Course:KIN355/2020 Projects/Force Absorption: Moving with the Receiving Force

Force absorption and moving with the receiving force.

Defining the Concept and Its Importance

Force is the effect one body has on another (Bredin, 2020). The force of an object coming into contact with another object can be decreased through force absorption (Sports Training Adviser, 2018). There are 3 principles of force absorption: establishing a stable position, distributing force over a larger area, and to move the receiving surface with the object’s force (Bredin, 2020). The absorption of force by the body occurs through the transfer of force to the muscles where the contractions in the opposite direction of the muscles absorb the force. The application of an opposite force is often through eccentric contractions of the muscles, dissipating the force of impact following contact. While some force is absorbed by the bones and body tissue, most of the force absorption in sport occurs in the muscles (Jackson, 2015). The act of moving with the receiving force aims to increase the time and distance of absorption, rather than stopping the object at its initial point of contact (Jackson, 2015). This is referred to as "giving with" the force (Torbert, 2011). Force absorption can be accomplished by giving with a single body part, the whole body, or an implement (Bredin, 2020).

A focus in the analysis of human movement is the interaction between segments of the body to produce an optimum result. There has been more attention on concentric forces produced in human movement, and much less attention on eccentric contractions. Concentric forces include jumping and throwing, and eccentric contractions are the movements that follow these forces, such as landing and catching. However, eccentric movements are more likely to result in injury due to large impact forces (Lees, 1981). When loads are applied to the skeletal structure, it is crucial that force is absorbed and for stress to be distributed (Hamill & Knutzen, 2006). If the body is in a rigid state, the time for body deceleration is small, and therefore the force from impact is high. The force from impact absorbed by the athlete's body causes more acceleration if the force is dissipated in less time (Durá et al, 1999). However, if the body is in a more flexible state, it behaves similar to a spring, increasing time for deceleration and thus the level of force from impact becomes smaller (Lees, 1981). High levels of force are undesirable as they can lead to immediate or long-term injury (Lees, 1981). The movement experiences of children often include play, either with objects, on apparatuses, or during sports activities. During these activities, there are instances where the child may need to absorb the force of an object. For example, a child may be playing catch with a ball. Through the action of force absorption, it is easier to control the movement and increases the chance of the child catching the ball (Jackson, 2015).

Role in Childhood Development and Contemporary Considerations

Acquiring a basic understanding of and the capability to solve motor problems should be a focus in the early childhood years. One of these motor problems is the capability to control objects in the environment, known as manipulation. Manipulation involves the control of the hands and feet to receive a force, exert a force, or maintain control over an object while moving, such as throwing and catching (Bredin, 2020). When designing movement experiences in the early childhood years, intermediaries should allow learners to gain knowledge and experience about basic mechanical principles of movement in a variety of motor tasks. As children become more able to produce movement that is aligned with mechanical principles, energy expenditure is more efficient and the quality of movements is positively enhanced. One of the basic mechanical principles that underlie human movement is force absorption (Bredin, 2020). When catching, force absorption is often characterized by a soft touch and continuous bending of the arms as the object moves towards the body, giving with the ball (MacDougall et al., 2017). The force from the ball becomes absorbed through the eccentric contractions of the arms and shoulders, lengthening the time of absorption. Longer eccentric muscle contraction provides more control over the movement (Jackson, 2015). Therefore, force absorption requires both the muscles involved and the expression of the mobility of the joints involved (Kelsey, 2015). Furthermore, moving with the receiving force increases the safety of the child. Force absorption allows for a gradual reduction of force, reducing stress, gaining control of the potential for rebound, and preventing injury related to impact (Bredin, 2020). In addition to gaining strength, children need to develop the primary skill of force absorption to be able to move and play injury-free (Kelsey, 2015).

Educators need to understand that children do not naturally acquire fundamental motor skills and need some level of instruction. It is also important to understand that some children never achieve levels of proficiency. To aid children in developing movement competence, educators should know the developmental sequences of fundamental motor patterns. With this knowledge, educators can recognize movement difficulties that are impacting the child from progressing to the next phase of proficiency and create developmentally-appropriate environments to allow for the child to practice these fundamental motor skills (Bredin, 2020).

Children should be performing fundamental movement patterns with proficiency by entry into formal schooling (age 6). Therefore, establishing proficiency of fundamental movement patterns is an important focus during the early childhood period (Bredin, 2020). One of the major contemporary considerations that early childhood educators, teachers, or grassroots coaches need to be aware of is the performance of fundamental movement patterns at an immature level even by elementary school children (age 6) (Bredin. 2020). This includes moving with the object’s force, most often seen in the fundamental movement skill catching. Also, the most sensitive period of development for gross motor skills is the first five years of life. Therefore, educators should place emphasis on opportunities to develop gross motor skills (Bredin, 2020). Performing fundamental movement skills at an immature level for a child’s age can lead to several potential issues on childhood movement experiences. This includes an inactive lifestyle, impact on self-esteem and confidence when performing other skills, and inability to play with peers (KidSense). Delays in development in early childhood years may also delay and impact the development of more advanced and specialized skills.

Catching is to achieve and maintain possession of the object caught (Haywood & Getchell, 2014). Educators need to be able to identify developmental difficulties and rate limiters that are hindering a child’s progress to proficiency. Catching efficiently is to use the hands, rather than to trap the object between the body and the arm. By catching with the hands, the catcher can quickly manipulate it, such as throwing it. Observations of initial catching attempts by children involve limited force absorption. This can be characterized by rigid arms and hands (Haywood & Getchell, 2014). One of the skills seen in individuals with a proficient level of catching is giving with the object, “gradually absorbing the ball’s force” (Haywood & Getchell, 2014). An example of giving with the object when catching by bending the elbows (Active for Life).

Developmental sequences for catching skills are more difficult to identify because the sequences are dependent on specific conditions under which the individual performs the skill. Catching is specific to the task and environmental constraints, such as the object’s size, shape, weight, speed, and trajectory (Haywood & Getchell, 2014). In addition to identifying the developmental difficulties and rate limiters, such as rigid arms, educators need to provide activities to overcome these difficulties. These activities need to be “enjoyable, encourage health-related fitness”, and allow the child to gain knowledge and experience of moving with greater control and efficiency (Bredin, 2020). As catching is a relatively difficult skill to perform, children need many opportunities to attempt to catch and learn to track the trajectory of an object in space (Active for Life). These activities should focus on basic movement concepts, including force absorption. These opportunities allow for the transition of acquiring advanced and specialized skills (Bredin, 2020).

Practical Applications

Velcro Throw and Catch

This is a two person activity recommended for proper motor sequence development, especially in regards to the development of force absorption,  for children ages 3 and up. This toy allows a child to learn the cause and effect of catching, while allowing a child to learn how to move with receiving force. Further, this activity can be adapted to focus on gross muscle movements, such as the eccentric contractions seen in force absorption, or for fine motor movements needed to develop force absorption, such as manipulation. This activity requires a soft tennis ball (or any ball that can stick to velcro) and a paddle that is fitted with a velcro covering. This toy can be purchased in many stores, but can also easily be made using a ping pong paddle, a large piece of velcro, and some non-toxic glue or staples. To use this toy, allow the young child to hold the paddle and stand a short distance (approximately 4-5 feet) from another individual who is holding the ball. The individual holding the ball should aim and gently toss the ball to the paddle held by the young child. The child should hold out the paddle to “catch” the ball, by accurately positioning the paddle so the ball can stick to the velcro. After catching the ball the child should remove the ball from the velcro and roll or toss it back to the other individual. For very young children, an adolescent or adult should be the individual who tosses the ball to ensure there is proper force and aim. The individual throwing the ball can begin to toss the ball from an increasing distance as the child learns how to properly catch the ball. Furthermore, as the child begins to adhere to the sequence of catching the ball and gets more comfortable with the force absorption of catching the ball, they may begin to try and catch the ball with their hand instead of the paddle.

Scarf Toss

This game is an easy activity that allows children to overcome difficulties in developmental sequences during catching. The purpose of this activity is to be easy and enjoyable for children, while also allowing them to learn how to move with efficiency. This activity is best suited towards young children ages 3-5 who are learning how to properly throw and catch.  This activity only requires  throwing scarves (preferably multiple colours but not necessary). To participate in this activity, initially have the child throw the scarf in the air and try to catch it. Repeat this process until the child begins to look more comfortable catching the scarf. To increase difficulty, have the child throw two scarves, and call out a specific colour for the child to catch. This activity can also be modified by having someone throw the scarves for the child, and having the child run to catch them. Further, the number of scarves that are thrown can be increased, and the number of scarves that the child is required can be altered as well.

Summary

Moving with the receiving force is very important for force absorption to prevent immediate and long-term injuries as it increases contact time and decreases impact force. Joint mobility and eccentric muscle contractions of the involved body parts are needed to successfully coordinate the body movement with the manipulation of the object to maximize force absorption. Moving with receiving forces is most commonly seen in the fundamental movement skill of catching. Thus, educators should focus on helping children develop proficient levels of catching. Some activities to help achieve this includes Velcro Throw and Catch and Scarf Toss.

References

Active for Life. Fundamental Movement Skills videos. Retrieved from https://activeforlife.com/resource/fundamental-movement-skills-videos/

Bredin, S (2020). Module 1: Play. KIN 355 Movement Experiences for Young Children, School of Kinesiology, University of British Columbia

Durá, J. V., Hoyos, J. V., Lozano, L., & Martínez, A. (1999). The effect of shock absorbing sports surfaces in jumping. Sports Engineering, 2, 103-108.

Hamill, J., & Knutzen, K. M. (2006). Biomechanical basis of human movement. Lippincott Williams & Wilkins.

Haywood, K. & Getchell, N. (2014) Life Span Motor Development 6th Edition With Web Study Guide. Retrieved from https://us.humankinetics.com/blogs/excerpt/understand-the-development-of-catching-skills

Jackson, D. (2015). How the body absorbs force. Retrieved from https://www.pdhpe.net/the-body-in-motion/how-do-biomechanical-principles-influence-movement/force/how-the-body-absorbs-force/

Kelsey, P. (2015) Learn to absorb your jumps and cuts better and avoid injury. Retrieved from https://ultiworld.com/2015/01/16/learn-absorb-jumps-cuts-better-avoid-injury/#:~:text=One%20of%20the%20primary%20skills,avoiding%20injury%20is%20force%20absorption.&text=The%20research%20on%20injury%20prevention,than%2030%20degrees%20on%20landing.

KidSense. Developmental Delay. Retrieved from https://childdevelopment.com.au/areas-of-concern/diagnoses/developmental-delay/

Lees, A. (1981). Methods of Impact Absorption When Landing from a Jump. Engineering in Medicine, 10(4), 207–211. https://doi.org/10.1243/EMED_JOUR_1981_010_055_02

MacDougall, L., Pert, M. B., Moore, T., Randall, L., Wade, G., MacVicar, J., & Harris, F. (2017). Physical Education. Retrieved from https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Health-PhysicalEducation/ElementaryPhysicalEducationCurriculumK-5.pdf

Sports Training Adviser. (2018). Principles of Force in Sports. Retrieved from https://www.sports-training-adviser.com/principlesofforce.html#:~:text=Principles%20Concerning%20Force%20Absorption&text=For%20example%2C%20flexing%20the%20joints,time%20and%20greater%20surface%20area.

Torbert, M. (2011). Secrets to Success in Sport & Play: A Practice Guide to Skill Development. Human Kinetics.

York University. Fundamental Object-Control Skills of Childhood. Microsoft Powerpoint slides. Retrieved from www.yorku.ca/bakerj/Object%20Control%20Skills%20web.ppt