Kinematic and Biodynamic Model of the Long Jump Technique

Čoh, Milan; Žvan, Milan; Kugovnik, Otmar

doi:10.5772/intechopen.71418

Cited by 3 publications

(4 citation statements)

References 7 publications

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“…The present study confirms that the EHS were distinguished from the ED by their shorter stride length over the hurdle, lower CM path, and faster crossing technique. Čoh et al [35] found that elite athletes with shorter hurdle clearance times had faster hurdle running times. According to McDonald and Dapena [10], the criterion of an efficient hurdle clearance technique is the shortest possible time of the flight phase (hurdle clearance time); otherwise, the hurdler loses velocity in the air.…”

Section: Discussionmentioning

confidence: 99%

“…The comparative analysis of the angular kinematics reveals that the EHS are distinguished by a more pronounced forward slope of the trunk at hurdle-crossing, particularly during the landing phase. This body posture at the landing phase creates auspicious conditions for an active landing after hurdle-crossing, minimising the loss of speed mainly during the amortisation phase, ensuring easier forward locomotion [35], and allowing the CM to lower to an optimal level above the hurdle [2]. It should also be noted that the EHS show more efficient movement of the attacking leg at the moment of propulsion and hurdle attack.…”

Section: Discussionmentioning

confidence: 99%

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Efficiency factors in 110-metre hurdle clearance techniques: kinematics among specialist hurdlers and decathletes

Mansour,

Ben Chaifa,

Atta

et al. 2024

Hum Mov.

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PurposeTechnical differences may explain why elite hurdles specialists (EHS) and elite decathletes (ED) perform differently in the 110-metre hurdles. This study aims to compare the hurdle-unit kinematic parameters in EHS and ED.MethodsA total of 20 male athletes were recruited, including 10 EHS (age: 20.9 ± 2.2 years, body mass: 76.9 ± 7.0 kg, height: 1.85 ± 0.05 m) and 10 ED (age: 20.8 ± 2.27 years, body mass: 87.7 ± 6.9 kg, height: 1.91 ± 0.03 m). Their three-dimensional movement was analysed for hurdling sequences over the whole hurdle-crossing phase and the entire cycle of the first stride after the hurdle, with spatial, temporal, and angular characteristics compared between groups.ResultsEHS were characterised by faster hurdle crossing (p = 0.002), shorter stride length over the hurdle (p = 0.002), and a shorter support phase in the first stride post-hurdle (p = 0.005). The centre of mass (CM) path of ED was higher than that of EHS (p = 0.003). EHS attack the hurdle with the lead leg’s knee significantly more flexed (p = 0.001) and after crossing the hurdle, regain contact with the ground with the lead leg more flexed at the hip level (p = 0.004), the trunk more inclined forward (p = 0.01), and a relatively smaller positioning angle of the supporting leg (p = 0.021).ConclusionsEHS can be identified by their reduced impulse time, abbreviated take-off phase over the hurdle, and accelerated landing. Furthermore, EHS achieved optimum speed between obstacles faster, resulting in less speed loss and enhanced performance.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Efficiency factors in 110-metre hurdle clearance techniques: kinematics among specialist hurdlers and decathletes

Mansour,

Ben Chaifa,

Atta

et al. 2024

Hum Mov.

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“…Running speed was measured using Cronox 2.0 (Madrid, Spain). To assess students' studies, there were selected indicators that characterize the long jump technique: long jump (cm); speed of the last 5 m of running start (m/s); speed of the last 10 m running start (m/s); take-off time (m/s); tempo of the last six steps (step/s) [22,23]. Indicators were obtained by analyzing video records of long jumps at the beginning and end of the research.…”

Section: Methodsmentioning

confidence: 99%

The comparison of students’ long jump study programs

Yefremenko,

Рiatysotska,

Pavlenko

2023

СНСВ

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Background and Study Aim: The modern educational process in physical education needs to form educational competencies for a limited time. It is necessary to use modern approaches. Purpose – to determine the effectiveness of holistic and differentiated methods of study the technique of long jumps by combat sports students. Material and methods: Objects. 20 healthy first-year students of bachelor of different sports qualification, who are engaged in single combats (n = 20). Following the results of the stating experiment, the participants were divided into two groups: group A (n = 10) – students with a satisfactory level of physical fitness; group B (n = 10) – students with a high level of physical fitness. Methods: testing of physical fitness using specific field tests for long jumpers for to determine the physical fitness of combat sports students and their ranking by test groups (30 m running (s); standing long jump (cm) 5-fold jump on the take-off leg (cm); triple standing jump (cm); long Jump (cm)); record video and video analysis of the elements technique of the long jump (long jump (cm); speed of the last 5 m of running start (m/s); speed of the last 10 m running start (m/s); take-off time (m/s); tempo of the last six steps (step/s)) – in order to determine the technique of the long jump from a run; the statistics made it possible to determine the effectiveness of programs of study the technique of the long jump by comparing the indicators of the initial and repeated video analysis of the records. Approach. The impact of two study programs on long jumps with a running start of students was investigated. They learn to become coaches and are engaged in types of single combats. Programs are developed considering two approaches: 1) holistic execution of different jumps (holistic approach); 2) performing special exercises and long jump parts (differentiated approach). To form study programs, the main exercises for studying long jump techniques were chosen. Results: At the beginning of the study, the indicators of physical fitness were stated. The objects were ranked into two different groups A (satisfactory level of physical fitness) and B (high level of physical fitness) (p<0.05): 30 m running – [4,53 s (Group A); 4,39 s (Group B)]; standing long jump – [235,63 cm (Group A); 273,38 cm (Group B)]; 5-fold jump on the take-off leg – [1223.50 cm (Group A); 1270.88 cm (Group B)]; triple standing jump – [635,88 cm (Group A); 667,38 cm (Group B)]; long jump – [451,75 cm (Group A); 472,63 cm (Group B)]. After used approach, it was found that as a result of study the long jump technique using different programs, the test results significantly improved (p<0.05): long jumps – for the athletes of Group A [451,75 cm; 478,50 cm], for the athletes of Group B [472,63 ; 491,88 cm]; speed of the last 5 m of running start – for the athletes of Group A [6,41; 6,47 m/s], for the athletes of Group B [6,79 ; 6,87 m/s]; speed of the last 10 m running start – for the athletes of Group A [6,42; 6,48 m/s]; take-off time – for athletes of Group A [0,23 ; 0,21 m/s], for the athletes of Group B [0,22; 0,20 m/s]; tempo of the last six steps – for the athletes of Group A [3,01 ; 3,13 steps/s], for the athletes of Group B [3,24 ; 3,41 steps/s]. The positive impact of the developed programs on speed indicators of running start and take-off in both test groups was found. All indicators as a result of intra-group and inter-group comparison significantly differed from the beginning to the end of the research (p<0,05). The exception was indicators of take-offs, which didn’t differ significantly in groups A and B (p>0,05). Conclusion: The effectiveness of the influence of both developed training programs on the long jump technique was discovered. Despite the previous motor experience and nonspecialized sports activity, it is possible to introduce different ways of studying motor actions, which are provided by the educational program. This allows you to maximize the individual opportunities of students. The presented long jump approaches allow using the level of physical fitness of trained individuals as a basis for the formation of educational programs. This allows you to increase the motivation, curiosity, and effectiveness of training a modern specialist in physical education. The development of flexible programs for students to study in other types of track and field is necessary.

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“…These actions will contribute to optimally increasing 400-m performance in elite and sub-elite sprinters. One of the main factors determining the effectiveness of the 400-m sprint is the athletes' speed level (Bergamini, 2011;Brüggemann et al, 1999;Čoh et al, 1995). The abovementioned factor is directly related to the length and frequency of steps and the optimal time of foot contact with the ground (Mackala and Fostiak, 2015;Mackala et al, 2019;Maćkała and Mero, 2013).…”

Section: Introductionmentioning

confidence: 99%

Kinematics of Two Special Endurance Trials: A Methodological Contribution to 400-m Performance

Mackala,

Omelko,

Mroczek

et al. 2024

Journal of Human Kinetics

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This study aimed to determine changes in the kinematics of sprint steps based on progressive muscular fatigue during high-intensity 350-m and 500-m trials. Twelve elite healthy male 400-m sprinters with a minimum of six years of regular sprint training experience were recruited. They were divided into two groups for the experiment: a 350-m and a 500-m trial group. Time and kinematics of sprinting step motion for specific segments, i.e., starting to final stages of each trial, were obtained using the Opto Jump-Microgate optical measurement system. The starting phase of each sprint was defined as the section without muscular fatigue (noF), and the final phase was the sprint under muscular fatigue (onF). Each last 25 m of the 50-m evaluated section containing ten complete running steps was selected for detailed statistical analysis. Various patterns of temporal and spatial variables of sprinting efforts were observed between 350-m and 500-m trials. Each trial result was influenced by significant individual changes (p < 0.05). All variables indicated that the two distances differed significantly in terms of running kinematics. This was confirmed by significant differences in the mean step frequency (p < 0.001), which presented a difference of 11.75%, and the mean step speed (p < 0.001). As a result of these changes, a hierarchical intermittent endurance training pattern was defined. The research concluded that special endurance (intermittent sprints) based on 350 m differed significantly in kinematics from sprints over 500 m. Therefore, it should be assumed that the distance of 350 m is more similar in its kinematics to the 400-m competition. This should encourage coaches and athletes to apply a 350-m distance in training developing special endurance, especially in the pre-competitive and competitive periods.

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Kinematic and Biodynamic Model of the Long Jump Technique

Cited by 3 publications

References 7 publications

Efficiency factors in 110-metre hurdle clearance techniques: kinematics among specialist hurdlers and decathletes

Efficiency factors in 110-metre hurdle clearance techniques: kinematics among specialist hurdlers and decathletes

The comparison of students’ long jump study programs

Kinematics of Two Special Endurance Trials: A Methodological Contribution to 400-m Performance

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