Note – if your siliconcoach application makes use of the more recent version of the Activation Manager then phone or email based deactivations will no longer be accepted.

To manually deactivate:

1. Open the Activation Manager, it will automatically open to the Deactivate Page if the application is already activated

2. Click on the Manual De-activation link button

3. You should find that your License Code is already in the license code field where is was saved when you first activated. Click on the Export button

4. You will be presented with a confirmation dialog box. The process of Deactivation needs to be followed carefully so that you do not loose your license. Click Yes to continue.

5. A second dialog box will appear telling you what to do next. Note that at this stage the license has been removed from your PC and it is imperative that you follow through and complete the next set of steps so that you don’t loose your license. Click OK to continue.

6. Your web browser will open and display this page. The code that you need to paste into the Certificate field on the web page is already on the clipboard. Simply right click in the field and choose Paste.

7. Tick the terms and conditions checkbox and click the De-activate button.

8.Your license will now have been returned to the server. Should you experience any issue then please make sure that you copy and save the De-activation certificate (the long set of numbers generated by the application) and contact helpdesk@siliconcoach.com

1. Provides support for authenticated proxy servers

2. Provides support for activating using a the Activation Manager and a web browser (and therefore potentially avoiding any of the common proxy server issues).

Note – Phone and Email based activations will no longer be accepted if your product is making use of an Activation Manager capable of browser based activation.

To activate manually using a browser:

1. Open the Activation Manager, select the Activate option and click Continue

2. Enter your License Code into the license code field if you have not already done so.

3. Click on the Import Activation Certificate link button

4. Click on the 1. Use the browser to get an Activation Certificate link button to open your browser

5. You should see a page that looks like this

6. Switch back to the Activation Manager and copy the Installation ID and the License Number you find there into the fields provided on the form in your web browser. Note that you can click on the Copy icons to the right of the fields in the Activation Manager to copy the values to your clipboard.

7. When you’ve entered both the Installation ID and the License Number into the web form, click on the Terms and Conditions check box and then click Generate Unlock Code/Certificate

8. Your browser will refresh and you’ll be presented with a code. Copy this code to the clipboard (Note that in some browsers the Copy to Clipboard button does not work and you’ll need to copy manually by right clicking, choose Select All, then right click again and choose Copy).

9. Switch back to the Activation Manager and paste the contents of the clipboard into the field next to the Import button.

10. Click on the Import button. You should see a “Success” page and your application will be activated.

TREADMILL RUNNING
Advantages:

• The runner is in one place all the time and this means the camera can be very close to them (even 0.5 – 1 meter) creating a high level of accuracy in any measurement.
• There are no acceleration or deceleration phases compared to running on an indoor track therfore you can capture the runner at steady state which is critical. (NOTE: this is also a huge problem with the validity and usefulness of pressure pads on the floor, the customer never runs naturally over the pad at a steady pace).
• Decrease space needed in the store.
• Speed can be very accurately reproduced for each shoe tested.

Disadvantages:

• Detailed biomechanical studies have shown that treadmill running does differ from road running but these differences do decrease the more the customer practices and feels comfortable running on the treadmill.

OVER-GROUND RUNNING
Advantages:

• It is natural.

Disadvantages:

• You need a very long runway (15-20 m) to get the runner in a steady state and avoid acceleration and deceleration problems.
• Your camera is many meters (4-6m) away from the runner in order to get one full cycle in; this dramatically reduces the accuracy of the analysis.
• Speed cannot be accurately reproduced between shoes, speed affects foot mechanics.

SUMMARY
The treadmill is the best option for space and consistency of analysis in running retail. Because you are comparing one shoe to another shoe or perhaps to barefoot running, consistency and close up analysis are critical and the treadmill option provides these.

Notational Analysis, also called Match Analysis or Time in Motion Analysis, is usually performed in a sporting situation where the analysts and coach maybe interested in how much work each player did, how far they ran, how many contacts they made, errors, penalties, etc. Coders watch the whole game and at the same time they ‘tag’ predetermined events into the software. After this is done the analysts can then combine this ‘tagged’ information into statistical tables that can uncover movement patterns. It is primarily used to expose strategies, tactics and weaknesses in both the coaches own players and in the opposition. Notational Analysis software is specifically designed for this role and is quite different to that used in Technique Analysis.

Technique Analysis software, also called Skill Analysis software, is more concerned with discrete skills (e.g. kicking, passing, hitting, running, jumping) rather than a series of movements over time as is the focus of Notational Analysis. A coach or analyst may have used Notation Analysis or their experienced ‘eye’ to identified that one of their player’s is weak in a certain skill. They would then use Technique Analysis software to work with the player to improve this deficit with the ultimate goal of making their match performance more complete. Technique Analysis software has two key components. The first one is to provide the tools used to analyse the skill and the second is to provide the tools to enhance feedback to the athlete in order to accelerate an improvement in technique.

Although Technique Analysis software was originally designed for the athlete it has now evolved into a valuable tool in education and clinical analysis. Teachers at secondary and tertiary level can focus on the analysis features of the software to teach the principles of movement to their students. Students can also us the analysis features to undertake analyses for themselves. Both the analysis and feedback features are extremely valuable for the clinician involved with human movement. They can analyse the movement to determine the problem(s), then use the feedback features to educate and retrain the patient.

Both Technique Analysis software and Notational Analysis software are important tools for movement analysis but vastly different in their design. One cannot do the others job so it is important you identify what your needs are before you purchase. Siliconcoach makes a comprehensive suite of Technique Analysis software but does not make Notational Analysis software.

Founded in 1997 by New Zealand biomechanist Joe Morrison, Siliconcoach has grown into one of the world’s most successful video analysis software companies. It produces software that is easy to use and affordable and as a result the company is significantly impacting the world of sport, education, clinical practice and sports retail.

Using Siliconcoach software, podiatrists can enhance performance, assist rehabilitation and reduce the risk of injuries. In this article Steve Stanley, Global Product Manager for Siliconcoach, explains how video gait analysis can be used to great effect in podiatric assessment.

Movement Analysis

Podiatrists hone their observational skills over many years; these are important skills which are critical for gait analysis. Adding video analysis software to these observational skills takes gait analysis to the next level.

Using a digital video camera (Mini DV), a computer and Siliconcoach software, the podiatrist can capture the client walking on a treadmill or along a walkway. The video clip is quickly and easily imported into the software with two ‘clicks’ of the mouse and is then ready for analysis. Changes in gait can be measured and tracked over time, providing vital information on the progression and success of the treatment.

The analysis tools in the software which can help the podiatrist understand the client’s movement patterns include:

• Frame by frame analysis with 50 images per second: Only when the video clip is in the software can the analyst view it at 50 images per second, making even running analysis possible. This provides twice as much visual data as the same video clip played back on the camera (25 images per second), in Windows Media Player or similar software.
• Variable screen options: Using simple single screen, split dual screens, or overlay options, the clinician can show changes in movement patterns. For example information on pre- and post-intervention changes or key data from the back and the side of the same foot (requires the camera to be moved) can be highlighted.
• Drawing Tools: Drawings such as lines, curves and dots can highlight critical points in the movement. For example at loading, push-off or when effects of an intervention on rear foot mechanics needs to be illustrated.
• Measurement tools: Tools to measure angles, distances and speeds at important points in the gait cycle.

Increased Client Understanding

Podiatrists who are already using a video analysis system as an educational tool report a greater understanding and acceptance by clients; rating it the most valuable use of the software. Current users suggest that if clients can understand the rationale for the prescribed course of treatment they are more likely to follow the recommendations made by the clinician. Further, if the clients understand the intervention they are also more likely to accept that the costs involved are justified parts of the service.

The key features of the software that helps the podiatrist educate the client are the ability to:

• Present two synchronised video clips on the screen at the same time. For example pre- versus post-intervention video clips.
• Step through the video clips frame by frame to clearly show the critical points in a movement that is typically too fast for the client’s untrained eye to interpret.
• Draw and/or measure on the video clips to qualitatively or quantitatively highlight changes.

Using these features the podiatrist can quickly and simply highlight the differences the intervention has made and why these changes are essential.

“The best part about Siliconcoach is that it means we are able to provide a unique service to our patients and we have a higher standard of practice.”

Jodene Carrig -- Podiatrist, Bodyfactor Clinic. www.bodyfactor.com

Client Notes and Referrals

Modern health care is moving toward a multidisciplinary approach involving the sharing of data and ideas between those professionals concerned with the health of the client. This may mean the exchange of information between podiatrists and physicians, physiotherapists, athletic trainers, coaches, nutritionalists, healthcare funders and others. The software gives such professionals the ability to store and exchange information in a variety of ways:

• Export of still images, including any drawings, as simple image files that can be inserted into electronic client notes or printed to go alongside paper notes.
• Recording of an analysis, including all drawings, measurements and a voice over, to create a presentation for future reference. This presentation can be saved in records as a file, be emailed to a colleague or burnt onto a CD and posted to a colleague. The recipient can watch and listen to an assessment using the free Windows Media Player that comes standard with Windows.

Conclusion

A video analysis system is a cost effective option for podiatrists. It enhances the analysis capabilities of the clinician and improves the understanding of the client leading to an improved level of care. This, together with its ease of use, makes a video analysis system a very valuable tool for podiatrists to further enhance the service they offer to their clients.

Steve Stanley was a senior lecturer and researcher at the Auckland University of Technology for 10 years. During that time he taught biomechanics to podiatrists, sport scientists and physiotherapists. He now works for siliconcoach Ltd as the Global Product Manager and oversees the video analysis software for education, sports, clinical and retail. He can be contacted on stan@siliconcoach.com.

Most of us, even if we are not sports freaks, get a thrill when we see 100% human powered speed. Fast movements across the netball or basket ball courts; a winger running outside their opponent; the explosive movements of a gymnast or martial arts expert, all often cause goose bumps. Soon we will be seeing the Olympic sprinting events, inspiring our once every four year ‘great comeback’ training regime. If your return to form is going to be as good as you think it should be, you are going to need every bit of knowledge you can pull together to help you achieve your goal.

It is important to think of moving quickly as a skill. How proficient someone will get at a skill depends on both their genetic endowment and if they maximise their potential, but how much influence each has on the overall performance is unknown. What we do know is that we are all given a genetic window of potential and training has a huge impact on where the person lies on that spectrum of potential. We can’t optimise genetics yet so let’s focus on the biomechanical aspects of training.

When we say we are interested in a person’s ‘biomechanics’ we are generally referring to their technique. Perhaps the question now is “What are the biomechanical principles that can improve our technique and help us move faster?” The ones we will cover here are: Levers, Inertia and Momentum.

The levers we have been given are pretty much genetically coded but how we use them is under our control. If we want the most distal part of our lever, such as the hand or foot, to be moving as quickly as possible, we need it to be as far away from the point of rotation (joint) as possible. For example a sprinter wants to move their grounded foot back relative to their hip as fast as possible, as the ground does not generally move back, the sprinter will be propelled forward. For a given rate of rotation at the hip, the foot of a longer legged person will move backward faster than that of a shorter person. However, before you all re-task the basketball team to the track team you must realise that the forces required to extend the hip with a very long lever (the leg) are huge and combined with the extra mass (inertia) of the 7 footer, they are never going to get up to speed fast enough to be a good sprinter. There are optimum combinations of lever length and mass such that when you look at all elite sprinters they are all pretty similar in body size and shape compared to the variation seen over all athletes over all disciplines.

Another important, although fixed, aspect of levers is the distance from the joint centre to the muscle insertion. Generally an insertion close to the joint creates a system that is better suited for speed and one further from the joint creates one that is better suited for force generation.

Inertia is the tendency of a body to resist acceleration and in a linear world inertia is basically mass. If you are heavier, it is harder to get you moving and once moving it is harder to change your speed. “Rotational inertia” is where human movement and the laws of inertia get more interesting. The concept of rotational inertia is very influential in sprinting, diving, gymnastics etc, anywhere where rotating as fast as possible is essential. Classic examples are the pirouette scenario or the spinning chair experiment: both include bringing your body segments in close to the axis of rotation to speed up the rate of spin and moving them away to slow down. An explanation of why this happens follows below, but first we need to know more about rotational inertia. Rotational inertia is not just the mass but a combination of mass and its distance from the axis of rotation; the big factor here is the distance variable is squared. This means that if you double the distance of the mass from the axis, rotational inertia increases 4 times, similarly if you decrease the distance by half, the rotational inertia is one quarter, therefore you can have a dramatic effect on rotational inertia just by moving your body segments around.

When we are sprinting, we want to move our swing leg through as quickly as possible to get our foot back on the ground to generate forward propulsion again. To make that swing phase as easy as possible, the rotational inertia needs to be as small as possible. We can minimise the rotational inertia by bringing the swing leg/foot up as close to the hip joint as practical. If you video and watch good sprinters, you will notice their heel almost touches their buttock. This is much clearer if you slow the motion down to frame-by-frame speed. To illustrate this, try sprinting with good sprinting technique and then try sprinting while keeping your feet close to the ground during the swing phase. This is an efficient technique for long distance runners but not for sprinters as you will notice.

A big person moving at a set speed will have more momentum than a smaller person moving at the same speed. For the smaller person to exceed the momentum of the larger person, they will need to go faster. Linear momentum is the simple combination of mass (inertia) multiplied by velocity. Rotational momentum uses the equivalent rotational variables, namely Moment of Inertia (the linear equivalent is Inertia) multiplied by Angular Velocity (the linear equivalent is Velocity). The key point for our speed quest is the “Conservation of Angular Momentum Law”. This law states that the angular momentum does not change if there are no outside influences on a system. For example, when a diver is in the air we know angular momentum will not change. We know angular momentum is made up of moment of inertia and angular velocity. We also know we can change moment of inertia by moving our mass closer or further away from our axis of rotation. Now we can have some fun. If we want to spin faster we can pull our body segments closer to our axis of rotation, which is also our centre of mass. We now know we have just decreased our moment of inertia so to keep angular momentum the same (conserved), angular velocity must go up, meaning we are spinning faster.

This principle can be used to both increase and decrease the speed of rotation. Divers, dancers and gymnasts cannot stop rotating just before hitting the water or landing, although they do give that illusion. They would have to push against something or have something push against them (external forces) to completely stop rotating. However, they can slow their rate of rotation dramatically by extending their limbs as much as possible thereby creating the illusion they have stopped rotating. You will have seen examples of when the timing of this extension was not quite right.

To regain those glory years you need to look at what you have been given from your parents (genetically that is), get the physiological and psychological training right and focus on technique as moving fast is a skill. Remember to use levers to your advantage and bring those body segments in close if you want them to rotate faster. See you on the start line; London 2012!!

Bibliography

• Blazevich A. (2007) Sports biomechanics. The Basics: Optimising Human Performance. London: A&C Black Publishers Ltd.
• Carr. G. (2004). Sport mechanics for coaches (2^nd edition). Champaign: Human Kinetics.
• Knudson, D. (2003). Fundamentals of biomechanics. New York: Kluwer Academic/Plenum Publishers.
• www.wikipedia.org (accessed May 2008)

Steve Stanley is a graduate of the School of Physical Education at Otago University and has a background in research and education. He now works for siliconcoach Ltd designing software and creating video analysis resources for education, sports, clinical and retail. He can be contacted on stan@siliconcoach.com.

Some people, when asked who Sir Isaac Newton was, will reply that he was the person who had an apple fall on his head and at that moment invented gravity. Luckily for everyone at the time, apple growers included, gravitational attraction was already there and he just described its influences.

Sir Isaac Newton is most famous for his breakthrough 1686 publication De Philosophiae Naturalis Principia Mathematica. It is the manuscript that challenged the mechanical views of Greek philosopher Aristotle, which had been believed for thousands of years (Knudson 2003). At the time Newton’s Laws of Motion, together with his law of universal gravitational attraction and the mathematical techniques of calculus, provided a unified explanation for a wide range of physical phenomena (www.wikipedia.org).

The importance of all his achievements cannot be overestimated. Most are still relevant today for objects not travelling near the speed of light. Although we may remember approaching such speeds on our youth, his three laws of motion are very relevant to our interest in human motion for the slower modern student. Whilst often described slightly differently in different references, they are basically the Law of Inertia, the Law of Acceleration and the Law of Reaction and will be briefly outlined below along with some applications.

Newton’s First Law is called the Law of Inertia and is described by Knudson (2003, pg 132) as “objects tend to stay at rest or in a uniform motion unless acted upon by an unbalanced force”. This means that objects continue in their present manner, which may even be stationary, until some force changes that state.

When designing practical activities to explain the Law of Inertia, the variables of interested are force and mass.

• Find a slight downhill slope of 5 – 10 m that ends on a long flat surface. Have a student roll down the hill on a skateboard or bike and see how long it takes the force of friction to slow the rider down (air resistance is minimal at slow speeds). Now add weights to a backpack and repeat and then compare how far they rolled. The larger mass should have resulted in a longer roll before stopping because of the increase resistance to change.
• Have a student perform a side-step as fast as they can and video them front on. Add extra mass to a backpack, have them repeat the manoeuvre and video that action. Analyse the changes in technique using video analysis software. You should notice in the heavier condition that the student is slower to change. Inertia (Mass) is a hindrance when speeding up or changing direction (also see Newton’s Second Law) but can be beneficial when the movement progresses towards an impact.

The rotational equivalent of inertia is called Moment of Inertia which involves the mass of the object plus the distribution of that mass. To minimise complexity, this will be the focus of another article, as we explore the aspects of moving our limbs quickly in sprinting and throwing.

Newton’s Second Law is called the Law of Acceleration and is described by Ozkaya (2003) as “if the net or resultant force acting on a body is not zero, then the body will accelerate in the direction of the resultant force”. The familiar expression for this law is:

Force equals mass multiplied by acceleration (F = m.a).

Rearranging this equation also illustrates that the magnitude of the acceleration is directly proportional to the force in the same direction, and inversely proportional to the mass. Basically, if you want to accelerate quickly you either need a large net force acting in the direction you want to go, or a small mass, or both.

For those in sprint related sports there is a trade off. They want to generate large forces so need to have a large, well-trained muscle mass, although they also don’t want to be too heavy. The caveat is not just as simple as having big legs and a very light upper body; the distribution of the muscle mass is also important as track sprinters need powerful arms to counter the drive of the legs (see Law of Reaction below).

To create learning scenarios for the students you should think about manipulating either the force or the mass.

• An easy classroom demonstration: Place a block on a smooth table. One end of a string should be tied to the block, and the other is tied to a bag hanging over the edge of a table. Repeatedly add weights to the bag and measure the time it takes to move the block some set distance.
• For a more interactive example: one way to alter the mass is to have the students wear a backpack while performing timed maximum-effort sprints over a distance of 15 – 20 m. Alter the mass of the sprinter by adding or removing weights from the backpack and observe the changes in time. Given they had the same strength and assuming they were generating the same force, any changes in acceleration should be due to the changes in mass. It is important to note that you are not actually measuring acceleration. However, a shorter time means they covered the distance with a greater average velocity, and as they would probably not have reached full speed in 15 m, time taken is a pretty good indicator of acceleration. You can also use video analysis software to measure the change in velocity and therefore acceleration.
• To alter force you need to be a bit more creative: A timed 20 m sprint on the flat compared to the same distance on a slight downhill means you are using the force of gravity to alter sprint time from which changes in acceleration can be inferred. Similarly you could use a stretched-out bungee cord to aid their acceleration.

Newton’s Third Law is founded on the observation that there always appear to be two sides when it comes to forces (Ozkaya 2003). It is called the Law of Reaction and has been described by many including Carr (2004) as “every action has an equal and opposite reaction”.

The two forces hard to observe as often one of the objects doesn’t appear to move any measureable amount, especially if that object is the earth! The following practical examples may help students better understand the concept of Action – Reaction.

• On a very smooth surface have one skateboard rider push against a wall; observe that the push in one direction (action) sends them in the opposite direction (reaction). Now try two skate boarders pushing away from each other. Also try riders of different masses and you should see the influence of the Law of Acceleration as the rider with the larger mass will not move away as fast. Note that this can be influenced by technique so try to keep this consistent.
• To observe the effects of removing the ‘reaction’ input from the arms in sprinting, have the students sprint normally and time them over a set distance. Repeat the task, but with their arms tied to their sides. The change in time is usually attributed to the inability to generate a sufficient ‘reaction’ to the legs ‘action’, consequently the force generated by the legs has to drop.
• Ground Reaction Force (GRF) is incredibly important as it allows us to jump, and accelerate when sprinting and its ‘down force’ influences friction. GRF is a hard concept for student to grasp as often times they cannot understand how the ground is pushing back. When you explain to them that the ground pushes back by the same amount, they may ask how does the ground know how hard to push back? One way of simulating expensive biomechanical force plates is to use a set of bathroom scales; usually the ones with the rotational dial are easier to read than the digital ones. Make sure you have one that goes up over 200kg. What the scales are indicating is the downward force of the person standing one it. Note that you actually need to multiple the number on the scales (kg) by about 10 (actually 9.8) to get the true force.
  Have the student try a vertical jump using just their arms and read the maximum load off the dial. Have them repeat this just using their calf muscles, then again using their whole legs, then again using both legs and their arms. Have them keep increasing effort until they actually jump off the scales.
  What you have shown here is the ‘force’ they are generating (action) and the ground resisting and ‘pushing’ back (reaction). When that force gets large enough you will get a flight phase and therefore will have observed the force needed to jump.
  Now you have also introduced them to Sequential Sequencing. If you capture the jumping activity on video and review it in frame by frame slow motion, you can talk about the techniques used to generate the forces required to perform a jump.

The Law of Reaction is basically the same concept for rotational motion as it is for linear motion. However, the linear forces are now forces acting at a distance from an axis which cause rotation (Torques or Moments). For example, have someone sit on a swivel chair and counter rotate their arms and legs forcefully. The arms will rotate one way and the body, legs and chair will rotate the other.

The interrelation between these laws (and most of the laws and principles of motion) may have become apparent while reading this brief overview. It is crucial to remember that every person and every situation are so different, they must be analysed on their own merits. These suggestions should help you deliver the knowledge and tools to the students, thus giving them the ability to analyse human motion for themselves.

Bibliography

• Carr. G. (2004). Sport mechanics for coaches (2^nd edition). Champaign: Human Kinetics.
• Knudson, D. Fundamentals of biomechanics. (2003). New York: Kluwer Academic/Plenum Publishers.
• Ozkaya, N., & Nordin, M. (1999). Fundamentals of biomechanics: Equilibrium, motion and deformation (2^nd edition). New York: Springer-Verlag.
• www.wikipedia.org (accessed January 2008)

Steve Stanley is a graduate of the School of Physical Education at Otago University and has a background in research and education. He now works for siliconcoach Ltd designing software and creating video analysis resources for education, sports, clinical and retail. He can be contacted on stan@siliconcoach.com.

Although physical educators love to move, studying movement from a biomechanical perspective is not something many teachers get excited about, subsequently neither do their students. The subject matter is often considered hard and complex and this is probably justified given the equations and calculations many of us were presented with when studying the topic. It does however, have the potential to be one of the most interesting areas of study within Physical Education. Subjects like anatomy, physiology, history, health and the others, while all essential, are not as responsive to an intervention as biomechanics. For example, have someone run between cones with a ball held in two hands and then again without a ball and you will instantly see different movement strategies being used. This facet of biomechanics can be used as a tool to help you present concepts more effectively.

Now we see it has potential, what actually is Biomechanics? We use this term, and many others, such as Kinesiology, technique analysis, movement analysis or skill analysis all the time but what do they really mean? Kinesiology (literally, the science of movement) is the scholarly study of human movement and biomechanics is one of its academic sub disciplines (Hay, 1985. Knudson, 2003). To find the root of the word ‘biomechanics’ we need to go back in time. The term ‘mechanics’ is used as a description for a branch of physics that is concerned with the motion of objects that are acted on by forces. The concept dates back to Archimedes (287 – 212 BC) although more recent major contributions were from Galileo in the 16^th century and Newton in the 17^th century (Ozkaya & Nordin, 1999). Bio-mechanics combines the principles of mechanics with the fields of biology and physiology and can be traced back to Leonardo da Vinci in the 15^th century (Ozkaya & Nordin, 1999). Two common areas within biomechanics are Kinematics, which is used to describe motion and Kinetics, which considers the forces and masses in the analysis.

Now we know what it is we are talking about, why should we study it? There are many reasons to study movement and these range from community health through to elite sport or just for the sheer joy of studying the human body. With regard to community health, there are an increasing number of initiatives to get people active and moving so it is important that when they move they move correctly. Considering correct technique in the overall health plan can perhaps increase enjoyment and participation and also reduce a potential abundance of overuse injuries that may occur as an inactive population gets moving.

Another reason to study movement relates a desire to improve performance. We often watch people undertaking complex movements in dance or sports and talk about the skilled performer having better form or ‘flow’ than a lesser skilled performer. However, when it comes to a biomechanical perspective we are really talking about the pattern or sequence of movements someone uses to perform a skill (Carr 2004). How good someone will get at a skill depends on both their genetic endowment and what they learn, how much influence each has on the overall performance is unknown. What we do know is that we are all given a genetic window of potential and physical educators can have a huge impact as to where the student lies within that window, therefore it is important that they have a good understanding of the movement sciences.

We can also be interested in movement analysis just because we appreciate the human body. Physical educators may be interested in movements ranging from an intricate dance piece to leisure walking. Perhaps too often we underestimate just how amazing our bodies actually are. The best engineers in the world have only just managed to create a robot to ‘look and walk’ at a very basic level, to have it hold a conversation and chew gum at the same time is far beyond its capabilities, something the human body does almost automatically. The human body is the most complex thing that any of us will ever operate; it comes with no user manual but only our innate gene coded potential and what we learn. We can’t easily change our genes so our best options to improve performance are teaching and learning.

Perhaps what is needed is a new way of presenting this topic to make it understandable and exciting for teachers and thereby creating a flow on effect to the students. Over the next 5 issues we will be bringing you short articles like this one with the sole purpose of trying to make this topic easier and fun, no equations, no maths, just concepts and then activities to reinforce them.

Bibliography

• Hay, J. G. (1985). The biomechanics of sports techniques (3^rd Edition). New Jersey: Prentice Hall Inc.
• Knudson, D. Fundamentals of biomechanics. (2003). New York: Kluwer Academic/Plenum Publishers.
• Carr. G. (2004). Sport mechanics for coaches (2^nd edition). Champaign: Human Kinetics.
• Ozkaya, N., & Nordin, M. (1999). Fundamentals of biomechanics: Equilibrium, motion and deformation (2^nd edition). New York: Springer-Verlag.
• www.wikipedia.org
  Richardson, J. A. History of Biomechanics and Kinesiology. Retrieved September 2007 from http://www.usd.edu/~jarichar/HIST.html

Steve Stanley is a graduate of the School of Physical Education at Otago University and has a background in research and education. He now works for siliconcoach Ltd designing software and creating video analysis resources for education, sports, clinical and retail. He can be contacted on stan@siliconcoach.com.