Gaa team fit 2010/11 BIOMECHANICS

1. P.Tally Gaa team fit 2010/11BIOMECHANICS

2. Quote from Leonardo da Vinci "The science of mechanics is the noblest and above all others the most useful, seeing that by means of it all animated bodies which have movements perform all their action." Leonardo da Vinci (1452-1519)

3. Biomechanics as a Science • Motor learning - science underlying acquisition of skills • Physiology - science underlying training • Biomechanics - science underlying technique

4. What is Biomechanics? • Biomechanics is the science concerned with the internal and external forces acting on the human body and the effects produced by these forces. • For many years termed kinesiology but this became too general a term • An understanding of these principles will enhance the appreciation of technique and greatly reduce the time spent on “trial and error” or misdirected coaching.

5. What is the function of Biomechanics? • Internal and external forces acting on the human body determine the performance of a motor skill • commonly referred to as technique • usually athlete drives technique development • now science may lead the athlete

6. Example applications of biomechanics • computer simulation of gymnastics movements • virtual reality - golf • optimisation of technique • equipment innovation

7. How can we improve technique? copy the champions? High Catch

8. Free kick from the hand

9. Blocking

10. Kicking

11. Tackle

12. Sidestep

14. Problems with this approach? • technique will change • particular to the individual’s structure • once isolate the “best” technique - how do you teach it? • if technique is incorrect what must change? • often try to correct fault with no thought to underlying cause - often athlete’s performance deteriorates

15. Is there a better way? • How can we select the best techniques? • How can we better observe and locate the causes of faults in technique? • The answers to these questions lie in the science of Biomechanics

16. Divisions of Biomechanics

17. Areas of study in biomechanics

18. Approaches for studying movement - Quantitative • Quantitative approach • describe movement in numerical terms • measurement using instrumentation • eliminates subjective description • equipment often expensive • may not be time efficient • may not be transportable to the field

19. Approaches for studying movement - Qualitative • Qualitative Approach • describe movement in non-numerical terms • based on ability to recognise critical features of a skill • predominant in teaching and coaching • can use video or photography

20. Stationary or Moving? • frame of reference can be stationary or moving • analysis usually easier for stationary

21. Speed and Velocity • rate at which move from one location to another • speed and velocity are not always identical • average speed - divide distance covered by time taken • average velocity - divide displacement by the time taken

22. What can it be used to analyse? • Skill Acquisition • Assessment- and how we do implement strategy • Evaluation • Added Value • Lessons Learnt • Future Developments

23. Theoretical knowledge of normal movement Anatomy Biomechanics Observation of normal movement Analysis and evaluation of movement Observation of impaired movement Analysis and evaluation of movement

24. Developing qualitative observational skill: • Specific training • Specific to activity • Perceptual abilities • Speed of movement • Knudson & Morrison 1996 • Observation • Description • Interpretation • Bardes, Gillers & Herman 2001

25. Movement Identification Initial observation of Mass movement Movement sequence Comparison to normal Isolation of movement component Sequencing movement components

26. Use of video clips in evaluation • Opportunity for individuals to participate and contribute to session • Identification of real neurological movement problems • Capacity to replay movement sequence and review movement • Potential to use in small groups or large group sessions providing equality of learning experience

27. Individuals are able to access their performance using video to continue and complete the activity in their own time. • Different video clips with 3-5 questions per clip • Model answers can be made available • This allows teacher/coach to monitor the students

28. The Assessment Three questions were asked • Give a general impression of the movement 2. What is happening at her head, trunk, upper limbs, pelvis and lower limbs as she moves through the vault? 3. How is this different from top level performance

29. The Assessment Three questions were asked • Give a general impression of the movement Initial observation 2. What is happening at her head, trunk, upper limbs, pelvis and lower limbs as she moves from sit to stand? Specific activity 3. How is this different from normal? Interpretation

30. Findings Group Activity: Observing and Analysing Movement on Video ‘There’s only so much theory you can read, but you need to see practical examples . . . Showing the video was really good’ • Players/athletes suggested that watching and discussing the video in a lecture-based group activity provided useful practical examples of movement that enhanced their understanding • They suggested that being able to hear the interactions between the Coach and player on the video would help them to develop their communication skills and ask the right questions

31. Video Clips for Personal Use ‘It was very much learning in your own hands’ • The video clips enabled athletes to repeat the various actions that would not be possible in practice and to diagnose poor or inaccurate movements in their own time • Visualisation: Seeing with movement disorders helped to put their learning into context