"sku":null,"price":84.85,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/11dde0c01a13a598502e24da5d0307c7.jpg?v=1784790967"},{"product_id":"psychological-aspects-of-sport-and-exercise-uwm","title":"Psychological Aspects of Sport and Exercise-UWM","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e This custom ebook includes chapters from \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition,\u003c\/i\u003e and \u003ci\u003eApplied Health Fitness Psychology\u003c\/i\u003e. It has been specifically designed for students taking the course Psychological Aspects of Sport \u0026amp; Exercise (KIN 350) at University of Wisconsin–Milwaukee (UWM).\u003ch4\u003eAudience\u003c\/h4\u003eCustom ebook for students taking the course Psychological Aspects of Sport \u0026amp; Exercise (KIN 350) at University of Wisconsin–Milwaukee (UWM).\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e Welcome to Sport and Exercise Psychology\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Science and Professional Practice of Sport and Exercise Psychology\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Personality and Sport\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Motivation\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Arousal, Stress, and Anxiety\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Feedback, Reinforcement, and Intrinsic Motivation\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Team Dynamics and Cohesion\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Communication\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Introduction to Psychological Skills Training\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Self-Confidence\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Goal Setting\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Exercise and Psychological Well-Being\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Exercise Behavior and Adherence\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Athletic Injuries and Psychology\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Introduction to Applied Health Fitness Psychology\u003cbr\u003e From \u003ci\u003eApplied Health Fitness Psychology\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Theories and Models of Exercise Behavior\u003cbr\u003e From \u003ci\u003eApplied Health Fitness Psychology\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Barriers to Positive Health Behavior\u003cbr\u003e From \u003ci\u003eApplied Health Fitness Psychology\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eRobert S. Weinberg, PhD,\u003c\/b\u003e is a professor emeritus in the department of sport leadership and management at Miami University in Oxford, Ohio. He has more than 40 years of experience in both the scholarly and applied aspects of sport psychology. He has written numerous research articles, including more than 175 refereed articles in scholarly journals, as well as books, book chapters, and applied articles for coaches, athletes, and exercisers.\u003cbr\u003e\u003cbr\u003e Weinberg was voted one of the top 10 sport psychologists in North America by his peers. He is past president of the North American Society for Psychology of Sport and Physical Activity (NASPSPA) and of the Association for Applied Sport Psychology (AASP). He is also a certified AASP consultant, consulting with athletes of all sports and ages.\u003cbr\u003e\u003cbr\u003e Weinberg was named a Distinguished Scholar at Miami University in 2005. In addition, he was the editor of the \u003ci\u003eJournal of Applied Sport Psychology\u003c\/i\u003e and was voted Outstanding Faculty Member in the School of Education and Allied Professions at Miami University in 1998. In his leisure time, he enjoys playing tennis, traveling, and gardening.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eDaniel Gould, PhD,\u003c\/b\u003e is the former director of the Institute for the Study of Youth Sports and the emeritus Gwendolyn Norrell Professor of Youth Sport and Student Athlete Development in the department of kinesiology at Michigan State University. He has taught sport psychology for more than 40 years. An active researcher, Gould was the founding coeditor of \u003ci\u003eThe Sport Psychologist\u003c\/i\u003e and has published more than 200 articles on sport psychology. He is best known for conducting applied research that links research and practice.\u003cbr\u003e\u003cbr\u003e Gould was voted one of the top 10 sport psychology specialists in North America and is internationally known, having presented his work in more than 30 countries. When on the faculty of the University of North Carolina at Greensboro, he received the university’s coveted Alumni Teaching Excellence Award, an all-campus teaching honor. He is certified as a consultant by the Association for Applied Sport Psychology (AASP) and is a member of the United States Olympic Committee Sport Psychology Registry.\u003cbr\u003e\u003cbr\u003e Gould is the former president of AASP and SHAPE America’s Sport Psychology Academy. In addition to teaching sport psychology, he is extensively involved in coaching education, from youth sports to Olympic competition. He also serves as a mental skills training consultant for professional, Olympic, and world-class athletes. In recent years he has served as an executive coach for business leaders interested in enhancing their organizations’ performance.\u003cbr\u003e\u003cbr\u003e He lives in Okemos, Michigan, with his wife, Deb. He is a proud father of two sons, Kevin and Brian. In his leisure time, he enjoys swimming, doing fitness activities, and spending time with his family.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eMark H. Anshel, PhD,\u003c\/b\u003e is a professor in the department of health and human performance with a joint appointment in the psychology department at Middle Tennessee State University in Murfreesboro. He is the author of more than 135 research publications, four fitness books, and multiple editions of the text \u003ci\u003eSport Psychology: From Theory to Practice\u003c\/i\u003e. His research since 2007 has concerned the effectiveness of a cognitive-behavioral model on exercise participation and adherence called the \u003ci\u003edisconnected values model\u003c\/i\u003e. Anshel is recognized as an international leader in providing evidence-based programs and linking research with practice in the areas of exercise and fitness psychology and sport psychology.\u003cbr\u003e\u003cbr\u003e Over the course of his career, Anshel has gained hands-on experience consulting with more than 3,000 clients on healthy habits, particularly the use of exercise. His practical career experience began with seven years as a fitness director in community recreation. From 2000 to 2002 Anshel served as a performance coach at the Human Performance Institute in Orlando, Florida, where he provided corporate clients with a cognitive-behavioral program on replacing unhealthy habits with more desirable lifestyle routines. He also served as a performance consultant and researcher related to improving wellness and coping skills with the Murfreesboro Police Department from 2005 to 2011.\u003cbr\u003e\u003cbr\u003e In 2009, Anshel was awarded the Distinguished Research Scholar Award from Middle Tennessee State University. Anshel is a fellow of the American Psychological Association (Division 47, Exercise and Sport Psychology). He is the founder and director of the Middle Tennessee State University Employee Health and Wellness Program, which received grant funding of $130,000 over two years. Anshel also served for 10 years on the editorial board of the \u003ci\u003eJournal of Sport Behavior\u003c\/i\u003e.\u003cbr\u003e\u003cbr\u003e In his free time, Anshel enjoys jogging, writing on health-related topics, and reading current events and health-related research. He resides in Murfreesboro, Tennessee.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Robert S. Weinberg,Daniel Gould,Mark Anshel","offers":[{"title":"Ebook","offer_id":40374347989066,"sku":null,"price":74.24,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/a5658ebde6c989e0865937ded20cc6a4.jpg?v=1784790842"},{"product_id":"sport-performance-analytic-methods-with-hkpropel-access","title":"Sport Performance Analytic Methods","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003eIn today’s sports world, decision makers, coaches, trainers, and athletes readily embrace sport performance analytics (SPA) and expect decisions to be based on such analyses. Organizations adept at collecting data, analyzing data, and applying findings enjoy a competitive advantage on the field—and a positive impact on the bottom line. For sport management students with a passion for sports and an aptitude for analytics, SPA presents an enticing career choice—one in high demand.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eSport Performance Analytic Methods\u003c\/i\u003e not only introduces students to the field of sport performance analytics but also walks them through the entire SPA process. This unparalleled approach equips students to employ SPA tools and techniques to make informed decisions affecting organization performance and success.\u003cbr\u003e\u003cbr\u003eThe content of the book is driven by the SPA model, a seven-step process providing a guided pathway for conducting SPA analyses:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eEstablish what you want to know\u003c\/li\u003e\n\u003cli\u003eDefine the data you will collect\u003c\/li\u003e\n\u003cli\u003eDetermine the data collection process and collect data\u003c\/li\u003e\n\u003cli\u003eAnalyze the data\u003c\/li\u003e\n\u003cli\u003eInterpret the results\u003c\/li\u003e\n\u003cli\u003ePresent the results\u003c\/li\u003e\n\u003cli\u003eMake data-based decisions\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe opening chapter emphasizes the importance of establishing the SPA objectives. The focus then shifts to understanding foundational data concepts, with discussions on quantitative and qualitative data, types and scale of variables, temporal aspects of data, process and product data, and validity and reliability of data. Methods and tools for collecting data are explored next, including technology-assisted data acquisition tools such as wearable devices and biometric sensing devices.\u003cbr\u003e\u003cbr\u003eStudents will then examine quantitative statistical concepts that can be used to analyze data and even help make predictions about future player or team performance. Key concepts include descriptive statistics, data sets, inferential statistics, group comparisons, and linear regressions.\u003cbr\u003e\u003cbr\u003eThe text also addresses techniques for collecting and analyzing qualitative data—including observation, content, narrative, discourse, thematic, and grounded theory analyses—ensuring that all forms of data are considered to produce successful outcomes.\u003cbr\u003e\u003cbr\u003eFinally, the text demonstrates how to present SPA data in a format useful to apply in decision making. Students learn how coaches and performance data analysts use data to inform pre- and postcompetition strategic and tactical plans, make in-game decisions, evaluate team and individual performance, and make decisions for teams, players, and organizations.\u003cbr\u003e\u003cbr\u003eRelated online resources, delivered via HK\u003ci\u003ePropel\u003c\/i\u003e, provide students with hands-on learning tools. In addition to descriptions of the primary SPA software packages, included are nine learning modules that allow students to go through various statistical procedures step by step, checking results, and improving performance.\u003cbr\u003e\u003cbr\u003eWith \u003ci\u003eSport Performance Analytic Methods\u003c\/i\u003e, students will gain a solid understanding of the principles made famous by Moneyball, and they will learn to use sport analytics to improve sport performance outcomes.\u003cbr\u003e\u003cbr\u003eNote: A code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with all new print books.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003eTextbook for upper-undergraduate courses in sport performance analytics; reference for sport performance analytics practitioners.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Sport Performance Analytics\u003cbr\u003e Historical Foundations of Sport Performance Analytics\u003cbr\u003e Steps in the SPA Process\u003cbr\u003e Scope of Sport Performance Analytics\u003cbr\u003e Limitations of Sport Performance Analytics\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Understanding Data\u003cbr\u003e Data Categories\u003cbr\u003e Variables\u003cbr\u003e Unit of Analysis\u003cbr\u003e Depth of Data\u003cbr\u003e Validity and Reliability of Data\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Data Collection\u003cbr\u003e Measurement Tools\u003cbr\u003e Collecting Qualitative Data\u003cbr\u003e Instrument Quality\u003cbr\u003e Process Approval\u003cbr\u003e Organizing and Preparing Data\u003cbr\u003e Data Entry\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Descriptive Statistics\u003cbr\u003e Frequency Distributions\u003cbr\u003e Normal Distribution\u003cbr\u003e Measures of Central Tendency\u003cbr\u003e Data Variation\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Inferential Statistics for Group Comparisons\u003cbr\u003e Concepts of Hypothesis Testing\u003cbr\u003e Parametric and Non-Parametric Statistics\u003cbr\u003e Correlation Coefficient\u003cbr\u003e\u003ci\u003et\u003c\/i\u003e-Test\u003cbr\u003e Analysis of Variance (ANOVA)\u003cbr\u003e Multiple Analysis of Variance (MANOVA)\u003cbr\u003e Analysis of Covariance (ANCOVA)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Predictive Statistics\u003cbr\u003e Simple Linear Regression\u003cbr\u003e Multiple Linear Regression\u003cbr\u003e Logistic Regression\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Qualitative Data Analysis\u003cbr\u003e Framework and Systematic Observation Analysis\u003cbr\u003e Content Analysis\u003cbr\u003e Narrative Analysis\u003cbr\u003e Discourse Analysis\u003cbr\u003e Thematic Analysis\u003cbr\u003e Grounded Theory\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Data Presentation\u003cbr\u003e Data Reduction\u003cbr\u003e Presentation Styles\u003cbr\u003e Dynamic Data Presentation\u003cbr\u003e Augmented and Static Data Presentation\u003cbr\u003e Group and Individual Data Presentation\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Data-Based Decision Making\u003cbr\u003e Technical Performance Decisions\u003cbr\u003e Physiology-Based Decisions\u003cbr\u003e Safety-Based Decisions\u003cbr\u003e Strategic and Tactical Decisions\u003cbr\u003e Dynamic Tactical Decisions\u003cbr\u003e Prediction-Based Decisions\u003cbr\u003e Organizational Strategic Data-Based Decisions\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eJohn R. Todorovich, PhD,\u003c\/b\u003e has worked for nearly three decades in both K-12 and higher education within the sport sciences. As a professor at the University of Wyoming, University of Florida, and most recently at the University of West Florida, Todorovich has a wealth of experience in teaching both undergraduate and graduate students. He worked for 10 years as the chair of what is now the department of movement sciences and health. In this capacity, Todorovich spent significant time developing curricula, individual courses, and programs to meet the current and changing needs of the students. Currently, Todorovich is a professor and the coordinator of the fitness and sport coaching program at the University of West Florida.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/data-reduction-for-effective-sport-performance-presentation\"\u003eData reduction for effective sport performance presentation\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/make-prediction-based-decisions-with-sport-performance-analytics\"\u003eMake prediction-based decisions with sport performance analytics\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/steps-in-the-sport-performance-analytics-spa-process\"\u003eSteps in the sport performance analytics (SPA) process\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/the-scope-of-sport-performance-analytics\"\u003eThe scope of sport performance analytics\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructor guide.\u003c\/b\u003e Includes a sample course syllabus, chapter objectives, lecture notes, assignments, and recommended responses to the end-of-chapter questions from the text.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTest package.\u003c\/b\u003e Contains 270 questions in true-false, fill-in-the-blank, essay and short-answer, and multiple-choice formats. The files may be downloaded for integration with a learning management system or printed for use as paper-based tests. Instructors may also create their own customized quizzes or tests from the test bank questions to assign to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. Multiple-choice and true-false questions are automatically graded, and instructors can review student scores instructors in the platform.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter quizzes.\u003c\/b\u003e Contains ready-made quizzes (10 questions each) to assess student comprehension of the most important concepts in each chapter. Each quiz may be downloaded or assigned to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. The chapter assessments are automatically graded, and instructors can review student scores in the platform.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePresentation package.\u003c\/b\u003e Features more than 150 PowerPoint slides of text, artwork, and tables from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructors also receive access to all student materials in HK\u003ci\u003ePropel\u003c\/i\u003e.\u003c\/b\u003e For \u003ci\u003eSport Performance Analytic Methods\u003c\/i\u003e, this includes key term flash cards, a review of data analysis software, and nine learning modules that provide in-depth learning of selected statistical procedures.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"John R. Todorovich","offers":[{"title":"Paperback With Online Resource","offer_id":40422396231754,"sku":null,"price":109.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/7563664c97a27ffbe797ed3852ca7125.jpg?v=1777399797"},{"product_id":"psychology-and-sociology-of-sport-ngu","title":"Psychology and Sociology of Sport--NGU","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e This custom ebook includes chapters from \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition,\u003c\/i\u003e and \u003ci\u003eSocial Issues in Sport, Fourth Edition\u003c\/i\u003e. It has been specifically designed for students taking the course Psychology \u0026amp; Sociology of Sport (SPTM 2340) at North Greenville University (NGU).\u003ch4\u003eAudience\u003c\/h4\u003eCustom ebook for students taking the course Psychology \u0026amp; Sociology of Sport (SPTM 2340) at North Greenville University (NGU).\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e Beginning Your Journey\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Motivation\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Team Dynamics and Cohesion\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Imagery\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Goal Setting\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Concentration\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Burnout and Overtraining\u003cbr\u003e From \u003ci\u003eFoundations of Sport and Exercise Psychology, Eighth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Sport and How We Study It\u003cbr\u003e From \u003ci\u003eSocial Issues in Sport, Fourth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Youth Sport and Development Through Sport\u003cbr\u003e From \u003ci\u003eSocial Issues in Sport, Fourth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Coaching and Leadership in Sport\u003cbr\u003e From \u003ci\u003eSocial Issues in Sport, Fourth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Race, Ethnicity, and Sport\u003cbr\u003e From \u003ci\u003eSocial Issues in Sport, Fourth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Gender and Sport\u003cbr\u003e From \u003ci\u003eSocial Issues in Sport, Fourth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Religion and Sport\u003cbr\u003e From \u003ci\u003eSocial Issues in Sport, Fourth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Government, Politics, and Sport\u003cbr\u003e From \u003ci\u003eSocial Issues in Sport, Fourth Edition\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eRobert S. Weinberg, PhD,\u003c\/b\u003e is a professor emeritus in the department of sport leadership and management at Miami University in Oxford, Ohio. He has more than 40 years of experience in both the scholarly and applied aspects of sport psychology. He has written numerous research articles, including more than 175 refereed articles in scholarly journals, as well as books, book chapters, and applied articles for coaches, athletes, and exercisers.\u003cbr\u003e\u003cbr\u003e Weinberg was voted one of the top 10 sport psychologists in North America by his peers. He is past president of the North American Society for Psychology of Sport and Physical Activity (NASPSPA) and of the Association for Applied Sport Psychology (AASP). He is also a certified AASP consultant, consulting with athletes of all sports and ages.\u003cbr\u003e\u003cbr\u003e Weinberg was named a Distinguished Scholar at Miami University in 2005. In addition, he was the editor of the \u003ci\u003eJournal of Applied Sport Psychology\u003c\/i\u003e and was voted Outstanding Faculty Member in the School of Education and Allied Professions at Miami University in 1998. In his leisure time, he enjoys playing tennis, traveling, and gardening.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eDaniel Gould, PhD,\u003c\/b\u003e is the former director of the Institute for the Study of Youth Sports and the emeritus Gwendolyn Norrell Professor of Youth Sport and Student Athlete Development in the department of kinesiology at Michigan State University. He has taught sport psychology for more than 40 years. An active researcher, Gould was the founding coeditor of \u003ci\u003eThe Sport Psychologist\u003c\/i\u003e and has published more than 200 articles on sport psychology. He is best known for conducting applied research that links research and practice.\u003cbr\u003e\u003cbr\u003e Gould was voted one of the top 10 sport psychology specialists in North America and is internationally known, having presented his work in more than 30 countries. When on the faculty of the University of North Carolina at Greensboro, he received the university’s coveted Alumni Teaching Excellence Award, an all-campus teaching honor. He is certified as a consultant by the Association for Applied Sport Psychology (AASP) and is a member of the United States Olympic Committee Sport Psychology Registry.\u003cbr\u003e\u003cbr\u003e Gould is the former president of AASP and SHAPE America’s Sport Psychology Academy. In addition to teaching sport psychology, he is extensively involved in coaching education, from youth sports to Olympic competition. He also serves as a mental skills training consultant for professional, Olympic, and world-class athletes. In recent years he has served as an executive coach for business leaders interested in enhancing their organizations’ performance.\u003cbr\u003e\u003cbr\u003e He lives in Okemos, Michigan, with his wife, Deb. He is a proud father of two sons, Kevin and Brian. In his leisure time, he enjoys swimming, doing fitness activities, and spending time with his family.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eRonald B. Woods, PhD,\u003c\/b\u003e is an adjunct professor of health science and human performance at the University of Tampa. He was a professor of physical education and men’s tennis coach at West Chester University in Pennsylvania for 17 years and was inducted into their Athletic Hall of Fame.\u003cbr\u003e\u003cbr\u003e Woods also spent 20 years with the United States Tennis Association (USTA) and was the first director of player development charged with developing top junior players into successful playing professionals. He was honored by the International Tennis Hall of Fame with their Educational Merit Award in 1996. In 2010, Woods was inducted into the USTA Middle States Tennis Hall of Fame.\u003cbr\u003e\u003cbr\u003e Woods has been a member of the United States Professional Tennis Association (USPTA) for over 40 years. He has served as the president of the USPTA Middle States division and as a member of the national executive committee. He was honored by the USPTA as National Coach of the Year in 1982 and named a Master Tennis Professional in 1984. In 2012, Woods was inducted into the USPTA Middle States Hall of Fame.\u003cbr\u003e\u003cbr\u003e A lifelong member of SHAPE America, Woods was a member of the U.S. Olympic Coaching Committee for eight years and the Coaches’ Commission of the International Tennis Federation.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eB. Nalani Butler, PhD,\u003c\/b\u003e is an assistant professor of sport management at Kennesaw State University. Butler is a former college student-athlete who continued her scholarly journey until she completed her PhD at the University of Tennessee at Knoxville. During her tenure in Knoxville, she volunteered her time as a graduate student representative for the Center for Sport, Peace, and Society, which works closely with the U.S. State Department on issues involving sport diplomacy. More recently, Butler’s international experience involves being a part of the International Olympic Academy’s International Session for Educators, where she works with scholars around the world to develop communication and understanding with using sport as a vehicle for peace and understanding.\u003cbr\u003e\u003cbr\u003e Butler’s past experiences in the sport industry include working with the Cincinnati Reds (MLB) team, USA Bobsled and Skeleton, the Georgia State University Athletic Department, and the Southern Intercollegiate Athletic Conference (SIAC). She is an editorial board member of \u003ci\u003eEngaging Sports\u003c\/i\u003e and on the Board of Commissioners for the Commission on Sport Management Accreditation (COSMA). Butler’s experiences working, traveling, and playing sports have helped her to shape a scholarly professional trajectory, focused on exploring social issues in sport, locally and globally.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Robert S. Weinberg,Daniel Gould,Ronald B. Woods,B. Nalani Butler","offers":[{"title":"Ebook","offer_id":40523336745034,"sku":null,"price":77.93,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/25ca27d3bc60b69be6db235049438757.jpg?v=1777385736"},{"product_id":"foundations-of-kinesiology-shsu","title":"Foundations of Kinesiology-SHSU","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e This custom ebook includes chapters from Introduction to \u003ci\u003ePhysical Education, Fitness, and Sport, Ninth Edition\u003c\/i\u003e. It has been specifically designed for students taking the course Foundations of Kinesiology (KINE 1331) at Sam Houston State University.\u003ch4\u003eAudience\u003c\/h4\u003eCustom ebook for students taking the course Foundations of Kinesiology (KINE 1331) at Sam Houston State University.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e The Dilemma of Our Times: Life Span Physical Activity and the Obesity Health Crisis\u003cbr\u003e Life Span Physical Activity: A Revolution Not Limited by Age or Gender\u003cbr\u003e The Evolution of Physical Activity Philosophies and Programs\u003cbr\u003e Developing an Infrastructure to Support Physical Activity and Healthy Lifestyles\u003cbr\u003e Basic Concepts of Physical Education\u003cbr\u003e The Physical Education Profession\u003cbr\u003e The Future of Physical Education: Problems and Barriers to Overcome\u003cbr\u003e Basic Concepts of Fitness and Physical Activity\u003cbr\u003e Fitness and Physical Activity Programs and Professions\u003cbr\u003e Problems and Barriers to Overcome in Fitness\u003cbr\u003e Basic Concepts of Sport\u003cbr\u003e Sport Programs and Professions\u003cbr\u003e Problems and Barriers to Overcome in Sport\u003cbr\u003e The Subdisciplines of Kinesiology That Support Physical Activity Professions\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eDaryl Siedentop, PED,\u003c\/b\u003e passed away in 2021. He was a professor emeritus at The Ohio State University. He created the Sport Education model in the 1980s and published his first book on the subject, \u003ci\u003eSport Education\u003c\/i\u003e, in 1994. He also authored several books on physical education, curriculum planning, and sport coaching. Dr. Siedentop earned the 1984 International Olympic Committee President’s Award (Samaranch Award), which is the highest honor for work in sport pedagogy. He was a fellow in the National Academy of Kinesiology and received numerous awards, including the Distinguished Alumni Award from Hope College in 1991; the Alliance Scholar Award from American Alliance for Physical Education, Recreation and Dance (AAHPERD) in 1994; the Curriculum and Instruction Academy Honor Award from the National Association for Sport and Physical Education (NASPE) in 1994; the School of HPER Distinguished Alumni Award from Indiana University in 1996; and the McCloy Award from the AAHPERD Research Consortium in 1998.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eHans van der Mars, PhD,\u003c\/b\u003e is a professor of physical education at Arizona State University. He also taught at the University of Maine and Oregon State University. He has published extensively on teaching and teacher education in physical education, coauthoring well over 100 research and professional papers, books, and book chapters. He also has made over 220 invited, keynote, research, and professional development presentations at international-, national-, regional-, and state-level conferences. Dr. van der Mars is a fellow of the National Academy of Kinesiology (NAK) and the National Association for Kinesiology in Higher Education (NAKHE) and is a research fellow of SHAPE America.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Daryl Siedentop,Hans Van Der Mars","offers":[{"title":"Ebook","offer_id":41203068993610,"sku":null,"price":61.77,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/d6a30e4fadd43b733db7edfa86cf859e_76048fcb-a41f-4e82-9ded-f2bcd5271c66.jpg?v=1784790367"},{"product_id":"kinesiology-and-adapted-physical-activity-uqo","title":"Kinesiology and Adapted Physical Activity-UQO","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e This custom ebook includes chapters from \u003ci\u003eIntroduction to Kinesiology, Sixth Edition,\u003c\/i\u003e and \u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e. It has been specifically designed for students taking the course Introduction to Kinesiology and Adapted Physical Activity (KIN 1003) at Université du Québec en Outaouais.\u003ch4\u003eAudience\u003c\/h4\u003eCustom ebook for students taking the course Introduction to Kinesiology and Adapted Physical Activity (KIN 1003) at Université du Québec en Outaouais.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e Introduction to Kinesiology\u003cbr\u003e\u003ci\u003eDuane V. Knudson and Timothy A. Brusseau\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eIntroduction to Kinesiology, Sixth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Importance of the Physical Activity Experience\u003cbr\u003e\u003ci\u003eTimothy A. Brusseau and Duane V. Knudson\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eIntroduction to Kinesiology, Sixth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Becoming a Physical Activity Professional\u003cbr\u003e\u003ci\u003eDuane V. Knudson and Timothy A. Brusseau\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eIntroduction to Kinesiology, Sixth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Careers in Health and Fitness\u003cbr\u003e\u003ci\u003eWarren D. Franke\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eIntroduction to Kinesiology, Sixth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Careers in Medicine and Allied Health\u003cbr\u003e\u003ci\u003eChad Starkey\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eIntroduction to Kinesiology, Sixth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Careers in Coaching and Sport Instruction\u003cbr\u003e\u003ci\u003eJoseph A. Luxbacher and Duane V. Knudson\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eIntroduction to Kinesiology, Sixth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Careers in Sport Management\u003cbr\u003e\u003ci\u003eG. Clayton Stoldt and Mark C. Vermillion\u003c\/i\u003e\u003cbr\u003e From \u003ci\u003eIntroduction to Kinesiology, Sixth Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Physical Activity and Disability\u003cbr\u003e From \u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Professional Roles in Adapted Physical Activity\u003cbr\u003e From \u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Designing Life Span Programs\u003cbr\u003e From \u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Health-Related Fitness\u003cbr\u003e From \u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Leisure Activity\u003cbr\u003e From \u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e Adapted Sport\u003cbr\u003e From \u003ci\u003eAdapted Physical Activity Across the Life Span\u003c\/i\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eDuane V. Knudson, PhD,\u003c\/b\u003e is a Regents’ and University Distinguished Professor in the department of health and human performance at Texas State University, where he teaches biomechanics. He earned his doctorate at the University of Wisconsin–Madison and has held tenured faculty positions at three universities. His research areas are in the biomechanics of tennis, stretching, qualitative movement diagnosis, and learning biomechanical concepts.\u003cbr\u003e\u003cbr\u003e Knudson has authored over 150 peer-reviewed articles, 22 chapters, and three books: \u003ci\u003eFundamentals of Biomechanics\u003c\/i\u003e, \u003ci\u003eQualitative Diagnosis of Human Movement\u003c\/i\u003e, and \u003ci\u003eBiomechanical Principles of Tennis Technique\u003c\/i\u003e. He has received numerous state, regional, national, and international awards for his research and leadership. Knudson has been elected fellow of four scholarly societies, including the prestigious National Academy of Kinesiology. He has served as department chair, associate dean, and president of the American Kinesiology Association and as president of the International Society of Biomechanics in Sports.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTimothy A. Brusseau, PhD,\u003c\/b\u003e is an associate professor and the chair of health and kinesiology at the University of Utah. He earned his PhD at Arizona State University and previously served on the faculty at the State University of New York at Brockport. Brusseau is a national expert on youth physical activity, physical activity measurement, and school-based multicomponent physical activity interventions. He has more than 145 peer-reviewed publications and has made more than 180 conference and invited presentations on topics related to youth physical activity. He is coauthor of \u003ci\u003eDynamic Physical Education for Secondary School Students\u003c\/i\u003e and associate editor of \u003ci\u003eResearch Quarterly for Exercise and Sport\u003c\/i\u003e. He has received numerous awards for his teaching and research. He is currently on the board of directors of the American Kinesiology Association and is a fellow in the American College of Sports Medicine.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eCarol Leitschuh, PhD,\u003c\/b\u003e is a consultant. She is a former faculty member of the University of Minnesota (UMN) School of Kinesiology, where she taught in the doctoral, master’s, and bachelor’s degree programs. She coordinated the UMN master's program in developmental and adapted physical education, affiliated with the Center for Early Education and Development (CEED) and the Center for Neurobehavioral Development (CNBD). Dr. Leitschuh received an Initial Career Award from the Office of Special Education Programs. She developed a tool that monitored the early movement skills of infants and toddlers. Twice she was a visiting scholar of the Erasmus Mundus Program in Adapted Physical Activity in Europe. As a Fulbright Scholar in child development, she was in the Czech Republic. She received her PhD in human performance, focusing on movement studies in disability. She was awarded a postdoctoral research fellowship at Juniper Gardens Children’s Program at the University of Kansas.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eMarquell Johnson, PhD,\u003c\/b\u003e is a professor at the University of Wisconsin–Eau Claire (UWEC) and is the director of rehabilitation science and the director of the physical activity and recreation for individuals with disabilities in the university’s P.R.I.D.E. and P.R.I.D.E.4Adults outreach programs. He received his PhD in nutrition and exercise science, focusing on movement studies in disability. He has received the Dr. Ron Satz Teacher\/Scholar Award (2017); an Excellence in Mentoring in Research, Scholarship, and Creative Activity Award (2016); the UWEC Excellence in Service-Learning as a Faculty Mentor Award (2014); and numerous other awards. His teaching focuses on adapted physical activity and motor development, rehabilitation science, research methods, research and creative activities, physical activity and health behaviors of individuals with disabilities, and related areas.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Duane V. Knudson,Timothy A. Brusseau,Carol Leitschuh,Marquell Johnson","offers":[{"title":"Ebook","offer_id":41539467378762,"sku":null,"price":82.8,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/5c063124dd6767e044df77c47f162fdd_705c7e8a-7209-4182-8ae2-1a2cfc8758df.jpg?v=1779881777"},{"product_id":"foundations-of-physical-activity-and-public-health-3rd-edition-hkpropel-access","title":"Foundations of Physical Activity and Public Health 3rd Edition HKPropel Access-Ebook not included","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eNOTE: This product provides access only to the supplemental online content for \u003c\/b\u003e\u003ci\u003e\u003cb\u003eFoundations of Physical Activity and Public Health, Third Edition\u003c\/b\u003e\u003c\/i\u003e\u003cb\u003e. It does not include access to the ebook. Purchase this product only if you already own the book or ebook.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eTo assist students using the text, the third edition of \u003ci\u003eFoundations of Physical Activity and Public Health\u003c\/i\u003e has online learning activities delivered through HK\u003ci\u003ePropel\u003c\/i\u003e. These activities include a key term activity, three core assignments that align with the three parts of the book, and three assignments relevant to students seeking a Physical Activity and Public Health Specialist certificate from the Physical Activity Alliance. Downloadable review questions for each chapter and web links are provided to enhance student learning.\u003cbr\u003e\u003cbr\u003eA code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with all new print books and some ebooks. For ebook formats that don’t provide an access code, one may be purchased separately.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e","brand":"Harold W. Kohl,Tinker D. Murray,Deborah Salvo","offers":[{"title":"Online Resource","offer_id":41692400844874,"sku":"","price":29.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718224063.jpg?v=1777357927"},{"product_id":"foundations-of-physical-activity-and-public-health-3rd-edition-with-hkpropel-access","title":"Foundations of Physical Activity and Public Health 3rd Edition","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003eFoundations of Physical Activity and Public Health, Third Edition,\u003c\/i\u003e is the first textbook of its kind to explore concepts in public health and kinesiology, measurement of physical activity, and the impact of exercise and physical activity on health. This text empowers students to advance the use of physical activity as a significant component in public health initiatives.\u003cbr\u003e\u003cbr\u003ePresented in full color, \u003ci\u003eFoundations of Physical Activity and Public Health\u003c\/i\u003e uses tables, graphs, and figures to clarify complex topics, and it reflects information presented in the Physical Activity Guidelines for Americans. An underlying theme in this third edition is health equity and health disparities viewed through a physical activity lens. New sidebars devoted specifically to those topics are woven throughout the text, along with sidebars and references that have been refreshed with the latest information. Additional content updates to the third edition cover these topics:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eBrain health and immunity as they relate to physical activity and public health science\u003c\/li\u003e\n\u003cli\u003eThe physical activity paradox hypothesis\u003c\/li\u003e\n\u003cli\u003eThe current status of physical activity levels for children and adolescents\u003c\/li\u003e\n\u003cli\u003eComprehensive community-wide programs to increase physical activity\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eRelated online content is delivered through HK\u003ci\u003ePropel\u003c\/i\u003e to enhance student learning. The materials include downloadable review questions; a key term activity; web links to explore issues related to physical activity, exercise, and public health; three core assignments that align with the three parts of the book; and three assignments relevant to students seeking a Physical Activity and Public Health Specialist certification. To further tie theory to practice, case studies and callout boxes can be found throughout the text, and each chapter ends with a review. Leader Profile sidebars allow students to explore potential career paths.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eFoundations of Physical Activity and Public Health\u003c\/i\u003e will give students deeper insight into the impact of sedentary behavior and physical activity on health, including cardiorespiratory and metabolic diseases, weight status, musculoskeletal disorders, cancers, and brain health. Evidence-based strategies are examined using three general approaches—informational, behavioral and social, and environmental and policy—and examples of successful programs are showcased. A chapter on data collection and analysis describes strategies to measure and evaluate program and policy effectiveness, while discussion of real-world initiatives illustrates developing effective partnerships and models for advocacy.\u003cbr\u003e\u003cbr\u003eAs the emphasis on physical activity as a tool for improving public health grows, professionals with combined knowledge of both public health and exercise science will be highly sought. \u003ci\u003eFoundations of Physical Activity and Public Health, Third Edition,\u003c\/i\u003e will help students obtain an overview of kinesiology and public health areas, understand physical activity applications for public health, and learn about career options.\u003cbr\u003e\u003cbr\u003eNote: A code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with all new print books.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003eTextbook for undergraduate and graduate courses in physical activity and public health; reference for public health professionals, health promotion specialists, and exercise scientists interested in physical activity and health.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003ci\u003e\u003cb\u003ePart I. Introduction to Physical Activity and Public Health\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Fundamentals of Public Health\u003cbr\u003e Defining Moments in Public Health\u003cbr\u003e Areas of Specialization in Public Health\u003cbr\u003e Core Functions of Public Health\u003cbr\u003e Public Health Law\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Fundamentals of Kinesiology\u003cbr\u003e The Field of Kinesiology\u003cbr\u003e Kinesiology Subdisciplines and Exercise Training\u003cbr\u003e Principles of Exercise Training, Prescription, and Planning\u003cbr\u003e Applying Physical Activity and Exercise Training Principles\u003cbr\u003e Health and Fitness Benefits of Physical Activity and Exercise\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Integrating Public Health and Physical Activity\u003cbr\u003e History of Physical Activity and Public Health\u003cbr\u003e Role of Physical Activity in Chronic Disease Development\u003cbr\u003e From Science to Practice and Back\u003cbr\u003e Promoting Physical Activity for Health\u003cbr\u003e Practitioners of Physical Activity in Public Health\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Measuring Physical Activity\u003cbr\u003e Evidence-Based Recommended Levels of Physical Activity for Health\u003cbr\u003e Laboratory Measures of Energy Expenditure\u003cbr\u003e Electronic Devices to Measure Physical Activity\u003cbr\u003e Direct Observation Techniques\u003cbr\u003e Self-Report Instruments\u003cbr\u003e Surveillance in Populations\u003cbr\u003e Combining Measurement Approaches\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Health Effects of Exercise and Physical Activity\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Cardiorespiratory and Metabolic Health\u003cbr\u003e Prevalence of Cardiovascular Disease\u003cbr\u003e Risk Factors for Cardiovascular Disease\u003cbr\u003e Kinesiology and Cardiorespiratory Health\u003cbr\u003e Cardiorespiratory Fitness Assessments\u003cbr\u003e General Recommendations for Cardiorespiratory Health\u003cbr\u003e Prevalence and Economic Costs of Metabolic Disease\u003cbr\u003e Metabolic Disease Risk Factors\u003cbr\u003e Kinesiology and Metabolic Health\u003cbr\u003e Common Tests of Metabolic Function\u003cbr\u003e General Recommendations for Metabolic Health\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Overweight and Obesity\u003cbr\u003e Caloric Balance\u003cbr\u003e Prevalence of Obesity and Overweight and Associated Health Consequences\u003cbr\u003e Obesity and Overweight Risk Factors\u003cbr\u003e Obesity and Overweight Challenges\u003cbr\u003e Kinesiology and Body Weight\u003cbr\u003e Common Assessments of Obesity and Overweight\u003cbr\u003e Physical Activity Guidelines for a Healthy Weight\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Musculoskeletal and Functional Health\u003cbr\u003e Prevalence of Musculoskeletal Disorders and Related Health Challenges\u003cbr\u003e Risk Factors Associated With Musculoskeletal Disorders and Associated Health Challenges\u003cbr\u003e Kinesiology and Musculoskeletal Health\u003cbr\u003e Common Tests of Musculoskeletal Fitness or Function\u003cbr\u003e Physical Activity and Musculoskeletal Health\u003cbr\u003e Functional Health\u003cbr\u003e Risk Factors for Poor Functional Health\u003cbr\u003e Common Tests of Functional Health\u003cbr\u003e Fitness Recommendations for Functional Health\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Cancers\u003cbr\u003e Prevalence of Cancers\u003cbr\u003e Cancer Risk Factors\u003cbr\u003e Kinesiology and Cancers\u003cbr\u003e Physical Activity Among Cancer Survivors\u003cbr\u003e Physical Activity Guidelines for Cancer Prevention\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Brain Health and Other Emergent Health Topics\u003cbr\u003e Prevalence and Economic Costs of Brain Health Disorders\u003cbr\u003e Common Brain Health Conditions\u003cbr\u003e Risk Factors Associated With Brain Health Disorders\u003cbr\u003e Physical Activity and Brain Physiology\u003cbr\u003e Physical Activity and Brain Cognitive Function\u003cbr\u003e Physical Activity Guidelines for Brain Health\u003cbr\u003e Physical Activity and Infectious Disease and Immune Response\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Health Risks and Unintended Consequences of Exercise and Physical Activity\u003cbr\u003e Musculoskeletal Injuries\u003cbr\u003e Kinesiology and Musculoskeletal Injuries\u003cbr\u003e Sudden Adverse Cardiac Events\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart III. Strategies for Effective Physical Activity Promotion\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Key Resources and Theoretical Models for Evidence-Based Physical Activity Promotion\u003cbr\u003e Ecological Models of Health Behavior\u003cbr\u003e The Community Guide\u003cbr\u003e Eight Investments That Work for Physical Activity\u003cbr\u003e Selecting the Most Appropriate Source of Information\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Individual and Interpersonal Approaches for Promoting Physical Activity\u003cbr\u003e Rationale for Informational Approaches\u003cbr\u003e Behavioral Theories and Theoretical Models of Behavior Change\u003cbr\u003e Social Support for Health Behavior Change\u003cbr\u003e Social Support Interventions to Increase Physical Activity Participation\u003cbr\u003e Individually Adapted Health Behavior Change Programs\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Approaches to Promoting Physical Activity in Educational Settings\u003cbr\u003e Rationale for School-Based Physical Activity Programs\u003cbr\u003e International and National Trends in Youth Physical Activity Levels\u003cbr\u003e Kinesiology and Physical Activity Outcomes for Youth\u003cbr\u003e Physical Fitness Assessments of Youth\u003cbr\u003e Evidence-Based Educational Physical Activity Approaches That Work for Youth and Young Adults\u003cbr\u003e Developmental Considerations for Physical Activity in Youth\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Community-Wide Approaches for Promoting Physical Activity\u003cbr\u003e Community-Wide Informational Campaigns\u003cbr\u003e Multicomponent Community-Wide Programs\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Environmental and Policy Approaches to Promoting Physical Activity\u003cbr\u003e Access\u003cbr\u003e Urban Design\u003cbr\u003e Measuring the Built Environment\u003cbr\u003e Physical Activity Policy\u003cbr\u003e Land Use Policy\u003cbr\u003e Co-Benefits of Activity-Promoting Environments and Policies\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Program and Policy Evaluation for Physical Activity and Public Health\u003cbr\u003e Ways to Measure Program and Policy Effectiveness\u003cbr\u003e Logic Models for Physical Activity Promotion and Policies\u003cbr\u003e Evaluation Designs\u003cbr\u003e Data Collection and Analysis\u003cbr\u003e Disseminating Results\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e Partnership Development and Advocacy\u003cbr\u003e Key Factors in Building Partnerships\u003cbr\u003e Strategies for Physical Activity Advocacy\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eHarold W. (Bill) Kohl, III, PhD\u003c\/b\u003e (1960-2024) was a professor of epidemiology and kinesiology at the University of Texas Health Science Center at Houston and the University of Texas at Austin. At the University of Texas Health Science Center, Kohl served as the associate regional dean for academic affairs and international health affairs at the Austin regional campus.\u003cbr\u003e\u003cbr\u003e Kohl’s efforts concentrated on national and international physical activity surveillance and epidemiology issues as well as program development and evaluation studies for the promotion of school-based physical activity for children and adolescents. He was a fellow of the American College of Sports Medicine (ACSM) and the National Academy of Kinesiology and served as an elected trustee of ACSM. He was the founder and past president of the International Society for Physical Activity and Health (ISPAH) and served as the elected chair of the National Physical Activity Plan Alliance. He also served in an editorial capacity for several scientific journals and was editor emeritus of \u003ci\u003eJournal of Physical Activity \u0026amp; Health\u003c\/i\u003e. He published more than 200 papers, chapters, and monographs in the scientific literature. In 2018, he coauthored the textbook \u003ci\u003eFoundations of Kinesiology\u003c\/i\u003e. Kohl passed away during the writing of this third edition.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTinker D. Murray, PhD,\u003c\/b\u003e is a professor emeritus and honorary professor of international studies in health and human performance at Texas State University in San Marcos, where he served as the director of the exercise performance laboratory for more than 15 years. His research interests include school-based and clinical-based youth physical activity and interventions with public health linkages for the prevention of obesity and diabetes, continuing education opportunities for coaching education, and personal fitness and training applications related to exercise physiology.\u003cbr\u003e\u003cbr\u003e Murray is a fellow emeritus of the American College of Sports Medicine (ACSM) and was certified as an ACSM program director. He was a two-time president of the Texas regional chapter of ACSM. He served on the national ACSM board of trustees from 1998 to 2001. In the fall of 2003, he was a guest researcher with Bill Kohl at the Centers for Disease Control and Prevention (CDC) Division of Nutrition and Physical Activity. He has been actively involved with the International Society for Physical Activity and Health (ISPAH) and has attended several biannual meetings of the International Congress on Physical Activity and Public Health.\u003cbr\u003e\u003cbr\u003e Murray retired from Texas State University in 2018. He remains academically active by contributing to scholarly presentations and publications that promote physical active lifestyles.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eDeborah Salvo, PhD,\u003c\/b\u003e is an associate professor of health behavior and health education in the department of kinesiology and health education at the University of Texas in Austin, where she also serves as the director of the Texas Center for Equity Promotion. She is a faculty affiliate of the Prevention Research Center in St. Louis and of the Center for Diabetes Translation Research at Washington University in St. Louis.\u003cbr\u003e\u003cbr\u003e Salvo’s research interests and expertise center in the reduction of disparities in access to environments that enable physically active lifestyles. Her work focuses on understanding the relationship between the built environment and physical activity, documenting and ameliorating geospatial health disparities, and using and improving objective measures to quantify physical activity and geospatial exposures.\u003cbr\u003e\u003cbr\u003e Salvo is the president-elect of the International Society for Physical Activity and Health (ISPAH), founded in 2008 by Bill Kohl as the first global scientific society focused on physical activity and public health research. She is part of the steering committee of the Global Observatory for Physical Activity and of the executive committee of the Global Observatory of Healthy and Sustainable Cities. She is a founding member and a conference chair of the Latin American Society of Physical Activity and Health Research.\u003cbr\u003e\u003cbr\u003e Salvo serves as senior associate editor of \u003ci\u003eJournal of Physical Activity \u0026amp; Health\u003c\/i\u003e and as associate editor for \u003ci\u003eTranslational Journal of the American College of Sports Medicine\u003c\/i\u003e. Throughout her career, she has served as a technical advisor on physical activity and the built environment for several agencies, including the Centers for Disease Control and Prevention (CDC), the Fogarty International Center within the National Institutes of Health, the National Institute of Public Health of Mexico, and the World Health Organization.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/about-the-physical-activity-alliance-paa\"\u003eAbout the Physical Activity Alliance (PAA)\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/electronic-devices-used-in-physical-activity-surveillance-and-public-health-research\"\u003eElectronic devices used in physical activity surveillance and public health research\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/physical-activity-recommendations-for-metabolic-health\"\u003ePhysical activity recommendations for metabolic health\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/ways-to-measure-public-health-program-and-policy-effectiveness\"\u003eWays to measure public health program and policy effectiveness\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Five_pillars_of_public_health_f3200a13-9709-48f3-b160-b66e2da76652.jpg?v=1741411298\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Five_pillars_of_public_health_f3200a13-9709-48f3-b160-b66e2da76652.jpg?v=1741411298\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Cycle_of_the_10_essential_functions_of_public_health_944bb755-536a-4b42-9c1d-4bf0b5f91afa.jpg?v=1741411332\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Cycle_of_the_10_essential_functions_of_public_health_944bb755-536a-4b42-9c1d-4bf0b5f91afa.jpg?v=1741411332\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Changes_in_motor_ability_be7e2bc3-0c46-4c0d-a22e-042c8058e331.jpg?v=1741411367\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Changes_in_motor_ability_be7e2bc3-0c46-4c0d-a22e-042c8058e331.jpg?v=1741411367\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Walk_a_Hound_Lose_a_Pound_logic_model.jpg?v=1741411402\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Walk_a_Hound_Lose_a_Pound_logic_model.jpg?v=1741411402\" alt=\"\"\u003e\u003c\/a\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillaries are free to adopting instructors through \u003ca href=\"\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eInstructor guide.\u003c\/b\u003e Includes a syllabus and course design suggestions along with tips, outlines, objectives, summaries for each chapter, and answers to review questions. Also features a semester-long group project, three core assignments aligned with the three parts of the text, and three assignments for students seeking a Physical Activity and Public Health Specialist certificate from the Physical Activity Alliance.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTest package.\u003c\/b\u003e Contains more than 500 questions in true-false, fill-in-the-blank, essay and short-answer, and multiple-choice formats. The files may be downloaded for integration with a learning management system or printed for use as paper-based tests. Instructors may also create their own customized quizzes or tests from the test bank questions to assign to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. Multiple-choice and true-false questions are automatically graded, and instructors can review student scores in the platform.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter quizzes.\u003c\/b\u003e Contains ready-made quizzes to assess student comprehension of the most important concepts in each chapter. Each quiz may be downloaded or assigned to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. The chapter assessments are automatically graded, and instructors can review student scores in the platform.\u003cbr\u003e\u003cbr\u003e\u003cb\u003ePresentation package. \u003c\/b\u003eFeatures more than 330 PowerPoint slides of text, artwork, and tables from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eImage bank. \u003c\/b\u003eIncludes most of the figures and tables from the text, sorted by chapter. These can be used in developing a customized presentation based on specific course requirements.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eInstructors also receive access to all student materials in HK\u003ci\u003ePropel\u003c\/i\u003e.\u003c\/b\u003e For \u003ci\u003eFoundations of Physical Activity and Public Health, Third Edition\u003c\/i\u003e, this includes a key term activity, three core assignments that align with the three parts of the book, and three assignments relevant to students seeking a Physical Activity and Public Health Specialist certificate from the Physical Activity Alliance. Downloadable review questions for each chapter and web links are provided to enhance student learning.\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Harold W. Kohl,Tinker D. Murray,Deborah Salvo","offers":[{"title":"Paperback With Online Resource","offer_id":41692402909258,"sku":"","price":126.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718224001.jpg?v=1777357842"},{"product_id":"advanced-analysis-of-motor-development-epub","title":"Advanced Analysis of Motor Development epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-quote\" id=\"display-quote\"\u003eQuotes\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003eAdvanced Analysis of Motor Development\u003c\/i\u003e explores how research is conducted in testing major issues and questions in motor development. It also looks at the evolution of research in the field, its current status, and possible future directions. This text is one of the few to examine motor development models and theories analytically while providing a context for advanced students in motor development so they can understand current and classic research in the field. \u003c\/p\u003e\n\u003cp\u003e Traditionally, graduate study in motor development has been approached through a compilation of readings from various sources. This text meets the need for in-depth study in a more cohesive manner by presenting parallels and highlighting relationships among research studies that independent readings might not provide. In addition, \u003ci\u003eAdvanced Analysis of Motor Development\u003c\/i\u003e builds a foundation in the theories and approaches in the field and demonstrates how they drive contemporary research in motor development. \u003c\/p\u003e\n\u003cp\u003e A valuable text for graduate students beginning their own research projects or making the transition from student to researcher, this text focuses on examining and interpreting research in the field. Respected researchers Haywood, Roberton, and Getchell explain the history and evolution of the field and articulate key research issues. As they examine each of the main models and theories that have influenced the field, they share how motor development research can be applied to the fields of physical education, special education, physical therapy, and rehabilitation sciences. \u003c\/p\u003e\n\u003cp\u003e With its emphasis on critical inquiry, \u003ci\u003eAdvanced Analysis of Motor Development\u003c\/i\u003e will help students examine important topics and questions in the field in a more sophisticated manner. They will learn to analyze research methods and results as they deepen their understanding of developmental phenomena. For each category of movement skills covered (posture and balance, foot locomotion, ballistic skills, and manipulative skills), the authors first offer a survey of the pertinent research and then present an in-depth discussion of the landmark studies. In analyzing these studies, students will come to appreciate the detail of research and begin to explore possibilities for their own future research. Throughout the text, special elements help students focus on analysis. Tips for Novice Researchers sidebars highlight issues and questions raised by research and offer suggestions for further exploration and study. Comparative tables detail the differences in the purpose, methods, and results of key studies to help students understand not only what the studies found but also the relevance of those findings. \u003c\/p\u003e\n\u003cp\u003e With \u003ci\u003eAdvanced Analysis of Motor Development\u003c\/i\u003e, readers will discover how research focusing on the major issues and central questions in motor development is produced and begin to conceptualize their own research. Readers will encounter the most important models and theories; dissect some of the seminal and recent articles that test these models and theories; and examine issues such as nature and nurture, discontinuity and continuity, and progression and regression. \u003ci\u003eAdvanced Analysis of Motor Development\u003c\/i\u003e will guide students to a deeper understanding of research in life span motor development and enable them to examine how the complexities of motor development can be addressed in their respective professions. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003e\u003cb\u003ePart I. What Is Motor Development? Theoretical Perspectives \u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Descriptive Perspectives \u003c\/p\u003e\n\u003cp\u003e Definition of Motor Development Study \u003c\/p\u003e\n\u003cp\u003e History of Motor Development in the United States \u003c\/p\u003e\n\u003cp\u003e Concept of Development \u003c\/p\u003e\n\u003cp\u003e Three Early Pioneers of Motor Development \u003c\/p\u003e\n\u003cp\u003e Stage Versus Age \u003c\/p\u003e\n\u003cp\u003e Physical Educators and Kinesiologists in the Field \u003c\/p\u003e\n\u003cp\u003e Legacies From the Descriptive Perspectives \u003c\/p\u003e\n\u003cp\u003e Specific Contributions of the Descriptive Perspectives \u003c\/p\u003e\n\u003cp\u003e Role of Description Within Motor Development Research \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Perspectives on Perception and Action \u003c\/p\u003e\n\u003cp\u003e Indirect Perspective \u003c\/p\u003e\n\u003cp\u003e Direct Perspective \u003c\/p\u003e\n\u003cp\u003e A Resolution? \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Systems Perspective \u003c\/p\u003e\n\u003cp\u003e Model of Constraints \u003c\/p\u003e\n\u003cp\u003e Dynamic Systems \u003c\/p\u003e\n\u003cp\u003e Applying the Dynamic Systems Model to a Motor Development Problem \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Motor Development Research Approaches \u003c\/p\u003e\n\u003cp\u003e Research Designs \u003c\/p\u003e\n\u003cp\u003e Development Simulation \u003c\/p\u003e\n\u003cp\u003e Dependent Variables \u003c\/p\u003e\n\u003cp\u003e Anthropometric Measures \u003c\/p\u003e\n\u003cp\u003e Moving the Field Forward: Strong Inference Research \u003c\/p\u003e\n\u003cp\u003e Moving the Field Forward: Wohlwill’s Developmental Research Schema \u003c\/p\u003e\n\u003cp\u003e Research Methods in Practice: Esther Thelen and Reflex Stepping \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II. What Perspectives Do Researchers Use to Study Motor Development? Contemporary Research \u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Development of Postural Control \u003c\/p\u003e\n\u003cp\u003e Theoretical Perspectives \u003c\/p\u003e\n\u003cp\u003e Early Development \u003c\/p\u003e\n\u003cp\u003e Rising to Stand \u003c\/p\u003e\n\u003cp\u003e Postural Control in Older Adulthood \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Development of Foot Locomotion \u003c\/p\u003e\n\u003cp\u003e Intertask Developmental Sequence \u003c\/p\u003e\n\u003cp\u003e Intratask Developmental Sequences \u003c\/p\u003e\n\u003cp\u003e Further Study \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Development of Ballistic Skills \u003c\/p\u003e\n\u003cp\u003e Intertask Developmental Sequence \u003c\/p\u003e\n\u003cp\u003e Intratask Developmental Sequences \u003c\/p\u003e\n\u003cp\u003e Developmental Research \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Development of Manipulative Skills \u003c\/p\u003e\n\u003cp\u003e Reaching and Grasping \u003c\/p\u003e\n\u003cp\u003e Interception Skills \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart III. How Do Practitioners Adopt a Developmental Perspective? Applying Research \u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Atypical Motor Development \u003c\/p\u003e\n\u003cp\u003e Identifying Atypical Development by Understanding Typical Development \u003c\/p\u003e\n\u003cp\u003e Motor Development That Is Not Average \u003c\/p\u003e\n\u003cp\u003e Combining Theory and Practice \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Advances in Interventions \u003c\/p\u003e\n\u003cp\u003e Interventions in Typically Developing Populations \u003c\/p\u003e\n\u003cp\u003e Interventions for Atypical Populations \u003c\/p\u003e\n\u003cp\u003e Interventions for Children With Disabilities \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eKathleen M. Haywood, PhD,\u003c\/b\u003e is a professor and associate dean for graduate education at the University of Missouri–St. Louis, where she researches life span motor development and teaches courses in motor behavior and development, sport psychology, and biomechanics. She earned her PhD in motor behavior from the University of Illinois at Urbana-Champaign in 1976. \u003c\/p\u003e\n\u003cp\u003e Haywood is a fellow of the National Academy of Kinesiology and the Research Consortium of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). She has served as president of the North American Society for the Psychology of Sport and Physical Activity and as chairperson of the Motor Development Academy of AAHPERD. Haywood is also a recipient of AAHPERD’s Mabel Lee Award. \u003c\/p\u003e\n\u003cp\u003e Haywood is also the coauthor of the first, second, and third editions of \u003ci\u003eArchery: Steps to Success \u003c\/i\u003eand \u003ci\u003eTeaching Archery: Steps to Success\u003c\/i\u003e and coauthor of \u003ci\u003eLife Span Motor Development\u003c\/i\u003e, also published by Human Kinetics. She resides in Saint Charles, Missouri. In her free time she enjoys fitness training, tennis, and dog training. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eMary Ann Roberton, PhD,\u003c\/b\u003e is professor emeritus and past director of the School of Human Movement, Sport, and Leisure Studies at Bowling Green State University in Bowling Green, Ohio. Roberton has been researching and writing about motor development for over 35 years and is well known for her study of developmental sequences in motor development and its application for physical education teachers and physical therapists. In addition to \u003ci\u003eAdvanced Analysis of Motor Development\u003c\/i\u003e, Roberton has authored one scholarly book, several book chapters, numerous journal articles, and invited and refereed papers. \u003c\/p\u003e\n\u003cp\u003e In 2011 Roberton received the Hall of Fame Award from the National Association for Sport and Physical Education. She is a fellow of the Research Consortium of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) and was inducted as a fellow into the National Academy of Kinesiology in 2003. \u003c\/p\u003e\n\u003cp\u003e A distinguished faculty member, Roberton was awarded the Faculty Mentor Award in 2000 from Bowling Green State University. Honoring her service to the university and the profession, the Mary Ann Roberton Outstanding Thesis Award and Mary Ann Roberton Outstanding Project Award were established in 1999 by the faculty of the School of Human Movement, Sport, and Leisure Studies at Bowling Green State University. Roberton resides in Madison, Wisconsin. Retired since 2005, she remains active in research and scholarship. In her free time she enjoys swimming, cycling, and reading. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eNancy Getchell, PhD,\u003c\/b\u003e is an associate professor at the University of Delaware in Newark. She has taught courses in motor development, motor control and learning, research methods, and women in sport. For nearly 20 years, Getchell has focused her research on motor development. \u003c\/p\u003e\n\u003cp\u003e She is a fellow of the Research Consortium of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). She is a member of the North American Society for the Psychology of Sport and Physical Activity, the International Society of Motor Control, and AAHPERD. Getchell also served as the section editor for the Growth and Motor Development section of \u003ci\u003eResearch Quarterly for Exercise and Sport\u003c\/i\u003e from 2005 to 2009 and chairperson of the AAHPERD Motor Development and Learning Academy. \u003c\/p\u003e\n\u003cp\u003e In 2001, Getchell was the recipient of the Lolas E. Halverson Young Investigators Award in motor development. She earned a PhD in kinesiology from the University of Wisconsin at Madison in 1996. Getchell resides in Wilmington, Delaware, where she enjoys hiking, playing soccer, and bicycling. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-quote\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e “\u003ci\u003eThis text meets the need for in-depth study in a more cohesive manner by presenting parallels and highlighting relationships among research studies that independent readings might not provide.\u003c\/i\u003e” \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eDoody’s Book Review (5 star review)\u003c\/b\u003e\u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabQuote--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/dynamic-systems-model-has-much-to-offer-researchers-interested-in-understanding-developmental-change\"\u003eDynamic systems model has much to offer researchers interested in understanding developmental change\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/research-shows-children-with-autism-spectrum-disorders-exhibit-some-motor-skill-deficiencies\"\u003eResearch shows children with autism spectrum disorders exhibit some motor skill deficiencies\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/using-developmental-sequence-theory-to-study-ballistic-skills\"\u003eUsing developmental sequence theory to study ballistic skills\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Kathleen M. Haywood,Mary Ann Roberton,Nancy Getchell","offers":[{"title":"Ebook","offer_id":42068475641930,"sku":"","price":74.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492581956.jpg?v=1779866108"},{"product_id":"advances-in-motivation-in-sport-and-exercise-3rd-edition-epub","title":"Advances in Motivation in Sport and Exercise 3rd Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-quote\" id=\"display-quote\"\u003eQuotes\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003eAdvances in Motivation in Sport and Exercise, Third Edition,\u003c\/i\u003e presents the most current information in sport and exercise motivation, including discussion of new research surrounding self-determination theory and goal achievement theory, traditional topics of goal setting and self-efficacy, and newer areas of attention such as passion and perfectionism. Readers not only will gain knowledge in one of the leading areas of sport psychology research but also learn how the research can inform their current practice. \u003c\/p\u003e\n\u003cp\u003e In this third edition, editors Glyn Roberts and Darren Treasure, along with a highly respected team of contributors, offer sport and exercise psychology researchers and students the most up-to-date review of the state of research in motivation. As in previous editions, the text chronicles the growth of motivation research and its role in physical activity, exercise, and sport. The star team of contributors offers thoughtful discussion of key issues and findings for readers to consider and insight into both the conceptual understanding of motivation and its application. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eAdvances in Motivation in Sport and Exercise, Third Edition, \u003c\/i\u003ebegins by introducing readers to new trends and interpretations in motivational theory. Each chapter of the text discusses a unique motivational theory and its contemporary contribution to the field of knowledge. Whether research or practically inclined, readers will be enlightened through the use of these features: \u003c\/p\u003e\n\u003cp\u003e • Presentation of differing perspectives and approaches that make up the current state of research in the most vibrant of topics in sport and exercise psychology \u003c\/p\u003e\n\u003cp\u003e • Future Directions for Research and Practical Applications sections at the end of each chapter that help demonstrate how the chapters’ content is applied to real-world practice \u003c\/p\u003e\n\u003cp\u003e • An extensive reference list that serves as a tool for finding further resources and continuing study of motivation \u003c\/p\u003e\n\u003cp\u003e The third edition of \u003ci\u003eAdvances in Motivation in Sport and Exercise\u003c\/i\u003e helps readers learn how the theories of motivation can be applied in exercise, sport, and physical activity contexts. Thoughtfully compiled by a respected editor and contributor team, this comprehensive text serves as a review of current research and a resource for further study and applications for researchers, students, and practitioners. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003e\u003cb\u003ePart I: Contemporary Theories of Motivation: New Directions and Interpretations\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Motivation in Sport and Exercise From an Achievement Goal Theory Perspective: After 30 Years, Where Are We? \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eGlyn C. Roberts\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Motivation and Achievement Behavior \u003c\/p\u003e\n\u003cp\u003e Motivational Implications of Task or Ego Involvement \u003c\/p\u003e\n\u003cp\u003e Evidence Summary \u003c\/p\u003e\n\u003cp\u003e Counterarguments \u003c\/p\u003e\n\u003cp\u003e Counterpoints to the Counterarguments \u003c\/p\u003e\n\u003cp\u003e Parsimony, Elegance, and Conceptual Coherence in Sport Psychology \u003c\/p\u003e\n\u003cp\u003e And the Point Is? \u003c\/p\u003e\n\u003cp\u003e Practical Applications \u003c\/p\u003e\n\u003cp\u003e Directions for Future Research \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2. \u003c\/b\u003eThe Place of Achievement Goals in the Social Context of Sport: A Comparison of Nicholls’ and Elliot’s Models \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eAthanasios G. Papaioannou, Nikos Zourbanos, Haralampos Krommidas, and George Ampatzoglou\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Review on Trichotomous and Two-by-Two Findings in Sport \u003c\/p\u003e\n\u003cp\u003e A Comparison Between Elliot’s and Nicholls’ Models \u003c\/p\u003e\n\u003cp\u003e Interpretation of Findings Based on the Trichotomous and Two-by-Two Models \u003c\/p\u003e\n\u003cp\u003e Practical Applications \u003c\/p\u003e\n\u003cp\u003e Directions for Future Research \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e A Self-Determination Theory Perspective on Motivation in Sport and Physical Education: Current Trends and \u003ci\u003ePossible Future Research Directions\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Nikos Ntoumanis \u003c\/p\u003e\n\u003cp\u003e Sociocontextual Environment \u003c\/p\u003e\n\u003cp\u003e Satisfaction and Thwarting of Psychological Needs \u003c\/p\u003e\n\u003cp\u003e Practical Applications \u003c\/p\u003e\n\u003cp\u003e Directions for Future Research \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4. \u003c\/b\u003ePerfectionism: A Foundation for Sporting Excellence or an Uneasy Pathway Toward Purgatory? \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eHoward K. Hall, Andrew P. Hill, and Paul R. Appleton\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Perfectionism in Elite Sport Performers \u003c\/p\u003e\n\u003cp\u003e Definition \u003c\/p\u003e\n\u003cp\u003e Empirical Evidence of Perfectionism in Sport \u003c\/p\u003e\n\u003cp\u003e Practical Applications \u003c\/p\u003e\n\u003cp\u003e Directions for Future Research \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e Chapter 5. The Dualistic Model of Passion in Sport and Exercise \u003c\/p\u003e\n\u003cp\u003e Robert J. Vallerand \u003c\/p\u003e\n\u003cp\u003e Psychology of Passion \u003c\/p\u003e\n\u003cp\u003e Initial Research on the Concept of Passion \u003c\/p\u003e\n\u003cp\u003e Development of Passion \u003c\/p\u003e\n\u003cp\u003e Passion and Intrapersonal Outcomes \u003c\/p\u003e\n\u003cp\u003e Passion and Interpersonal and Intergroup Outcomes \u003c\/p\u003e\n\u003cp\u003e Passionate Functioning Under Various Situations \u003c\/p\u003e\n\u003cp\u003e Practical Applications \u003c\/p\u003e\n\u003cp\u003e Directions for Future Research \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Goal Setting to Enhance Motivation in Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eGlyn C. Roberts and Elsa Kristiansen\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Goal Setting \u003c\/p\u003e\n\u003cp\u003e A Search for Theory \u003c\/p\u003e\n\u003cp\u003e Achievement Goal Theory \u003c\/p\u003e\n\u003cp\u003e Goal Involvement \u003c\/p\u003e\n\u003cp\u003e Achievement Goal Orientations \u003c\/p\u003e\n\u003cp\u003e Motivational Climate \u003c\/p\u003e\n\u003cp\u003e Achievement Goal Theory and Goal Setting \u003c\/p\u003e\n\u003cp\u003e Why Goal Setting Works \u003c\/p\u003e\n\u003cp\u003e Managing the Motivation of Others \u003c\/p\u003e\n\u003cp\u003e Goal Setting as a Motivational Strategy for Injuries and Rehabilitation \u003c\/p\u003e\n\u003cp\u003e Managing Individual Motivation \u003c\/p\u003e\n\u003cp\u003e Practical Applications \u003c\/p\u003e\n\u003cp\u003e Directions for Future Research \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II: Understanding the Psychological Determinants and Mediators of Physical Activity Behavior\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Self-Determination Theory and Exercise Motivation: Facilitating Self-Regulatory Processes to Support and Maintain Health and Well-Being \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMartyn Standage and Richard M. Ryan\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Basic Components of SDT and Mapping of Minitheories \u003c\/p\u003e\n\u003cp\u003e Self-Determination Theory in Exercise Science Research \u003c\/p\u003e\n\u003cp\u003e Practical Applications \u003c\/p\u003e\n\u003cp\u003e Directions for Future Research \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8. \u003c\/b\u003eSelf-efficacy and Motivation in Physical Activity and Sport: Mediating Processes and Outcomes \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eTodd A. Gilson and Deborah L. Feltz\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Theoretical Overview of Self-Efficacy \u003c\/p\u003e\n\u003cp\u003e Individual-Level Self-Efficacy Research \u003c\/p\u003e\n\u003cp\u003e Collective Efficacy Research \u003c\/p\u003e\n\u003cp\u003e Coaching Efficacy Research \u003c\/p\u003e\n\u003cp\u003e Practical Applications \u003c\/p\u003e\n\u003cp\u003e Directions for Future Research \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Social Cognitive Approaches to Understanding Exercise Motivation and Behavior in Cancer Survivors \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eJeff K. Vallance and Kerry S. Courneya \u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e Cancer Treatments \u003c\/p\u003e\n\u003cp\u003e Exercise and Cancer Survivorship \u003c\/p\u003e\n\u003cp\u003e Physical Activity Prevalence in Cancer Survivors \u003c\/p\u003e\n\u003cp\u003e Exercise Motivation in Cancer Survivors \u003c\/p\u003e\n\u003cp\u003e Exercise Behavior in Cancer Survivors \u003c\/p\u003e\n\u003cp\u003e Theory of Planned Behavior \u003c\/p\u003e\n\u003cp\u003e Social-Cognitive Theory \u003c\/p\u003e\n\u003cp\u003e Self-Determination Theory \u003c\/p\u003e\n\u003cp\u003e Exercise Beliefs Among Cancer Survivors \u003c\/p\u003e\n\u003cp\u003e Practical Applications \u003c\/p\u003e\n\u003cp\u003e Directions for Future Research \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10. \u003c\/b\u003eUnderstanding Exercise Behavior: A Self-Presentational Perspective \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eKathleen A. Martin Ginis and Diane Mack\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Background \u003c\/p\u003e\n\u003cp\u003e Evidence \u003c\/p\u003e\n\u003cp\u003e Theoretical Perspectives on Self-Presentation and Exercise Motivation \u003c\/p\u003e\n\u003cp\u003e Role of Self-Presentation in Exercise Motivation \u003c\/p\u003e\n\u003cp\u003e Practical Applications \u003c\/p\u003e\n\u003cp\u003e Directions for Future Research \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Interventions for Physical Activity and Sedentary Behavior \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eStuart J.H. Biddle, Nanette Mutrie, Trish Gorely, and Avril Blamey\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Role of Motivation: Understanding the Ecological and Behavioral Epidemiology Frameworks \u003c\/p\u003e\n\u003cp\u003e Theories Typically Used in Physical Activity Interventions \u003c\/p\u003e\n\u003cp\u003e Types and Settings for Interventions \u003c\/p\u003e\n\u003cp\u003e Behavior Change: Issues of Theory and Interventions \u003c\/p\u003e\n\u003cp\u003e A Framework for Evaluating Interventions \u003c\/p\u003e\n\u003cp\u003e Intervention Planning and Evaluation \u003c\/p\u003e\n\u003cp\u003e Examples of Physical Activity Behavior Change \u003c\/p\u003e\n\u003cp\u003e Sedentary Behavior Change \u003c\/p\u003e\n\u003cp\u003e Practical Applications \u003c\/p\u003e\n\u003cp\u003e Directions for Future Research \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eGlyn C. Roberts, PhD, \u003c\/b\u003ehas been a professor of psychology at the Norwegian School of Sport Sciences since 1998. He was a professor of sport psychology in the department of kinesiology at the University of Illinois. His research has focused on the motivational determinants of achievement, and he has been particularly concerned with the motivation of children in the competitive sport experience. Dr. Roberts has focused on how coaches coach and how the climate the coach creates affects the motivation, achievement, and persistence of children and adolescents. He has been involved in research grants for over $2 million. He has over 200 publications, including 15 books and more than 70 book chapters. He has several distinguished scholar awards, including the Honour Award of the International Society of Sport Psychology (ISSP, 1997) and the Coleman Griffith Scholar Award for 2008 of the Association for Applied Sport Psychology (AASP). Dr. Roberts is a distinguished scholar of the North American Society for the Psychology of Sport and Physical Activity (NASPSPA, 1998). Dr. Roberts was president of NASPSPA (1981-82), president of the European Federation of Sport Psychology (1999-2003), founding president of Division 12 (Sport Psychology) of the International Association of Applied Psychology (IAAP, 1994-1998), and president of AASP (2010-11). He has also served as the secretary general of ISSP and has been on the board of directors of IAAP (1984-1996; 2006-2014). He is a fellow of the American Academy of Kinesiology and Physical Education and a founding fellow of AASP, and he is one of only two sport psychologists who have been elected a fellow of IAAP. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eDarren C. Treasure, PhD,\u003c\/b\u003e is a former tenured associate professor at Arizona State University with an appointment in the department of kinesiology and an adjunct position in the department of psychology. Darren has held faculty positions at the University of Illinois at Urbana-Champaign and Southern Illinois University at Edwardsville. He has published over 50 scientific articles and book chapters on motivation and the psychology of peak performance and made invited keynote presentations at conferences in France, Norway, Finland, and the United Kingdom. Treasure currently resides in Portland, Oregon, where he consults with Nike in the role of high-performance director for the Oregon Project, a program that provides elite-level Nike-sponsored U.S. distance runners with the coaching, sports medicine, and sport science necessary for competing at the international level and ultimately winning medals at World Championships and the Olympic Games. From 2005 to 2009 Treasure was the author and lead consultant on a high-performance initiative in the athletic department at the University of California at Berkeley that enhances coaching, sports medicine, and sport science support systems. Dr. Treasure is the author of the hugely successful National Federation of State High School Associations’ core coaching education course, Fundamentals of Coaching launched in 2007. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-quote\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003e“As one of the only books reviewing current information on motivation in sport, exercise, and physical activity, this book contributes uniquely to the field of sport and exercise psychology and is a testament to the growth of motivation research and application.”\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e—Doody's Book Review\u003c\/b\u003e\u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabQuote--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/applying-the-dualistic-model-of-passion-in-sport-and-exercise\"\u003eApplying the dualistic model of passion in sport and exercise\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/parsimony-elegance-conceptual-coherence-valuable-to-motivation-theory\"\u003eParsimony, elegance, conceptual coherence valuable to motivation theory\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/strategies-for-improving-evidence-of-physical-activity-intervention-effectiveness\"\u003eStrategies for improving evidence of physical activity intervention effectiveness\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Glyn C. Roberts,Darren Treasure","offers":[{"title":"Ebook","offer_id":42068475674698,"sku":"","price":67.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492581994.jpg?v=1779866439"},{"product_id":"clinical-mechanics-and-kinesiology-epub","title":"Clinical Mechanics and Kinesiology epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003eClinical Mechanics and Kinesiology \u003c\/i\u003eprovides a solid foundation so that students of physical therapy, occupational therapy, and athletic training can understand biomechanics and functional anatomy as they relate to both normal and abnormal movement. Written by active clinicians with more than 40 combined years of clinical and teaching experience, this text is also a practical reference for rehabilitation professionals working with a range of populations and pathologies. \u003c\/p\u003e\n\u003cp\u003e Taking a clinical approach not found in other texts, \u003ci\u003eClinical Mechanics and Kinesiology\u003c\/i\u003e follows a logical progression that maximizes learning. It first presents biomechanical principles that students must understand in order to examine and treat clients and patients undergoing rehabilitation. Next, it explores muscle and nerve physiology and function of the muscle and joint systems. Then the focus shifts to applying those concepts to specific joints. Divided into 10 regions, each joint is evaluated by the bones that make up the joints; the joint articulation, anatomy, and function; and the muscles that act on the joints. In the final section of the text, students gain insight into full-body movement patterns of particular concern to rehabilitation specialists. They will examine not only the usual topics of posture and walking gait but also running gait and the mechanics of jumping and cutting—some of the most common sources of injury. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eClinical Mechanics and Kinesiology\u003c\/i\u003e is enhanced with over 360 pieces of full-color art. Unique combination figures integrate detailed bone illustrations and photos. Medical art displays locations of bones, muscles, and ligaments. Arthrokinematic motions are clearly shown with the appropriate skeletal locations, making it easy for students to see how a particular motion relates to the rest of the body. Several other features also aid in students’ learning and retention: \u003c\/p\u003e\n\u003cp\u003e • Clinical Correlations included in each chapter help students increase their understanding of biomechanics and kinesiology and apply the theoretical content to clinical practice. \u003c\/p\u003e\n\u003cp\u003e • Problem Sets and Practice It sidebars with activities in chapters 1 and 2 assist students in applying and mastering biomechanical concepts. \u003c\/p\u003e\n\u003cp\u003e • Pedagogical aids such as chapter objectives and conclusions, key points, glossary terms, and review questions highlight important information so students can quickly grasp and review the main points. \u003c\/p\u003e\n\u003cp\u003e In addition, instructors will have online access to an instructor guide, image bank, and test package. The instructor guide further encourages students’ learning by offering class assignments and lab activities not featured in the book. The class assignments, at least three per chapter, are quick activities that can be completed in class. The lab activities are longer assignments intended to be completed outside the classroom by pairs of students. Each lab contains an overview, a statement of purpose, a list of equipment needed, and instruction on data collection and analysis. \u003c\/p\u003e\n\u003cp\u003e Written for students and practitioners of rehabilitation programs, \u003ci\u003eClinical Mechanics and Kinesiology\u003c\/i\u003e provides a foundation in kinesiology reinforced by numerous clinically applicable examples. Students will gain a strong understanding of mechanical principles governing human motion, with particular knowledge of both normal and abnormal functional motions, and be able to apply their knowledge directly to rehabilitation protocols. \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003e\u003ci\u003ePart I: Basic Biomechanics\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Kinematics \u003c\/p\u003e\n\u003cp\u003e Movement Mechanics \u003c\/p\u003e\n\u003cp\u003e Joint Motion \u003c\/p\u003e\n\u003cp\u003e Kinematic Analyses \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Kinetics \u003c\/p\u003e\n\u003cp\u003e Basic Kinetic Terms \u003c\/p\u003e\n\u003cp\u003e Forces \u003c\/p\u003e\n\u003cp\u003e Levers \u003c\/p\u003e\n\u003cp\u003e Moments \u003c\/p\u003e\n\u003cp\u003e Vector Analysis \u003c\/p\u003e\n\u003cp\u003e Force Diagrams \u003c\/p\u003e\n\u003cp\u003e Clinical Application of Kinetics \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart II: Basic Muscle and Joint Physiology and Function\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Muscle and Nerve Physiology \u003c\/p\u003e\n\u003cp\u003e Muscle Structure \u003c\/p\u003e\n\u003cp\u003e Motor Unit \u003c\/p\u003e\n\u003cp\u003e Muscle Fiber Types \u003c\/p\u003e\n\u003cp\u003e Muscle Contraction \u003c\/p\u003e\n\u003cp\u003e Nervous System \u003c\/p\u003e\n\u003cp\u003e Neuromuscular Control \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Muscle Performance and Function \u003c\/p\u003e\n\u003cp\u003e Skeletal Muscle Properties \u003c\/p\u003e\n\u003cp\u003e Muscle Contractions \u003c\/p\u003e\n\u003cp\u003e Muscle Functions \u003c\/p\u003e\n\u003cp\u003e Muscle Flexibility and Range of Motion \u003c\/p\u003e\n\u003cp\u003e Muscle Performance \u003c\/p\u003e\n\u003cp\u003e Factors Affecting Muscle Performance \u003c\/p\u003e\n\u003cp\u003e Clinical Measures of Muscle Performance \u003c\/p\u003e\n\u003cp\u003e Effects of Injury, Immobilization, and Aging on Muscle Performance \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Human Joint Structure and Function \u003c\/p\u003e\n\u003cp\u003e Joints \u003c\/p\u003e\n\u003cp\u003e Periarticular Tissues \u003c\/p\u003e\n\u003cp\u003e Joint Positions and Movements \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart III: Regional Anatomy and Kinesiology\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Cervical Spine \u003c\/p\u003e\n\u003cp\u003e Vertebral Column \u003c\/p\u003e\n\u003cp\u003e Osteology \u003c\/p\u003e\n\u003cp\u003e Joint Articulations \u003c\/p\u003e\n\u003cp\u003e Joint Anatomy \u003c\/p\u003e\n\u003cp\u003e Joint Function \u003c\/p\u003e\n\u003cp\u003e Muscles \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Craniomandibular Complex \u003c\/p\u003e\n\u003cp\u003e Osteology \u003c\/p\u003e\n\u003cp\u003e Joint Articulations \u003c\/p\u003e\n\u003cp\u003e Joint Anatomy \u003c\/p\u003e\n\u003cp\u003e Joint Function \u003c\/p\u003e\n\u003cp\u003e Muscles \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Thoracic Spine \u003c\/p\u003e\n\u003cp\u003e Osteology \u003c\/p\u003e\n\u003cp\u003e Joint Articulations \u003c\/p\u003e\n\u003cp\u003e Joint Anatomy \u003c\/p\u003e\n\u003cp\u003e Joint Function \u003c\/p\u003e\n\u003cp\u003e Muscles \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Lumbar Spine and Pelvic Girdle \u003c\/p\u003e\n\u003cp\u003e Osteology \u003c\/p\u003e\n\u003cp\u003e Joint Articulations \u003c\/p\u003e\n\u003cp\u003e Joint Anatomy \u003c\/p\u003e\n\u003cp\u003e Joint Function \u003c\/p\u003e\n\u003cp\u003e Muscles \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10. \u003c\/b\u003eShoulder \u003c\/p\u003e\n\u003cp\u003e Osteology \u003c\/p\u003e\n\u003cp\u003e Joint Articulations \u003c\/p\u003e\n\u003cp\u003e Joint Anatomy \u003c\/p\u003e\n\u003cp\u003e Joint Function \u003c\/p\u003e\n\u003cp\u003e Muscles \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11. \u003c\/b\u003eElbow and Forearm \u003c\/p\u003e\n\u003cp\u003e Osteology \u003c\/p\u003e\n\u003cp\u003e Joint Articulations \u003c\/p\u003e\n\u003cp\u003e Joint Anatomy \u003c\/p\u003e\n\u003cp\u003e Joint Function \u003c\/p\u003e\n\u003cp\u003e Muscles \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12. \u003c\/b\u003eWrist and Hand \u003c\/p\u003e\n\u003cp\u003e Osteology \u003c\/p\u003e\n\u003cp\u003e Joint Articulations \u003c\/p\u003e\n\u003cp\u003e Joint Anatomy \u003c\/p\u003e\n\u003cp\u003e Joint Function \u003c\/p\u003e\n\u003cp\u003e Muscles \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Hip \u003c\/p\u003e\n\u003cp\u003e Osteology \u003c\/p\u003e\n\u003cp\u003e Joint Articulations \u003c\/p\u003e\n\u003cp\u003e Joint Anatomy \u003c\/p\u003e\n\u003cp\u003e Joint Function \u003c\/p\u003e\n\u003cp\u003e Muscles \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Knee \u003c\/p\u003e\n\u003cp\u003e Osteology \u003c\/p\u003e\n\u003cp\u003e Joint Articulations \u003c\/p\u003e\n\u003cp\u003e Joint Anatomy \u003c\/p\u003e\n\u003cp\u003e Joint Function \u003c\/p\u003e\n\u003cp\u003e Muscles \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 15. \u003c\/b\u003eFoot and Ankle \u003c\/p\u003e\n\u003cp\u003e Osteology \u003c\/p\u003e\n\u003cp\u003e Joint Articulations \u003c\/p\u003e\n\u003cp\u003e Joint Anatomy \u003c\/p\u003e\n\u003cp\u003e Joint Function \u003c\/p\u003e\n\u003cp\u003e Muscles \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart IV: Basic Movements and Clinical Applications\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Posture \u003c\/p\u003e\n\u003cp\u003e Body Types \u003c\/p\u003e\n\u003cp\u003e Standing Posture \u003c\/p\u003e\n\u003cp\u003e Sitting and Lying Postures \u003c\/p\u003e\n\u003cp\u003e Postural Faults \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 17. \u003c\/b\u003eWalking Gait \u003c\/p\u003e\n\u003cp\u003e Determinants of Gait \u003c\/p\u003e\n\u003cp\u003e Gait Sequence \u003c\/p\u003e\n\u003cp\u003e Gait Kinematics \u003c\/p\u003e\n\u003cp\u003e Muscle Activity During Gait \u003c\/p\u003e\n\u003cp\u003e Gait Kinetics \u003c\/p\u003e\n\u003cp\u003e Gait Parameters \u003c\/p\u003e\n\u003cp\u003e Abnormal Gait \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 18.\u003c\/b\u003e Running Gait \u003c\/p\u003e\n\u003cp\u003e Running Compared With Walking \u003c\/p\u003e\n\u003cp\u003e Running Sequence \u003c\/p\u003e\n\u003cp\u003e Running Kinematics \u003c\/p\u003e\n\u003cp\u003e Muscle Activity During Running \u003c\/p\u003e\n\u003cp\u003e Running Kinetics \u003c\/p\u003e\n\u003cp\u003e Running Injuries \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 19. \u003c\/b\u003eCutting and Jumping \u003c\/p\u003e\n\u003cp\u003e Cutting \u003c\/p\u003e\n\u003cp\u003e Jumping \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eJanice K. Loudon, PT, PhD, ATC\u003c\/b\u003e, is an associate professor in the doctor of physical therapy division in the department of community and family medicine at Duke University in Durham, North Carolina. She has more than 25 years of experience in clinical sports medicine and has worked as a physical therapy instructor for over 20 years. Previously, she was an associate professor and director of the doctorate of physical therapy (DPT) program at the University of Kansas Medical Center in Kansas City. In 2007, Loudon was named an Outstanding Physical Therapy Faculty by the department of physical therapy education at the University of Kansas Medical Center. \u003c\/p\u003e\n\u003cp\u003e Loudon has published more than 25 articles in referred journals, written 4 book chapters, and coauthored two editions of \u003ci\u003eThe Clinical Orthopedic Assessment Guide\u003c\/i\u003e (Human Kinetics, 1998, 2008). She is a frequent invited presenter at national, state, and local conferences and is a member of the American Physical Therapy Association. She resides in Durham, North Carolina. In her spare time she enjoys tennis, cycling, and gardening. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eRobert C. Manske, PT, DPT, MEd, SCS, ATC, CSCS\u003c\/b\u003e, is an associate professor of physical therapy at Wichita State University. He earned a doctoral degree in physical therapy in 2006 from the MGH Institute of Health Professions. Manske was also a sport physical therapy fellow training under the guidance of George J. Davies in one of the first sport physical therapy residency programs. As a practicing physical therapist, Manske has over 18 years of clinical experience in orthopedic rehabilitation and actively researches knee and shoulder rehabilitation and sport performance enhancement. \u003c\/p\u003e\n\u003cp\u003e Manske has published more than 30 articles in peer-reviewed journals, edited 3 home study courses, coauthored 12 home study course chapters, coauthored 30 book chapters, and authored or coauthored 5 books, all related to orthopedic or sport rehabilitation. He is a board-certified sport physical therapist, certified athletic trainer, and certified strength and conditioning specialist. He is also a member of the National Athletic Trainers' Association and the American Physical Therapy Association, where he serves as vice president of the Sports Section. Manske presents multiple weekend courses on various topics concerning the shoulder and knee and remains active in clinical practice. \u003c\/p\u003e\n\u003cp\u003e He also serves as an associate editor for the \u003ci\u003eInternational Journal of Sports Physical Therapy\u003c\/i\u003e. He is a reviewer for several journals, including \u003ci\u003eAmerican Journal of Sports Medicine, Journal of Sport Rehabilitation, Journal of Orthopaedic and Sports Physical Therapy, Physical Therapy in Sports, Sports Health, Athletic Training and Sports Health Care\u003c\/i\u003e, and \u003ci\u003ePhysiotherapy Theory and Practice\u003c\/i\u003e. \u003c\/p\u003e\n\u003cp\u003e In 2007, Manske received the Sports Section Excellence in Education Award from the American Physical Therapy Association. He also received the Kansas Physical Therapy Educator award from the Kansas Physical Therapy Association (2003) and the Rodenberg Teaching Award from the College of Health Professions at Wichita State University (2004). \u003c\/p\u003e\n\u003cp\u003e Manske and his wife, Julie, live in Wichita. He enjoys spending time with his family, exercising, and watching collegiate and professional sports. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eMichael P. Reiman, PT, DPT, MEd, OCS, SCS, ATC, FAAOMPT, CSCS\u003c\/b\u003e, is an associate professor in the division of doctorate of physical therapy in the department of community and family practice at Duke University Medical Center in Durham, North Carolina. He also serves as an adjunct assistant professor in the department of physical therapy at Wichita State University and clinical faculty in the Duke University Medical Center manual therapy fellowship program. \u003c\/p\u003e\n\u003cp\u003e Reiman has published more than 30 articles in peer-reviewed journals as well as 9 book chapters and 3 home study courses. He coauthored one text, \u003ci\u003eFunctional Testing in Human Performance\u003c\/i\u003e (Human Kinetics, April 2009), with Robert C. Manske. He has given numerous presentations at national, regional, and local conferences. \u003c\/p\u003e\n\u003cp\u003e Reiman is a member of the American Physical Therapy Association, American Academy of Orthopedic and Manual Physical Therapy, Kansas Physical Therapy Association, National Athletic Trainers’ Association, National Strength and Conditioning Association, and Alpha Eta Society. He serves as an associate editor for the \u003ci\u003eJournal of Physical Therapy\u003c\/i\u003e and is a member of the editorial boards for the International Journal of Sports Physical Therapy and the Journal of Sport Rehabilitation. He is a reviewer for several journals, including \u003ci\u003eBritish Journal of Sports Medicine, Journal of Sport Science and Medicine, Physiotherapy Theory and Practice, Journal of Sport Rehabilitation, Journal of Manual and Manipulative Therapy, Journal of Orthopaedic and Sports Physical Therapy, Clinical Anatomy\u003c\/i\u003e, and \u003ci\u003eJournal of Athletic Training\u003c\/i\u003e. \u003c\/p\u003e\n\u003cp\u003e Reiman is a level 1 track and field coach and a level 1 Olympic weightlifting club coach. He also works as a strength and conditioning specialist for women’s volleyball at Friends University in Wichita, Kansas, and for the men’s and women’s volleyball teams at Newman University in Wichita. \u003c\/p\u003e\n\u003cp\u003e Reiman resides in Hillsborough, North Carolina, where he enjoys spending time with his family, hiking in the surrounding hills, and wakeboarding with his children. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/understand-the-impact-of-cutting-on-athletic-performance\"\u003eUnderstand the impact of cutting on athletic performance\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillaries are free to adopting instructors and available online.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eInstructor guide. \u003c\/strong\u003eIncludes an overview of the ancillaries, sample syllabus, and chapter-specific files containing a chapter summary, chapter outline, class assignments, lab activities, tips on presenting hard-to-grasp concepts, and answers to problem sets and chapter review questions. \u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eTest package. \u003c\/strong\u003eFeatures more than 420 multiple-choice, true-or-false, short-answer, and fill-in-the-blank questions and offers an efficient tool for creating new assessments or supplementing existing tests and quizzes.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eImage bank. \u003c\/strong\u003eIncludes all of the figures, tables, and photos from the text, sorted by chapter, which can be used in developing a customized presentation based on specific course requirements.\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Janice K. Loudon,Robert C. Manske,Michael P. Reiman","offers":[{"title":"Ebook With Online Resource","offer_id":42068478853194,"sku":"","price":74.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492581475.jpg?v=1779870644"},{"product_id":"race-ethnicity-and-leisure-epub","title":"Race, Ethnicity, and Leisure epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e Race and ethnicity have a significant impact on leisure behavior and activity choices. Yet, until now, no book has thoroughly explored that impact, though this topic is critical for leisure professionals to understand as they shape services and programs to meet the needs of the diverse populations they serve. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eRace, Ethnicity, and Leisure: Perspectives on Research, Theory, and Practice\u003c\/i\u003e brings together 28 world-renowned researchers who provide a comprehensive review and unified perspective on leisure in relation to five minority populations in the United States and Canada: African Americans, Latino Americans, Asian North Americans, Indigenous peoples, and religious minority groups. \u003c\/p\u003e\n\u003cp\u003e This text offers a compendium of knowledge as it \u003c\/p\u003e\n\u003cp\u003e • synthesizes leisure research on race and ethnicity and discusses how changing demographics will affect leisure behaviors and activities in the 21st century; \u003c\/p\u003e\n\u003cp\u003e • explains the leisure behaviors and participation patterns of racial and ethnic minority groups in the United States and Canada; \u003c\/p\u003e\n\u003cp\u003e • explores issues, including natural resource recreation, physical activity and health, tourism, and sport, as they relate to recreation activities among minorities; and \u003c\/p\u003e\n\u003cp\u003e • presents an international perspective, delving into the leisure behaviors of minority groups in Europe, Australia, New Zealand, and East Asia. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eRace, Ethnicity, and Leisure\u003c\/i\u003e examines the current theories and practices related to minority leisure and reviews numerous issues related to these diverse groups’ leisure, including needs and motivations, constraints, and discrimination. The authors consider leisure behavior of ethnic and racial groups , investigating issues such as types of recreation participation among specific groups, recreation in specific environments, and factors affecting participation. The book also suggests future directions in research and professional practice, guiding students and professionals in addressing the demographic changes in the U.S. and Canadian populations. \u003c\/p\u003e\n\u003cp\u003e The result is an unprecedented text that offers an extensive look at the changing landscape of recreation, leisure pursuits, our world, and the populations that are driving these changes. As such, \u003ci\u003eRace, Ethnicity, and Leisure\u003c\/i\u003e is an essential text for those preparing to enter the recreation and leisure field. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003e\u003cb\u003ePart I. Theories, Methods, and Practice\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Theoretical Frameworks in Leisure Research on Race and Ethnicity \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMyron F. Floyd and Monika Stodolska\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Marginality and Ethnicity \u003c\/p\u003e\n\u003cp\u003e Adaptation Theories \u003c\/p\u003e\n\u003cp\u003e Transnationalism \u003c\/p\u003e\n\u003cp\u003e Ethnic Boundary Maintenance \u003c\/p\u003e\n\u003cp\u003e Discrimination Theory \u003c\/p\u003e\n\u003cp\u003e Multiple Stratification Hierarchy Theory \u003c\/p\u003e\n\u003cp\u003e The Conditioned Attitude Model of Individual Discriminatory Behavior and the Ethnicity and Public Recreation Participation Model \u003c\/p\u003e\n\u003cp\u003e Self-Construal \u003c\/p\u003e\n\u003cp\u003e Emerging Frameworks \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Ethnic and Racial Research Methods \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eKarla A. Henderson and Gordon J. Walker\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e What Is Research? \u003c\/p\u003e\n\u003cp\u003e Paradigms and Approaches to Studying Race and Ethnicity \u003c\/p\u003e\n\u003cp\u003e Past Quantitative Research Used to Study Race, Ethnicity, and Leisure \u003c\/p\u003e\n\u003cp\u003e Past Qualitative Research Used to Study Race, Ethnicity, and Leisure \u003c\/p\u003e\n\u003cp\u003e The Future of Quantitative Research and Race, Ethnicity, and Leisure \u003c\/p\u003e\n\u003cp\u003e The Future of Qualitative Research and Race, Ethnicity, and Leisure \u003c\/p\u003e\n\u003cp\u003e Using Mixed Data to Study Race, Ethnicity, and Leisure \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Race, Ethnicity, and Leisure Services: Can We Hope to Escape the Past? \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDavid Scott\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e History of Park and Recreation Delivery \u003c\/p\u003e\n\u003cp\u003e Minority Visitation and Access to Services \u003c\/p\u003e\n\u003cp\u003e Institutional Barriers and Recreation Need \u003c\/p\u003e\n\u003cp\u003e Conclusion: Are Agencies Capable of Change? \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II. Leisure Among Specific Racial, Ethnic, and Religious Populations in the United States and Canada\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4. \u003c\/b\u003eLeisure Among African Americans \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMyron F. Floyd and Rasul A. Mowatt\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Slavery: Black Life or Black Existence? \u003c\/p\u003e\n\u003cp\u003e Reconstruction: Hope, Betrayal, and Failure \u003c\/p\u003e\n\u003cp\u003e Assessing the Impact of Jim Crow on Black Leisure \u003c\/p\u003e\n\u003cp\u003e After Brown v. Board of Education \u003c\/p\u003e\n\u003cp\u003e Black America: Current Socioeconomic and Demographic Context \u003c\/p\u003e\n\u003cp\u003e Current Trends in Research and Theory \u003c\/p\u003e\n\u003cp\u003e Future Directions \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5. \u003c\/b\u003eLeisure Among Latino Americans \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMonika Stodolska and Kimberly J. Shinew\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Definition of Terms \u003c\/p\u003e\n\u003cp\u003e History and Background Information on Selected Latino Populations in the United States \u003c\/p\u003e\n\u003cp\u003e Socioeconomic Characteristics of Latino Americans \u003c\/p\u003e\n\u003cp\u003e Cultural Background of Latino Americans \u003c\/p\u003e\n\u003cp\u003e Overview of Past and Present Research on the Leisure of Latinos \u003c\/p\u003e\n\u003cp\u003e Recommendations for Future Research and Practice \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Leisure Among Asian North Americans \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eGordon J. Walker and Jinyang Deng\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Definitions and Demographics \u003c\/p\u003e\n\u003cp\u003e Asian North Americans in Leisure Research \u003c\/p\u003e\n\u003cp\u003e Intragroup Comparisons of Asian North Americans’ Leisure \u003c\/p\u003e\n\u003cp\u003e Research and Practice Recommendations \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Leisure Among Alaskan Natives, American Indians, First Nations, Inuit, Métis, Native Hawaiians, and Other Pacific Islanders \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eKaren Fox, Leo McAvoy, Xiye Wang, and Daniel A. Henhawk\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Aboriginal People, American Indians, Native Alaskans, Native Hawaiians, and Other Pacific Islanders in Extant Leisure Literature \u003c\/p\u003e\n\u003cp\u003e Indigenous Peoples and Wilderness, Natural Landscapes, and Parks \u003c\/p\u003e\n\u003cp\u003e Outdoor Recreation, Environmental Education, and Indigenous Peoples \u003c\/p\u003e\n\u003cp\u003e Indigenous Peoples and Tourism \u003c\/p\u003e\n\u003cp\u003e Indigenous Peoples in Urban Areas, Leisure, and a Glocalized World \u003c\/p\u003e\n\u003cp\u003e Indigenous Peoples’ Desire for and Commitment to Holistic Approaches \u003c\/p\u003e\n\u003cp\u003e Future Research: Indigenous Peoples and the Scholarship, Practice, and Study of Leisure \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8. \u003c\/b\u003eLeisure Among Religious Minorities \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePaul Heintzman and Monika Stodolska\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Leisure Among Christians \u003c\/p\u003e\n\u003cp\u003e Leisure Among Muslims \u003c\/p\u003e\n\u003cp\u003e Leisure Among Jews \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart III Topics and Issues in Leisure Behavior\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Leisure Needs and Motivations \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eGordon J. Walker\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Needs \u003c\/p\u003e\n\u003cp\u003e Motivations \u003c\/p\u003e\n\u003cp\u003e Self-Construal \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Leisure Constraints \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eIngrid E. Schneider, Kimberly J. Shinew, and Mariela Fernandez\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Constraints and Negotiation Strategies Defined and Modeled \u003c\/p\u003e\n\u003cp\u003e Research on Constraints Among Racially and Ethnically Diverse Groups \u003c\/p\u003e\n\u003cp\u003e Implications for Management \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11. \u003c\/b\u003eDiscrimination in Leisure Contexts \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eIryna Sharaievska, Monika Stodolska, and Myron F. Floyd\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Definition of Terms \u003c\/p\u003e\n\u003cp\u003e Discrimination in Leisure Contexts \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart IV. Special Types of Leisure and Leisure Settings\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Wilderness in the U.S. Immigrant Mind \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eCassandra Johnson-Gaither\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Immigration at Odds With Conservation? \u003c\/p\u003e\n\u003cp\u003e European American Culture and Nature-Based Recreation \u003c\/p\u003e\n\u003cp\u003e Nature Perceived in Latin America \u003c\/p\u003e\n\u003cp\u003e Wild Nature in Asian Thought \u003c\/p\u003e\n\u003cp\u003e Future Directions \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Race, Ethnicity, and Physical Activity \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eKindal Shores and Kimberly J. Shinew\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Relationship Between Race and Ethnicity and Physical Activity \u003c\/p\u003e\n\u003cp\u003e Conceptual Models \u003c\/p\u003e\n\u003cp\u003e Research Connecting Race, Ethnicity, and LTPA \u003c\/p\u003e\n\u003cp\u003e Implications for Practice and Further Research \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Race, Ethnicity, and Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eLouis Harrison Jr. and Albert Y. Bimper Jr\u003c\/i\u003e. \u003c\/p\u003e\n\u003cp\u003e Racial–Ethnic Participation Patterns in Sport: Overview \u003c\/p\u003e\n\u003cp\u003e Theoretical Frameworks and Historical Explanations \u003c\/p\u003e\n\u003cp\u003e Future Research \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart V. International Perspectives\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 15. \u003c\/b\u003eResearch in Europe \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eKarin Peters\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Europe: A Continent of Immigration \u003c\/p\u003e\n\u003cp\u003e Europe Today: Socioeconomic, Sociocultural, and Spatial Aspects of Ethnic Minorities in Europe \u003c\/p\u003e\n\u003cp\u003e Leisure Research: Overview of Past and Present Research on the Leisure of Minorities in Europe \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Research in Australia and New Zealand \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eEva Hiu-Lun Tsai, Grant Cushman, Bob Gidlow, and Michael Toohey\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Leisure of Indigenous Peoples and Immigrants in Australia \u003c\/p\u003e\n\u003cp\u003e Leisure of Indigenous Peoples and Immigrants in New Zealand \u003c\/p\u003e\n\u003cp\u003e Recommendations for Practice in Australia and New Zealand \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 17\u003c\/b\u003e. Research in East Asia \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eErwei Dong, Monica Li, and Junhyoung Kim\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Meanings of Leisure in China, Korea, and Japan \u003c\/p\u003e\n\u003cp\u003e Ethnic Minority Groups in East Asia \u003c\/p\u003e\n\u003cp\u003e Overview of Leisure Research on Ethnic Minority Groups in East Asia \u003c\/p\u003e\n\u003cp\u003e Future Directions \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003e\u003cu\u003eAbout the Editors\u003c\/u\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eMonika Stodolska, PhD\u003c\/b\u003e, is a professor in the department of recreation, sport and tourism at the University of Illinois. She received her PhD in earth and atmospheric sciences from the University of Alberta, Canada. Her research focuses on issues of cultural change and quality of life and their relationship to leisure behavior of ethnic and racial minorities. She explores subjects such as the adaptation processes among minority groups, the effects of leisure on identity development among young immigrants, and transnationalism. Other subjects that are prominent in her research include ethnic and racial discrimination in leisure settings, recreation behavior of minority populations in natural environments, physical activity among minority groups, and constraints on leisure. She also has an emerging research line on new technologies and new media in leisure and recreation. Dr. Stodolska’s research has been funded by the USDA Forest Service, Robert Wood Johnson Foundation, and National Recreation and Park Association. Her research has been published in \u003ci\u003eJournal of Leisure Research, Leisure Sciences, Leisure\/Loisir, Annals of Behavioral Medicine, Social Science Quarterly, Journal of Immigrant and Refugee Studies\u003c\/i\u003e, and other outlets. \u003c\/p\u003e\n\u003cp\u003e Kimberly J. Shinew, PhD, is a professor in the department of recreation, sport and tourism at the University of Illinois. She received her PhD in parks, recreation and tourism management from Clemson University. Her research focuses on the interrelated effect of race, ethnicity, social class, and gender on leisure preferences and behaviors; the impact of constraints, discrimination, and other factors on access to recreation and leisure services and activities; the roles of leisure spaces and activities in facilitating interaction among diverse groups; and the roles of leisure in encouraging physical activity and active living. Dr. Shinew’s research has been funded by the USDA Forest Service, Robert Wood Johnson Foundation, and National Recreation and Park Association. Her research has been published in \u003ci\u003eJournal of Leisure Research, Leisure Sciences, Sex Roles, Journal of Physical Activity \u0026amp; Health, Annals of Behavioral Medicine, Journal of Park and Recreation Administration, Journal of Immigrant and Refugee Studies, Qualitative Research in Sport and Exercise, American Journal of Health Promotion\u003c\/i\u003e, and other outlets. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eMyron F. Floyd, PhD\u003c\/b\u003e, is a professor in the department of parks, recreation and tourism management at North Carolina State University. Collaborating with colleagues and graduate students, he examines how socioeconomic and cultural factors affect recreation behavior in natural and built environments. He specializes in understanding racial and ethnic disparities in access to parks and urban open space. His most recent work examines the effects of built and natural environments on physical activity and health in low-income and minority communities. Dr. Floyd’s research has been supported by government organizations at the state and federal levels, including the U.S. Army Corps of Engineers, USDA Forest Service, USDI National Park Service, and U.S. Fish and Wildlife Service. His research appears in a variety of social science and public health journals, including \u003ci\u003eEnvironment and Behavior, Leisure Sciences, Journal of Physical Activity and Health\u003c\/i\u003e, and \u003ci\u003eAmerican Journal of Preventive Medicine\u003c\/i\u003e. Dr. Floyd holds degrees from Clemson University (BS, MS) and Texas A\u0026amp;M University (PhD). He is a fellow of the Academy of Leisure Sciences. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eGordon J. Walker, PhD\u003c\/b\u003e, is a professor in the faculty of physical education and recreation at the University of Alberta. He received his PhD from Virginia Polytechnic Institute and State University. His research program integrates social and cross-cultural psychology and leisure theory. He is particularly interested in how culture and ethnicity affect leisure participation (e.g., gambling, outdoor recreation, physical activity) and behavior (e.g., motivations for, constraints to, experiences during, and outcomes of, leisure). Gordon's research has focused primarily on Chinese, Chinese Canadian, and British Canadian people's leisure, with funding from the Alberta Gambling Research Institute and the Social Science and Humanities Research Council of Canada, resulting in a number of conference abstracts, book chapters, and refereed articles. Gordon was invited to teach two courses on culture and leisure at Shanghai University of Sport in 2009, the same year he was elected as a fellow of the Academy of Leisure Sciences. In 2011 he coauthored the second edition of \u003ci\u003eA Social Psychology of Leisure\u003c\/i\u003e with Doug Kleiber and Roger Mannell. His leisure interests include reading histories and mysteries, adventure traveling (he’s visited every continent except Antarctica), and listening to music (blues, classical, and rock—especially the Boss). \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003cu\u003eAbout the Contributors\u003c\/u\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAlbert Y. Bimper Jr., PhD\u003c\/b\u003e, is an assistant professor in the department of special education, counseling and student affairs with a concentration in student services in intercollegiate athletics at Kansas State University. His research focuses on the intersection of race and sport, which spans the study of identity, sociocultural knowledge, developmental needs related to Black athletes, transition after sport, and exploration of richer learning experiences for student-athlete academic achievement. Bimper cowrote “Diamonds in the Rough: Examining a Case of Successful Black Male Student Athletes in College Sport” in the \u003ci\u003eJournal of Black Psychology\u003c\/i\u003e. He received the Graduate Diversity Award from the North American Society for the Sociology of Sport (NASSS). He received his PhD from the University of Texas at Austin. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eGrant Cushman, PhD\u003c\/b\u003e, is a professor of parks, recreation and tourism at Lincoln University in New Zealand. He has had a longtime interest in leisure and the study of leisure in New Zealand. He was president of the Australian and New Zealand Association for Leisure Studies and coeditor of the \u003ci\u003eWorld Leisure Journal\u003c\/i\u003e from 2010 to 2012. Cushman coedited two-volume monographs on international leisure participation research, one titled \u003ci\u003eFree Time and Leisure Participation: International Perspectives\u003c\/i\u003e. He is a member of the Australian and New Zealand Association for Leisure Studies and the World Leisure Organization. He received his PhD from the University of Illinois at Urbana-Champaign. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eJinyang Deng, PhD\u003c\/b\u003e, is an associate professor in the recreation, parks, and tourism resources program at West Virginia University. He has lived and worked in China, Australia, Canada, and the United States. Deng published “Chinese Acculturation Measurement,” an article in \u003ci\u003eCanadian Ethnic Studies\u003c\/i\u003e. He is a member of the Travel and Tourism Research Association and the World Leisure Organization. He earned a BS in forestry from Central South Forestry College (renamed Central South University of Forestry and Technology) in China (1987), an MS in forest recreation from the same university (1990), and a PhD in recreation and leisure studies from the University of Alberta, Canada (2004). \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eErwei Dong, PhD\u003c\/b\u003e, is an assistant professor in leisure studies at the University of South Alabama. He has conducted field research related to leisure lifestyles, well-being, race and ethnicity, and population health in urban and rural settings. He has conducted leisure lifestyle research projects in six cities in China, three cities and three rural areas in Taiwan, one city in Korea, and one city in Japan. Dong has also been a project manager and research assistant, a Korea Foundation research fellow, and a visiting professor at the University of Ryukyus in Japan. He cowrote “Leisure Constraints in Six Chinese Cities” in \u003ci\u003eLeisure Sciences\u003c\/i\u003e. He received his PhD from Pennsylvania State University. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eMariela Fernandez, MS\u003c\/b\u003e, is a research assistant at the University of Illinois at Urbana-Champaign (UIUC). She has conducted or aided in projects related to diverse populations, including inner-city families from Detroit, Latino urban residents (parents and youth), and Latino rural residents. Her publication “Attracting Hispanics to an African American Recreation Center” (coauthored) is featured in \u003ci\u003eNRPA Leisure Research Symposium Abstract Proceeding\u003c\/i\u003es. It documents the leisure constraints of Hispanic parents while enrolling their children at a public recreation center with a majority African American clientele. Also, her research documents horizontal discrimination between African Americans and Hispanics as well as historical discrimination. The findings of this study are highlighted in her article in the \u003ci\u003eJournal of Leisure Research\u003c\/i\u003e. She is a member of the Diversity Research Laboratory at UIUC. Fernandez is also a recipient of the Bradberry Youth Development Scholarship and the Hispanic Leaders of Agriculture and the Environment Fellowship at Texas A\u0026amp;M University. She received her master’s degree from Texas A\u0026amp;M University. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eKaren M. Fox, PhD\u003c\/b\u003e, is a professor in the faculty of physical education and recreation at the University of Alberta. She has a long history of working as a community organizer with marginalized groups, including Hispanic communities in New Mexico, Ramah Navajo High School in New Mexico, urban Aboriginal communities in Winnipeg and Edmonton, and a Native Hawaiian charter school. Fox also held a Social Science and Humanities Research grant that focused on community processes and leadership among urban Aboriginal hip-hop artists. Her research and scholarship have led to numerous coauthored manuscripts about diversity, including immigrant women and their struggles in a new community and leisure education from a Native Hawaiian perspective, as well as numerous manuscripts related to Indigenous critiques and perspectives on leisure. Fox was also a member of the Edmonton Urban Aboriginal Affairs Council and a volunteer teacher and staff member for Kanu o ka Aina Native Hawaiian Charter School. She is a fellow in the Academy of Leisure Sciences. She received her PhD from the University of Minnesota. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eBob Gidlow, MA\u003c\/b\u003e, is an associate professor in sociology. He supervises many PhD students from diverse cultural backgrounds. Gidlow was secretary of the Australian and New Zealand Association for Leisure Studies and was coeditor (with Cushman) of the \u003ci\u003eWorld Leisure Journal\u003c\/i\u003e from 2010 to 2012. One of his more influential publications is “Bringing Men Back In? Male Recreational Hunters, Divers and Fly-Fishers and the Creation of Recreation Space” in \u003ci\u003eAnnals of Leisure Research\u003c\/i\u003e. It is one of the few studies to examine the wider social contexts of individualistic outdoor recreational pursuits. Gidlow is also a member of the Australian and New Zealand Association for Leisure Studies and the World Leisure Organization. He received his MA from the University of Kent at Canterbury. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eLouis Harrison Jr., PhD\u003c\/b\u003e, is a professor at the University of Texas at Austin. He is a scholar in the areas of race, racial identity, and African Americans in sport. He has written a book, seven book chapters, and over 40 refereed journal articles and given more than 75 professional presentations at national and international conferences and symposia. Harrison cowrote “Living the Dream or Awakening from the Nightmare: Race and Athletic Identity” in \u003ci\u003eRace Ethnicity and Education\u003c\/i\u003e. He received the Charles D. Henry Award from the American Alliance for Health, Physical Education, Recreation and Dance and the E.B. Henderson Award from the Social Justice and Diversity Committee of the American Alliance for Health, Physical Education, Recreation and Dance. Harrison was recently inducted as a fellow in the National Academy of Kinesiology. He received his PhD in kinesiology from Louisiana State University. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePaul Heintzman, PhD\u003c\/b\u003e, is an associate professor of leisure studies at the University of Ottawa. He received his PhD in recreation and leisure studies from the University of Waterloo with a thesis on the topic of leisure and spiritual well-being. Heintzman is the editor of a special issue of the journal Leisure\/Loisir on the theme of leisure and spirituality and coeditor of the book \u003ci\u003eChristianity and Leisure: Issues in a Pluralistic Society\u003c\/i\u003e. He is a member of the Canadian Association for Leisure Studies and the Christian Society for Kinesiology and Leisure Studies. In 2003 he received the Society of Park and Recreation Educators Teaching Innovation Award for creative experiential learning activities developed for a fourth-year class on leisure and spirituality, and in 2007 he was a recipient of the Christian Society for Kinesiology and Leisure Studies’ Literary Award. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eKarla A. Henderson, PhD\u003c\/b\u003e, is a professor in the department of parks, recreation and tourism management at North Carolina State University. She wrote two editions of the textbook \u003ci\u003eDimensions of Choice: Qualitative Approaches to Research in Parks, Recreation, Tourism, Sport, and Leisur\u003c\/i\u003ee, in 1991 and 2006. She has also done extensive research on leisure and African American and American Indian women. Henderson is a member of the Academy of Leisure Sciences and the American Academy of Park and Recreation Administrators. She has received numerous awards, including the National Recreation and Park Association’s Roosevelt Award for Research Excellence, both the World Leisure George Torkildsen Literary Award and the National Recreation and Park Association Literary Award in 2010, and the Lifetime Achievement Award from North Carolina State University in 2012. She received her PhD from the University of Minnesota and holds a ScD (honoris causa) from the University of Waterloo. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eDaniel A. Henhawk, MA\u003c\/b\u003e, is a doctoral candidate in the department of recreation and leisure studies at University of Waterloo. He has had a lifelong involvement in sport and recreation at various levels. He is currently specializing in Indigenous issues such as colonization and decolonization as these concepts relate to leisure. Henhawk cowrote “Indigenous Qualitative Inquiry: (Re)Awakening, Together, From a Long Colonizing Slumber” in \u003ci\u003eInternational Review of Qualitative Research\u003c\/i\u003e. He is currently a Social Sciences and Humanities Research Council of Canada award holder for completion of his doctorate. He received his master’s degree from the University of Waterloo. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eCassandra Johnson-Gaither, PhD\u003c\/b\u003e, is a research social scientist and project leader with the Integrating Human and Natural Systems Research Work Unit for the U.S. Forest Service. Her research on race and ethnicity and outdoor leisure spans two decades. She has published extensively on ethnic and racial minority engagement with natural resources and the environment, with particular attention to cultural meanings as motivators for natural resource engagement. Johnson-Gaither cowrote “African American Wildland Memories” in\u003ci\u003e Environmental Ethics\u003c\/i\u003e. She is a member of the International Association for Society and Natural Resources and the American Sociological Association. She received her PhD in sociology from the University of Georgia. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eJunhyoung Kim, PhD\u003c\/b\u003e, is an assistant professor in human performance and sport sciences at Winston Salem State University. He has a strong research background in leisure, ethnicity, and health. Kim is involved in research projects examining the value of intergroup contact and acculturation with a diverse sample of groups such as Korean immigrant adolescents and foreigners who immigrated to Korea. He was also a research assistant for the Wounded Warrior Project at Pennsylvania State University, which explored various aspects of leisure and recreation in relation to healing and the recovery process. One of his more prominent publications, titled “Exploring the Experience of Intergroup Contact and the Value of Recreation Activities in Facilitating Positive Intergroup Interactions of Immigrants,” appeared in \u003ci\u003eLeisure Sciences\u003c\/i\u003e. He received his PhD from Pennsylvania State University. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eMonica Li, PhD\u003c\/b\u003e, is a lecturer at Beijing International Studies University. She has conducted research related to leisure constraints, race and ethnicity, leisure and sociocultural change, and leisure and transnationalism. She was a project manager in Spain for a project focusing on the general goal of capacity building for developing countries on sustainable tourism and social development, a postdoctoral research fellow at Peking University in China, and a research assistant at the University of Illinois at Urbana-Champaign. One of Li’s widely cited publications is an article in \u003ci\u003eLeisure Sciences\u003c\/i\u003e titled “Transnationalism, Leisure, and Chinese Graduate Students in the United States.” She received her PhD from the University of Illinois at Urbana-Champaign. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eLeo McAvoy, PhD\u003c\/b\u003e, is a professor emeritus at the University of Minnesota. As a professor and researcher since 1980, he focused on the personal and social benefits of environmental behaviors and the management of human behavior in outdoor recreation settings. He wrote “American Indians, Place Meanings and the Old\/New West” in the J\u003ci\u003eournal of Leisure Research\u003c\/i\u003e. McAvoy was also the lead researcher on four collaborative research projects with the USDA Forest Service and American Indian Tribes and Canadian First Nations. He is a member of the National Recreation and Park Association and the National Parks and Conservation Association. McAvoy has received many awards, including the Theodore and Franklin Roosevelt Award for Excellence in Park and Recreation Research from the National Recreation and Park Association, the Association for Experiential Education’s Teaching Award, and the Wilderness Education Association’s Paul Petzoldt Outdoor Leadership Award. He received his PhD from the University of Minnesota. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eRasul A. Mowatt, PhD\u003c\/b\u003e, is an assistant professor in the department of recreation, park, and tourism studies at Indiana University in Bloomington. His research background is in race studies, social justice, critical theory, and cultural studies. He has been a park professional since 2005 and a social justice advocate since 1991. His article “Notes from a Leisure Son: Expanding an Understanding of Whiteness in Leisure,” published in the \u003ci\u003eJournal of Leisure Research\u003c\/i\u003e, introduced new ways of connecting leisure to social justice movements. He is a member of the National Recreation and Park Association and the National Association for the Advancement of Colored People (NAACP). He received his PhD from the University of Illinois at Urbana-Champaign. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eKarin Peters, PhD\u003c\/b\u003e, is an assistant professor at the Cultural Geography Group at Wageningen University in the Netherlands. She has published frequently in the field of leisure and ethnic diversity, mostly focusing on the Dutch society but also at the European level. One of her articles in \u003ci\u003eForest Policy and Economics\u003c\/i\u003e is titled “Towards Access for All? Policy and Research on Access of Ethnic Minority Groups to Natural Areas in Four European Countries.” Peters has supervised many graduate students on a variety of topics in the field of leisure science. She is also the deputy chair of the Research Network of Sociology and Migration (RN35) of the European Sociological Association. Peters is editor in chief of the journal \u003ci\u003eVrijetijdstudies (Leisure Studies)\u003c\/i\u003e. She received her PhD from Wageningen University. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eIngrid E. Schneider, PhD\u003c\/b\u003e, is a professor in the department of forest resources and a director of the University of Minnesota Tourism Center. She coauthored \u003ci\u003eDiversity and the Recreation Profession\u003c\/i\u003e, which advances understanding of organizational change to promote diversity. Schneider is a member of the National Recreation and Park Association and the International Association for Society and Natural Resources. She is a fellow of the Academy of Leisure Sciences. She received her PhD from Clemson University. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eDavid Scott, PhD\u003c\/b\u003e, is a professor in the department of recreation, park, and tourism sciences at Texas A\u0026amp;M University. His research has examined various aspects of social inequality for the past two decades. Scott has published dozens of articles on leisure, supervised graduate students doing research in this area, and contributed numerous articles and book chapters related to inequality in leisure. His article “Recreational Specialization: A Critical Look at the Construct” in the \u003ci\u003eJournal of Leisure Research\u003c\/i\u003e broke new ground on ways of thinking about leisure participation. Scott received the Theodore and Franklin Roosevelt Award for Excellence in Recreation and Park Research from the National Recreation and Park Association. He received his PhD from Pennsylvania State University. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eIryna Sharaievska, PhD\u003c\/b\u003e, is an assistant professor in the department of health, leisure and exercise science at the Appalachian State University. Since 2008, she has conducted research on leisure among diverse population groups, including Latino urban residents, African American teenagers, and Korean and East European women married to American men. She teaches courses in leisure services and diversity. Sharaievska has delivered presentations focused on leisure among diverse groups. She also cowrote “Discrimination in Leisure Settings in Latino Urban Communities” in \u003ci\u003eLeisure\/Loisir\u003c\/i\u003e. She is a faculty affiliate of the Diversity Research Laboratory at the University of Illinois at Urbana-Champaign. Sharaievska is also a recipient of the 2011 Christine Ziebarth Howe Award. She received her PhD from the University of Illinois at Urbana-Champaign. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eKindal A. Shores, PhD\u003c\/b\u003e, is an associate professor in the department of recreation and leisure studies and an adjunct professor in the department of public health at East Carolina University’s Brody School of Medicine. She is a certified physical activity and public health intervention specialist (American College of Sports Medicine certification). She is recognized for her expertise in physical activity and cowrote “Rural and Urban Park Use and Park-Based Physical Activity” in \u003ci\u003ePreventive Medicine\u003c\/i\u003e. She draws on her research experience in exercise science and leisure studies to investigate the unique contribution of public parks and recreation to healthy lifestyles. She is a member of the American Alliance for Physical Activity Research and the National Recreation and Park Association. She has MS and PhD degrees in recreation and leisure studies with coursework emphasis in sociology and race studies from Texas A\u0026amp;M University. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eMichael Toohey, PhD\u003c\/b\u003e, is an associate professor at Beijing Institute of Technology. His research interest is in the history of sport and leisure, in particular the role of clubs and societies in 19th-century New Zealand. He cowrote “One Who Does Not Make His Living: Social Class and Cash Amateur Bicycle Racing in Nineteenth Century New Zealand” in the \u003ci\u003eInternational Journal of the History of Sport\u003c\/i\u003e. Toohey received his PhD in social history from Lincoln University in New Zealand. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eEva Hiu-Lun Tsai, PhD\u003c\/b\u003e, is an adjunct research fellow for Griffith Business School at Griffith University. As an immigrant and a member of an ethnic minority in Australia, she has developed an interest in cross-cultural comparative research and leisure research related to ethnic minorities. She has conducted several studies and published material extensively in this area. Tsai has also taught postgraduate courses at Hong Kong Baptist University and supervised students’ dissertations focusing on development and management of leisure and sport of special populations. One of her more prominent publications is “A Cross-Cultural Study of the Influence of Perceived Positive Outcomes on Participation in Regular Active Recreation: Hong Kong and Australian” in \u003ci\u003eLeisure Sciences\u003c\/i\u003e. She received the University Medal and her PhD from Griffith University. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eXiye Wang, PhD\u003c\/b\u003e, cowrote “The Effect of Face Concerns on University Students’ Leisure Travel: A Cross-Cultural Comparison” in the \u003ci\u003eJournal of Leisure Research\u003c\/i\u003e. She worked with Aboriginal communities in Edmonton, Alberta, Canada, during her postdoctoral studies. Wang received her PhD in recreation and leisure studies from the University of Alberta. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/emerging-frameworks-help-steer-theorizing\"\u003eEmerging frameworks help steer theorizing\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/leisure-constraints-relevant-to-racially-and-ethnically-diverse-groups\"\u003eLeisure constraints relevant to racially and ethnically diverse groups\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/sport-participation-and-the-effect-on-ones-identity\"\u003eSport participation and the effect on one's identity\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Monika Stodolska,Kimberly J. Shinew,Myron F. Floyd,Gordon Walker","offers":[{"title":"Ebook","offer_id":42068485308490,"sku":"","price":48.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492582045.jpg?v=1779888417"},{"product_id":"social-sciences-in-sport-epub","title":"Social Sciences in Sport epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-editor\" id=\"display-editor\"\u003eEditor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003eSocial Sciences in Sport \u003c\/i\u003epresents discipline-specific knowledge in the social sciences, which aids in understanding the problems and potential of contemporary sport practices and experiences. This interdisciplinary reference provides in-depth coverage of sport studies and 14 social sciences, drawing connections across these disciplines to illuminate key issues and illustrate possibilities for change. \u003c\/p\u003e\n\u003cp\u003e Written by leading figures in the social sciences, the book synthesizes theory and research in social science and sport into four distinct areas: \u003c\/p\u003e\n\u003cp\u003e • Identity, which discusses individual development and ethical considerations from history, philosophy, and psychology \u003c\/p\u003e\n\u003cp\u003e • Community, which considers anthropology, sociology, geography, and media studies when looking at sport in social groups \u003c\/p\u003e\n\u003cp\u003e • Capital, which draws research in status, wealth, power, and resources from economics, political science, and international relations \u003c\/p\u003e\n\u003cp\u003e • Governance, which discusses the enhancement of sport through law, social policy, management studies, and education \u003c\/p\u003e\n\u003cp\u003e Organized around these topics into four parts, this reference places sport in the broader social sciences, showing where researchers in kinesiology and other disciplines can augment their knowledge base. Noting the range of issues and concerns in today’s sport environment, readers will analyze the potential of a human development model in sport studies. \u003c\/p\u003e\n\u003cp\u003e Editor Joseph Maguire and an esteemed team of contributors present the evolution of sport in various social sciences. A stage-setting introduction explains the relevance of a social scientific perspective on sport and physical activity, and part introductions outline many relationships between the social sciences and sport. Chapters include a historical overview of the discipline or subject area, the core concepts and main theoretical perspectives in that area of expertise, critical findings, and the contemporary debates that characterize sport. \u003c\/p\u003e\n\u003cp\u003e Equipped with the social scientific knowledge and new perspectives from this essential collection, students and practitioners will be able to navigate classic and emerging issues in sport. Whether readers are social scientists considering sport as a subject of study or sport studies scholars attempting to make connections with the broader disciplines, \u003ci\u003eSocial Sciences in Sport\u003c\/i\u003e promotes development of and through sport. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eIntroduction: Making the Case for the Social Sciences of Sport, Exercise, and Health\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e The Sport Ethic and the Natural Sciences \u003c\/p\u003e\n\u003cp\u003e Proposing a Human Development Model \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart I. Identity: Definitions, Development, and the Individual\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e History of Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eWray Vamplew, PhD\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Relationships With Other Disciplines \u003c\/p\u003e\n\u003cp\u003e Core Concepts \u003c\/p\u003e\n\u003cp\u003e Main Theoretical Perspectives \u003c\/p\u003e\n\u003cp\u003e Critical Findings \u003c\/p\u003e\n\u003cp\u003e Key Debates \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2. \u003c\/b\u003ePhilosophy of Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eSigmund Loland, PhD, and Michael McNamee, PhD\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Historical Overview of the Discipline \u003c\/p\u003e\n\u003cp\u003e Main Theoretical Perspectives \u003c\/p\u003e\n\u003cp\u003e Key Debates \u003c\/p\u003e\n\u003cp\u003e Future Directions \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Psychology of Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDavid Lavallee, PhD, John Kremer, PhD, and Aidan Moran, PhD\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Core Concepts \u003c\/p\u003e\n\u003cp\u003e Main Theoretical Perspectives \u003c\/p\u003e\n\u003cp\u003e Critical Findings \u003c\/p\u003e\n\u003cp\u003e Key Debates \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II. Community: Place, Space, Image, and the Social \u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Anthropology of Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eAlan Klein, PhD\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Foundations in Sociocultural Anthropology \u003c\/p\u003e\n\u003cp\u003e Post-1970: The Athletic El Dorado and the Anthropologists Who Seek Him \u003c\/p\u003e\n\u003cp\u003e Looking Outward \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Sociology of Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eJoseph Maguire, PhD\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Historical Development and Core Concepts \u003c\/p\u003e\n\u003cp\u003e Main Theoretical Perspectives \u003c\/p\u003e\n\u003cp\u003e A Sociological Account of Sport: Critical Findings \u003c\/p\u003e\n\u003cp\u003e Future Directions and Key Debates \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Geography of Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eChristopher Gaffney, PhD\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Historical Trajectory of the Geography of Sport \u003c\/p\u003e\n\u003cp\u003e Core Concepts \u003c\/p\u003e\n\u003cp\u003e Main Theoretical Perspectives \u003c\/p\u003e\n\u003cp\u003e Key Debates and Critical Findings \u003c\/p\u003e\n\u003cp\u003e Future Directions \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eMedia Studies and Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDavid Rowe, PhD\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Historical Connections and Questions in Media Studies \u003c\/p\u003e\n\u003cp\u003e Understanding Media: Core Concepts \u003c\/p\u003e\n\u003cp\u003e Media Powers and Routines: Main Theoretical Perspectives \u003c\/p\u003e\n\u003cp\u003e Critical Findings and Key Debates in Sport and Media \u003c\/p\u003e\n\u003cp\u003e Conclusion: Sport and Media Studies in Transition \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart III. Capital: Wealth, Power, and Resources\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Economics and Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eStefan Szymanski, PhD\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Professional League Model: Theory and Policy \u003c\/p\u003e\n\u003cp\u003e Productivity Studies \u003c\/p\u003e\n\u003cp\u003e Economic Impact: Measurement, Theory, and Policy \u003c\/p\u003e\n\u003cp\u003e Sport, Physical Activity, and Well-Being \u003c\/p\u003e\n\u003cp\u003e Illustrations of Economic Issues \u003c\/p\u003e\n\u003cp\u003e Conclusions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Political Science and Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eJonathan Grix, PhD\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Core Concepts in Political Science \u003c\/p\u003e\n\u003cp\u003e Study of Sport and Politics \u003c\/p\u003e\n\u003cp\u003e Research Paradigms and Theoretical Perspectives in Political Science \u003c\/p\u003e\n\u003cp\u003e Applying Political Science and Sport: The Governance of Sport and the Politics of Mega-Events \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e International Relations and Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eRoger Levermore, PhD, and Aaron Beacom, PhD\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Core Concepts and Main Theoretical Perspectives \u003c\/p\u003e\n\u003cp\u003e Critical Findings and Key Debates \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart IV. Governance: Regulation, Organization, and Implementation\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11. \u003c\/b\u003eSport and the Law \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDeborah Healey, LLB, LLM (Hons)\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e The Global Organization and Regulation of Sport \u003c\/p\u003e\n\u003cp\u003e Overview: The Place of Law in Sport \u003c\/p\u003e\n\u003cp\u003e Are the Courts Always Interested in Sport? \u003c\/p\u003e\n\u003cp\u003e Governance \u003c\/p\u003e\n\u003cp\u003e Aspects of Industry Self-Regulation in Sport \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12. \u003c\/b\u003eSport and Social Policy \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eRamón Spaaij, PhD\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Discipline of Social Policy: A Historical Overview \u003c\/p\u003e\n\u003cp\u003e Main Theoretical Perspectives \u003c\/p\u003e\n\u003cp\u003e Key Concepts \u003c\/p\u003e\n\u003cp\u003e Key Debates \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Sport and Management Studies \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eLucie Thibault, PhD\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Sport as a Unique Industry \u003c\/p\u003e\n\u003cp\u003e Historical Overview \u003c\/p\u003e\n\u003cp\u003e Core Concepts \u003c\/p\u003e\n\u003cp\u003e Main Theoretical Perspectives \u003c\/p\u003e\n\u003cp\u003e Critical Findings \u003c\/p\u003e\n\u003cp\u003e Key Debates \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Sport and Education \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDawn Penney, PhD \u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Core Concepts \u003c\/p\u003e\n\u003cp\u003e Theoretical Perspectives \u003c\/p\u003e\n\u003cp\u003e Critical Findings \u003c\/p\u003e\n\u003cp\u003e Key Debates \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-editor\" class=\"tab-content\"\u003e \u003cdiv\u003e\u003cp\u003e\u003cb\u003eJoseph Maguire, PhD\u003c\/b\u003e, is a professor of sociology of sport in the School of Sport, Exercise and Health Sciences at Loughborough University in the United Kingdom. He is a past president of both the International Sociology of Sport Association (ISSA) and International Sociological Association Research Committee 27 (Sociology of Sport). He is on the executive board of the International Council of Sport Science and Physical Education and has acted as an assessor for the Association of Commonwealth Universities Scholarship Scheme. He has served on scientific committees for the World Congress of Sociology and has presented papers at the American Sociological Association, British Sociological Association, and World Congresses in Sociology and the Sociology of Sport. He is a member of the ESRC Peer Review College. His recent publications include the single-authored text \u003ci\u003eReflections on Process Sociology and Sport: Walking the Line\u003c\/i\u003e and the coedited texts \u003ci\u003eSport Across Asia: Politics, Cultures, and Identities\u003c\/i\u003e and S\u003ci\u003eport and Migration: Borders, Boundaries and Crossings\u003c\/i\u003e. \u003c\/p\u003e\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabEditor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/modern-society-continues-to-value-champions\"\u003eModern society continues to value champions\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/rationales-for-investing-in-elite-sport-and-mega-events\"\u003eRationales for investing in elite sport and mega events\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/sport-media-messages-hold-sociocultural-implications\"\u003eSport media messages hold sociocultural implications\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Joseph Maguire","offers":[{"title":"Ebook","offer_id":42068486225994,"sku":"","price":75.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492582571.jpg?v=1779891520"},{"product_id":"introduction-to-kinesiology-7th-edition-hkpropel-access","title":"Introduction to Kinesiology 7th Edition HKPropel Access-Ebook not included","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eNOTE: This product provides access only to the supplemental online content for \u003c\/b\u003e\u003ci\u003e\u003cb\u003eIntroduction to Kinesiology\u003c\/b\u003e\u003c\/i\u003e\u003cb\u003e. It does not include access to the ebook. Purchase this product only if you already own the book or ebook.\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003eTo assist students using the text, the seventh edition of \u003ci\u003eIntroduction to Kinesiology\u003c\/i\u003e has related online learning activities delivered through HK\u003ci\u003ePropel\u003c\/i\u003e. These activities include interactive Check Your Understanding activities, scenarios with questions, Explore the Topic activities, Kinesiology Colleagues online reflections, flash cards, key term quizzes, and key point reviews.\u003c\/p\u003e\n\u003cp\u003eA code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with all new print books and some ebooks. For ebook formats that don’t provide an access code, one may be purchased separately.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e","brand":"Duane V. Knudson,Timothy A. Brusseau","offers":[{"title":"Online Resource","offer_id":42123881644106,"sku":"","price":39.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237889.jpg?v=1786518118"},{"product_id":"introduction-to-kinesiology-7th-edition-with-hkpropel-access","title":"Introduction to Kinesiology 7th Edition","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-editor\" id=\"display-editor\"\u003eEditor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eDiscover the fundamentals of kinesiology.\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eIntroduction to Kinesiology: Studying Physical Activity, Seventh Edition,\u003c\/i\u003e stimulates curiosity about the vast field of kinesiology and generates awareness of the long-standing and current issues that kinesiology professionals seek to understand and solve. This engaging, full-color introductory text offers students a \u003cb\u003ecomprehensive overview\u003c\/b\u003e of the field of kinesiology and explores major subdisciplinary fields of study, common career paths, and emerging ideas that are part of this dynamic and expanding discipline.\u003c\/p\u003e\n\u003cp\u003eThe seventh edition includes refreshed opening scenarios and photos, and it integrates the latest research results. This updated edition explores current topics such as the payment of college student athletes, issues in equitable services, competition, and emerging professions in high-performance sport. Hot Topic sidebars—new to this edition—highlight trending areas of kinesiology research in each subdiscipline. Related online learning tools delivered through HK\u003ci\u003ePropel\u003c\/i\u003e offer interactive opportunities for students to engage with and better understand the content.\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eIntroduction to Kinesiology, Seventh Edition,\u003c\/i\u003e features a three-section structure that has always been a strength of this leading introductory textbook. Pedagogical aids such as chapter objectives, opening scenarios, key terms, key points, review questions, suggested readings, and wrap-ups help students reinforce key knowledge.\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cb\u003ePart I\u003c\/b\u003e examines the diversity of physical activity and kinesiology and summarizes the importance of knowledge gained through physical activity experiences.\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003ePart II\u003c\/b\u003e delves into the seven major subdisciplines of kinesiology, with an overview of major historical events, research methods, professional work and application, and ideas for career advancement in each.\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003ePart III\u003c\/b\u003e elaborates on professionalism, evidence-based practice, and five major areas of career opportunities.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eRelated online learning activities delivered through HK\u003ci\u003ePropel\u003c\/i\u003e include interactive Check Your Understanding activities, practice scenarios with questions, Explore the Topic activities, Kinesiology Colleagues online reflections, flash cards, key term quizzes, and key point reviews. Most of the activities can be assigned, and progress tracked, directly through HKPropel. Chapter quizzes, which are automatically graded, can also be assigned to test comprehension of critical concepts.\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eIntroduction to Kinesiology\u003c\/i\u003e provides essential knowledge for students embarking on their study of kinesiology and the science of sport and exercise. The updated seventh edition sets them up for success in major courses and a future career.\u003c\/p\u003e\n\u003cp\u003eNote: A code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with all new print books.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003eStudents taking introductory undergraduate courses or foundations courses in kinesiology, sports and exercise science, or health and human performance at colleges, universities, and community colleges (traditional and online).\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003e\u003cb\u003ePart I. Kinesiology and Physical Activity Experience\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Kinesiology\u003cbr\u003e\u003ci\u003eDuane V. Knudson and Timothy A. Brusseau\u003c\/i\u003e\u003cbr\u003eInterest in the Discipline of Kinesiology\u003cbr\u003ePhysical Activity: The Focus of Kinesiology\u003cbr\u003eSome Focuses of Physical Activity in Kinesiology\u003cbr\u003eKinesiology and Evidence-Based Practice\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Importance of the Physical Activity Experience\u003cbr\u003e\u003ci\u003eTimothy A. Brusseau and Duane V. Knudson\u003c\/i\u003e\u003cbr\u003eSphere of Self-Sufficiency\u003cbr\u003eSphere of Self-Expression\u003cbr\u003eSphere of Work\u003cbr\u003eSphere of Education\u003cbr\u003eSphere of Leisure\u003cbr\u003eSphere of Health\u003cbr\u003eSphere of Competition\u003cbr\u003eFactors That Influence Kinds of Experience in Physical Activity\u003cbr\u003eWays in Which Experience Can Affect Physical Activity\u003cbr\u003eHeredity and Experience\u003cbr\u003eSubjective Experience of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II. Scholarly Study of Physical Activity\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Philosophy of Physical Activity\u003cbr\u003e\u003ci\u003eCesar R. Torres and Scott Kretchmar\u003c\/i\u003e\u003cbr\u003eWhy Use Philosophical Thinking?\u003cbr\u003eWhat Do Philosophers Do?\u003cbr\u003eResearch Methods Used in Studying Philosophy of Physical Activity\u003cbr\u003eHistory and Future of Philosophy of Physical Activity\u003cbr\u003eOverview of Knowledge in Philosophy of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e History of Physical Activity\u003cbr\u003e\u003ci\u003eLindsay Parks Pieper\u003c\/i\u003e\u003cbr\u003eWhy Use History of Physical Activity?\u003cbr\u003eWhat Do Historians of Physical Activity Do?\u003cbr\u003eHistory of Kinesiology and Physical Activity\u003cbr\u003eResearch Methods Used in Studying History of Physical Activity\u003cbr\u003eOverview of Knowledge in History of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5. \u003c\/b\u003eSociology of Physical Activity\u003cbr\u003e\u003ci\u003eMichael D. Giardina\u003c\/i\u003e\u003cbr\u003eWhy Use Sociology of Physical Activity?\u003cbr\u003eWhat Do Sociologists of Physical Activity Do?\u003cbr\u003eHistory of Sociology of Physical Activity \u003cbr\u003eResearch Methods Used in Studying Sociology of Physical Activity\u003cbr\u003eOverview of Knowledge in Sociology of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Motor Behavior\u003cbr\u003e\u003ci\u003eXiangli Gu and Katherine T. Thomas\u003c\/i\u003e\u003cbr\u003eWhy Use Motor Behavior?\u003cbr\u003eWhat Do Motor Behaviorists Do?\u003cbr\u003eHistory of Motor Behavior\u003cbr\u003eResearch Methods Used in Studying Motor Behavior\u003cbr\u003eOverview of Knowledge in Motor Behavior\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Psychology of Physical Activity\u003cbr\u003e\u003ci\u003eLindsay E. Kipp\u003c\/i\u003e\u003cbr\u003eWhy Use Psychology of Physical Activity?\u003cbr\u003eWhat Do Psychology of Physical Activity Professionals Do?\u003cbr\u003eHistory of Psychology of Physical Activity\u003cbr\u003eResearch Methods Used in Studying Psychology of Physical Activity\u003cbr\u003eOverview of Knowledge in Psychology of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Biomechanics of Physical Activity\u003cbr\u003e\u003ci\u003eBrad Bowser and Kathy Simpson\u003c\/i\u003e\u003cbr\u003eWhy Use Biomechanics of Physical Activity?\u003cbr\u003eWhat Do Biomechanists Do?\u003cbr\u003eHistory of Biomechanics\u003cbr\u003eResearch Methods Used in Studying Biomechanics\u003cbr\u003eOverview of Knowledge in Biomechanics in Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Physiology of Physical Activity\u003cbr\u003e\u003ci\u003eJennifer L. Caputo\u003c\/i\u003e\u003cbr\u003eWhy Use Physiology of Physical Activity?\u003cbr\u003eWhat Do Exercise Physiologists Do?\u003cbr\u003eHistory of Physiology of Physical Activity\u003cbr\u003eResearch Methods Used in Studying Physiology of Physical Activity\u003cbr\u003eOverview of Knowledge in Physiology of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart III. Practicing a Profession in Physical Activity\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Becoming a Physical Activity Professional\u003cbr\u003e\u003ci\u003eDuane V. Knudson and Timothy A. Brusseau\u003c\/i\u003e\u003cbr\u003eWhat Is a Profession?\u003cbr\u003eHow Do Our Values Shape Our Professional Conduct?\u003cbr\u003eHow Are Physical Activity Professionals Educated for the Workforce?\u003cbr\u003eBecoming Well Suited for a Career in a Physical Activity Profession\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11. \u003c\/b\u003eCareers in Health and Fitness\u003cbr\u003e\u003ci\u003eWarren D. Franke\u003c\/i\u003e\u003cbr\u003eThe Need for Health and Fitness Professionals\u003cbr\u003eSettings for Health and Fitness\u003cbr\u003eRoles for Health and Fitness Professionals\u003cbr\u003eTrends and Opportunities in Health and Fitness\u003cbr\u003eAdvice for Health and Fitness Students\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12. \u003c\/b\u003eCareers in Medicine and Allied Health\u003cbr\u003e\u003ci\u003eChad Starkey and Julie Cavallario\u003c\/i\u003e\u003cbr\u003eThe Diagnostic Process\u003cbr\u003eIntegrating Exercise Into Medicine and Allied Health\u003cbr\u003eMedical and Allied Health Settings\u003cbr\u003eRoles for Medical and Allied Health Professionals\u003cbr\u003eTrends and Opportunities in Medicine and Allied Health\u003cbr\u003eAdvice for Students Interested in Medicine and Allied Health\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13. \u003c\/b\u003eCareers in Teaching Physical Education\u003cbr\u003e\u003ci\u003eMichael A. Hemphill, Kim C. Graber, and Thomas J. Templin\u003c\/i\u003e\u003cbr\u003eWhat Is the Teaching of Physical Education?\u003cbr\u003eSettings for Teaching Physical Education\u003cbr\u003eRoles for Physical Education Professionals\u003cbr\u003eTrends and Opportunities in Teaching Physical Education\u003cbr\u003eAdvice for Physical Education Students\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Careers in Coaching, Sport Instruction, and High-Performance Sport\u003cbr\u003e\u003ci\u003eJoseph A. Luxbacher and Duane V. Knudson\u003c\/i\u003e\u003cbr\u003eWhat Are Coaching, Sport Instruction, and Sport Performance Teams?\u003cbr\u003eSettings for Coaching, Sport Instruction, and High-Performance Sport\u003cbr\u003eRoles for Coaching, Sport Instruction, and High-Performance Sport Professionals\u003cbr\u003eTrends and Opportunities in Coaching, Sport Instruction, and High-Performance Sport\u003cbr\u003eAdvice for Students Interested in Coaching, Sport Instruction, and High-Performance Sport\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Careers in Sport Management\u003cbr\u003e\u003ci\u003eG. Clayton Stoldt and Mark C. Vermillion\u003c\/i\u003e\u003cbr\u003eWhat Is Sport Management?\u003cbr\u003eSettings for Sport Management\u003cbr\u003eRoles for Sport Management Professionals\u003cbr\u003eTrends and Opportunities in Sport Management\u003cbr\u003eAdvice for Sport Management Students\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-editor\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eDuane V. Knudson, PhD,\u003c\/b\u003e is a Regents’ Professor and University Distinguished Professor in the department of health and human performance at Texas State University, where he teaches biomechanics and statistics. He earned his PhD in biomechanics from the University of Wisconsin and has held tenured positions at three universities. His research focuses on the biomechanics of tennis, stretching, qualitative movement diagnosis, learning biomechanical concepts, and research quality.\u003c\/p\u003e\n\u003cp\u003eKnudson has published over 190 peer-reviewed articles, 29 chapters, and three books: \u003ci\u003eFundamentals of Biomechanics\u003c\/i\u003e, \u003ci\u003eQualitative Diagnosis of Human Movement\u003c\/i\u003e, and \u003ci\u003eBiomechanical Principles of Tennis Technique\u003c\/i\u003e. He has received numerous national and international scholarly awards and is a fellow of four scholarly societies, including the prestigious National Academy of Kinesiology (NAK) and the International Society of Biomechanics in Sports. Knudson was picked by Stanford University and Elsevier for the World’s Top 2% Scientists list in the subfield of sport sciences by in 2023 and 2024. He was also named by ScholarGPS to the Highly Ranked Scholars list (top 0.5% over the last five years in kinesiology) for 2022 and 2024. He has served as department chair, associate dean, and president of both the American Kinesiology Association (AKA) and the International Society of Biomechanics in Sports, and he was secretary-treasurer for NAK from 2025 to 2026. He received the Jerry R. Thomas Distinguished Leadership Award from the AKA in 2017.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTimothy A. Brusseau, PhD,\u003c\/b\u003e is a professor and chair of the department of health and kinesiology at the University of Utah. Dr. Brusseau is a fellow in the National Academy of Kinesiology (NAK), Society of Health and Physical Educators (SHAPE America), American College of Sports Medicine, National Association for Kinesiology in Higher Education (NAKHE), and the International Association for Physical Education in Higher Education. Brusseau is a national expert on youth physical activity, physical activity measurement, and school-based multicomponent physical activity interventions.\u003c\/p\u003e\n\u003cp\u003eHe has 171 peer-reviewed publications and has made more than 200 conference and invited presentations. He is a coauthor of \u003ci\u003eDynamic Physical Education for Secondary School Students\u003c\/i\u003e, and he coedited the \u003ci\u003eRoutledge Handbook of Youth Physical Activity\u003c\/i\u003e. He is the leadership institute director for NAKHE and is currently serving as president of the American Kinesiology Association (AKA).\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabEditor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/how-do-allied-health-professionals-use-therapeutic-exercise\"\u003eHow do allied health professionals use therapeutic exercise?\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/is-a-career-in-a-physical-activity-profession-right-for-me\"\u003eIs a career in a physical activity profession right for me?\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/what-do-biomechanists-do\"\u003eWhat do biomechanists do?\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN01_jpg.jpg?v=1759838632\" alt=\"Athlete celebrations\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN01_jpg.jpg?v=1759838632\" alt=\"Athlete celebrations\"\u003eAthlete celebrations\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN02_jpg.jpg?v=1759838666\" alt=\"Critical events in hitting a pitched baseball\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN02_jpg.jpg?v=1759838666\" alt=\"Critical events in hitting a pitched baseball\"\u003eCritical events in hitting a pitched baseball\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN03_jpg.jpg?v=1759838701\" alt=\"Motivational orientations\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN03_jpg.jpg?v=1759838701\" alt=\"Motivational orientations\"\u003eMotivational orientations\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN04_jpg.jpg?v=1759838736\" alt=\"Kinesiology colleagues: LaDonda Porter\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN04_jpg.jpg?v=1759838736\" alt=\"Kinesiology colleagues: LaDonda Porter\"\u003eKinesiology colleagues: LaDonda Porter\u003c\/a\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"https:\/\/us.humankinetics.com\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructor guide.\u003c\/b\u003e Includes information about how to use the various ancillaries; a syllabus; and chapter-by-chapter files that include chapter outlines with key points, additional student assignments, ideas for additional teaching topics and guest speakers, resources, and answers to the in-text review questions.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTest package. \u003c\/b\u003eContains more than 400 questions in true-false, fill-in-the-blank, essay and short-answer, and multiple-choice formats. The files may be downloaded for integration with a learning management system or printed for use as paper-based tests. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter quizzes.\u003c\/b\u003e Contains ready-made quizzes (10 questions each) to assess student comprehension of the most important concepts in each chapter. Each quiz may be downloaded or assigned to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. The chapter assessments are automatically graded, and instructors can review student scores in the platform.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePresentation package.\u003c\/b\u003e Features more than 300 PowerPoint slides of text, artwork, and tables from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eImage bank.\u003c\/b\u003e Includes most of the figures, content photos, and tables from the text, sorted by chapter. These can be used in developing a customized presentation based on specific course requirements.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructors also receive access to all student materials in HK\u003ci\u003ePropel\u003c\/i\u003e.\u003c\/b\u003e For \u003ci\u003eIntroduction to Kinesiology, Seventh Edition,\u003c\/i\u003e this includes interactive Check Your Understanding activities, scenarios with questions, Explore the Topic activities, Kinesiology Colleagues online reflections, flash cards, key term quizzes, and key point reviews.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Duane V. Knudson,Timothy A. Brusseau","offers":[{"title":"Paperback With Online Resource","offer_id":42123881939018,"sku":"","price":154.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/comingsoon_a157ceb6-0831-41cb-866c-dcc10b9fc08b.jpg?v=1786518304"},{"product_id":"introduction-to-kinesiology-7th-edition-with-hkpropel-access-loose-leaf-edition","title":"Introduction to Kinesiology 7th Edition Loose-Leaf Edition","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-editor\" id=\"display-editor\"\u003eEditor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eThis is the loose-leaf version\u003c\/b\u003e of \u003ci\u003eIntroduction to Kinesiology, Seventh Edition,\u003c\/i\u003e which offers students a less expensive, printed version of the text.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eDiscover the fundamentals of kinesiology.\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eIntroduction to Kinesiology: Studying Physical Activity, Seventh Edition,\u003c\/i\u003e stimulates curiosity about the vast field of kinesiology and generates awareness of the long-standing and current issues that kinesiology professionals seek to understand and solve. This engaging, full-color introductory text offers students a \u003cb\u003ecomprehensive overview\u003c\/b\u003e of the field of kinesiology and explores major subdisciplinary fields of study, common career paths, and emerging ideas that are part of this dynamic and expanding discipline.\u003c\/p\u003e\n\u003cp\u003eThe seventh edition includes refreshed opening scenarios and photos, and it integrates the latest research results. This updated edition explores current topics such as the payment of college student athletes, issues in equitable services, competition, and emerging professions in high-performance sport. Hot Topic sidebars—new to this edition—highlight trending areas of kinesiology research in each subdiscipline. Related online learning tools delivered through HK\u003ci\u003ePropel\u003c\/i\u003e offer interactive opportunities for students to engage with and better understand the content.\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eIntroduction to Kinesiology, Seventh Edition,\u003c\/i\u003e features a three-section structure that has always been a strength of this leading introductory textbook. Pedagogical aids such as chapter objectives, opening scenarios, key terms, key points, review questions, suggested readings, and wrap-ups help students reinforce key knowledge.\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cb\u003ePart I\u003c\/b\u003e examines the diversity of physical activity and kinesiology and summarizes the importance of knowledge gained through physical activity experiences.\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003ePart II\u003c\/b\u003e delves into the seven major subdisciplines of kinesiology, with an overview of major historical events, research methods, professional work and application, and ideas for career advancement in each.\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003ePart III\u003c\/b\u003e elaborates on professionalism, evidence-based practice, and five major areas of career opportunities.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eRelated online learning activities delivered through HK\u003ci\u003ePropel\u003c\/i\u003e include interactive Check Your Understanding activities, practice scenarios with questions, Explore the Topic activities, Kinesiology Colleagues online reflections, flash cards, key term quizzes, and key point reviews. Most of the activities can be assigned, and progress tracked, directly through HKPropel. Chapter quizzes, which are automatically graded, can also be assigned to test comprehension of critical concepts.\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eIntroduction to Kinesiology\u003c\/i\u003e provides essential knowledge for students embarking on their study of kinesiology and the science of sport and exercise. The updated seventh edition sets them up for success in major courses and a future career.\u003c\/p\u003e\n\u003cp\u003eNote: A code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with all new print books.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003eStudents taking introductory undergraduate courses or foundations courses in kinesiology, sports and exercise science, or health and human performance at colleges, universities, and community colleges (traditional and online).\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003e\u003cb\u003ePart I. Kinesiology and Physical Activity Experience\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Kinesiology\u003cbr\u003e\u003ci\u003eDuane V. Knudson and Timothy A. Brusseau\u003c\/i\u003e\u003cbr\u003eInterest in the Discipline of Kinesiology\u003cbr\u003ePhysical Activity: The Focus of Kinesiology\u003cbr\u003eSome Focuses of Physical Activity in Kinesiology\u003cbr\u003eKinesiology and Evidence-Based Practice\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Importance of the Physical Activity Experience\u003cbr\u003e\u003ci\u003eTimothy A. Brusseau and Duane V. Knudson\u003c\/i\u003e\u003cbr\u003eSphere of Self-Sufficiency\u003cbr\u003eSphere of Self-Expression\u003cbr\u003eSphere of Work\u003cbr\u003eSphere of Education\u003cbr\u003eSphere of Leisure\u003cbr\u003eSphere of Health\u003cbr\u003eSphere of Competition\u003cbr\u003eFactors That Influence Kinds of Experience in Physical Activity\u003cbr\u003eWays in Which Experience Can Affect Physical Activity\u003cbr\u003eHeredity and Experience\u003cbr\u003eSubjective Experience of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II. Scholarly Study of Physical Activity\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Philosophy of Physical Activity\u003cbr\u003e\u003ci\u003eCesar R. Torres and Scott Kretchmar\u003c\/i\u003e\u003cbr\u003eWhy Use Philosophical Thinking?\u003cbr\u003eWhat Do Philosophers Do?\u003cbr\u003eResearch Methods Used in Studying Philosophy of Physical Activity\u003cbr\u003eHistory and Future of Philosophy of Physical Activity\u003cbr\u003eOverview of Knowledge in Philosophy of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e History of Physical Activity\u003cbr\u003e\u003ci\u003eLindsay Parks Pieper\u003c\/i\u003e\u003cbr\u003eWhy Use History of Physical Activity?\u003cbr\u003eWhat Do Historians of Physical Activity Do?\u003cbr\u003eHistory of Kinesiology and Physical Activity\u003cbr\u003eResearch Methods Used in Studying History of Physical Activity\u003cbr\u003eOverview of Knowledge in History of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5. \u003c\/b\u003eSociology of Physical Activity\u003cbr\u003e\u003ci\u003eMichael D. Giardina\u003c\/i\u003e\u003cbr\u003eWhy Use Sociology of Physical Activity?\u003cbr\u003eWhat Do Sociologists of Physical Activity Do?\u003cbr\u003eHistory of Sociology of Physical Activity \u003cbr\u003eResearch Methods Used in Studying Sociology of Physical Activity\u003cbr\u003eOverview of Knowledge in Sociology of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Motor Behavior\u003cbr\u003e\u003ci\u003eXiangli Gu and Katherine T. Thomas\u003c\/i\u003e\u003cbr\u003eWhy Use Motor Behavior?\u003cbr\u003eWhat Do Motor Behaviorists Do?\u003cbr\u003eHistory of Motor Behavior\u003cbr\u003eResearch Methods Used in Studying Motor Behavior\u003cbr\u003eOverview of Knowledge in Motor Behavior\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Psychology of Physical Activity\u003cbr\u003e\u003ci\u003eLindsay E. Kipp\u003c\/i\u003e\u003cbr\u003eWhy Use Psychology of Physical Activity?\u003cbr\u003eWhat Do Psychology of Physical Activity Professionals Do?\u003cbr\u003eHistory of Psychology of Physical Activity\u003cbr\u003eResearch Methods Used in Studying Psychology of Physical Activity\u003cbr\u003eOverview of Knowledge in Psychology of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Biomechanics of Physical Activity\u003cbr\u003e\u003ci\u003eBrad Bowser and Kathy Simpson\u003c\/i\u003e\u003cbr\u003eWhy Use Biomechanics of Physical Activity?\u003cbr\u003eWhat Do Biomechanists Do?\u003cbr\u003eHistory of Biomechanics\u003cbr\u003eResearch Methods Used in Studying Biomechanics\u003cbr\u003eOverview of Knowledge in Biomechanics in Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Physiology of Physical Activity\u003cbr\u003e\u003ci\u003eJennifer L. Caputo\u003c\/i\u003e\u003cbr\u003eWhy Use Physiology of Physical Activity?\u003cbr\u003eWhat Do Exercise Physiologists Do?\u003cbr\u003eHistory of Physiology of Physical Activity\u003cbr\u003eResearch Methods Used in Studying Physiology of Physical Activity\u003cbr\u003eOverview of Knowledge in Physiology of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart III. Practicing a Profession in Physical Activity\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Becoming a Physical Activity Professional\u003cbr\u003e\u003ci\u003eDuane V. Knudson and Timothy A. Brusseau\u003c\/i\u003e\u003cbr\u003eWhat Is a Profession?\u003cbr\u003eHow Do Our Values Shape Our Professional Conduct?\u003cbr\u003eHow Are Physical Activity Professionals Educated for the Workforce?\u003cbr\u003eBecoming Well Suited for a Career in a Physical Activity Profession\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11. \u003c\/b\u003eCareers in Health and Fitness\u003cbr\u003e\u003ci\u003eWarren D. Franke\u003c\/i\u003e\u003cbr\u003eThe Need for Health and Fitness Professionals\u003cbr\u003eSettings for Health and Fitness\u003cbr\u003eRoles for Health and Fitness Professionals\u003cbr\u003eTrends and Opportunities in Health and Fitness\u003cbr\u003eAdvice for Health and Fitness Students\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12. \u003c\/b\u003eCareers in Medicine and Allied Health\u003cbr\u003e\u003ci\u003eChad Starkey and Julie Cavallario\u003c\/i\u003e\u003cbr\u003eThe Diagnostic Process\u003cbr\u003eIntegrating Exercise Into Medicine and Allied Health\u003cbr\u003eMedical and Allied Health Settings\u003cbr\u003eRoles for Medical and Allied Health Professionals\u003cbr\u003eTrends and Opportunities in Medicine and Allied Health\u003cbr\u003eAdvice for Students Interested in Medicine and Allied Health\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13. \u003c\/b\u003eCareers in Teaching Physical Education\u003cbr\u003e\u003ci\u003eMichael A. Hemphill, Kim C. Graber, and Thomas J. Templin\u003c\/i\u003e\u003cbr\u003eWhat Is the Teaching of Physical Education?\u003cbr\u003eSettings for Teaching Physical Education\u003cbr\u003eRoles for Physical Education Professionals\u003cbr\u003eTrends and Opportunities in Teaching Physical Education\u003cbr\u003eAdvice for Physical Education Students\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Careers in Coaching, Sport Instruction, and High-Performance Sport\u003cbr\u003e\u003ci\u003eJoseph A. Luxbacher and Duane V. Knudson\u003c\/i\u003e\u003cbr\u003eWhat Are Coaching, Sport Instruction, and Sport Performance Teams?\u003cbr\u003eSettings for Coaching, Sport Instruction, and High-Performance Sport\u003cbr\u003eRoles for Coaching, Sport Instruction, and High-Performance Sport Professionals\u003cbr\u003eTrends and Opportunities in Coaching, Sport Instruction, and High-Performance Sport\u003cbr\u003eAdvice for Students Interested in Coaching, Sport Instruction, and High-Performance Sport\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Careers in Sport Management\u003cbr\u003e\u003ci\u003eG. Clayton Stoldt and Mark C. Vermillion\u003c\/i\u003e\u003cbr\u003eWhat Is Sport Management?\u003cbr\u003eSettings for Sport Management\u003cbr\u003eRoles for Sport Management Professionals\u003cbr\u003eTrends and Opportunities in Sport Management\u003cbr\u003eAdvice for Sport Management Students\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-editor\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eDuane V. Knudson, PhD,\u003c\/b\u003e is a Regents’ Professor and University Distinguished Professor in the department of health and human performance at Texas State University, where he teaches biomechanics and statistics. He earned his PhD in biomechanics from the University of Wisconsin and has held tenured positions at three universities. His research focuses on the biomechanics of tennis, stretching, qualitative movement diagnosis, learning biomechanical concepts, and research quality.\u003c\/p\u003e\n\u003cp\u003eKnudson has published over 190 peer-reviewed articles, 29 chapters, and three books: \u003ci\u003eFundamentals of Biomechanics\u003c\/i\u003e, \u003ci\u003eQualitative Diagnosis of Human Movement\u003c\/i\u003e, and \u003ci\u003eBiomechanical Principles of Tennis Technique\u003c\/i\u003e. He has received numerous national and international scholarly awards and is a fellow of four scholarly societies, including the prestigious National Academy of Kinesiology (NAK) and the International Society of Biomechanics in Sports. Knudson was picked by Stanford University and Elsevier for the World’s Top 2% Scientists list in the subfield of sport sciences by in 2023 and 2024. He was also named by ScholarGPS to the Highly Ranked Scholars list (top 0.5% over the last five years in kinesiology) for 2022 and 2024. He has served as department chair, associate dean, and president of both the American Kinesiology Association (AKA) and the International Society of Biomechanics in Sports, and he was secretary-treasurer for NAK from 2025 to 2026. He received the Jerry R. Thomas Distinguished Leadership Award from the AKA in 2017.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTimothy A. Brusseau, PhD,\u003c\/b\u003e is a professor and chair of the department of health and kinesiology at the University of Utah. Dr. Brusseau is a fellow in the National Academy of Kinesiology (NAK), Society of Health and Physical Educators (SHAPE America), American College of Sports Medicine, National Association for Kinesiology in Higher Education (NAKHE), and the International Association for Physical Education in Higher Education. Brusseau is a national expert on youth physical activity, physical activity measurement, and school-based multicomponent physical activity interventions.\u003c\/p\u003e\n\u003cp\u003eHe has 171 peer-reviewed publications and has made more than 200 conference and invited presentations. He is a coauthor of \u003ci\u003eDynamic Physical Education for Secondary School Students\u003c\/i\u003e, and he coedited the \u003ci\u003eRoutledge Handbook of Youth Physical Activity\u003c\/i\u003e. He is the leadership institute director for NAKHE and is currently serving as president of the American Kinesiology Association (AKA).\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabEditor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/how-do-allied-health-professionals-use-therapeutic-exercise\"\u003eHow do allied health professionals use therapeutic exercise?\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/is-a-career-in-a-physical-activity-profession-right-for-me\"\u003eIs a career in a physical activity profession right for me?\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/what-do-biomechanists-do\"\u003eWhat do biomechanists do?\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN01_jpg.jpg?v=1759838632\" alt=\"Athlete celebrations\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN01_jpg.jpg?v=1759838632\" alt=\"Athlete celebrations\"\u003eAthlete celebrations\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN02_jpg.jpg?v=1759838666\" alt=\"Critical events in hitting a pitched baseball\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN02_jpg.jpg?v=1759838666\" alt=\"Critical events in hitting a pitched baseball\"\u003eCritical events in hitting a pitched baseball\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN03_jpg.jpg?v=1759838701\" alt=\"Motivational orientations\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN03_jpg.jpg?v=1759838701\" alt=\"Motivational orientations\"\u003eMotivational orientations\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN04_jpg.jpg?v=1759838736\" alt=\"Kinesiology colleagues: LaDonda Porter\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN04_jpg.jpg?v=1759838736\" alt=\"Kinesiology colleagues: LaDonda Porter\"\u003eKinesiology colleagues: LaDonda Porter\u003c\/a\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"https:\/\/us.humankinetics.com\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructor guide.\u003c\/b\u003e Includes information about how to use the various ancillaries; a syllabus; and chapter-by-chapter files that include chapter outlines with key points, additional student assignments, ideas for additional teaching topics and guest speakers, resources, and answers to the in-text review questions.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTest package. \u003c\/b\u003eContains more than 400 questions in true-false, fill-in-the-blank, essay and short-answer, and multiple-choice formats. The files may be downloaded for integration with a learning management system or printed for use as paper-based tests. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter quizzes.\u003c\/b\u003e Contains ready-made quizzes (10 questions each) to assess student comprehension of the most important concepts in each chapter. Each quiz may be downloaded or assigned to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. The chapter assessments are automatically graded, and instructors can review student scores in the platform.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePresentation package.\u003c\/b\u003e Features more than 300 PowerPoint slides of text, artwork, and tables from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eImage bank.\u003c\/b\u003e Includes most of the figures, content photos, and tables from the text, sorted by chapter. These can be used in developing a customized presentation based on specific course requirements.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructors also receive access to all student materials in HK\u003ci\u003ePropel\u003c\/i\u003e.\u003c\/b\u003e For \u003ci\u003eIntroduction to Kinesiology, Seventh Edition,\u003c\/i\u003e this includes interactive Check Your Understanding activities, scenarios with questions, Explore the Topic activities, Kinesiology Colleagues online reflections, flash cards, key term quizzes, and key point reviews.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Duane V. Knudson,Timothy A. Brusseau","offers":[{"title":"Loose-leaf With Online Resource","offer_id":42123882561610,"sku":"","price":134.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/comingsoon_8025008e-1d4f-4c60-8886-6fdaab7337a0.jpg?v=1786518160"},{"product_id":"advanced-exercise-physiology-epub","title":"Advanced Exercise Physiology epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003eAdvanced Exercise Physiology: Essential Concepts and Applications\u003c\/i\u003e builds upon foundational topics and looks further into key physiological components to help advanced students gain a deeper level of understanding. Authors Jonathan K. Ehrman, Dennis J. Kerrigan, and Steven J. Keteyian address a wide range of complex topics with evidence-based information and a focused, targeted style. \u003c\/p\u003e\n\u003cp\u003e The first five chapters offer a detailed examination of the various body systems. The next two chapters focus on exercise testing and training principles, as well as training adaptations as they relate to aerobic power, anaerobic power, range of motion, and resistance training of healthy individuals and competitive athletes. The remaining chapters focus on a variety of topics, including athletic performance, body composition and weight management, and environmental influences of exercise physiology. The final two chapters bring a unique perspective to the book with a review of the relationship between exercise physiology and public health and a look at recent and emerging topics in the field, including genomics and pharmacology. \u003c\/p\u003e\n\u003cp\u003e Enhancing the content are learning aids, more than 140 images and illustrations, and practical examples from among clinical patients, healthy individuals, and competitive athletes. Key terms and their definitions appear at the end of each chapter; these help students understand key concepts and serve as a useful reference for practitioners. The appendixes contain information related to topics such as efficiency and energy expenditure, metabolic equivalent (MET) values of common activities, and the professionalization of exercise physiology. \u003c\/p\u003e\n\u003cp\u003e For instructors, \u003ci\u003eAdvanced Exercise Physiology\u003c\/i\u003e also includes a test package and an image bank to assist wtih classroom lecture preparations. The ancillaries, in-text learning components, and comprehensive content combine to create an ideal text to be used in advanced courses in exercise physiology. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Exercise Metabolism \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2. \u003c\/b\u003eDynamics of Skeletal-Neuromuscular and Gastrointestinal Physiology \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3. \u003c\/b\u003eCardiovascular System: Function and Control \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4. \u003c\/b\u003ePulmonary Exercise Physiology \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5. \u003c\/b\u003eImmune and Endocrine System \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6. \u003c\/b\u003ePrinciples for Testing and Training for Aerobic Power \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7. \u003c\/b\u003ePrinciples for Testing and Training Anaerobic Strength, Power, and Range of Motion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8. \u003c\/b\u003eBody Composition and Weight Management \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9. \u003c\/b\u003ePerformance: Environmental Stressors, Genetics, Nutrition, and Ergogenic Aids \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10. \u003c\/b\u003ePhysical Activity and Exercise for Health and Fitness \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11. \u003c\/b\u003eEmerging Concepts: Exercise Pharmacology and Exercise Genomics \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix A. \u003c\/b\u003eCalculations for Oxygen Consumption and Carbon Dioxide Production \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix B. \u003c\/b\u003eEfficiency and Energy Expenditure \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix C. \u003c\/b\u003eMetabolic Equivalent of Task Values of Common Activities \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix D. \u003c\/b\u003eProfessionalization of the Exercise Professional \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix E. \u003c\/b\u003eCommon Scientific Abbreviations and Units \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eJonathan K. Ehrman, PhD, FACSM, FAACVPR,\u003c\/b\u003e is the associate program director of preventive cardiology and of the Exercise Physiology Core Laboratory and the director of the clinical weight management program at Henry Ford Hospital in Detroit, Michigan. He specializes in cardiac rehabilitation and preventive cardiology. He is also a clinical assistant professor in the exercise science program at Oakland University. He is a fellow of the American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR) and the American College of Sports Medicine (ACSM), and he is certified by the ACSM as a clinical exercise physiologist. In addition to the ACSM and AACVPR, he is also an active member of the Clinical Exercise Physiology Association (CEPA), the American Heart Association, and the American College of Cardiology. Dr. Ehrman earned his PhD in clinical exercise physiology from The Ohio State University. \u003c\/p\u003e\n\u003cp\u003e Dr. Ehrman is a coeditor of \u003ci\u003eClinical Exercise Physiology, Fourth Edition,\u003c\/i\u003e and served as section editor of the 10th edition of \u003ci\u003eACSM's Resource Manual for Guidelines for Exercise Testing and Prescription\u003c\/i\u003e. In addition, he has published more than 100 research manuscripts, abstracts, and book chapters. He is also the current editor of the \u003ci\u003eJournal of Clinical Exercise Physiology\u003c\/i\u003e, which is the official journal of the CEPA. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eDennis J. Kerrigan, PhD, FACSM,\u003c\/b\u003e is a senior exercise physiologist in preventive cardiology in the Division of Cardiovascular Medicine and the William Clay Ford Center for Athletic Medicine at Henry Ford Hospital in Detroit, Michigan. His current role is as the director of outpatient exercise programs in preventive cardiology, and he oversees exercise programs for individuals with chronic health conditions. In addition to his clinical duties, Dr. Kerrigan also conducts research in patients with heart disease, cancer, and obesity. He was the lead author in a randomized trial that showed improvements in fitness and quality of life in patients with left ventricular assist devices who participated in cardiac rehabilitation. In 2017, Dr. Kerrigan was elected president of the Clinical Exercise Physiology Association (CEPA). He earned his PhD in clinical exercise physiology from The Ohio State University. \u003c\/p\u003e\n\u003cp\u003e Dr. Kerrigan coauthored a book chapter in \u003ci\u003eGuidelines for Cardiac Rehabilitation and Secondary Prevention Programs, Fifth Edition,\u003c\/i\u003e and has published scholarly articles in peer-reviewed journals, including the \u003ci\u003eJournal of Cardiopulmonary Rehabilitation and Prevention, American Journal of Cardiology, Journal of Cardiac Failure,\u003c\/i\u003e and \u003ci\u003eMedicine in Sports and Exercise\u003c\/i\u003e. In 2012, he received the Midwest ACSM Clinical Exercise Professional of the Year award. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eSteven J. Keteyian, PhD, FACSM,\u003c\/b\u003e is the director of preventive cardiology in the Division of Cardiovascular Medicine and director of the Exercise Physiology Core Laboratory, both at the Henry Ford Hospital in Detroit. He specializes in clinical exercise physiology and preventive cardiology. He also serves as a clinical professor in the exercise science program at Oakland University and as an adjunct professor in the physiology department at Wayne State University, where he earned his PhD. He is an active member of the American Heart Association and the American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR). \u003c\/p\u003e\n\u003cp\u003e Dr. Keteyian has published more than 200 research manuscripts and book chapters and has coauthored or coedited four textbooks, including \u003ci\u003eClinical Exercise Physiology, Third Edition\u003c\/i\u003e. He has also served as an editor-in-chief, associate editor, or editorial board member for several academic journals. Dr. Keteyian received the President's Award from the AACVPR in 2013 and the Established Investigator Award from the AACVPR in 2009. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/anaerobic-testing\"\u003eAnaerobic Testing\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/exercise-genomics\"\u003eExercise Genomics\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/using-body-composition-methods-to-identify-cachexia-in-cancer-patients\"\u003eUsing Body Composition Methods to Identify Cachexia in Cancer Patients\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillaries are free to adopting instructors through \u003ca href=\"\/pages\/ancillary-materials\" target=\"_blank\" style=\"\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eTest package. \u003c\/strong\u003eIncludes more than 265 questions to assist instructors in lesson planning. Tests can be modified based on course curriculum and specific class needs. \u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eImage bank.\u003c\/strong\u003e Includes most of the figures, photos, and tables from the text, organized by chapter. Images can be used in classroom presentations and lectures, handouts, and activities.\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Jonathan K Ehrman,Dennis J. Kerrigan,Steven J. Keteyian","offers":[{"title":"Ebook","offer_id":42257119051850,"sku":null,"price":90.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492585251.jpg?v=1779866234"},{"product_id":"applied-health-fitness-psychology-epub","title":"Applied Health Fitness Psychology epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-quote\" id=\"display-quote\"\u003eQuotes\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003eApplied Health Fitness Psychology\u003c\/i\u003e considers behavioral issues regarding exercise and nutrition using a research-to-practice approach. This comprehensive text explains how health fitness psychology has emerged from other parent disciplines to become a wide-ranging discipline that can be addressed in various exercise, fitness, and health settings, allowing both current and future professionals to assist their patients or clients in adopting healthier lifestyles.\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eApplied Health Fitness Psychology\u003c\/i\u003e uses contributions from sport and exercise psychology, counseling and clinical psychology, exercise science, sports medicine, and behavioral medicine to provide a scientific basis for presenting strategies for behavior change. Unique to this text is a critical consideration of cultural, spiritual, and religious components as a factor in initiating and maintaining exercise behavior. The evidence-based approach will help readers use techniques and interventions that promote positive changes among various populations.\u003c\/p\u003e\n\u003cp\u003eStudents will grasp the scope of this emerging field by studying the following topics:\u003c\/p\u003e\n\u003cp\u003e• The theoretical foundation of health behavior change and motivational theories\u003c\/p\u003e\n\u003cp\u003e• Physical, cognitive, and motivational obstacles to adopting a healthy lifestyle\u003c\/p\u003e\n\u003cp\u003e• Use of cognitive and behavioral strategies and interventions to promote exercise adherence, set goals, and improve fitness and exercise performance\u003c\/p\u003e\n\u003cp\u003e• Steps that will help students become professionals in health fitness psychology\u003c\/p\u003e\n\u003cp\u003e• Considerations in working with special populations, such as older adults, pregnant women, individuals recovering from injuries, and individuals with chronic conditions or dysfunctional eating behaviors\u003c\/p\u003e\n\u003cp\u003eChapter objectives at the start and a summary, review of key concepts, and student activity at the end of each chapter help students and instructors stay focused on understanding the main concepts and putting this information into practice. Highlight boxes, tables, and figures throughout the book keep readers engaged with the material. From Research to Real World sidebars show students how the information in the text can be used in multiple professions and illustrate the many applications for health fitness psychology in today’s society. For instructors, \u003ci\u003eApplied Health Fitness Psychology\u003c\/i\u003e includes online access to a presentation package and test package.\u003c\/p\u003e\n\u003cp\u003eWhile modifying a person’s—or a culture’s—disdain for exercise will not happen quickly, \u003ci\u003eApplied Health Fitness Psychology\u003c\/i\u003e equips aspiring and practicing professionals working in a variety of health, fitness, and allied health fields with strategies to help people make the shift to more active and healthy lifestyles.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eEarn continuing education credits\/units! \u003c\/b\u003eA continuing education course and exam that uses this book is also available. It may be purchased separately or as part of a package that includes all the course materials and exam.\u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003e\u003cb\u003ePart I. Theoretical Foundations of Health Fitness Psychology\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1. \u003c\/b\u003eIntroduction to Applied Health Fitness Psychology \u003c\/p\u003e\n\u003cp\u003e Psychological Benefits of Exercise \u003c\/p\u003e\n\u003cp\u003e Physical Benefits of Exercise \u003c\/p\u003e\n\u003cp\u003e Motives for Exercising \u003c\/p\u003e\n\u003cp\u003e Why We Keep Our Unhealthy Habits \u003c\/p\u003e\n\u003cp\u003e Challenges of Changing Health Behavior \u003c\/p\u003e\n\u003cp\u003e Defining Applied Health Fitness Psychology \u003c\/p\u003e\n\u003cp\u003e History of Applied Health Fitness Psychology \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2. \u003c\/b\u003ePsychological Motivation Theories \u003c\/p\u003e\n\u003cp\u003e Motivation Defined \u003c\/p\u003e\n\u003cp\u003e Sources of Motivation \u003c\/p\u003e\n\u003cp\u003e Achievement Motivation Theory \u003c\/p\u003e\n\u003cp\u003e Achievement Goal Theory \u003c\/p\u003e\n\u003cp\u003e Goal Orientation Theory \u003c\/p\u003e\n\u003cp\u003e Competence Motivation Theory \u003c\/p\u003e\n\u003cp\u003e Deci’s Cognitive Evaluation Theory \u003c\/p\u003e\n\u003cp\u003e Self-Determination Theory \u003c\/p\u003e\n\u003cp\u003e Attribution Theory \u003c\/p\u003e\n\u003cp\u003e Weiner’s Attribution Model \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Theories and Models of Exercise Behavior \u003c\/p\u003e\n\u003cp\u003e Health Belief Model \u003c\/p\u003e\n\u003cp\u003e Theories of Reasoned Action and Planned Behavior \u003c\/p\u003e\n\u003cp\u003e Self-Efficacy Theory \u003c\/p\u003e\n\u003cp\u003e Transtheoretical Model \u003c\/p\u003e\n\u003cp\u003e Relapse Prevention Model \u003c\/p\u003e\n\u003cp\u003e Deterrence Theory \u003c\/p\u003e\n\u003cp\u003e Drugs in Sport Deterrence Model \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II. Factors That Influence Health Behavior\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4. \u003c\/b\u003eBarriers to Positive Health Behavior \u003c\/p\u003e\n\u003cp\u003e Causes of Self-Destructive Behaviors \u003c\/p\u003e\n\u003cp\u003e Obstacles to Adopting a Healthy Lifestyle \u003c\/p\u003e\n\u003cp\u003e Exercise Barriers and Sources of Negative Attitudes \u003c\/p\u003e\n\u003cp\u003e Mental and Psychological Barriers \u003c\/p\u003e\n\u003cp\u003e Health Behavior Intervention Research \u003c\/p\u003e\n\u003cp\u003e Four Components of Health Behavior Change \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Personal Factors \u003c\/p\u003e\n\u003cp\u003e Personality Traits as Predictors of Health Behavior \u003c\/p\u003e\n\u003cp\u003e Orientations, Styles, and Exercise Adherence \u003c\/p\u003e\n\u003cp\u003e Behavioral Tendencies \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Situational and Environmental Factors \u003c\/p\u003e\n\u003cp\u003e Social Support of Exercise Habits \u003c\/p\u003e\n\u003cp\u003e Fitness Coaching for Exercise Participation \u003c\/p\u003e\n\u003cp\u003e Situational Factors That Promote Physical Activity \u003c\/p\u003e\n\u003cp\u003e Environmental Factors That Promote Physical Activity \u003c\/p\u003e\n\u003cp\u003e Job Incentives That Promote Healthy Lifestyle Choices \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eCultural, Religious, and Spiritual Components \u003c\/p\u003e\n\u003cp\u003e Health Care in Multicultural Populations \u003c\/p\u003e\n\u003cp\u003e Religious Community and Health Habits \u003c\/p\u003e\n\u003cp\u003e Contradictions Between Religious Practice and Unhealthy Living \u003c\/p\u003e\n\u003cp\u003e Health Benefits of Religiousness and Spirituality \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart III. Strategies for Health Behavior Interventions\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8. \u003c\/b\u003eExercise Adherence and Compliance \u003c\/p\u003e\n\u003cp\u003e Reasons for Exercise Participation \u003c\/p\u003e\n\u003cp\u003e Perceived Exercise Barriers \u003c\/p\u003e\n\u003cp\u003e Defining Adherence and Compliance \u003c\/p\u003e\n\u003cp\u003e Measuring Adherence \u003c\/p\u003e\n\u003cp\u003e Developing an Exercise Habit \u003c\/p\u003e\n\u003cp\u003e Steps to Achieving Exercise Adherence \u003c\/p\u003e\n\u003cp\u003e Mental Barriers to Exercise Adherence \u003c\/p\u003e\n\u003cp\u003e Weiner’s Attribution Model Applied to Exercise Adherence \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9. \u003c\/b\u003eCognitive and Behavioral Strategies \u003c\/p\u003e\n\u003cp\u003e Interventions, Treatments, and Strategies \u003c\/p\u003e\n\u003cp\u003e Cognitive Strategies \u003c\/p\u003e\n\u003cp\u003e Behavioral Strategies \u003c\/p\u003e\n\u003cp\u003e Exercise Programs and Interventions \u003c\/p\u003e\n\u003cp\u003e Applying Motivation Theory \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Fitness Goal Setting and Leadership \u003c\/p\u003e\n\u003cp\u003e Direction and Quality of Behavior \u003c\/p\u003e\n\u003cp\u003e Goals and Personality \u003c\/p\u003e\n\u003cp\u003e Performance and Outcome Goals \u003c\/p\u003e\n\u003cp\u003e Goal-Setting Guidelines in Exercise Settings \u003c\/p\u003e\n\u003cp\u003e Strategies for Fitness Coaches and Personal Trainers \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart IV. Professional Considerations\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11. \u003c\/b\u003eFitness Consulting With Special Populations \u003c\/p\u003e\n\u003cp\u003e Older Adults \u003c\/p\u003e\n\u003cp\u003e Injury Rehabilitation Patients \u003c\/p\u003e\n\u003cp\u003e Cardiac and Pulmonary Rehabilitation Patients \u003c\/p\u003e\n\u003cp\u003e Pregnant Women \u003c\/p\u003e\n\u003cp\u003e People With Diabetes \u003c\/p\u003e\n\u003cp\u003e People With Physical and Mental Disabilities \u003c\/p\u003e\n\u003cp\u003e People With Chronic Conditions \u003c\/p\u003e\n\u003cp\u003e Cancer Patients \u003c\/p\u003e\n\u003cp\u003e Cultural Differences \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Dysfunctional Eating Behaviors \u003c\/p\u003e\n\u003cp\u003e Disordered Eating and Eating Disorders \u003c\/p\u003e\n\u003cp\u003e Emotional Eating \u003c\/p\u003e\n\u003cp\u003e Body Dissatisfaction \u003c\/p\u003e\n\u003cp\u003e Multidisciplinary Approach to Combating Eating Disorders \u003c\/p\u003e\n\u003cp\u003e Strategies for Obesity Management \u003c\/p\u003e\n\u003cp\u003e Weight Maintenance \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Professional Organizations and Ethics \u003c\/p\u003e\n\u003cp\u003e Professional Organizations \u003c\/p\u003e\n\u003cp\u003e Credentialing \u003c\/p\u003e\n\u003cp\u003e Employment Opportunities \u003c\/p\u003e\n\u003cp\u003e Professional Ethics \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e References \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eMark H. Anshel, PhD\u003c\/b\u003e, is a professor in the department of health and human performance with a joint appointment in the psychology department at Middle Tennessee State University in Murfreesboro. He is the author of more than 135 research publications, four fitness books, and multiple editions of the text \u003ci\u003eSport Psychology: From Theory to Practice\u003c\/i\u003e. His research since 2007 has concerned the effectiveness of a cognitive-behavioral model on exercise participation and adherence called the Disconnected Values Model. Anshel is recognized as an international leader in providing evidence-based programs and linking research with practice in the areas of exercise and fitness psychology and sport psychology. \u003c\/p\u003e\n\u003cp\u003e Over the course of his career, Anshel has gained hands-on experience consulting with more than 3,000 clients on healthy habits, particularly the use of exercise. His practical career experience began with seven years as a fitness director in community recreation. From 2000 to 2002 Anshel served as a performance coach at the Human Performance Institute in Orlando, Florida, where he provided corporate clients with a cognitive-behavioral program on replacing unhealthy habits with more desirable lifestyle routines. He also served as a performance consultant and researcher related to improving wellness and coping skills with the Murfreesboro Police Department from 2005 to 2011. \u003c\/p\u003e\n\u003cp\u003e In 2009, Anshel was awarded the Distinguished Research Scholar Award from Middle Tennessee State University. Anshel is a fellow of the American Psychological Association (Division 47, Exercise and Sport Psychology). He is the founder and director of the Middle Tennessee State University Employee Health and Wellness Program, which received grant funding of $130,000 over two years. Anshel also served for 10 years on the editorial board of the \u003ci\u003eJournal of Sport Behavior\u003c\/i\u003e. \u003c\/p\u003e\n\u003cp\u003e In his free time, Anshel enjoys jogging, writing on health-related topics, and reading current events and health-related research. He resides in Murfreesboro, Tennessee. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-quote\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003e“With its easy-to-understand style, this book can be useful as a firm building block for students looking to further their studies in a related field in exercise psychology.”\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eDoody’s Book Review (5-star review)\u003c\/b\u003e\u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabQuote--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillaries are free to adopting instructors through \u003ca href=\"\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eTest package. \u003c\/strong\u003eIncludes more than 340 true-or-false, multiple-choice, and short-answer questions. \u003cbr\u003e \u003cbr\u003e \u003cstrong\u003ePresentation package. \u003c\/strong\u003eIncludes more than 230 PowerPoint text slides that highlight material from the text, which instructors can use for class discussion and demonstration. The slides in the presentation package can be used directly in PowerPoint or can be printed to make transparencies or handouts for distribution to students. Instructors can easily add, modify, and rearrange the order of the slides as well as search for images based on key words.\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Mark Anshel","offers":[{"title":"Ebook","offer_id":42257121640522,"sku":null,"price":62.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492583707.jpg?v=1779866893"},{"product_id":"applying-educational-psychology-in-coaching-athletes-epub","title":"Applying Educational Psychology in Coaching Athletes epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-quote\" id=\"display-quote\"\u003eQuotes\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003eApplying Educational Psychology in Coaching Athletes\u003c\/i\u003e discusses how to improve coaching success and athletic performance through the application of teaching principles and theories. Delving deeper than an explanation of what athletes learn and what coaches teach, \u003ci\u003eApplying Educational Psychology in Coaching Athletes\u003c\/i\u003e offers insight into the how of athletes’ learning and coaching by considering \u003c\/p\u003e\n\u003cp\u003e • principles of psychology that drive the emotions, motivation, expectations, self-worth, and relationships of athletes; \u003c\/p\u003e\n\u003cp\u003e • application of principles of psychology to the motor learning process; and \u003c\/p\u003e\n\u003cp\u003e • use of principles of educational psychology to improve sport expertise and coaching success. \u003c\/p\u003e\n\u003cp\u003e A three-time U.S. Olympic coach and veteran collegiate coach, Huber infuses his own experience in applying theories of educational psychology in working with individual athletes, as well as world-class national and international teams. With an engaging presentation and strong practical applications, Huber assists coaching students and practicing coaches in utilizing educational psychology as a platform for improving coaching skills. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eApplying Educational Psychology in Coaching Athletes\u003c\/i\u003e introduces the idea of the developing coach as both teacher and learner, and how coaching principles and a strong coaching philosophy provide a foundation for effective management and decision-making. By considering the theories that drive successful coaching, developing coaches gain focus, motivation, and guidance as they learn how a thoughtful coach provides the structure and discipline to make athletes more successful on the field of play. \u003c\/p\u003e\n\u003cp\u003e Throughout the text, Huber focuses on how athletes learn, considering theories of motivation, behaviorism, cognition, and humanism, and the interplay between emotions and motor learning and performance. Each chapter opens with a coaching related anecdote that readers can relate to in order to highlight the significance of the theory under consideration. After careful explanation of each theory, Huber details concrete examples, guidelines, and specific applications for coaching. In addition to summary information, each chapter concludes with ‘Your Coaching Toolbox,’ which focuses readers on ways to incorporate their newly gained knowledge into their interactions with athletes. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eApplying Educational Psychology in Coaching Athletes\u003c\/i\u003e is unmatched in its depth of insight into the teaching and learning process in sport and how to put it into practice. By examining how athletes learn and coaches teach, the text helps coaches understand how to maximize athlete performance and increase their athletic success. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003e\u003ci\u003ePart I. Athletes and Theories of Motivation\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e The Unstoppable Athlete: Applying Motivation Theory \u003c\/p\u003e\n\u003cp\u003e Behaviorism and Motivation \u003c\/p\u003e\n\u003cp\u003e Cognitivism and Motivation \u003c\/p\u003e\n\u003cp\u003e Social Cognitive Learning and Motivation \u003c\/p\u003e\n\u003cp\u003e Humanism and Motivation \u003c\/p\u003e\n\u003cp\u003e The Unstoppable Athlete \u003c\/p\u003e\n\u003cp\u003e The Unstoppable Coach \u003c\/p\u003e\n\u003cp\u003e Your Coaching Toolbox \u003c\/p\u003e\n\u003cp\u003e The Scientific and Artful Coach \u003c\/p\u003e\n\u003cp\u003e If You Remember Only Three Things \u003c\/p\u003e\n\u003cp\u003e Suggested Readings \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e The Resilient Athlete: Applying Attribution Theory \u003c\/p\u003e\n\u003cp\u003e Attribution Theory \u003c\/p\u003e\n\u003cp\u003e Beliefs about Ability \u003c\/p\u003e\n\u003cp\u003e Perceived Causality and Emotional Response \u003c\/p\u003e\n\u003cp\u003e Attributions, Achievement Motivation, and Self-Worth \u003c\/p\u003e\n\u003cp\u003e Applying Attribution Theory to Increase Athlete Motivation \u003c\/p\u003e\n\u003cp\u003e Self-Determination Theory \u003c\/p\u003e\n\u003cp\u003e The Resilient Athlete \u003c\/p\u003e\n\u003cp\u003e The Resilient Coach \u003c\/p\u003e\n\u003cp\u003e Your Coaching Toolbox \u003c\/p\u003e\n\u003cp\u003e The Scientific and Artful Coach \u003c\/p\u003e\n\u003cp\u003e If You Remember Only Three Things \u003c\/p\u003e\n\u003cp\u003e Suggested Readings \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart II. Athletes and Theories of Behaviorism\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3. \u003c\/b\u003eThe Salivating Athlete: Applying Respondent Conditioning Theory \u003c\/p\u003e\n\u003cp\u003e Pavlov’s Classical (Respondent) Conditioning \u003c\/p\u003e\n\u003cp\u003e Positive Respondent Conditioning Examples \u003c\/p\u003e\n\u003cp\u003e Applying Respondent Conditioning Theory in Coaching Athletes \u003c\/p\u003e\n\u003cp\u003e Thorndike’s Connectionism Theory \u003c\/p\u003e\n\u003cp\u003e Applying Connectionism Theory in Coaching Athletes \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e The Salivating Athlete \u003c\/p\u003e\n\u003cp\u003e The Salivating Coach \u003c\/p\u003e\n\u003cp\u003e Your Coaching Toolbox \u003c\/p\u003e\n\u003cp\u003e The Scientific and Artful Coach \u003c\/p\u003e\n\u003cp\u003e If You Remember Only Three Things \u003c\/p\u003e\n\u003cp\u003e Suggested Readings \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e The Athlete in the Skinner Box: Applying Operant Conditioning Theory \u003c\/p\u003e\n\u003cp\u003e Skinner’s Operant Conditioning Theory \u003c\/p\u003e\n\u003cp\u003e Types of Reinforcement Schedules \u003c\/p\u003e\n\u003cp\u003e Extrinsic Feedback as Reinforcement \u003c\/p\u003e\n\u003cp\u003e Applying Extrinsic Feedback Using Operant Conditioning in Coaching Athletes \u003c\/p\u003e\n\u003cp\u003e Instrinsic Feedback as Reinforcement \u003c\/p\u003e\n\u003cp\u003e Four Types of Athlete Behavior Worth Conditioning \u003c\/p\u003e\n\u003cp\u003e Applying Operant Conditioning Theory in Coaching Athletes \u003c\/p\u003e\n\u003cp\u003e The Athlete in the Skinner Box \u003c\/p\u003e\n\u003cp\u003e The Coach in the Skinner Box \u003c\/p\u003e\n\u003cp\u003e Your Coaching Toolbox \u003c\/p\u003e\n\u003cp\u003e The Scientific and Artful Coach \u003c\/p\u003e\n\u003cp\u003e If You Remember Only Three Things \u003c\/p\u003e\n\u003cp\u003e Suggested Readings \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart III. Athletes and Theories of Cognitive Learning\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e The Imitating Athlete: Applying Social Cognitive Theory \u003c\/p\u003e\n\u003cp\u003e Social Cognitive Theory \u003c\/p\u003e\n\u003cp\u003e Four Processes of Observational Learning \u003c\/p\u003e\n\u003cp\u003e Sources of Reinforcement \u003c\/p\u003e\n\u003cp\u003e Effects of Imitation \u003c\/p\u003e\n\u003cp\u003e Applying Observational Learning Theory to Coaching Athletes \u003c\/p\u003e\n\u003cp\u003e The Imitating Athlete \u003c\/p\u003e\n\u003cp\u003e The Imitating Coach \u003c\/p\u003e\n\u003cp\u003e Your Coaching Toolbox \u003c\/p\u003e\n\u003cp\u003e The Scientific and Artful Coach \u003c\/p\u003e\n\u003cp\u003e If You Remember Only Three Things \u003c\/p\u003e\n\u003cp\u003e Suggested Readings \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e The Supercomputing Athlete: Applying Cognitive Learning Theory \u003c\/p\u003e\n\u003cp\u003e The Computer as Metaphor \u003c\/p\u003e\n\u003cp\u003e Three Memory Components: The Basic Information Processing Model \u003c\/p\u003e\n\u003cp\u003e Three Stages of Motor Learning \u003c\/p\u003e\n\u003cp\u003e Three Cognitive Motor Learning Theories \u003c\/p\u003e\n\u003cp\u003e Three Stages of Information Processing for Motor Performance \u003c\/p\u003e\n\u003cp\u003e The Supercomputing Athlete \u003c\/p\u003e\n\u003cp\u003e The Supercomputing Coach \u003c\/p\u003e\n\u003cp\u003e Your Coaching Toolbox \u003c\/p\u003e\n\u003cp\u003e The Scientific and Artful Coach \u003c\/p\u003e\n\u003cp\u003e If You Remember Only Three Things \u003c\/p\u003e\n\u003cp\u003e Suggested Readings \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e The Expert Athlete: Applying Expertise Theory and Deliberate Practice \u003c\/p\u003e\n\u003cp\u003e Expertise Theory \u003c\/p\u003e\n\u003cp\u003e Characteristics of Expertise \u003c\/p\u003e\n\u003cp\u003e Characteristics of Deliberate Practice \u003c\/p\u003e\n\u003cp\u003e Engaging in Deliberate Practice: Three Phases of Development \u003c\/p\u003e\n\u003cp\u003e Creating Deliberate Practice \u003c\/p\u003e\n\u003cp\u003e The Expert Athlete \u003c\/p\u003e\n\u003cp\u003e The Expert Coach \u003c\/p\u003e\n\u003cp\u003e Your Coaching Toolbox \u003c\/p\u003e\n\u003cp\u003e The Scientific and Artful Coach \u003c\/p\u003e\n\u003cp\u003e If You Remember Only Three Things \u003c\/p\u003e\n\u003cp\u003e Suggested Readings \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart IV. Athletes and Theories of Humanism\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e The Fully Human Athlete: Applying Humanistic Learning Theory \u003c\/p\u003e\n\u003cp\u003e Humanistic Psychology \u003c\/p\u003e\n\u003cp\u003e Applying Four Common Emphases of Humanistic Coaching \u003c\/p\u003e\n\u003cp\u003e Nondirective Model of Coaching \u003c\/p\u003e\n\u003cp\u003e Constructivism \u003c\/p\u003e\n\u003cp\u003e Pyramid of Teaching Success in Sport (PofTSS) \u003c\/p\u003e\n\u003cp\u003e The Fully Human Athlete \u003c\/p\u003e\n\u003cp\u003e The Fully Human Coach \u003c\/p\u003e\n\u003cp\u003e Your Coaching Toolbox \u003c\/p\u003e\n\u003cp\u003e The Scientific and Artful Coach \u003c\/p\u003e\n\u003cp\u003e If You Remember Only Three Things \u003c\/p\u003e\n\u003cp\u003e Suggested Readings \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e The Emotional Athlete: Applying Emotion Theory \u003c\/p\u003e\n\u003cp\u003e Emotions and Performance \u003c\/p\u003e\n\u003cp\u003e Arousal, Anxiety, and Performance \u003c\/p\u003e\n\u003cp\u003e Consequences of Emotions \u003c\/p\u003e\n\u003cp\u003e Applying Emotion Theory in Coaching Athletes \u003c\/p\u003e\n\u003cp\u003e The Emotional Athlete \u003c\/p\u003e\n\u003cp\u003e The Emotional Coach \u003c\/p\u003e\n\u003cp\u003e Your Coaching Toolbox \u003c\/p\u003e\n\u003cp\u003e The Scientific and Artful Coach \u003c\/p\u003e\n\u003cp\u003e If You Remember Only Three Things \u003c\/p\u003e\n\u003cp\u003e Suggested Readings \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart V. Developing Your Coaching Skills and Philosophy\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10. \u003c\/b\u003eThe Principled Coach: Applying Principles of Practice Management and Discipline \u003c\/p\u003e\n\u003cp\u003e Management and Discipline \u003c\/p\u003e\n\u003cp\u003e The Practice Environment \u003c\/p\u003e\n\u003cp\u003e Applying Preventive Strategies in Coaching Athletes: Heading Them Off at the Pass \u003c\/p\u003e\n\u003cp\u003e Applying Corrective Strategies in Coaching Athletes: When It’s Too Late to Head Them Off at the Pass \u003c\/p\u003e\n\u003cp\u003e The Bridled Athlete \u003c\/p\u003e\n\u003cp\u003e The Principled Coach \u003c\/p\u003e\n\u003cp\u003e Your Coaching Toolbox \u003c\/p\u003e\n\u003cp\u003e The Scientific and Artful Coach \u003c\/p\u003e\n\u003cp\u003e If You Remember Only Three Things \u003c\/p\u003e\n\u003cp\u003e Suggested Readings \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e The Philosophical Coach: Applying Wisdom \u003c\/p\u003e\n\u003cp\u003e Considerations for Developing a Coaching Philosophy \u003c\/p\u003e\n\u003cp\u003e Developing Ethics Within Your Philosophy \u003c\/p\u003e\n\u003cp\u003e Developing Values Within Your Philosophy \u003c\/p\u003e\n\u003cp\u003e The Values of Sport \u003c\/p\u003e\n\u003cp\u003e The Philosophical Coach \u003c\/p\u003e\n\u003cp\u003e The Wise Coach \u003c\/p\u003e\n\u003cp\u003e Your Coaching Toolbox \u003c\/p\u003e\n\u003cp\u003e The Scientific and Artful Coach \u003c\/p\u003e\n\u003cp\u003e If You Remember Only Three Things \u003c\/p\u003e\n\u003cp\u003e Suggested Readings \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eJeffrey J. Huber, PhD\u003c\/b\u003e, is head diving coach and an adjunct assistant professor in the department of counseling and educational psychology and the department of kinesiology at Indiana University at Bloomington. As an educational psychologist, Huber has taught courses in educational psychology for both undergraduate and graduate teacher and coach candidates and is a guest lecturer in courses on exercise science, philosophy of coaching, motor learning, and theories of high-level performance. \u003c\/p\u003e\n\u003cp\u003e Huber received his doctorate in educational psychology and master’s of education in curriculum and instruction from the University of Nebraska at Lincoln. A collegiate coach for over 35 years, Huber has been the recipient of the Big Ten, NCAA, USA, and USOC National Coach of the Year awards. Huber was named the U.S. National Coach of the Year 11 times and has served as U.S. coach for the Sydney (2000), Athens (2004), and Beijing (2008) Olympic Games. \u003c\/p\u003e\n\u003cp\u003e In his free time, Huber enjoys running, weightlifting, swimming, and writing. He and his wife, Lesa, reside in Bloomington. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-quote\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003e\"I highly recommend Dr. Huber's book for anyone who wants to reach their potential as a sports coach. The book is required reading for my graduate students who regularly tell me it is the best coaching book they have ever read. I also constantly recommend the book to high school and college coaches. The book is special because it is a rare, and detailed, blend of applied science and actual coaching practice.\"\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e- Wade Gilbert, PhD\u003c\/b\u003e, Professor California State University, Fresno \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabQuote--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/coaches-can-use-behaviorism-to-increase-athletes-motivation\"\u003eCoaches can use behaviorism to increase athletes' motivation\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/emphasize-humanistic-principles-as-part-of-an-effective-coaching-philosophy\"\u003eEmphasize humanistic principles as part of an effective coaching philosophy\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/understanding-motor-learning-stages-improves-skill-instruction\"\u003eUnderstanding motor learning stages improves skill instruction\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Jeffrey J. Huber","offers":[{"title":"Ebook","offer_id":42257122787402,"sku":null,"price":62.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492581345.jpg?v=1779867068"},{"product_id":"basketball-anatomy-epub","title":"Basketball Anatomy epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-quote\" id=\"display-quote\"\u003eQuotes\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e See what it takes to maximize on-court power, strength, agility, and quickness.\u003ci\u003e Basketball Anatomy \u003c\/i\u003ewill show you how to improve performance by increasing muscular strength and optimizing the efficiency of every movement. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eBasketball Anatomy\u003c\/i\u003e features 88 of the most effective basketball exercises, each with step-by-step descriptions and full-color anatomical illustrations to show the muscles in action. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eBasketball Anatomy\u003c\/i\u003e goes beyond the exercises by placing you on the court and into the throes of competition. Illustrations of the muscles involved in pivoting, rebounding, and shooting show you the exercises are fundamentally linked to basketball performance. \u003c\/p\u003e\n\u003cp\u003e You’ll also step off the court and into the athletic training room to explore the anatomy of the most common injuries to the ankle, knee, and shoulder as well as exercises for minimizing and recovering from such setbacks. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eBasketball Anatomy \u003c\/i\u003eis a must-have for all who appreciate the artistry and athleticism of the game—whether player, coach, trainer, or spectator. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e Chapter 1. The Basketball Player in Motion \u003c\/p\u003e\n\u003cp\u003e Chapter 2. Legs: Where the Game Starts \u003c\/p\u003e\n\u003cp\u003e Chapter 3. Lower Back and Core: The Center of Stability \u003c\/p\u003e\n\u003cp\u003e Chapter 4. Upper-Body Strength and Power: Pulling Exercises \u003c\/p\u003e\n\u003cp\u003e Chapter 5. Upper-Body Strength and Power: Pushing Exercises \u003c\/p\u003e\n\u003cp\u003e Chapter 6. Explosive Weight Training for Playing Above the Rim \u003c\/p\u003e\n\u003cp\u003e Chapter 7. Plyometrics for a Quicker First Step and Game Reaction \u003c\/p\u003e\n\u003cp\u003e Chapter 8. Rehabilitation for Optimal Return to Play \u003c\/p\u003e\n\u003cp\u003e Chapter 9. Injury Prevention for Avoiding the Bench \u003c\/p\u003e\n\u003cp\u003e Chapter 10. Putting It All Together \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eBrian J. Cole, MD, MBA\u003c\/b\u003e, is a professor in the department of orthopedics with a conjoint appointment in the department of anatomy and cell biology at Rush University Medical Center in Chicago. In 2011 he was appointed as chairman of surgery at Rush Oak Park Hospital. He is the section head of the Cartilage Research and Restoration Center at Rush University Medical Center, a multidisciplinary program specializing in the treatment of arthritis in young active patients. He is also the head of the orthopedic master's program and trains residents and fellows in sports medicine and research. He lectures nationally and internationally. Through his basic science and clinical research he has developed several innovative techniques for the treatment of shoulder, elbow, and knee conditions. \u003c\/p\u003e\n\u003cp\u003e Dr. Cole has been chosen as one of the Best Doctors in America each year since 2004 and as a Top Doctor in the Chicago metro area each year since 2003. In 2006 he was featured as Chicago's Top Doctor and pictured on the cover of \u003ci\u003eChicago Magazine\u003c\/i\u003e. In 2009 Dr. Cole was selected as the NBA Team Physician of the Year. In 2013,\u003ci\u003e Orthopedics This Week\u003c\/i\u003e noted that Dr. Cole was chosen by his peers as one of the top 19 sports medicine specialists in the United States. \u003c\/p\u003e\n\u003cp\u003e He is the physician for the Chicago Bulls NBA basketball team and co-physician for the Chicago White Sox Major League Baseball team and the baseball team at DePaul University in Chicago. Dr. Cole hosts SportsMedicineWeekly, a radio show on Chicago's ESPN 1000 WMVP-AM. He lives in Chicago. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eRobert Panariello, MS, PT, ATC, CSCS\u003c\/b\u003e, is a founding partner and chief clinical officer with Professional Physical Therapy, which has 40 facilities in the New York and New Jersey metro areas, and the Professional Athletic Performance Center in Garden City, New York. He has bachelor’s degrees in physical therapy and physical education and athletic training from Ithaca College in New York, and a master’s degree in exercise physiology from Queens College in New York. \u003c\/p\u003e\n\u003cp\u003e Panariello has more than 30 years of experience in sport physical therapy, athletic training, and performance training of athletes. He was the head strength and conditioning coach at St. John’s University in New York (1986-1995), the World League of American Football’s NY\/NJ Knights (1991), and the WUSA NY Power Women’s Professional Soccer League (2001-2002). He is a consultant to many NFL, NBA, MLB, NHL, college and university teams, coaches, and players. \u003c\/p\u003e\n\u003cp\u003e Panariello received the 2015 APTA Sports Physical Therapy Section Lynn Wallace Clinical Educator Award and the prestigious National Strength and Conditioning Association President’s Award in 1998. In 2003 he was elected to the USA Strength and Conditioning Coaches Hall of Fame. He lives in New York. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-quote\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003e“I’m fascinated by \u003c\/i\u003eBasketball Anatomy\u003ci\u003e. It’s one of the few books that captures the beauty and athleticism of our sport. Dr. Brian Cole, who has more than a decade of experience in managing the sport, understands what players go through to perform at their best. It’s a book I will continue to recommend.”\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eScottie Pippen\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e“\u003c\/i\u003eBasketball Anatomy\u003ci\u003e not only showcases the authors’ expertise but will help players train, rehabilitate injuries, and develop high-level performance.”\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eDr. James Andrews\u003c\/b\u003e\u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabQuote--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/explosive-movements\"\u003eExplosive Movements\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/ligament-dominance\"\u003eLigament Dominance\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/program-preparation\"\u003eProgram Preparation\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Brian Cole,Rob Panariello","offers":[{"title":"Ebook","offer_id":42257145561162,"sku":null,"price":18.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492584971.jpg?v=1779868421"},{"product_id":"designing-resistance-training-programs-4th-edition-epub","title":"Designing Resistance Training Programs 4th Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003eDesigning Resistance Training Programs, Fourth Edition\u003c\/i\u003e, is a guide to developing individualized training programs for both serious athletes and fitness enthusiasts. In this updated and expanded fourth edition, two of the world’s leading experts on strength training explore how to design scientifically based resistance training programs, modify and adapt programs to meet the needs of special populations, and apply the elements of program design in the real world. \u003c\/p\u003e\n\u003cp\u003e Fleck and Kraemer provide readers with a thorough understanding of the process of designing resistance training programs from both scientific and practical perspectives. As with previous editions, the fourth edition includes comprehensive tables that compare data and conclusions from research on core topics related to design of resistance training programs. By summarizing research and content for the reader, these tables offer a study guide, on-the-job reference, or starting point for further research. \u003ci\u003eDesigning Resistance Training Programs, Fourth Edition\u003c\/i\u003e, is the only resource available that presents the body of research in the field in this organized and comprehensive format. \u003c\/p\u003e\n\u003cp\u003e The fourth edition has been thoroughly revised to present the most current information while retaining the studies that are the basis for concepts, guidelines, and applications in resistance training. Meticulously updated and heavily referenced, the fourth edition contains the following updates: \u003c\/p\u003e\n\u003cp\u003e • A full-color interior provides stronger visual appeal for the text. \u003c\/p\u003e\n\u003cp\u003e • Sidebars focus on a specific practical question or an applied research concept, allowing readers to connect research to real-life situations. \u003c\/p\u003e\n\u003cp\u003e • Multiple detailed tables summarize research from the text, offering an easy way to compare data and conclusions. \u003c\/p\u003e\n\u003cp\u003e • A glossary makes it simple to find key terms in one convenient location. \u003c\/p\u003e\n\u003cp\u003e • Newly added instructor ancillaries make the fourth edition a true learning resource for the classroom. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDesigning Resistance Training Programs, Fourth Edition\u003c\/i\u003e, begins by outlining the principles of resistance training and exercise prescription, and examines the various types of strength training, including isometrics and eccentric training. This is followed by a discussion of resistance training from a physiological perspective and an overview of how resistance training programs interact with the other conditioning components such as aerobic, interval, plyometric, and flexibility training. Readers will then explore advanced training techniques, how to manipulate training variables in a long-term resistance training program, and ways to plan rest into long-term training that minimizes losses in fitness or performance gains. \u003c\/p\u003e\n\u003cp\u003e An important text for students, researchers, and practitioners, this textbook offers the information and tools to help readers evaluate resistance training programs and better understand the context and efficacy of new data findings in this ever-changing field. \u003ci\u003eDesigning Resistance Training Programs, Fourth Edition\u003c\/i\u003e, is an essential resource for understanding the science behind resistance training and designing evidence-based resistance training programs for any population. This text provides the tools for understanding and designing resistance training programs for almost any situation or need. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Basic Principles of Resistance Training and Exercise Prescription \u003c\/p\u003e\n\u003cp\u003e Basic Definitions \u003c\/p\u003e\n\u003cp\u003e Maximal Voluntary Muscle Actions Intensity \u003c\/p\u003e\n\u003cp\u003e Training Volume \u003c\/p\u003e\n\u003cp\u003e Rest Periods \u003c\/p\u003e\n\u003cp\u003e Velocity Specificity \u003c\/p\u003e\n\u003cp\u003e Muscle Action Specificity \u003c\/p\u003e\n\u003cp\u003e Muscle Group Specificity \u003c\/p\u003e\n\u003cp\u003e Energy Source Specificity \u003c\/p\u003e\n\u003cp\u003e Periodization \u003c\/p\u003e\n\u003cp\u003e Progressive Overload \u003c\/p\u003e\n\u003cp\u003e Safety Aspects \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2. \u003c\/b\u003eTypes of Strength Training \u003c\/p\u003e\n\u003cp\u003e Isometric Training \u003c\/p\u003e\n\u003cp\u003e Dynamic Constant External Resistance Training \u003c\/p\u003e\n\u003cp\u003e Variable Resistance Training \u003c\/p\u003e\n\u003cp\u003e Isokinetic Training \u003c\/p\u003e\n\u003cp\u003e Eccentric Training \u003c\/p\u003e\n\u003cp\u003e Considerations for All Types of Training \u003c\/p\u003e\n\u003cp\u003e Comparison of Training Types \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3. \u003c\/b\u003ePhysiological Adaptations to Resistance Training \u003c\/p\u003e\n\u003cp\u003e Physiological Adaptations \u003c\/p\u003e\n\u003cp\u003e Bioenergetics \u003c\/p\u003e\n\u003cp\u003e Skeletal Muscle Fibers \u003c\/p\u003e\n\u003cp\u003e Nervous System Adaptations \u003c\/p\u003e\n\u003cp\u003e Body Composition Changes \u003c\/p\u003e\n\u003cp\u003e Hormonal Systems in Resistance Exercise and Training \u003c\/p\u003e\n\u003cp\u003e Connective Tissue \u003c\/p\u003e\n\u003cp\u003e Cardiovascular Adaptations \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Integrating Other Fitness Components \u003c\/p\u003e\n\u003cp\u003e Compatibility of Exercise Programs \u003c\/p\u003e\n\u003cp\u003e Basics of Cardiorespiratory Training \u003c\/p\u003e\n\u003cp\u003e Stretching and Flexibility \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5. \u003c\/b\u003eDeveloping the Individualized Resistance Training Workout \u003c\/p\u003e\n\u003cp\u003e Program Choices \u003c\/p\u003e\n\u003cp\u003e Needs Analysis \u003c\/p\u003e\n\u003cp\u003e Program Design \u003c\/p\u003e\n\u003cp\u003e Acute Program Variables \u003c\/p\u003e\n\u003cp\u003e Training Potential \u003c\/p\u003e\n\u003cp\u003e Setting Program Goals \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Resistance Training Systems and Techniques \u003c\/p\u003e\n\u003cp\u003e Single-Set Systems \u003c\/p\u003e\n\u003cp\u003e Express Circuits \u003c\/p\u003e\n\u003cp\u003e Multiple-Set Systems \u003c\/p\u003e\n\u003cp\u003e Exercise Order Systems \u003c\/p\u003e\n\u003cp\u003e Training Techniques Applicable to Other Systems \u003c\/p\u003e\n\u003cp\u003e Specialized Systems and Techniques \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eAdvanced Training Strategies \u003c\/p\u003e\n\u003cp\u003e Periodization of Resistance Training \u003c\/p\u003e\n\u003cp\u003e Comparative Studies \u003c\/p\u003e\n\u003cp\u003e Power Development \u003c\/p\u003e\n\u003cp\u003e Plyometrics \u003c\/p\u003e\n\u003cp\u003e Two Training Sessions in One Day \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8. \u003c\/b\u003eDetraining \u003c\/p\u003e\n\u003cp\u003e Types of Detraining \u003c\/p\u003e\n\u003cp\u003e Physiological Mechanisms of Strength Loss \u003c\/p\u003e\n\u003cp\u003e Effect of Muscle Action Type \u003c\/p\u003e\n\u003cp\u003e Detraining Effects on Bone \u003c\/p\u003e\n\u003cp\u003e Detraining the Bulked-Up Athlete \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Women and Resistance Training \u003c\/p\u003e\n\u003cp\u003e Physiological and Performance Differences Between Sexes \u003c\/p\u003e\n\u003cp\u003e Training in Women \u003c\/p\u003e\n\u003cp\u003e Women’s Hormonal Responses to Resistance Training \u003c\/p\u003e\n\u003cp\u003e Menstrual Cycle \u003c\/p\u003e\n\u003cp\u003e Bone Density \u003c\/p\u003e\n\u003cp\u003e Knee Injuries \u003c\/p\u003e\n\u003cp\u003e General Needs Analysis \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Children and Resistance Training \u003c\/p\u003e\n\u003cp\u003e Training Adaptations \u003c\/p\u003e\n\u003cp\u003e Injury Concerns \u003c\/p\u003e\n\u003cp\u003e Program Considerations \u003c\/p\u003e\n\u003cp\u003e Program Progression \u003c\/p\u003e\n\u003cp\u003e Sample Sessions \u003c\/p\u003e\n\u003cp\u003e Equipment Modifications and Organizational Difficulties \u003c\/p\u003e\n\u003cp\u003e Program Philosophy \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11. \u003c\/b\u003eResistance Training for Seniors \u003c\/p\u003e\n\u003cp\u003e Hormonal Changes With Age and Resistance Training \u003c\/p\u003e\n\u003cp\u003e Body Composition Changes in Seniors \u003c\/p\u003e\n\u003cp\u003e Changes in Physical Performance With Age \u003c\/p\u003e\n\u003cp\u003e Resistance Training Adaptations in Seniors \u003c\/p\u003e\n\u003cp\u003e Developing a Resistance Training Program for Seniors \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eSteven J. Fleck, PhD\u003c\/b\u003e, is an associate professor in health, exercise science, and sport management at the University of Wisconsin-Parkside. He earned a PhD in exercise physiology from Ohio State University in 1978. He has headed the physical conditioning program of the U.S. Olympic Committee; served as strength coach for the German Volleyball Association; and coached high school track, basketball, and football. Fleck is a former vice president of basic and applied research and the current president of the National Strength and Conditioning Association (NSCA). He is a fellow of the American College of Sports Medicine (ACSM) and the NSCA. He was honored in 1991 as the NSCA Sport Scientist of the Year and received that organization's Lifetime Achievement Award in 2005. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eWilliam J. Kraemer, PhD\u003c\/b\u003e, is a professor in the department of kinesiology in the Neag School of Education at the University of Connecticut. He holds joint appointments as a professor in the department of physiology and neurobiology and as a professor of medicine at the UConn Health School of Medicine Center on Aging.  \u003c\/p\u003e\n\u003cp\u003e He earned a PhD in physiology from the University of Wyoming in 1984. Kraemer held the John and Janice Fisher Endowed Chair in Exercise Physiology and was director of the Human Performance Laboratory and a professor at Ball State University from 1998 until June of 2001. He also was a professor at the Indiana School of Medicine. At Pennsylvania State University, he was professor of applied physiology, director of research in the Center for Sports Medicine, associate director of the Center for Cell Research, and faculty member in the kinesiology department and the Noll Physiological Research Center. He is a fellow of the ACSM and past president of the NSCA. Kraemer has been honored by the NSCA with both their Outstanding Sport Scientist Award and Lifetime Achievement Award. In 2006, the NSCA’s Outstanding Sport Scientist Award was named in his honor. He is editor in chief of the \u003ci\u003eJournal of Strength and Conditioning Research\u003c\/i\u003e. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillaries are free to adopting instructors and available online.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eInstructor guide. \u003c\/strong\u003eContains a sample syllabus, course outline, and activity suggestions.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eTest package. \u003c\/strong\u003eIncludes more than 100 multiple-choice and short-answer questions.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003ePresentation package plus image bank. \u003c\/strong\u003eIncludes over 300 slides that cover all 11 chapters from the text, plus most of the figures, content photos, and tables from the text, sorted by chapter. Images can be used to develop a customized presentation based on specific course requirements.\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Steven J. Fleck,William J. Kraemer","offers":[{"title":"Ebook","offer_id":42257163452490,"sku":null,"price":68.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492584315.jpg?v=1779874199"},{"product_id":"measurement-in-sport-and-exercise-psychology-epub-with-web-resource","title":"Measurement in Sport and Exercise Psychology epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-quote\" id=\"display-quote\"\u003eQuotes\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003eMeasurement in Sport and Exercise Psychology\u003c\/i\u003e provides a complete analysis of the tools and methods used in sport and exercise psychology research. Each chapter of this accessible text presents key measurement variables and concepts, including their definitions; an evaluation of the measurement constructs and tools available; and an explanation of any controversies in each topic. The text includes access to an online resource that presents 14 measurement instruments in their entirety. This resource also contains additional web links to many other measurement instruments. \u003c\/p\u003e\n\u003cp\u003e Drawing on their experience as leading researchers in the field, editors Tenenbaum, Eklund, and Kamata have selected a team of recognized scholars to bring both breadth and depth to this essential resource. By thoroughly examining each measurement tool, \u003ci\u003eMeasurement in Sport and Exercise Psychology \u003c\/i\u003eassists readers in determining strengths and limitations of each tool and discovering which tools are best suited to their research projects. Readers will also gain critical knowledge to expand the field by recognizing opportunities for new methods of measurement and evaluation. \u003c\/p\u003e\n\u003cp\u003e The text begins with a historical review of measurement in sport and exercise psychology followed by a comprehensive description of theories and measurement issues. It provides detailed information regarding ethical and cultural issues inherent in the selection of specific testing protocols as well as issues in interpreting meta-analysis. This is followed by discussion of the commonly used constructs and inventories in three areas: cognition, perception, and motivation measurement; emotion (affect) and coping measurement; and social and behavioral measurement. \u003c\/p\u003e\n\u003cp\u003e Recommendations for researchers and practitioners included at the end of each chapter provide starting points for considering ways to incorporate chapter content into research projects and professional practice. Tables located at the end of each chapter summarize key information for quick reference and provide online sources, when available, so that readers can access each measurement tool. Original source information is provided for those tools not available online. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMeasurement in Sport and Exercise Psychology\u003c\/i\u003e assists readers in evaluating the effectiveness of specific measurement tools. As the most complete and up-to-date directory of tools and inventories in the field of sport and exercise, this text offers a thorough explanation of considerations, controversies, recommendations, and locations for accessing these measurement tools. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Measurement in Sport and Exercise Psychology \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eGershon Tenenbaum, Robert Eklund, and Akihito Kamata\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Concepts, Items, and Responses \u003c\/p\u003e\n\u003cp\u003e Steps in Designing Measures \u003c\/p\u003e\n\u003cp\u003e Assigning Meaning to Measures \u003c\/p\u003e\n\u003cp\u003e Introspection and Measurement: Reliability and Validity \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Measurement Practice in Sport and Exercise Psychology: A Historical, Comparative, and Psychometric View \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eWeimo Zhu\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Key Developments in Educational and Psychological Measurement \u003c\/p\u003e\n\u003cp\u003e Progress and Status of Measurement in Sport and Exercise Psychology \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Acknowledgements \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart I. Measurement Basics, Methods, and Issues\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eMeasurement Basics \u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Reliability \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eBrandon K. Vaughn, Hwa-Young Lee, and Akihito Kamata\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e The Theory of Reliability \u003c\/p\u003e\n\u003cp\u003e Estimating the Reliability Coefficient \u003c\/p\u003e\n\u003cp\u003e Standard Error of Measurement \u003c\/p\u003e\n\u003cp\u003e Evaluating the Magnitudes of Reliability Coefficients \u003c\/p\u003e\n\u003cp\u003e Improving Reliability \u003c\/p\u003e\n\u003cp\u003e Relationship to Validity \u003c\/p\u003e\n\u003cp\u003e Reliability for Multidimensional Instruments \u003c\/p\u003e\n\u003cp\u003e Misconceptions and Misuses of Reliability \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4. \u003c\/b\u003eConceptualizing Validity \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eBrandon K. Vaughn and Sarah R. Daniel\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Validity in Premodern Era \u003c\/p\u003e\n\u003cp\u003e Collecting Evidence of Validity \u003c\/p\u003e\n\u003cp\u003e Validity in Modern Era \u003c\/p\u003e\n\u003cp\u003e Issues of Validity in Research Designs \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Validating Scores from New Assessments: A Comparison of Classical Test Theory and Item Response Theory \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eYaakov Petscher and Christopher Schatschneider\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Level of Analysis \u003c\/p\u003e\n\u003cp\u003e Item Difficulty \u003c\/p\u003e\n\u003cp\u003e Item Discrimination \u003c\/p\u003e\n\u003cp\u003e Item Response Theory Parameter Invariance \u003c\/p\u003e\n\u003cp\u003e Constructing the Assessment \u003c\/p\u003e\n\u003cp\u003e Sample Size \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Factorial Invariance: Tools and Concepts for Strengthening Research \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eRyne Estabrook\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Factorial Invariance \u003c\/p\u003e\n\u003cp\u003e Configural Invariance \u003c\/p\u003e\n\u003cp\u003e Metric Invariance \u003c\/p\u003e\n\u003cp\u003e Alternative Approaches \u003c\/p\u003e\n\u003cp\u003e Fitting Invariance Models \u003c\/p\u003e\n\u003cp\u003e Ordinal Data \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Acknowledgments \u003c\/p\u003e\n\u003cp\u003e Appendix A: Coding Example of Mplus \u003c\/p\u003e\n\u003cp\u003e Appendix B: Coding Example of OpenMx \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Modeling Change Over Time \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eKevin J. Grimm and Nilam Ram\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Sample Data \u003c\/p\u003e\n\u003cp\u003e Analysis \u003c\/p\u003e\n\u003cp\u003e Latent Growth Curve Modeling \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Acknowledgments \u003c\/p\u003e\n\u003cp\u003e Appendix \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Rasch Modeling in Sort \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eBernd Strauss, Dirk Busch, and Gershon Tenenbaum\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e The Basic Idea of the Rasch Model \u003c\/p\u003e\n\u003cp\u003e An Example for the Use of the Ordinal Rasch Model \u003c\/p\u003e\n\u003cp\u003e Extensions and Generalizations of Rasch Modeling \u003c\/p\u003e\n\u003cp\u003e The Use of the Mixed Rasch Model: An Example \u003c\/p\u003e\n\u003cp\u003e Probabilistic Test Models in Sport Psychology and Exercise Sports \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eMeasurement Methods \u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Idiosyncratic Measures in Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eWilliam A. Edmonds, Michael B. Johnson, Gershon Tenenbaum, and Akihito Kamata\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Theoretical and Conceptual Framework \u003c\/p\u003e\n\u003cp\u003e Eight-Step Idiosyncratic Approach \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Dynamic Assessment in Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eThomas Schack\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Dynamic Assessment \u003c\/p\u003e\n\u003cp\u003e Dynamic Assessment Concept and Procedures Dynamic Assessment of Motor Learning Potential \u003c\/p\u003e\n\u003cp\u003e Further Areas for Applying Dynamic Assessment in Sport Psychology \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Acknowledgments \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Verbal Reports of Cognitive Processes \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDavid Eccles\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Validity of Verbal Reports of Cognitive Processes \u003c\/p\u003e\n\u003cp\u003e Methods Used in Studies of Psychological Skill Use With Regard to the Verbal Report Framework Proposed by Ericsson and Simon (1980) \u003c\/p\u003e\n\u003cp\u003e Summary of Methods Used in Studies of Psychological Skill Use With Regard to the Verbal Report Framework \u003c\/p\u003e\n\u003cp\u003e Concerns Over Using Verbal Report Methods \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Acknowledgment \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Making Sense of Words and Stories in Qualitative Research: Some Strategies for Consideration \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eBrett Smith and Andrew Sparks\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Analysing the Whats: Content \u003c\/p\u003e\n\u003cp\u003e Analysing the Hows: Performative Narrative Analysis \u003c\/p\u003e\n\u003cp\u003e Showing the Whats and Hows: Creative Analytic Practices \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Acknowledgments \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eMeasurement Issues \u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Developmentally Informed Measurement in Sport and Exercise Psychology Research \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eAlan L. Smith, Travis E. Dorsch, and Eva V. Monsma\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Cognitive Abilities and Structures \u003c\/p\u003e\n\u003cp\u003e Social Development \u003c\/p\u003e\n\u003cp\u003e Biological Maturation \u003c\/p\u003e\n\u003cp\u003e Change in Multiple Domains \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Cultural Sport Psychology: Special Measurement Considerations \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eTatiana V Ryba, Robert J. Schinke and Natalia B. Stambulova\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Assumptions and Principles of Cultural Sport Psychology \u003c\/p\u003e\n\u003cp\u003e Measuring Culture \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Synthesizing Measurement Outcomes through Meta-Analysis \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eBetsy J. Becker and Soyeon Ahn\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e What is Meta-Analysis? \u003c\/p\u003e\n\u003cp\u003e Meta-Analysis in Sport and Exercise Psychology \u003c\/p\u003e\n\u003cp\u003e Measurement Issues in Meta-Analysis \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Ethics: Assessment and Measurement in Sport and Exercise Psychology \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eJack C. Watson, Edward F. Etzel and Justine Vosloo\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Ethics and Ethics Codes \u003c\/p\u003e\n\u003cp\u003e Use of Technology \u003c\/p\u003e\n\u003cp\u003e Billing for Services \u003c\/p\u003e\n\u003cp\u003e Cultural Issues \u003c\/p\u003e\n\u003cp\u003e Conclusion \u003c\/p\u003e\n\u003cp\u003e Appendix: Codes of Ethics for Related Organizations \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II. Cognition, Perception, and Motivation Measurement \u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eCognition Measurement \u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e Cognitive Measures Related to Exercise and Physical Activity \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eJennifer L. Etnier\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Theoretical Framework \u003c\/p\u003e\n\u003cp\u003e Limitations and Sources of Confusion \u003c\/p\u003e\n\u003cp\u003e Primary Measurement Tools \u003c\/p\u003e\n\u003cp\u003e Examples Studies \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 18.\u003c\/b\u003e Anticipation and Decision Making: Skills, Methods, and Measures \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eAndrew M. Williams and Bruce Abernethy\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Anticipation in Sport: Capturing Performance \u003c\/p\u003e\n\u003cp\u003e Decision Making in Sport: Capturing Performance \u003c\/p\u003e\n\u003cp\u003e Anticipation and Decision Making: Identifying Causal Mechanisms Using Process Measures of Performance \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 19.\u003c\/b\u003e Measuring Mental Representations \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eThomas Schack\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Mental Representations \u003c\/p\u003e\n\u003cp\u003e Cognitive Representation and Performance: Perspectives and Methods \u003c\/p\u003e\n\u003cp\u003e Mental Representations: A Theoretical Framework \u003c\/p\u003e\n\u003cp\u003e Measurement of Mental Representations \u003c\/p\u003e\n\u003cp\u003e Measuring Mental Representations in Sport \u003c\/p\u003e\n\u003cp\u003e Measuring Mental Representations in Sport: Insight From Empirical Studies \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eSelf-Perception Measurement \u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 20.\u003c\/b\u003e Physical Self-Concept \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eHerbert W. Marsh and Jacqueline H.S. Cheng\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Construct Definition of Physical Self-Concept \u003c\/p\u003e\n\u003cp\u003e Dimensions and Sources of Confusion: Self-Esteem Versus Self-Concept and Self-Efficacy \u003c\/p\u003e\n\u003cp\u003e Tools to Measure the Physical Self \u003c\/p\u003e\n\u003cp\u003e Examples from the Literature \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 21.\u003c\/b\u003e Exercise and Self-Perception Constructs \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eCatherine Sabiston, James R. Whitehead, and Robert C. Eklund\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Self-Esteem and Self-Concept \u003c\/p\u003e\n\u003cp\u003e Exercise Identity \u003c\/p\u003e\n\u003cp\u003e Physical Activity Self-Definitions \u003c\/p\u003e\n\u003cp\u003e Exerciser Self-Schemata \u003c\/p\u003e\n\u003cp\u003e Possible Selves \u003c\/p\u003e\n\u003cp\u003e Dimensions and Sources of Confusion \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 22.\u003c\/b\u003e Exercise-Related Self-Efficacy \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eEdward McAuley, Siobhan M. White, Emily L. Mailey, and Thomas R. Wojcicki\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Self-Efficacy and Social Cognitive Theory \u003c\/p\u003e\n\u003cp\u003e Primary Self-Efficacy Measures \u003c\/p\u003e\n\u003cp\u003e Evidence for Support: Examples From the Literature \u003c\/p\u003e\n\u003cp\u003e Further Issues Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e Acknowledgments \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 23.\u003c\/b\u003e Self-Efficacy and Collective-Efficacy \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eLori Dithurbide and Deborah L. Feltz\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Definitions \u003c\/p\u003e\n\u003cp\u003e Theoretical and Conceptual Framework \u003c\/p\u003e\n\u003cp\u003e Sources of Collective Efficacy Information \u003c\/p\u003e\n\u003cp\u003e Dimensions and Sources of Confusion in Self-Efficacy and Collective Efficacy \u003c\/p\u003e\n\u003cp\u003e Guidelines for Constructing Self- Efficacy and Collective Efficacy Scales \u003c\/p\u003e\n\u003cp\u003e Examples From the Literature \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 24.\u003c\/b\u003e Effort Perception \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eSelen Razon, Jasmin Hutchinson, and Gershon Tenenbaum\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e A Historical Perspective on Perceived Exertion \u003c\/p\u003e\n\u003cp\u003e Modern Psychophysics \u003c\/p\u003e\n\u003cp\u003e Models of Psychobiological Responses to Exercise \u003c\/p\u003e\n\u003cp\u003e Measurement of Perceived Effort \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eMotivation Measurement \u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 25.\u003c\/b\u003e Intrinsic and Extrinsic Motivation in Sport and Exercise \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eRobert J. Vallerand, Eric D. Donahue, Marc-Andre K. Lafreniere\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Defining Intrinsic and Extrinsic Motivation \u003c\/p\u003e\n\u003cp\u003e The Nature of Intrinsic and Extrinsic Motivation \u003c\/p\u003e\n\u003cp\u003e Multidimensional View of Intrinsic and Extrinsic Motivation \u003c\/p\u003e\n\u003cp\u003e Intrinsic and Extrinsic Motivation at Different Levels of Generality \u003c\/p\u003e\n\u003cp\u003e Evaluation of Measures of Intrinsic and Extrinsic Motivation in Sport and Exercise \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 26.\u003c\/b\u003e Exercise Motivation \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePhilip M. Wilson\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Key Concepts and Theoretical Frameworks \u003c\/p\u003e\n\u003cp\u003e Theory and Measurement \u003c\/p\u003e\n\u003cp\u003e Exercise Motivation Instruments \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e Acknowledgments \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 27.\u003c\/b\u003e Achievement Motivation Processes \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDavid E. Conroy and Amanda L. Hyde\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e History of Achievement Motivation Theories \u003c\/p\u003e\n\u003cp\u003e Review of Achievement Motive Measures \u003c\/p\u003e\n\u003cp\u003e Review of Achievement Goal Measures \u003c\/p\u003e\n\u003cp\u003e Other Measures \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e Acknowledgments \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePart III. Emotion, Affect, and Coping Measurement\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 28.\u003c\/b\u003e Affect, Mood, and Emotion \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePanteleimon Ekkekakis\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Choosing a Measure: A Three-Step Process \u003c\/p\u003e\n\u003cp\u003e Understanding the Differences Between Affect, Emotion, And Mood \u003c\/p\u003e\n\u003cp\u003e Hierarchical Structure of the Affective Domain: An Integrative Framework \u003c\/p\u003e\n\u003cp\u003e Review of Specific Measures \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 29.\u003c\/b\u003e Emotional Reactivity \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eChristopher M. Janelle and Kelly M. Naugle\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Definitions and Dimensions of the Variable Construct \u003c\/p\u003e\n\u003cp\u003e Dimensions and Sources of Confusion \u003c\/p\u003e\n\u003cp\u003e Theoretical and Conceptual Frameworks \u003c\/p\u003e\n\u003cp\u003e Overview of Emotion Measures \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and PractitionersAcknowledgments \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 30.\u003c\/b\u003e Flow \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eSusan Jackson and Robert C. Eklund\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Theoretical Framework \u003c\/p\u003e\n\u003cp\u003e Flow Dimensions \u003c\/p\u003e\n\u003cp\u003e Sources of Confusion in the Flow Construct \u003c\/p\u003e\n\u003cp\u003e Measurement Tools \u003c\/p\u003e\n\u003cp\u003e Examples From the Literature \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 31.\u003c\/b\u003e Burnout \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eRobert C. Eklund, Tom Raedeke, Allen L. Smith, and Scott Cresswell\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Conceptualizing Athlete Burnout as a Syndrome \u003c\/p\u003e\n\u003cp\u003e Sources of Confusion About Athlete Burnout \u003c\/p\u003e\n\u003cp\u003e Burnout Measurement Tools for Athletes \u003c\/p\u003e\n\u003cp\u003e Sample Studies Using the ABQ From the Literature \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 32.\u003c\/b\u003e Bayesian Approach of Measuring Competitive Crisis \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMichael Bar-Eli and Gershon Tenenbaum\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Bayesian Notions in Psychology. An Approach to Judgment and Decision Making \u003c\/p\u003e\n\u003cp\u003e Theory of Psychological Performance Crisis \u003c\/p\u003e\n\u003cp\u003e Bayes’ Theorem: A Measurement Tool for Developing the Individual Performance Psychological Crisis \u003c\/p\u003e\n\u003cp\u003e Recommendations to Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 33.\u003c\/b\u003e Psychological Skills \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eRobert Weinberg and Samuel Forlenza\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e History and Theoretical Foundations \u003c\/p\u003e\n\u003cp\u003e Issues and Limitations in the Measurement and Assessment of Psychological Skills \u003c\/p\u003e\n\u003cp\u003e Psychological Skill Assessment and Measurement \u003c\/p\u003e\n\u003cp\u003e Individual Assessments of Psychological Skills \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 34. \u003c\/b\u003eCoping in Sport and Exercise \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eRonnie Lidor, Peter R.E. Crocker, and Amber D. Mosewich\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Coping Concept and Definition \u003c\/p\u003e\n\u003cp\u003e Instruments and Questionnaires Assessing Coping Skills \u003c\/p\u003e\n\u003cp\u003e Preperformance Coping Strategies: The Case of Self-Paced Tasks \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart IV. Social and Behavioral Measurement \u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 35.\u003c\/b\u003e Cohesion \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eAlbert V. Carron, Mark A. Eys, and Luc J. Martin\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Definitions of Cohesion \u003c\/p\u003e\n\u003cp\u003e Conceptual Framework for Cohesion \u003c\/p\u003e\n\u003cp\u003e Sources of Confusion \u003c\/p\u003e\n\u003cp\u003e Questionnaires for Assessing Cohesion \u003c\/p\u003e\n\u003cp\u003e Overview of Questionnaire Use \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 36.\u003c\/b\u003e Sequential Analysis of Team Communications and Effects on Team Performance \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eAllan Jeong\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Introduction to Team Communications \u003c\/p\u003e\n\u003cp\u003e Seven-Step Procedure for Sequentially Analyzing Team Communications \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 37.\u003c\/b\u003e Models and Measurement of Leadership in Sport \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePackianathan Chellandurai\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Theoretical Frameworks of Leadership in Sport \u003c\/p\u003e\n\u003cp\u003e Sources of Confusion \u003c\/p\u003e\n\u003cp\u003e Measures of Leadership \u003c\/p\u003e\n\u003cp\u003e Measures of Decision Style \u003c\/p\u003e\n\u003cp\u003e Measurement of Autonomy-Supportive Behavior \u003c\/p\u003e\n\u003cp\u003e Confusion in Purposes of Sport Participation \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 38.\u003c\/b\u003e Moral Behavior \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eMaria Kavussanu and Ian D. Boardley\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Definitions of the Construct \u003c\/p\u003e\n\u003cp\u003e Theoretical and Conceptual Framework \u003c\/p\u003e\n\u003cp\u003e Dimensions and Sources of Confusion \u003c\/p\u003e\n\u003cp\u003e Main Tools for Measuring the Variables \u003c\/p\u003e\n\u003cp\u003e Examples From the Literature \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 39.\u003c\/b\u003e Behavioral Measurement in Exercise Psychology \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eClaudio R. Nigg, Patricia J. Jordan, and Angela Atkins\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Concept Definitions \u003c\/p\u003e\n\u003cp\u003e Conceptual Issues \u003c\/p\u003e\n\u003cp\u003e Tools for Measuring Physical Activity \u003c\/p\u003e\n\u003cp\u003e Recommendations for Researchers and Practitioners \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eGershon Tenenbaum, PhD\u003c\/b\u003e, is a professor of educational psychology at Florida State University in Tallahassee, where he teaches courses on measurement in sport and exercise. He previously served as the director of the Center of Research and Sport Medicine at the Wingate Institute in Israel and was the coordinator of the sport psychology program at the University of Southern Queensland in Australia. \u003c\/p\u003e\n\u003cp\u003e Tenenbaum’s research on measurement and statistical methods in the domain of sport and exercise psychology has been widely published, and he has published over 300 articles in peer-refereed journals and book chapters in leading journals in psychology, sport and exercise psychology, sports medicine, and sport sciences. In addition, he has edited and written several handbooks and books, including the Handbook of Sport and Exercise Psychology, Third Edition (with Robert Eklund), \u003ci\u003eCase Studies in Applied Psychophysiology: Neurofeedback and Biofeedback Treatments for Advances\u003c\/i\u003e\u003ci\u003ein Human Performance\u003c\/i\u003e (with William Edmonds), \u003ci\u003eThe Cultural Turn in Sport and Exercise Psychology\u003c\/i\u003e (with Tatiana Ryba and Robert Schinke), \u003ci\u003eBrain and Body in Sport and Exercise: Biofeedback Applications in Performance Enhancement\u003c\/i\u003e (with Boris Blumenstein and Michael Bar-Eli), \u003ci\u003eThe Practice of Sport Psychology\u003c\/i\u003e, and \u003ci\u003eResearch Methodology in Sport and\u003c\/i\u003e\u003ci\u003eExercise Sciences: Quantitative and Qualitative Methods \u003c\/i\u003e(with Marcy Driscoll). \u003c\/p\u003e\n\u003cp\u003e Tenenbaum was the president of the International Society of Sport Psychology (ISSP) and a fellow of both the National Academy of Kinesiology (NAK) and the Association for Applied Sport Psychology (AASP). Tenenbaum was the editor of the \u003ci\u003eInternational Journal of Sport Psychology\u003c\/i\u003e and the \u003ci\u003eInternational Journal of Sport and Exercise Psychology\u003c\/i\u003e. Each year, he organizes several sessions and symposia on measurement issues at conferences in the United States and abroad. \u003c\/p\u003e\n\u003cp\u003e In 2011, Tenenbaum received the Scientific Award for Scientific Achievement from the American Psychological Association (APA) Division 47 (Sport and Exercise Psychology division). In 2005, he was awarded the Benjamin S. Bloom Professorship from Florida State University and the Presidential Award from the International Society of Sport Psychology. In 2002, he was named a Distinguished Sport Science Scholar Lecturer in sport and exercise psychology for the University of Utah. He was also the recipient of the International Society of Sport Psychology Honor Award in 1997. Tenenbaum holds a doctorate in measurement and statistics from the University of Chicago. He resides in Tallahassee and enjoys traveling to conferences throughout the world, visiting his homeland of Israel, and watching competitive sport \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eRobert C. Eklund, PhD\u003c\/b\u003e, is a professor of sport psychology in the department of educational psychology and learning systems at Florida State University in Tallahassee, where he was recently named the Mode L. Stone Distinguished Professor of Sport Psychology. He earned his doctoral degree in exercise and sport science with a specialization in sport and exercise psychology from the University of North Carolina at Greensboro. He is a fellow of both the American College of Sports Medicine (ACSM) and the National Academy of Kinesiology (NAK). \u003c\/p\u003e\n\u003cp\u003e Eklund has published over 60 articles in referred journals; coedited (with Gershon Tenenbaum) the prestigious \u003ci\u003eHandbook of Sport Psychology, Third Edition\u003c\/i\u003e; coauthored two measurement manuals; and authored or coauthored 12 book chapters in the area of sport and exercise psychology. Eklund has presented his research and participated as a keynote lecturer and invited colloquia participant at numerous conferences worldwide. \u003c\/p\u003e\n\u003cp\u003e Eklund is the current editor in chief of the \u003ci\u003eJournal of Sport and Exercise Psychology \u003c\/i\u003eand has served in that capacity since January 2003. He has also served as associate editor for the \u003ci\u003eJournal of Applied Sport Psychology\u003c\/i\u003e and psychology section editor for \u003ci\u003eResearch Quarterly for Exercise and Sport\u003c\/i\u003e. In addition to providing editorial review services for a range of scholarly journals, Eklund currently serves as an editorial board member for \u003ci\u003eThe Sport Psychologist; Sport, Exercise\u003c\/i\u003e, \u003ci\u003eand Performance Psychology; Pamukkale Journal of Sport Sciences\u003c\/i\u003e; and \u003ci\u003eHacettepe Journal of Sport Sciences\u003c\/i\u003e. In the past, he has served on the editorial boards for the \u003ci\u003eJournal of Sport and Exercise Psychology\u003c\/i\u003e and the \u003ci\u003eJournal of Applied Sport Psychology.\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e Eklund resides in Tallahassee with his wife, Colleen, and two sons, Garth and Kieran. He enjoys their sport involvement immensely as well as their interest in spending sunny afternoons fishing at the beach. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAkihito Kamata, PhD\u003c\/b\u003e, is a professor of psychometrics and educational measurement in the department of educational methodology, policy, and leadership at the University of Oregon. Before joining the University of Oregon in 2009, he was on faculty at Florida State University for 11 years, where he also served as the chair of the department of educational psychology and learning systems. \u003c\/p\u003e\n\u003cp\u003e Kamata's primary research interest is implementation of item-level test data analysis methodology through item response theory modeling, multilevel modeling, and structural equation modeling. Kamata has done pioneering work on multilevel item response theory modeling, which is represented by his 2001 publication in the \u003ci\u003eJournal of Educational Measurement,\u003c\/i\u003e a special issue on multilevel measurement modeling in the \u003ci\u003eJournal of Applied Measurement \u003c\/i\u003ein 2005, and several book chapters on the topic, including a chapter in the \u003ci\u003eHandbook of Advanced Multilevel Analysis\u003c\/i\u003e (2011). He has other publications on psychometrics, measurement theory, and applied measurement, including articles in the \u003ci\u003eJournal of\u003c\/i\u003e\u003ci\u003eEducational Measurement, Applied Psychological Measurement, Structural Equation Modeling,\u003c\/i\u003e and \u003ci\u003ePsychometrika\u003c\/i\u003e. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-quote\" class=\"tab-content\"\u003e \u003cdiv\u003e\u003cp\u003e\u003ci\u003e\"This is a welcome contribution to the field of sport and exercise psychology. The measurement and evaluation tools introduced and expanded upon are based on past and current research practices and have been validated in the context of the field's most respected scientists.\"\u003c\/i\u003e\u003cbr\u003e —Doody's Book Review (5 star review)\u003cbr\u003e\u003cbr\u003e\u003ci\u003e“…the text distinguishes itself from others within the domain and provides a valuable and needed contribution.”\u003c\/i\u003e\u003cbr\u003e —\u003ci\u003eThe Sport Psychologis\u003c\/i\u003et (December 2012)\u003c\/p\u003e\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabQuote--\u003e","brand":"Gershon Tenenbaum,Robert C. Eklund,Akihito Kamata","offers":[{"title":"Ebook With Online Resource","offer_id":42369248657482,"sku":null,"price":79.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492582694.jpg?v=1777371925"},{"product_id":"physiological-aspects-of-sport-training-and-performance-2nd-edition-epub-with-web-resource","title":"Physiological Aspects of Sport Training and Performance 2nd Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-quote\" id=\"display-quote\"\u003eQuotes\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003ePhysiological Aspects of Sport Training and Performance, Second Edition\u003c\/i\u003e, updates and expands on the popular first edition, providing an in-depth discussion of physiological adaptation to exercise. Students will learn the importance of an evidence-based approach in prescribing exercise, while sports medicine professionals and health care providers will appreciate using the text as a primary reference on conditioning and performance of athletes. A range of topics are covered, including environmental influences on performance, hydration status, sport nutrition, sport supplements, and performance-enhancing drugs. The book is focused on physiological adaptation to exercise with a goal of providing practical applications to facilitate exercise prescriptions for a variety of athletes.\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePhysiological Aspects of Sport Training and Performance, Second Edition\u003c\/i\u003e, is organized into five parts. The first part examines physiological adaptation and the effects of various modes of training on biochemical, hormonal, muscular, cardiovascular, neural, and immunological adaptations. The second part covers principles of exercise training and prescription. The third part discusses nutrition, hydration status, sport supplementation, and performance-enhancing drugs. The fourth part focuses on environmental factors and their influence on sport performance. The fifth and final part is focused on how certain medical and health conditions influence sport performance.\u003c\/p\u003e\n\u003cp\u003eUpdates in this second edition focus on cutting-edge knowledge in sport science and sports medicine, including the latest information on physiological adaptations to exercise; current trends for training for power, speed, and agility; eye-opening discussions on sport supplementation and performance-enhancing drugs; data on training with medical conditions such as diabetes and exercise-induced bronchospasm; and groundbreaking information on training in heat and cold and at altitude. In addition, new chapters offer a practical approach to the yearly training program and sudden death in sport.\u003c\/p\u003e\n\u003cp\u003eThe second edition also incorporates the following features to enhance practical application and facilitate students’ learning:\u003c\/p\u003e\n\u003cp\u003e• A new web resource includes 80 drills and 41 video demonstrations that help readers understand how to implement the various exercises.\u003c\/p\u003e\n\u003cp\u003e• Chapter objectives provide an overview of key content in each chapter.\u003c\/p\u003e\n\u003cp\u003e• Chapter review questions help students assess their learning.\u003c\/p\u003e\n\u003cp\u003e• In Practice sidebars bring chapter content to life in a practical manner and help students better understand the material.\u003c\/p\u003e\n\u003cp\u003eStudents and instructors will benefit from the new web resource, which features 80 drills and detailed instruction on performing each drill. The drills can be used for a dynamic warm-up or to enhance speed and agility. Most drills are accompanied by at least one photo showing how to perform a key movement of the drill. Forty of the drills are accompanied by a video of the drill being performed in its entirety, and a dynamic warm-up routine video features 10 warm-up exercises.\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003ePhysiological Aspects of Sport Training and Performance, Second Edition\u003c\/i\u003e, provides a strong basis for understanding adaptation to exercise and appreciating how changes in program variables can alter training adaptations. All the information in this text is presented in an attractive, reader-friendly format that is conducive to learning. The text serves as both a key educational tool and a primary reference for exercise prescription for athletes.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003e\u003cb\u003ePart I. Physiological Adaptations to Exercise\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1. \u003c\/b\u003eNeuromuscular System and Exercise \u003c\/p\u003e\n\u003cp\u003e Muscle Structure \u003c\/p\u003e\n\u003cp\u003e Muscle Contraction \u003c\/p\u003e\n\u003cp\u003e Neuromuscular System \u003c\/p\u003e\n\u003cp\u003e Muscle Fiber Types \u003c\/p\u003e\n\u003cp\u003e Muscle Recruitment \u003c\/p\u003e\n\u003cp\u003e Muscle Proprioceptors \u003c\/p\u003e\n\u003cp\u003e Neuromuscular Adaptations to Exercise Training \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Endocrine System and Exercise \u003c\/p\u003e\n\u003cp\u003e Overview of the Endocrine System \u003c\/p\u003e\n\u003cp\u003e Hormonal Transport and Binding Proteins \u003c\/p\u003e\n\u003cp\u003e Hormones and Exercise \u003c\/p\u003e\n\u003cp\u003e Metabolic Hormones \u003c\/p\u003e\n\u003cp\u003e Fluid Regulatory Hormones \u003c\/p\u003e\n\u003cp\u003e Opioids and Exercise \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Metabolic System and Exercise \u003c\/p\u003e\n\u003cp\u003e ATP-PC Energy Source \u003c\/p\u003e\n\u003cp\u003e Glycolytic Energy Source \u003c\/p\u003e\n\u003cp\u003e Lactic Acid Controversy \u003c\/p\u003e\n\u003cp\u003e Lactate Shuttle \u003c\/p\u003e\n\u003cp\u003e Oxidative Energy Source \u003c\/p\u003e\n\u003cp\u003e Interaction of the Energy Sources \u003c\/p\u003e\n\u003cp\u003e Metabolic Adaptations to Endurance Training \u003c\/p\u003e\n\u003cp\u003e Metabolic Adaptations to Anaerobic Exercise \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4. \u003c\/b\u003eCardiovascular System and Exercise \u003c\/p\u003e\n\u003cp\u003e Overview of Cardiovascular System \u003c\/p\u003e\n\u003cp\u003e Overview of Respiratory System \u003c\/p\u003e\n\u003cp\u003e Cardiovascular Response to Acute Exercise \u003c\/p\u003e\n\u003cp\u003e Pulmonary Ventilation During Exercise \u003c\/p\u003e\n\u003cp\u003e Cardiovascular Response to Training \u003c\/p\u003e\n\u003cp\u003e Respiratory Adaptations to Training \u003c\/p\u003e\n\u003cp\u003e Training Effects on Minute Ventilation and Ventilatory Equivalent \u003c\/p\u003e\n\u003cp\u003e Effects of Training on Blood Volume and Red Blood Cells \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Immunological System and Exercise \u003c\/p\u003e\n\u003cp\u003e Cells of the Immune System \u003c\/p\u003e\n\u003cp\u003e Lymphocytes \u003c\/p\u003e\n\u003cp\u003e Immunoglobulins \u003c\/p\u003e\n\u003cp\u003e Cytokines \u003c\/p\u003e\n\u003cp\u003e Complement System \u003c\/p\u003e\n\u003cp\u003e Acute-Phase Proteins \u003c\/p\u003e\n\u003cp\u003e Exercise and Immune Response \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II. Exercise Training Principles and Prescriptions\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Principles of Training \u003c\/p\u003e\n\u003cp\u003e Specificity Principle \u003c\/p\u003e\n\u003cp\u003e Overload Principle \u003c\/p\u003e\n\u003cp\u003e Progression Principle \u003c\/p\u003e\n\u003cp\u003e Individuality Principle \u003c\/p\u003e\n\u003cp\u003e Principle of Diminishing Returns \u003c\/p\u003e\n\u003cp\u003e Principle of Reversibility \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7\u003c\/b\u003e. Warm-Up, Flexibility, and Balance Training \u003c\/p\u003e\n\u003cp\u003e Warm-Up \u003c\/p\u003e\n\u003cp\u003e Flexibility \u003c\/p\u003e\n\u003cp\u003e Stability and Balance Training \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Resistance Training \u003c\/p\u003e\n\u003cp\u003e Resistance Training Program Development \u003c\/p\u003e\n\u003cp\u003e Various Modes of Resistance Training \u003c\/p\u003e\n\u003cp\u003e Alternative Methods of Resistance Training \u003c\/p\u003e\n\u003cp\u003e Resistance Training Effects on the Components of Fitness \u003c\/p\u003e\n\u003cp\u003e Women and Resistance Training \u003c\/p\u003e\n\u003cp\u003e Examples of Resistance Training Programs \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Power Training \u003c\/p\u003e\n\u003cp\u003e Scientific Basis for Power Training \u003c\/p\u003e\n\u003cp\u003e Relationship Between Force, Velocity, and Power \u003c\/p\u003e\n\u003cp\u003e Training Methods for Power Development \u003c\/p\u003e\n\u003cp\u003e Plyometrics \u003c\/p\u003e\n\u003cp\u003e Ballistic Training \u003c\/p\u003e\n\u003cp\u003e Olympic Weightlifting \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Anaerobic Conditioning \u003c\/p\u003e\n\u003cp\u003e Anaerobic Conditioning \u003c\/p\u003e\n\u003cp\u003e Selection of Rest Intervals for Anaerobic Conditioning \u003c\/p\u003e\n\u003cp\u003e Anaerobic Conditioning Exercises \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Speed and Agility Development \u003c\/p\u003e\n\u003cp\u003e Speed Development \u003c\/p\u003e\n\u003cp\u003e Agility Development \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Endurance Training \u003c\/p\u003e\n\u003cp\u003e Physiological Adaptations to Endurance Training \u003c\/p\u003e\n\u003cp\u003e Factors Relating to Endurance Performance \u003c\/p\u003e\n\u003cp\u003e Endurance Exercise Prescription \u003c\/p\u003e\n\u003cp\u003e Endurance Training Programs \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Concurrent Training \u003c\/p\u003e\n\u003cp\u003e Effect of Concurrent Strength and Endurance Training on V\\od\\O2 \u003c\/p\u003e\n\u003cp\u003e Effect of Concurrent Strength and Endurance Training on Maximal Strength \u003c\/p\u003e\n\u003cp\u003e Effect of Sequence of Training on Endurance and Strength Improvements \u003c\/p\u003e\n\u003cp\u003e Effect of Concurrent Training on Muscle Growth and Muscle Fiber Characteristics \u003c\/p\u003e\n\u003cp\u003e Effect of Concurrent Training on Protein Signaling \u003c\/p\u003e\n\u003cp\u003e Effect of Concurrent Training on Hormonal Adaptations \u003c\/p\u003e\n\u003cp\u003e Effect of Concurrent Training on Basal Metabolic Rate and Weight Loss \u003c\/p\u003e\n\u003cp\u003e Effects of Combined Sprint and Resistance Training \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14. \u003c\/b\u003ePeriodization \u003c\/p\u003e\n\u003cp\u003e Periodization for All Disciplines \u003c\/p\u003e\n\u003cp\u003e Models of Periodization \u003c\/p\u003e\n\u003cp\u003e Efficacy of Periodization \u003c\/p\u003e\n\u003cp\u003e Periodized Training Program for a Strength–Power Athlete in a Team Sport \u003c\/p\u003e\n\u003cp\u003e Periodized Training Program for a Strength–Power Athlete Preparing for a Specific Event \u003c\/p\u003e\n\u003cp\u003e Periodized Training Program for an Endurance Athlete \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Program Development and Implementation \u003c\/p\u003e\n\u003cp\u003e Training Sessions \u003c\/p\u003e\n\u003cp\u003e Off-Season Training Program \u003c\/p\u003e\n\u003cp\u003e Preparatory–Hypertrophy Phase \u003c\/p\u003e\n\u003cp\u003e Strength Phase \u003c\/p\u003e\n\u003cp\u003e Competitive Season (Maintenance Phase) \u003c\/p\u003e\n\u003cp\u003e Training Program Considerations for Aerobic Endurance Athletes \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Athletic Performance Testing and Normative Data \u003c\/p\u003e\n\u003cp\u003e Factors Affecting Performance Testing \u003c\/p\u003e\n\u003cp\u003e Administrative Considerations for Assessment \u003c\/p\u003e\n\u003cp\u003e Tests for Needs Assessment and Program Evaluation \u003c\/p\u003e\n\u003cp\u003e Strength \u003c\/p\u003e\n\u003cp\u003e Anaerobic Power and Anaerobic Fitness \u003c\/p\u003e\n\u003cp\u003e Maximal Aerobic Capacity and Aerobic Endurance \u003c\/p\u003e\n\u003cp\u003e Speed \u003c\/p\u003e\n\u003cp\u003e Agility \u003c\/p\u003e\n\u003cp\u003e Body Composition \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart III. Nutrition, Fluid Regulation, and Nutritional Supplementation\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 17. \u003c\/b\u003eSports Nutrition \u003c\/p\u003e\n\u003cp\u003e Classes of Nutrients and Their Functions \u003c\/p\u003e\n\u003cp\u003e Nutrient Utilization in Athletic Performance \u003c\/p\u003e\n\u003cp\u003e Timing of Nutritional Intake \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 18. \u003c\/b\u003eHydration \u003c\/p\u003e\n\u003cp\u003e Water Balance at Rest and During Exercise \u003c\/p\u003e\n\u003cp\u003e Effects of Hypohydration on Physiological Function \u003c\/p\u003e\n\u003cp\u003e Electrolyte Balance During Exercise \u003c\/p\u003e\n\u003cp\u003e Effects of Hypohydration on Performance \u003c\/p\u003e\n\u003cp\u003e Fluid Replacement During Exercise \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 19.\u003c\/b\u003e Dietary Supplementation \u003c\/p\u003e\n\u003cp\u003e Dietary Supplement Regulation \u003c\/p\u003e\n\u003cp\u003e Dietary Supplements for Muscle Growth and Strength–Power Development \u003c\/p\u003e\n\u003cp\u003e Creatine \u003c\/p\u003e\n\u003cp\u003e β -Hydroxy- β-Methylbutyrate \u003c\/p\u003e\n\u003cp\u003e Dietary Supplements for Intracellular and Intercellular Buffering \u003c\/p\u003e\n\u003cp\u003e Dietary Supplements for Energy \u003c\/p\u003e\n\u003cp\u003e Popular Dietary Supplements That May Have Ergogenic Potential \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 20. \u003c\/b\u003ePerformance-Enhancing Drugs \u003c\/p\u003e\n\u003cp\u003e Anabolic Steroids \u003c\/p\u003e\n\u003cp\u003e Testosterone Precursors \u003c\/p\u003e\n\u003cp\u003e Masking Agents \u003c\/p\u003e\n\u003cp\u003e Human Chorionic Gonadotropin \u003c\/p\u003e\n\u003cp\u003e Anti-Estrogens \u003c\/p\u003e\n\u003cp\u003e Growth Hormone \u003c\/p\u003e\n\u003cp\u003e Thyroid Drugs \u003c\/p\u003e\n\u003cp\u003e Central Nervous System Stimulants \u003c\/p\u003e\n\u003cp\u003e Site Enhancement Drugs \u003c\/p\u003e\n\u003cp\u003e Blood Doping \u003c\/p\u003e\n\u003cp\u003e Erythropoietin \u003c\/p\u003e\n\u003cp\u003e β-Blockers \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart IV. Environmental Factors\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 21.\u003c\/b\u003e Heat \u003c\/p\u003e\n\u003cp\u003e Physiological Response to Exercise in the Heat \u003c\/p\u003e\n\u003cp\u003e Heat and Performance \u003c\/p\u003e\n\u003cp\u003e Heat Acclimatization \u003c\/p\u003e\n\u003cp\u003e Heat Illnesses \u003c\/p\u003e\n\u003cp\u003e Monitoring Heat Stress \u003c\/p\u003e\n\u003cp\u003e Heat Stress Indices \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 22. \u003c\/b\u003eCold \u003c\/p\u003e\n\u003cp\u003e Cold Stress: Factors Contributing to Heat Loss \u003c\/p\u003e\n\u003cp\u003e Physiological Responses to Exercise in the Cold \u003c\/p\u003e\n\u003cp\u003e Acclimatization to the Cold \u003c\/p\u003e\n\u003cp\u003e Exercise Performance and the Cold \u003c\/p\u003e\n\u003cp\u003e Medical Concerns \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 23. \u003c\/b\u003eAltitude \u003c\/p\u003e\n\u003cp\u003e The Hypobaric Environment \u003c\/p\u003e\n\u003cp\u003e Physiological Response to Altitude \u003c\/p\u003e\n\u003cp\u003e Effect of Altitude on Athletic Performance \u003c\/p\u003e\n\u003cp\u003e Altitude Acclimatization \u003c\/p\u003e\n\u003cp\u003e Chronic Altitude Exposure and Benefits for Endurance Performance \u003c\/p\u003e\n\u003cp\u003e Training at Altitude for Improved Performance at Altitude \u003c\/p\u003e\n\u003cp\u003e Training at Altitude for Improved Performance at Sea Level \u003c\/p\u003e\n\u003cp\u003e Simulated Altitude and Ethical Issues \u003c\/p\u003e\n\u003cp\u003e Clinical Problems Associated With Acute Exposure to Altitude \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart V. Medical and Health Conditions\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 24.\u003c\/b\u003e Overtraining \u003c\/p\u003e\n\u003cp\u003e Definitions of Overtraining \u003c\/p\u003e\n\u003cp\u003e Contributing Factors \u003c\/p\u003e\n\u003cp\u003e Comparison of Endurance and Strength–Power Athletes \u003c\/p\u003e\n\u003cp\u003e Susceptibility to Overtraining \u003c\/p\u003e\n\u003cp\u003e Recognition of Overtraining \u003c\/p\u003e\n\u003cp\u003e Methods Used to Monitor Athletic Performance \u003c\/p\u003e\n\u003cp\u003e Treatment of Overtraining \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 25. \u003c\/b\u003eDiabetes \u003c\/p\u003e\n\u003cp\u003e Overview of Diabetes Mellitus \u003c\/p\u003e\n\u003cp\u003e Exercise and Diabetes \u003c\/p\u003e\n\u003cp\u003e Exercise Prescription for Athletes With Diabetes \u003c\/p\u003e\n\u003cp\u003e Exercise Prescription for Noncompetitive, Recreational Athletes With Diabetes \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 26.\u003c\/b\u003e Exercise-Induced Bronchospasm \u003c\/p\u003e\n\u003cp\u003e What Is Exercise-Induced Bronchospasm? \u003c\/p\u003e\n\u003cp\u003e Pathophysiology of EIB \u003c\/p\u003e\n\u003cp\u003e Diagnosis of EIB \u003c\/p\u003e\n\u003cp\u003e Factors Modifying the Asthmatic Response to Exercise \u003c\/p\u003e\n\u003cp\u003e Treatment of EIB \u003c\/p\u003e\n\u003cp\u003e How to Exercise With Asthma (Nonpharmacologic Therapy) \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 27. \u003c\/b\u003eSudden Death in Sports \u003c\/p\u003e\n\u003cp\u003e Sickle Cell Trait \u003c\/p\u003e\n\u003cp\u003e Exertional Heatstroke \u003c\/p\u003e\n\u003cp\u003e Cardiac Events \u003c\/p\u003e\n\u003cp\u003e Traumatic Brain Injury \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Review Questions \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eJay Hoffman, PhD\u003c\/b\u003e, is the director of the Institute of Exercise Physiology and Wellness and a professor of sport and exercise science at the University of Central Florida. He is also the chair of the education and human sciences department. Long recognized as an expert in the field of exercise physiology, Hoffman has more than 190 publications in refereed journals, book chapters, and books, and he has lectured at more than 370 national and international conferences and meetings. A former professional athlete, Hoffman has coached elite athletes and conducted research on them throughout his professional career. This combination of the practical and the theoretical provides him with a unique perspective on writing for both coaches and academic faculty. \u003c\/p\u003e\n\u003cp\u003e Hoffman was elected president of the National Strength and Conditioning Association (NSCA) in 2009. He was awarded the 2005 Outstanding Kinesiological Professional Award by the Neag School of Education at the University of Connecticut, the 2007 Outstanding Sport Scientist of the Year by the NSCA, and the 2000 Outstanding Junior Investigator Award by the NSCA. A fellow of both the American College of Sports Medicine and National Strength and Conditioning Association, Hoffman is the editor of \u003ci\u003eNSCA’s Guide to Program Design\u003c\/i\u003e (Human Kinetics, 2012) and the author of \u003ci\u003eNorms for Fitness, Performance, and Health\u003c\/i\u003e (Human Kinetics, 2006). He earned his PhD in exercise science from the University of Connecticut. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-quote\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003e“There is little that this book does not offer to readers looking for an evidence-based book on athlete performance and exercise science. The author is well respected in the field and offers a high-quality book supported by the latest in peer-reviewed evidence.”\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e--Doody’s Book Review (5-star review)\u003c\/b\u003e\u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabQuote--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003e\u003cspan style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003eAll ancillaries are free to adopting instructors and available online.\u003c\/span\u003e\u003cbr style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003cbr style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003cspan style='font-weight: bolder; color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003eImage bank. \u003c\/span\u003e\u003cspan style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003eContains all of the content photos, figures, and tables from the text, sorted by chapter. The image bank can be used to enhance lecture notes, build a PowerPoint presentation, and create student handouts.\u003c\/span\u003e\u003cbr style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003cbr style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003e\u003cspan style='font-weight: bolder; color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003eWeb resource. \u003c\/span\u003e\u003cspan style='color: rgb(33, 37, 41); font-family: system-ui, -apple-system, \"Segoe UI\", Roboto, \"Helvetica Neue\", \"Noto Sans\", \"Liberation Sans\", Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\", \"Noto Color Emoji\";'\u003eFeatures 80 drills and detailed instruction on performing each drill. The drills can be used for a dynamic warm-up, for enhancing speed and agility, and for plyometrics. Most drills are accompanied by at least one photo showing how to perform a key movement of the drill. Forty of the drills are accompanied by a video of the drill performed in its entirety, and a dynamic warm-up routine video features 10 warm-up exercises.\u003c\/span\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Jay Hoffman","offers":[{"title":"Ebook With Online Resource","offer_id":42369251344458,"sku":null,"price":75.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492583660.jpg?v=1778693593"},{"product_id":"qualitative-diagnosis-of-human-movement-3rd-edition-epub-with-web-resource","title":"Qualitative Diagnosis of Human Movement 3rd Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003eFor kinesiology professionals, qualitative movement diagnosis (QMD) is a critical skill in helping individuals improve performance or reduce the risk of injury. \u003ci\u003eQualitative Diagnosis of Human Movement: Improving Performance in Sport and Exercise, Third Edition\u003c\/i\u003e, focuses on the processes behind movement observation, assessment, and diagnosis, emphasizing how to recognize and correct errors in human movement. This unique text teaches anyone working in human movement–related professions how to integrate and apply knowledge from the fields of kinesiology, allied health, and engineering to help clients, patients, or athletes improve their movement performance or move with a lower risk of injury.\u003c\/p\u003e\n\u003cp\u003eWell received by scholars worldwide, the previous editions, formerly titled\u003ci\u003e Qualitative Analysis of Human Movement\u003c\/i\u003e, broke new ground as the first texts devoted to QMD. The third edition continues building on that foundation with a new title, \u003ci\u003eQualitative Diagnosis of Human Movement\u003c\/i\u003e, to better reflect the diagnostic and corrective aspects of this critical skill. Following are other improvements to this edition:\u003c\/p\u003e\n\u003cp\u003e• A web resource replaces the CD-ROM from the previous edition and contains more than 70 all-new video clips and follow-up questions to provide real-life examples to practice movement diagnosis.\u003c\/p\u003e\n\u003cp\u003e• Expanded coverage of the use of video and computer technology shows readers how to use modern tools to aid in observation and evaluation of movement.\u003c\/p\u003e\n\u003cp\u003e• An additional 80 new sources of research relevant to QMD illustrate the extent to which this area of study has taken hold in the kinesiology field.\u003c\/p\u003e\n\u003cp\u003eAs in previous editions, \u003ci\u003eQualitative Diagnosis of Human Movement, Third Edition\u003c\/i\u003e, organizes research-based knowledge into a simple theoretical structure supplemented with numerous examples of application. It introduces a four-task interdisciplinary model of QMD—preparation, observation, evaluation and diagnosis, and intervention—and summarizes the development of this approach and the perceptual factors relevant to movement diagnosis. Readers are then led through a series of tutorials that provide real-world examples. These practice scenarios will help readers better understand the process from beginning to end as they review photos in the book in QMD Practice sections (with accompanying video in the web resource or video-enhanced e-book), and then perform their own movement diagnosis by viewing video from the web resource or video-enhanced e-book in QMD Explorations.\u003c\/p\u003e\n\u003cp\u003eIn addition, a chapter titled Theory-Into-Practice Situations provides case studies spanning a variety of movement, fitness, and sport settings. These case studies are featured in both the book and the web resource as printable forms that offer readers support in developing their own plan to assist the subject in the case study. Several other features such as QMD Technologies and QMD Demonstration sideboxes add more tools to show students how QMD can help clients in real-world sessions. For instructors, an image bank containing the book’s prominent figures, tables, and photos is available for use in delivering lectures.\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eQualitative Diagnosis of Human Movement, Third Edition\u003c\/i\u003e, provides students, teachers, and researchers with a practical diagnostic framework, tutorials to guide them through the QMD process, advice on capturing relevant information from motor performances, and descriptions of intervention strategies. The updated edition and the unique web resource are invaluable tools capable of sharpening the skills of even experienced diagnosticians. This text will assist readers in integrating their knowledge of all kinesiology subdisciplines in order to develop or improve their skills in QMD and better serve their clients, patients, and athletes.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003e\u003cb\u003ePart I. An Integrated Approach to Qualitative Movement Diagnosis\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Interdisciplinary Nature of Qualitative Movement Diagnosis \u003c\/p\u003e\n\u003cp\u003e QMD in Kinesiology \u003c\/p\u003e\n\u003cp\u003e Interdisciplinary Nature of QMD \u003c\/p\u003e\n\u003cp\u003e Integrated Model of QMD \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Discussion Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2. \u003c\/b\u003eModels in Qualitative Movement Diagnosis \u003c\/p\u003e\n\u003cp\u003e Classifying Models of QMD \u003c\/p\u003e\n\u003cp\u003e Overview of History and Models of QMD \u003c\/p\u003e\n\u003cp\u003e Validity and Reliability of QMD \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Discussion Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Role of the Senses and Perception in Qualitative Movement Diagnosis \u003c\/p\u003e\n\u003cp\u003e Theoretical Background for Senses and Perception in QMD \u003c\/p\u003e\n\u003cp\u003e Senses \u003c\/p\u003e\n\u003cp\u003e Using Senses to Understand Movement \u003c\/p\u003e\n\u003cp\u003e Integration of Senses \u003c\/p\u003e\n\u003cp\u003e Knowledge and Perception \u003c\/p\u003e\n\u003cp\u003e A Gestalt \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Discussion Questions \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II. Four Tasks in the Diagnosis and Improvement of Human Movement\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Preparation: Gathering Relevant Knowledge \u003c\/p\u003e\n\u003cp\u003e Knowledge of Activity \u003c\/p\u003e\n\u003cp\u003e Knowledge of Performers \u003c\/p\u003e\n\u003cp\u003e Knowledge of Effective Instruction \u003c\/p\u003e\n\u003cp\u003e Preparing for the Next Task \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Discussion Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Observation: Developing a Systematic Observational Strategy \u003c\/p\u003e\n\u003cp\u003e Proposals for Observational Strategies \u003c\/p\u003e\n\u003cp\u003e Key Elements in a Systematic Observational Strategy \u003c\/p\u003e\n\u003cp\u003e Integrated Use of All Senses \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Discussion Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Evaluation and Diagnosis: Professional Critical Thinking \u003c\/p\u003e\n\u003cp\u003e Evaluation \u003c\/p\u003e\n\u003cp\u003e Diagnosis \u003c\/p\u003e\n\u003cp\u003e Further Practice \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Discussion Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Intervention: Strategies for Improving Performance \u003c\/p\u003e\n\u003cp\u003e Feedback \u003c\/p\u003e\n\u003cp\u003e Beyond Traditional Feedback \u003c\/p\u003e\n\u003cp\u003e Further Practice \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Discussion Questions \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart III. Practical Applications of Human Movement Diagnosis\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Video Replay Within Qualitative Movement Diagnosis \u003c\/p\u003e\n\u003cp\u003e Introduction to Video Replay in Kinesiology \u003c\/p\u003e\n\u003cp\u003e Video Technology \u003c\/p\u003e\n\u003cp\u003e Making Videos for QMD \u003c\/p\u003e\n\u003cp\u003e Video and Computers in QMD \u003c\/p\u003e\n\u003cp\u003e Further Practice \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Discussion Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Tutorials in Qualitative Movement Diagnosis \u003c\/p\u003e\n\u003cp\u003e QMD of Catching \u003c\/p\u003e\n\u003cp\u003e QMD of the Soccer Instep Kick \u003c\/p\u003e\n\u003cp\u003e QMD of Overarm Throwing \u003c\/p\u003e\n\u003cp\u003e QMD of the Disk (Frisbee) Throw or Toss \u003c\/p\u003e\n\u003cp\u003e QMD of the Squat Exercise \u003c\/p\u003e\n\u003cp\u003e QMD Explorations \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Discussion Questions \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Theory-Into-Practice Situations \u003c\/p\u003e\n\u003cp\u003e “Cleared to Play” \u003c\/p\u003e\n\u003cp\u003e Theory-to-Practice Situations for QMD \u003c\/p\u003e\n\u003cp\u003e Further Practice \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e Discussion Questions \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eDuane V. Knudson, PhD\u003c\/b\u003e, is a professor and chair of the department of health and human performance at Texas State University in San Marcos. He earned his PhD in biomechanics from the University of Wisconsin at Madison and has held tenured faculty positions at Baylor University in Waco, Texas, and California State University at Chico. Previously he served as associate dean and interim chair of the department of kinesiology at Chico State. \u003c\/p\u003e\n\u003cp\u003e Knudson’s research in qualitative movement diagnosis (QMD) has garnered him an international reputation as an expert on the topic. He coauthored the first text on QMD, \u003ci\u003eQualitative Analysis of Human Movement\u003c\/i\u003e, which has been translated into five languages. In addition to research on QMD, Knudson researches the biomechanics of tennis and stretching and the teaching and learning of biomechanical concepts. \u003c\/p\u003e\n\u003cp\u003e Knudson has authored 3 books, 11 book chapters, and 24 refereed articles in scientific proceedings. He has received numerous grants for his work and has published over 70 peer-reviewed articles in journals, including the J\u003ci\u003eournal of Applied Biomechanics, International Journal of Sport Biomechanics, Sports Biomechanics, International Journal of Sports Medicine, Sports Medicine, British Journal of Sports Medicine, Journal of Sports Sciences, Journal of Science and Medicine in Sport, European Journal of Applied Physiology, Sports Engineering, Gait \u0026amp; Posture, Research Quarterly for Exercise in Sport,\u003c\/i\u003e and \u003ci\u003eJournal of Strength and Conditioning Research\u003c\/i\u003e. \u003c\/p\u003e\n\u003cp\u003e An elected fellow of three scholarly societies, Knudson served on the editorial board of five journals and was the 2011 recipient of the Ruth B. Glassow Honor Award from the National Association for Sport and Physical Education (NASPE). He has also served as vice president of publications for the International Society of Biomechanics in Sports (ISBS). He is also a member of the American Society of Biomechanics, American College of Sports Medicine (ACSM), and the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). \u003c\/p\u003e\n\u003cp\u003e He and his wife, Lois, reside in San Marcos. In his free time, Knudson enjoys reading and playing tennis. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillaries are free to adopting instructors and available online.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eImage bank.\u003c\/strong\u003e Includes all of the figures, tables, and photos from the text, sorted by chapter, that can be used in developing a customized presentation based on specific course requirements or used in creating other learning aids for students.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eWeb Resource.\u003c\/strong\u003e Includes over 100 completely new high-resolution video clips, follow-up questions and video for the Tutorials chapter, and forms to fill out for the Theory-Into-Practice scenarios that can easily be integrated into the classroom learning experience.\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Duane V. Knudson","offers":[{"title":"Ebook With Online Resource","offer_id":42369256587338,"sku":null,"price":69.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492581291.jpg?v=1777385980"},{"product_id":"advanced-exercise-physiology-ec","title":"Advanced Exercise Physiology-EC","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003eThis custom ebook includes chapters from \u003ci\u003eAdvanced Environmental Exercise Physiology, Second Edition,\u003c\/i\u003e and \u003ci\u003eAdvanced Exercise Physiology: Essential Concepts and Applications\u003c\/i\u003e. It has been specifically designed for students taking the course Advanced Exercise Physiology (EX371) at Endicott College.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003eCustom ebook for students taking the course Advanced Exercise Physiology (EX371) at Endicott College.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003ePulmonary Exercise Physiology\u003cbr\u003eFrom \u003ci\u003eAdvanced Exercise Physiology\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eCardiovascular System: Function and Control\u003cbr\u003eFrom \u003ci\u003eAdvanced Exercise Physiology\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eFundamentals of Temperature Regulation\u003cbr\u003eFrom \u003ci\u003eAdvanced Environmental Exercise Physiology, Second Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eHeat Stress\u003cbr\u003eFrom \u003ci\u003eAdvanced Environmental Exercise Physiology, Second Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eHeat Adaptation and Heat Therapy\u003cbr\u003eFrom \u003ci\u003eAdvanced Environmental Exercise Physiology, Second Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eCold Air Exposure\u003cbr\u003eFrom \u003ci\u003eAdvanced Environmental Exercise Physiology, Second Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003ePhysiological Adjustments to Acute Hypoxia\u003cbr\u003eFrom \u003ci\u003eAdvanced Environmental Exercise Physiology, Second Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eHigh-Altitude Physiology\u003cbr\u003eFrom \u003ci\u003eAdvanced Environmental Exercise Physiology, Second Edition\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003eExercise in Polluted Environments\u003cbr\u003eFrom \u003ci\u003eAdvanced Environmental Exercise Physiology, Second Edition\u003c\/i\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eStephen Cheung, PhD,\u003c\/b\u003e is a professor of kinesiology and senior research fellow at Brock University, where his research focuses on the effects of environmental stress on human physiology and performance. He was the Canada Research Chair in environmental ergonomics from 2007 to 2017.\u003c\/p\u003e\n\u003cp\u003eDr. Cheung has authored more than 120 articles that explore muscular, cardiovascular, respiratory, neural, metabolic, cognitive, and performance responses to multiple environments, including heat, cold, hydration, and altitude. He has worked extensively with industry and sport organizations to improve health and safety in the workplace, athletic performance, and equipment design. Dr. Cheung is also a leader in driving scientific advances in cycling physiology and performance and has published two books on the science of cycling: \u003ci\u003eCutting-Edge Cycling\u003c\/i\u003e and \u003ci\u003eCycling Science\u003c\/i\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePhilip Ainslie, PhD,\u003c\/b\u003e is a professor of health and exercise sciences and is the Canada Research Chair and codirector of the Centre for Heart, Lung and Vascular Health at the University of British Columbia in Okanagan.\u003c\/p\u003e\n\u003cp\u003eDr. Ainslie has published more than 300 peer-reviewed scientific articles and coauthored the sixth edition of the textbook \u003ci\u003eHigh-Altitude Medicine and Physiology\u003c\/i\u003e. In addition to mechanistic laboratory-based experiments, he leads regular field expeditions to study elite free divers as well as expeditions to high altitude to study acclimatization and adaptation, with a focus on Indigenous populations located in the mountainous regions of Tibet, South America, and Ethiopia. Dr. Ainslie has won numerous national and international awards for his research and sits on various international scientific leadership and advisory groups; he also currently co-organizes a number of international conferences related to environmental physiology.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eJonathan K. Ehrman, PhD, FACSM, FAACVPR,\u003c\/b\u003e is the associate program director of preventive cardiology and of the Exercise Physiology Core Laboratory and the director of the clinical weight management program at Henry Ford Hospital in Detroit, Michigan. He specializes in cardiac rehabilitation and preventive cardiology. He is also a clinical assistant professor in the exercise science program at Oakland University. He is a fellow of the American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR) and the American College of Sports Medicine (ACSM), and he is certified by the ACSM as a clinical exercise physiologist. In addition to the ACSM and AACVPR, he is also an active member of the Clinical Exercise Physiology Association (CEPA), the American Heart Association, and the American College of Cardiology. Dr. Ehrman earned his PhD in clinical exercise physiology from The Ohio State University.\u003c\/p\u003e\n\u003cp\u003eDr. Ehrman is a coeditor of \u003ci\u003eClinical Exercise Physiology, Fourth Edition,\u003c\/i\u003e and served as section editor of the 10th edition of \u003ci\u003eACSM's Resource Manual for Guidelines for Exercise Testing and Prescription\u003c\/i\u003e. In addition, he has published more than 100 research manuscripts, abstracts, and book chapters. He is also the current editor of the \u003ci\u003eJournal of Clinical Exercise Physiology\u003c\/i\u003e, which is the official journal of the CEPA.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eDennis J. Kerrigan, PhD, FACSM, \u003c\/b\u003eis a senior exercise physiologist in preventive cardiology in the Division of Cardiovascular Medicine and the William Clay Ford Center for Athletic Medicine at Henry Ford Hospital in Detroit, Michigan. His current role is as the director of outpatient exercise programs in preventive cardiology, and he oversees exercise programs for individuals with chronic health conditions. In addition to his clinical duties, Dr. Kerrigan also conducts research in patients with heart disease, cancer, and obesity. He was the lead author in a randomized trial that showed improvements in fitness and quality of life in patients with left ventricular assist devices who participated in cardiac rehabilitation. In 2017, Dr. Kerrigan was elected president of the Clinical Exercise Physiology Association (CEPA). He earned his PhD in clinical exercise physiology from The Ohio State University.\u003c\/p\u003e\n\u003cp\u003eDr. Kerrigan coauthored a book chapter in \u003ci\u003eGuidelines for Cardiac Rehabilitation and Secondary Prevention Programs, Fifth Edition,\u003c\/i\u003e and has published scholarly articles in peer-reviewed journals, including the \u003ci\u003eJournal of Cardiopulmonary Rehabilitation and Prevention\u003c\/i\u003e, \u003ci\u003eAmerican Journal of Cardiology\u003c\/i\u003e, \u003ci\u003eJournal of Cardiac Failure\u003c\/i\u003e, and \u003ci\u003eMedicine in Sports and Exercise\u003c\/i\u003e. In 2012, he received the Midwest ACSM Clinical Exercise Professional of the Year award.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eSteven J. Keteyian, PhD, FACSM,\u003c\/b\u003e is the director of preventive cardiology in the Division of Cardiovascular Medicine and director of the Exercise Physiology Core Laboratory, both at the Henry Ford Hospital in Detroit. He specializes in clinical exercise physiology and preventive cardiology. He also serves as a clinical professor in the exercise science program at Oakland University and as an adjunct professor in the physiology department at Wayne State University, where he earned his PhD. He is an active member of the American Heart Association and the American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR).\u003c\/p\u003e\n\u003cp\u003eDr. Keteyian has published more than 200 research manuscripts and book chapters and has coauthored or coedited four textbooks, including \u003ci\u003eClinical Exercise Physiology, Third Edition\u003c\/i\u003e. He has also served as an editor-in-chief, associate editor, or editorial board member for several academic journals. Dr. Keteyian received the President's Award from the AACVPR in 2013 and the Established Investigator Award from the AACVPR in 2009.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Stephen S. Cheung,Philip Ainslie,Jonathan K Ehrman,Dennis J. Kerrigan,Steven J. Keteyian","offers":[{"title":"Ebook","offer_id":42656877871178,"sku":null,"price":54.9,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/comingsoon_7d0ab6d3-b5f3-4a53-bcb1-b2fb081c50b6.jpg?v=1777326723"},{"product_id":"the-athletes-clock-epub","title":"The Athlete's Clock epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-quote\" id=\"display-quote\"\u003eQuotes\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003eThe Athlete’s Clock: How Biology and Time Affect Sport Performance \u003c\/i\u003eoffers an engaging, interdisciplinary consideration of some of the most compelling questions in sport and exercise science. This unique text takes a broad look at the physiological clock, offering students, researchers, coaches, and athletes a unique approach to understanding how various aspects of time affect sport performance. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eThe Athlete’s Clock \u003c\/i\u003eexplores the ways in which time and its relationship to athletic effort can optimize sport performance. Readers can investigate challenging questions such as these: \u003c\/p\u003e\n\u003cp\u003e •If physiological responses to training vary rhythmically throughout the day, what is the optimal time of day for training? \u003c\/p\u003e\n\u003cp\u003e •If a coach thinks that a high stroke count leads to a better time in a particular swim event, should the athlete go with it? Or is it better to stick to a more intuitively normal cadence? \u003c\/p\u003e\n\u003cp\u003e •Do endurance athletes consciously control their pacing, or are they under the control of unconscious processes within the central nervous system? \u003c\/p\u003e\n\u003cp\u003e •In what ways do aging and rhythmic biological variations over time control athletic performance? \u003c\/p\u003e\n\u003cp\u003e •Can athletes use cognitive strategies to subdue or overcome limits imposed by biological factors out of their control? \u003c\/p\u003e\n\u003cp\u003e Readers will find information on the mechanisms by which time influences physiological function—such as running speeds and muscle activation—and how those mechanisms can be used in extending the limits of motor activity. Chapter introductions cue readers to the ideas addressed in the chapter, and sidebars throughout present amusing or unusual examples of sport and timing within various contexts. In addition, take-home messages at the end of each chapter summarize important findings and research that readers may apply in their own lives. \u003c\/p\u003e\n\u003cp\u003e Addressing one of the most intriguing questions in sports, a conversational interview with athlete development expert, anthropologist, and sport scientist Bob Malina covers the timely topic of sport identification and talent development. The interview is an engaging discussion of how and when talent identification should take place and how talent development for young, promising athletes might proceed. The text also considers how time throughout one’s life span alters motor function, particularly in the later years. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eThe Athlete’s Clock: How Biology and Time Affect Sport Performance\u003c\/i\u003e blends physiological, psychological, and philosophical perspectives to provide an intelligent and whimsical look at the effects of timing in sport and exercise. This text seeks to provoke thought and further research that look at the relationship between biology, time, and performance as well as an understanding of and appreciation for the intricacies of human potential. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e Chapter 1. Who’s in Charge Here? Setting the Race Pace \u003c\/p\u003e\n\u003cp\u003e Chapter 2. Marching to the Same Drummer: Cadence in Endurance Events \u003c\/p\u003e\n\u003cp\u003e Chapter 3. Dragsters, Tiger Beetles, and Usain Bolt: Time and Speed \u003c\/p\u003e\n\u003cp\u003e Chapter 4. Circadian Rhythms and Sport Performance \u003c\/p\u003e\n\u003cp\u003e Chapter 5. It’s All in the Timing: Keeping Your Eye on the Ball \u003c\/p\u003e\n\u003cp\u003e Chapter 6. Peaks and Valleys: The Development of Athletic Skill—A Conversation \u003c\/p\u003e\n\u003cp\u003e With Bob Malina \u003c\/p\u003e\n\u003cp\u003e Chapter 7. Over The Hill: Aging and Sport Performance \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eThomas W. Rowland, MD\u003c\/b\u003e, is director of pediatric cardiology at the Baystate Medical Center in Springfield, Massachusetts, where he established an exercise testing laboratory. The author of \u003ci\u003eChildren’s Exercise Physiology, Second Edition\u003c\/i\u003e, and editor of the journal\u003ci\u003e Pediatric Exercise Science\u003c\/i\u003e, he has extensive research experience in exercise physiology of children. \u003c\/p\u003e\n\u003cp\u003e Rowland has served as president of the North American Society for Pediatric Exercise Medicine (NASPEM) and was on the board of trustees of the American College of Sports Medicine (ACSM). He is past president of the New England chapter of the ACSM and received the ACSM Honor Award in 1993. \u003c\/p\u003e\n\u003cp\u003e Since receiving BS and MD degrees from the University of Michigan in 1965 and 1969, Rowland has been an assistant and associate professor of pediatrics at the University of Massachusetts Medical School in Worcester (1977 to 1990) and an assistant and associate clinical professor of pediatrics at Tufts University School of Medicine in Boston (1975 to the present). He is professor of pediatrics at Tufts University School of Medicine and a past adjunct professor of exercise science at the University of Massachusetts. \u003c\/p\u003e\n\u003cp\u003e Rowland is a competitive tennis player and distance runner. He and his wife, Margot, reside in Longmeadow, Massachusetts. In his free time he enjoys playing tennis, running, and acting. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-quote\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e “This is an excellent broad introduction to the idea of time and sport. It offers scientific research to support many of the questions athletes and coaches ask themselves when determining strategy in a sport event.” \u003c\/p\u003e\n\u003cp\u003e —Doody’s Book Review (5-star review) \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabQuote--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/athletes-and-time\"\u003eAthletes and time\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/can-synchronizing-stride-rhythm-and-breathing-help-performance\"\u003eCan synchronizing stride rhythm and breathing help performance?\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/do-external-cues-affect-the-way-athletes-think-about-pacing\"\u003eDo external cues affect the way athletes think about pacing?\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/experts-discuss-which-factors-may-dictate-future-athletic-success-in-youth\"\u003eExperts discuss which factors may dictate future athletic success in youth\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/physical-activity-and-other-factors-may-delay-the-aging-process\"\u003ePhysical activity and other factors may delay the aging process\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e","brand":"Thomas W. Rowland","offers":[{"title":"Ebook","offer_id":43277709901898,"sku":null,"price":15.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492582038_305a8916-2457-443c-9820-3b64f6b781af.jpg?v=1777407945"},{"product_id":"running-mechanics-and-gait-analysis-epub","title":"Running Mechanics and Gait Analysis epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003ci\u003eRunning Mechanics and Gait Analysis With Online Video\u003c\/i\u003e is the premier resource dedicated to running mechanics and injury prevention. Running continues to be one of the most popular sports, despite the fact that up to 70 percent of runners will sustain overuse injuries during any one-year period. Therefore, it is imperative for health care professionals, coaches, and runners themselves to be informed on injury prevention and optimal treatment. Referencing over 250 peer-reviewed scientific manuscripts, this text is a comprehensive review of the most recent research and clinical concepts related to gait and injury analysis.\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eRunning Mechanics and Gait Analysis With Online Video\u003c\/i\u003e supplies professionals with an expansive array of clinical applications. Physical therapists and athletic trainers will come away with an understanding of ways to build on standard practice, while runners, coaches, and personal trainers will gain a new appreciation for the performance benefits that gait analysis can provide. The text has the following features:\u003c\/p\u003e\n\u003cp\u003e• A discussion of the complexities of running biomechanics as they relate to muscular strength, flexibility, and anatomical alignment for the purpose of providing an advanced clinical assessment of gait\u003c\/p\u003e\n\u003cp\u003e• Guidelines for assessing, treating, and preventing a range of common and not-so-common running injuries\u003c\/p\u003e\n\u003cp\u003e• A detailed analysis of running biomechanics to help professionals identify the interactions of the kinetic chain and the causes of overuse injuries\u003c\/p\u003e\n\u003cp\u003e• A video library featuring 30 clips that demonstrate the biomechanical patterns discussed in the text\u003c\/p\u003e\n\u003cp\u003e• Documented clinical examples to help practitioners apply the wealth of information in the book to their own practice\u003c\/p\u003e\n\u003cp\u003eEarly chapters introduce readers to the basics of running-related injuries, foot mechanics, and shoe selection before progressing to discussions of knee and hip mechanics, ways to influence gait mechanics, and technical aspects of video gait analysis. Via a detailed joint-by-joint analysis, the book pinpoints common problem areas for runners and describes protocols for treatment. Later chapters present case studies of injured runners to guide professionals through a detailed biomechanical analysis and treatment recommendations, and an overview chapter summarizes the interrelationships of movement patterns at each joint with anatomical, strength, flexibility, and kinetic chain factors.\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eRunning Mechanics and Gait Analysis With Online Video\u003c\/i\u003e is the most comprehensive resource for running-related research. Readers will come away armed with the knowledge and tools to perform an advanced clinical assessment of gait and rehabilitate and prevent running injuries.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eEarn continuing education credits\/units! \u003c\/b\u003eA continuing education course and exam that uses this book is also available. It may be purchased separately or as part of a package that includes all the course materials and exam.\u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Incidence of Running-Related Injuries \u003c\/p\u003e\n\u003cp\u003e Defining an Overuse Injury \u003c\/p\u003e\n\u003cp\u003e Etiology of Overuse Injuries in Runners \u003c\/p\u003e\n\u003cp\u003e Common Running-Related Injuries \u003c\/p\u003e\n\u003cp\u003e Understanding Clinical and Biomechanical Risk Factors \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2. \u003c\/b\u003eAssessing Foot Mechanics \u003c\/p\u003e\n\u003cp\u003e Biomechanics \u003c\/p\u003e\n\u003cp\u003e Atypical Foot Mechanics and Injury \u003c\/p\u003e\n\u003cp\u003e Strength \u003c\/p\u003e\n\u003cp\u003e Anatomical Alignment \u003c\/p\u003e\n\u003cp\u003e Flexibility \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Footwear Selection \u003c\/p\u003e\n\u003cp\u003e Overview of Running Shoes \u003c\/p\u003e\n\u003cp\u003e Footwear Research Findings \u003c\/p\u003e\n\u003cp\u003e Shoe Fitting \u003c\/p\u003e\n\u003cp\u003e Barefoot Running \u003c\/p\u003e\n\u003cp\u003e Orthotic Devices and Foot Mechanics \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Assessing Knee Mechanics \u003c\/p\u003e\n\u003cp\u003e Biomechanics \u003c\/p\u003e\n\u003cp\u003e Strength \u003c\/p\u003e\n\u003cp\u003e Anatomical Alignment \u003c\/p\u003e\n\u003cp\u003e Flexibility \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5. \u003c\/b\u003eAssessing Hip Mechanics \u003c\/p\u003e\n\u003cp\u003e Biomechanics \u003c\/p\u003e\n\u003cp\u003e Strength \u003c\/p\u003e\n\u003cp\u003e Anatomical Alignment \u003c\/p\u003e\n\u003cp\u003e Flexibility \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Proximal to Distal Relationships: Case Studies \u003c\/p\u003e\n\u003cp\u003e Torsional Forces \u003c\/p\u003e\n\u003cp\u003e Frontal Plane Mechanics \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Can We Influence Gait Mechanics? \u003c\/p\u003e\n\u003cp\u003e Feedback \u003c\/p\u003e\n\u003cp\u003e Strength Training \u003c\/p\u003e\n\u003cp\u003e Revisiting the Case Studies \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8. \u003c\/b\u003eOverview of Clinical and Biomechanical Assessment \u003c\/p\u003e\n\u003cp\u003e Foot, Ankle, and Tibia \u003c\/p\u003e\n\u003cp\u003e Knee \u003c\/p\u003e\n\u003cp\u003e Hip \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Technical Aspects of Video Gait Analysis \u003c\/p\u003e\n\u003cp\u003e Sampling Frequency \u003c\/p\u003e\n\u003cp\u003e F-Stop and Shutter Speed \u003c\/p\u003e\n\u003cp\u003e Software Options \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cdiv\u003e\n\u003cp\u003e\u003cb\u003eReed Ferber, PhD, CAT(C), ATC\u003c\/b\u003e, is an associate professor in the faculties of kinesiology and nursing at the University of Calgary and cofounder and director of the Running Injury Clinic in Calgary, Alberta, Canada. Since 2003, he and his colleagues at the Running Injury Clinic have been among the world’s leaders in 3-D gait assessment and technology. Ferber received his PhD in biomechanics from the University of Oregon in 2001. He is a research associate for the Institute of Sport and Recreation Research in New Zealand and a certified member of the Canadian Athletic Therapists’ Association and the National Athletic Trainers’ Association. He has won several awards in teaching excellence and has authored or coauthored 43 articles appearing in \u003ci\u003eClinical Biomechanics, Gait and Posture, Clinical Journal of Sports Medicine, Journal of Sport Rehabilitation\u003c\/i\u003e, and other publications. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eShari Macdonald, BSc, PT, MSc\u003c\/b\u003e, has worked for over 15 years as a physical therapist specializing in the assessment and treatment of musculoskeletal injuries. She has earned postgraduate certifications in manual therapy, dry needling techniques, and sport. Shari is the chairperson for the Alberta section of Sport Physiotherapy Canada and is a national board member. Since 2009, Shari has been the clinic director at the Running Injury Clinic in Calgary, Alberta, where they specialize in assessing gait biomechanics and the treatment of running injuries. Shari earned her master of science degree in biomechanics from the University of Calgary. \u003c\/p\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e","brand":"Reed Ferber,Shari Macdonald","offers":[{"title":"Ebook With Online Video","offer_id":43282577784906,"sku":null,"price":44.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781492584353.jpg?v=1786030614"},{"product_id":"foundations-of-physical-activity-and-public-health-3rd-edition-epub","title":"Foundations of Physical Activity and Public Health 3rd Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003eFoundations of Physical Activity and Public Health, Third Edition,\u003c\/i\u003e is the first textbook of its kind to explore concepts in public health and kinesiology, measurement of physical activity, and the impact of exercise and physical activity on health. This text empowers students to advance the use of physical activity as a significant component in public health initiatives.\u003cbr\u003e\u003cbr\u003ePresented in full color, \u003ci\u003eFoundations of Physical Activity and Public Health\u003c\/i\u003e uses tables, graphs, and figures to clarify complex topics, and it reflects information presented in the Physical Activity Guidelines for Americans. An underlying theme in this third edition is health equity and health disparities viewed through a physical activity lens. New sidebars devoted specifically to those topics are woven throughout the text, along with sidebars and references that have been refreshed with the latest information. Additional content updates to the third edition cover these topics:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eBrain health and immunity as they relate to physical activity and public health science\u003c\/li\u003e\n\u003cli\u003eThe physical activity paradox hypothesis\u003c\/li\u003e\n\u003cli\u003eThe current status of physical activity levels for children and adolescents\u003c\/li\u003e\n\u003cli\u003eComprehensive community-wide programs to increase physical activity\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eRelated online content is delivered through HK\u003ci\u003ePropel\u003c\/i\u003e to enhance student learning. The materials include downloadable review questions; a key term activity; web links to explore issues related to physical activity, exercise, and public health; three core assignments that align with the three parts of the book; and three assignments relevant to students seeking a Physical Activity and Public Health Specialist certification. To further tie theory to practice, case studies and callout boxes can be found throughout the text, and each chapter ends with a review. Leader Profile sidebars allow students to explore potential career paths.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eFoundations of Physical Activity and Public Health\u003c\/i\u003e will give students deeper insight into the impact of sedentary behavior and physical activity on health, including cardiorespiratory and metabolic diseases, weight status, musculoskeletal disorders, cancers, and brain health. Evidence-based strategies are examined using three general approaches—informational, behavioral and social, and environmental and policy—and examples of successful programs are showcased. A chapter on data collection and analysis describes strategies to measure and evaluate program and policy effectiveness, while discussion of real-world initiatives illustrates developing effective partnerships and models for advocacy.\u003cbr\u003e\u003cbr\u003eAs the emphasis on physical activity as a tool for improving public health grows, professionals with combined knowledge of both public health and exercise science will be highly sought. \u003ci\u003eFoundations of Physical Activity and Public Health, Third Edition,\u003c\/i\u003e will help students obtain an overview of kinesiology and public health areas, understand physical activity applications for public health, and learn about career options.\u003cbr\u003e\u003cbr\u003eNote: A code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with this ebook.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003eTextbook for undergraduate and graduate courses in physical activity and public health; reference for public health professionals, health promotion specialists, and exercise scientists interested in physical activity and health.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003ci\u003e\u003cb\u003ePart I. Introduction to Physical Activity and Public Health\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Fundamentals of Public Health\u003cbr\u003e Defining Moments in Public Health\u003cbr\u003e Areas of Specialization in Public Health\u003cbr\u003e Core Functions of Public Health\u003cbr\u003e Public Health Law\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Fundamentals of Kinesiology\u003cbr\u003e The Field of Kinesiology\u003cbr\u003e Kinesiology Subdisciplines and Exercise Training\u003cbr\u003e Principles of Exercise Training, Prescription, and Planning\u003cbr\u003e Applying Physical Activity and Exercise Training Principles\u003cbr\u003e Health and Fitness Benefits of Physical Activity and Exercise\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Integrating Public Health and Physical Activity\u003cbr\u003e History of Physical Activity and Public Health\u003cbr\u003e Role of Physical Activity in Chronic Disease Development\u003cbr\u003e From Science to Practice and Back\u003cbr\u003e Promoting Physical Activity for Health\u003cbr\u003e Practitioners of Physical Activity in Public Health\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Measuring Physical Activity\u003cbr\u003e Evidence-Based Recommended Levels of Physical Activity for Health\u003cbr\u003e Laboratory Measures of Energy Expenditure\u003cbr\u003e Electronic Devices to Measure Physical Activity\u003cbr\u003e Direct Observation Techniques\u003cbr\u003e Self-Report Instruments\u003cbr\u003e Surveillance in Populations\u003cbr\u003e Combining Measurement Approaches\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Health Effects of Exercise and Physical Activity\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Cardiorespiratory and Metabolic Health\u003cbr\u003e Prevalence of Cardiovascular Disease\u003cbr\u003e Risk Factors for Cardiovascular Disease\u003cbr\u003e Kinesiology and Cardiorespiratory Health\u003cbr\u003e Cardiorespiratory Fitness Assessments\u003cbr\u003e General Recommendations for Cardiorespiratory Health\u003cbr\u003e Prevalence and Economic Costs of Metabolic Disease\u003cbr\u003e Metabolic Disease Risk Factors\u003cbr\u003e Kinesiology and Metabolic Health\u003cbr\u003e Common Tests of Metabolic Function\u003cbr\u003e General Recommendations for Metabolic Health\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Overweight and Obesity\u003cbr\u003e Caloric Balance\u003cbr\u003e Prevalence of Obesity and Overweight and Associated Health Consequences\u003cbr\u003e Obesity and Overweight Risk Factors\u003cbr\u003e Obesity and Overweight Challenges\u003cbr\u003e Kinesiology and Body Weight\u003cbr\u003e Common Assessments of Obesity and Overweight\u003cbr\u003e Physical Activity Guidelines for a Healthy Weight\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Musculoskeletal and Functional Health\u003cbr\u003e Prevalence of Musculoskeletal Disorders and Related Health Challenges\u003cbr\u003e Risk Factors Associated With Musculoskeletal Disorders and Associated Health Challenges\u003cbr\u003e Kinesiology and Musculoskeletal Health\u003cbr\u003e Common Tests of Musculoskeletal Fitness or Function\u003cbr\u003e Physical Activity and Musculoskeletal Health\u003cbr\u003e Functional Health\u003cbr\u003e Risk Factors for Poor Functional Health\u003cbr\u003e Common Tests of Functional Health\u003cbr\u003e Fitness Recommendations for Functional Health\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Cancers\u003cbr\u003e Prevalence of Cancers\u003cbr\u003e Cancer Risk Factors\u003cbr\u003e Kinesiology and Cancers\u003cbr\u003e Physical Activity Among Cancer Survivors\u003cbr\u003e Physical Activity Guidelines for Cancer Prevention\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Brain Health and Other Emergent Health Topics\u003cbr\u003e Prevalence and Economic Costs of Brain Health Disorders\u003cbr\u003e Common Brain Health Conditions\u003cbr\u003e Risk Factors Associated With Brain Health Disorders\u003cbr\u003e Physical Activity and Brain Physiology\u003cbr\u003e Physical Activity and Brain Cognitive Function\u003cbr\u003e Physical Activity Guidelines for Brain Health\u003cbr\u003e Physical Activity and Infectious Disease and Immune Response\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Health Risks and Unintended Consequences of Exercise and Physical Activity\u003cbr\u003e Musculoskeletal Injuries\u003cbr\u003e Kinesiology and Musculoskeletal Injuries\u003cbr\u003e Sudden Adverse Cardiac Events\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart III. Strategies for Effective Physical Activity Promotion\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Key Resources and Theoretical Models for Evidence-Based Physical Activity Promotion\u003cbr\u003e Ecological Models of Health Behavior\u003cbr\u003e The Community Guide\u003cbr\u003e Eight Investments That Work for Physical Activity\u003cbr\u003e Selecting the Most Appropriate Source of Information\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Individual and Interpersonal Approaches for Promoting Physical Activity\u003cbr\u003e Rationale for Informational Approaches\u003cbr\u003e Behavioral Theories and Theoretical Models of Behavior Change\u003cbr\u003e Social Support for Health Behavior Change\u003cbr\u003e Social Support Interventions to Increase Physical Activity Participation\u003cbr\u003e Individually Adapted Health Behavior Change Programs\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Approaches to Promoting Physical Activity in Educational Settings\u003cbr\u003e Rationale for School-Based Physical Activity Programs\u003cbr\u003e International and National Trends in Youth Physical Activity Levels\u003cbr\u003e Kinesiology and Physical Activity Outcomes for Youth\u003cbr\u003e Physical Fitness Assessments of Youth\u003cbr\u003e Evidence-Based Educational Physical Activity Approaches That Work for Youth and Young Adults\u003cbr\u003e Developmental Considerations for Physical Activity in Youth\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Community-Wide Approaches for Promoting Physical Activity\u003cbr\u003e Community-Wide Informational Campaigns\u003cbr\u003e Multicomponent Community-Wide Programs\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Environmental and Policy Approaches to Promoting Physical Activity\u003cbr\u003e Access\u003cbr\u003e Urban Design\u003cbr\u003e Measuring the Built Environment\u003cbr\u003e Physical Activity Policy\u003cbr\u003e Land Use Policy\u003cbr\u003e Co-Benefits of Activity-Promoting Environments and Policies\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Program and Policy Evaluation for Physical Activity and Public Health\u003cbr\u003e Ways to Measure Program and Policy Effectiveness\u003cbr\u003e Logic Models for Physical Activity Promotion and Policies\u003cbr\u003e Evaluation Designs\u003cbr\u003e Data Collection and Analysis\u003cbr\u003e Disseminating Results\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e Partnership Development and Advocacy\u003cbr\u003e Key Factors in Building Partnerships\u003cbr\u003e Strategies for Physical Activity Advocacy\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eHarold W. (Bill) Kohl, III, PhD\u003c\/b\u003e (1960-2024) was a professor of epidemiology and kinesiology at the University of Texas Health Science Center at Houston and the University of Texas at Austin. At the University of Texas Health Science Center, Kohl served as the associate regional dean for academic affairs and international health affairs at the Austin regional campus.\u003cbr\u003e\u003cbr\u003e Kohl’s efforts concentrated on national and international physical activity surveillance and epidemiology issues as well as program development and evaluation studies for the promotion of school-based physical activity for children and adolescents. He was a fellow of the American College of Sports Medicine (ACSM) and the National Academy of Kinesiology and served as an elected trustee of ACSM. He was the founder and past president of the International Society for Physical Activity and Health (ISPAH) and served as the elected chair of the National Physical Activity Plan Alliance. He also served in an editorial capacity for several scientific journals and was editor emeritus of \u003ci\u003eJournal of Physical Activity \u0026amp; Health\u003c\/i\u003e. He published more than 200 papers, chapters, and monographs in the scientific literature. In 2018, he coauthored the textbook \u003ci\u003eFoundations of Kinesiology\u003c\/i\u003e. Kohl passed away during the writing of this third edition.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTinker D. Murray, PhD,\u003c\/b\u003e is a professor emeritus and honorary professor of international studies in health and human performance at Texas State University in San Marcos, where he served as the director of the exercise performance laboratory for more than 15 years. His research interests include school-based and clinical-based youth physical activity and interventions with public health linkages for the prevention of obesity and diabetes, continuing education opportunities for coaching education, and personal fitness and training applications related to exercise physiology.\u003cbr\u003e\u003cbr\u003e Murray is a fellow emeritus of the American College of Sports Medicine (ACSM) and was certified as an ACSM program director. He was a two-time president of the Texas regional chapter of ACSM. He served on the national ACSM board of trustees from 1998 to 2001. In the fall of 2003, he was a guest researcher with Bill Kohl at the Centers for Disease Control and Prevention (CDC) Division of Nutrition and Physical Activity. He has been actively involved with the International Society for Physical Activity and Health (ISPAH) and has attended several biannual meetings of the International Congress on Physical Activity and Public Health.\u003cbr\u003e\u003cbr\u003e Murray retired from Texas State University in 2018. He remains academically active by contributing to scholarly presentations and publications that promote physical active lifestyles.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eDeborah Salvo, PhD,\u003c\/b\u003e is an associate professor of health behavior and health education in the department of kinesiology and health education at the University of Texas in Austin, where she also serves as the director of the Texas Center for Equity Promotion. She is a faculty affiliate of the Prevention Research Center in St. Louis and of the Center for Diabetes Translation Research at Washington University in St. Louis.\u003cbr\u003e\u003cbr\u003e Salvo’s research interests and expertise center in the reduction of disparities in access to environments that enable physically active lifestyles. Her work focuses on understanding the relationship between the built environment and physical activity, documenting and ameliorating geospatial health disparities, and using and improving objective measures to quantify physical activity and geospatial exposures.\u003cbr\u003e\u003cbr\u003e Salvo is the president-elect of the International Society for Physical Activity and Health (ISPAH), founded in 2008 by Bill Kohl as the first global scientific society focused on physical activity and public health research. She is part of the steering committee of the Global Observatory for Physical Activity and of the executive committee of the Global Observatory of Healthy and Sustainable Cities. She is a founding member and a conference chair of the Latin American Society of Physical Activity and Health Research.\u003cbr\u003e\u003cbr\u003e Salvo serves as senior associate editor of \u003ci\u003eJournal of Physical Activity \u0026amp; Health\u003c\/i\u003e and as associate editor for \u003ci\u003eTranslational Journal of the American College of Sports Medicine\u003c\/i\u003e. Throughout her career, she has served as a technical advisor on physical activity and the built environment for several agencies, including the Centers for Disease Control and Prevention (CDC), the Fogarty International Center within the National Institutes of Health, the National Institute of Public Health of Mexico, and the World Health Organization.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/about-the-physical-activity-alliance-paa\"\u003eAbout the Physical Activity Alliance (PAA)\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/electronic-devices-used-in-physical-activity-surveillance-and-public-health-research\"\u003eElectronic devices used in physical activity surveillance and public health research\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/physical-activity-recommendations-for-metabolic-health\"\u003ePhysical activity recommendations for metabolic health\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/ways-to-measure-public-health-program-and-policy-effectiveness\"\u003eWays to measure public health program and policy effectiveness\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Five_pillars_of_public_health_f3200a13-9709-48f3-b160-b66e2da76652.jpg?v=1741411298\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Five_pillars_of_public_health_f3200a13-9709-48f3-b160-b66e2da76652.jpg?v=1741411298\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Cycle_of_the_10_essential_functions_of_public_health_944bb755-536a-4b42-9c1d-4bf0b5f91afa.jpg?v=1741411332\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Cycle_of_the_10_essential_functions_of_public_health_944bb755-536a-4b42-9c1d-4bf0b5f91afa.jpg?v=1741411332\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Changes_in_motor_ability_be7e2bc3-0c46-4c0d-a22e-042c8058e331.jpg?v=1741411367\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Changes_in_motor_ability_be7e2bc3-0c46-4c0d-a22e-042c8058e331.jpg?v=1741411367\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Walk_a_Hound_Lose_a_Pound_logic_model.jpg?v=1741411402\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Walk_a_Hound_Lose_a_Pound_logic_model.jpg?v=1741411402\" alt=\"\"\u003e\u003c\/a\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e All ancillaries are free to adopting instructors through \u003ca href=\"\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eInstructor guide.\u003c\/b\u003e Includes a syllabus and course design suggestions along with tips, outlines, objectives, summaries for each chapter, and answers to review questions. Also features a semester-long group project, three core assignments aligned with the three parts of the text, and three assignments for students seeking a Physical Activity and Public Health Specialist certificate from the Physical Activity Alliance.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTest package.\u003c\/b\u003e Contains more than 500 questions in true-false, fill-in-the-blank, essay and short-answer, and multiple-choice formats. The files may be downloaded for integration with a learning management system or printed for use as paper-based tests. Instructors may also create their own customized quizzes or tests from the test bank questions to assign to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. Multiple-choice and true-false questions are automatically graded, and instructors can review student scores in the platform.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter quizzes.\u003c\/b\u003e Contains ready-made quizzes to assess student comprehension of the most important concepts in each chapter. Each quiz may be downloaded or assigned to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. The chapter assessments are automatically graded, and instructors can review student scores in the platform.\u003cbr\u003e\u003cbr\u003e\u003cb\u003ePresentation package. \u003c\/b\u003eFeatures more than 330 PowerPoint slides of text, artwork, and tables from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eImage bank. \u003c\/b\u003eIncludes most of the figures and tables from the text, sorted by chapter. These can be used in developing a customized presentation based on specific course requirements.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eInstructors also receive access to all student materials in HK\u003ci\u003ePropel\u003c\/i\u003e.\u003c\/b\u003e For \u003ci\u003eFoundations of Physical Activity and Public Health, Third Edition\u003c\/i\u003e, this includes a key term activity, three core assignments that align with the three parts of the book, and three assignments relevant to students seeking a Physical Activity and Public Health Specialist certificate from the Physical Activity Alliance. Downloadable review questions for each chapter and web links are provided to enhance student learning.\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Harold W. Kohl,Tinker D. Murray,Deborah Salvo","offers":[{"title":"Ebook With Online Resource","offer_id":43512877154378,"sku":null,"price":95.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718224018.jpg?v=1777357885"},{"product_id":"introduction-to-kinesiology-7th-edition-epub","title":"Introduction to Kinesiology 7th Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-editor\" id=\"display-editor\"\u003eEditor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eDiscover the fundamentals of kinesiology.\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eIntroduction to Kinesiology: Studying Physical Activity, Seventh Edition,\u003c\/i\u003e stimulates curiosity about the vast field of kinesiology and generates awareness of the long-standing and current issues that kinesiology professionals seek to understand and solve. This engaging, full-color introductory text offers students a \u003cb\u003ecomprehensive overview\u003c\/b\u003e of the field of kinesiology and explores major subdisciplinary fields of study, common career paths, and emerging ideas that are part of this dynamic and expanding discipline.\u003c\/p\u003e\n\u003cp\u003eThe seventh edition includes refreshed opening scenarios and photos, and it integrates the latest research results. This updated edition explores current topics such as the payment of college student athletes, issues in equitable services, competition, and emerging professions in high-performance sport. Hot Topic sidebars—new to this edition—highlight trending areas of kinesiology research in each subdiscipline. Related online learning tools delivered through HK\u003ci\u003ePropel\u003c\/i\u003e offer interactive opportunities for students to engage with and better understand the content.\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eIntroduction to Kinesiology, Seventh Edition,\u003c\/i\u003e features a three-section structure that has always been a strength of this leading introductory textbook. Pedagogical aids such as chapter objectives, opening scenarios, key terms, key points, review questions, suggested readings, and wrap-ups help students reinforce key knowledge.\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cb\u003ePart I\u003c\/b\u003e examines the diversity of physical activity and kinesiology and summarizes the importance of knowledge gained through physical activity experiences.\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003ePart II\u003c\/b\u003e delves into the seven major subdisciplines of kinesiology, with an overview of major historical events, research methods, professional work and application, and ideas for career advancement in each.\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003ePart III\u003c\/b\u003e elaborates on professionalism, evidence-based practice, and five major areas of career opportunities.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eRelated online learning activities delivered through HK\u003ci\u003ePropel\u003c\/i\u003e include interactive Check Your Understanding activities, practice scenarios with questions, Explore the Topic activities, Kinesiology Colleagues online reflections, flash cards, key term quizzes, and key point reviews. Most of the activities can be assigned, and progress tracked, directly through HKPropel. Chapter quizzes, which are automatically graded, can also be assigned to test comprehension of critical concepts.\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eIntroduction to Kinesiology\u003c\/i\u003e provides essential knowledge for students embarking on their study of kinesiology and the science of sport and exercise. The updated seventh edition sets them up for success in major courses and a future career.\u003c\/p\u003e\n\u003cp\u003eNote: A code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with this ebook.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003eStudents taking introductory undergraduate courses or foundations courses in kinesiology, sports and exercise science, or health and human performance at colleges, universities, and community colleges (traditional and online).\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003e\u003cb\u003ePart I. Kinesiology and Physical Activity Experience\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Kinesiology\u003cbr\u003e\u003ci\u003eDuane V. Knudson and Timothy A. Brusseau\u003c\/i\u003e\u003cbr\u003eInterest in the Discipline of Kinesiology\u003cbr\u003ePhysical Activity: The Focus of Kinesiology\u003cbr\u003eSome Focuses of Physical Activity in Kinesiology\u003cbr\u003eKinesiology and Evidence-Based Practice\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Importance of the Physical Activity Experience\u003cbr\u003e\u003ci\u003eTimothy A. Brusseau and Duane V. Knudson\u003c\/i\u003e\u003cbr\u003eSphere of Self-Sufficiency\u003cbr\u003eSphere of Self-Expression\u003cbr\u003eSphere of Work\u003cbr\u003eSphere of Education\u003cbr\u003eSphere of Leisure\u003cbr\u003eSphere of Health\u003cbr\u003eSphere of Competition\u003cbr\u003eFactors That Influence Kinds of Experience in Physical Activity\u003cbr\u003eWays in Which Experience Can Affect Physical Activity\u003cbr\u003eHeredity and Experience\u003cbr\u003eSubjective Experience of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II. Scholarly Study of Physical Activity\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Philosophy of Physical Activity\u003cbr\u003e\u003ci\u003eCesar R. Torres and Scott Kretchmar\u003c\/i\u003e\u003cbr\u003eWhy Use Philosophical Thinking?\u003cbr\u003eWhat Do Philosophers Do?\u003cbr\u003eResearch Methods Used in Studying Philosophy of Physical Activity\u003cbr\u003eHistory and Future of Philosophy of Physical Activity\u003cbr\u003eOverview of Knowledge in Philosophy of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e History of Physical Activity\u003cbr\u003e\u003ci\u003eLindsay Parks Pieper\u003c\/i\u003e\u003cbr\u003eWhy Use History of Physical Activity?\u003cbr\u003eWhat Do Historians of Physical Activity Do?\u003cbr\u003eHistory of Kinesiology and Physical Activity\u003cbr\u003eResearch Methods Used in Studying History of Physical Activity\u003cbr\u003eOverview of Knowledge in History of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5. \u003c\/b\u003eSociology of Physical Activity\u003cbr\u003e\u003ci\u003eMichael D. Giardina\u003c\/i\u003e\u003cbr\u003eWhy Use Sociology of Physical Activity?\u003cbr\u003eWhat Do Sociologists of Physical Activity Do?\u003cbr\u003eHistory of Sociology of Physical Activity \u003cbr\u003eResearch Methods Used in Studying Sociology of Physical Activity\u003cbr\u003eOverview of Knowledge in Sociology of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Motor Behavior\u003cbr\u003e\u003ci\u003eXiangli Gu and Katherine T. Thomas\u003c\/i\u003e\u003cbr\u003eWhy Use Motor Behavior?\u003cbr\u003eWhat Do Motor Behaviorists Do?\u003cbr\u003eHistory of Motor Behavior\u003cbr\u003eResearch Methods Used in Studying Motor Behavior\u003cbr\u003eOverview of Knowledge in Motor Behavior\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Psychology of Physical Activity\u003cbr\u003e\u003ci\u003eLindsay E. Kipp\u003c\/i\u003e\u003cbr\u003eWhy Use Psychology of Physical Activity?\u003cbr\u003eWhat Do Psychology of Physical Activity Professionals Do?\u003cbr\u003eHistory of Psychology of Physical Activity\u003cbr\u003eResearch Methods Used in Studying Psychology of Physical Activity\u003cbr\u003eOverview of Knowledge in Psychology of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Biomechanics of Physical Activity\u003cbr\u003e\u003ci\u003eBrad Bowser and Kathy Simpson\u003c\/i\u003e\u003cbr\u003eWhy Use Biomechanics of Physical Activity?\u003cbr\u003eWhat Do Biomechanists Do?\u003cbr\u003eHistory of Biomechanics\u003cbr\u003eResearch Methods Used in Studying Biomechanics\u003cbr\u003eOverview of Knowledge in Biomechanics in Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Physiology of Physical Activity\u003cbr\u003e\u003ci\u003eJennifer L. Caputo\u003c\/i\u003e\u003cbr\u003eWhy Use Physiology of Physical Activity?\u003cbr\u003eWhat Do Exercise Physiologists Do?\u003cbr\u003eHistory of Physiology of Physical Activity\u003cbr\u003eResearch Methods Used in Studying Physiology of Physical Activity\u003cbr\u003eOverview of Knowledge in Physiology of Physical Activity\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart III. Practicing a Profession in Physical Activity\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Becoming a Physical Activity Professional\u003cbr\u003e\u003ci\u003eDuane V. Knudson and Timothy A. Brusseau\u003c\/i\u003e\u003cbr\u003eWhat Is a Profession?\u003cbr\u003eHow Do Our Values Shape Our Professional Conduct?\u003cbr\u003eHow Are Physical Activity Professionals Educated for the Workforce?\u003cbr\u003eBecoming Well Suited for a Career in a Physical Activity Profession\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11. \u003c\/b\u003eCareers in Health and Fitness\u003cbr\u003e\u003ci\u003eWarren D. Franke\u003c\/i\u003e\u003cbr\u003eThe Need for Health and Fitness Professionals\u003cbr\u003eSettings for Health and Fitness\u003cbr\u003eRoles for Health and Fitness Professionals\u003cbr\u003eTrends and Opportunities in Health and Fitness\u003cbr\u003eAdvice for Health and Fitness Students\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12. \u003c\/b\u003eCareers in Medicine and Allied Health\u003cbr\u003e\u003ci\u003eChad Starkey and Julie Cavallario\u003c\/i\u003e\u003cbr\u003eThe Diagnostic Process\u003cbr\u003eIntegrating Exercise Into Medicine and Allied Health\u003cbr\u003eMedical and Allied Health Settings\u003cbr\u003eRoles for Medical and Allied Health Professionals\u003cbr\u003eTrends and Opportunities in Medicine and Allied Health\u003cbr\u003eAdvice for Students Interested in Medicine and Allied Health\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13. \u003c\/b\u003eCareers in Teaching Physical Education\u003cbr\u003e\u003ci\u003eMichael A. Hemphill, Kim C. Graber, and Thomas J. Templin\u003c\/i\u003e\u003cbr\u003eWhat Is the Teaching of Physical Education?\u003cbr\u003eSettings for Teaching Physical Education\u003cbr\u003eRoles for Physical Education Professionals\u003cbr\u003eTrends and Opportunities in Teaching Physical Education\u003cbr\u003eAdvice for Physical Education Students\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Careers in Coaching, Sport Instruction, and High-Performance Sport\u003cbr\u003e\u003ci\u003eJoseph A. Luxbacher and Duane V. Knudson\u003c\/i\u003e\u003cbr\u003eWhat Are Coaching, Sport Instruction, and Sport Performance Teams?\u003cbr\u003eSettings for Coaching, Sport Instruction, and High-Performance Sport\u003cbr\u003eRoles for Coaching, Sport Instruction, and High-Performance Sport Professionals\u003cbr\u003eTrends and Opportunities in Coaching, Sport Instruction, and High-Performance Sport\u003cbr\u003eAdvice for Students Interested in Coaching, Sport Instruction, and High-Performance Sport\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Careers in Sport Management\u003cbr\u003e\u003ci\u003eG. Clayton Stoldt and Mark C. Vermillion\u003c\/i\u003e\u003cbr\u003eWhat Is Sport Management?\u003cbr\u003eSettings for Sport Management\u003cbr\u003eRoles for Sport Management Professionals\u003cbr\u003eTrends and Opportunities in Sport Management\u003cbr\u003eAdvice for Sport Management Students\u003cbr\u003eWrap-Up\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-editor\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eDuane V. Knudson, PhD,\u003c\/b\u003e is a Regents’ Professor and University Distinguished Professor in the department of health and human performance at Texas State University, where he teaches biomechanics and statistics. He earned his PhD in biomechanics from the University of Wisconsin and has held tenured positions at three universities. His research focuses on the biomechanics of tennis, stretching, qualitative movement diagnosis, learning biomechanical concepts, and research quality.\u003c\/p\u003e\n\u003cp\u003eKnudson has published over 190 peer-reviewed articles, 29 chapters, and three books: \u003ci\u003eFundamentals of Biomechanics\u003c\/i\u003e, \u003ci\u003eQualitative Diagnosis of Human Movement\u003c\/i\u003e, and \u003ci\u003eBiomechanical Principles of Tennis Technique\u003c\/i\u003e. He has received numerous national and international scholarly awards and is a fellow of four scholarly societies, including the prestigious National Academy of Kinesiology (NAK) and the International Society of Biomechanics in Sports. Knudson was picked by Stanford University and Elsevier for the World’s Top 2% Scientists list in the subfield of sport sciences by in 2023 and 2024. He was also named by ScholarGPS to the Highly Ranked Scholars list (top 0.5% over the last five years in kinesiology) for 2022 and 2024. He has served as department chair, associate dean, and president of both the American Kinesiology Association (AKA) and the International Society of Biomechanics in Sports, and he was secretary-treasurer for NAK from 2025 to 2026. He received the Jerry R. Thomas Distinguished Leadership Award from the AKA in 2017.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTimothy A. Brusseau, PhD,\u003c\/b\u003e is a professor and chair of the department of health and kinesiology at the University of Utah. Dr. Brusseau is a fellow in the National Academy of Kinesiology (NAK), Society of Health and Physical Educators (SHAPE America), American College of Sports Medicine, National Association for Kinesiology in Higher Education (NAKHE), and the International Association for Physical Education in Higher Education. Brusseau is a national expert on youth physical activity, physical activity measurement, and school-based multicomponent physical activity interventions.\u003c\/p\u003e\n\u003cp\u003eHe has 171 peer-reviewed publications and has made more than 200 conference and invited presentations. He is a coauthor of \u003ci\u003eDynamic Physical Education for Secondary School Students\u003c\/i\u003e, and he coedited the \u003ci\u003eRoutledge Handbook of Youth Physical Activity\u003c\/i\u003e. He is the leadership institute director for NAKHE and is currently serving as president of the American Kinesiology Association (AKA).\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabEditor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/how-do-allied-health-professionals-use-therapeutic-exercise\"\u003eHow do allied health professionals use therapeutic exercise?\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/is-a-career-in-a-physical-activity-profession-right-for-me\"\u003eIs a career in a physical activity profession right for me?\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/what-do-biomechanists-do\"\u003eWhat do biomechanists do?\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN01_jpg.jpg?v=1759838632\" alt=\"Athlete celebrations\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN01_jpg.jpg?v=1759838632\" alt=\"Athlete celebrations\"\u003eAthlete celebrations\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN02_jpg.jpg?v=1759838666\" alt=\"Critical events in hitting a pitched baseball\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN02_jpg.jpg?v=1759838666\" alt=\"Critical events in hitting a pitched baseball\"\u003eCritical events in hitting a pitched baseball\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN03_jpg.jpg?v=1759838701\" alt=\"Motivational orientations\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN03_jpg.jpg?v=1759838701\" alt=\"Motivational orientations\"\u003eMotivational orientations\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN04_jpg.jpg?v=1759838736\" alt=\"Kinesiology colleagues: LaDonda Porter\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237810_IN04_jpg.jpg?v=1759838736\" alt=\"Kinesiology colleagues: LaDonda Porter\"\u003eKinesiology colleagues: LaDonda Porter\u003c\/a\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"https:\/\/us.humankinetics.com\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.   \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructor guide.\u003c\/b\u003e Includes information about how to use the various ancillaries; a syllabus; and chapter-by-chapter files that include chapter outlines with key points, additional student assignments, ideas for additional teaching topics and guest speakers, resources, and answers to the in-text review questions.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTest package. \u003c\/b\u003eContains more than 400 questions in true-false, fill-in-the-blank, essay and short-answer, and multiple-choice formats. The files may be downloaded for integration with a learning management system or printed for use as paper-based tests. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter quizzes.\u003c\/b\u003e Contains ready-made quizzes (10 questions each) to assess student comprehension of the most important concepts in each chapter. Each quiz may be downloaded or assigned to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. The chapter assessments are automatically graded, and instructors can review student scores in the platform.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePresentation package.\u003c\/b\u003e Features more than 300 PowerPoint slides of text, artwork, and tables from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eImage bank.\u003c\/b\u003e Includes most of the figures, content photos, and tables from the text, sorted by chapter. These can be used in developing a customized presentation based on specific course requirements.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructors also receive access to all student materials in HK\u003ci\u003ePropel\u003c\/i\u003e.\u003c\/b\u003e For \u003ci\u003eIntroduction to Kinesiology, Seventh Edition,\u003c\/i\u003e this includes interactive Check Your Understanding activities, scenarios with questions, Explore the Topic activities, Kinesiology Colleagues online reflections, flash cards, key term quizzes, and key point reviews.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Duane V. Knudson,Timothy A. Brusseau","offers":[{"title":"Ebook With Online Resource","offer_id":43512891670602,"sku":null,"price":116.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718237834.jpg?v=1786518077"},{"product_id":"statistics-in-kinesiology-6th-edition","title":"Statistics in Kinesiology 6th Edition","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003eStatistics in Kinesiology, Sixth Edition,\u003c\/i\u003e offers students in kinesiology and exercise science programs a unique introduction to the statistics concepts and techniques relevant to their specific field of study. Drawing from examples across kinesiology—including exercise physiology, biomechanics, physical education, and physical therapy—this essential text provides students with a statistical skill set that will enable them to analyze quantitative data and find answers to questions they will encounter in their specific disciplines.\u003c\/p\u003e\n\u003cp\u003eEmphasis is placed on methods commonly seen in kinesiology, such as correlation and bivariate regression, \u003ci\u003et\u003c\/i\u003e tests, analysis of variance (ANOVA), and the interpretation of interactions in factorial analyses of variance. The sixth edition incorporates fully updated content throughout the text, including the following:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eA new chapter on statistical issues in kinesiology that provides students with a wider understanding of problems they may face in their calculations\u003c\/li\u003e\n\u003cli\u003eAdditional content on key topics such as logistic regression, analysis of ROC curves, equivalence testing, range restriction, and bootstrapping\u003c\/li\u003e\n\u003cli\u003eMajor updates to chapters on the fundamentals of statistical interference, multiple correlation and multiple regression, and clinical measures of association\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eStatistical software tools commonly used in kinesiology applications—such as JASP and G*Power—are briefly introduced, encouraging students to apply their knowledge of statistical procedures to generate and interpret computer results with confidence and ease. Throughout the text, sample problems provide an opportunity for students to put the concepts into practice.\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003eWith \u003ci\u003eStatistics in Kinesiology, Sixth Edition,\u003c\/i\u003e students will gain a solid understanding of the statistical techniques used in physical activity fields. The book’s practical approach will make it easy for students to learn these important, but often intimidating, concepts.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003eTextbook for undergraduate courses in statistics or measurement in kinesiology and exercise science programs; a reference for professionals in movement sciences.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003ePreface\u003cbr\u003eAcknowledgments\u003cbr\u003eList of Key Symbols\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1. \u003c\/b\u003eMeasurement, Statistics, and Research\u003cbr\u003eWhat Is Measurement?\u003cbr\u003eProcess of Measurement\u003cbr\u003eVariables and Constants\u003cbr\u003eResearch Design and Statistical Analysis\u003cbr\u003eStatistical Inference\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Organizing and Displaying Data\u003cbr\u003eOrganizing Data\u003cbr\u003eDisplaying Data\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Percentiles\u003cbr\u003eCommon Percentile Divisions\u003cbr\u003eCalculations Using Percentiles\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4. \u003c\/b\u003eMeasures of Central Tendency\u003cbr\u003eMode\u003cbr\u003eMedian\u003cbr\u003eMean\u003cbr\u003eRelationships Between the Mode, Median, and Mean\u003cbr\u003eLogarithmic Transformations and the Geometric Mean\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Measures of Variability\u003cbr\u003eRange\u003cbr\u003eInterquartile Range\u003cbr\u003eVariance\u003cbr\u003eStandard Deviation\u003cbr\u003eDefinition Method of Hand Calculations\u003cbr\u003eCalculating Standard Deviation for a Sample\u003cbr\u003eCoefficient of Variation\u003cbr\u003eStandard Deviation and Normal Distribution\u003cbr\u003eGraphical Depiction of the Standard Deviation\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e The Normal Curve\u003cbr\u003eZ Scores\u003cbr\u003eStandard Scores\u003cbr\u003eProbability and Odds\u003cbr\u003eCalculating Skewness and Kurtosis\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Fundamentals of Statistical Inference\u003cbr\u003ePredicting Population Parameters Using Statistical Inference\u003cbr\u003eEstimating Sampling Error\u003cbr\u003eLevels of Confidence, Confidence Intervals, and Probability of Error\u003cbr\u003eAn Example Using Statistical Inference\u003cbr\u003eStatistical Hypothesis Testing\u003cbr\u003eType I and Type II Error\u003cbr\u003eDegrees of Freedom\u003cbr\u003eLiving With Uncertainty\u003cbr\u003eTwo- and One-Tailed Tests\u003cbr\u003eApplying Confidence Intervals\u003cbr\u003eFrequentist Versus Bayesian Inference\u003cbr\u003eEquivalence Testing\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Correlation and Bivariate Regression\u003cbr\u003eCorrelation\u003cbr\u003eCalculating the Correlation Coefficient\u003cbr\u003eBivariate Regression\u003cbr\u003eHomoscedasticity\u003cbr\u003eRange Restriction\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Multiple Correlation and Multiple Regression\u003cbr\u003eMultiple Correlation\u003cbr\u003eSemipartial Correlation\u003cbr\u003eMultiple Regression\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10. \u003c\/b\u003eThe t Test: Comparing Means From Two Sets of Data\u003cbr\u003eThe t Tests\u003cbr\u003eTypes of t Tests\u003cbr\u003eMagnitude of the Difference (Size of Effect)\u003cbr\u003eDetermining Power and Sample Size\u003cbr\u003eThe t Test for Proportions\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11. \u003c\/b\u003eSimple Analysis of Variance: Comparing the Means of Three or More Sets of Data\u003cbr\u003eAssumptions in ANOVA\u003cbr\u003eSources of Variance\u003cbr\u003eCalculating F: The Definition Method\u003cbr\u003eDetermining the Significance of F\u003cbr\u003ePost Hoc Tests\u003cbr\u003eMagnitude of the Treatment (Size of Effect)\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12. \u003c\/b\u003eAnalysis of Variance With Repeated Measures\u003cbr\u003eAssumptions in Repeated Measures ANOVA\u003cbr\u003eCalculating Repeated Measures ANOVA\u003cbr\u003eCorrecting for Violations of the Assumption of Sphericity\u003cbr\u003ePost Hoc Tests\u003cbr\u003eConfidence Intervals and Effect Sizes\u003cbr\u003eInterpreting the Results\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Quantifying Reliability\u003cbr\u003eIntraclass Correlation Coefficient\u003cbr\u003eStandard Error of Measurement\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14. \u003c\/b\u003eFactorial Analysis of Variance\u003cbr\u003eA Between–Between Example\u003cbr\u003eA Between–Within Example\u003cbr\u003eA Within–Within Example\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Analysis of Covariance\u003cbr\u003eRelationship Between ANOVA and Regression\u003cbr\u003eANCOVA and Statistical Power\u003cbr\u003eAssumptions in ANCOVA\u003cbr\u003eThe Pretest–Posttest Control Group Design\u003cbr\u003ePairwise Comparisons\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Analysis of Nonparametric Data\u003cbr\u003eChi-Square (Single Classification)\u003cbr\u003eChi-Square (Two or More Classifications)\u003cbr\u003eRank Order Correlation\u003cbr\u003eMann-Whitney U Test\u003cbr\u003eKruskal-Wallis ANOVA for Ranked Data\u003cbr\u003eFriedman’s Two-Way ANOVA by Ranks\u003cbr\u003eCliff’s Delta\u003cbr\u003eBootstrap\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e Clinical Measures of Association\u003cbr\u003eRelative Risk\u003cbr\u003eOdds Ratio\u003cbr\u003eDiagnostic Testing\u003cbr\u003eLogistic Regression\u003cbr\u003eReceiver Operator Characteristic (ROC) Curves\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 18. \u003c\/b\u003eAdvanced Statistical Procedures\u003cbr\u003eMultilevel Modeling\u003cbr\u003eMeta-Analysis\u003cbr\u003eMultiple Analysis of Variance\u003cbr\u003eFactor Analysis\u003cbr\u003eDiscriminant Analysis\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 19. \u003c\/b\u003eStatistical Issues in Kinesiology\u003cbr\u003eRegression to the Mean\u003cbr\u003eDifferences in Nominal Significance (DINS) Error\u003cbr\u003eIssue With Ratios\u003cbr\u003ePost Hoc Power Analyses\u003cbr\u003eOutliers\u003cbr\u003eResponders Versus Nonresponders\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix.\u003c\/b\u003e Statistical Tables\u003cbr\u003eGlossary\u003cbr\u003eReferences\u003cbr\u003eIndex\u003cbr\u003eAbout the Authors\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eJoseph P. Weir, PhD, \u003c\/b\u003eis a professor in the department of health, sport, and exercise sciences at the University of Kansas and was department chair from 2012 to 2022. From 1995 to 2012 he was a professor in the physical therapy doctoral program at Des Moines University in Iowa. He earned his doctorate in exercise physiology from the University of Nebraska at Lincoln.\u003c\/p\u003e\n\u003cp\u003eDr. Weir is a fellow of both the American College of Sports Medicine (ACSM) and the National Strength and Conditioning Association (NSCA). He was given the NSCA President’s Award in 2007 and its William J. Kraemer Outstanding Sport Scientist Award in 2006. He served as president of the National Strength and Conditioning Association Foundation from 2006 to 2009, and he was cochair of the ACSM’s Biostatistics Interest Group from 2001 to 2003.\u003c\/p\u003e\n\u003cp\u003eDr. Weir’s research interests primarily focus on muscle fatigue, muscle strength, the cardiovascular autonomic nervous system, and spinal cord injury. He is a senior associate editor of \u003ci\u003eJournal of Strength and Conditioning Research\u003c\/i\u003e and serves on the manuscript clarification committee of the journal. He is coauthor of \u003ci\u003eLaboratory Manual for Exercise Physiology, Exercise Testing, and Physical Fitness\u003c\/i\u003e and has contributed chapters to multiple books.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAnthony B. Ciccone, PhD,\u003c\/b\u003e is an associate professor in the department of exercise science and outdoor recreation at Utah Valley University. He earned his doctorate in exercise physiology from the University of Kansas. Dr. Ciccone is an active member of the National Strength and Conditioning Association (NSCA) and has served on the NSCA Foundation’s scholarship committee.\u003c\/p\u003e\n\u003cp\u003eDr. Ciccone mentors undergraduate research projects addressing neuromuscular fatigue and sport performance. His work has been published in numerous peer-reviewed journals, including \u003ci\u003eMuscle \u0026amp; Nerve\u003c\/i\u003e and \u003ci\u003eJournal of Strength and Conditioning Research\u003c\/i\u003e. He is a contributing author of \u003ci\u003eConditioning for Strength and Human Performance\u003c\/i\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eJacob A. Siedlik, PhD,\u003c\/b\u003e is an associate professor in the department of exercise science and pre-health professions at Creighton University and a research scientist at the Florida Institute for Human and Machine Cognition. He earned his doctorate in exercise physiology from the University of Kansas.\u003c\/p\u003e\n\u003cp\u003eDr. Siedlik is a member of the American College of Sports Medicine, the National Strength and Conditioning Association, and the American Medical Informatics Association. He is the author of 40 peer-reviewed publications, and his research focuses on leveraging biological and clinical data to advance human health, resilience, and performance. Dr. Siedlik serves as a reviewer for \u003ci\u003eJournal of Strength and Conditioning Research\u003c\/i\u003e and \u003ci\u003eInternational Journal of Environmental Research and Public Health\u003c\/i\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eWilliam J. Vincent, EdD, \u003c\/b\u003eis a retired adjunct professor and former director of the general education wellness program in the department of exercise sciences at Brigham Young University in Provo, Utah. He is an emeritus professor and the former chair of the department of kinesiology at California State University at Northridge (CSUN). He was employed at CSUN for 40 years and taught statistics and measurement theory for 35 of those years. In 1995 he received the university’s Distinguished Teaching Award.\u003c\/p\u003e\n\u003cp\u003eDr. Vincent has been a member of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD), now SHAPE America, since 1964. In 2007, he received the AAHPERD National Honor Award for distinguished service to the profession. He has served as the president of the Southwest District of AAHPERD and was a member of the AAHPERD board of governors from 1993 to 1995. In 1988 he was named the Southwest District Scholar and delivered the keynote address, titled “From Means to MANOVA,” at the 1989 convention.\u003c\/p\u003e\n\u003cp\u003eDr. Vincent is the author or coauthor of four books and more than 70 professional articles. Fifty-one of those articles appeared in refereed journals, including \u003ci\u003eResearch Quarterly for Exercise and Sport\u003c\/i\u003e, \u003ci\u003eInternational Journal of Sports Medicine\u003c\/i\u003e, and \u003ci\u003eJournal of Athletic Training\u003c\/i\u003e. He has a bachelor’s degree in physical education (pedagogy), a master’s degree in physical education (exercise physiology), and a doctorate in educational psychology (perception and learning), all from the University of California at Los Angeles.\u003cbr\u003e\u003cbr\u003eDr. Vincent lives in Lindon, Utah. He and his late wife, Diana, raised six children, and he has 24 grandchildren and nine great-grandchildren. In his free time, he enjoys camping, snow skiing and water skiing, conducting genealogical research, and reading.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/factorial-anova-within-within-example\"\u003eFactorial ANOVA: Within-within example\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/how-to-calculate-skewness-and-kurtosis\"\u003eHow to calculate skewness and kurtosis\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/issues-with-ratios-in-statistical-analysis-in-kinesiology\"\u003eIssues with ratios in statistical analysis in kinesiology\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp class=\"MsoNormal\"\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003eAll ancillaries are free to adopting instructors through HK\u003ci\u003e\u003ca href=\"https:\/\/us.humankinetics.com\/pages\/ancillary-materials\" target=\"_blank\"\u003ePropel\u003c\/a\u003e\u003c\/i\u003e.\u003co:p\u003e\u003c\/o:p\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cb\u003eInstructor guide. \u003c\/b\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003eIncludes an introduction and additional lecture aids, tips, key terms, and suggested student assignments for each book chapter that instructors can use in the classroom or deliver through their learning management system. \u003c\/span\u003e\u003cspan style=\"font-size:12.0pt; mso-bidi-font-size:10.0pt\"\u003eMini lectures, consisting of narrated slideshows, and \u003c\/span\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003ebrief videos explaining complex statistical concepts provide further explanations and can be shared with students. The instructor guide also includes answer keys to the problem sets presented in book.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cb\u003eTest package. \u003c\/b\u003e\u003cspan style=\"font-size: 12pt;\"\u003eContains \u003c\/span\u003e\u003cspan style=\"background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;\"\u003e282\u003c\/span\u003e\u003cspan style=\"font-size: 12pt;\"\u003e questions in true-false, fill-in-the-blank, essay and short-answer, and multiple-choice format. The files may be downloaded for integration with a learning management system or printed for use as paper-based tests. Instructors may also create their own customized quizzes or tests from the test bank questions.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cspan style=\"font-size:12.0pt\"\u003e\u003co:p\u003e\u003c\/o:p\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cb\u003eChapter quizzes. \u003c\/b\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003eContains ready-made quizzes (9-10 questions each) to assess student comprehension of the most important concepts in each chapter.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cb\u003ePresentation package.\u003c\/b\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003e Features PowerPoint slides of text, artwork, and tables from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e \u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cb\u003eImage bank. \u003c\/b\u003e\u003cspan style=\"font-size:12.0pt; mso-bidi-font-weight:bold\"\u003eIncludes most of the figures, content photos, and tables from the text, sorted by chapter. These can be used in developing a customized presentation based on specific course requirements.\u003co:p\u003e\u003c\/o:p\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Joseph P. Weir,Anthony B. Ciccone,Jacob A. Siedlik,William J. Vincent","offers":[{"title":"Paperback","offer_id":43649972043850,"sku":null,"price":89.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718227675.jpg?v=1789542660"},{"product_id":"statistics-in-kinesiology-6th-edition-epub","title":"Statistics in Kinesiology 6th Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003eStatistics in Kinesiology, Sixth Edition,\u003c\/i\u003e offers students in kinesiology and exercise science programs a unique introduction to the statistics concepts and techniques relevant to their specific field of study. Drawing from examples across kinesiology—including exercise physiology, biomechanics, physical education, and physical therapy—this essential text provides students with a statistical skill set that will enable them to analyze quantitative data and find answers to questions they will encounter in their specific disciplines.\u003c\/p\u003e\n\u003cp\u003eEmphasis is placed on methods commonly seen in kinesiology, such as correlation and bivariate regression, \u003ci\u003et\u003c\/i\u003e tests, analysis of variance (ANOVA), and the interpretation of interactions in factorial analyses of variance. The sixth edition incorporates fully updated content throughout the text, including the following:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eA new chapter on statistical issues in kinesiology that provides students with a wider understanding of problems they may face in their calculations\u003c\/li\u003e\n\u003cli\u003eAdditional content on key topics such as logistic regression, analysis of ROC curves, equivalence testing, range restriction, and bootstrapping\u003c\/li\u003e\n\u003cli\u003eMajor updates to chapters on the fundamentals of statistical interference, multiple correlation and multiple regression, and clinical measures of association\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eStatistical software tools commonly used in kinesiology applications—such as JASP and G*Power—are briefly introduced, encouraging students to apply their knowledge of statistical procedures to generate and interpret computer results with confidence and ease. Throughout the text, sample problems provide an opportunity for students to put the concepts into practice.\u003c\/p\u003e\n\u003cp\u003e\u003cbr\u003eWith \u003ci\u003eStatistics in Kinesiology, Sixth Edition,\u003c\/i\u003e students will gain a solid understanding of the statistical techniques used in physical activity fields. The book’s practical approach will make it easy for students to learn these important, but often intimidating, concepts.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003eTextbook for undergraduate courses in statistics or measurement in kinesiology and exercise science programs; a reference for professionals in movement sciences.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003ePreface\u003cbr\u003eAcknowledgments\u003cbr\u003eList of Key Symbols\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1. \u003c\/b\u003eMeasurement, Statistics, and Research\u003cbr\u003eWhat Is Measurement?\u003cbr\u003eProcess of Measurement\u003cbr\u003eVariables and Constants\u003cbr\u003eResearch Design and Statistical Analysis\u003cbr\u003eStatistical Inference\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Organizing and Displaying Data\u003cbr\u003eOrganizing Data\u003cbr\u003eDisplaying Data\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Percentiles\u003cbr\u003eCommon Percentile Divisions\u003cbr\u003eCalculations Using Percentiles\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4. \u003c\/b\u003eMeasures of Central Tendency\u003cbr\u003eMode\u003cbr\u003eMedian\u003cbr\u003eMean\u003cbr\u003eRelationships Between the Mode, Median, and Mean\u003cbr\u003eLogarithmic Transformations and the Geometric Mean\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Measures of Variability\u003cbr\u003eRange\u003cbr\u003eInterquartile Range\u003cbr\u003eVariance\u003cbr\u003eStandard Deviation\u003cbr\u003eDefinition Method of Hand Calculations\u003cbr\u003eCalculating Standard Deviation for a Sample\u003cbr\u003eCoefficient of Variation\u003cbr\u003eStandard Deviation and Normal Distribution\u003cbr\u003eGraphical Depiction of the Standard Deviation\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e The Normal Curve\u003cbr\u003eZ Scores\u003cbr\u003eStandard Scores\u003cbr\u003eProbability and Odds\u003cbr\u003eCalculating Skewness and Kurtosis\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Fundamentals of Statistical Inference\u003cbr\u003ePredicting Population Parameters Using Statistical Inference\u003cbr\u003eEstimating Sampling Error\u003cbr\u003eLevels of Confidence, Confidence Intervals, and Probability of Error\u003cbr\u003eAn Example Using Statistical Inference\u003cbr\u003eStatistical Hypothesis Testing\u003cbr\u003eType I and Type II Error\u003cbr\u003eDegrees of Freedom\u003cbr\u003eLiving With Uncertainty\u003cbr\u003eTwo- and One-Tailed Tests\u003cbr\u003eApplying Confidence Intervals\u003cbr\u003eFrequentist Versus Bayesian Inference\u003cbr\u003eEquivalence Testing\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Correlation and Bivariate Regression\u003cbr\u003eCorrelation\u003cbr\u003eCalculating the Correlation Coefficient\u003cbr\u003eBivariate Regression\u003cbr\u003eHomoscedasticity\u003cbr\u003eRange Restriction\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Multiple Correlation and Multiple Regression\u003cbr\u003eMultiple Correlation\u003cbr\u003eSemipartial Correlation\u003cbr\u003eMultiple Regression\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10. \u003c\/b\u003eThe t Test: Comparing Means From Two Sets of Data\u003cbr\u003eThe t Tests\u003cbr\u003eTypes of t Tests\u003cbr\u003eMagnitude of the Difference (Size of Effect)\u003cbr\u003eDetermining Power and Sample Size\u003cbr\u003eThe t Test for Proportions\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11. \u003c\/b\u003eSimple Analysis of Variance: Comparing the Means of Three or More Sets of Data\u003cbr\u003eAssumptions in ANOVA\u003cbr\u003eSources of Variance\u003cbr\u003eCalculating F: The Definition Method\u003cbr\u003eDetermining the Significance of F\u003cbr\u003ePost Hoc Tests\u003cbr\u003eMagnitude of the Treatment (Size of Effect)\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12. \u003c\/b\u003eAnalysis of Variance With Repeated Measures\u003cbr\u003eAssumptions in Repeated Measures ANOVA\u003cbr\u003eCalculating Repeated Measures ANOVA\u003cbr\u003eCorrecting for Violations of the Assumption of Sphericity\u003cbr\u003ePost Hoc Tests\u003cbr\u003eConfidence Intervals and Effect Sizes\u003cbr\u003eInterpreting the Results\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Quantifying Reliability\u003cbr\u003eIntraclass Correlation Coefficient\u003cbr\u003eStandard Error of Measurement\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14. \u003c\/b\u003eFactorial Analysis of Variance\u003cbr\u003eA Between–Between Example\u003cbr\u003eA Between–Within Example\u003cbr\u003eA Within–Within Example\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Analysis of Covariance\u003cbr\u003eRelationship Between ANOVA and Regression\u003cbr\u003eANCOVA and Statistical Power\u003cbr\u003eAssumptions in ANCOVA\u003cbr\u003eThe Pretest–Posttest Control Group Design\u003cbr\u003ePairwise Comparisons\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 16.\u003c\/b\u003e Analysis of Nonparametric Data\u003cbr\u003eChi-Square (Single Classification)\u003cbr\u003eChi-Square (Two or More Classifications)\u003cbr\u003eRank Order Correlation\u003cbr\u003eMann-Whitney U Test\u003cbr\u003eKruskal-Wallis ANOVA for Ranked Data\u003cbr\u003eFriedman’s Two-Way ANOVA by Ranks\u003cbr\u003eCliff’s Delta\u003cbr\u003eBootstrap\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 17.\u003c\/b\u003e Clinical Measures of Association\u003cbr\u003eRelative Risk\u003cbr\u003eOdds Ratio\u003cbr\u003eDiagnostic Testing\u003cbr\u003eLogistic Regression\u003cbr\u003eReceiver Operator Characteristic (ROC) Curves\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 18. \u003c\/b\u003eAdvanced Statistical Procedures\u003cbr\u003eMultilevel Modeling\u003cbr\u003eMeta-Analysis\u003cbr\u003eMultiple Analysis of Variance\u003cbr\u003eFactor Analysis\u003cbr\u003eDiscriminant Analysis\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 19. \u003c\/b\u003eStatistical Issues in Kinesiology\u003cbr\u003eRegression to the Mean\u003cbr\u003eDifferences in Nominal Significance (DINS) Error\u003cbr\u003eIssue With Ratios\u003cbr\u003ePost Hoc Power Analyses\u003cbr\u003eOutliers\u003cbr\u003eResponders Versus Nonresponders\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix.\u003c\/b\u003e Statistical Tables\u003cbr\u003eGlossary\u003cbr\u003eReferences\u003cbr\u003eIndex\u003cbr\u003eAbout the Authors\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eJoseph P. Weir, PhD, \u003c\/b\u003eis a professor in the department of health, sport, and exercise sciences at the University of Kansas and was department chair from 2012 to 2022. From 1995 to 2012 he was a professor in the physical therapy doctoral program at Des Moines University in Iowa. He earned his doctorate in exercise physiology from the University of Nebraska at Lincoln.\u003c\/p\u003e\n\u003cp\u003eDr. Weir is a fellow of both the American College of Sports Medicine (ACSM) and the National Strength and Conditioning Association (NSCA). He was given the NSCA President’s Award in 2007 and its William J. Kraemer Outstanding Sport Scientist Award in 2006. He served as president of the National Strength and Conditioning Association Foundation from 2006 to 2009, and he was cochair of the ACSM’s Biostatistics Interest Group from 2001 to 2003.\u003c\/p\u003e\n\u003cp\u003eDr. Weir’s research interests primarily focus on muscle fatigue, muscle strength, the cardiovascular autonomic nervous system, and spinal cord injury. He is a senior associate editor of \u003ci\u003eJournal of Strength and Conditioning Research\u003c\/i\u003e and serves on the manuscript clarification committee of the journal. He is coauthor of \u003ci\u003eLaboratory Manual for Exercise Physiology, Exercise Testing, and Physical Fitness\u003c\/i\u003e and has contributed chapters to multiple books.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAnthony B. Ciccone, PhD,\u003c\/b\u003e is an associate professor in the department of exercise science and outdoor recreation at Utah Valley University. He earned his doctorate in exercise physiology from the University of Kansas. Dr. Ciccone is an active member of the National Strength and Conditioning Association (NSCA) and has served on the NSCA Foundation’s scholarship committee.\u003c\/p\u003e\n\u003cp\u003eDr. Ciccone mentors undergraduate research projects addressing neuromuscular fatigue and sport performance. His work has been published in numerous peer-reviewed journals, including \u003ci\u003eMuscle \u0026amp; Nerve\u003c\/i\u003e and \u003ci\u003eJournal of Strength and Conditioning Research\u003c\/i\u003e. He is a contributing author of \u003ci\u003eConditioning for Strength and Human Performance\u003c\/i\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eJacob A. Siedlik, PhD,\u003c\/b\u003e is an associate professor in the department of exercise science and pre-health professions at Creighton University and a research scientist at the Florida Institute for Human and Machine Cognition. He earned his doctorate in exercise physiology from the University of Kansas.\u003c\/p\u003e\n\u003cp\u003eDr. Siedlik is a member of the American College of Sports Medicine, the National Strength and Conditioning Association, and the American Medical Informatics Association. He is the author of 40 peer-reviewed publications, and his research focuses on leveraging biological and clinical data to advance human health, resilience, and performance. Dr. Siedlik serves as a reviewer for \u003ci\u003eJournal of Strength and Conditioning Research\u003c\/i\u003e and \u003ci\u003eInternational Journal of Environmental Research and Public Health\u003c\/i\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eWilliam J. Vincent, EdD, \u003c\/b\u003eis a retired adjunct professor and former director of the general education wellness program in the department of exercise sciences at Brigham Young University in Provo, Utah. He is an emeritus professor and the former chair of the department of kinesiology at California State University at Northridge (CSUN). He was employed at CSUN for 40 years and taught statistics and measurement theory for 35 of those years. In 1995 he received the university’s Distinguished Teaching Award.\u003c\/p\u003e\n\u003cp\u003eDr. Vincent has been a member of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD), now SHAPE America, since 1964. In 2007, he received the AAHPERD National Honor Award for distinguished service to the profession. He has served as the president of the Southwest District of AAHPERD and was a member of the AAHPERD board of governors from 1993 to 1995. In 1988 he was named the Southwest District Scholar and delivered the keynote address, titled “From Means to MANOVA,” at the 1989 convention.\u003c\/p\u003e\n\u003cp\u003eDr. Vincent is the author or coauthor of four books and more than 70 professional articles. Fifty-one of those articles appeared in refereed journals, including \u003ci\u003eResearch Quarterly for Exercise and Sport\u003c\/i\u003e, \u003ci\u003eInternational Journal of Sports Medicine\u003c\/i\u003e, and \u003ci\u003eJournal of Athletic Training\u003c\/i\u003e. He has a bachelor’s degree in physical education (pedagogy), a master’s degree in physical education (exercise physiology), and a doctorate in educational psychology (perception and learning), all from the University of California at Los Angeles.\u003cbr\u003e\u003cbr\u003eDr. Vincent lives in Lindon, Utah. He and his late wife, Diana, raised six children, and he has 24 grandchildren and nine great-grandchildren. In his free time, he enjoys camping, snow skiing and water skiing, conducting genealogical research, and reading.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/factorial-anova-within-within-example\"\u003eFactorial ANOVA: Within-within example\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/how-to-calculate-skewness-and-kurtosis\"\u003eHow to calculate skewness and kurtosis\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/issues-with-ratios-in-statistical-analysis-in-kinesiology\"\u003eIssues with ratios in statistical analysis in kinesiology\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp class=\"MsoNormal\"\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003eAll ancillaries are free to adopting instructors through HK\u003ci\u003e\u003ca href=\"https:\/\/us.humankinetics.com\/pages\/ancillary-materials\" target=\"_blank\"\u003ePropel\u003c\/a\u003e\u003c\/i\u003e.\u003co:p\u003e\u003c\/o:p\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cb\u003eInstructor guide. \u003c\/b\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003eIncludes an introduction and additional lecture aids, tips, key terms, and suggested student assignments for each book chapter that instructors can use in the classroom or deliver through their learning management system. \u003c\/span\u003e\u003cspan style=\"font-size:12.0pt; mso-bidi-font-size:10.0pt\"\u003eMini lectures, consisting of narrated slideshows, and \u003c\/span\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003ebrief videos explaining complex statistical concepts provide further explanations and can be shared with students. The instructor guide also includes answer keys to the problem sets presented in book.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cb\u003eTest package. \u003c\/b\u003e\u003cspan style=\"font-size: 12pt;\"\u003eContains \u003c\/span\u003e\u003cspan style=\"background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;\"\u003e282\u003c\/span\u003e\u003cspan style=\"font-size: 12pt;\"\u003e questions in true-false, fill-in-the-blank, essay and short-answer, and multiple-choice format. The files may be downloaded for integration with a learning management system or printed for use as paper-based tests. Instructors may also create their own customized quizzes or tests from the test bank questions.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cspan style=\"font-size:12.0pt\"\u003e\u003co:p\u003e\u003c\/o:p\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cb\u003eChapter quizzes. \u003c\/b\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003eContains ready-made quizzes (9-10 questions each) to assess student comprehension of the most important concepts in each chapter.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cb\u003ePresentation package.\u003c\/b\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003e Features PowerPoint slides of text, artwork, and tables from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e \u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cb\u003eImage bank. \u003c\/b\u003e\u003cspan style=\"font-size:12.0pt; mso-bidi-font-weight:bold\"\u003eIncludes most of the figures, content photos, and tables from the text, sorted by chapter. These can be used in developing a customized presentation based on specific course requirements.\u003co:p\u003e\u003c\/o:p\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Joseph P. Weir,Anthony B. Ciccone,Jacob A. Siedlik,William J. Vincent","offers":[{"title":"Ebook","offer_id":43649972305994,"sku":null,"price":67.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718227682.jpg?v=1789542706"},{"product_id":"research-methods-in-physical-activity-9th-edition-epub","title":"Research Methods in Physical Activity 9th Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003eResearch Methods in Physical Activity, Ninth Edition,\u003c\/i\u003e guides students through the research process, introducing research methods, tools, and analysis techniques specifically for kinesiology and exercise science disciplines. With a full-color, modernized presentation and an approachable and comprehensive introduction to research methods, the ninth edition continues its legacy with the authors’ trademark humor.\u003c\/p\u003e\n\u003cp\u003eThis comprehensive text provides step-by-step information for every aspect of the research process, with up-to-date research and information. Part I presents an overview of the research process, from preparing the research plan to understanding ethical issues in research and writing. Part II introduces statistical and measurement issues in research. Part III presents various approaches to research and methodology—including quantitative, qualitative, and mixed methods—while scholarly contributors offer advice for addressing sociohistorical, experimental, epidemiological, and philosophical research questions. A section on the Physical Activity Guidelines for Americans and other public health initiatives demonstrates epidemiology research in action. Part IV details how to develop and organize research papers and presentations, and it includes guidance for describing results for publication in a scientific journal. Statistical tables and guides are available in the appendix.\u003c\/p\u003e\n\u003cp\u003eThe text employs learning aids that make the technical aspects of the research process approachable and easy to understand. Photos, anecdotes, and humorous stories throughout the text highlight practical applications to keep students engaged. A running glossary and key points emphasize important content. Review questions and prompts invite students to assess and apply their knowledge.\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eResearch Methods in Physical Activity, Ninth Edition,\u003c\/i\u003e instills in students the confidence to devise, collect, analyze, and present their research in a competent manner. It is an essential text for all emerging researchers in physical activity.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003eUpper-undergraduate or graduate students in physical activity, exercise science, fitness, kinesiology, sport management, recreation management, community and therapeutic recreation, physical therapy, rehabilitation, and occupational therapy programs.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003eStudy Tips\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart I. Overview of the Research Process\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Research in Physical Activity\u003cbr\u003eThe Nature of Research\u003cbr\u003eUnscientific Versus Scientific Methods of Problem-Solving\u003cbr\u003eAlternative Models of Research\u003cbr\u003eTypes of Research\u003cbr\u003eOverview of the Research Process\u003cbr\u003eParts of a Thesis: A Reflection on the Steps in the Research Process\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Developing the Problem and Using the Literature\u003cbr\u003eIdentifying the Research Problem\u003cbr\u003ePurpose of the Literature Review\u003cbr\u003eBasic Literature Search Strategies\u003cbr\u003eSteps in the Literature Search\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Presenting the Problem\u003cbr\u003eChoosing the Title\u003cbr\u003eDeveloping the Introduction: Background and Justification\u003cbr\u003eStating the Research Purpose\u003cbr\u003ePresenting the Research Hypothesis\u003cbr\u003eOperationally Defining Terms\u003cbr\u003eBasic Assumptions, Delimitations, and Limitations\u003cbr\u003ePresenting the Significance of the Study in a Thesis or Dissertation\u003cbr\u003eDifferences Between the Thesis and the Journal Article\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Formulating the Method\u003cbr\u003eHow to Present Methods\u003cbr\u003eWhy Planning the Methods Is Important\u003cbr\u003eTwo Principles for Planning Experiments\u003cbr\u003eDescribing Participants\u003cbr\u003eSelecting and Describing Instruments\u003cbr\u003eDescribing Procedures\u003cbr\u003eDescribing Design and Analysis\u003cbr\u003eEstablishing Cause and Effect\u003cbr\u003eInteraction of Participants, Measurements, and Treatments\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Ethical Issues in Research and Scholarship\u003cbr\u003eSeven Areas of Research Misconduct\u003cbr\u003eEthical Issues Regarding Copyright\u003cbr\u003eModel for Considering Scientific Misconduct\u003cbr\u003eWorking With Faculty\u003cbr\u003eProtecting Human Participants\u003cbr\u003eProtecting Animal Subjects\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II. Statistical and Measurement Concepts in Research\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Becoming Acquainted With Statistical Concepts\u003cbr\u003eWhy We Need Statistics\u003cbr\u003eUse of Computers in Statistical Analysis\u003cbr\u003eDescription and Inference Are Not Statistical Techniques\u003cbr\u003eWays to Select a Sample\u003cbr\u003eWays to Assign Participants to Groups\u003cbr\u003ePost Hoc Justifications\u003cbr\u003eDifficulty of Random Sampling and Assignment: Good Enough?\u003cbr\u003eMeasures of Central Tendency and Variability\u003cbr\u003eBasic Concepts of Statistical Techniques\u003cbr\u003eData for Use in the Remaining Statistical Chapters\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Statistical Issues in Research Planning and Evaluation\u003cbr\u003eProbability\u003cbr\u003eHypothesis Testing\u003cbr\u003eMeaningfulness (Effect Size)\u003cbr\u003ePower\u003cbr\u003eUsing Information in the Context of the Study\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Relationships of Variables\u003cbr\u003eWhat Correlational Research Investigates\u003cbr\u003eUnderstanding the Nature of Correlation\u003cbr\u003eWhat the Coefficient of Correlation Means\u003cbr\u003eUsing Correlation for Prediction\u003cbr\u003ePartial Correlation\u003cbr\u003eSemipartial Correlation\u003cbr\u003eProcedures for Multiple Regression\u003cbr\u003eLogistic Regression\u003cbr\u003eDiscriminant Function Analysis\u003cbr\u003eModerators and Mediators\u003cbr\u003eMultivariate Forms of Correlation\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Differences Between Groups\u003cbr\u003eHow Statistics Test Differences\u003cbr\u003eTypes of t Tests\u003cbr\u003eInterpreting t\u003cbr\u003eRelationship of t and r\u003cbr\u003eAnalysis of Variance\u003cbr\u003eAnalysis of Covariance\u003cbr\u003eExperiment-Wise Error Rate\u003cbr\u003eUnderstanding Multivariate Techniques\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10. \u003c\/b\u003eNonparametric Techniques\u003cbr\u003eChi Square: Testing the Observed Versus the Expected\u003cbr\u003eProcedures for Rank-Order Data\u003cbr\u003eCorrelation\u003cbr\u003eDifferences Between Groups\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11. \u003c\/b\u003eMeasuring Research Variables\u003cbr\u003eValidity\u003cbr\u003eReliability\u003cbr\u003eMethods of Establishing Reliability\u003cbr\u003eIntertester Reliability (Objectivity)\u003cbr\u003eStandard Error of Measurement\u003cbr\u003eUsing Standard Scores to Compare Performance\u003cbr\u003eMeasuring Movement\u003cbr\u003eMeasuring Written Responses\u003cbr\u003eMeasuring Affective Behavior\u003cbr\u003eScales for Measurement\u003cbr\u003eMeasuring Knowledge\u003cbr\u003eItem Response Theory\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart III. Types of Research\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12. \u003c\/b\u003eSociohistorical Process in Sport Studies\u003cbr\u003eDevelopment of the Discipline\u003cbr\u003eTheory and Sport History\u003cbr\u003eRelationship Between Theory and Method\u003cbr\u003eResearch Sources\u003cbr\u003eResearch Topics\u003cbr\u003eResearch Design\u003cbr\u003eData Analysis and Interpretation\u003cbr\u003eResearch Findings\u003cbr\u003eExemplary Studies in Sport History\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Philosophical Research in Physical Activity\u003cbr\u003eIdentifying the Purposes of Philosophical Research\u003cbr\u003ePhilosophical Inquiry Continuum\u003cbr\u003eLocating a Research Problem\u003cbr\u003eAnalyzing a Research Problem\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14. \u003c\/b\u003eResearch Synthesis\u003cbr\u003ePurpose of Research Synthesis\u003cbr\u003eUsing Systematic Review for Research Synthesis\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 15. \u003c\/b\u003eSurveys\u003cbr\u003eQuestionnaires\u003cbr\u003eAdditional Considerations for Online Surveys\u003cbr\u003eDelphi Method\u003cbr\u003ePersonal Interviews\u003cbr\u003eNormative Surveys\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 16. \u003c\/b\u003eOther Descriptive Research Methods\u003cbr\u003eDevelopmental Research\u003cbr\u003eCase Studies\u003cbr\u003eObservational Research\u003cbr\u003eUnobtrusive Research Techniques\u003cbr\u003eCorrelational Research\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 17. \u003c\/b\u003ePhysical Activity Epidemiology Research\u003cbr\u003eU.S. National Physical Activity Guidelines and Plan\u003cbr\u003eObservational Versus Experimental Research\u003cbr\u003eWhat Is Physical Activity Epidemiology?\u003cbr\u003eDefinitions of Physical Activity and Its Components\u003cbr\u003eAssessment of Physical Activity\u003cbr\u003eEpidemiological Study Designs\u003cbr\u003eReading and Interpreting a Physical Activity Epidemiological Study\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 18. \u003c\/b\u003eExperimental and Quasi-Experimental Research\u003cbr\u003eSources of Invalidity\u003cbr\u003eThreats to Internal Validity\u003cbr\u003eThreats to External Validity\u003cbr\u003eControlling Threats to Internal Validity\u003cbr\u003eControlling Threats to External Validity\u003cbr\u003eTypes of Designs\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 19.\u003c\/b\u003e Qualitative Research\u003cbr\u003eProcedures in Qualitative Research\u003cbr\u003eData Analysis\u003cbr\u003eConcluding Remarks\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 20.\u003c\/b\u003e Mixed-Methods Research\u003cbr\u003eCombining Quantitative and Qualitative Methods\u003cbr\u003eDesigning Mixed-Methods Research\u003cbr\u003eIssues in Mixed-Methods Research\u003cbr\u003eExamples of Mixed-Methods Research\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart IV. Writing the Research Report\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 21.\u003c\/b\u003e Completing the Research Process\u003cbr\u003eResearch Proposal\u003cbr\u003eThesis and Dissertation Proposals\u003cbr\u003eAdvisor and Dissertation Committee\u003cbr\u003eThe Good Scholar Must Research and Write\u003cbr\u003eScientific Writing\u003cbr\u003eFirst Things Are Sometimes Best Done Last\u003cbr\u003eDeveloping a Good Introduction\u003cbr\u003eDescribing the Methods\u003cbr\u003eThe Proposal Process\u003cbr\u003ePreparing and Presenting Qualitative Research Proposals\u003cbr\u003eWriting Proposals for Granting Agencies\u003cbr\u003eSubmitting Internal Proposals\u003cbr\u003eCompleting Your Thesis or Dissertation\u003cbr\u003eResults and Discussion\u003cbr\u003eHandling Multiple Experiments in a Single Report\u003cbr\u003eUsing Tables and Figures\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 22. \u003c\/b\u003eWays of Reporting Research\u003cbr\u003eBasic Writing Guidelines\u003cbr\u003eA Brief Word About Acknowledgments\u003cbr\u003eThesis and Dissertation Format: Traditional Versus Journal\u003cbr\u003eHelpful Hints for Successful Journal Writing\u003cbr\u003eRevising Research Papers\u003cbr\u003eWriting Abstracts\u003cbr\u003eMaking Oral and Poster Presentations\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003eAppendix\u003cbr\u003eReferences\u003cbr\u003eAuthor Index\u003cbr\u003eSubject Index\u003cbr\u003e \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eJennifer L. Etnier, PhD, \u003c\/b\u003eis the Julia Taylor Morton Distinguished Professor at the University of North Carolina (UNCG) at Greensboro, where she has received the UNCG Senior Research Excellence Award, the UNCG Graduate School’s Outstanding Faculty Mentor Award, and the UNCG Alumni Teaching Excellence Award. Etnier’s research focuses on the cognitive benefits of physical activity. She has authored over 100 peer-reviewed research articles, contributed to over 20 book chapters and editorials, and been continuously identified as in the top 2% of most cited scientists since 2020. She has authored \u003ci\u003eThe Psychological Benefits of Exercise and Physical Activity \u003c\/i\u003eand is also the author of two books for the lay public focused on the youth sport experience: \u003ci\u003eBring Your “A” Game\u003c\/i\u003e and \u003ci\u003eCoaching for the Love of the Game\u003c\/i\u003e. Etnier is a past president of the North American Society for the Psychology of Sport and Physical Activity (NASPSPA), where she had previously served on the executive board. She is a fellow of the American College of Sports Medicine (ACSM) and the National Academy of Kinesiology (NAK), where she also served as member at large. Etnier serves on the editorial boards of \u003ci\u003eJournal of Sport and Exercise Psychology\u003c\/i\u003e, \u003ci\u003eKinesiology Review\u003c\/i\u003e, \u003ci\u003eJournal of Sport and Health Science\u003c\/i\u003e, and \u003ci\u003eJournal of Aging and Physical Activity\u003c\/i\u003e, where she previously served as editor in chief.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePhilip E. Martin, PhD,\u003c\/b\u003e is a professor emeritus and former chair of the department of kinesiology at Iowa State University. Previously, he served as the head of the department of kinesiology at Penn State and as chair of exercise science and physical education at Arizona State University in Tempe. Martin’s research activities have addressed mechanical factors influencing the economy and efficiency of walking, running, and cycling. He has authored 80 research articles and book chapters and presented at regional, national, and international professional meetings. Martin is a fellow of the American Society of Biomechanics (ASB), the American College of Sports Medicine (ACSM), and the National Academy of Kinesiology (NAK). He served on the board of directors and the executive board of the American Kinesiology Association (AKA). He is a former president of the NAK and the ASB and former vice president of the AKA. He has also served on the editorial board of \u003ci\u003eInternational Journal of Sport Biomechanics\u003c\/i\u003e, as an associate editor for \u003ci\u003eJournal of Applied Biomechanics\u003c\/i\u003e, and as a biomechanics section editor for \u003ci\u003eResearch Quarterly for Exercise and Sport\u003c\/i\u003e. Additionally, he served on the scientific advisory committee for the U.S. Olympic Committee Sports Medicine Council.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eJerry R. Thomas, EdD, \u003c\/b\u003eretired in 2016 from the University of North Texas, where he served as a professor and dean of the College of Education. He authored more than 200 publications, 120 of which are in refereed journals. In 1999 SHAPE America named him the C.H. McCloy Research Lecturer for his production of research throughout his career. Thomas was the editor in chief of \u003ci\u003eResearch Quarterly for Exercise and Sport\u003c\/i\u003e and a reviewer for most major research journals in kinesiology and numerous journals in psychology. He served as president of the National Academy of Kinesiology (NAK), AAHPERD Research Consortium (now SHAPE America), and North American Society for the Psychology of Sport and Physical Activity (NASPSPA) and was the founding president of the American Kinesiology Association (AKA). In 1990 he was named an AAHPERD Alliance Scholar and in 2003 was named a NASPSPA Distinguished Scholar based on lifetime achievement in research. Thomas received an honorary doctorate of science from his undergraduate institution, Furman University, in the spring of 2015.\u003c\/p\u003e\n\u003cp\u003eJerry Thomas passed away in 2026.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp class=\"MsoNormal\"\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"https:\/\/us.humankinetics.com\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003c\/a\u003e\u003ci\u003e\u003ca href=\"https:\/\/us.humankinetics.com\/pages\/ancillary-materials\" target=\"_blank\"\u003ePropel\u003c\/a\u003e\u003c\/i\u003e.\u003c\/span\u003e\u003c\/p\u003e \u003cp class=\"MsoNormal\"\u003e\u003cb\u003eInstructor guide. \u003c\/b\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003eIncludes chapter overviews, a sample course syllabus, supplemental class activities, a supplemental data set, and student handouts.\u003c\/span\u003e\u003c\/p\u003e \u003cp class=\"MsoNormal\"\u003e\u003cb\u003eTest package. \u003c\/b\u003e\u003cspan style=\"font-size:12.0pt\"\u003eContains 660 questions in true-false, fill-in-the-blank, essay and short-answer, and multiple-choice formats. \u003c\/span\u003eThe files may be downloaded for integration with a learning management system or printed for use as paper-based tests.\u003c\/p\u003e \u003cp class=\"MsoNormal\"\u003e\u003cb\u003eChapter quizzes. \u003c\/b\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003eContains ready-made quizzes (9-10 questions each) to assess student comprehension of the most important concepts in each chapter.\u003c\/span\u003e\u003c\/p\u003e \u003cp class=\"MsoNormal\"\u003e\u003cb\u003ePresentation package.\u003c\/b\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003e Features more than 300 PowerPoint slides of text, artwork, and tables from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/span\u003e\u003c\/p\u003e \u003cp class=\"MsoNormal\"\u003e\u003cb\u003eImage bank. \u003c\/b\u003e\u003cspan style=\"font-size:12.0pt; mso-bidi-font-weight:bold\"\u003eIncludes most of the figures, content photos, and tables from the text, sorted by chapter. These can be used in developing a customized presentation based on specific course requirements.\u003co:p\u003e\u003c\/o:p\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Jennifer L. Etnier,Philip Martin,Jerry R. Thomas","offers":[{"title":"Ebook","offer_id":44105642999882,"sku":null,"price":108.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718243729.jpg?v=1787641468"},{"product_id":"research-methods-in-physical-activity-9th-edition","title":"Research Methods in Physical Activity-9th Edition","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003eResearch Methods in Physical Activity, Ninth Edition,\u003c\/i\u003e guides students through the research process, introducing research methods, tools, and analysis techniques specifically for kinesiology and exercise science disciplines. With a full-color, modernized presentation and an approachable and comprehensive introduction to research methods, the ninth edition continues its legacy with the authors’ trademark humor.\u003c\/p\u003e\n\u003cp\u003eThis comprehensive text provides step-by-step information for every aspect of the research process, with up-to-date research and information. Part I presents an overview of the research process, from preparing the research plan to understanding ethical issues in research and writing. Part II introduces statistical and measurement issues in research. Part III presents various approaches to research and methodology—including quantitative, qualitative, and mixed methods—while scholarly contributors offer advice for addressing sociohistorical, experimental, epidemiological, and philosophical research questions. A section on the Physical Activity Guidelines for Americans and other public health initiatives demonstrates epidemiology research in action. Part IV details how to develop and organize research papers and presentations, and it includes guidance for describing results for publication in a scientific journal. Statistical tables and guides are available in the appendix.\u003c\/p\u003e\n\u003cp\u003eThe text employs learning aids that make the technical aspects of the research process approachable and easy to understand. Photos, anecdotes, and humorous stories throughout the text highlight practical applications to keep students engaged. A running glossary and key points emphasize important content. Review questions and prompts invite students to assess and apply their knowledge.\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eResearch Methods in Physical Activity, Ninth Edition,\u003c\/i\u003e instills in students the confidence to devise, collect, analyze, and present their research in a competent manner. It is an essential text for all emerging researchers in physical activity.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003eUpper-undergraduate or graduate students in physical activity, exercise science, fitness, kinesiology, sport management, recreation management, community and therapeutic recreation, physical therapy, rehabilitation, and occupational therapy programs.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003eStudy Tips\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart I. Overview of the Research Process\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Research in Physical Activity\u003cbr\u003eThe Nature of Research\u003cbr\u003eUnscientific Versus Scientific Methods of Problem-Solving\u003cbr\u003eAlternative Models of Research\u003cbr\u003eTypes of Research\u003cbr\u003eOverview of the Research Process\u003cbr\u003eParts of a Thesis: A Reflection on the Steps in the Research Process\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Developing the Problem and Using the Literature\u003cbr\u003eIdentifying the Research Problem\u003cbr\u003ePurpose of the Literature Review\u003cbr\u003eBasic Literature Search Strategies\u003cbr\u003eSteps in the Literature Search\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Presenting the Problem\u003cbr\u003eChoosing the Title\u003cbr\u003eDeveloping the Introduction: Background and Justification\u003cbr\u003eStating the Research Purpose\u003cbr\u003ePresenting the Research Hypothesis\u003cbr\u003eOperationally Defining Terms\u003cbr\u003eBasic Assumptions, Delimitations, and Limitations\u003cbr\u003ePresenting the Significance of the Study in a Thesis or Dissertation\u003cbr\u003eDifferences Between the Thesis and the Journal Article\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Formulating the Method\u003cbr\u003eHow to Present Methods\u003cbr\u003eWhy Planning the Methods Is Important\u003cbr\u003eTwo Principles for Planning Experiments\u003cbr\u003eDescribing Participants\u003cbr\u003eSelecting and Describing Instruments\u003cbr\u003eDescribing Procedures\u003cbr\u003eDescribing Design and Analysis\u003cbr\u003eEstablishing Cause and Effect\u003cbr\u003eInteraction of Participants, Measurements, and Treatments\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Ethical Issues in Research and Scholarship\u003cbr\u003eSeven Areas of Research Misconduct\u003cbr\u003eEthical Issues Regarding Copyright\u003cbr\u003eModel for Considering Scientific Misconduct\u003cbr\u003eWorking With Faculty\u003cbr\u003eProtecting Human Participants\u003cbr\u003eProtecting Animal Subjects\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II. Statistical and Measurement Concepts in Research\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Becoming Acquainted With Statistical Concepts\u003cbr\u003eWhy We Need Statistics\u003cbr\u003eUse of Computers in Statistical Analysis\u003cbr\u003eDescription and Inference Are Not Statistical Techniques\u003cbr\u003eWays to Select a Sample\u003cbr\u003eWays to Assign Participants to Groups\u003cbr\u003ePost Hoc Justifications\u003cbr\u003eDifficulty of Random Sampling and Assignment: Good Enough?\u003cbr\u003eMeasures of Central Tendency and Variability\u003cbr\u003eBasic Concepts of Statistical Techniques\u003cbr\u003eData for Use in the Remaining Statistical Chapters\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Statistical Issues in Research Planning and Evaluation\u003cbr\u003eProbability\u003cbr\u003eHypothesis Testing\u003cbr\u003eMeaningfulness (Effect Size)\u003cbr\u003ePower\u003cbr\u003eUsing Information in the Context of the Study\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Relationships of Variables\u003cbr\u003eWhat Correlational Research Investigates\u003cbr\u003eUnderstanding the Nature of Correlation\u003cbr\u003eWhat the Coefficient of Correlation Means\u003cbr\u003eUsing Correlation for Prediction\u003cbr\u003ePartial Correlation\u003cbr\u003eSemipartial Correlation\u003cbr\u003eProcedures for Multiple Regression\u003cbr\u003eLogistic Regression\u003cbr\u003eDiscriminant Function Analysis\u003cbr\u003eModerators and Mediators\u003cbr\u003eMultivariate Forms of Correlation\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Differences Between Groups\u003cbr\u003eHow Statistics Test Differences\u003cbr\u003eTypes of t Tests\u003cbr\u003eInterpreting t\u003cbr\u003eRelationship of t and r\u003cbr\u003eAnalysis of Variance\u003cbr\u003eAnalysis of Covariance\u003cbr\u003eExperiment-Wise Error Rate\u003cbr\u003eUnderstanding Multivariate Techniques\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10. \u003c\/b\u003eNonparametric Techniques\u003cbr\u003eChi Square: Testing the Observed Versus the Expected\u003cbr\u003eProcedures for Rank-Order Data\u003cbr\u003eCorrelation\u003cbr\u003eDifferences Between Groups\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11. \u003c\/b\u003eMeasuring Research Variables\u003cbr\u003eValidity\u003cbr\u003eReliability\u003cbr\u003eMethods of Establishing Reliability\u003cbr\u003eIntertester Reliability (Objectivity)\u003cbr\u003eStandard Error of Measurement\u003cbr\u003eUsing Standard Scores to Compare Performance\u003cbr\u003eMeasuring Movement\u003cbr\u003eMeasuring Written Responses\u003cbr\u003eMeasuring Affective Behavior\u003cbr\u003eScales for Measurement\u003cbr\u003eMeasuring Knowledge\u003cbr\u003eItem Response Theory\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart III. Types of Research\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12. \u003c\/b\u003eSociohistorical Process in Sport Studies\u003cbr\u003eDevelopment of the Discipline\u003cbr\u003eTheory and Sport History\u003cbr\u003eRelationship Between Theory and Method\u003cbr\u003eResearch Sources\u003cbr\u003eResearch Topics\u003cbr\u003eResearch Design\u003cbr\u003eData Analysis and Interpretation\u003cbr\u003eResearch Findings\u003cbr\u003eExemplary Studies in Sport History\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Philosophical Research in Physical Activity\u003cbr\u003eIdentifying the Purposes of Philosophical Research\u003cbr\u003ePhilosophical Inquiry Continuum\u003cbr\u003eLocating a Research Problem\u003cbr\u003eAnalyzing a Research Problem\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14. \u003c\/b\u003eResearch Synthesis\u003cbr\u003ePurpose of Research Synthesis\u003cbr\u003eUsing Systematic Review for Research Synthesis\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 15. \u003c\/b\u003eSurveys\u003cbr\u003eQuestionnaires\u003cbr\u003eAdditional Considerations for Online Surveys\u003cbr\u003eDelphi Method\u003cbr\u003ePersonal Interviews\u003cbr\u003eNormative Surveys\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 16. \u003c\/b\u003eOther Descriptive Research Methods\u003cbr\u003eDevelopmental Research\u003cbr\u003eCase Studies\u003cbr\u003eObservational Research\u003cbr\u003eUnobtrusive Research Techniques\u003cbr\u003eCorrelational Research\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 17. \u003c\/b\u003ePhysical Activity Epidemiology Research\u003cbr\u003eU.S. National Physical Activity Guidelines and Plan\u003cbr\u003eObservational Versus Experimental Research\u003cbr\u003eWhat Is Physical Activity Epidemiology?\u003cbr\u003eDefinitions of Physical Activity and Its Components\u003cbr\u003eAssessment of Physical Activity\u003cbr\u003eEpidemiological Study Designs\u003cbr\u003eReading and Interpreting a Physical Activity Epidemiological Study\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 18. \u003c\/b\u003eExperimental and Quasi-Experimental Research\u003cbr\u003eSources of Invalidity\u003cbr\u003eThreats to Internal Validity\u003cbr\u003eThreats to External Validity\u003cbr\u003eControlling Threats to Internal Validity\u003cbr\u003eControlling Threats to External Validity\u003cbr\u003eTypes of Designs\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 19.\u003c\/b\u003e Qualitative Research\u003cbr\u003eProcedures in Qualitative Research\u003cbr\u003eData Analysis\u003cbr\u003eConcluding Remarks\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 20.\u003c\/b\u003e Mixed-Methods Research\u003cbr\u003eCombining Quantitative and Qualitative Methods\u003cbr\u003eDesigning Mixed-Methods Research\u003cbr\u003eIssues in Mixed-Methods Research\u003cbr\u003eExamples of Mixed-Methods Research\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart IV. Writing the Research Report\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 21.\u003c\/b\u003e Completing the Research Process\u003cbr\u003eResearch Proposal\u003cbr\u003eThesis and Dissertation Proposals\u003cbr\u003eAdvisor and Dissertation Committee\u003cbr\u003eThe Good Scholar Must Research and Write\u003cbr\u003eScientific Writing\u003cbr\u003eFirst Things Are Sometimes Best Done Last\u003cbr\u003eDeveloping a Good Introduction\u003cbr\u003eDescribing the Methods\u003cbr\u003eThe Proposal Process\u003cbr\u003ePreparing and Presenting Qualitative Research Proposals\u003cbr\u003eWriting Proposals for Granting Agencies\u003cbr\u003eSubmitting Internal Proposals\u003cbr\u003eCompleting Your Thesis or Dissertation\u003cbr\u003eResults and Discussion\u003cbr\u003eHandling Multiple Experiments in a Single Report\u003cbr\u003eUsing Tables and Figures\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 22. \u003c\/b\u003eWays of Reporting Research\u003cbr\u003eBasic Writing Guidelines\u003cbr\u003eA Brief Word About Acknowledgments\u003cbr\u003eThesis and Dissertation Format: Traditional Versus Journal\u003cbr\u003eHelpful Hints for Successful Journal Writing\u003cbr\u003eRevising Research Papers\u003cbr\u003eWriting Abstracts\u003cbr\u003eMaking Oral and Poster Presentations\u003cbr\u003eSummary\u003c\/p\u003e\n\u003cp\u003eAppendix\u003cbr\u003eReferences\u003cbr\u003eAuthor Index\u003cbr\u003eSubject Index\u003cbr\u003e \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eJennifer L. Etnier, PhD, \u003c\/b\u003eis the Julia Taylor Morton Distinguished Professor at the University of North Carolina (UNCG) at Greensboro, where she has received the UNCG Senior Research Excellence Award, the UNCG Graduate School’s Outstanding Faculty Mentor Award, and the UNCG Alumni Teaching Excellence Award. Etnier’s research focuses on the cognitive benefits of physical activity. She has authored over 100 peer-reviewed research articles, contributed to over 20 book chapters and editorials, and been continuously identified as in the top 2% of most cited scientists since 2020. She has authored \u003ci\u003eThe Psychological Benefits of Exercise and Physical Activity \u003c\/i\u003eand is also the author of two books for the lay public focused on the youth sport experience: \u003ci\u003eBring Your “A” Game\u003c\/i\u003e and \u003ci\u003eCoaching for the Love of the Game\u003c\/i\u003e. Etnier is a past president of the North American Society for the Psychology of Sport and Physical Activity (NASPSPA), where she had previously served on the executive board. She is a fellow of the American College of Sports Medicine (ACSM) and the National Academy of Kinesiology (NAK), where she also served as member at large. Etnier serves on the editorial boards of \u003ci\u003eJournal of Sport and Exercise Psychology\u003c\/i\u003e, \u003ci\u003eKinesiology Review\u003c\/i\u003e, \u003ci\u003eJournal of Sport and Health Science\u003c\/i\u003e, and \u003ci\u003eJournal of Aging and Physical Activity\u003c\/i\u003e, where she previously served as editor in chief.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePhilip E. Martin, PhD,\u003c\/b\u003e is a professor emeritus and former chair of the department of kinesiology at Iowa State University. Previously, he served as the head of the department of kinesiology at Penn State and as chair of exercise science and physical education at Arizona State University in Tempe. Martin’s research activities have addressed mechanical factors influencing the economy and efficiency of walking, running, and cycling. He has authored 80 research articles and book chapters and presented at regional, national, and international professional meetings. Martin is a fellow of the American Society of Biomechanics (ASB), the American College of Sports Medicine (ACSM), and the National Academy of Kinesiology (NAK). He served on the board of directors and the executive board of the American Kinesiology Association (AKA). He is a former president of the NAK and the ASB and former vice president of the AKA. He has also served on the editorial board of \u003ci\u003eInternational Journal of Sport Biomechanics\u003c\/i\u003e, as an associate editor for \u003ci\u003eJournal of Applied Biomechanics\u003c\/i\u003e, and as a biomechanics section editor for \u003ci\u003eResearch Quarterly for Exercise and Sport\u003c\/i\u003e. Additionally, he served on the scientific advisory committee for the U.S. Olympic Committee Sports Medicine Council.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eJerry R. Thomas, EdD, \u003c\/b\u003eretired in 2016 from the University of North Texas, where he served as a professor and dean of the College of Education. He authored more than 200 publications, 120 of which are in refereed journals. In 1999 SHAPE America named him the C.H. McCloy Research Lecturer for his production of research throughout his career. Thomas was the editor in chief of \u003ci\u003eResearch Quarterly for Exercise and Sport\u003c\/i\u003e and a reviewer for most major research journals in kinesiology and numerous journals in psychology. He served as president of the National Academy of Kinesiology (NAK), AAHPERD Research Consortium (now SHAPE America), and North American Society for the Psychology of Sport and Physical Activity (NASPSPA) and was the founding president of the American Kinesiology Association (AKA). In 1990 he was named an AAHPERD Alliance Scholar and in 2003 was named a NASPSPA Distinguished Scholar based on lifetime achievement in research. Thomas received an honorary doctorate of science from his undergraduate institution, Furman University, in the spring of 2015.\u003c\/p\u003e\n\u003cp\u003eJerry Thomas passed away in 2026.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp class=\"MsoNormal\"\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"https:\/\/us.humankinetics.com\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003c\/a\u003e\u003ci\u003e\u003ca href=\"https:\/\/us.humankinetics.com\/pages\/ancillary-materials\" target=\"_blank\"\u003ePropel\u003c\/a\u003e\u003c\/i\u003e.\u003c\/span\u003e\u003c\/p\u003e \u003cp class=\"MsoNormal\"\u003e\u003cb\u003eInstructor guide. \u003c\/b\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003eIncludes chapter overviews, a sample course syllabus, supplemental class activities, a supplemental data set, and student handouts.\u003c\/span\u003e\u003c\/p\u003e \u003cp class=\"MsoNormal\"\u003e\u003cb\u003eTest package. \u003c\/b\u003e\u003cspan style=\"font-size:12.0pt\"\u003eContains 660 questions in true-false, fill-in-the-blank, essay and short-answer, and multiple-choice formats. \u003c\/span\u003eThe files may be downloaded for integration with a learning management system or printed for use as paper-based tests.\u003c\/p\u003e \u003cp class=\"MsoNormal\"\u003e\u003cb\u003eChapter quizzes. \u003c\/b\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003eContains ready-made quizzes (9-10 questions each) to assess student comprehension of the most important concepts in each chapter.\u003c\/span\u003e\u003c\/p\u003e \u003cp class=\"MsoNormal\"\u003e\u003cb\u003ePresentation package.\u003c\/b\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003e Features more than 300 PowerPoint slides of text, artwork, and tables from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/span\u003e\u003c\/p\u003e \u003cp class=\"MsoNormal\"\u003e\u003cb\u003eImage bank. \u003c\/b\u003e\u003cspan style=\"font-size:12.0pt; mso-bidi-font-weight:bold\"\u003eIncludes most of the figures, content photos, and tables from the text, sorted by chapter. These can be used in developing a customized presentation based on specific course requirements.\u003co:p\u003e\u003c\/o:p\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Jennifer L. Etnier,Philip Martin,Jerry R. Thomas","offers":[{"title":"Book","offer_id":44105649651786,"sku":null,"price":144.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718243705.jpg?v=1787641517"}],"url":"https:\/\/us.humankinetics.com\/collections\/foundations-of-kinesiology-exercise-and-sport-science.oembed","provider":"Human Kinetics","version":"1.0","type":"link"}