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Emily R. Hunt and Melissa C. Day

part in sport with a chronic injury. Specifically, this study used a narrative methodology to illuminate the types of stories told about chronic pain. Method One of the basic assumptions that informs and justifies the use of narrative inquiry is that the body is a storyteller ( Smith & Sparkes, 2009

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Kristine Bisgaard and Jan Toftegaard Støckel

and why SHA occurs ( Brackenridge, 1997a , 2001 ; Brackenridge & Fasting, 2005 ). Fasting and Sand ( 2015 ) stated that most studies tend to use passive voices and very few have described athletes’ narratives. However, Brackenridge and Fasting ( 2005 ) utilized narratives to provide authentic

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David J. Langley and Sharon M. Knight

The broad purpose of this paper is to contextualize the meaning and evolution of competitive sport participation among the aged by describing the life story of a senior aged participant. We used narrative inquiry to examine the integration of sport into the life course and continuity theory to examine the evolution of his life story. Continuity theory proposes that individuals are predisposed to preserve and maintain longstanding patterns of thought and behavior throughout their adult development. Based on this theory, we suggest that continuity in successful competitive sport involvement for this participant may represent a primary adaptive strategy for coping with the aging process. Successful involvement in sport appeared to mediate past and continuing patterns of social relationships, the development of personal identity, and a general propensity for lifelong physical activity.

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Colin J. Lewis, Simon J. Roberts, Hazel Andrews, and Rebecca Sawiuk

into a story-telling narrative designed to portray an alternative picture of hegemonic masculinity in coach education. Thus while certain encounters and character development in this story have been imagined, that events in this story occurred as described is not in doubt; the information presented is

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Kyle Paquette, Pierre Trudel, Tiago Duarte, and Glenn Cundari

specific focus on capturing the broader narrative and experiences of the identified profiles (see Table  2 for candidate and finalized themes). Once labelled, the finalized themes served as a guiding framework for the creative development of the composite narratives. Table 2 Candidate and Finalized Themes

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Michael McDougall, Noora Ronkainen, David Richardson, Martin Littlewood, and Mark Nesti

understood personally. Moreover, the position outlined here also maintains realist undertones, in that we assume that participant narratives are not simply constructions of the mind but have the capacity to reflect the realities of their personal experiences and that “there is a congruent relationship

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Bhanu Sharma and Brian W. Timmons

required. Accordingly, this narrative review will summarize the available literature on exercise in pediatric TBI, discuss its therapeutic potential, and highlight opportunities for further discovery. Methodology Although this review is not systematic, it was nonetheless governed by a set of search

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Emma Pullen, Daniel Jackson, Michael Silk, P. David Howe, and Carla Filomena Silva

perceptions of disability (e.g.,  Beacom, French & Kendall, 2016 ; Ellis, 2009 ; McGillivray, O’Donnell, McPherson, & Misener, 2019 ). Previous studies have typically depicted the “supercrip” narrative as the most dominant in Paralympic representation (e.g.,  Howe & Silva, 2017 ; McGillivray et al., 2019

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Kerry R. McGannon, Lara Pomerleau-Fontaine, and Jenny McMahon

, and challenging landscapes of the summits journey were featured. Purpose and Research Questions The purpose of the present study was to use a case-study approach grounded in a novel theoretical perspective (i.e., narrative inquiry) to explore elite extreme-sport participation in the context of

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Jenny McMahon, Camilla J. Knight, and Kerry R. McGannon

parents from a gymnastics and swimming context where narrative pedagogy was implemented as an educational tool. The overarching research question that guided this study was; 1) what do parents identify in athletes’ stories of abuse as a result of engaging with narrative pedagogy? As outlined earlier