About the author |
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xi | |
Preface |
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xii | |
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1 | (128) |
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Chapter 1 Introduction to motor learning and skill acquisition |
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2 | (14) |
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3 | (1) |
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Disciplines that influence our understanding of motor learning and skill acquisition |
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4 | (1) |
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Context of motor learning and skill acquisition in physical education and exercise and sport science |
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4 | (5) |
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The art and science of teaching and coaching |
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9 | (1) |
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Research in motor learning |
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9 | (2) |
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What do experts in motor learning and skill acquisition do? |
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11 | (2) |
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13 | (1) |
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13 | (1) |
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Multiple-choice questions |
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14 | (1) |
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References and recommended reading |
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15 | (1) |
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Chapter 2 Movement and sport skills |
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16 | (22) |
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17 | (1) |
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Types of skills in physical education and sport |
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17 | (2) |
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19 | (1) |
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What is it to be skilled in sport? |
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20 | (2) |
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22 | (1) |
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Motor skill classification systems |
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22 | (4) |
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26 | (3) |
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Classification of games and sports |
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29 | (4) |
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33 | (1) |
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34 | (1) |
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Multiple-choice questions |
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35 | (1) |
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References and recommended reading |
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36 | (2) |
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Chapter 3 Learning and performance of motor skills |
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38 | (21) |
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Learning versus performance |
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38 | (2) |
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40 | (1) |
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Characteristics of motor skill learning |
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40 | (2) |
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Measuring performance characteristics to infer learning |
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42 | (1) |
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42 | (3) |
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45 | (1) |
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46 | (1) |
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Measuring motor skill performance |
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46 | (2) |
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Assessment of motor skill performance |
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48 | (1) |
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49 | (2) |
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Assessment considerations |
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51 | (2) |
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Checklists, rating scales and rubrics |
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53 | (2) |
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55 | (1) |
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55 | (1) |
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Multiple-choice questions |
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56 | (1) |
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References and recommended reading |
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57 | (2) |
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Chapter 4 Changes in learning |
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59 | (25) |
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59 | (9) |
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Changes that occur during skill acquisition |
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68 | (4) |
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72 | (4) |
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Development of sport expertise: specialising or sampling? |
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76 | (2) |
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78 | (1) |
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79 | (1) |
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Multiple-choice questions |
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79 | (2) |
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References and recommended reading |
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81 | (3) |
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Chapter 5 Abilities, talent identification and talent development |
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84 | (29) |
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85 | (1) |
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The number and relationship of motor abilities |
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85 | (3) |
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88 | (2) |
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Difficulties in predicting motor skill performance |
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90 | (4) |
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Talent identification and development |
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94 | (1) |
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Challenges for talent identification and development |
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95 | (2) |
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Sport expertise and talent development |
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97 | (1) |
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Talent identification programs |
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98 | (3) |
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Limitations in measurement in talent identification research |
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101 | (1) |
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Skill assessment in talent identification |
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101 | (4) |
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105 | (1) |
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106 | (1) |
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Multiple-choice questions |
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106 | (1) |
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References and recommended reading |
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107 | (6) |
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Chapter 6 Transfer of learning |
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113 | (16) |
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113 | (2) |
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115 | (2) |
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Designing practice for transfer of learning |
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117 | (3) |
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120 | (4) |
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124 | (1) |
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125 | (1) |
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Multiple-choice questions |
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125 | (1) |
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References and recommended reading |
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126 | (3) |
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129 | (110) |
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Chapter 7 Attention and memory |
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130 | (19) |
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130 | (1) |
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Roles of attention in motor learning and skill acquisition |
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131 | (7) |
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Implicit and explicit learning |
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138 | (1) |
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138 | (1) |
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139 | (5) |
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144 | (1) |
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145 | (1) |
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Multiple-choice questions |
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146 | (1) |
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References and recommended reading |
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147 | (2) |
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Chapter 8 Movement planning and preparation |
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149 | (19) |
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Theoretical perspectives on movement preparation |
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150 | (1) |
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150 | (2) |
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152 | (1) |
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152 | (1) |
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Movement time and response time |
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153 | (1) |
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154 | (2) |
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Factors influencing reaction time |
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156 | (8) |
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164 | (1) |
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165 | (1) |
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Multiple-choice questions |
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165 | (1) |
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References and recommended reading |
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166 | (2) |
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Chapter 9 Senses influencing motor control and motor learning |
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168 | (26) |
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Perception and sources of sensory information |
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169 | (1) |
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Senses and motor learning and performance |
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169 | (1) |
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170 | (1) |
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Role of touch in performance and learning of motor skills |
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171 | (1) |
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171 | (2) |
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Transmission of somatosensory information |
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173 | (1) |
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Role of proprioception in performance and learning of motor skills |
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174 | (1) |
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174 | (1) |
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Role of the vestibular system in performance and learning of motor skills |
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175 | (1) |
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175 | (5) |
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Vision in performance and learning |
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180 | (4) |
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General versus sport-specific visual training |
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184 | (1) |
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Closed-loop and open-loop control |
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185 | (3) |
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The speed-accuracy trade-off |
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188 | (1) |
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189 | (1) |
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190 | (1) |
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Multiple-choice questions |
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191 | (1) |
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References and recommended reading |
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192 | (2) |
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Chapter 10 Neuromuscular mechanisms |
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194 | (17) |
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194 | (1) |
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195 | (1) |
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195 | (1) |
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195 | (1) |
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196 | (1) |
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The central nervous system and motor control |
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197 | (6) |
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203 | (2) |
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Muscles and motor control |
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205 | (2) |
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207 | (1) |
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208 | (1) |
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Multiple-choice questions |
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209 | (1) |
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References and recommended reading |
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210 | (1) |
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Chapter 11 Theories of motor control and motor learning |
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211 | (28) |
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Important concepts for motor control theories |
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212 | (3) |
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215 | (1) |
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215 | (1) |
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Problems for a motor program theory |
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216 | (1) |
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The generalised motor program and schema theory |
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217 | (4) |
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221 | (1) |
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Support for a motor program view of motor control |
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222 | (1) |
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Motor programs and the concepts of motor control |
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222 | (1) |
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Practical applications in physical education and sport |
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223 | (1) |
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224 | (1) |
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224 | (2) |
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226 | (1) |
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226 | (2) |
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228 | (2) |
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Ecological models and affordances |
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230 | (1) |
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Important concepts of motor control in dynamic systems |
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231 | (1) |
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Practical applications in physical education and sport |
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232 | (1) |
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Constraints-led approach to skill acquisition |
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232 | (1) |
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Motor control theories and skill acquisition approaches |
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233 | (1) |
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234 | (1) |
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235 | (1) |
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Multiple-choice questions |
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235 | (1) |
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References and recommended reading |
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236 | (3) |
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239 | (251) |
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Chapter 12 Skill acquisition approaches and instructional methods |
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240 | (38) |
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Skill acquisition approaches |
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241 | (1) |
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242 | (1) |
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Constraints-led approaches |
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243 | (4) |
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Environmental design principles |
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247 | (1) |
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Task analysis for practice design |
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248 | (2) |
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250 | (2) |
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Design principles in nonlinear pedagogy |
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252 | (1) |
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Came sense pedagogical model |
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253 | (2) |
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Comparison of skill acquisition approaches |
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255 | (4) |
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259 | (1) |
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260 | (2) |
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262 | (7) |
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269 | (1) |
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270 | (1) |
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271 | (1) |
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Multiple-choice questions |
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271 | (2) |
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References and recommended reading |
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273 | (5) |
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Chapter 13 Skill and task presentation and instruction |
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278 | (28) |
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The instructional process |
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278 | (1) |
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Hands-on and hands-off practitioner |
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279 | (1) |
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280 | (1) |
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281 | (1) |
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282 | (2) |
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284 | (1) |
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284 | (4) |
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288 | (2) |
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290 | (1) |
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What to demonstrate? (Content) |
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290 | (2) |
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Who should demonstrate? (The demonstrator) |
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292 | (2) |
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How to demonstrate? (Organisation) |
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294 | (2) |
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When and how often to demonstrate? (Timing and frequency) |
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296 | (1) |
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296 | (3) |
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299 | (1) |
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300 | (1) |
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301 | (1) |
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Multiple-choice questions |
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301 | (2) |
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References and recommended reading |
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303 | (3) |
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Chapter 14 Practice schedules |
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306 | (14) |
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306 | (4) |
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310 | (1) |
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Practice distribution and practice sessions |
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311 | (2) |
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Practice distribution and practice trials |
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313 | (2) |
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315 | (1) |
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316 | (1) |
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Multiple-choice questions |
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317 | (1) |
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References and recommended reading |
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318 | (2) |
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Chapter 15 Practice variability |
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320 | (29) |
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Repetition without repetition |
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320 | (1) |
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321 | (1) |
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Varying practice conditions (intraskill) |
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321 | (5) |
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Varying practice conditions |
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326 | (2) |
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Varying skills (interskill) |
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328 | (1) |
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Contextual interference effect |
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328 | (9) |
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Use of random and blocked practice |
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337 | (1) |
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338 | (4) |
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342 | (1) |
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343 | (1) |
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Multiple-choice questions |
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343 | (1) |
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References and recommended reading |
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344 | (5) |
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Chapter 16 Practice design and task modification |
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349 | (34) |
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350 | (1) |
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Representative learning design |
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351 | (4) |
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Creating an optimal challenge |
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355 | (2) |
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Modifying task complexity |
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357 | (14) |
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Practice design for high-performance sport |
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371 | (4) |
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375 | (1) |
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376 | (1) |
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Multiple-choice questions |
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376 | (1) |
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References and recommended reading |
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377 | (6) |
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Chapter 17 Practice organisation and planning |
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383 | (19) |
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383 | (2) |
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Types of practice activities |
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385 | (2) |
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Skill-drill and game-based practice |
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387 | (1) |
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Grouping for skill practice |
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388 | (1) |
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Time and session management |
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389 | (3) |
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392 | (3) |
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Periodisation in practice planning and organisation in sport |
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395 | (2) |
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397 | (1) |
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398 | (1) |
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Multiple-choice questions |
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398 | (2) |
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References and recommended reading |
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400 | (2) |
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Chapter 18 Other types of practice |
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402 | (33) |
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Mental practice and imagery |
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402 | (7) |
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409 | (2) |
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411 | (1) |
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Tactical and strategic skills |
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412 | (1) |
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Decision-making and anticipatory skills |
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412 | (2) |
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Perceptual-cognitive skills in sport |
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414 | (2) |
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Decision-making skill from an ecological and dynamic systems perspective |
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416 | (4) |
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Perceptual, anticipation and decision-making practice |
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420 | (3) |
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423 | (1) |
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423 | (2) |
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425 | (1) |
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Multiple-choice questions |
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425 | (1) |
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References and recommended reading |
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426 | (9) |
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Chapter 19 Performance analysis and feedback |
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435 | (30) |
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435 | (2) |
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Verbal and nonverbal feedback |
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437 | (4) |
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441 | (2) |
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Content of augmented feedback |
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443 | (1) |
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443 | (4) |
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Content issues in skill acquisition |
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447 | (7) |
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454 | (3) |
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457 | (2) |
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459 | (1) |
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Multiple-choice questions |
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459 | (1) |
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References and recommended reading |
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460 | (5) |
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Chapter 20 Providing feedback |
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465 | (25) |
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Active monitoring and supervision |
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465 | (2) |
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Frequency of augmented feedback |
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467 | (2) |
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Explanations for the benefits of reduced relative feedback frequency |
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469 | (2) |
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Manipulating augmented feedback frequencies |
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471 | (2) |
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Feedback frequency when instructing groups |
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473 | (1) |
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Considerations in providing feedback when instructing groups |
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474 | (2) |
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Research on feedback frequency in physical education and sport |
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476 | (1) |
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Timing of augmented feedback |
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477 | (3) |
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Feedback timing and technology |
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480 | (2) |
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482 | (1) |
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483 | (1) |
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Multiple-choice questions |
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483 | (1) |
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References and recommended reading |
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484 | (4) |
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Answers to end of chapter questions |
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488 | (2) |
Index |
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490 | |