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An Education for Life: The Process of Learning the Alexander Technique

Charlotte Woods, Lesley Glover, and Julia Woodman

indirectly bring about and maintain through his thinking (termed directing) more appropriate muscle tone and balance throughout his whole self. Today we consider directing a type of thinking characterized by embodied attention and awareness, thinking that is largely spatial in nature. Research in sport

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“It’s Absolutely Essential”: Sport and Performance Psychology Practitioners’ Perspectives on Training, Use, and Importance of Debriefing in Applied Work

Stefanee Maurice, Megan Byrd, Holt Crawford, Kaytlyn Johnson, Joy He, and Carolena Charalambous

to reflect on success and failure and process their experiences. This demonstrates that debriefing is a process that involves the whole self and allows a client to create change ( Neil et al., 2013 ). A few models have been presented for SPP practitioners’ use of debriefing with athletes or

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The Experiential Nature of Coach Education Within a Positive Youth Development Perspective: Implications for Practice and Research

Tarkington J. Newman, Fernando Santos, António Cardoso, and Paulo Pereira

—grounded in the work of John Dewey, Kurt Hahn, and Kurt Lewin—experiential learning differs from other learning theories (e.g., cognitive, behavioral, and social). Similar to PYD perspective, experiential learning offers a holistic understanding of learning that accounts for one’s whole self (i

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Development, Gender and Sport: Theorizing a Feminist Practice of the Capabilities Approach in Sport for Development

Sarah Zipp, Tavis Smith, and Simon Darnell

can influence an outcome in her life through her own effort ( Coalter & Taylor, 2010 ). Self-efficacy is distinct from its cousin, self-esteem in a very specific way. Although self-esteem refers to one’s perceived worth or value as a whole, self-efficacy narrows in on the specific belief in one

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Implementation and Evaluation of Mock Trial Within Undergraduate Sport Law Curriculum

Makena R. Lynch, Leeann M. Lower-Hoppe, Shea M. Brgoch, James O. Evans, Richard L. Bailey, Mark Beattie, Moetiz Samad, and Ashley Ryder

) emphasized the “participatory” nature of experiential learning and the importance of the classroom as an “active and immersive learning environment” (p. 732). Andresen et al. ( 2000 ) described experiential learning through the educator’s perspective: (a) involvement of students’ whole self, (b

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Developing the Triad of Knowledge in Coaching: Think Aloud as a Reflective Tool Within a Category 1 Football Academy

Laura Swettenham and Amy E. Whitehead

( Irwin, Hanton, & Kerwin, 2004 ). Within-sport, reflective practice has been defined as a purposeful and complex process that facilitates the examination of experience by questioning the whole self and our agency within the context of practice. This examination transforms experience into learning, which

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Fostering Psychosocial Characteristics Within an English Soccer Academy

Tom O. Mitchell, Ian H.J. Cowburn, David Piggott, Martin A. Littlewood, Tony Cook, and Kevin Till

coaches seeking to incorporate psychosocial development into their programs. The process of reflective practice defined as “A purposeful and complex process that facilitates the examination of experience by questioning the whole self and our agency within the context of practice. This examination

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One Case, Four Approaches: The Application of Psychotherapeutic Approaches in Sport Psychology

Martin J. Turner, Gillian Aspin, Faye F. Didymus, Rory Mack, Peter Olusoga, Andrew G. Wood, and Richard Bennett

(little i), but rating her whole self is not possible because humans are too complex (Big I). I also use case examples from the real world to demonstrate the fallibility of global self-rating. For example, I reason that all athletes are capable of success and failure, but no athlete can be rated as a

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The Coach–Parent Relationship and Athlete Development in Elite Youth Hockey: Lessons Learned for Conflict Management

Cassidy Preston, Veronica Allan, Lauren Wolman, and Jessica Fraser-Thomas

process that facilitates the examination of experience by questioning the whole self and agency within the context of practice. This examination transforms experience into learning, which helps us to access, make sense of and develop our knowledge-in-action in order to better understand and/or improve

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Self-Compassion in the Stress Process in Women Athletes

Amber D. Mosewich, Catherine M. Sabiston, Kent C. Kowalski, Patrick Gaudreau, and Peter R.E. Crocker

resulted in better coping efficacy and less perceived stress ( Sirois, Molnar, & Hirsch, 2015 ). Taken as a whole, self-compassion appears to be associated with appraisal processes, but again, the relations in the sport context are unknown. Self-compassion may also have direct connections to stress