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Mitesh S. Patel, David A. Asch, Roy Rosin, Dylan S. Small, Scarlett L. Bellamy, Karen Hoffer, David Shuttleworth, Victoria Hilbert, Jingsan Zhu, Lin Yang, Xingmei Wang and Kevin G. Volpp

has been growing interest in using social influences to improve health behaviors such as physical activity. 4 Social comparison theory posits that individuals are motivated to gain accurate self-evaluations of their performance and have led to the use of social comparison feedback as an intervention

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Marcie Fyock, Nelson Cortes, Alex Hulse and Joel Martin

investigating real-time visual feedback as an intervention choice for the treatment of PFP in adult recreational runners. Focused Clinical Question In adult runners diagnosed with PFP, does gait retraining with real-time visual feedback lead to a decrease in pain? Summary of Search, “Best Evidence” Appraised

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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.