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Niek Pot, Margaret E. Whitehead and Elizabeth J. Durden-Myers

be paid to such areas as devolving responsibility to the learners, helping them to appreciate the nature of movement, and supporting them in developing self-evaluation skills to reflect on their progress and set their own goals. Clusters of demands such as these have the potential to provide

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James Stephenson, Colum Cronin and Amy E. Whitehead

their self-evaluation ( Pronin, 2008 ). Furthermore, these biases have been found in a plethora of domains including medical trainees ( Gordan, 1991 ), college students ( Lew, Alwis, & Schmidt, 2010 ), and athletes ( Felson, 1981 ). Biases may arise because people do not know how to access the

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Andrew Evans, Robert Morris, Jamie Barker, Tom Johnson, Zoe Brenan and Ben Warner

honest given that honest self-evaluations are paramount to the potential success of PDMS ( Dryden, 2006 ). After our PDMS contract was reinforced, a volunteer was invited to initiate the COPDMS session. We explained that each athlete would make his way to the front of the room in turn, share information

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Nicole D. Bolter, Lindsay Kipp and Tyler Johnson

Education and Coaching Education Programs Results from the present study suggest areas for improvement in teaching sportsmanship in both physical education and youth sport contexts. First, it is important for coaches and physical education teachers to produce accurate self-evaluations of their behavior. For

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Juan Andrés Merino-Barrero, Alfonso Valero-Valenzuela, Noelia Belando Pedreño and Javier Fernandez-Río

session, teacher and students shared their perceptions regarding responsibility in class (the teacher asked the students to reflect on the “responsibility goal” selected for the session); and (e) reflection time: students self-evaluated their responsibility (they used the “thumbs up” strategy; Hellison

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Stéphanie Girard, Jérôme St-Amand and Roch Chouinard

teachers foster their students’ sense of competence in PE. To do so, they should avoid peer comparison. Instead, they could use students’ self-assessment and allow them to self-evaluate in a confidential manner (e.g., in writing rather than out loud). Moreover, providing equitable positive feedback

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Robin S. Vealey, Eric Martin, Angela Coppola, Rose Marie Ward and Jacob Chamberlin

study, researchers found that self-evaluative perfectionism was related to burnout through its relationship with perceived stress. Coaches with maladaptive forms of perfectionism were more likely to have higher levels of perceived stress leading to burnout. On the other hand, adaptive perfectionism was

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Cathal Óg O’Sullivan, Melissa Parker, Tom Comyns and Annmarie Ralph

’d keep it up” (Maura, PreFG). Self-evaluation of their motor skills prior to the program was all too often self-deprecating statements about their sporting prowess. Anne declared that, “I’m just no good at it” (FGPre) while Claire exclaimed, “I don’t play sports that require me to catch the ball, so that

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Elmer A. Castillo and Graig M. Chow

involve a comparison of dancers’ self-evaluations against those of a significant other (e.g., teacher, coach, peer), where a close correspondence between the two parties’ ratings across the profile attributes reinforces self-perceptions of current ability and major discrepancies warrant discussion to

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Sara Kramers, Martin Camiré and Corliss Bean

life skills–focused coach education, may help promote greater program quality and the deliberate delivery of life skills coaching strategies. Self-monitoring efforts could include coaches engaging in ongoing critical reflection and undertaking periodical self-evaluations of their coaching philosophy