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Physical Activity > 3030 Final > Flashcards

3030 Final Flashcards

1
Q

Mechanical aspect of movement

A

apply principles of motion and stability

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2
Q

What interacts with human movement

A

Physics

human movement takes place in an environment governed by laws of physics

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3
Q

Interactions with physics chances as

A

constraints change

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4
Q

why do constraints change?

A

humans are constantly calibrating and re calibrating movements in response to physical forces

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5
Q

how can human movement take advantage of physics

A

skill proficiency often takes advantage of physical laws
same size and strength, one can throw further because they know to use the principles of motion and stability
technique

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6
Q

Key ideas of taking advantage of physics

A

all the body parts/joints that can be used and full ROM

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7
Q

balance

A

ability to maintain equalibrium, even in an unstable position

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8
Q

stability

A

ability to resist movement/loss of balance

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9
Q

does stability= balance

A

no

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10
Q

What determines who will fall first?

A

COM inside or outside of support

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11
Q

stability depends on (3)

A

area of base of support
height of centre of gravity
proximity of centre of gravity

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12
Q

centre of gravity

A

concentration point of earth’s gravitational pull
can be inside or outside of body
within or outside of base of support

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13
Q

To increase stability (2)

trade off?

A

increase base of support
lower centre of gravity
trade off of losing mobility

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14
Q

Newton’s first law

A

inertia
An object at rest stays at rest and an object in motion stays in motion until acted upon by another force
Resistance to motion is related to mass

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14
Q

One can increase base of support by

A

Increase base of support which reduce time it takes to regain balance
Avoid extraneous movement (movement that do not play into desired movement)

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15
Q

Increased support will

A

May sometimes increase stability

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16
Q

Improvements in strength, coordination, proprioception and reaction time allow

A

Narrower base of support

Increases mobility

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17
Q

Simplified Newton’s first law

A

We just exert force to move object and ourselves

More inertia means its harder to move, more force application is needed and harder to stop moving object

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18
Q

To move objects further or faster 2

A

Increased force and distance over which force is applied

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19
Q

To add distance

A 
Increase step length (linear distance) 
increase ROM (rotational force)
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20
Q

Second law 4

A

Acceleration of an object depends on mass
Size of mass applied to it
Direction of force applied to it
Acceleration proportional to force applied to it and inversely proportional to mass

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21
Q

Force is related to

A

Mass and acceleration

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22
Q

Acceleration is related to

A

Force applied and inversely related to mass

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23
Q

A person can only exert a given amount of force, given a constant force level, how could you increase acceleration when throwing a ball

A

Increase disincentive over which force is applied

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24
Q

Third law

A

To every action there’s an equal and opposite reaction

When you push something it pushes on you

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25
Q

Oppositional movements

A

Many skills take advantage of it
Walking and running arms move back and legs move forward
Most efficient is contra lateral

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26
Q

Directional force

A

Walking and running where leg pushes down and back so your body goes forward and up

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27
Q

Age and injury can change how force is applied

A

Toddlers push down not back

No arms

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28
Q

Walking on ice

A

Smaller steps on slippery surface

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29
Q

Walking/running as you grow older

A

Both feet off the ground and better synchronization

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30
Q

Force generation is aided by

A

Planar movement -use force In the plane of motion where you want to move yourself or an object - using arms to hop
Avoid rotational movement because that decreases force in desired plane

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31
Q

To increase velocity 4

A

Rotate limbs and project objects
To increase rotational velocity - Swing it faster
To increase relative length - Fully extend at release / contact
Extension at point of release or contact increase radius of rotation

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32
Q

Why not keep limb extended throughout when moving

A

Too much rotational inertia

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33
Q

Force absorption 2

A

To make an object move, increase force application for a given time
To make an object stop, increase time/area Over which a given force is applied

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34
Q

What motor skills involve learning to absorb force 3

A

Falling, jumping, catching a ball

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35
Q

Take home msg of balance, stability and forces 4

A

Principle of motion and stability apply to all actions and objects
Be aware of changing individual constraints
Manipulate task and environment to aid in optimal skillet dormancy
Not everyone will become sufficient

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36
Q

Movement pattern development

A

Developing an acceptable level proficiency in wide variety of movement situations
Development efficient body mechanics

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37
Q

Locomotion

A

Moving from place to place
On one two or four limbs
Crawling walking running
Hopping skipping galloping

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38
Q

Early locomotion 3

A

Crawling (commando crawl) moving on hands and abdomen
Creeping moving on hands and knees
Can’t lift off vs lifting, coordination and strength, pre creeping

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39
Q

Walking

A

First form of upright, bipedal locomotion
50% phasing of legs (alternate)
Period of double support (both feet on the (ground) followed by period of single support

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40
Q

4 things that play into the development of walking

A

Com
Muscle development
Proprioception
Coordination

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41
Q

Characteristics of early walking. 5

A

Rate controllers are strength (support body on one leg) and balance
Attempt to maximize stability and balance
Arms in high guard
Feet are out toes and spread wide apart
Steps do not incooperate trunk rotation or arm swing

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42
Q

4 things in proficient walking

A

Increases stride length
Pelvis rotation
Decreases base of support
Opposition with arms and legs occur - contralateral

43
Q

Acquiring movement skills including FMS

A

Age related but not dependent

44
Q

The way you lead an activity

A

Becomes part of an environment

45
Q

Knowledge as a constraint

Can affect

A

Internalized as Functional constraint
Learning opportunity that’s part of environment
Holistic

Attitude, knowledge, motivation

46
Q

3 upper body key skills

A

Striking catching throwing

47
Q

When planning game analytic game

A

Know what skill would need improvement within a game

Think ahead about all 6 stages

48
Q

Why game activity game 3

A

Game (why) comes before the drill (how)
Why they need technical development and use it within a game
Provide opportunity to focus on th chosen technique them refocus on game

49
Q

3 phases of gag (conditioned game)

A

Warmup - tied into the theme of session
Gag - small game with conditions to bring out theme, exercise to target technical habit,
Cool down - debrief with your participants and assess whether your activity helped improve their skills

50
Q

Activity leader 2

A

Select theme based on a skills

Design game and activity around theme

51
Q

Learning styles incorporate 3

A

Communications, different types of learners, feedback

52
Q

Teaching and learning styles 4

A

Define learning
Understand own learning styles
Implement practice
Interventions to promote learning

53
Q

Learn vs performance

A

Permanent change in motor performance or ability to carry out task or movement as a result of practice
Observable behaviour when executing a task
Latter is not a direct measurement of first

54
Q

3 dimensions of learning

A

Affective - attitude , ethical behaviour and values
Cognitive - knowledge, understanding, tactical or strategy
Motor - technical skills, execution

55
Q

Rate of improvement over time

A

Rapid at first then slows

56
Q

Self esteem 4

A

Way person sees him/herself
Pos or neg
Learned through MSGS
High - learned and performs better

57
Q

To improve kids self concept

A

6-11 yrs

What does the learner do well that’s within his or her controls

58
Q

6 characteristics of visual learners

A 
Picks up details 
Exactly where you are on diagram/plan 
Repeat instructions so they can see and integrate (tie things together) 
Creative 
Show rather than tell 
Color coding
59
Q

Auditory learner 6

A

Sensitive to sounds, key words, and rhythm of things
Listen to people, discuss/play with ideas, paraphrase to process
Like to talk
Talk through steps
Encourage to think our loud
Pair with visual learner

60
Q

Kinesthetic learner 5

A

Aware of relationship between people
Passionate, carries away by emotions
Tendency to improvise
Attentive to the n

61
Q

Explanation

A

Objective
Clues - short, clear, simple only 2-3
Internal (feel this) or external (outside of body)
Choose appropriate formation - control distractions
Appropriate vantage/observation point and position

62
Q

Demos

A

Correct image of what the athlete is expected to do - demo, vid, handout
Link cues to demo

63
Q

Observation 3

A

Athlete understanding of task
Level of motor engagement
Difficulty relative to ability - too difficult or easy, appropriate is 2/3 success, stop to adjust the game or task.

64
Q

Knee flexion timing in walking

A

Mid support

65
Q

Synchronized arm swing for

A

Force production and efficiency

66
Q

Strike of step

A

Heel to forefoot

67
Q

Stride length continues to increase until

A

Mid adolescence

68
Q

Interacting constraints in adulthood walking

A

Ind environment and task constraints continue to change and interact
Possible causes of change are weight gain/loss. Injury
Aging - change in strength and balance, difference in training, patterns are now highly variable and unpredictable

69
Q

Walking in later adulthood 4

A

Maximize stability
Out toeing, decreases stride length, decrease pelvic rotation, decrease speed - regression
Objects as balance aids decrease ankle extension at push off
Strength and mobility can be offset or modified by exercise

70
Q

Running 3

A

6/7 months after walking starts
50% phasing of legs
Flight phase followed by single support, more force when you land, increase demand of balance

71
Q

Early running 2

A

Stability over mobility, return of old behaviours

Arms on high guard, limited ROM, short stride length, little rotation

72
Q

Proficient running

A 
Less stability and more mobility 
Increase stride length 
Trunk rotations
Planar movements with arms in to reduce rotational inertia 
Opposition 
Narrow base of support
73
Q

Later/older running 2

A

Patterns help increase stability and balance

Decrease in stride length. Number of strides, ROM and speed

74
Q

Developmental sequences 3

A

Sequences if advances in performance of a skill
Validated developmental sequences are determined by longitudinal studies
Advances in skills fall into a fixed order

75
Q

Jump

A

Individual propels oneself odd around with one or 2 feet, land on 2 feet

76
Q

Hop 2

A

Individual propels oneself odd around with one foot, land on 1foot
Later than jumping

77
Q

Leap

A

Individual propels oneself odd around with one foot, extends flight period, land on opposite foot

78
Q

Early jumping 4

A 
Starts around 2
Vertical jumps 
1 foot take off or landing 
Incomplete leg extension at take off 
No or limited prep movements
79
Q

Proficient jumping 3

A

Preparatory crouch for max take off force
Both feet leave ground at the same time
Utilize arm swing

80
Q

Vertical jump

A

Force directed down and body extended downward

81
Q

Horizontal jump 2

A

Directed down and backwards

Knees flexed during flight

82
Q

Early hopping characteristics 4

A

Support let lifted rather than used to protect body
Arms inactive
Swing leg held rapidly in front of body
Little force

83
Q

Proficient hoping 4

A

More linear distance
Swing legs las hip and move through full ROM
Support leg extends fully at hip and fixes when landing
Oppositional arm movement to generate forced

84
Q

Rate controller in early jumping

A

To be able to push the body off the ground

85
Q

Force production of hopping 3

A

Project body from one foot to same foot
balance to land on heel
Force absorption to land repeatedly on same leg

86
Q

Galloping, sliding, skipping

A

Combination of stepping, hopping and leaping

87
Q

Sliding and galloping are

A

Asymmetric

88
Q

Sliding

A

Sideways step on 1 foot, leap on other

89
Q

Gallop

A

Forward step on 1 foot, leap on other

90
Q

Skip

A

Symmetric, alternating step hops on 1 foot then on the other, oppositional arm swing

91
Q

Early galloping, sliding, skipping 5

A 
Array mic and stiff movements 
Little to no arm movement 
Little to no trunk rotation 
Exaggeration of vertical lift 
Short stride or step length
92
Q

Proficient galloping sliding skipping 3

A

Knees give on landing and extend on take off
Movements are rhythmic
Heel foot/ forefoot landing prevail

93
Q

Proficient Galloping

A

Individual can lead with either leg

Arms can be used for other purposes

94
Q

Rate controllers for galloping

A

Coordination - uncoupling legs

Differential force production (legs performing diff tasks)

95
Q

Rate controllers for sliding

A

Turning to 1 side

96
Q

Rate controllers for skipping

A

Coordination, ability to perform 2 tasks with one leg

98
Q

Kicking

A

Strike ball with foot
Kicker must have perceptual abilities and eye foot coordination to make contact
kicking a moving vs vs stationary ball requires to increased perceptual ability eye foot coordination

99
Q

characteristics of early kicking 2

A

No step is taken with non kicking leg

kicking leg pushes forward

100
Q

proficient kicking 6

A

preparatory wind up is used (rotating trunk and back)
kicking leg is cocked with knee bent
trunk rotates forward
movement is sequential:thigh rotates forward, then lower leg extends
arms move in opposition to legs (Newton’s 3rd law)

101
Q

punting (2)

A

ball dropped from hands

more difficult than kicking for children

102
Q

feedback

A

was performance successful?

103
Q

intervention 5

A 
inhibiting -yeling 
repeating 
explaining - 2 ways, them or you  
helping - reassurance and encouragement 
adapting - whole class/ind/ball
104
Q

how to say the right thing (7)

A 
was performer successful? 
evaluative - pos /neg 
perscriptive - corrective, do this 
descriptive - what did they just do?
always pos and avoid neg 
accurate description 
give feedback to group and not single out individual
105
Q

effects of fdbk

A

retention
1. feedback require some reflection/cognitive effort by learner
2. frequency
3. during each attempt/instantaneous - least effective
4 summary vs instantaneous
summary is every 3, collect information before feedback
5 band width feedback

106
Q

band width feedback

A
  1. decrease frequency of feedback
  2. promote summary feedback
  3. develop autonomy and self analysis

Physical Activity (1 decks)

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