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·Kinesiology
Handbook
study Guide and Laboratory Manual
M GLADYS SCOTT, State University of Iowa
APPLETON-CENTURY-CROFTS INC
New York

·COPYRI0HT 1947 BY T8 CROMS & CO, IXO No part of the nderual cotored by this copynight may be reproduced in any form without ponimnon in writing from the publukor UTACTURED IN TI. XIZID STATES OF DOGA ·EDITOR'S INTRODUCTION INESIOLOOY has for many years been recognized by teachers as a subject t was difficult to tench successfully Amoug the many reasons for this aro that are especially inportant (1) the muscles, covered by the skin, cau actually be seen in action, and when they must be seen only in imagination, Is the case when instruction is limited to the classroom, it becomes doubly d to visualize them later, and (2) the concepts of mechanics have usually n taught mth no relationship to the movements of man, and as a result, e deemed remote from any practical use to the physical educator The laboratory approach does much to dispel the mysteries of kinesiol- ; for the student himself sees and feels and experiments. Dr Scott has yn her ingenuity in doparting from stereotyped patterns in assembling the criments and problems contained in this manual Students who are con sted through these experiments will remember their kinesiology, and this i consummation deroatly to wished but not too frequently achiered. CH MCCLOY ·ACKNOWLEDGMENTS Achnowledgments are gratefully extended to Dr C I lIcCloy for his editorial reading and suggestions, to Virginia Diz Sterling for 18818tance on the anatomical illustrations, and to my many students in kinesiology over a period of several years toho have made many positive suggestions, helped worth the developmnent of some of the techniques, and by their questions and difficulties have stimulated me to develop nero teaching devices for olarification of subject matter ALGS ·Papo KINESIOLOGI WILAT AYD Wur 1 12 9 x 3 14 I4 19 I 5 Part I MOTION IT RELATIOY TO JOINT STRUCTURE JUSCLES OF THE UTTER EITREILITY JUSCLES OF TLE Bach JUSCLES OP TIE ABDOMEY JUSCLES OF THE LOWER EXTREMITY MUSCLES IN THE PROCE88 Or COXTRACTION Tox Us OF THE MUBOLE • UBALE FATIQUE AXD CONTRACTURE 23 I 6 29 x 7 38 I 8 40 I 9 42 Part II I 10 47 MOVEIENTS OF BODY SEOUEATO ARE ANGULAR BIOVEMENTS INTERXAL MOSOLE STRUCTURE I 11 49 12 LOVERAGE 51 61 57 68 60 65 113 TIE ERFECTIVENESS Or A OBCLE POLL 14 LEVER LENGTH IN RELATION TO RATE OF MOVEMENT I 15 FORCE DETILORED AT THE END OP A Loro LEYER X16 "ITEKTIA Y 17 CEITRIFUGAL FORCE X 18 *JIEASUREMEXT OF STREXOTI OP DIUSCLE GROUPS x 19 UYUBUAL JOSALE Actiox 20 BIARTICULAR BUSCLES 121 RELAXATIOY RELATED TO MUSCULAR ECOTOUT Y22 REBOUND OF BILIB SPLY OF BALLA 24 COMPRENSIOX or Bus 70 72 74 78 x 23 80 B1 ·Contents 12 rundtury Dessassination # Laboratory Projecte 8 Lenor Norober 125 A YOLE POE PROJECTILES X x 26 Prom PLANE OF THE BODY X 27 DETERMINATION OF GRAVITAL LIX X 28 BODT SWAY IX 291 LOCOMOTOR SKILS X Y30 Hip OBCILLATIO YA DURING WALELO XX 31 PREPARATORY BIOVEMENT AXD FOLLOW TURQUOI 18 PART OF A COMPLETE AOT I 132 KISESIOLOGICAL ANALIBIS x I 33 VARIATIONS IN TREOTTING X 134 VARIATIONS IN JOPIX X35 ATALY8IX Or SKILLS LX Motion PIOTUBE RECORDIKO 1136 FLOATIYO AND Bwanno I 37 DETAILS OF PearORVAROL ETPLAINED BY MUSOLE ACTION X I 38 SELICTION OF EXCROIBE) FOR SPECIFIO NEEDS x 139 RELATIQVATOP OF ETA TO BALANO. 140 KU ESINEMA AND MOTOR PERFOMANCE X41 FLEXIBILITY DEVELOPUERT Part II 42 DETALOPUXO MIOSCLE STREATH 43 DEVELOPITO B[cacut Toxos 44 *DATLOPKXO KLXENTEETIO PATTERN or Bank 145 EFFECT OF VARIOUS TYTES OF STRETCHDo or MONCLZS 46 LHARTIXO A BIOTOR BRILL 47 COMPARATIVE STUDT or Garn 48 ( OUPARIBOJ Or For EXHIBITED IX MOTOR SELL: DURDIO LEABXIXG STAGES 49 SEARCTRIXG STILTOn or BlusCLE GROUP, 50 ATALTBIS OF NEWSPAPER, Radio OR MALZuz Ezxroid Bos 511 RATIKO OY JUSCULAR STREXOTT AND ESTLOTIYESIDS ·INTRODUCTION T. uns collcction of mntorals is designed as a workbook and study aid for studonts of kinesiology The content of kinesiology courses 18 80 detailed and so broad that it seems desirable for the stadent to have a means of assembling data to supplement and illnstrato the subjoct mattor diocubged in the text. The possession of this supplomentary matorinl 18 perhaps loss valuable than the process by which it is obtained. Conduct of the projects presented here will call for various procedures. The procodures demanded in this workbook aro suggestire of study methods. It is only the most exceptional student who can read the text and at the samo time seo agnificant implications and the connection with his ultimato goal of Boo- CCBA 10 massage, romodul gymnastics, teaching of sports, or othor work. It is hoped that the projecte presented hero will help him to make that application. For example, the drawing which tho student may complete should sorte to risualize joint and muscle action. The problems will ullustrate basic principles and provide illustrations from different activities, both simplo and complex. Tho aim 19 for the student to be able to evaluate an activty or exerciho in terms of the parts of the body affected, tho rosults prodacod, and the significance in both respects of mat ons in performance. Most of the problems can be completed in a single class or by a daily amagament. A few call for prolonged work Some of both types should be tned it time permita A mastery of anatomical description of articulations and musclos is desirablo before undertaking kinonological work. Tho portion of this workbook dealing with atomy may be used during an anatomy course or may bo used as a rezow by the dent of kinesiology Most kincnologs conrees are too limited in timo to afford opportunity for com letion of all projects presented here. Some institutions lack the laboratory spaco and equipment to allow cach member of a large class to carry on cach project to means of overcoming this difficulty, the following procedures may be followed (a) Projects which may be conducted individually or in small unsupervised oups may be completed 08 axalgnmonts outode of class and the results compared discussed bnefly in class (b) Demonstrations may be conducted by the instructor or a class member for entro class. 1 vi ·iii Introduction (c) Committees mar be organized within the class, each working simultancousls on a different projoct which will be demonstrated or roported later to the entire class As an aid to students and instructors, the Table of Contents soggests tho use to be made of each lesson. The three alternatives indicated are asagnment for out-of-class study or preparation demonstration for the class laboratory experience for every member of the class. Each lesson 18 marked with an I indicating that probably best results will be obtained through the procedure so checked. Each lokaon 18 further marked with an i indicating second best procedure. Furthermore those lessons which can be omitted without handicapping the student too much hare been starred (*) This does not moan that tho content 18 un important. It simply means that it has been found that the majority of students can acquiro the information readily through reading or claus discussion This outline, then, provides for 15 to 20 daily assignments, 9 demonstrations, 5 to 11 laboratory projects, 4 to 10 long term studies, all with alternate procedures suggested to At the time and facilities arailable for each class This workbook is designed primarils to accompany the tort of Analysis of Tluman Motion For that reason it parallels the book very closely in topics and ontline However, it should prove useful in courses other than those organized around thus text ·Lesson 1 Kinesiology What and Why? References Scott, A1 Glad57, dualyou of Yumar Votron F8 Crofts & Co, Now York, 1912, Chap 1 Glenow Ruth, Pundarental in Pkyscal Education, La & Febíger, Philadelphia, 1932, pp 17 20 Steindler, Arthur What Ilu Blokanetla to Offer to the Phymical Educator Journal of Health and Physical Education 13, November 1942, P 507 Then did you start learning to throw a ball, to mag a tennis racket or a baseball bat, to swim, or to ride a bicycle? Can you remember what it feels like to be a be ginnerUnless you have started Bomo entrely non aball recontly, you probably cannot. Hare yon bad a younger sister who very moch wanted you to teach her how to play tennis or badmintont Of course, sbe probably did not ask yon outnght, she just pretended she could play and did not mind that "swing and 1088" But she roally wanted you to teach hor how to play the game well enough so that you could enjoy playing it together Bat do you know why lor balls or birds always behaved differently from yourst Can you look forward with con(dence to the day when your students start asking VOQ"Why, wbt why-q" Nøybe you can anorer some of tho"'phy's" but thero aro always ondloos others and the more you learn to answer, the easior the others are. Unfortunately, OB FB grow up pre cease to ask "Tıy!" as many times as when No Fore children Start abang yourself now why you aro being taught tho details of some skill or tchy you perform othor skills as you da Try auorening the following questions in a way to show how improved rosults aro obtaidd. It 18 not adequate to say this is the way to add distance or accuracy, or this is the way to avoid failure or injury 1 Yn bend your knees in prep aration for a jump The refettet la tha mul art designed to direct the godet t. dactou la Amiyee of Lim Xotion ad to posplepeat thone reference for at tbe clor of mac chapter or lathe tett. 1 ·2 Kinesiology Handbook 2. Why keep your elbow straight when striking & tennis ballt 3 Wory bend your elbow. when catching a balli 4 Wory step for ward with the oppomte foot from the throw ing arm when making throwt 5 Way step for ward while throwing a bali 6 WI7 188 A wrist onap when throwing a baseball or striking a goli ball 7 7 WIT Btand sidoward to tho pitcher whop in tho batter's bort 8. Wir hold a tenni. or bad minton racket near the end of the handle rather than several inches up the handlot ·Lessoul 1 3 9 WIT 1sc a run ning approach on the jarelu throwt 10 WIT lean in whon turning the corner on a bicycle 11 Ter lean for Tard if prepar ing to make a quick running startt 12. WHY stand with feet apart when spotting for a tumbler1 13 Wur arch your back when do inga head atand or hand stand, 14 Ver roll ap tight when do ing a forwan roll 1 15 1 start the ball lor Fben making bounce in bas ketballt ·4 Kinesiology Handbook 16 We are short steps leag dan gerous than long Dee on ice 1 17 WHY bend your knees when landing after a Jamp? 18 Why can a subject with us oles too weak for ordinary 180 perform movements with those mus clos when submorged IN wator 1 19 VIIY doos a swimmer who 18 standing in 3 or 4 feet of wa tor find it im possible to bend over and pick up a rock he has dropped at his fcett 20 We do not all balls bounce in the same way! 21. WI do some golf balls seem to soar and oth cro roll along the groundt ·Lesson 1 22 Why does tho dogrce of ten sion of the tennis rackot otrings make a difference in your gamet 23 VII do the shoulder Bag and the head hang forward 30 on oily in standing and sitting posi tions 24 WHY us at di ficult or some times imposa ble for a person to bend the hip joint and at the same timo keep the knees straight? 23 WHY is the “tocs ont" poation poor for walking? If you can answer all 25 questions folly you are going to find the rest of the Aloignments very cosy If you can not answer some of them, be alert, you will find these apexers, and many others, in the lessons to come for kinesiology 1 largely an explanation of tohy we more as we do Add to the above questiong others for Fluch vou Fould like to know an answer Start the list of questions now, and keep adding to it as des questions arido in your activity clatser or in your reading When you find a partial or completo answer in the toxt make note of it opposito the question,

·RIIEREN
os
QUESTIOY
Aasms
Kinesiology Handbook

·PART 1 STRUOTURE AND FUNOTION The material in this section is designed primarily as an anatomical and physiological review in preparation for kinesiological application. However, if anatomy and kinesiology are not taught in the same course, this section may be used in the initial learning stages as study aids.

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·Lesson 2 Motion in Relation to Joint Structure References Beott, a Glads, analysis of Human Jolton F 8 Crofts & Co, New York, 1942, Chap II DeGarls, C F. Morable Joints and Joint Blorements,' Journal of International College of Surgeons 5 September 1942, pp 380-389 Elftman, Herbert, Bkeletal and Buscolar Systems; Structure and Function, Medical Phyne Year Book Publication, Chicago, 1944 pp. 1420-1424 Jones, F Wood, Structure and Function of the Foot, Williams and Wilkens Co., Baltimore, 1914 Chap XII, XXI Leighton, Jack R A Smple Objective and Reliable Bleanire of Fladbility, Researck Quarterly = 13, May 1942, p 205 Trualom Waltor Body Porse Williams and Wilkens Co, Baltimore, 1913 Chap I West, Catherine Veasurement of Joint Motion, Archive of Phyncal Medicino 26 July 1915 PP 41423 Equipment A goniometer (A goniometer 18 a device for measuring angles. It may be parchased from companice supplying laboratory oquipment, or, for this study, an improvised form or large sizo protractor mar be used.) Project A STUDY OF SCAPULAR VOTIENTS. Stand behind a subject who has removed clothing from the waist ap Ube & skin pencil and lightls outline infonor angle and vertebral border of scapula Havo subject slowly raise arms sideward. 1. Iu how many degrees of abduction is the arm when the inferior angle starto moving 2. How many degrees 18 the scapula rotated upward at its greatest de. viation from starting position 3 What is the position of the arm when the scapula first reaches its greatest rotation ? 4 Compare the above meandres taken on All subjects in class Is there any nniformity regarding these factor _5 Hor much individnal ranation 18 noted Project B STUDY OF SHOULDEB JOINT MAYOL Stand behind a subject who has remored clotlung from the waist up L'oe a skin pencil and lightly outline position of infenor angle and ver tebral horder of scapula.

·10 Kinesiology IIandbooh 1 Hare subject slowly raise arm sideward and rocord the dogtoes of abduction when scapola irst starts rotating upward. (If you have performed both projoots A and B comparo figaros as a check on roll ability (or connatency) of measures They shonld be the same.) 2. Havo subject raise arm forward and rocord degrees of forword elora tion (flexion) when scapula first starts rotating apward. 3 Hare subject raise arm backward and record the degrees of ortension and abduction when the scapala Arst starts rotating upward. 4. Describe (or draw) the path of cironmduction possible by shoulder joint action only Uso the path of the hand as tho path of circum duction. (For an example of dra#70gon aroumduction see Analysis of Iluman Motior, pp. 14 and 25 ) 6 Describe or draw the path of arcumdaction possible by the combina tion of shoulder and shonlder girdle action. Project C: COUPARISON OF RANGE OF MOTION IN DIITERENT ARTTOULATION.. Dicasuro the degrees of motion (both angalar and rotation aroand the longitudinal ans) in various articulations using a goniometer Be vory careful to get action of a single joint only Indicate position of the point when rotation is measured (for examplo, lee) ARTICULATION MOTTOY DECRETS COMIENT

·Les8011 2
11
ARTICULATION
MOTION
DERERS
COMMENT
Compare class figures with those in Analysis of Human Blotion, pp 31
33
What is class average for each! Class range 1
ARTICULATION
COMPARISON
AVERAGE
RAπα.

·12 Kinesiology Handbool 1. What are tho similanties in structare in the shoulder joint and the hip joint 1 2. What are the similarities in function of the shoulder Joint and the bp jointi 3 Why doos the shoulder joint have a wider range of motion than the hip joint, oven though the articular area on the head of the humoru, smallor than that on the head of the femar 1 4. What are the similarities in structure of the elbow and the inter phalangeal articulations 5. What linuts hyporextonsion in the olhovi In the finger i 6. Drar a diagram of the lower extremity and indicate the direction of flexion in each articulation (hip, kneo, ankle, toer) 7 Structurally the elbots and forearm bate certain differences from the knee and loner les List those points of structural difference low do ther affect the action

·L08:01 3
13
DofEREXOES
Errzor
8 What generalization can you make about the structure and function of
the upper and lower extrem

·Lesson 3 Muscles of the Upper Extremity Roferench Scott, a Glady, Analysu of Immor Hottom FS Crofts & Co, New York, 1949, Chap II Daniels, Lucille, Buried Willams, and Cathende Worthingbam, Huclo Tutmg JY B Baanden Co, Phlladelphia, 1946 pp 106-187 Elitman, Herbert, Skeletal and Maxular Systems Structure and Function Medical Physics Year Book Publication, Ohicago 194 pr 1420-1424 Spaltehols, Werner Hard Atlas of Human Anatomy J B Lippincott Co, Phila delphia, VOL. II 1933 Trulor Walter Body Pows Williams and Wilkons Co, Baltimore, 1843 pp 85-120 Equipment Several popcils with different colored leade. Project 4. MUBOLZ POSITIOX LXD BEAPE. Draw the muscles on the framework presentod in the pioturos The drar mag shonld be accurate in terms of both attachments and direction of moscle filera. Project B LINE OF PULL. Drou in tho line of pull of the posale on the skeletal framowork Alusclos functionally having two or moro subillvibious should laro a line of pull for cach division of the muscio. 14

·Lcsson 3
15
Ah
1
Fia 1
2
Fra 2

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Kinesiology Handbook
ΑσΤΙΟΥ
SYAHOLTS
ARTIGONISTS
Addaction of the
writ
Flexion of the
fingere
Abduction of the
fingers

·Lesson 4
Muscles of the Back
References: Scott, IL Gladin, Analysu of Iluman Hotron, F & Crofts & Co., Now York, 1912,
Chap III
Daniel, Lucille, Blarun Wujame, and Catherino Worthingham, Musclo Tuting
WB Saunden Co, Philadelphy, 1946 pp 18-24 30-32
Klitman, Herbert Skeletal and Dluxular Systems Structure and Function,
Vedheal Physies Year Book Publication, Chicago, 19H PP 1120-1424
Spalteholz, Werner Hand Atlas of Human Anatomy, J B Lappineott Co, Phila
delphia, Vol. II, 1933
Trualor Walter Body Powe, Williams and Wilkens Co, Baltimore, 1943, PP
15-85
Equipment Several penals with different colored leads.
Project A ALUNOLE POSITIOK AND SHAPE
Draw the muscles on the frames ork presented in the pictures The draw
ing should be accurate in terms of both attachments and direction of mus
ale fibero.
Project B LINE OF PULL.
Draw in the line of pall of the muscle on the skeletal framework, Muscles
functionally baving two or more subdivisions should have a line of pull
for oach diminon of the muscle
19

·Kinesiology Handbook Project C JUBCLZ GROUP. List the muscles belonging to the following groups. ACTION SYNERGISTS ANTAGONISTS Extension of the spine Lateral Aedon of the trunk Rotation of spino (only those mus clos on the postorior aspect of tho trunk)

·Lesson 5
Muscles of the Abdomen
References: Scott, Jl. Gladys, Amalyns of Ixman Votton F 8. Crofte & Co, Now York, 1942,
Chap III
Daniel, Lucille, Marian Williams und Catherine Torthingham, Uuscle Tasting,
WB Saunden Co, Philadelphia, 1946, PP 26-28, 34-36
Elltman Herbert, Skelotal and Vascular Systems Structure and Function,
ledical Phynies Year Book Publiestion, Chicago, 1914, pp 1420-1424
Spaltehols, Werner Hand Allas of Human Anatomy, J B Lippincott Co, Phila
delphiq, Vol. II, 1933
Equipment Soveral pencils with different colored leads.
Project 4 AUSCLE POBTTTON AND BHAPL
Draw the muscles on the framowork presentod in the pictures The draw
ing should be accurate in terms of both attachments and direction of mos
clo fiber
Project B LIND OF PULL.
Draw in the line of pull of the manscles on the skeletal framework. In
cles fonctionally having two or more subdivisions should have a line of
poll for cach divison of the muscle.
23

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Kinesiology Handbool
n
Fr. 7

·Lesson 5
25
Fra 72

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Kinesiology Handbooh
Fra 7b

·L.csson 5
27
Fia. Te

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Kinesiology Handbook
Project C MUBOLE GROUPS
Last the muscles belonging to tho following stoope.
ACTION
SYNEROBIS
ANTAGONISTA
Flexion of the
spine
Lateral flexion of
the trunk (ante
rior aspect of
trunk only)
Rotation of spino
(anterior aspect
of trunk only)

·Lesson 6 Muscles of the Lower Extremity References: Scott, II Gladen, Analyns of Lumar Votion F8 Crofts & Co, Now York, 1912, Chap III Daniel, Lucille Blarian Villiams ind Catherino Worthingban, Uluscle Tuning TB Saanden Co., Philadelphia, 1046, pp 40-105 Elftman Lerbert, Skeletal und Bluxular Systems Structure and Fanotion Vedical Physics Year Book Pablication, Chicago, 1944 pp 1420 1424 Spalteholz, Wemer Hand Atlas of Human Anatomy J B Luppincott Co., Phila delphia Vol II 1933 Truulow Water Bordy Poise Williams and Vilkons Co, Baltimore, 1943 pp 13-15 Equipment Sovoral ponals with different colored loado. Project A MUBIZ POSITION AND BEAPR. Draw the mosclos on tho framorork prosented in the pictures Tho draw ing should bo acourate in terms of both attachments and direction of mus cle fibers Project B LINE OF PULI. Dray in tho line of poll of tho masco on the skeletal framework. Alusclor functionally having two or more subdivisions should have a lino of pall for each divigion of the mosclo

·30
Kinesiology Handbook
7
2
7.
Fra 8
Fra 9

·Lesson 6
31
U
"
7
2
Fra. Sa
7
2

·32
Kinesiology Handbook
Fa 10
Fra 11

·Lesson 6
33
O
F10 106
F10 lla

·34
Kinesiology Handbook
Fr. 11b
Fta, 106

·Lesson 6
35
Fra 13
Fra 12
Fr. 11
Fia, 15

·36
Kinesiology Handbooh
Fio 13b
Fr 134
Fia, 12
FIO 12

·Lc88011 6
37
Project C MUHOLA GROUPS
Lut the muscles belonging to tho following groupe.
ACTION
SINENGISTY
ANTAGONISTA
Floood of tho hip
Abduction of the
hip
Inward rotation of
the hip
Flexon of the kuce
Inward rotation of
the knce
Flo110n of tho
wolle
Invorsion of the
foot
Florion of the
toss

·Lesson 7 Muscles in the Process of Contraction A musclo Fluch is contracting in any matance whero motion is permitted in the direction of the contraction, appears to shorten and thicken. This is isotonio (concen tric) contraction. A musclo wlich 18 contracting, in any instance whoro motion is not permitted, gocs tlırough the same physiological process ng the one wluch shortens, and tension in creases withun the muscle and on its two attachments. This 18 isometrio (static) CODtraction. A muoclo which is controlling or checking tho rato and mogo of a movoment may actually become longer eren though it 18 in a state of contraction. This is eccentro contraction A muscle must pull on a bono It can not push. References Scott, I Gladys Analysis of Ixman Holion, F 8. Crofts & Co, Now York, 1942, Chap II Smout, C F V and R. J S MoDowall, Anatomy and Pkynology for Students of Prysotherapy Occupational Therapy and Gymnastics Edward Arnold & Co., London, 1946 pp 300-30) 110ber Rudolf et al, Physical Chemistry of Cells and Turnos Blakhaton Co., Phila delphi, 1946 Chap 3 Zoethout, William D., and W W Tuttle Textbook in Physiology CV louby Co, 8, Louis, 140, Chup VỊ Project To PALPATE TIIE NUROLES IN ACTIOX AS A STUDT TEOUNIQUD AND TO VZKUTY AOT10XS ACCORDED THEY One method of studying musclo action is to watch the muscles chang ing shape daring moremont. Another 18 to placo the land over the muscle and feel tlie change of tonsion wlion tho muscle goes into action (Bany of the deeper muscles can not bo studied by this proceduro.) In some cascs observation of the tendon of insertion may bo holpful in detecting muscular action. Select a sabject with clothing which permits orposure of muscles in volved in the following actions Feel tho masclcs Leforo starting, and danng action. Differentiate, when possible letteen instances where tho entiro mosclo acts and instances where only parts of the muclo act.

·Lcsson 7
39
Principal
Bluscle
Synergistic Bluscles
Thich can be Felt
1. Raise arm sidotard
2. Raino arm adoward ngaunst resist
ICO
3 Her the elbow
4 Extend the elbow against roast
Ance
6 Fler the head (neck)
6. Turn face to night as head drops
forward
7 Riso to tiptoes while standing
8. Extend tho knee against renstance
9 In standing position, abduct leg
10 Sitting with knces straight and
legs parallel, turn solas of feet
toward each other while trying to
dorsal flex the foot
Under what arcumstances do muscles shorten and thickon whon contracting!
Erplain the terminology used to identit the threo types of contraction
What is tho effect of resintance on the reaponse of the muscle

·Lesson 8
Tonus of the Muscle
Muscle tonus is helpful in preventing jerky movements when starting from a
resting pontion and also in reducing the interval betwoen stimulation and the start
of movement
Roforencos Scott, BI Glady, Analyns of Intran lotion F 8. Orotts & Co, Now York, 1918,
Chap IV
Eggleton, Al. Grace, Nucular Exercue Paul, Trouch, Trubner & Co., London,
1936 pp 179 189
Zoethout William D, and W Y Tattlo Textbook in Pkynology O V Hamby Co.,
St. Louis, 1910 Chap VI
Equipment A hinged joint model (made of two small boards hinged together) with a
rubber band attached across the joint (Bee Figare )
X
X
х
у
ly
с
a
Fro. 16
Project TO DEVOXSTIUTE TIL ETT LOT OF PARTIO DEORETS OF TEYBIOP OT TIS ZUBDLE
BAXD A. ILLUSTRATIYE OF TARTIXO DEOREDS OP TEXTOY IX JUSCLES.
Place the model on a tablo as in a of the illustration with tho olastio
loose Then pull steadily according to the line of forco Indicatod.
40

·Lesson 8 41 1. What happena bofore end I starts moring! 2. Describe the reaction of x rhon it doos move Then place the model on tho table in position b and hold the ends RO lesse ond X. 3. What we the effect 1 Replaco and then release ond Y 4. What is the effect Repeat un positionc 6 How does the reaction comparo! 6 Why is relaxation never quite amilar to that represented in al 7 How much doos tonos vary? & What are the factors determining variations in tonus! 9 If you are expected to make a quick muscnlar responso should you try to relax as much as possible in proparation for it? 10 If tho force which causes a muscle to be stretched is released why is the response seldom like that of the stick in position ci

·Lesson 8
Tonus of the Muscle
Nascle tonus u helpful in preventing jerky movements when starting from a
resting position and also in redaung the interval between stimulation and the start
of morament.
Referencu Scott, 2 GladyApalyns of Human lolion F8 Croſb & Co, Now York, 1912,
Chap IV
Eggleton, al. Gract, Hucular Ederrio, Paal, Trouch Trubner & Co., London,
1936, PP 179-189
Zoothont, Van D., wd w w Tatro, Tastboot in Pkynology O Y lomby Co.
St. Louis, 1910 Chap VI
Equipment A hinged joint model (made of two amall boarda hinged together) with a
rabber band attached across the joint. (See Figure.)
х
X
х
у
b
с
a
Fr 16
Project TO DESIO YSTRATE TIL EFTECT OF PARTITO DEOREE OF TEXMOJ OJ TRE RODNED
PUXD AS ILLUSTRATIVE OF FARIDO DEADS OY TEXBOX LX YUBOLA
Place the model on a table or in a of the illustration with tlie elastic
loose Thon pull stcadıls according to tho loo of forco indicated.
40

·Lesson 8 1. Want happong before end X starts moring? 2. Describo the reaction of X when it does move. Thon placo the model on tho table in position b and hold tho ends Ro. lease end I 3. What is the effect! Replace and then release end Y 4. What is the effect 1 Repeat in position 6 5 How does the reaction compare 1 6 Why 1 rolaxation nover quite similar to that represented ud af 7 How much does tonus vary! 8 What are the factors determining variations in tones1 9 If you are erpected to make a quick muscular response should you try to relax as much as possible in preparation for it! 10 If the forco which causes a muscle to bo stretclied is relcased, why 18 tho retponse seldom like that of the stick in position ct ·Lesson 9 Muscle Fatigue and Contracture After a muscle has Farmed up, it continuos for a timo to give optimum perform ance, 10., full contraction and relatively full relaxation Then it gradually domou strates the offocts of progressivo fatigue by leas extensive contractions and lead rolaration Continuod use orentually brings it to tho point whero it can northor contract When stimulated or relax when the stimulus 14 removed. Fr. 17 In the kymographic recording Aloro, tho left hand sido of each peak topromonto the contraction resulting from a singlo stimulus. The night linnd Bide reprosenta the relaxation following that contraction. Tho hoight of the peak roproponto the relativo extent of the contraction. The depth of the trough botween contractions reprosents the relativo rolarntion between contractions References Scott, BL. Glade, Analyous of Irman Voltor F8 Crofts & Co, Lew York, 1912 Chap IV France, Carl C, Clinton Knowlton and 11 I Tattle, Tertboot of malony and Phynology CT Slowbs Co., BL lonus 143 pp 191-107 Sehneider Edward C., Thynology of Vascular delirly W B Bagnden Co. Pbila delphia, 1933 Char. XII Locthout Willem D., and W T Tottle Textboot 11 Phynology C Blouby Co, St Louis 1940 Chap VI Equipment A small pullos, oord, weight of sorcral ounces adhesivo tapa. 42 ·43 Lesson 9 Project A STUDE OF THE KYHOGRAPINO RECORDI YO ABOTE 1. Detormino, in the igure alog, the proportion of timo reprogonted in which the muscle is oporatwg at its optimum. 2. Datorming the proportion of time in which it 18 operating without marked fatiguo 3 Determine tho point borond which you could not comfortably procoed (Judged by fceling in the muscle, not general respiratory discomfort) Project B To PRODUCE COUPLETE PATTOUT OF A MUSCLE Scat the subject besido a lox table or in an arm chair The band and arm should be placed on the table in such a war that the arm 18 relaxed but supporto all along the forcar and to the base of the fingers. The hand should be strapped to the support so tlo weight will not lift the band. Tho pullov should lo gespended approamately aboso tho ond of the middle finger Prepare the equipment with the cord through tho palloy and weight attached. The weight lould be about three-fourths of the mnamum which the extensor can lift. The band 16 strapped down, palm up The corů is attached at the artic ulation of the accond and third phalanges of the middle finger and made securo by acthcare tapo (Aroid tight stops of adherire around the fingor in such a war as to shut off arculation ) When the extensor is not work ing the reight will causo ferion of the finger Start rhythmical extension of the finger to the point where the finger 18 straight and lonzontal. Then let inger tolar The rate obould not allow aor marked pauso at eithor er tension or feno Continue untū the finger will no longer bove. Riceord the number of extensions before it op peared dificult to make contraction Record the number of extensions at which it appeared to do longer relay falls betreen con tractions ·44 Kinesiology Handbook Record tho total number of extensions before it censed to be ablo to function What muscle is responsible for this opera tiont Asoming that it 18 dosirable to have tho er periment completed within a comparatively brief time Fhy is it better to use tho third finger rather than the second or fifth fingers 1 why is it better to use a tensor action rathor than flexor action1 That would bo tho effect of a heavior woight1 What would bo tho effect of a lighter weight 1 What would be the effect of a slow controlled flosion on each cycle 1 What aro the floxors of tho third finger doing during thio osporimonti Tho base line below roprodonts the total time doring which the fingor forkod. Construct a carro over tho bao lino showing tho rolatire proportion of time in wbich the musclo functioned easily and offoctively, and the point at which it coarod to rolax readily Was the final contraction similar to tho final one in tho illustration at the beginning of the losson (If it was similar, tho muscle is in a "oramp' and is in need of beat and massago.) Doc an individual ordinonly work to the point of musclo contractorot 1251

·PART II
APPLIED MECHANICS
The lessons in Part II are designed to parallel
the study and class discussion throughout the
course in kinesiology They are aimed at gir
ing the student experience in connection with
principles discussed and thereby help him in
retaining that information.
Sce Part III for additional projects which
require longer than the daily lesson to com
plete, but which may be used as additional
projects if started early enough in the course.

·Kinesiology Handbook Record the total number of extensions before it ceased to be able to function What muscle 16 responsible for this opera tion Assuming that it is desirable to have the ex periment completed within a comparatıroly brief time Why is at bottor to uso the third Anger rather than the second or fifth fingers 1 why is it better to use extensor action rather than flexor action! What would be the effoct of a heavier weight? What would be the effect of a lightor weight? What would be the offoct of a blow controlled fledon on oach cycle 1 What aro tho flexon of the third finger doing during the experimenti The base line bolow represonts tho total time during which the finger workod. Construct a curve over the baso line showing tho relatire proportion of time in which the musclo fanctionod easily and effectively, and the point at which it ceased to relax readily Was the finnl contraction similar to the final one in the illustration at tho Leginning of the lessoni (If it was smular, tho muscle is in a foramp' and 18 in need of heat and massago.) Doos an individual ordinanly work to the point of musclo contractare Whit ·PART II APPLIED MECHANICS The lessons in Part II are designed to parallel the study and class discussion throughout tho course in kinesiology They are aimed at giring the student experience in connection with principles discussed and thereby help him in retaining that information. See Part II for additional projects wluch require longer than the daily lesson to com plete, but which may be used as additional projects If started carly enough in the course.

·No text on this page.

·Lesson 10 Movements of Body Segments are Angular Movements References: Scott, BL. Glady, Analyou of Authen Motion F & Crotts & Co., New York, 1942, Chap De Gart, CF, Movable Joints and Joint Movement, 'Journal of International College of Surgeow 6 September, 1912, pp. 380-389 Daniels, Luale, marian Williams, and Cathendo Worthingham, Muscle Testing WB Saunders, Philadelphia, 1946 PP 40-186 Project TO TRANSLATE ALL HOTIOX INTO AXULAR HOTZLIXT Perform the following movements and complete the outlino giren below All morements start from the anatomical position unloss otherwise stated. PAX. O MOTIOX Dearers or Rotation AXIS 1. Arms raised sideward, midway from ado to aboalder lovel 2 Armas raised sidopard to shoul der level 3 Arms rawed forward until over head 4 Elbow flered until forearm ja honsontal 5 Arms start obdactod at shoulder lerol, palm, forvard, elbor flores until finger touch chest 6 Hand placed on table palm op lex fingers at metacarpal pha langual articulation until Angers aro as nearls portical as pos nible 7 Fler kneo ai fully as possible 8 Standing erect one leg raised as nearly forrard au possible 17 ·48 Kinesiology Handbook 9 Standing orect, one leg raised widoward As far as possible without moving trunk 10 Standing on ono foot, Ineo on froo leg straight, tarn toog 12 toward other foot as far as posbiblo, thon turn out as far as possible ·Lesson 11 Internal Muscle Structure Aſuscle fibers are arranged in vanations of parallel and pennuform typce. The length of the fibers determines the rango of contraction The physiological cross soction of the monoclo determines contractile forco References Seott, 21. GladyAnalysus of Human Votson, F & Crofts & Co, New York, 1912, Chap VỊ Haines, R. W., Bluscles of Full and Short Action 'Journal of Anatomy, v 69 October 1943 pp 20-24 Hober Rodolf, Pkysseal Chomutry of Oelle and T'uras, Blakuston Co, Philadelphia, 1946 pp 452-451 Project A CONSTRUCT MODELS OF HACH OF THB PRTOTTAL TYPES OF LATERNAL HUBOLA OOTSTRUCTION This can be facilitated by modeling after a spouſo muscle Howover, do not be so concerned with details of proportion and size that the characterstic arrangement of the Alors mithin tho musclo is lost. Equipment Use pipestone cleaners to reprosent musclo fibers and a piece of cork or several proces gladd together and cut to represent the form of the ten don or bone. Adhesive tape and glao may be used to make cleaners ad hero in or on the cork. Construct tho followlog models 1. Longitudinal, parallel, short fibers (intercostals) 2 Longitudinal, losiform (pronator tercs) 3 Longitudinal, triangular (deltoid) 4 Penniform, sumplo (peronons longus) Perniform, bipennote (rectus femoris) 6 Penniform, multipendate (Gastrocnemius) Project B UADO A OITEY LODYT OY UTSCLE STRUCTUHE, COIBTHUOT MODELS LAVIYO DIFTEBLYT POTZ TUALS FOR EXTENT ASD SRXOTI OT CONTRACTIOY Equipment Ure trino string to represent muscle fibers and adhesiro tape for tendons or boner UR 36 inches of string and adhesive ono inch wide for each model. Construct 3 models 1 Intercostals-put adhcuro in two long sinps, cat string into inch lengths and fosten to adhesire. 49 ·50 Kinesiology Handbook 2. Soleus-one piece of adheave 8 inches long, split upper two inches into I strips, leave lower inah intact for tendon of Achilles. Use another two-inch strip for tibia fibula. Out string into two-inch lengths. Attach both to bone and ligamentov. branches 3 Sartorius two small pieces of adhenve Out string into 4 nine-inch lengths Answer the following questions: 1. What are the advantages of the penniform arrangement1 2. What are the advantages of a long muscle like the bartorius: 3 What generalizations can you make about the internal structure of the muscle in relation to the articulation which it affecto!

·Lesson 12
Leverage
Referencos: Scott, II, Glada, Analysis of Humon Votion F8 Crofts & Co., New York, 1912,
Chap 11
Lahr Orerton, Phynos Tells TV y Jaques Cattell Press, Lancaster Pennsylvania
1946, Chap 3
Troudlow Walter Body Poue Williama und Wilkens Co., Baltimore, 1943, Chap I
Equipment A 12 or 15 inch ruler or stick may be used, two or three omall objects
of known weight which may be taped or tred to the lever, small
spring
scale.
Project: TO STUDY THR EIT LOT OF DIYTERENCES IX LENGTH OF LITER ARMS AND OF DITTER
EXT APISTA OZ.
Second clans. Attach spring scale by mcans of a string or br putting a
hole through the ruler pear its end. Attach the weight 3 inchos from the
Start with ruler lyng on top of a table with one and held firm against
a book or finger Lift slowly so lover is just off table
CO->
Fra 18
51

·52 Kinesiology Handbook Record below the length of each lovor arm, weight of resistance, and pall registered on the scale Ropeat with reight moved ont to 6 inches and again at 9 inches. Resistance arm force arm resistance forco Resistance arm force arm restance forco Resistance arm forco arm resistance foroo > What is the offect of lengthening the rodistanco arm! Third class Samo position of rnler Faston waight on outor end of ruler Attach the scale at 3 inches and record all values Repeat with scale attached at 6 inches and 9 inches. Ronstance arm force arm rogistance forco Rosistance arm force arm resistance forco Resistance arm force arm resistance forco What is the effect of changing tho position of tho pulling force 1 How do the two types compare in effectivonenst What compensating value is obtained in the uncconomical one? What generalizations can be denred from the two illustrations aboro which will apply also to the first class lover!

·Lesson 18
53
Doos the forearm always operate as tho samo class of loveri Esplain.
Lust other segments which are nimilar to the forearm with respect to dif
ferent leverage
Explain tho following statements
The first class lever in Fell designed for balance.
Tho second class lovor is designed for рочег and cconomy
The third class lorer is baut for speed.

·Lesson 13 The Effectiveness of Muscle Pull The anglo of poll of a modelo changes with overy change in pontion of the part moved The anglo of pall 18 relatively small for most muscles through a conadorable portion of their rango. References Scott DL. Gady, Analysus of Human Votton F8 Crotte & Co, Now York, 1942, Chap VI and VII Luhr Overton, Phynes Tells Tyky Jequca Cattell Pren, Lancaster Pondoirania, 1846 Chap 2 Equipment A small stick or ruler Mako a hole or notch in one end and attach a string Project To STUDY TILL EFTLOT OF TI. AXOLE OF PULL OF TIL. HUBOLZ. 1. Placo tho stick out flat on tho tablo and straight in front of you with the finger of the left hand agalust the near end and the string attached to the far end. Strotch the string back directly on of the stick and pull directly toward you ·Lesson 13 55 That is the angle of pulli What is the perpendicular distancet What is the effect on tho levert What is the effect on the finger bold ing the lever to prevent slipping! 2. Repeat, but holding the fingers grasping the string about two inchos above the near end of the lever What is tho angle of poll at the starti What is the angle of pull when tho lever has rotated 90° 1 What 18 the perpendicular distance What is the effect on the lever! What is the effect on the finger hold ing the lever to prevent slipping! Cite an crample of a musclo which palls in this manner 3 Place a large spool, or any object with a rounded or narrow top ourfado, at the near end of the lever and hold in placo. Place the string across the spool and pull directly toward you with fingers along the table. What is tho angle of pulli What is the perpendicular dutance! What is the offect on the lerer! What is the offcot on the finger hold ing the lorer to prevent slippidgi Cite an example of a muscle which pollo in this mannor What i tho pracipal effect of the spoolt What would be the effect on the lerer of the spool were held at the edge of the table and the string rere polled directly dord Fard after pagaid6 over it

·56
Kinesiology Handbook
What is meant by the moment of rotation of a muscle pulli How 18 it ro
lated to this project
What structures in tho body give the same offoct as the spool1
Indicate the way in which the angle by which the resistance applies to the
lever affects tho effectiveness of ronstance

·Lesson 14 Lever Length in Relation to Rate of Movement longer the lever, the slowor the swinging time for a greu amount of force. References Scott, a Glady, Analyses of Human Hotion F8 Crofta & Co., low York 1942 Chap 11 Equipment Two or three lightweiglat sticks (strips of lath will sorte) one-foot, twofoot, tree foot lengths Boro a hole in similar positions u the oppor ond of cach Smooth oat bole go as to reduce Inction. A largo nail or other round metal bar to be inserted into holes in sticks. It is preferable, bot not ensential, to have this axle fastened into something firm so it does not nced to be held. Stop watches. Project TO STUDY TIE KTTEOT OF VARYIXO THE LEROTH OP TILE LEVER, ON THE DISTANCE TO TIL CENTER OF GRAVITY OF THE LETER, OX THE BWIRONTO RATE Uso two sticks of diffcrent lengths. Pall up to tho liorizontal position and release olmaltancously With a atop watch on cach, time the amount of time for 10 full oscillations Compare times Or, if only ono stop wntch 26 available for the entiro class count the number of tripe across in 10 seconds Ube tro sticks which are hinged in the middlo to reprceont knco action. Leave ono hanging straight and fasten the other up in a position of almost full acrion. Pull up to the horizontal position and reloano Bumultaneously Count the number of tnps across for cach in 10 secondo List einmples where arm or leg is flered to reduce swinging timc or to reduce resistance to singing 57 ·Lesson 15 Force Developed at the End of a long Lever When a lerer mores, cach point on tho lorer describes its respectivo aro in cx actly the samo timo as ofery other point. If the lever 18 a long one, the points near the outor ond of the lorer aro moving at a much fastor rata than those near the fulcrum The momentum resulting from this high rate of spood may be imparted to othor objects which are in contact with the lover References Scott, J. Glady, Analysus of Human Botron F 8 Crofts & Co, New York, 1942, Сър VI Lubr Orerton, Paync Tells Trhy Jaque Cattell Prey, Lancaster Pennuylrunia, 1946, Chap 3 Equipment: Use a dynamomoter with a push pull attachment, a rope, pulley, and ball Arrangod according tho diagram. Two sticks, one twice as long as tho other proforably with opo end shapod for a comfortable gra 1 10 20 ·59 Lesson 15 Project To COMPARE THE TRIKITO FORCE OF ITO SIMILAR LETERS, OTE OP #MCH 18 LOFOER TAX TIE OTHER Hold tho stick so that it con lo strung through a lorizontal arc of either 90° or 180° to contact the ball attached to the equpment. Estab lish a compartirely olox rate of singing which can be timod and hept uniform for each leror (A slot rato will also provent damage to the equipment.) What force was registored by the blor of the short lerer 1 What force tras registered by the blow of the long lerori If you had a series of clubs of gradnated lengths, what would you expect to derive from their use in an experiment such as this? That sporta malo uso of a long lcteri In wliat sports 18 a shortened lever used on some occasions What 18 tho reason for shortening in cach caso1 Srott EMPLE REASOY ·Lesson 16 Inertia A resting body remains at rest of no extornal force operatos upon it. (Rosting inertia) A body moving with uniform motion rotains this state of uniform motion ng long as thoro 18 no external forco operating upon it. (Inertia of movement) The resustanco which a body offers to motion or change of motion varios directly with the mass of the object. References Scott, JI Glady, Analysus of Ixman Holiok, F 8. Crofts & Co, Now York, 1943, Chap VII Luhr Overton, Physics Tells Why Jaques Cattell PrenLancaster Pennsylvania, 1046 Chap 2 Equipment A pair of balls, one heavy and one light, such as a bowling or mediano ball and a volloyball or soccer ball. In a smaller size a hockoy and a ten mu, ball will serve. Project A TO STUDY RESTITO LEITU IX BELATIOR TO HANS. Place the two balls side by side on a level table Why do they remai theret Blon on tho two balls. Why does the light ouo move and the other not1 Replace ballo bide by sido Close your eyes Push each ball gently with tlo hand. It the differenco in resistance to motion sufficient to be de tected by tho fceling of forco necessary to more tham 60

·61
Lesson 16
Project B TO STUDY INELTIS OF MOVZUENT
Roll one of the balls along the floor why does it stopt
Place the hcary ball a fon foot anay ou tlo floor Roll the light ball so
that it stnkor the boars ope. What is the result? That type of inertia
18 demonstratod by this situation
Roverso the balls, rolling the heary ball into the light one. What 18 tho
resulti
Wiat sport mtuntion illustrato iuertia1 Stato rlic place.
SITUATION
Prakt

·62
Kinenology Handbook
List other atuations encountered in daily experience which illustrate one
phase or the other
SITUATION
PHLE
If a person is trying to chun from a froo hanging position (arms fully
extended) and 18 unable to start moving, he frequently can do a full pull
up if he can start with bus tooo lightly touching some support. Why?
A base in a tumbling stunt may be unablo to lift the top from a standing
position but will lo able to do so if the top initiates movement at tho
proper time Test

·Lesson 17 Centrifugal Force Any rotating object arlubits a centnfagal force which w a reaction to the force wluch bold, it to its axis. If the whole or a part becomcs detached it continues on a tangent to tho are throagli wluch it was rotating Centrfugal force 18 greator in last movements than in slow onos Centrifugal force 18 greater on long lorore than on short ones of moring at tho mame angular speod. References: Scott, Al Glads, Analysu of Human Motion F8 Crofts & Co, New York, 1942 Chap VII Labr Orerton, Pkyncs Tells Why Jaquer Cattell Prea, Lancaster, Pennarlranie, 1946, Chap 3 Equipment Golf ball, bandkorchhof, string Project TO DEMONSTRATE THE EFFECTS OF CENTRITTOAL, YONOL Tio tho Lali Becurely inodo tuo handkerchucf learing abort 12 to 16 inchos of string Hold the string out at arm s longth, url the ball slowly around, and noto the amount of tension on the string 48 you hold it Roloase tho string and noto how far tho ball travels before hitting the floor Repeat, but whiri the ball rapidly cnongh so that the string 18 in approximatelt a horizontal plane. Moto amount of tension on the stnng Then release and note distance covered before falling Repeat abore procedure but with only 6 inches of string Long Short Slow Fast The does the ball not drop directls to the floor ·04 Kinesiology Handbook Variations in the four figuros abore indicate variations of whatt What ostimato do you liare of contnfugal force in each case! Do double arm circling slowly and note foeling at shoulders Incrense rate and note added tension at shoulders. Add a Feight in each hand and repeat fast doublo arm circling note feeling around shoulder Daring the arm circling was there any muscle force acting on the arms for any purpose otlier than moving the armst Wat track events make use of centrfogal force 1 Rank them in order of the significance of this factor to gaccessful por formance - Lust piorcy of playground equipment Fluch mos le dangerous LxCAUNO of this factor ·Lesson 18 Measurement of Strength of Muscle Groups Ainscle elfort of gonistio groups 18 Measurable As force pulling on some kind of dynamometer, or (2) as registance to some force applied through the dynamometer Referencer Scott, D. Gladyn, Analysue of Human Hotion, F & Crofta & Co., Lem York, 1912, Chap VỊ Haxton, H. A. Absolate Alusclo Force in the Anklo Fleron of Blon, Joxrnal of Phynology 103 December 19H P 267 BIcCloy O H, Tests and Measurements in Physical Education F8 Crofta & Com New York, 1942 rp 19-37 Equipment A manuometer with posk pull attachment and a wide fabric or lcathor belt wth bochlo A metal oopporting dorice, wluch lite ono sido of tho push pull attnchment, alonld be ancliored to a board whiclı may 10 tura be immobilized for different mcasgres. (Seo Project C of ilus eqwpmont la ungrailable) Project . TO MEASURE TREACTII Or ARM AND BLOULDER GIRDLE MURCLES. 1. Grasp each sido of the attacliment and hold in front of chest with arms in a borizontal position, elbows pointing to the side Pull as lari 23 possible withogt bracing droamometer against chest. Record your Bcore 08 Subject 1. 2 In the same position push in on the dynamomctor ar hard as possiblo but without bracing it against the chest Record rour score as bob Ject 1 3 The dramometer mar be clamped in the supporting device and gus pended orcrlcad. (The entire board may be fastened to an adjustable horizontal bar or boom.) It ghould be at such a height for each subject that lie en stand creet and with art raised to grasp equipment mah mg o nght ongle at the elbow the upper arm forvard in a horizontal plane and the lower arm vertical Pull downfard os lord as possible without dianging from an erect standing position. (Then men act as subsets, the feet mar need to be held down to prerent chinning) Rrron four more on the chart

·66
Kinesiology Tandbooh
4 Socare similar scores from 9 other classmatos.
6 Bako any other moosures yon tish Describe them briefly and insert
scores on the chart
Subjoct
Downward
Pul]
Push
Poll
Scoro Rank Score Rank) Score Rank
Othors
1
2
3
4
5
6
7
8
9
10
Muscles
urod
For each measuro takon list on the chart the principal muscles used.
How would the mosclos involved vars in tho downward pull of the arm
Kero siderard instead of forward

·Lesson 19 Give a rank-order nosigament to tho pull scores, and to ench snecessito act of scoros sou may hare Compare mnk orders. Tould rou expect all of them to romain the same for cach subject 1 How would you crplain the differences Fluch you find t Project B TO MEASURZ STRENGTI OP ELBOW FLCIOBA AYD EXTEYBORA. Insert the belt through ono handle of the push pull attachment and fasten it in a loop 13 inches or longer Subject may be in any position in which tho upper arm is supported on a flat horizontal surfaco The elbow should bo flaxed to 30° and lowor arm should be in a rortical position. Pat tho strap around the wrist at the level of the styloid process of tho mdius, and extend outward in samo direction the olbow lo polnting subject attompts to hold the forearm in tho vertical position whilo cxaminer attempts to extend forcarm by pull ing on distant art of attachment Pull steadıls ontıl mbject loses posi tion of forcarm. Record value registered on dial in column 1 below Tho strougth of which muscle group lo measured by tho aboro tecla miqdo1 Repent process brat with belt coinading with the direction of the ap por arm and parallel to it. The examiner polls until the subject's olbot fleres in spite of his efforts to hold the forearm vortical. Record value regutered on dial in column 2 belok Repeat with the forcarm starting in less than 90° and again mom than 90* Compare the results ·Kinesiology IIandbooh The strength of which muscle group 18 measured by the above tech miquot What other muscle groupe might bo measured in a similar way! For each additional musclo group which you mapuro, diagram the position of thio segment and tho equipment. Rocord tho values of all meabures taken Do tho largest values bolong to those muscle groups you would expoct to bo strongost and nice versat Subject 1 2 Others 1 2 3 4 5 Project ( Us AX ORDLYABT BIRLXG SCALE (or TRY TYPE OBTAIXABLE LI AYY HARDWARD STORE) Attach a handle (or the belt) to the oppor ond uso tho look on the bottom to fasten to a fred support or as the landlo for the examiner This scale mar be used in eitlicr of the abovo projects Why do strength tosto not attempt to measaro strength of n singlo muscle ·L. 8801 18 Is this forco tho samo as the marimum potcntinl force for the musclo group, assuming it were possible to obtain tho phymological cross sec tion of the muscles? Why cannot this strength be accurately prodicted by means of meas ing tho girth of the body segment in which the muscles aro located 1 ·Lesson 19 Unusual Muscle Action The origin of a masclo 1o defined as tho proximal ond and le umoly conaderod 26 tlo fired end when the musclo contracts The insertion of the muscle is defined as the distal ond and is usually considorod as tho morablo ond. Then a muscle contracts it axerts tension on both of its attachments. Sinco thoro us tonsion at both attachmonts, it 18 posablo that oithor or both ends may more Which of the two ends moves, 18 dependent upon the amount of rcbistance offored to the movement at tho two onde Variations in tho plano in vluch moromont takes place may also affect tho tay in which the muscle acts Wien controlling tho pull of gravity or tho speed of a movement, tho muscle Bomotimos actually lengthens wlulo contracting Roferoncos Scott a Gladys Analysu of Iluman Motion F 8. Crofta & Co., New York, 1942 Spalteholz, Werner Hand Atlas of Human Anatomy J B Lippincott Co, Phila delphia, VOL. II 1933 AlcClos C I., Bomo Nota on Dullerential Actions of Partito Blancles, Roarch Quarterly = 17 December 1910 p 251 Project TO STUDY MOVEMENTS AND TIE MUSCLE ACTION DITOLVED. 1. Which ond of the lat1601 (a) in the down swing of a mus dorsi motos tonni, servof (b) tion lianging from a horizontal bar, trunk Swinging forward/ 2. Which cad of the right (a) standing right leg ab gluteus modius mores ductodt (b) walking, sopported on night Icg left leg swing ing forward 3 Wuch end of the tibulis (a) supuno lying plantar posterior mores feron of foot! (b) squat sitting noing to standing position 70

·71
LC8801 19
4 Whiclı part of tho pector
alis major acte
(a) arm hanging nt sidos,
raisci to position across
facot
(b) returned
to starting
position against resist
anco 1
(c) returned to starting
position slomir?
(a) in lifting weight up in
mounting staina!
(b) in lowering weight in
desconding stairst
5 Is tho quadriceps orton
Bor used
6 Add examplos of situations in which the musclo porforms dufforently
from that action gonorally attributed to its
11usde
Silualion
Samen

·Lesson 20 Biarticular Muscles Buarticular muscles make possible indirect and passive movements in jounte ad jacent to thoso in which a um-articular murcle is acting Roleroncom Scott, 31. Gladya, malysis of Human Motion F 8. Crofts & Co., Now York, 1912 Chap VIII Brandstrom, Bigne, Some Observation on Aurelo Fonction, Phynotherapy Re 1106 = 22, Ilarch, 1912, pp 67 75 Hnine, R. W, Juxles of Full and Short Action, Journal of Awalory, F 69 October 1934, pp 20-24 Steindlor A, Lechanics of normal and Pathological Looomotion in Vam Charles C Thomas, Spongfield, Illinois, 1935 pp. 102-106 Equipment Small strips of Food such as 1 by He or 44 by Yo , lightweight hinges and picture books. Project To coXSTRUCT A BIODEL OF THE LOWER LITRETTY Construct model according to dimensions saggosted in the diagram. Hinge it to operate 10 samo way as articulations of the lower otromity Arrows indicate direction in which movement gliould tako place when hingod. Voo picture hooks to faston strings representing muscles. Ad Just brings to represent rectus femoris, hom strings and gastrocnemius The foot mas be kept from dropping by an elastic band for the tibialis anterior When the model is finished, operato by hand an thongh anu-articular musclos Fero working Hold model with log in sortical position. Pull front of polsis and front of fomur together Tatch artion of lofter log Wuch muscles aro responsi ble for the action in the knco 13 FIG, 21 72 ·Lesson 20 73 Cite actanties in which yon have exponenced this same effect Hold the model with the fomor in a honzontal position and the lovor leg hanging Note flexion of pelm on tho femar Now poll pelno a: though extending the pelvis on the femur Watch lower leg extend. (It will be held honzontally if strings Fere adjustod tight and do not stretch.) What muscle is responsible for the action at the knee What generalizations can yon draw about the effect of the biarticular muscles on the lower extremityi ·Lesson 21 Relaxation Related to Muscular Economy Umally when a given group of muscles 18 stimulated to action their antagoniste are allowed to relax. Relaxation serves to conserve energy, to control momentura, to improvo coordination, to promote endurance, and to avoid injary Referenco: Scott, M. Glads, drolysu of Henan Hotion FB Crofts & Co, Now York, 1912, Chape. VIII and XVIII Schneider Edwurd C, Physiology of Iracular Actroty WB Saunders Cong Philadelpble, 1939 Chape. III XV Equipment Approprate for the acte performed. Project To COMPARE EXPENDITUDE OF ZDay (JUDALD BY FLATT KATE) PEKTORI AXCE OF AN AOR IN A BALD NANAID AND WITTI LOOALUJAD TEIBION Divide the class into couples. Each person must select a call at which he can achieve a reasonably satisfactory level of relaxation in per forming the act Saggested acts are: arm circling bouncing a ball jumping in place wall board tennis practise throring balls for specified distance (supply of balls coming from partner) cbalr climbing exercise volleyball serve tennis serve badminton servo Add any others the clası Fishes, provided the rate can be kept relatively constant, and the action can be limited largely to the act defined and subject to both styles of performance Subject sita quells for 3 to 8 minutes, whatever time is necessary to achieve a resting heart rate Tako pale lor 30-second intervals until two consecutive readings approximately agree 74 ·Lesson 21 75 Subject performs the specified act in as relaxed a manner as possible. Aantant helps to get rhythm and see that it 18 maintained, and times tho duration of the act (Longth of time may vary from 15 seconds to 2 min utes depending upon the strenuousness of the activity and how soon some heart response may be expected ) Subject sito immediately after cessation of actints and partner counts pulse for four consecutive 30-second intervals. At the same time the partner obserres breathing rate, general discomfort, or otbor signa of fatigue. Subject continues to sit until resting pulse rate returns to the rato at the beginning of the experiment Subjoct repeats the act at the same rate, and for the same lon of time as before but "Forks harder," creating as much localized myoclo tennion in the performing areas as possible. Again make a record of the 2 minutes of heart action and the accom padying evidenco of faugue Heart Rate Resting rato Following relaxed action Following tonse acum BREATIXO ND SOns or FATIOVE Following relored action Following tengo action On what basis can you assume that increase in beart rate represento an Lorease in energy expenditure What would be a more exact means of determining the expendituro during the tro performances Clasnir the actrities performed bt the Fhole class as light, moderate, or streagous. Within each classification note the rango in differences of palso counts for the rarious individaal.

·76 Kinesiology Handbook Light Moderate Strenuous | 1 1 1 1 1 1 1 1 1 1. there a uniform unorcase for the tonge porformance Is there a tendency for the difference to be greator as the skill bocomes more difficult and more complexi Why is leart rato not a completely satisfactory mcasure of energy domands for the activity! If you were relatively unskilled at the act and continued the tense per formance over a period of time comparable to a practice period, what other ondence would you have after finishing of tho effort involvedt

·L.csson 21
What relationship has the development of slall to tongion exhibited by
the porformort
Door relaxation automnticalls follox from practice of the skill, and fa
milanty with the equpment and the nature of the performancet Es
plain
Can relaxation be taught? If so, gave specific onggestions for the skill you
Fore performing in this lesson.

·76 Kinesiology Handbook Light Moderate Strenuous | 1 1 1 1 1 1 1 1 Is there a uniform increase for the tense performance 1 Is there a tendency for the difference to be greater as the ball becomes more difficult and more complex Why us lieart rate not a completely satisfactory measure of energy demands for the activity If you were relaturels unsbilled at the act and continued the tense per formance orer a period of time comparable to a practico period, what other endence would you bare aftor finishing of the effort involved

·Lesson 21
77
What relationship has tho dovolopment of okill to tonsioni oxlubited by
the performer1
Doos relaxation automatically follow from practice of the skill, and fa
milanty with the equipment and the nature of tho performnncot Ex
plain.
Can relaxation be taught? If so, gve specific suggestions for the skill you
were performing in this lesson

·76
Kinesiology Handbook
Light
Aloderate
Strenuous
1 l
Is there a uniform increase for the tense performance 1
Is there a tondoncy for the differonce to be greater as the oldll becomes
more difficult and more complext
Why 18 heart rate not a completely satisfactory measure of energy de
mands for the actirty!
If you were relatively unskilled at the act and continued the tende per
formance orer a penod of time comparable to a practico porod, wat
other endence Fould you have aftor finishing of the effort involved 1

·Lesson 21
77
What relationship has the development of skill to tension exhibited by
the performer1
Door relaxation automatically follow from practice of tho skill, and fa
milianty with the equipment and the nature of the performance Ex
plain.
Can relaxation be taught? If so, he specific suggestions for tho shall you
wore performing in this leggon.

·Lesson 22 Rebound of Balls When a moving ball meots a resistance greater than its momentum, it will re bound from that resistance. The angle at which a ball approaches thus rematance helps to determine the anglo at which it wll rebound. References Scott, M. Gladyz, Analyou of Ilunan Motion, F B Crofts & Co. Now York, 1942, Chap IX Lohr Oreston, Phyria Tells Why Jaques Catted Pren, Lancastor Perpayloadla, 1946 Chap 4 Equipment A arcalar target on the wall 10“ in diameter (The center of the target 1 42" from the floor) A tennis ball in good condition, and chal. Project TO STUDY ANGLE OF ELBOUND OF A DOUYOLXO BALL Place a chalk mark 4 foot from the wall directly in front of the target. Performer stands back 8 feet from the wall, fadng the target directly Feet may be spread but position should be such that in throw ing the ball is released a point 8 foet from the wall. Throw with a sido arm action Practice throwing at chalk mark on the floor with sufficient force to carry the ball to the wall Partnor does a yard Buick to estimate height of the ball when released Try to make it approamately 42 inches. For several mccessive throws estimato reloanag height and hitting height on wall if contact point on floor u accurate Determine the anglo of incidence and the angle of rebound for each ruch throw by use of a diagram drawn to scalo as belor Y 3 3 X Fr. 22 78 ·Lesson 29 79 Locating releado point and striking point on wall, construct lino of flight to and from point X. (Line XT roprosents the perpendicular ) The aogle in each case can be read on a protractor How will speed of tho ball affect the expected similanty of the to angles1 What other factors will affect the angle of rebound 1 List the sporto in which an anderstanding of the principles of robound u important to the plaver Set up similar projects in other situations For examplo rebound of a baskotball thrown against the backboard, rebound of a tennis drivo (without apin), rebound of tennis serre delivered from various hoiguts and traveling in different arca, rebound of the ball in a throw against the wall, etc. Completion of these projects and comparison of rosults will help to answer the first two questions above.

·Lesson 23 Spin of Balls Reforencos Scott, 21. Gladys, Analysis of Human Hotion, F & Crotts & Co., Now York, 1912, Chap IX Luhr Overton, Physics Tello Thy Jaque Cattan Prem, Lancastor Penntylnani, 1946, Chap III Equipment Table tennis tablo, paddlce, and ball Uong ink, put circles around the ball Projeot TO STUDY TEL BPL ON TH. DALL, TII WIOD OF IMPARTLO SPIN, TH. ITKOT OF APLIT ON THE FLIOIT OF TH. BALL, AND THE ETLOT OF TH BPLA ON TIL AZBOUVID UT THE BALL Bettor rosults will be obtained if the demonstrator can play fairly slow ballo but at the same time can control the amount and diroction of spin. Sorve a bones of balls without appreciable spin. Note tho lines on the ball on it travolo. Diagram the path of the paddle boforo and at the moment of contact. Diagram the path of the ball in flight and on the rebound. Berre a series of balls with top spin. Note the lines on the ball as it travels. Diagram the path of the paddlo boforo and at the moment of contact. Diagram the path of the ball in flight and on the rebound 80 ·Lesson 23 81 Serte a soner of balls with baek opib Note the lines on the wall as it travels Diagram tho poth of the paddle beforo and at the moment of contact. Diagram the path of the ball in flight and on the rebound. Serre a series of balls with lateral spin. Note the lines on the ball as it travels Diagram the path of the paddle before and at the moment of contact. Diagrum the path of the ball in flight and on the rebound Diagram the way in which top spun ia pat on a tenni, drira Diagram the path of such a ball and compare with that of a ball hit in the samo far crcept for top spin. Diagram the effect of a Lorling ball which is delivered with the thumb moning forrand and the fingers back (unpidation) Erplan.

·82 Kinesiology Handbook The pitcher bends a ball to the plate high, but it drops a little just before reaching the plate The batter deudes to swing thinkang it will drop low onoagh for a striko. What is most likely to happen in thu caso, assuming that he does hit it1 Under what arcumstances is the spin on a batted ball most pronounced 1 Alake a list of sports and cite situations in which spin 16 used to advantage in the gamo Sport Situation Value

·Incsson 23
83
Make a list of sports and cate situations in which spin often forks to the disad
vantage of the player
Sport
Situation
Valur

·No text on this page.

·Lesson 24
85
Draw a diagram of the Angles of rebound for the two balls
In what other oports does a ranation in amonnt of compression affect tho play
ingi

·Lesson 25 Angle for Projectiles Any object projected into spaco wa affected by the downward pull of gravity and air resistance, as well as the force which projects it. The greater the angle with the honzontal the longer will the object stay in the air (if projecting force remains constant) The loss the angle with the horizontal, the greator the component of forward force However, the speed must be very great on an object traveling at or noar a hori zontal plane or gravity will pall it to the ground long before its forward momentum can be opent. Referencet. Scott, M. Glady,, Analysu of Hunan lotion F 8 Crotte & Co., Now York, 1912, Chap LX Lubr Overton, Pkysics Tall Way, Jaques Cattell Prea, Lancaster Pennsylvania, 1948 Chap II 20 10 50 20 10 FDO23 Equipment A ball, a largo improrised protractor with a movablo arm. (Soo dia gram.) Ug two light boards set at right angles for the framowork Fas ten on a heary cardboard marted through a 90° rango. On the face of the dotico attach a long arm by a pivot arrangement. Perforations around the protractor makes it possiblo to insort a peg at any angle to hold tho pointer in place. (Tho protractor may be placed on a rapport or hang bosido the porformer in order to facilitate throws at dosired angles ) 86

·Lcsson 25
87
Project To COMPARE TUBOWE MADE AT DIFFERENT ANGLES WITH TIE HORIZOTTAL
Throw a ball slowly near a honzontal planc. How far does it carryt
Throw it at abont tho same speed but sear a 45° anglo How far does it carryi
Throw it again at about the bomo speed but ncar a 75° angle. How far does it
carry!
Repeat three throws at the respectire angles but throw very hard.
slovo
fast
0°
45°
75°
III
Try other angles between those listed aboro. Record distances.
What is the optimum anglo for a distanco throri
What sports require distance throws and bonco thrown (or struck) balls released
ncar tho optimum anglof
What aporta pornit rors acar horizontal delivery of ballo?

·Lesson 26
Primary Planes of the Body
The primary planes of the body represent the gravital lines or center of weight
in their respective directions
The external landmarks touched by these planes are used to describe the location
of the planes.
The exact position of the primary planes vames with the body bulld and with the
position of the various segments
References Scott, M. Gladys Analysis of Human Votion, F 8 Crofts & Co., Now York, 1912,
Chap VIT
Equipment Sheet of onion skin or thun
paper,
small
piece of lightweight cardboard
(a 628 filing card serves very well)
Projeot A TO CONSTBUOT A MODEL FOR THE THREE PRDLARY PLANS OF THE BODY
Make a pattern by ouperumpoong the thin paper over the pattern and
tracing carefully Retrace on cardboard. Cut out proces and assemblo.
Label each plane in terms of those of the body
What external landmarks dose each plane contact 1
How are tbeno planas ortoatod with respect to the base of support
when standing on both feet1
Hor are these planes otuated with respect to the base of support
when standing on one foot!
88

·L.c880n 26
89
How are these planes situated with respect to the base of support
carrying a hears butcase
How are thoso plancs atuated mth respect to the base of support
when carrying a pack on the back!
How are thero planes situated mth respect to the base of mpport
whon reaching down to lift a small childi
How does the location of the plancs relate to the problam of stabil
ity?
Describe general procedures to instro optimın or at Icast matin
factory balance in lifting activities
Describe general procedere to insure optimum balonco in reaching
List positions of sanons lerels of stability from most stable to least
stable

·90
Kinesiology Handbook
Project B To 00NSTEUOT A MODEL SHOWING PLANES OF THE BODY OTHER THAN THE
PROTARY ONES.
Cut other pieces to represent parts marked extras. Insert pieces to
reprouent each of the planes in a poation other than primary positions
For example, illustrate planes through which motion may take place un
tho shonlder or hip joints
extras
frontal
sagittal
transverse
F10, 24

·Lesson 27 Determination of Gravital Lines Tho gravital lino represents tho weight beanog live. Tho gravital line falls domechero in the base of support The pomtion of the gravtal line shifts with changes in waght supported ani changes in position of trunk References Scott A. Oladyz, Analysis of Human Votton E. 8 Crofts & Color lork, 1912, Chap VII X1 Hellebrandt, F and Corinne Fries, The Eccentricity of the Jean Vertical Projection of the Center of Granity during Standing Phynotherapy Rariek v 22, July 1942, pp 186-192 Horton, Dodley J, The Exmor Poot Columbia University Press, low York 193 Chap XII XIII Palmer Carroll E, Studies of the Center of Gravity in the llaman Body Ck7d Derelopment, 15 1911 pp 99 180 Equipment Ono spring scalo, one platform of height equal to that of tho scalo Ono boord 200 cm, long -7th knife cuge on each cnd, and licol board on top at center of bannel Scale Platform n. 20 Project A TO LOCATE TJIE GUSTTAL LISE POR AXTERO POSTERIOR BALAXCE. I To determine cight line in an crect position. Il cigli sobject Place hard with one knife edge on sale and other on platform. Rc cord weight of board. Hasc mubject stand, heels against beel board in good crcct posturc. Record weight Trace ontlue of feet on a paper which had been placed onder the fect and against the heel board Maintain tbe same position as donng tho weighing 91 ·92 Kinestology Handbooh Solve with the formula to find location of weight line (partial wt. of subject & board) - partial rt of board d= total weight of subject X length of board (between life edges) whero d = distance from roar knife edge to frontal plano Compute point along the foot where thus would be located by refer ence to foot tracing and heel board. II. To determino weight lino in foot when carrying a load of books in the arms in front of the body or a pack on the appor back Repcat as in I abovo but with subject loaded III. To determino Freight lino in foot when hips are thrust forward and lower back hollowed Repeat as in I abore except that subject stands in a relaxed alump with hips forward. IV To determino weight lino on foot whon in ligu hoela. Repeat as in I above will subject standing areat in high bools. Tracing should include outline of ball of foot and distance from heel board. Find tho location of tho meight line as abovo. Project B TO LOCATE ORAVITAL LIND FON LATERAL BALANCE I Same as AI but subject stands with side of ono foot against hcol plate, toes to edge of board. Use a now tracing of the feet Locate weight lino in fcot as above. II Samo as BI cxcept that subject shifto weight so that it is borno ontirely on ono foot. (Placo Feight on foot next to heel board, moko any nccessary corrections in tracing of foot.) Locato raight line on foot tracing as beforo. If a photograph is taken at tlic samo timo as cach of the weight monsuru the gravital line can be compated, superimposed on the picturo later (A plomb lino should appear somoxbero on tho picturo Caro must be taken to maintain propor saloof dutances on thio photograph in making drawing ) That general statements can be made about portion of gravztal line orer baso of support Where docs the gravital line fall with respect to hip

·Los8011 87
93
knee
ankle
That is the offect on each of thoso articulations!
How would you locate the approximate conter of gravity by this
techniquot

·Lesson 28 Body Sway The body swaye entoro-posteriorly while standing erect. No position is held motionless for an appremablo length of time Referencer Scott I.. Gladys Analyns of Humor Potion Fo Crofta & Co, Now York, 1912 Cup XỊ Hellobrandt, F A., 8 Riddle and C Fried, 'Influence of Pastunl Sway on Stanco Photography Phynotkoropy Roviow v pohon March, 1942, pp 88-97 Hellobrodt, F A, L E. A Koles, and C Fries, Device Umful to the Phynologi cal Study of Posture Physiotherapy Roviow 22, Jungary 1942, pp 10-18 Hollobrand. F A, and Corvino Frber 'Constancy of Oncillograph Stanoo Put torta, Phynotherapy Retrov v 22, January 1942, pp 17 23 Equipment (Same as Leason 27) Project TO DETERMINE THN AMOUNT OF BODY BWAY IN A STANDING POSITION While subject stands eroct on board for 1 minuto rocord highest and lowest read ings on scale . Solve for position of gravital line for each of these extremes This range rop sents the amount of deviation of gravital line. Why does this sway take place! Io at greator when tho oubject tries to stand freoly rather than trying to elimi Nato swayi For a poriod of 8 minutos, try to koep tho away down below the point which can bo measured by this toclinique. What 18 tlie effoct on the subject H ·Lesson 29 Locomotor Skills Dont forms of locomotion are basicalls the same, they differ in detail only References Scott, Jl. Gladsa, Analyns of Human Lotion F8 Crofts & Co, New York, 1012, Chap XII Morton, Dudley J, The Human Foot University of Columbu Pren, New York, 1935 Chap. XV XVI XVII Gnee Margaret E, An Analyils of Certain Factors in the Gait of College Women, Research Quarterly r 14 October 1913 pp 291-309 Hartley Joel Gait and the Soldier Vilitary Surgeon - 96 1945 pp 177 182 Morton, Dudley J. Foot Biomechanics Functional Disorder and Deformitiem, edical Pkysics 191 P 457-166 Steindley A, The Mechanics of normal and Pathological Locomotion in Jax Char C Thoman, Springfield, Ilinois, 1935 Chap VII XVIII Iden Galt Physiologic and Pathologie Jechaox, Jedical Pkyacs 1841 pp 469-479 Truslov Walter Body Pouse Willams & Wilkens Co, Baltimore, 1913, PD 212-218 Equipment It 18 proferablo to linra a film strip showing a normal walk with subjoct in grimming suit or other close fitting clotlung Othor 780 simply karo members of the class walk in front of cach other for obser ation, Project To STUDT DETAILS OF THE FALK. Studs walking gait carcfallr First obrerre the swinging phamp of tho leg and then, toing stick figures, draw a diagram of leg action Then stodr sopporting pbase and dras diagram of leg action Stade arm action Drir a diartom. 93

·96
Kinesiology Handbook
Where does the force for the walk originate 1
What would be the effect on the gait of the loss of the toest
What would be the effect on the gait of a stiff ankle 1
What caused excesorve thumping of the heals in wallang?
What are the most important muscle groups used in the swinging phase
of leg action
What are the most important muscle groups used in the supporting
phase of leg action !
Obverse running in the same way as wallong Compare the run with the
walk in the following respects
Force nised
Timing

·Lesson 29
97
Leg action
Restraint
Body position
What are the chief differences between a slow and a fast run!
What aro the chief individual anomalies to be seon in the gait of cologo
students 1
What are the chick individual anomalies to bo acen in tho gait of older
adulto 1

·Lesson 30 Hip Oscillations While Walking Tho pelvis is subject to the thrusts of the supporting leg, the poll of the musclos, and the pull of gravity on the non supported ordo Tho result is that each side of the pelvis exlubito opallations in antero-posterior, lateral, and vertical planes Referencu Scott, M. Glady, Analysis of Humor Motion F 8 Crotte & Co., New York, 1912, Chap XII Steindler A, Mechanics of Normal and Pathological Locomotion im Nam, Chan O Thomus, Springfield, Illinon, 1935 Chap XXVIII Equipment A yard stick or similar item, light rope or cord to tie stick on a lovel with lower sacrum, just above lord of gluteus maximus Project TO STUDY THE MOVEMENT OF FACTI SIDE OF THE PELVIS DURING TH. WALK. Have subject walk about normally, ercopt that elbows may nood to bo flored to prevent arms from striking suck. The long stick exaggeraten the swing of the pelvis and makes that movement more onbily observed When is the nght side of the pelvis at its highest pointi When is the right side of the pelvis at its lowest points At that part of the right leg cycle us the right side of the polvis farthest forward (in relation to the left side) 1 Where is the left side at the samo time 99

·L.C88011 30
99
At what part of tho nght leg cyclo u tho nght mido of the polvis
farthest back:
Whore is the left side at the same timot
How docs lateral oscillation compare in extent with tho other tro
form. 1
Under what circumstances can cach of the three be increased in
mangot
Vertical
Antero-posterior
Lateral
Why do you use the adductor of the thigh during salking!
112r do you are the abductor of the thigh danog walking?

·Lesson 31 The Preparatory Movement and Follow- Through as part of o Complete Act References Scott, SL Gladys Analyou of Lumar Votros, F 8 Crofts & Co, New York, 1912, Chap XIII Project TO USE STAANO AS AN ILLUSTRATION OF THE EYTLOT OF BAOXSWING AND TOL- LOW THROCOLI. Define preparatory movement in stnkung Define follow through a strihang Use table tennis or paddle tennis, or other sport which can be performed in limited space. Observo extent of backswing and follow through in por formance of several objects. What value is received Then hare each subject try to eliminate both parto. What is the result he game חס In what sports 18 striking occanonally ored with a reduced preparatory movement or follos through. State valde received in each case. 100

·Lesson 31
101
Sport
Value
On the basis of these observations what generalization can you draw con
corning the relationobup of these two parts to striking Stato thom as
reasons which you would giro a beginnor for deroloping correct form on
preparatory movement and follow tlırough

·Lesson 32
Kinesiological Analysis
references Scott, Bl. Glads, analyou of Human Llotkom P& Crofts & Co, Now lork, 1912,
Chapu X, XIV, XV XVI
Project SEROT SOXOS ACTIVITY XOT ANALIZED I THA THIT AND WRITI A COKLIT
AXALILA.
Tollow the outuno giren in Cluapter X and the form in Claptero XIII
and XIV of analysis of Duman Motion Rewrite and correct carefully
beforo filling in the outlino below
Preparatory movoment--Descripuon
Act--Description
Follow through-Dcecription
102

·Leason 32
103
Preparatory movement-Muscular Analysis
Act-Mosolar analysis
Follow through-Aluscular analymo
Proparatory moramont- lechanical analysis
Act-Jechanical analysis
Follon throughcchanical analisis

·Lesson 33
Variations in Throwing
References Scott, Dr. Oldı, sadlyn of Humax Motion F8 Crofts & Co, Now York, 1912,
Chap XIII
Project TO STUDY VARIATIO38 IN TUROWLTO
Check ouch of the following which is a form of throwing
basket blooting
softball pitching
sidearth PASS
qaot tors
bowling
archery
kicking
volley ball sette
free throw shooting
hook pass in basket ball
huileboard
horseshoe pitcludg
fencing
Group the abore according to similar forn.
Select one form-or ciample, the underhand type of throw Alako
a complete analrous of one spocific throw listed above sbieh belongs to
that type. Then note the point of difference for similar forms.
104

·Lesson 33
105
DorFERENCES
Bano Fony
TIROT 1
TIROF 3
TIINOP 3
Description
DI O V E MENT
Mescular
analysis
PREPARATORY
Mechanical
analysis

·106
Kinesiology Handbook
DERZOS
BAGO FORII
THBOW 1
THROW 2
THOR 3
Desoription
Muscular
analysis
AOT
Mechanical
analysis

·Lesson 33
107
Basic FORM
TARON 1
DEFERENCES
THROW 2
THROW 3
Description
Muscular
analysis
FOLLOW-THROUGH
Mechanical
analysis
On the basis of the abore analysis, list the priuaples which are commou
to all forms and which might be taught at general principles

·Lesson 34
Variations in Jumping
Referoncas Scott M. Gladys, Analyns of llumar Motion, F 8 Crofte & Co., New York, 1942
Chap XM
Equipment Mats or jumping pit desirable but not accessary
Project To COMPARE JUMPING FORM
Define the purpose of each of the following:
running broad
Jump
standing broad jump
vortical jump
In the chart below list the points of differenoe in each of the throo
Jumpe.
Ranning broad
standing broad
vertical
Preparatory
movement
Act
Follow
through
109

·Lesson 34 109 What prinaples are common to all forms of jumping and could thorefore bo tanght as basic principles 1 Last examples of the u8c of jumping in sports or daily activities. Classify examples according to vertical, standing, or running broad. Which prinaples learned previously concerning projotulcs apply to the jumper 1 ·Lesson 35 Analysis of Skills in a Motion Picture Recording Good film provides an opportunity for thorough observation and detailed meas urement of all types of skills, sunple and complex, fast or slow motion, If films are made for this purpose, best results will be obtained if the following points are observed 1 Pronde a contrast, if possible, between background and subject so that the outline of the body will be clear 2. Hare subject wear a minimum of clothing or close fitting clothing 3 Insert markers which will show in film over articulations or other important landmarks 4. Take films in good light, prerent, as far as possible, shadows showing in the picture. 5 Take films from a long distance with a telephoto lens so as to eliminate the necessity for "panoraming' and to reduce the distortion of angular shots to a mini num, Keep the action of the subject in as short a space as possible. 6 Take pictures from all aides of the performer, including over head, if possible Beforencesi Adamı, Thurston, Votion Pictures in Pkyrical Education Bureau of Publications, Columbia University New York, 1939 Chap IV Dale, Edgar Audio-Visual Methods in Teaching Dryden Proes, Now York, 1946, pp. 429-412, 500-507 Glbreth, Lilian, The Home Valor and Her Job D Appleton-Century Co., Now York, 1938, Chap 6 Hoban, Charles F. and Samuel B Zigman, Vuralizing the Oumculum Dryden Pree, Now York, 1916 pp 161-191 Equipment A stop of motion picture film of the shall being studied. A film reader of the type used in libraries (An additional vertical screen to enlargo tho projected figare still more may be helpful.) Or a low powered hand pro jector mer be used to throw the picture on a vertical screen or on the Fall a transparent roler and protract 17 FINNA RECORDINO et to be Project To AXALIE A NOTOR PT T Outline the p a regular projector studied. * the whole film with of the to be +

·Lesson 35
111
Suggested ontline for the preparators part of a throm
Starting position of hand, arm, trunk, and feet
Path in which tho ball 18 moved
Wnot movement
Amount of flexion in elbor
Amount of abdaction in shoulder
Position of trunk
Loction of Foight line
Chango in position of foet
A similar oatlino an be used for
throw, or for any
other chill studied
Preparatorr morement

·112
Kinesiology Handbook
Follow through
Determine the frequency of frames to be measured.
Project pictures in film reader and take measurement, record on outline
above. If you have a picture of similar performance of two or more per
sono compare the various points of difference, especially where one form
appears to be more effective
If yon have only one performer, study the measures taken and from thoso
write a description of the porformance

·Lesson 35 113 Select the part of the performnnce which seems to be poorost. Make a time-sequence outline of the varions parts of tho complete act Llst the points which are apparent in tho film, but which are usually un noticed in observing a performer What are the chief advantages, from the standpoint of analysis, of a cincmatic recording over observation of the actual performert ·Lesson 36 Floating and Swimming "If yos Why does one person swim when put in water and another sinkt Why is the theory, throw the beginner in deep mater where he has to swim, bo can swim a false onet Buoyancy u the liftung force of a liquid an & body immersed in it This lifting forco is equal to the weight of the water displaced by the object. A pon brogant object is one which displaces an amount of water Fesglung loss than the weight of the object itself A buoyant object is one which durplaces an amount of water weighing as much an, or more than the weight of the object itsell 8peafio gravity is the ratio of tho trought of an object to the weight of an oqual voluzao of water Center of braoyancy is the paint around which the upward boying force of the water is equally distributed. References Scott, 11. Glady, Analysis of Human Motron F 8. Crofts & Co, Now York, 1942, Chap. XIV Equipment Cork and piece of light Food, B-B shot or thumb tacka Project A TO DEMONSTRATI TABIINO DEOREPB OF BUOYANOT Placo a cork and a small piece of light wood on the water Watch to see how bigh ther float. Why does most of the cork extend above the water level and only a small portion of the wood oitend a borot Press a few small lead shots or tint rocks into the phirrk if the cork, or heavy thnmb tacks into the stich. 114

·Leason 36
115
Why does it now float lower in the water!
Add shot until the cork is floating so that it just barely reaches the
top of the water
That determines whether it will float or kinki
Project B DEMONSTRATIOJ BY BWTULER OF VARYTXO DEORRES OF BOOYAYOT
If you do not know the buoyancy of a subject, on what basis would
you predict hus capacity to float:
Havo subjects do faco floats, back floate, vertical floats.
Which is casicat for the non buorant swimmert
Which 18 most difficult for the hou huorant kwimmer!
Wir in the vertical float difficult for the buorant swimmeri
I\'hi in the scrtical float difficult for the non brosant ramer:

·116
Kirenology Handbook
It la possible to make adjustments of positions in the back float so
tuat most swimmers can koop the face above water
List the various adjustments which help increase buoyancy, and in
each cave esplain the reason why
Adjustments
Redtok #ws helpf*
Liot the basic princples of successful floating
Barface dining is essentially the process of sinking the body that is, the opposite
of footing It is posible, and often desirable, to submergo in a bead first surface
diso toithout swimming down. Indicato the principles above which must be considored
and action which must be rerersed if the person in to sink.
Describe & surface divo dono as a proces of sihing tho body

·Lc88011 36
117
Study the various arm and leg strokcs For cach, diagram the form
which gives tho greatest forward component and tho least resistance to
progress through the inter
drms
Legs
Best component
of forco
Strokes
Best component
of force
Least
Resistance
Least
Resistanco
Elementary back
Side
Brcast
Crawl
There are two types of head first entncs into the water The first is
for corenog distance as when making a racing start or a quick rekuc.
Describe the following points in fauch an entry
Depth of catrr
Distance from the take-ol

·118
Kinesiology Handbook
Direction force 16 applied
Position of body at take-off
Position of toes at take-off
Use of arms in take-off
The second type of entry 18 usually called a dire and is supposed to
be an easy smooth entry graceful and coordinated in appearance, pleas
ant for the performer Describe the following points for a plan monding
front dire
Depth of entry
Distance from the take-off
Direction force 16 applied
Position of body at take-off
Pontion of toes at take off
Use of arms in take-off

·Lesson 36 119 The contrast between the two forms 18 duo prinupally to tlo sme differenco in purpose that exists botwon a broad jump and a vertical jump. Vhich of tho difforonces in performanco holds for both the jumps and entries into the water! What principles should be taught to the swimmer so that he will learn to do two distinct types of entries, rathe than something midway between the two which he would use for all occasions ·Lesson 37 Details of Performance Explained by Muscle Action Referencu : Scott, IL GladyAnalyn of Immon Votion, F 8 Crofts & Co, New York, 1912, Chaps. III XIX Brunnstrom, Signe, Comparative Strength of Burcle with Bimlar Function, Pkynotherapy Repues 26 March, 1946 PP 69-65 1 Equipment Honzontal bar, or stall bars with top bar extended for chinning Project To DEXOTSTRATE UUSOLE ACTIOX IN BDOLAR PARAFORMA DOES. Form 1. Subject grasps bar with hands shoulder width apart and palms totard face (forearm sopinated) Pull up to chinning position. (If yolject cannot poll up, start in a chinning position and lower very slowly Some of the same effect will be demonstrated though not as clearly ) Note ease of grasp and position of elbow's daring pull. Form 2. Subject repcato performance plaang Lands shoulder width apart with palmas turned away from face (forearm pronated) Note of fect on grasp and position of elbows during poll. Porm 3 Subjoct repeats again, plaang hands about twice the distanco apart as before, and palms turned away (prodated) Noto grasp and position of elbows. Which 1. tho canosti Which is the most difficult 1 Why! Wy docs spreading the hands in Form 3 mako a distinct difference in case of motion from Form 21 120

·Lesson 37
121
What muscle 18 largely responsible for the difficulty caperienced in
Form 21
Make a complete linegological analyms of the pull up in each of the
three forms according to the following outline.
1
2
3
Grip on bar
Description
Muscles
Mechanics
Elbow flexion
Description
Muscles
Iechanica

·122
Kinesiology Handbook
1
2
3
Shoulder
action
Desonption
Musoles
Mechanics
Description
Shoulder
girdle
movement
accompany
ing arm
action
Mureles
Neclianics

·Lesson 37 123 As a result of this study, which form of tho pull up Fould von rec ommend if doing it as a tost for making tho greatest possiblo number of chindings1 If you wishod to develop othor musclos, which other form would be most desirablet It doing at ups, will you do a larger percentage of the work with the abdominalo if the trunk is straight or flored! Whrt It doing at upe, will you do n larger percentage of the work with the abdominal, if the hip joints aro straight when Iring back, or if they are flexed so that the solos of the feet aro on tho floor! Why? What factors determinc hor mans and Alich synergists work in & 577en act

·Lesson 38
Selection of Exercises
for a Specific Need
Any exercise ased should serve a definite purpose
The effect of any azerade dopands upoo certain factor The most anguficant
are
1. spoed with which the exercise 18 performed
2. the amount of solstance or resistance offered
3 tho duration of the exercise
4. the difficulty or amount of effort necessary
Reference Scott, ul. Gladyn, Analysu of Irman Motion F 8. Crofts & Co, Now York, 1948,
Chap XIX
Project TO BELLOT EXERCISES FOR A SPEDITIO NEED
Make a selection of an arerciso for cach of the following needs and
analyze it according to the outline provided.
Condition
kyphonie
Muscular or mechanical causo:
Proposed crercise
dusdes
Speed
Repetition
desistance
Resistance
In what war docs the excrcuse counternet conse Listed abovot
124

·Les801 38 125 Condition roand shoulders 1/18cular or niechanical cause Proposed wercise Nuedes Speed Repetition Assistance Resistance In what way does the exerciso commteract the cause listed above 1 Condition relaxed abdomen Juscular or mechanical cause Proposed exerciso plusdes Speed Repetition Assistance Resistance In what way doos the exerciso counteract the muse listed above! Condition lordonu Vuscular or inechanical canse Proposed crercise Jusdes Speed Repetition Assistance Resistance lo what was does the arerose counteract cause listed above ·126 Kinesiology Handbook longitudinal arch treak Muscular or mechawcal cause Condition Proposed exercise Musdes Speed Repetition danstance Renstance In what way does the exercise counteract caube listed above 1 Condition fatigue posture (blump) Muscular or rrechanical cause Proposed exerciso Musdes Speed _Repetition Assistance Resistance In what way does the exercise counteract cause listed above Condition low ondarance Alwscular or mechamcal cause Proposed exercise Jlusda Speed Repetition dosistance Renstance In what way does the exercise counteract cause listed above ·Lesson 39 Relationship of Eyes to Balance Referoncati Scott, M. Gladys Analysus of Henan Hotton F & Crofta & Co., Now York, 1912, Chap XX Project To DEXOXBTBATB THE DUIPORTANCE OF THE EYES IN CERTAIN ACTIVITIEB FIARE BALAKOL DO IMPORTANT 1 Stand on one foot with the other foot placed against the opporting Lnce, hands ou hups, eyes open. A two or three-minute stand is probably rers simple Now take same position and close oyee. Time the daration of tho stand without monng or opening the eyer. 2 Walk a balance beam (or a straight line on floor) with eyes open. Ropeat tho performance with eyes closed. Compare results. 3 Do a gonics of rapid forward rolls, or spin around rapidly in an orcct position until songation of dizziness develops Try stouding with eves closed Later repeat ngain, but while trving to recover normal equlibrium, focus on a point bomo distance away nt eye lovel Comparo rconite. 4 Feet togother andomo a squat sitting position (heela mar be liſted from floor), hands on lupe. This doubtless is not a problem of balance for thio majority of the class Tlien close the erce and see how manr lore the lalanco in less than 30 or GO Keconda Describe feeling of stability in the two inotaneca. 5 Trr mingle Muat Horizontal balance lear dnoce, or other balanco stunt which von Alrearlr know how to do Trit mth the crex clonel Tlint factors help to compensate for lack of 1781on1 llould rour performance improre if rou practired without using sense of silioni 127 ·Lesson 40 Kinesthesia and Motor Performance Kinesthetio sonso gives an awareness of position of body parts and change of position of body segments. We learu to react to kinosthetic sensations from other motor act. One sensation of moromont may then be the stimnlus for anothor movement. Such a nequence of sensation movement sensation movement is ewential to coordinated shalla Reference: Scott, M. Gladys Analyns of Human lotion F8 Crofto & Co., Noor York, 1912, Cheph. IV XX Bowen, W P, and R. T lIcKenade, Applud Amolomy and Etmesiology Lou and Febigor Philadelphia, 1931, Chapa III XIII Eggleston BI. Gnce, Itsoulor Brunei Paal, Treuch, Trubnor & Co, London, 1936 pp. 195-205 Equipment A largo protractor (can bo constructed on a large plece of cardboard) It should provide for 180° range with markings in 5° intervals Read ings can be approximated to the nearest degroo. Project A TO PRODUCE MOVEJLETTS ENTIRELY BY TALLING OF UOLUET AND POSITION Subject most havo oyes closed or bo blindfoldod througliout. Subject stands with right ado toward protractor which is hung on the wall Bo that center of radu coin de with copter of shoulder Joint Ask subject to raisc right arm straight forward and hold it there Record degrees. Then ask subject to raise left arm to same position and hold. Rocord degreen. Lower arma. Ask subject to raise both arms at once forward horizontal Record position of each arm. R L Ash subject to keep left arm in horizontal plano while moving it adoward to frontal plane raise it npward into a vertical position, then lower it forward to a posi tion matching the night arm. How successful was het 128 ·Lesson 40 129 Repeat similar movements to other positions which can bo describod to the subjecte Take readings on the protractor Would you describe his errors as large or mallt While subject stands, bare him raise one foot and with the finger of the opposite hand touch the end of his toe. Why is he able to succood in this Have subject bond head toward one shonlder as far as possible and walk down a straight line on the floor Why are errors made Project B TO DEMONBTBATE THE FALUE OF TII: KDTUTTETTO SENSE IN LEARNING XET ELLS. Select any skill which you do not know (You may have to take some skill which you already know but which is unilateral and in thich dominanco makes consider able difference. Learn it as a nor obill on the non-domainant side. It may be a throw, a volleyball sorve, a badminton serre, batting, bowling, etc.) Make a first attampt. Decide what you will do to try to improve. Analyze the basis for your suggestions to yourself How much of your analyous 18 based on such things as the war it foclo, comparisons wth the way it ought to feel to Le like the other sido or other similar skills you know, feeling of awkwardness, stiff ncks, and lack of balanco Proceed with practice, if necessary on several successire days Note the gradaa! derelorment of a sensation of case and smoothness and whether or not you learn to a highls successful and well coordinated lerel la the time you bare, you will at least detelop a fecling of assurance and abiltr to repeat fails consistently whaterer form you bare acquired.

·Lesson 41
Flexibility Development
An articulation or segment 18 said to be feuble fit permits easy and free move
ment It usually implies a relatively wide range of movement as it 18 commonly ex
perienced in such an articulation
Flexibility, or wide range of motion, 16 dependent opon several factors
1. degree of relaxation of antagonistio mnocles
2 degree of elastiaty and pliability of antagonistic muscles
3 length of ligamentous and capanlar structures around the joint
4 amount and shortness of lasca over the muscles
5 strength of muscles to produce movement.
Baforoncus: Hoott, lt. Gladyn, Analysu of Humon Mottom F8 Crotts & Co, Now York, 1942,
Chap Xx
Projeot 4 To 00 ADB THA PRODILKB AND VALUH DA DEVOLOPENT ON TLIZIBILITY
If you were atarting to develop flexbility in a certain articulation, which of the
five factors listed above would you start investigating first? Why?
In which two factors would a person ordinarily be expected to show improvement
most renduyt
Τσι
hesitant about effecting decided changes?
Whv1
130

·Lenson 41 131 Project B TO CONTARE RAXOL OF JOINT ACTION WITH RELAILD AND TENSE HUSOLB. Sit with leg strotched out straight and all extensors contracted Haro ausistant try to dorsal flor the foot How far will it more? Why not farther? Let leg relax and boud the Inco. Have asistant try to dorsal flex the foot. How far will it move? Why does it go further than before 1 Why does it stop whoro it doest Blaght it be possible to strotch tho muscles limiting that actiont Suggest an oxor C180 which would do it Why would the stretching of those muscles bo rclntirely difficult 1 Ilight it be possible to stretch thic capsule to permit more motion! Would much atretching be adszcable for most persons Why?

·132
Kinesiology Handbook
What phyacal education activities frequently all for flexibility beyond the range
of somo members of the clas81 What articulations are most frequently limited in
each cabe 1
Activity
Articulations Defiacat
What 16 the most common cause of inflexibility in articulations listed abovet
Suggest means of increasing flexibility
Articulation
Cause
Recommendation

·Les801 41
133
What is the rolationship botteen flexibility and cconomy of actioni
What is the relationship betwoen flexibility and injury?

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·PART III The experiments in thus section are not suited to a single day's laboratory period or for the daily study session, as most of the carlier ones are. Each wll require careful planning and preparation of special equipment and collec tion of data orer a period of time. If time permits assignment of additional problems, they may be assigned early in the course and worked up for special reports. Or, the more advanced students nuas find them lielpful in setting up projects to bronden their experience in Linesiological techniques.

·SUGGESTIONS FOR CONDUOTING ALL EXPERIMENTS 1. Uso source materials suggested for your reading Be on the alert for new matenal in the literature. 2. Be sure the subjects cooperato. Mombers of the class will probably be more inter estod than outsiders Sometimes by two or three worhang on the same project and serving as subjects themselves, good results can be obtained. 3 Be very careful in planning and arranging all oqupment. Use all the information available for planning a logical setup 4 If equipment has to be maintained over a period of time, recheck it carefully each time it us used to be sure it 18 working and set up properly 5 Be sure the subject always understands exactly what is erpected. 6 Be extremely careful concerning the accuracy of all rocords 7 Different groups of students should work on different projocts of equipment is сагсө 8 Study evidence carefully, relate it to prinaples loarnod, and anticipate application to lator professional problems.

·Lesson 42 Developing Muscle Strength Hluscles incruse in strength when used regularly against gradually idoreaang loads or resistanco Project 1. Select one or more subjects (preferably more than one) who are found to havo approximately tho some flening strength in the little finger of each band 2. Put the littlo finger of the left hand in a light oplint and keep it there for 2 Woekn. (A tongue dopronsor may be bandaged on or appled with adhesivo. It can be roplaced easily with a cloan one from two to time. Loarn bow to nppis splint prop erly so as not to stop aroulation) The splint should immobilize the motacarpal phalangeal articulation as well as the interphalangeal ones (For greator convenienco of rubject, roverde hands if anbject is left handed.) 3 Give the finger of the right hand daily exerase. Place the arm in a horizontal position. Attach a tapo to the dintal segment, run a cord through a palloy and sus pend a Freight on it. Start with a weight just under the maximum which the subject can move with his fingor Bave subject fully flex finger as many timon successively as possible. Repsat next day Then on cach socceeding day slightly increase the load by qual amounts each day # Continue operiment for the third weck if necessary Equipment 1 For measuring strength of ingers in Norion Fasten n prasb poll attachment myth dynamometer, or spring scale, so that the Ut tio finger can be hooked to the apparatus while art is supported in a horizontal portion Apple on tho distal segment and arrange so that the last tro megmonts of fingoro aro approximately rertical when applring force 2. For overcnlog right inger URO an arm chair or a table at which the subject can be sented comfortably with forearm flot on apport palm and forearm faang up Attach a small pulley on edge of table so that cord from finger par pass throogh puller and hang toward floor Os the end of the cord attach a wall bag rith an opening through which reights can be added engilr Ure small shot or cand carefully weigbed Records to be secured 1 Strength of each finger on starting 2 Aomber of lenons posable each of the 14 days 137 ·138 Kinesiology Handbook 3 Amount of weight lifted each day 4 Strength of each finger on the 7th and 14th days (21st) Suggested ranations in setting up the study 1 Use several subjects all given the same kind of daily exercise 2. Use one or more subjects with gradually increasing load, and another subject or group using the same load throughout tho porod. 3 same as (2) except the second group moves a submaximal load 4 Samo as (2) except the second group moves a load a stated number of times considerably less than magmal nomber of times. Organization of data When work with tho subjocts is completed, study tho results carefully and organize in some form to show ognificant facts Wnte op conclusions to be drawn from the study ·Lessor 43 Developing Muscle Tonus Muscles improvo in tonus when noed regularly Project 1. Secure one or more subjects who will agree to 12 to 15 minutos of daily oxerci80 of a specified type for 3 weeks. Subjects should not have exceso fat oror the abdominal wall, nor have excesurely tight and strong abdominal muscles Take a ado view picture of the subject standing relaxed in the nude or in a close fitting swimming out 2. Plan a series of exorabos for abdominals such as curling, feet lifting, back flattening, at ops, standing trunk flexion, eta Plan carefully oo ng not to get excessive boreness at the start, but by gradually increasing rate and number of ropetitions, and resistance and difficulty of the exercise, the subject will become moro proficient in tho exercues. (Full cooperation of tho subject is essential.) Equipment Photographio equpmont such as used for posture pictures, or any camera. Records to be obtained 1 Photograph before and after exercise period with study of contour of abdominal wall 2. Inspection and subjective estimate of tonus of abdominals before and after exermise period. 3. Record of number of nt ups (or other chosen exercise) pouble on first and last days of exponment. Organization of data Wnte a brief summary of results observed and measured. 199 ·Lesson 44 Development of Kinesthetic Pattern of Skills as a basis for Understanding Motor Performance Project Select some activity which you have never tried, in which you can secure either an experienced performer or a film of the activity, and on which you will have an opportunity to practice You will get best results of it 18 gomo activity which 18 rathor complex and differ ent from known skills It might be diving, some tumbling stunts, an apparatus oront, trampoline exorciso, or dance movements. Observe the performance of the demonstrator or reviow the film. List the details of form which you see and cues which you pick op on how to do it. Describe vour feelings and roactions to the demonstration. Practise regularly for 5 to 20 lessons depending apon how difficult it 18 to acquire this still It should be a regular class situation or one in which you get instruction and correction on form. At the end of the series of lessons, again observe tho samo porformer or film. Lust the details of form which you seo in the demonstration. Describe your feelings and reaction to the demonstration. Records to be obtained Lut of details observed before and after experience Totes on kinesthetic feelings accompanying observations before and after ex perience. Organization of data Comparo recorda made Analyze results in terms of significance for 1 use of films in connection with teaching learning of sporto 2 appreciation of dance or other slalled performance 3 analyzing activities for teaching purposes. 140 ·Lesson 45 Effect of Various Types of Stretching of Muscle All muscles can be stretched some but the response of the muscle to stretching de pendo apon the extent of the clongation and the rate at which it is extended. Project Select one subjeot (or moro) with a pair of shortened muscles, who is willing to cooperate in trying to stretch the muscles The anterior adductors of the shouldor joint are preferable because of the ease of measanng their strength and their effect on the shoulder girdle. (However, it may be possible to work on the hamstrings or the gastrocnemius-soleus ) Obtain a meanure of the strength of the muscles, and observe position of the shoulder girdle on the thorax (or portion of the articulation and tonsion of tho murcles If worhng on other muscles) Then derive a means of applying weight in uniform amounts and at dofinite ratet. (For example, if working on the adductors of the shoulder, the subject may be placed on a plinth or other narrow support. One bide may bo stretched by allowing tho arms to hang out about shoulder height in a relaxed position with the weight of the band stretching relaxed muscle. The other side will be stretched bs forcibly pulling the arm down rhythmically ) Exercise should be repeated for at least 2 fire to ten minute periodo per day for 2 or 3 weeks. Dleasuro strength of mnscle and observo position of shoulder girdle on the thomx. Records to be obtained Alcamro of strength of muscle group before and after period of stretching Babjective obrerration and meanıre of poution of the scapula and point of the ACTOMIOD Organisation of data: Compare mcarotos taken before and after stretching Consider application of findings to 1 kind of exercice to use for muscle stretching 2 effects of different sports 141

·Lesson 46
Learning a Motor Skill
Learning of motor ghals 16 accomplished through careful, ayotomatio practice.
The optimum type of practice and distribution of practice periode 18 probably detor
mined by the complexty and strenuousness of the activity These in turn aro par
tually related to localized muscular endurance, general endurance, developmont of
Batufying kinesthetic feelingt.
Project
Select objects of amilar motor ability
Select nomo activity which is now to the subjects and which a simple enough 80
that it can be learned thin a few hour time, and that can be standardized in teach
ing procedures
Plan system for learning which will portout comparison of results of stated nun
ber of practice boars spaced in different ways. For example, two-bour BesBIONS OD
every third or fourth day, or one hour possions on alternato days, or half hour and
quarter hour sessions daily Plan logbons 80 material is covered in same order and
within the same time allotment.
Measure ability of each subject by predetermined tosts of accoptable value.
Describe form and type of error made
Records to be obtaired
Jensure of ability at end of learning period.
Analvas of form at end of learning ponod
Organization of data
Compare the levels of skill reached by each group.
142

·Lesson 47
Comparative Study of Gaits
Variations in the walk aro sufficiently pronounced to be considered as identifying
characteristics for the indisdal
Varations in the walk aro, for the most part, exaggerations of some parts of the
walk.
Project TO STUDI ATYPICAL FALAS (AFTER COUPLETION OF LESSON 29)
Got proluminary practice in observing walks in order to aid in planning the rest
of tho stody
Doado whother you will studs gait only over a lorel surface, only on ascont or
dcocent of a bull, ascent or descont of stairs, or whether son will concontrate on a for
andırduals in as many situations as possible
Plan an observation card to be tiged for cach subject. It might includo items as
follow
Normal
Doviations
Leg contact
Les support
Proli-oft
Legering
Ilip oscillations
Arm swing
Trunk position
Length of atnde
Rate of wall
12r attracted to the walk
143

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·Lesson 48
Comparison of Form Exhibited
in Motor Skills during Learning Stages
Project
Hlay bo combinod with Lesson 46 by observag subjects dunng learning for that
project
Plan a detalod observation sheet on detail of form for the skill stodied and
pracuito nung it.
Olseno leemers rogularls (daily or weakly) during learning porod.
Necordo lo be obtaued
Observation chock lists on each subject.
Orgonization of data
Make a compoate description of the learner at definta stages of achierement.
Select individuals who typiły the learning rate.
analyze form at uch stage for
1. causes
BUCOCHE
3 probable coaching pointers pecded.
13

·Lesson 49
Measurement of Strength
of Muscle Groups
Project
Belect a sorics of measures of strongth of different muscle groups accordingt
equipment available and intorest in machine or non machine type
Practice technique of administoring tosts
Solect subjects from a homogenous gronp, or from various well-defined group
for purposes of comparisons
Administer tests.
Records to be obtained
Tost scorea for cach subjoot.
Organication of data
Compute average on ouch test for each group of subjects
Compate standard deviation and critical rotro betwoen group, if you are famlin
with thone tecliniques and bare enough ceset (80 or moro iu cach group)
Compare individual performance with normas if such are available.
Interpret resplte in terms of following points
L relationship of strength to muscular endurance
2 comparativo ease of administoring different tests
3 probable mmportance of having strength in muscular
groups tested
4. explanation of mide individual yonations of such were found.

·Esson 50
Analysis of Newspaper, Radio,
or Magazine Exercise Series
mat
Project
Select an erorcise seros dongned for roducing, beautifying the figure, doveloping
strength, or whatever purpose may bo suggested by the source Obtain a newspaper
or radio series of seroral days or Freeks duration of possible Otherwiso ask students
przfor the "daily dozen 'which they use, or get the list of conditioning exercises being
used in physical education classes
Analyze cach exercise carefully in terms of muscles used, probablo effect for
rate and duration suggested by source. Try exercises on a small group of subjects to
renfy jodgment. It may roqure the observation of subjects performing the ontiro
romso bencs
Organieation of data
Presont logical interpretation of each cxorciso and of the entiro series
Present recommendation for value to bo expected and changes to be made of
'xercises are inadequate.
1
147

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