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Emma Renehan, Claudia Meyer, Rohan A. Elliott, Frances Batchelor, Catherine Said, Terry Haines, and Dianne Goeman

, 2008 ) behind the possible effectiveness of falls prevention programs. There is a clear evidence gap for effective falls prevention interventions for older people returning to the community after being hospitalized for a fall. This mixed-methods pilot study aimed to identify the feasibility and

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Danielle Peers, Lindsay Eales, Kelvin Jones, Aidan Toth, Hernish Acharya, and Janice Richman–Eisenstat

meaningful? Methods Mixed-Method Design and Paradigmatic Considerations This project answers Bouffard’s ( 2014 ) powerful editorial call for more interdisciplinary collaboration and conversation in Adapted Physical Activity Quarterly. As Bouffard argued, the benefits of these complex collaborations include

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Mathieu Michaud, William J. Harvey, and Gordon A. Bloom

Mixed methods research (MMR) is a comprehensive approach to provide a thorough understanding of interrelated issues that surround children and adolescents with a disability 1 in physical activity (PA; Harvey et al., 2020 ). It may enable the design of intricate research studies and interventions

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Christopher Maechel, Todd M. Loughead, V. Vanessa Wergin, Tom Kossak, and Jürgen Beckmann

of social interaction and exchange of information for shared leadership as an emergent phenomenon. Hence, the purpose of this mixed-methods study was to develop, implement, and evaluate a solution-focused intervention that viewed shared leadership as an emergent phenomenon. For this, we followed a

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Javier Pérez-Tejero, Mauro Grassi-Roig, Javier Coterón, and Yeshayahu Hutzler

divisions” ( Comisión Nacional de Baloncesto en Silla de Ruedas [CNBSR], 2018 ). Based on this plan, the purpose of the current article is to describe and synthesize the perceptions of Spanish WB stakeholders (players, coaches, referees, and club managers) regarding RI in WB from a mixed-method perspective

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Thomas O. Minkler, Sam Zizzi, Blake Costalupes, and D. Jake Follmer

mindfulness on sport performance differed by readiness. Method Research Design and Sampling The present study utilized a mixed-method, descriptive design. To meet inclusion criteria, athletes had to be current National Collegiate Athletic Association (NCAA), National Association of Intercollegiate Athletics

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Inimfon A. Essiet, Elyse Warner, Natalie J. Lander, Jo Salmon, Michael J. Duncan, Emma L.J. Eyre, and Lisa M. Barnett

focuses on teachers’ perspectives on the assessment of PL. Both quantitative and qualitative viewpoints were explored to address the research questions, utilizing an explanatory sequential mixed methods study design (quantitative → qualitative; Creswell & Creswell, 2017 ). This included an initial

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Petra V. Kolić, David T. Sims, Kirsty Hicks, Laura Thomas, and Christopher I. Morse

activity as a result of menstrual events. Methods Design The authors utilized a mixed-methods design, throughout which they adopted a pragmatic research positioning in line with Morgan ( 2007 ). Within this view, emphasis is on (a) drawing on the strengths of quantitative and qualitative methods, (b

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Carlos Capella-Peris, Jesús Gil-Gómez, and Òscar Chiva-Bartoll

producing new and interesting findings regarding the application of this methodology in PE, and, specifically, to promote the TC of PTs. Moreover, the use of mixed methods is an original approach in these kinds of studies ( Cervantes & Meaney, 2013 ), allowing us to analyze the research question from both

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Breanna J. Drew, Jordan T. Sutcliffe, Sarah K. Liddle, Mark W. Bruner, Colin D. McLaren, Christian Swann, Matthew J. Schweickle, and Stewart A. Vella

specifically, we were interested in retrospective acceptability—participants’ experiences and responses to the intervention. To achieve this aim, we employed a two-phased mixed-methods design. In the first phase (quantitative), we hypothesized that the workshop would lead to greater depression and anxiety