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Erik A. Wikstrom and Patrick O. McKeon

participants could have experienced a more dramatic improvement in DFROM had a treatment been chosen for their specific impairments. 20 Clinical prediction rules (CPRs) identify patients that would be more likely to favorably respond to a particular treatment because of the presence of specific impairments

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Kristi Edgar, Aimee Appel, Nicholas Clay, Adam Engelsgjerd, Lauren Hill, Eric Leeseberg, Allison Lyle and Erika Nelson-Wong

. 10 Individuals classified as standing-intolerant in previous studies have been shown to respond positively to a stabilization-based exercise program similar to those prescribed for individuals with LBP. 16 , 17 Standing-intolerant individuals provided this exercise program demonstrated decreased

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Ronald Gallimore

it to Psychology Today . We sent the draft to coach, requesting his comments. He never responded. I lacked courage to call for an appointment. After edits came back from Psychology Today , I sent the corrected manuscript to Coach Wooden with a letter, again requesting comments, but no response. We

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Trevor Cote, Amy Baltzell and Robert Diehl

“paying attention in a particular way: on purpose, in the present moment, non-judgmentally” (p. 8). The goal of mindfulness exercises is to enhance one’s self-regulation of attention by accepting internal and external states to more effectively respond to what arises ( Kabat-Zinn, 2003 ). Through

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Emily Kroshus, Jessica Wagner, David L. Wyrick and Brian Hainline

situations (e.g., knowing symptoms are potentially problematic) and having the skills to respond appropriately (e.g., encouraging care-seeking and providing general emotional support). We are not aware of research to-date about factors related to the mental health literacy of college coaches. However, nearly

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Karen E. Collins, Catherine E. Overson and Victor A. Benassi

interactive teaching process seen in peer instruction: delivery of content information followed by a question to which students first independently respond and then gather in small groups for (peer) collaboration to arrive at a consensus ( Mazur, 1997 ). Implementation of peer instruction in courses has been

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Scott A. Graupensperger, Alex J. Benson and M. Blair Evans

broadly described our interest (i.e., to better understand athletes’ decision-making processes toward positive and risk-taking behaviors). We requested that coaches respond by phone or e-mail if they were interested in having their team participate. From this recruitment, 23 coaches voluntarily contacted

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Assumpta Ensenyat, Gemma Espigares-Tribo, Leonardo Machado-Da-Silva, Xenia Sinfreu-Bergués and Alfonso Blanco

intervention was effective in producing a small and persistent increase in MVPA. Although no group effect was observed, the proportion of responders was higher in the exercise groups than in the COU group. Likewise, the reduction in SB and the proportion of responders were clearly higher in the exercise groups

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Aaron T. Scanlan, Vincent J. Dalbo, Daniele Conte, Emilija Stojanović, Nenad Stojiljković, Ratko Stanković, Vladimir Antić and Zoran Milanović

. Effect sizes were interpreted as trivial, <0.20; small, 0.2 to 0.59; moderate, 0.60 to 1.19; large, 1.20 to 1.99; and very large, >2.0. 9 The smallest worthwhile change (SWC) was calculated as 0.2 × between-participant deviation for each outcome measure to classify players as responders, nonresponders

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Brian M. Mills, Scott Tainsky, B. Christine Green and Becca Leopkey

participation in the task. The Ultimatum Game In the ultimatum game, a sum of money (the “stake”) is presented to two individuals. One is designated as the proposer (P) whereas the other becomes the responder (R). P proposes a division of the sum and then R decides whether or not to accept the offered division