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Susan G. Zieff and Claudia M. Guedes

interventions. Barriers that limit PA among older adults include caregiving duties, health problems, and environmental factors, such as neighborhood conditions ( King et al., 2000 ; Miller & Brown, 2017 ). Technologies that allow users to measure and monitor PA are becoming increasingly popular. Physical

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Brad Thatcher, Georgi Ivanov, Mihaly Szerovay, and Graham Mills

Virtual reality (VR) is an emerging learning technology and the heir to more conventional video learning methods used in contemporary society ( Akbaş et al., 2019 ; Vignais, Kulpa, Brault, Presse, & Bideau, 2015 ). VR creates an artificial, immersive, and responsive environment, providing a user

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James D. Wyant, Emily M. Jones, and Sean M. Bulger

In recent years increased attention has been placed on physical education teachers’ use of technology. To date little research has been disseminated regarding the strategies physical education teacher education (PETE) programs are employing to prepare preservice teacher’s to use technology. The purpose of this study was to examine the influence a technology course had on advancing change in preservice teachers. A mixed methods process involving qualitative and quantitative data collection was employed. Participants included 12 preservice teachers enrolled at a mid-Atlantic university. Data analysis revealed four dominant themes emerged from participant data: (1) Increased Technological and Technological Pedagogical Knowledge; (2) Persistent First- and Second-Order Barriers to Technology Use; (3) Necessity of Experiential and Hands-on Learning; and (4) Variation in Warrant for Technology Use. Findings illustrate strengths and limitations of a technology course in a preservice PETE program as well as its potential benefits and impediments to manifesting teacher change.

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Michael L. Naraine

the underlying technology. Specifically, conceptualizing blockchain technology and understanding its impact on the sport industry has not yet occurred. This omission can also be explained on two fronts. First, sport organizations tend to maintain an inert state and often resist technological changes

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Joseph Hamill, Kathleen M. Knutzen, and Timothy R. Derrick

opportunities. The greatest change in biomechanics in the last few decades has been the development of new technologies that are now used in research. Quantification of various aspects of a biological system is a primary goal of biomechanics, and advancing technology has provided the impetus to biomechanics as

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Ciarán P. Friel and Carol Ewing Garber

the relationship between motivational profiles and PA, none have looked at PAM users, a highly relevant population based on the broad adoption of this technology and the questions over its potential influence on users’ behaviors. Using prior SDT research as a guide, the ideal effect of PAM use would

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Stephen Harvey and Brendon Hyndman

The advent of Web 2.0 technologies such as social media applications (i.e., Twitter, Facebook, Voxer, Instagram, Snapchat) has fundamentally changed the ways in which individuals engage and interact with the world across multiple sectors (i.e., education, sport, journalism) and contexts (i

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Ted Hayduk III

The sports business landscape is in the midst of a dramatic shift toward data-driven decision making via the implementation of new business intelligence (BI) technologies ( Potts & Ratten, 2016 ; Wolfe et al., 2005 ). BI technologies are digital systems that enhance an organization’s ability to

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Kalli A. Reynolds, Emma Haycraft, and Carolyn R. Plateau

been evidenced in the use of social media platforms and fitness tracking technology, such as physical fitness watches and exercise-related mobile applications. 26 , 27 Adolescents often favor fitness tracking technology that allows them to share their physical fitness and body-related progress with

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Nate McCaughtry, Kimberly L. Oliver, Suzanna Rocco Dillon, and Jeffrey J. Martin

We used cognitive developmental theory to examine teachers’ perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they anticipated that pedometers would motivate primarily higher skilled students, but found that lesser skilled students connected with them more. Third, they moved from thinking they could use pedometers to teach almost any content to explaining four areas of content that pedometers are best suited to assist in teaching. Last, they shifted from seeing pedometers as potential accountability tools for student learning and their teaching to identifying key limitations to using pedometers for assessment. Our discussion centers on connecting these findings to teacher learning and professional development, and on the implications for teacher educators and professional development specialists advocating pedometers in physical education.