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Matthew D. Bird and Brandonn S. Harris

practitioner and client, and non-verbal cues that can influence interpretations can be missed and messages misunderstood during service provision. Thus, practitioners might consider ways in which they can use technology to help gather similar types of information, albeit at a distance. For example, using

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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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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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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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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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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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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