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Alessandro Quartiroli, Edward F. Etzel, Sharon M. Knight and Rebecca A. Zakrajsek

Typical 2. Professional Development/ Continue Learning The Ps stressed the important of engaging in a life-long personal and professional journey, striving to integrate different approaches, ideas, and experiences, while continuing their professional development Typical 3. Professional Recognition The Ps

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Ben D. Kern, Kim C. Graber, Amelia Mays Woods and Tom Templin

professional development (PD), research interventions, or legislative mandates; therefore, much of what is known about teacher change comes primarily from the study of teachers in settings that are less authentic and uncommon compared with their regular daily working conditions. Perspectives of Teacher Change

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Phillip Ward, Emi Tsuda, Fatih Dervent and Erhan Devrilmez

continuing professional development. There has been a longstanding concern relative to the depth and quality of the content knowledge of physical education teachers ( Hoffman, 1987 ; Kim, Lee, Ward, & Li, 2015 ; Siedentop, 2002 , 2009 ; Vickers, 1987 ; Ward, 2009 ) and it is best represented by

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K. Andrew R. Richards, Karen Lux Gaudreault, Kelly L. Simonton and Angela Simonton

master’s students in PETE programs. Whereas most D-PETE students pursue careers in PETE ( Boyce, Lund, & O’Neil, 2015 ), students pursue master’s degrees for many reasons, including professional development and career advancement ( Tom, 1999 ). Nevertheless, master’s degree programs have been identified

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Michelle Smith, Hayley E. McEwan, David Tod and Amanda Martindale

are useful for elements of professional development. For example, peer mentoring has been identified as an alternative form of guidance (e.g., in addition to supervision) whereby feedback could be sought on client cases. Research on TSEP professional development continues to be useful for illuminating

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Lori A. Gano-Overway and Kristen Dieffenbach

of professional development among coaches ( ICCE et al., 2013 ) and the need for the integration of science and theory into academic program design in coaching education ( Lara-Bercial et al., 2016 ). Thus, reinforcing the need to explore how coaches are educated in formal HEI programs. While Trudel

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Shannon David and Mary Larson

learning to develop, and to effectively express empathy is particularly important for professional development. Given the importance of developing competence in these relational skills, we recommend professional organizations for ATs consider offering professional development in the areas of relational

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Michelle E. Jordan, Kent Lorenz, Michalis Stylianou and Pamela Hodges Kulinna

professional development program . Professional Development in Education, 37 , 75 – 93 . doi:10.1080/19415257.2010.494450 10.1080/19415257.2010.494450 Brusseau , T.A. , Hannon , J. , & Burns , R. ( 2016 ). The effect of a Comprehensive School Physical Activity Program on physical activity and health

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Melinda A. Solmon

unprepared to implement coeducational programs, and generally there was no support or professional development provided to facilitate the transition. Ennis observed that the end result of incorporating boys and girls into coeducational classes seemed to be that the sport-dominated approach of the

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David P. Hedlund, Carol A. Fletcher, Simon M. Pack and Sean Dahlin

Relationships with Stakeholders • Networking with Others • Professional Development Framework Discussion Professional Knowledge for Participation Sport Coaches Rules, laws and history of the sport As discussed by Lemyre, Trudel, and Durand-Bush ( 2007 ) and as also noted in the USOC’s QCF ( 2017 ), one of the