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Tim Fletcher, Ken Lodewyk, Katie Glover and Sandra Albione

complexity of the learning process; (ii) prioritise context and contemporary challenges; (iii) bridge research/theory–practice in innovative ways; and (iv) nurture the career-long growth of PE teachers. (p. 799) In addition to these overarching characteristics and in line with recent claims about effective

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Jan-Erik Romar and Magnus Ferry

the study course, to describe 10 significant didactical milestones (DMs; practical knowledge) that would guide their future teaching in PE. In this written reflective assignment, a DM was defined as a thought, theory, or philosophy that the PCTs believed could/should guide/direct their future work as

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Hedda Berntsen and Elsa Kristiansen

Coaches play an important role in their athletes’ sport participation experiences, and they are often responsible for shaping athletes’ social environment ( Gilbert & Trudel, 2004 ; Matosic, Ntoumanis, & Quested, 2016 ). Self-Determination Theory (SDT; Ryan & Deci, 2017 ) distinguishes between

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Terese Wilhelmsen, Marit Sørensen and Ørnulf N. Seippel

& Dillon, 2012 ; Pan, Tsai, Chu, & Hsieh, 2011 ; Valentini & Rudisill, 2004 ). In this study, we employ tenets from achievement goal theory (AGT) and self-determination theory (SDT) to explore what motivational pathways support social inclusion (SI) and pedagogical inclusion (PI) in PE as perceived by

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Don Vinson, Polly Christian, Vanessa Jones, Craig Williams and Derek M. Peters

Inclusive and equitable processes are important to the development of sports coaching. The aim of this study was to explore how well UK coach education meets the needs of women sports coaches to make recommendations to further enhance the engagement of, and support for, aspiring and existing women coaches. The national governing bodies (NGBs) of four sports (Cycling, Equestrian, Gymnastics and Rowing) volunteered to participate and semistructured interviews using the tenants of Appreciative Inquiry (AI) within a Self Determination Theory (SDT) framework were undertaken with 23 coaches, eight coach educators and five NGB officers. The data themed into an analytic structure derived from SDT comprising ‘Autonomy: Freedom to coach’, ‘Coaching competence’, and ‘Relatedness and belonging’. The coaches perceived potential benefit from enhanced relatedness and belonging within their sport with the findings suggesting that NGBs should embrace coach-led decision making in terms of the developmental topics which are important and should adopt the development of competence, rather than assessing technical understanding, as the foundational principle of more inclusive coach education. Future research should investigate the impact of the inclusive practices which are recommended within this investigation such as the softening of the technocratic focus of formal coach education.

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Carl Foster

days 21 – 24 and training periodization, 25 which are known to augment the training response. 26 , 27 Mujika and Padilla 28 and Hickson et al 29 have documented the effect of taper on the training response, but we have yet to come up with a unified field theory that is of practical benefit to

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Dean Barker, Gunn Nyberg and Hakan Larsson

second approach stems from a collection of related ideas referred to as a “dynamical systems perspective” ( Fischman, 2007 ), a “complexity theory informed” approach ( Jess, Atencio, & Thorburn, 2011 ; Light, 2008 ), and a “constraints led, nonlinear dynamical” approach ( Chow & Atencio, 2014 ; Renshaw

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sport, and academia. In reality, the determinants of a successful career in our modern world are not very far from the theory of evolution. While the “survival of the fittest” analogy may be a bit extreme, the ability to adjust an organization’s internal systems to conform to other external

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Bård Erlend Solstad, Andreas Ivarsson, Ellen Merethe Haug and Yngvar Ommundsen

Grounded in Self-Determination Theory (SDT; Deci & Ryan, 2000 , 2012 ; Ryan & Deci, 2017 ), a growing body of empirical work in sport psychology has indicated that the giving of autonomy-supportive sports coaching to athletes is related to the coach’s experience of improved well-being and

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Carlos Capella-Peris, Jesús Gil-Gómez and Òscar Chiva-Bartoll

-learning is based on John Dewey’s experiential learning theory ( Dewey, 1938 ). This theoretical framework states that everything occurs within a social environment. For this reason, learning is socially constructed and based on experiences. According to this, experiential learning supports that knowledge