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Steve M. Smith, Stewart T. Cotterill and Hazel Brown

). Understanding the factors influencing performance in performance environments has been highlighted as crucial in the long-term development of athletes ( Fletcher & Streeter, 2016 ; Henriksen, Stambulova, & Roessler, 2010 ). As a result, research has sought to understand psychological factors influencing

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Rachael L. Thurecht and Fiona E. Pelly

only one factor influencing food selection ( Steptoe et al., 1995 ) and may not always lead to appropriate food choices ( Heaney et al., 2008 ). Factors reported in the general population, such as sensory appeal, religious or ethical beliefs, convenience, or social influences ( Steptoe et al., 1995

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John Maltby, Alex M. Wood, Ivo Vlaev, Michael J. Taylor and Gordon D.A. Brown

Many accounts of social influences on exercise participation describe how people compare their behaviors to those of others. We develop and test a novel hypothesis, the exercise rank hypothesis, of how this comparison can occur. The exercise rank hypothesis, derived from evolutionary theory and the decision by sampling model of judgment, suggests that individuals’ perceptions of the health benefits of exercise are influenced by how individuals believe the amount of exercise ranks in comparison with other people’s amounts of exercise. Study 1 demonstrated that individuals’ perceptions of the health benefits of their own current exercise amounts were as predicted by the exercise rank hypothesis. Study 2 demonstrated that the perceptions of the health benefits of an amount of exercise can be manipulated by experimentally changing the ranked position of the amount within a comparison context. The discussion focuses on how social norm-based interventions could benefit from using rank information.

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René van Bavel, Gabriele Esposito, Tom Baranowski and Néstor Duch-Brown

avenue involves the effects of normative messaging. Normative messages can influence PA by capitalizing on descriptive norms (DNs), that is, perceptions of what most other people are doing ( Cialdini, Reno, & Kallgren, 1990 ). DNs correlate with behavior because people take cues from observing what

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Elizabeth L. Stegemöller, Joshua R. Tatz, Alison Warnecke, Paul Hibbing, Brandon Bates and Andrew Zaman

influence movement performance in persons with neurological disorders remain limited. Recent research has demonstrated that cued repetitive finger movement performance deteriorates in persons with PD at rates near to and above 120 beats per minute (bpm; Stegemöller, Allen, Simuni, & MacKinnon, 2010

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Wesley J. Wilson and K. Andrew R. Richards

teachers are exposed to coursework focused on individualized program development and assessment ( Nichols, Block, & Wilson, 2019 ). In contrast to research on the influence of PETE ( Richards, Templin, & Graber, 2014 ), early evidence ( Park & Curtner-Smith, 2018 ) suggests quality-adapted PETE (APETE

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Lara A. Carlson, Kaylee M. Pobocik, Michael A. Lawrence, Daniel A. Brazeau and Alexander J. Koch

Melatonin’s response to exercise in athletes is important to understand to implement best training practices for promoting sleep. Melatonin (N-acetyl-5-methoxytryptamine) is known to influence the sleep–wake cycle, 8 and its secretion by the pinealocytes influences the circadian rhythm. 8 – 10 Melatonin

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Christoph Szedlak, Matthew Smith, Melissa Day and Bettina Callary

understanding of the effective behaviors of S&C coaches and the influence these behaviors may have on athletes. At present, research considering the effectiveness of S&C coaching in the elite sport environment has concentrated on technical areas such as physiological processes ( Ahtiainen et al., 2011 ) and

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Bram Constandt, Els De Waegeneer and Annick Willem

soccer, our study focuses on the influence of perceived coach ethical leadership on player-perceived ethical behavior in nonprofessional soccer clubs. The many existing illustrations of unethical coach behavior (e.g., sexual abuse) contradict with the research findings that coaches are the most critical

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Matthew D. Curtner-Smith, Deborah. S. Baxter and Leah K. May

pioneers described five value orientations that they believed influenced physical education teachers: disciplinary mastery, learning process, self-actualization, social reconstruction, and ecological integration. A sixth value orientation, social responsibility, was added by Ennis and her research team in