Biomechanics Flashcards
Equation for force
Mass x Accelaration
Force is used to
- get objects moving
- stop objects moving
- change moving objects
- change speed of moving objects
- balance another force to keep object still
Internal Force
- structures in body that interact to produce movement
e. g. muscles and.tendons act together to produce that cause movement
External Force
- result from interaction between body and environment
- includes contact and non contact
Application
Simultaneously
- all body parts move at same time to produce force
- generally used to produce accuracy but some activities use this to gain power
e.g. a putt in golf. vs a snatch in weight lifting
Application
Sequentially
- combination of forces produced by different parts of the body, acting together to maximise force
- generally used to produce maximal force such as throwing, kicking and striking
e.g. baseball pitcher, striking in golf
Types of External Forces
Contact: Frictional forces Ground reaction forces Air resistance Water resistance
Non contact:
Gravity
Force Absorbtion
Force absorption is the process of reducing the force of an impact between 2 objects
How is Force absorbed
- Increasing time amd movement
- increasing movement length
- Increasing area of which force is absorbed
Video Analysing Techniques
1 Film the game/ session
2 Replay for analysis
3 Feedback
4 Implement strategy
Video Analysis definition
Provides visual feedback to the performer by slowing the movement down and breaking it down into fractions. Can see weaknesses and strengths
Coaches
- Recognise more positives than negatives to encourage performer
- Should use feedback sandwich
Three Phases of a movement
Preparation - All movement that prepare athlete for the performance of the skill
Action - Begins when preparation ends at contact/ release
Follow through - Refers to all movements after the execution phase
Coaches analyse performance to determine
- What the athlete is doing right?
- What the athlete is doing wrong that limits performance?
- What key aspects of the performance need attention?
- What training activities are needed to rectify faults?
- To track the athlete’s progress
What are two methods sport skills can be analysed
Quantitative analysis
Qualitative analysis
Process of Qualitative Analysis
- Preparation stage
- Observation stage
- Diagnosis stage
- Intervention stage
- Re-observation stage
Preparation Phase
Coach develops knowledge about the skill and identifies what to look at
must know the points of technique required to produce the skill correctly and the characteristics of skilled performance, including:
⎯ Efficient technique ⎯ Coordination ⎯ Balance ⎯ Fitness ⎯ Efficient use of time and energy ⎯ Strong kinaesthetic sense ⎯ Anticipation ⎯ Sound mental approach
Observation Phase
Gather data about the performance (live or recorded)
• What is the best angle / method to observe the skill – front on, side on or from behind – all provide different perspectives of the performance.
• Direct observation or video?
• Observe / record several trials to get more accurate
results and record results on the checklist
• How close to the subject are you going to be? This is influenced by what you are looking for e.g. court movement vs. technique
Diagnosis Phase
Identify strengths and weaknesses of the performer, what is different to your preconceived ideas?
• Mark off on a checklist the things the performer is doing correctly, incorrectly or not at all
• List the weaknesses in order of priority for correction;
⎯ Critical – performance inhibiting – require
immediate attention
⎯ Less critical – less impact on performance so
can work on over a period of time
• Large changes to technique need a longer time to rectify and may be done during the off-season
• Technical flaws which do not impact on performance may not always be addressed
Intervention Phase
Provide feedback and suggest methods to improve
• Once weaknesses are identified, strategies to address these are then developed.
Intervention Phase
• Error correction / intervention can be undertaken during the game and/or during training
Re-observation Phase
Observe the performer implement the changes made in a similar context to initial observation
• Did they make a difference or is further intervention needed?
