course work in biomechanics sport psychology

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Exercise Science

The study of human movement and sport.

As an exercise science major, you'll learn all about topics related to human movement, including anatomy, biomechanics, exercise physiology, sport psychology, and motor learning and control. Our rigorous, science-based curriculum includes coursework, lab experiences, and research opportunities that will prepare you for a wide range of careers in health-related disciplines, including physical therapy, occupational therapy, medicine, athletic training, and research.

"The exercise science major provided a strong foundational knowledge of the body's mechanisms and functioning at various levels. I had the flexibility to explore many careers without having to change my major. I was prepared to build upon my undergraduate experience and apply it to the Master of Science in Athletic Training (MSAT) program."

Madison T. Kump, B.S. in Kinesiology – Exercise Science, M.S. in Athletic Training

Getting Started

The exercise science major explores human movement and how it impacts health and fitness. The major provides excellent preparation for students planning to further their science education at the graduate or professional level. You’ll complete foundational courses in anatomy, physiology, psychology, nutrition, chemistry, communications, and statistics. Throughout the first two years of the major, your coursework sets the stage to dive deeper into the science of human movement, understand the role of physical activity in society, and explore possible career paths in helping people live well.

First-year coursework includes:

Introduction to Kinesiology & Public Health

• Explore the intersection of human movement and public health through contemporary topics. Examples of questions considered are: Are concussions really an epidemic, and what are we doing about it? Is sitting "the new smoking?" What happens when sport becomes accessible only to those who can afford it? In addition, students explore broader issues such as environmental health, health disparities, and access.

Introduction to Exercise Science

• This course explores how the body responds to exercise and adapts to exercise over time. Students examine how the body learns new skills, controls voluntary movements, and responds to exercise in different environments. The course also discusses how exercise is a medicine that helps prevent common diseases and can help improve quality of life. Special topics in exercise physiology, biomechanics, sports medicine, and motor control are examined.

Tracks and concentrations

As an exercise science major, you’ll choose a Career Focus Area  depending on your academic and career goals. Students are encouraged to discuss these four options with their academic advisors. These courses are typically completed after the first year.

• Prepares students for graduate study in medicine
• Requires advanced coursework in biology, chemistry, and medical sciences
• Prepares students for roles in athletic training, strength and conditioning, or for graduate study in physical therapy, occupational therapy, and other allied health fields
• Requires advanced coursework in athletic training, conditioning, movement, and student-athlete psychology
• Prepares students for graduate education, careers in research, or clinical roles
• Requires advanced coursework in biology, chemistry, and physiology
• Prepares students for roles with administrative responsibilities, such as worksite wellness coordinator, operations manager, fitness director, and business owner
• Requires advanced coursework in the business side of fitness and physical activity

Upper-level coursework

Once you have completed the introductory coursework, you’ll examine specialized areas of exercise science. Coursework includes exercise physiology, biomechanics, exercise/sport psychology, and motor learning; major electives include topics such as advanced theories of strength and conditioning, fitness testing and interpretation, and adapted physical activity. You’ll also have opportunities to pursue internships or assist in research.

Explore the Degree Map

Enhance your major

Working with faculty.

Our diverse faculty provide a wide range of expertise in teaching, research, and experience in the field. Take advantage of office hours to talk with your instructors about your performance in class, the content of assignments, and how the course helps you work towards your professional career goals. You'll gain practical, hands-on experience by participating in the Honors Program or working with IU faculty on research projects .

Our faculty’s research interests include topics in the areas of motor control, gait biomechanics, cardiovascular and environmental physiology, traumatic brain injuries, sport psychology, and adapted physical activity. Nine laboratories are dedicated to specific research in exercise science kinesiology, including clinical neurotrauma, biomechanics, neuromuscular control, and exercise physiology. Our Bioenergetics and Environmental Stress Suite provides insights into the study of obesity and cardio-metabolic disease and is the only facility of its kind in the United States.

Commonly pursued majors, minors, and certificates

With the help of your academic advisor, you may be able to combine several areas of interest with additional majors, minors, or certificates.

The Explore Programs tool can help you find majors, minors, and certificate programs that fit you and your goals by allowing you to filter by interest area. Other majors, minors, and certificates can be excellent opportunities to build upon and broaden your interests.

Some commonly pursued minors for exercise science students include coaching, fitness instruction, healthy aging, nutrition, obesity and health, and youth development.

Additional minors and certificates in martial arts and underwater resource management are also available.

Student groups

Explore beINvolved to connect with any of the 750+ student organizations that already exist, or to start a new one. Student organizations that could fit your interest include:

• Cycling Club
• InMotion Dance Company
• Physical Therapy Club
• Powerlifting Club
• Triathlon Club

Volunteer Opportunities

Graduate programs, professional schools, and employers seek applicants who have demonstrated a long-term commitment of serving others. Gain experience serving your local community through volunteer activities. Activities that help you develop interpersonal and communication skills while working with people from a wide variety of backgrounds are especially relevant.

• Bloomington Volunteer Network
• Area 10 Agency on Aging, volunteer fitness instructor
• Bloomington Health Foundation, Hoosiers Outrun Cancer 5k volunteer
• Monroe County YMCA, special events/sport/activity volunteer
• National Multiple Sclerosis Society, Walk MS volunteer

Professional Organizations

As an exercise science major, you can get involved with professional organizations that provide additional knowledge, resources, and opportunities to become a leader in the field.

• American College of Sports Medicine
• American Council on Exercise
• American Society of Biomechanics
• American Society of Exercise Physiologists
• Collegiate Strength & Conditioning Coaches Association
• IDEA Health & Fitness
• National Strength & Conditioning Association

Build your skills

Through the major.

As an exercise science major, you’ll further develop your analytical thinking, communication, and public speaking skills. You’ll gain skills in statistical analysis and experience in exercise physiology lab testing, and in-major elective courses can provide experience with fitness testing and interpretation, exercise program design, and fitness instruction.

Students who complete the exercise science major are well prepared for graduate study in exercise science, medicine, athletic training, physical therapy, and occupational therapy.

Skills desired by employers

Skills desired by employers and professional schools include a strong background in biological and social sciences, communication and interpersonal skills, clinical experience, technical ability, critical thinking, assessment, evidence-based practice, patient/client-centered care, interdisciplinary teamwork, and cultural competency.

Launch your career

Practicum, fieldwork, and internship opportunities.

Take the initiative to network and look for internship and job shadow opportunities as early as your first semester and every semester while pursuing your degree at Indiana University. Our fantastic Career Services Office supports students throughout the career search process. Common settings for internships and shadowing include physical therapy and occupational therapy outpatient clinics, fitness centers, hospitals, strength and conditioning programs, senior care centers, and autism therapy clinics.

• Athletico Physical Therapy - field observation
• Force Fitness & Performance - client coaching and instruction
• GOAL (Getting Onboard Active Living) - client education
• Indiana Law Enforcement Academy - assessments, conditioning
• IU Strength & Conditioning - assessments, conditioning, facility management

The major prepares students for a variety of interests, such as fitness, sport performance, athletic training, rehabilitation, and the medical field. Explore our Healthcare and Wellness Career Community to learn more about career options and outcomes.

Is it for you?

The exercise science major is an excellent match for students passionate about learning how the body works to help others live well and perform better. Students in the major are curious, analytical, and committed to making the world a better place. Introductory classes typically have 150–200 students; lab sections are 12–15 students, and the average class size is 100 in the upper-level courses.

Admission requirements

Direct admission.

To be considered for direct admission to the School of Public Health-Bloomington, students must first be admitted to IU with an intended major within the School of Public Health. Students who meet the Direct Admit qualifications are accepted into the program.

Learn more about how to apply

Certification from University Division

Current IU students should meet with a University Division advisor, who can provide guidance in meeting certification requirements .

View degree map

See degree information in the bulletin

Learn more about the Department of Kinesiology

See faculty in this program

"Throughout your IU career, you can get to know your professors and classmates on a personal basis, both in large and small class settings. The SPH career coaches and pre–physical therapy counselors were invaluable. These connections open several doors for you, including internal research, community involvement, and teaching assistant opportunities that allow you to stand out during the job search and graduate school application process."

Victoria Fosha, PT, DPT Physical Therapist Physical Rehabilitation Network

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Undergraduate Academic Programs

Degree programs, bachelor of science in kinesiology (bsk), exercise science major, description of program, degree requirements, special opportunities.

The exercise science curriculum provides a broad science foundation for students planning to further their education at the graduate or professional level. Students complete rigorous course work in anatomy, chemistry, mathematics, physics, physiology, and psychology to build a foundation of science knowledge needed for success in the upper-level kinesiology courses. The core kinesiology courses emphasize biomechanics, exercise physiology, sport psychology, and motor learning/control. This major provides excellent preparation for graduate work in adapted physical education, ergonomics, biomechanics, exercise physiology, motor control, sport psychology, and sports medicine. In addition, students with this major prepare for admission to graduate programs in athletic training, physical activity, physical and occupational therapy, medicine, physician assistant, dentistry, podiatry, optometry, chiropractic, osteopathy, and other allied health fields.

The four-year exercise science curriculum in the subject matter of human movement and sport, provides the student with an understanding of current theoretical problems. Through the use of restricted electives, the student is asked to relate knowledge from other disciplines to the study of human performance. There is a minimum 2.0 cumulative grade point average (GPA) entrance requirement. Graduation requirements include:

• completion of general education requirements.
• completion of exercise science major requirements.
• a minimum of 120 successfully completed credit hours which count toward the degree program.
• a minimum 2.0 cumulative GPA.
• a minimum 2.0 cumulative GPA in courses used to complete the portion of this degree entitled, kinesiology major courses. 
• No Pass/Fail except for free electives.

General Education (20 – 39 credits)

All undergraduate students must complete the IU Bloomington campus-wide general education common ground requirements. Such students must visit the 2021-2022 General Education Bulletin to view these requirements.

Major (83-90 cr.)

Kinesiology Major Courses (26-28 cr.) Minimum 2.0 GPA required in courses completed to fulfill this requirement. Complete each of the following courses:

• SPH-I 119 Personal Fitness (3 cr.)
• SPH-K 150 Introduction to Kinesiology and Public Health (3 cr.) +(S&H)
• SPH-K 200 Microcomputer Applications in Kinesiology (3 cr.)
• SPH-K 205 Structural Kinesiology (3 cr.)  +(N&M) -or - ANAT-A 215 Basic Human Anatomy (5 cr.) +(N&M)
• SPH-K 212 Introduction to Exercise Science (3 cr.) +(N&M)
• SPH-K 305 Mechanical Basis of Human Movement (3 cr.)
• SPH-K 391 Biomechanics (3 cr.)
• SPH-K 405 Introduction to Sport Psychology (3 cr.)
• SPH-K 409 Basic Physiology of Exercise (3 cr.)
• SPH-K 452 Motor Learning (3 cr.)

Foundational Science (23 cr.) Complete each of the following courses:

• BIOL-L 112 Foundations of Biology: Biological Mechanisms (4 cr.)
• BIOL-L 113 Biology Laboratory (3 cr.)
• PHSL-P 215 Basic Human Physiology (5 cr.) +(N&M)
• PHYS-P 201 General Physics I (5 cr.) +(N&M)
• PSY-P 101 Introduction to Psychology I (3 cr.) +(N&M)
• SPH-N 220 Nutrition for Health (3 cr.) or SPH-N 231 Human Nutrition (3 cr.) +(N&M)

Foundational Chemistry (5-10 cr.) Complete one of the following chemistry options: Option 1: Complete the following two chemistry courses

• CHEM-C 117 Principles of Chemistry and Biochemistry I (3 cr.) +(N&M)
• CHEM-C 127 Chemistry and Biochemistry Laboratory I (2 cr.) +(N&M)

OR Option 2: Complete the following four chemistry courses:

• CHEM-C 101 Elementary Chemistry I (3 cr.) +(N&M)
• CHEM-C 121 Elementary Chemistry Laboratory I (2 cr.) +(N&M)
• CHEM-C 102 Elementary Chemistry II (N&M) (3 cr.) +(N&M)
• CHEM-C 122 Elementary Chemistry Laboratory II (2 cr.) +(N&M)

Foundational Math (6 cr.)

Complete one of the following finite math or calculus options, if not already completed for the General Education Mathematical Modeling requirement:

• MATH-M 118 Finite Mathematics (3 cr.) +(N&M)
• MATH-V 118 Finite and Consumer Mathematics (3 cr.) +(N&M)
• MATH-V 118 Finite Mathematics for Social and Biological Sciences (3 cr.) +(N&M)
• MATH-D 116 and MATH-D 117 Introduction to Finite Mathematics I-II (2-2 cr.) +(N&M)
• MATH-M 119 Brief Survey of Calculus I (3 cr.) +(N&M)
• MATH-V 119 Applied Brief Survey of Calculus I (3 cr.) +(N&M)
• MATH-M 211 Calculus I (4 cr.) +(N&M)

Complete one of the following statistics courses:

• SPH-Q 381 Introduction to Biostatistics (3 cr.)
• PSY-K 300 Statistical Techniques (3 cr.)
• SPEA-K 300 Statistical Techniques (3 cr.)
• STAT-S 303 Applied Statistical Methods for the Life Sciences (3 cr.)

Foundational Communications: (8 cr.)

Complete one of following oral communication courses:

• SPH-B 250 Public Health Communication (3 cr.)
• COLL-P 155 Public Oral Communication (3 cr.) +(A&H)
• ANTH-A 122 Interpersonal Communication (3 cr.) +(S&H)

Complete one of following written communication courses:

• ENG-W 231 Professional Writing Skills (3 cr.)
• ENG-W 240 Community Service Writing (3 cr.)
• ENG-W 280 Literary Editing and Publishing (3 cr.)
• MSCH-C 221 Writing for Electronic Media (3 cr.)

Complete the following course:

• CLAS-C 209 Medical Terms from Greek and Latin (2 cr.)

Specialization Tracks (15 cr.) Complete a minimum of 15 credits in one of the following four specialization tracks:

Integrated Exercise Science Track Complete a minimum of 15 credits from the following courses:

• BIOL-L 312 Cell Biology (3 cr.) or BIOL-L 330 Biology of the Cell (3 cr.)
• BIOL-P 451 Integrative Human Physiology (4 cr.)
• CHEM-C 341 Organic Chemistry I (3 cr.)
• CHEM-C 342 Organic Chemistry II (3 cr.)
• CHEM-C 383 Human Biochemistry (3 cr.) or CHEM-C 483 Biological Chemistry (3 cr.)
• HPSC-X 200 Introduction to Scientific Reasoning (3 cr.) +(N&M)
• SPH-K 412 Exercise in Health and Disease (3 cr.)
• SPH-K 450 Special Topics in Kinesiology (3 cr.)
• SPH-K 492 Research in Kinesiology (3 cr.)

Professional Track Complete a minimum of 15 credits from the following courses:

• PSY-P 303 Health Psychology (3 cr.)
• SPH-E 311 Introduction to Epidemiology (3 cr.)
• SPH-K 327 Behavioral Aspects of Physical Activity (3 cr.)
• SPH-K 416 Physical Activity/Fitness Administration (3 cr.)
• SPH-K ___ Any Appropriate SPH 300/400-Level Course (3 cr.)
• SPH-M 211 Introduction to Sport Management (3 cr.)
• SPH-M 318 Managing the Sport Enterprise (3 cr.)
• SPH-P 309 Public Health Administration (3 cr.)
• SPH-S 332 Ergonomics and Human Factors (3 cr.)

Pre-Health Professions Track Complete a minimum of 15 credits from the following courses:

• BIOL-L 111 Introduction to Biology: Evolution and Diversity (4 cr.) +(N&M)
• BIOL-L 211 Molecular Biology (3 cr.)
• BIOL-M 200 Microorganisms in Nature and Disease (3 cr.)
• BIOL-M 215 Microorganism Laboratory (1 cr.)
• BIOL-M 250 Microbiology (3 cr.)
• BIOL-M 315 Microbiology Laboratory (2 cr.)
• CHEM-C 118 Principles of Chemistry and Biochemistry II (5 cr.) or CHEM-N 330 Intermediate Inorganic Chemistry (5 cr.)
• CHEM-C 343 Organic Chemistry Laboratory I (2 cr.)
• MSCI-M ___ Any MSCI-M Course (3 cr.)
• PHYS-P 202 General Physics 2 (5 cr.) +(N&M)
• PSY-P ___ Any Psychology Course Excluding PSY-P 101 and PSY-K 300 (3 cr.)
• SOC-S 100 Introduction to Sociology (3 cr.) +(S&H) or SOC-S 101 Social Problems and Policies VT: Medicine in America (3 cr.) +(S&H)
• SOC-S 358 Social Issues in Health and Medicine (3 cr.)
• SPH-F 150 Life Span Development (3 cr.) +(S&H) or EDUC-P 314 Life Span Development (3 cr.)
• SPH-H 160 First Aid and Emergency Care (3 cr.)
• SPH-K 398 Adapted Physical Activity (3 cr.)

Pre-Athletic Training Track Complete a minimum of 15 credits from the following courses:

• EDUC-G 207 Introduction to Student Athlete Counseling Psychology (3 cr.)
• SPH-H 401 Emergency Medical Technician (3 cr.)
• SPH-H 404 Emergency Medical Technician Laboratory (1 cr.)
• SPH-K 205 Structural Kinesiology (3 cr.) or ANAT-A 215 Basic Human Anatomy (5 cr.) +(N&M) (whichever course was not completed for the Kinesiology Core)
• SPH-K 280 Basic Prevention and Care of Athletic Injuries (2 cr.)
• SPH-K 316 Theories of Advanced Conditioning (2 cr.)

Cardiopulmonary Resuscitation (CPR) Certification Required A student applying to graduate with a Bachelor of Science in Kinesiology degree in exercise science must present evidence of current CPR certification to the School of Public Health - Bloomington recorder's office in SPH Room 123 at the time the student applies for graduation. The document submitted must display a date which indicates that the student is currently certified in CPR. Certification in CPR is acceptable from the American Red Cross, the American Heart Association, or the National Safety Council.

+ Courses followed by a A&H notation apply toward completion of both the major requirement and the general education, arts and humanities requirement.

+ Courses followed by a N&M notation apply toward completion of both the major requirement and the general education, natural and mathematic sciences requirement.

+ Courses followed by a S&H notation apply toward completion of both the major requirement and the general education, social and historical studies requirement.

Suggested Courses for the First-Year Exercise Science Student Fall Semester (15 cr.) Chemistry Preparation Course (5 cr.) or a Free Elective (3 cr.) ENG-W 131 Elementary Composition 1 (3 cr.) or ENG-W 170 Introduction to Argumentative Writing (3 cr.) MATH-M 118 Finite Mathematics (3 cr.) or MATH-M 119 Brief Survey of Calculus I (3 cr.) PSY-P 101 Introductory Psychology 1 (3 cr.) SPH-K 150 Introduction to Kinesiology and Public Health (3 cr.) Spring Semester (16 cr.) CHEM-C 117 Principles of Chemistry and Biochemistry I (3 cr.) and CHEM-C 127 Chemistry and Biochemistry Laboratory I (2 cr.) or CHEM-C 101 Elementary Chemistry (3 cr.) and CHEM-C 121 Elementary Chemistry Laboratory (2 cr.) COLL-P 155 Public Oral Communication (3 cr.) SPH-I 119 Personal Fitness (3 cr.) Arts and Humanities Course (3 cr.) Free Elective (3 cr.)

Majors have the opportunity to work with faculty research specialists in areas specific to kinesiology. Students planning to pursue graduate kinesiology programs are encouraged to gain laboratory research experience offered by departmental faculty. Internship opportunities outside of the department in a wide variety of medical and allied health areas are coordinated by the Kinesiology Career office. Throughout the year, the Kinesiology Club invites speakers from a number of health profession areas to share their expertise and professional perspective with majors. Through these experiences, students learn firsthand about the graduate programs/professions of interest to them. Expert and in-depth advising services help students tailor their major program to meet their eventual goals.

Many students with this major are preparing to enter graduate programs in their career area of interest, most often a health profession, such as: athletic training, physical therapist, occupational therapist, physician’s assistant, medical doctor, dentist, optometrist, or other allied health profession. Other students go on to pursue graduate degrees in physical activity, exercise physiology, biomechanics, motor learning and control, and ergonomics. Others may seek positions in coaching, cardiac rehabilitation, health screening and education, pharmaceutical sales, or sales and marketing of medical, fitness, or sports-related equipment. This major can be combined with a minor or professional certification to tailor the student’s background to a specific area, such as health care, coaching, fitness, or business.

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SPECIALTY GRAND CHALLENGE article

From biomechanics to sport psychology: the current oscillatory approach.

• 1 Laboratory of Neurophysiology and Movement Biomechanics, ULB Neuroscience Institut, Université Libre de Bruxelles, Brussels, Belgium
• 2 Laboratory of Electrophysiology, Université de Mons-Hainaut, Mons, Belgium

Brain oscillations are, perhaps paradoxically, crucial for movement stability and high performance. Much of what is known about brain oscillations and their relation to movement, sensation and cognition has been established during the last three decades through an explosion of research ranging from in vitro ( Draguhn et al., 1998 ; Fisahn et al., 1998 ) to in vivo ( Cheron et al., 2015 ) and computing ( Cannon et al., 2014 ) studies and reaching direct application to humans ( Lebedev and Nicolelis, 2006 ; Schneider et al., 2010 ; Zarka et al., 2014 ). In this Grand Challenges monograph, my intent is to expound the idea that recording of multiple biological signals including brain oscillations during sport movements makes the most of currently available knowledge in neuroscience, technological advances and powerful analysis tools to promote excellence in sports performance. It is a scientific voie royale reinforcing the strong yet complex link between movement science and sport psychology.

For the Integration of Movement and Neuropsychological Determinants

The dynamic nature of biological movements of both animals and humans has always fascinated human culture. However, artists (since prehistoric times) and scientists have been confronted with the difficulty of keeping the whole movement and its psychological meaning in one fixed picture due to the fugacity of individual movements. Despite the accumulation of scientific data in the field of movement science and related psychology, this challenge has remained incompletely met. Biological movements of humans and other animals remain commonly analyzed independently from their underlying neurophysiological mechanisms. In the last decades, major technological developments in the recording of 3D movement kinematics, kinetics and dynamics have contributed to bridge the gap between movement capture and the understanding of the internal control of movement by the brain. Yet, current knowledge remains sparse, unstable, and at times controversial, particularly in the niche of sport psychology, although it would be central to any progress. Whatever the sport movement considered, the actual performance and the related mental set are intrinsically linked and comprehensive understanding of this link is now indispensable for further performance optimization, not only Citius, Altius, Fortius (the Olympic motto, latin for “faster, higher, stronger”) and above all finer and more human.

From Muscle Patterns to Artificial Dynamic Neural Network

Since the key observations of Aristotle about locomotion and then the first mechanical model of this seeming simple movement proposed by Borelli (1680) followed by Marey's first real-time kinematic representations as stick pictograms (1901), fine scientifically minded observers engaged onto the path of Movement Science questioned its most basic tenet: the relations between muscles and movements ( Marey, 1901 ). This set the base for conventional movement analysis, integrating kinematics, kinetics and electromyography (EMG; Bengoetxea et al., 2014 , 2015 ). Such a multimodal approach to movement has generated a wealth of data whose analysis requires the necessity to include the compliance of the musculoskeletal system ( Gottlieb, 1996 ) and the redundancy problem ( Neilson, 1993 ; Sporns and Edelman, 1993 ; Hayashibe and Shimoda, 2014 ).

Numerous models have thus taken tendon function into account ( Winters et al., 1988 ; Zajac, 2002 ; McGowan et al., 2013 ), confirmed by ultrasound data about the musculoskeletal system in movement ( Cronin and Lichtwark, 2013 ). The traditional view about force transmission considers that the force produced by the motor unit contractile element is uniquely transmitted to the bone via the tendon. This simplified assumption needs to be revisited by the integration of the connective fascia which binds muscles together and with other tissues assuming lateral transmission of force ( Huijing and Jaspers, 2005 ; Higham and Biewener, 2011 ). Such force diffusion largely depends on the considered body segments ( Gandevia, 2014 ). For example, there is no intermuscular force transmission between medial gastrocnemius and soleus in human ( Tian et al., 2012 ). In contrast, non-linear force transmission results e.g., from active contraction of flexor digitorum profundus, which can generate no force at its finger insertion ( Van Duinen and Gandevia, 2011 ). This calls for the necessity to record multiple EMG.

According to some authors, EMG patterns are a good reflection of the motor program used by the central nervous system for controlling movement ( Gottlieb, 1993 ). However, for the tenants of the equilibrium point theory, EMG patterns are emergent and non-programmable properties of the system, which is controlled by a subtle combination of threshold muscle length λ of the implicated muscles ( McIntyre and Bizzi, 1993 ; Feldman et al., 1998 ; Gribble et al., 1998 ; Feldman and Levin, 2009 ). Whatever the control variable of these signals, the EMG envelope signals have been shown to reasonably reflect the firing rate of motoneuronal pools including both central and afferent influences ( Cheron and Godaux, 1986 ). In addition, the combination of EMG from multiple muscles may reveal the basic motor coordination dynamics of the gesture ( Scholz and Kelso, 1990 ; Kelso, 1995 ). In this context, the utilization of dynamic recurrent neural network (DRNN), recognized as universal approximators of dynamical systems ( Doya, 1993 ; Schäfer and Zimmermann, 2007 ) allows identification of the complex relationship between EMG signals and kinematics. This was made for fast upper limb figurative movements ( Cheron et al., 1996 ), whole-body straightening ( Draye et al., 2002 ), pointing ballistic movement ( Cheron et al., 2007 ) and locomotion ( Cheron et al., 2003 , 2012 ; Hoellinger et al., 2013 ). This neuronal approach of movement science has also been applied to quantify maturational aspects of movement and to decipher strategic characteristics of elite sport performance, e.g., lunging in fencing champions ( Cheron et al., 2011 ). In accordance with Bernstein's view ( Bernstein, 1967 ), in both of these situations dynamic patterns emerge through exploration of available solutions to the redundancy problem, leading to selection of preferred movements. For example, in toddlers the rhythmic leg patterns progressively emerges through repeated cycles of action and perception ending in a planar covariation pattern ( Cheron et al., 2001 ). This intersegmental coordination rule ( Borghese et al., 1996 ; Lacquaniti et al., 1999 ; Ivanenko et al., 2008 ) was modeled by simple oscillators coupled with appropriate time shifts ( Barliya et al., 2009 ), indicating that combination of oscillatory commands may be used for movement coordination ( Hoellinger et al., 2013 ). Concerning the sport domain, in the elite fencers but not in amateurs, intensive training of the thrusting movement of the upper limb induces the emergence of a surprising whipping movement ( Cheron et al., 2011 ). The prime mover action for this rapid elbow extension is made, seemingly paradoxically by the biceps muscles (not by the triceps) acting as a biarticular muscle for performing fast elevation of the arm that induces a dynamic interaction torque at the elbow. This emergent functional sport strategy was perfectly predicted by a DRNN receiving the EMG envelop of eight superficial muscles of the upper limb as input signals ( Cheron et al., 2011 ). Different approaches have been developed on the base of artificial recurrent neural networks (RNN) in which different optimization algorithms and different input-output mapping are imposed. For example, in order to increase biological plausibility the Kalman filter was introduced and learned by an RNN which was then able to reproduce the attractor dynamics of cortical circuit ( Denève et al., 2007 ; Linsker, 2008 ). Recently, Sussillo et al. (2015) demonstrated in the monkey that it was possible to reproduce complex EMG patterns of multiple muscles of the arm during a reaching task by feeding the RNN with seven neuronal signals recorded in the motor and premotor cortex. This elegantly demonstrates that the cortical dynamics is able by itself to produce naturalistic solutions ( Sussillo, 2014 ) expressed in the EMG output patterns. This also corroborates our preliminary results showing that electroencephalographic (EEG) signals used as input to the DRNN were able to reproduce walking movement in human ( Cheron et al., 2012 ).

From the Tensegrity Concept to Neuronal Oscillations

These biomechanical evidences are in line with the new ecological concept of tensional integrity, or tensegrity, a structural principle describing spatial systems made of isolated prestressed components in compression inside a net of continuous tension ( Turvey and Fonseca, 2014 ). As a contraction of tension and integrity, the tensegrity concept ( Levin, 2006 ), combines the different levels of physical links from cellular to tissue and body architectural connectivity. In movement science, tensegrity integrates force distribution into a complex network of passive and active tissues including nerve sensors. This addresses both the production of force and movement with temporary deformation of body tissue. In the absence of external force, the tensegrity configuration assumes the stabilization of the whole body ( Skelton and de Oliveira, 2009 ). Given the richness of tissue innervation (cutaneous, articular and muscular), the tensegrity concept also encompasses another central issue in movement science and sport psychology: haptic perceptual systems. The field of multiple forces acting on the different micro-regions of the tensegrity configuration of the body activates the emergence of a haptic envelope. In practice, the conceptual idea of the haptic cube ( Kugler and Turvey, 1987 ) requires technological adaptation ( Bernstein et al., 2013 ) in order to record stress vectors on the body surface. Such haptic assemblage can also serve the emerging field of intelligent textile ( De Rossi et al., 2011 ; Tormene et al., 2012 ) in particular for applications dedicated to competitive sport ( Rogowski et al., 2006 ). From a more basic perspective, more knowledge needs to be developed about the neuronal processing of haptic information. For example, the recent study of Jörntell et al. (2014) demonstrated that different haptic features are initially encoded into rich representations in the cuneate neurons in the medulla oblongata which is well before the information reaches the somatosensory cortex. Though this pathway is seen as part of the sensory system, the intricate nature of motor commands and sensory information must be borne in mind. This is well illustrated by reports of astronauts in weightlessness indicating that they can completely lose their limb perception in relaxed condition until a voluntary muscle contraction restore the related limb perception ( Clement and Reschke, 2008 ). The important role of descending information not only from premotor and motor cortex but also from cortical system normally devoted to the treatment of ascending information is now largely recognized. The neural support for the tensegrity concept could be provided by resonance, synchrony and oscillation. For example, solicitation of body tensegrity may concern the alpha brain oscillation (8–12 Hz). This oscillation is viewed as an active inhibitory mechanism ( Klimesch, 2012 ) that gates and controls the cognitive relevance of sensorimotor processing ( Sadaghiani et al., 2012 ). This rhythm is modified in weightlessness ( Cheron et al., 2006 , 2014 ) in such a way that phase-locking of theta-alpha oscillations related to the perception of a 3D tunnel image was suppressed in weightlessness. The phase-locking mechanism largely explains why information related to movement overcomes artificial sensory input. For example, when the median nerve is electrically stimulated at the wrist, a negative evoked potential (the N30 component) emerges in the frontal area, mainly (~70%) produced by the phase locking of beta-gamma oscillation. This phase locking is completely suppressed when subjects move the stimulated hand ( Cebolla et al., 2009 ). This promotes the idea that the oscillatory phase-locking may gate the different sensory inputs arising during sport movement depending of the relationship between environment and the body at rest or in action. Another important point which may help to join tensegrity concept and brain oscillations is that brain oscillations are adapted to the timing properties of the mechanics of the effector system including the contraction speed of myosin and actin ( Buzsáki et al., 2013 ).

Integration of Human Biological Signals into Oscillatory Approach

Integrated analysis of multiple biological signals while the body is in movement will undoubtedly provide key insights into the psychological determinants of sport performance.

The development of reliable wireless systems greatly facilitates the recording of simultaneous signals recorded during whole body movements, such as EMG, EEG, eye movements, skin sensors. However, the profusion of the recorded data necessitates not only important storage capacity but also strategic management and conceptual guidelines. The fact that all of these biological signals coming from both streams of the sensori-motor loop are by nature oscillatory may promote the emergence of new field in movement science and sport psychology. Following the identification of central pattern generators (CPG) in the brainstem and spinal cord generating rhythmical movements (e.g., breathing, walking or swimming) in the absence of sensory input but “learning CPGs” are also present in the neocortex, where they lead to the emergence of spontaneous dynamics ( Yuste et al., 2005 ).

It is now considered that the information processing by the brain is essentially dynamic rather than static ( Tsubo et al., 2013 ). Churchland et al. (2012) elegantly demonstrated that simple, non-periodic reaching movements are generated by oscillatory patterns of cortical neurons population resembling those that produce rhythmic movements. A theta-gamma oscillation code between motor cortex and hippocampus has been proposed on the basis of local field potentials and neuronal firing recorded during single voluntary movement (sequence of push-hold-pull of a lever) in the rat ( Igarashi et al., 2013 ). Theta oscillation (4–10 Hz) was present during hold period and reduced during the movement. This slow oscillation was accompanied by (1) gamma oscillation (30–50 Hz) during the lever hold period and by (2) fast gamma oscillation (60–120 Hz) starting before the onset of lever pull and ending after the termination of movement. It was also demonstrated that the neuronal firing of the pyramidal cells of the motor cortex are phase-locked to gamma oscillation during the holding period. The development of EEG dynamics tools coupled with non-invasive recording, inverse modeling approach (e.g., swLORETA, to access the functional generators of oscillation) and specific stimulation devices such as transcranial direct current stimulation, and a virtual reality environment would allow a rapid and promising expansion of this oscillatory approach in humans. The study of neuronal rhythm dynamics is thus very important to understand how these rhythms facilitate final operational decisions. Sensory, motor and cognitive processing are associated with specific brain oscillations related to subcortical and neocortical structures. These oscillations are considered to be able to filter incoming signals, to prime the network for plasticity and to tune motor commands. High-density EEG recordings have revealed brain oscillatory signatures of motor actions and imagery ( Ramos-Murguialday and Birbaumer, 2015 ) that are particularly relevant to skilled movement.

For example, prior to a self-paced movement an event related desynchronization (ERD) of the alpha-beta rhythm is recorded over the contralateral sensorimotor cortex followed by a bilateral alpha-beta ERD ( Pfurtscheller and Neuper, 2006 ) and by a contralateral event related synchronization (ERS) after the movement ( Pfurtscheller and Lopes da Silva, 1999 ). In addition to these sensorimotor rhythms, theta ( Landau and Fries, 2012 ), and gamma ( Brunet et al., 2015 ) oscillations also sculpt brain activities in a succession of ERD/ERS sequences encompassing the global dynamics of the nervous system at rest, during observation, imagination and action.

The extreme limits reached by sport competition also offer a privileged domain for deciphering the presence and the modulation of these different neuronal oscillations linked to success or failure but always realized in an optimized state of performance. This may represent one of the future Grand Challenges of Movement Science and Sport Psychology.

For this purpose, it has become experimental approaches of sport movement that link together an array of biological signals have become vital, leading to functional integration of biomechanics (e.g., kinematics, kinetics), physiology (e.g., breathing, blood circulation) including neurophysiology (e.g., EEG, EOG, EMG, neuroimaging), and neuropsychology.

Then, the functional coupling of these experimental data should be modeled by dedicated RNN allowing simulation of movement performance dynamics. The results of this “oscillatory approach” should be transmitted to the trainers of teams to serve as a more solid basis for individualized training. Further along the cycle, this approach should be utilized to evaluate outcomes and design improved training programs. We predict that this Frontiers topic will serve as an important platform for integrating studies dedicated to a better understanding of the neural determinants of sport performance.

I would like to thank B. Dan for fruitful discussion about the manuscript, T. D'Angelo M. Dufief, E. Toussaint, E. Hortmanns, and M. Petieau, for expert technical assistance. This work was funded by the Belgian Federal Science Policy Office, the European Space Agency (AO-2004,118), the Belgian National Fund for Scientific Research (FNRS), the research funds of the Université Libre de Bruxelles and of the Université de Mons (Belgium), the FEDER support (BIOFACT), the MINDWALKER project (FP7–2007–2013) supported by the European Commission, the Fonds G. Leibu and the NeuroAtt BIOWIN project supported Walloon Country.

Conflict of Interest Statement

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Keywords: movement, oscillation, sports, dynamics, tensegrity, strategies, sensorimotor control

Citation: Cheron G (2015) From biomechanics to sport psychology: the current oscillatory approach. Front. Psychol . 6:1642. doi: 10.3389/fpsyg.2015.01642

Received: 13 June 2015; Accepted: 12 October 2015; Published: 31 October 2015.

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*Correspondence: Guy Cheron, [email protected]

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Introduction to Biomechanics of Human Movement

• First Online: 11 June 2021

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• Duane Knudson 2  

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Most people are quite skilled in many everyday movements like standing, walking, catching, grasping, or climbing stairs. By the time children are two, they are skilled walkers with little instruction from parents aside from emotional encouragement. Unfortunately, modern living does not require enough movement to prevent several chronic diseases, disability, and premature death associated with low physical activity (USDHHS 1996, 2018) and many people suffer disability from aging, injury, or other factors.

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Knudson, D. (2021). Introduction to Biomechanics of Human Movement. In: Fundamentals of Biomechanics. Springer, Cham. https://doi.org/10.1007/978-3-030-51838-7_1

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From biomechanics to sport psychology: the current oscillatory approach

1 Laboratory of Neurophysiology and Movement Biomechanics, ULB Neuroscience Institut, Université Libre de Bruxelles, Brussels, Belgium

2 Laboratory of Electrophysiology, Université de Mons-Hainaut, Mons, Belgium

Brain oscillations are, perhaps paradoxically, crucial for movement stability and high performance. Much of what is known about brain oscillations and their relation to movement, sensation and cognition has been established during the last three decades through an explosion of research ranging from in vitro (Draguhn et al., 1998 ; Fisahn et al., 1998 ) to in vivo (Cheron et al., 2015 ) and computing (Cannon et al., 2014 ) studies and reaching direct application to humans (Lebedev and Nicolelis, 2006 ; Schneider et al., 2010 ; Zarka et al., 2014 ). In this Grand Challenges monograph, my intent is to expound the idea that recording of multiple biological signals including brain oscillations during sport movements makes the most of currently available knowledge in neuroscience, technological advances and powerful analysis tools to promote excellence in sports performance. It is a scientific voie royale reinforcing the strong yet complex link between movement science and sport psychology.

For the integration of movement and neuropsychological determinants

The dynamic nature of biological movements of both animals and humans has always fascinated human culture. However, artists (since prehistoric times) and scientists have been confronted with the difficulty of keeping the whole movement and its psychological meaning in one fixed picture due to the fugacity of individual movements. Despite the accumulation of scientific data in the field of movement science and related psychology, this challenge has remained incompletely met. Biological movements of humans and other animals remain commonly analyzed independently from their underlying neurophysiological mechanisms. In the last decades, major technological developments in the recording of 3D movement kinematics, kinetics and dynamics have contributed to bridge the gap between movement capture and the understanding of the internal control of movement by the brain. Yet, current knowledge remains sparse, unstable, and at times controversial, particularly in the niche of sport psychology, although it would be central to any progress. Whatever the sport movement considered, the actual performance and the related mental set are intrinsically linked and comprehensive understanding of this link is now indispensable for further performance optimization, not only Citius, Altius, Fortius (the Olympic motto, latin for “faster, higher, stronger”) and above all finer and more human.

From muscle patterns to artificial dynamic neural network

Since the key observations of Aristotle about locomotion and then the first mechanical model of this seeming simple movement proposed by Borelli ( 1680 ) followed by Marey's first real-time kinematic representations as stick pictograms (1901), fine scientifically minded observers engaged onto the path of Movement Science questioned its most basic tenet: the relations between muscles and movements (Marey, 1901 ). This set the base for conventional movement analysis, integrating kinematics, kinetics and electromyography (EMG; Bengoetxea et al., 2014 , 2015 ). Such a multimodal approach to movement has generated a wealth of data whose analysis requires the necessity to include the compliance of the musculoskeletal system (Gottlieb, 1996 ) and the redundancy problem (Neilson, 1993 ; Sporns and Edelman, 1993 ; Hayashibe and Shimoda, 2014 ).

Numerous models have thus taken tendon function into account (Winters et al., 1988 ; Zajac, 2002 ; McGowan et al., 2013 ), confirmed by ultrasound data about the musculoskeletal system in movement (Cronin and Lichtwark, 2013 ). The traditional view about force transmission considers that the force produced by the motor unit contractile element is uniquely transmitted to the bone via the tendon. This simplified assumption needs to be revisited by the integration of the connective fascia which binds muscles together and with other tissues assuming lateral transmission of force (Huijing and Jaspers, 2005 ; Higham and Biewener, 2011 ). Such force diffusion largely depends on the considered body segments (Gandevia, 2014 ). For example, there is no intermuscular force transmission between medial gastrocnemius and soleus in human (Tian et al., 2012 ). In contrast, non-linear force transmission results e.g., from active contraction of flexor digitorum profundus, which can generate no force at its finger insertion (Van Duinen and Gandevia, 2011 ). This calls for the necessity to record multiple EMG.

According to some authors, EMG patterns are a good reflection of the motor program used by the central nervous system for controlling movement (Gottlieb, 1993 ). However, for the tenants of the equilibrium point theory, EMG patterns are emergent and non-programmable properties of the system, which is controlled by a subtle combination of threshold muscle length λ of the implicated muscles (McIntyre and Bizzi, 1993 ; Feldman et al., 1998 ; Gribble et al., 1998 ; Feldman and Levin, 2009 ). Whatever the control variable of these signals, the EMG envelope signals have been shown to reasonably reflect the firing rate of motoneuronal pools including both central and afferent influences (Cheron and Godaux, 1986 ). In addition, the combination of EMG from multiple muscles may reveal the basic motor coordination dynamics of the gesture (Scholz and Kelso, 1990 ; Kelso, 1995 ). In this context, the utilization of dynamic recurrent neural network (DRNN), recognized as universal approximators of dynamical systems (Doya, 1993 ; Schäfer and Zimmermann, 2007 ) allows identification of the complex relationship between EMG signals and kinematics. This was made for fast upper limb figurative movements (Cheron et al., 1996 ), whole-body straightening (Draye et al., 2002 ), pointing ballistic movement (Cheron et al., 2007 ) and locomotion (Cheron et al., 2003 , 2012 ; Hoellinger et al., 2013 ). This neuronal approach of movement science has also been applied to quantify maturational aspects of movement and to decipher strategic characteristics of elite sport performance, e.g., lunging in fencing champions (Cheron et al., 2011 ). In accordance with Bernstein's view (Bernstein, 1967 ), in both of these situations dynamic patterns emerge through exploration of available solutions to the redundancy problem, leading to selection of preferred movements. For example, in toddlers the rhythmic leg patterns progressively emerges through repeated cycles of action and perception ending in a planar covariation pattern (Cheron et al., 2001 ). This intersegmental coordination rule (Borghese et al., 1996 ; Lacquaniti et al., 1999 ; Ivanenko et al., 2008 ) was modeled by simple oscillators coupled with appropriate time shifts (Barliya et al., 2009 ), indicating that combination of oscillatory commands may be used for movement coordination (Hoellinger et al., 2013 ). Concerning the sport domain, in the elite fencers but not in amateurs, intensive training of the thrusting movement of the upper limb induces the emergence of a surprising whipping movement (Cheron et al., 2011 ). The prime mover action for this rapid elbow extension is made, seemingly paradoxically by the biceps muscles (not by the triceps) acting as a biarticular muscle for performing fast elevation of the arm that induces a dynamic interaction torque at the elbow. This emergent functional sport strategy was perfectly predicted by a DRNN receiving the EMG envelop of eight superficial muscles of the upper limb as input signals (Cheron et al., 2011 ). Different approaches have been developed on the base of artificial recurrent neural networks (RNN) in which different optimization algorithms and different input-output mapping are imposed. For example, in order to increase biological plausibility the Kalman filter was introduced and learned by an RNN which was then able to reproduce the attractor dynamics of cortical circuit (Denève et al., 2007 ; Linsker, 2008 ). Recently, Sussillo et al. ( 2015 ) demonstrated in the monkey that it was possible to reproduce complex EMG patterns of multiple muscles of the arm during a reaching task by feeding the RNN with seven neuronal signals recorded in the motor and premotor cortex. This elegantly demonstrates that the cortical dynamics is able by itself to produce naturalistic solutions (Sussillo, 2014 ) expressed in the EMG output patterns. This also corroborates our preliminary results showing that electroencephalographic (EEG) signals used as input to the DRNN were able to reproduce walking movement in human (Cheron et al., 2012 ).

From the tensegrity concept to neuronal oscillations

These biomechanical evidences are in line with the new ecological concept of tensional integrity, or tensegrity, a structural principle describing spatial systems made of isolated prestressed components in compression inside a net of continuous tension (Turvey and Fonseca, 2014 ). As a contraction of tension and integrity, the tensegrity concept (Levin, 2006 ), combines the different levels of physical links from cellular to tissue and body architectural connectivity. In movement science, tensegrity integrates force distribution into a complex network of passive and active tissues including nerve sensors. This addresses both the production of force and movement with temporary deformation of body tissue. In the absence of external force, the tensegrity configuration assumes the stabilization of the whole body (Skelton and de Oliveira, 2009 ). Given the richness of tissue innervation (cutaneous, articular and muscular), the tensegrity concept also encompasses another central issue in movement science and sport psychology: haptic perceptual systems. The field of multiple forces acting on the different micro-regions of the tensegrity configuration of the body activates the emergence of a haptic envelope. In practice, the conceptual idea of the haptic cube (Kugler and Turvey, 1987 ) requires technological adaptation (Bernstein et al., 2013 ) in order to record stress vectors on the body surface. Such haptic assemblage can also serve the emerging field of intelligent textile (De Rossi et al., 2011 ; Tormene et al., 2012 ) in particular for applications dedicated to competitive sport (Rogowski et al., 2006 ). From a more basic perspective, more knowledge needs to be developed about the neuronal processing of haptic information. For example, the recent study of Jörntell et al. ( 2014 ) demonstrated that different haptic features are initially encoded into rich representations in the cuneate neurons in the medulla oblongata which is well before the information reaches the somatosensory cortex. Though this pathway is seen as part of the sensory system, the intricate nature of motor commands and sensory information must be borne in mind. This is well illustrated by reports of astronauts in weightlessness indicating that they can completely lose their limb perception in relaxed condition until a voluntary muscle contraction restore the related limb perception (Clement and Reschke, 2008 ). The important role of descending information not only from premotor and motor cortex but also from cortical system normally devoted to the treatment of ascending information is now largely recognized. The neural support for the tensegrity concept could be provided by resonance, synchrony and oscillation. For example, solicitation of body tensegrity may concern the alpha brain oscillation (8–12 Hz). This oscillation is viewed as an active inhibitory mechanism (Klimesch, 2012 ) that gates and controls the cognitive relevance of sensorimotor processing (Sadaghiani et al., 2012 ). This rhythm is modified in weightlessness (Cheron et al., 2006 , 2014 ) in such a way that phase-locking of theta-alpha oscillations related to the perception of a 3D tunnel image was suppressed in weightlessness. The phase-locking mechanism largely explains why information related to movement overcomes artificial sensory input. For example, when the median nerve is electrically stimulated at the wrist, a negative evoked potential (the N30 component) emerges in the frontal area, mainly (~70%) produced by the phase locking of beta-gamma oscillation. This phase locking is completely suppressed when subjects move the stimulated hand (Cebolla et al., 2009 ). This promotes the idea that the oscillatory phase-locking may gate the different sensory inputs arising during sport movement depending of the relationship between environment and the body at rest or in action. Another important point which may help to join tensegrity concept and brain oscillations is that brain oscillations are adapted to the timing properties of the mechanics of the effector system including the contraction speed of myosin and actin (Buzsáki et al., 2013 ).

Integration of human biological signals into oscillatory approach

Integrated analysis of multiple biological signals while the body is in movement will undoubtedly provide key insights into the psychological determinants of sport performance.

The development of reliable wireless systems greatly facilitates the recording of simultaneous signals recorded during whole body movements, such as EMG, EEG, eye movements, skin sensors. However, the profusion of the recorded data necessitates not only important storage capacity but also strategic management and conceptual guidelines. The fact that all of these biological signals coming from both streams of the sensori-motor loop are by nature oscillatory may promote the emergence of new field in movement science and sport psychology. Following the identification of central pattern generators (CPG) in the brainstem and spinal cord generating rhythmical movements (e.g., breathing, walking or swimming) in the absence of sensory input but “learning CPGs” are also present in the neocortex, where they lead to the emergence of spontaneous dynamics (Yuste et al., 2005 ).

It is now considered that the information processing by the brain is essentially dynamic rather than static (Tsubo et al., 2013 ). Churchland et al. ( 2012 ) elegantly demonstrated that simple, non-periodic reaching movements are generated by oscillatory patterns of cortical neurons population resembling those that produce rhythmic movements. A theta-gamma oscillation code between motor cortex and hippocampus has been proposed on the basis of local field potentials and neuronal firing recorded during single voluntary movement (sequence of push-hold-pull of a lever) in the rat (Igarashi et al., 2013 ). Theta oscillation (4–10 Hz) was present during hold period and reduced during the movement. This slow oscillation was accompanied by (1) gamma oscillation (30–50 Hz) during the lever hold period and by (2) fast gamma oscillation (60–120 Hz) starting before the onset of lever pull and ending after the termination of movement. It was also demonstrated that the neuronal firing of the pyramidal cells of the motor cortex are phase-locked to gamma oscillation during the holding period. The development of EEG dynamics tools coupled with non-invasive recording, inverse modeling approach (e.g., swLORETA, to access the functional generators of oscillation) and specific stimulation devices such as transcranial direct current stimulation, and a virtual reality environment would allow a rapid and promising expansion of this oscillatory approach in humans. The study of neuronal rhythm dynamics is thus very important to understand how these rhythms facilitate final operational decisions. Sensory, motor and cognitive processing are associated with specific brain oscillations related to subcortical and neocortical structures. These oscillations are considered to be able to filter incoming signals, to prime the network for plasticity and to tune motor commands. High-density EEG recordings have revealed brain oscillatory signatures of motor actions and imagery (Ramos-Murguialday and Birbaumer, 2015 ) that are particularly relevant to skilled movement.

For example, prior to a self-paced movement an event related desynchronization (ERD) of the alpha-beta rhythm is recorded over the contralateral sensorimotor cortex followed by a bilateral alpha-beta ERD (Pfurtscheller and Neuper, 2006 ) and by a contralateral event related synchronization (ERS) after the movement (Pfurtscheller and Lopes da Silva, 1999 ). In addition to these sensorimotor rhythms, theta (Landau and Fries, 2012 ), and gamma (Brunet et al., 2015 ) oscillations also sculpt brain activities in a succession of ERD/ERS sequences encompassing the global dynamics of the nervous system at rest, during observation, imagination and action.

The extreme limits reached by sport competition also offer a privileged domain for deciphering the presence and the modulation of these different neuronal oscillations linked to success or failure but always realized in an optimized state of performance. This may represent one of the future Grand Challenges of Movement Science and Sport Psychology.

For this purpose, it has become experimental approaches of sport movement that link together an array of biological signals have become vital, leading to functional integration of biomechanics (e.g., kinematics, kinetics), physiology (e.g., breathing, blood circulation) including neurophysiology (e.g., EEG, EOG, EMG, neuroimaging), and neuropsychology.

Then, the functional coupling of these experimental data should be modeled by dedicated RNN allowing simulation of movement performance dynamics. The results of this “oscillatory approach” should be transmitted to the trainers of teams to serve as a more solid basis for individualized training. Further along the cycle, this approach should be utilized to evaluate outcomes and design improved training programs. We predict that this Frontiers topic will serve as an important platform for integrating studies dedicated to a better understanding of the neural determinants of sport performance.

I would like to thank B. Dan for fruitful discussion about the manuscript, T. D'Angelo M. Dufief, E. Toussaint, E. Hortmanns, and M. Petieau, for expert technical assistance. This work was funded by the Belgian Federal Science Policy Office, the European Space Agency (AO-2004,118), the Belgian National Fund for Scientific Research (FNRS), the research funds of the Université Libre de Bruxelles and of the Université de Mons (Belgium), the FEDER support (BIOFACT), the MINDWALKER project (FP7–2007–2013) supported by the European Commission, the Fonds G. Leibu and the NeuroAtt BIOWIN project supported Walloon Country.

Conflict of interest statement

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Kinesiology MS

Ecu advantage.

Are you interested in working with people to increase wellness and quality of life through active lifestyles? Would you enjoy discovering answers to complex issues related to physical activity, exercise and sport? If so, ECU's MS in kinesiology program might be right for you. With six program concentrations, students interested in enhancing health and wellness through physical activity and sport can find a program that fits their interests. Concentration areas include adapted physical education, biomechanics and motor control, exercise physiology, physical education, sport and exercise psychology, and sport management.

The MS in kinesiology program provides students an optimal mix of scientific knowledge and hands-on experiences. Students have the opportunity to take part in groundbreaking research in state-of-the-art laboratories as they examine the impact of physical activity on disease prevention and quality of life. They also have the opportunity to be involved in research projects focused on promoting physical activity and sport participation across the lifespan. Along with research experiences, students have the opportunity to apply the knowledge gained through practical experiences in a variety of sport and exercise settings. Collaborations with schools, health departments, public health agencies, nonprofit groups and sport organizations provide students with opportunities to apply their knowledge, learn in real-world settings, and network with well-known professionals.

The MS degree in kinesiology prepares students for careers in health/fitness and sport settings depending on the concentration in which they studied. Graduates have successfully gained employment in a variety of health/fitness careers ranging from corporate wellness and university settings to cardiac rehabilitation programs. Others are employed in teaching and coaching, while others have sought careers in the business side of sport. Graduates have also been successful in pursing advanced doctoral study or professional degree programs in allied health, as well as employment in research labs.

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• How Do I Apply

ECU's master's degree program in kinesiology is well known throughout the country for producing highly skilled professionals. Graduate assistantships are available for teaching and research. International students contribute to the open-minded culture within the department. Graduates leave prepared to make a real difference in the lives of the people with whom they work.

Program faculty include internationally known experts who excel in both teaching and research. The faculty care about their students and the mentoring the graduate students receive is unsurpassed. The ability of the faculty to provide high quality experiences in the classroom, laboratory, and professional settings is among the best in the nation.

What You Will Study

Program Coordinator: Tom Raedeke (172 Minges Coliseum; 252-737-1292; [email protected] ) Coordinators by Concentration Area:

The Kinesiology, MS prepares students for careers or advanced academic training in the broad realm of kinesiology. The program offers seven areas of concentration - adapted physical activity, biomechanics and motor control, exercise physiology, physical education pedagogy, sport and exercise psychology, and sport management. Students may choose from two options: thesis or nonthesis.

Students whose undergraduate preparation lacks essential prerequisite course work or whose baccalaureate degree is in a nonrelated field may have additional requirements. All degree candidates must pass the kinesiology comprehensive examination.

The degree requires a minimum of 36 s.h. as follows:

Select an area of concentration from the following:

• BIOS 7021 - Biostatistics for Health Professionals I
• KINE 6025 - Programming for Inclusive Fitness and Health
• KINE 6202 - Motor Learning
• KINE 6240 - Advanced Studies in Adapted Physical Activity
• KINE 6300 - Research Techniques in Kinesiology
• KINE 6301 - Research Seminar in Kinesiology
• KINE 6990 - Practicum in Kinesiology
• KINE 6991 - Practicum in Kinesiology
• KINE 7000 - Thesis (6 s.h.)

Select from the following:

• KINE 6030 - Physical Activity Across the Lifespan
• KINE 6102 - History and Philosophy of Sport
• KINE 6104 - Curriculum and Instruction in Physical Education
• KINE 6207 - Physiology of Exercise
• KINE 6401 - Assessment of Physical Activity and Fitness
• KINE 6445 - Sport Psychology
• KINE 6500 - Independent Study
• KINE 6904 - Adaptive Aquatics
• KINE 7200 - Biomechanics
• KINE 6203 - Kinesiology Data Analysis using MATLAB

Select 3 courses from the following:

• KINE 7203 - Neuromotor Control
• KINE 7204 - Techniques of Biomechanical Assessment
• KINE 6208 - Cardiopulmonary Physiology
• KINE 6210 - Theory and Techniques in Bioenergetics
• Advisor approved graduate statistics course (3 s.h.)
• BIOS 7021 - Biostatistics for Health Professionals I OR
• EDUC 6430 - Statistics in Education
• KINE 6101 - Technology, Assessment, and Differentiated Instruction in Physical Education
• KINE 6108 - Analysis of Teaching Practice in Physical Education
• KINE 6109 - Reflective Supervisor and Practitioner in Physical Education
• KINE 6110 - Intercultural Issues and Content Knowledge in Physical Education
• KINE 5305 - Motor Development
• KINE 6303 - Physical Activity Programs for Individuals with Developmental, Emotional, and Learning Disabilities
• KINE 6903 - Physical Activity Programs for Individuals with Orthopedic, Neurologic, and Sensory Impairments
• KINE 6650 - Seminar in Kinesiology (3 s.h.)
• KINE 6115 - Physical Activity and Public Health
• KINE 6440 - Exercise Psychology
• KINE 6450 - Group Dynamics in Physical Activity and Sport
• KINE 6106 - Contemporary Sport
• KINE 6131 - Management and Leadership in Sport
• KINE 6132 - Legal Aspects of Sport Management
• KINE 6133 - Sport Marketing and Public Relations
• KINE 6136 - Financial Management in Sport

Select one course from the following:

• RCSC 6300 - Statistics and Analysis in Health and Human Performance
• SOCI 6212 - Social Statistics
• SOCI 6213 - Social Statistics Laboratory
• KINE 6994 - Culminating Research Project
• KINE 6500 - Independent Study (3 s.h.)

Choose 3 courses from the following:

• KINE 6209 - Advanced Exercise Prescription
• KINE 6212 - Cardiopulmonary Rehabilitation and Diagnostic Procedures
• KINE 6992 - Kinesiology Internship (6 s.h.)

About the Program

The Kinesiology major is based on the idea of studying human movement and sport from the point of view of sub-disciplines in kinesiology. The curriculum includes courses in exercise physiology, biomechanics, motor control, motor development, sport and exercise psychology, applied clinical anatomy, and research methods. Students will select five additional kinesiology courses, based on their interests, to further develop their knowledge. Students also have the opportunity to work with a professor to conduct research. This major offers excellent preparation for students who plan to attend graduate or professional school. Examples include athletic training, physical therapy (PT), occupational therapy (OT), medicine, physician assistant (PA), chiropractic, biomechanics, exercise physiology, motor learning, motor development, sport and exercise psychology, etc.

Students in this major can choose to pursue an optional Clinical Exercise Physiology Concentration for Kinesiology and/or Sports Medicine Concentration for Kinesiology.

Department of Health and Kinesiology

Kinesiology Major Change (CODO) Requirements     

Degree Requirements

120 credits required, departmental/program major course requirements (40 credits).

• HK 10000 - Foundations Of Kinesiology ♦
• HK 13500 - Introduction To Health And Kinesiology
• HK 25300 - Principles Of Motor Development
• HK 25800 - Foundations Of Motor Skill Learning
• HK 26300 - Biomechanical Foundations Of Motor Skills
• HK 30200 - Applied Clinical Anatomy
• HK 36800 - Exercise Physiology I
• HK 37200 - Sport And Exercise Psychology I
• HK 46500 - Research Methods or
• HK 49600 - Mentored Research In Kinesiology must take 3.00 credits
• Kinesiology Selectives - Credit Hours: 15.00 (without optional concentration)
• Optional CEXP Concentration - Clinical Exercise Physiology Concentration for Kinesiology     ( If this concentration is chosen, then 6.00 Credit Hours of Kinesiology Selectives are required)
• Optional SMED Concentration - Sports Medicine Concentration for Kinesiology     (If this concentration is chosen, then 12.00 Credit Hours of Kinesiology Selectives are required)

Optional Concentrations

• Clinical Exercise Physiology Concentration for Kinesiology    
• Sports Medicine Concentration for Kinesiology    

Other Departmental/Program Course Requirements (43-48 credits)

• BIOL 20300 - Human Anatomy And Physiology ♦ (satisfies Science for core)
• BIOL 20400 - Human Anatomy And Physiology ♦ (satisfies Science for core)
• CNIT 13600 - Personal Computing Technology And Applications ♦
• COM 11400 - Fundamentals Of Speech Communication ♦ (satisfies Oral Communication for core)
• MA 15800 - Precalculus - Functions And Trigonometry ♦ (satisfies Quantitative Reasoning for core)
• PHYS 22000 - General Physics
• PSY 12000 - Elementary Psychology ♦ (satisfies Human Cultures: Behavioral & Social Sciences for core)
• STAT 30100 - Elementary Statistical Methods
• CHM 11100 - General Chemistry ♦ or
• CHM 11500 - General Chemistry ♦
• CHM 11200 - General Chemistry ♦ or
• CHM 11600 - General Chemistry ♦
• ENGL 10600 - First-Year Composition ♦ (satisfies Written Communication and Information Literacy for core) or
• ENGL 10800 - Accelerated First-Year Composition ♦ (satisfies Written Communication and Information Literacy for core)
• Culture & Diversity Selective - Credit Hours: 3.00
• Human Cultures: Humanities - Credit Hours: 3.00 (satisfies Humanities for core)
• Science, Technology & Society - Credit Hours: 1.00-3.00 (satisfies Science, Technology & Society for core)

Electives (17-22 credits) or (16-21 credits) or (32-37 credits)

If completing 15 credit hours in the Kinesiology Selectives for the major then 32-37 elective credits are required.

If completing the optional Clinical Exercise Physiology Concentration then 17-22 elective credits are required.

If completing the optional Sports Medicine Concentration, then 16-21 elective credits are required.

Supplemental Lists

• Kinesiology Supplemental Information    

Grade Requirements

• “C-” or better required in all HK courses

GPA Requirements

• 2.0 Graduation GPA required for Bachelor of Science degree.

Pass/No Pass Policy

• A student may elect the Pass / Not-Pass grading option for elective courses only, unless an academic unit requires that a specific departmental course/s be taken Pass / Not-Pass.  Students may elect to take University Core Curriculum courses Pass / Not-Pass; however, some major Plans of Study require courses that also fulfill UCC foundational outcomes.  In such cases, students may not elect the Pass / Not-Pass option.  A maximum of 24 credits of elective courses under the Pass / Not-pass grading option can be used toward graduation requirements. For further information, students should refer to the College of Health and Human Sciences Pass / Not-Pass Policy.

University Requirements

University core requirements, for a complete listing of university core course selectives, visit the provost’s website ..

• Human Cultures: Behavioral/Social Science (BSS)
• Human Cultures: Humanities (HUM)
• Information Literacy (IL)
• Oral Communication (OC)
• Quantitative Reasoning (QR)
• Science #1 (SCI)
• Science #2 (SCI)
• Science, Technology, and Society (STS)
• Written Communication (WC) 

Civics Literacy Proficiency Requirement

The civics literacy proficiency activities are designed to develop civic knowledge of purdue students in an effort to graduate a more informed citizenry. for more information visit the civics literacy proficiency  website..

Students will complete the Proficiency by passing a test of civic knowledge, and completing one of three paths:

• Attending six approved civics-related events and completing an assessment for each; or
• Completing 12 podcasts created by the Purdue Center for C-SPAN Scholarship and Engagement that use C-SPAN material and completing an assessment for each; or
• Earning a passing grade for one of  these approved courses (or transferring in approved AP or departmental credit in lieu of taking a course).

Upper Level Requirement

• Resident study at Purdue University for at least two semesters and the enrollment in and completion of at least 32 semester hours of coursework required and approved for the completion of the degree. These courses are expected to be at least junior-level (30000+) courses.
• Students should be able to fulfill most , if not all , of these credits within their major requirements; there should be a clear pathway for students to complete any credits not completed within their major.

Additional Information

• KINE includes 30 credits (if taken at Purdue).
• KINE with the Clinical Exercise Physiology Concentration includes 36 credits (if taken at Purdue).
• KINE with the Sports Medicine Concentration includes 33 credits (if taken at Purdue).

Sample 4-Year Plan

Fall 1st year.

• BIOL 20300 - Human Anatomy And Physiology ♦
• ENGL 10600 - First-Year Composition ♦ or
• ENGL 10800 - Accelerated First-Year Composition ♦
• MA 15800 - Precalculus - Functions And Trigonometry ♦

14-15 Credits

Spring 1st year.

• BIOL 20400 - Human Anatomy And Physiology ♦
• COM 11400 - Fundamentals Of Speech Communication ♦
• PSY 12000 - Elementary Psychology ♦
• Elective - Credit Hours: 3.00

Fall 2nd Year

• Human Cultures: Humanities core - Credit Hours: 3.00

15-16 Credits

Spring 2nd year, fall 3rd year, spring 3rd year.

• HK 46500 - Research Methods
• HK 49600 - Mentored Research In Kinesiology

must take 3.00 credits

• Kinesiology Selective - Credit Hours: 3.00

Fall 4th Year

• Science, Technology & Society core - Credit Hours: 1.00 - 3.00
• Elective - Credit Hours: 1.00

14-16 Credits

Spring 4th year, world language courses.

World Language proficiency requirements vary by program. The following list is inclusive of all world languages PWL offers for credit; for acceptable languages and proficiency levels, see your advisor. (ASL-American Sign Language; ARAB-Arabic; CHNS-Chinese; FR-French; GER-German; GREK-Greek(Ancient); HEBR-Hebrew(Biblical); HEBR-Hebrew(Modern); ITAL-Italian; JPNS-Japenese; KOR-Korean; LATN-Latin; PTGS=Portuguese; RUSS-Russian; SPAN-Spanish)

Pre-Requisite Information

For pre-requisite information, click here .

Critical Course

The ♦ course is considered critical. In alignment with the Degree Map Guidance for Indiana’s Public Colleges and Universities, published by the Commission for Higher Education (pursuant to HEA 1348-2013), a Critical Course is identified as “one that a student must be able to pass to persist and succeed in a particular major.  Students who want to be nurses, for example, should know that they are expected to be proficient in courses like biology in order to be successful.  These would be identified by the institutions for each degree program”. 

The student is ultimately responsible for knowing and completing all degree requirements. Consultation with an advisor may result in an altered plan customized for an individual student. The myPurduePlan powered by DegreeWorks is the knowledge source for specific requirements and completion.

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2.1 The mechanics of speed

In this section you will investigate the biomechanics of speed in order to buttress your understanding of speed and how to develop it.

Activity 2 Speed mechanics

Watch Video 2 and have a look at the glossary below in Box 1. Once you’ve watched Video 2 and completed the reading, fill in the gaps in the statements below which describe how these terms can be applied to a sprinter at the start of a race.

Transcript: Video 2 The science of sprinting

[MUSIC PLAYING]

Box 1 Glossary of speed terms

• Velocity: How fast an object (or person) is moving and its direction
• Speed: The rate at which an object (or person) covers a distance
• Impulse: The product of the force generated, and the time required to produce the force (force x time)
• Force: The product of mass and acceleration or a push/pull exerted on one object by another
• Acceleration: The rate at which an object’s velocity changes over time

Use the drop-down menus to select the correct missing word.

Having explored the biomechanical principles of speed you will now look at the physiology of speed and how this relates to speed training.

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Sport and Performance Psychology (M.S.)

The Master of Science in Sport and Performance Psychology provides students an education based on current best practices stemming from empirical research and applied work. Psychosocial determinants of performance and mental skills training are emphasized throughout the program providing students with strong experiential and research-based learning activities in an inclusive and equitable environment.  

Our Program

Sport and performance psychology overview.

Our values reflect

• Evidence informed best practice based on research and applied work
• Diversity, equity, and inclusion 
• Flexibility for the traditional and non-traditional learner 
• Emphasis on enhancing the quality of life of clients, coaches, parents, and others 
• Emphasis on real-world learning experiences

Career options associated with this program include:

• AASP Certified Consultant educating coaches, athletes, officials, and parents about sport and performance  psychology and performance enhancement techniques
• College Athletic Department - Mental Health/Wellness/Academic Advisor
• Army Center for Performance Enhancement
• Fitness Consultant or Lifestyle Coach

The application of sport and performance psychology principles in settings other than sport and performance has also been growing steadily. Graduates, therefore, may also work in non-sport settings.

Certification:  Courses have been approved by the Certification Council for certification through the Association for Applied Sport Psychology.

Register for virtual info session - 07/19 @ 7 p.m.

 Required Coursework (21 credits)

• SPPP500 Research Methods in Sport and Performance Psychology
• SPPP503 Mental Health in Sport and Performance Settings
• SPPP510 Foundations of Sport and Performance Psychology
• SPPP512 Sport Psychology for Performance Enhancement
• SPPP513 Psychology of Athletic Injury and Recovery
• SPPP516 Professional Ethics in Sport and Performance Psychology
• SPPP530 Capstone in Sport and Performance Psychology
• Electives (9 credits)
• SPPP504: Cognitive and Affective Bases of Behavior
• SPPP511: Sport and Performance Psychology Across the Lifespan
• SPPP514: Stress Management for the Physically Active
• SPPP515: Seminar in Sport and Performance Psychology (content varies - may fit a knowledge area)
• SPPP517: Cultural and Ethnic Diversity for Sport Psychology Consulting
• SPPP518: Counseling Skills for Sport and Performance Psychology
• SPPP519: Gender and Sport
• SPPP531: Mentored Experience in Sport/Perf Psychology

CURRICULUM MAP (2023 - Present)

CURRICULUM MAP (PRIOR TO SUMMER 2023) 

APPLICATION PROCESS AND DEADLINES

To complete the admissions process, students must submit:

• Online application
• Bachelor’s degree in a related field (such as Psychology, Health and Physical Education, Athletic Training, Health Science, Sports Administration, etc)
• Overall GPA of a 3.0 or higher
• Three letters of recommendation
• Statement of professional goals

* Students wishing to apply to this program who do not have a 3.0+ GPA, can apply for conditional admission if their undergraduate GPA falls between 2.75-2.99. Students accepted as conditional admit must earn and maintain a minimum of 3.0 or higher throughout the program. Failure to earn a B or better could result in probation or removal from the program.

Application materials may be sent electronically to  [email protected]  or mailed directly to the following address:

Commonwealth University - Lock Haven Office of Graduate Admissions 401 N Fairview Street Lock Haven, PA 17745

*Commonwealth University graduates do not need to request transcripts; the Office of Admissions will do this on your behalf.

Students also have the option of registering for up to three courses as a non-degree seeking student and have those courses automatically transfer to degree seeking status upon official enrollment in the program.  If you would like to register for courses as a non-degree student please complete the Non Degree application. 

Note:  Non-degree seeking students are not eligible for state or federal financial aid.

Program Highlights

• 100% Asychronous Online Delivery: Our distance instructional methods are designed to maintain a personal, one-to-one mentoring and supervisory relationship with degree candidates while making it possible to create active and engaged learning communities. No campus visits or on-campus residencies are required. Much of the coursework is completed via virtual classrooms utilizing the latest technology in online instruction.
• Program Instructional Facilities: Asynchronous delivery utilizes the Desire2Learn Brightspace learning management system and the Mediasite media delivery platform.
• Flexible Start Dates & a Diverse Student Population: You can begin coursework in the fall, spring, or summer semester. Because the coursework can be completed 100% online, our students hail from across the country and abroad. 
• Full-Time and Part-Time: S tudents can attend full-time or part-time. Typically, full-time graduate s tudents take nine credits in the fall and s pring, and up to twelve credits over the s ummer. S tudents who attend part-time can take three or s ix credits per s emester and this can vary by s emester based on their individual needs. 
• S emester Off: Many of the s tudents in our program work full-time and occasionally need to take a s emester off. Coaches in our program, for example, may not want to take classes when their s ports are in s eason (and then double up the following s emester). S tudents are allowed to s tep out for a s emester and return to classes afterwards. When they are ready to begin classes again, s tudents s hould s ubmit a readmission application through the Office of Graduate Admissions. 
• Transfer Credits: S tudents can transfer up to s ix credits into the graduate program. To have courses evaluated, please contact the Program Coordinator. Please include the course name and description - in some cases, a syllabus may be required to accurately evaluate student learning outcomes. 
• Non-Degree: S tudents who would like to take class(es) without applying to or enrolling in the graduate program are able to take up to three classes/nine credits through "walk-in" registration. S port and Performance Psychology professionals, for example, who require a course for certification through the Association for Applied S port Psychology often choose this option.

You Also May Be Interested In:

• Athletic Training (M.S.)
• Sport Management (M.S.)
• International Sport Management (M.S)
• Clinical Mental Health Counseling (M.S) 

Undergraduate: 

• Health Sciences (B.S.)
• Psychology (B.S.)
• Exercise Science (B.S.) 
• Sports Management (B.S)
• Sport and Exercise Psychology (Minor)

Sport and Performance Psychology Contacts

Dr. Yvette Ingram

Want to Know More?

Sport & performance psychology, contact our admissions office.

8:00am to 4:00pm Monday-Friday [email protected] (570) 484-2027

Connect with Admissions Online

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Leadership opportunity

Professor tomer kanan honored by ahs class of 2024.

Emily Parenti-Lopez

Thursday, May 16, 2024

Tomer Kanan fosters a connection with students that extends beyond class material.

Kanan, KN clinical assistant professor and director of the anatomy and physiology undergraduate labs, spends his office hours discussing big-picture questions about academic life more than the particulars of an anatomy lesson. He listens to students’ stories and helps them determine a path at UIC and in life beyond it.

As an educator engaged in his students’ personal journeys, Kanan anticipates graduation day each year and looks forward to meeting students’ families.

“You get to see where all that drive comes from,” he said.

Kanan was honored with the 2024 Silver Circle Award at commencement on May 4 for his teaching excellence and the strong bond he builds with students. This recognition — presented annually since 1996 to one faculty member from each of UIC’s colleges — is awarded not by fellow faculty or administrators, but by the graduating seniors.

Kanan teaches courses across the KN program — from a 600-student anatomy and physiology class, one of the largest at UIC, to advanced cadaver labs and experiential learning courses for teaching assistants.

In 2022, he was named AHS Educator of the Year.  He also received a 2024 Excalibur Award for Teaching Excellence from the AHS Student Council, recognizing role models who “provide encouragement for learning, guide students in the achievement of their goals and are supportive of students’ efforts.”

Students across the department trust Kanan as a professor and a mentor, and he acknowledges that “these relationships go both ways.” Deciding whether he will offer additional review sessions or extended office hours requires two-way trust. He depends on students’ effort and engagement just as much as they depend on his.

“You get excited when they get excited,” Kanan said. “And when you need them, they are there.”

This year, for example, Kanan had students eager to work at open houses — not for payment, points or extra credit, but to share their positive experiences with prospective students.

Kanan also hosted an Eid al-Fitr feast earlier this spring for students in his 300- and 400-level courses from all different cultural and religious backgrounds. The group enjoyed celebrating near the end of the academic term and sharing traditions with their classmates.

Throughout the year, Kanan proudly witnesses students’ development, which is especially clear in those taking advanced courses. Students might begin the term worried about their grasp of challenging material, but eventually they develop enough confidence to pass their knowledge on to others as teaching assistants.

 Seeing that change — starting to see leadership in them and giving them an opportunity to help others — the transformation is amazing.

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