San Jose State University :: Faculty & Staff Web Pages: Shirley H M Reekie's Home Page


Shirley H M Reekie

Reekie, Shirley H M

Professor,  Kinesiology
Associate Chair, Kinesiology

Additional Contact Information

Phone Number(s)
(408) 924-3020
(408) 924-3010

Office Hours
Fall 2014: Tuesdays 12-3 PM, Thursdays 11:30-12:30, and by appointment

Classes taught:
KIN 9A Beginning Sailing
Kin 10A Beginning Kayaking
Kin 11A Beginning Rowing
Supervision of student teachers/various independent studies etc.

From 2006-14, I had the honor of chairing the Department of Kinesiology and now serve as the Associate Chair so that I may concentrate more on teaching again. I prefer to be contacted by email.



  • Doctor of Philosophy. Ohio St Univ Main Campus, 1982
  • Master of Arts, Physical Education
    University of Leeds, United Kingdom, 1976
  • Bachelor of Education (Hons), Physical Education
    I M Marsh College of PE/University of Liverpool, United Kingdom, 1975


Shirley Reekie received an undergraduate degree from I.M. Marsh College of Physical Education, Liverpool, and the University of Liverpool, UK and a master's degree from the University of Leeds. Following three years teaching physical education, English and geography at Keswick School, Shirley earned a Ph.D. from The Ohio State University with a dissertation entitled "A History of Sport and Recreation for Women in Great Britain 1700-1850." Shirley came to San Jose State University in 1982 and had one book "Sailing Made Simple," published in 1986, and another "Bean Bags to Bod Pods" that chronicles the Kinesiology Department's 150 years, published in 2012.

Shirley's research and teaching interests are in sport history and comparative sport studies. A competitive masters' rower and dinghy sailor, Shirley also enjoys kayaking, gardening, reading, and playing the bagpipes.

Shirley's philosophy of teaching and learning includes the beliefs that:
(1) education is a process, not a commodity that can be bought
(2) when students actively engage themselves in the learning process they do much better than when they are mere spectators in a class
(3) students learn most when they are helped to know how to ask the right questions
(4) learning never occurs in a vacuum and the more connections that can be made across boundaries the more real the learning can become
(5) a good teacher will encourage students to become less, not more, dependent on him/her as they learn