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Gashaw Abeza, Norm O’Reilly, and Jessica R. Braunstein-Minkove

definitions (e.g.,  Agariya & Singh, 2011 ; Harker, 1999 ), the different schools of thought (e.g.,  Ganguli et al., 2009 ; Palmer, Lindgreen, & Vanhamme, 2005 ), the state of what is known about RM (e.g.,  Bonnemaizon, Cova, & Louyot, 2007 ; O’Malley, 2014 ), and the different research streams (e.g.,  Das

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Daniel Bjärsholm

Social entrepreneurship represents a new organizational form reflecting a time of societal change. The concept of social entrepreneurship has in recent years received an increased academic interest from the field of sport management. This review therefore aims to outline the scope and focus of, as well as theoretically position, the utilization of the concept of social entrepreneurship in the current body of peer-reviewed research within the field of sport and social entrepreneurship. Thirty-three English language peer-reviewed articles were selected and analyzed using Gartner’s (1985) variables of entrepreneurship and three schools of thought within social entrepreneurship. The findings show that the scope of research into sport and social entrepreneurship is limited and that sport plays a minor role in the articles. The articles focus on the processes of social entrepreneurship, but the manner in which the concept of social entrepreneurship is used differs between articles and is seldom defined. These findings indicate that much can be done to better understand sport and social entrepreneurship. Emerging directions for future research are provided.

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Elizabeth J. Durden-Myers and Margaret E. Whitehead

overview of the philosophical foundations of physical literacy in the second article. These are identified as monism, existentialism, and phenomenology. After having set out the key elements of each of these philosophical schools of thought, the authors broadly examine the implications of each to practice

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David Price, Christopher R.D. Wagstaff, and Richard C. Thelwell

schools of thought. Through engaging in my own personal therapy and further exploration of third-wave CBT approaches namely ACT, I begin to see alignment between my current worldview and the core tenets of ACT. This alignment was further strengthened by engaging in continued professional development and

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Jon Welty Peachey, Nico Schulenkorf, and Ramon Spaaij

, Dwyer, & Greenhalgh, 2019 ; Hapeta, Stewart-Withers, & Palmer, 2019 ). In other words, social change presents merely a subtheme of sport-specific aid and development work (see Sherry et al., 2015 ). Third, scholars have treated social change and SFD as separate but interrelated schools of thought

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Elizabeth J. Durden-Myers, Nigel R. Green, and Margaret E. Whitehead

philosophical schools of thought—monism, existentialism, and phenomenology. Therefore, it is not surprising that keeping these views in mind is essential to develop authentic teaching aimed at fostering physical literacy. For example, the roots of physical literacy in monism need to be addressed by relating to

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Stefan Walzel, Jonathan Robertson, and Christos Anagnostopoulos

conceptual approaches to CSR were adopted, including economic responsibility, instrumental citizenship, ideal citizenship, and ethical responsibility (Figure  4 ). The findings indicate that the predominate conceptual grouping, or school of thought, regarding CSR in PTSO research has occurred by what Windsor

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John Lyle

“operational” definitions. Csatári ( 2020 ) suggests that such definitions “cannot exhaust the meaning of a concept (but) can fix it in a given context” (p. 98). North ( 2017 ) agrees that reducing reference to context decreases the value of coaching effectiveness as a guide to development. One school of

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Gashaw Abeza, David Finch, Norm O’Reilly, Eric MacIntosh, and John Nadeau

attempted to organize the literature by examining the history and evolution of RM (e.g.,  Harker & Egan, 2006 ; Möller & Halinen, 2000 ); the varied definitions of RM—at least, 70 (e.g.,  Agariya & Singh, 2011 ; Harker, 1999 ); the different schools of thought of RM—at least, four (e.g.,  Ganguli, Eshghi

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Samuel Porter, Noora Ronkainen, Richard Sille, and Martin Eubank

human condition and the “ultimate concerns” we must face in our lives. While existential psychology cannot be considered a unified school of thought, many existentialists describe existence in analytical, meaning-based, integrative, and existential-humanistic/phenomenological form, drawing upon their