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Beatriz Muros Ruiz and Juan-Miguel Fernández-Balboa

Many researchers and theoretical scholars have questioned the social-transformative claims of critical pedagogy (CP) in physical education. Most of these criticisms center on its application in physical education teacher education (PETE). Our knowledge of the perspectives and practices of physical education teacher educators (PETEs) who claim to practice CP, however, is still tentative at best; consequently, the reason for its limited success are still largely unknown. To shed some light on this issue, 17 PETEs who claimed to practice critical pedagogy were interviewed at length regarding their definition of CP, including its principles and purposes, and their pedagogical practices. The results show that more than half of the PETEs did not fully understand the main principles and purposes of CP as presented in the literature, and that many of their methods were incongruent with these principles and purposes. This lack of understanding of CP might be an important factor contributing to its limited success in PETE. In view of this, caution and critical reflection are recommended when engaging in this type of pedagogy. Some implications for PETE are provided as well.

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Cassandra J. de Lacy-Vawdon, Ruth Klein, Joanna Schwarzman, Genevieve Nolan, Renee de Silva, David Menzies and Ben J. Smith

participated in organized PA in the past 12 months ( Australian Bureau of Statistics, 2015 ). The barriers and facilitators of PA participation by older people have been studied extensively. A systematic review of 132 qualitative studies investigating older people’s perspectives on PA identified six critical

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Cailee E. Welch Bacon, Gary W. Cohen, Melissa C. Kay, Dayna K. Tierney and Tamara C. Valovich McLeod

For this qualitative study, a category was considered general if it applied to all or all but one participant cases, typical if it applied to seven or more cases, variant if it applied to less than seven cases, or rare if the data only related to one or two participant cases. Results Six themes

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Jessyca N. Arthur-Cameselle and Molly Curcio

of qualitative studies on the emotional, personal, and social experiences of (non-athlete) women who have recovered (e.g.,  Linville, Brown, Sturm, & McDougal, 2012 ). Though many studies have explored the process and course of recovery, far fewer have focused specifically on the initial motivation

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Emma V. Richardson, Sarah Blaylock, Elizabeth Barstow, Matthew Fifolt and Robert W. Motl

in this qualitative study. We will then have a comprehensive evaluation and refinement of the model with supports both parties in the patient–provider interaction. This research has important implications for the current state of exercise promotion. Participants perceived that neurologists did not

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Alessandro Quartiroli, Sharon M. Knight, Edward F. Etzel and Rebecca A. Zakrajsek

interviews were scheduled at a time that was convenient to each participant. The interviews were conducted in English and lasted 45–82 min ( M  = 54, SD  = 14 min). Epistemologically, the researchers engaging in this qualitative study valued all participants’ perspectives and acknowledged that the

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Shannon Gadbois, Anne Bowker, Linda Rose-Krasnor and Leanne Findlay

specific experiences that youth associate with developmental opportunities, especially in unstructured activities. The purpose of this qualitative study was to gain insight into the specific experiences that youth associate with developmental opportunities (e.g., to face challenges, develop self-esteem) in

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Sarah A. McGraw, Christopher R. Deubert, Holly Fernandez Lynch, Alixandra Nozzolillo, Lauren Taylor and I. Glenn Cohen

( Deubert et al., 2016 ). Limitations Several limitations of this study should be noted. The small sample size representing 45 players is characteristic of qualitative studies but cannot be viewed as representative of the entire population of NFL players, in particular their ethnic/racial backgrounds

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Kylie McNeill, Natalie Durand-Bush and Pierre-Nicolas Lemyre

 al., 2017 ). Findings from recent qualitative studies characterize coach burnout as a “downward spiral” of increasingly maladaptive thoughts, feelings, and actions that is difficult to override ( Bentzen et al., 2014 ; Olusoga & Kenttä, 2017 ). It is therefore crucial that coaches be equipped with

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Cody R. Butler, Kirsten Allen, Lindsay J. DiStefano and Lindsey K. Lepley

nonsurgical peers. 1 , 2 Finally, the qualitative study showed that out of 3506 former National Football League athletes, those who had torn their ACL had a higher incidence of myocardial infarction compared with other retired National Football League members. 3 In brief, there is a short-term, immediate