augmented feedback during practice may lead the learner to develop a detrimental dependency on this type of feedback. This may result in better performance during practice but weak performance at transfer is an indication of poor motor learning (Salmoni, Schmidt, & Walter, 1984). Recent studies in this context have formulated a particular attitude toward motivational role of augmented feedback for motor learning (Wulf & Shea, 2004). These findings suggest that motivational role of feedback can have a direct effect on motor learning (Badami, VaezMousavi,

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