3030 Final Flashcards
(106 cards)
1
Q
Mechanical aspect of movement
A
apply principles of motion and stability
2
Q
What interacts with human movement
A
Physics
human movement takes place in an environment governed by laws of physics
3
Q
Interactions with physics chances as
A
constraints change
4
Q
why do constraints change?
A
humans are constantly calibrating and re calibrating movements in response to physical forces
5
Q
how can human movement take advantage of physics
A
skill proficiency often takes advantage of physical laws
same size and strength, one can throw further because they know to use the principles of motion and stability
technique
6
Q
Key ideas of taking advantage of physics
A
all the body parts/joints that can be used and full ROM
7
Q
balance
A
ability to maintain equalibrium, even in an unstable position
8
Q
stability
A
ability to resist movement/loss of balance
9
Q
does stability= balance
A
no
10
Q
What determines who will fall first?
A
COM inside or outside of support
11
Q
stability depends on (3)
A
area of base of support
height of centre of gravity
proximity of centre of gravity
12
Q
centre of gravity
A
concentration point of earth’s gravitational pull
can be inside or outside of body
within or outside of base of support
13
Q
To increase stability (2)
trade off?
A
increase base of support
lower centre of gravity
trade off of losing mobility
14
Q
Newton’s first law
A
inertia
An object at rest stays at rest and an object in motion stays in motion until acted upon by another force
Resistance to motion is related to mass
14
Q
One can increase base of support by
A
Increase base of support which reduce time it takes to regain balance
Avoid extraneous movement (movement that do not play into desired movement)
15
Q
Increased support will
A
May sometimes increase stability
16
Q
Improvements in strength, coordination, proprioception and reaction time allow
A
Narrower base of support
Increases mobility
17
Q
Simplified Newton’s first law
A
We just exert force to move object and ourselves
More inertia means its harder to move, more force application is needed and harder to stop moving object
18
Q
To move objects further or faster 2
A
Increased force and distance over which force is applied
19
Q
To add distance
A
Increase step length (linear distance) increase ROM (rotational force)
20
Q
Second law 4
A
Acceleration of an object depends on mass
Size of mass applied to it
Direction of force applied to it
Acceleration proportional to force applied to it and inversely proportional to mass
21
Q
Force is related to
A
Mass and acceleration
22
Q
Acceleration is related to
A
Force applied and inversely related to mass
23
Q
A person can only exert a given amount of force, given a constant force level, how could you increase acceleration when throwing a ball
A
Increase disincentive over which force is applied
24
Third law
To every action there's an equal and opposite reaction
| When you push something it pushes on you
25
Oppositional movements
Many skills take advantage of it
Walking and running arms move back and legs move forward
Most efficient is contra lateral
26
Directional force
Walking and running where leg pushes down and back so your body goes forward and up
27
Age and injury can change how force is applied
Toddlers push down not back
| No arms
28
Walking on ice
Smaller steps on slippery surface
29
Walking/running as you grow older
Both feet off the ground and better synchronization
30
Force generation is aided by
Planar movement -use force In the plane of motion where you want to move yourself or an object - using arms to hop
Avoid rotational movement because that decreases force in desired plane
31
To increase velocity 4
Rotate limbs and project objects
To increase rotational velocity - Swing it faster
To increase relative length - Fully extend at release / contact
Extension at point of release or contact increase radius of rotation
32
Why not keep limb extended throughout when moving
Too much rotational inertia
33
Force absorption 2
To make an object move, increase force application for a given time
To make an object stop, increase time/area Over which a given force is applied
34
What motor skills involve learning to absorb force 3
Falling, jumping, catching a ball
35
Take home msg of balance, stability and forces 4
Principle of motion and stability apply to all actions and objects
Be aware of changing individual constraints
Manipulate task and environment to aid in optimal skillet dormancy
Not everyone will become sufficient
36
Movement pattern development
Developing an acceptable level proficiency in wide variety of movement situations
Development efficient body mechanics
37
Locomotion
Moving from place to place
On one two or four limbs
Crawling walking running
Hopping skipping galloping
38
Early locomotion 3
Crawling (commando crawl) moving on hands and abdomen
Creeping moving on hands and knees
Can't lift off vs lifting, coordination and strength, pre creeping
39
Walking
First form of upright, bipedal locomotion
50% phasing of legs (alternate)
Period of double support (both feet on the (ground) followed by period of single support
40
4 things that play into the development of walking
Com
Muscle development
Proprioception
Coordination
41
Characteristics of early walking. 5
Rate controllers are strength (support body on one leg) and balance
Attempt to maximize stability and balance
Arms in high guard
Feet are out toes and spread wide apart
Steps do not incooperate trunk rotation or arm swing
42
4 things in proficient walking
Increases stride length
Pelvis rotation
Decreases base of support
Opposition with arms and legs occur - contralateral
43
Acquiring movement skills including FMS
Age related but not dependent
44
The way you lead an activity
Becomes part of an environment
45
Knowledge as a constraint
| Can affect
Internalized as Functional constraint
Learning opportunity that's part of environment
Holistic
Attitude, knowledge, motivation
46
3 upper body key skills
Striking catching throwing
47
When planning game analytic game
Know what skill would need improvement within a game
| Think ahead about all 6 stages
48
Why game activity game 3
Game (why) comes before the drill (how)
Why they need technical development and use it within a game
Provide opportunity to focus on th chosen technique them refocus on game
49
3 phases of gag (conditioned game)
Warmup - tied into the theme of session
Gag - small game with conditions to bring out theme, exercise to target technical habit,
Cool down - debrief with your participants and assess whether your activity helped improve their skills
50
Activity leader 2
Select theme based on a skills
| Design game and activity around theme
51
Learning styles incorporate 3
Communications, different types of learners, feedback
52
Teaching and learning styles 4
Define learning
Understand own learning styles
Implement practice
Interventions to promote learning
53
Learn vs performance
Permanent change in motor performance or ability to carry out task or movement as a result of practice
Observable behaviour when executing a task
Latter is not a direct measurement of first
54
3 dimensions of learning
Affective - attitude , ethical behaviour and values
Cognitive - knowledge, understanding, tactical or strategy
Motor - technical skills, execution
55
Rate of improvement over time
Rapid at first then slows
56
Self esteem 4
Way person sees him/herself
Pos or neg
Learned through MSGS
High - learned and performs better
57
To improve kids self concept
6-11 yrs
| What does the learner do well that's within his or her controls
58
6 characteristics of visual learners
```
Picks up details
Exactly where you are on diagram/plan
Repeat instructions so they can see and integrate (tie things together)
Creative
Show rather than tell
Color coding
```
59
Auditory learner 6
Sensitive to sounds, key words, and rhythm of things
Listen to people, discuss/play with ideas, paraphrase to process
Like to talk
Talk through steps
Encourage to think our loud
Pair with visual learner
60
Kinesthetic learner 5
Aware of relationship between people
Passionate, carries away by emotions
Tendency to improvise
Attentive to the n
61
Explanation
Objective
Clues - short, clear, simple only 2-3
Internal (feel this) or external (outside of body)
Choose appropriate formation - control distractions
Appropriate vantage/observation point and position
62
Demos
Correct image of what the athlete is expected to do - demo, vid, handout
Link cues to demo
63
Observation 3
Athlete understanding of task
Level of motor engagement
Difficulty relative to ability - too difficult or easy, appropriate is 2/3 success, stop to adjust the game or task.
64
Knee flexion timing in walking
Mid support
65
Synchronized arm swing for
Force production and efficiency
66
Strike of step
Heel to forefoot
67
Stride length continues to increase until
Mid adolescence
68
Interacting constraints in adulthood walking
Ind environment and task constraints continue to change and interact
Possible causes of change are weight gain/loss. Injury
Aging - change in strength and balance, difference in training, patterns are now highly variable and unpredictable
69
Walking in later adulthood 4
Maximize stability
Out toeing, decreases stride length, decrease pelvic rotation, decrease speed - regression
Objects as balance aids decrease ankle extension at push off
Strength and mobility can be offset or modified by exercise
70
Running 3
6/7 months after walking starts
50% phasing of legs
Flight phase followed by single support, more force when you land, increase demand of balance
71
Early running 2
Stability over mobility, return of old behaviours
| Arms on high guard, limited ROM, short stride length, little rotation
72
Proficient running
```
Less stability and more mobility
Increase stride length
Trunk rotations
Planar movements with arms in to reduce rotational inertia
Opposition
Narrow base of support
```
73
Later/older running 2
Patterns help increase stability and balance
| Decrease in stride length. Number of strides, ROM and speed
74
Developmental sequences 3
Sequences if advances in performance of a skill
Validated developmental sequences are determined by longitudinal studies
Advances in skills fall into a fixed order
75
Jump
Individual propels oneself odd around with one or 2 feet, land on 2 feet
76
Hop 2
Individual propels oneself odd around with one foot, land on 1foot
Later than jumping
77
Leap
Individual propels oneself odd around with one foot, extends flight period, land on opposite foot
78
Early jumping 4
```
Starts around 2
Vertical jumps
1 foot take off or landing
Incomplete leg extension at take off
No or limited prep movements
```
79
Proficient jumping 3
Preparatory crouch for max take off force
Both feet leave ground at the same time
Utilize arm swing
80
Vertical jump
Force directed down and body extended downward
81
Horizontal jump 2
Directed down and backwards
| Knees flexed during flight
82
Early hopping characteristics 4
Support let lifted rather than used to protect body
Arms inactive
Swing leg held rapidly in front of body
Little force
83
Proficient hoping 4
More linear distance
Swing legs las hip and move through full ROM
Support leg extends fully at hip and fixes when landing
Oppositional arm movement to generate forced
84
Rate controller in early jumping
To be able to push the body off the ground
85
Force production of hopping 3
Project body from one foot to same foot
balance to land on heel
Force absorption to land repeatedly on same leg
86
Galloping, sliding, skipping
Combination of stepping, hopping and leaping
87
Sliding and galloping are
Asymmetric
88
Sliding
Sideways step on 1 foot, leap on other
89
Gallop
Forward step on 1 foot, leap on other
90
Skip
Symmetric, alternating step hops on 1 foot then on the other, oppositional arm swing
91
Early galloping, sliding, skipping 5
```
Array mic and stiff movements
Little to no arm movement
Little to no trunk rotation
Exaggeration of vertical lift
Short stride or step length
```
92
Proficient galloping sliding skipping 3
Knees give on landing and extend on take off
Movements are rhythmic
Heel foot/ forefoot landing prevail
93
Proficient Galloping
Individual can lead with either leg
| Arms can be used for other purposes
94
Rate controllers for galloping
Coordination - uncoupling legs
| Differential force production (legs performing diff tasks)
95
Rate controllers for sliding
Turning to 1 side
96
Rate controllers for skipping
Coordination, ability to perform 2 tasks with one leg
98
Kicking
Strike ball with foot
Kicker must have perceptual abilities and eye foot coordination to make contact
kicking a moving vs vs stationary ball requires to increased perceptual ability eye foot coordination
99
characteristics of early kicking 2
No step is taken with non kicking leg
| kicking leg pushes forward
100
proficient kicking 6
preparatory wind up is used (rotating trunk and back)
kicking leg is cocked with knee bent
trunk rotates forward
movement is sequential:thigh rotates forward, then lower leg extends
arms move in opposition to legs (Newton's 3rd law)
101
punting (2)
ball dropped from hands
| more difficult than kicking for children
102
feedback
was performance successful?
103
intervention 5
```
inhibiting -yeling
repeating
explaining - 2 ways, them or you
helping - reassurance and encouragement
adapting - whole class/ind/ball
```
104
how to say the right thing (7)
```
was performer successful?
evaluative - pos /neg
perscriptive - corrective, do this
descriptive - what did they just do?
always pos and avoid neg
accurate description
give feedback to group and not single out individual
```
105
effects of fdbk
retention
1. feedback require some reflection/cognitive effort by learner
2. frequency
3. during each attempt/instantaneous - least effective
4 summary vs instantaneous
summary is every 3, collect information before feedback
5 band width feedback
106
band width feedback
1. decrease frequency of feedback
2. promote summary feedback
3. develop autonomy and self analysis
