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Barnett, L., Dudley, D. Telford, R., Lubans, D., Bryant, A., and Roberts, W. (2019) Guidelines for the Selection of Physical Literacy Measures in Physical Education in Australia, Journal of Teaching in Physical Education 38 (2).
Keegan, R., Barnett, L., Dudley, D., Telford, R., Lubans, D., Bryant, A., Roberts, W., Morgan, P., Schranz, N., Weissensteiner, J., Vella, S., Salmon, J., Ziviani, J., Okely, A., Wainwright, N., and Evans, J. (2019) Defining Physical Literacy for Application in Australia: A Modified Delphi Method, Journal of Teaching in Physical Education, 38 (2).
Newcombe, D. and Roberts, W. (2019) The effectiveness of constraint-led training on skill development in interceptive sports: A systematic review (Clark, McEwan and Christie) – A Commentary, International Journal of Sports Science and Coaching, 14 (2).
Renshaw, I., Davids, K., Newcombe, D., and Roberts, W.M. (2019) The Constraints-Led Approach Principles for Sports Coaching and Practice Design. London: Routledge.
Renshaw, I., Davids, K., Araujo, D., Lucas, A., Roberts, W.M., Newcombe, D., and Franks, B. (2019) Evaluating weaknesses of “perceptual-cognitive training” and “brain training” methods in sport: an ecological dynamics critique, Frontiers in Psychology, DOI:10.3389/fpsyg.2018.02468.
Roberts, W. (2019) Application of a Constraints-Led approach to Pedagogy in Schools: Embarking on a journey to nurture Physical Literacy in Primary Physical Education, Physical Education and Sport Pedagogy, 24 (2).
Barnett, L., Dudley, D., Telford, R., Lubans, D., Bryant, A., Roberts, W., Morgan, P., Schranz, N., Weissensteiner, J., Vella, S., Salmon, J., Ziviani, J., Okely, A., Wainwright, N., Roberts, J., and Keegan, R., (2018) Paper 5: How can we assess physical literacy?, Journal of Science and Medicine in Sport, 21
Fiander, M. F., Jones, I. J., & Parker, J. K. (2018). An exploration of game-strategy efficacy beliefs in UK youth sport coaches. Sport and Exercise Psychology Review, 14(1), 33-46.
Green, N., Roberts, W., Sheehan, D., and Keegan, R. (2018) Charting physical literacy journeys within physical education settings, Journal of Teaching in Physical Education, 37 (3), 272-279.
Phelan, S.and Griffiths, M. (2018) Reconceptualising professional learning through knowing-in-practice: a case study of a coaches high performance centre, Sports Coaching Review, DOI: 10.1080/21640629.2018.1424405.
Roberts, W.,Newcombe, D., and Davids, K. (2018) Application of a constraints-led approach to pedagogy in schools: embarking on a journey to nurture physical literacy in primary physical education, Physical Education and Sport Pedagogy, DOI: 10.1080/17408989.2018.1552675.
Roberts, W., Longhurst, S., Franks, B., Taylor, N., and Bush, A. (2017) Chaordic learning systems: reconceptualising pedagogy for the digital age, The Higher Education Journal of Learning and Teaching, 1 (1).
Stone, K.J., Hughes, M.G., Stembridge, M.R., Meyers, R.W., Newcombe, D., and Oliver, J. (2016). The influence of playing surface on physiological and performance responses during and after soccer simulation, European Journal of Sport Science, 16 (1): pp. 42-49.
Roberts, W., Newcombe, D., and Longhurst, S. (2014). BOING: Assessing the impact of physical literacy on enjoyment in young people. BOING: Project Evaluation.
Fiander, M. F., Jones, I. J., & Parker, J. K. (2013). Coaches’ perceptions of the use of chronological and biological age in the identification and development of talented athletes. Athletic Insight, 5(2), 181-196.
Hughes M.G., Birdsey, L., Meyers, R., Newcombe, D., Oliver, J., Smith, P., Stembridge, M., Stone, K., and Kerwin, D. (2013). Effects of playing surface on physiological responses and performance variables in a controlled football simulation. Journal of Sport Sciences. 31 (8): pp. 878-886.