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In 2010, the National Academy of Kinesiology (NAK) conducted its second national doctoral program survey, based on faculty and student data from 2005 to 2009. Total T-scores for each school were derived from the sum of nine faculty indices and seven student indices. Faculty indices, based on research, presentations, grants, and honors, made up 66%, and student indices based on GRE scores, financial support, admission/acceptance characteristics, national quantitative scores and employment, made up 34% of the Total T-scores. Two rankings of these Total T-scores for the doctoral programs are presented: unadjusted and adjusted for faculty and student size. Total T-scores for each index for each school and the aggregate research funds expended by all schools are provided. These rankings are compared with those from the NAK 2005 survey and also to a ranking derived by the authors from published scores in the 2010 National Research Council doctoral program evaluation. (Contains 11 tables and 2 notes.)

Higher education institutions and their departments are facing increased demands to document the effectiveness and efficiency of their academic programs, research, and engagement. These demands arise from the various constituents who have vested but not always "compatible" interest in the quality of the work and outcomes of these institutions. The resulting effect has been reliance on the use of assessment, accreditation, and accountability to address the expectations from these various groups. This paper provides an overview of the sources of those demands, the distinct but overlapping nature of assessment, accreditation, and accountability, and provides a model to integrate these processes to promote the academic programs in kinesiology. (Contains 2 notes, 4 tables, and 2 figures.)

The results from a U.S. national survey of doctoral programs in kinesiology and physical education covering the years 2000-2004 are presented. The survey was conducted by the American Academy of Kinesiology and Physical Education with all 61 institutions with doctoral programs (32 institutions provided complete data, 52%) invited to participate. Results of the survey included an overall final T-score used for ranking of institutions. Quantitative data on faculty (weighted 66% in the scoring) and student indices (weighted 34% in the scoring) were used to develop the final T-scores as well as T-scores for component data. In addition, average data for all variables are presented by the T-score categories of 60 and above, 50-59, 40-49, and below 40. The American Academy of Kinesiology and Physical Education plans to conduct this survey and reporting process at 5-year intervals. (Contains 9 tables and 2 endnotes.)

Research focused on human motor development, learning, and control has been a prominent feature in the Research Quarterly for Exercise and Sport (RQES) since it was first published in 1930. The purpose of this article is to provide an overview of the papers in the RQES that demonstrate the journal's contributions to the study of motor development, learning, and control. The landmark study by Henry and Rogers (1960), the C. H. McCloy lectures, and theoretical and review papers in motor behavior are highlighted. The RQES has served as a significant outlet for research in development, learning, and control throughout its 75-year history. The convergence of the theories, research methods and analytical tools lead to the proposition that these three areas have evolved into a field best described as motor behavior.

One purpose of the McCloy Lecture is to remember C. H. McCloy. Previous presenters have provided excellent summaries of McCloy's career (Christina, 1999; Lee, 2002; Thomas, 2000) and highlighted his scientific and academic contributions to our field and the organization now known as the American Alliance for Health, Physical Education, Recreation and Dance. McCloy's work was theoretically driven, empirically based, and statistically grounded, and he is perhaps best remembered for his work on motor educability (i.e., the general ability to learn motor skills). In his 1940 article in the Research Quarterly, McCloy identified several factors related to motor educability, including "the ability, to make quick and adaptive decisions," which, he suggested "might be thought of as psycho-motor response speed" (p. 33). Although we may understand the concept of motor educability differently today, the importance of making quick decisions remains an important factor in sport and physical activity (Magill, 2001; Schmidt & Wrisberg, 2004). The goal of this article is to provide an overview of decision processes, particularly as they relate to the rapid selection of responses.