Course:KIN355/2020 Projects/Setting Bodies in Motion
Defining the Concept and Its Importance
Setting the body in motion requires the laws of motion to be used. Newton's laws of motions are as followed:
“Newton’s first law of motion: a statement in dynamics: a body at rest remains at rest and a body in motion remains in uniform motion in a straight line unless acted upon by an external force
Newton's second law of motion: a statement in dynamics: the acceleration of a body is directly proportional to the applied force and is in the direction of the straight line in which the force acts
Newton's third law of motion: a statement in dynamics: for every force there is an equal and opposite force or reaction” (Merriam-Webster).
These laws of motion have to be considered every time a body is set into motion. Body in motion is a bio mechanical concept.
Bodies are set into motion using muscle interaction of bones, muscles, and ligaments. Setting bodies in motion is a concept used in every sport. For example, in-line skating uses the concept body in motion in multiple aspects. Skating in a straight-line forward uses the concept of setting a body in motion, as you push one skate to the side on an angle to advance forwards the ground pushes back to accelerate the skater using Newton’s third law to set the body in motion. Setting body in motion needs to be understood to better performance in sports such as in-line skating and snowboarding. When skating a body in motion stays in motion so unless the body is set in a different motion the skater (already going straight) can not only continue to go straight (Kowalski, 1999).
Bodies are set into motion in an aware state. When moving the body to set it into a new motion, to perform the person requires spacial awareness, effort awareness, and relationship awareness. Space awareness is taken into consideration to allow enough space (personal space and general space) to perform the action safely. Effort awareness (time, force, flow) is taken into consideration specifically with force, making sure enough force is used to perform the next movement. Force is important in examples such as figure skating if not enough force is applied to the ice the skater will not jump high enough. Relationship awareness is also taken into consideration to determine that the following movement will not crash or collide with other objects or people (Bredin, 2020).
It is important for coaches, athletes, and players to understand the body in motion to be able to better performance in sports and activities. Understanding Newton’s Laws of motions will help to fully understand how the body moves in motion and prepares for movement. This understanding helps to recognize how the force, direction, and results of movements work. This is important for children to know to help them increase performance and move better in general throughout development.
Role in Childhood Development and Contemporary Considerations
Setting the body in motion is a part of creating many of the fundamental movement skills. Fundamental movement skills are very important for children’s development (physical, cognitive, and social development). Setting a body in motion is necessary in every fundamental movement skill. It is necessary for locomotor (starting to run, jumping high, etc.). It is necessary for object control such as preparing for a throw. Setting the body in motion is also important for stability (setting the body up to balance on one foot, etc.). Fundamental movement skills set a basis for an active and healthy lifestyle (Lubans, 2012). Having a strong basis of bodies being set in motion will allow for strong fundamental movement skills, bettering the chance of healthy as well as active lifestyles.
It is important to encourage fundamental movement skills in schools to encourage moderate to vigorous levels of physical activity outside of school. In one study done in low income communities on physical activity levels in children it showed that improving object manipulation fundamental movement skills in children increased their levels of moderate to vigorous physical activity on a daily basis. (Cohen et al., 2014). In this study it is also said that lacking fundamental movement skills can delay the development of the child (Cohen, 2014). This idea of not having fundamental movement skills as building blocks causing a sedentary lifestyle is backed up by many school districts such as Winnipeg and Victoria school districts. (State of Victoria, 2018; Winnipeg School Division 2016). It is highly recommended that teachers watch the development of students’ fundamental movement skills and make sure they are developing properly, and if not supply supplemental exercises to reach the proper fundamental movement skills for their age (Winnipeg School Division 2016). Fundamental movement skills are important in children of all ages, even as young as pre schoolers. Studies show that teaching children 3-5 years of age the basic fundamental schools minimum three times a week increases physical activity, decreases sedentary behaviour, improves proficiency, decreases risks of obesity, and increases healthy lifestyle behaviours (Engel et. Al., 2018).
There are risks involved if children fail to meet the fundamental movement skills for their age category. Failure to meet these age accommodating levels can lead to poor health outcomes due to limited motor skills (Klingberg et. Al., 2019). This delay in skill can lead to sedentary behaviour and possibly obesity (Engel, 2018; State of Victoria, 2018; Winnipeg School Division 2016). It can also delay development of the child, leaving them far behind their peers (Cohen, 2014). The development of fundamental movement skills needs to be taken seriously by coaches, teachers, and parents to ensure development of the child and their ability to set their body in motion is on track as they grow up.
The impact of these issues in the upcoming generations would be more children having sedentary lifestyles. This could lead to obese children, higher rates of illness and disease associated with obesity. This lack of fundamental movement skills being linked to sedentary behaviour and obesity would contribute to the epidemic of childhood obesity. The potential risks of these issues on childhood movement experiences are decreasing childhood physical activity all together. Obese and overweight children can have difficulty engaging in play, sports, and overall exercise. These issues can also lead to self-esteem issues which may lead to dropout in sport and a decreased exercise level in children. Childhood obesity can increase the risk of diseases such as diabetes type II, cardiovascular problems, and more (Flynn et. al., 2006). These are all reasons why it is incredibly important to focus on teaching fundamental movement skills and bettering setting the body in motion; therefore, making it easier to engage in physical activity and a healthy lifestyle to decrease these risks. If the body can be set in motion easier it makes participation in physical activity easier for children, this is possible if the proper building blocks are set in place also known as fundamental movement skills (Cohen, 2014).
Practical Applications
GAME #1 - SHIPWRECK
Purpose
This game can be played to familiarise children with the preliminary (ready) position that is present in many sports activities through the game's action commands that are followed by a running task.
This activity will primarily focus on setting the body for motion from a static state into a dynamic state. For example, children can learn to set their bodies to perform an efficient take-off into a running movement when "hit the deck" is paired with "port". Players can also learn to set their bodies to the classic "ready position" in many sports when "chow time" is called. More functions of the game can be found in the table found in "Instructions".
Target Age
Typically, anywhere from 6 - 12 years of age, however, this game can be played at all ages.
Equipment needed
A large open space such as an open field or a gymnasium, as well as pylons to set boundaries of the ship and the break room.
Environmental Space/Set-Up
If the activity is played outside, pylons should mark a wide area in a rectuangular shape. The deck will be the inside of the rectangle, while the breakroom will consist of all the space outside the rectangle. Participants who have been sent to the break room can stand along the border of the deck.
If the activity is played inside a gymnasium, pylons in a horizontal line will mark off 1/4 of the gym space to act as the breakroom. This allows for the breakroom players to maintain enough space to perform other physical motions. The remaining 3/4 will act as the deck for active players.
Instructions
Participants are to be spread out across the deck area within the pylons. The leader of the game acts as the Captain of the ship and explains that they will be giving commands to the participants to perform a specific movement. If crew members do not follow the commands correctly, are the last to follow the command, or cannot join a group successfully to complete the action, they must go to the break room and perform other tasks. Designate the bow, stern, port, and starboard of the deck.
| Command | Action | Purpose |
|---|---|---|
| Crow's Nest | Players act as though they are climbing up a ladder to the crow's nest | Set bodies for balancing activities and coordinating contralateral limbs |
| Swab the Deck | Players get on their hands and knees and pretend to scrub the floor | Set bodies for efficient take off in running |
| Chow time | Players form a group of 5; crouch/squat in a circle facing inwards and pretend to eat with hands | Set bodies for the "ready position" that is fundamental in many sports |
| Row to Shore | Players form a group of 4; sit on the ground in a vertical line and pretend to row while singing Row, Row, Row Your Boat | Set bodies for upper body rotation (in preliminary movements like a backswing) |
| Lighthouse | Players form a group of 3; 2 players face each other and join hands above their heads to make a lighthouse while the 3rd player runs around the lighthouse | Familiarizing the body with torque motions as they run in circles |
| Hit the Deck | Players lay down on their stomachs | Set bodies for efficient take-off in running |
| Drop Anchor | Players lay on their back with arms and legs up | Set bodies for core muscle contraction and rotation; efficient take-off in running |
| Break Time | Active players can run to the break room and tag as many people as possible. Those that are tagged can return to the deck and play again. | Transition action |
| Bow/Stern/Port/ Starboard | Players run to the respective designated area | Transition action |
The Captain should use a sequence of commands that switches from a stationary action to a transition actions to maximise the practice of preliminary actions. Those who are unable to complete the task or cannot form a full group to perform the action will go to the break room, where they are required to perform actions determined by the Captain. These can include doing jumping-jacks, squats, balancing on one leg, etc to further develop positions that will set the body in motion. The last player on the deck wins!
Modifications
This activity can be modified for higher skilled players, where instructors can create and add new rules and actions that require students to form groups. Furthermore, those that have fully acquired many motor skills may hop to their designated locations to immiate pirates.
For lower skilled players, pick two or three actions to focus on, especially actions that require motor skills that are just in developing stages for the players, in addition to the designated areas of the deck.
GAME #2 - LAND, SEA, AIR
Purpose
This game can be used to train the preliminary movements and setting the body in motion from an already dynamic state. These require the use of momentum and balance from strength in legs and core muscles. Because this activity is primarily jumping-focused and relies on inhibition of movement when processing commands, it aligns with aspects of setting the body in motion for directional changes. In this activity, players can explore Newton's Third Law that claims for every action, there is an equal and opposite reaction, where they can attend to which factors affect a forward jump and contrast against factors in a backward jump (Kowalski, 1999). Furthermore, when inhibiting a "wrong" action (ie: when the player is on land, land is called and they almost jump), participants can explore postural balancing strategies to maintain equilibrium (Chvatal & Ting, 2013). Participants will likely feel themselves swaying back and forth due to many micro-adjustments in the muscles compensating for each other until equilibrium is reached (Chvatal & Ting, 2013).
Target Age
Typically, anywhere from 5 - 10 years of age, however, this game can be played at all ages.
Equipment
At least 2 lines on the ground that can fit all players shoulder to shoulder with elbow room, marked by chalk, tape, or rope if necessary.
Environmental Space/Set-Up
The space should be wide enough for all participants to be able to fit standing side by side. If this is impossible, participants can split into two groups and another line can be formed behind the original one. The line will act as a border between the land and the sea. There will also be a pre-identified penalty line marked (around 10 - 15 metres away).
Instructions
Participants will stand with their feet together and with their toes behind the line. Participants' feet should remain together throughout the entire game unless a command calls for a one-legged action, and participants' orientation should remain facing forwards when their feet are touching the ground. The leader will call the following commands for participants to complete:
| Command | Action |
|---|---|
| Air | Players must jump into the air as high as they can and land in the same place they started. |
| Land | Players must place their feet behind the line:
If they are already behind the line, they must not move their feet. If they are in front of the line, they must jump backward with oth feet landing behind the linee. |
| Sea | Players must place their feet in front of the line:
If they are already in front of the line, they must not move their feet. If they are behind the line, they must jump forward with both feet landing entirely in front of the line. |
| Tornado | Player must jump and spin one full circle, landing in the same place they started. |
| Pirate | Player must stand or jump on one foot until the leader calls "argh!" |
| Earthquake | Players can be creative here! They can stomp their feet to mimic the sounds of the earth shaking. |
If participants move their feet when they are not supposed to, touch the line, cannot keep their balance, or perform the inccorect movement, they must run and touch the penalty line before they return to the main line.
Modifications
This activity can be modified for players who are still in the early developing stages for jumping, where leaders can pick two or three basic actions to focus on. In addition, participants can increase their base of support but having their legs shoulder-width apart rather than having them side-by-side.
For acquired and fully accomplished players, this activity can be adapted by widening the boundary between land and sea, where two seperate lines mark the area participants must jump over. This requires more strength from participants. Another adaptation could include the introduction of hoping on one foot rather than being on two feet, and further honing in to further develop fluent acquisition.
In addition, the activity can be adapted to become a race, where multiple lines can be laid out in front and behind the main line. When players make a mistake, they move back one line. All players can advance one line every five commands as declared by the leader.
Summary
Setting the body into motion is a concept used in all sports and requires the use of Newton’s three laws of motion. Spatial, effort, and relationship awareness are also needed to set the body into motion. Setting the body into motion is necessary in properly executing all fundamental movement skills, which can increase a child’s likelihood of living an active lifestyle. Children who lack the fundamental movement skills commonly live sedentary lifestyles and are obese due to limited motor skills. Participation in physical activity can be easier for children if they learn how to properly set their body into motion.
References
Bredin, S. (2020). Module 4: Developing fundamental movements. KIN 355 Movement Experiences for Young Children. School of Kinesiology, University of British Columbia.
Chvatal, S. A., & Ting, L. H. (2013). Common muscle synergies for balance and walking. Frontiers in Computational Neuroscience, 48(7). doi:10.3389/fncom.2013.00048
Cohen, K. E., Morgan, P. J., Plotnikoff, R. C., Callister, R., & Lubans, D. R. (2014). Fundamental movement skills and physical activity among children living in low-income communities: A cross-sectional study. The International Journal of Behavioral Nutrition and Physical Activity, 11(1), 49-49. doi:10.1186/1479-5868-11-49
Engel, A. C., Broderick, C. R., van Doorn, N., Hardy, L. L., & Parmenter, B. J. (2018). Exploring the relationship between fundamental motor skill interventions and physical activity levels in children: A systematic review and meta-analysis. Sports Medicine, 48(8), 1845-1857. doi:10.1007/s40279-018-0923-3
Flynn, M. A. T., McNeil, D. A., Maloff, B., Mutasingwa, D., Wu, M., Ford, C., & Tough, S. C. (2006). Reducing obesity and related chronic disease risk in children and youth: A synthesis of evidence with 'best practice' recommendations. Obesity Reviews, 7(s1), 7-66. doi:10.1111/j.1467-789x.2006.00242.x
Fundamental Motor Skills and Sports Specific Skills. (2020). Retrieved October 20, 2020, from https://www.physio-pedia.com/Fundamental_Motor_Skills_and_Sports_Specific_Skills
Hase, K., & Yamazaki, N. (1997). Development of Three-Diemnsional Whole-Body Musculoskeletal Model for Various Motion Analyses. JSME international journal. Ser. C, Dynamics, control, robotics, design and manufacturing, 40(1), 25-32.
Klingberg, B., Hoeboer, J. J. A. A. M, Schranz, N., Barnett, L., De Vries, S. I., & Ferrar, K. (2019). Validity and feasibility of an obstacle course to assess fundamental movement skills in a pre-school setting. Journal of Sports Sciences, 37(13), 1534-1542. doi:10.1080/02640414.2019.1575326
Kowalski, K. M. (1999). Bodies in motion (Biomechanics, as it applies to inline skating; includes specific techniques). Odyssey (Milwaukee, Wis.), 8(6), 22.
Lubans, D.R., Morgan, P.J., Cliff, D.P. et al. Fundamental Movement Skills in Children and Adolescents. Sports Med 40, 1019–1035 (2010). https://doi-org.ezproxy.library.ubc.ca/10.2165/11536850-000000000-00000
Matus, C., & Springer LINK ebooks - Education. (2016). Imagining time and space in universities: Bodies in motion. New York, NY: Palgrave Macmillan.
Merriam-Webster. Law of motion. Accessed October 20, 2020 from, https://www.merriam-webster.com/dictionary/law of motion
State of Victoria. (2018). Fundamental motor skills: An activities resource for classroom teachers. Retrieved October 20, 2020, from https://fusecontent.education.vic.gov.au/6f9265d9-afef-4a9a-9228-05a039225985/fmsactivityresource.pdf
Winnipeg School Division. (2016). Fundamental Movement Skills Assessment (kindergarten - grade 5). Retrieved October 20, 2020, from https://www.winnipegsd.ca/Education%20Services/Curriculum/physical-education/Documents/Fundamental%20Movement%20Skills%20Guide%20-%20English.pdf