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

’ learning experiences. Related to children’s experiences, her work focused on student learning in constructivist physical education lessons. Ennis ( 1999b ) developed the Sport for Peace pedagogical model as a way for students to participate in sporting experiences while also practicing conflict negotiation

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Terese Wilhelmsen, Marit Sørensen, and Ørnulf N. Seippel

). SI refers to the interaction between children and their peers, between children and the teachers in class, as well as the children’s experiences of belonging to the group. Studies on inclusion in PE have consistently shown the importance of a learning environment that promotes positive interaction

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Chantelle Zimmer, Janice Causgrove Dunn, and Nicholas L. Holt

children’s experiences at home, school, and in the community. Participants in some of these studies had a diagnosis of DCD (e.g.,  Barnett, Dawes, & Wilmut, 2013 ; Lingam, Novak, Emond, & Coad, 2014 ; Mandich, Polatajko, & Rodger, 2003 ; Payne, Ward, Turner, Taylor, & Bark, 2013 ; Segal, Mandich

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Sarpreet Kahlon, Kiah Brubacher-Cressman, Erica Caron, Keren Ramonov, Ruth Taubman, Katherine Berg, F. Virginia Wright, and Alicia J. Hilderley

promote PA participation in independently ambulatory children with CP. An overtime processes model was created to represent the directional relationships among themes ( Morgan, 2018 ), as shown in Figure  1 . We identified that children’s experiences in the BeFAST or BeSTRONG programs were initially

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Christopher L. Kowalski and Wade P. Kooiman

Coaches influence children’s experiences in sports and have a significant impact on the psychosocial development of young athletes. It is important to understand the coaching-related components of youth sports, including game strategy, motivation, teaching technique, and character building. Coaching efficacy is multidimensional, has a number of sources, and highlights relationships that exist between the coach, athlete, and team. In the present study, parents and coaches’ perceptions of coaching efficacy were examined to see what variables may affect their responses. Coaches’ character-building efficacy was influenced by previous playing experience. Parents’ perceptions of coaches’ efficacy were collectively influenced by parents’ previous playing and coaching experience, attendance at sport-specific educational sessions, and the perceived ability of their child’s team.

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Maureen R. Weiss

Psychological skills and methods that can be applied to working with children and adolescents in sport are examined from a theory-to-practice as well as a practice-to-theory approach. In addition to an emphasis on the reciprocal nature of theory and practice, the philosophy adopted in this paper includes a focus on personal development rather than performance, and a multidisciplinary or integrated sport science approach to understanding children’s experiences in the physical domain. The types of psychological skills discussed are self-perceptions, motivation, positive attitude, coping with stress, and moral development. Psychological methods include environmental influences such as physical practice methods, coach and parent education, communication styles, and modeling; and individual control strategies in the form of goal setting, relaxation, and mental imagery. Numerous anecdotal stories based on the author’s experiences working with children and adolescents are used to support the major philosophical themes advanced in this paper.

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Daniel M. Cooke, Craig B. Harrison, Sarah-Kate Millar, and Simon Walters

of the children’s experiences of PE ( Raby et al., 2018 ). Specifically, prior to the focus group, the children were issued with an iPad (Apple, USA) (a device they are culturally familiar with and frequently use within their regular classroom setting) to capture their experiences of a PE lesson. The

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Déirdre Ní Chróinín, Maura Coulter, and Melissa Parker

to their participation, suggesting that photo-diaries may provide a viable and practical tool to gain insight into children’s experiences of physical education and aspects that support their meaning-making. Theoretical Perspective It is long accepted in physical education that constructivist learning

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Camilla J. Knight

influence their children’s sporting experiences; however, although in the minority, there are some parents who have a detrimental influence on their children’s experiences ( Knight, Berrow, & Harwood, 2017 ). Recognizing the potential benefits and negative consequences that can arise when parents are

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Kim Nguyen, Robert J. Coplan, Kristen A. Archbell, and Linda Rose-Krasnor

children, who tend to be wary and self-conscious in social situations ( Dimech & Seiler, 2010 ; Findlay & Coplan, 2008 ). Coaches help to determine the quality of children’s experiences in extracurricular sports ( Vella, Oades, & Crowe, 2011 ), and coaches’ beliefs impact their own behaviors toward the