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Curriculum Alignment: Doing Kinesiology as We Mean It.

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Curriculum disalignment between school physical education and kinesiology poses risks. A four-pillar framework is proposed to integrate K-12 physical education as part of kinesiology, addressing this crisis.

Keywords:
discipline and profession relationsparadigm changephysical educationreconceptualization

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Area of Science:

  • Kinesiology as an integrated science.
  • Understanding the discipline versus field distinction in scientific study.

Background:

  • Historical analysis of curriculum development in physical education and kinesiology.
  • Identifying potential causes and consequences of curriculum disalignment.

Purpose of the Study:

  • To clarify the concept of curriculum alignment in the context of kinesiology.
  • To address the risks associated with curriculum disalignment between K-12 physical education and kinesiology.

Main Methods:

  • Historical review and paradigm analysis in science.
  • Conceptual clarification of kinesiology as an integrated science.
  • Analysis of the relationship between K-12 physical education and the broader field of kinesiology.

Main Results:

  • Kinesiology is presented as an integrated science, distinct from its subdisciplines.
  • K-12 physical education is identified as a crucial component of kinesiology.
  • Historical factors contributing to curriculum disalignment are discussed.

Conclusions:

  • A proposed four-pillar framework (science, health, culture, education) for "doing kinesiology".
  • Strategies to address and mitigate curriculum disalignment are outlined.
  • Emphasizing the integral role of K-12 physical education within kinesiology.