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Jence A. Rhoads, Marcos Daou, Keith R. Lohse and Matthew W. Miller

as recall of skill facts on the delayed posttests, relative to expecting to test. This evidence suggests expecting to teach enhances motor learning. However, this paradigm does not consider the influence of actually teaching on learning a motor skill. The effect of actually teaching is important to

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* Guilherme Veiga Guimarães * Emmanuel Gomes Ciolac * 1 01 2020 17 1 85 91 10.1123/jpah.2018-0588 jpah.2018-0588 SPECIAL SECTION: 24-HOUR MOVEMENT GUIDELINES FOR THE EARLY YEARS BRIEF REPORTS Introducing 24-Hour Movement Guidelines for the Early Years: A New Paradigm Gaining Momentum Mark S. Tremblay

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Diane M. Ste-Marie

giving away the findings (we do want you to continue reading, of course!), the first article by Edward Hebert incorporates an experimental paradigm that combines the factors associated with when and why observation is effective. Hebert used a mixed-method approach to examine the influence of the temporal

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Chun-Hao Wang and Kuo-Cheng Tu

paradigms involving domain-specific stimuli (e.g., the expert performance approach) had revealed the superior anticipatory ability of skilled athletes ( Mori, Ohtani, & Imanaka, 2002 ; Müller & Abernethy, 2012 ), with the evidence showing that athletes are better than novices in extracting the most

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Alexander T. Latinjak, Marc Masó and Nikos Comoutos

controlled mental process deliberately employed towards solving a problem or making progress on a task ( Christoff, Gordon, & Smith, 2011 ; Latinjak, Zourbanos, López-Ros, & Hatzigeorgiadis, 2014 ). Accordingly, the present study is framed within the research paradigm on automatic self-talk which includes

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Brian M. Moore, Joseph T. Adams, Sallie Willcox and Joseph Nicholson

identified as a critical component of balance for fall avoidance in older adults ( Maki & McIlroy, 1996 ). Assessment tools and paradigms have been developed to evaluate compensatory postural responses. Typically, these assessments use specialized laboratory equipment to capture body motion

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April Karlinsky and Nicola J. Hodges

than discussion in a follow-up experiment using a different (cup-stacking) task ( Granados & Wulf, 2007 ; see also Hebert, 2017 , for a replication and extension of this paradigm). In addition to the potential informational benefits of interleaved physical and observational practice, dyad practice

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Patty Freedson

to six days of valid data. When comparing age groups, the RMSE values were greater for children and adolescents, compared with adults and older adults. This difference emphasizes the need to consider longer data collection protocols beyond the one-week paradigm for children and adolescents

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Paddy C. Dempsey, Chuck E. Matthews, S. Ghazaleh Dashti, Aiden R. Doherty, Audrey Bergouignan, Eline H. van Roekel, David W. Dunstan, Nicholas J. Wareham, Thomas E. Yates, Katrien Wijndaele and Brigid M. Lynch

, 8 Analytical paradigms such as compositional data analysis and isotemporal substitution—which can better account for behavioral interdependencies within a finite time or composition—are now being more widely implemented to address questions concerning the “ideal balances” of sleep, sedentary time

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Amanda M. Rymal

mimic that as well when implementing retention tests. Taken together, I am uncertain if this type of paradigm (practice one or two days and be tested 24–48 hours later) is an accurate representation of real training and believe that we need to be very careful when attempting to generalize our results in