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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

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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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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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Amber D. Mosewich, Catherine M. Sabiston, Kent C. Kowalski, Patrick Gaudreau and Peter R.E. Crocker

-regulatory resources are not compromised due to negative self-evaluations and affect that can arise during times of failure or stress ( Sirois, Kitner, & Hirsch, 2015 ). Although causation cannot be implied from this study, an important applied implication arising from these results is the potential of self

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Stiliani Ani Chroni, Frank Abrahamsen, Eivind Skille and Liv Hemmestad

solutions, discuss things that could have been done differently … how things could be done even better.” This reflective practice is promoted notably by the key practices of critical self-evaluation and thorough follow-ups (see codes). As Sport Director C stated: “… it is important to find out where we are

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Sarpreet Kahlon, Kiah Brubacher-Cressman, Erica Caron, Keren Ramonov, Ruth Taubman, Katherine Berg, F. Virginia Wright and Alicia J. Hilderley

program, typically in relation to their goals. This self-evaluation was often associated with spontaneous expressions about increases in self-confidence or closing the ability gap with their peers. Aurora : Because it helped me feel better about myself, and so how much with CP you can really do. . . . It

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Kirsti Van Dornick and Nancy L.I. Spencer

individual reality, reflect upon self-evaluation and feedback provided by others as a commitment to become better, knowing about dignity through research and how it applies to their professional context, and commit to acting and being better. Through the ethic of aspiration and an expanded view of dignity in

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Robin D. Taylor, Howie J. Carson and Dave Collins

validated each other: “Part of that validation is internally. I think as they learn it’s not just we won the game. They validate each other.” During the classroom session on a training day the players were given a self-evaluation and goal setting task, with the twins doing this together: That would