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The story of the Amy Morris Homans Cotillion is little known outside the circles of those who founded and attended the event. In this article, we detail the origins of the Cotillion from its inception in 1982 to its final iteration in 2014. This underground social event provided a safe space for women to connect and create a lesbian community of joyful sisterhood with long-lasting professional and personal relationships. At its peak, the Cotillion gathered hundreds of women, inviting them to drink, dance, and dream of a better world. We place the Cotillion in the context of the historical development of women's physical education and the field of kinesiology and use oral-history interviews with women who founded, organized, and regularly attended the Cotillion to create a narrative of the origins of this event. [ABSTRACT FROM AUTHOR]

Kinesiology and adapted physical activity (APA) share a common history rooted in the medical model approach to physical activity, movement, and the human body. The evolution of APA was influenced by these early roots and later by special-education legislation, sensory-motor perspectives, inclusion movement, and the disability-rights movement. Originally identified as adapted physical education, APA emerged as a professional field and an academic discipline. Since the 1950s, the research and scholarship has increased and cuts across the specialization areas (subdisciplines) of kinesiology. The multidisciplinary nature of APA scholarship has also reached beyond the discipline of kinesiology informed by disability studies and sociology. Reflection about APA and kinesiology reveals the ableist nature of the medical model, which informed early professional practice and scholarship. Thus, it is critical that APA and kinesiology engage in anti-ableist scholarship to better understand human physical activity and movement inclusive of individuals with disabilities. [ABSTRACT FROM AUTHOR]

Kinesiology faculty for the 21st century was one of the featured strands of the 2014 NAKHE Collaborative Congress: "STEPS into the future: Exploring opportunities and facing the challenges for the 21st century." Following a brief introduction delegates were assigned to discussion groups with conversations focused around six topics/questions spanning the "grand challenges," work-life integration, learning environments, innovative pedagogies, sharing knowledge, and organizing academic endeavors. The lively discussions are briefly summarized here toward the ultimate goal of strategizing a re-envisioning of kinesiology for the 21st century.

Dual-degree programs are intended to prepare graduates to work in a global job market by providing more extensive international experiences, thus enhancing their employability. These programs typically take longer to complete and cost more, yet there is little documentation regarding their effectiveness. This study was designed to examine strengths and weakness of a sample of existing formalized programs at the graduate level in engineering through surveys and focus groups with four key stakeholder groups: students currently enrolled in dual- or joint-degree programs, faculty teaching in those programs, alumni who have recently graduated from those programs, and employers who have either hired alumni from these programs or are in a position to hire future graduates. Results indicate that all stakeholder groups were positive about these programs, and there is demand for them among students though gains were indicated in personal dimensions (e.g., self-reliance) rather than professional ones. In addition, employers were unclear about what dual-degree programs were and did not tend to view graduates as more marketable. Further study with more diverse groups is indicated. (Contains 1 table.)

This article presents the author's nineteenth Delphine Hanna commemorative lecture that focuses on a journey of many dimensions. Dr. Delphine Hanna, noted scholar and teacher, undertook a journey of many dimensions. As stated so eloquently by Minnie Linn, "there is something ageless and prophetic in the portrait of Dr. Delphine Hanna, in academic garb, reflecting the objective detachment of the scientist, the humanitarian instinct of the physician, the insight of the visionary educator, the inspiration of the architect of ideas with a future. Sound purpose and excellence of performance in pursuit of it characterized her endeavor. The author shares how Dr. Delphine Hanna's journey begins and argues that in continuing Dr. Hanna's journey, one must understand the university and kinesiology and physical education in the context of today's reality and tomorrow's future. She discusses four types of changes and how they can be used effectively in implementing institutional transformation. She offers an example of change within kinesiology and physical education (sport) and then a broader challenge. She stresses that many educators have experienced a journey of many dimensions. Their challenge today is to continue the journey and to pursue an agenda for social change. (Contains 2 figures.)

The university is a social institution and as such has a social responsibility to advance knowledge through research that is ultimately meaningful and beneficial to society. As we seek to advance research and graduate education in kinesiology, we must accept ethical standards and professional expectations not only as an institutional value but as an individual value. It is important that we understand current ethical dilemmas, examine underlying factors that might contribute to scientific misconduct and professional misbehavior, and develop professional preparation programs that promote academic and scholarly integrity. Through graduate education in kinesiology, we can provide training in the responsible conduct of research and ethical pursuits so that our graduates can become ethically responsible leaders and scholars.

Graduate education in the United States has been identified as being the backbone of American competitiveness and innovation in a recent report by the Council of Graduate Schools. The report provides a framework for examining the role of graduate education in partnership with business and government to advance an action agenda for achieving competitiveness and innovation. The role and positioning of graduate education in kinesiology in this agenda for change is addressed and a challenge issued.

The roles and responsibilities of faculty in higher education continue to evolve. Although research and teaching have been perceived to be top priority, the skill set for faculty has expanded. Kennedy (1997) observed that academic freedom is widely shared value but that academic duty is mysterious. He identified the following as key components of academic duty: to teach, to mentor, to serve the university, to discover, to publish, to tell the truth, to reach beyond the walls, and even to change. As the context for higher education changes, preparing the future faculty becomes one of the most important responsibilities facing higher education today. National initiatives call for re-envisioning the doctoral degree, and the discipline of KPE must answer the call. (Contains 2 tables.)

Discusses the social-cultural context of people with disabilities, noting that in considering disability in a social-cultural context, the scholarly inquiry and professional practices in kinesiology and physical education must change. To do so requires both examination and challenge of the assumptions about disability, the body, and physical activity. (SM)

Athletes with disabilities are more visible in the 21st century than they used to be, including in the world of sport. Today, one hears about the Paralympic Games, can find media coverage of them, can read about athletes who compete in the Paralympics and about advancements in sport prosthetic devices in science and sport magazines, and can even see announcements and advertisements from the United States Olympic Committee (USOC) that include photos of Paralympians as well as Olympians. Although visibility has increased, the efforts to advance adapted sports must continue. The Paralympic Games have grown in size and scope since the early days in Rome in 1960. The number of participating countries has increased from 23 to more than 150. Accordingly, the number of sports and competitive events for athletes with a disability has increased for both the summer and winter games. This article describes the history of the world's biggest sports event for athletes with disabilities. (Contains 1 table.)

The purpose of this study was to examine the effect of a 10-week/20-session exercise program on quality of life (QOL) of women with fibromyalgia (FM). Thirty-two women with FM participated in one of the following groups: hospital-based group (G) (n = 10); home-based group (H) (n = 10); non-exercising control group (C) (n = 12). The hospital-based exercise program was conducted twice per week, and the home-based group participants followed the videotaped exercise program and maintained a detailed exercise log. The measures used assessed the participants' subjective and objective quality of life. Twenty-one women met all the completion requirements for the study. The baseline age (years) means were: C = 43.50 (n = 8), G = 51.78 (n = 9), H = 56 (n = 4). Data were analyzed using a one-way ANOVA. Over the ten-week period, significant improvements were made in the Range of Motion and in the Fibromyalgia Impact Questionnaire scores of the two exercise groups. However, the Tender Point Count and Tender Point Severity scores did not show any significant improvements. We conclude that the Fibromyalgia Exercise Program was effective in improving QOL of women with FM with minimal post exercise discomfort. KEYWORDS. Chronic pain, pain management, range of motion, tender points, flexibility, breathing, relaxation, women

Among 22 teacher educators of adapted physical education, 10 reported that their institutions offered a degree program in adapted physical education; 4 of these required practical training in rural districts. Eighteen institutions required an undergraduate course in adapted physical education; 12 of these courses contained a rural-oriented segment. (SV)

EDUCATION, WORK, AND OTHER OPPORTUNITIES for individuals with disabilities in the People's Republic of China were limited in general, and actually neglegted, during the Cultural Revolution (Callaway, 1987). Although the [...]

Below, Cultural exchange group from Nagasaki, Japan, performing during opening ceremonies. Madrid 1992 The first Paralympic Games for the Mentally Handicapped were held September 15-22, 1992, in Madrid, Spain. Although [...]

A theoretical 18-link model of the human body was designed as a sex-generalized predictor of segmental inertial parameters. Body measurements of 40 male and female subjects from 6 to 35 years of age were used. The results were similar to those reported in other studies and the photogrammetric procedure was found to be facilitative. (Authors/JN)

Inclusion has been a topic of discussions and debate among adapted physical activity professionals since the 1980s. Although the initial discussions focused primarily on inclusion as a place or placement, the discourse today about inclusion must be expanded to incorporate issues of context, disability rights, and social justice. Inclusion must now be reconceptualized as an attitude or a process. Progressive inclusion and acceptance is not a myth but a reality. As international attention and efforts are focused on physical education as a right of all children, APA professionals must forego bandwagons and adopt a strong philosophical stance that guides our efforts toward achieving inclusive physical education. [ABSTRACT FROM AUTHOR]

Editorial. Reflects on the future of kinesiology and physical education in higher education. Brief look at issues and trends facing higher education; Information on the dance of change; Discussion on the cusp of chaos.

Pays tribute to Amy Morris Homas, who established the Boston Normal School of Gymnastics and moved it into Wellesley College. When the first annual Amy Morris Homans lecture was given by Eleanor Metheny; Who the lecture was initiated and sponsored by; Career history of Homas; Background information on Homas; Detailed information on the discussion of sports and physical education.

In preparing for the 21st century, faculty and professional preparation programs must be responsive to the ever-expanding knowledge base in physical education and sport, as well as the shifting economic and social conditions in society. Creative approaches to undergraduate education will be needed. Current curricular approaches in undergraduate physical education programs provide minimal preparation in disability issues for undergraduate students. Since the 1970s, specialists in adapted physical education have been educated and provided with the necessary skills for teaching individuals with disabilities in specialized settings. On the other hand, the preparation of regular physical educators, who will provide physical activity for the majority of individuals with disabilities, is inadequate. Traditional approaches espouse a hierarchical delivery of information that is not only unrelated to other knowledges but often devoid of the viewpoint that knowledge and situations are problematic and socially constructed. A model is proposed that integrates knowledge and understanding of disability issues and infuses them throughout the undergraduate physical education curriculum. [ABSTRACT FROM AUTHOR]

The author presents a paper regarding sport for disabled individuals and offers ideas about research opportunities in the field. The paper discusses trends in disabled sport research, existing research findings, and possible research directions. It is suggested that researchers in this field work with experts in physiology, medicine, biomechanics, psychology and other fields.

Terminology used to describe our discipline/profession varies throughout Europe and North America; in this paper the term adapted physical activity is used as an umbrella term. (The term will be defined and described by Geoffrey Broadhead in a Opening Session keynote presentation at the 7th International Symposium Adapted Physical Activity in Berlin in June 1989.) Precedent has already been set for its use as the umbrella term. For example, it is used in the title of our international organization, the International Federation on Adapted Physical Activity, and for our international symposia (e.g., 7th International Symposium Adapted Physical Activity in Berlin). It is found in the title of this journal as well as in the name of a professional council of the American Alliance for Health, Physical Education, Recreation and Dance, the Adapted Physical Activity Council, the European organization entitled the European Association for Research on Adapted Physical Activity (Vermeer, 1988), and in the "Jasper Talks: Strategies for Change in Adapted Physical Activity in Canada" (CAHPER/ACSEPL, 1988). [ABSTRACT FROM AUTHOR]

The article presents a study of sport for athletes with disabilities. The author offers ideas regarding further research of the effects of training and competition, selection and training of coaches, volunteers, and officials, technological advances, sociological and psychological aspects of sport, differences and similarities among disabled and able-bodied athletes, demographics of sport for the disabled, and other topics.

Although historical mention of horseback riding for individuals with disabilities can be traced through the centuries, programs of therapeutic riding were not established until the mid-1900s. Since its inception, horseback riding for the disabled has become diversified and increasingly sophisticated. As a result, the programs have a varying emphasis on riding as sport, recreation, education, or therapy. The literature contains articles describing therapeutic riding programs that include claims of medical and educational benefits for participants. Although the programs have existed for 30 years, interest in research on the benefits of horseback riding for the disabled is relatively new. Despite the progress made, it is critical that professionals in horseback riding for individuals with disabilities (a) collect empirical evidence supporting the claimed benefits, (b) develop appropriate evaluation instruments/tools, (c) identify effective intervention techniques, (d) provide for accessibility of publications/information from Europe, and (e) develop printed materials and audio visuals for the health professional community. [ABSTRACT FROM AUTHOR]