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Qualitative Analysis To Improve Techniques

This document outlines the steps for conducting a qualitative biomechanical analysis to improve an athlete's technique. It begins by defining qualitative analysis as breaking down a movement into parts and examining them without measurement. The steps are described as: 1) describing the ideal technique, 2) observing the current performance, 3) evaluating differences between the two by identifying errors, and 4) providing instruction to correct errors. Guidelines for observing, identifying common errors, and effectively instructing athletes are also provided.

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Francis Frimpong
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54 views

Qualitative Analysis To Improve Techniques

This document outlines the steps for conducting a qualitative biomechanical analysis to improve an athlete's technique. It begins by defining qualitative analysis as breaking down a movement into parts and examining them without measurement. The steps are described as: 1) describing the ideal technique, 2) observing the current performance, 3) evaluating differences between the two by identifying errors, and 4) providing instruction to correct errors. Guidelines for observing, identifying common errors, and effectively instructing athletes are also provided.

Uploaded by

Francis Frimpong
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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QUALITATIVE BIOMECHANICAL ANALYSIS TO

IMPROVE TECHNIQUE

Francis Frimpong
OBJECTIVES
• Understand the difference between a qualitative and quantitative biomechanical
analysis
• List the steps involved in a qualitative biomechanical analysis for technique
improvement
• Understand the process of developing a theoretical mechanically based cause-and-
effect model
• of a skill
• Describe the important guidelines for observing a performance
• Understand how to identify and evaluate errors in technique
• Understand how to give instruction to a student or athlete that will help the person
correct errors in technique
ANALYSIS

Analysis involves breaking something into smaller parts and then


examining those parts.

A qualitative analysis involves breaking something into smaller parts and


then examining those parts without measuring or quantifying their
characteristics.

A qualitative biomechanical analysis of a movement or sport


skill is thus breaking down the movement into its basic elements and then
qualitatively examining those elements
from a biomechanical perspective.
Qualitative Biomechanical Analysis
• The sense of sight, or visual observation, is the basis for most qualitative
analyses.

Quantitative Biomechanical Analysis


• Usually limited to performances by elite athletes.
• A stopwatch and a tape measure may be used to measure and thus
quantify many biomechanical parameters.
Counting steps and timing how long it takes to take that many steps gives the coach a measure
of step rate.

Measuring a specific distance and timing how long it takes to move that distance gives a
measure of speed.

These types of measurement allow the coach or teacher to do limited quantitative


biomechanical analyses, but taking such measurements prevents the coach or teacher from
observing the whole performance.
STEPS OF A QUALITATIVE BIOMECHANICAL
ANALYSIS

1. Description
• Develop a theoretical model of the most effective technique and describe what it
would look like.

• Determine what you want to see when you observe your students or athletes.

2. Observation.
• Observe the performance of your student or athlete to determine what that
person’s technique actually looks like.
3. Evaluation.
• Compare the ideal technique to the observed performance.
Identify and evaluate theerrors.

4. Instruction.
• Educate the student or athlete by providing feedback
and the instruction necessary to correct those errors.
Describing The Ideal Technique

• Fundamental Knowledge of the Skill

• Purpose or Goal of the Skill


• Characteristics of the Most Effective Technique
Observing The Performance

• Who?

• What Conditions?

• Where to Observe?

• What to Look For?

• Use Other Senses


Where To Observe?

•
What To Look For
•
Evaluating The Performance
Identify Errors
Errors or deficiencies in the performance should be identified while it is
being observed (or immediately after).

Compare the actual performance to the characteristics of the most


effective technique.
For each element of the performance you examine, ask yourself,
How does this movement, position, or timing of movements differ from
the most effective technique?
Evaluate Errors

Once the errors or deficiencies in the performance have


been identified, they should be evaluated to determine the
focus of correction efforts. During this evaluation,
consider the causes of the errors as well as their effects.
1. Does the error expose the performer to the danger of injury?
• Such errors should be corrected immediately.

• For sports involving high risk, ensure that risks are minimized,
especially with beginners, by using trained spotters and all
appropriate safety equipment such as safety harnesses, crash pads,
and helmets.
2. Who are your trainees?

Are they students learning a new skill, or are they athletes refining a
skill they have practiced for years?

Are they 5-year olds or 25-year-olds?

For students learning a new skill, focus your attention on errors in the
basic elements of the ideal technique.
3. How easy is it to correct the error?
• Is the error caused by a strength deficiency that may require training
to correct, or is it due to an incorrect starting position?

• Will it take months, weeks, days, or only one practice session to


correct?

• How much time do you have to correct the error before the next
competition or before the most important
• competition?
4. Is the error a result of another error that occurred earlier in the performance?
If so, the earlier error should be the focus of correction efforts.

5. How great an effect does the error have on the


performance? Would correcting it dramatically
improve performance, or would the change be
hardly noticeable?

6. Is the error or deficiency due to poorly designed or inappropriate


equipment?
Can it be alleviated with improved or redesigned equipment?
Instructing The Performer
This instruction is what most people referred to as teaching
or coaching.

• Communicate With the Performer


• Correct the Error
• Repeat the Analysis

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