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Thelma S. Horn

coaches play is to provide feedback to young athletes in response to their performance attempts. Over the past 40 years, research has been conducted to examine different types or forms of feedback and their subsequent impact on athletes (see summaries by Horn, 2008 ; Smith, 2015 ). The purpose of this

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A. Mark Williams and Bradley Fawver

themes, which as it happens are well correlated with our own specific areas of research expertise. Next, keywords were generated to identify papers of interest that would fit under each broad research theme (e.g., motor learning: instruction, practice, feedback) and formed the basis of our search

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Ivanka Prichard and Marika Tiggemann

Study 1 examined the relationships between mirror and standing position preferences in an aerobics room and body image concerns or eating disturbances. Five hundred and seventy-one female aerobics participants completed a brief questionnaire consisting of established measures. Women who did not like mirrors and who preferred to stand at the back of the aerobics room had significantly greater body-image and eating concerns than women who liked mirrors and stood anywhere in the class. Qualitative feedback from four follow-up focus groups of 20 female aerobics participants indicated that mirrors were disliked by some and used as a motivational tool by others (Study 2). The preference for standing at the back of the room centred around not wanting to be watched by other people. Taken together, the results suggest that women’s preferences for mirror and standing positions in an aerobics room may serve as an important indicator of potential body image and eating disturbance.

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Damon Andrew and Mary Hums

Several studies in business and sport have noted systematic differences in leadership behavior between men and women. Many of these studies only examined leadership behavior from the perspective of the leader or the follower. This study’s purpose was to examine the impact that a coach’s gender may have on leadership behavior indicators as reported by leaders and followers. Collegiate women’s tennis coaches (M = 40; F = 71) and female collegiate tennis players (n = 167) participated in separate studies and completed the Revised Leadership Scale for Sports (Zhang, Jensen, & Mann, 1997), which assesses the following six leadership behaviors: training and instruction, democratic behavior, autocratic behavior, social support, positive feedback, and situation consideration. Study one examined self-reported leadership differences on the basis of sex from the leader’s perspective and found female coaches reported significantly less (p = .048) autocratic behavior than male coaches. Study two examined leadership differences from the female athletes’ perspective and found no significant differences in perceived leadership behavior based on the coach’s sex. These findings are subsequently discussed within the context of social role theory. The results of this study support the notion that perceived gender role orientations become linked to the social roles occupied rather than the leader’s gender.

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Justine B. Allen and Colleen Reid

demonstrated that coach education has a positive impact on coaching efficacy (coaches’ beliefs that they have the capacity to affect athletes’ learning and performance, Campbell & Sullivan, 2005 ; Sullivan, Paquette, Holt, & Bloom, 2012 ). Furthermore, women golf coaches valued the structure and feedback

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Lori A. Gano-Overway

editorial staff will aim to provide useful and timely feedback. I have been impressed by the care our reviewers take in providing thoughtful and constructive feedback to authors. As reviewers are a key component of a quality and timely review process, I will work to recruit more reviewers and share

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Nicola Brown, Jacky Forsyth, Rachael Bullingham and Claire-Marie Roberts

evaluation of the conference feedback showed an overwhelmingly positive response to the event with many commenting that the keynotes were among the best they had heard, and that the variety of speakers exposed them to challenges that women in sport face that they had not previously considered. Multiple

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Mark Norman, Katelyn Esmonde and Courtney Szto

emerging from our experiences with public sociology: “engaging diverse publics,” “writing the margins into existence,” and “navigating criticism and negative feedback.” Through these vignettes, we raise critical theoretical questions about the possibilities and challenges associated with public sociology

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Kenneth Sean Chaplin

implement a sociocultural advantage that helps to reproduce their domination of blacktops. The feedback these men receive from black and white players alike, regarding their athletic performances, affirms their legitimacy, and their resistance to white domination beyond blacktops. Black men use much of the

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Diane M. Culver, Erin Kraft, Cari Din and Isabelle Cayer

—developing an elevator pitch, practicing presentation skills through PowerPoint tips and direct feedback on their presentation, and preparing for the next phase of the program: knowledge transfer and sharing. Some CoP members expressed a desire to have monthly meetings of the whole group and less individual and