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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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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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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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Siu-Ming Choi, Raymond Kim-Wai Sum, Tristan Wallhead, Amy Sau-Ching Ha, Cindy Hui-Ping Sit, Deng-Yau Shy and Feng-Min Wei

. 3. I appreciate myself or others doing sports. 4. I possess self-management skills for fitness. 5. I possess self-evaluation skills for health. 6. I have strong social skills. 7. I am confident in wild/natural survival. 8. I am capable in handling problems and difficulties. 9. I am aware of the

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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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Michel Milistetd, Pierre Trudel, Steven Rynne, Isabel Maria Ribeiro Mesquita and Juarez Vieira do Nascimento

weighting, and calendar (pace and order) - Instructors discuss course syllabus and are open students’ suggestions - Instructors provide students with opportunities to (a) select some readings / assignments, (b) know (from day one) how many points needed for each grade standard, (c) self-evaluate some of

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Mark Booth, Stephen Cobley and Rhonda Orr

observations in clinical examinations; “sports trauma” is defined as an immediate sensation of pain, discomfort, or loss of functioning that is the object of athlete self-evaluations; and “sports incapacity” is the sidelining of an athlete because of a health evaluation made by a legitimate sports authority

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Bård Erlend Solstad, Andreas Ivarsson, Ellen Merethe Haug and Yngvar Ommundsen

, distress, shame, and guilt). This is because coaches are likely to feel pressure either from their internal states (e.g., self-evaluations on performance) or from the social environment (e.g., other coaches, parents) to engage in coach behaviors that will increase the likelihood of emerging victorious (i

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Peter Olusoga, Marte Bentzen and Goran Kentta

) 177 MIX F = 35.5% M = 66.4% COLL All levels N.S. MIX 12 different sports USA QUANT Survey CS MBI Adapted for use with coaches Results indicated an indirect effect of self-evaluative perfectionism on burnout through perceived stress, as well as a significant direct link to burnout, accounting for 56

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Richard J. Keegan, Lisa M. Barnett, Dean A. Dudley, Richard D. Telford, David R. Lubans, Anna S. Bryant, William M. Roberts, Philip J. Morgan, Natasha K. Schranz, Juanita R. Weissensteiner, Stewart A. Vella, Jo Salmon, Jenny Ziviani, Anthony D. Okely, Nalda Wainwright and John R. Evans

four learning domains: physical; psychological; cognitive, and social; (c) recommended that descriptors are worded in the form of “I” statements, for self-evaluation (for example, “I can . . . ,” “I do . . . ,” “I am able to . . . ”); (d) strongly recommended including a fifth learning level describing