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Mark R. Lyberger

Good education is inseparable from value-oriented education ( Peter & Kansel, 2018 ). Holistic, value-centric education promotes a thought-provoking and interactive environment that facilitates learning ( Iyer, 2013 ). Although we do not know exactly what motivates student learning, we do know that

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Cesar R. Torres

value found in committing to athletic excellence or, using the terminology of the 2019 National Academy of Kinesiology’s annual conference, in pursuing optimal athletic performance. I will introduce six kinds of value found in this commitment and pursuit. While these values can be conceptualized

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Margaret E. Whitehead, Elizabeth J. Durden-Myers and Niek Pot

Health and Physical Educators America, 2016 ). The International Physical Literacy Association ( 2017 ) describes physical literacy as “the motivation, confidence, physical competence, knowledge, and understanding, to value and take responsibility for engagement in physical activities for life.” Despite

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Matthew Jenkins, Elaine A. Hargreaves and Ken Hodge

being, and to change or persist in behavior when doing so serves valued ends” ( Hayes, Luoma, Bond, Masuda, & Lillis, 2006 , p. 7). It is a multifaceted construct, consisting of six processes: contact with the present moment, acceptance, cognitive defusion, self-as-context, value clarification, and

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Weimo Zhu and Ang Chen

One of the most important legacies and contributions that Catherine D. Ennis made is her line of research on physical education teachers’ value orientations. This specific research line and associated scholarship stemmed from developing the well-known Value Orientation Inventory (VOI; Chen, Ennis

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David Atkin, Leo W. Jeffres, Jae-Won Lee and Kimberly A. Neuendorf

The current study examined relationships between sports consumption, values, and media use. In particular, the authors considered relationships between athletic or physical values, perceptions of their portrayal in the entertainment media, sports media use, athletic behaviors (attending events, playing sports), and general media use. A probability survey in a major metropolitan area revealed that sports fandom is related to the importance of being healthy, athletic, and physically fit. These findings suggest that the “passive” leisure allocations commonly ascribed to sports viewing do not displace “active” leisure in the form of actual attendance at sporting events and programs. With regard to sports competition generally, then, the authors see little support for Putnam’s (1995, 2001) metaphor of “bowling alone” (or media-induced malaise) among our sports fans.

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Laura Prior and Matthew Curtner-Smith

, however, teachers have considerable leeway as to how they interpret or “read” these documents, what they deliver in their name ( Behets & Vergauwen, 2004 ), and which curricular models they select. This interpretation and reading is heavily influenced by individual and collective beliefs about and value

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Matthew D. Curtner-Smith, Deborah. S. Baxter and Leah K. May

In the first paper in this special issue of Kinesiology Review ( Zhu & Chen, 2018 ), readers would have learned about the three versions of the Value Orientation Inventory (VOI; Chen, Ennis, & Loftus, 1997 ; Ennis & Chen, 1993 ; Ennis & Hooper, 1988 ) that Catherine Ennis and her colleagues

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Elroy J. Aguiar, John M. Schuna Jr., Tiago V. Barreira, Emily F. Mire, Stephanie T. Broyles, Peter T. Katzmarzyk, William D. Johnson and Catrine Tudor-Locke

, and the general public. Previous studies have reported normative (reference) values for steps per day in children ( Barreira et al., 2015 ), adults ( Tudor-Locke, Johnson, & Katzmarzyk, 2009 ), and older adults ( Tudor-Locke et al., 2013 ) using the National Health and Nutrition Examination Survey

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Tobias Lundgren, Gustaf Reinebo, Markus Näslund and Thomas Parling

Due to advances in behavioral research during the last decades, the “third wave” or “third generation” of cognitive and behavioral therapies emerged in clinical psychology. The third wave puts emphasis on acceptance, mindfulness, attention and values as possible processes of behavioral change