Pulling it Together in Movement Analysis

why do we need to do qualitative analysis of human movement?

• in order to be objective, to attend to concerns about reliability and validity, to set criteria for assessment.

what is qualitative analysis?

• systematic observation and introspective judgment of human movement for purpose of providing most appropriate intervention to improve performance.

what are the three focuses of qualitative analysis?

• observation, judgement and intervention.

• integral to the process.

what is observation?

• process of gathering information and giving meaning to sensory information about human movement performance.

what is observation known as?

• data collection, assessment.

what is judgment?

• process of critically appraising assessment results.

what is judgement also known as?

• evaluation.

what is intervention?

• administration of feedback, correction and change in environment for positive performance change/improvement.

what is intervention also known as?

• action/response.

what is a qualitative analysis when it comes to quality of movement?

• informed judgement or judgement call that is made about the quality of movement.

what are examples of quality of movement?

• form, aesthetic appeal, rhythm, coordination, creativity, decision making.

what kind of process is qualitative analysis?

• subjective.

true or false: qualitative analysis is not an unorganized, vague, or arbitrary process in nature.

• true.

what is the continuum between purely qualitative and purely quantitative?

• left: non-numerical analysis of judgment.

• right: numerical and statistical breakdowns of performance.

what are all assessments considered as?

• both art and science.

what is our comfortability with assessment?

• uncomfortable with the amount of error.

• more comfortable with aspects we can measure.

what do qualitative assessments allow for?

• instructors to assess all parts of individual’s learning.

• physical, emotional, mental dimensions.

what model is this?

• (insert photo)

what model is this?

• (insert photo)

what happens during the observation phase?

• observe the complete skill.

• safety, setting, positioning, performance, clues.

what happens during the evaluation phase?

• analyze each phase and key elements.

• observe results, and each phase of skill in sequence.

what happens during intervention?

• decide on appropriate method for error correction.

• select errors to be corrected.

in the interdisciplinary, integrative approach to qualitative analysis what must the observer do?

• analyze the key elements that allow and optimize performance based upon multiple disciplines of kinesiology knowledge.

what does integration/interdisciplinary mean?

• bring together all relevant subdisciplines into unified whole that is bigger than its seperate parts.

• smoothie.

why is interdisciplinary important?

• allows us to better assist in optimizing human movement performance.

• brings focus towards movement wholeness, coordination and individual needs.

what are the 2 things that QMD asks the observer to understand?

1. goal, objective and purpose of movement.

2. critical features to success, facts of skills, fundamentals.

what does goal, objective and performance inform?

• what to look for, what “effective” or “successful” performance is.

what are critical features/facts of the skill?

• most important aspect of given movement, that are performed in certain way, within range of correctedness.

what happens when we perform CFs?

• increase in potential for effective, efficient or successful performance and safety of performer.

what knowledge must the observer acquire of the activities?

• terminology, CF/elements for success, common errors.

what terminology must be known?

• FMP, FMS, techniques and style.

what critical features/key elements for success must be known?

• safety, effectiveness, efficiency.

• phases, sequences, correctedness, context.

what are the 4 ways observational scanning is done?

• phases in movement.

• movement concepts related to skill objectives.

• order of importance of CF.

• scanning from general to specific.

how is observational scanning done in phases of movement?

• CFs in order of phases.

• observe several times.

what are the 3 things we must attend to when perpetual overload is decreased?

• preparation phase.

• execution movement.

• follow through of the movement.

what are the two ways phases of movement observation can be achieved?

• divide the movement into phases.

• focusing on body parts.

what does dividing the movement into phases allow for?

• accessor to narrow their focus to one part of skill.

• manage critical features/elements for success.

how can we focus on body parts?

• whole body; rhythm, timing, or continuity of overall movement.

• what pelvis and trunk are doing (COG).

• BOS for balance and reaction force.

• specific action for extremities.

what is the movement concept related to skill objectives based on?

• biomechanical perspective that there are key concpets that underlie all human movements.

what are the biomechanical perspectives that underlie human movement?

• balance: COG, BOS, LOG; origin of movements.

• force absorption: give to increase time and distance, increase absorbing SA; stable BOS in line with force.

what are key concepts that are critical elements that influence all actions?

• principles appropriate to movements where accuracy is important, force creation, direction and absorption.

what is observing the order of importance of CF?

• ranked.

• features influence other aspects.

• similarities with template formation.

why do we do observational scanning from general to specific?

• develop gestalt of skill.

• to draw attention into specific parts of the movement.

what does it mean to develop gestalt of skill?

• feeling or impression of quality of movement.

• unified whole is seen greater than sum of its parts.

what can we use for general to specific observational scanning?

• movement components approach.

• whole body approach.

what is template formation?

• cognitive, abstract and symbolic representation of model of human movement.

• mutilayered and generalizable to many performers.

• generalized pattern of development of skill that accommodates differences with definable range.

what does an initial learner do?

what does a formative learner do?

what does a mature learner do?

what does assist assessment and analysis/evaluation help with?

• make individually appropriate equipment and facility modification.

• select developmentally appropriate and relevant assessment tasks.

• account for rate limiters.

what are rate limiters?

• slowest change system in children’s body that impacts ability to perform certain skill.

• ex. coordination or strength.

what is the best form of communication and feedback for performers?

• teachings cues.

what are ways essence of CF are communicated?

• figurative, descriptive, metaphoric.

• relevant and appropriate to performer.

• concise and accurate.

• cue or catch phrase.

what is CAS feedback?

• corrective, accurate and specific.

what are the 4 types of cues?

• verbal cues.

• visual cues.

• kinesthetics/tactile cues.

• task structure cue.

what are examples of verbal cues?

• snap your wrist.

what is an example of visual cues?

• demonstration, video or imaginary word/phrase.

what is an example of kinesthetic/tactile cues?

• guiding action.

what is an example of task structure cue?

• adapting physical environment to force attention to CF.