Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
47 Cards in this Set
- Front
- Back
|
What people use qualitatitve biomechanical analysis? |
Coaches |
|
|
What are the user groups for the qualitative biomechanical analysis? |
Teachers and coaches
PTs OTs MDs etc |
|
|
Do teachers and cocahces use quantitive analysis very often? |
No just rarely |
|
|
Are observations of mechanical prinicples for teachers an coaches described subjectively or objectively? |
Subjectively |
|
|
Do PTs , OTs, MDs, etc use quantitative or qualitative? |
A blend of the two but with an emphasis toward qualitative |
|
|
What are the four steps of qualitative analysis? |
1) Description 2) Observatin 3) Evalutation 4) Instruction |
|
|
What is the description aspect of qualitative analysis? |
Develop theoretical model of the most effective technique. what does that look like? What would you like to see?
The model to describe what is happening, "what would you like to see" how much details do you add in? |
|
|
What is the observation aspect of qualitative analysis? |
Observe the performance to determine what the individual's technique actually look like
|
|
|
What is the evaluation aspect of qualitative analysis? |
Compare the theoretical model (ideal) against the athlete's actual performance, identify efforts and evaluate the effect |
|
|
What is the instruction aspect of the steps of qualitative analysis |
(How to apply quantity observed)
Provide feedback and instruction as needed to correct errors |
|
|
What is required for the ideal technique? |
-Fundamental Knowledge of the skill *Rules of the activity (sport) *Other constraints (time, area of performance, workspace environment) *Equipment available, required to perform skill (ranges of equipment)
-Expertise in the skill area *If not expert can research or ask an expert |
|
|
For an ideal technique, what is the purpose/goal of the skill? |
-Accuracy? -Distance? -Control? -Stability? -Mobility? -Other?
May behave for a primary goal and will just have secondary goals, etc
Primary characteristics (break down necessary componenets to perform skills) |
|
|
For the ideal technique, what are the characteristics of the most effective technique |
Given what you've determined from the list of requirements/limitations and purpose/goal
Start to break down the necessary items for performing the skill (knowledge of quantitaitve term is helpful, common sense also helpful) |
|
|
What are the two primary ways to go about the characteristics of the most effective technique? |
1) Assessment of traditional techniques 2) Develop a deterministic model (cause-effect) |
|
|
What is the assessment of traditional techniques for the characteristics of the most effective technique? |
*Observe as many elite performances as possible *What is in common between them *Subtle differences of form; do they matter? *Are there certain body positions/orientations in common?
[Common (force same strategy, difference in form does matter for it can increase the efficiency of the technique) |
|
|
What is the development of a deterministic model (cause-effect) for the characteristics of the most effective techinique? |
Given a specified physical goal, can you trace backward through a cause-effect sequence to determine how to get there? |
|
|
For the example of high jump, what is the purpose and the mechanical measure? |
Purpose: Clear a crossbar, at highest possible setting
Mechanial measure=height of crossbar cleared (be physical limit) |
|
|
During the observation of performance for qualitative analysis who do you observe? |
-Novice or expert -Variability of performance -Margin of error
(Novice has lots of errors and more variability and has a large magnitude of error)
(Expert has less variability and has an increase magnitude of error) |
|
|
What are the conditions for the observation of performance? |
-Actual competition or controlled environemnt -Need for compromise
(If more skilled, for actual competition can perfomr more naturally; however, there is no control of enviornment for example if there is wind or cold that could change the response) |
|
|
Where do you observe for the observation of performance? |
*Perspectives specific to critical aspects of motion *Multiple locations, specific to phases of activity *Different planes of observation
Position of observe also important because needs to be albe to change the perspective and to capture start and gathering |
|
|
What do you observe durign observation of performance? |
*Position of body or specific segments at critical phases of activity *Duration and range of motion of segment motion *Relative velocities and accelerations of segmeents *Relative timing of segment motion (Often overlooked, the segmental is continuous with momentum) |
|
|
How do you observe performance? (Tools of observation) |
-Vision (live and by video playback)
-Hearing (In certain motion, average sound made by the surface of shoes or clothing can be) helpful
-Touch(In gymnastics, IE for balance tell your trainees to not let your back touch my hand)
-Athlete's kinesthesia ("awareness of motion) (Getting into mindset of athlete, do you give people an internal set of cues or external set of cues? Kinesthetic awareness (IE did you feel you were...?) |
|
|
During the evaluation of perfomrances where do the qualitative models go sideways? |
During the evaluation of performance (when compared to the ideal model) |
|
|
How do you identify errors during the evaluation of performance? |
*How does any particular movement differ from the "most effective technique" (is it one movement or series of movements)
*Is the difference actually an error, or just a variant (is it a fatal flaw that impacts the performance and could get the athlete injured? Or did they learn to do the technique based on their own adoption, don't want to ever mess with the technique of the elite)
*Is the difference an adaption which should be retained due to athlete's individual condition? (Most likely yes for adaption --> But important of when learn to do) |
|
|
How do you evaluate errors during the evaluation of performance? |
*Does it increase risk of injury? If yes, correct immediately (If well documented, explain why do certian positions and/or the injuries it could lead to)
*Scale the error severity by relative skill of client. Young, devloping athlete or experienced athlete, perfecting technique for performance goal.
*Ease of error correction. -What is the source of error? -How long will the correction take? (The reason why some errors aren't corrected (IE in the middle of the season) )
*Error complexity (Most errors are pretty complex) -Is the error due to previous error? (Due to previous error that the person had to compensate for)
*Scale the error's effect on performance -Would the correction provide dramatic or negligable effect?
*Equipment involvement (Easy fix) -Faulty equipment -Poorly designed -Poorly sized
|
|
|
How do you have effective communication when you are instructing the performer (feedback)? |
*Verbal *Physical demonstration of what was observed *Video playback (comparative) *Simple, focusing on only one error at a time *Patience (Short term performance decrememtn with intervention, give pateints an opportunity to show that they learned)
Communicator has to rought on themselves on whether or not they were effective |
|
|
What is the correction sequence of instructor the performer (feedback)? |
*Skill components *Derive skill-specific drills/exercises to emphasize key points of the exercise to correct the error *Linking skill components (start with emphasis on accurate position) *Speed of skill performance (start slow and move quicker as more; increase with proficiency) |
|
|
What is the repeat analysis section of insturcting performer? |
*To assess improvement *To include adjustments for physical limitations observed in first analysis
-Repeat analysis loop (to make sure it worked) |
|
|
What is the foundational principle of biomechanics and training? |
(Sports specific skill?)
"Specificity" |
|
|
What is technical training? |
-Specific sport or movement -Improving technique -Stems from Qualitative analysis |
|
|
What is physical training? |
-Altering performance limitations -Improving physical condition -Improvement to performance |
|
|
What are the steps of the antaomical version of the qualitative analysis of movement? |
1) Divide activity into temporal phases
2) Identify joints involved; movements at these joints
3) Determine typeo f muscle contraction (concentric, eccentric, isometric) and which muscle group is dominant
4) Identify instances of rapid acceleration and where impacts occur (as needed) [Either translation or throwing something]
5) Identify extremes in joint range of motion [See where the greatest stretch of the system is] |
|
|
The temporal phases are _______ dependent |
Speed |
|
|
What are the two types of speed dependent temporal phases? |
-Slower, simpler movements -Faster, more complex moveents |
|
|
How do you work with a slower, simpler movmeents and the temporal phases? |
*Look for more simple changes in direction
IE Bench Press
-Down phase -Up Phase |
|
|
What can you say about the number of phases for faster more complex movements? |
They often require more phases than initially obvious |
|
|
What is an example of a faster more complex movement and what are the components to that? |
IE Baseball pitch
-Windup, delivery, follow through -But when look at video analysis see lot more joint motion and placememnt |
|
|
What kind of questions are you answering with the joint motion componenet? |
*What segments move *Which joints are involved *For each joint involved what is the motion (Flexion/Ex, Ab/Add, etc Emphasis should be placed on MOTION not POSITION) |
|
|
What are the contraction types |
Isometric (No motion, often a stabilizing function within the system)
Concentric (Shorting while contracting; typically affecting a motion in opposition to gravity)
Eccentric (Lengthening while contracting ; typically affecting a motion in concert with gravity) |
|
|
What are the muscle group identification for concentric, eccentric and isometric contractions? |
*Concentric --> Active muscles are those which create motion in that direction
*Eccentric --> Active muscles are those which oppose motion in that direction
*Isometric (Either group could be involved, or both. Default is gravity opposing muscle groups in that position) |
|
|
What are the different pahses for a bench press example |
-Down Phase
-Up phase
To both lower and raise the device, the subject needs to use pecs, triceps and the posterior head of the deltoid
You wnat to know hwat muscles does work to see if they need to change the technique to see if patient has injury |
|
|
F= ? |
m*a |
|
|
T = ? |
I * angular acceleration |
|
|
If there is highest acceleration and highest force, is injury risk the highest? |
Yes |
|
|
With regard to phase end points and muscle groups involved, talk about the phase beginning and phase ending and what you would be looking for in analysis? |
*Phase beginning -Greater or lesser accelration -Resulting force (increased or decreased)
*Phase end:
-Greater or lesser acceleration -Resulting force (increased or decreased) |
|
|
What is the purpose of the extreme joint range of motion of the analysis? |
To identify muscles and soft tissues which will undergo stretch and risk of injury
This is more important for fast movements (dynamic) |
|
|
What are the extrmeem joint range of motion for the bench press? The top or bottom position? |
*Elbow --> Bottom has the most extension when at the top
*Shoulder --> Bottom has the most extension and have the bar on the shoulder and also have the most force when goes back up |
