Scaffolding in motor learning: The influence of different types of practice on action representation, gaze behavior and performance

Schack T, Land WM, Frank C (2016)
Journal of Sport and Exercise Psychology 37: S106.

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Kurzbeitrag Konferenz | Veröffentlicht | Englisch
Erscheinungsjahr
Band
37
Seite
S106
Konferenz
Annual Conference of the North American Society for the Psychology of Sport and Physical Activity (NASPSPA)
Konferenzort
Montréal, Canada
Konferenzdatum
2016-06-15 – 2016-06-18
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Schack T, Land WM, Frank C. Scaffolding in motor learning: The influence of different types of practice on action representation, gaze behavior and performance. Journal of Sport and Exercise Psychology. 2016;37:S106.
Schack, T., Land, W. M., & Frank, C. (2016). Scaffolding in motor learning: The influence of different types of practice on action representation, gaze behavior and performance. Journal of Sport and Exercise Psychology, 37, S106.
Schack, T., Land, W. M., and Frank, C. (2016). Scaffolding in motor learning: The influence of different types of practice on action representation, gaze behavior and performance. Journal of Sport and Exercise Psychology 37, S106.
Schack, T., Land, W.M., & Frank, C., 2016. Scaffolding in motor learning: The influence of different types of practice on action representation, gaze behavior and performance. Journal of Sport and Exercise Psychology, 37, p S106.
T. Schack, W.M. Land, and C. Frank, “Scaffolding in motor learning: The influence of different types of practice on action representation, gaze behavior and performance”, Journal of Sport and Exercise Psychology, vol. 37, 2016, pp. S106.
Schack, T., Land, W.M., Frank, C.: Scaffolding in motor learning: The influence of different types of practice on action representation, gaze behavior and performance. Journal of Sport and Exercise Psychology. 37, S106 (2016).
Schack, Thomas, Land, William Marshall, and Frank, Cornelia. “Scaffolding in motor learning: The influence of different types of practice on action representation, gaze behavior and performance”. Journal of Sport and Exercise Psychology 37 (2016): S106.

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