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Jonathon J.S. Weakley, Dale B. Read, Hugh H.K. Fullagar, Carlos Ramirez-Lopez, Ben Jones, Cloe Cummins and John A. Sampson

intensity might be of value for practitioners. One method that has been postulated to increase the physical intensity of SSGs has been through the provision of feedback. 8 The use of augmented feedback has been well established as a method of promoting acute performance enhancement and mitigating the

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Paul D. Saville, Steven R. Bray, Kathleen A. Martin Ginis, John Cairney, Deborah Marinoff-Shupe and Andrew Pettit

Interpersonal feedback from coaches may be instrumental in the formation of children’s self-efficacy to learn or perform sport skills. We report on two studies that explored perceived sources of self-efficacy and relation-inferred self-efficacy (RISE) in one-on-one interviews with sport camp participants (N = 61; ages 7–12) and focus groups with recreational league participants (N = 28; ages 8–12). Participants’ responses indicated that prior experiences and socially constructed interactions contributed to the development of self-efficacy and RISE beliefs. Results support Bandura’s (1997) theorizing that self-efficacy is developed through processing of experiential feedback as well as Lent and Lopez’s (2002) tripartite theory proposing interpersonal feedback from influential others contributes to children’s RISE and self-efficacy.

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Hayley M. Ericksen, Caitlin Lefevre, Brittney A. Luc-Harkey, Abbey C. Thomas, Phillip A. Gribble and Brian Pietrosimone

injury. 6 , 7 Neuromuscular training programs have been developed to improve landing mechanics and specifically decrease peak vGRF when landing from a jump. Feedback is an important component in many of these jump-landing training programs 8 – 16 and interventions which include feedback have

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Sean A. Jones, Derek N. Pamukoff, Timothy C. Mauntel, J. Troy Blackburn and Joseph B. Myers

determine the extent to which a muscle is active throughout a range of motion. 16 Furthermore, greater EMG amplitude of the serratus anterior following training programs contributes to a reduction in pain and improves shoulder function. 18 , 19 The use of clinician-directed feedback in commonly used to

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Stephanie G. Kerrigan, Evan M. Forman, Mitesh Patel, Dave Williams, Fengqing Zhang, Ross D. Crosby and Meghan L. Butryn

loss than they are to attain gain) or feedback (providing information on an individuals’ behavior). Background Loss Aversion The theory of loss aversion suggests that the value of an outcome compared with its reference point (ie, the status quo) is more steeply negative than it is positive (ie, it is

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Gert-Jan De Muynck, Maarten Vansteenkiste, Jochen Delrue, Nathalie Aelterman, Leen Haerens and Bart Soenens

A key objective of coaches is to motivate their athletes and to help them to improve their skills. One powerful way to achieve this objective is through the delivery of feedback ( Wright & O’Halloran, 2013 ), which can be defined as the provision of competence-related information about athletes

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Rahel Gilgen-Ammann, Thomas Wyss, Severin Troesch, Louis Heyer and Wolfgang Taube

Oftentimes athletes’ perception derived from intrinsic feedback is not sufficient to adequately judge their movement execution. 1 , 2 Therefore, specific information from an external source is necessary to gain a better understanding of a particular movement pattern or of certain aspects of a

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Suzete Chiviacowsky and Ricardo Drews

In this experiment, we investigated the motivational effects of feedback on motor learning observing the impact of temporal-comparison feedback on the learning of a coincident timing task. Two groups of participants, a positive (PTC) and a negative temporal-comparison group (NTC), received veridical feedback about their accuracy scores after every other practice trial (50%). In addition, after each block of 10 trials, the PTC group was given bogus feedback suggesting that their average performance was better than it was in the previous block, while the NTC group received bogus feedback suggesting that their average performance was worse than it was in the previous block. A retention test was performed one day after the practice phase, without feedback, to observe learning effects. In addition, after the practice phase and before the retention test, all participants filled out questionnaires to report their self-efficacy levels. The results demonstrate that temporal-comparison feedback affects the learning of motor skills. Participants of the PTC group showed greater timing accuracy and reported higher self-efficacy levels than the NTC group on the retention test. The findings further support the important motivational role of feedback for motor learning.

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Anna M. Ifarraguerri, Danielle M. Torp, Abbey C. Thomas and Luke Donovan

Key Points ▸ Real-time video feedback caused inconsistent alterations in gait in patients with chronic ankle instability. ▸ Efficacy of other clinician cues during video feedback should be determined. ▸ Other gait retraining interventions should be considered when treating patients with chronic

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Jonathon Weakley, Kevin Till, John Sampson, Harry Banyard, Cedric Leduc, Kyle Wilson, Greg Roe and Ben Jones

what is included within a training program, less consideration is given to how training programs are delivered. 6 This may be just as important, given external variables such as the provision of augmented visual and verbal kinematic feedback (eg, mean concentric velocity) when exercising have been