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Joanne Perry, Ashley Hansen, Michael Ross, Taylor Montgomery and Jeremiah Weinstock

applications includes physiological feedback mechanisms (i.e., biofeedback, neurofeedback). Heart rate variability (HRV) is a biofeedback measurement that has received increasing attention, largely due to improvements in availability and portability of technology ( Bar-Eli, 2002 ; Beauchamp, Harvey

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Yolanda Barrado-Martín, Michelle Heward, Remco Polman and Samuel R. Nyman

-ACE scores it was revealed that three participants included in this phase of the study were in fact ineligible (scores between 10 and 15), which was reported to the sponsor. Nevertheless, all of the participants were able to take part in the classes and provide feedback and no one was put at risk from

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Pawel R. Golyski, Elizabeth M. Bell, Elizabeth M. Husson, Erik J. Wolf and Brad D. Hendershot

focused on gait modification has been used to control or alter mechanical loads during ambulation and ultimately minimize the risk for longer-term complications. Existing implementation of such strategies, particularly those involving (bio)feedback, is commonly based on discrete parameters (ie, peak of a

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Desmond McEwan, Bruno D. Zumbo, Mark A. Eys and Mark R. Beauchamp

similar to backing up behaviors but focuses on the verbal feedback that teammates provide to each other following task performance (e.g., an experienced veteran player providing helpful advice to a more inexperienced player, an injured player observing team competitions and making suggestions to

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Dean Dudley, Nathan Weaver and John Cairney

the increased amount of PA, the following lesson elements were utilized to restructure the regular PE lessons: dynamic roll call, warm-up, skill instruction and demonstration, 1-min energizer, technique-based game, reflection, modified game, warm-down, and feedback (see Supplemental Material A

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Allyson Brothers and Manfred Diehl

feasibility of the program, as measured by attendance and completion rates as well as anonymous participant feedback. Second, we examined the changes in the key outcome variables throughout the program at three measurement occasions: Pretest, posttest, and delayed posttest. Specifically, we tested for change

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Margarita D. Tsiros, Emily J. Ward, Sophie Lefmann and Susan Hillier

feedback, although formal feedback is needed to examine how this program specifically contributed to overall clinical competency in pediatrics. The PIPS was designed as an outreach program, conducted in the preschool setting. By doing so, we hoped to make the program more accessible, while also enabling

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Edward Hebert

model is a person shown engaging in the skill learning process, practicing the task, making errors, receiving feedback, and improving ( Hebert & Landin, 1994 ; McCullagh & Caird, 1990 ). Adams ( 1986 ) initiated the contemporary learning model literature in an experiment wherein models practiced a task

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Richard A. Sille, Martin J. Turner and Martin R. Eubank

clients often like to have a summary report to review. In this case, Tom accepted my offer to provide something tangible. Based on qualitative feedback received during and after the sessions, from both Tom and his father, I was confident the intervention would help Tom perform more consistently and

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Kirk F. Grand, Marcos Daou, Keith R. Lohse and Matthew W. Miller

The present study investigated whether motivation and augmented feedback processing explain the effect of an incidental choice on motor learning, and examined whether motivation and feedback processing generally predict learning. Accordingly, participants were assigned to one of two groups, choice or yoked, then asked to practice a nondominant arm beanbag toss. The choice group was allowed to choose the color of the beanbag with which they made the toss, whereas the yoked group was not. Motor learning was determined by delayed-posttest accuracy and precision. Motivation and augmented feedback processing were indexed via the Intrinsic Motivation Inventory and electroencephalography, respectively. We predicted the choice group would exhibit greater motor learning, motivation, and augmented feedback processing, and that the latter two variables would predict learning. Results showed that an incidental choice failed to enhance motor learning, motivation, or augmented feedback processing. In addition, neither motivation nor augmented feedback processing predicted motor learning. However, motivation and augmented feedback processing were correlated, with both factors predicting changes in practice performance. Thus, results suggest the effect of incidental choices on motor learning may be tenuous, and indicate motivation and augmented feedback processing may be more closely linked to changes in practice performance than motor learning.