B. Tassignon et al., “An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential Learning as an Enhanced Motor Learning Method,”10.3389/fpsyg.2021.533033__Frontiers in Psychology, vol. 12, 2021, doi:10.3389/fpsyg.2021.533033 .

C. Mouton, A. Gokeler, A. Urhausen, C. Nührenbörger, and R. Seil, “High Incidence of Anterior Cruciate Ligament Injuries Within the First 2 Months of the Season in Amateur Team Ball Sports,”10.1177/19417381211014140__Sports Health: A Multidisciplinary Approach, vol. 14, no. 2, pp. 183–187, 2021, doi:10.1177/19417381211014140 .

A. J. Rambaud et al., “The modifying factors that help improve anterior cruciate ligament reconstruction rehabilitation: A narrative review,”10.1016/j.rehab.2021.101601__Annals of Physical and Rehabilitation Medicine, vol. 65, no. 4, Art. no. 101601, 2021, doi:10.1016/j.rehab.2021.101601 .

R. Bolt, P. Heuvelmans, A. Benjaminse, M. A. Robinson, and A. Gokeler, “An ecological dynamics approach to ACL injury risk research: a current opinion,”10.1080/14763141.2021.1960419__Sports Biomechanics, pp. 1–14, 2021, doi:10.1080/14763141.2021.1960419 .

D. Büchel, T. Lehmann, S. Ullrich, J. Cockcroft, Q. Louw, and J. Baumeister, “Stance leg and surface stability modulate cortical activity during human single leg stance,” Experimental Brain Research, vol. 239, no. 1193–1202, 2021.

J. Gorges, K. Kurz, P. Neumann, F. Hesse, B. Lütje-Klose, and E. Wild, “Der Fisch neben mir – der Einfluss von Individualisierung im Unterricht, sozialer und individueller Vergleiche auf das Fähigkeitsselbstkonzept von Fünftklässler*innen in inklusiven Schulen,” Zeitschrift für Erziehungswissenschaft.

P. Neumann and B. Lütje-Klose, “Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany,” in International Perspectives on Inclusive Education, vol. 17, S. Semon, D. Lane, and P. Jones, Eds. Bingley: Emerald Publishing Limited, 2021, pp. 55–69.

N. Korff and P. Neumann, “Unterricht und Inklusion,” in Handbuch Schulforschung, 3. überarb. u. aktual., T. Hascher, T.-S. Idel, and W. Helsper, Eds. Wiesbaden: Springer VS, 2021.

J. Gorges, J. Goldan, P. Neumann, and B. Lütje-Klose, “Multiprofessionelle Kooperation an inklusiven Schulen: Erkenntnisse zur Motivation von Lehrkräften,” in Inklusion, C. Mähler and M. Hasselhorn, Eds. 2021, pp. 29–46.

J. Hartmann, M. Pelster, and S. Sievers, Can the market identify prosperous activist engagements? Evidence from announcement and long-term buy-and-hold returns. TAF Working Paper No. 66/January 2022, 2021.