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Emmanuel O. Ojeme

This article attempts to provide a conceptual analysis of the term teaching physical education. It discusses the apparent inadequacies and deficiencies about teaching physical education reported in the literature, which have been consistently observed in contacts with teachers and student teachers. Terms such as training and coaching, which are often applied to the physical education teacher, are critically examined and found to be inadequate equivalents of teaching. The concept of teaching physical education connotes an educational goal with processes involving the development of skills and the formation of values, attitudes, and interests in learners. Hence its activities must reflect and be geared toward those ends.

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Sadjad Soltanzadeh and Mitchell Mooney

Systems thinking has been developed and used in many fields such as management, economics, and engineering in the past few decades. Although implicit elements of systems thinking may be found in some coaching biographies and autobiographies, a critical and explicit work on systems thinking that examines its principles and its relevance to sport sciences and coaching is yet to be developed. The aim of this Insight paper is to explore systems thinking and its potential for modelling and analysing team performance by (a) explaining how systems thinking is used in other fields, (b) highlighting the importance of conceptual analysis and critical thinking next to data collecting practices, and (c) contrasting systems thinking with the common approaches to modelling and analysing team performance.

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Arun Eswaran and Brad A. Meisner

.GLSUPPL Hawley , J.A. , & Gibala , M.J. ( 2009 ). Exercise intensity and insulin sensitivity: How low can you go? Diabetologia, 52 ( 9 ), 1709 – 1713 . https://doi.org/10.1007/s00125-009-1425-5 10.1007/s00125-009-1425-5 Iversen , T.N. , Larsen , L. , & Solem , P.E. ( 2009 ). A conceptual

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Samuel R. Nyman

change behaviour . Nature Human Behaviour, 1 , 0140 . doi:10.1038/s41562-017-0140 10.1038/s41562-017-0140 Hollands , G.J. , Marteau , T.M. , & Fletcher , P.C. ( 2016 ). Non-conscious processes in changing health-related behaviour: A conceptual analysis and framework . Health Psychology Review

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Matteo Ponzano, Jenna C. Gibbs, Jonathan D. Adachi, Maureen C. Ashe, Angela M. Cheung, Keith D. Hill, David Kendler, Aliya A. Khan, Caitlin McArthur, Alexandra Papaioannou, Lehana Thabane, John D. Wark, and Lora M. Giangregorio

), 1687 – 1699 . PubMed ID: 29114830 doi:10.1001/jama.2017.15006 10.1001/jama.2017.15006 Williams , D.M. , & Rhodes , R.E . ( 2016 ). The confounded self-efficacy construct: Conceptual analysis and recommendations for future research . Health Psychology Review, 10 ( 2 ), 113 – 128 . PubMed ID

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Xiuye Xie, Phillip Ward, Won Seok Chey, Leslie Dillon, Scott Trainer, and Kyuil Cho

.1123/jtpe.24.1.2 Kozlowski , S.W.J. , & Rench , T. ( 2009 ). Individual differences, adaptability, and adaptive performance: A conceptual analysis and research summary (Tech. Rep. No. 08146). Research Triangle Park, NC : Battelle Scientific Services . Launder , A. , & Piltz , W. ( 2013 ). Play

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Paul M. Wright, Karisa Fuerniss, and Nicholas Cutforth

evaluate the fidelity and impact of various curriculum approaches…Philosophical research inquires into value-based issues such as what is worthwhile to know and experience and utilizes research methods such as reflection, imagination, conceptual analysis, and theorizing. ( Hellison & Martinek, 2006 , p

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Navin Kaushal, Ryan E. Rhodes, John T. Meldrum, and John C. Spence

.M. , & Rhodes , R.E. ( 2016 ). The confounded self-efficacy construct: Conceptual analysis and recommendations for future research . Health Psychology Review, 10 ( 2 ), 113 – 128 . PubMed ID: 25117692 doi:10.1080/17437199.2014.941998 10.1080/17437199.2014.941998 Wilson , P.M. , & Muon , S. ( 2008

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Erik L. Lachance and Milena M. Parent

, two paradigmatic approaches are discussed: evocative and analytical. The former is focused on emotional experiences as traditional epistemologies and methodologies are rejected, while the latter is founded upon traditional ethnographical assumptions and prioritize theoretical and conceptual analysis

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John Lyle

ideas and intentions and implications seems to provide an appropriate foundation for conceptual analysis. As an example, the question of coaching domains can be interpreted not as one of concept and ideology but of practice and intentions. The further development of the concepts has inevitably been