biomechs - Angeles

(1)

UNIVERSITY MISSION AND VISION

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence, and compassion. We commit ourselves to our vision of the University as a role-model catalyst for countryside development and one of the most influential, best-managed Catholic universities in the Asia-Pacific region.

We will be guided by our core values of Christ-centeredness, integrity, excellence, community, and societal responsibility.

All these we shall do for the greater glory of God. LAUS DEO SEMPER!

SCHOOL OF EDUCATION VISION

The leading Catholic institution of teacher education in the region that serves as a benchmark for quality instruction, research and other best teaching learning practices.

MISSION

To provide quality education that enables students to be critical thinkers, mindful of their responsibilities to society and equipped with holistic education catering to the heart and soul as well as to the body and mind.

GOAL

To offer programs and projects that promote Christ centeredness, integrity, excellence, community and societal responsibility, leadership, scholarship, lifelong learning, effective communication, innovation, gender sensitivity and technological integration

(2)

2. To instill in the students the spirit of community involvement through relevant programs/projects and become more responsive to the challenges of a progressive and dynamic society

3. To continuously hire academically and professionally qualified and competent faculty equipped with expertise and exposure needed in the practice of the profession

4. To serve as a benchmark for quality instruction, research and best teaching learning practices BACHELOR OF SECONDARY EDUCATION PROGRAM OUTCOMES

1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning

2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students

3. Have a deep and principled understanding of how educational processes relate to larger historical, social, cultural and political processes

4. Have a meaningful and comprehensive knowledge of the subject matter they will teach

5. Can apply a wide range of teaching processes skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches)

6. Have direct experience in the field/ classroom (e.g., classroom observations, teaching assistance, practice teaching)

7. Can demonstrate and practice the professional and ethical requirements of the teaching professions

8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills

9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content / subject matter, and the broader social force encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills and practices

10. Can be creative and innovative in thinking of alternative teaching approaches, Take informed risks in trying out these innovative approaches and evaluate the effectiveness of such approaches in improving student learning 11. Are willing and capable to continue learning in order to better fulfil their missions as teachers

(3)

Course Code : BIOMECHS Number of Units : 3 units Contact Hours Per Week : 3 hours Pre-requisite subject/s : ANATOMY COURSE DESCRIPTION:

It deals with the understanding of the mechanical cause and effect relationships that determine the motion of human performance. In particular the understanding of the application of physics to sport, as physical principles such as motion, resistance, momentum and friction play and in most sporting events.

This course also introduces concept of body awareness, space qualities and relationships geared toward developing techniques and methods of instructions utilizing individualized problem solving approach.

COURSE LEARNING OUTCOMES:

At the end of the course, the students are expected to:

1. Demonstrate mastery of the subject matter.

2. Define basic terms involve in biomechanics (e.g. kinematics, kinetics, velocity, acceleration etc.) 3. Describe biomechanical factors that affect muscle force production.

4. Explain the kinematics relationships between linear and angular motion.

5. Use concepts of kinematics to analyze human motion.

6. Define basic terms involved in the kinematics of linear motion (e.g. force, inertia, momentum, etc.)

7. Identify he important characteristics of forces (e.g. magnitude, direction, point of application, components) 8. State Newton’s laws of motion and relate them to sports activities.

9. Explain the effects of significant forces encountered in biomechanical analysis.

10. Demonstrate how bones, joints, and muscles serve as components of human levers, acting in accordance with the laws of mechanics.

11. Explain the significance of the impulse-momentum, work-energy and conservation of momentum relationships to sports activities.

(4)

16. Determine the mechanical factors basic to the performance of an observed movement, and to evaluate the performer’s technique.

17. Demonstrate the application of knowledge of joint structure, joint stability factors and those factors influencing joint range of motion to the selection of developmental exercises for muscle strengthening, treatment and prevention of sport/athletic injuries.

Values Objectives

1. Displays desirable attitudes such as perseverance, confidence, patience, cooperation.

2. Inculcate the value of good health and be able to share this value to the community that they will serve.

3. Show self-confidence in working independently in all the activities.

4. Realize the importance of the principle and objective of biomechanics.

COURSE CONTENT:

Timet able

Desired Learning Outcomes

Course Content/

Subject Matter

Teaching and Learning Activities (Methodology)

Assessment Task/Student

Output

Evaluation Tool

Resource Materials

1hour

 Acquire knowledge on the Department, College and the University Policies and the Subject.

Department, College &

University policies Student Manual

Overview of the lesson

 Brainstorming

 Discussion

Acknowledged and signed the attendance in their index cards

Student Manual PE Policies Syllabi

2 hours

 Define and explain the following terms:

biomechanics, kinematics, kinetics, and mechanics.

Biomechanics

a) Understanding the Rules Governing Movement b) Mechanical,

 Lecture - Discussion

Understand the general concept and principle underlying biomechanics.

Students obtain at least 60% of items in the quiz correctly.

Flanagan, S. P.

(2014).

Biomechanics A Case-Based Approach. USA:

(5)

 List and discuss the four parts that are used for a symbol.

 Explain why you should study biomechanics.

 Explain how understanding biomechanics can achieve this purpose.

 Describe the three sets of principles that are used in

biomechanics.

 Explain the difference between kinematics and kinetics.

 Describe the rules for hierarchical

modeling.

Multisegment, and Biological

Principles

c) Mathematics: The Code

d) Hierarchical

Modeling: Keeping Track of the

Variables

Jones & Bartlett Learning, LLC an Ascend Learning Company.

Hall, S. J.

(2012). Basic Biomechanics (7^thEd). USA:

McGraw-Hill Education

3 hours

 Define the following terms: abscissa, absolute value,

acceleration, average value, axis, body, cadence, direction, displacement, distance, frame of reference, gait,

The Whole Body Level

Describing Motion:

Linear Kinematics in One Dimension

a) Linear Kinematics in one Direction

a.1) Preliminary Considerations:

Described linear kinematic motion in one

dimension.

Flanagan, S. P.

(2014).

Jones & Bartlett Learning, LLC an Ascend Learning

(6)

instantaneous value, kinematics, net value, ordinate, orientation, origin, point, position, relative speed,

sense, slope, speed, step, stride, system, vector, and velocity.

 Explain the difference between speed and velocity.

 Write equations for the following

concepts: distance, displacement, speed, velocity, and

acceleration.

 Identify speed and velocity on a position- time curve.

 Explain the difference between

instantaneous and average kinematic measures.

 Describe situations in which velocity is more important than acceleration or the

Representing Bodies of Interest and

Establishing

Reference Frames a.2) Position

a.3) Rates of Change b) Linear Kinematics in

Two Directions b.1) Displacement and Distance b.2) Velocity b.3) Acceleration c) Gait

Company.

Hall, S. J.

(7)

other way around.

 List the determinants of gait velocity.

3 hours

 Define the following terms: apex,

components, net value, parabola, plane, range, relative height, resultant, and trajectory.

 Given the resultant magnitude and direction, determine the components in the x- and y- direction or the other way around.

 Write the equation for the range of a

projectile that takes off and land at the same elevation.

 List the determinants of a projectile’s trajectory.

 Describe situations when a larger or smaller release angle is more

Describing Motion: Linear Kinematics in Two

Dimensions

a) Frame of Reference b) Resultants and

Components c) Net Values d) Projectile Motion Describing Motion:

Angular Kinematics a) Angular Kinematics

a.1) Rigid Bodies a.2) Frame of

Reference and Axis of Rotation

a.3) Angular Position a.4) Angular

Displacement

a.5) Angular Velocity a.6) Angular

Acceleration

a.7) Comparing Linear and Angular

Kinematics b) Relating Angular

Described linear kinematic motion in two dimension and describing motion in an angular kinematics.

Flanagan, S. P.

(2014).

Hall, S. J.

(8)

advantageous.

 Write equations for the following

concepts: angular displacement,

angular velocity, and acceleration.

 Convert angular velocity to linear velocity.

 Convert angular acceleration to tangential and centripetal acceleration.

 Identify angular velocity on an

angular position-time curve and the other way around.

 Given angular displacement and time data, calculate angular velocity and angular acceleration.

Kinematics to Linear Kinematics

b.1) The Relation between Linear and Angular Velocity b.2) The Relation between Linear and Angular Acceleration

3 hours

 Define the following terms: inertia, mass, momentum, center of mass, and moment of

Describing Motion: Inertia and Momentum

a) Inertia for a Body at Rest: Mass

 Lecture – Discussion

 Solving Problem

Explain how you might decrease your inertia.

Flanagan, S. P.

(2014).

Biomechanics A Case-Based

(9)

inertia.

 Explain how mass is related to weight.

 Describe how inertia is different for a stationary body, linearly moving body, and rotating body.

 Write the equations for linear and angular momentum.

b) Inertia for a Body Moving Linearly:

Linear Momentum c) Inertia for Angular

Motion

d) Comparing Measures of Inertia

Presented in class, if a person wanted to

increase their momentum over the long term, do you think it would be easier to increase your mass or velocity?

List activities where it is beneficial to increase their moment of inertia and activities where it is beneficial to decrease their moment of inertia

Approach. USA:

Hall, S. J.

3 hours

 Define the following terms: force,

impulse, rate of force development, weight, reaction force, net force, friction, fixed

resistance, variable

Explaining Motion I:

Linear Kinetics

a) Newton’s First Law b) Newton’s Second Law c) Contact Forces and

Newton’s Third Law d) Revisiting Newton’s

Second Law

 Movement Analysis

Identified the concept and principle underlying Newton’s Law and its role to human motion / movement.

Flanagan, S. P.

(2014).

Jones & Bartlett Learning, LLC an Ascend

(10)

resistance, and accommodating resistance.

 List Newton’s three laws of motion. Give an alternate to Newton’s second law. Give examples of the three ways to change momentum.

 Manipulate the variables associated with Newton’s

second law to increase

performance and decrease injury risk.

 List the types of forces usually encountered by the human body during movement.

 Combine several forces into a resultant force.

 Resolve a force into its components in the x and y

directions.

e) Types of Linear Resistances Used in Exercise

Present how to use Newton’s Law to improve performance and prevent injury.

Learning Company.

Hall, S. J.

(11)

 List the factors that affect friction.

 Distinguish between available and utilized coefficients of

friction.

 List the types of forces that are used as resistance during exercise. Give examples of each.

3

hours P R E L I M I N A R Y E X A M I N A T I O N

3 hours

 Define the following terms: torque, moment of force, lever, lever arm, mechanical advantage,

propulsive torque, and static equilibrium.

 List the angular versions of Newton’s three laws of motion.

Give an alternate to the second law.

 List the combined linear and angular effects of a force.

Explaining Motion II:

Angular Kinetics a) The Angular

Equivalent of the First Law

b) The Angular Equivalent of the Second Law c) The Angular

Equivalent of the Third Law

d) Angular Impulses and an Alternative View of the Second Law e) Application of Angular

Kinetics

Acquired

knowledge about the causes of angular motion using the different concepts

(Torque, Couple, Lever, Lever Arm, Moment Arm, Angular Impulse, Static Equilibrium and Derivative).

Flanagan, S. P.

(2014).

Hall, S. J.

McGraw-Hill

(12)

 Give examples of the three ways to change angular momentum.

 Manipulate the variables associated with the angular version of Newton’s second law to

increase performance and decrease risk of injury.

 List the ways torque is used as resistance during existence.

Give examples.

 List the conditions for static equilibrium.

Give examples of when static equilibrium is important in human movement.

Education

3 hours

 State the conservation of energy and the First law of

thermodynamics.

 Determine the

amount of work done

Work-Energy a) Energy b) Work

c) Locomotor Work, the Center of Mass Equation, and the First Law of

 Problem Solving

Acquired

knowledge about an alternative to Newton’s law for analyzing human movement

through the

Flanagan, S. P.

(2014).

Jones & Bartlett Learning, LLC

(13)

by a force or torque.

 Explain why walking is more efficient than running.

 Explain how

mechanical energy expenditure and power are important in human movement.

 State the conservation of momentum and the conservation of energy laws.

 State the difference between an elastic and inelastic collision.

 Explain why inelastic collision can be so damaging.

 Explain how manipulating the coefficient of restitution of the objects used in a sport can give someone an advantage.

Thermodynamics d) Efficiency and

Economy e) Power

Collisions, Impacts, and the Conservation Laws a) Simple Collisions of

Point-Masses b) More Complicated

Collisions of Point- Masses

c) Effective Mass

concept of work, energy and power.

Stated the conservation of energy and the conservation of momentum.

Explained the differences between an elastic and

inelastic collision.

And why collision can be so

potentially damaging.

Explained how collision, impacts and the

conservation of laws can be increased or decreased to improve

performance to decrease injury.

an Ascend Learning Company.

Hall, S. J.

(14)

3 hours

 List the factors that determine the effect of a load on a body.

 Describe the different types of loading, and give an example of each.

 Write the equations for stiffness,

compliance, stress, strain and Young’s modulus.

 Sketch a load- deformation curve and stress-strain curve, and label the following: toe region, elastic region, yield point, plastic region, ultimate strength, elastic modulus, stiffness and strength energy density.

 Explain how materials failure occurs.

 Use a hierarchical model to give

concrete examples of

Tissue Level

Mechanics of the Human Frame

a) Basic Mechanics of Materials

b) Properties of

Viscoelastic Materials c) General Mechanics of

Injury

d) Biomechanics of the Human Frame: Bone, Cartilage, and

Ligaments

Acquired knowledge on the mechanics of materials.

Identified the different types of load, how body respond to that load. Were this responses was dictated by the quantity, placement and properties of the materials. The loads and their responses were used to develop models of injury, and were applied to various

biological tissues.

Flanagan, S. P.

(2014).

Hall, S. J.

(15)

how to reduce the risk of injury.

3 hours

 Describe how the muscle-tendon complex can act like a motor brake, spring, or strut.

 Trace the flow of energy during

concentric, eccentric, and isometric actions.

 Describe the force generated by both the muscle and tendon.

 Describe the muscle- tendon during

movement.

 List the factor that affect how much force the muscle- tendon complex can produce.

 Describe and explain how each factor affects the force produced by the muscle-tendon complex.

Muscle-Tendon Mechanics

a) The Function of the Muscle-Tendon Complex (MTC) b) The Individual

Components

c) Factors Affecting MTC Mechanics

d) Injury Biomechanics

Illustrated that it is not just the muscle, but the muscle-tendon complex that is responsible for the production and control of movement.

Explained how to increase the force-producing capability of the muscle-tendon complex.

Also explained on how you may decrease injury risk to the MTC.

Flanagan, S. P.

(2014).

Hall, S. J.

(16)

 Describe the

mechanisms of injury for muscle and

tendon.

3 hours

 Describe the clinical reference frame.

 Determine on which plane(s) different joint motions typically occur.

 List the six types of diarthroidal and the motion(s) associated with each other.

 Describe the following types of arthrokinematic motion: rolling, gliding, sliding.

 Describe the effects of a muscle-tendon complex on a joint system.

 Describe the effects of a joint system on a muscle-tendon

complex.

 Describe how muscle can be cofunctional,

Joint Level

Single Joint Concepts a) Clinical Reference

Frame b) Kinematics c) Kinetics d) Joint Stability

 Data Analysis

Identified the key concepts of clinical reference frame,

kinematics, kinetics, and joint stability to joint level.

Also acquired knowledge on how joints and muscle interact to create joint systems and MTCs not only move joints, but also stabilize them.

Flanagan, S. P.

(2014).

Hall, S. J.

(17)

antagonistic, or synergistic.

 Describe the

difference between static and dynamic stability.

3

hours M I D T E R M E X A M I N A T I O N

3 hours

 Identify the major joints of the lower extremity.

 For each joint,

determine which type of joint it is, how many rotational degrees of freedom it has, the motions that are available at that joint, and the

“normal” ranges of motion.

 Describe how the foot interacts with the ground.

 Give examples of how biomechanical analyses aid in the understanding of lower extremity

Lower Extremity Biomechanics

a) The Foot and Ankle Complex

b) Knee Complex c) Hip

Biomechanics of the Axial Skeleton

a) Basic Function and Structure

b) Region-Specific Mechanics c) Spinal Injuries

 Video

Presentation

Learned on how to apply

mechanical and biological

principles to specific joints in the lower

extremities.

Analyzed on how biomechanical aid in the

understanding of lower extremities.

Acquired

knowledge about the biomechanics of the axial

skeleton, particularly the spine. Identified the different

Flanagan, S. P.

(2014).

Hall, S. J.

(18)

injuries.

 Explain how the zygapophysial joints guide the motion of the functional spinal unit.

 Demonstrate ways to decrease loading on the spine.

 List the factors that determine if a column buckles.

 Describe the buckling injury that occurs at the thoracolumbar spine and at the craniocervical spine.

 Explain the

mechanisms for a traumatic brain injury.

spinal injuries like buckling, thoracolumbar etc.

3 hours

 Identify the major joints of the upper extremity.

 Describe the torques that can be produced by the muscles crossing each joint.

 Compare and

contrast the precision

Upper Extremity Biomechanics a) The Shoulder

Complex b) The Elbow and

Forearm

c) The Wrist and Hand

Identified the different major joints of the upper

extremities, its structure, function,

articulation and position injuries

Flanagan, S. P.

(2014).

Jones & Bartlett Learning, LLC an Ascend Learning

(19)

and power grips.

 Give examples of how biomechanical analyses aid in the understanding of upper extremity injuries.

that may occur when movement is done

incorrectly. Joint of the upper extremities work together to produce many of the movements associated with activities of daily living and sport.

Company.

Hall, S. J.

3 hours

 Determine the position of the end effector of a multijoint chain.

 Identify the reach area when there are restriction to the motions of the joints in the chain.

 List the different ways energy can be

transferred in a multijoint system.

 Explain why fast movements use proximal-to-distal sequencing.

Limb Level

Multijoint Concepts a) Kinematics b) Kinetics

Integrating the Levels

Putting It All Together a) Analyzing and

Improving Human Movement

b) Analyses of Select Basic Movement

Identified the general concept of the multijoints in terms of kinematics and kinetics.

Illustrated how to analyze and improved human movement when putting all

together the different levels.

Listed down the different steps in determining the causes of

Flanagan, S. P.

(2014).

Hall, S. J.

(20)

 List the four levels used in a

biomechanical analysis.

 List the steps in analyzing movement.

 List the steps in constructing a hierarchical model.

 List the phases of movement.

 List the steps involved in determining the cause of a movement dysfunction.

 Give examples of several types of constraints.

 Complete a biomechanical analysis on an

activity not discussed in the whole part of the semester lesson.

movement dysfunction.

9 hours

 Present a research project out in relation to human movement.

Research Project Output Presentation

 Presentation of the research project output

Presented their research output about

biomechanics –

Students

obtained at least 60% correct interpretation of

(21)

how to increase performance and reduce the risk of having injury.

their output through presentation.

(Rubric)

Course Requirements:

1. Written quiz 2. Practical test 3. Participation

4. Research Output Presentation

Classroom Policies:

1. Attendance and Punctuality.

The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences below.

2. Active class participation.

The student is expected to participate actively in class recitations, discussions, and other activities as the case maybe. Please refer also to Expectations from Student below.

3. Group work requirements.

The student is expected to work harmoniously with her groupmates and contribute to the preparation of their group work.

4. Peer group evaluation.

The student shall also be evaluated by her peers and feedback shall be taken into consideration.

Expectations from students:

The student’s responsibility is to come to each class prepared. She is also expected to take all examinations on the date scheduled. She is expected to attend each class and participate actively in the discussions.

(22)

cheating refer to the use of unauthorized books, notes or otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the work of another person as one’s own; collaborating without authority, with another student during an examination or in preparing academic work; signing another student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty.

POLICY on ABSENCES:

The allowed number of absences for students enrolled in a 3hour class is a maximum of 3 absences - based on student handbook. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also her responsibility to consult with the teacher, chair or dean should her case be of special nature.

Grading System:

Grading Scheme: 70% Class Standing 30% Major Examination

Formulas:

CSP- Class Standing Prelim PE- Prelim Examination CSM- Class Standing Midterms ME- Midterm Examination CSF- Class Standing Final FE- Final Examination Prelim Grade = 70% (CSP) + 30% (PE)

Midterm Grade = 70% (CSP) + 30% (PE) + 70% (CSM) + 30% (ME) 2

Final Grade = 70% (CSP) + 30% (PE) + 70% (CSM) + 30% (ME) + 70% (CSF)+ 30% FE) 3

(23)

88-90 1.75 Passed

85-87 2.00 Passed

82-84 2.25 Passed

79-81 2.50 Passed

76-78 2.75 Passed

75 3.00 Passed

74 below 5.00 F (failed)

6.00 FA (failure due to absences) 8.00 UW(unauthorized withdrawal)

9.00 DRP (dropped)

References:

1. Clement, A.&Artman, B. G. 1996. The Teaching of Physical Skills

2. Hall, S. J. (1999). Basic Biomechanics (3^rd Ed). USA: McGraw-Hill Education 3. Hall, S. J. (2003). Basic Biomechanics (4^thEd). USA: McGraw-Hill Education 4. Hall, S. J. (2007). Basic Biomechanics (5^thEd). USA: McGraw-Hill Education 5. Hall, S. J. (2012). Basic Biomechanics (7^thEd). USA: McGraw-Hill Education

6. Hamilton, N.et. al. (2008). Kinesiology Scientific Basis of Human Motion. USA: McGraw-Hill Education

7. Howley, E. T. & Franks, D. B. 1992. Health Fitness Instructor’s Handbook 2^nd Edition Human Kinetics Books 8. Jensen, C. R. et. al. 1963. Applied Kinesiology and Biomechanics 3^rd edition

9. Flanagan, S. P. (2014). Biomechanics A Case-Based Approach. USA: Jones & Bartlett Learning, LLC an Ascend Learning Company.

10. Floyd, R.T. (2012). Manual of Structural Kinesiology (19^th Ed.). USA: McGraw-Hill Education

CONSULTATION HOURS:

Days Time Room

(24)