Adopting a conversation analytic framework, this paper examined the delay and potential indeterminacy of teacher’s repetition as an other-initiated repair (OIR) strategy, which took place at the third turn of the Initiation-Response-Evaluation (IRE) sequence in one-on-one tutoring sessions. Tutor-tutee interactions for a Korean secondary student were transcribed and analyzed along with notes used in the class. Data showed that when repetition was used as an OIR strategy, it was delayed and inaccurate. The learner was sometimes unsure whether the teacher’s repetition constituted a repair initiation regarding her prior turn. Furthermore, the learner could not successfully recognize which part of the repeated phrase should be repaired. Prior studies have confirmed that repetition can promote learners’ interactions rather than simply highlighting error while also giving learners an opportunity to correct their errors themselves. However, the analysis in this paper suggests a potential risk associated with using repetition as an OIR strategy at feedback turn in instructional discourse.

Background: Improperly conducted exercise may lead to worsening of musculoskeletal complications. Such may worsen due to increased repetition and intensity during exercise. In addition, different responses may show different needs for training program. Objectives: To compare kinematics of symmetric concentric and eccentric motions during increased repetitions and intensities for men and women. Design: Quasi-randomized trial. Methods: A total of ten men and eleven women participated in this study. Concentric and eccentric motions of the lateral raises were observed for initial positions of abduction and adduction. Low and high exercise intensities were applied, and 15 repetitions were conducted for both intensities. Initial, 3 inbetween repetitions, and last repetition were recorded for comparisons. Results: The concentric or abduction motions showed no significant differences for all comparisons. However, eccentric or adduction motions showed greater significant differences as the exercise intensity increased for both men and women. Such significant differences were most prevalent during the first and last repetitions with greatest differences during the initial repetitions. Conclusion: Kinematic difference between men and women during increased repetitions and intensity indicate the need for more individualized exercise intervention and consideration between men and women. Individualized interventions may prevent exercise-induced postural abnormality and corresponding musculoskeletal dysfunction.