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David I. Anderson

The goal of this special issue of Kinesiology Review is to expose kinesiology to a body of knowledge that is unfamiliar to most in the field. That body of knowledge is broad, deep, rich, and enduring. In addition, it brings with it a skill set that could be extremely helpful to professional practice, whether in teaching, coaching, training, health work, or rehabilitation. The body of knowledge and skills comes from a loosely defined field of study I have referred to as “complementary and alternative approaches to movement education” (CAAME). The field of CAAME is as diverse as the field of kinesiology. This introductory article focuses on what the field of CAAME has to teach kinesiology and what the field could learn from kinesiology. The overarching aim of the special issue is to foster dialogue and collaboration between students and scholars of kinesiology and practitioners of CAAME.

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Maureen R. Weiss

adopt an appropriate philosophy, identify coach-training principles, and make policy decisions ( Weiss, 2013 ; Weiss & Williams, 2004 ). A paradigm shift was needed to seek appropriate theoretical frameworks that consider participation motives of developing and demonstrating physical competence

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Karin A. Pfeiffer and Michael J. Wierenga

coaching and exposure to a particular coach-training program as a factor related to PA during sport practices and found no differences by experience level or training-program exposure ( Schlechter et al., 2017 ). Before any definitive conclusions can be drawn, more evidence should be gathered on how the

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Bram Constandt, Els De Waegeneer and Annick Willem

the Flemish School of Coaches—but it should be made compulsory to impose a minimum standard for all soccer coaches. Second, next to this certificate system, regular and mandatory coach training by federations, or associated schools of coaches, is desirable. Moral dilemma training, based on real

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Carrie W. LeCrom, Brendan Dwyer and Gregory Greenhalgh

China, Ethiopia, India, Kazakhstan, South Africa, Sri Lanka, and locally in the United States, among others. The foci of the programs under our purview have varied to include coaches training, cultural awareness, gender empowerment, health education, and leadership and life skill development. For most

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Thelma S. Horn

.R. , Rosenkranz , R.R. , Milliken , G.A. , & Dzewaltowski , D.A. ( 2017 ). Physical activity levels during youth sport practice: Does coach training or experience have an influence? Journal of Sports Sciences, 35 ( 1 ), 22 – 28 . PubMed ID: 26930302 doi: 10.1080/02640414.2016.1154593 Schroeder , H

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Thelma S. Horn

.E. ( 1989 ). Leadership behaviors in sport: A theoretical model and research paradigm . Journal of Applied Social Psychology, 19 , 1522 – 1551 . doi:10.1111/j.1559-1816.1989.tb01462.x 10.1111/j.1559-1816.1989.tb01462.x Smoll , F.L. , & Smith , R.E. ( 2015 ). Conducting evidence based coach-training

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Marlene A. Dixon and Per G. Svensson

–Kenya leadership team (one in the United States and two in Kenya); regular online meetings of project subgroups; bimonthly conference calls involving the entire project team; multiple visits to the project site to attend mentoring sessions; mentor and coach trainings; basketball practices; and informal