This document discusses qualitative biomechanical analysis in physical education. It defines qualitative analysis as a non-numerical, systematic evaluation of a skill through direct observation to improve performance. The principles of qualitative analysis involve preparation, observation, evaluation of performance, error detection, and providing interventions. Coaches prepare by determining what and why they are analyzing, then observe performances live or recorded. They evaluate the performance by identifying problems and their causes. Errors are detected subjectively and addressed through training interventions aimed at weaknesses. The process cycles with reobservation to assess progress after implementing strategies.

1. QUALITATIVE BIOMECHANICA
ANALYSIS IN PHYSICAL
EDUCATION
Reporter: Norieta G. Langpawen

2. CONTENTS
 DEFINITION

 PRINCIPLES OF BIOMECHANICAL ANALYSIS

3. OBJECTIVE OF MOVEMENT ANALYSIS IN
SPORTS
 To enhance performance and tactics.
 To minimize the risk of injuries.
 To attain highest level otic performance


4. 01 QUALITATIVE ANALYSIS
Involves a non-numerical systematic
evaluation of a skill and is most frequently
performed during direct observation of
movement for the purpose of providing the
most appropriate intervention to improve
performance.
(Knudson and Morisson, 2002)

5. 01 QUALITATIVE ANALYSIS
 Subjective
 Includes visual assessment of body position, and
segment position.
 Practical, readily available, frequently used, requires
less time, and less equipment.
 Less precise than quantitative analysis.
 Could use video recording to do the task.
 A skilled practice that grows overtime.

6. 02
PRINCIPLES OF QUALITATIVE BIOMECHANICAL
ANALYSIS IN SPORTS

7. PREPARATION
OBSERVATION
EVALUATION
ERROR
DETECTION
Qualitative movement analysis is used
by all types of
teachers/coaches to improve the
performance of those
students/athletes in their care.

8. The action or process of preparing or being
prepared for use or consideration.
In this stage the coach/teacher needs to
determine:
• What is being analysed?(the skill, the
movement, the tactic)
• Why it is being analysed?
• How it is being analysed?(live, recording
– what software)

9. Once these have been decided upon the
coach/teacher needs to determine:
• What are the characteristics of a skilled
performance?
• How will the progress of the subject be
tracked?

10. • The process of looking at the performance of
the subject(s).
• Observations can be performed live (coaching
watching during a training session) or
recorded and then reviewed.
• There are many factors which can influence
the ability to observe performance but the
main limitation of observing the quality of
performance is the fact that it is subjective.

11. • The term ‘evaluation’ generally refers to a
judgement of quality. The teacher/coach will
do the following during evaluation:
• Decide what the problem is.
• Decide what is causing the problem
• Decide how the problem can be addressed

12. • A major issue with performance analysis is
its subjective nature. Sports like track and
field are easier to analyse, as the numbers
(objectively measured ie. time, height and
distance) don’t lie, but for other sports, such
as boxing and gymnastics, analysis is much
more subjective.

13. To combat the subjective nature of analysis in these sports,
significant time is spent on:
• Training judges and coaches to appreciate performance in
the same way.
• The development of checklists which list the elements
essential for skilled performance
• The development of rating scales which outline the degree
of difficulty of certain movements
• The development of criteria outlining the rules, procedures
or guidelines relating to the assessment of the
performance.
•

15. PHASE CRITICAL ELEMENTS OB
SE
RV
ATI
ON
COMMENTS
A.
Preparato
ry
-Feet Shoulder-Width Apart,Eyes
On Ball,Arms Readied In front of
Body,Knees Slightly Bent
GOOD
-Solid base of support,
very good concentration
level.
-Awkward or poor angle
B.
Execution
-‘Bump’action from shoulders.Ball
contact forearms, legs still flexed
at contact
POOR
-Needs work, still striking
up, tendency to come
upright.
C. Follow
through
-Balanced is maintained, arms
back to readied position, readied
to move
CELLE
-Well balanced, quickly
redied, very quick to rest
STUDENT NAME: ANNA SKILL: VOLLEYBALL DIG

16. Through analysis, weaknesses are identified and strategies to
develop these weaknesses are put in place.
These strategies will either be direct or constraints-based
coaching or instructional processes.
The type of intervention put in place is dependent on the stage
of learning that they performer is in.
The intervention is implemented in one or both of the
following ways:
• In game
• In training

17. After finishing the
cycle, go back to
observation phase
to determine the
progress after
incorporating the
interventions.

18. REFERENCES:
1.VCE PHYSICAL EDUCATION UNIT 3 AOS 1PRINCIPLES OF
QUALITATIVE
MOVEMENT ANALYSIS by Chris Branigan, 2017
2. Methods of Biomechanical Performance Analyses in Sport-
American Journal of Sports Science and Medicine. 2020

19. THANK YOU
NORIETA G. LANGPAWEN