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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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Mary Jo Sariscsany, Paul W. Darst and Hans van der Mars

This study sought to determine the effects of three teacher supervision patterns on student on-task and practice skill behavior. Three experienced physical education instructors and 3 off-task junior high school males served as subjects. An alternating treatments design was used to study the on-task behavior, total practice trials and appropriate practice trials under three supervision patterns: (a) close with feedback, (b) distant with feedback, and (c) distant with no feedback. Under the active supervision patterns (with feedback), teachers issued specific skill feedback to target students at a minimum of 0.5 per minute. Findings indicated that when the treatments were successfully implemented, (a) the percentage of on-task behavior was significantly higher during active supervision for two target students and (b) mixed results were produced for total practice trials and appropriate practice trials across all three treatments.

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Thelma S. Horn, Patrick Bloom, Katie M. Berglund and Stacie Packard

This study was based on Chelladurai’s (1978, 2001, 2007) Multidimensional Model of Leadership and was designed to determine whether athletes’ preferred coaching behavior would vary as a function of their psychological characteristics. Study participants (N = 195 collegiate athletes) completed questionnaires to assess their sport anxiety (SAS), motivational orientation (SMS), as well as their preferred coaching styles (LSS) and feedback patterns (CFQ). Canonical correlation procedures revealed that athletes who were high in self-determined forms of motivation and in somatic trait anxiety preferred coaches who exhibited a democratic leadership style and who provided high amounts of training, social support, and positive and informational feedback while athletes who were high in amotivation indicated a preference for coaches who exhibited an autocratic style and who provided high amounts of punishment-oriented feedback. In addition, high cognitive sport anxiety was linked to greater preference for high frequencies of positive and informational feedback and lower preference for punishment-oriented feedback.

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Aaron England, Timothy Brusseau, Ryan Burns, Dirk Koester, Maria Newton, Matthew Thiese and Benjamin Chase

actual movement outcomes ( Schack, 2012 ). Examining the MRs of a specific motor task in LTM allows for detecting motor-planning faults, tracking development, increasing feedback efficiency, and, subsequently, improving performance ( Braun et al., 2007 ). Structural dimensional analysis of mental

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Dustin R. Grooms, Adam W. Kiefer, Michael A. Riley, Jonathan D. Ellis, Staci Thomas, Katie Kitchen, Christopher A. DiCesare, Scott Bonnette, Brooke Gadd, Kim D. Barber Foss, Weihong Yuan, Paula Silva, Ryan Galloway, Jed A. Diekfuss, James Leach, Kate Berz and Gregory D. Myer

techniques combined with feedback modality differentiation and precision (eg, dosage specifications, adding auditory or tactile feedback to increase sensory region activity) may have future application as well as new yet to be imagined interventions. Conclusion The advent of low-cost VR technologies that

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James L. Farnsworth II, Todd Evans, Helen Binkley and Minsoo Kang

-centered focus of the assessment. The pilot version of the PROKAT, including all revisions, deletions, and newly developed items, contained 39 total items. An additional 3 open-ended items were added to obtain feedback from participants about the measure. Table 1 List of New Items Developed for Pilot Version of

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Andrew J.A. Hall, Leigh Jones and Russell J.J. Martindale

. Subsequently, the aim of the present research was to evaluate the efficacy of utilizing the TDEQ as tool to help coaches and support staff gain feedback, structure an intervention, and evaluate impact over a 12-month period of an international elite TDE, namely the Hong Kong Rugby Union’s Elite Rugby Program

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Patrick Ward, Johann Windt and Thomas Kempton

scientists can audit the outcomes of decisions made by the organization. By tracking outcomes, a feedback loop can be established to identify the types of decisions that are being made well and the situations where poor decisions persist. A secondary audit layer can examine the decision-making process

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Stephanie Mueller, Montse C. Ruiz and Stiliani Ani Chroni

)  adapting their own emotional and behavioural responses , (2)  providing verbal and non-verbal positive reinforcement , and (3)  giving performance-related feedback . The coaches elaborated on how they adapted their emotional and behavioural responses according to the players’ states and performances to

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Rob J. Rotunda and Stuart Ryan

the tae kwon do and control groups completed the following assessment instruments, except for feedback/satisfaction questions that only students in the tae kwon do group received based on their tae kwon do experience. In order to assess various facets of psychological, emotional, and interpersonal