Todd Gilson, acting associate dean of Research, Resources and Innovation in the NIU College of Education, has been named a Fellow of the Association of Applied Sport Psychology (AASP).
His election to Fellow status is “a well-earned recognition of his contributions to AASP and to the field of Sport Psychology,” according to the organization.
The appointment was announced in late October at the 2019 AASP Conference in Portland, Ore.
Gilson is now among a Fellowship of leaders “committed to the support and stewardship of AASP in the years to come” and charged with the responsibility, as specified in the AASP Constitution, to vote on matters involving ethical principles.
Gilson, who holds a Ph.D. in Sport and Exercise Psychology from Michigan State University, is also an associate professor in the Department of Kinesiology and Physical Education.
His current research focuses on the link between key psychological constructs that help distinguish highly successful leaders and performers from less-successful ones. He has worked with dozens of NCAA athletic institutions and U.S. Army ROTC programs around the country, acquiring valuable lessons about confidence, resilience and adaptability in the face of challenges.
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Stacy Kelly and Gaylen Kapperman, professors in the Vision Program of the Department of Special and Early Education, are among the co-authors of the first-ever health education guidebook for children who are blind and visually impaired.
Published in October by the American Printing House for the Blind, “Health Education for Students with Visual Impairments: A Guidebook for Teachers” was developed specifically for teachers who deliver instruction to students with visual impairments from ages 5 through 21.
The book presents ways to make specific aspects of health education accessible to this population.
Kelly and Kapperman, who call their chapter “the most detailed piece of its kind ever published,” offer resources designed to support particular needs that arise within existing health education curricula when teaching students with visual impairments in a school or specific course or program.
A major problem is that many individuals are reticent to use the appropriate methods and materials to make sex education meaningful for blind students who cannot see pictures, the professors shared, which is why their chapter provides methods for meaningful experiences in health education instruction for students with visual impairments within the realm of their particular school curriculum.
“Our work is truly cutting-edge,” Kapperman said.