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Anna-Eva Prick, Jacomine de Lange, Erik Scherder, Jos Twisk and Anne Margriet Pot

The objective was to evaluate the effects of a multicomponent dyadic intervention on the cognitive functioning of people with dementia living at home in a randomized controlled trial. People with dementia and their family caregivers (n = 111) were randomly assigned to 8 home-based sessions including physical exercise and support or a minimal intervention consisting of monthly written information bulletins and monthly phone calls. Memory, executive functioning (EF), and attention were assessed at baseline, and after 3 (postmeasurement) and 6 months (follow-up). Data were analyzed by using generalized estimating equations (GEE). A small, significant effect was found on attention. No effects were found on memory and EF. Finding only a small significant effect might be explained by the ineffectiveness of the intervention, but also by moderate treatment adherence or a lack of room for improvement because half of the people with dementia were already receiving care in a day care facility.

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Ingrid Hinojosa-Alcalde, Ana Andrés, Faye F. Didymus, Leanne Norman and Susanna Soler

contributes to turnover intentions among coaches, which is problematic for sport organizations that require a stable and committed workforce (cf. Kilo & Hassmén, 2016 ; Larner et al., 2017 ). The consequences of exposure to psychosocial risk factors, together with the specific features of sport

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Derek T. Smith, Tannah Broman, Marcus Rucker, Cecile Sende and Sarah Banner

to workforce demands, research or data advances in the profession, and graduate school expectations. It is vitally important, however, for faculty to involve advisors in curriculum discussions so that faculty can be informed of the ramifications. What may seem like a small curricular change to

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Shaina M. Dabbs, Jeffrey A. Graham and Marlene A. Dixon

Today’s workforce looks dramatically different than past decades, creating both challenges and opportunities for managing employees and for maximizing both individual and organizational performance in a complex work environment ( Vance, 2006 ). Evidence suggests that employees typically feel more

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Nefertiti A. Walker, Kwame J.A. Agyemang, Marvin Washington, Lauren C. Hindman and Jeffrey MacCharles

with their students, broadening their awareness of these issues and preparing the future leaders of the industry to work toward solutions for a more diverse and equitable workforce. Limitations and Directions for Future Research Limitations of this study begin with data collection. Clearly, previous

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Justine B. Allen and Colleen Reid

coaching workforce in Scotland, data related to coaching was extracted from the 2012 Scottish Hockey Membership survey. Members ( N  = 1,617) completed the survey which gathered demographic information and current and previous involvement in the sport (e.g., player, coach, umpire). Just less than a quarter

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Allyson C. Hartzell and Marlene A. Dixon

( Desvaux et al., 2007 ). In intercollegiate athletic departments specifically, having a proactive diversity strategy has been shown to enhance organizational outcomes beyond just having a diverse workforce ( Cunningham, 2011 ), thus justifying the adoption of inclusive policies and practices. It has also

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Alexander David Blackett, Adam B. Evans and David Piggott

, 2017 ). This subconscious embodiment of coaching dogma has been argued to create a homogenous coaching workforce on account that it restricts the advancement of coaching knowledge and skills ( Blackett et al., 2018 ; Mills & Denison, 2018 ). Indeed, when analysing the practices and development

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Chan Woong Park and Matthew D. Curtner-Smith

’s degree (PETE), master’s degree (kinesiology), and state APE credential Orientation on entering workforce Progressive teaching Progressive teaching Progressive teaching Moderate coaching Progressive teaching Moderate coaching Moderate coaching Progressive teaching Progressive teaching School culture

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Stephen Frawley, Daniel Favaloro and Nico Schulenkorf

as a way of developing their workforce rather than more formal means of leadership training. Four main themes emerged from the study via the adoption of McCall’s ( 2010 ) experience-based leadership development framework. These included the importance of experience-based opportunities for leadership