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Mark R. Lyberger

the perfect way to hinder motivation in learning is to expect mediocre performance. Value-centric teaching is about creating a memorable learning environment that is attractive, meaningful, and relevant. It is modeled on a philosophy of “shared learning,” where students and others are invited to be

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Scott Pierce, Jedediah Blanton and Daniel Gould

Sport psychology professionals (SPPs) have the capacity to engage and collaborate with community sporting bodies to enhance and emphasize philosophy, policy, and educational programming that influence those involved in sport. While sport psychology has been recognized as a “hot career” ( Voelker

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Terilyn C. Shigeno, E. Earlynn Lauer, Leslee A. Fisher, Emily J. Johnson and Rebecca A. Zakrajsek

influence the moral behavior of their athletes. With insight from conversations with youth sport coaches as well as empirical and professional practice evidence, we introduce three practical strategies that coaches can employ to: (a)  consider how morality fits into their coaching philosophy, (b)  create

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Maureen R. Weiss

motivation and participation from the intersection of history, philosophy, and psychology. Motivation can be defined in cognitive and behavioral terms ( Weiss & Amorose, 2008 ). Motivational orientations refer to youths’ reasons for participating in sport (e.g., intrinsic, extrinsic), whereas motivational

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Duane Knudson and Karen Meaney

of facilities, active-learning exercises, and philosophy of the learning process. The initiative was effective in stimulating interested faculty to implement active-learning experiences in their classes, engaging in additional SoTL, and in enhancing the visibility of the department as a leader in

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Craig A. Wrisberg and Johannes Raabe

on winning ( Donnor, 2005 ). Consultancy Philosophy The primary philosophical framework I use in my consulting is existential phenomenology (see Merleau-Ponty, 1962 ; Moran, 2000 ; Nesti, 2004 , for more detailed discussions). Put simply, I adhere to the major principle that a true understanding

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Cassidy Preston and Jessica Fraser-Thomas

-determination theory (SDT; Deci & Ryan, 1985 ). Given these theories’ alignment with a PYD approach, I drew from them to create an optimal learning environment in my own team; specifically, tenants of these theories informed my coaching philosophy and guided my coaching behaviors as I aimed to facilitate athletes

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Nick Wadsworth, Ben Paszkowec and Martin Eubank

experience of working in professional football together, where we would regularly discuss our philosophy of practice and development as applied practitioners. Ben and I had met while studying for a degree in sport psychology (MSc) and developed a strong personal and professional relationship. I would

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Dawn Anderson-Butcher

et al., 2018b • Adopt a more expansive coaching philosophy that emphasizes social and emotional learning and positive youth development and not just talent development and performance. • Intentionally teach social and/or life skills through direct instruction. • Integrate teachable moments to

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Ole Winthereik Mathorne, Kristoffer Henriksen and Natalia Stambulova

, education, organization, and evaluation) in the collaboration lead to three outcomes: joint initiatives and projects, dealing with potential tensions, and shared philosophy of talent development. All these factors are interrelated and influence the success of the collaboration, which can be evaluated by