Kim Maljak
Associate Professor, P.E. Program Coordinator
Health Sciences and Physical Education
College of Education
(773) 442-5575
Courses Taught
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.

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

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

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.

Room PE 1132
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5575
Office Hours
Vary by semester
Main Campus