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Sheri J. Brock, Jared A. Russell, Brenna Cosgrove and Jessica Richards

The School of Kinesiology at Auburn University has a large Physical Activity and Wellness Program (PAWP) that services approximately 8,000 students each academic year. The roughly 470 courses offered annually include aquatics, leisure, martial arts, fitness, and individual- and team-sport offerings taught predominantly by graduate teaching assistants. Overall, Auburn University has experienced a great deal of success in providing a PAWP program that students enjoy and often wish to repeat although these courses are not required as compulsory credit. Delivering high-quality undergraduate educational experiences is paramount to the overall instructional mission of the School of Kinesiology. This paper outlines administrative strategies to ensure that PAWP instructors are prepared and supported in their instructional responsibilities.

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Senlin Chen and Alex Garn

of most worth ( Ennis, 2006 ) closely aligns with the philosophy of a large number of teachers who are attracted to the field of physical education because of their own positive experiences in competitive team-sport participation and the avenue it provides to coaching ( Ennis, 2014b ; Ferry

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Karin A. Pfeiffer and Michael J. Wierenga

, approximately 37% of 6- to 12-year-old children report playing a team sport on a regular basis ( Aspen Institute, 2018 ). These statistics, along with others, led to a “C” grade for organized sport participation because they indicate that about half of children and adolescents are playing sports. In addition

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Melinda A. Solmon

 al. ( 1999 ) created a curricular model that could be used in team-sport classes. Teachers participated in professional development sessions that emphasized the team-affiliation and student-ownership elements of sport education, as well as concepts of conflict negotiation and care and concern for others

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Adam D.G. Baxter-Jones

selecting the boys for a team sport that required tall stature and physical strength, it is likely that you would choose Boys A through D in favor of Boys F through I. However, choosing teams based on size is detrimental to the development of the smaller boys, who in fact may be more talented than the

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Brennan Petersen, Mark Eys, Kody Watson and M. Blair Evans

characterized by task interdependence (i.e., working together on a collective task) and/or collective outcome interdependence (i.e., sharing a team outcome). As an ideal representation of a team sport environment, we sought settings featuring both of these interdependencies alongside other ways that members

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Haichun Sun and Tan Zhang

prevalent physical education curriculum for several decades and is still a dominant one at the present time, especially for secondary physical education. Centered on providing sport experiences, especially team-sport experiences, the multiactivity approach seems to provide opportunities to engage students

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Alan L. Smith

.N. , Tomasone , J.R. , & Arbour-Nicitopoulos , K.P. ( 2018 ). “I’ve had bad experiences with team sport”: Sport participation, peer need-thwarting, and need-supporting behaviors among youth identifying with physical disability . Adapted Physical Activity Quarterly, 35 , 36 – 56 . PubMed ID: 29256631

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K. Andrew R. Richards, Kim C. Graber and Amelia Mays Woods

values focused on team sport taught through a multiactivity approach ( Ennis, 1996 ). In reference to gender, Chepyator-Thomson and Ennis ( 1997 ) found that students tended to reproduce dominant cultural ideologies related to the appropriateness of activity selection and participation in activities

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Ang Chen, Bo Shen and Xihe Zhu

). Intervention research is expected to be characterized by rigorous research methods. Equally important, however, is the rigor of the intervention program ( Ennis, 2006 , 2015 ). Based on her numerous descriptive studies, especially those in urban schools where conventional team-sport-based curricula had been