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Wendy Wheeler and Heather Van Mullem

active and collaborative learning, increase interaction among students and between students and faculty, improve the feedback loop between students and faculty, increase a sense of belonging to the campus community, and help students understand how the material learned in the classroom is applicable and

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Luciana De Martin Silva and John W. Francis

coaching lessons learned in an attempt to inspire coaches to consider how to best develop their coaching knowledge and practices. Constructivism, Collaborative Learning, and Collaborative Blended Learning Constructivist theories focus on how an individual “constructs” knowledge and understanding through

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Karen E. Collins, Catherine E. Overson, and Victor A. Benassi

classroom is a method of inverting coursework. That is, solitary activities that traditionally take place in the classroom (i.e., lectures, note taking) instead take place outside the classroom. Time spent in class is devoted to group activities and collaborative learning ( Lage, Platt, & Treglai, 2000

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Kathleen M. Armour and Martin Yelling

This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of individual interviews with the teachers, learning diaries, field notes, and a final focus group interview. The findings suggest that these teachers identified CPD as “going on a course,” but, in reality, they learned in a variety of ways. The most striking finding was the high value they placed on learning informally (yet strategically) with and from each other. We argue, therefore, that the traditional relationship between teachers and CPD provision needs to be altered such that teachers in their professional learning communities or networks play a leading role.

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Ryan Snelgrove, Laura Wood, and Dan Wigfield

and career expectations in the United States . Sport Management Education Journal, 12, 1 – 14 . doi:10.1123/smej.2015-0030 10.1123/smej.2015-0030 Carlsmith , K.M. , & Cooper , J. ( 2002 ). A persuasive example of collaborative learning . Teaching of Psychology, 29, 132 – 135 . doi:10

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M. Melissa Gross, Kairos Marquardt, Rebecca E. Hasson, Michael Vesia, Anthony R. King, and Peter F. Bodary

. Examples of these skills include critical information literacy, collaborative learning, and work-integrated learning ( Wheeler & Van Mullem, 2021 ). The importance of cross-cutting skill development is implicit in the American Kinesiology Association Core Undergraduate Curriculum ( Chodzko-Zajko, 2014

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INTERNATIONAL SPORT COACHING JOURNAL

DIGEST VOLUME 8, ISSUE 2

varied motivation and values attached to collaborative learning and change among the coaches. Acknowledging that these factors could make the process arduous and time-consuming, CAR was considered an effective way of developing expert knowledge, with the potential for generating shifts in learning and

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Shirley Gray, Paul M. Wright, Richard Sievwright, and Stuart Robertson

Rodrigue ( 2017 ) draw attention to the importance of collaborative learning in their investigation that explored how teachers in different contexts learned to use an activist approach in PE. They point to several studies to demonstrate how teacher learning is more effective when learning communities are

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Pamela Beach, Melanie Perreault, and Leapetswe Malete

–constructivist educational approach of collaborative learning in which students pursue a common goal together ( Janssen, 2014 ). Deardorff’s Process Model of Intercultural Competence ( Deardorff, 2006 ; Deardorff & Jones, 2012 ) asserts the ongoing process necessary to develop the intercultural competence, leading toward

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François Rodrigue, Pierre Trudel, and Jennifer Boyd

following two questions were considered: (a) How did this learning journey form and evolve during a period of 12 months? (b) What value, if any, did this collaborative learning experience create for the HP coach? Methodology Participants In an NCC approach, the coachee and the personal coach are partners