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Marco Catarino Espada Estêvão Correia and Rachael Bertram

( Abraham et al., 2006 ; Lemyre, Trudel, & Durand-Bush, 2007 ; Wright et al., 2007 ) and magazines ( Reade et al., 2008 ; Schempp et al., 2007 ) have also been highlighted as a treasured learning sources, along with Internet use to facilitate the acquisition of information ( Erickson et al., 2008

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Heather Anne Hayes, Nikelle Hunsaker, Sydney Y. Schaefer, Barry Shultz, Thomas Schenkenberg, Lara A. Boyd, Andrea T. White, Kenneth B. Foreman, Philip Dyer, Rebecca Maletsky, and Leland E. Dibble

Deficits in sequence-specific learning (SSL) may be a product of Parkinson’s disease (PD) but this deficit could also be related to dopamine replacement. The purpose of this study was to determine whether dopamine replacement affected acquisition and retention of a standing Continuous Tracking Task in individuals with PD. SSL (difference between random/repeated Root Mean Square Error across trials) was calculated over 2 days of practice and 1 day of retention for 4 groups; 10 healthy young (HY), 10 healthy elders, 10 individuals with PD on, 9 individuals with PD off their usual dosage of dopamine replacement. Improvements in acquisition were observed for all groups; however, only the HY demonstrated retention. Therefore, age appeared to have the largest effect on SSL with no significant effect of medication. Additional research is needed to understand the influence of factors such as practice amount, task difficulty, and dopamine replacement status on SSL deficits during postural tasks.

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Pierre Lepage, Gordon A. Bloom, and William R. Falcão

unavailable in other social circles ( Goodwin, Lieberman, Johnston, & Leo, 2011 ; Shapiro & Martin, 2010 ). The acquisition of these benefits can be facilitated by the presence of trained and skilled coaches, particularly in youth parasport ( Falcão, Bloom, & Gilbert, 2012 ; Goodwin et al., 2011 ; Smith

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Geneviève N. Olivier, Christopher S. Walter, Serene S. Paul, Leland E. Dibble, and Sydney Y. Schaefer

describe these nonlinear changes in motor performance in order to characterize skill acquisition. In particular, the power law of practice states that the logarithm of motor response time decreases linearly with the logarithm of the number of practice trials ( Newell & Rosenbloom, 1981 ), which appeared to

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Edward Hebert

, & Lampton, 2010 ; Ste-Marie et al., 2012 ). Research on modeling has been guided primarily by Bandura’s ( 1986 ) Social Cognitive Theory . This theory suggests that acquisition of modeled behavior is governed by cognitive processes including attending to, coding, and rehearsing critical features of the

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Madison C. Chandler, Amanda L. McGowan, Ford Burles, Kyle E. Mathewson, Claire J. Scavuzzo, and Matthew B. Pontifex

aerobic nature is the antecedent behavior that directly relates to the acquisition of the attribute of aerobic fitness ( Aadland, Jepsen, Andersen, & Anderssen, 2013 ; Ainsworth, Berry, Schnyder, & Vickers, 1992 ; McMurray, Bangdiwala, Harrell, & Amorim, 2008 ). Thus, aerobic fitness provides a means of

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Elanor E. Cormack and Jamie Gillman

experiences to bear, and have different pressures on their own coaching. This study will explore curling coaches’ perception of their experiences, while looking to understand the viability of moving skill acquisition theory into coaching practice. Specifically, the study aims to ascertain the understanding

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Alexander T. Latinjak, Marc Masó, and Nikos Comoutos

identical. In this study, we focused, on the functions of goal-directed self-talk, that is, the aims to which self-talk in used intuitively by athletes to facilitate skill acquisition and enhance performance. One major line of research on goal-directed self-talk has focused on the aims to which goal

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Iva Obrusnikova, Haley M. Novak, and Albert R. Cavalier

( Billingsley, 2003 ). Because response prompts are not typically available in natural environments, the goal of instruction is to use them only as necessary and then fade them during skill acquisition, so that the participant responds correctly, and thereby independently, to just the natural cues. Wolery and

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Eduardo Bellomo, Andrew Cooke, and James Hardy

verbal-analytic rules that supported skill acquisition during the early stages of learning. This results in the deautomatization of well-learned skills, characterized by the performer reverting back to a more conscious, less efficient form of control, and the dechunking of movement back to elementary