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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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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

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Jian Chen, Bruce Oddson and Heather C. Gilbert

of concussed individuals. Our data showed a rise in emotion-related symptoms in individuals with multiple concussions. The mechanism behind this phenomenon is not clear but warrants some discussion and further study. Many factors may influence one’s emotional status including social, psychiatric, and

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Linda Corbally, Mick Wilkinson and Melissa A. Fothergill

training interventions aim to change dysfunctional thoughts and emotions ( Pineau, Glass, Kaufman, & Bernal, 2014 ). In contrast, mindfulness focuses on altering the relationship to physiological and psychological states. Mindfulness has been reported to be a beneficial treatment approach in depression

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Robert J. Schinke, Gershon Tenenbaum, Ronnie Lidor and Andrew M. Lane

Within this opportunity to dialogue in commentary exchange about a previously conceived adaptation model, published in the Journal of Clinical Sport Psychology, we revisit the utility of our model (Schinke et al., 2012a) and consider Tamminen and Crocker’s (2014) critique of our earlier writing. We also elaborate on emotion and emotion regulation through explaining hedonistic and instrumental motives to regulate emotions. We draw on research from general and sport psychology to examine emotion regulation (Gross, 2010). We argue that when investigating emotion, or any topic in psychology, the process of drawing from knowledge in a different area of the discipline can be useful, especially if the existing knowledge base in that area is already well developed. In particular, we draw on research using an evolutionary perspective (Nesse & Ellsworth, 2009). Accounting for these issues, we clarify the adaptation framework, expand it, and arguably offer a model that has greater utility for use with athletes in relation to training and competition cycles and progressions throughout their career. We also clarify for the readership places of misinterpretation by the commentary authors, and perhaps, why these have resulted.