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Brittany G. Travers, Heather L. Kirkorian, Matthew J. Jiang, Koeun Choi, Karl S. Rosengren, Porter Pavalko and Paul Jobin

instructions or the ability to plan the fold. However, we did not have a standardized, non-parent-report measure of these cognitive abilities, which is a limitation of the present study and a key avenue for future research. In terms of motor contributions to folding, grip strength and pinch strength covary

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Baptiste Fournier, Maxime Lussier, Nathalie Bier, Johanne Filiatrault, Manon Parisien, Miguel Chagnon and Marie-Ève Mathieu

three tests: the Montréal Cognitive Assessment (MoCA), the Five Digit Test (FDT), and the Trail Making Test (TMT). The MoCA ( Nasreddine et al., 2005 ) is a brief tool of cognitive abilities designed to screen for mild cognitive dysfunction. It assesses various cognitive domains (visuospatial and

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David Geard, Peter R.J. Reaburn, Amanda L. Rebar and Rylee A. Dionigi

activity. For example, genetic profile, physical function, social support, and education have shown to predict cognitive functioning in older adults ( Yaffe et al., 2009 ). However, physical activity and sports participation are effective modifiers of older adults’ cognitive abilities. Although not

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Brendan Dwyer, Joris Drayer and Stephen L. Shapiro

gambling literature, the cognitive abilities of gamblers are often referred to as “cognitive distortions” because the mental shortcuts, or heuristics, that people use to assess risk and probability are frequently erroneous, particularly for those defined as problem gamblers ( Kahneman & Tversky, 1979

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Kyle Siler

person who leads or directs a group or activity.” Norwood ( 2000 ) observed, “[t]he white-dominated football hierarchy often labeled blacks as ‘athletes’ who should play cornerback, receiver or running back, sometimes suggesting that they lacked the passing and cognitive abilities to play quarterback

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Kenneth Aggerholm and Kristian Møller Moltke Martiny

knowledge in our hands, which is only given through a bodily effort and cannot be translated by an objective designation” ( Merleau-Ponty, 1962 , p. 166). This implies that bodily understanding and learning are not solely physical or cognitive abilities. They belong to the realm of “I can” and involve

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Romain Meeusen and Lieselot Decroix

the cognitive abilities are tested in standardized situations or computerized tests, and therefore the results on these tests are not always transferrable to “real-life” sports situations. Several studies used more “sport-specific” tests. It seems not always easy to separate “cognition” from “sport

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Jeeyoon Kim and Jeffrey D. James

.g., sportsmanship, hard work). In team sport, the sense can come from achievements at individual as well as a team level. In sport participation, achievements are derived from direct experience and can come from physical abilities as well as social and cognitive abilities. In sport spectating and sport media viewing

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Maureen R. Weiss

). Age and gender differences in level, accuracy, and sources of perceived competence are observed over the childhood and adolescent years, and are influenced by developmental change in cognitive abilities and interactions with significant adults and peers ( Horn, 2004 ). Nicholls’ ( 1978 , 1984