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Cornelia Frank, Taeho Kim and Thomas Schack

Learning a motor action comes as a result of practice. Motor actions can be practiced in a variety of ways: practicing a motor action by overt execution (i.e., physical practice) or practicing a motor action covertly, without any overt execution (i.e., mental practice). The two most common forms of

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Melissa Pangelinan, Marc Norcross, Megan MacDonald, Mary Rudisill, Danielle Wadsworth and James McDonald

successful program implementation. To address these potential limitations and develop meaningful experiential-learning opportunities, best practices have been identified by the National Society for Experiential Education ( NSEE, 1998 ; http://www.nsee.org/8-principles ). These eight principles are useful in

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François Rodrigue, Pierre Trudel and Jennifer Boyd

competencies, mentors, or ‘personal coaching’ ( Collins, Burke, Martindale, & Cruickshank, 2015 ; Cox, Bachkirova, & Clutterbuck, 2018 ; Jones, Harris, & Miles, 2009 ), and the lack of knowledge about good and bad coaching practice in the performance context ( Cushion, Armour, & Jones, 2006 ). Table 1 Impact

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Stamatis Agiovlasitis, Joonkoo Yun, Jooyeon Jin, Jeffrey A. McCubbin and Robert W. Motl

the foundation for all of public health ( Drum & Krahn, 2009 ). The current research and practice of PA promotion reflects the different viewpoints of disability. For example, reminiscent of the medical and functional models are cross-sectional comparisons in health, fitness, PA, and movement patterns

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Jerraco L. Johnson, Mary E. Rudisill, Peter A. Hastie and Julia Sassi

by Tompsett, Sanders, Taylor, & Cobley, 2017 ). Equally relevant is research that suggests children who are not given opportunities to practice these skills often demonstrate delays in FMS development ( Valentini et al., 2016 : Van Capelle, Broderick, van Doorn, Ward, & Parmenter, 2017

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Chan Woong Park and Matthew D. Curtner-Smith

ideas and values, reconstructing good ones, and improving practice ( Vollmer & Curtner-Smith, 2016 ). Research of mainstream PE teachers’ occupational socialization has focused on three subphases of socialization: acculturation (i.e., the impact of biography on prospective teachers prior to PETE

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Paul Kinnerk, Stephen Harvey, Philip Kearney, Ciaran MacDonncha and Mark Lyons

Research into coaching practice needs to gain a fundamental understanding of what coaches actually do ( Brewer & Jones, 2002 ). Research into coaches’ practice, and more specifically coaching pedagogies, has received increased attention over the past decade ( Vinson, Brady, Moreland, & Judge, 2016

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Alexia Tam, Gretchen Kerr and Ashley Stirling

accused due to the increased attention on sexual harm and inappropriate sexual contact ( Pépin-Gagné & Parent, 2016 ). As a result, coaches have made adjustments to their coaching practices, such as staying visible when interacting with an athlete ( Lang, 2010 ; Parent, 2012 ). While the research to date

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Insook Kim, Phillip Ward, Oleg Sinelnikov, Bomna Ko, Peter Iserbyt, Weidong Li and Matthew Curtner-Smith

-Hammond & Bransford, 2005 ; Kennedy, 2016 ; Ward, 2016 ). Mirroring the larger educational community, there have been calls for sport pedagogists to develop this kind of evidence-based practice for physical educators to employ ( Hastie, 2016 ; Institute of Medicine, 2013 ; McKenzie & Lounsbery, 2013 ; Ward, 2013

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Nili Steinberg, Gordon Waddington, Roger Adams, Janet Karin and Oren Tirosh

distribution, and prolonged practice of expert dancers than that observed in novice dancers ( Bronner, 2012 ; Jarvis, Smith, & Kulig, 2014 ; Lin et al., 2014 ; Mouchnino, Aurenty, Massion, & Pedotti, 1992 ). During the relaxed condition, the dancers might have relaxed/inhibited their intrinsic muscles of