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Andrew Miller

The purpose of this systematic review was to investigate the weight of scientific evidence regarding student outcomes (physical, cognitive and affective) of a Game Centered Approach (GCA) when the quality of a study was taken into account in the interpretation of collective findings. A systematic search of five electronic databases (Sports Discuss, ERIC, A+ Education, PsychInfo and PROQUEST Education) was conducted from their year of inception to 30 January 2014. Included studies were longitudinal or experimental/quasi-experimental studies involving children or adolescents that quantitatively assessed (using repeat measures and/or comparison with a control group) the effects upon student outcomes when an intervention involved the use of a GCA. The search identified 15 articles examining the effects of GCA on student outcomes that met the criteria for inclusion. The weight of evidence provided by the included studies identified an association between a GCA and the outcomes of declarative knowledge, support during game play and affective outcomes of perceived competence, interest/enjoyment and effort/importance. Development of technical skill, procedural knowledge and game play skills of decision making and skill execution are not supported by the level of evidence currently provided. Intervention volume appears to have a large effect on the development of game based decision making and skill execution, with a positive association between these outcomes and use of GCA interventions greater than eight hours in volume. More longitudinal and intervention research examining the use of a GCA and potential psychological, physiological and behavioral outcomes in children and adolescents is recommended.

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Erika Rees-Punia, Alicia Holloway, David Knauft, and Michael D. Schmidt

correlates of physical activity among children. 13 Beyond physical health, school gardening has also been associated with several behavioral and cognitive outcomes that may appeal to educators. For example, students involved with school gardening have experienced an increase in academic engagement

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Stuart A. McErlain-Naylor

Staff–student partnership has beneficial effects on many factors related to teaching and learning. These include employability skills and attributes, a deepened understanding of and contribution to the academic community, and raising the profile of research in teaching and learning. 1 , 2

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Michael Odio and Shannon Kerwin

The senior internship is a critical developmental experience for sport management students transitioning into their careers. Despite the internship’s role as a career development tool, previous research has suggested that the experience may deter students from continuing to pursue a career in the sports industry (Cunningham, Sagas, Dixon, Turner, & Kent, 2005). The present study uses decision-making theory and a longitudinal approach to improve on previous efforts to examine changes in students’ affective commitment to the vocation and intent to pursue a career in the vocation as a result of the internship experience. Results of the structural model show that challenge, supervisor support, and role conflict significantly influence students’ career decision making.

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Erika M. Pliner, April A. Dukes, Kurt E. Beschorner, and Arash Mahboobin

in pursuing a STEM degree. 5 , 6 The pipeline ignores student engagement, which can be modeled as the product of student motivation and active learning experiences. 7 Previous research has demonstrated success in engaging a diverse group of students in the STEM fields through student engagement

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Cathal Óg O’Sullivan, Melissa Parker, Tom Comyns, and Annmarie Ralph

teach developmentally appropriate activities ( Barnett et al., 2016 ; Logan, Robinson, Wilson, & Lucas, 2012 ). Theoretical Framework Students often struggle to engage and connect with detached pedagogies that fail to identify with their lived experiences of physical culture ( Enright & O

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Panos Constantinides and Stephen Silverman

; Robinson, 1990 ; Solmon & Lee, 1996 ). Research on Student Attitude Research suggests that students with different skill levels have different experiences in school physical education ( Manson, 2003 ; Silverman, 2005 ; Silverman & Subramaniam, 1999 ; Solmon & Lee, 1996 ). A low skilled student often

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Eve Bernstein

The Committee on Sports Medicine and Fitness (COSMF) and the Committee on School Health (COSH; 2000 ) suggested that physical education classes play an important role in introducing and promoting physical activity to youth and adolescents. This introduction may be the first time that students are

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Christopher R. Barnhill, W. Andrew Czekanski, and Adam G. Pfleegor

But this is not about us, the professoriate, but rather about our students, the future sport managers whose minds we hold in the lectures we deliver, the textbooks and articles we write, and the everyday conversations we have in our classrooms, offices, and hallways. Our students currently face a

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Sharon R. Phillips, Risto Marttinen, Kevin Mercier, and Anne Gibbone

Although students in middle school have access to physical education (PE), access to physical activity opportunities is often limited when compared with opportunities for high school students ( Yecke, 2005 ). It has been widely suggested that student attitudes toward PE may influence future