1. Gaa team fit 2010/11 BIOMECHANICS
P.Tally

2. Quote from Leonardo da Vinci
"The science of mechanics is the noblest and above all others the most useful, seeing that by means of it all animated bodies which have movements perform all their action."
Leonardo da Vinci ( )

3. Biomechanics as a Science
Motor learning - science underlying acquisition of skills
Physiology - science underlying training
Biomechanics - science underlying technique

4. What is Biomechanics?
Biomechanics is the science concerned with the internal and external forces acting on the human body and the effects produced by these forces.
For many years termed kinesiology but this became too general a term
An understanding of these principles will enhance the appreciation of technique and greatly reduce the time spent on “trial and error” or misdirected coaching.

5. What is the function of Biomechanics?
Internal and external forces acting on the human body determine the performance of a motor skill
commonly referred to as technique
usually athlete drives technique development
now science may lead the athlete

6. Example applications of biomechanics
computer simulation of gymnastics movements
virtual reality - golf
optimisation of technique
equipment innovation

7. How can we improve technique?
copy the champions? High Catch

8. Free kick from the hand

9. Blocking

10. Kicking

11. Tackle

12. Sidestep

14. Problems with this approach?
technique will change
particular to the individual’s structure
once isolate the “best” technique - how do you teach it?
if technique is incorrect what must change?
often try to correct fault with no thought to underlying cause - often athlete’s performance deteriorates

15. Is there a better way? How can we select the best techniques?
How can we better observe and locate the causes of faults in technique?
The answers to these questions lie in the science of Biomechanics

16. Divisions of Biomechanics

17. Areas of study in biomechanics

18. Approaches for studying movement - Quantitative
Quantitative approach
describe movement in numerical terms
measurement using instrumentation
eliminates subjective description
equipment often expensive
may not be time efficient
may not be transportable to the field

19. Approaches for studying movement - Qualitative
Qualitative Approach
describe movement in non-numerical terms
based on ability to recognise critical features of a skill
predominant in teaching and coaching
can use video or photography

20. Stationary or Moving? frame of reference can be stationary or moving
analysis usually easier for stationary

21. Speed and Velocity rate at which move from one location to another
speed and velocity are not always identical
average speed - divide distance covered by time taken
average velocity - divide displacement by the time taken

22. What can it be used to analyse? Skill Acquisition
Assessment- and how we do implement strategy
Evaluation
Added Value
Lessons Learnt
Future Developments
I will be showing you how computer based learning has been used to develop the observational skills in year one undergraduate physio students

23. Theoretical knowledge of normal movement
Observation of normal movement
Analysis and evaluation of movement
Observation of impaired movement
Anatomy
Biomechanics
The theoretical knowledge of normal movement underpins the curriculum and is addressed from many perspectives.
Anatomy and biomechanics are essential and in any normal movement activity are a starting point providing the what is moving, what is causing it to move, what are the limiting factors
The observation of normal provides the student with a spectrum of ability and this in turn facilitates analysis and evaluation of the movement .
When the student is then introduced to impaired movement comparison can then made back to the reference of normal related to the anatomical and biomechanical activity.
The analysis and evaluation of the impaired movement is then compared to the reference normal movement and the evaluation of normal

24. Developing qualitative observational skill:
Specific training
Specific to activity
Perceptual abilities
Speed of movement
Knudson & Morrison 1996
Observation
Description
Interpretation
Bardes, Gillers & Herman 2001
Knudson and Morrison identified 4 specific aspects in In the development of observational skill
Specific training, specific to a particular activity, the requirement for perceptual ability and the speed of he movement. While
Barders et al identified three activities observation, description and interpretation

25. Movement Identification Initial observation of Mass movement
Movement sequence
Comparison to normal
Isolation of movement component
Combining these two approaches movement observation is developed from gross movement to specific ith a reuet checking with the normal
The movement sequence is identified, and then individual movement component and the how the sequence of these components is arned
Sequencing movement components

26. Use of video clips in evaluation
Opportunity for individuals to participate and contribute to session
Identification of real neurological movement problems
Capacity to replay movement sequence and review movement
Potential to use in small groups or large group sessions providing equality of learning experience

27. Individuals are able to access their performance using video to continue and complete the activity in their own time.
Different video clips with 3-5 questions per clip
Model answers can be made available
This allows teacher/coach to monitor the students

28. The Assessment
Three questions were asked
Give a general impression of the movement
2. What is happening at her head, trunk, upper limbs, pelvis and lower limbs as she moves through the vault?
3. How is this different from top level performance

29. The Assessment
Three questions were asked
Give a general impression of the movement
Initial observation
2. What is happening at her head, trunk, upper limbs, pelvis and lower limbs as she moves from sit to stand?
Specific activity
3. How is this different from normal?
Interpretation

30. Group Activity: Observing and Analysing Movement on Video
Findings
Group Activity: Observing and Analysing Movement on Video
‘There’s only so much theory you can read, but you need to see practical examples Showing the video was really good’
Players/athletes suggested that watching and discussing the video in a lecture-based group activity provided useful practical examples of movement that enhanced their understanding
They suggested that being able to hear the interactions between the Coach and player on the video would help them to develop their communication skills and ask the right questions

31. Video Clips for Personal Use
‘It was very much learning in your own hands’
The video clips enabled athletes to repeat the various actions that would not be possible in practice and to diagnose poor or inaccurate movements in their own time
Visualisation: Seeing with movement disorders helped to put their learning into context