In this chapter, basic kinesiology definitions are launched and problem-solving solutions in kinesiology jobs are categorized as quantitative or qualitative motion analysis.
Definition: Derived from the Greek term "kinesis" meaning motion and the suffix
-ology or -logy from the Greek "logos" or "logia" (interpretation field of research). It is the study of the anatomy, physiology, and mechanics of body motion.
Introduction to Kinesiology
You might think that kinesiology is today's day science, however, you will find out in this content material that the practice, study and application of kinesiology can be traced again a large number of years to historic Roman times. In fact, many areas of physical movements training are recorded in chariot races and gladiator fights, where fighters trained and selected between different weapons, wheel sizes etc. Throughout history, particular in wars there are abundant examples of the use of kinesiology to improve fighting with each other, fitness and security.
Kinesiology encompasses human anatomy, physiology, biomechanics, exercise physiology, exercise mindset and sociology, record, and philosophy of sport. Kinesiology is the analysis of human motion across a range of tasks including exercise, daily living, play, sport, and work.
The primary aims of general kinesiology are 1) Understanding the individual body's physiological and emotional responses to acute short-term exercise. 2) Understanding the many adaptations to the body to long-term or long-term physical activity.
3) Understanding the cultural, social, and historical need for exercise.
4) Understanding the mechanical characteristics of activity. 5) Understanding the techniques that control activity and the factors that affect the acquisition of more skills, and
6) Understanding the mental effects of exercise on human patterns.
In this word we are typically considering kinesiology as it pertains to human movement. So, we will target more on joints, bone fragments, muscles, levers, forces etc. instead of the cultural or mental implications.
Key Kinesiology Terms
Biomechanics: The science and research of the mechanics of a full time income body. It is an examination of the makes exerted by muscles and gravity on the skeletal composition and the effects made by such causes. Biomechanics, as a sports science, applies the laws and regulations of technicians and physics to individuals performance in order to gain a larger understanding of performance in athletic happenings through modeling, simulation, and measurement. For example, the forces produced during acceleration of an 100m operating race.
Mechanics: A branch of physics that handles the effects of energy and forces on the motion of physical items. Mechanics, in the field of sports studies, is concerned with the habit of physical bodies when put through makes or displacements, and the next effect of those bodies on the environment. For instance, the study of materials used in hockey sticks or tennis rackets.
Statics: The analysis of objects in a continuous state of movement, which means they might be in movement or stationary. Statics is a branch of physics that is concerned with the evaluation of various loads on physical systems. For instance, the forces necessary to lift an Olympic barbell.
Dynamics: The study of objects subjected to acceleration/deceleration.
Dynamics is from the branch of traditional mechanics in physics which is involved with the motion of bodies; it is split into two other branches, kinematics and kinetics. A good example for this category will be the flight speed and path of your baseball after it's been struck.
Kinematics: The analysis and measurement of motion.
The variables of kinematics illustrate the motion of objects in respect to space and time without considering the effects of causes that draw out the action. Two types of applications are applied in kinematics. First, translational (or curvilinear kinematics), which is the explanation of the movement in space of a spot along a trajectory. This journey can be linear, or curved. You can find three basic ideas that are required for understanding translational action; displacement, velocity and acceleration. (These principles will be examined in later chapters).
Secondly, there are rotational action kinematics which describe the rotation of the object and entails this is and use of the following three amounts: angular position, angular speed and angular acceleration. Kinematics has software in studying the acceleration of any cyclist or throwing a javelin, where there's a change in the position of the object over time.
Kinetics: The study of the pushes that act to create motion.
Kinetics, as opposed to kinematics, can be involved with the action of bodies under the action of forces. A branch from the study of individual biomechanics, a kinetic examination can include questions such as if the amount of drive the muscles are producing is ideal for the purpose of the movement. The word kinetics is not widely used today and is also often collectively examined under the term dynamics.
Anthropometrics: The analysis of our body dimensions.
Anthropometrics are related to the measurements and the weights of body sections. Factors include size, condition, weight and other important considerations in a kinetic analysis. For example, you will notice that field hockey players are usually high and gymnasts are usually brief. These anthropometrics, or body shapes, create advantages within certain activities.
Kinesiology: Literally, "the analysis of human activity".
Quantitative and Qualitative Measurement
Within the field of kinesiology we evaluate and score shows in two main ways. For instance, we may time a runner over 100M and we provide a 10M diver a credit score based how much we liked the dive. We refer to these assessments as either quantitative or qualitative. Quantitative simply identifies empirical or hard amounts, while qualitative refers is more subjective and evaluates form and style regardless of the components of time of distance etc. Why don't we take a look at each in greater detail.
Qualitative Analysis
Definition: Describes the human movement based on its constituent elements.
The word qualitative identifies a explanation and analysis of an human movement based on and relating non-numeric terminology. Many occupations involving medical research use qualitative examination as a thorough and precise way of bettering human activity and performance. Good qualitative examination uses all the senses to assemble information about the strengths and weaknesses of the activity. The most commonly used methodology of qualitative evaluation is through basic visible observation. It really is through this observation that home elevators a specific movement is gained, recorded and examined. This research can also help identify various mechanical factors that may or may well not need to be altered in order to improve performance in the given activity. The power for a scientist, coach and athlete to be able to take notice of the performance in poor motion is a very important tool for increasing ones performance. The details of qualitative analyses fluctuate. Generally, you can simply point out a motion as 'a woman was working quickly down the keep tabs on'. It could also be mentioned that the same female is working quickly down the keep track of on the balls with their feet, leaning just a bit to the right. This alternate way of explaining the same movements is providing a far more detailed qualitative evaluation of the activity.
Qualitative problems happen during our everyday daily activities, with a sizable part of our lives being specialized in the answer of problems. Sport and performance are no different.
To effectively assess a movement, it is necessary to start off with a construction and list of questions. The questions explained can either become more of a straightforward and standard question or can also contain a much more detailed and specific questions. Below are a few examples of both general and specific questions.
Table 1. 1: General vs. Specific Qualitative Analysis
General
Specific
- Is the movements performed with proper execution?
-Is the release of the golf swing taking place at the moment of full arm extension?
-Why is this sprinter not getting a faster time?
-Does the strengthening of the quadriceps significantly improve hip rotation and turnover velocity?
Planning and Executing a Qualitative Analysis
Once you have identified the question(s) the next step is to collect the info. For the coach, therapist or PE tutor, this is qualitative visible observation data. The activity is first carefully seen and written or mental notes are made. Planning is required to ensure observation is performed from best distance and point of view. As the particular level and complexity of the skill increase, the level of planning raises.
In planning for a qualitative analysis, a process occurs with the primary goal being truly a further refinement of the initial question. The first and final step both business lead to refinement of the original question being asked.
Figure 1. 1: Qualitative Evaluation Process
(*Referenced and re-created from Basic Biomechanics by Susan J. Hall)
Following this process in following a qualitative analysis will allow the researcher to optimally accumulate observations. Throughout the research, one usually finds questions will constantly occur. Laying out the building blocks of the analysis will prevent faulty or insufficient information.
Procedures for Qualitative Analysis
First and foremost, the procedure starts with identifying the situation or question. Whether the analyst is seeking to answer a question regarding a what sort of sprinter's gait is negatively impacting their running style, why a football player is having difficulty making connection with the ball, or why a playing golf player is having wrist pain. The ability to answer these questions commences with biomechanical knowledge.
Once the challenge is discovered there are two main steps. Firstly, make proper decisions essential to perform the analysis and secondly to observe and acquire the observations from the performer's movement. When a motion is performed, the analyst must determine the correct way to fully optimize the browsing process. This decision is set depending upon whether the analyst will count on basic aesthetic observation or will they be utilizing a video camera. Videotape allows both analyst and the performer to view the motion, as well as repeated viewings. Details like observing viewpoint, environmental modifications, slow-motion, etc. are all factors that play in to the decision making process.
It is from the videotaping of the performance that the analyst and the performer can both sit down and begin to collect observations. Feedback from the training video, analyst and performer are all collected, and assessed. Despite the primary question being explained initially, sometimes other questions may arise through the collection process. Observations made may suggest new questions. That is when the analyst needs to go back and give attention to the critical aspects of the movement and the biomechanical error that was first identified.
Finally, once all activities and shows have been carefully witnessed, the analyst commences to interpret the observations. The expert analyst is highly educated in biomechanical actions and can identify and diagnose errors. With all the mixed information that was accumulated in the performance the analysis is now able to end the analysis, make refinements to the primary question and/or problem and lastly assess, appropriate and increase the human activity.
Both knowledge of the specific biomechanical purposes of the movements and careful planning are essential for effective qualitative examination.
Quantitative Analysis
The second form of research is quantitative examination.
Definition: The usage of measurable parameters (e. g. size, time, number) to describe performances.
In quantitative evaluation we classify features, count up them, and even construct more technical statistical models so that they can explain what's witnessed. The goals of quantitative evaluation are to provide correct descriptions of the mechanisms of human being problem solving, the causes of error, variations between skill performance and with the purpose to improve individual performance. We use variables such as force, acceleration, distance and time.
The quantitative methodology really helps to eliminate subjective description and depends on data from the utilization of different equipment. It is generally a far more medical, publishable, and predictable analysis than the qualitative way that implies that the motion is described without the use of numbers. This approach is widely used in coaching and through the teaching of athletics skills.
Nine-Step Quantitative Problem Solving
A simple process of getting close and solving quantitative problems involves nine sequential steps. The next provides a summary of the procedure for solving such problems. Solving numerical problems is a critical part work in the kinesiology field and should be carefully contacted.
Carefully read and review the given problem.
Write down information given; write what you need to find. Where units of measurement are needed (convert them as necessary) and list them to be able.
Draw out and diagram the situation given and offer both the mysterious and known information
Identify formula's that'll be useful in solving the trouble.
Chose the rational formula that will be used.
Insert and alternative measurements and relevant information properly into the formulation chosen.
Solve the formula.
Check to be sure your answer is acceptable, that you include proper units of measurement, and the answer is complete.
Highlight the response.
(Revised from Basic Biomechanics by Susan J. Hall)
Example of Quantitative Problem:
Answers to these types of questions can help coaches in making decisions about when and exactly how to teach players in given situations.
Q: A football player hits a triple to kept field. As he approaches 3rd platform, he notices the incoming throw to the catcher is untamed and decides to visit home dish. The catcher retrieves the ball 5m from the plate and runs to the plate at 8m/s. The runner is currently 10m from the dish and jogging at 12m/s. Who reaches the dish first and how considerably faster?
Using the Nine step process above, we can begin to solve this issue.
Step 1: Carefully read and review the problem
Step 2: Jot down information given:
Base runner's speed = m/s
Catcher's rate = 8m/s
Distance of bottom part runner from dish = 10m
Distance of catcher from plate = 5m
Step 3: Sketch a diagram of the problem of the situation.
Step 4: Identify possible formula's to be utilized to solve the issue.
Step 5: Chose the logical formula which will be used to resolve the problem
Time = distance/speed
Step 6: Put in and substitute the given information into the formula.
Time = distance/speed
Catcher: time = 5m/8m. s
Base runner: time = 10m/12m. s
Step 7: Solve the Equation
A: Catcher
Time = 5m / 8m/s = 0. 625sec.
Runner:
Time = 10m /12m/s = 0. 83sec.
Step 8: Be sure the answer is complete and affordable.
Step 9: Focus on the answer
Runner reaches home plate 0. 21 seconds slower than the catcher!
Could this be a qualitative example also?
Yes, the umpire could actually call the runner safe. That is his decision and in this case is the wrong one.
Research Notice:
The reliability dissimilarities between qualitative and quantitative assessments were perhaps forget about clearly illustrated in the 2002 Winter Olympics Pairs Skating competition. Inside the pairs competition, Yelena Berezhnaya and Anton Sikharulidze of Russia got won the brief program over Jamie Sal and David Pelletier of Canada. In the free skating, Berezhnaya/Sikharulidze made a (but evident) technical error when Sikharulidze stepped out of a double axel. In the meantime, Sal/Pelletier skated a flawless program, albeit the one that many experts considered to be of smaller difficulty than that of the Russians.
The Canadians were the clear public favorite; they kept the snow to a circular of stormy applause and everyone thought they had received Silver. The Canadians received three 5. 9s for technological merit, as the Russians received generally 5. 8s and 5. 7s. However, for demonstration, the Canadians received four 5. 9s to the Russians' seven. Presentation was weighted more greatly than technical merit at the time; the Canadians needed at least five 5. 9s to overtake the Russians for first. There was apparent disagreement from the public; noisy chants of "6! Six! Six!" provided way to a chorus of boos when the demonstration marks arrived. As it proved, this margin kept until the end, presenting the gold medal to the Russians. Sal/Pelletier accepted their gold medal with sophistication but available disappointment. It was the 11th consecutive time (dating to 1960) a couple from the Soviet Union, the Unified Team, or Russia got taken the platinum in the pairs competition.
As it turned out, this margin organised before end, giving the gold medal to the Russians. Sal/Pelletier accepted their magic medal with elegance but wide open disappointment. It had been the 11th consecutive time (going out with to 1960) that a couple from the Soviet Union, the Unified Team, or Russia experienced taken the silver in the pairs competition. The world was stunned when it was announced that the Russians had won.
There was immediate suspicion of cheating. Judges from Russia, the People's Republic of China, Poland, Ukraine, and France experienced positioned the Russians first; judges from america, Canada, Germany, and Japan find the Canadians. Suspicion fell almost immediately on the French judge, Marie-Reine Le Gougne. When Le Gougne came back to the officials' hotel, she was immediately faced with Sally Stapleford, couch of the International Skating Union's Complex Committee. Le Gougne possessed an emotional breakdown where she said that she had been pressured by the top of the French skating corporation, Didier Gailhaguet, to vote for the Russian set regardless of how others performed.
She repeated this at the post-event judges' achieving the very next day. It had been alleged that was part of an offer to get an edge for French few Marina Anissina and Gwendal Peizerat in the snow party competition that was to check out a few days later. However, in a authorized assertion, Le Gougne denied getting involved in such a offer and also explained that she experienced truly thought the Russian couple deserved to gain.
On February 15, Cinquanta and IOC Leader, at that time, Jacques Rogge, in a joint press convention, announced that Sal and Pelletier's sterling silver medal would be upgraded to yellow metal. Berezhnaya and Sikharulidze were permitted to keep their silver medal as well, since there was no proof of impropriety on their part, and many believed that they, in reality, deserved it, as was the judgment of four of the other eight judges on the panel. Both pairs' point totals were thrown out. Le Gougne was suspended effective immediately for "misconduct.
Which is way better? Quantitative or Qualitative? You select!
So Quantitative or Qualitative? Definitely there are strengths and weaknesses for both. Here are some benefits to quantitative measurement.
Quantitative methodologies are appropriate to assess overt actions.
They are reliable in measuring descriptive aspects, such as time to travel a distance.
Quantitative methodologies allow direct evaluation and replication.
Reliability and validity may be determined more objectively than with qualitative techniques.
In quantitative research your goal is to determine the relationship between one thing (an unbiased variable) and another (a dependent or outcome adjustable) in a people. Quantitative research designs are either descriptive (content usually assessed once) or experimental (content assessed before and after cure). A descriptive study establishes only organizations between parameters. An test establishes causality. Studies aimed at quantifying human relationships are of two types, descriptive and experimental. In a descriptive study, no attempt is made to change action or conditions (you measure things because they are). Within an experimental analysis you take measurements, try some kind of intervention, and then take measurements again to see what took place.
Problem:
Can you list five samples each of qualitative and quantitative assessments of a skill etc.
Qualitative versus Quantitative Way of measuring of Individuals Movement
The qualitative and quantitative evaluation of human movements is composed of many parts. Both require the knowledge of the activities desired, the characteristics included, and the ability to view a performance and evaluate whether the human being movement does in truth incorporate the precise characteristics. The research of human motion may be either qualitative or quantitative, and both play an important role in the biomechanical examination of human activity. .
Classifying kinesiology duties as quantitative or qualitative is a powerful procedure in understanding basic biomechanical principles in kinesiology. Analyzing real human movement can be an essential procedure for problem solving. If the performance being analyzed is qualitative or quantitative they both include identifying the performance, observing and studying, and finally answering the challenge or question.
Quantitative measurements are considered and used to quantify movement or performance, whereas qualitative performance or movements is witnessed and subjectively assessed without the use of dimension for quantification.
An observer, for example, might qualitatively point out 'that was a good chuck' where a second observer might quantitatively condition the javelin was thrown at sixty-five meters.
Qualitative analysis shouldn't be regarded as just general descriptions, as it could also involve detailed information. Both quantitative and qualitative information play important functions in the biomechanical research of human activity, with quantitative techniques mainly being utilized by biomechanist researchers in attempting to answer specific questions and qualitative observations and explanation mainly are used with a wider range of folks including clinicians, coaches and PE educators.
There are benefits and drawbacks of both measurement techniques. However, the objectivity of quantitative way of measuring can make it more reliable and you don't finish up with a performer scoring fewer points because of the color of their standard as you might in qualitative evaluation.
Table 1. 2: Quantitative vs. Qualitative Analysis
Quantitative
Qualitative
Three Feet
Good
Two Cents
Bad
Twenty Dollars
Heavy
Fifteen Seconds
Fast
Table 1. 3: QUANTITATIVE or QUALITATIVE Evaluation?
Impact forces during operating.
X
Carpal Tunnel Syndrome
X
Aerodynamics of clothing
X
Release angles for projectiles
X
Occupational demands
X
X
Review Problems
1. Determine whether these options require quantitative or qualitative evaluation.
- Friction over a bobsled runner blade __________________
- a toothache __________________
- acceleration of any projectile __________________
- rotational quickness of football __________________
- perceived difficulty chopping wood __________________
- a headaches __________________
- wind speed __________________
2. Is it possible to now think of six examples on your own that fit each way of measuring. Provide a one-line meaning to go with & clarify your example. An example is provided for each measurement.
Motivation (motivation can be extrinsic or intrinsic and difficult to quantify).
Vertical jump height (this variable can be absolutely assessed in cms).
3. Can you identify 4 types of situation that stand for dynamics and statics?
Dynamics
A skater gliding on the snow.
Statics
A chair relaxing on the floor.
