3030 Final Flashcards
Mechanical aspect of movement
apply principles of motion and stability
What interacts with human movement
Physics
human movement takes place in an environment governed by laws of physics
Interactions with physics chances as
constraints change
why do constraints change?
humans are constantly calibrating and re calibrating movements in response to physical forces
how can human movement take advantage of physics
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
Key ideas of taking advantage of physics
all the body parts/joints that can be used and full ROM
balance
ability to maintain equalibrium, even in an unstable position
stability
ability to resist movement/loss of balance
does stability= balance
no
What determines who will fall first?
COM inside or outside of support
stability depends on (3)
area of base of support
height of centre of gravity
proximity of centre of gravity
centre of gravity
concentration point of earth’s gravitational pull
can be inside or outside of body
within or outside of base of support
To increase stability (2)
trade off?
increase base of support
lower centre of gravity
trade off of losing mobility
Newton’s first law
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
One can increase base of support by
Increase base of support which reduce time it takes to regain balance
Avoid extraneous movement (movement that do not play into desired movement)
Increased support will
May sometimes increase stability
Improvements in strength, coordination, proprioception and reaction time allow
Narrower base of support
Increases mobility
Simplified Newton’s first law
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
To move objects further or faster 2
Increased force and distance over which force is applied
To add distance
Increase step length (linear distance) increase ROM (rotational force)
Second law 4
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
Force is related to
Mass and acceleration
Acceleration is related to
Force applied and inversely related to mass
A person can only exert a given amount of force, given a constant force level, how could you increase acceleration when throwing a ball
Increase disincentive over which force is applied
Third law
To every action there’s an equal and opposite reaction
When you push something it pushes on you
Oppositional movements
Many skills take advantage of it
Walking and running arms move back and legs move forward
Most efficient is contra lateral
Directional force
Walking and running where leg pushes down and back so your body goes forward and up
Age and injury can change how force is applied
Toddlers push down not back
No arms
Walking on ice
Smaller steps on slippery surface
Walking/running as you grow older
Both feet off the ground and better synchronization
Force generation is aided by
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
To increase velocity 4
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
Why not keep limb extended throughout when moving
Too much rotational inertia
Force absorption 2
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
What motor skills involve learning to absorb force 3
Falling, jumping, catching a ball
Take home msg of balance, stability and forces 4
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
Movement pattern development
Developing an acceptable level proficiency in wide variety of movement situations
Development efficient body mechanics
Locomotion
Moving from place to place
On one two or four limbs
Crawling walking running
Hopping skipping galloping
Early locomotion 3
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
Walking
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
4 things that play into the development of walking
Com
Muscle development
Proprioception
Coordination
Characteristics of early walking. 5
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
4 things in proficient walking
Increases stride length
Pelvis rotation
Decreases base of support
Opposition with arms and legs occur - contralateral
Acquiring movement skills including FMS
Age related but not dependent
The way you lead an activity
Becomes part of an environment
Knowledge as a constraint
Can affect
Internalized as Functional constraint
Learning opportunity that’s part of environment
Holistic
Attitude, knowledge, motivation
3 upper body key skills
Striking catching throwing
When planning game analytic game
Know what skill would need improvement within a game
Think ahead about all 6 stages
Why game activity game 3
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
3 phases of gag (conditioned game)
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
Activity leader 2
Select theme based on a skills
Design game and activity around theme
Learning styles incorporate 3
Communications, different types of learners, feedback
Teaching and learning styles 4
Define learning
Understand own learning styles
Implement practice
Interventions to promote learning
Learn vs performance
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
3 dimensions of learning
Affective - attitude , ethical behaviour and values
Cognitive - knowledge, understanding, tactical or strategy
Motor - technical skills, execution
Rate of improvement over time
Rapid at first then slows
Self esteem 4
Way person sees him/herself
Pos or neg
Learned through MSGS
High - learned and performs better
To improve kids self concept
6-11 yrs
What does the learner do well that’s within his or her controls
6 characteristics of visual learners
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
Auditory learner 6
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
Kinesthetic learner 5
Aware of relationship between people
Passionate, carries away by emotions
Tendency to improvise
Attentive to the n
Explanation
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
Demos
Correct image of what the athlete is expected to do - demo, vid, handout
Link cues to demo
Observation 3
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.
Knee flexion timing in walking
Mid support
Synchronized arm swing for
Force production and efficiency
Strike of step
Heel to forefoot
Stride length continues to increase until
Mid adolescence
Interacting constraints in adulthood walking
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
Walking in later adulthood 4
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
Running 3
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
Early running 2
Stability over mobility, return of old behaviours
Arms on high guard, limited ROM, short stride length, little rotation
Proficient running
Less stability and more mobility Increase stride length Trunk rotations Planar movements with arms in to reduce rotational inertia Opposition Narrow base of support
Later/older running 2
Patterns help increase stability and balance
Decrease in stride length. Number of strides, ROM and speed
Developmental sequences 3
Sequences if advances in performance of a skill
Validated developmental sequences are determined by longitudinal studies
Advances in skills fall into a fixed order
Jump
Individual propels oneself odd around with one or 2 feet, land on 2 feet
Hop 2
Individual propels oneself odd around with one foot, land on 1foot
Later than jumping
Leap
Individual propels oneself odd around with one foot, extends flight period, land on opposite foot
Early jumping 4
Starts around 2 Vertical jumps 1 foot take off or landing Incomplete leg extension at take off No or limited prep movements
Proficient jumping 3
Preparatory crouch for max take off force
Both feet leave ground at the same time
Utilize arm swing
Vertical jump
Force directed down and body extended downward
Horizontal jump 2
Directed down and backwards
Knees flexed during flight
Early hopping characteristics 4
Support let lifted rather than used to protect body
Arms inactive
Swing leg held rapidly in front of body
Little force
Proficient hoping 4
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
Rate controller in early jumping
To be able to push the body off the ground
Force production of hopping 3
Project body from one foot to same foot
balance to land on heel
Force absorption to land repeatedly on same leg
Galloping, sliding, skipping
Combination of stepping, hopping and leaping
Sliding and galloping are
Asymmetric
Sliding
Sideways step on 1 foot, leap on other
Gallop
Forward step on 1 foot, leap on other
Skip
Symmetric, alternating step hops on 1 foot then on the other, oppositional arm swing
Early galloping, sliding, skipping 5
Array mic and stiff movements Little to no arm movement Little to no trunk rotation Exaggeration of vertical lift Short stride or step length
Proficient galloping sliding skipping 3
Knees give on landing and extend on take off
Movements are rhythmic
Heel foot/ forefoot landing prevail
Proficient Galloping
Individual can lead with either leg
Arms can be used for other purposes
Rate controllers for galloping
Coordination - uncoupling legs
Differential force production (legs performing diff tasks)
Rate controllers for sliding
Turning to 1 side
Rate controllers for skipping
Coordination, ability to perform 2 tasks with one leg
Kicking
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
characteristics of early kicking 2
No step is taken with non kicking leg
kicking leg pushes forward
proficient kicking 6
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)
punting (2)
ball dropped from hands
more difficult than kicking for children
feedback
was performance successful?
intervention 5
inhibiting -yeling repeating explaining - 2 ways, them or you helping - reassurance and encouragement adapting - whole class/ind/ball
how to say the right thing (7)
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
effects of fdbk
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
band width feedback
- decrease frequency of feedback
- promote summary feedback
- develop autonomy and self analysis
