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Christopher L. Kowalski and Wade P. Kooiman

Coaches influence children’s experiences in sports and have a significant impact on the psychosocial development of young athletes. It is important to understand the coaching-related components of youth sports, including game strategy, motivation, teaching technique, and character building. Coaching efficacy is multidimensional, has a number of sources, and highlights relationships that exist between the coach, athlete, and team. In the present study, parents and coaches’ perceptions of coaching efficacy were examined to see what variables may affect their responses. Coaches’ character-building efficacy was influenced by previous playing experience. Parents’ perceptions of coaches’ efficacy were collectively influenced by parents’ previous playing and coaching experience, attendance at sport-specific educational sessions, and the perceived ability of their child’s team.

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Xuemei Zhu, Chanam Lee, Oi-Man Kwok and James W. Varni


A growing number of studies have examined correlates of walking-to/from-school behaviors. However, the potential differences across neighborhoods have been understudied. To address this knowledge gap, this study compared 4 elementary school settings (low-income inner-city; mid- to low-income, urban with and without freeway in attendance area; and high-income suburban) in Austin, Texas.


Parental surveys (n = 680, response rate = 25%) were analyzed using binary logistic regressions to identify correlates of walking to/from school for each setting. Five focus groups were conducted with 15 parents and analyzed using content analysis to supplement the survey results.


Parents’ personal barrier was the only consistently significant variable across 4 settings (OR = 0.113−0.463, P < .05). Parental education showed contrasting results between the suburban setting (OR = 3.895, P < .01) and the urban setting with freeway presence (OR = 0.568, P < .05). Personal attitude and walking habit had lower explanatory power in lower-income settings than in the higher-income site. But sociodemographic, physical environment, and safety conditions had greater explanatory power in lower-income settings. Freeway barrier was significant in the inner-city setting (OR = 0.029, P < .05) and the urban setting with freeway presence (OR = 0.142, P < .05).


Significant differences in correlates of walking-to/from-school behaviors were found across the 4 elementary school settings, suggesting the importance of context-sensitive approaches in future research and practice.

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Alun Williams, Lucy Whitman, Yve Le Page, Colin Le Page, Graham Chester and Simon J. Sebire

10 (80% of eligible pupils) participated. Survey questions used in this report card were self-reported: number of days on which they performed moderate-to vigorous physical activity for ≥60 mins, attendance at a sports club in the 4 weeks before the survey, travel mode to school on the day of the

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Salomé Aubert, Julien Aucouturier, Caroline Ganière, Alicia Fillon, Pauline Genin, Julien Schipman, Benjamin Larras, Corinne Praznoczy, Martine Duclos and David Thivel

potentially practicing 1 to 3 additional hours of sport per week but we do not have data to confirm the actual attendance of those enrolled. Community and Environment INC In 2016, 60 territorial communities were enrolled in the “Cycling Cities and Territories Club” (9 with <50,000 inhabitants, 11 between 50

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Landon Lempke, Abbis Jaffri and Nicholas Erdman

school attendance, that may aggravate the symptoms. 1 Physical rest recommendations consist of refraining from physical activity until the postconcussive symptoms have subsided, followed by progressive restoration of physical activity as long as the athlete is asymptomatic. 1 , 2 Despite the widespread

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extract. Acknowledgement: We thank Health Currancy (UK) Ltd and CurraNZ (NZ) Ltd for supplements and Blackcurrant New Zealand Inc. for support for conference attendance. The Effects of High Intensity Interval Exercise on VO 2max , Endurance Capacity and Fat Oxidation; “Double” HIIT versus “Single” HIIT MM

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Tim Fletcher, Ken Lodewyk, Katie Glover and Sandra Albione

.g., “From what I understand of the Instructional Coaching Model, I believe it can improve how educators’ needs are met in H&PE”). Initial test At the initial orientation session, 12 of the 14 total participants were in attendance. In the session, participants were introduced to the principles and concepts of

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Jennifer Ann McGetrick, Krystyna Kongats, Kim D. Raine, Corinne Voyer and Candace I.J. Nykiforuk

implementation of physical education school curriculum (2) Enable choice 88.8 Extremely favorable 34.8 88.8 8.0 89.2 71.1 Promote safe active transportation to school through walk or cycle-to-school programs, crossing patrols, and school attendance confirmation (2) Enable choice 87.3 Extremely favorable 32.5 87

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Yolanda Barrado-Martín, Michelle Heward, Remco Polman and Samuel R. Nyman

Table  2 , six dyads attended all the classes offered and only one dyad attended less than 50% of the classes (33%). Table 2 Dyads’ Attendance to the Classes in the Pilot Intervention Phase Class number Totals Dyads First Second Third Fourth Classes attended per dyad Dyads’ average attendance (%) Groups

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Kelly P. Arbour-Nicitopoulos, Viviane Grassmann, Krystn Orr, Amy C. McPherson, Guy E. Faulkner and F. Virginia Wright

children or youths’ PA participation within or outside of the program (e.g., attendance frequency, duration, and intensity of PA behavior). However, six studies examined personal and environmental contextual factors of PA participation, such as enjoyment, staff training, and support ( Fennick & Royle, 2003