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Jean Côté and John H. Salmela

The purpose of this study was to report the knowledge used by expert high-performance gymnastic coaches in the organization of training and competition. In-depth interviews were conducted with 9 coaches who worked with male gymnasts and 8 coaches who worked with female gymnasts. Qualitative analyses showed that coaches of males and coaches of females planned training similarly, except that coaches of females appeared to emphasize esthetic and nutritional issues to a greater extent. Coaches of males revealed more concerns about the organization of gymnasts’ physical conditioning. Analysis indicated that expert gymnastic coaches of males and females are constantly involved in dynamic social interactions with gymnasts, parents, and assistant coaches. Many areas of coaches’ organizational work, such as dealing with the athletes’ personal concerns and working with parents, are not part of the structure of coaches’ training programs and emerged as crucial tasks of expert gymnastic coaches for developing elite gymnasts.

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Cynthia S. Teel, Paula Carson, Janet Hamburg and Alicia Ann Clair

The authors developed a program for older adults to improve spatial awareness and sense of balance while promoting person-environment interaction. Motivating Moves, a 20-min program of 14 movement sequences set to original music, was offered to 4 groups of older adults (N = 66, mean age = 80.97, SD = 7.34) during 6 weekly 1-hr sessions. Participants learned new movements during the First 5 weeks, and all movements were reviewed in the 6th week. Program evaluation was based on attendance-pattern data, self-report measures of program satisfaction, and focus-group interviews. Approximately 64% of enrollees (n = 42) completed the program, and attendance rates were high (>89%) for these individuals. Participants reported benefits of Motivating Moves’, such as enhanced posture awareness, improved sense of balance, and increased social interaction. Issues related to developing and offering a movement program with music are reviewed, with attention to potential difficulties and suggestions for program implementation.

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Bonnie L. Tjeerdsma

This study examined cooperating teacher (CT) experiences in and perceptions of the student teaching practicum, and the impact of the practicum on their beliefs about teaching in physical education and on their perceptions of the practicum. Constructivism, particularly social constructivism, provided the theoretical framework. The participants were 7 elementary physical education teachers serving as CTs. The primary data sources were standardized, open-ended interviews with the CTs and journals kept by the CTs throughout the practicum. The results showed that these CTs saw the practicum as a positive experience that caused them to increase reflection on and revitalize their teaching. Few changes were noted from pre- to postpracticum in the CTs’ beliefs about teaching physical education or their perceptions of the practicum. CTs with positive practicum perspectives have in common certain contextual factors and social interactions that differ from CTs with negative perspectives; these are discussed.

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Kimberly Place and Samuel R. Hodge

The purpose was to describe the behaviors of eighth-grade students with and without physical disabilities relative to social inclusion in a general physical education program. Participants were 3 girls with physical disabilities and 19 classmates (11 females, 8 males) without disabilities. The method was case study. Data for a 6-week softball unit were collected using videotapes, live observations, and interviews. Findings indicated that students with and without disabilities infrequently engaged in social interactions. Average percentage of time that classmates gave to students with disabilities was 2% social talk and less than 1% in each category for praise, use of first name, feedback, and physical contact. Two themes emerged in this regard: segregated inclusion and social isolation. Students with disabilities interacted with each other to a greater degree than with classmates without disabilities. Analysis of use of academic learning time revealed different percentages for students with and without disabilities.

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Helena Seymour, Greg Reid and Gordon A. Bloom

Social interaction and development of friendships between children with and without a disability are often proposed as potential outcomes of inclusive education. Physical activity specialists assert that exercise and sport environments may be conducive to social and friendship outcomes. This study investigated friendship in inclusive physical education from the perspective of students with (n = 8) and without (n = 8) physical disabilities. All participants attended a reversely integrated school and were interviewed using a semistructured, open-ended format. An adapted version of Weiss, Smith, and Theeboom’s (1996) interview guide exploring perceptions of peer relationships in the sport domain was used. Four conceptual categories emerged from the analysis: development of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. The results demonstrated the key characteristics of best friends and the influential role they play.

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Nancy Hritz and Craig Ross

Sport tourism is one of the fastest growing market segments in the tourism industry and is receiving increased attention for its social, environmental, and economic impacts upon destinations. Prior research in tourism impacts has tended to focus exclusively on tourism as a whole and does not differentiate among the different types of tourism that may be present in a destination. The purpose of this study was to examine how residents of Indianapolis, Indiana perceived the impacts sport tourism has upon their city. A total of 347 surveys were returned in a mailed questionnaire. Exploratory factor analysis revealed a four factor structure of social benefits, environmental benefits, economic benefits, and general negative impacts. Social and economic benefits were strong predictors for support for further sport tourism development revealing a strong identification with the advantages of sport tourism in their city such as an increased cultural identity and social interaction opportunities.

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Homan Lee, Janice Causgrove Dunn and Nicholas L. Holt

The purpose of this study was to explore youth sport experiences of individuals with attention deficit/hyperactivity disorder (ADHD). Participants were 6 males (mean age = 22.7 yr) with ADHD who had played 3 or more seasons in team sports during adolescence. Following interpretive phenomenological analysis methodology, each participant completed 2 semistructured interviews. Findings showed that symptoms of ADHD hampered participants’ experiences and led to negative interpersonal and performance-related consequences. On the other hand, participants reported social and stress/energy-release benefits arising from their experiences in sport. Their experiences were therefore complex, and some findings relating to social interactions appeared contradictory (e.g., negative interpersonal experiences vs. social benefits). Supportive coaches, understanding teammates, and personal coping strategies were key factors that enabled participants to realize benefits and, to some degree, mitigate negative consequences associated with their participation in sport.

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Stephen D. Ross, Jeffrey D. James and Patrick Vargas

The Team Brand Association Scale (TBAS), which is intended to measure professional sport team brand associations, was developed through the use of a free-thought listing technique in combination with a confirmatory factor analysis procedure. Information was provided by individuals regarding their favorite sports team, and 11 dimensions underlying professional sport team brand associations were identified: nonplayer personnel, team success, team history, stadium community, team play characteristics, brand mark, commitment, organizational attributes, concessions, social interaction, and rivalry. Review of the TBAS psychometric properties indicated that eight dimensions had acceptable reliabilities (Cronbach’s alpha scores ranging from .76-.90), as well as content validity (verified by a 3-member expert panel review), discriminant validity (based on correlations among latent constructs and their standard errors), concurrent validity (significant correlations with an external measure), and construct validity.

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Stacy Warner, Jacob K. Tingle and Pamm Kellett

Referees are key sport personnel who have important responsibilities both on- and off- the field. Organized competition would not survive without referees, yet little is known about what cause referees to discontinue in the role. This research examines the experiences of former referees so that managers may better understand strategies that might encourage more referees to be retained. Fifteen previous basketball referees were interviewed about their refereeing experience. Ten themes emerged that were related to the sport development stages of referee recruitment, referee retention, and referee advancement. The results indicate that issues experienced during the retention phase (Problematic Social Interaction, Training/Mentoring, and Lack of Referee Community) and then at the advancing stage (Lack of Administrator Consideration, Administrator Decision Making, and Sport Policies) are linked to eventual departure from the role. Interestingly, off-court factors were reported as more influential in the decision to leave. Managerial strategies and implications are discussed.

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Elizabeth E. Turner, W. Jack Rejeski and Lawrence R. Brawley

This investigation examined the influence of leadership behavior on exercise- induced feeling states and self-efficacy beliefs following an acute bout of physical activity. Forty-six college-aged women participated in a single session of physical activity that involved either socially enriched or bland social interactions by an activity leader. Participants completed the Exercise-Induced Feeling Inventory (EFI) and self-efficacy measures prior to and 10 min following the experimental treatments. The results revealed that those in the enriched condition reported greater increases in Revitalization. There was a similar trend for the Positive Engagement subscale, and those in the enriched condition reported much larger increases in self-efficacy. There was no evidence that self-efficacy was related to the change seen in EFI responses; however, enjoyment of the instructors’ approach to the class was related to residualized change scores for both Revitalization and Positive Engagement.