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Samantha Moss

Title: Assistant Professor

Department: Kinesiology, Health Promotion and Recreation

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Texas at Arlington, 2022
    Major: Kinesiology
    Dissertation: Reducing Disparities in Physical Activity and Early Child Development Systematic and Observational Approach

Current Scheduled Teaching

PHED 1000.401Scientific Principles and Practices of Health Related FitnessSummer 5W1 2025
KINE 3090.001Motor BehaviorSpring 2025 Syllabus
KINE 3090.002Motor BehaviorSpring 2025 Syllabus
KINE 5900.702Special ProblemsSpring 2025
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

KINE 3090.001Motor BehaviorFall 2024 Syllabus SPOT
KINE 3090.002Motor BehaviorFall 2024 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Abstracts and Proceedings

  • Moss, S., Gu , X., Zhang, T. (2024). Associations between motor skills and neuro-psychomotor development in urban kindergarteners.. Research Quarterly for Exercise and Sport, 95, 4-47..

    • Journal Article

  • Moss, S., Zhang, X., Taleb, Z.B., Gu, X. (2024). The associations of physical activity and health-risk behaviors toward depressive symptoms among college students: Gender and obesity disparities. International Journal of Environmental Research and Public Health. 21 (4) 401. MDPI. https://www.mdpi.com/journal/ijerph
  • Moss, S., Zhang, X., Tamplain, P., Gu, X. (2023). Overweight/obesity and sociodemographic disparities in children's motor and cognitive function. Frontiers in Psychology. 14 2081.
  • Zhang, X., Moss, S., Gu, X. (2023). Disparities in physical activity and depressive symptoms among young adults in the early stage of the COVID-19 pandemic.
  • Moss, S., Gu, X. (2022). Home- and community-based interventions for physical activity and early child development: A systematic review of effective strategies. International Journal of Environmental Research and Public Health. 19 (19) 19968.
  • Moss, S., Lind, E., McGinnis, P., Ferkel, R., True, L. (2020). Relationships among motor competency, perceived motor competency, and health-related fitness in college-aged males.
  • Rasberry, J., Zhang, X., Moss, S., Chen, S., Gu, X. (2020). Movement behaviors and health-related fitness among peripubertal adolescents: 2012 NHANES national youth fitness survey data. The Journal of Sports Medicine and Physical Fitness. 61 (7)
  • Xiang, M., Gu, X., Zhang, X., Moss, S., Huang, C., Nelson, L., Zhang, T. (2020). Psychosocial mechanism of adolescents' depression: A dose-response relation with physical activity.

Contracts, Grants and Sponsored Research

    Fellowship

  • Oristian, S. (Principal), Moss, S. (Supporting), "Undergraduate Summer Research Fellowship," sponsored by SUNY Cortland, Local, $2000 Funded. (2023 - 2023).

    • Grant - Research

  • Moss, S. (Principal), Gu, X. (Supporting), "Environmental Determinants of Physical Activity and Early Child Development," sponsored by Society of Health and Physical Educators (SHAPE) America, National, $2000 Funded. (2021 - 2022).
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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