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Ang Chen, Bo Shen and Xihe Zhu

repeatedly regarded as detrimental (e.g.,  Ennis, 1996 , 1998 ), Ennis led her research team to design and conduct three rigorous curriculum intervention studies: Sport for Peace, Science, PE, and Me!, and The Science of Healthful Living. These curriculum intervention studies often used mixed methods with

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K. Andrew R. Richards, Colin G. Pennington and Oleg A. Sinelnikov

Methodology n (%) 1979–1990 1991–2000 2001–2010 2011–2015 Study Duration  Cross-sectional 63 (56.76%) 3 15 13 19  Longitudinal 48 (43.24%) 6 22 18 15 Research Paradigm  Qualitative 74 (66.67%) 3 29 23 19  Quantitative 24 (21.62%) 4 6 2 12  Mixed methods 13 (11.71%) 2 2 6 3 Type of Qualitative Research

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Hannah Butler-Coyne, Vaithehy Shanmuganathan-Felton and Jamie Taylor

among professional jockeys . Journal of Sports Sciences, 26 , 877 – 883 . PubMed ID: 18569553 doi:10.1080/02640410701837349 10.1080/02640410701837349 Creswell , J.W. ( 2014 ). Research design: Qualitative, quantitative and mixed methods approaches . London, UK : Sage . Daley , A. ( 2008

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A. Mark Williams and Bradley Fawver

determining the efficacy of any intervention strategy to enhance motor learning. Finally, while traditional pre- to posttest experimental designs retain currency in the field, greater efforts are needed to use mixed methods (e.g., qualitative, quantitative) and alternative research designs (e.g., prospective

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René van Bavel, Gabriele Esposito, Tom Baranowski and Néstor Duch-Brown

behaviour among 18–25 year olds: A mixed method study . BMC Public Health, 12 , 640 . PubMed doi: 10.1186/1471-2458-12-640 Priebe , C.S. , & Spink , K.S. ( 2011 ). When in Rome: Descriptive norms and physical activity . Psychology of Sport and Exercise, 12 , 93 – 98 . doi: 10.1016/j

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Maureen R. Weiss

sport specialization on long-term participation, physical activity, and health. Third, a mixed-methods approach that employs a variety of quantitative and qualitative methods is another means by which motor development and sport psychology scholars can join forces. The motor development studies I

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Kelly P. Arbour-Nicitopoulos, Viviane Grassmann, Krystn Orr, Amy C. McPherson, Guy E. Faulkner and F. Virginia Wright

reference to the strength of existing evidence. Three reviewers (V.G., K.O., and K.A.N.) independently appraised the quality of each of the included studies (53.5% agreement) using a 16-item quality assessment tool that can be applied to quantitative, qualitative, and mixed-method studies ( Sirriyeh, Lawton

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include: logging activities online; activity challenges; and sports events/competitions. Methods: A mixed methods evaluation was undertaken using: 1) online surveys (baseline; 3, 6 and 9 month follow-up); 2) activities logged on the programme website; and 3) focus groups/interviews with participants

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Annamari Maaranen, Judy L. Van Raalte and Britton W. Brewer

– 340 . doi: 10.1123/tsp.26.3.325 Renfo-Michael , E.D. , Hall , K. , Johnson-Gros , K. , & Roberto , N. ( 2010 ). Time series designs . In C.J. Sheperis , J. Young , & H. Daniels , (Eds.), Counseling research: Quantitative, qualitative, and mixed methods (pp.  93 – 114 ). Upper

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Taylor K. Wise

. Mixed methods were used to gather and analyze data. Initial data were quantitatively gathered through a web-based search for policies of each school. Schools were separated into two groups: First, schools in which the web search results found an official athletics ED policy; Second, schools in which a