Educational Practices in Kinesiology (EPIK) is a peer-reviewed, open access repository designed for instructors in higher education to disseminate and share teaching and learning resources in the subdisciplines of kinesiology. Educators make up a significant portion of the kinesiology professional community and this journal allows instructors to share the unique and engaging classroom and laboratory learning experiences they create for their undergraduate and graduate students.
Frustrated by a lack of available teaching resources, two independent groups of women working in different parts of the United States were creating parallel teaching repositories in kinesiology. We serendipitously found each other at a professional meeting and quickly realized we had the same ideas for providing high quality kinesiology and exercise science pedagogical content for ourselves and peers. Our two groups combined efforts to create an “EPIK” teaching repository, the first of its kind in exercise science.
The aim of EPIK is to promote the development and sharing of high-quality teaching and learning resources for best practices in the subdisciplines of kinesiology.
Submissions may include but are not limited to: virtual, face-to-face, and hybrid classroom and laboratory resources. This pedagogical journal is intended for faculty teaching in sub-disciplines of kinesiology: exercise physiology, biomechanics, sport and exercise psychology, sport sociology, sport philosophy, sport history, and motor behavior. Professionals in related fields are also encouraged to submit to EPIK.
Educational Practices in Kinesiology Inaugural Editorial
Jennifer Caputo, Katherine Clark, Samantha Johnson, Jessica Fleming, Astrid Mel, and Mary Stenson