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Ryan Charles Luke and Jaye K. Luke

At many institutions introductory exercise physiology courses are required for all kinesiology students. The laboratory portion of these courses usually involves development of knowledge, skills, and abilities (KSAs) connected with content presented in lecture. Due to scalability issues, the Kinesiology Department at California State University Monterey Bay cannot offer traditional laboratory experiences. Therefore, online and hybrid laboratory experiences were created to provide similar opportunities for students, address scalability issues, and enhance student engagement and learning. Creation of these carefully crafted laboratory experiences allowed instructors to (a) highlight and explain key foundational principles, (b) provide experiences involving practical application of material presented in lecture, and (c) present students with additional learning experiences while maintaining high learner expectations. The following article outlines the process used to create these virtual laboratory experiences for students in an undergraduate introductory exercise physiology course.

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Michael Gay and Semyon Slobounov

dysfunction (structural data) in the brain after trauma. Advances in modalities such as functional neuroimaging, quantitative electroencephalography, and virtual reality–based cognitive testing combined with current clinical batteries of exams such as neuropsychological testing, oculomotor examination, and

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Chad M. Killian, Christopher J. Kinder, and Amelia Mays Woods

learning experiences ( Berge & Clark, 2005 ). In addition to online virtual schools and proprietary online courses for credit, there are a variety of ways schools and teachers can leverage the Internet to provide online-based learning opportunities for students. For example, popular online learning

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Student Experiences in Collegiate Physical Activity Courses Jared Russell * Danielle Wadsworth * Peter Hastie * Mary Rudisill * 11 2014 3 4 247 252 10.1123/kr.2014-0066 Providing Virtual Laboratory Sessions in an Undergraduate Exercise Physiology Course Ryan Charles Luke * Jaye K. Luke * 11

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Alan L. Smith, Karl Erickson, and Leapetswe Malete

contemporary safety hazards that will be anticipated and mitigated by future advancements in artificial intelligence. Virtual reality and wearable technologies may become enhanced in ways that not only provide movement and other data that supplement sport and activity experiences but also offer hedonic and

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Bradley D. Hatfield, Calvin M. Lu, and Jo B. Zimmerman

accelerated learning, virtual-immersion practice settings, neurofeedback, resilience to stress, sport management organizations that promote athlete development, team dynamics, trust, cognitive load, and assistive robotics and human-machine interfacing, as well as rehabilitation optimization. We covered a rich

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Sandra J. Shultz and Randy J. Schmitz

sporting environment ( Grooms et al., 2018 ). Given that neuromuscular training programs may benefit from the addition of ecologically valid environments to help transfer clinical gains to the sporting environment, virtual-reality and augmented-reality technologies might be of benefit ( Shultz et al., 2019

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A. Mark Williams and Bradley Fawver

spatial navigation in real-world contexts (see Figure  1 ). Advances in virtual reality and simulation technology should provide increased opportunities to develop paradigms where the exteroceptive and interoceptive demands of spatial navigation may be reproduced under controlled and reproducible

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James Stephens and Susan Hillier

work of Paolucci et al. ( 2017 ) in addressing CLBP. He conducted an RCT study with 30 participants, comparing the FM with back school but modifying each slightly. The FM was combined with Virtual Reality Bones, which included skeletal models and density imagery, avatars, vestibular-system description

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Daniela Corbetta, Rebecca F. Wiener, Sabrina L. Thurman, and Emalie McMahon

behavior of 50 infants aged between 2½ and 6½ months of age in conditions aimed at controlling the hand visibility during the reach. When a mirror was in place, infants could only see a virtual image of the object; the sight of their hands was occluded. When the mirror was replaced by a transparent plate