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Daniel Birrer

log. To better illustrate Greg’s thoughts and feelings, the description is enriched with quotes from that log. Some of the additional information and quotes are from the intervention sessions, as well as from the aforementioned in-depth interview. This analysis begins with data from Calendar Week 13

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Brian T. Gearity, Bettina Callary and Phillip Fulmer

The purpose of this study was to explore former NCAA FBS National Champion football coach Phillip Fulmer’s biography to understand how his knowledge and practices were learned from various sociocultural experiences. The participant, Phillip Fulmer, former head football coach of the University of Tennessee (UT; 1992–2008), participated in multiple sports as a youth, played football at UT, and coached for over 30 years. A qualitative case study design with in-depth interviews was used to understand his experiences and developmental path as he learned to coach. The findings reveal four key developmental stages: athlete, graduate assistant, assistant coach, and head coach. Fulmer’s earliest learning experiences would later guide his coaching beliefs, values, and actions.

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Diana Deek, Penny Werthner, Kyle J. Paquette and Diane Culver

This study examines the impact of a coach education program on coach learning and perceived changes to coaching practices, while situating this episodic learning experience within a lifelong-learning perspective. Three sets of in-depth interviews were conducted with 10 coaches taking part in one of three competition-development modules within Canada’s National Coaching Certification Program (Coaching and Leading Effectively, Managing Conflict, and Psychology of Performance). It was found that (a) the coaches’ biographies varied widely, (b) all of the coaches reported learning from the modules, (c) eight of ten coaches reported a change in their coaching practices as a result of participation in one of the modules, and (d) the coaches credited a combination of mediated, unmediated, and internal learning situations for their learning before and after the modules. These findings suggest that a large-scale coach education program can have an impact on coaches when the program takes a lifelong-learning perspective and integrates constructivist principles into its design and delivery.

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Lauren Burch, Matthew Zimmerman and Beth Fielding Lloyd

without the filters of traditional media. In this case study, Borges conducted in-depth interviews with personnel at both Benfica TV and PSG TV about this use of media on multiple platforms in direct communication with the clubs’ respective fan bases. As a further examination of how soccer

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Heidi A. Wayment, Ann H. Huffman, Monica Lininger and Patrick C. Doyle

-symptom reporting in athletes. In other work, 32 we conducted in-depth interviews with collegiate football program athletic trainers and found that their close working relationships with athletes provided them with insight concerning which members of the team were influential, well-connected, and popular. In cases

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Mette Rørth, Tine Tjørnhøj-Thomsen, Prue Cormie, John L. Oliffe and Julie Midtgaard

.2 [63;74] 3 5,9 [3,1;12,2] 3 7374 [852;12933]  team 3 12 70.2 [62;76] 7 3,9 [2,7;5,11] 4 3089 [0;6080]  team 4 6 68.2 [52;80] 4 6,8 [3,4;12,1] 0 6354 [3042;8816] In-depth interviews 3 70.0 [67;74] 1 6,5 [ 2,3;11] 0 1781 [1074;2424] Note . MET minutes/week assessed at the time of inclusion in the parent

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Hebe Schaillée, Ramón Spaaij, Ruth Jeanes and Marc Theeboom

Australia Duration 4 years (2016–2019) 4 years (2014–2018) Funding Flemish Government Agency for Innovation and Entrepreneurship Australian Research Council and Victorian Health Promotion Foundation Methods Mixed methods comprising:  ▪ 319 participatory observation hours  ▪ 59 individual in-depth interviews

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George B. Cunningham, Erin Buzuvis and Chris Mosier

. Hargie, Mitchell, and Somerville’s ( 2017 ) recent study offered support for this contention. They conducted 10 in-depth interviews with transgender individuals living in the United Kingdom. Participants noted that people in locker rooms, teammates, and recreational sport colleagues all marginalized

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) activities organized, reach and health of participants. Methods include three rounds of in-depth interviews with 13 CSCs in 9 municipalities, 14 focus groups with professionals collaborating with CSCs and monitoring of 405 participants of PA programs. At the start, after 6 months and after 1 year