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 Contents vii

Muscles of the Shoulder Girdle 97 CHAPTER 8

The Shoulder Joint (Glenohumeral
Articulation) 101 The Lower Extremity: The Knee, Ankle,
Muscles of the Shoulder Joint 105 and Foot 178
Joint and Muscular Analysis of the The Knee Joint 179
Fundamental Movements of the Arm on Muscles of the Knee Joint 184
the Trunk 110 Muscular Analysis of the Fundamental
Common Injuries of the Shoulder Movements of the Leg at the Knee Joint 190
Region 117 The Ankle and the Foot 190
Laboratory Experiences 120 Muscles of the Ankle and Foot 197
Muscular Analysis of the Fundamental
Movements of the Ankle and Foot (Tarsal
CHAPTER 6 Joints and Toes) 204
Common Injuries of the Leg, Knee, Ankle,
The Upper Extremity: The Elbow, Forearm,
and Foot 205
Wrist, and Hand 124
Laboratory Experiences 210
The Elbow Joint 125
The Radioulnar Joints 127
Muscles of the Elbow and Radioulnar CHAPTER 9
Joints 128
Muscular Analysis of the Fundamental The Spinal Column and Thorax 212
Movements of the Forearm 133 Structure and Articulations of the Spinal
The Wrist and Hand 134 Column 213
Muscles of the Wrist and Hand 140 Movements of the Spine as a Whole 219
Muscular Analysis of the Fundamental Muscles Operating the Spinal Column 224
Movements of the Wrist, Fingers, and Muscular Analysis of the Fundamental
Thumb 143 Movements of the Head and Spine 235
Cooperative Actions of the Wrist and Structure and Articulations of the Thorax 238
Digits 147 Movements of the Thorax 240
Common Injuries of the Forearm, Elbow, Muscles of Respiration 241
Wrist, and Fingers 149 Muscular Analysis of Respiration 244
Laboratory Experiences 151 Common Injuries of the Neck, Back, and
Thorax 244
Laboratory Experiences 248
CHAPTER 7
The Lower Extremity: The Hip Region 154 P A R T II
The Pelvic Girdle 155 Fundamentals of Biomechanics
Relationship of the Pelvis to the Trunk
and Lower Extremities 157 CHAPTER 10
The Hip Joint 160
Muscles of the Hip Joint 165 Terminology and Measurement in
Common Injuries of the Thigh, Hip Joint, Biomechanics 254
and Pelvis 173 Introduction to Terminology 255
Laboratory Experiences 175 Quantities in Biomechanics 257

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 viii Contents

Vector Analysis 258

Laboratory Experiences 266
P A R T III
Motor Skills: Principles and
Applications
CHAPTER 11
CHAPTER 15
The Description of Human Motion 268
Kinesiology of Fitness and Exercise 391
Motion 269
Kinematic Description of Motion 275 Kinesiology and Exercise Programs 392
Laboratory Experiences 290 Developing Flexibility 393
Types of Exercise for Muscle Strength 396
Strength Training 402
CHAPTER 12 Evaluating Exercises and Devices 412
Laboratory Experiences 415
The Conditions of Linear Motion 292
The Nature of Force 293
Newton’s Laws of Motion 301
CHAPTER 16
Forces that Modify Motion 307 Moving Objects: Pushing and Pulling 417
Free-Body Diagrams 319
Work, Power, and Energy 321 Pushing and Pulling 418
The Analysis of Linear Motion 325 Principles of Pushing and Pulling
Laboratory Experiences 327 Motions 419
Push-Pull Applications 421
Analysis of the Push-Pull Pattern in
CHAPTER 13 Ergometer Rowing 427
Laboratory Experiences 432
The Conditions of Rotary Motion 329
Rotary Force 330
The Lever 337
CHAPTER 17
Newton’s Laws and Rotational Moving Objects: Throwing, Striking, and
Equivalents 348 Kicking 433
Centripetal and Centrifugal Forces 354
The Analysis of Angular Motion 356 Sequential Movements 434
Laboratory Experiences 358 Principles Relating to Throwing, Striking,
and Kicking 439
Examples of Throwing and Striking 443
CHAPTER 14 Laboratory Experiences 450

The Center of Gravity and Stability 360

Center of Gravity 361
CHAPTER 18
Stability and Equilibrium 364 Locomotion: Solid Surface 451
Center of Gravity and Posture 373
Finding the Center of Gravity in the Human Locomotion 452
Body 378 Walking 453
Laboratory Experiences 388 Running 464

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 Contents ix

Jumping, Hopping, and Leaping 469 APPENDIXES

Additional Forms of Locomotion 471
Laboratory Experiences 480 APPENDIX A
Classification of Joints and Their
CHAPTER 19 Movements 546
Locomotion: The Aquatic Environment 482
APPENDIX B
Aquatic Locomotion: Swimming 483
Aquatic Locomotion: Rowing, Canoeing, and Joint Range of Motion 548
Kayaking 494
Laboratory Experiences 498 APPENDIX C
Muscular Attachments and Nerve Supply 557
CHAPTER 20
APPENDIX D
Locomotion: When Suspended and Free of
Support 500 Mathematics Review 569
Suspension Activities 501
Nonsupport Activities 509
APPENDIX E
Laboratory Experiences 516 Table of Trigonometric Functions 573

APPENDIX F
CHAPTER 21
U.S.–Metric Equivalents 575
Impact 517
Meaning of Impact and Its Reception 518 APPENDIX G
Principles in Receiving Impact 522
Laboratory Experiences 527 Exercises for Kinesiological Analysis 576

APPENDIX H
CHAPTER 22
Answers to Problems in Part II 594
Instrumentation for Motion Analysis 528
Instrumentation for Kinematic Analysis 529 Glossary 595
Instrumentation for Kinetic Analysis 537
Photo Credits 599
Electromyography 539
Computer Models and Simulation 540 Index 601
Using Quantitative Analysis 541
Summary 543

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 Preface to the Twelfth Edition

S ince the publication of the first edition of

this text, courses in kinesiology have under-
gone many changes in both content and empha-
physics. The text does not shy away from present-
ing material that requires some theoretical foun-
dations in these areas. Whatever background is
sis. Each subsequent edition has reflected these needed to understand the various applications is
changes, and the twelfth edition is no exception. supplied, and numerous examples and exercises
The primary goals of this revision have been to are provided. There is extensive discussion of both
update and expand the material where appropri- anatomical and biomechanical fundamentals of
ate and to strengthen the textbook as a pedagogi- human motion and the application of these funda-
cal tool. Several chapters have been condensed mentals to the analysis of a wide variety of motor
or rewritten to focus on the most critical points. skills. For these reasons, the text is especially ap-
The resultant content makes this a book ideally propriate for use in courses with these objectives:
suited to help students achieve an understanding
1. To afford students the opportunity to learn a
of the integrated nature of kinesiology as an area
systematic approach to the analysis of human
of study that includes both anatomical and biome-
motion
chanical components.
2. To provide information that will help students
obtain an understanding of the anatomical and
audience biomechanical fundamentals of human motion
3. To provide the types of experiences that
In the twenty-first century, the traditional course
ask students to apply anatomical and
often titled kinesiology has been separated into
biomechanical analysis to the learning
courses in anatomy and biomechanics. This text
and improvement of a broad spectrum of
attempts to integrate the anatomy of human move-
movement activities
ment with the mechanics of human movement.
It is neither an anatomy text nor a biomechanics The introduction to each section includes the as-
text, but is an integrated kinesiology text. The sumptions about student preparation and sources for
textbook is designed as a basic source to introduce review to meet those assumed levels of readiness.
the undergraduate student to the fundamentals of
kinesiology. Because the fundamentals are pre-
sented without compromising basic theory, this
organization
book may be used as an introductory text. The The Introduction to the Study of Kinesiology is
book presents the subject in a fashion that presup- a single chapter that sets the stage by presenting
poses some background in anatomy and a little in a kinesiological analysis model. This chapter is
x

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 Preface to the Twelfth Edition xi

intended to lay the foundation for the remainder the development of the qualitative method of analy-
of the text. It is here that the student will learn to sis. The introduction of the quantitative method, if
organize the thought process involved in under- used, should be limited to understanding funda-
standing human movement. It is critical that the mental concepts and not for extensive application
study of kinesiology begin here—with a system- to analysis of movement patterns.
atic approach to learning. Part III, Motor Skills, utilizes the kinesio-
Part I, Anatomical and Physiological Fun- logical analysis system that has been developed
damentals of Human Motion, consists of eight in concert with the anatomical and mechanical
chapters, each beginning with a discussion of the concepts that have been presented. This analysis
anatomical background essential for understanding model forms the basis for the organization of the
human movement followed by the presentation of a eight chapters in Part III. In each of these chapters
systematic approach to kinesiological analysis. The the basic principles of anatomy and mechanics
emphasis throughout is on the relation of anatomical are identified and applied to specific motor skills.
structure to function, not on anatomy as such. It is Sample analyses are also included.
assumed throughout this section that the student has
acquired a basic knowledge of static anatomy as ap-
plied to stationary models, skeletons, and cadavers.
pedagogical features
The emphasis in this text is the dynamic anatomy of Helpful pedagogical tools in every chapter suc-
the moving body. Applications of the knowledge of cessfully assist the learning process. These in-
structure to the analysis of human motion are intro- clude chapter outlines, objectives, laboratory ex-
duced in these early chapters so that the student can periences, and references and selected readings.
begin to put theory into practice immediately, rather Eight comprehensive appendices have been
than wait until the knowledge base is more complete. updated to provide material that supplements the
Additional laboratory experiences have been added basic concepts presented in the text:
to assist with this practice.
A. Classification of Joints and Their Movements
Part II, Fundamentals of Biomechanics,
B. Joint Range of Motion
presents the fundamentals of biomechanics as
C. Muscular Attachments and Nerve Supply
they apply to human movement analysis. The first
D. Mathematics Review
chapter introduces the student to terminology and
E. Table of Trigonometric Functions
to the units of measure used when motion and
F. U.S.–Metric Equivalents
the forces that cause it are studied. This chapter
G. Exercises for Kinesiological Analysis
is followed by chapters in which motion and the
H. Answers to Problems in Part II
forces that cause and modify it are described. The
section concludes with a chapter on the center of Additionally, an online lab manual is available at the
gravity and stability. text’s website at www.mhhe.com/hamilton 12e.
Part II provides an elementary approach to the This downloadable manual takes many of the lab-
material without oversimplifying to the point where oratory experiences from the text and guides the
misconceptions could occur. In many instances the student through the process of using an experien-
student is shown the “proof” of a principle through tial approach whether it be experimentation, prob-
experimental examples or mathematical derivation. lem solving, observation, or analysis.
This approach is used in the belief that greater un-
derstanding will result. The reward will be greater
comprehension of the reasons “why” optimum
new to this edition
movement patterns occur as they do. It should be Once again the text has been revised in re-
remembered, however, that the emphasis in a first sponse to feedback from instructors and students,
undergraduate course in kinesiology should be on and includes new information as well as more

ham22541_ch00_fm_i_xvi.indd xi 31/12/10 9:53 AM

 xii Preface to the Twelfth Edition

thorough discussions and appropriate applications ancillaries

throughout:
Online Learning Center
• Chapter 1 has been reorganized and (www.mhhe.com/hamilton12e)
rewritten around the SEE principle—safety,
This comprehensive website offers a number of
effectiveness, and efficiency—with the focus
resources to students and instructors and is avail-
shifted toward identifying critical elements
able free to users of the text. Features for instruc-
for analysis. Students should be encouraged
tors include downloadable ancillaries, such as an
to think about those elements that have the
Instructor’s Manual, sample tests, and PowerPoint
greatest effect on the motion being studied.
presentations to accompany each chapter. Ad-
• Chapter 14, The Center of Gravity and
ditional resources include laboratory notes to be
Stability, now includes information on posture
used in conjunction with the lab experiences in
in order to emphasize postural adaptations
the text, a sample term project, and links to online
to support movement and balance. The
professional resources.
posture section includes new explanations
Student resources include a comprehensive
of anticipatory and compensatory postural
laboratory manual that reinforces the concepts in
adjustments.
the text.
• The chapter on fitness and exercise, Chapter 15,
has been rewritten to emphasize the mechanics
of strength training. Attention is given to core CourseSmart
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• References and selected readings have between classmates. For further details contact your
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information has been integrated throughout
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growth, spine stability, swimming research,
and others. www.mcgrawhillcreate.com
• Updated figures, including new core exercises Craft your teaching resources to match the way
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 Preface to the Twelfth Edition xiii

other content sources, and quickly upload con- be combined with any of McGraw-Hill’s text-
tent you have written like your course syllabus books. Contact your sales representative for more
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acknowledgments
sonalize your book’s appearance by selecting the Our thanks to the following individuals who
cover and adding your name, school, and course served as reviewers for this edition for their help-
information. Order a Create book and you’ll re- ful comments and suggestions in revising the text:
ceive a complimentary print review copy in 3–5
Greg Farnell, University of Central
business days or a complimentary electronic re-
Oklahoma
view copy (eComp) via email in about one hour.
Go to www.mcgrawhillcreate.com today and John C. Garner, University of Mississippi
register. Experience how McGraw-Hill Create Amy Gyorkos, Western Michigan University
empowers you to teach your students your way. Kevin McCurdy, Texas State University
Susan Muller, Salisbury University
Anatomy & Physiology Revealed Appreciation is also expressed to the authors and
CD-ROM #1: Skeletal and Muscular publishers who graciously gave permission to
System (ISBN 0-07-297299-8) quote passages and reproduce illustrations from
their publications. We also acknowledge our in-
Developed by the Medical College of Ohio, this
debtedness to the generations of students whose
is the ultimate interactive cadaver dissection
stimulus has been a vital reason for the existence
experience. This state-of-the-art tutorial uses
of this book. Finally, we are sincerely grateful to
cadaver photos combined with a layering tech-
the editorial and production staffs of McGraw-Hill
nique that allows the student to peel away layers
for their helpfulness throughout the preparation of
of the human body to reveal structures beneath
this edition.
the surface. Anatomy & Physiology Revealed of-
fers animations, radiologic imaging, audio pro- Nancy Hamilton, Cedar Falls, Iowa
nunciations, and a comprehensive quizzing tool. Wendi Weimar, Auburn, Alabama
This tutorial is available as a stand-alone or can Kathryn Luttgens, Wellesley, Massachusetts

ham22541_ch00_fm_i_xvi.indd xiii 31/12/10 9:53 AM

 Preface to the First Edition—1950

T his book is intended as a kinesiology text

both for the teacher and for the student. It is
believed that there is enough material to use it as
James B. Stroud, in his book Psychology in Edu-
cation, points out that “Effectiveness of instruc-
tion is not determined so much by what the teacher
a text for a full year’s course yet, at the same time, does, as by what he leads the pupils to do. . . .”
by judicious selection of the subject matter, by Again, “Perhaps one of the most successful pro-
omission of the supplementary material, and by cedures for infusing learning with significance
the substitution of classroom demonstrations for has been the [educational method known as]
some of the laboratory exercises, the book should constructive activities. . . . The activity is thus a
serve equally well as a text for a one-semester means of making learning meaningful and of giv-
course in kinesiology. It is left to the discretion of ing it a purpose.” In accord with this point of view
the instructor to select the material that meets his numerous laboratory exercises are suggested. In
particular needs. conformity to the same principle, only a few com-
In its original form this textbook was an un- plete analyses of skills are presented, for it is the
published handbook–laboratory manual. It was writer’s contention that the students will gain far
used by the author in her kinesiology classes for more from making one complete analysis him-
three years before it was expanded to its present self or herself than from reading a dozen or more
form. The original manual did not serve as an in- ready-made analyses.
dependent textbook. It was intended to be used as As a further means of enriching the kinesio-
a companion book to a kinesiology or anatomy logy course a number of the chapters include sup-
text. Since this limited its usefulness, however, it plementary material in the form of brief descrip-
was decided to expand it to what is intended as tions of research projects in the field of anatomy
a complete and independent textbook. For those and kinesiology. A few of these were carried out
who like to use a single textbook for a course it by the author, but the majority were conducted by
should suffice. To help the student (and the in- other investigators and reported in professional
structor) in collateral reading, most chapters in journals. The purpose of including this material
this text contain a comprehensive bibliography. In is to broaden the instructor’s background and to
many cases there is also a list of readings which provide supplementary reading assignments for
are particularly recommended. These bibliogra- advanced students.
phies and reading lists provide a rich source of It has been the intention of the author to
information for the inquiring student. write simply and to use nontechnical terminology
In regard to the value of laboratory ex- whenever this conveyed the meaning as clearly
ercises and projects as a means of learning, and specifically as technical terms. The latter
xiv

ham22541_ch00_fm_i_xvi.indd xiv 31/12/10 9:53 AM

 Preface to the First Edition—1950 xv

have been used, however, whenever they served served patiently as “guinea pigs” and who made
to avoid ambiguity. While it is desirable for the many constructive suggestions concerning the
kinesiology students to enlarge their scientific vo- laboratory exercises.
cabulary, a text which confronts him with a sta- For the illustrations, which add immeasurably
gering list of new and strange words defeats its to the usefulness of the text, grateful acknowledg-
purpose. Textbooks should stimulate the curiosity ment is made to Miss Mildred Codding, who made
of their readers, not frighten them with a forbid- the anatomic drawings.
ding vocabulary. The author is under obligation to a number of
The author acknowledges her indebtedness to individuals for the use of photographs and to sev-
many individuals without whose help it is doubtful eral publishers for permission to reproduce copy-
if this book could have been written. She wishes righted materials. To all writers and teachers from
to express her grateful appreciation particularly to whom the author, either wittingly or unwittingly,
Professor C. H. McCloy of the State University of has derived ideas which have provided the neces-
Iowa for his continued guidance, encouragement, sary background for the writing of this book she
and criticism, also for his generous permission to humbly acknowledges her indebtedness.
use material from his course in The Mechanical
Katharine F. Wells
Analysis of Motor Skills, and to the students in
1950
her kinesiology classes of the last three years who

We continue to dedicate this text to the memory of Katharine F. Wells, pioneer author and originator
of the original version of this book. This twelfth edition carries on a proud contribution to the profes-
sional literature of human motion study started by Dr. Wells in 1950, and continued with her active
participation through the seventh edition. Although much of the content of the current text has changed
since that first edition, there remains a significant heritage that can be traced back to her original work.
Through her influence, she helped define and structure the teaching and study of kinesiology for many
generations of students. The authors of this twelfth edition are honored to be the current stewards
for this classic text.

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ham22541_ch00_fm_i_xvi.indd xvi 31/12/10 9:53 AM
 C H A P T E R

Introduction to the 1
Study of Kinesiology
OUTLINE
■ The Nature of Kinesiology
The SEE Principle
Methods of Study
■ Components of a Kinesiological
Analysis
Description of the Motor Skill
Anatomical Analysis
Mechanical Analysis
Prescription for Improvement of
Performance
■ Laboratory Experiences

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 2 Chapter 1 Introduction to the Study of Kinesiology | www.mhhe.com/hamilton12e

OBJECTIVES
At the conclusion of this chapter, the student phases and identifying starting and ending
should be able to: points.
1. Define kinesiology and explain its importance 4. Determine the simultaneous-sequential nature
to the student of human motion. of a variety of movement skills.
2. Describe the major components of a 5. Classify motor skills using the classification
kinesiological analysis. system presented.
3. Prepare a description of a selected motor 6. State the mechanical purpose of a variety of
skill, breaking it down into component movement skills.

The Nature of Kinesiology its orderliness, its adaptability to the surrounding

environment. Nothing is haphazard; nothing is
Kinesiology, as it is known in physical educa- left to chance. Every structure that participates in
tion, athletic training, physical therapy, orthope- the movements of the body does so according to
dics, and physical medicine, is the study of human physical and physiological principles. The student
movement from the point of view of the physical of kinesiology, like the student of anatomy, physi-
sciences. The study of the human body as a ma- ology, psychology, genetics, and other biological
chine for the performance of work has its foun- sciences, can only look with wonder at the intri-
dations in three major areas of study—namely, cate mechanism of the body.
mechanics, anatomy, and physiology; more spe-
cifically, biomechanics, musculoskeletal anatomy,
and neuromuscular physiology. The accumulated The SEE Principle
knowledge of these three fields forms the founda- Kinesiology is not studied merely to incite our
tion for the study of human movement. interest in a fascinating and mysterious subject.
Some authorities refer to kinesiology as It has a useful purpose. We study kinesiology to
a science in its own right; others claim that it improve performance by learning how to ana-
should be called a study rather than a true sci- lyze the movements of the human body and to
ence because the principles on which it is based discover their underlying principles. The study of
are derived from basic sciences such as anatomy, kinesiology is an essential part of the educational
physiology, and physics. In any event, its unique experience of students of physical education,
contribution is that it selects from many sciences dance, sport, and physical medicine. Knowledge
those principles that are pertinent to human mo- of kinesiology has a threefold purpose for prac-
tion and systematizes their application. However titioners in any of these fields. It should enable
it may be categorized, to the inquiring student it is them to help their students or clients perform
a door opening into a whole new world of discov- with optimum safety, effectiveness, and efficiency
ery and appreciation. Human motion, which most (SEE ). Safety is becoming a greater concern of
of us have taken for granted all our lives, is seen all movement professionals. It is imperative to
through new eyes. One who gives it any thought structure the movements of students or clients to
whatever cannot help being impressed not only avoid doing harm to the body. At the same time,
by the beauty of human motion but also by its ap- both the educator and the therapist set goals for
parently infinite possibilities, its meaningfulness, effective performance. We judge the effectiveness

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 Chapter 1 Introduction to the Study of Kinesiology | www.mhhe.com/hamilton12e 3

of a performance by success or failure in meet- experimentation. It is a truism that we learn best

ing those goals. And in producing an effective by doing. Laboratory experiences should include
performance, the movement specialist also strives two types of activity. The first type consists of
with the student or client to achieve the movement experiments performed under controlled condi-
goal with the least amount of effort, as efficiently tions. Activities in this category are selected to
as possible. Safety, effectiveness, and efficiency, help the student gain insight into and understand
then, are the underlying aims in all of our uses of the nature and complexity of human motion. Al-
kinesiology for the analysis and modification of though the emphasis is primarily on qualitative
human movement. analysis in beginning study, some quantification
Kinesiology helps prepare physical educators, of data is appropriate, as is the use of “labora-
coaches, and fitness professionals to teach effec- tory type” instruments. Especially helpful is the
tive performance in both fundamental and spe- video recorder, whose use enables the careful
cialized motor skills. Furthermore, it enables them and prolonged study of a very small moment in
to evaluate exercises and activities from the point the performance of a technique and permits the
of view of their effect on the human structure. The observation of detail unavailable to the naked
human body improves with use (within limits), eye. In more advanced study, the use of advanced
provided it is used in accordance with the prin- measurement methodology and more advanced
ciples of efficient human motion. The function of electronic equipment such as electromyography,
kinesiology in physical education, therefore, is to force-sensing instruments, and computer simula-
contribute not only to successful participation in tion are common. As these technologies become
various physical activities but also to the improve- more sophisticated, so does our ability to use
ment of the human structure through the intelli- them to increase the depth of our knowledge and
gent selection of activities and the efficient use of understanding of human motion.
the body. The second type of laboratory experience
The physical or occupational therapist and should consist of practice in analysis under the
the athletic trainer are primarily concerned with conditions that exist every day in the gymnasium
the effect that exercises and other techniques or clinic. Only through practice under these condi-
of physical medicine have on the body. He or tions will the student learn how to apply a knowl-
she is concerned particularly with the restora- edge of kinesiology and develop the qualitative
tion of impaired function and with methods of skills necessary for accurate observation, diagno-
compensating for lost function. Although effec- sis, and treatment of faulty motor performance.
tive performance remains a primary goal, to the Whatever method of teaching or study is em-
therapist “effective performance” refers not so ployed, the student should keep in mind the aims
much to skillful performance in athletic activities of kinesiology study and the intended applications
as to adequate performance in the activities as- for what will be learned. The analysis of motion
sociated with daily living. Whereas the educator is not an end in itself but rather a means of learn-
applies knowledge of kinesiology chiefly to the ing new movement patterns and improving the
movements of the normal body, the therapist is safety, effectiveness, and efficiency of old ones.
concerned with the movements of a body that has This is as true for the physical therapist teaching
suffered an impairment in function. amputees and paraplegics to walk again as it is for
the physical educator teaching a sport technique.
Finally, it must be remembered that the skill it-
Methods of Study self is of less importance than the one who prac-
Once the study of kinesiology is begun, one tices it. Kinesiology serves only half its purpose
of the most satisfactory ways of proceeding is when it provides information of value for learn-
by supplementing book study with laboratory ing or teaching motor skills. It must also serve

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 4 Chapter 1 Introduction to the Study of Kinesiology | www.mhhe.com/hamilton12e

to lay the foundation for perfecting, repairing, body in the performance of motor skills. A kine-
and keeping in good condition that incomparable siological analysis is the application of this infor-
mechanism—the human body. mation to assessing the effectiveness of a given
motor performance. It consists of
Components of a 1. describing a skill in a logical and systematic
Kinesiological Analysis fashion by breaking it down into its
constituent elements;
In any formal field of study, the task of analysis
must proceed along a logical and structured plan. 2. evaluating the performance of the skill by
This plan must be constructed so that it is both determining whether and how the related
appropriate to the activity and can be readily ap- anatomical and mechanical principles have
plied by the practitioner. The teacher, therapist, been violated; and
trainer, athlete, and coach all benefit from know- 3. prescribing corrections based on an
ing how to conduct a kinesiological analysis of a appropriate identification of the cause or
motor skill. The teaching of motor skills, whether causes.
it takes place in the clinic, in the fitness facility,
The basic components for the kinesiological
or on the playing field, consists of presenting a
analysis of a motor skill are outlined in Table 1.1.
skill and knowing what points to emphasize. It
In this type of analysis the emphasis is on a quali-
also largely consists of diagnosing difficulties,
tative assessment of the performance, which may
correcting errors, and eliminating actions that
be conducted with the assistance of videotapes,
limit performance. The specialist in motor skills
digital images, or the naked eye. In any case, the
must also be aware of the types of injuries that
analyst must use a systematic approach in the ob-
are likely to occur during a particular activity
servation of the performance. Have someone dem-
and how to prevent them. To accurately prescribe
onstrate the movement to be analyzed both before
the movements necessary for rehabilitation, the
and at frequent intervals throughout the analysis.
therapist or trainer must know joint structure and
In lieu of this, a video or digital recording is an
exercise tolerances. An athlete in training must
excellent substitute. If this is not available, a series
understand the kinesiological factors involved in
of still shots or even a single photograph or sketch
performance to optimize training effects while
is helpful. In the initial stages of learning analysis
guarding against deleterious actions. These tasks
procedures, movement may appear rapid and con-
that, on the surface, may seem simple can indeed
fusing. With the aid of recording equipment and
be quite complex, if for no other reason than that
with much practice, the analyst will gain the skills
motor skills themselves are complex. An effective
required for an accurate and systematic approach
aid in helping one understand the basic elements
to observation.
and requirements of a motor skill is a systematic
kinesiological analysis.
The tools needed for the execution of a de- Description of the Motor Skill
tailed kinesiological analysis are introduced in The description of the motor skill being analyzed
subsequent chapters. The anatomical components consists of four elements that together help the
of human movements—the bones, joints, muscles, analyst focus on the essential nature of the skill.
and related portions of the nervous system—and
the mechanical bases for human motion are pre- Primary Purpose of a Motor Skill
sented. The basic movements of the body seg- The fi rst step in the description phase of the
ments are described, and it is shown how the analysis is to identify the primary purpose of
observation of both anatomical and mechanical the movement. Without a clear understanding
principles contributes to the efficient use of the of why the movement is being performed, it is

ham22541_ch01_001-016.indd 4 12/31/10 9:36 AM

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