Peer Reviewed Articles
Braga, L. & Zuest, G. (2019). Insights on the recruitment of international students for graduate programs in in kinesiology-related departments. International Journal of Kinesiology in Higher Education
Braga, L., Taliaferro, A., & Blagrave, J. (2018). Inclusion in the 21st century: Considerations for teacher and coach preparation. Journal of Physical Education, Recreation, and Dance, 89(6), 42-49.
Braga, L. & Elliott, T. (2018). Culturally and Geographically Relevant Content in Secondary Physical Education. Journal of Physical Education, Recreation, and Dance, 89 (4), 20-26.
Cho, K., Jones, E.M., Lilly, C., Bulger, S.M., Braga, L., & Elliott, E. (2017). Relationship between adolescent adherence to individual 5-2-1-0 guidelines for obesity prevention and number of PACER laps. Journal of School Health, 87(10), 769-775.
Braga, L., Jones, E., Bulger, S., &Elliott, E. (2017). Empowering teachers to implement innovative content in physical education through continuous professional development. Teacher Development, 21 (2), 288-306.
Braga, L. & Liversedge, P. (2017). Challenges and facilitators associated with the implementation of a sport education season: The voices of teacher candidates. The Physical Educator, 74(1), 19-40.
Bulger, S., Braga, L., DiGiacinto, K., & Jones, E. (2016). Student recruitment and retention efforts in PETE: Cloudy skies or silver linings. Journal of Physical Education, Recreation, and Dance, 87(8), 34-41.
Lilly, C.L., Braga, L.C., Jones, E., Bulger, S., Cho, K., & Elliott, E. (2016). Planned missing design in a school-based physical activity intervention for early adolescence. American Journal of Sports Science and Medicine, 4(4), 83-93. doi: 10.12691/ajssm-4-4-1
Braga, L., Elliott, E., Jones, E., & Bulger, S. (2015). Middle school students’ perceptions of culturally and geographically relevant content in physical education. International Journal of Kinesiology and Sports Sciences, 3(4), 62-73.
Braga, L., Tracy, J.F., & Taliaferro, A.R. (2015). Physical activity programs in higher education: Modifying net/wall games to include individuals with disabilities. Journal of Physical Education Recreation and Dance, 86 (1), 16-22.
Braga, L. & Jones, E. (2013). Preparing teacher candidates for preschool physical education. The Field Experiences Journal, 11(2), 1-12.
Braga, L. & Alves, M.P. (2000). Caffeine as an ergogenic aid for endurance exercises. Revista Brasileira de Ciências e Movimento, 8(3), 33-37.
Braga, L., Taliaferro, A., & Blagrave, J. (2018). Inclusion in the 21st century: Considerations for teacher and coach preparation. Journal of Physical Education, Recreation, and Dance, 89(6), 42-49.
Braga, L. & Elliott, T. (2018). Culturally and Geographically Relevant Content in Secondary Physical Education. Journal of Physical Education, Recreation, and Dance, 89 (4), 20-26.
Cho, K., Jones, E.M., Lilly, C., Bulger, S.M., Braga, L., & Elliott, E. (2017). Relationship between adolescent adherence to individual 5-2-1-0 guidelines for obesity prevention and number of PACER laps. Journal of School Health, 87(10), 769-775.
Braga, L., Jones, E., Bulger, S., &Elliott, E. (2017). Empowering teachers to implement innovative content in physical education through continuous professional development. Teacher Development, 21 (2), 288-306.
Braga, L. & Liversedge, P. (2017). Challenges and facilitators associated with the implementation of a sport education season: The voices of teacher candidates. The Physical Educator, 74(1), 19-40.
Bulger, S., Braga, L., DiGiacinto, K., & Jones, E. (2016). Student recruitment and retention efforts in PETE: Cloudy skies or silver linings. Journal of Physical Education, Recreation, and Dance, 87(8), 34-41.
Lilly, C.L., Braga, L.C., Jones, E., Bulger, S., Cho, K., & Elliott, E. (2016). Planned missing design in a school-based physical activity intervention for early adolescence. American Journal of Sports Science and Medicine, 4(4), 83-93. doi: 10.12691/ajssm-4-4-1
Braga, L., Elliott, E., Jones, E., & Bulger, S. (2015). Middle school students’ perceptions of culturally and geographically relevant content in physical education. International Journal of Kinesiology and Sports Sciences, 3(4), 62-73.
Braga, L., Tracy, J.F., & Taliaferro, A.R. (2015). Physical activity programs in higher education: Modifying net/wall games to include individuals with disabilities. Journal of Physical Education Recreation and Dance, 86 (1), 16-22.
Braga, L. & Jones, E. (2013). Preparing teacher candidates for preschool physical education. The Field Experiences Journal, 11(2), 1-12.
Braga, L. & Alves, M.P. (2000). Caffeine as an ergogenic aid for endurance exercises. Revista Brasileira de Ciências e Movimento, 8(3), 33-37.
Editorials
Braga, L. (2019). Am I able? Is it worth it? Unlocking children's predispositions to be physically active. Strategies, 32(2), 45-48.
Liversedge, P. & Braga, L. (2018). Managing transitions and setup. Strategies, 31(5), 42-44
Curtis, H. & Braga, L. (2018). Slacklining in physical education: A nontraditional approach to balancing children’s body and mind. Strategies, 31(2), 54-56.
Liversedge, P. & Braga, L. (2018). Managing transitions and setup. Strategies, 31(5), 42-44
Curtis, H. & Braga, L. (2018). Slacklining in physical education: A nontraditional approach to balancing children’s body and mind. Strategies, 31(2), 54-56.
