This article describes the implementation of alternative grading (AG) strategies in an upper-division kinesiology and functional human anatomy course. Traditional point-based grading systems can negatively impact student mental health, decrease intrinsic motivation, and hinder learning. To address these issues, a proficiency-based grading approach was adopted, emphasizing clearly defined standards, growth-oriented feedback, progress-indicating marks, and penalty-free reassessment opportunities. Course assessments included weekly write-ups, movement analyses, and practical examinations, with flexible submission timelines and revision opportunities. Student feedback through microassessment revealed reduced stress levels, improved time management across courses, and deeper engagement with course material. Although implementation challenges existed, particularly around the initial faculty workload, the approach demonstrated significant learning gains while supporting student well-being. Our experience suggests that alternative grading strategies can maintain academic rigor while creating a more supportive and effective learning environment in science education.