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exclusively on better understanding the consequences of being perfectionistic for athletes with little attention to the experiences of those who are tasked with supporting them. Given its complexity, perfectionism is likely to pose several challenges for sport psychology consultants and may require particular

reliability have been developed ( Hardy, Hall, & Hardy, 2005 ), but the ability of questionnaires to provide accounts of actual inner experience has been questioned ( Hurlburt & Heavey, 2015 ), and the correspondence of questionnaire self-talk such as that measured by the Automatic Self-Talk Questionnaire for

counterparts ( Laureano et al., 2014 ), often experience marginalization ( Wilson & Richards, 2020 ), which can include large caseloads, limited equipment and facilities, and an unsupportive school culture ( Hodge & Akuffo, 2007 ; Holland & Haegele, 2020 ; Obrusnikova & Kelly, 2009 ). Furthermore, general

gay male athlete. Because of the Division III philosophy, athletes are not typically seeking professional athletic opportunities after graduation, nor are they tied to a team financially via scholarship. In the following case study, we examined the experience of a successful Division III gay male

leadership programs to provide empowering, positive developmental experiences for the PE leaders, little research has been conducted on these topics ( Ressler & Rodriguez, 2020 ). It is important to develop best practice in this area guided by an understanding of what PE leaders learn and experience in such

single courses focusing on technology integration, access to technology, infusion of technology across TEP curricula, use of modeling, field-based experience, use of mentor teachers, collaboration between universities and public schools, faculty education about technology integration, use of multimedia

professionals in SEP. These barriers also contribute to female neophytes’ experiences that may negatively affect confidence and feelings of self-worth ( Barrett, 2015 ). Carter and Davilla ( 2017 ) found that verbal and nonverbal forms of racism and microaggressions were common experiences for practitioners of

coaches go about learning and obtaining those skills and expertise is guided by the coach’s pathway. This pathway has been defined as the specific opportunities, activities, and experiences that have led to the previously mentioned coach learning ( Gilbert, Côté, & Mallett, 2006 ; Trudel & Gilbert, 2006

IPE. Bryan, McCubbin, and van der Mars ( 2013 ) state that it is apparent that teachers and EAs require quality PD and collaboration for successful IPE to occur. Based on a review of the literature, we know little about teacher and EA (who work as an instructional team) experience with PD for IPE

Early field experiences (EFEs) are an integral component in teacher education because they offer preservice teachers (PTs) authentic and practical opportunities to implement a myriad of appropriate practices in their schools, learned during methods courses ( Graber et al., 2017 ). In addition to