QUIZ QUESTIONS! 1-3 294 Flashcards
In her textbook, Torbert (2011) explains how most movements have three phases. She describes these phases as:
a.
Patience; progression; practice
b.
Preliminary movements; force production; release
c.
Force generation; release; force release
d.
Preparatory; Action; Follow through
D Preparatory; Action; Follow through
Which of the following examples would NOT be considered to be common concepts and/or principles that underlie effective human movement performances where substantial efficiency and effectiveness can be gained in using these common elements (or concepts and/or principles) and developed for learning, performing, assessing, or instructing more specific forms of movement?
a.
considering external forces and tending to them in a way that will benefit performance
b.
none of the answers (these are all common concepts and/or principles that underlie effective human movement performances)
c.
increase or alter range of motion ()ROM of the body segment or implement imparting force
d.
understanding the relationship between force, mass, and acceleration
b.
none of the answers (these are all common concepts and/or principles that underlie effective human movement performances)
One prerequisite for, and key objective of, applying the Conceptual Approach in movement analysis is referred to as “specificity” where the practitioner (teacher/educator/coach/therapist) provides information or feedback (FB) that is corrective, that provides direction for how to change for improvement, and the reasoning behind “why” it is working.
TRUE? FALSE?
True
Concepts such as force production concepts and force direction concepts cannot be used fully at the same time, typically, by a general mover. There are trade offs in the application of concepts and their use within movement. Since it is very difficult to apply maximum levels of force concepts in movement while at the same time maximizing force direction in successful performances of movement, this often only occurs in highly skilled humans.
True, False
True
For this question, consider employing the framework of the conceptual approach. To organize the analysis of a physical movement for the purpose of ultimately optimizing that performance when you do not know or are unfamiliar with the movement, it is recommended to start the analysis at…
a.
the bottom of the framework working up from the facts of the skill/movement, to the groupings of concepts, to the area of generalization.
b.
the top of the framework working down from the area of generalization, to the groupings of concepts, to the facts of the skill/movement
c.
the bottom of the framework working up from the area of generalization, to the groupings of concepts, to facts of the skill/movement.
d.
the top of the framework working down from the facts of the skill/movement, to the groupings of concepts, to the area of generalization.
b. the top of the framework working down from the area of generalization, to the groupings of concepts, to the facts of the skill/movement
According to your textbook (Burkett 2019), this term refers to the pattern and sequence of movements that athletes use to perform a sport skill, such as a forearm pass in volleyball, a hip throw in judo, or a somersaulting dive from the tower.
A.
performance
B. Technique
C. Skill
D. Coordination
B. technique
Fill in the Blank:
Conceptual knowledge and understanding remains the same no matter what the movement context is. Movement concepts are not all or nothing, but rather on a continuum of use, when applied and/or utilized in movement. Choices are made by the mover related to the contextual demands of the movement and concept or concept knowledge application (like a dimmer switch for turning on and off a light). The contextual demands of the movement alters only ________________ the concept and conceptual understanding is utilized or employed in movement.
a. Where
b. Why
c. How
d. By Whom
D. How
Which force concept would be most appropriate to explain the following example:
A basketball rebounder attempts to increase the time that she catches the rebound to decrease the chance of the ball ‘bouncing’ off her hands and helping to reduce the chance of high force injury to the fingers/hands.
A.
P5
B.
A2
C.
A3
D.
P2
c. A3
A system that is highly unstable must not be in balance (equilibrium).
True
False
False
On a third class lever, F (the force) is positioned between the axis and the resistance. Most of the freely moving segments in the human body are good examples of third class levers.
True
False
True
Two sprinters with different body masses exert the same force on the block (for the same amount of time) during the start of a 100 m sprint. If sprinter A has a mass of 50kg, and sprinter B has a mass of 100kg, which statement is correct:
a.
Sprinter A will have an acceleration triple (3x) the acceleration of sprinter
b.
Sprinter A will have an acceleration double (2x) the acceleration of sprinter B
c.
the difference in acceleration will be the same since the force applied is the same
d.
Sprinter B will have a change in momentum double (2x) the change of momentum of sprinter A
b.
Sprinter A will have an acceleration double (2x) the acceleration of sprinter B
Newton’s law of acceleration describes the interrelation between force, mass, and acceleration and is written as force = mass x acceleration. Force and acceleration are proportional to each other and act in the same direction (if the mass remains constant). Force and mass are also proportional to each other and act in the same direction (if the acceleration remains constant). This law of motion supports the relationship of vector quantities like mass, weight (gravitational force), and acceleration.
True
False
False
In rugby, two athletes run at each other with the same velocity. What other key variable determines the momentum of each athlete as they run toward one another?
a.
acceleration
b.
impulse at contact
c.
external forces
d.
body mass
d. Body mass
Employing, increasing, or altering the use of a(n) _____________________________ ensures a continuation of motion and that the increase in velocity and momentum developed by the implement or body part does not decelerate prior to contact or release of the object.
a.
follow through
b.
implement
c.
stretch shortening cycle
d.
wide stance
a. Follow Through
To observe movement in the transverse plane, you would need to an anterior or posterior view of the system.
True
False
False
Which of the following statements would INCREASE stability in a body or object that is in balance (equilibrium):
a.
leaning forward over your hands as a sprinter awaiting the start of the race
cross out
b.
decreasing the length of the line of gravity
c.
decreasing the mass of the system
d.
moving the line of gravity further from the centre of the base of support
b. decreasing the length of the line of gravity
Imagine standing upright with your arms by your side (anatomic position), your centre of gravity (centre of mass) would be mid-sagittal plane, mid-frontal plane, and around the level of umbilicus in the transverse plane. If you flex both shoulders 90 degrees (raise them in front of you in the sagittal plane), you would expect the centre of gravity to:
a.
move anteriorly and laterally
b.
move anteriorly and superiorly
c.
move posteriorly and superiorly
d.
remain in the same position
b. Move anteriorly and superiorly
Which of the following is NOT a key factor that influences the linear motion of a projectile:
a.
speed (or velocity) of release
b.
momentum of release
c.
angle of release
d.
height of release
b. momentum of release
Imagine holding the lacrosse stick with one hand near the end of the stick and the other hand close to the basket and initiating a throw (projecting the ball). This is an example of a force couple, where opposite forces cause the same direction of torque (or moment) and the axis of rotation would be either end of the stick.
True
False
false
Successful pitchers, field goal kickers, weightlifters, golfers, and tennis players use the stretch reflex when greater power or force is needed, but a person needs to be aware that evoking the stretch reflex requires additional time during the preparation phase.
True
False
True
Elite high jumpers lean back before their one-footed takeoff, this allows them to spend more time applying force to the ground. This technique increases the ____ applied which alters their ___
a.
momentum, impulse
b.
impulse, momentum
c.
force, impulse
d.
impulse, force
b. Impulse, momentum
If a basketball foul shot (free throw) has topspin on it after release and it hits the backboard, this spin/rotation will assist in pushing the ball downward toward the basket.
True
False
False
When a mover wants to create spin or rotation of their own body, they employ the same understanding as those applied to an external object including Bernoulli’s Principle and the Magnus Effect, which can be demonstrated in humans who spin or rotate at very high angular velocities.
True
False
False
If a tennis player wants the ball to come up low on their return (closer to the ground) and have additional speed (velocity), the player should consider using ______ , by striking the ball _______ the ball’s COG. If the player’s opponent is deep in the court and the player wants the ball to hit and stay in the front part of the court on their return, the player should consider using________, by striking the ball______ the ball’s COG.
a.
topspin, above, backspin, below
b.
backspin, below, topspin, above
c.
topspin, below, backspin, above
d.
backspin, above, topspin, below
e.
none of the answers are correct
a. Topspin, above, backspin, below
