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Nessan Costello, Jim McKenna, Louise Sutton, Kevin Deighton and Ben Jones

interventions to be successful within the challenging environment of professional sport ( Coutts 2016 ; Jones et al., 2017a ). The purpose of this case study was to demonstrate how the Behaviour Change Wheel (BCW; Michie et al., 2014 ) was used to design and implement a successful nutritional intervention

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Sarah Lawrason, Jennifer Turnnidge, Luc J. Martin and Jean Côté

behavior-change techniques throughout ( Allan et al., 2018 ) that are informed by the Behaviour Change Wheel ( Michie, van Stralen, & West, 2011 ). The Behaviour Change Wheel is a framework that informs the use of context-specific and targeted programs for changing a broad spectrum of behaviors. At the

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Jennifer Turnnidge and Jean Côté

It is well established that coach learning and athlete outcomes can be enhanced through participation in Coach Development Programs (CDPs). Researchers advocate that the quality of CDPs can be improved by: (a) placing a greater emphasis on facilitating coaches’ interpersonal behaviours (Lefebvre, Evans, et al., 2016), (b) using appropriate and systematic evaluation frameworks to guide the evaluation of interpersonally-focused CDPs (Evans et al., 2015), and (c) incorporating behaviour change theories into the design and implementation of these CDPs (Allan et al., 2017). In doing so, the relevance of CDP content and the uptake of this content among coaching practitioners may be enhanced. Transformational leadership theory provides a valuable guiding framework for designing CDPs that aim to promote positive development in youth sport. Thus, the goal of the present paper is to outline the development of a novel, evidence-informed CDP: The Transformational Coaching Workshop and to provide practical strategies for the implementation of this workshop.

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Emma C. Neupert, Stewart T. Cotterill and Simon A. Jobson

practice. The Behaviour Change Wheel, 14 an ecological framework for implementing behavior change interventions could instead provide elite sport with a structured approach to enable selection of appropriate interventions and guide their subsequent implementation. This study aimed to explore the views of

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Christoph Szedlak, Matthew J. Smith, Bettina Callary and Melissa C. Day

explore a realistic plan that allows for active behaviour change ( Trajkovski, Schmied, Vickers, & Jackson, 2013 ). These first two sections of the interview were then repeated using a different format each time (i.e., if the participant read part one, then they listened to or watched part two) and moving

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complex interactions of individual, social, and environmental factors, behaviour change interventions that target multiple levels of influence must be designed and implemented. To support the development of multifaceted and systemic sports nutrition programmes, this study utilised the Capability

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Jonathan Rhodes, Jon May, Jackie Andrade and David Kavanagh

“that creates a context where people are encouraged to consider the utility and possibility of functional behaviour change” (p. 259). FIT pairs the spirit of motivational interviewing (MI; Miller & Rollnick, 2012 ) with a focus on enhancing the concreteness and vividness of an individual’s goal

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Regina Belski, Alex Donaldson, Kiera Staley, Anne Skiadopoulos, Erica Randle, Paul O’Halloran, Pam Kappelides, Steve Teakel, Sonya Stanley and Matthew Nicholson

interventions implemented through sporting organisations for promoting healthy behaviour change . Cochrane Database of Systematic Reviews, ( 3 ), CD004809 . doi:10.1002/14651858.CD004809.pub3 Rockwell , M.S. , Nickols-Richardson , S.M. , & Thye , F.W. ( 2001 ). Nutrition knowledge, opinions, and

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Fernando Santos, Martin Camiré, Dany J. MacDonald, Henrique Campos, Manuel Conceição and Ana Silva

positives from their experience in the CEC and showing positive attitudes towards PYD. Thus, the present study reaffirms that behavioural change is indeed difficult to attain, especially within a short-term online intervention. Moving forward, researchers should test longer-term and hybrid modes of course

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Andrew P. Driska

can increase self-efficacy ( Karsenti & Collin, 2011 ). However, the attitudinal and behavioural changes regarding developmentally-appropriate training practices cannot be explained by modelling alone. Education on this topic represented more than a simple transfer of knowledge from teacher to learner