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Thomas L. McKenzie

school districts because their elementary schools were not complying with the state physical education time requirement of 200 physical education minutes per 10 days ( Adams, 2015 ). I titled this paper “Physical Activity Within School Contexts: The Bigger Bang Theory” for two main reasons. First, in

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Carrie W. LeCrom, Brendan Dwyer and Gregory Greenhalgh

field of study is ‘ready’ for - and indeed worthy of - its own theories or if the trend of ‘borrowing’ and applying theories and frameworks from parent disciplines - such as sociology, management, gender studies, cultural studies, anthropology, and psychology - will continue into the future

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Niki Tsangaridou and Mary O’Sullivan

This research was conducted to describe the relationship between physical education teachers’ educational theories of action and theories-in-use. The question addressed was, What are the educational theories and practices of physical education teachers, and to what degree do their educational theories guide their professional practices? Data were collected through class observations, formal and informal interviews, vignette interviews, and journals. Data were analyzed inductively. Results suggested that the four teachers in this study held strong and well articulated views about student learning and what constitutes a physically educated student. They agreed that the primary goal of a physical education program was the development of skills. They believed that guided student practice was important for student learning. The selection and implementation of teaching practices demonstrated the teachers’ commitment to gender equity and the needs and abilities of their students. There were only three discrepancies between the participants’ theories of action and their theories-in-use. These related to student independence, student choice of content, and the process of cooperation and negotiation. Otherwise the teachers’ theories-in-use were consistent with their theories of action. The results from this study do not substantiate the notion of a level of discrepancy between teachers’ espoused theories and professional practices as presented in the literature (Argyris & Schon, 1974; Knight & Smith, 1989).

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K. Andrew R. Richards and Thomas J. Templin

perspective is to adopt occupational socialization theory as a lens to understand how the physical education profession reproduces itself through intergenerational socialization ( Richards, Housner, & Templin, 2018 ). The purpose of this chapter is to present a conceptual framework for understanding PETE

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T. Nicole Kirk and Justin A. Haegele

specific predictors or correlates of a desired behavior, and in turn, research based upon existing theory affords an opportunity to put the constructs of a theoretical model to the test in a systematic approach ( Rothman, 2004 ). Within the field of adapted physical activity research, prominent scholars

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Simon C. Darnell, Richard Giulianotti, P. David Howe and Holly Collison

innovation, this paper brings the tenets of Actor Network Theory to bear on current debates in the field of SDP, and explores its utility for ongoing analyses. The paper proceeds in six parts. In the next section, we discuss two tensions in recent SDP research that signify to us the need for new approaches

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Kathryn Henne and Madeleine Pape

possibility of such voices being heard or understood. 2 We look to Southern theory, to date underutilized in sport studies, as a way to illuminate this dilemma in sports policy. Southern theory draws critical attention to global periphery-center relations, with a focus on the power relationships underpinning

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Gavin Breslin, Stephen Shannon, Kyle Ferguson, Shauna Devlin, Tandy Haughey and Garry Prentice

the social stigma associated with help-seeking behaviors ( Clement et al., 2015 ). Mental health stigma can be understood from a psychosocial perspective using the Theory of Reasoned Action, which is a prominent multi-attribute attitude model in health and exercise behavior research ( Papadopoulos

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Erica Pasquini and Melissa Thompson

and the existing literature to shape our approach to coach development. In this particular case, we explored a theory-driven approach to addressing the coach-expectancy cycle (CEC) to challenge coach thinking in a competitive youth-soccer program. The CEC The CEC is a well-researched model of coach

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Sergio L. Molina and David F. Stodden

competency (e.g., fundamental motor skills) does not occur naturally, it must be taught and practiced to consistently improve ( Logan, Robinson, Wilson, & Lucas, 2012 ). Evidence-based principles and theories from the motor learning and motor control literature can play an important role in the pedagogical