Biomechanics Exam 3 Content Flashcards
Analysis Qualitative Biomechanics
Breaking something into smaller parts, examining constituent parts
Qualitative Biomechanical Analysis
Breaking movement into basic elements; examining each element from a biomechanical perspective
Quantitative Biomechanical Analysis
Quantifying biomechanical elements
Qualitative Vs. Quantitative
Quantitative: requires equipment, is highly objective, precise
Qualitative; observational, more subjective, themes and patterns
Example of Quantitative vs Qualitative
for themes and patterns: see a lot of glut med weakness
Qualitative analysis
typically, visual analysis
can be aided by video recording
most common analysis by coaches/trainers/teachers
Subjective Qualitative Analysis
eyes; description of performance
Comparative qualitative analysis
faster/slower, higher/lower. shorter, longer
ex: may need to elevate humerus higher or lower
Technique yields outcome
analyze technique and outcome
If technique is correct….
outcome will be too
Way too often individuals coach/teach to the outcomes rather than…
coaching/ teaching the technique
When you coach/teach the technique what will happen to the outcome
the outcome will naturally improve
Steps of Qualitative Analyses
- Develop a theoretical model
- observe the performance
- compare performance to theoretical model (evaluate)
- Provide feedback/instruction
What is the ideal technique?
cuing words: can provide base for biomechanics, provide standard for how they are performing
provides a standard for performance comparison
Fundamental Knowledge of Skills: what are the rules
most activities have rules
rules impose constraints
limits in how a skill is legally preformed
Traditional techniques/equipment
trust but verify
curious but skeptical- ASK WHY
are traditional techniques biomechanically appropriate?
Should everyone attempt skill like an elite performer?
Purpose/Goal of Skill: Desired Output
performance measures (time, distance measured)
success criterion
Purpose/Goal of Skill: interpret outcome in mechanical terms
objective- how far? how fast? how long? (unbiased, solely on the observable or verifiable facts)
Subjective- quality of movement, not as easy to determine
Two basic approaches to effective techniques
- identify biomechanical characteristics of an elite performer
- develop cause and effect model of success
Identifying biomechanical characteristics of an elite performer
how does each action/position contribute to success?
is the action/position detrimental?
Developing a cause and effect model of success
use biomechanical principles
identify mechanical basis for each subgoal
these define most effective techniques
What do we actually look for?
- Body segment position (during force application)
- Duration of motion, (range of motion- positive or negative work, breaking vs propulsion, displacement of ball)
-Velocity and acceleration of segments (performance often determined by distal limb velocity/acceleration, constant acceleration vs phased acceleration)
-Relative timing of body segments (coordination, application of work and force)
Observing Performance: visual
Who are you observing?
Under what conditions will the subject perform?
Where will observation occur?
What are you attempting to observe?
Who are you observing?
as skill increases: size of error decreases
variability between trials decreases
Novice athletes
easily recognizable errors
errors often repeated
Highly skilled athletes
minor errors in performance
attention paid to errors between repeated trials
Under what conditions
- environment influences performance
practice vs competition - often observe under conditions= typical performance
- actual competition observation is difficult
class/team practice causes multiple distractions
-no conditions are ideal, compromise is required
Where will observation occur?
Vantage points impacts visibility or performance
How close to performance?
far enough away to observe well
want to be far enough away but not too far
observation is dependent on where you are.
Skill analysis
good instructors analyze skill to improve athlete performance
Efficiency, effectiveness
feedback for athletes
Analysis of skill is a sill and cant be established by
learn and practice
time and effort
What is the two step approach?
Identify errors of performance
diagnose impact of magnitude of error
Identify Error
compare performance to most effective techniques
Evaluate each phase
compare motion, positions, timing to effective technique
morphological constraints affect individual performance
anthropometrics, strength, age
Evaluating Errors
consider cause and effect
does it increase injury risk? CORRECT IMMEDIATELY
Is client novice or an expert? if novice= fix errors in basic elements
How easy is it to correct the error= time needed to correct error
Cause and effect of evaluating errors
are errors stacking (aka serial)= correct the earliest errors (will errors in the first part of the motion cause errors in the rest of the motion?)
how much does the error impact performance? correct impactful errors
Impact of equipment= change implements (often equipment is involved: different throughout life cycle, does the change in equipment make things better or worse?
Developing teaching progression
discrete parts of the movement
drills/exercises that duplicate movement of forces of each part
implement drills to correct technique for each part
link drills and portions of movement
perform entire skill
Job of biomechanist
study technique and improve performance
recording, analyzing, diagnosing
good technique for particular athlete in particular society
problems with key factors
key factors= general guidelines
each athlete is unique
each activity is unique
incorporate growth and development of athlete- take into account individualization
Job of movement analysts
recognize symptoms of bad performance
what is acceptable performance
is the goal attained
process vs product
Troubleshooting cause of bad problems
critical ability
skill performance deficiency
psychosocial problems
look at process and product
