Presentation Session II

This study examined how participation in a culturally grounded Introduction to Kinesiology course influenced undergraduate students’ engagement and perceptions of kinesiology. Traditional kinesiology curricula often emphasize Western scientific frameworks that may feel disconnected from students’ cultural experiences, shaping how students engage with and understand the field. Participants included undergraduate students enrolled in KRS 203 at the University of Hawaiʻi at Mānoa. Data were collected through focus group discussions and analysis of student work, including course assignments and reflections, and were analyzed using thematic analysis. Findings showed that culturally grounded approaches supported engagement through active participation, meaningful application of content, and connections to students’ lived experiences. Students also described shifts in how they understood kinesiology, including broader views of the field and its relevance to their lives and communities. These findings highlight the role of course design in shaping engagement and perception. Future work should examine how these approaches can be applied across kinesiology and health-related programs.