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Lea-Cathrin Dohme, Alexandra J. Rankin-Wright, and Sergio Lara-Bercial

of research conducted within coach education and development (CED) contexts ( McQuade & Nash, 2015 ). Much of this research has focussed on how coaches learn, providing detailed insight into the sources and ways of learning coaches value throughout their development ( Deek, Werthner, Paquette

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Luke Oldridge, Lee Nelson, Kenny Greenough, and Paul Potrac

This paper examines how the learning biography of Jack (pseudonym), an experienced track and field athletics coach, shaped his thoughts about coaching practice. Data were collected through seven in-depth, semistructured, narrative-biographical interviews that formed part of a cyclical and iterative data analysis process. Our analysis of Jack’s narrative revealed how his understanding of two distinct features of his coaching practice (i.e., implementation of periodization and pedagogical delivery style) developed in contrasting ways. Jack’s story was primarily, although not exclusively, interpreted using Alheit’s concepts of biographical learning and biographicity, Biesta and Tedder’s writings on agency and learning in the life-course, and Jarvis’ discussion of learning as a process of becoming. The findings of this study raise significant questions for how the field of sports coaching seeks to understand coach learning.

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Angela Lumpkin

get students to complete readings and discuss their learning, through peer teaching while formulating responses to teachers’ questions, and in formative assessments. Every lecture could begin with one or more questions and end with a series of questions raised or left unanswered ( Brookfield

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Erianne A. Weight, Molly Harry, and Heather Erwin

history, while also giving students increased opportunities to be physically active and engaged in learning. 5 This research measures knowledge retention, postactivity information processing, and mood in students who engage in a short bout of physical activity while listening to a WC podcast and those

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Vitor Ciampolini, Martin Camiré, William das Neves Salles, Juarez Vieira do Nascimento, and Michel Milistetd

.g., Nelson, Cushion, & Potrac, 2013 ; Trudel, Culver, & Werthner, 2013 ) to counter coaches’ negative perceptions of such training opportunities, often manifested in the form of poor didactics, highly prescriptive teaching strategies, and little involvement of coaches in the learning process ( Mesquita et

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Jennifer L. Etnier, Jarod C. Vance, and Aiko Ueno

controls ( M  = 69 ± 2 years). However, Schramke and Bauer ( 1997 ) found no benefits for walking on STM on the California Verbal Learning Test by older adults (60- to 80-years-old), Netz et al. ( 2007 ) found no differences between a control group and two exercise groups (60% of heart rate reserve [HRR

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Kyle Paquette and Pierre Trudel

The complexities of learning and sport coaching have both been widely accepted notions and central themes to their respective literatures for decades (e.g.,  Rogers, 1969 ; Smith, Smoll, & Hunt, 1977 ). Despite being equipped with these fundamental understandings, programs designed to educate

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Rachel A. Van Woezik, Colin D. McLaren, Jean Côté, Karl Erickson, Barbi Law, Denyse Lafrance Horning, Bettina Callary, and Mark W. Bruner

accumulation of knowledge presented to coaches from specific sources, such as filling an empty vessel with information. The other is to reflect on the development of a web of knowledge, real-life experiences, and scenarios. Some researchers have been critical of the first conceptualization of coach learning (i

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Andrew P. Driska

received theoretical guidance in its construction, as scholarship often demands that programs are evaluated under the guidance of a theoretical framework or a theory of learning. In the absence of an overt guiding theory of learning, a program evaluator may often discern a theory in use ( Patton, 2011

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Kyle Paquette and Pierre Trudel

positivist learning assumptions, the mission of the instruction paradigm is to deliver quality instruction and to transfer quantifiable bits of knowledge from faculty to students ( Barr & Tagg, 1995 ). Moreover, the criteria for success of this paradigm include curriculum development and student completion