The Minds in Motion Lab (MiML) is a dynamic research hub dedicated to understanding how sport and physical activity can enhance experiences through innovative research, high-quality teaching, and engaging community outreach. Founded in 2020, the MiML has rapidly become a beacon of sport and exercise psychology in the region. With a team of diverse experts spanning cognitive kinesiology, youth sport and exercise psychology, and community focused health and wellness coaching, the lab thrives in collaboration and interdisciplinary pursuits. Under the direction of Drs. Jordan Blazo, Drew Parks, and Alison Reichter, students are given opportunities to engage in a wide range of research projects, professional development, and community outreach.
One arm of the research efforts in the MiML has looked to better understand the current landscape of youth sport in North America. Partnering with The Aspen Institute and Utah State University, this work has been used as a launchpad to guide policymakers’ and community organizations’ efforts to best inform positive youth development through sport. Additionally, work completed by students in the MiML has recently cataloged the overarching body of sport and exercise psychology research literature. This expansive work required the hard work of numerous students to complete and has provided significant insight to the scope of work in the field.
Delving into the mind-body connection, recently graduate students have completed impactful thesis projects, further preparing them for advanced degrees. One thesis project partnered with Rock Steady Boxing to better understand the physical activity, quality of life, and cognition in adults with Parkinson’s Disease. Another project has explored the influence of guided meditation on attentional components of college students. These projects provided students with in-depth mentoring experiences to hone their research skills.
Lastly, the MiML is preparing exciting new research programming centered on student-led interventions dealing with health-coaching programming. Instrumental to this work has been crafting programmatic opportunities in the Department of Kinesiology that will enable students to pursue Health Coaching Certification. This certification not only provides students with an advantageous credential but also an opportunity it lead impactful research programs with our university students and community members.
These projects are just a small snapshot of the work the MiML has been engaged in, with each project relying on innovative techniques, immersive student experiences, and community engagement. With new endeavors on the horizon and students developing their own projects, the MiML has become a thriving collaborative space to best understand how movement and the mind blend together.
In 2021-2022, the Department of Kinesiology at Louisiana Tech launched two new academic programs focused on Sport & Exercise Psychology. For the undergraduate students at Louisiana Tech, a new minor in Sport & Exercise Psychology was added to the curriculum as an opportunity for students to further explore human behavior as it relates to sport, health, wellness, and physical activity programs. Designed to be tailored to each students academic & professional journey, this minor can provide the ability to better understand child development for those wanting to pursue pediatric fields, an introduction into counseling services and practices for those wanting to work with clients to build strategies to manage personal health & wellness challenges, or development of interpersonal skills necessary for aiding athletes & teams in their pursuits of optimal athletic performance. With human behavior serving as the lynchpin for understanding those we serve throughout many of the kinesiology disciplines, this pathway aims to make students at Louisiana Tech more versatile and competitive in a rapidly growing discipline.
Our second program is a Master’s concentration in Sport & Exercise Psychology for student’s seeking advanced educational opportunities in the field. In recent years, we have seen a growing number of athletes at all competition levels seeking support for their mental health and/or guidance to address the social and psychological aspects of their sports. Outside of sport, we have also seen a flood of new health & wellness programs developed for communities and individuals with chronic illnesses, yet understanding what drives these individuals to begin and maintain a new health journey is integral to the success of these programs. We have even seen the application of sport & exercise psychology strategies within the U.S. Armed Forces, as a tool to improve unit cohesion and resilience during periods of extreme stress. Students interested in this advanced degree program have the opportunity to: 1) Study these issues in the classroom setting with experts in the field, 2) Experience real world initiatives developed to address these issues, 3) Participate in one-of-a-kind internships with elite military personnel, collegiate athletes, corporate and community wellness programs, and individuals with special needs, and 4)Explore in the research setting new approaches to improve the quality of life for all those engaged in sport & exercise.
If you would like to know more about these programs you can do so on our website, or please feel free to contact Dr. Drew Parks at parksac@latech.edu or (318)257-2736.
Here is the link to the seminar Drs. Parks, Blazo and Reichter presented April 2023:
Vishesh Singh, B.P.T (India) MS (Sport Performance)
Instructor, Department of Kinesiology Managing Director of Human Performance Laboratories
I am a full-time instructor and Managing Director for the Human Performance Labs (since 2016) in the Department of Kinesiology. I have two Bachelor’s Degrees. One is a Bachelor of Physical Therapy (India), and the other is a Bachelor of Science (Botany, and Chemistry). I did my Masters in Kinesiology with a concentration in Sport Performance. As a part of my Master’s degree, I served as a strength and conditioning intern with the Louisiana Tech football team.
What do I do?
As an Instructor, I have two primary duties:
Teaching undergraduate-level classes. I teach KINE 292- Preventive Health and Wellness (a freshman/sophomore level class) and KINE 326- Functional Anatomy (a junior level class).
Work as an Advisor: I work as one of the advisors in the Department of Kinesiology for Undergraduate students. As an Advisor, I provide guidance to students to make informed decisions about their academic and career goals. This mainly includes helping students in selecting their classes for each quarter; if a student is facing challenges related to academics, personal matters, or other aspects of university life, provide guidance and connect them with appropriate resources or support services; tracking their progress; informing them about the opportunities related extracurricular activities, research, and internships.
My role as Managing Director of Human Performance Laboratories (HPL):
The Applied Physiology Laboratory (APL), the Minds in Motion laboratory (MiML), the Strength Lab & Weight Room, and the Sport & Movement Science Laboratory (SMSL) are four research and teaching laboratory spaces within the Department of Kinesiology at Louisiana Tech University. These four laboratories are collectively known as Human Performance Laboratories (HPL).
Main duties as Managing Director:
Coordinate with individual lab directors regarding lab space use or equipment use to avoid any scheduling conflict.
Work as a common source of information for HPL related queries
Building relationships with athletics and other groups to promote lab activities, which helps in the growth of the lab, department, and our students.
Maintenance and upgrading the lab equipment.
Procuring the new lab equipment. This mainly includes: comparing the equipment from different manufacturers, gathering quotes, writing grant, purchasing process, installment, and coordinate the training.
Updating the HPL Webpage and YouTube channel.
Help faculty and students with the data collection for their research projects.
Training students and faculty for equipment use.
Main lab equipment the students learn how to use:
Biodex: Isokinetic Dynamometer which tells the amount force/torque produced during a movement. This equipment helps to find out strength discrepancies between the opposite muscle groups which is one of the main reasons for many sports injuries. For examples, one of the contributing factors for ACL injury is a markedly weaker hamstring compared to quadriceps. This equipment also helps to determine rehabilitation progress status which is important information to determine if the athlete is ready for “return to play” or not.
COSMED CPET: This device helps to determine an individual’s oxygen utilization capacity in the lab setting. Testing someone for oxygen utilization or maximum oxygen consumptions (VO2max) provides lot of important information. It indicates the ability of their heart and lungs to transport oxygen. It can also help to determine/understand suitable training intensities, preferred fuel (Carbs, Fat, Protein) for the activity, and recovery ability of an athlete.
COSMED K5: This device tests the same parameter as COSMED CPET but this is a portable form with more advanced technology. With this device you don’t have to be in a lab setting. You can take the device to the subject and test them in their preferred environment like track, field, trails, or while playing tennis. It can even be used if the individual is in a wheelchair.
InBody: This piece of equipment is one the finest BIA devices available on the market. This device tells a person’s percent body fat which is no doubt a very important factor for health as well as sport performance perspectives. In addition to fat percentage this device also provides segmental analysis (upper limb, lower limb, trunk) for lean body mass, skeletal muscle mass and hydration level.
There are many other pieces of equipment in the HPL and students can find all lab related information on the HPL webpage (https://www.latechsportscience.org/)
Why do students need to learn how to use all of this equipment?
Learning to use this equipment and the latest technologies can be crucial to a student’s professional journey. Students often believe they might not need to know how to use the equipment or technologies and that they are only for research. This is not true anymore, especially as the technology is becoming more advanced and affordable. Because of this, many non-research facilities/professionals (PT clinics, fitness centers, strength and conditioning coaches, sports coaches, and athletic trainers) are not only using them but also looking for candidates to hire who already have experience with these technologies. Learning the latest technologies and getting involved with research gives students confidence and separates them from the rest of the crowd. It also opens the doors for different non-traditional career options in sports and fitness. But the most important benefit is that it helps students understand the importance of information you get from equipment and how to use it to help others. The ability to use such information allows you to prevent injuries, boost performance, enhance the rehabilitation program, and improve the quality of life.
Change is never easy but is usually a normal part of life that comes from an ever-changing society. Back in 2002 I finished my undergraduate degree with a Bachelor of Health and Physical Education – Fitness/Wellness. Upon graduation I joined a legacy of three generations of Tech students. I grew up hearing stories from my mother and grandmother about taking Health and Physical Education courses during their time as students. They shared stories about the teachers and the classes.
My grandmother’s experience as a student was quite different than mine. She started her college education in 1940 and later left school to become a lab technician during World War II. While raising three kids she returned to school and later joined what is now the Adult Fitness Program in 1987. I now run that program some 36 years later.
My grandmother’s Physical Education department required women to have physicals prior to attending classes. Women were still expected to wear skirts to school, and their physical activity courses were separated between men and women. By 1966 when my mother enrolled in classes to pursue her degree, classes were still separated but we had now added health to Health and Physical Education. Not until 1976 did the university see classes with no gender separation and three options of degree programs. Options that would help you pursue a degree in Health and Physical Education with a teaching certificate, one without a teaching certificate and an HPE degree focusing on recreation.
By the time I enrolled at Louisiana Tech in 1998 our program had seen the push to increase awareness of community fitness and wellness. Preparing young professionals for careers out of the school systems. We saw only two degrees offered at that time, HPE teaching and HPE Fitness/Wellness and just a few years after my graduation we had a completely new name, Health and Exercise Sciences. Not until 2009 did we officially become the Department of Kinesiology.
A lot has changed at Louisiana Tech since 1940 when a bachelor’s degree in physical education was first offered. The demands of our world have and are still changing. During our early years health care workers came directly from degrees in biology and nursing. HPE students were expected to be coaches, PE teachers, lead community recreation programs and become personal trainers. Now the demands of our health care system see students graduating with a degree in Kinesiology pursuing further education to become doctors, physical therapists, occupational therapists, physicians assistance, athletic trainers, chiropractors, medical sales representatives, professorsand many other professions directly related to providing the highest level of health care to our communities.
But these careers are not the only ones we see our students pursing. We currently offer two concentrations within our department, Kinesiology and Health Sciences and Exercise and Health Promotion. Had these two degrees been offered in 1998 when I enrolled as a student, I would have been working toward a degree in Health Promotion. I learned a lot during my time at Tech. Information I still share today with my students, but again, the world has changed a lot since my time as a student. Upon graduation I moved to Texas and worked as an aquatics professional running recreational and competitive aquatics facilities in Houston and Austin, TX. Most of what I applied to my job I learned on the job and from other people working within my profession. This is no different today, but there were many times that I felt like there was information I could have learned in college. But my degree was heavily blended with our teacher preparation program.
Since I got the chance to return to Louisiana Tech as an Instructor in 2015 my main purpose as a teacher has been to help my students prepare for their future careers. I teach several classes today that I took as a student. When planning I think about the demands of my jobs outside of academia and what I needed to know to be successful in my work. Things that would have prepared me to stress less, be more organized and serve my customers better.
This spring the Department of Kinesiology will graduate our last two remaining students with degrees in Health and Physical Education. A legacy of 85 years will be over. Becoming a PE teacher today is not an easy task. School systems are limiting physical education to the bare minimum. Making jobs in this field extremely hard to find. We as a department really had to think about what this would mean for our students. With most of our students pursuing degrees in our Health Sciences curriculum we had an opportunity to really think about what would best serve our remaining students in our Exercise & Health Promotion curriculum.
With Health and Physical Education no longer existing we had the chance to develop courses that were previously geared toward educator development to really thinking about our community recreation settings and providing a more diverse background within our Health Promotion concentration. Building out core curriculum classes that really served their specific needs and utilizing their elective courses to prepare them for the career of their choosing, whether it be a coach, teacher, personal trainer, strength and conditioning coach, medical sales representative, athletic trainer, community recreation leader or a certified health coach.
We also wanted to make it easier for students to gain additional knowledge within one or more of our minor concentrations in exercise and sport psychology, health coaching or sport performance. Adding one of these minors would provide our students with an even more diverse background, with even more knowledge to help them pursue their future career.
We know that change is always around the corner and in the Department of Kinesiology we value building strong community relationships outside of academics that can help us anticipate changes and see new trends. Serving our students is always our first priority, as it was in 1940 when my grandmother took HPE 514 – Volleyball and Mass Badminton. I always tell my KINE 202 – Foundations of Kinesiology the same thing. “My goal is to be the person that I needed when I was young.”
Lacey Deal is starting her 8th year as an instructor within the Department of Kinesiology. She teachers KINE 202: Foundations of Kinesiology, KINE 414: Introduction to Adaptive Physical Activity, KINE 254: Youth Fitness Programming, KINE 425: Practicum (Adult Fitness) and is the coordinator of the Adult Fitness Program. Fun fact…she learned to jump of the diving board at the old La Tech Natatorium while her grandmother was participating in an Adult Fitness class in 1987. She later was a practicum student under Mrs. Smiley Reeves and a graduate teaching assistant for Ms. Rhonda Boyd, both of whom she now teaches with in the program. She even convinced her mother to join the program a few years back. She is married to Brad who teaches in the School of Design’s Architecture Program. They have two boys Oli (14 years) and Finn (10 years). With two teachers in the house they spend most of their summers taking adventures to National Parks.
In 2014, I graduated from Louisiana Tech University, earning a Bachelor of Science in Kinesiology and Health Promotion. Building on this foundation, I pursued a Master of Science in Health Education and Promotion from Northwestern State University in 2017. My career began as an exercise physiologist in various hospital settings. Subsequently, I transitioned to a pivotal role within a major health insurance company where I specialized in consulting cardiac patients. In 2019, I underwent internal health coach training at the same esteemed insurance company, facilitating my transition to a role in case management as a dedicated health coach.
Career Potential as a Health Coach
Although the importance of preventive health measures was recognized as far back as the mid-1950s, there has been a recent surge in corporate focus on this specialty. This heightened attention is driven by the excessive costs associated with chronic disease management. Research has demonstrated that the involvement of qualified health coaches results in improved health outcomes and a substantial reduction in medical expenses.
Since the establishment of the National Board for Health and Wellness Coaching (NBHWC) examination in 2016, there has been a consistent and significant increase in the demand for certified health coaches. This trend is projected to continue its upward trajectory in the coming years. I strongly advised that students take advantage of coursework available for health coach certification, as it has increasingly become an industry prerequisite. This not only enhances their post-graduation employability, but also their career prospects.
Health Coaching during the COVID-19 Pandemic
My transition to the role as a health coach was, in part, catalyzed by the global COVID-19 pandemic. During this period, my employer saw the immediate need to expand their health coach teams, given the sudden shift toward remote work and the heightened concern for overall health. As the pandemic unfolded, my caseload swelled substantially in the early months of 2020. Many people struggled to envision strategies for maintaining their health and preventing chronic diseases. In response, my team and I stepped in to offer guidance on effective lifestyle and behavior change.
The COVID-19 pandemic not only showcased the vital role health coaches play in helping individuals navigate their health and well-being, but also highlighted the significance of health coaches in a world increasingly focused on preventive health measures. Certified health coaches are well-positioned to make a lasting impact on individuals and communities.
The Department of Kinesiology will begin offering courses in Health Coaching in the Winter Quarter (2023-2024) and we are awaiting final approval of a new undergraduate certificate in health coaching by the Board of Regents. With these new opportunities, I wanted to take the opportunity to share more about health coaching as a career path and my background in the field.
What is health coaching?
According to the National Board of Health and Wellness Coaching, “Health & wellness coaches partner with clients looking to enhance their well-being through self-directed lasting changes, aligned with their values. In the course of their work, health & wellness coaches display unconditional positive regard for their clients and a belief in their ability to change, honoring the fact that each client is an expert on their own life while ensuring that all interactions are respectful and non-judgmental.” What this means is that health coaches help support their clients to make sustainable and healthy lifestyle behavior changes.
Health coaches are trained in behavior change theories, motivational concepts, health education and health promotion, as well as the link between health behaviors and health outcomes. This skill set that combines evidence-based behavior change strategies, communication tactics, motivation tools, and health knowledge puts health coaches as a prime player to help individuals live healthier lives.
Health coaches work with clients as an equal partner to help them make desired healthy lifestyle behavior changes. Health coaches do not tell their clients what to do; instead, health coaches understand that their client is the expert of their own life. Coaches help clients develop their own realistic goals with manageable strategies to achieve their desired health outcomes. Change is difficult, and a health coach works with their client to help them through the process of developing and keeping new health-related habits.
A number of different research studies have demonstrated the effectiveness of health coaching to help individuals modify their health behaviors, improve health outcomes, and improve holistic well-being outcomes – such as improved quality of life and psychological well-being (e.g., Sforzo et al., 2019). Health coaching has been especially beneficial for individuals living with chronic diseases such as cancer, diabetes, and cardiovascular disease, as well as risk factors for chronic disease including obesity, high cholesterol, and high blood pressure(Sforzo et al., 2019).
Health coaching is a relatively new field and career path. The first program dedicated to health and wellness coach training was developed in 2000 (wellcoachesschool.com). The National Board for Health and Wellness Coaching was formed in 2012 and established the current standards of education, training, credentialing, and research for the profession. In 2016, the NBHWC worked with the National Board of Medical Examiners to establish a board certification exam to standardize and advance the profession of health and wellness coaching. Since 2016, over 9,000 individuals have become National Board Certified Health and Wellness Coaches.
What does a career in health coaching look like?
To pursue a career in health coaching, it’s recommended that students become a National Board Certified Health and Wellness Coach by passing the NBHWC Board Exam. To be eligible to sit for the board exam, students must pass an NBHWC Approved Training Program, complete 50 health coaching sessions, and have an associate’s degree or higher (or 4000 hours of work experience). For more information on the National Board of Health and Wellness Coaching, please visit nbhwc.org.
Health coaching is a growing profession, with annual growth rates expected at 6.7% per year, which is faster than many fields. Health coaches can work in a number of different settings – from healthcare settings, worksite or insurance programs, digital health, community-based programs, to self-employed. The day-to-day work of a health coach is dependent on what setting they work in, but it often involves meetings with multiple clients or groups of clients over the course of a day.
What are the offerings related to health coaching at Louisiana Tech?
The Department of Kinesiology at Louisiana Tech University now offers two classes on health coaching. KINE 221, Health Coaching, is an introduction to the field of health coaching and students will learn the fundamental skills and theories of health coaching. KINE 321, Advanced Health Coaching, includes training in advanced skills and methods in health coaching, and provides students with a primer in ethics and professionalism as related to the field. As health coaching involves the development of many behavior change and communication skills, both classes include many demonstrations, activities, and other hands-on opportunities to learn and practice the material.
Additionally, the Department of Kinesiology is awaiting final approval for an undergraduate certificate in health coaching. This certificate will include 24 credits of coursework, with 18 credits of required coursework, and 6 credits of elective coursework – to allow students to tailor the certificate to suit how they plan to utilize health coaching in their future career. Students will be able to add the undergraduate certificate in health coaching beginning in Spring 2024. In the coming months, we intend to apply for our undergraduate certificate program to become an NBHWC Approved Training Program, and I will be excited to share more when that happens!
What is my background in health coaching?
My academic background is in Kinesiology, and I have a Ph.D. in Kinesiology with an emphasis in sport and exercise psychology. One of my main areas of research has been motivation and social influence in physical activity, which lends itself well to health coaching.
I completed a training program in health and wellness coaching in 2017 when I began teaching undergraduate courses in health coaching at the University of Iowa. In 2018, along with my colleagues at the University of Iowa, we developed an experiential learning program for our trained students to offer health coaching services to community members. In 2020, I became a National Board Certified Health and Wellness Coach after passing the NBHWC Board Exam. My goal in becoming a board certified health and wellness coach has always been to stay up to date with the latest knowledge and practices in the field in order to better serve the students I work with.
As our health coaching coursework becomes integrated into our curriculum in the Department of Kinesiology and undergraduate certificate program launches, I look forward to sharing more opportunities for our students at Louisiana Tech in health coaching!
Stephanie Smart, BS Kinesiology and Health Promotion (2016), MS Athletic Training (2018)
Being back at Tech is the dream I never knew I had. Louisiana born but raised in North Carolina – my family continued to loyally support Tech. My dad graduated with his bachelors and masters from Tech. He was a manager for the Louisiana Tech Bulldogs basketball team under Coach Scotty Robertson. Coach Robertson is the reason my dad switched from engineering to teaching and coaching high school basketball. With the impact from many Louisiana Tech legendary greats such as Coach Leon Barmore, Coach Tommy Joe Eagles, Coach Robertson, and more, my dad succeeded during his times at Cedar Creek, Dubach, Quitman, East Ascension, and lastly in Highlands. Fun fact: Mrs. Boyd attended one of my dad’s summer basketball camps as a camper herself!
I always knew I would end up at Tech for college. I also always knew I would continue the family business of working in basketball. But I had no idea in what capacity it would be. Initially, I declared an undecided major because I struggled to pronounce and spell “kinesiology”. But I took a couple of KINES courses and absolutely fell in love with the faculty, the other KINES students, and the course content. I knew that it was the major I needed to be in. I became vice president of PEK (Phi Epsilon Kappa- the Kinesiology honor fraternity), active with ESPE (now KINES- professional student organization for Kinesiology), and developed relationships that would grow into great professional working relationships as well as lifelong friendships.
After I graduated from Tech, I earned my Masters in Athletic Training from Marshall University in West Virginia. I was part of the inaugural class of 5 students. I was the only one with a bachelors degree – the others were part of Marshall’s 3+2 program as most AT programs are now. Having the Kinesiology degree gave me a little bit of an upper hand especially in the rehab and exercise prescription areas.
I graduated in 2018, passed my athletic trainers board of certification (BOC) exam, got my AT licensure in the state of Louisiana and did a 10 month internship at Louisiana College (now Louisiana Christian University). An internship route isn’t a popular direction to take due to the full-time responsibilities and hours and extremely low pay but it was right for me. After that I was hired at Piedmont University in Georgia where I covered volleyball, women’s basketball, men and women’s golf, and men and women’s tennis. Piedmont is where I grew the most under the guidance of some phenomenal athletic trainers. I obtained certifications in blood flow restriction, grastons technique (scraping), and became an NASM corrective exercise specialist. I also taught a couple of undergraduate exercise science courses.
In my opinion, I believe athletic training is one of the greatest medical professions there is because of the fact that we are one of the few medical professionals to see an injury all the way through – from the moment it occurs on the court with the initial eval and diagnosis, to the acute care, treatments, and referrals necessary, to the possible lengthy rehabilitation, to the return-to-play, and last but not least the maintenance and preventative measures taken to ensure no further injury occurs. Athletic trainers aren’t just in professional, college, and secondary setting athletics. There are AT’s in performing arts, military, industrial settings, operating rooms, hospitals and clinics, PT clinics, and fitness gyms. Obviously, my passion for sports kept me in the college setting but it’s nice knowing there are so many options to choose from.
With the help from my mentor, former KINES adjunct faculty member and Lady Techsters basketball athletic trainer, Mandy Miller, I got the job here at Tech with the Lady Techsters and am temporarily covering the volleyball team. In the spring, I will be teaching KINES 405- Sports Med & First Aid. I look forward to all that is to come!
My world has truly come full circle and a lot of credit go to the amazing faculty of the kinesiology department.
Mrs. Boyd, Mrs. Smiley Reeves, Dr. Szymanski, Mrs. Szymanski, and Dr. Blazo – thank you all for being incredible educators and influencers.
Being a professor of Kinesiology is a dream come true. I enjoy teaching and doing research, through which I can impart my knowledge and experience to students, explore the unknown in exercise sciences, and help improve human performance, wellness and health. When I think back, the following assisted me in fulfilling my dreams.
Find Your Interest
My background was physical education. I was a professor teaching physical activity classes, including basketball, volleyball, track & field, and Tai-chi at Central University of Finance & Economics (CUFE) in Beijing, China. I had developed an interest in factors affecting exercise performance after completing graduate school. However, there were no classes taught about it at that time. However, a great opportunity presented itself to me when I got a job as an interpreter for the strength and conditioning coaches for Chinese national men’s basketball team. It was my first time to see strength and conditioning training applied in professional sports. I realized that was what I wanted to do in my career! It led me all the way to the United States for a Master’s in fitness and human performance, an internship with the Houston Rockets, becoming a strength and conditioning coach for the Chinese youth national basketball teams, a strength and conditioning coach for Chinese women’s Olympic team, completing my doctoral studies at LSU and a volunteer strength and conditioning coach of LSU football.
Sharpen Your Tools
English, especially spoken English, led me to the path of strength and conditioning. I did not realize it was necessary to improve my spoken English until I turned down a job recommendation as an interpreter for a Chinese Basketball Association (CBA) team. From then on, I developed a habit of practicing my spoken English early every morning through listening to the radio of Voice of America (VOA). I even bought a portable CD player when I got my first month’s salary, to listen to audio English articles whenever I could. My four-year practice helped me secure a job as an interpreter for Chinese men’s national basketball team, and eventually helped me get the job of strength and conditioning coach for Chinese national youth basketball teams.
As a strength and conditioning professional, a knowledge of the exercise techniques is very important. Starting from scratch, I learned every weight lifting technique from squat, bench press to Olympic weightlifting and plyometrics. I practiced the techniques learned from class and organized a training club with my classmates to practice Olympic weightlifting every weekend. Practice is vital to the learning process as well, because it corrects the false, even wrong, techniques and creates opportunities to learn why a certain exercise works and others don’t. Most importantly, it provides the ingredients for your future training program.
Be Committed and Work Hard
To love what you are doing, you should be committed and contribute time to it. In order to improve my spoken English, I have developed a 5-year habit, to practice for 2 hours starting from 5:30 in the morning every day. When I was doing my internship, I would normally go to the Toyota Center fifteen minutes early. Once my internship supervisor arrived, we would finish a 40-minute workout together before NBA player Yaoming came for practice. As the strength and conditioning coach of the Chinese national basketball teams, I was always the first one to get to the training room to set up all the equipment, to make sure the training session would go well. Before calling it a day I would complete a one hour training session myself. While I was a volunteer strength and conditioning coach for LSU football, I started the day by arranging training equipment and finished with cleaning and replacing the weights. All of this contributed to my success as a strength and conditioning coach for Chinese national basketball teams.
Be Grateful and Thankful
Without help from others, a person can hardly succeed. I always appreciated the people who have supported and helped me by maintaining great friendships with them. Mr. Xue, my internship supervisor in Chinese Basketball Association (CBA), offered me a job as an interpreter for Chinese men’s national basketball team, which gave me an opportunity to work with professional basketball teams. Anthony Falsone, the athletic performance coordinator of San Antonio Spurs, led me to the field of strength and conditioning and taught me many weight training techniques. Dr. William Amonette, my Master’s advisor at University of Houston Clear Lake, played a huge role in my academic success, and is a role model for my career. Dr. Arnold Nelson, my PhD advisor, opened another window of opportunity in exercise for health. I have a deep appreciation for these people and others, as they have been role models for helping people. I plan to carry on their virtues by helping others. My time here in the Louisiana Tech Department of Kinesiology has been wonderful! My family and I enjoy life in Ruston and the Louisiana Tech community.
Raised in Toronto, Canada I have always had a passion for baseball and hockey. While earning my BSc in Biology and playing baseball at St. Lawrence University, I also worked with the men’s and women’s hockey teams on the strength and conditioning staff. Shortly after finishing my undergrad I became a Certified Strength and Conditioning Specialist (CSCS). Working with many great strength coaches has allowed me to gain ample knowledge and led to getting to work with very talented athletes, some being in the NHL, NBA and the Olympics. When speaking with a mentor of mine, Dr. Ryan Crotin, I learned about the Kinesiology Department at Louisiana Tech and the baseball research that Dr. David Szymanski completes. The program piqued my interest and made it an easy decision to come to Tech.
At Tech, I have kept busy pursuing my graduate degree in Kinesiology Sports Performance Concentration and as a graduate teaching assistant. I work directly with the baseball team as the director of video and analytics and am also a strength and conditioning coach intern. I have created a student group in baseball analytics to further assist the team and teach analytics.
For my thesis I will combine my interests of baseball, strength and conditioning and biomechanics. I will conduct research to determine if forearm strength and mobility impacts pitchers’ performance in their pitch movement as well as their risk of injury. After graduating in the spring of 2024, my goal is to use my knowledge from my studies and experiences to start a career in baseball in the areas of player development and strength and conditioning.
My passion for baseball while having a growth mindset has made for an easy transition and sense of fulfillment in coaching. I feel extremely fortunate to have chosen Louisiana Tech for countless unique opportunities, the breadth of knowledge I have acquired, new experiences and the great people I have encountered.
Mrs. Jessica Szymanski, Graduate students Elise Bordlee, Chris Watson, Austin Reedy and Dr. David Szymanski
information about our Graduate Programs: Master of Science in Kinesiology Sport and Exercise Psychology Concentration and Sports Performance Concentration
Katherine “Katie” Alexander Location: Logan, Utah Louisiana Tech Degree and Graduation Date: BS in Kinesiology & Health Sciences and BA in Psychology, November 2020 Other Degrees: PhD in Human Development & Family Studies, in progress at Utah State University since 2021-2022 academic year with current estimated graduation of Spring 2026
I’m currently a PhD student and am planning to become a college professor. I decided to become a college professor because I love learning, researching, teaching, and mentoring students. I have always been interested in sport psychology but wasn’t sure how I wanted to get there. Sport psychologists are a diverse group, and most pathways are either more applied or more research based. More applied sport psychologists often work on performance consulting and/or become a licensed counselor, social worker, psychologist, or psychiatrist. More research-based sport psychologists predominantly work as professors but may also take jobs as data scientists at sports-based companies. During my undergrad at Tech, I participated in research with Dr. Jordan Blazo, Dr. Andrew Parks, and others to gain research experience and also worked at the Children’s Methodist Home in order to gain clinical experiences. I did not enjoy my clinical experience and loved participating in research, so this led me to ultimately decide to become a professor.
What was I looking for in a graduate program? I applied to graduate programs that would help me gain the necessary knowledge around sport psychology, teaching, and researching. In general, each graduate program is unique, and students that are applying should look into applicant requirements (often including GRE scores, GPA requirements, prior experiences, required course prerequisites, and whether/not a master’s is required for a PhD program), along with broad philosophies, objectives, and outcomes associated with the department/program and any funding and/or scholarship opportunities. Most PhD programs that are geared towards research also require a dissertation, and it is VITAL that you connect with a good academic advisor that can positively mentor you throughout the program. Academic advisors help mentor and guide you through graduation requirements, general research, teaching, and just life. Students should email potential academic advisors to inquire about their research and how you might fit with this research trajectory, to determine whether or not spots are available to work with them, to better understand their advising/mentoring philosophies, and to find out about funding and scholarship opportunities.
When I was looking at various graduate programs, I wanted to ensure that there was a good and positive culture in the department, that I was able to occasionally do my own research projects (instead of simply following what my advisor said to do), that I had supports in Utah, and that there was funding available to me. I was willing to explore broader programs, including kinesiology, psychology, and human development programs, because I wanted a wider breadth of knowledge around social science (rather than focusing on just kinesiology or psychology). I was especially interested in the Human Development & Family Studies program at Utah State University because it could allow for exploration of biological, psychological, and social factors as they relate to development and relationships over time. My potential advisor at this university also seemed very supportive and kind. I chose to attend Utah State University because the program most closely matched my criteria, and attending the program also allowed me to skip my master’s degree, which saved me money and allowed me to start on my own independent research earlier than if I would have attended a master’s program.
What is needed to become a college professor? Requirements depend on position and university/college type. Instructors, those that serve in more applied departments (such as business or nutrition & dietetics), and those that teach at community colleges might only need a master’s degree and relevant teaching and/or applied experience. A master’s degree is not really needed in order to become a professor at 4-year colleges and universities, but a PhD is needed. Students that are interested in becoming a professor should progress through school and should look to gain experience in teaching, research, and service to the community throughout their graduate school experiences in order to be a competitive job candidate. The job market for going into academia is highly competitive, and some people choose to also participate in a post-doc after graduating with their PhD in order to gain even more relevant research experiences. The process of becoming a professor looks differently, too, depending on whether or not the position is tenured (full-time position with full job security) or non-tenured (including all other positions). Those professors that are on a tenured track complete regular reviews of progress towards aspects of teaching, research, and community/other service and must often move from assistant to associate to full professors over the span of years.
As a PhD student- What is a typical day like for you? My typical day varies a lot across the week because I have less set hours and more freedom in how I choose to set up my schedule. I am responsible for coordinating and completing various research projects, serving as an instructor for one course in my department, and managing my course load of about 3 to 4 courses a semester. My research lab is called the Families in Sport Lab, so most of my research relates to sport involvement. I am currently working on projects related to youth sport participation in Western states; athlete trauma, abuse, and mental health symptoms; peer bullying and hazing in sport; and examining biological, psychological, and social factors that relate to youth substance abuse. In my role as an instructor, I teach one undergrad introductory course on couple and family relationships and am responsible for creating course materials, lecturing, communicating with students, upholding university policies, and grading. I also serve as an academic mentor for student-athletes at the university and enjoy powerlifting, so I stay very busy! Additional information: I went to a research conference for NASPSPA (North American Society for the Psychology of Sport and Physical Activity) in 2022 in Hawaii with other members of my lab. While there, I was able to give a verbal presentation about experiences of emotional abuse in intercollegiate sport and was also able to present a poster on a research project that was initiated at Tech with Dr. Blazo and Dr. Parks. I am grateful for this wonderful experience and the fact that the conference was in Hawaii!
The Exponential Factor 