Kanae Haneishi

I moved from North Dakota where I was the Associate Professor of Kinesiology and Human Performance and the program coordinator for Physical Education and Teacher Education (PETE) at Valley City State University. Prior to teaching in North Dakota, I was in Massachusetts where I was the head women’s soccer coach and the senior lecturer of Physical Education at Mount Holyoke College for 13 years.

I am the Secretary General for WomenSport International, the International Advisory Board member for Teaching Games for Understanding, and a board member for the National Association for Kinesiology in Higher Education.

I am originally from Tokyo, Japan and came to the U.S. to play soccer and study at a university. I won the silver medal at the World University Games with the Japanese National Team, won the NCAA D2 National Championship, and played for a semi-pro team in New York City for 8 years as a team captain. I received two master’s degrees in Exercise Science and Exercise and Sport Studies before completing the doctoral degree in Sport Pedagogy in Physical Education and Coaching.

What are some of the highlights of your career?

I have made numerous presentations at national and international conferences as well as published articles in well-respected journals in the field of Kinesiology. My research focus is around Justice, Equity Diversity, and Inclusion (JEDI) in Physical Education and Sport Coaching.

I am a recipient of the Don Hellison Interdisciplinary grant from National Association for Kinesiology in Higher Education and the Spectrum Institute for Teaching and Learning grant. I was also the lead trainer/mentor and coordinator of the International Sports Programming Initiatives funded by Sports United, a division of the Bureau for Educational and Cultural Affairs, of the U.S. Department of State. Additionally, I was awarded for the Presidential Award and Engaged Scholar Award from National Association for Kinesiology in Higher Education.

What most excites you about your field?

Through teaching Physical Education and Sport Coaching, we get to make positive impacts on children and younger people for their physical and mental health. we can help students to find physical activities they enjoy and guide them to healthy life styles. Additionally, physical education teachers and coaches are the unique position to teach important life skills (i.e., teamwork, leadership, and communication skills) as well as to promote equity, diversity, inclusion and social justice through instructional strategies.

What is your favorite thing about the Gunnison Valley?

The nature and the culture!

Courses Taught

• ESS 181: Foundations of Exercise and Sport Science
• ESS 210: Development and Analysis” Net/Wall Games
• ESS 290: Curriculum Development and the Learning Environment
• ESS 353: Coordinated School Health and Physical Activity Programs
• ESS 385: Physical Activity Programming

Publications

Peer -Reviewed Publications
In English:

• Block, B., Haneishi, K., Zarco, E. & Megías, E. P. (2021). Thirdspace Movement Concepts in Physical Education Teacher Education. Quest, DOI: 10.1080/00336297.2021.1957691
• Haneishi, K. & Matsumoto, T. (June 16, 2021). Game-Based Approach Project for All Coaches in Japan.
  https://sportcoachamerica.org/game-based-approach-project-for-all-coaches-in-japan/
• Haneishi, K., & Griffin, L. L. (2015). Players’ perception on game-centered approach in coaching female soccer. Journal of Sports Science, 2 (3), 63-71.
• Haneishi, K., Fry, A. C., More, C. A., Schilling, B. K., Li, Yuhua, and Fry, M. D. (2007). Cortisol and stress responses during a game and practice in female collegiate soccer players. Journal of Strength and Conditioning Research, 21 (2), 583-588.

In Japanese:

• Griffin, L. & Haneishi, K. (2010). Current situation of the tactical games approach in the U.S. Journal of Children and Physical Education, 153, 23-25.

Book Chapters

• Haneishi, K. (2021). Chapter 10: Developing players through practice games. – What coaches need to look for when observing players’ game play. 第10章　練習ゲームで選手を育てる：ゲーム観察の仕方─ 指導者は練習ゲームの中で何をみるべきか─ (Eds.), The secrets to youth soccer coaching. 子どもが育つサッカー指導の「秘訣」!!. Osaka, Japan: Osaka Education Publication.
• Yamaguchi, R., Nemoto, M., Itoh, M., Ogasawara, E., Kawano, R., Kobayashi, M., Sato, Y., Sekuguchi, A., Tsuchiya, S., & Haneishi, K. (2012). Taking the lead. カナダ発女性コーチの戦略と解決策 (Original work in English by S. Robertson). Tokyo, Japan. (Original work published 2010).
• Haneishi, K., Griffin, L. Siegel, D., & Shelton, C. (2009). Effects of games approach on female soccer players. Hopper, T. (Eds.), New-Teaching Games for Understanding – Simply Good Pedagogy: Understanding a Complex Challenge (pp. 131-143). Vancouver, Canada: Physical and Health Education Canada.

Other Publications

• Haneishi. K. (Fall 2021). Why EDI is important for me. SHAPE America Momentum Magazine.
  Matsumoto, T., FUchigami, M., & Haneishi, K. Weekly blog for the Game-Based Approach Japan Project. Coach Trust Association Inc. https://www.facebook.com/coachtrust
• Haneishi, K. (2021). Looking at TGfU in Equity, Inclusion, and Social Justice Perspectives. Teaching Games for Understanding Blog, March 1 2021; http://www.tgfu.info/blog/looking-at-tgfu-in-equity-inclusion-and-social-justice-perspectives
• Haneishi, K. (2020). What’s Happening in the U.S. Teaching Games for Understanding, Web article, December 2020; http://www.tgfu.info/whats-happening-in-the-usa.html
• Haneishi, K. (2020). What’s Happening in the U.S. Teaching Games for Understanding, Web article, August 2020; http://www.tgfu.info/whats-happening-in-the-usa.html