Dr. David Q. Thomas http://www.castonline.ilstu.edu/Thomas/  Credit goes to Dr. McCaw for his contributions to these slides.  Traditional teaching and coaching methods tell you what techniques to teach or coach   Biomechanics tells you why those techniques are best to teach or coach It can also tell you why some teaching and coaching techniques don’t work and need to be discontinued  AT, OT, and PT students will benefit from learning biomechanics because it will help in: ◦ determining the cause of injury, ◦ aid in preventing future injury, ◦ and guide in determining best methods for rehabilitation.  Exercise science students will learn the best techniques for improving fitness and enhancing exercise performance  PETE students will learn how to make instructional decisions based on the science of human movement  I will provide you with ◦ Concept ◦ Examples  You need to come up with ◦ Application  How does this concept apply to:  Physical Education Teacher Education?  Exercise Science?  Athletic Training?  Kines: Latin ==> “motion”  logos: “study of”  Kinesiology = Study of Motion Includes:  Anatomy & Physiology  Psychology  Motor Development  Pedagogy  Biomechanics  Exercise Physiology  Athletic Training  Bio = life  Mechanics - study of machines  Biomechanics - study of living machines science concerned with effects of forces acting on a system (body) Rigid Body Mechanics Statics -at rest -constant velocity Dynamics -changing motion (acceleration) Kinematics -description of motion Kinetics -study of the forces that cause or tend to cause the changes in motion    We study biomechanics to understand how people move This information may be used to enhance performance by improving technique It may also be used to lower the risk for injury  Enhance skill performance ◦ Technique improvement  Improve current technique (shooting a foul shot)  Develop new technique (Fosbury Flop, swim hand recovery, skating in X-country skiing, ski jumping) ◦ Equipment improvement  Shoes and apparel  Implements  Protection devices ◦ Training improvement  Injury Prevention and Rehabilitation ◦ Techniques to reduce injury ◦ Equipment designs to reduce injury  To understand how living bodies can move.  To understand how people can move.  To understand how people can move. ◦ To enhance skill performance  elite athletes  USOC, WNBA, MLB, etc  Biomechanics in the Olympics http://www.youtube.com/watch?v=csrbGCUxzg&feature=related  An example using anthropometrics Study of the body’s size and form This would include measurements of:  Height  Weight  Circumferences  Skinfolds  Girths/diameters  Etc Ave Average Hand/Ht Hand Ball hand/ball Ht Ht (inches) Ratio Length Size (inches) ratio Male 6'7'' 79 0.108 8.53 29.625 0.288 Female 6' 72 0.108 7.78 28.625 0.272 Average NBAers hand is 28.8% of ball length Average WNBAers hand is 27.2% of ball length How big should the WNBA ball be to equate males & females? 7.78/0.288 = 27.014 inches  To allow for comparisons Strength Males Versus Females  Destroy myths Can a cow really jump over the moon? http://zebu.uoregon.edu/~dmason/probs/mech/work/cow moon/cowmoon.html  To understand how people can move. ◦ To enhance skill performance  physical challenges     ACL deficit CP gait Wheelchair Age-related disease  To understand how people can move. ◦ To enhance skill performance  physical challenges     ACL deficit CP gait Wheelchair Age-related disease  To understand how people can move. ◦ To enhance skill performance  Physical development To understand how people can move.  ◦ To enhance skill performance  Improve equipment Biomechanics and Safety  To understand how people can move. ◦ To enhance skill performance  Not limited to humans  To understand how people can move. ◦ To enhance skill performance ◦ To lower the risk for injury     Exercise equipment & technique shoes & surfaces braces & orthotics Equine biomechanics http://www.equinemechanics.com/  To understand how people can move. ◦ To enhance skill performance ◦ To lower the risk for injury  Automobiles  collisions http://collisionresearchltd.com/index.php  To understand how people can move. ◦ To enhance skill performance ◦ To lower the risk for injury  Automobiles  collisions  To understand how people can move. Vsevolod Meyerhold’s Biomechanical Theatre 1920’s  To understand how people can move. Borelli  Borelli’s major scientific achievements are focused around his investigation into biomechanics. This work originated with his studies of animals. His publications, De Motu Animalium I and De Motu Animalium II, relate animals to machines and utilize mathematics to prove his theories. The anatomists of the 17th century were the first to suggest the contractile movement of muscles. Borelli, however, first suggested that ‘muscles do not exercise vital movement otherwise than by contracting.’ He was also the first to deny corpuscular influence on the movements of muscles. This was proven through his scientific experiments demonstrating that living muscle did not release corpuscles into water when cut. Borelli also recognized that forward motion entailed movement of a body’s center of gravity forward, which was then followed by the swinging of its limbs in order to maintain balance. His studies also extended beyond muscle and locomotion. In particular he likened the action of the heart to that of a piston. For this to work properly he derived the idea that the arteries have be elastic. For these discoveries, Borelli is labeled as the father of modern biomechanics.  http://en.wikipedia.org/wiki/Giovanni_Alfonso_Borelli  To understand how people can move. ◦ To enhance skill performance ◦ To lower the risk for injury  To understand how people can move. ◦ To enhance skill performance ◦ To lower the risk for injury  To understand how people can move. ◦ To enhance skill performance ◦ To lower the risk for injury    Some of us are not doing a good job ◦ Coach: focus on strategy ◦ Teaching  skills: “farm system”  vs  fitness: CV & strength Cater to the converted. Serve the skilled.  We treat symptoms of an injury, with less emphasis on etiology (cause) of an injury ◦ placebo effect vs true treatment effects ◦ high rate of reoccurrence Safety & Performance Trade-Off   Quantitative analysis - mainly a clinical research perspective. Qualitative analysis - most teachers/coaches need this ability.  Science concerned with the effects of forces acting on objects (body) ◦ body: focus of the analysis      human body individual body segment specific tissue / anatomical site balls, pucks implement: bat, stick, club  Science concerned with the effects of forces acting on objects (body) ◦ ◦ ◦ ◦ ◦ Rigid-body mechanics Deformable body mechanics Fluid mechanics Relativistic mechanics Quantum mechanics   Acceptable for analyzing gross movements Assumptions ◦ body does not deform by bending, stretching or compressing ◦ segments are rigid links joined by frictionless hinges at joints Rigid Body Mechanics Statics -at rest -constant velocity Dynamics -changing motion (acceleration) Kinematics -description of motion Kinetics -study of the forces that cause or tend to cause the changes in motion     Length - of what size? Time - of what duration? Mass - how much matter? Inertia - what resistance to movement?  Describe someone out for a run  Describe someone out for a run ◦ Kinematics     How How How How far did she run? long to run that far? fast was she? big is she? ◦ Kinetics  What friction under her feet?  What forces on her joints?  What tension in her muscles?  Measure to describe ◦ location at a particular point in her run ◦ how far she ran   Feet, inches, miles Systeme Internationale d’Unites (SI) ◦ meter ◦ 1 m = 3.28 feet = 39 inches http://physics.nist.gov/cuu/Units/    Measure to describe how long it takes her seconds, minutes, hours, days, months, years Systeme Internationale d’Unites (SI) ◦ second (s)  Space to move in and time during which to move  speed & velocity==> length per unit of time ◦ miles per hour ◦ m / s or m . sec-1  acceleration ◦ m/s/s or m . sec-1 . sec-1  Inertia ◦ resistance to a change in state of motion  Who is harder to start or stop moving ◦ Olympic weight lifter ◦ Olympic gymnast  Inertia ◦ resistance to a change in state of motion  Who is harder to start or stop moving ◦ Olympic weight lifter: has more inertia ◦ Olympic gymnast  Inertia ◦ resistance to a change in state of motion  Mass ◦ the quantity of matter a body possesses ◦ quantifies inertia (the measure of inertia)  Greater mass, greater inertia resistance to change state of motion ◦ units are kilogram (kg) or slug (English) ◦ Not the same as weight  Provide an example of changing motion in ◦ sport ◦ exercise ◦ workplace  Provide an example of changing motion in ◦ Sport: size expectations of different positions (i.e. interior defensive linemen) ◦ Exercise: alter mass to be moved to increase load on NMS system (i.e. push-up) ◦ Workplace: alter mass of components to reduce load (i.e. cement bags, engine blocks)  Length  Time  Mass All that is needed to describe and explain the motion of objects  Force: defined from the above ◦ a push or pull acting on a body Biomechanics Lab at ISU Research Not to know is bad. Not to wish to know is worse.