The purpose of this study was to systematically review and meta-analyze the effects of physical activity (PA) interventions on body image (BI), group differences in BI based on PA participation, and the association between PA and BI among adolescents and young adults. Following Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines, studies published between 1990 and 2026 were identified through a systematic search. Among the 26 included studies, correlational findings demonstrated a positive association between PA and BI, whereas sample comparison and intervention findings were inconclusive. Meta-analysis yielded small positive effect sizes for correlation (Fisher’s Z = .11), intervention (Hedges’ g = 0.13), and sample comparison findings (Hedges’ g = 0.08), with only the correlation result reaching statistical significance. Moderator analysis indicated that organized PA was associated with a larger effect size (β = 0.358) than unorganized PA. Overall, PA demonstrated a positive association with BI, although intervention findings remain inconclusive due to limited evidence.
Adolescent mental health is a global concern, with youth elite athletes facing risks from dual academic–athletic demands and stigma. Mental health literacy interventions aim to improve knowledge and reduce stigma, yet evidence in elite sport contexts remains limited. The purpose of this study was to examine the characteristics, effectiveness, and implementation factors of mental health literacy interventions in youth elite sport contexts. Conducted in accordance with PRISMA 2020 guidelines, we analyzed 12 studies (2010–2025) involving athletes, parents, and coaches. Results indicated a large, significant pooled effect ( d = 0.87), demonstrating improved knowledge and reduced stigma. However, evidence for sustained behavioral change and psychological well-being was mixed. Because of limited assessment and lack of long-term follow-up, conclusions about help-seeking behaviors remain inconclusive. Overall, mental health literacy interventions show promise, but further research is needed to determine whether these gains lead to behavioral outcomes across sport contexts and stakeholder groups.
The purpose of this article was to develop an interpretive framework for understanding traditional games and sports as living physical culture. Rather than treating these practices only as heritage forms, preservation concerns, health-promoting activities, or curricular resources, the article examines how they continue to organize embodied movement, shared play, local memory, adaptation, and belonging. Drawing from sociology of sport and physical cultural studies, and emphasizing the notions of play, embodiment, and belonging, I developed a five-dimensional framework composed of vernacular corporealities, ludic belonging, adaptive continuity, recreational commons, and affective movement memory. Within this framework, traditional games and sports are understood as embodied and relational practices through which communities continue to move, remember, adapt, and participate together. This conceptualization expands sociological attention toward vernacular movement worlds that operate beyond dominant institutional and commercial sport systems.
The purpose of this theoretical article is to examine the ontological, epistemological, and ethical challenges arising as the human movement sciences become increasingly quantified and algorithmically mediated. Responding to longstanding calls for integrated kinesiology, we explore how digital technologies are reshaping the field, from cell to society, in what we term the “Algorithmic Age.” We present disciplinary perspectives along a biophysical-to-social continuum, examining how algorithmic tools create both opportunities and challenges for exercise science, sport psychology, coaching education, health education, and sport management. We identify critical tensions as machine learning, AI platforms, and ubiquitous sensing technologies transform how movement is measured, interpreted, and governed, including threats to human agency, algorithmic bias in assessment, diminished contextual understanding, and inequitable access. We argue that navigating these challenges requires collaborative frameworks that integrate computational and phenomenological approaches and conclude with priorities for developing ethical, inclusive approaches to the kinesiological sciences that leverage algorithmic capabilities while preserving the human dimensions of movement.
Effective undergraduate advising is a critical determinant of student success, retention, and career readiness in kinesiology programs. The purpose of this practice-based, applied essay was to present a comprehensive, student-centered framework for academic advising and professional development that guides kinesiology students from matriculation through graduation and into their professional careers. The framework, developed and implemented at Auburn University’s School of Kinesiology, emphasizes intentional advising practices, high-impact educational experiences, collaborative faculty–advisor partnerships, and data-informed decision-making strategies. In this paper, we outline the core components of the advising framework, including early student engagement through learning communities, proactive advising models, curriculum flexibility, career exploration opportunities, and professional school preparation. We provide practical implementation strategies and discuss the broader implications for kinesiology programs seeking to enhance student outcomes, improve retention rates, and strengthen career and graduate school placement success.
