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Trends about lay material quality suggest most college/university students enrolled in kinesiology programs are not taught about readability issues. Such trends are in diametric opposition to future graduates' moral and legal mandate to communicate clearly (e.g., the 2010 U.S. "Plain Writing Act"). Numerous leaders in kinesiology have helped shine light upon the issue of readability and related barriers to translating knowledge from kinesiology into actions that "serve" the public. Following Thomas and Cardinal's (2020) call to treat knowledge translation as the next frontier for kinesiology scholarship, we present one scaled-up approach that those in higher education could use to prepare students to be effective in lay communication, namely a practicum course on plain language communication. This article reports on our process to create an outline for a practicum course on plain language communication, which was designed for wide-scale adoption. Beyond the practicum course outline, we developed seven supplemental materials to aid delivery of the course -- regardless of teaching experience or familiarity with the topic. We conclude with guiding discussion of the material we created for a kinesiology practicum course in lay communication, then we present recommendations for administrative action and future research.

The purpose of this article is to present a case study example of a graduate student-designed, introductory series of discussions integrated within graduate Kinesiology student training, with the broad goal of building an academic environment that acknowledges bias and supports anti-oppressive conversation. Previous research on social justice training in PE and Kinesiology is briefly summarized and examples of social justice behaviors consistent with the Transtheoretical Model are discussed.

To sensitize individuals, organizations, and communities to the sociostructural barriers individuals with disabilities face, Mace et al. (1997) advanced seven principles of universal design (as cited by the Center for Excellence in Universal Design, n.d.). Each principle provides guidance on how spaces, products, and services can be developed or adapted to encourage usability by all individuals. Researchers and practitioners in adapted physical activity (APA) have worked to further extend the application of the principles of universal design into the physical domain, which helps expand opportunities for all to fully participate within exercise, sport, and physically active recreation. A less scrutinized sociostructural barrier in APA promotion is the suitability of materials used to "teach" adults experiencing disability ways to adapt leisure and exercise routines (Thomas & Cardinal, 2020a). However, on the basis of a recent meta-analysis (Thomas et al., 2018), knowledge of the degree suitability issues pervading materials used in routine APA promotion strategies or programs is limited. Further, it appears research has yet to gauge the prevalence of suitability issues in physical activity promotion from a broader universal design framework. These gaps in kinesiology knowledge represent fruitful lines of future research. In this essay, we present recommendations for future research toward addressing suitability knowledge gaps within APA promotion. Consistent with the call for leadership beyond college and university campuses to drive change as experts (NAKHE Newsletter, 2019, p. 4), such lines of inquiry would promote the dissemination of resources that support efforts to bring about full participation in the physical domain.

Americans with disabilities represent the largest historically underserved and marginalized health disparity population in the United States. This perspective piece will raise the awareness of physical therapist faculty and clinicians on gaps in health care provider knowledge about disability and provide actionable strategies, frameworks, and resources available to improve disability competence to make changes in clinical education and practice. In this perspective piece, 3 contributions are made. First, health disparities experienced by Americans with disabilities as a result of health care providers' biased assumptions about disability and lack of disability competence are described through an in-depth illustration of lived experiences of people with disabilities. Second, a discussion of disability competence in physical therapist education is provided. Finally, critical and evidence–based insights and actionable frameworks and resources to address disability competence training gaps and to promote anti-ableist practice are provided. [ABSTRACT FROM AUTHOR]

The purpose of the article is to discuss the universal design for learning (UDL) framework as a curriculum development tool and illustrate how it can be implemented in the physical education setting to include children with disabilities. Although a few scholars in physical education have advocated for the implementation of UDL, their efforts may not have had the desired results, perhaps due to a misinterpretation of UDL's key concepts. The UDL framework places an emphasis on curriculum development that proactively includes scaffolds in which to provide modifications for children with varying abilities. This method enables teachers to improve their inclusion efforts for children with disabilities. The framework is similar to the National Standards for K-12 Physical Education in that it can be generalized to a diverse student body, which makes it easy to provide alternatives and modifications to reach certain goals. This article explains how educators can use UDL as a curriculum development tool to proactively include students with disabilities in their classes.

Options for athletes with disabilities to participate in sport have risen and, with them, supercrip representation. Supercrip is defined as a stereotypical representation of individuals with disabilities that highlights their accomplishments as inspirational stories of defying or overcoming their disability to succeed. With little consensus on how to represent disability in sport, it is imperative that this representation be investigated. The purpose of this commentary is to broadly examine assumptions of the supercrip model as a mode of representation for athletes with disabilities, explore its connection to able-bodied hegemony, and propose next steps in facilitating research and discourse around representation for athletes with disabilities. We conclude that able-bodied hegemony is the root of the supercrip model and that participatory action research, with stakeholders at the center, is necessary to fully evaluate the supercrip model. [ABSTRACT FROM AUTHOR]

Intaglio prints by Dox Thrash are discussed. Six prints produced around 1940 are reproduced.

This article explores the influential work of Deborah Willis, an African American artist and scholar. Her extensive research on African American photographic history and her works in photography and mixed media have led to several exhibitions and the publishing of a book on African American photographers.

Features intaglio prints by African American designer Dox Thrash. Literal and figurative representation of raising the image of black subjects from the shadows of zinc and copper; Carborundum process.

Focuses on the achievements of photographer Deborah Willis in the United States. Organization of an exhibition and symposium at the Center for African American History and Culture; Selection of photographic works as subject of a national colloquium; Interest in the reading of images of the bodies of black women as a cultural signifier.