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Emily R. Hunt and Melissa C. Day

. Participants Following ethical approval, we used purposive sampling to recruit participants who had continued to engage in sport and/or exercise with a chronic injury. In particular the literature has highlighted the complexities associated with categorizing and defining chronic pain and so three inclusion

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Jordan Deneau, Sean Horton and Paula M. van Wyk

programs, caution needs to be utilized given the often overlooked personal, sociocultural, and historical complexities of aging and physical activity ( Dionigi, 2017 ). As a starting point, Dionigi ( 2017 ) suggests finding ways to make leisure more appealing and accessible by asking older adults what they

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Patricia S. Pohl and Carolee J. Winstein

The purpose of ihis study was to compare the effects of a single practice session on performance strategies used by young and older adults to decrease movement time (MT) while maintaining accuracy of an aiming task. Five young and 5 older adult males practiced until each accumulated 500 target hits in each of two complexity conditions as defined by Fitts’s law. Participants decreased MT with practice; however, older adults had longer MTs than the young, particularly in the high-complexity condition. With practice in the low-complexity condition, participants decreased absolute acceleration and deceleration times but maintained the relative amount of MT devoted to temporal phases. In contrast, with practice in the high-complexity condition, participants decreased absolute deceleration and dwell time and changed the temporal structure. Results suggest that older adults can decrease MT with practice and that the performance strategies adopted to speed performance are more a function of task complexity than age.

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Krystn Orr, Katherine A. Tamminen, Shane N. Sweet, Jennifer R. Tomasone and Kelly P. Arbour-Nicitopoulos

, this study has several strengths. First, using relational mapping provided youth with the opportunity to express themselves through multiple mediums. Second, taking a deductive approach to thematic analysis with openness to other themes afforded the opportunity to explore the complexities of the youths

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Anne O’Dwyer and Richard Bowles

complexity of coaching as “the consistent application of integrated professional, interpersonal, and intrapersonal knowledge to improve athletes’ competence, confidence, connection, and character . . . ” (p. 316). Quality coaching ( United States Olympic Committee, 2017 ) encompasses these three types of

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Paul S. Bradley and Jack D. Ade

performance in relation to the tactical roles and instructions given to the players and enable practitioners to effectively translate match metrics into training and testing. 35 Alternatively, this contemporary approach may well add complexity to an area that conceivably needs more simplicity regarding the

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Kyle Paquette and Pierre Trudel

The complexities of learning and sport coaching have both been widely accepted notions and central themes to their respective literatures for decades (e.g.,  Rogers, 1969 ; Smith, Smoll, & Hunt, 1977 ). Despite being equipped with these fundamental understandings, programs designed to educate

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Kelley Pettee Gabriel, Adriana Pérez, David R. Jacobs Jr, Joowon Lee, Harold W. Kohl III and Barbara Sternfeld

composite scores should be explored and evaluated. 2 In turn, such an integrated approach has the potential to better reflect the complexity of physical activity behavior, which could improve our understanding of etiologic relations with cardiovascular health and disease. However, an approach to construct

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Trent Stellingwerff, James P. Morton and Louise M. Burke

complexities of the individual, exposed to various stimuli (physical, emotional, and genetic), are probably much more complicated than most periodization purists would want to admit ( Kiely, 2018 ). Furthermore, the impact of nutrition on training adaptation and performance needs to be recognized. The 2007

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Michael P. Corcoran, Miriam E. Nelson, Jennifer M. Sacheck, Kieran F. Reid, Dylan Kirn, Roger A. Fielding, Kenneth K.H. Chui and Sara C. Folta

. Progression was dictated by the complexity of the movement, for example, from a semi-tandem stand to a full tandem stand. The behavioral basis for the program was Self-Determination Theory and leaders were trained to support participant autonomy, competence, and relatedness during the class sessions ( Silva