In recent years, technological improvements have allowed for the creation of V.R. environments for different uses, especially in the training of pilots, astronauts, medical staff, soldiers, and athletes. In regards to physical activity, V.R. is currently being used in two main fields: Exergaming and Rehabilitation. The purpose of this article is to investigate the use of this technology as a means of demonstrating and learning motor abilities in many types of populations and situations. Three studies were done using V.R. In all three of them healthy participants were assigned to a control or test group. These studies were done using two main V.R. systems designed for motor learning: Timocco and IREX. Study 1 tested bi-lateral transfer in the upper limbs; Study 2 tested the differences in improvement using V.R. between internal and extrinsic focus of attention; Study 3 tested differences in different learning strategies in motor tasks-massed practice vs. distributed practice. Study 1 found significant differences between control and test groups; Study 2 did not find that external focus of attention was superior as expected but found a stronger correlation between tests at different days; Study 3 found no significant improvements (p > 0.05) for each group. In conclusion, V.R. can be an effective means of teaching and training basic motor skills, sometimes even superior to "real-life" because of the highly modifiable environment and difficulty in the comfort of one's clinic or home.

Purpose: Examining the differences in motivation between learners in schools with a choice-based physical education (PE) curriculum and those with a non-choice-based curriculum, and identifying which sport activities these students prefer, using SDT as a conceptual framework. Method: Participants were 536 pupils from grades 10-12 from eight schools. Four schools offered a choicebased curriculum in PE and the other operated according to a teacher-based curriculum. A questionnaire examined their PA habits in leisure time, their motives for activity in PE lessons, and their preferred activities in these lessons. Results showed that pupils in classes with no choicebased curricula reported higher levels of motives then pupils in classes with choice-based curricula. Girls reported higher level of motives than boys. Preferred areas of activity illustrated the traditional-social difference between boys and girls. Conclusion: Schools that offer choice-based curricula should sharpen the answer to the question-what constitutes a worthwhile or true choice.