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Megan B. Shreffler, Adam R. Cocco and Jacob R. Shreffler

With the growing number of online education students, and the necessity of programs to demonstrate learning effectiveness, it is essential for higher education institutions to compare the success of online students with their traditional classroom counterparts in terms of course outcomes. When

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Julie DiMatteo, Cynthia Radnitz, Katharine L. Loeb and Jingwen Ni

context of in-person ( Jackson & Howton, 2008 ) and web-based courses ( Ornes & Ransdell, 2007 ) have shown that feedback is an important element for increasing steps. Further research identified freshman year as a critical point for intervention ( Nelson, Kocos, Lytle, & Perry, 2009 ) for engaging in

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Charity Bryan

The proliferation of online courses and programs has impacted kinesiology programs across the country. The process of providing online instruction, while popular with students, is often daunting to the kinesiology programs that must navigate this process. Recommendations for transitioning courses and programs from face-to-face to online are offered from both the faculty and administrative perspective. Maintaining academic rigor in online kinesiology courses and program is also essential to the dialogue and for ensuring success. Many kinesiology courses and programs are well suited for online delivery and demand for these programs is high. Kinesiology faculty and administrators should understand both the facilitators and barriers to online implementation.

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Fernando Santos, Martin Camiré, Dany J. MacDonald, Henrique Campos, Manuel Conceição and Ana Silva

benefit from further PYD-focused coach training. Coach education courses (CEC) can serve as valuable platforms to expose youth sport coaches to PYD principles ( Camiré, Trudel, & Forneris, 2014 ; Cushion, Armour, & Jones, 2003 ). Recent research has shown that youth sport stakeholders believe PYD

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Margaret T. Harris and Mike Metzler

Evergreen Education Group provides the most up-to-date national perspective of K-12 online and blended learning; according to their most recent report, all 50 states have some sort of online learning option for students, ranging from single course offerings through brick-and-mortar schools to those offered

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Velina B. Brackebusch

present various positions. Students are matched according to their preferences. Similar courses, described as service-learning, are transformative in nature ( Mitchell, 2008 ) and are instrumental to developing socially conscious and aware sports industry professionals. Community Engagement Due to this

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Jen D. Wong, Julie S. Son, Stephanie T. West, Jill J. Naar and Toni Liechty

, lack of participation opportunities) that older women face when participating in sports ( Dionigi & O’Flynn, 2007 ; Vertinsky, 1995 ). Informed by the key principles of the life course perspective ( Elder, Johnson, & Crosnoe, 2003 ), this qualitative study aims to describe the experience of women

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Zachary Wahl-Alexander and Matthew D. Curtner-Smith

entire student body. Common goals of activity courses include increasing participation in physical activity, skill acquisition, and improving fitness and knowledge of health-related exercise ( Hensley, 2000 ; Poole & Graham, 1996 ). In addition, activity courses are formally evaluated and often count

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Scott Pierce, Jedediah Blanton and Daniel Gould

SPPs and a state high school sporting body. Second, we outline the case of creating, developing, and launching an online course for high school student-athlete leadership development. We conclude with lessons learned and practical recommendations for SPPs who can use community engagement as a means to

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

-delivery component of these courses might promote deep meaningful learning in applied social contexts of preservice coaching (see Prince, 2004 for a review of active learning in the classroom). One such method in which social interaction can be facilitated is the flipped classroom. Simply stated, a flipped