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Judy L. Van Raalte, Lorraine Wilson, Allen Cornelius, and Britton W. Brewer

The effects of instructional and motivational self-talk have been examined in the literature on self-talk in sport ( Hatzigeorgiadis, Zourbanos, Galanis, & Theodorakis, 2011 ; Tod, Hardy, & Oliver, 2011 ). Research suggests that self-talk is particularly effective when it is matched to the type of

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Rachel E. Brinkman-Majewski and Windee M. Weiss

, personality, athletic identity, and motivational orientation) are a few examples of psychosocial factors affecting athletes’ response to injury and the rehabilitation process. 3 Maintaining injured athletes’ motivation during rehabilitation can be a difficult process, especially during longer recovery periods, as with

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Sarah Stokowski, Bo Li, Benjamin D. Goss, Shelby Hutchens, and Megan Turk

satisfied and motivated ( Wininger & Birkholz, 2013 ). Thus, understanding factors involved with sport management faculty job satisfaction and motivation levels can dually assist with retention efforts of both students and faculty, thereby potentially increasing the stability and quality of sport management

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Evelia Franco, Javier Coterón, Elisa Huéscar, and Juan A. Moreno-Murcia

). There is extensive evidence to support that motivational variables explain this intention and other engagement-related behaviors, such as participation in PA (e.g.,  Wang, Morin, Liu, & Chian, 2016 ). Theoretical Framework: An Integrative Approach The underlying motivational processes behind PA

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Maureen R. Weiss

I was honored to give a keynote on youth sport motivation research at the 40-year anniversary of the Institute for the Study of Youth Sports—I was there 40 years ago when the Institute was launched to conduct research and disseminate resources for coaches and parents on critical issues in youth

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Valérian Cece, Noémie Lienhart, Virginie Nicaise, Emma Guillet-Descas, and Guillaume Martinent

sport motivation ( Martinent & Decret, 2015 ). Hence, maintaining a high level of autonomous motivation is acknowledged by several scholars as an essential quality that competitive athletes need to develop in their career (e.g.,  Gillet, Berjot, Vallerand, Amoura, & Rosnet, 2012 ; Martinent & Decret

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Terese Wilhelmsen, Marit Sørensen, and Ørnulf N. Seippel

& Dillon, 2012 ; Pan, Tsai, Chu, & Hsieh, 2011 ; Valentini & Rudisill, 2004 ). In this study, we employ tenets from achievement goal theory (AGT) and self-determination theory (SDT) to explore what motivational pathways support social inclusion (SI) and pedagogical inclusion (PI) in PE as perceived by

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Stéphanie Girard, Jérôme St-Amand, and Roch Chouinard

time ( Sproule, Wang, Morgan, McNeill, & McMorris, 2007 ). Over the years, many researchers have emphasized the decline of teenagers’ motivation for PA. Scientists have developed many theories to explain motivation to engage in sport or PA, such as PE ( Gillet & Vallerand, 2016 ; Hagger

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Ciarán P. Friel and Carol Ewing Garber

rate, sleep duration), and they have been promoted as motivational tools to help users reach their health and fitness goals ( Fitbit Inc., 2017 ). However, research on the use of PAMs to promote physical activity (PA) behavior has been equivocal, with some studies reporting positive outcomes ( Cadmus

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Samuel Y. Todd, Charles W. Jones, and Walker Ross

which was impacting their motivation. Shelley decided to approach Andy and have a quick discussion during a pre-event moment. “Hey Andy,” Shelley said, “Do you have a moment to chat?” “Sure,” Andy said. “Well, something has been bothering me of late and I find myself at times being haunted by it. I just