This course involves using comprehensive and observational qualitative diagnostic models to evaluate human movement. The approach integrates and applies principles from major sub-disciplines in kinesiology, biomechanics and motor learning. Four tasks of qualitative movement diagnosis and data acquisition technologies will be used to evaluate human movement in all fields of human movement studies.
- Defining Qualitative Movement Diagnosis (QMD):
Comparing various models used for QMD:
- Using QMD in kinesiology related fields
- Exploring the integrated model of QMD
Utilizing senses and perception in QMD:
- Classifying QMD Models
- Observational models
- Comprehensive models
- Evaluating the validity, reliability, and applicability of different models
The four tasks of integrated qualitative analysis:
- Theoretical background for using senses and perception in QMD
- Integrating information from all five senses to evaluate human movement
- Combining the existing knowledge of human movement with the observer’s perception during activity/motor skill/movement observation sessions
Practical applications using instrumentation of qualitative analysis to sport specific skills:
- Preparation: Processes to gather relevant information
- Knowledge about performer and learning characteristics
- Knowledge of human movement
- Identifying critical features of activity/motor skill/movement
- Effective instruction for activity/motor skill/movement
- Identify the key elements of a systematic observational strategy
- Determine methods for integrating all senses in the observation
- Incorporate video capture and motion analysis tools into the observations
- Evaluating and Diagnosing:
- Identify critical elements of the motor performance
- Evaluate the quality of those elements
- Determine then prioritize the performer’s faults or errors
- Identify new practice structures to implement
- Determine and implement feedback strategies that are suited to context and performer(s)
- Develop appropriate cue words and phrases to use with the performer(s)
- Integrate decision training strategies for performance enhancement
- Video technology: using high definition and high speed video cameras for 2-D kinematics
- Computer technology using Dartfish video solutions software
- Use of contemporary technologies and tools to practice QMD in the field
- Use of force acquisition instrumentation to supplement evaluation of motor performance and implemented intervention strategies.
Resources used to develop the content:
- Knudson, D. (2007). Qualitative biomechanics principles for application in coaching, Sports Biomechanics, 6(1), 109-108. doi: 10.1080/14763140601062567
- Knudson, D. (2013). Qualitative Diagnosis of Human Movement: Improving Performance in Sport and Exercise (3rd ed.)Windsor, ON: Human Kinetics.
Methods of Instruction
- Discussion groups
- Practical application
- Field observation and/or video observation
- Self-study via print or online materials
- Reading assignments and peer-reviewed research articles
- Online discussion groups
- Instructor tutoring
Means of Assessment
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:
Movement Analysis/Case Study 25%
Exams and Quizzes 20%
Following successful completion of this course, students should be able to:
- Relate their knowledge about basic biomechanics, motor control, and motor learning concepts to the model of qualitative movement diagnosis.
- Apply their knowledge effectively to analyze human movement in daily practice.
- Understand performer’s characteristics and analyze a variety of movement patterns from that performer.
- Evaluate and diagnose performance errors then prescribe and implement intervention strategies for improving performance.
- Use video capture with motion analysis software and force acquisition technology to supplement the observational and intervention strategies portions of qualitative movement diagnosis.
60 Credits, including SPSC 1151 & SPSC 1164
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.