Students need to be properly prepared by their education to work respectfully and effectively with diverse populations and in diverse environments. Our purpose is twofold: (i) to provide a thorough description of the curriculum redesign process for an undergraduate kinesiology and health promotion (KHP) program, and (ii) to use our experience to provide more general recommendations to other departments and universities undergoing curricular redesign. The catalyst for this redesign was the conversion from a quarter-system to a semester-system and the opportunities for improvement identified through that process. The redesign was guided by a newly created departmental strategic plan, faculty professional development trainings, student feedback, faculty hirings and their areas of expertise, and industry demands. Diversity, equity, and inclusion (DEI) was mindfully embedded into the curriculum to reflect the department-, college-, and university-level core value of inclusivity. The redesign allows prospective KHP students to complete several courses that address DEI themes, in addition to the courses that build their technical competencies. Providing foundational exposure to DEI concepts through the undergraduate curriculum can better prepare students to work in diverse settings. As such, this report provides other programs with a framework to follow to make curriculum more DEI centric for their students.

Prior evidence demonstrates the efficacy by which plyometric activities during warm-up conditions augment the subsequent performance in power-centric exercise. We investigated the acute effects of loaded jump squats incorporated into a standard sprinters’ warm-up protocol on subsequent sprint performance in collegiate track athletes. Sprint times of 22 male and female collegiate track athletes were measured in 10-m intervals during a 30-m sprint trial following a standard sprinters’ warm-up routine with or without plyometric exercise. Subjects were tested on two separate occasions, once with loaded jump squats as the experimental treatment (two sets of eight jumps, load = 13% bodyweight) (PLYO) and once with time-equated rest as the control treatment (CON). Treatments were implemented following a standard sprinters’ warm-up routine familiar to the subjects. A dependent T-test was used for comparison of sprint interval times between conditions with a significant effect indicated by a p-value < 0.05. Sprint time did not differ between CON vs. PLYO at the 10 m (PLYO = 1.90 ± 0.12 s vs. CON = 1.90 ± 0.11 s, p = 0.66), 20 m (PLYO = 3.16 ± 0.21 s vs. CON = 3.15 ± 0.19 s, p = 0.53), and 30 m (PLYO = 4.32 ± 0.32 s vs. CON = 4.31 ± 0.28 s, p = 0.61) intervals. There was no interaction between treatment and sex, sex-specific ranking (above vs. below sex-specific mean), or sprint event (short vs. short–long vs. long) for 10 m, 20 m, or 30-m interval sprint times. At least within the limits of the current investigation, no evidence was provided to suggest that jump squats loaded at 13% bodyweight are an effective means to acutely potentiate sprint performance in collegiate track athletes. However, a further examination of responders indicates that the present loaded jump squat protocol may preferentially potentiate sprint performance in faster male athletes.