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Patricia Vertinsky

In this paper I view the history of kinesiology in America through the lens of a shifting academic landscape where physical culture and building acted upon each other to reflect emergent views concerning the nature of training in physical education and scientific developments around human movement. It is also an organizational history that has been largely lived in the gymnasium and the laboratory from its inception in the late nineteenth century to its current arrangements in the academy. Historians have referred to this in appropriately embodied terms as the head and the heart of physical education, and of course the impact of gender, class, and race was ever present. I conclude that the profession/discipline conundrum in kinesiology that has ebbed and flowed in the shifting spaces and carefully organized places of the academy has not gone away in the twenty-first century and that the complexities of today’s training require more fertile and flexible collaborative approaches in research, teaching, and professional training.

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Ian W. Ford and Sandy Gordon

A two-part study was used to survey sport trainers and athletic therapists on both the frequency and significance of emotions and behaviors displayed by athletes during treatment and the importance of psychological techniques in injury management. A questionnaire, developed from a preliminary study with experienced sport trainers (Part 1), was mailed to sport trainers in Australia and New Zealand and athletic therapists in Canada(Part 2). Responses from Australian (n = 53), New Zealand (n = 11), and Canadian (n = 32) participants suggested that (a) wanting to return to play too soon, anxiety and frustration, noncompliance, and denial were experienced frequently by injured athletes during rehabilitation and significantly hindered effective recovery; (b) psychological skills training and learning to deal with psychological responses to injury would facilitate more effective treatment; and (c) athletes' self-presentation styles influence the support and attention received from trainers/therapists. Findings suggest that the applied sport psychology content of professional training programs for sport trainers and athletic therapists should be extended.

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Ben-El Berkovich, Aliza H. Stark, Alon Eliakim, Dan Nemet and Tali Sinai

history as past competitors, the extent of professional training for acquiring coaching skills, the achievements of their athletes in competitions, and descriptions of the methods of weight loss and RWL that they endorsed. Further questions were asked regarding the amount of weight loss and type/length of

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Lijuan Wang

, 2017 ; Sato et al., 2007 ). On the one hand, PE teachers were unable to adapt their activities or instructions because most did not receive professional training in adapted PE and lacked professional knowledge. PE teachers may also be unwilling to adapt activities and instructions because doing so may

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Emma V. Richardson, Sarah Blaylock, Elizabeth Barstow, Matthew Fifolt and Robert W. Motl

–provider interaction, and participant exercise engagement. The base layer of the conceptual model (HCP training/support) involves professional training, service training, and provision of protocols for practitioners. This base layer emphasizes the educational resources that providers highlighted for efficiently

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Stewart Cotterill

performance sport environments: Impact for professional training and supervision of sport psychologists . Sport and Exercise Psychology Review, 10 ( 2 ), 30 – 36 . Fleetwood , S. ( 2007 ). Why work–life balance now? International Journal of Human Resource Management, 18 ( 3 ), 387 – 400 . doi:10

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Irineu Loturco, Timothy Suchomel, Chris Bishop, Ronaldo Kobal, Lucas A. Pereira and Michael McGuigan

participants had at least 5 years of resistance training experience and, due to their professional training routine, performed a minimum of 3 and a maximum of 5 strength–power training sessions per week. The sample comprised 15 athletes who participated in the previous Summer and Winter Olympic Games (10 in

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Rachel Arnold, Nicole Bolter, Lori Dithurbide, Karl Erickson, Blair Evans, Larkin Lamarche, Sean Locke, Eric Martin and Kathleen Wilson

Edited by Kim Gammage

appointment as a novel way to provide exercise information. Under the theme of education, participants described a need and desire for professional training on exercise promotion, service training by physical therapists and occupational therapists, as well as clear and defined exercise protocols. The

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Sarah E. Roth, Monique Gill, Alec M. Chan-Golston, Lindsay N. Rice, Catherine M. Crespi, Deborah Koniak-Griffin and Michael L. Prelip

), $2500 in equipment vouchers for use in PE classes, and a $200 stipend for completing all 12 hours of the SPARK training. Participating teachers at intervention schools were offered 12 hours of standards-based professional training that occurred in 3 parts: 6 hours in October 2014, 3 hours in January

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Chunxiao Li, Lijuan Wang, Martin E. Block, Raymond K.W. Sum and Yandan Wu

toward including students with ASD. It could also be used to examine the relationship between self-efficacy and personal factors such as experience of teaching students with ASD, professional training experience of ASD, and contact with people with ASD. In addition, this instrument could be used to