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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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Dominique C. Leibbrandt and Quinette A. Louw

Verbal cues such as “don’t let the kneecaps pass over the front of the toes,” “keep the kneecaps facing forwards,” “keep the back straight,” “keep the hips and shoulders level,” and “feel equal pressure through both feet” were used. Exercises were progressed when they were performed without pain, with

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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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Lauren A. Brown, Eric E. Hall, Caroline J. Ketcham, Kirtida Patel, Thomas A. Buckley, David R. Howell and Srikant Vallabhajosula

participants performed the cognitive task prior to receiving a verbal cue to begin walking and continued performing the cognitive task until they returned to the original position. No instructions were given to prioritize motor (walking/turning) or cognitive task during a dual-task condition. The participants

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Timothy J. Gibbons and Marie-Louise Bird

minutes and concluded when the participant was able to complete a 5-second single-leg TT and SLR using the dominant leg on both the foam roller and the Oov. The leg that the participant used to kick a ball was selected as the dominant leg. When necessary, participants were provided verbal cues to ensure

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Hyunjae Jeon and Abbey C. Thomas

straight ahead; however, no additional verbal cues were provided when participants demonstrated any biomechanical errors during running. 3 Willy et al. 1 combined visual and verbal feedback during gait retraining. Participants were first shown video of their baseline movement so they could see their

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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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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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Thomas G. Almonroeder, Emily Watkins and Tricia Widenhoefer

or altered by manipulating foot position during squatting. 37 A benefit of relying on simple verbal instruction is that this approach can be easily incorporated by exercise professionals who already typically utilize verbal cues to guide exercise technique. It appears that providing simple verbal