KINESIOLOGY AND HEALTH SCIENCE DEPARTMENT KIN : ANALYSIS OF MOVEMENT Fall 2012

Transcription

1 KINESIOLOGY AND HEALTH SCIENCE DEPARTMENT KIN : ANALYSIS OF MOVEMENT Fall 2012 Instructor: Del Graves Office: HPE 209 Office Phone: (936) Course Time & Location: MWF 10-10:50 a.m. in SG 242 Office Hours: M 8:30-9/1:15-2:15, W 8:30-9/1:15-2:15, F 8:30-9/12-12:30 T/R online or by appointment Other Contact Information: Bio. Lab (936) Dept. Fax (936) Credits: 3 hours for lecture and 1 hour for required lab Delgraves@sfasu.edu Prerequisites: Must have earned at least a D in the following: 1. Biology 123 (Man and the Environment), or Biology 238 (Human Anatomy and Physiology I), or Biology 327 (Human Physiology) for Biology majors 2. Physics 101 (General Physics) for Kinesiology majors I. Course Description: Kinesiology 417. Analysis of Movement. The study of anatomical and mechanical factors that influence human movement. Four semester hours, 3 hours lecture, 2 hours lab per week. Labs will begin meeting on Sept. 7 (Wed.) and Sept. 8 (Thur.).The labs will meet in ECHL 111 (Biomechanics Lab), unless notified of another location. II. Intended Learning Outcomes/Goals/Objectives: This course is one of the core courses that make-up the scientific foundations area for kinesiology and all movement related fields. It prepares an individual to be able to evaluate and analyze human movement with the intent of influencing improvement. Studying the anatomical and mechanical factors that influence human movement gives an individual the background knowledge to be able to accomplish this goal. This course has been designed to help students in movement related fields to achieve professional excellence and to help the Kinesiology and Health Science Department and the College of Education at SFASU to provide an exemplary program which is recognized at the state, national, and international levels. This is in alignment with the Vision of the College of Education as stated in the COE Conceptual Framework, which can be viewed at Program Learning Outcomes: 1. The student will identify and analyze critical components of physical movement. 2. The student will demonstrate knowledge of kinesiological principles and content. 3. The student will demonstrate an understanding of basic principles of physical fitness concepts and the utilization of available technology in assessing fitness levels, performance, and physiological effects during various levels of physical stress. Student Learning Outcomes: The student will be able to: 1. Accurately describe a movement. 2. Identify the anatomical and mechanical factors that most influence a performance. 3. Evaluate and analyze a performance using technology with the intent of influencing improvement. The following NASPE Standards are covered in this course: Standard 1: Content Knowledge Physical education teachers understand physical education content and disciplinary concepts related to the development of a physically educated person. 1.1 Teacher candidates can satisfactorily demonstrate the ability to identify critical elements both verbally and by written analysis. 1.3 Teacher candidates demonstrate an understanding of concepts and strategies related to skillful movement through accurate analysis of why movement performance occurs as it does, and by the identification of factors that distinguish novice from expert movement performance. 1.4 Teacher candidates demonstrate bioscience knowledge and use this knowledge appropriately to plan and teach skillful movement, physical activity, and fitness. Standard 7: Student Assessment Physical education teachers understand and use assessment to foster physical, cognitive, and

2 Analysis of Movement KIN emotional development of students in physical activity. 7.2 Teacher candidates use a variety of appropriate authentic and traditional assessment techniques to assess student performance, provide feedback, and communicate student progress (i.e., for both formative and summative purposes). Standard 9: Technology Physical education teachers use information technology to enhance learning and to enhance personal and professional productivity. 9.1 Teacher candidates demonstrate knowledge of current technologies and their application to physical education. 9.3 Teacher candidates demonstrate a sufficient use of technologies to communicate, network, locate resources, and enhance continuing professional development. III. Course Assignments, Activities, Instructional Strategies, use of Technology: YOU MUST BE ABLE TO USE MYSFA Check and make sure that you can access your through mysfa. If you cannot, logon to and set-up or update your account. Biomechanical Analysis Project: This project is divided into two parts and for the first part, you will develop a checklist which can be used for analyzing a skill within a sport or dance area or a skill that a therapist has to commonly re-teach. The checklist is to be developed using an Excel spreadsheet and there are several sources of assistance for you if you have not used Excel before. You will receive hand-outs later on discussing the specifics of the project and what you will be evaluated on. The checklist will be due on Oct. 3, 2012 at the beginning of class. For the second part of the project, you will need 2 unskilled people to perform the skill that you have developed a checklist for. You will then analyze their mechanics using the checklist. Your analyses will be due at the beginning of class on Oct. 17, The checklist with analyses will count 10% of your overall grade. Then In lab, you will use Dartfish Video Analysis Software to analyze performers of the same skill, which you have videotaped. You will receive more information later on as to how you will prepare your analysis report, which is due during your lab at the end of the semester. The Dartfish Motion Analysis Project will count 70% of your lab work. IV. Evaluation and Assessments (Grading): Lecture and lab grades will be computed into one grade and the same final grade will be counted for both lecture and lab. Your grade for the course will be based on the following: (The following dates are the expected dates, but unforeseeable circumstances might necessitate a change in a date.) 30% - Lab Work 10% -Checklist with Analyses (Divided into 2 parts: Oct. 3 & Oct. 17, 2012) 20% - Test 1 - Biomechanical Principles Oct. 10, % - Test 2 - The Upper Extremity Nov. 11, % - Test 3 The Lower Extremity and the Trunk TBA At the end of the course, if your grade is borderline, such as an 89, 79, 69, or 59, I will consider your attendance and tardies, your professional attitude and effort (which includes being attentive, participating in class work, being respectful of others, and following university and departmental policies) in lecture and lab as to whether the next higher grade best represents your grade for the course. You are given two free unexcused absences for personal business. On the third unexcused absence, you will forfeit extra credit for a borderline grade. You are given two free tardies. Then each additional two tardies will count as one unexcused absence. You are expected to take care of personal needs prior to class, such as getting a drink of water, going to the restroom, sharpening pencils, stapling papers, etc. V. Tentative Course Outline/Calendar: (The following content is expected to be covered on the following dates, but unforeseeable circumstances might necessitate a change in date for the content.) Course Syllabus Introduction to Biomechanics and Forces; 4 properties of a force and how shown in a diagram Vector Composition (Need a ruler that measures in centimeters, a protractor, and a calculator) Labor Day Vector Resolution (Need a ruler that measures in centimeters, a protractor, and a calculator) Identifying Types of Motion; How Mass vs the Weight of a body affects its movement.

3 Analysis of Movement KIN How the Location of the Center of Gravity of a body or object affects its stability and the ability to move; Factors affecting how much Work and Power are involved in a movement Factors affecting the Kinetic Energy of a moving body or object and How to absorb the Kinetic Energy of a moving body or object without causing injury; How to develop and utilize Gravitational Potential Energy in performing movements How to develop and utilize Elastic Potential Energy in performing movements.; How to prevent injury to the body by lessening Pressure (the underlying concept behind safety equipment worn by performers); The Role of Frictional Forces in preventing any unwanted movements Frictional Forces continued; How performers develop Centripetal-Centrifugal Forces in movements and use Centripetal Force to change directions; How the Coefficient of Restitution of a sport object affects its ability to maintain the energy given to it by the performer Coefficient of Restitution continued; Factors affecting Aerodynamic Drag on a moving performer or object and how to lessen the hindrance to movement Hand-out and discussion on How to Develop the Checklist for your Biomechanical Analysis Project; Examples will be available in class for you to look at The detrimental effects of Yaw on a moving object; How to create Lift on an object projected into the air so that it can travel a longer distance; Looking at optimum angles of projecting objects into the air in order to overcome Gravitational Acceleration and help the objects to travel the longest distance possible What causes different Trajectory Patterns of Objects in Flight; How an object with no spin will Rebound from a surface What causes different Rebound Angles of objects from a surface and how to anticipate the difference; Identifying Planes of Motion in describing a movement; How the Moment of Inertia of a performer or object affects its spin rate and how it can be used to help a performer complete more spins or turns or to be able to swing faster Moment of Inertia continued; Factors that influence Equilibrium and how to enhance stability or to move quickly from a position. Advantages of different Lever Arms and the type of movement the human body is structurally designed for CHECKLIST DUE at the beginning of class. Discussion on How to Use the Checklist for Assessing the Mechanics of a Performer Discussion on the material to be covered on the first test in lecture. How the Radius of the Movement affects the speed of the movement. How the Force-Time Principle influences how much force a performer can apply when throwing, striking an object, or when performing a jump, etc.; How to utilize the Torque-Countertorque Principle to prevent restricting trunk rotation in a throwing or striking movement How to decrease Drag Forces and increase Thrust forces in Hydrodynamic or Aquatic Activities. Looking at the relationship of Specific Velocity, Summation of Velocity, and Sequential Velocity on the outcome of a motor skill TEST 1: BIOMECHANICS BRING A SCANTRON ANSWER SHEET (FORM 882-E) & A #2 PENCIL BRING TEXTBOOK TO CLASS FROM NOW ON. Anatomical Factors that affect Human Movement; Shoulder Girdle: Will cover the Parts of Bones (pp ) that you need to know because those are the areas where the muscles we are studying have their attachments and the attachments affect the movements the muscles are capable of performing; The instructor will define the Movements of the Shoulder Girdle and Demonstrate the Movements, both pure movements and combined movements. Assignment: Read pp. 1-2 in textbook; learn parts of bones for the Shoulder Girdle given by the instructor; & learn the definitions of the movements for the Shoulder Girdle and practice performing the movements. Learn to identify the muscles of the Shoulder Girdle & the Shoulder Joint on an anatomical figure Review Shoulder Girdle Movements; Discussion on How to Conduct an Anatomical Analysis of a Motor Skill (This is very important because it sets the foundation for all the analyses that you will conduct.) You will conduct an anatomical analysis of a skill in class for practice. In order to complete the analysis, the instructor will discuss Types of Muscle Contractions, How to determine the Muscle Groups that are being used, and How to get the Specific Muscles that are being utilized in the skill. Assignment: Begin learning the origins and insertions of the muscles for the Shoulder Girdle, Shoulder Joint, Elbow, Wrist, Fingers, & Thumb by making 3 X 5 study cards MID-SEMESTER CHECKLIST ANALYSES DUE at the beginning of class. Shoulder Joint: Parts of bones to know on p. 111; Movements of the Shoulder Joint will be defined and demonstrated. Assignment: Learn the parts of bones for the Shoulder Joint given by the instructor & learn the definitions of the movements for the Shoulder Joint and practice performing the movements Palpations of the Shoulder Girdle and the Shoulder Joint. Assignment: Learn palpations of the Shoulder Girdle and the Shoulder Joint. Learn the specific muscles

4 Analysis of Movement KIN that make-up the muscle groups for the Shoulder Girdle and the Shoulder Joint Palpations continued; practice analyzing an exercise with an isometric contraction. Assignment: Continue learning the palpations for the Shoulder Girdle & Shoulder Joint LAST DAY TO DROP COURSES; LAST DAY TO WITHDRAW FROM THE UNIVERSITY WITHOUT WP OR WF. Elbow, Wrist, Fingers, & Thumb: Parts of bones to know on pp. 142 & 168; Movements of the Elbow & Wrist will be defined and demonstrated. Assignment: Learn the parts of bones for the Elbow, Wrist, Fingers, & Thumb given by the instructor. Learn the definitions of the movements for the Elbow & Wrist and practice performing the movements. Learn to identify the muscles of the Elbow, Wrist, Fingers & Thumb on an anatomical figure Movements of the Fingers & Thumb continued; Practice analyzing & determining the muscle groups used in the elbow for a selected exercise; Begin Palpations for the Elbow, Wrist, Fingers, & Thumb. Assignment: Learn the definitions of the movements for the Fingers & Thumb and practice performing the movements. Begin learning the palpations for the Elbow, Wrist, Fingers & Thumb Palpations for the Elbow, Wrist, Fingers, & Thumb continued. Assignment: Continue learning the palpations for the Elbow, Wrist, Fingers & Thumb. Learn the specific muscles that make-up the muscle groups for the Elbow, Wrist, Fingers & Thumb Practice analyzing & determining the muscle groups being used in the Shoulder Girdle, Shoulder Joint, Elbow, Wrist, Fingers, & Thumb for selected exercises Practice analyzing & determining the muscle groups being used in the Shoulder Girdle, Shoulder Joint, Elbow, Wrist, Fingers, & Thumb for selected exercises TEST 2: UPPER EXTREMITY BRING A SCANTRON ANSWER SHEET (FORM 882-E) & A #2 PENCIL Hip & Knee: Parts of bones to know on pp ; Movements will be defined and demonstrated. Assignment: Learn the parts of bones for the Hip and Knee. Learn the definitions of movements for the Hip and Knee and practice performing the movements. Learn to identify the muscles of the hip and knee on an anatomical figure Hip palpations Assignment: Learn the palpations for the Hip covered in class. Begin learning the origins and insertions of the muscles for the Hip, Knee, Ankle, & Trunk by making 3 x 5 study cards Hip palpations continued; Knee palpations; Practice analyzing the muscle groups being used in the hip and knee for selected exercises. Assignment: Finish learning the palpations for the Hip & Knee. Learn the specific muscles that make-up the muscle groups for the Hip & Knee Ankle: Parts of bones to know on pp ; Movements will be defined and demonstrated. Assignment: Learn the parts of bones for the Ankle. Learn the definitions of the movements for the Ankle and practice performing the movements. Learn to identify the muscles of the Ankle on an anatomical figure. Learn the specific muscles that make-up the muscle groups for the Ankle Cervical & Lumbar Trunk: Parts of bones to know on pp ; Movements will be defined and demonstrated. Assignment: Learn the parts of bones for the Cervical & Lumbar Trunk. Learn the definitions of the movements for the Cervical and Lumbar Trunk and practice performing the movements. Learn to identify the muscles of the Cervical and Lumbar Trunk on an anatomical figure Palpations for the Ankle and Trunk. Assignment: Learn the palpations for the Ankle, Cervical & Lumbar Trunk covered in class Palpations for the Ankle and Trunk continued; Practice analyzing and determining the muscle groups being used in strengthening and stretching exercises for the trunk. Assignment: Continue learning the palpations for the Ankle, Cervical & Lumbar Trunk. Learn the specific muscles that make-up the muscle groups of the Cervical & Lumbar Trunk Structure of the Knee Joint; Ligaments that sustain injury; Discussion & Handout on Exercises No Longer Recommended Discussion on Shin Splints Review for Test 3. Practice analyzing and determining the muscle groups being used in the Hip, Knee, Ankle, & Trunk for selected exercises Additional practice of analyzing and determining the muscles groups being used in the Hip, Knee, Ankle, & Trunk for selected exercises. Finals 12/10 12/14 TEST 3: LOWER EXTREMITY AND THE TRUNK. VI. Textbook, Charts, and Supplies BRING A SCANTRON ANSWER SHEET (FORM 882-E) & A #2 PENCIL. Required textbook: Manual of Structural Kinesiology, 17th edition, author: R. T. Floyd. New Cost: $88.00 and Used Cost:

5 Analysis of Movement KIN $66.00 in the Barnes & Noble Bookstore. Required Supplies: A ruler with centimeter increments, a protractor, a calculator (cannot use a cell phone), scantron answer sheets (form 882-E), one large blue book, and a package of 3 X 5 lined cards. Required: Required: LiveText account, ISBN# This may be purchased at the bookstore or purchased online at Once you have purchased the account, you must activate your account at If you have purchased LiveText in another course, you will NOT need to buy a second account. NOTE: If you plan to use financial aid to purchase this account, you must make the purchase by the date set by financial aid. If you have any students purchasing LiveText for the first time, they need to complete the My Cultural Awareness Profile (MCAP) found within their LiveText account. Student should complete the MCAP within the first month of long terms and within the first week of short terms. VII. Course Evaluations: Near the conclusion of each semester, students in the College of Education electronically evaluate courses taken within the COE. Evaluation data is used for a variety of important purposes including: 1. Course and program improvement, planning, and accreditation; 2. Instruction evaluation purposes; and 3. Making decisions on faculty tenure, promotion, pay, and retention. A s you evaluate this course, please be thoughtful, thorough, and accurate in completing the evaluation. Please know that the COE faculty is committed to excellence in teaching and continued improvement. Therefore, your response is important!! VIII. Student Ethics and Other Policy Information: Acceptable Student Behavior Classroom behavior should not interfere with the instructor s ability to conduct the class or the ability of other students to learn from the instructional program (see the Student Conduct Code, policy D-34.1). Unacceptable or disruptive behavior will not be tolerated. Students who disrupt the learning environment may be asked to leave class and may be subject to judicial, academic or other penalties. This prohibition applies to all instructional forums, including electronic, classroom, labs, discussion groups, field trips, etc. The instructor shall have full discretion over what behavior is appropriate/inappropriate in the classroom. Students who do not attend class regularly or who perform poorly on class projects/exams may be referred to the Early Alert Program. This program provides students with recommendations for resources or other assistance that is available to help SFA students succeed. Attendance Regular and punctual attendance is expected at all classes and laboratory sections. You are expected to take care of personal needs prior to class, such as getting a drink of water, going to the restroom, sharpening pencils, stapling papers, etc. SFASU is working closely with the Texas Department of State Health Services to monitor flu conditions and make decisions about the best steps to take concerning SFA. The university will use the Web site, to keep you updated. Practice good hand hygiene by washing your hands with soap and water, especially after coughing or Alcohol-based hand cleaners also are effective. Practice respiratory etiquette by covering your mouth and nose with a tissue when you cough or sneeze. If you don t have a tissue, cough or sneeze into your elbow or shoulder, not into your hands. Avoid touching your eyes, nose or mouth. Stay home if you have the flu or flu-like illness for at least 24 hours after you no longer have a fever. This should be determined without the use of fever-reducing medications (any medicine that contains ibuprofen or acetaminophen). Students should communicate with their faculty members regarding any absence. If you are an on-campus resident of SFA and develop a flu-like illness, you will be asked to return home for the duration of

6 Analysis of Movement KIN the illness if it is feasible for you to do so. For the most up-to-date information on flu, visit call CDC-INFO ( ) and/or visit SFASU s Web site at The university will notify you by and through updates to the SFA Web site of any additional changes to our institution s strategy to prevent the spread of flu on our campus. Make-up Opportunities Laboratory work, major tests, and the checklist with analyses can be made-up only with a documented excused absence. A missed lab, which is excused, must be made-up before completing the next lab work and all lab work should be up-to date before the next scheduled test in lecture. Students with Disabilities To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, and Room 325, / (TDD) as early as possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Failure to request services in a timely manner may delay your accommodations. For additional information, go to Academic Integrity Academic integrity is a responsibility of all university faculty and students. Faculty members promote academic integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by university policy on penalties for cheating and plagiarism. Definition of Academic Dishonesty Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were one s own work that has been purchased or otherwise obtained from an Internet source or another source; and (2) incorporating the words or ideas of an author into one s paper without giving the author due credit. Please read the complete policy at Withheld Grades Semester Grades Policy (A-54) Ordinarily, at the discretion of the instructor of record and with the approval of the academic chair/director, a grade of WH will be assigned only if the student cannot complete the course work because of unavoidable circumstances. Students must complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade automatically becomes an F. If students register for the same course in future terms the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average. Undergraduate Teacher Certification The Undergraduate Initial Teacher Certification Handbook contains all policies and procedures related to undergraduate teacher certification. Teacher education candidates are responsible to know and understand the policies and procedure outlined in this handout. ( handbook.pdf) University Policy on Food and Drinks in the Classroom In order to provide a clean work environment, the university does not permit the drinking of beverages, eating, or the use of tobacco products in the classroom or in the laboratory. In exceptional cases, a student may be allowed to have water if it is deemed necessary for medical reasons and prior approval is obtained from the instructor. LiveText LiveText is the data management system used by the Perkins College of Education (PCOE) for program improvement and to assess and monitor compliance to national accreditation standards. All Perkins College of Education majors and Secondary Education students are required to purchase a LiveText account, either

7 Analysis of Movement KIN through the University Bookstore or at This is a ONE-TIME purchase, and the account will be used throughout your undergraduate, graduate, or doctoral program of study. Required program assignments, designated by instructors and program coordinators, must be submitted within your LiveText account. Successful completion of this course and your degree requirements are dependent on the submission of all required LiveText assignments. Cell Phones and Pagers Cell phones and pagers are to be turned off prior to class time and Bluetooth headphones and ear buds to other technology are not to be worn during class. Also, text messaging, picture taking, and videotaping are not permitted during class. However, if videotaping is part of a class assignment, then it will be permitted at that time. IX. Other Relevant Course Information: PRINT THIS PAGE AND GIVE TO MR. GRAVES I have read and understand the course syllabus for KIN for the 2012 fall term. ***Please circle the word or words that make the following sentence read as you would like for it to. I (would, would not) like for the instructor to post my grades by the last 5 digits of my student ID number. Name (Please Print) Date