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

Effective examples 38 8 Ineffective examples 58 9 Athlete feedback preferences 18 9 Subtotal 114   Planning and design Additional monitoring 11 9 Suggested improvements 32 9 Perceived sensitivity of questions 13 9 Technical and equipment issues 12 6 Subtotal 68   Results Of the athletes interviewed, 78

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Jimmy Sanderson, Blair Browning and Annelie Schmittel

College athletes are active on a variety of social-media platforms. As a result, most athletic departments require them to participate in social-media education. Although this practice is becoming more prominent, little research has explored how college athletes perceive such training. This case study explored college athletes’ social-media use and their perceptions about social-media education. Semi structured interviews of 20 college athletes at a Division I university were conducted. Using social-cognitive theory as a framework, analysis revealed that while participants expressed a desire for social-media education, they indicated that most of the messages they receive about social media tend to be forgettable. Consequently, athletic departments need to take a more refexive approach to social-media education that incorporates college athletes’ feedback to optimize this instruction.

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Scott Pierce, Jedediah Blanton and Daniel Gould

interactions are provided ( Dixson, 2012 ). Furthermore, challenges existed with assessing and evaluating athlete learning in the asynchronous online program. The lack of immediate SPP-to-athlete feedback on leadership knowledge and skills was a noted concern in the course design. Efforts were made to minimize

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Louise Capling, Janelle A. Gifford, Kathryn L. Beck, Victoria M. Flood, Gary J. Slater, Gareth S. Denyer and Helen T. O’Connor

Dietary assessment in athletes is challenging for several reasons, including the burden and difficulty of accurately reporting all foods and beverages consumed ( Magkos & Yannakoulia, 2003 ), the expense and resources required to undertake dietary analysis and provide athlete feedback ( Braakhuis

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Justine B. Allen and Colleen Reid

. Perceptions are rated on a scale from 1 (not at all) to 10 (excellent). This tool was developed through examination of research and literature on coaching activities. Then discussed and adapted with the assistance of an expert coach and coach educator. Athletesfeedback Coaching practice wheel—player Using

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Daniel M. Smith and Sarah E. Martiny

malleable, not fixed ( Froehlich et al., 2016 ; Stone et al., 2012 ). In other words, it is important to emphasize an incremental view of performance. This means that sport psychologists and coaches should give athletes feedback that focuses on effort and process (e.g., “Great job, the effort you put into