Course:KIN355/2020 Projects/Force Creation: Altering Mass
Force Creation: Altering Mass
Defining the Concept and Its Importance
Understanding and executing the basic mechanical principles of movements allows for greater and more diverse movement experiences. There are five basic body mechanics of movement: body management, force production, force direction, force absorption, and Newton’s Laws of Motion (Bredin, 2020). One of the components of force production includes altering mass. To increase the force produced by a movement, one can alter the mass of the implement (a piece of equipment) or use more muscles and more efficient sequential movements to alter the mass of a body part; utilizing trunk rotation, range of motion or transitioning of body weight (Bredin, 2020).
Bredin (2020) explains that altering mass is an important contributor for acquiring lifelong active behaviour because efficiently moving is a crucial part of good quality movements. An important aspect of motor skill development in early childhood years is acquiring the capability to solve motor problems as it relates to manipulating skills and awareness of the body (Bredin, 2020). When a child understands the concept of altering mass, they are equipped to move forward in developing their mastery of their gross motor skills (Bredin, 2020; Kid Sense, 2020).
Educators, grassroots coaches, and coaches should play a key role in detecting when children are having trouble with these mechanical principles and identifying the rate limiters that could be causing these issues. Therefore they should not only understand what these mechanical principles are, but also how they can create games and activities that use these principles to help children overcome what it is that is hindering their movement proficiency. There is a window of opportunity for acquiring the gross motor skills that use the basic body mechanics (Bredin, 2019). This window of opportunity or "critical period" typically ends around the age of five years old; once this period ends it is still possible to gain those skills, but not to the extent that was genetically possible (Bredin, 2019).
It is crucial for coaches and educators to provide this knowledge because correct biomechanics and movement skills such as altering mass, improve a child's efficiency in their movement patterns as well as reduces the risk of injury (Biomechanics in Sport, n.d.; Kid Sense, 2020). There is a cyclical relationship between basic movement concepts, sensory-perceptual concepts, and the mechanical principles of human movement with gross motor skill acquisition (Bredin, 2020).
Role in Childhood Development and Contemporary Considerations
The ability to rotate the trunk, transfer body weight, and incorporate sequential movement all play a role in force creation and display a child's understanding of altering mass (Bredin, 2020). It is easy to understand the importance of force creation and altering mass as it relates to sport involvement, especially ball skills like throwing, catching and kicking (Bredin, 2020; Kid Sense, 2020). Rotating the trunk involves core stability, which is believed to have a key role in stabilization and force generation in all sport activities (Bahram, Bahamni & Ghadiri, 2016). Core stability consists of controlling the position and motion of the trunk for the purpose of creating optimal production, transfer, and control of force to and from terminal segments during movement (Bahram, Bahamni & Ghadiri, 2016). The trunk is an important part of altering mass because it is one of the strongest muscles to be utilized and provides adequate contributing muscles to movements. The core is considered proximal stability for distal mobility (Kibler, Press & Sciascia, 2006). This underlines the importance of the core and trunk rotation in creating force for proficient movement. The kinematic chain is a relevant example of why force production is important for movement. The kinematic chain describes that movement at a joint has an effect on movement at sequential joints, therefore affecting overall production of movement (Sciascia & Cromwell, 2012). Proper utilization of the kinematic chain allows maximal force to be developed in the core, which can then be efficiently transferred to other body segments (Sciascia & Cromwell, 2012).
Moving the body in a controlled way with proper sequences and timing is called motor planning and moving efficiently by combining multiple movements is called coordination (Kid Sense, 2020). Educators and coaches are likely to be able to recognize when a child is performing motor skills proficiently for their age, but what about when a child isn't meeting these milestones and displays poor motor planning and coordination? Many children lack proficient movement skills and this translates to them not being intrinsically motivated to find joy through movement and not having the confidence to engage in active play and sports (Hands, 2012; Kid Sense, 2020). A child that has problems with basic movement principles likely isn't performing many gross motor skills to the best of their ability. This can look like avoiding physical activity, not having endurance to participate for very long because they are moving inefficiently, they aren't able to transfer skills they learned in one activity to another and may fail to perform movements safely (Kid Sense, 2020). Unfortunately it is common for those who work with children to brush this off as a child simply being uninterested or lazy, and children who need help may not get it, and choose sedentary activities instead (Hands, 2012). It is the role of the coach and educator to create an environment where the child is stimulated and challenged to learn these movement skills (Bredin, 2020; Hands, 2012) Such environments should look like one where the educator or coach gives quality instruction and feedback that is age-appropriate so the child understands (Hands, 2012). Because these principles are the building blocks of gross motor skills like running, jumping, throwing, kicking, leaping, climbing and swinging, their application to sport and other activities is broad and the possibilities to include them into activities is almost limitless (Bredin, 2020; Hands, 2012).
Practical Applications
Two Bat Tee-Ball
Purpose: This game is a take on traditional tee-ball where half the game is played with a traditional tee-ball bat and the other half is played with a bat that is made partially with foam and therefore much lighter (less mass) than the traditional bat. The difference in the mass of the implement (the bat) indirectly teaches children about force production by allowing them to understand the difference that altering mass makes. The children are not instructed to hit the ball any differently than they normally would (the acceleration is typically the same), but the foam bat will produce less force because the mass hitting the ball is less than the wooden bat.
Age: This game is appropriate for children aged 4-12 years old. Children of this age can throw and catch a ball and are able to use a bat to hit a ball at this age, but will need an apparatus like a tee to hit the ball off of (Kid Sense, 2020; Rules of Sport; 2019)
Equipment & Set-Up: For this game you will need a typical tee-ball set up: the balls are a little softer than regulation baseballs, four bases, mitts, helmets and most importantly a few bats of differing weights. Tee-ball is usually played outside on a baseball diamond but if you have all the equipment to measure out the age appropriate size of game play, then you can play almost anywhere that space permits. You will want to keep in mind that a ball is hit, and depending on the skill level of the child, the ball can travel far and you will want to make sure you are playing safely so that the ball doesn’t hit non-players or damage vehicles or property.
Instructions: The game is played with five to seven players on each team. There are two teams. It works well if you align the number of innings with the number of children playing so that each child has a change to bat first in an inning. The batters hit the ball off of the stationary tee and the opposite team plays in the field and tries to catch the hit ball and tag the other players by stepping on the base that they are running to and getting them “out”. The goal of the game is to hit the ball so that the other players on the bases can make it to home base and score “runs”. The first half of the game will be played with the lighter bat. This is because it will also be easier to hit the ball and not only will it teach the lesson of altering mass for force production, but can be a nice introduction to the skill if a player is new to the game. The last half of the game is played with the traditional weighted bat (Rules of Sport, 2019). To ensure that the lesson of force is understood, when the game is finished the instructor should ask the children why they think there was a difference in hitting distance when a different bat is used. The instructor then explains that force equals mass times acceleration, but does so in a way using the bat (mass), ball distance (force) and swing (acceleration) so that children can understand.
Modifications: For younger children that are just beginning to throw and catch balls, you can modify a few aspects of the game: reducing the area that the game is played to accommodate the shorter distances that younger children are capable of throwing and hitting, using a bigger and lighter ball because it will be easier to hit, and though the bats are different, for younger children you can still use two bats that are lighter than a traditional wood or aluminum bat if the children find them too heavy (CanChild: Center for Childhood Disability Research, 2013). For children at the older end of the age range, they are able to throw, hit and catch from a further distance you can adjust the area of play to a standard size.
Three Mighty Kicks
Purpose: The focus of this game is to teach children about how to create more force by modifying the way they kick. The children will be kicking from a stationary position first and will see the result of kicking that way because the goal is to kick the ball far. The following round the children are learning that by changing the way they kick can alter the mass of their leg, therefore increasing the force of their kick. Tangibly seeing that this different way of kicking increases their kicking distance shows children that their bodies are capable of great movement capabilities and this game is a fun way to learn and practice that.
Age: This game is suitable for children aged 3-12. By age three children can kick a ball in a straight line (Kid Sense, 2020).
Equipment & Set-up: This game is played anywhere with some space for a child to kick a ball three times in one direction. In order to make the competition fair, each child should be kicking the same kind of call. Many children can play, and everyone starts at the same end from the same starting line.
Instructions: The instructor demonstrates that the children are to kick their ball from a stationary position. All three kicks must be kicked this way. You can either mark each child’s final distance or have them remember. You can focus on the winner being the child who kicks the furthest, or focus on the children beating their previous kicking distance (therefore the focus is on self-improvement and development). The next round is different: the instructor demonstrates how to kick a ball using a sequential approach that involves the whole body: They step into the kick, use more muscles, rotate their trunk and will follow through. It is likely that most children will have a further end-point of their three kicks than the stationary kicks.
After the game is done the instructor asks the children why their kicks traveled further when they changed their kicks. This is an opportunity to explain that using more muscles and sequential movement patterns result in the body altering the mass of the movement via the foot. Altering mass helps to create more force to be transferred to the ball.
Modifications: The best modification to accommodate different ages and skill levels is having different sized and weighted balls. For younger children, lighter and bigger balls will be easier to kick, and older children will like the challenge of using regulation size soccer or kick balls. For older children who are very proficient at kicking could try kicking with their non-dominant foot for a challenge. And children living with a disability could throw the ball two different ways if their disability prevents them from being able to kick.
Summary
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References
Bahram, A., Bahamni, M., Ghadiri, F. (2016) Does core stability training affect fundamental movement skills in low proficiency children? Evaluation of performance process. Annals of Applied Sport Science, 4. (4) 51-57. doi: 10.18869/acadpub.aassjournal.4.4.51
Biomechanics in Sport (n.d). Retrieved October 14, 2020, from https://www.physio-pedia.com/Biomechanics_In_Sport
Bredin, S (2019). Module 2: Critical Periods. KIN 284 Lifespan Motor Development, School of Kinesiology, University of British Columbia
Bredin, S (2020). Module 4: Developing Fundamental Movements. KIN 355 Movement Experiences for Young Children, School of Kinesiology, University of British Columbia
CanChild: Center for Childhood Disability Research. (2013). Motor development and the primary students (Grades 1-3): Lunch & learn. Retrieved from https://www.canchild.ca/system/tenon/assets/attachments/000/000/280/original/dcd_motor_development_1-3.pdf
Gabbard C.P. (2018). Lifelong Motor Development (7th ed.) Philadelphia, PA. Wolter Kluwer
Hands, B., P. (2012). How fundamental are fundamental movement skills? Active and Healthy Magazine, 19 (1), 14-17.
Kibler, W & Press, Joel & Sciascia, Aaron. (2006). The role of core stability in athletic function. Sports Medicine (Auckland, N.Z.). 36. 189-98. doi: 10.2165/00007256-200636030-00001.
Kid Sense. (2020). Gross motor activities. Retrieved from https://childdevelopment.com.au/areas-of-concern/gross-motor-skills/gross-motor-activities/
Rules of Sport. (2019). Tee-ball rules. Retrieved from https://www.rulesofsport.com/sports/tee-ball.html#:~:text=Tee%2DBall%20is%20a%20team,eye%20coordination%20and%20ball%20skills.
Sciascia, A., Cromwell, R. (2012) Kinetic chain rehabilitation: A theoretical framework. Rehabilitation Research and Practice doi: 10.1155/2012/853037