Exercise 1a:
The Standing Overarm Throw (SOT) is a single-handed throw of an object where it is released above the shoulder. The SOT is a complex skill that involves the entire body. The SOT is an open kinetic chain, which refers to movements in which successive body joints move in combination and where the last segment of movement is free. In SOT, there are many joints or segments involved which generate the force needed to achieve a further distance. Using more joints can produce more force. Force summation also plays a part. Force is generated from the major muscle groups (legs), which is accelerated through the pelvis and the trunk, and culminates in the arm, wrists and fingers. Most of the overhead throw takes place in the limbs, which is a 3rd class lever. The lever is the whole of the moment arm – with the force arm is at the elbow joint and the resistance arm is from the elbow to the wrist/fingers. A player who can utilize this lever to the maximum potential is able to generate more force to propel the object forward. The objective for this paper is to compare the differences in the standing overarm throw between an adult and a child below 7 years old using a plastic shuttlecock. The measurements of the distance thrown are tabulated below:
There are three phases in a standing
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Teachers and coaches can use video analysis to identify areas of improvements in their students and athletes. In addition, students and athletes themselves can also learn to use videos to analyse their own performance and perform self and/or peer assessments. They will also learn and apply oberservation skills such as identifying key elements, positioning of video camera, naming body parts involved and even identifying the different phases of a skill. These would help to make them a more self-directed learner who can reflect and improve on their own
Over the past fifteen to twenty years women's fastpitch softball popularity has continued to grow and spread internationally. By the mid-1990s it was played in more than 85 countries under the eye of the International Softball Federation (ISF). It has become increasingly popular among women at the youth and collegiate levels. More than 630 National Collegiate Athletic Association (NCAA) member institutions sponsor women's softball programs, and national championships for women are held in all three NCAA sports divisions (Encarta, 1998). In 1991 women's fastpitch softball was selected to debut as a medal sport in the 1996 Olympic Summer Games in Columbia, Georgia. The U.S. won the gold medal in the 1996 Olympic Games due to a good defense and great hitters on the team. Even though defense and pitching are critical and vital parts of the game, a successful team must have an effective offense to win the game. Among all the standout hitters on the U.S. Olympic team, two of the best are Dot Richardson and Lisa Fernadez. Both Lisa and Dot have picture-perfect swings, which have made them very productive throughout their careers. Today there is a women's professional fastpitch softball league. Interest in the Women's Professional Softball League (WPSL) has been increasing for the last three years and continues to grow each year.
When one throws a baseball properly they are using there entire body to generate a large force to propel the baseball. A general throwing position starts with a person rotated 90 degrees from there target with there throwing arm 180 degrees from the target and parallel to the ground. The person then starts rotating their body back towards their target while there throwing arm starts bending until it is almost 90 degrees to their elbow, while the arm is bending at the elbow the throwing arm is rotating such that the arm rotates back almost 180 degrees from the target. Meanwhile the person is leaping forward with the leg that was initially pointed at the target while there other leg is planted into the ground. The person is bending at their waist and the other arm is rotating into their body. Around the point where the driving leg strikes the ground the throwing arm is rotating foreword at a tremendous angular speed and the person lets go of the ball. At the point where the ball is let go the persons body pulls the planted leg forward and the throwing arm finishes its motion towards the driving leg.
Broer was the first to call attention to the similarity of movement patterns used in seemingly dissimilar activities such as the baseball pitch, the badminton clear, and the tennis serve. Objective evidence of such similarities between throwing and striking activities within each of the three major upper-extremity patterns; overarm, sidearm and underarm. The representative activities from these categories across throwing patterns also showed great similarity in the muscular action of the lower extremity. Atwater distinguished between the overarm and sidearm throwing patterns in terms of the direction in which the trunk laterally flexed. When lateral flexion occurred away from the throwing arm, and overarm pattern was used; lateral flexion toward the throwing arm indicated a sidearm pattern. The underarm patter is distinguished by motion predominantly in a sagittal plane with the hand below the waist. Each pattern involves a preparatory movement referred to as a backswing, or windup, followed by the establishment of a base of support prior to the initiation of the force phase and ending in the follow-through. The base of support in the direction of the force application; forward and backward is a distinguishing feature of skill level. It has been well documented that more highly skilled individuals have longer strides. Once the base has been established, the more proximal segments begin the force application phase while the more distal segments complete the backswing.
Imagining myself as a high school soccer coach, I would like to optimize my team’s kicking performance. Some players consistently kick the ball successfully with the correct use of power and accuracy. To ensure that all players are able to achieve the same optimal kicking habits, this paper will document (1) the effective and ineffective habits of kicking, (2) describe biomechanical based kicking assessments, (3) describe how these assessments will measure the effective aspects of kicking and expected findings, and (4) provide suggestions on how I may modify programming based on the insights gained from these assessments.
Throughout literature countermovement jumps (CMJ) are seen to be higher in contrast to squat jumps (SJ) (Bobbert et al. 1996; Kubo et al. 1999; Bobbert et al. 2005). However present literature regarding the key potential mechanisms behind why greater muscle forces are seen accelerating the body upwards in CMJ in comparison to SJ is somewhat unclear. A CMJ can be defined as a positioning starting upright, beginning the descending motion in advance of the upward motion in contrast to a SJ where the start position is squatted with no preparatory countermovement (Akl 2013). The higher jump heights seen in CMJ in comparison to SJ are apparent even if at the start of propulsion phase the body configuration is identical (Bobbert et al. 1996). In past literature three main mechanisms have looked to provide an explanation for the greater muscle forces seen in CMJ than the SJ. The first plausible theory is that the muscle stretch in CMJ increases the production of force capability of the contractile machinery (Edman et al. 1978; Ettema et al. 1992; Herzog et al. 2003). Secondly the assumption that the muscle fibres are on the descending limb of their force–length relationship at the start of propulsion in the CMJ and SJ, however in CMJ the stretching of a chain of elastic components, they are not as far past optimum length therefore allowing a greater force over the initial phase of their shortening range, with the stretching of sequences of elastic components, this then causes the storage of elastic energy that is then reutilized in the propulsion phase (Ettema et al. 1992). The final explan...
To be a successful teacher not only in physical education but in all classroom settings you must be able to fully stimulate your students to think critically about the problem at hand. In sports thinking critically and making split second decisions can be the difference between winning and losing; through repetition students will be able to better identify which situations call for which moves. This ability to identify one's current situation in a given activity and react appropriately is referred to as tactical awareness; this is the basis for the tactical games model. Through implementing the tactical games model in your classroom your students will better understand not only the games being played but the tactics that are universal to all sports.
"Understanding the Mechanics of Throwing a Baseball May Help Protect the Shoulder and Elbow ." Baseball Pitching. Web. 30 Apr. 2014. .
A standing broad jump is a jump for distance from a standing position. It can be divided into four temporal phases: countermovement, propulsion, flight, and landing. In the countermovement phase, the subject squats to load up and extends the shoulders and the arms. In the propulsion phase, the goal is to generate enough force to propel the body forward. The person must stand erect in full extension of the trunk, hips, and knees. Then, the person flexes at the hip and the knee, which results with the trunk being rotated in a forward direction. Next, the arms become slightly flexed to hyperextension, to full flexion. Prior to the flight phase, the body goes into full extension. The flight phase begins as soon as the feet have left the ground. During this phase, the body stays in full extension or can become hyperextended. Towards the end of the flight phase, the trunk rotates forward in an anterior direction along with minor hip and knee flexion just before landing. During the landing phase, the knees and the hips are in maximum flexion and forward rotation of the trunk. There is also arm movement by moving both arms in the vertical direction to improve jumping distance. At the onset of the jump, the arm swings forward and during landing, they swing back and forth.
To achieve a degree in Athletic Training, there are many tasks and skills to be learned. The Education Council under the National Athletic Training Association put together an education program filled with a set of guidelines of what has to be taught to graduate with a degree in Athletic Training. Before you can learn and understand Athletic Training, you must know the Anatomy and Physiology of the human body. This includes bones, muscles, levels of organization, tissue levels, systems of the body, skeletal structure, articulations, integrative functions, sensory function, blood, and embryology (Martini, 2001). Besides Anatomy and Physiology, the methods of taping is also extremely critical to this career. Before you can understand what each taping techniques are used for, you must also know about sports injuries. Athletic Training is all about the prevention, treatment, rehabilitation, and evaluation of athletic injuries. Another skill that must be learned in the Athletic Training Education Program is how to provide immediate emergency care. That includes everything from background information to actually being able to save an athlete’s or any one else’s life. You must be aware of legal considerations, how and when to approach a victim, the human body systems, examining the victim, basic life support, bleeding and shock, identifying wounds, sudden illnesses, injuries, and how to care for them; also you must be aware of cold and heat related injuries, and how to rescue and move victims (Thygerson, 2001). Other information to be learned includes nutrition, health, and professional development. There are several other topics of Athletic Training; however, there are just to many to s...
Feedback also “can reinforce a behavior, provide information about the correctness of a performance attempt, explain why an error occurred, prescribe how to fix an error, and motivate the athlete to continue working toward their goals” because feedback “shapes a learner’s efforts to achieve a task goal” (Coker, 2015, p. 31). This is
While Mikel was at the over-arm throw station, he stood on the spot marker with his right foot forward , he picked up bean bag using his master hand, right hand, from the blue container and attempted to throw the ball into the white container. (The target)
This topic paper discusses the book Teaching the Nuts and Bolts of Physical Education, which was published in 2008. The accompanying CD-ROM with sample lesson plans was not provided with the book. This book is really a guide to teaching 17 manipulative and 8 locomotor skills that children ages 5 to 12 will learn in physical education class. I will briefly discuss a couple of these skills with a suggested activity. This is a handy guide for a future physical education teacher. There are drawings and steps for each skill and key words or “cues” are also given. Finally, there are “troubleshooting” tips provided to use when a child is not performing the skill correctly and suggestions for practice activities to help children learn the skill. Truly this is a “nuts and bolts” book. It is really more of an instruction manual. I will begin with the skills taught in the book.
It’s fair to say that a good baseball game can lie in the hands of the pitcher. According to an article by the American Journal of Sports Medicine, 50 percent of professional baseball pitchers experience elbow or shoulder pain due to the way they throw the ball. Because not much research has been done on professional baseball athletes, the purpose of this publication was to find at what point in the pitcher’s technique does most of the damage occur. The study began by taking 40 pro-baseball pitchers, all ranging from the age of 23-33 years old with relatively the same height and weight. Also, thirty-two of the 40 selected are right-hand dominant. Then they placed 3 cameras in different parts of the field. These cameras would take still frames of the pitchers and their technique when throwing the ball. They found that at the point where there is maximum rotation (aka the cocking phase) the distraction force was low.
Visualisation is the most common and effective technique used within mental imagery in sport (Harmison, 2011). To do this you envision yourself executing physical sequences of the sport (Harmison, 2011). It has been shown that visualization helps the athlete to perform at a higher level, through increasing traits of the ‘ideal mentality’. In the process of visualization your must imagine correctly and successfully all aspect of the motion, going through frame-by-frame and using all senses. Studies looking into visualization have shown that mental practice can increase real strength and performance creating an almost virtual iron aspect. This study by ( ) has also proven that visualization activates the same neural circuits that actual seeing does, visual imagery activates the brains visual cortex therefore through the imagining of movement it actives the motor ...
Millions of children worldwide participate in a multitude of sports, either in school or outside of school. As they grow older, they get better, but some of them stop playing. We have discussed that the best and sometimes oldest of the kids (in their age groups) are given more chances and more opportunities, as well as better coaching. This results in them gaining more experience and practice. Ultimately, some of them end up being national or world-class athletes competing and representing their country. In order for that to happen, they have to be recognized as talented and be presented with a chance to become great.