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Susan J. Leach, Joyce R. Maring and Ellen Costello

adults scored significantly higher than healthy older adults on the MSL in all directions as well as on the Rapid Step test, where participants stepped as fast as possible to at least 80% of their MSL in response to verbal cues ( Medell & Alexander, 2000 ). Both healthy older and younger adults

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Jeffrey D. Simpson, Ludmila Cosio-Lima, Eric M. Scudamore, Eric K. O’Neal, Ethan M. Stewart, Brandon L. Miller, Harish Chander and Adam C. Knight

-point stance and 1 m behind the timing gates, to reduce starting errors detected by the timing gates, and completed the 25-m sprint following a verbal cue from the investigator. After another 5-minute rest period, 2 trials of the t -test CoD drill was completed and separated by 60-second rest periods

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Rebecca Robertson, Laura St. Germain and Diane M. Ste-Marie

; Ste-Marie et al., 2012 ). One factor that appears to be important, for example, is the need to guide the learner to the relevant information within the self-observation video. This guiding information could be provided through verbal cueing as it has been shown that observation with verbal cues can

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Christine W. St. Laurent, Brittany Masteller and John Sirard

if form was no longer acceptable (after 1 correctional verbal cue was given) for the Push-Up, Modified Pull-Up, and isometric prone plank tests. Skill-Related Fitness Indicators of skill-related fitness were measured with a standing long jump ( 28 , 41 ) and a 4 × 10-m shuttle run ( 41 ). The

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Tom Clifford, Will Abbott, Susan Y. Kwiecien, Glyn Howatson and Malachy P. McHugh

system (Bolzano, Italy). Participants started the movement upright with hands fixed to their hips and after a verbal cue, descended into a squat prior to performing a maximal effort vertical jump. Participants performed 3 maximal efforts, separated by approximately 60 seconds of standing recovery; the

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Malachy P. McHugh, Tom Clifford, Will Abbott, Susan Y. Kwiecien, Ian J. Kremenic, Joseph J. DeVita and Glyn Howatson

-Sensor 2; BTS Bioengineering, Brooklyn, NY). As described previously, participants started the movement standing upright with hands on their hips, and after a verbal cue, descended into a squat (countermovement) prior to performing a maximal effort vertical jump. Participants performed 3 maximal efforts

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William Abbott, Adam Brett, Emma Cockburn and Tom Clifford

as height/contact time × 100. 19 Participants stood on a 30-cm box with feet shoulder width apart and, after a verbal cue, dropped off the box before jumping vertically with maximal effort. Participants were instructed to minimize their contact time on the floor to <200 ms and to jump with maximal

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Vítor Pires Lopes, Linda Saraiva, Celina Gonçalves and Luis P. Rodrigues

–24). Skills were demonstrated whenever children could not identify the skill from the picture and verbal cue ( Lopes, Barnett, Saraiva, et al., 2016 ). Motor Skills Competence Test Actual motor skill competence was assessed with the Test of Gross Motor Development, 2nd edition (TGMD2; Ulrich, 2000 ). This

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Anne Z. Beethe, Elizabeth F. Nagle, Mita Lovalekar, Takashi Nagai, Bradley C. Nindl and Christopher Connaboy

instructed to complete a 30-second maximal sCS flutter kick TST. Subjects wore a belt around the waist, connecting them to the Futek™ submersible S-Beam load cell (model LSB210; Irvine, CA). A verbal cue was given; subjects held onto a flotation device and kicked as hard and fast as possible for 30 seconds

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

of the subsequent target limb step. When targeting, participants were simply instructed that impulse is “the amount of force applied over the period of time your foot is in contact with the ground”; importantly, no additional information or verbal cues were given as to not bias potential strategies