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Theo Ouvrard, Alain Groslambert, Gilles Ravier, Sidney Grosprêtre, Philippe Gimenez, and Frederic Grappe

on the UTT performance in leader condition cannot be proved. It could be interesting for future studies to further analyze the discourses of the athletes to better understand the deeper psychological mechanisms involved behind the end spurt and performance improvements in the presence of a leading

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Caleb D. Bazyler, Satoshi Mizuguchi, Ashley A. Kavanaugh, John J. McMahon, Paul Comfort, and Michael H. Stone

returners’ greater number of sets played during the peaking phase and relative maximal strength. These findings suggest that returners possessed greater fatigue resistance, which resulted in greater jumping performance improvements compared with new players during the peaking phase. Acknowledgments The

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K. Anders Ericsson

Traditional theories of aging claim that basic processing speed and memory capacities show inevitable decline with increasing age. Recent research, however, has shown that older experts in some domains are able to maintain their superior performance into old age. but even they display the typical age-related decline in performance on psychometric tests of fluid intelligence. The study of expert performance shows that adults retain the capacity to acquire and maintain performance with the appropriate type of training and practice, even speeded actions and many physiological adaptations. In fact, experts’ performance keeps improving for several decades into adulthood and typically reaches its peak between 30 and 50 years of age. The experts can then maintain their attained performance level into old age by regular deliberate practice. Much of the observed decline in older adults’ performance can be attributed to age-related reductions in engagement in domain-related activities—in particular, regular deliberate practice.

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Chiara Milanese, Gabriella Facci, Paola Cesari, and Carlo Zancanaro

The aim of the current work was to test the effects of an innovative teaching method in improving motor skills. We evaluated the effectiveness of an error-based instruction method (Method of Amplification of Error, MAE) in increasing the performance of 13-year-old school students in the standing long jump. We compared MAE with direct verbal instruction (DI) and no instruction (Control group). The rationale for the MAE method is that giving a participant the opportunity to experience directly his or her own main movement error will trigger a positive searching strategy that will in turn help him or her to improve performance. The effectiveness of MAE is because of the type of feedback provided, namely the same motor-perceptive language used by the participant. Results showed that for the MAE and DI groups the length of jump increased from pre- to post-instruction, but postinstruction performance of the MAE group was significantly that of both of the other groups. It appears that MAE is an easy-to-use method for rapidly improving motor performance in the school teaching setting.

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Arturo Forner-Cordero, Virgínia H. Quadrado, Sitsofe A. Tsagbey, and Bouwien C.M. Smits-Engelsman

& Mussa-Ivaldi, 1994 ). Performance improvement under these task conditions has been observed during a trial-by-trial process in which the errors induced by a sensory distortion during fast goal-oriented arm motions are reduced across several trials ( Caselli, Conforto, Schmid, Accornero, & D

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Cornelia Frank, Taeho Kim, and Thomas Schack

, 1967b ; for meta-analyses, see Driskell et al., 1994 ; Feltz, Landers, & Becker, 1988 ). Similarly, observational practice on its own has been reported to lead to performance improvements, although to a smaller extent compared to physical practice (e.g.,  Shea et al., 2000 ; for reviews and meta

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Helmi Chaabene, Yassine Negra, Jason Moran, Olaf Prieske, Senda Sammoud, Rodrigo Ramirez-Campillo, and Urs Granacher

, countermovement jump; RSA best , repeated-sprint ability best time; RSA FI , repeated-sprint ability fatigue index; RSA total , repeated-sprint ability total time. Note: Performance decreases are denoted by negative effect size values. Within-group analyses for the EG revealed moderate performance improvements

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Tyler J. Noble and Robert F. Chapman

specialization age might have implications for rates of both performance improvement and decay. More specifically, it was our belief that younger specialization age leads to greater rates of improvement, strengthening the theory of an optimal specialization period. In contrast, we hypothesized that younger

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David L. Carey, Justin Crow, Kok-Leong Ong, Peter Blanch, Meg E. Morris, Ben J. Dascombe, and Kay M. Crossley

Training-load prescription in team-sport athletes is a balance between performance improvement 1 , 2 and injury-risk reduction. 3 – 6 The manipulation of training intensity, duration, and frequency to induce improvements in athletic performance is a fundamental objective of training

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Theresa C. Hauge, Garrett E. Katz, Gregory P. Davis, Kyle J. Jaquess, Matthew J. Reinhard, Michelle E. Costanzo, James A. Reggia, and Rodolphe J. Gentili

/optimal sequence which is indicative of performance improvement. These changes in the LD metric should correspond to a reduced mental workload and more generally a decrease of perceived task difficulty which should translate into increased cognitive-motor efficiency. In addition, this approach should also be able