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2
C
KINEMATIC CONCEPTS FOR ANALYZING HUMAN MO TION
After completing this chapter, the reader will be able to: Provide examples of linear, angular, and general forms of motion. Identify and describe the reference positions, planes, and axes associated with the human body. Define and appropriately use directional terms and joint movement terminology.

h a p t e r

Explain how to plan and conduct an effective qualitative human movement analysis. Identify and describe the uses of available instrumentation for measuring kinematic quantities.

Online Learning Center Resources

www.mhhe.com/hall4e
Log on to our Online Learning Center (OLC) for access to these additional resources: Online laboratory manual Flashcards with definitions of chapter key terms Chapter objectives Chapter lecture PowerPoint presentation Self-scoring chapter quiz Additional chapter resources

The OLC also offers web links for study and exploration of human performance topics.

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s it best to observe walking gait from a side view, front view, or back view? From what distance can a coach best observe an athletes pitching style? What are the advantages and disadvantages of analyzing a movement captured on videotape? To the untrained observer, there may be no differences in the forms displayed by an elite hurdler and a novice hurdler or in the functioning of a normal knee and an injured, partially rehabilitated knee. What skills are necessary and what procedures are used for effective analysis of human movement kinematics? One of the most important steps in learning a new subject is mastering the associated terminology. Likewise, learning a general analysis protocol that can be adapted to specific questions or problems within a field of study is invaluable. In this chapter, human movement terminology is introduced and the problem-solving approach is adapted to provide a template for qualitative solving of human movement analysis problems.

FORMS OF MOTION
general motion
involving translation and rotation simultaneously

linear
along a line that may be straight or curved, with all parts of the body moving in the same direction at the same speed

Most human movement is general motion, a complex combination of linear and angular motion components. Since linear and angular motion are pure forms of motion, it is sometimes useful to break complex movements down into their linear and angular components when performing an analysis.

Linear Motion
Pure linear motion involves uniform motion of the system of interest, with all system parts moving in the same direction at the same speed. Linear motion is also referred to as translatory motion, or translation. When a body experiences translation, it moves as a unit, and portions of the body do not move relative to each other. For example, a sleeping passenger on a smooth airplane flight is being translated through the air. If the passenger lifts an arm to reach for a magazine, however, pure translation is no longer occurring because the position of the arm respective to the body has changed. Linear motion may also be thought of as motion along a line. If the line is straight, the motion is rectilinear. If the line is curved, the motion is curvilinear. A motorcyclist maintaining a motionless posture as the bike moves along a straight path is moving rectilinearly. If the motorcyclist jumps the bike and the frame of the bike does not rotate, both rider and bike (with the exception of the spinning wheels) are moving curvilinearly while airborne. Likewise, a Nordic skier coasting in a locked static position down a short hill is in rectilinear motion. If the skier jumps over a gully with all body parts moving in the same direction at the same speed along a curved path, the motion is curvilinear. When a motorcyclist or skier goes over the crest of a hill, the motion is not linear, because the top of the body is moving at a greater speed than lower body parts. Figure 2-1 displays a gymnast in rectilinear, curvilinear, and rotational motion.

angular
involving rotation around a central line or point

translation
linear motion

rectilinear
along a straight line

curvilinear
along a curved line

axis of rotation
imaginary line perpendicular to the plane of rotation and passing through the center of rotation

Angular Motion
Angular motion is rotation around a central imaginary line known as the axis of rotation, which is oriented perpendicular to the plane in which the rotation occurs. When a gymnast performs a giant circle on a bar, the

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Rotation of a body segment at a joint occurs around an imaginary line known as the axis of rotation that passes through the joint center.

entire body rotates, with the axis of rotation passing through the center of the bar. When a springboard diver executes a somersault in midair, the entire body is again rotating, this time around an imaginary axis of rotation that moves along with the body. Almost all volitional human movement involves rotation of a body segment around an imaginary axis of rotation that passes through the center of the joint to which the segment attaches. When angular motion or rotation occurs, portions of the body in motion are constantly moving relative to other portions of the body.

General Motion
When translation and rotation are combined, the resulting movement is general motion. A football kicked end over end translates through the air as it simultaneously rotates around a central axis (Figure 2-2). A runner is translated along by angular movements of body segments at the hip, knee, and ankle. Human movement usually consists of general motion rather than pure linear or angular motion. Most human movement activities are categorized as general motion.

Mechanical Systems
Before determining the nature of a movement, the mechanical system of interest must be defined. In many circumstances the entire human body is chosen as the system to be analyzed. In other circumstances, however, the system might be defined as the right arm, or perhaps even a ball being projected by the right arm. When an overhand throw is executed, the body as a whole displays general motion, the motion of the throwing arm is primarily angular, and the motion of the released ball is linear. The mechanical system to be analyzed is chosen by the movement analyst according to the focus of interest. system
mechanical system chosen by the analyst for study

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FIGURE 2-1
Examples of rectilinear, curvilinear, and rotational motion.

Rectilinear motion

Curvilinear motion

Rotation

STANDARD REFERENCE TERMINOLOGY

anatomical reference position
erect standing position with all body parts, including the palms of the hands, facing forward; considered the starting position for body segment movements

Communicating specific information about human movement requires specialized terminology that precisely identifies body positions and directions.

Anatomical Reference Position

Anatomical reference position is an erect standing position with the feet just slightly separated and the arms hanging relaxed at the sides, with the palms of the hands facing forward. It is not a natural standing

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Curvilinear motion

FIGURE 2-2
General motion is a combination of linear and angular motion.

Rotation

General motion

position, but is the body orientation conventionally used as the reference position or starting place when movement terms are defined.

Directional Terms
In describing the relationship of body parts or the location of an external object with respect to the body, the use of directional terms is necessary. The following are commonly used directional terms: Superior: Closer to the head (In zoology, the synonymous term is cranial.) Inferior: Farther away from the head (In zoology, the synonymous term is caudal.) Anterior: Toward the front of the body (In zoology, the synonymous term is ventral.) Posterior: Toward the back of the body (In zoology, the synonymous term is dorsal.) Medial: Toward the midline of the body Lateral: Away from the midline of the body Proximal: Closer to the trunk (For example, the knee is proximal to the ankle.) Distal: Away from the trunk (For example, the wrist is distal to the elbow.) Superficial: Toward the surface of the body Deep: Inside the body and away from the body surface All of these directional terms can be paired as antonymswords having opposite meanings. Saying that the elbow is proximal to the
Anatomical reference position.

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Reference planes and axes are useful in describing gross body movements and in defining more specific movement terminology.

wrist is as correct as saying that the wrist is distal to the elbow. Similarly, the nose is superior to the mouth and the mouth is inferior to the nose.

Anatomical Reference Planes

cardinal planes
three imaginary perpendicular reference planes that divide the body in half by mass

sagittal plane
plane in which forward and backward movements of the body and body segments occur

frontal plane
plane in which lateral movements of the body and body segments occur

transverse plane
plane in which horizontal body and body segment movements occur when the body is in an erect standing position

Although most human movements are not strictly planar, the cardinal planes provide a useful way to describe movements that are primarily planar.

The three imaginary cardinal planes bisect the mass of the body in three dimensions. A plane is a two-dimensional surface with an orientation defined by the spatial coordinates of three discrete points not all contained in the same line. It may be thought of as an imaginary flat surface. The sagittal plane, also known as the anteroposterior (AP) plane, divides the body vertically into left and right halves, with each half containing the same mass. The frontal plane, also referred to as the coronal plane, splits the body vertically into front and back halves of equal mass. The horizontal or transverse plane separates the body into top and bottom halves of equal mass. For an individual standing in anatomical reference position, the three cardinal planes all intersect at a single point known as the bodys center of mass or center of gravity (Figure 2-3). These imaginary reference planes exist only with respect to the human body. If a person turns at a 45 angle to the right, the reference planes also turn at a 45 angle to the right. Although the entire body may move along or parallel to a cardinal plane, the movements of individual body segments may also be described as sagittal plane movements, frontal plane movements, and transverse plane movements. When this occurs, the movements being described are usually in a plane that is parallel to one of the cardinal planes. For example, movements that involve forward and backward motion are referred to as sagittal plane movements. When a forward roll is executed, the entire body moves parallel to the sagittal plane. During running in place, the motion of the arms and legs is generally forward and backward, although the planes of motion pass through the shoulder and hip joints rather than the center of the body. Marching, bowling, and cycling are all largely sagittal plane movements (Figure 2-4). Frontal plane movement is lateral (side-to-side) movement, and an example of total body frontal plane movement is the cartwheel. Jumping jacks, side stepping, and side kicks in soccer require frontal plane movement at certain body joints. Examples of total body transverse plane movement include a twist executed by a diver, trampolinist, or airborne gymnast or a dancers pirouette. Although many of the movements conducted by the human body are not oriented sagittally, frontally, or transversely or are not planar at all, the three major reference planes are still useful. Gross body movements and specifically named movements that occur at joints are often described as primarily frontal, sagittal, or transverse plane movements.

Anatomical Reference Axes

mediolateral axis
imaginary line around which sagittal plane rotations occur

anteroposterior axis
imaginary line around which frontal plane rotations occur

longitudinal axis
imaginary line around which transverse plane rotations occur

When a segment of the human body moves, it rotates around an imaginary axis of rotation that passes through a joint to which it is attached. There are three reference axes for describing human motion, and each is oriented perpendicular to one of the three planes of motion. The mediolateral axis, also known as the frontal-horizontal axis, is perpendicular to the sagittal plane. Rotation in the frontal plane occurs around the anteroposterior axis, or sagittal-horizontal axis (Figure 2-5). Transverse plane rotation is around the longitudinal axis, or vertical axis. It is important to recognize that each of these three axes is always associated with the same single planethe one to which the axis is perpendicular.

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n Frontal pla

FIGURE 2-3
The three cardinal reference planes.

Transver se

plane

itt Sag

al p

lane

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FIGURE 2-4
Cycling requires sagittal plane movement of the legs.

Sagittal

plane

FIGURE 2-5
For a jumping jack, the major axes of rotation are anteroposterior axes passing through the shoulders and hips.

Anteroposterior axes

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JOINT MOVEMENT TERMINOLOGY

When the human body is in anatomical reference position, all body segments are considered to be positioned at zero degrees. Rotation of a body segment away from anatomical position is named according to the direction of motion and is measured as the angle between the body segments position and anatomical position.

Sagittal Plane Movements

From anatomical position, the three primary movements occurring in the sagittal plane are flexion, extension, and hyperextension (Figure 2-6). Flexion includes anteriorly directed sagittal plane rotations of the head, trunk, upper arm, forearm, hand, and hip, and posteriorly directed sagittal plane rotation of the lower leg. Extension is defined as the movement that returns a body segment to anatomical position from a position of flexion, and hyperextension is the rotation beyond anatomical position in the direction opposite the direction of flexion. If the arms or legs are internally or externally rotated from anatomical position, flexion, extension, and hyperextension at the knee and elbow may occur in a plane other than the sagittal. Sagittal plane rotation at the ankle occurs both when the foot is moved relative to the lower leg and when the lower leg is moved relative to the foot. Motion bringing the top of the foot toward the lower leg is known as dorsiflexion, and the opposite motion, which can be visualized as planting the ball of the foot, is termed plantar flexion (Figure 2-7). Sagittal plane movements include flexion, extension, and hyperextension, as well as dorsiflexion and plantar flexion.

FIGURE 2-6
Sagittal plane movements at the shoulder.

Flexion

Extension

Hyperextension

FIGURE 2-7
Sagittal plane movements of the foot.

Dorsiflexion

Plantar flexion

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A cartwheel is primarily frontal plane movement.

Frontal Plane Movements

Frontal plane movements include abduction and adduction, lateral flexion, elevation and depression, inversion and eversion, and radial and ulnar deviation. The major frontal plane rotational movements are abduction and adduction. Abduction moves a body segment away from the midline of the body and adduction moves a body segment closer to the midline of the body (Figure 2-8). Other frontal plane movements include sideways rotation of the trunk, which is termed right or left lateral flexion (Figure 2-9). Elevation and depression of the shoulder girdle refer to movement of the shoulder girdle in superior and inferior directions respectively (Figure 2-10). Rotation of the hand at the wrist in the frontal plane toward the radius (thumb side) is referred to as radial deviation, and ulnar deviation is hand rotation toward the ulna (little finger side) (Figure 2-11). Movements of the foot that occur largely in the frontal plane are eversion and inversion. Outward rotation of the sole of the foot is termed eversion, and inward rotation of the sole of the foot is called inversion (Figure 2-12). Abduction and adduction are also used to describe outward and inward rotation of the entire foot. Pronation and supination are often used to describe motion occurring at the subtalar joint. Pronation at the subtalar joint consists of a combination of eversion, abduction, and dorsiflexion, and supination involves inversion, adduction, and plantar flexion.

FIGURE 2-8
Frontal plane movements at the hip.

Abduction

Adduction

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FIGURE 2-9
Frontal plane movements of the spinal column.

Lateral flexion (right)

Lateral flexion (left)

FIGURE 2-10
Frontal plane movements of the shoulder girdle.

Elevation

Depression

FIGURE 2-11
Frontal plane movements of the hand.

Ulnar deviation

Radial deviation

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FIGURE 2-12
Frontal plane movements of the foot.

Eversion

Inversion

Transverse Plane Movements

Transverse plane movements include left and right rotation, medial and lateral rotation, supination and pronation, and horizontal abduction and adduction. Body movements in the transverse plane are rotational movements about a longitudinal axis. Left rotation and right rotation are used to describe transverse plane movements of the head, neck, and trunk. Rotation of an arm or leg as a unit in the transverse plane is called medial rotation, or internal rotation, when rotation is toward the midline of the body, and lateral rotation, or external rotation, when the rotation is away from the midline of the body (Figure 2-13). Specific terms are used for rotational movements of the forearm. Outward and inward rotations of the forearm are respectively known as supination and pronation (Figure 2-14). In anatomical position the forearm is in a supinated position. Although abduction and adduction are frontal plane movements, when the arm or thigh is flexed to a 90 position, movement of these segments

FIGURE 2-13
Transverse plane movements of the leg.

Medial rotation

Lateral rotation

Medial

Lateral

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FIGURE 2-14
Transverse plane movements of the forearm.

Pronation

Supination

in the transverse plane from an anterior position to a lateral position is termed horizontal abduction, or horizontal extension (Figure 2-15). Movement in the transverse plane from a lateral to an anterior position is called horizontal adduction, or horizontal flexion. FIGURE 2-15
Transverse plane movements at the shoulder.

Horizontal adduction

Horizontal abduction

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FIGURE 2-16
Circumduction of the index finger at the metacarpophalangeal joint.

Circumduction

Other Movements
Many movements of the body limbs take place in planes that are oriented diagonally to the three traditionally recognized cardinal planes. Because human movements are so complex, however, nominal identification of every plane of human movement is impractical. One special case of general motion involving circular movement of a body segment is designated as circumduction. Tracing an imaginary circle in the air with a fingertip while the rest of the hand is stationary requires circumduction at the metacarpophalangeal joint (Figure 2-16). Circumduction combines flexion, extension, abduction, and adduction, resulting in a conical trajectory of the moving body segment.

SPATIAL REFERENCE SYSTEMS

Whereas the three cardinal planes and their associated axes of rotation move along with the body, it is also often useful to make use of a fixed system of reference. When biomechanists quantitatively describe the movement of living organisms, they use a spatial reference system to standardize the measurements taken. The system most commonly used is a Cartesian coordinate system, in which units are measured in the directions of either two or three primary axes. Movements that are primarily in a single direction, or planar, such as running, cycling, or jumping, can be analyzed using a two-dimensional Cartesian coordinate system (Figure 2-17). In two-dimensional Cartesian coordinate systems, points of interest are measured in units in the x, or horizontal, direction and in the y, or vertical, direction. When a biomechanist is analyzing the motion of the human body, the points of interest are usually the bodys joints, which constitute the end points of the body segments. The location of each joint center can be measured with respect to the two axes and described as (x,y), where x is the number of horizontal units away from the y-axis and y is the number of vertical units away from the x-axis. These units can be measured in both positive and negative directions (Figure 2-18). When a movement of interest is three-dimensional, the analysis can be

A tennis serve requires arm movement in a diagonal plane.

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FIGURE 2-17
A Cartesian coordinate system showing the x and y coordinates of the hip.

(x,y ) (3,7)

(0,0)

FIGURE 2-18
Coordinates can be both positive and negative in a Cartesian coordinate system.

x y

x y

(0,0) x y x y

extended to the third dimension by adding a z-axis perpendicular to the x- and y-axes and measuring units away from the x,y plane in the z direction.

QUALITATIVE ANALYSIS OF HUMAN MOVEMENT

Qualitative assessment of human movement requires both knowledge of the movement characteristics desired and the ability to observe and analyze whether a given performance incorporates these characteristics (6). As introduced in Chapter 1, the word qualitative refers to a description of quality without the use of numbers. Visual observation is the most commonly used approach for qualitatively analyzing the mechanics of human movement. Based on information gained from watching an athlete perform a skill, a patient walk down a ramp, or a student attempt a novel task, coaches, clinicians, and teachers make judgments and recommendations on a daily basis. To be effective, however, a qualitative analysis cannot be conducted haphazardly, but must be carefully planned and conducted by an analyst with knowledge of the biomechanics of the movement. Qualitative analysis requires knowledge of the specific biomechanical purpose of the movement and the ability to detect the causes of errors.

Prerequisite Knowledge for a Qualitative Analysis

There are two main sources of information for the analyst diagnosing a motor skill. The first is the kinematics or technique exhibited by the performer,

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Many jobs require conducting qualitative analyses of human movement daily.

Analysts should be able to distinguish the cause of a problem from symptoms of the problem or an unrelated movement idiosyncrasy.

Experience in performing a motor skill does not necessarily translate to proficiency in analyzing the skill.

and the second is the performance outcome (13). Evaluating performance outcome is of limited value, since the root of optimal performance outcome is appropriate biomechanics. To effectively analyze a motor skill, it is very helpful for the analyst to understand the specific purpose of the skill from a biomechanical perspective. The general goal of a volleyball player serving a ball is to legally project the ball over the net and into the opposite court. Specifically, this requires a coordinated summation of forces produced by trunk rotation, shoulder extension, elbow extension, and forward translation of the total body center of gravity, as well as contacting the ball at an appropriate height and angle. Whereas the ultimate purpose of a competitive sprint cyclist is to maximize speed while maintaining balance in order to cross the finish line first, biomechanically this requires factors such as maximizing perpendicular force production against the pedals and maintaining a low body profile to minimize air resistance. Without knowledge of relevant biomechanical principles, analysts may have difficulty in identifying the factors that contribute to (or hinder) performance, and may misinterpret the observations they make. More specifically, to effectively analyze a motor skill, the analyst must be able to identify the cause of a technique error, as opposed to a symptom of the error, or a performance idiosyncrasy (10). Inexperienced coaches of tennis or golf may focus on getting the performer to display an appropriate follow-through after hitting the ball. Inadequate follow-through, however, is merely a symptom of the underlying performance error, which may be failure to begin the stroke or swing with sufficient trunk rotation and backswing, or failure to swing the racquet or club with sufficient velocity. The ability to identify the cause of a performance error is dependent on an understanding of the biomechanics of the motor skill. One potential source of knowledge about the biomechanics of a motor skill is experience in performing the skill. A person who performs a skill proficiently is usually better equipped to qualitatively analyze that skill than a person less familiar with the skill. For example, research shows that experienced tennis players evaluate arm and racquet motion during the serve, whereas novices focus on the ball (4). Likewise, advanced batters demonstrate greater perceptual decision making during a pitch than intermediate batters do, particularly when the pitch is a curve ball (13). Research on physical education student teachers also shows that when they analyze a movement, the focus of attention differs with personal background experiences (1). In most cases a high level of familiarity with the skill or movement being performed improves the analysts ability to focus attention on the critical aspects of the event. Direct experience in performing a motor skill, however, is not the only or necessarily the best way to acquire expertise in analyzing the skill. Skilled athletes often achieve success not because of the form or technique they display, but in spite of it! Furthermore, highly accomplished athletes do not always become the best coaches, and highly successful coaches may have had little to no participatory experience in the sports that they coach. The conscientious coach, teacher, clinician typically uses several avenues to develop a knowledge base from which to evaluate a motor skill. One is to read available materials from textbooks, scientific journals, and lay (coaching) journals, despite the facts that not all movement patterns and skills have been researched and that some biomechanics literature is so esoteric that advanced training in biomechanics is required to understand it. However, when selecting reading material, it is important to distinguish between articles supported by research and those based primarily on opinion, as commonsense approaches to skill analyses may be flawed. There

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are also opportunities to interact directly with individuals who have expert knowledge of particular skills at conferences and symposia.

Planning a Qualitative Analysis

Even the simplest qualitative analysis may yield inadequate or faulty information if approached haphazardly. As the complexity of the skill and/or the level of desired analytical detail increases, the level of required planning increases. The first step in any analysis is to identify the major question or questions of interest to be answered. Often these questions have already been formulated by the analyst, or they serve as the original purpose for the observation. For example, has a postknee surgery patients gait returned to normal? Why is a volleyball player having difficulty hitting cross-court? What might be causing a secretarys wrist pain? Or simply, is a given skill being performed as effectively as possible? Having one or more particular questions or problems in mind helps to focus the analysis. Preparing a criteria sheet or a checklist prior to performing an analysis is a useful way to help focus attention on the critical elements of the movement being evaluated (12). Of course, the ability to identify appropriate analysis questions and formulate a checklist is dependent on the analysts knowledge of the biomechanics of the movement. When an analyst is observing a skill that is less than familiar, it can be helpful to recall that many motor skills have commonalties. For example, serves in tennis and volleyball and the badminton overhead clear might all be considered part of the overarm throw family (16). The analyst should next determine the optimal perspective(s) from which to view the movement. If the major movements are primarily planar, as with the legs during cycling or the pitching arm during an underhand softball pitch, a single viewing perspective such as a side view or a rear view may be sufficient. If the movement occurs in more than one plane, as with the motions of the arms and legs during the breaststroke or the arm motion during a baseball batters swing, the observer may need to view the movement from more than one perspective to see all critical aspects of interest. For example, a rear view, a side view, and a top view of a martial artists kick all yield different information about the movement (Figure 2-19). Even when a movement is primarily planar, using more than a single viewing perspective may be useful. Sometimes, for example, observing the performers eye movements yields valuable information. A common error among beginning tennis players is looking across the net to where they expect to hit the ball rather than visually tracking enough of the oncoming balls trajectory to establish racket contact with it. In fencing, focusing the eyes on the rapidly moving tip of an opponents blade can be a drastic performance error, facilitating the effectiveness of the opponents feints (17). The analysts viewing distance from the performer should also be selected thoughtfully (Figure 2-20). If the analyst wishes to observe subtalar pronation and supination in a patient walking on a treadmill, a close-up rear view of the lower legs and feet is necessary. Analyzing where a particular volleyball player moves on the court during a series of plays under rapidly changing game conditions is best accomplished from a reasonably distant, elevated position. Another consideration is the number of trials or executions of the movement that should be observed in the course of formulating an analysis. A skilled athlete may display movement kinematics that deviate only slightly across performances, but a child learning to run may take no two steps alike. Basing an analysis on observation of a single performance is

A tennis players eyes should follow the oncoming ball long enough to enable the player to contact the ball with the racket.

Repeated observation of a motor skill is useful in helping the analyst to distinguish consistent performance errors from random errors. Use of a video camera provides both advantages and disadvantages to the movement analyst.

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FIGURE 2-19
Whereas skills that are primarily planar may require only one viewing perspective, the movement analyst should view multiplanar skills from more than one direction.

Primarily planar skills

Multiplanar skills

FIGURE 2-20
The observation distance between analyst and performer should be selected based on the specific questions of interest.

Close-up view

Medium distance view

Distant view

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usually unwise. The greater the inconsistency in the performers kinematics, the larger the number of observations that should be made. Other factors that potentially influence the quality of observations of human movement are the performers attire and the nature of the surrounding environment. When biomechanic researchers study the kinematics of a particular movement, the subjects typically wear minimal attire so that movements of body segments will not be obscured. Although there are many situations, such as instructional classes, competitive events, and team practices, for which this may not be practical, analysts should be aware that loose clothing can obscure subtle motions. Adequate lighting and a nondistracting background of contrasting color also improve the visibility of the observed movement. A final consideration is whether to rely on visual observation alone or to use a video camera. As the speed of the movement of interest increases, it becomes progressively less practical to rely on visual observation. The human eye cannot resolve events that occur in less than approximately one-fifth of a second (4). Consequently, even the most careful observer may miss important aspects of a rapidly executed movement. Videotape also enables the performer to view the movement, as well as allowing repeated viewing of the movement by analyst and performer enabling performance feedback that can enhance the learning of a motor skill (3). Better-quality playback units also enable slow-motion viewing and single-picture advance that facilitate isolation of the critical aspects of a movement. The analyst should be aware, however, that there is a potential drawback to the use of videotape. The subjects awareness of the presence of a camera sometimes results in changes in performance. Movement analysts should be aware that subjects may be distracted or unconsciously modify their techniques when a recording device is used.

When performers are minimally attired, analysts are better able to observe the joint motions taking place.

Conducting a Qualitative Analysis

Despite careful planning of a qualitative analysis, occasionally new questions emerge during the course of collecting observations. Movement modifications may be taking place with each performance as learning occurs, especially when the performer is unskilled. Even when this is not the case, the observations made may suggest new questions of interest. For example, what is causing the inconsistencies in a golfers swing? What technique changes are occurring over the 30 to 40 m range in a 100 m sprint? A careful analysis is not strictly preprogrammed, but often involves identifying new questions or problems to solve. The teacher, clinician, or coach is often involved in a continuous process of formulating an analysis, collecting additional observations, and formulating an updated analysis (Figure 2-21). Answering questions that have been identified requires that the analyst be able to focus on the critical aspects of the movement. Once a biomechanical error has been generally identified, it is often useful for the analyst to watch the performer over several trials and to progressively zero in on the specific problem. Evaluating a softball pitchers technique might begin with observation of insufficient ball speed, progress to an evaluation of upper-extremity kinematics, and end with an identification of insufficient wrist snap at ball release. The analyst should also be aware that every performance of a motor skill is affected by the characteristics of the performer. These include the performers age, gender, and anthropometry; the developmental and skill levels at which the performer is operating; and any special physical or personality traits that may impact performance. Providing a novice,

A video camera can be a useful tool for human movement analysts.

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FIGURE 2-21
The qualitative analysis process is often cyclical, with observations leading to refinement of the original question.
Identify question/problem

Viewing angle

Viewing distance

Performer attire

Refine question

Make decisions

Environmental modifications

End analysis

Use of video

Communicate with performer

Collect observations

Visual

Auditory

From performer

Interpret observations

From other analysts

Auditory information is often a valuable source in the analysis of human motor skills.

preschool-aged performer with cues for a skilled, mature performance may be counterproductive, since young children do not have the same motor capabilities as adults. Likewise, although training can ameliorate loss of muscular strength and joint range of motion once thought to be inevitably associated with aging, human movement analysts need increased knowledge of and sensitivity to the special needs of older adults who wish to develop specialized motor skills. Analysts should also be aware that although gender has traditionally been regarded as a basis for performance differences, research has shown that before puberty most genderassociated performance differences are probably culturally derived rather than biologically determined (14). Young girls are usually not expected to be as skilled or even as active as young boys. Unfortunately, in many settings these expectations extend beyond childhood into adolescence and adulthood. Analysts of female performers should not reinforce this cultural misunderstanding by lowering their expectations of girls or women based on gender. Analysts should also be sensitive to other factors that can influence performance. Has the performer experienced a recent emotional upset? Is the sun in his eyes? Is she tired? To supplement visual observation, the analyst should be aware that nonvisual forms of information can also sometimes be useful during a movement analysis. For example, auditory information can provide clues about the way in which a movement was executed. Proper contact of a golf club with a ball sounds distinctly different from when a golfer tops the ball. Similarly, the crack of a baseball bat hitting a ball indicates that the contact was direct rather than glancing. The sound of a double contact of a volleyball players arms with the ball may identify an illegal hit. The sound of a patients gait usually reveals whether an asymmetry is present. Another potential source of information is feedback from the performer (Sample Application 2.1). A performer who is experienced enough to

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S A M P L E A P P L I C AT I O N

2.1

Problem: Sally, a powerful outside hitter on a high school volleyball team, has been out for two weeks with mild shoulder bursitis, but has recently received her physicians clearance to return to practice. Joan, Sallys coach, notices that Sallys spikes are traveling at a slow speed and are being easily handled by the defensive players. Planning the Analysis: 1. What specific problems need to be solved or questions need to be answered regarding the movement? Joan first questions Sally to make sure that the shoulder is not painful. She then reasons that a technique error is present. 2. From what angle(s) and distance(s) can problematic aspects of the movement best be observed? Is more than one view needed? Although a volleyball spike involves transverse plane rotation of the trunk, the arm movement is primarily in the sagittal plane. Joan therefore decides to begin by observing a sagittal view from the side of Sallys hitting arm. 3. How many movement performances should be observed? Since Sally is a skilled player and her spikes are consistently being executed at reduced velocity, Joan reasons that only a few observations may be needed. 4. Is special subject attire, lighting, or background environment needed to facilitate observation? The gym where the team works out is well lit and the players wear sleeveless tops. Therefore, no special accommodations for the analysis seem necessary. 5. Will a video recording of the movement be necessary or useful? A volleyball spike is a relatively fast movement, but there are definite check points that the knowledgeable observer can watch in real time. Is the jump primarily vertical and is it high enough for the player to contact the ball above the net? Is the hitting arm positioned with the upper arm in maximal horizontal abduction prior to arm swing to allow a full range of arm motion? Is the hitting movement initiated by trunk rotation followed by shoulder flexion, then elbow extension, then snap-like wrist flexion? Is the movement being executed in a coordinated fashion to enable imparting a large force to the ball? Conducting the Analysis: 1. Review, and sometimes reformulate, specific questions of focus. After watching Sally execute two spikes, Joan observes that her arm range of motion appears to be relatively small. 2. Repeated viewing of a movement enables gradual zeroing in on causes of performance errors. After watching Sally spike three more times, Joan suspects that Sally is not positioning her upper arm in maximal horizontal abduction in preparation for the hit. 3. Be aware of the influence of performer characteristics. Joan talks to Sally on the sideline and asks her to put her arm in the preparatory position for a hit. She asks Sally if this position is painful and Sally responds that it is not. 4. Pay attention to nonvisual cues. (None are apparent in this situation.)

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5. When appropriate, ask the performer to self-analyze. Joan tells Sally that she suspects Sally has been protecting the shoulder by not rotating her arm back far enough in preparation for spikes. She can correct the problem. Sallys next few spikes are executed at much faster velocity. 6. Consider involving other analysts to assist. Joan asks her assistant coach to watch Sally for the remainder of practice to determine whether the problem has been corrected.

The ability to effectively analyze human movement improves with practice.

recognize the way a particular movement feels as compared to the way a slight modification of the same movement feels is a useful source of information. However, not all performers are sufficiently kinesthetically attuned to provide meaningful subjective feedback of this nature. The performer being analyzed may also assist in other ways. As Hoffman (5) has pointed out, performance deficiencies may result from errors in technique, perception, or decision making. Identification of perceptual and decisionmaking errors by the performer often requires more than visual observation of the performance. In these cases, asking meaningful questions of the performer may be useful. However, the analyst should consider subjective input from the performer in conjunction with more objective observations. Another potential way to enhance the thoroughness of an analysis is to involve more than one analyst. This reduces the likelihood of oversight. Students in the process of learning a new motor skill may also benefit from teaming up to analyze each others performances under appropriate teacher direction. Finally, analysts must remember that the skill of observation improves with practice. Research indicates that training in both general analysis protocol and visual discrimination of critical features of a specific motor skill can dramatically improve an analysts ability (9, 15). As analysts gain experience, the analysis process becomes more natural and the analyses conducted are likely to become more effective and informative. The expert analyst is better able to both identify and diagnose errors than the novice (11). Novice analysts should take every opportunity to practice movement analysis in carefully planned and structured settings.

TOOLS FOR MEASURING KINEMATIC QUANTITIES

Biomechanic researchers have available a wide array of equipment for studying human movement kinematics. Knowledge gained through the use of this apparatus is often published in professional journals for teachers, clinicians, coaches, and others interested in human movement.

Cinematography and Videography

Photographers began employing cameras in the study of human and animal movement during the late nineteenth century. One famous early photographer was Eadweard Muybridge, a British landscape photographer and a rather colorful character who frequently published essays praising his own work (8). Muybridge used electronically controlled still cameras aligned in sequence with an electromagnetic tripping device to capture serial shots of trotting and galloping horses, thereby resolving the controversy about whether all four hooves are ever airborne simultaneously (they are). More important, however, he amassed three volumes of photographic work on human and animal motions that provided scientific documentation of some of the subtle differences between normal and pathological gait.

A digitizer is an instrument that identifies x, y position coordinates for joint centers and other points of interest on a photograph, film projection, or video display.

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The modern-day movement analyst has many camera types from which to choose. The type of movement and the requirements of the analysis largely determine the camera and analysis system of choice. Those most commonly used for documenting human movement sequences are video cameras and 8- and 16-mm movie cameras. Because of the widespread availability, durability, and ease of use of modern video cameras and playback units, video is the most common motion picture medium used for qualitative analysis of human movement today. Standard video provides 30 resolvable pictures per second, which is perfectly adequate for most qualitative human movement applications. Scientists and clinicians performing detailed quantitative study of the kinematics of human motion typically require a more sophisticated video camera and playback unit, with higher rates of picture capture. For both qualitative and quantitative analysis, however, a consideration often of greater importance than camera speed is the clarity of the captured images. A shuttered video camera allows user control of the exposure time, or length of time that the shutter is open when each picture in the video record is taken. This type of camera with the shutter speed appropriately set is necessary to provide crisp, unblurred images of rapid movements, irrespective of the rate of picture capture. Another important consideration when analyzing human movement with video is the number of cameras required for adequately capturing the aspects of interest. Because most human movement is not constrained to a single plane, it is often necessary to use two or more cameras to ensure that all of the movements can be viewed and recorded accurately for a detailed analysis. When practicality dictates that a single camera be used, thoughtful consideration should be given to camera positioning relative to the movement of interest. Only when human motion is occurring perpendicular to the optical axis of a camera are the angles present at joints viewed without distortion. Analysts usually perform a quantitative film or video analysis with computer-linked equipment that enables the calculation of estimates of kinematic quantities of interest for each picture. The traditional procedure for analyzing each picture from a film or video involves a process called digitizing. This involves the activation of a hand-held pen, cursor, or mouse over the image of the individuals joint centers or other points of interest, with the position coordinates of each point stored in a computer data file. Such files are subsequently accessed by software that calculates kinematic quantities of interest. Some more advanced videobased systems enable automated tracking and digitizing of high-contrast markers on the film or video by computer software.

Reflective joint markers can be tracked by a camera for automatic digitizing of a movement.

Other Movement Monitoring Systems

Other technologies for scientific and clinical applications involving kinematic analysis of human movement are also available today. These systems provide real-time tracking of targets consisting of tiny electric lights known as light-emitting diodes (LEDs) or electromagnetic markers, which are attached to the skin over joint centers or other points of interest. Special computer-linked cameras track these targets, enabling on-line calculation of kinematic quantities of interest.

Other Assessment Tools

Other tools used by biomechanic researchers are available in commercial and homemade versions. The hand-operated goniometer used for

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An electrogoniometer is a device that can be interfaced to a recorder to provide a graphical record of the angle present at a joint.

assessing the angle present at a joint is also available in an electronic version known as an electrogoniometer, or elgon (see Chapter 5). The center of the elgon is positioned over the center of rotation of the joint to be monitored, with the arms of the elgon aligned and firmly attached over the longitudinal axes of the adjacent body segments. When motion occurs at the joint, the electrical output provides a continuous record of the angle present at the joint. Systems combining photocells, light beams, and timers can be used to directly measure movement velocity. The system is usually configured so that light beams intercept photocells at two or more carefully measured positions (Figure 2-22). The photocells are electrically connected to a timer so that the time interval between interruption of the light beams by a moving body segment or an object such as a thrown ball can be precisely recorded. The velocity of the moving body is calculated as the measured distance between the photocells divided by the recorded time. An accelerometer is a transducer used for the direct measurement of acceleration. The accelerometer is attached as rigidly as possible to the body segment or other object of interest, with electrical output channeled to a recording device. Two or more accelerometers must be used in combination to monitor acceleration during a nonlinear movement. FIGURE 2-22
Lights, photocells, and a timer, set up for measuring movement velocity. As a ball travels through the apparatus zone, the light beams focused on the photocells are interrupted, sending a signal to the timer. The balls velocity is calculated as the measured distance between photocells divided by the measured time interval.

Photocell d Timer

Light source

Photocell

Light source

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SUMMARY
Movements of the human body are referenced to the sagittal, frontal, and transverse planes, with their respectively associated mediolateral, anteroposterior, and longitudinal axes. Most human motion is general, with both linear and angular components. A set of specialized terminology is used to describe segment motions and joint actions of the human body. Teachers of physical activities, clinicians, and coaches all routinely perform qualitative analyses to assess, correct, or improve human movements. Both knowledge of the specific biomechanical purpose of the movement and careful preplanning are necessary for an effective qualitative analysis. A number of special tools are available to assist researchers in collecting kinematic observations of human movement.

INTRODUCTORY PROBLEMS
1. Use the Dynamic Human software to review the chapter content on planes, axes, and directional terminology. Beginning at the main menu, select Human Body, Explorations, Anatomical Orientation, then Planes and Directional Terminology. 2. Using appropriate movement terminology, write a qualitative description of the performance of a maximal vertical jump. Your description should be sufficiently detailed that the reader can completely and accurately visualize the movement. 3. Select a movement that occurs primarily in one of the three major reference planes. Qualitatively describe this movement in enough detail that the reader of your description can visualize the movement. 4. List five movements that occur primarily in each of the three cardinal planes. The movements may be either sport skills or activities of daily living. 5. Select a familiar animal. Does the animal move in the same major reference planes in which humans move? What are the major differences in the movement patterns of this animal and the movement patterns of humans? 6. Select a familiar movement and list the factors that contribute to skilled versus unskilled performance of that movement. 7. Test your observation skills by carefully observing the two photos shown on the next page. List the differences that you are able to identify between these two photos. 8. Choose a familiar movement and list aspects of that movement that are best observed from close up, from 2 to 3 meters away, and from reasonably far away. Write a brief explanation of your choices. 9. Choose a familiar movement and list aspects of that movement that are best observed from the side view, front view, rear view, and top view. Write a brief explanation of your choices. 10. Choose one of the instrumentation systems described and write a short paragraph explaining the way in which it might be used to study a question related to analysis of a human movement of interest to you.

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ADDITIONAL PROBLEMS
1. Select a familiar movement and identify the ways in which performance of that movement is affected by strength, flexibility, and coordination. 2. List three human movement patterns or skills that are best observed from a side view, from a front or rear view, and from a top view. 3. Select a movement that is nonplanar and write a qualitative description of that movement sufficiently detailed to enable the reader of your description to picture the movement. 4. Select a nonplanar movement of interest and list the protocol you would employ in analyzing that movement. 5. What special expectations, if any, should the analyst have of movement performances if the performer is an older adult? An elementary schoolaged girl? A novice? An obese high schoolaged boy? 6. What are the advantages and disadvantages of collecting observational data on a sport skill during a competitive event as opposed to a practice session? 7. Select a movement with which you are familiar and list at least five questions that you, as a movement analyst, might ask the performer of the movement to gain additional knowledge about a performance. 8. List the auditory characteristics of five movements and explain in each case how these characteristics provide information about the nature of the movement performance. 9. List the advantages and disadvantages of using a video camera as compared to the human eye for collecting observational data. 10. Locate an article in a professional or research journal that involves kinematic description of a movement of interest to you. What instrumentation was used by the researchers? What viewing distances and perspectives were used? How might the analysis described have been improved?

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NAME__________________________________________________________ DATE___________________________________________________________

LABORATORY EXPERIENCES
1. Observe and analyze a single performer executing two similar but different versions of a particular movement (for example, two pitching styles or two gait styles). Explain what viewing perspectives and distances you selected for collecting observational data on each movement. Write a paragraph comparing the kinematics of the two movements. Movement selected: ____________________________________________________________________________ Viewing perspectives: __________________________________________________________________________ Reasons for selection of viewing perspectives: ____________________________________________________ ________________________________________________________________________________________________ Viewing distances: _____________________________________________________________________________ Reasons for selection of viewing distances: _______________________________________________________ ________________________________________________________________________________________________ Kinematic comparison: _________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ 2. Observe a single sport skill as performed by a highly skilled individual, a moderately skilled individual, and an unskilled individual. Qualitatively describe the differences observed. Sport skill selected: ____________________________________________________________________________

Highly Skilled Performer ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

Moderately Skilled Performer Unskilled Performer ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ 53

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______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

3. Select a movement at which you are reasonably skilled. Plan and carry out observations of a lessskilled individual performing the movement and provide verbal learning cues for that individual, if appropriate. Write a short description of the cues provided, with a rationale for each cue. Movement selected: _____________________________________________________________________________

Cues Provided _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

Rationale _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

4. Select a partner and plan and carry out an observational analysis of a movement of interest. Write a composite summary analysis of the movement performance. Write a paragraph identifying in what ways the analysis process was changed by the inclusion of a partner. Movement selected: ____________________________________________________________________________

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Analysis of Performance: ____________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ How the analysis process was different when working with a partner: _____________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________

5. Plan and carry out a videotape session of a slow movement of interest as performed by two different subjects. Write a comparative analysis of the subjects performances. Subject 1 Performance _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ Subject 2 Performance _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

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_______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

_______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

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REFERENCES
1. Allison PC: What and how preservice physical education teachers observe during an early field experience, Res Q Exerc Sport 58:242, 1987. 2. Chatterjee SH, Freyd JJ, and Shiffrar M: Configurational processing in the perception of apparent biological motion, J Exp Psychol Hum Percept Perform: 22:916, 2000. 3. Darden GF: Videotape feedback for student learning and performance: a learning stages approach, JOPERD 70:40, 1999. 4. Goulet C, Bard C, and Fleury: Expertise differences in preparing to return a tennis serve: a visual information processing approach, J Sport Exerc Psych 11:382, 1989. 5. Hoffman SJ: The contributions of biomechanics to clinical competence: a view from the gymnasium. In Shapiro R and Marett JR, eds: Proceedings of the second national symposium on teaching kinesiology and biomechanics in sports, Colorado Springs, Colo, 1984, US Olympic Committee. 6. Hoffman SJ: Toward a pedagogical kinesiology, Quest 28:38, 1977. 7. Hoffman SJ and Sembiante JL: Experience and imagery in movement analysis. In Alderson GJK and Tyldesley DA, eds: British proceedings of sport psychology, Salford, England, 1975, British Society of Sports Psychology. 8. Mozley AM: Introduction to the Dover edition. In Muybridges complete human and animal locomotion, New York, 1979, Dover Publications, Inc. 9. Nielsen AB and Beauchamp L: The effect of training in conceptual kinesiology on feedback provision patterns, J Teach Phys Educ 11:126, 1992. 10. Norman RWK: How to use biomechanical knowledge. In Taylor J, ed: How to be an effective coach, Don Mills, Ont., 1975, Manufacturers Life Insurance and The Coaching Association of Canada. 11. Pinheiro VED: Qualitative analysis for the elementary grades, JOPERD 71:18, 2000. 12. Pinheiro VED and Simon HA: An operational model of motor skill diagnosis, J Teach Phys Educ 11:288, 1992. 13. Radlo SJ, Janelle Cm, Barba DA, and Frehlich SG: Perceptial decision making for baseball pitch recognition: using P300 letency and amplitude to index attentional processing, Res Q Exerc Sport 72:22, 2001. 14. Thomas JR and Thomas KT: Development of gender differences in physical activity, Quest 40:219, 1988. 15. Wilkinson S: A training program for improving undergraduates analytic skill in volleyball, J Teach Phys Educ 11:177, 1991. 16. Wilkinson S: Transfer of qualitative skill analysis ability to similar sportspecific skills, JOPERD 71:16, 2000. 17. Williams D and Bradford B: Fighting eyes, Strategies 2:21, 1989.

A N N OTAT E D R E A D I N G S
Allard P, Stokes, IAF, and Blanchi: Three-dimensional analysis of human movement, Champaign, IL, 1995, Human Kinetics. Serves as an advanced text for theory and procedures for three-dimensional movement analysis. Hudson JL: Core concepts of kinesiology, JOPERD 66:54, 1995. Describes 10 biomechanical concepts related to skillful movement using the analogy of a volume knob for music. Muybridge E: Muybridges complete human and animal locomotion, New York, 1979, Dover Publications. Includes a collection of photographic plates done by early cinematographer Eadweard Muybridge during the late 1800s, including the running stills used by Muybridge to prove the then controversial claim that all four hooves of a horse are simultaneously elevated from the ground during part of the gallop stride. Zatsiorsky VM: Kinematics of human motion, Champaign, IL, 1998, Human Kinetics. Serves as an advanced textbook for the student of human kinematics.

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R E L AT E D W E B S I T E S
Ariel Dynamics Worldwide http://www.arielnet.com Provides product information on the Ariel Performance Analysis System as well as related links, including Cyber Sport E-zine. Innovative Sports Training, Inc. http://www.innsport.com Information on virtual realitybased systems for use in biomechanics research and clinical applications. Mikromak http://www.mikromak.com Advertises video hardware and software for sports, medicine, and product research. Motion Analysis Corporation http://www.motionanalysis.com Offers an optical motion capture system utilizing reflective markers for entertainment, biomechanics, character animation, and motion analysis. Musculographics, Inc. http://www.musculographics.com Includes descriptions of biomechanics CAD software for interactive musculoskeletal modeling, surgery simulation products, and computer-assisted surgery products, and also includes an anatomy image gallery. The Neat System http://www.neatsys.com Describes inexpensive video motion analysis software for Windows and includes demo video frames from a variety of sports. Northern Digital, Inc. http://www.ndigital.com Presents optoelectronic 3-D motion measurement systems that track lightemitting diodes for real-time analysis. Peak Performance Technologies http://www.peakperform.com Describes video 3-D applications in sport science, medicine, industry, biology, and animation, and includes demo files of animations. Qualisys, Inc. http://www.qualisys.com Presents a system in which infrared cameras track reflective markers, enabling real-time calculations; applications described for research, clinical, industry, and animation. Redlake Imaging http://www.redlake.com/imaging Advertises high-speed video products for scientific and clinical applications. SIMI Reality Motion Systems http://www.simi.com Describes computer-based video analysis for the human body and cellular applications; includes demo of gait analysis, among others. Skill Technologies, Inc. http://www.skilltechnologies.com Advertises a motion capture and analysis system that provides 3-D graphical models and parameter graphs in real time, based on 120 Hz tracking of 16 electromagnetic markers.

KEY TERMS
anatomical reference position angular anteroposterior axis erect standing position with all body parts, including the palms of the hands, facing forward; considered the starting position for body segment movements involving rotation around a central line or point imaginary line around which frontal plane rotations occur

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axis of rotation cardinal planes curvilinear frontal plane general motion linear longitudinal axis mediolateral axis rectilinear sagittal plane system translation transverse plane

imaginary line perpendicular to the plane of rotation and passing through the center of rotation three imaginary perpendicular reference planes that divide the body in half by mass along a curved line plane in which lateral movements of the body and body segments occur motion involving translation and rotation simultaneously along a line that may be straight or curved, with all parts of the body moving in the same direction at the same speed imaginary line around which transverse plane rotations occur imaginary line around which sagittal plane rotations occur along a straight line plane in which forward and backward movements of the body and body segments occur mechanical system chosen by the analyst for study linear motion plane in which horizontal body and body segment movements occur when the body is in an erect standing position

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