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Shaunna M. Burke, Jennifer Brunet, Amanda Wurz, Christina Butler and Andrea Utley

negative emotions or affect ( Ryff et al., 2006 ), not just the absence of well-being. Li, Chung, and Chiu ( 2010 ) have found that cancer and its treatment can increase experiences of ill-being through feelings of sadness, worry, and depression. As such, investigating interventions that can both promote

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Irene Muir, Krista J. Munroe-Chandler and Todd Loughead

rehearse a routine, understand and reinforce movement, inspire strong emotions, and lower arousal levels ( Pavlik & Nordin-Bates, 2016 ). Most of the imagery research in the motor domain has been conducted in sport and is grounded in Martin, Mortiz, and Hall’s ( 1999 ) applied model of imagery use. The

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Justine J. Reel, Leslie Podlog, Lindsey Hamilton, Lindsey Greviskes, Dana K. Voelker and Cara Gray

, pseudonyms were created and used in the dissemination of study results. Results Five main themes were identified: injury related attributions and emotions, post-injury concerns, nutritional responses post-injury, coping with injury, and characteristics of an effective rehabilitation program. Injury Related

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Kendra Nelson Ferguson and Craig Hall

literature, various self-regulation strategies are supported with research demonstrating the positive effects these strategies can have on an athlete’s performance. For example, the practice of imagery (e.g., mentally imaging a skill) can contribute to emotion regulation and positively influence athletes

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Jamie Cleland

collecting general demographic data including gender, age and nationality to the sport they most often attended and the extent of risk they faced when doing so, whilst the open-ended questions sought to gain a deeper insight on topics such as risk, fear, emotion, security, surveillance and terrorism. To

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John Pates and Kieran Kingston

intervention. The humanistic psychology philosophical approach overarches my work because I try to create a salutary environment that is comfortable, nonjudgmental, and empathetic and emphasizes unconditional positive regard (see Rogers, 1951 ). I also focus on enhancing emotions that are unique to human

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Nate McCaughtry

Although teachers’ knowledge of student emotion is not typically integrated into studies of teachers’ pedagogical content knowledge, this study uses the philosophy of emotion, recent teacher knowledge research, and a case study of one middle-school physical education teacher to illustrate the point that how teachers understand student emotion is inextricably linked to their thinking and decisions about educational content, curriculum, and pedagogy. Data were collected during 4 months of observations and interviews and were analyzed using constant comparison. Three themes are used to show how this teacher’s interpretations of student emotion influenced her selecting, ordering, and formulating of curriculum units, her pedagogical maneuvering during lessons to facilitate learning, and her interactions with individual students and groups of students. The discussion centers on the need to expand current conceptions of teachers’ pedagogical content knowledge, and the importance of emotional understanding in teaching. Future directions for research into emotion and teaching are suggested.

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Daniel J. Madigan, Thomas Curran, Joachim Stoeber, Andrew P. Hill, Martin M. Smith and Louis Passfield

athlete engagement (e.g.,  Gaudreau & Verner-Filion, 2012 ; Jowett, Hill, Hall, & Curran, 2016 ; Madigan, Hill, Anstiss, Mallinson-Howard, & Kumar, 2018 ). On the other hand, under conditions of failure, perfectionistic strivings predict decrements in performance and negative cognitions, and emotions

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Bradley D. Hatfield

affective challenges compared to age-matched controls. Using fMRI, the BOLD response was recorded during emotional challenge induced by both sport-specific and general unpleasant images while in the magnet to determine specificity of the response. The research was driven by a model of emotion regulation

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Maureen R. Weiss, Lindsay E. Kipp, Alison Phillips Reichter and Nicole D. Bolter

outcomes ( 49 ). Weiss et al ( 45 , 46 , 49 ) found strong evidence of program effectiveness in teaching life skills (eg, emotion management, conflict resolution) and enhancing psychosocial outcomes (eg, confidence, social responsibility) using a longitudinal design, comparison group, measures aligned with