Theory Lesson - Week 2 Term 4

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Key Concept 4: The Ways in Which

Biomechanics Improves Skilled
Performance
Sub-Concept 3 - Momentum
ACHPER (SA)
2014
Momentum
So we now know that once forces are applied to a body, we can
create motion. Once a body (anything that has mass) is in motion, it
therefore has momentum.
Momentum = Mass x Velocity
Momentum is the quantity of motion of a body and is equal to the
product of the bodys mass and velocity.
Momentum is particularly important in impact sports because the
result of the impact depends very largely on the momentum
possessed by each of the bodies involved.
Momentum is used regularly in biomechanics when discussing and
explaining collisions and the generation of speed in throwing and
striking actions.
When two bodies collide, the one that possesses the most momentum
will be least affected.
To highlight this look at the following YouTube clip:
Key
Concept 4: The Ways in Which Biomechanics Improves Skilled Performance
http://www.youtube.com/watch?v=cqtr1XL-yqg
ACHPER (SA)
2014
Case Study:
Can a small, fast man be just as effective as a larger slower man?
If a 100kg man can run 100m in 13 sec (most elite level rugby players
are capable of this)
M = 100kg x 100m/13sec
M = 796 kg.m/s
Therefore what velocity must the following men run 100m in to
produce
the same amount of momentum?
Momentum (kgm/s)
Mass (kg)
Velocity
100m time
796
796
=
=
100
90
X
X
796
80
796
70
(m/s)
7.69
(sec)
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Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance
ACHPER (SA)
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Case Study:
Momentum (kgm/s)
Mass (kg)
796
100
Velocity
(m/s)
7.69
100m time
(sec)
13
796
90
8.55
11.7
796
80
9.62
10.4
796
70
10.99
9.1
So a 70kg man would have to run the 100m in 9.1

seconds to produce the same momentum as the 100kg
man. At the moment thats impossible!
The momentum of an object increases with any increase in
either mass or velocity. That is:
If the mass is constant, the momentum increases if the
velocity increases.
If the velocity is constant, the momentum increases if
the mass increases.
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Law of Conservation of Momentum

When an object is moving, it has momentum. As long as no force is
applied to speed it up or slow it down, its momentum is said to be
conserved.
True conservation of momentum is conserved only in theory as in
most cases there are external factors at play e.g. Air resistance.
In collision situations, that is, between players or when an implement
strikes a ball, the principle of conservation of momentum applies.
So in basic terms when a collision occurs the total momentum
before the collision should be equal to the momentum after
the collision.
Momentum (Before) = Momentum (After)

Momentum generated by golf club is conserved when transferred onto
ball. However, because the ball is lighter (mass) it will travel faster.
ACHPER (SA)
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Case Study:
Mass of the Golf

Ball (kilograms)
Mass of the Golf

Club (kilograms)
0.200kg
Velocity (speed) of
swing before the
ball was hit
(metres/second)
42 m/sec
Velocity (speed) of
swing after the ball
was hit
(metres/second)
32 m/sec
Player A
0.046 kg
Player B
0.046kg
0.200kg
40 m/sec
31 m/sec
Using the data in the table above, which player above will apply greater momentum
onto
the1golf
ball have greater club speed, thus greater overall momentum
Player
as they
before collision with golf ball
Why will this player apply greater momentum onto the ball, even though the mass of
the club and ball are the same for both players
Increased swing speed (velocity) = greater momentum (Mo = m x v, thus
Mo = .200 x 42)
According to the law of conservation of momentum, this total momentum
will
passed
onto in
the
ball. to the speed the ball is hit
Whatbe
does
this mean
relation
According to the law of conservation of momentum, this total momentum
before the collision will be passed onto the ball, therefore resulting in
greater ball speed (as the mass of the ball remains constant for both
players)
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Impulse
Impulse is another principle related to momentum (and forces).
The Impulse of a force is equal to the change of momentum it
produces.
Impulse refers to how long a force is applied for.
Impulse = F x t
Force
Amount
of Time
the
Force is
applied
for
Impulse
That is, the longer a force is applied, the greater the change in
momentum that can occur.
So how can we use Impulse to increase momentum?
Well, ideally we look to maximise both force and time, although this is
difficult to do.
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Impulse
Think of a discuss spin. Why does an athlete perform a spin instead of a
standing throw?
Spinning across the circle INCREASES the amount of TIME

the force(s) are being applied to the discus. Therefore we
can increase the amount of momentum produced and then
transfer this into the discus.
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Impulse
More often than not though the human body doesnt allow us to maximise both
force and time. Instead we can generally only change one of these factors. For
example, in a hockey hit we can accelerate the ball with great force but the
stick only remains in contact with the ball for a split second. Our other option to
accelerate the ball is to play a flick. In this case we exert less force but we
increase the time the ball is in contact with the stick. Either way, we increase
the momentum of the ball.
SAME IMPULSE BUT 2 DIFFERENT SHOTS
Slap Shot = Apply a large

Flick Hit = Apply less force
force over a short time
but over a longer time period
period
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Impulse
Alternatively, at times we are required to decrease the momentum of an
object. A good example of this is when we catch a ball. Look at the
example of the cricketer below;
A cricket ball is hit towards a fielder. The fielder wishes to stop the ball (i.e.
take the momentum back to zero).
Would he want to apply a large force over a short period of time?
OR
Would he want to apply a small force over a longer period of time?
Which method is likely to be more successful in catching the ball?
Small force over a large period of time

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Impulse
Therefore to decrease the momentum of an object (i.e. take it

back to zero) we usually increase the time component, by
giving with our hands so we can therefore reduce the peak
force.
If we dont give with our hands and instead keep them firm
(like a wall) the force will be large because it is being exerted
over a short period of time. This would result in some sore
hands!
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Impact
Impact is another principle we can discuss related to momentum,
particularly in collision situations.
Complete the table below, providing examples for the different types
of collisions that can occur.
Impact Situations
Collisions between projectiles and
implements (bat & ball etc.)
Examples
1. Tennis Serve
2. Tee shot in golf
Human body parts impacting with

projectiles (legs, arms and balls etc.)
1. Football handpass
Human body impacting with

difference playing surfaces
1. Diving into a pool
Human body colliding with another

human body (e.g. contact sports)
1. Football bump
2. Volleyball spike
2. Trampolining
2. Rugby tackle
Diving into a pool, Tennis serve, Rugby tackle, Trampolining, Volleyball

spike,
Football handpass, Tee shot in golf, Football bump
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Impact
When two bodies collide, they can remain either in contact or they bounce apart.
When they become one body e.g. a shot put embedded in soggy ground the
impact is said to be inelastic.
When the bodies are first deformed and then due to the springy nature of the
materials, of which they are made, are restored to their original shape, they are
said to be elastic. The property of a body that causes it to return to its original
shape after being deformed is called its elasticity.
Objects can have differing amounts of elasticity. The coefficient of restitution
is a measure of the elasticity of the collision between two bodies (e.g. ball and
racquet). Elasticity is a measure of how much bounce there is, or in other words,
how much of the kinetic energy of the colliding objects before the collision
remains as kinetic energy of the objects after the collision. With an inelastic
collision, some kinetic energy is transformed into deformation of the material,
heat, sound, and other forms of energy, and is therefore unavailable for use in
moving.
A perfectly elastic collision has a coefficient of restitution of 1. Example: two
diamonds bouncing off each other (how often do we see that!). A perfectly
inelastic collision has a coefficient of restitution = 0. Example: two lumps of clay
that don't bounce at all, but stick together. Most collisions from a sporting
perspective as partially elastic. That is, the ball or object partially deforms and
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Impact
The table below highlights the different C of Rs for various balls.
Ball
Superball
Table tennis ball
Soccer ball
Golf ball
Squash ball
Field hockey ball
Ranking
1
2
3
4
5
6
Co-efficient of restitution
0.90
0.80
0.75
0.60
0.50
0.30
In general, factors that affect Impact are:

Playing Surface Composition Surface composition affects rebound. Some surfaces
(such as grass) compress more easily and a lot of kinetic energy is transferred to the
surface. Running tracks are made from a substance that maximise the rebound effect.
Composition of the Ball The harder the ball the more rebound energy it possesses. This
is because it doesnt give or deform as much and the majority of energy goes into
rebounding the object.
Temperature Greater rebound will be achieved in hot conditions and/or if an object (ball)
is heated. Think of a squash ball.
Striking Implement The degree to which the hitting implement compresses will also
affect the amount of rebound.
Speed of Implement The faster the implement on impact, the greater the force exerted
on the object (i.e. ball) and the further it travels.
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Case Study:
Have a look at the following YouTube video, which looks at Titleist Golf Company
and the testing they do on their golf balls relating to Impact.
http://www.youtube.com/watch?v=6TA1s1oNpbk
Answer the following questions:
Which ball would travel with greater velocity? One which has deformed a lot or one
which has deformed a little? Why?
A ball that only deforms a little will travel the fastest. This is because less
rebound energy is lost (transformed) to heat and sound energy.
Why would Titleist make golf balls with varying impacts, that is, different
coefficients of restitution? What benefit would there be in making a golf ball which
deforms a lot?
Golf balls that deform a lot are generally called soft golf balls. They
dont travel as fast. However this type of golf ball can be advantageous to
high handicap golfers as the ball will remain in contact with the club for
longer (as it deforms). This allows for greater control of the ball. The
reduced velocity of the ball also means that it is likely to stop quicker
when it lands. Depending on the club you use, it also potentially allows
for more spin to be imparted on the ball. This relates to impulse where an
eccentric
centre)
force
(torque)
is applied
to theSkilled
ball for
longer (I = F
Key
Concept (off
4: The
Ways in
Which
Biomechanics
Improves
Performance
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Performance
Sub-Concept 4 - Angular Force, Motion
& Momentum
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Earlier we discussed force creating motion.

Angular motion is created by applying an unbalanced force to an object. If the
force applied does not pass directly through the axis of rotation of the object, it
will produce a torque that changes the rotation of the object.
Torque is any force that causes an object to change its angular motion.
We also call this an eccentric force.
Thus to rotate an object, (and get it to spin), a force needs to be applied from, or
to one side of the centre of weight or a pivot point.
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To calculate a force that causes rotation we use the formula:
T=Fxd
T = Torque or Moment of force (Measured in Newton metres Nm)
f = Force (measured in Newtons)
d = Moment arm (measured in metres)
This is particularly applicable when discussing implements used to strike a ball
in sports (e.g. Golf, tennis, baseball) as generally the longer the moment arm,
the greater the rotational force (i.e. Torque) that is created.
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How can this concept of Torque be applied to sport?

If we think of the worlds fastest servers in tennis, the golf club
used to hit the ball the furthest, and traditionally the worlds
best rowers, what do they have in common?
They all have a long moment arm when they are
generating force. The tennis server and rower have
long arms, the golf club has a long shaft, all making for
long moment arms.
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Why it helps to
be tall?
(Sorry to all those
vertically challenged
people out there!)
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Newtons Laws of Angular Motion

Like Newtons Laws of Motion (Linear) we can also apply those laws
to angular motion.
First law: A rotating body will continue to turn about its axis of
rotation with constant angular momentum unless an external couple
or eccentric force is exerted on it.
Second law: The angular acceleration of a body is proportional to
the torque causing it and takes place in the direction in which the
torque acts.
Third law: For every torque (turning force) that is exerted by one
body on another, there is an equal and opposite torque exerted by
the second body on the first.
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The Magnus Force/Effect

Another principle related to angular motion and the use of rotational
forces (torque) is the Magnus Effect. The Magnus effect (often called
the Magnus force and named after its 1852 discoverer Gustav Magnus)
is a lift force of tremendous importance to all athletes who want to
bend the flight of a ball. You see the Magnus effect at work in the
curved flight path of balls that are thrown, hit, or kicked and at the
same time are given a spin.
The Magnus effect operates in the following manner. As a spinning ball
moves through the air, it spins a boundary layer of air that clings to its
surface as it travels along. On one side of the ball the boundary layer
of air collides with air passing by. The collision causes the air to
decelerate, creating a high-pressure area. On the opposing side, the
boundary layer is moving in the same direction as the air passing by,
so there is no collision and the air collectively moves faster. This sets
up a low-pressure area. The pressure differential, high on one side and
low on the other, creates a lift force (the Magnus force) that causes
the ball to move in the direction of the pressure differential (i.e., from
high to low).
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The Magnus effect can be applied in any direction, and in this way an
athlete can create backspin, topspin, and sidespin. Soccer players are
well known for the way they use banana kicks (i.e., the Magnus
effect) to curve free kicks and corner kicks around defenders and into
the goal mouth.
Check out these couple of YouTube videos, which help explain the
Magnus Force:
https://www.youtube.com/watch?v=23f1jvGUWJs
https://www.youtube.com/watch?v=t-3jnOIJg4k
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Case Study:
Have a look at the diagram of the soccer boot below. You will notice it
has grooves on the face of the boot. Adidas produced a boot like this
called the predator, claiming greater friction with the ball and
improved curving of the ball. How might this boot help the player?
That is, how might these grooves be of benefit to the player when
attempting to impart side spin on the ball? (Tip: you may also have to
refer back a little to some of our momentum related concepts)
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Case Study:
Answer: The grooves allow for a greater Magnus effect to
occur (that is, a larger Magnus force is generated). When the
player strikes the side of the ball, the boot grips the ball for
longer i.e. it stays in contact with the ball for longer.
Remember when we discussed impulse (I = F x t). If the force
is applied for longer we can increase the change in momentum
of the ball. In other words, we can create a larger eccentric
force on the ball, therefore causing it to spin more, thus
creating a greater Magnus force.
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The Law of Conservation of Momentum

Objects undergoing angular motion have momentum, as do objects
with linear motion.
Just as linear momentum is the product of mass and velocity, angular
momentum is the product of moment of inertia and angular
velocity.
Moment of inertia refers to the amount of mass a body has and how far
that mass is from the axis of rotation.
Lets explain that a little more:
An objects moment of inertia is a measure of how difficult it is to
change its angular motion. The greater an objects moment of inertia,
the more difficult it is to change the rotation of that object. The less the
moment of inertia, the easier it is to change that objects rotation.
The moment of inertia of an object is proportional to its mass. The
greater the mass, the greater the moment of inertia, therefore the
more difficult it is to change the rotation of the object.
The less the mass, the less the moment of inertia, therefore the easier
it is to change the rotation of the object.
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The moment of inertia is also proportional to the distance from the axis
of rotation that the mass is located. When the mass is spread out from
the axis of rotation, the moment of inertia is high, and the object will turn
more slowly.
Thus a diver who is in a tucked position has less moment of inertia than a
person who is fully extended as their mass is concentrated closer to the
axis of rotation. This distribution of mass will therefore effect how fast the
diver rotates (angular velocity). So when the mass is concentrated close to
the axis of rotation, the object will be easier to turn or turn more quickly.
That is why in the tuck position an athlete will rotate more quickly than in
an open position.
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Moment
of Inertia
Angular
Velocity
Angular
Velocity
Moment
of
Inertia
In really simple terms:
High
High
Low
Moment of Inertia and

Angular Velocity are
INVERSELY
PROPORTIONAL to one
another. When one is large
the other is small and vice
versa.
Low
Low
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Case Study:
Look at the picture below of the young boy. Look closely at his racquet.
What modifications have been made to the
racquet and how has the principle of
angular momentum been applied here?
The racquet being used is likely to be
significantly lighter (reducing the
mass) and shorter (reducing the
distance (of the mass) from the axis of
rotation). This therefore reduces the
moment of inertia of the racquet,
therefore allowing for easier movement
(i.e. increased angular velocity). If the
racquet was too large i.e. long and
heavy, it would become very difficult to
Another example of moment
of (as
inertia
and angular
velocity
at work!
move
moment
of inertia
would
be
https://www.youtube.com/watch?v=T8wY9ZQv8vQ
high, therefore angular velocity low).
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Case Study:
Heres one more for you
Jump onto the internet and search for images of cricket bats.
Find one from the 1900s, and another one which is a modern bat.
What differences are there in the 2 bats?
Using the concept of moment of inertia, suggest why bats have been
re-designed over the years?
The most obvious difference is the thickness of the edges. Modern
day bats have edges of around 40-50mm. Older bats were lucky to
have been 10-15mm.
Bat makers are now making bats with thicker edges as it redistributes the weight of the bat towards the outside of the bat. In
other words the distribution of weight is now further from the middle
of the bat. As a result, this increases the moment of inertia of the bat.
As a result of increased moment of inertia, the bat is less likely to
rotate (spin in your hands) with an off centre hit (that is, any
rotational motion (angular velocity) created from an off centre hit is
going to be smaller). This makes the bat more forgiving with an off
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Performance
Sub-Concept 5 - Leverage
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Levers
Movements in the human body result from the actions of body levers. A lever is like a
simple machine, made up of a rigid bar that revolves around a fixed point when a force is
applied. This enables a load to be moved.
In the human body, levers work in the following way:
A bone or combination of bones forms a rigid bar known as a lever.
The joint is the fulcrum or axis, the point around which the lever moves.
The movement is caused by the force or effort of the contracting muscle.
The load is the resistance you are overcoming, such as any implement you are
carrying, pushing or throwing, or just the weight of the limb.
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There are 3 types of levers
First class lever Where the axis is located between the effort force and the
resistance force. It is classified as a force multiplier.
Second class lever Where the resistance force is located between the
effort force and the axis. It is classified as a force multiplier.
Third class lever Where the effort force is located between the resistance
force and the axis. It is classified as a speed multiplier.
Can you match the correct levers with their descriptions in the table below?
Type of Lever
First Class or Type 1
Definition
The resistance is between the axis and force
E
Second Class or Type

2
The force
resistance
is
between
the
axis
and
A: Definition 3
the
B: Definition 1
C: Definition 2
The axis is between the force and resistance

Third Class or Type 3
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Levers in Sport
Third class levers are the most common type of lever used in sport. This is
because the levers used in sport are musculoskeletal. The muscle provides the
effort force, and the relevant joint is often the axis. The muscle attachments are
closer to the joint axis than the resistance force.
When using striking implements (golf club,
baseball bat, tennis racquet etc.) the longer the
resistance arm, the greater the speed of the
lever, as long as the increased weight of the
lever is manageable.
Advantage will be gained because of the
increase in range of motion, especially if the
weight of the lever is relatively light.
Thus the reason for light-weight aluminium and
carbon fibre equipment these days instead of
the wood implements used 20-30 years ago.
The greater the speed generated, the greater
rotational force (torque) and momentum that
can be applied
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3rd Class Levers as Speed Multipliers
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Linking Levers
Many of the principles we have
discussed in this book can be
connected. Levers are a good
example of this.
If we look at a golf swing, below,
the following principles can be
applied:
Longer lever (club + arms

rotating from shoulder) =
longer moment arm =
greater Torque (rotational
force) T = F x d
Increased Force applied to
ball = greater acceleration
of golf ball (Newtons 2nd
Law F = ma)
Greater force applied with
arms = greater angular
velocity of arms and club =
increased linear velocity of
ball
Law of Conservation of
Momentum greater
momentum before collision
= greater momentum after
collision
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Flattening the Arc Maximising Accuracy v Maximising

Velocity/Momentum
When hitting or throwing an object such as a ball, maximising momentum and
speed must always be balanced by the need for accuracy. The rotational
movements of the body may also make accuracy difficult to achieve. Both
height accuracy and sideways accuracy usually have to be achieved to achieve
maximum target accuracy. (E.g. you dont want your throw to go wide or too
long.)
Accuracy in a throw or hit can be achieved if release or impact is made at any
point on a straight or direct line to the target. If the hand in a throwing action
can be made to move in a straight line towards the target, then it does not
matter where the ball is released on that line, the ball will fly to the target at
the correct height.
If a bat, club, racquet or throwing arm is made to travel in a flat horizontal or
vertical pathway just before and through impact or release, there can be
greater likelihood or achieving accuracy. This technique is known as flattening
the arc. The bat, club, racquet or throwing arm can contact or release the ball
at many points on the flattened section of the arc, and still achieve accuracy.
Flattening the arc of a softball pitch can be achieved by:
A forward and downward movement of the shoulder
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Case Study: Levers

View the YouTube clip of the athlete kicking the soccer ball.
Explain and analyse how his leg is effectively used as a lever in kicking
the ball. In particular, explain why he initially bends his leg prior to
kicking the ball but then on contact the leg is straightened. (Note, you
may need to also refer to an earlier concept relating to moment of
inertia)
http://www.youtube.com/watch?v=q-8nF2LWPEs
In simple terms, the leg is a 3rd class lever. The hip acts as a pivot point,
the effort is primarily applied by the muscles of the upper leg and the
resistance is the ball. Upon contact the foot (which is at the distal end
of the lever) is moving with greater angular velocity than any other
part of the leg. The longer the leg, the longer the lever, therefore the
greater the angular velocity of the foot, which can then be applied to
the ball i.e. greater force (F=ma)/ greater momentum (Mo=mv).
However, early in the kicking action, the leg bends at the knee. By
doing this we reduce the moment of inertia of the leg, therefore making
it easier to accelerate the leg (i.e. get it moving. Remember if we
reduce the moment of inertia, we increase the angular velocity). Once
the
leg is 4:
moving
wein
can
then
straighten Improves
the kneeSkilled
to lengthen
the
Key
Concept
The Ways
Which
Biomechanics
Performance
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To overcome the problem of a long lever and its high moment of inertia
(that is the difficult in getting it moving initially) many of the movements or
techniques used by the human body in sport use a combination of short and
long levers.
For example in diagram A of the soccer player below the kicking leg is
folded making the lever shorter and hence achieving greater initial
acceleration, because the distance from the point of rotation (the hip) to
the actual moving point (the knee) is shorter.
In diagram B of the player the leg straightens to create a longer lever
moving faster than any other point on the lever which in turn creates
optimal kicking force or power. Remember the case of the tennis racquet
where the end point of the lever travels faster than any other point of the
lever creating greater force production.
Diagram A
Diagram B
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Performance
Sub-Concept 6 - Equilibrium
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Equilibrium
The control of human balance depends
upon the interrelationship of anatomical,
physiological and mechanical factors.
In equilibrium, all objects are at rest
that is, all the forces acting on them are
balanced.
Balance is defined as a state of
equilibrium and is often used to describe
how equilibrium is controlled.
Static =
Stationary
Static Equilibrium
Refers to equilibrium when the whole body
is stationary e.g. a gymnast holding a
handstand.
Dynamic Equilibrium
The body remains balanced during body
Dynamic =
movement e.g. when running your body
Moving
is Concept
constantly
balancing
and rebalancing.
Key
4: The
Ways in Which
Biomechanics Improves Skilled Performance
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Equilibrium
Therefore equilibrium (balance control) relies on:
1. The location of the centre of gravity. Generally, the lower the centre of
gravity, the more stable the object is.
2. The location of the centre of gravity in relation to the base of support. An
object is stable when its COG is located above its base of support.
3. The size of the base of support. Wider = more stable.
In other words, stability is related to a bodys centre of mass, line or centre of
gravity and its base of support.
Centre of mass refers to the point where the entire weight of an object is
concentrated the theoretical point through which gravity acts on the object.
The line of gravity is an imaginary line passing from an objects centre of gravity
vertically downwards.
Base of support refers to the area of a body where the weight is supported. It
can also refer to the number of contact points with the ground.
Once a persons centre of gravity falls outside of the base of support, the body is
said to be unstable.
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Equilibrium
What is easier to perform a handstand or a headstand? Why?
A head stand is easier than a hand stand as the base of
support is wider (as indicated below in the diagrams), and the
centre of gravity is lower to the ground.
Points of contact for a handstand vs. a headstand

(Yes bad diagram!)
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ACHPER (SA)
2014
Equilibrium
In general then, the following applies:
The larger the base of support the more stable an object.
An object is more stable when its centre of mass or line of
gravity falls within its base of support.
Generally, the lower the centre of mass, the more stable the
object.
The location of the centre
of gravity in relation to its
base of support
Factors that
affect the
degree of
stability of an
object
The body's
mass or
weight
The area of
the base of
support
The height
of the
centre of
gravity
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ACHPER (SA)
2014
Case Study: Applying this to sport

Look at the gridiron players below.
Using the concept of stability/equilibrium, has the tackler made an
effective tackle? Could he be even more effective? Conversely what
has the ball carrier done wrong?
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ACHPER (SA)
2014
ase Study: Applying this to sport

The ball carrier has NO base of
support as his feet are off the
ground, automatically making him
unstable and therefore making it
easy to tackle him.
The tackler has made a reasonable
tackle, however, his balance could
be better. Both feet need to be on
the ground, preferably spread to
create a wide base of support.
He could also lower his centre of
gravity more by bending at the
knees
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ACHPER (SA)
2014
Case Study:
Heres a tricky one
Why is the fosbury flop such
an effective high jump
technique?
(You may need to do some research
on this)
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ACHPER (SA)
2014
Case Study:
Correct technique will allow the
centre of gravity to fall outside
of the body and pass under the
bar. So for any given take off
force, this technique allows
maximum height clearance.
E.g. Using the scissor kick a
jumper would have to take off
with a vertical velocity that will
take their centre of mass 25
30 cm above the bar. The
straddle jump requires a
Centre of gravity/mass
vertical velocity that will take
passes under the bar.
their centre of mass 10 cm
above the bar.
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ACHPER (SA)
2014

Performance
Sub-Concept 7 - Technology
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ACHPER (SA)
2014
Technology is essentially used to improve sporting performance in 2

key ways:
Helps athletic
Helps athletic
performance by
performance by
refining or
improving or
improving
perfecting
equipment used in
technique.
influenced
a number ofsport
areas within
Technology has
sport safety and
performance. Look at the table below and fill out the boxes:
Area of Influence Examples
Equipment
Golf Clubs
Apparel
Venues/Facilities
Tennis Racquets
Cricket Bats
Swim Wear
Running Clothing - Cooling
Running Shoes
Athletic Tracks - Composition
Video Analysis
Timing/Data Gathering
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ACHPER (SA)
2014
Final Case Study:

Research a piece of sporting equipment of your choice.
(Look at the table on the last page of your workbook for ideas)
1. How has it changed in design and material over time?

Provide diagrams, dimensions, materials used etc.
2. What Biomechanical principles can you apply to these
changes which enhance performance and/or technique?
3. Report your findings back to your classmates.

Theory Lesson - Week 2 Term 4

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Key Concept 4: The Ways in Which

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

So a 70kg man would have to run the 100m in 9.1

Law of Conservation of Momentum

Momentum (Before) = Momentum (After)

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

Mass of the Golf

Mass of the Golf

Spinning across the circle INCREASES the amount of TIME

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

SAME IMPULSE BUT 2 DIFFERENT SHOTS

Slap Shot = Apply a large

Small force over a large period of time

Therefore to decrease the momentum of an object (i.e. take it

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

Human body parts impacting with

Human body impacting with

1. Diving into a pool

Human body colliding with another

Diving into a pool, Tennis serve, Rugby tackle, Trampolining, Volleyball

In general, factors that affect Impact are:

Key Concept 4: The Ways in Which

Earlier we discussed force creating motion.

To calculate a force that causes rotation we use the formula:

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

How can this concept of Torque be applied to sport?

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

Newtons Laws of Angular Motion

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

The Magnus Force/Effect

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

The Law of Conservation of Momentum

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

In really simple terms:

Moment of Inertia and

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

Key Concept 4: The Ways in Which

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

There are 3 types of levers

Second Class or Type

The axis is between the force and resistance

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

3rd Class Levers as Speed Multipliers

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

Longer lever (club + arms

Flattening the Arc Maximising Accuracy v Maximising

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

Case Study: Levers

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

Key Concept 4: The Ways in Which

Points of contact for a handstand vs. a headstand

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

Case Study: Applying this to sport

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

ase Study: Applying this to sport

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance

Key Concept 4: The Ways in Which Biomechanics Improves Skilled Performance