Lecture
Discussion groups
Practical application
Field observation and/or video observation
Self-study via print or online materials
Reading assignments
Online discussion groups
Instructor tutoring
- Introduction and history of qualitative analysis of human movement:
1.1. Definitions
1.2. History
1.3. Qualitative versus quantitative analysis
- Models in qualitative analysis:
2.1. Common structure for qualitative analysis
2.2. Observational models
2.3. Comprehensive models
2.4. Comprehensive, integrated model
2.5. Validity and reliability
- Role of senses in qualitative analysis:
3.1. Vision
3.2. Auditory system
3.3. Haptic system and kinesthetic proprioception
3.4. Function of the senses and their underlying qualitative analysis
3.5. Integration of senses
- Information processing in qualitative analysis:
4.1. Information processing
4.2. Knowledge and information processing
4.3. Models of information processing
4.4. Related research to information processing
- The fours tasks of integrated qualitative analysis:
5.1. Preparation with respect to:
5.1.1. Knowledge of activity
5.1.2. Knowledge of performers
5.1.3. Knowledge of effective instruction
5.1.4. Knowledge to develop an observational strategy
5.2. Observation with respect to:
5.2.1. Observational strategies and their key elements
5.2.2. Integrated use of all senses
5.3. Evaluation and Diagnosis
5.4. Intervention strategies to improve performance:
5.4.1. Feedback
5.4.2. Visual models
5.4.3. Exaggeration, overcompensation
5.4.4. Modification
5.4.5. Guidance
5.4.6. Conditioning
- Practical applications using instrumentation of qualitative analysis to sport specific skills:
6.1. Video technology
6.2. Computer technology
6.3. Use of instrumentation to evaluate performance intervention and improve performance.
- Practical applications using instrumentation of qualitative analysis to sport specific skills:
7.1. Video technology
7.2. Computer technology
7.3. Use of instrumentation to evaluate and improve kinetics and kinematics of specific sport related human movements.
DOUGLAS COLLEGE SIGNATURE ELEMENTS:
Core Competencies:
- Oral, written and interpersonal communication:
Students will interact during group learning.
Students will present an article critique.
Students will present a complete movement analysis in oral and written formats.
- Computational and Information Technology:
Students will apply computer skills (word processing, spreadsheets, and presentations) throughout the course.
Students will become proficient in utilizing video and computer technology
Students will demonstrate proficiency in completing computer labs
- Critical and Creative Thinking:
Throughout the course, the critical thinking model by Roland Case (SFU) will be applied by the instructor as well as the students.
- Teamwork:
Emphasis is on partner, small group, and team work when preparing and completing various assignments.
Academic Signature:
- Applied Skills (field, laboratory practicum)
Coaching and teaching skills will be refined throughout the course
Students will be able to test their analysis skills under field conditions depending on their professional goals.
- Ethical behaviour and social responsibility
Students will be expected to demonstrate ethical behaviour and to adhere to college policies at all times.
The teamwork aspect will promote personal and social responsibility.
- Intercultural, International and Global Perspective
Students will be exposed to the technical aspect of sport performance, which is employed in coaching worldwide.
Following successful completion of this course, students shall be able to:
- Apply their knowledge to effectively analyze human movement in everyday practice.
- Analyze movement patterns and select, create, and implement strategies for improving performance.
- Discuss, conclude and demonstrate the ability to perform quantitative movement analysis by utilizing available technology.
- Relate their knowledge about basic biomechanics and motor control concepts to the model of qualitative movement analysis.
The selection of evaluation tools for this course is based upon:
- Adherence to college evaluation policy regarding number and weighing of evaluations - for example, a course of three credits or more should have at least three separate evaluations.
- A developmental approach to evaluation that is sequenced and progressive.
- Evaluation is used as a teaching tool for both students and instructors.
- Commitment to student participation in evaluation through such processes as self and peer evaluation, and program/ instructor evaluation.
The following is presented as an example assessment format for this course:
|
Article Critique Labs Movement Analysis/Case Study Quizzes Preparation & participation Total |
20% 20% 25% 15% 20% 100%
|
Textbooks and Materials to be Purchased by Students:
Will be decided by course instructors. Potential resources include:
Knudson, D.; Morrison, C.S. (2002). Qualitative Analysis of Human Movement. 2nd Edition. Human Kinetics Publishers, Whitby, Ontario, Canada
Carr, G. (2004). Mechanics of Sport: A Practitioner’s Guide. Human Kinetics Publishers, Whitby, Ontario, Canada
Carr, G. (2004). Sport Mechanics for Coaches 2nd Edition. Human Kinetics Publishers, Whitby, Ontario, Canada
Certifications/Conference requirements:
As part of the course, instructors and students may engage in extra-curricular certification processes that overlap with the curriculum of the class. Fees for professional certification, where applicable, will be borne by the student. Potential certifications relating to this course include:
1. Canadian Society of Biomechanics. Student Fee: $40 for a 2 year membership.