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Brad Thatcher, Georgi Ivanov, Mihaly Szerovay, and Graham Mills

Virtual reality (VR) is an emerging learning technology and the heir to more conventional video learning methods used in contemporary society ( Akbaş et al., 2019 ; Vignais, Kulpa, Brault, Presse, & Bideau, 2015 ). VR creates an artificial, immersive, and responsive environment, providing a user

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Laurel Whalen, Jeanne Barcelona, Erin Centeio, and Nathan McCaughtry

a virtual learning format; however, this effort was fraught with challenges for teachers who largely lacked the resources, at-home technology, and pedagogical training necessary for such an undertaking. Previous research of planned, gradual shifts to online education illustrates the challenges and

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Collin A. Webster, Jongho Moon, Hayes Bennett, and Stephen Griffin

experiences. However, due to numerous issues related to COVID-19 (e.g., more stringent school district policies, afterschool program closings) and the novel aspects of the course (e.g., online delivery, virtual teaching), the decision was made to circumscribe field experiences to only the PE and family and

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John Stoszkowski and Dave Collins

A reflective approach to practice is consistently espoused as a key tool for understanding and enhancing coach learning and raising the vocational standards of coaches. As such, there is a clear need for practical tools and processes that might facilitate the development and measurement of “appropriate” reflective skills. The aim of this preliminary study was to explore the use of online blogs as a tool to support refection and community of practice in a cohort of undergraduate sports coaching students. Twenty-six students (6 females, 20 males) reflected on their coaching practice via blogs created specifically for refection. Blogs were subjected to category and content analysis to identify the focus of entries and to determine both the emergent reflective quality of posts and the extent to which an online community of practice emerged. Findings revealed that descriptive refection exceeded that of a critical nature, however, bloggers exhibited a positive trajectory toward higher order thinking and blogs were an effective platform for supporting tutor-student interaction. Despite the peer discourse features of blogs, collaborative refection was conspicuous by its absence and an online community of practice did not emerge.

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Marco J. Konings, Jordan Parkinson, Inge Zijdewind, and Florentina J. Hettinga

to athletes in competitive sports. 5 Indeed, the presence of a virtual opponent has been shown to improve cycling performance, 6 – 8 and the pacing behavior of the virtual opponent has been shown to affect the initial pace of cyclists in laboratory-controlled conditions. 7 The performance

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Alba Reguant-Closa, Margaret M. Harris, Tim G. Lohman, and Nanna L. Meyer

and macronutrients to body mass (BM), weight categories were defined by gender (60 kg females [f] and 75 kg males [m]). Each sport dietitian created 18 plates. To avoid food waste, half of the plates were created “virtually” on paper, whereas the other half were created with food. For the virtual

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Erin Centeio, Kevin Mercier, Alex Garn, Heather Erwin, Risto Marttinen, and John Foley

ways and included content like engaging and inspiring videos, custom videos for their own PE classes, challenge activities, and resources from peers and companies (including OPENPhysEd which provided content and ran a virtual field day). One teacher mentioned, “Finding activities for every age level to

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Marco J. Konings and Florentina J. Hettinga

highlighted recently as crucial in the context of pacing. 1 , 15 , 16 In this respect, previous research demonstrated that an external stimulus, for example an opponent, could also impact upon pacing behavior and performance, whereas internal stimuli remain unchanged. The presence of a (virtual) opponent has

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Gunnar Treff, Kay Winkert, Katja Machus, and Jürgen M. Steinacker

based on the criteria that would normally cause TERM auto , when activated. The virtual test duration at TERM auto was compared with the actual test duration after TERM exhaust . Metabolic Analysis Gas exchange and ventilation were measured with a Metamax 3x (Cortex Biophysics, Leipzig, Germany) to