Exam 4

Question 1

Analysis definition

Answer 1

Breaking something into smaller parts and
examining each part

Question 2

Qualitative biomechanical analysis

Answer 2

Breaking a movement into basic elements and examining each
element from a biomechanical perspective

Question 3

Quantitative biomechanical analysis

Answer 3

Quantifying (measuring) the biomechanical elements of a skill

Question 4

Qualitative Biomechanical Analysis

Answer 4

Usually based on visual analysis; May be aided by video recording

• Most common analysis are by coaches and teachers, Subjective description of performance
• Comparative descriptors of mechanical characteristics for example: Faster, slower, higher, lower, shorter, longer

Question 5

Quantitative Biomechanical Analysis

Answer 5

involves specialized equipment to record biomechanical variables and is typically reserved for elite athletes to improve technique.

Question 6

Steps of a Qualitative Biomechanical Analysis (4 Steps)

Answer 6

1. Description: develop a theoretical model
2. Observation: observe the performance of the student or athlete
3. Evaluation: compare performance to the theoretical model
4. Instruction: provide feedback and instruction to your student or
   athlete

Question 7

Describing the Ideal Technique

Answer 7

Distinguish between:
* What is important and what is unimportant
* What is correct and what is incorrect
* What is possible and what is impossible
* What is effective and what is ineffective
* What is safe and what is unsafe

Biomechanics provides the basis for these decisions by offering objective data and principles to judge what is important, correct, possible, effective, and safe, and it sets the standards for comparing and improving performance

Question 8

Fundamental Knowledge of the Skill

Answer 8

The rules of the activity are the official guidelines that must be followed, and they impose constraints by setting limitations on how a skill can be legally and fairly performed within the sport or activity

What are the traditional techniques and equipment?
* Be curious but skeptical & ask why: Are “traditional techniques” most biomechanically appropriate? & Should all attempt to perform skill like the “elite” athlete?

Question 9

Purpose or Goal of the Skill

Answer 9

The purpose or goal of a skill is the desired outcome, measured by performance (speed, distance, time), and should be understood in mechanical terms though some skills are easier to measure objectively (How fast, how far, how long?) than others.

Question 10

Two basic characteristic approaches of the most effective
technique

Answer 10

1) Look at what top performers do and how their movements help or hurt performance.
• Ask: Does this action or position help them perform better? If yes, it’s a key characteristic of good technique.
• Or: Does it make performance worse? If yes, leave it out.

2) Build a cause-and-effect model of what makes someone successful, using biomechanics.
• Break the skill into smaller steps (subgoals).
• For each step, explain what mechanical principle its helping (force, balance, speed, or motion).
•These steps and principles show what makes the best technique work.

Question 11

Observing the Performance

Answer 11

• Visual observation is the primary basis for observation

But
* Who will you observe?
* What conditions will the subject perform under?
* Where will you observe the performance?
* What will you look for?

Question 12

Who Are You Observing?

Answer 12

As skill level increases the size of observable error decreases & Variability from trial-to-trial decreases

A novice typically displays easily recognized errors & Errors may not be repeated from performance to performance

Highly skilled performer technique typically includes only minor errors. Attention must be paid to errors repeated performance to performance

Question 13

What Conditions of Performance?

Answer 13

Environment influences performance: No observation setting is perfect, so compromises are necessary to get the best possible analysis.

Observations should be made in conditions similar to real performance, but actual competitions can be hard to observe clearly, and practices often have too many distractions.

Question 14

Where to Observe?

Answer 14

The vantage point, or where you observe from, affects what parts of the performance you can clearly see and analyze.

• Is there a principle plane of movement?
  Observe from perpendicular to this plane
• How close to the performer provides the best view?
  Far enough away to observe movement components of interest
• View in different planes from different distances
  Allows a thorough analysis of technique

Question 15

What to Look For?

Answer 15

First trials: Get a general view of level of performance & see are violations of technique clearly evident?

Subsequent trials: Characteristics of effective performance provides focus guide
* Body and segment orientation at specific instants
* Duration and ROM of body and segment motions during specific phases
* Velocity of body and segment motions during specific phases
* Relative timing of segment motions during specific phases

Question 16

Helpful Hints for Observation

Answer 16

Use other senses:
* Listen: specific rhythm of performance, sound of success
* Ask the performer to self-evaluate

• Video record the performance from all vantage points helps
  your evaluation

Use an assistant to help with evaluation, manage the environment for fewer distractions, organize the class or practice effectively, and handle the recording device for better analysis

Question 17

Two-step approach to Evaluate the Performance

Answer 17

1. Spot errors or weak points in the performance.
2. Determine how much those errors impact overall performance.

Question 18

Identify Errors

Answer 18

Compare actual performance to most effective technique for improvement

For each element of performance:
- Does motion, position or timing differ from effective technique?
- Differentiate between individual discrepancies and actual errors
-Morphological constraints like body size (anthropometry) and strength influence how an individual performs a skill.

Question 19

Evaluate Errors

Answer 19

Consider cause of the error and the effect

*Does the error increase the risk of injury?
Correct immediately

• Is your client a novice learner or skilled athlete?
  Novice: focus on errors in the basic elements
• How easy is it to correct the error?
  Time needed to correct before next competition
• Does the error result from an earlier error in performance?
  Correcting earlier error will eliminate
• How much does the error affect performance?
  Will correction minimally or dramatically improve performance
• Does the error result from inappropriate equipment?
  Improved or redesigned equipment will eliminate

Question 20

Decide Priority of Error Correction

Answer 20

• Decide which errors to correct and in what order
• Correct endangering errors first
• Rank other errors within three categories
  1. From major to minor in-terms of effect on performance
  2. From earliest to latest in terms of chronology of performance
  3. From easiest to most difficult in terms of time and effort to
  correct

Question 21

Instructing the Performer

Answer 21

Correct the errors identified and ranked in previous step
* Teach or coach the performer

Involves three steps
1. Clearly communicate what the error is
2. Clearly communicate what the ideal technique involves
3. Devise means for the performer to correct the errors

Question 22

Communicate With the Performer

Answer 22

Use one or a combination of the following to communicate
what the athlete did and what you want the athlete to do

• Verbal description
• Physical demonstration
• Show photographs or videos

Question 23

Communication Skills

Answer 23

• Keep descriptions and instructions simple
• Keep focused on the element to change
• Keep a positive attitude
• Keep praising positive aspects of performance
• Keep in mind performance may initially decline
• Stay patient

Question 24

Correct the Error

Answer 24

• Devise methods to provide instructions

Develop a teaching progression:
* Break the skill into discrete parts
* Devise drills to duplicate the movements and forces of each part
* Use the drills to develop correct technique for each part
* Extend the drills to link the parts
* Perform the entire skill

Question 25

Repeat the Process

Answer 25

Repeat the process by reobserving, reevaluating, and reinstructing, creating a loop that leads to improved performance over time.

Question 26

While a sprinter is swinging his recovery leg, the foot doesn't come above the knee since the sprinter doesn't flex his knee sufficiently. This action is detrimental to the sprinter's performance because ...

Answer 26

It increases the movement of inertia of the leg about the hip joint, thus slowing down the swing-through

Question 27

A high jumper's arms are extended overhead just because she leaves the ground at takeoff. This is beneficial to her performance because...

Answer 27

It causes her center of gravity to be higher at the instant of takeoff

Question 28

Visual observation of an athlete and coaching feedback- such as faster, slower, higher, and longer- fall within the category of qualitative biomechanical analysis

Answer 28

True

Question 29

The four steps presented in the textbook for conducting qualitative biomechanical analyses, in order, are

Answer 29

Observation, description, evaluation, instruction

Question 30

When videotaping a performance for analysis, what features are NOT critical to observe at specific instants or phases of the skill ?

Answer 30

The athlete's kinesthesia

Question 31

All clients should aim to perform the skill with the same technique as an elite athlete.

Answer 31

False

Question 32

If you are assessing trunk movement during a squat, where should you stand?

Answer 32

To the side of the client

Question 33

Which errors should you correct first?

Answer 33

Errors that endanger the client

Question 34

Which of the answers below is an example of a way to communicate with your client?

Answer 34

All of the above: -Verbal instruction -Physical demonstration -Video or picture analysis

Question 35

Correct errors early in the skill progression before later in the skill progression to build on a good foundation

Answer 35

True

Question 36

Biomechanics and Training

Answer 36

Specificity is a fundamental principle of training & exercise and drills must be specific to the sport or activity Training exercises and drills closely matching aspects of the skill provides greater gains in performance Biomechanics identifies the specific technical and physical requirements for skill performance

Question 37

Technical Training

Answer 37

Practice and training time devoted to improving technique Time devoted to technical training reflects the technical difficulty of the activity. That may involve: * Performing the actual skill * Performing drills mimicking specific aspects of the skill

Question 38

Biomechanics Contributions to Technical Training

Answer 38

Qualitative biomechanical analysis helps spot problems in how a movement or skill is performed Biomechanics helps choose exercises and drills that closely match the key parts of a skill

Question 39

Physical Training

Answer 39

Training should focus on improving physical weaknesses that limit performance limits such as: * Muscle strength * Muscle power * Muscle endurance * Flexibility * Cardiovascular fitness * Body composition

Question 40

Anatomical Analysis determines

Answer 40

Predominant muscle activity during specific phases. When the body is under the most stress -When muscles produce high force -When joints move through extreme ranges of motion

Question 41

Identifying Active Muscles During Movement

Answer 41

* Touch and feel the performer, Useful for static or slow movements * Perform the activity and monitor post-activity soreness, Useful for sedentary individuals or eccentric activities * Monitor muscle electrical activity with electromyography, Useful for quantitative analysis of activity magnitude Inverse dynamic analysis uses body measurements and movement data with Newton’s second law to figure out the forces and moments acting inside the body during motion.

Question 42

Qualitative Anatomical Analysis Method

Answer 42

1. Divide the activity into temporal phases 2. Identify movements occurring at involved joints 3. Determine type of muscular contraction in predominant active muscle group 4. Identify instances of rapid joint angular acceleration and where impacts occur 5. Identify extremes in joint ROM

Question 43

Temporal Phases

Answer 43

Temporal phases break the performance into specific phases or motions Relatively easy for simple movements * Bench press: down phase and up phase Relatively difficult for complex movements * Baseball pitch: windup, delivery, follow-through * But three phases might not provide enough detail

Question 44

Joints Involved

Answer 44

Identify joints and body segments to examine in each phase * Which joints are involved? * Which body segments move? Relatively easy for simple movements * Bench press: elbow and shoulder; upper arm and forearm Relatively difficult for complex movements * Baseball pitch: almost all joints and almost all segments

Question 45

Joint Motions

Answer 45

Identify motion at involved joints during each phase * How did segments move relative to each other? Differentiate between joint motion and joint position * Bench press: -Down phase: elbow motion is flexion and elbow position are flexed -Up phase: elbow motion is extension, but elbow position is flexed

Question 46

Determine Type of Muscle Contraction

Answer 46

Determine type of muscle contraction occurring in identified muscle groups crossing each joint * Concentric: produces positive muscle work Increases mechanical energy (segment speeds up or gets raised) * Eccentric: produce negative muscle work Decreases mechanical energy (segment slows down or gets lowered) * Isometric: produce zero muscle work No change in mechanical energy (segment doesn’t move)

Question 47

Determining Active Muscle Groups

Answer 47

Simplified once type of muscle contraction identified * Concentric: Active muscle group creates joint torque in the direction of the observed motion * Eccentric: Active muscle group creates joint torque in the direction opposite of the observed motion * Isometric: Active muscle group creates joint torque opposing the motion that would occur if all muscles at joint relaxed

Question 48

Example of Type of Muscle Activity & Muscle Group Active

Answer 48

Bench press Down phase: mechanical energy of barbell decreases * Type of muscle contraction: eccentric * Elbow joint motion: flexion * Extensor muscles are active eccentrically Up phase: mechanical energy of barbell increases * Type of muscle contraction: concentric * Elbow joint motion: extension * Extensor muscles are active concentrically

Question 49

Rapid Joint Angular Accelerations and Impacts

Answer 49

Instances of rapid acceleration or impacts identify when active muscle groups must produce large forces & joint position when the large forces must be produced * Important in fast movements but applicable in all movements

Question 50

Example of Rapid Joint Angular Acceleration (Down phase)

Answer 50

Bench press down phase: beginning * Bar accelerates downward (speeds up) while elbow flexion occurs * Lifter upward force reduced to create downward bar acceleration * Bar weight downward > lifter force upward * Active muscle group (extensors eccentrically) creating less torque Bench press down phase: ending * Bar accelerates upward (slows down) while elbow flexion continues * Lifter upward force increased to create upward bar acceleration * Bar weight downward < lifter force upward * Active muscle group (extensors concentrically) creating more torque

Question 51

Example of Rapid Joint Angular Acceleration (Up phase)

Answer 51

Bench press Up phase: beginning * Bar accelerates upward (speeds up) while elbow extension occurs * Lifter upward force increased to create upward bar acceleration * Bar weight downward < lifter force upward * Active muscle group (extensors) creating more torque Bench press Up phase: ending * Bar accelerates downward (slows down) while elbow extension continues * Lifter upward force decreased to create downward bar acceleration * Bar weight downward > lifter force upward * Active muscle group (extensors) creating less torque

Question 52

Extreme Joint Ranges of Motion

Answer 52

when muscles and soft tissues may be stretched and possibly injured Bench press: * Start of down phase and end of up phase with the elbow joint extended * End of down phase and start of up phase the elbow joint fully flexed is when the greatest torque required. Specific flexibility exercises may be appropriate at this point.

Question 53

Charting the Analysis

Answer 53

* Create an easy-to-follow record of each step of the analysis * Include columns for: -Phases of the movement - Joints analyzed - Joint motions - Active muscle groups - Rapid joint angular accelerations and impacts - Extreme joint ROMs

Question 54

Mechanical Stress and Injury

Answer 54

Forces acting on a body are responsible for all motion (ΣF = ma) -Forces that act on the body can cause injuries by damaging tissues and reducing performance. This is due to mechanical stress, which is how force is spread over the area of the body it hits.

Question 55

Types of Mechanical Stress

Answer 55

* Compressive: forces squeezing the body * Tensile: forces pulling the body * Shear: forces tend to slide two parts of a body across each other * Complex loading: combination of compressive, tensile, and shear stresses

Question 56

Tissue Response to Stress

Answer 56

Biological tissues adjust to the amount of stress they experience. This idea, first described in bone by German anatomist Julius Wolff, is known as Wolff’s Law. Hypertrophy: adapts to higher stress by increasing size * Tissue gains strength * Bone mineralization increases; tendons and ligaments resist tension Atrophy: adapts to lower stress by decreasing size * Tissue loses strength * Bone demineralizes, tendons and ligaments lose flexibility

Question 57

The Stress Continuum: Eustress

Answer 57

Imposed stress ranges from very low to very high Eustress = Healthy Stress • Physiologic loading zone = normal, safe stress that keeps tissue healthy. • Training zone = slightly more stress causes small damage that helps tissue grow stronger (remodeling). • Follows the overload principle: push past normal limits, then rest to recover and improve.

Question 58

The Stress Continuum: Distress

Answer 58

• Too little stress = tissue weakens (sitting too much). • Too much stress = tissue damage (injury or overuse). • Healthy stress keeps tissues strong and working well.

Question 59

Mechanism of Overuse Injury

Answer 59

* Repeated applications of a stress lower than required to cause injury in a single application; No single identifiable incident causes injury * Reflects the number of repetitions and the stress magnitude; Higher magnitude of imposed stress; fewer repetitions for injury * Adequate rest for remodeling to occur is important; Without recovery time, stress re-imposed on still-damaged tissue

Question 60

Individual Differences in Tissue Threshold

Answer 60

Preventing injury is challenging because tissue stress thresholds vary. For example, bone can handle more stress than tendon, ligament, or cartilage. Different tissues also react differently depending on the direction of the stress—bone handles compression better than tension or shear, while tendons and ligaments handle tension better than shear. These thresholds also differ between individuals, based on genetics, training, nutrition, and past adaptations. Plus, remodeling time varies for each tissue and person.

Question 61

Intrinsic and Extrinsic Factors Affecting Injury

Answer 61

Intrinsic factors are personal characteristics that affect an individual’s ability to handle stress or loading, such as strength, flexibility, and injury history. Extrinsic factors are related to the task and environment, including the type of loading applied, the task being performed, and the environment where it takes place.

Question 62

Interaction of Intrinsic and Extrinsic Factors

Answer 62

Intrinsic factors determine the threshold for how much stress an individual can handle before getting injured. Extrinsic factors reflect how the task/environment might cause stress that exceeds an individual’s threshold, leading to injury. The risk of injury for an individual performing a task depends on the interaction between intrinsic and extrinsic factors at that moment.

Question 63

Cross-Training

Answer 63

A training program incorporating day-to-day rotation among a variety of activities. Cross training involves different activities that place various types of stress on different tissues, allowing time for tissue remodeling & prevent buildup of injury from repetitive loading. Cardiovascular (CV) training can include activities like running, cycling, swimming, and dance.

Question 64

Within-Activity Cross-Training

Answer 64

* Alter performance parameters when performing the same physical activity to avoid cumulative loading To cross-train within a running program regularly, you can: -Run on different surfaces with various shoes -Change speeds, run on inclines, and vary durations Varying loading patterns helps prevent repetitive loading and reduces the risk of injury.

Question 65

interventions to Decrease the Risk of Injury During Performance of a Task

Answer 65

-Consider anthropometrics (body measurements) when selecting a skill to perform, as posture affects pattern of loading imposed on body -Select appropriate training equipment and locations -Incorporate cross-training and within-activity cross-training to regularly change the loading patterns imposed on the body -Set realistic improvement goals by avoiding too much, too soon, with gradual increases in frequency, intensity, and duration

Question 66

The gradual development of carpal tunnel syndrome from repeated data processing with a keyboard is an example of

Answer 66

An overuse injury

Question 67

In the stress continuum, the phase of eustress associated with building tissue is called the

Answer 67

Physiologic training zone

Question 68

Wolff of Wolff's law was

Answer 68

A German anatomist

Question 69

____ states that bone strength increases or decreases in accordance with the functional stress acting on it .

Answer 69

Wolff's law

Question 70

Bones typically respond to mechanical stress in the physiologic underlay zone by

Answer 70

Atrophying

Question 71

The type of loading most associated with stress fractures is

Answer 71

Repetitive loading

Question 72

Bones typically respond to mechanical stress in the physiologic training zone by

Answer 72

Hypertrophying

Question 73

According to Williams' model of overuse injury, if the tissue remodeling rate is OUTPACED by the rate of tissue damage, which of the following occurs?

Answer 73

Overuse injury

Question 74

Space travel is associated with a reduction in bone mineral content because

Answer 74

Microgravity reduces loading on bones

Question 75

According to Williams' model of overuse injury, if the tissue remodeling rate OUTPACES the rate of tissue damage, which of the following occurs?

Answer 75

Tissue hypertrophy

Question 76

One step in qualitative anatomical analysis is to recognize any extremes in joint ranges of motion. The purpose of this step is to identify those muscles, and soft tissues may be stretched and possibly injured.

Answer 76

True

Question 77

Phase 2

Answer 77

During phase 2, the gastrocs are controlling ankle plantarflexion through concentric contraction

Question 78

An example of a performance with two phases is the bench press; in the down phase the lifter lowers the barbell to the chest, and in the up phase the lifter raises the barbell.

Answer 78

True

Question 79

Phase 4

Answer 79

During phase 4, the biceps are controlling elbow flexion through concentric

Question 80

Phase 1

Answer 80

During phase 1, the quad is controlling knee flexion through eccentric contraction

Question 81

Between phases 3 & 4 (lat. dorsi)

Answer 81

Between phases 3 & 4, the latissimus dorsi are controlling shoulder extension through concentric contraction

Question 82

If no external contact forces act on the body, the easiest way to identify the type of muscular contraction is to identify only the change in mechanical energy that occurs during the phase of motion under examination.

Answer 82

True

Question 83

Between phases 3 & 4 (iliopsoas)

Answer 83

During phase 3 & 4, iliopsoas is controlling hip flexion through concentric contraction

Question 84

Generally, if something is ___, concentric muscular contractions are responsible. If something is lowered slowly, ___muscular contractions are responsible.

Answer 84

Raised slowly; concentric

Question 85

___is directed primarily at correcting or improving aspects of technique, while ___ is directed at altering performance limitations due to the condition of the performer.

Answer 85

Technical training; temporal phase analysis