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| Contributors | |
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| Prologue | |
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| Strengthening the Foundation of Ecological Task Analysis | |
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| Task Constraints and Movement Organization: A Common Language | |
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| Role of Constraints on Action | |
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| Mapping Movement to Task Constraints | |
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| Actions, Tasks, and Theories of Motor Learning and Control | |
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| Summary | |
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| Functional Role of Variability in Movement Coordination and Disability | |
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| Current Perspectives on Variability and Stability in Coordination | |
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| Role of Variability in Maintaining Stable Movement Performance | |
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| Role of Variability in Pattern Change | |
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| Assessing the Nature of Variability | |
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| Current Perspectives on the Role of Variability in Disability | |
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| Implications for Further Research and Clinical Practice | |
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| Summary | |
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| Conceptualizing Choice as Central to the ETA Applied Model: Broadening the Vision | |
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| Conceptualization of Choice | |
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| How Choice Is Unnecessarily Eliminated | |
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| Implications for Instruction | |
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| Summary | |
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| Perception-Action Judgments in Children With Learning Disabilities | |
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| Methods | |
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| Results | |
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| Discussion | |
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| Future Research Directions Employing ETA | |
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| Summary | |
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| Manipulating a Control Parameter in Overhand Throwing | |
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| Methods | |
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| Results | |
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| Discussion | |
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| Summary | |
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| Enhancing Instruction Using Ecological Task Analysis | |
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| Empowerment in Coaching | |
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| What Is Empowerment Coaching? | |
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| Coach Questioning | |
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| Teaching Games for Understanding | |
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| Developing Team Culture | |
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| Case Study: Establishing Quality Team Culture | |
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| Summary | |
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| Enhancing Responsible Student Decision Making in Physical Activity | |
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| Role of the Teacher in an ETA Approach | |
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| Implementing ETA in Physical Education | |
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| Practical Implications for Teaching Physical Education | |
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| Summary | |
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| Ecological Task Analysis in Games Teaching: Tactical Games Model | |
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| Development of the Tactical Games Model | |
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| Actions as Relations, Not Parts | |
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| Tasks Categorized by Function and Intention | |
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| Essential and Nonessential Variables | |
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| Direct Links Between Task Goal and Constraints | |
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| Application of TGM to the ETA Applied Model | |
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| Summary | |
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| Systematic Ecological Modification Approach to Skill Acquisition in Adapted Physical Activity | |
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| Theoretical Foundation | |
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| Development of the Systematic Ecological Modification Approach | |
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| Selected Practical Examples of Ecological Modification | |
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| Summary | |
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| Providing Decision-Making Opportunities for Learners With Disabilities | |
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| Rationale for Providing Choice | |
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| Knowledge and Skills Needed for Implementing Choice | |
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| Teaching Choice: Role of the Instructor | |
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| Practical Tools for Applying ETA | |
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| Implications for Research | |
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| Summary | |
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| Using Ecological Task Analysis in Physiotherapy | |
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| Across the Motor Learning-Physiotherapy Divide | |
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| Ecological Task Analysis Applied to Physiotherapy | |
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| Organization of Therapeutic Play: Emphasis on Fluidity | |
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| Self-Regulation of Arousal | |
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| Ecological Task Analysis in Assessment Procedures | |
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| Implications for the Therapist's Role | |
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| Summary | |
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| Ecological Approach to the Care of Persons With Neurological Disabilities | |
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| Brain and Behavior | |
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| Approaches to Persons With Disabilities | |
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| Personal Experience Related to the Functional Model | |
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| Behavior and Development as Self-Organization | |
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| Implications for the Development of Physical and Social Well-Being | |
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| Outline of Context-Oriented Care | |
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| Summary | |
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| Interface of the KB and ETA Approaches | |
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| Knowledge-Based Approach | |
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| Combining the KB and ETA Approaches | |
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| Summary | |
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| Epilogue | |
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| References | |
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| Index | |
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| About the Editors | |