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The purpose of this paper is to explore the ways in which sports apparel advertisements reinforce and challenge body standards of masculinity and femininity. A content analysis of photos appearing on the ecommerce websites of Nike and Under Armour was performed to analyze body type and sexualization of male and female models featured in “Tops” and “Bottoms” sections. Men’s Tops (M=1.2779), Women’s Tops (M=3.5834), and Women’s Bottoms (M= 2.6597) were considered “non-sexualized” while Men’s Bottoms (M=5.6051) were considered “sexualized”. Both male and female models were consistently reflective of ectomorph (e.g., thin/emaciated) or ecto-mesomorph (e.g., thin but shapely) body types. While some male models were considered to have a mesomorph body type (e.g., muscular/athletic), no female models did. No female or male models used in these advertisements had either endo-mesomorph (e.g., somewhat overweight) or endomorph (e.g., obese) body types. These findings are consistent with societal expectations for women to have a thin body type (Pompper et al., 2007; Law & Labre, 2002). Interestingly, more male models were portrayed with the thin ideal in comparison to a muscular ideal, which challenges previous research (Pompper et al., 2007; Law & Labre, 2002). Findings may suggest need for more accurate depiction of the average human body type to challenge traditional gender norms which are linked with psychological detriments for both males and females (Pompper et al., 2007; Law & Labre, 2002).

A 21st century college education should prepare students to meet workforce demands and contribute to an educated citizenry. This paper provides examples of the ways in which two institutions are adjusting kinesiology program design and delivery through the adoption of high-impact educational practices to prepare students to meet these goals. The authors describe first-year experiences to develop critical information literacy, a series of collaborative community-based health projects, and a unique internship experience for work-integrated learning. The authors reflect on the similarities between their efforts to implement high-impact teaching practices to prepare kinesiology students for the future of work. Keys to success include: (a) shifting to idea-based, learner-centered curriculum design; (b) developing strategic partnerships with college services, programs, and administrators; and (c) recognizing the significant impact of the changes on the student learning experience.

Over 300 universities across the United States offer a degree in sport management and the number of schools developing new sport management curriculum continues to grow (NASSM, 2013). As new curriculum is being developed and programs are starting to be implemented, a discussion on the best methodological approach to teach each class is becoming more frequent. Often courses in a sport management curriculum include: sport finance, sport marketing, sociology of sport, sport ethics, sport facilities, event management, and sport law. Of the courses listed, the one course that tends to be the most challenging because of its theoretical basis, abstract, and subjective nature is teaching about ethics. This article examines an effective methodological approach to teaching sport ethics based on established research and provides an example of an effective pedagogical method for teaching sport ethics in the classroom.

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