Kim Maljak, Ph.D. Ph.D.
College of Education, Health Sciences and Physical Education
Associate Professor, P.E. Program Coordinator
Office:
Room PE 1132
Phone:
(773) 442-5575
Email:
k-maljak@neiu.edu
Office Hours:
Vary by semester
Country:
United States
PEMT 201: Introduction to Principles & Methods in Physical Education
PEMT 203: Fitness Education
PEMT 251: Fundamentals of Rhythm PEMT
PEMT 307: Assessment in Physical Education
PEMT 308: Motor Skill Behavior.
PEMT 310: Socio-Cultural Influences on Physical Activity
PEMT 343: Foundations of Physical Education for Elementary Schools
PEMT 355: Physical Education Clinical Experience
PEMT 410: Socio-Cultural Influences On Physical Activity, Sport, And Recreation
Research Interests
African-American adolescent females' perspectives of dance and sport, PE teachers and Self-Determination Theory, Impact of technology on adults' physical activity levels.
Education
Physical Education/Kinesiology Pedagogy, Ph.D.
Wayne State University, Detroit, Michigan
Physical Education/Kinesiology Pedagogy, M.Ed.
Wayne State University, Detroit, Michigan
Dance and Physical Education, B.A. (with teacher certification)
Wayne State University, Detroit, Michigan
Performing Arts, BAPA
Oakland University, Rochester Hills, Michigan
Selected Publications
Ball, J., Thomas, E., Maljak, K., Bice, M., Crost, C., Ramirez, A., Palma Barraza, M. (2022). Motivation to be active and use of technology to monitor physical activity levels: Comparing PE and non-PE majors. IAHPERD Illinois Journal, 88(1).
Maljak, K., Ball, J., Thomas, E., & Hilton, C. (2021). A qualitative assessment of K-12 physical education teaching strategies for female students guided by self determination theory. IAHPERD Illinois Journal, 87(1), 18-25.
Crost, C. & Maljak, K. (2021). Using a social ecological model to examine the role that the community plays regarding children's opportunities to be physically active. SPACE: Student Perspectives About Civic Engagement, 5(1). Retrieved May 27, 2021, from https://digitalcommons.nl.edu/space/vol5/iss1/4/
Maljak, K., Ball, J., & Valley, J. (2020). Elementary girls’ perspectives of physical activity in an after-school program. The Health Educator, 51(1), 14-23.
Varela, M. & Maljak, K. (2020). The influence of culturally relevant curriculum and student engagement in physical education. SPACE: Student Perspectives About Civic Engagement, 4(1). Retrieved May 5, 2020, from https://digitalcommons.nl.edu/space/vol4/iss1/4
Ball, J., Maljak, K., Bice, M., Valley, J., & Parry, T. (2019). Exploring the relationship between self-determination theory and physical education teachers meeting recommended weekly physical activity minutes. The Physical Educator, 76(5), 1306-1318.
Ball, J., Bice, M., & Maljak, K. (2018). Exploring the relationship between college students’ barriers to exercise and motivation. American Journal of Health Studies, 33(2), 61-69.
Ball, J., Bice, M., & Maljak, K. (2017). Exploring the relationship between self-determination theory, adults’ barriers to exercise, and physical activity. The Health Educator, 49 (1), 19-37.
Maljak, K., Garn, A., McCaughtry, N., Kulik, N., Martin, J., Shen, B., Whalen, L., & Fahlman, M. (2014). Challenges in offering inner-city after-school physical activity clubs. American Journal of Health Education, 45(5), 297-307.
Garn, A., McCaughtry, N., Kulik, N.L., Kaseta, M., Maljak, K., Whalen, L., Shen, B., Martin, J., & Fahlman, M. (2014). Successful after-school physical activity clubs in urban high schools: Perspectives of adult leaders and student participants. Journal of Teaching in Physical Education, 33, 112-133.
Whalen, L., McCaughtry, N., Garn, A., Kulik, N., Centeio, E.E., Maljak, K., …Martin, J. (2016). Why inner-city high school students attend after-school physical activity clubs. Health Education Journal 75(6), 639-651.