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Laura Prior and Matthew Curtner-Smith

all sources across each of the three groups of teachers. This involved identifying data chunks on specific beliefs, values, perspectives, topics, and events; highlighting, circling, and underlining each data chunk; and assigning a code to each data chunk. Coded data were then combined to form

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Ken Lodewyk and Lauren McNamara

tend to compromise most of the student benefit. From a school perspective, this is often because equipment is difficult to manage and often goes missing, thereby requiring the purchasing of replacement equipment with limited funds available to do so. It is also challenging for schools to leverage the

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Julie Vaughan-Graham, Kara Patterson, Karl Zabjek and Cheryl A. Cott

Human movement is a complex phenomenon presenting considerable challenges regarding how it is systematically and consistently described and investigated both from clinical and research perspectives ( Harbourne & Stergiou, 2009 ; Latash, Levin, Scholz, & Schöner, 2010 ; Levin, Liebermann, Parmet

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Maureen R. Weiss

? How do these worldviews inform present research trends? • Perspectives: Which theories emerged as appropriate for studying youth motivation in sport? What are their commonalities and nuances? What empirical findings cut across theories, highlighting their overlap in sources and outcomes of motivated

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Margaret C. Morrissey, Michael R. Szymanski, Andrew J. Grundstein and Douglas J. Casa

.C. , Roberts , W.O. , & Pryor , R.R. ( 2019 ). Application of evidence-based recommendations for heat acclimation: Individual and team sport perspectives . Temperature, 6 ( 1 ), 37 – 49 . doi:10.1080/23328940.2018.1516537 10.1080/23328940.2018.1516537 Rav-Acha , M. , Hadad , E. , Epstein , Y

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Scott Rathwell and Bradley W. Young

limitation to Deal and Camiré’s ( 2016a , 2016b ) research was that they relied entirely on the perspectives of athletes without considering how other agents (e.g., coaches and teammates) within the university sport context viewed athlete contribution. Rathwell and Young ( 2016 ) surveyed the positive

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Ross Wadey, Kylie Roy-Davis, Lynne Evans, Karen Howells, Jade Salim and Ceri Diss

contribution to guiding professional practice. The aim of this study, therefore, was to examine SPCs’ perspectives on the process of facilitating SIRG with injured athletes. The rationale for this study is threefold. First, Wadey, Evans, Evans, and Mitchell ( 2011 ) reported that the literature on the

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Diane L. Gill

This paper is based on a Senior Lecture presented at the 2019 North American Society for the Psychology of Sport and Physical Activity (NASPSPA) conference. Given that I was invited as a senior lecturer, rather than presenting a neat, clear line of research, I am offering a senior perspective on

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Catherine D. Ennis

For this study, curriculum was defined as a holistic set of perspectives that interact to create the educational environment. The Goodlad et al. (1979) domain concept was used as the theoretical structure for the examination of content in three elementary physical education programs. Two of the programs used a movement education curriculum (Logsdon et al., 1984) while the third was structured based on a traditional activity or sport and games approach. Data collection consisted of an examination of documents (ideological and formal domains), interviews with teachers and students (perceived and experiential domains), and observation (operational domain). Data were analyzed using constant comparison. The ideological domain was found to be the most influential curriculum perspective in these programs. Major differences were detected in the use of shared decision-making and in the students’ cognitive involvement with the content.

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Mark S. Dyreson

athletes in the Olympic arena and of the warriors for the field of battle,” he writes. “These early practices persist to the present in some form” ( Hatfield, 2019 , pp. 4–5). From a historian’s perspective, Dr. Hatfield’s meditation gets precisely to the fundamental question. Do early practices, in fact