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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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–Posterior Balance Perturbation Protocol Using Lifelike Virtual Reality Environment Gustavo Sandri Heidner * Patrick M. Rider * J.C. Mizelle * Caitlin M. O’Connell * Nicholas P. Murray * Zachary J. Domire * 11 05 2020 1 08 2020 36 4 244 248 10.1123/jab.2019-0130 jab.2019-0130 COMPUTATIONAL MODELS

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Brigid M. Lynch, Andrea Ramirez Varela and Terry Boyle

. For example, the Council will provide members with the following: • Newsletters describing key concepts and methods and highlighting recent publications that have employed causal inference or quantitative bias analysis methods to address physical activity–related questions. • A virtual journal club

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Bart Roelands and Kevin De Pauw

. Artificial intelligence experts have been working on the implementation of virtual-, augmented-, and mixed-reality sessions into the microcycle planning of athletes. These strategies seemed science fiction only a few years ago but are now being used in tactical training sessions. The integration of

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Samantha J.D. Jeske, Lawrence R. Brawley and Kelly P. Arbour-Nicitopoulos

time allocated to learning with the group self-regulatory skills ( M  = 4.07 out of 5; SD  = 0.81), the virtual learning and social environment ( M  = 3.70 out of 5; SD  = 0.79), and the perceived ease of use of the videoconference platform ( M  = 4.68 out of 5, SD  = 0.42). Intervention Resources

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Mariane F.B. Bacelar, Keith R. Lohse and Matthew W. Miller

Participation System at Auburn University, and by word-of-mouth. A total of four course credits was offered in exchange for participation when applicable, in addition to 480 raffle tickets 2 to be entered into a virtual drawing for $200 USD. (A participant was indeed awarded $200 based on the raffle

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Gonzalo Varas-Diaz, Savitha Subramaniam, Larissa Delgado, Shane A. Phillips and Tanvi Bhatt

complement to dance intervention, virtual reality (VR) technology-based training contributes to engage individuals in long-term physical activity protocols by promoting real-time feedback and enhancing the interaction between the training variables and users ( Rendon et al., 2012 ). Despite the advantages

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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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Heloisa Suzano de Almeida, Flávia Porto, Marcelo Porretti, Gabriella Lopes, Daniele Fiorot, Priscila dos Santos Bunn and Elirez Bezerra da Silva

.4 ± 2.9, and gender (M/F): 5/5 Control group: n  = 10, age: 70.1 ± 3.3, and gender (M/F): 5/5 Do not present Virtual dance (K POP—WII) plus neurodevelopment treatment and electrical stimulation × Supervised neurodevelopment treatment and electrical stimulation 6 weeks Five times per week 30 sessions of

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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