The Human Movement Sciences concentration (Doctor of Philosophy in Education) seeks to expand our understanding of the effects of human movement on health and the overall quality of life, including economical, mental, physical, and social aspects across the lifespan. Students will gain a solid theoretical foundation, advanced methodological training, one-on-one mentorship, and opportunities to teach undergraduate courses to become educators, scholars, and leaders in their respective fields.
Emphasis Areas
Within this concentration, we have three emphasis areas studying human movement from different perspectives: Applied Kinesiology, Health and Sport Pedagogy, and Sport and Recreation Management.
Health & Sport Pedagogy
This area focuses on teaching/learning, pedagogy, motivation, and physical activity behaviors in coaching, health and physical education contexts. Graduates are prepared for careers in higher education as well as public education institutions.
Our research areas focus on physical activity and health-related variable among youth and adults, including those with disabilities. This includes studies conducted within and outside of school-based physical education contexts. Some lines of inquiry which our research team pursues include the following:
- Examining physical activity, learning, and health-related fitness
- Examining national trends in body composition (obesity), habitual physical activity, and sedentary behaviors among various populations.
- Examining health-related knowledge growth during school-based interventions.
- Exploring the embodied perspectives of individuals with disabilities toward physical education or physical activity experiences.
- Exploring intersectional relationships among membership in various socially defined groups.
- Examining the role of motivational constructs, such as efficacy, interest and beliefs and learning, in influencing fitness and physical activity engagement.
Lindsay Ball
Lindsay Ball graduated with a B.A. in Psychology from the 91¶ÌÊÓƵ of Maine at Farmington in 2013, a B.S. in Physical Education Teacher Education in 2019 and a M.S.Ed. in Adapted Physical Education in 2021 both from the 91¶ÌÊÓƵ 91¶ÌÊÓƵ of New York College at Brockport. Lindsay is a 2014 Paralympian in Alpine Skiing. She has been a board member for the Maine Organization of Blind Athletic and Leadership Education and volunteer for the organization's sports education camps for youth with visual impairments since 2015. Her research interests include exploring the experiences and self-determination of individuals with visual impairments in physical education, physical activity and sports settings.
M. Ally Keene
M. Ally Keene graduated with a B.S. in Kinesiology from James Madison 91¶ÌÊÓƵ in 2012 and a M.S. in Kinesiology and Rehabilitation Science with a focus in Adapted Physical Activity from the 91¶ÌÊÓƵ of Hawai'i in 2018. She taught Adapted and General Physical Education in Beaufort, South Carolina for the last 3 years. Ally has worked at Camp Spark, through the Northwest Association for Blind Athletes, every summer since 2016. Her research interests include visual impairments, APE implementation and inclusion.
Michael D. Kostick
Michael D. Kostick, M.Ed. is a doctoral student in the Health and Sport Pedagogy program. He earned a B.S.Ed. in Health and Physical Education from Lock Haven 91¶ÌÊÓƵ in 2014 and a M.Ed. in Health and Physical Education from Indiana 91¶ÌÊÓƵ of Pennsylvania in 2016. Professionally, Michael has served as a middle school health and physical educator, high school football and baseball coach, and HETE/PETE program faculty member at Indiana 91¶ÌÊÓƵ of Pennsylvania and Valley City 91¶ÌÊÓƵ 91¶ÌÊÓƵ where he was involved with supervision of student teachers and health education curriculum revision. His research interests include health and physical education teacher preparation, health education in Catholic school settings, human formation of Catholic seminarians, and wellness habits of Catholic seminarians and priests.​
Lindsey Nowland
Lindsey Nowland graduated with a B.S. in Sport and Health Education from Radford 91¶ÌÊÓƵ in 2019 and a M.Ed. in Kinesiology for Individuals with Disabilities with a focus in Adapted Physical Education from the 91¶ÌÊÓƵ of Virginia in 2020. She taught Health and Physical Education in Spotsylvania, Virginia for one year and traveled to Alaska to volunteer as a coach at Camp Webber, a sports camp for children with blind or visual impairments. Lindsey's research interests include APE implementation with a focus on changes that could be made to general physical education to enhance inclusion.
Zhu, X., Haegele, J.A., Wang, D., Zhang, L., & Wu, X. (2020). Reactivity to accelerometer measurement of youth with moderate and severe intellectual disabilities.ÌýJournal of Intellectual Disability Research, 64(9), 667-672. doi:10.1111/jir12757
Holland, S.K., & Haegele, J.A. (2020). Socialization experiences of first year adapted physical education teachers with a master's degree.ÌýAdapted Physical Activity Quarterly, 37(3), 304-323. doi:10.1123/apaq.2019-0126
Holland, K., Haegele, J.A., & Zhu, X. (2020). "My eyes have nothing to do with how my legs move": Individuals with visual impairments' experiences with learning to run.ÌýAdapted Physical Activity Quarterly, 37(3), 253-259. doi:10.1123/apaq.2019-0098
Tanure Alves, M.L., Grenier, M., Haegele, J.A., & Duarte, E. (2020). "I didn't do anything, I just watched": Perspectives of Brazilian students with physical disabilities toward physical education.ÌýInternational Journal of Inclusive Education, 24(10), 1129-1142. doi:10.1080/13603116.2018.1511760
Healy, S., Garcia, J., & Haegele, J.A. (2020). Environmental factors associated with physical activity and screen time among children with and without autism spectrum disorder.ÌýJournal of Autism & Developmental Disorders, 50,Ìý1572-1579.Ìýdoi:10.1007/s10803-018-3818-0
Healy, S., Foley, J.T., Haegele, J.A., & Patterson, F. (2020). Physical activity, screen-time, and sleep duration among youth with chronic health conditions in the United 91¶ÌÊÓƵs.ÌýAmerican Journal of Health Promotion, 34(5), 505-511. doi:10.1177/0890117120915687
Haegele, J.A., Zhu, X., Healy, S., & Patterson, F. (2020). Proportions of youth with visual impairments meeting 24-hour movement guidelines.ÌýChild: Care, Health & Development, 46(3), 345-351. doi:10.1111/cch.12747
Zhang, L., Zhu, X., Haegele, J.A., Wang, D., & Wu, X. (2020). Health and fitness indicators of individuals with intellectual disabilities in China: Performance differences among disability levels.ÌýJournal of Intellectual & Developmental Disability 45(2), 155-158.Ìýdoi:10.3109/13668250.2019.1591942
Haegele, J.A., Hodge, S.R., Zhu, X., †Holland, S.K., & Wilson, W.J. (2020). Understanding the inclusiveness of integrated physical education from the perspectives of adults with visual impairments.ÌýAdapted Physical Activity Quarterly, 37(2), 141-159. doi:10.1123/apaq.2019-0094
Haegele, J.A., Foley, J.T., Healy, S., & Paller, A. (2020). Prevalence of overweight among children with chronic conditions in the United 91¶ÌÊÓƵs: An updated from the 2016 National Survey of Children's Health.ÌýPediatric Obesity, 15(4), e12595. doi:10.1111/iljpo.12595
Haegele, J.A., Aigner, C., & Healy, S. (2020). Extracurricular activities and bullying among children and adolescents with disabilities.ÌýMaternal & Child Health Journal, 24,Ìý310-318. doi:10.1007/s10995-019-02866-6
Yessick, A.B., Haegele, J.A., Zhu, X., & Bobzien, J. (2020). Experiences of children with ASD in self-contained physical education: An electronic-scrapbooking study.ÌýAdvances in Neurodevelopmental Disorders, 4(1), 51-58. doi:10.1007/s41252-019-00139-5
Wilson, W., Haegele, J.A., & Kelly, L. (2020). Revisiting the narrative about least restrictive environment in physical education.ÌýQuest, 72(1), 19-32.Ìýdoi:10.1080/00336297.2019.1602063
Haegele, J.A., Zhu, X., & †Holland, S.K. (2020). School-based bullying experiences as reflected by adults with visual impairments.ÌýPsychology in the Schools, 57,Ìý296-309. doi:10.1002/pits.22314
Haegele, J.A. (2019). Inclusion illusion: Questioning the inclusiveness of integrated physical education.ÌýQuest, 71(4), 389-397.Ìýdoi:10.1080/00336297.2019.1602547
Haegele, J.A., Zhu, X., & †Holland, K. (2019). Exploring the intersection between disability and overweightness in physical education among females with visual impairments.ÌýResearch Quarterly for Exercise & Sport, 90(3), 344-354.Ìýdoi:10.1080/02701367.2019.1600652
Zhu, X., & Haegele, J.A. (2019). Reactivity to accelerometer measurement of children with visual impairments and their family members.ÌýAdapted Physical Activity Quarterly, 36(4), 492-500. doi:10.1123/apaq.2019-0040
Haegele, J.A., & Zhu, X. (2019). Body image and physical education: Reflections of individuals with visual impairments.ÌýEuropean Physical Education Review, 25(4), 1002-1016.Ìýdoi:10.1177/1356336X18789436
Zhu, X., & Haegele, J.A. (2019). Three year health-related fitness knowledge growth in one curriculum context: Impact of student and school-level factors.ÌýJournal of Teaching in Physical Education, 38(3), 214-220.Ìýdoi:10.1123/jtpe.2018-0146
Haegele, J.A., Aigner, C., & Healy, S. (2019). Prevalence of meeting physical activity, screen-time, and sleep guidelines among children and adolescents with and without visual impairments in the United 91¶ÌÊÓƵs.ÌýAdapted Physical Activity Quarterly, 36(3), 399-405.Ìýdoi:10.1123/apaq.2018-0130
Name:ÌýSummer Davis, PhD
Graduation Year:Ìý2019
Program:ÌýHealth & Sport Pedagogy
Current Role:ÌýAdjunct Professor
Current 91¶ÌÊÓƵ:ÌýNorfolk 91¶ÌÊÓƵ 91¶ÌÊÓƵ
Name:ÌýKatie Holland, PhD
Graduation Year:Ìý2021
Program:ÌýHealth & Sport Pedagogy
Current Role:ÌýAssistant Professor, Department of Teacher Education
Current 91¶ÌÊÓƵ:ÌýNorwegian 91¶ÌÊÓƵ of Science & Technology
Name:ÌýSteven K Holland, PhD
Graduation Year:Ìý2021
Program:ÌýHealth & Sport Pedagogy
Current Role:ÌýAssociate Professor, Department of Teacher Education
Current 91¶ÌÊÓƵ:ÌýNorwegian 91¶ÌÊÓƵ of Science & Technology
Name:ÌýT. Nicole Kirk, PhD
Graduation Year:Ìý2019
Program:ÌýHealth & Sport Pedagogy
Current Role:ÌýAssistant Professor, Department of Kinesiology
Current 91¶ÌÊÓƵ:Ìý91¶ÌÊÓƵ of Georgia
Our research areas focus on physical activity and health-related variable among youth and adults, including those with disabilities. This includes studies conducted within and outside of school-based physical education contexts. Some lines of inquiry which our research team pursues include the following:
- Examining physical activity, learning, and health-related fitness
- Examining national trends in body composition (obesity), habitual physical activity, and sedentary behaviors among various populations.
- Examining health-related knowledge growth during school-based interventions.
- Exploring the embodied perspectives of individuals with disabilities toward physical education or physical activity experiences.
- Exploring intersectional relationships among membership in various socially defined groups.
- Examining the role of motivational constructs, such as efficacy, interest and beliefs and learning, in influencing fitness and physical activity engagement.
Lindsay Ball
Lindsay Ball graduated with a B.A. in Psychology from the 91¶ÌÊÓƵ of Maine at Farmington in 2013, a B.S. in Physical Education Teacher Education in 2019 and a M.S.Ed. in Adapted Physical Education in 2021 both from the 91¶ÌÊÓƵ 91¶ÌÊÓƵ of New York College at Brockport. Lindsay is a 2014 Paralympian in Alpine Skiing. She has been a board member for the Maine Organization of Blind Athletic and Leadership Education and volunteer for the organization's sports education camps for youth with visual impairments since 2015. Her research interests include exploring the experiences and self-determination of individuals with visual impairments in physical education, physical activity and sports settings.
M. Ally Keene
M. Ally Keene graduated with a B.S. in Kinesiology from James Madison 91¶ÌÊÓƵ in 2012 and a M.S. in Kinesiology and Rehabilitation Science with a focus in Adapted Physical Activity from the 91¶ÌÊÓƵ of Hawai'i in 2018. She taught Adapted and General Physical Education in Beaufort, South Carolina for the last 3 years. Ally has worked at Camp Spark, through the Northwest Association for Blind Athletes, every summer since 2016. Her research interests include visual impairments, APE implementation and inclusion.
Michael D. Kostick
Michael D. Kostick, M.Ed. is a doctoral student in the Health and Sport Pedagogy program. He earned a B.S.Ed. in Health and Physical Education from Lock Haven 91¶ÌÊÓƵ in 2014 and a M.Ed. in Health and Physical Education from Indiana 91¶ÌÊÓƵ of Pennsylvania in 2016. Professionally, Michael has served as a middle school health and physical educator, high school football and baseball coach, and HETE/PETE program faculty member at Indiana 91¶ÌÊÓƵ of Pennsylvania and Valley City 91¶ÌÊÓƵ 91¶ÌÊÓƵ where he was involved with supervision of student teachers and health education curriculum revision. His research interests include health and physical education teacher preparation, health education in Catholic school settings, human formation of Catholic seminarians, and wellness habits of Catholic seminarians and priests.​
Lindsey Nowland
Lindsey Nowland graduated with a B.S. in Sport and Health Education from Radford 91¶ÌÊÓƵ in 2019 and a M.Ed. in Kinesiology for Individuals with Disabilities with a focus in Adapted Physical Education from the 91¶ÌÊÓƵ of Virginia in 2020. She taught Health and Physical Education in Spotsylvania, Virginia for one year and traveled to Alaska to volunteer as a coach at Camp Webber, a sports camp for children with blind or visual impairments. Lindsey's research interests include APE implementation with a focus on changes that could be made to general physical education to enhance inclusion.
Zhu, X., Haegele, J.A., Wang, D., Zhang, L., & Wu, X. (2020). Reactivity to accelerometer measurement of youth with moderate and severe intellectual disabilities.ÌýJournal of Intellectual Disability Research, 64(9), 667-672. doi:10.1111/jir12757
Holland, S.K., & Haegele, J.A. (2020). Socialization experiences of first year adapted physical education teachers with a master's degree.ÌýAdapted Physical Activity Quarterly, 37(3), 304-323. doi:10.1123/apaq.2019-0126
Holland, K., Haegele, J.A., & Zhu, X. (2020). "My eyes have nothing to do with how my legs move": Individuals with visual impairments' experiences with learning to run.ÌýAdapted Physical Activity Quarterly, 37(3), 253-259. doi:10.1123/apaq.2019-0098
Tanure Alves, M.L., Grenier, M., Haegele, J.A., & Duarte, E. (2020). "I didn't do anything, I just watched": Perspectives of Brazilian students with physical disabilities toward physical education.ÌýInternational Journal of Inclusive Education, 24(10), 1129-1142. doi:10.1080/13603116.2018.1511760
Healy, S., Garcia, J., & Haegele, J.A. (2020). Environmental factors associated with physical activity and screen time among children with and without autism spectrum disorder.ÌýJournal of Autism & Developmental Disorders, 50,Ìý1572-1579.Ìýdoi:10.1007/s10803-018-3818-0
Healy, S., Foley, J.T., Haegele, J.A., & Patterson, F. (2020). Physical activity, screen-time, and sleep duration among youth with chronic health conditions in the United 91¶ÌÊÓƵs.ÌýAmerican Journal of Health Promotion, 34(5), 505-511. doi:10.1177/0890117120915687
Haegele, J.A., Zhu, X., Healy, S., & Patterson, F. (2020). Proportions of youth with visual impairments meeting 24-hour movement guidelines.ÌýChild: Care, Health & Development, 46(3), 345-351. doi:10.1111/cch.12747
Zhang, L., Zhu, X., Haegele, J.A., Wang, D., & Wu, X. (2020). Health and fitness indicators of individuals with intellectual disabilities in China: Performance differences among disability levels.ÌýJournal of Intellectual & Developmental Disability 45(2), 155-158.Ìýdoi:10.3109/13668250.2019.1591942
Haegele, J.A., Hodge, S.R., Zhu, X., †Holland, S.K., & Wilson, W.J. (2020). Understanding the inclusiveness of integrated physical education from the perspectives of adults with visual impairments.ÌýAdapted Physical Activity Quarterly, 37(2), 141-159. doi:10.1123/apaq.2019-0094
Haegele, J.A., Foley, J.T., Healy, S., & Paller, A. (2020). Prevalence of overweight among children with chronic conditions in the United 91¶ÌÊÓƵs: An updated from the 2016 National Survey of Children's Health.ÌýPediatric Obesity, 15(4), e12595. doi:10.1111/iljpo.12595
Haegele, J.A., Aigner, C., & Healy, S. (2020). Extracurricular activities and bullying among children and adolescents with disabilities.ÌýMaternal & Child Health Journal, 24,Ìý310-318. doi:10.1007/s10995-019-02866-6
Yessick, A.B., Haegele, J.A., Zhu, X., & Bobzien, J. (2020). Experiences of children with ASD in self-contained physical education: An electronic-scrapbooking study.ÌýAdvances in Neurodevelopmental Disorders, 4(1), 51-58. doi:10.1007/s41252-019-00139-5
Wilson, W., Haegele, J.A., & Kelly, L. (2020). Revisiting the narrative about least restrictive environment in physical education.ÌýQuest, 72(1), 19-32.Ìýdoi:10.1080/00336297.2019.1602063
Haegele, J.A., Zhu, X., & †Holland, S.K. (2020). School-based bullying experiences as reflected by adults with visual impairments.ÌýPsychology in the Schools, 57,Ìý296-309. doi:10.1002/pits.22314
Haegele, J.A. (2019). Inclusion illusion: Questioning the inclusiveness of integrated physical education.ÌýQuest, 71(4), 389-397.Ìýdoi:10.1080/00336297.2019.1602547
Haegele, J.A., Zhu, X., & †Holland, K. (2019). Exploring the intersection between disability and overweightness in physical education among females with visual impairments.ÌýResearch Quarterly for Exercise & Sport, 90(3), 344-354.Ìýdoi:10.1080/02701367.2019.1600652
Zhu, X., & Haegele, J.A. (2019). Reactivity to accelerometer measurement of children with visual impairments and their family members.ÌýAdapted Physical Activity Quarterly, 36(4), 492-500. doi:10.1123/apaq.2019-0040
Haegele, J.A., & Zhu, X. (2019). Body image and physical education: Reflections of individuals with visual impairments.ÌýEuropean Physical Education Review, 25(4), 1002-1016.Ìýdoi:10.1177/1356336X18789436
Zhu, X., & Haegele, J.A. (2019). Three year health-related fitness knowledge growth in one curriculum context: Impact of student and school-level factors.ÌýJournal of Teaching in Physical Education, 38(3), 214-220.Ìýdoi:10.1123/jtpe.2018-0146
Haegele, J.A., Aigner, C., & Healy, S. (2019). Prevalence of meeting physical activity, screen-time, and sleep guidelines among children and adolescents with and without visual impairments in the United 91¶ÌÊÓƵs.ÌýAdapted Physical Activity Quarterly, 36(3), 399-405.Ìýdoi:10.1123/apaq.2018-0130
Name:ÌýSummer Davis, PhD
Graduation Year:Ìý2019
Program:ÌýHealth & Sport Pedagogy
Current Role:ÌýAdjunct Professor
Current 91¶ÌÊÓƵ:ÌýNorfolk 91¶ÌÊÓƵ 91¶ÌÊÓƵ
Name:ÌýKatie Holland, PhD
Graduation Year:Ìý2021
Program:ÌýHealth & Sport Pedagogy
Current Role:ÌýAssistant Professor, Department of Teacher Education
Current 91¶ÌÊÓƵ:ÌýNorwegian 91¶ÌÊÓƵ of Science & Technology
Name:ÌýSteven K Holland, PhD
Graduation Year:Ìý2021
Program:ÌýHealth & Sport Pedagogy
Current Role:ÌýAssociate Professor, Department of Teacher Education
Current 91¶ÌÊÓƵ:ÌýNorwegian 91¶ÌÊÓƵ of Science & Technology
Name:ÌýT. Nicole Kirk, PhD
Graduation Year:Ìý2019
Program:ÌýHealth & Sport Pedagogy
Current Role:ÌýAssistant Professor, Department of Kinesiology
Current 91¶ÌÊÓƵ:Ìý91¶ÌÊÓƵ of Georgia
Sport & Recreation Management
This area focuses on issues related to the administration of sport and recreation organizations. Graduates are prepared for careers as faculty or administrators in higher education, private organizations, public agencies, and/or other research-based institutions.
Our research areas cross over between sport and recreation management. The sport management concentration focuses on sport consumer behavior and involvement, analytics, and the social and economic issues evident in sport. The recreation concentration focus is on youth development, surf tourism, outdoor recreation, and land management. Some lines of inquiry that our research team pursues include the following, and recent publication samples are listed below:
- Analyzing mediated sport consumer behavior
- Sport consumption and emerging technologies
- Psychosocial aspects of sport consumption at the amateur and professional levels of sport
- Psychosocial factors associated with sport involvement
- The roles of leisure and sport in improving health and well-being among ethnic and racial minorities
- The application of data analytics in the sport industry
- Social and economic issues in sport
- Examining the impact of the camp experience and Out of School Time
- Exploring human dimensions of natural resource management
- Examining surf tourism
- Examining the impact of climate change on visitor behavior
- Determining the perceived health benefits and motivations of outdoor recreation
- Assessing the impact air quality has on recreation participation
- Determining the outcomes of wilderness orientation programs
- Programming for nature-based experiences
Rowan Williams, MS, is a doctoral student working under Dr. Hill in the Sports and Recreation Management program. They earned their B.S.B.A. in Information Systems and Technology and M.S. in Park, Recreation, and Tourism Studies at Old Dominion 91¶ÌÊÓƵ. Their graduate research project work focused on Critical Race Theory within the sport of recreational distance running. In addition to their capstone project, Williams has co-authored research within youth development, camp, and youth recreation. Their research goals include a focus on recreation accessibility, inclusion, and diversity, in addition to recreation and play as an instrument of empowerment. When not reading, writing, and helping other students and colleagues, Rowan is spending time either in their art/research studio or at home with their spouse, Nathanial, and dog, Bruno.
- Tingle, J. K., Jacobs, B., Ridinger, L. L., & Warner, S. (in press). Female sports officials and mental health: The overlooked problem. Journal of Sport Management.
- Edwards, E., Zajchowski, C., & Hill, E. (2020). Smartphone impacts on outdoor orientation program goal attainment. Journal of Experiential Education (November, 1-18).doi/full/10.1177/1053825920974071
- Goff, J., Hill, E., Eckhoff, A., Dice, T. (2020). Examining the high-impact practice of service-learning: Written reflections of undergraduate recreation majors. Schole DOI: 10.1080/1937156X.2020.172044
- Hill, E., Williams, R., McIntosh, T., Morris, D., Hill, L., & Duncan, M. (2020). The impact of out of school time triathlon camps on perceived competence, interests in exploration, and responsibility among youth campers: A pilot study. Recreation, Parks, and Tourism in Public Health, 4, 33-41. doi:10.2979/rptph.4.1.04
- Hill, E., & Gómez, E. (2019). Perceived health benefits of mountain bikers: A national inquiry. Journal of Park and Recreation Administration. doi: 10.18666/JPRA-2019-9492
Name:ÌýTakeyra Collins, PhD
Graduation Year:Ìý2019
Program:ÌýSport & Recreation Management
Current Role:ÌýAssistant Professor
Current 91¶ÌÊÓƵ:ÌýVA Wesleyan 91¶ÌÊÓƵ
Name:ÌýJennifer Goff, PhD
Graduation Year:Ìý2016
Program:ÌýSport & Recreation Management
Current Role:ÌýExecutive Director forÌý
Name:ÌýCraig Morehead
Graduation Year:Ìý2016
Program:ÌýSport & Recreation Management
Current Role:ÌýAssistant Professor, Sport Management
Current 91¶ÌÊÓƵ:ÌýIndiana 91¶ÌÊÓƵ 91¶ÌÊÓƵ
Name:ÌýBrendan O'Hallarn
Graduation Year:Ìý2016
Program:ÌýSport & Recreation Management
Current Role:ÌýLecturer, Public Affairs & Media Relations
Current 91¶ÌÊÓƵ:ÌýOld Dominion 91¶ÌÊÓƵ
Name:ÌýMichelle Redmond
Graduation Year:Ìý2017
Program:ÌýSport & Recreation Management
Current Role:ÌýLecturer & UPD, Sport Management
Current 91¶ÌÊÓƵ:ÌýOld Dominion 91¶ÌÊÓƵ
Our research areas cross over between sport and recreation management. The sport management concentration focuses on sport consumer behavior and involvement, analytics, and the social and economic issues evident in sport. The recreation concentration focus is on youth development, surf tourism, outdoor recreation, and land management. Some lines of inquiry that our research team pursues include the following, and recent publication samples are listed below:
- Analyzing mediated sport consumer behavior
- Sport consumption and emerging technologies
- Psychosocial aspects of sport consumption at the amateur and professional levels of sport
- Psychosocial factors associated with sport involvement
- The roles of leisure and sport in improving health and well-being among ethnic and racial minorities
- The application of data analytics in the sport industry
- Social and economic issues in sport
- Examining the impact of the camp experience and Out of School Time
- Exploring human dimensions of natural resource management
- Examining surf tourism
- Examining the impact of climate change on visitor behavior
- Determining the perceived health benefits and motivations of outdoor recreation
- Assessing the impact air quality has on recreation participation
- Determining the outcomes of wilderness orientation programs
- Programming for nature-based experiences
Rowan Williams, MS, is a doctoral student working under Dr. Hill in the Sports and Recreation Management program. They earned their B.S.B.A. in Information Systems and Technology and M.S. in Park, Recreation, and Tourism Studies at Old Dominion 91¶ÌÊÓƵ. Their graduate research project work focused on Critical Race Theory within the sport of recreational distance running. In addition to their capstone project, Williams has co-authored research within youth development, camp, and youth recreation. Their research goals include a focus on recreation accessibility, inclusion, and diversity, in addition to recreation and play as an instrument of empowerment. When not reading, writing, and helping other students and colleagues, Rowan is spending time either in their art/research studio or at home with their spouse, Nathanial, and dog, Bruno.
- Tingle, J. K., Jacobs, B., Ridinger, L. L., & Warner, S. (in press). Female sports officials and mental health: The overlooked problem. Journal of Sport Management.
- Edwards, E., Zajchowski, C., & Hill, E. (2020). Smartphone impacts on outdoor orientation program goal attainment. Journal of Experiential Education (November, 1-18).doi/full/10.1177/1053825920974071
- Goff, J., Hill, E., Eckhoff, A., Dice, T. (2020). Examining the high-impact practice of service-learning: Written reflections of undergraduate recreation majors. Schole DOI: 10.1080/1937156X.2020.172044
- Hill, E., Williams, R., McIntosh, T., Morris, D., Hill, L., & Duncan, M. (2020). The impact of out of school time triathlon camps on perceived competence, interests in exploration, and responsibility among youth campers: A pilot study. Recreation, Parks, and Tourism in Public Health, 4, 33-41. doi:10.2979/rptph.4.1.04
- Hill, E., & Gómez, E. (2019). Perceived health benefits of mountain bikers: A national inquiry. Journal of Park and Recreation Administration. doi: 10.18666/JPRA-2019-9492
Name:ÌýTakeyra Collins, PhD
Graduation Year:Ìý2019
Program:ÌýSport & Recreation Management
Current Role:ÌýAssistant Professor
Current 91¶ÌÊÓƵ:ÌýVA Wesleyan 91¶ÌÊÓƵ
Name:ÌýJennifer Goff, PhD
Graduation Year:Ìý2016
Program:ÌýSport & Recreation Management
Current Role:ÌýExecutive Director forÌý
Name:ÌýCraig Morehead
Graduation Year:Ìý2016
Program:ÌýSport & Recreation Management
Current Role:ÌýAssistant Professor, Sport Management
Current 91¶ÌÊÓƵ:ÌýIndiana 91¶ÌÊÓƵ 91¶ÌÊÓƵ
Name:ÌýBrendan O'Hallarn
Graduation Year:Ìý2016
Program:ÌýSport & Recreation Management
Current Role:ÌýLecturer, Public Affairs & Media Relations
Current 91¶ÌÊÓƵ:ÌýOld Dominion 91¶ÌÊÓƵ
Name:ÌýMichelle Redmond
Graduation Year:Ìý2017
Program:ÌýSport & Recreation Management
Current Role:ÌýLecturer & UPD, Sport Management
Current 91¶ÌÊÓƵ:ÌýOld Dominion 91¶ÌÊÓƵ
Admissions
Pursuing a doctoral degree is a serious commitment. Prior to applying to the Human Movement Sciences concentration of the Ph.D. in Education, it is essential that a prospective applicant contact one or more HMS faculty/advisor regarding his or her research interests. An applicant will not be admitted unless a specific faculty member has agreed to serve as his or her advisor/mentor. Once that has been established and the complete application is received, the admissions committee will review all applications and make admission decisions based on a number of factors, including the standard application materials, support from the prospective faculty mentor, and availability of resources. Review the admissions requirements in theÌý
Curriculum
In addition to a minimum of 12 credit hours of dissertation, students will need to complete at least 48 credit hours of coursework covering research methods such as research design, qualitative and quantitative methods, emphasis area courses that are content specific to each area, professional preparation courses such as doctoral study seminars, and electives that are approved by the advisor.ÌýÌýis comprehensive, but has the flexibility to allow for individual specialization.
Graduate Assistantships
There are a limited number of Graduate Assistantships (GA) available that include a full tuition waiver and a stipend of $15,000 per year. The GA positions are highly competitive and will be awarded on a very selective basis.
To successfully complete the program, students must maintain a grade point average of 3.0 or higher and maintained continual enrollment, pass the comprehensive examinations, complete a dissertation, and file all necessary paperwork.