Movement Skills

Question 1

Classifying movement skills

Answer 1

1.Movement precision
*Fine
*Gross

2.Type of movement
*Discrete
*Serial
*Continuous

3.Predictability of the environment
*Open (externally paced and high inter-trail variability)
*Closed (internally paced and low inter-trail variability)

Question 2

Fundamental Movement skills- Classifying movement skills

Answer 2

Fundamental motor skills:
Fundamental motor skills are the foundation skills. They provide the basis for developing sport-specific motor skills

Catch, Kick, Run, Leap, Dodge, Ball bounce, Overhead throw

Question 3

How to recognise if its closed or open- Classifying movement skills

Answer 3

Closed Motor Skills:
~Are performed in a relative predictable unchanging environment, where the performer determines when they perform the skills (internally paced)
~The skills are relative the same each time they are preformed (low inter-trail variability)
~The skill being performed is a static one where there is little movement, and the participant will perform the skill over and over to improve it

Open Motor Skills:
~Are skills performed in a constantly changing environment, where defenders/teammates or other factors influence when skills can be performed (externally paced)
~The skills are different each time they are performed (high inter-trail variability)
Example: Surfing, AFL, golf, Skiing, Racing

Question 4

How to recognise if its Fine or Gross- Classifying movement skills

Answer 4

-Movement skills can be classified according to the precision of the movement as well as the number of muscles or muscles groups involved in the activity

Fine Motor Skills:
~Involves the use of small muscle groups and fine touch control(precision)
Examples include playing the piano or guitar, shooting and arrow
~Low motor unit recruitment resulting in lower force

Gross Motor Skills
~Involves the use of large muscle in a coordinated movement
Examples include skipping, kicking, hitting, chase down tackling and set-shot goal kicking
~Greater motor unit recruitment
~There is less emphasis on precision

Question 5

How to recognise if its Discrete, Continuous or Serial- Classifying movement skills

Answer 5

Discrete Motor Skills:
~Involves movements of brief duration and they are easily defined by a distinct beginning and end point
Example: Taking a mark in football, Jumping for a rebound

Continuous Motor Skills:
~This type of skills has no beginning or end point
~May continue for several minutes, often involving repetitive movements
Example: Cycling, Swimming, running

Serial Motor Skills:
~This is a series of discrete skills strung together to create more complicated skill action
~The duration of the skill here is longer buy each individual movement in the series still has a definite beginning and end
For example, A spoil, Run and get the ball and kick it away

Question 6

The Link between motor skill development, participation and performance.

Answer 6

1. A person with better development motor skills can lead to better performance in sport which will them lead to more participation that those with less developed motor skills
2. A person who is unable to competently throw, kick, or catch is unlikely to participate in physical activity and sports that require these skills die to poor performance.

Question 7

Cognitive- Stages in learning a skill

Answer 7

oThe beginner is trying to understand the requirements of the task and what needs to be done to perform the skill.

Characteristics:
oThe beginners will ask lots of questions and their movements will be inconsistent and unrelaxed.
oThey will know that they have performed the skill incorrectly but don’t really know how to fix the problem.
oIn this stage beginners may lack confidence but may make rapid improvements.
oLearning in this stage takes place largely though trial and error and this stage is usually the shortest of the three stages, as improvements in skill performance tend to be quite rapid.

Question 8

Coaching the cognitive stage- Stages in learning a skill

Answer 8

Coaching the cognitive stage:
oDon’t overload
oKeep it simple
oVerbal instructions have to be clear and precise
oThe learner will benefit from skills demonstration
oSkills should be broken down or simplified into smaller manageable skill components
oFocus on simple fundamental movement skills
oAim to keep motivation high
oProvide positive and constructive feedback

Give feedback on:
oError detection (how they are performing)
oError correction (how they can improve)

Question 9

Associative- Stages in learning a skill

Answer 9

o This is the practice stage of learning where the beginners begin to refine their techniques/movement patterns.

Characteristics:
oThere skills are now fluid and consistent and the learner makes fewer errors.
oSkills are smooth and consistent with fewer mistakes
oCan spot some errors and figure out how to fix them
oCan do skills well but needs regular practice
oNeeds less focus on understanding the skill itself
oCan start to read game situations and choose right skills
oStill needs to keep practicing reducing errors further

Question 10

Coaching the Associative stage- Stages in learning a skill

Answer 10

oProvide regular practice opportunities
oDesign practices opportunities that expose to a more open competition environment, where they learn to recognize important cue and develop their decision making
oAssist the learners to recognize why they made an error and develop their ability to self-correct
oProvide specific feedback:

Question 11

Autonomous- Stages in learning a skill

Answer 11

o The advanced or elite stage of learning where skill performance becomes mostly automatic/it’s “second nature”.

Characteristics:
oPerformance is smooth, accurate and consistent and highly skilled.
oThere are very few errors.
oA player in this stage can multi-task
oAttention or focus can be given to other factors such as tactics and opponents and the environment.
oPerformer uses anticipation and skills are easily adapted to game situations.
oTechnique can be further “fine tuned” with specific practice.

Question 12

Coaching the Autonomous stage- Stages in learning a skill

Answer 12

oThe coach must give precise feedback
oUse match simulation to enhance tactical knowledge and decision making
oContinue to challenge the learner
oEnsure learner motivation is high by providing varied and engaging practice
oPsychological skills training for coping under pressure

Question 13

Sociocultural influence on skill development

Answer 13

oSociocultural factors refer to the specific social and cultural practices, beliefs and traditions within a community or society that encourages or discourages involvement in sport.
oSociocultural factors influence the amount of opportunity to participate in sport, as well as the availability of practice facilities and expert instruction.
oSociocultural factors also affect the degree to which a learner is motivated to practice and strive for further skill development.

Question 14

6 sociocultural factors that influence involvement positively or negatively

Answer 14

“positively/negatively influences skill development.”

– Family and Peers- support
– Community- facilities and training
– Gender-
– Socio-economic status- money/afford
– Cultural norm- history links
– Role models- looks up to role model who used to play sport (provide motivation)

Question 15

Linear approaches to learning- Theories of skill acquisition

Answer 15

oA linear approach to skill acquisition is where the learner’s behavior is shaped by the external environment

Characterized by:
– Expected movement form
– High volume of practice trials
– Lots of drills and reptation
– Absence of simulated game environment

Question 16

The direct approach to coaching- Theories of skill acquisition

Answer 16

oThe direct approach dictate that athlete must lean a skill and attempt to master these skill components in isolation closed environment before applying them.
oIn the direct approach learners are given explicit instructions from the coach around skill execution and tactical awareness
oIn the direct approach skills of the sport are introduced and broken down, then learnt separately. E.g. Tennis serves, back, forehand
oThe coach is in full control of organising drills and provided the bulk of feedback

Question 17

The direct approach Advantages and Disadvantages- Theories of skill acquisition

Answer 17

oAdvantage is coach has control
oDisadvantage doesn’t replicate game like situations

Question 18

Non-Linear approaches to learning- Theories of skill acquisition

Answer 18

oA non-linear approach to skill acquisition emphasises the use of exploratory behaviour to find movement solutions and develop movement skills
oThey recognise the individuals plays a role in the learning
oInvolves manipulating contracts to facility movement skills leaning and decision making

Characterised by:
–Representativeness- Practice mimics how the movement skills could be performed in the actual game
–Task simplification- making performance of the movement skill easier
–Information constraints- focusing on the movement outcome
–Variability in practice through manipulation of task constraints.

Question 19

Non-Linear approach Advantages and Disadvantages- Theories of skill acquisition

Answer 19

Advantages:
1.Encourages exploration and creativity
2.Improves decision-making skills
3.Learner-centred and individualised
4.Promotes adaptability in dynamic environments
5.Suitable for open skills and team sports

Disadvantages:
1.Can confuse beginners due to lack of structure
2.Progress is harder to measure
3.Requires skilled and experienced coaches
4.Less effective for learning closed or simple skills

Question 20

The constraints-Based approach to coaching- Theories of skill acquisition

Answer 20

oThe Constraints-Based approach to coaching is different to direct approach in that a leaner will be placed into a game situation as soon as it is practical to do so
oThere may have to be some initial leaning of skills, but in the approach, we want them to be exposed to the complexity of the game as soon as possible
oChanging the environment to represent in game scenarios

Question 21

The constraints-Based approach characteristics- Theories of skill acquisition

Answer 21

Examples of Environment:
Physical environment- weather conditions, noise level, light, terrain, quality of practice

Example of Individual :
Body size
Fitness level
Metal skills
Perceptual and decision-making skills
Technical skills

Example of Task:
Rules of the sport- more fined
Equipment available- different balls, wet balls
Field/Pitch/Court dimensions- small field
Player numbers (team size)- more/smaller numbers
Instructions about how to compete task
Relative sate of the game

Question 22

The constraints-Based Advantages and Disadvantages- Theories of skill acquisition

Answer 22

oAdvantage practice and developed game-like situations, increase or decrease pressure.
oDisadvantage is challenging for cognitive learners

Question 23

Example question- Theories of skill acquisition

Answer 23

Using data from the table above, analyse how reducing the number of players per team influences skill practice opportunities for players in the game of hockey (3 marks)

–Decreasing the number of players from 11 to 8 per team increased the opportunity for skill practice
–and potential skill development as shown by each player getting an increase in total passes (from 9.73 to 11).
–Therefore, players will have more opportunity to improve passing skills under a greater pressured environment to replicate on game day.

Question 24

Part Practice- Practice strategies

Answer 24

–All motor skills can be broken down into parts or segments such as a tennis serve
–Braking a skill into segments can be very useful for cognitive leaners as they may be overwhelmed by complex tasks
–Motivation levels may increase if the beginner is able to achive quick success with smaller segments of the task

Question 25

Part Practice Advantages and Disadvantages- Practice strategies

Answer 25

Advantages: 1.Useful for complex skills with multiple components 2.Helps isolate and master difficult parts of a skill 3.Builds confidence before performing the full skill 4.Reduces information overload for beginners 5.Allows for focused error correction Disadvantages: 1.Not ideal for highly continuous skills (e.g. swimming, running) 2.Can disrupt timing and rhythm of the whole skill 3.May reduce transfer to real performance if not integrated 4.Needs to be followed by whole practice to ensure fluidity

Question 26

Whole Practice- Practice strategies

Answer 26

–Is the practice of the whole skill –Preferred when the leaner is above the cognitive stage –Suitable for simple skills where there is little befits from breaking the skills into parts and for discrete skills that are short in duration and involves elements of timing and coordination

Question 27

Whole Practice Advantages and Disadvantages- Practice strategies

Answer 27

Advantage: 1.Combines benefits of both whole and part practice 2.Allows athletes to identify and improve weak parts 3.Helps maintain timing and flow of the skill 4.Effective for complex but interrelated skills 5.Enhances skill transfer to performance Disadvantages: 1.Time-consuming to plan and implement 2.May confuse beginners if switching too often 3.Requires skilled coaches to break down and reintegrate correctly 4.Risk of loss of rhythm if parts are not well reintegrated

Question 28

Massed- Practice The Distribution

Answer 28

–Massed practice can be very useful when wanting to improve/develop discrete skills such as a golfer working on his golf swing and hitting muscle shots one after the other. –Massed practice involves fewer practice sessions of longer duration during a week of training –Massed practice also suits the highly motivated and experienced performer as they are able to focus their attention on specific skill practice for long periods of time which can aid in mental and physical resilience.

Question 29

Massed Advantages and Disadvantages- Practice The Distribution

Answer 29

Advantage: 1.Time-efficient (more reps in less time) 2.Good for experienced or highly motivated learners 3.Suited for discrete skills (e.g. basketball free throw) 4.Useful when limited training time is available Disadvantages: 1.Can cause fatigue – leads to poor technique and errors 2.Less effective for beginners 3.Limited time for reflection and feedback 4.Risk of loss in motivation or concentration

Question 30

Distributed- Practice The Distribution

Answer 30

*Distributed practice involves scheduling, frequent short training sessions across a week, with short work periods and frequent rest periods during the session. *The rest periods in distributed practice enable the learner to digest the coach’s instructions and reflect upon what they have learnt. In other words, it allows for memory consolidation or for it to “sink in”. The rest periods also assist the learner to recover physically and mentally between efforts.

Question 31

Distributed Advantages and Disadvantages- Practice The Distribution

Answer 31

Advantage: 1.More rest = less fatigue, better performance 2.Greater skill retention and learning 3.Ideal for complex or physically demanding skills 4.Good for beginners – allows mental processing Disadvantages: 1.Less time-efficient – frequent breaks 2.May feel too slow for advanced athletes 3.Requires more planning and structure 4.Not ideal for urgent or intensive training blocks

Question 32

Differences and Similarities between massed and distributed- Practice The Distribution

Answer 32

Similarities: 1. Both are practice scheduling methods used to develop motor skills. 2. Both aim to improve skill performance and learning through repetition and refinement. Differences: Massed practice Involves longer practice sessions with little or no rest whereas distributed practice Involves shorter practice sessions with regular rest intervals. Massed practice is more suitable for experienced or motivated learners whereas Distributed practice is more suitable for beginners or complex skills that require rest and feedback.

Question 33

Blocked- Practice Variability

Answer 33

–Blocked practice involves practicing the same skill over and over again in the same practice conditions for a set period of time – for example: goal kicking in AFL for 15 minutes , before moving on to handball for 15 minutes, before moving onto tackling.

Question 34

Blocked Advantages and Disadvantages- Practice Variability

Answer 34

Advantage: Effective for beginners to develop basic technique and build confidence. Allows for immediate correction and refinement of the same movement. Disadvantages: May lead to poor skill transfer to game situations due to lack of variability. Can become repetitive and reduce motivation, especially for advanced learners.

Question 35

Random- Practice Variability

Answer 35

–Random practice involves practicing a variety of skills in the same drill or training session. –Suits athletes in the associative or autonomous stages of learning. –Promotes decision making and solve movement skill challenges that are similar to what they would face in a game –During this practice it is not uncommon to see a high number of errors being made, however this type of practice leads to a greater transfer of learning and more substantial movements in competition performance

Question 36

Random Advantages and Disadvantages- Practice Variability

Answer 36

Advantage: Promotes greater retention and transfer of skills to competitive situations. Requires the learner to problem-solve, enhancing decision-making and adaptability. Disadvantages: Can be confusing or overwhelming for beginners. Slower initial performance improvement compared to blocked practice.

Question 37

Similarities and Difference between Blocked and Random- Practice Variability

Answer 37

Similarities: Both are practice structures used to develop and refine motor skills. Both aim to improve performance and facilitate learning across stages of skill acquisition. Differences: Blocked Involves practising one skill repeatedly before moving to the next where as Random involves practising multiple skills in a varied, unpredictable order. Blocked is best suited for beginners to establish technique where as random is best suited for associative/autonomous learners to promote retention and adaptability.

Question 38

Intrinsic Feedback- Types of Feedback

Answer 38

oIntrinsic feedback is when performers use their own senses to assess performance including visual, auditory, proprioception and touch.

Question 39

Intrinsic Feedback Characteristics- Types of Feedback

Answer 39

Visual: Visual intrinsic feedback occurs when you can immediately see the results of your actions. Auditory: Auditory intrinsic feedback involves hearing the immediate results of your actions. Proprioception: Proprioception is the awareness of your body’s position and movement in space. It provides feedback about how your muscles are moving and where your limbs are located. Touch: Tactile intrinsic feedback is information received through physical contact or sensation

Question 40

Intrinsic Feedback Advantages and Disadvantages- Types of Feedback

Answer 40

Advantage: Develops autonomous learning and self-awareness. Always available, as it does not rely on others. Promotes long-term skill retention when used effectively. Disadvantages: May be inaccurate if the performer lacks experience or knowledge. Beginners may struggle to interpret this feedback correctly. Not always sufficient for error detection and correction in early learning stages.

Question 41

Augmented Feedback- Types of Feedback

Answer 41

oAugmented feedback refers to information that comes from sources external to the performer and usually involves a coach or instructor giving guidance.

Question 42

Augmented Feedback Knowledge of results

Answer 42

Describes what the learner did during the task, focusing on their movement patterns or actions. Purpose: Helps learners understand what they did correctly or incorrectly without necessarily providing a solution.

Question 43

Augmented Feedback Knowledge of performance

Answer 43

Provides specific advice or instructions on how to improve or correct errors in performance. Purpose: Guides learners on what to do next to enhance their performance, often acting as a “road map.”

Question 44

Augmented Feedback Advantages and Disadvantages- Types of Feedback

Answer 44

Advantage: Helps accelerate learning, especially for beginners. Provides precise information on performance or outcome. Can motivate and reinforce correct technique. Useful when intrinsic feedback is unavailable or unreliable. Disadvantages: Over-reliance may reduce intrinsic feedback processing. Can lead to dependency, especially if provided too frequently. Poorly delivered feedback can be confusing or demotivating.

Question 45

Purpose of External Feedback- Types of Feedback

Answer 45

Fixing errors as a result of either knowledge of results or knowledge of performance Motivation through feedback that shows progress Reinforcement through positive feedback

Question 46

FeedBack Frequency:

Answer 46

-Feedback should be provided regularly to facilitate skill acquisition -Provide more feedback in the early stages of learning and less in the later stages of learning -Too much feedback can lead to information overload, particularly in the early stages of learning -Too much feedback in the later stages of learning can lead to the learner becoming overly dependent on the coach’s guidance to achieve success

Question 47

Confidence- Manipulating Psychological Skills for greater success

Answer 47

High self-confidence: -Self-confidence is the persons belief in themselves and their abilities -The relationship between self-confidence and success is circular: success breeds confidence and confidence build success. Low self-confidence: -Doubt, uncertainty and anxiety dominate the think of an athlete who lacks confidence -They make more unforced errors, lack the time and space to execute their skills and underestimate what they are capable of -Compared to highly confidence athletes those with low self-esteem are less persistence Over-confidence: -Over confidence athletes overestimate their capabilities and usually become frustrated and disillusioned when they fail to achieve the unrealistic goals they have set -This can decrease the motivation, effort and commitment Optimum self confidence: -High self-confidence usually results in greater success

Question 48

Maximising confidence for performance- Psychological Skills for greater success

Answer 48

Cognitive techniques: Think positively. Use self-talk. Keep narrow focus Roles models: Watch another athlete of higher standard performance. Creates I can do it mentality Coping strategies: Focus on what you’re doing right. Concentrate on the process, not outcomes. Focus on the next segment of play.

Question 49

Intrinsic and Extrinsic Motivation- Psychological Skills for greater success

Answer 49

Intrinsic motivation: -Results from internal factors operating within an individual Extrinsic motivation: -Is motivation that results from rewards that are external to the individual

Question 50

Forms of Motivation- Psychological Skills for greater success

Answer 50

- reinforcement in response to good performance - punishment in response to poor performance Positive reinforcement: -Providing a reward for good behavior “Giving” eg: lollies Negative Reinforcement: -Removing something unwanted for good behavior “taking” eg: early finish training Positive punishment: -Providing a punishment in response to unwanted behavior (extra running sessions) Negative punishment: -Removing something wanted in response to unwanted behavior (being dropped for bad performance)

Question 51

Increasing motivation for performance- Psychological Skills for greater success

Answer 51

Set Goals: 1.Clear goals give you something to work towards. 2.Achieving goals boosts confidence and motivation. Use Positive Self-Talk: 1.Telling yourself “I can do it” makes you feel more motivated. Visualisation (Mental Imagery): 1.Picture yourself doing the skill well. 1.Makes you more confident and excited to perform. Reward Yourself (Extrinsic Motivation): 1.Use small rewards after training to stay motivated. Focus on Enjoyment (Intrinsic Motivation) 1.Remember why you love the sport – it keeps you going.

Question 52

Optimal Arousal- Psychological Skills for greater success

Answer 52

-Is an individual’s overall state of excitement, alertness and readiness for action. Not positive nor negative -The optimal arousal zone is in a different position for different athletes completing different tasks.

Question 53

Increasing arousal for maximum performance-Psychological Skills for greater success

Answer 53

Energising techniques designed to increase arousal such as: –A pep talk from the coach –Warming up the body before an event –Bright lights and noise around the athletes –Friendly & Hostile fans looking on –Motivational speeches or music before an event * It’s important that an athlete is not pushed out of the optimum arousal zone and become overstimulated

Question 54

Low and HIgh Arousal definitions- Psychological Skills for greater success

Answer 54

High Arousal: *Higher levels of arousal are needed for gross based skills eg: explosive, strength-based activities –Tackling within football, power weightlifting Low Arousal: *Lower levels of arousal are needed when fine motor skills are needed –Archery or shooting, where you have to concentrate on a difficult task

Question 55

Decreasing arousal for maximum performance- Psychological Skills for greater success

Answer 55

The ability for an athlete to relax during stressful events and control arousal levels is key to success. *Environmental Techniques –Require materials that can be used in an athlete’s environment to reduce the effects of intense arousal –Eg. Listening to relaxing music, stress inoculation training (refers to replicating the high pressure/stressful environment experienced in game, to lower arousal) *Physical Techniques –Work directly on the physiological effects of stress –Eg. Progressive muscle relaxation techniques (PMR), controlling breathing rate, meditation *Mental Techniques –Work directly on the psychological effects of prolonged arousal or stress –Eg. Mental imagery, self talk (great kick, great tackle)

Question 56

Difference characteristics between high and low arousal levels -Psychological Skills for greater success

Answer 56

Low: `Low heart rate `Lack of focus or motivation `Drowsiness or boredom `Sluggish movement and poor reaction time High: `Excessive nervousness or anxiety `Increased heart rate and muscle tension `Poor concentration `Overreacting or rushing decisions Impact: `Low arousal = underperformance due to lack of intensity `High arousal = errors due to stress or over-excitement `Optimal arousal = best performance (Inverted-U Hypothesis)

Question 57

Mental Imagery- Psychological Skills for greater success

Answer 57

-Mentally imagery or visualization is when an individual imagines themselves doing or achieving something without performing the required actions -We use mental imagery to give directions to try and remember where we left something or to mentally rehearse a situation, we are about toe experience -Metal image should as vivid as possible to be most effective. Touch, sound, smell, body position should be combined with the visual imagination to create realistic images. Mental imagery tends to. Be more effective in training sessions just prior to a competitive situation This prefect image of the performance would help to reassure the athlete that they can perform and raising their confidence to believe that they are able to complete the skill. More vivid the imagery, boosts the athletes confidence causing the more the athlete can believe that they are able to complete the skill to the best performance possible. Boosts confidence

Question 58

Concentration- Psychological Skills for greater success

Answer 58

Distractions: (Internal: Muscle fatigue, negative thoughts, Nervous Heartbeat. External: Crowd) Flow is the successful and automatic execution of a skill without being negatively influenced by competing distractions Concentration is typically split into three components: Focusing on relevant environmental cues: -Shifting our attentions to relevant information Maintaining focus over time: -Being able to limit and block out distractions Having situational awareness: -Quickly evaluating the situation to make correct decisions

Question 59

Broad internal analysis and Broad external Assess -Psychological Skills for greater success

Answer 59

Broad internal analyse -Inwards focus on general thought and emotions -Golfer consider shot selection Broad external Assess -Outwards focus on an open environment -Scanning for defenders’ locations in netball

Question 60

Narrow internal prepare and Narrow External Act- Psychological Skills for greater success

Answer 60

Narrow internal prepare -Inwards focus on mental rehearsal -Basketball player imagining there set shot routine Narrow External Act -Outwards focus on very few cues -Tennis player receiving serve

Question 61

Types of sporting goals in sport- Psychological Skills for greater success

Answer 61

Outcome goals: finishing in the top 5 Performance goals: Improving the first serve percentage in tennis from 50 – 60% Process goals: Executing a set play

Question 62

Sleep- Psychological Skills for greater success

Answer 62

-Having a good quantity and quality of sleep is linked to increased sporting performance -Low levels of sleep can lead to low concentration resulting in low performance -Maximising the quality of sleep can be done by avoiding screen time before bed.

Question 63

Linear concepts of human movement- Biomechanics Principles

Answer 63

Linear motion is when a body/object moves or travels along a straight or curved path where all the body parts move in the same direction at the same speed Examples being: Downhill skier flying, Ice skater on ice, A bullet shot from a pistol

Question 64

Force- Biomechanics Principles

Answer 64

oA pull or a push with the objective of altering the state of motion of a body/ball/object Example: Speed up, slow down, stop, change direction, shape oThrough the application of a force a body at rest can be made to move and a body in motion can be stopped/slowed/velocity increase/change direction. Body examples are Human, Discus, Ball, Javelin and Bat. oThe force that can be applied to these bodies may be external forces: gravity, friction, air resistance, water resistance oForce= Mass x Acceleration (F=M x A) measured in Newtons

Question 65

Speed and Velocity- Biomechanics Principles

Answer 65

oDistance measures the path travelled from start to finish regardless of direction travelling in oDisplacement is defined as how far away you are from your initial position to the final position Example: 400m race, Displacement=0, Distance=400 oSpeed is defined as how fast an object is travelling. oSpeed= Distance/Time in m/s oVelocity identifies the speed of something as well as its direction oVelocity= Displacement/Time in m/s and direction (left/right)

Question 66

Momentum- Biomechanics Principles

Answer 66

oA measure of the amount of motion an object has and its resistance to changing that motion oMomentum (kg m/s) = mass x velocity oA object that is not moving has no momentum oTo increase momentum an object must either increase its mass or increase velocity oIf two 2 objects have the same mass but different velocities the object with the greatest velocity will have the greatest momentum. o When two objects collide, there is a change in momentum and direction

Question 67

Conservation of momentum- Biomechanical Principles

Answer 67

oThe principal states that the sum of movement present prior to a collision must be the same as the sum of momentum after a collision

Question 68

Summation of Momentum- Biomechanical Principles

Answer 68

oForce summation is when you use the desired amount of force by successful activating several body segments It can be achieved.

Question 69

To maximise the summation of momentum- Biomechanical Principles

Answer 69

To maximise the summation of momentum: 1.Must use as many body parts as possible 2.Start with heavier body parts and move through to lighter body parts 3.Each body part should stabilise so that the next body part has a stable base to accelerate upon 4.Each body part should commence action when the previous part has reached optimal acceleration. Sequential transfer 5.Follow through to ensure maximal velocity

Question 70

Simultaneously vs Sequentially- Momentum

Answer 70

Simultaneously: where an explosive action of all body parts occurs at the same time fro example, a sprint in athletics Sequentially: where body parts are moved in sequence to generate great force -This technique is used in gross body actions such as throwing, striking and kicking -Usually starts with the body parts close to the centre of gravity to those further away. Example the momentum in throwing is generated from the lower hips then to shoulders, elbow, fingers

Question 71

Impulse- Biomechanics

Answer 71

oIs the change in the momentum of an object oImpulse= Force (M x A) x Time oThe greatest changes in momentum (speeding up/slowing down) will occur when the maximum forces are applied for as long as possible Example: Spinning technique in shotput

Question 72

Manipulating impulse

Answer 72

Can reduce the risk of injury by reducing impact forces by increasing the time over which the force is acting Example: Catching a fast-moving ball the best result will be achieved if the force of the ball can be absorbed over a longer time as it is caught

Question 73

Angular concepts of human movement

Answer 73

Angular motion is evident when a body or an object turns about a central axis The axis of rotation can be real eg: gymnast, or imaginary eg: figure skater

Question 74

Forces that create angular motion-torque

Answer 74

◦Eccentric force: is a rotational that occurs when the force is applied away from the centre of gravity of an object. This effect Is known as torque ◦Moment of force= applied force x lever arm ◦If neither end of an object is fixed, then both angular and linear motion will occur. If an end of the object is fixed, then only a turning effect will occur.

Question 75

The amount of rotation produced by an eccentric force depends on....

Answer 75

-The magnitude of the force- the greater the force applied, the greater the angular velocity -The distance between, the point of force application and the axis of rotation

Question 76

Angular speed and Velocity

Answer 76

◦Angular speed (degrees per second): refers to the angular distance covered divided by the time taken. ◦Angular velocity (degrees per second): is the measure of how quickly the object has moved from its starting point and in what direction it has moved (clockwise/anticlockwise).

Question 77

Angular Momentum

Answer 77

◦It is the product of the moment of inertia and the angular velocity of an object rotating around an axis ◦Angular momentum = moment of inertia x angular velocity

Question 78

Moment of inertia

Answer 78

◦Inertia is a measure of an objects resistance to change in its rate of rotation and product of mass of the rotating body. ◦The location of the mass is important in reducing or increasing its moment of inertia. Mass located closer to the axis of rotation is much easier to rotate than one whose mass is further away. -Advantage: Moment of inertia is advantageous to maximise angular momentum in hitting, kicking and throwing because momentum is transfer to the object or ball ◦Eg: Sporting equipment modified for Juniors in baseball is way better to use due to the equipment lighter and shorter thus reducing both mass and radius of rotation and its overall moment of inertia. making it easier to swing the bat. While a professional may use a heavy, long bat to achieve greater angular momentum.

Question 79

Conservation of angular momentum

Answer 79

◦Angular momentum is constant when the body is in the air ◦When tucking the angular velocity increase, as distrubition of mass is closer to axis of rotation, decreasing inertia. ◦When in the layout position in flight the angular velocity decrease as the Distribution of mass is away from axis of rotation, increasing moment of inertia when entering the water ◦1. Angular momentum is constant ◦2. Angular velocity Increases ◦3. Distribution of mass is closer to axis of rotation ◦4. Moment of inertia decreases

Question 80

Newton's first law- Inertia

Answer 80

Definition: An object will remain at rest or in constant motion until acted upon by an external force Examples: A golf ball will remain still or at rest on the tee until a golfer hits/applies a force with its club

Question 81

Newton's second law- Acceleration

Answer 81

Definition: The acceleration of an object is directly proportionate to the amount of force applied, in the direction of the applied force Formular: Force (N)=Mass (KG) x Acceleration (m/s^2) Example: Riding your bicycle. heavier bike, more force to accelerate

Question 82

Newton's third law of action and reaction

Answer 82

Newtons third law of action and reaction: Definition: For every action there is an equal and opposite reaction Example: Diving on a springboard. Action=diver pushes down on the springboard Reaction=Springboard pushes diver upwards into the air

Question 83

Projectile Motion

Answer 83

Projectile motion is any object travelling through free air space.

Question 84

Angle of Release- Factors that affect projectile motion

Answer 84

Definition: is the angle at which an object is projected in the air. The angle will determine the flight path of the projectile. Optimal angle of release for achieving maximal distance is usually between 35 and 45 degrees.

Question 85

Height of Release- Factors that affect projectile motion

Answer 85

Definition: is the difference between the height that a projectile is released from and the height at which it lands or stops. ◦When the height of release and landing height are equal, the optimal angle of release is 45 degrees. Zero projection height. Example Golf ◦If the height of release is higher that the landing height, the optimal angle of release is less than 45. Positive projection height. Example Run out in cricket, Bowling ◦If the height of release is lower that the landing height, the optimal angle of release is greater that 45 degrees. Negative projection height. Example Basketball/Netball to the hoop If the angle and speed are constant, an object released from a higher point will travel further that one released at a lower point. Higher projection height= lower angle of release. Decreasing angle of release= more horizontal pathway =More successful Lower projection height= higher angle of release. Increasing angle of release= more vertical components =Less successful

Question 86

Speed of Release- Factors that affect projectile motion

Answer 86

Definition: The speed at which an object is thrown, kicked or propelled into the air. The greater the force applied, the greater will be the speed at release and the further the project will go. Increase distance= Increase distance

Question 87

Third class lever and its purpose- Levers

Answer 87

The “force” is between the axis and resistance. (Axis, Force up, Resistance down). ◦ Purpose is to accelerate an object

Question 88

Common parts of levers and examples

Answer 88

◦An axis, point of rotation ◦A resistance, a load to be moved ◦A force, effort from muscles Example: Bicep curl

Question 89

Mechanical advantage- Levers

Answer 89

◦Always have a mechanical advantage is always less than 1 ◦Mechanical Advantages Less than 1 will increase speed because the resistance arm is longer than the force arm ◦Mechanical advantages= length of Force arm/ length resistance arm

Question 90

Manipulating Levers- Levers

Answer 90

◦A greater force is required to swing/move the resistance arm that is why little kids are given smaller bats with smaller resistance arm as they don have enough force. ◦Having a longer resistance arm increases velocity on the end of the lever resulting in lower mechanical advantage which then resulting in greater distance travelled by the ball.

Question 91

Equilibrium

Answer 91

Definition: Equilibrium is a state of motion where there are no unbalanced forces or torques acting on a body. (unbalanced forces- linear, torque forces- angular) ◦Athletes are always trying to enhance equilibrium and maximise stability

Question 92

Static Equilibrium

Answer 92

◦Definition- Static equilibrium is all forces or torques acting on the body/object must add up to zero, it must not be rotating or moving

Question 93

Dynamic Equilibrium

Answer 93

◦Definition: When the body/object is moving with a constant velocity ◦Example: gliding on a bike, jokey riding a horse

Question 94

Stability

Answer 94

Is the ability of a body to resist a change in its current state of equilibrium

Question 95

Major factors affecting stability

Answer 95

(Can't change) Mass of the object: ◦heavier= greater stability Area of the objects base: ◦larger base= improved stability ◦An athlete wanting to increase stability will spread their kegs to increase the area of the base of support, and should be aligned in the direction of oncoming forces Height of objects centre of gravity: ◦Lower centre of gravity = greater stability ◦Is the point of balance of an object ◦Maximise stability by bending your knees lowering your centre of gravity, therefore helping control your equilibrium Relationship between the line of gravity to the base of support: ◦Closer to the centre of the base (line closer to base) = more stability. ◦Low stability (line outside to base) = Fast start ◦When the line of gravity falls outside the line of support, an athlete will lose stability and fall over ◦Align centre of gravity outside base of support (line is outside) to make a quick start ◦Example: Sprint start, Diving start Friction between the body and the surface: ◦More friction= greater stability ◦low friction = low stability = greater speed ◦Example: Studs on boots, wax on surfboard, road bike tire

Question 96

Definition of Qualitative Movement Analysis

Answer 96

Is the systematic observation and evaluation of the quality of human movement for the purpose of providing feedback to improve performance.

Question 97

Purpose of Qualitative Movement Analysis

Answer 97

Qualitive movement can be analysed for many purposes, including: ◦Analysing movements and skills (e.g., examining a tennis serve technique) ◦Modifying movements (e.g., adjusting a swimmer’s stroke) ◦Error detection and improvement (e.g., identifying why a netball pass is inaccurate) ◦Identifying strengths (e.g., noticing a basketball player’s excellent footwork) ◦Injury prevention (e.g., identifying poor landing technique that could lead to ACL injury)

Question 98

Preparation- Qualitative Movement Analysis Principals

Answer 98

This stage involves planning the analysis. The observer (often a coach, teacher, or analyst) decides: *What is being analysed (e.g., the sprint start) *Why the analysis is being done (e.g., to improve performance or reduce injury risk) *How it will be conducted (e.g., video analysis, live observation)

Question 99

Observation- Qualitative Movement Analysis Principals

Answer 99

This is the process of watching the performance, which can be: *Live (during training or competition) *Recorded (video footage) Factors such as the angle of observation, number of observers, and environmental conditions can impact observation quality

Question 100

Evaluation- Qualitative Movement Analysis Principles

Answer 100

In this stage, the observer: *Identifies errors *Judges the quality of performance *Compares to a model of ideal performance or to previous performances This step often involves subjective judgement, which is why multiple observations or slow-motion replay can improve reliability

Question 101

Error Correction- Qualitative Movement Analysis Principles

Answer 101

This is where feedback is provided, and changes are implemented to improve performance. It may include: * Verbal feedback * Demonstrations * Modified drills or training programs * Use of biomechanical aids or equipment