A Hurdle-Based Learning Design Effect on Locomotion Pattern and Hurdle Clearance Kinematic Reorganization.

The study assessed the manifestation of a regulated locomotion pattern while clearing the first two hurdles during running. In addition, the effect of a hurdles' learning design, using specific activities and manipulated task constraints, on regulation strategies and kinematic reorganization was examined. Pre- and posttests were conducted. Twenty-four young athletes were randomly assigned into an experimental and a control group, and performed 18 training sessions, consisting of a hurdle-based intervention for experimental participants and a more generalized athletics training for control participants. Different footfall variability curves were recorded, suggesting that young athletes regulated locomotion pattern to clear the hurdles according to their needs. Task-specific training contributed to lower values of variability for the entire approach run and to functional movement reorganization, affording learners to take-off further from the hurdle with a higher horizontal velocity, leading to a more flat hurdle clearance stride and to a significant hurdle running performance improvement.

Target Constraints Influence Locomotion Pattern to the First Hurdle.

The study examined to what extent the manipulation of hurdle height (0.76-m hurdle, low hurdle 0.50 m, and white stripe) would affect visual regulation strategies and kinematic reorganization when approaching the first hurdle. In addition, the impact of constraints as a training tool in terms of creating movement patterns functional for and representative of competitive movement models was assessed. The approach phase to the first hurdle of 13 physical education students with no previous experience in hurdling was video recorded and analyzed. Emergence of different footfall variability curves and movement coordination patterns suggests that participants interact differently with features of the performance context. Contrary to the white stripe, the hurdle height required participants to initiate regulation and distribute adjustments over a larger number of steps, and afforded the preparation for takeoff in order to clear the hurdle. In task design, manipulation of task constraints should offer valuable information regarding the dynamics of movement.

Performance environment and nested task constraints influence long jump approach run: a preliminary study.

The purpose of the study was to investigate possible changes at step pattern and technical performance of the long jump approach run in seven young long jumpers by modifying the performance environment (long jump runway versus track lane) and the nested actions (run-through with take-off versus complete long jump). Our findings suggest that the step pattern and technical aspects of the approach run are affected by environmental context and nested task constraints. In terms of environmental context, it appears that practising the training routine of run-through followed by take-off on the long jump runway allows athletes to simulate competition conditions in terms of step regulation and technical efficacy. The task of run-through followed by take-off on the track lane failed to initiate visual perception, step regulation and technical efficiency at the steps preceding the instant of take-off. In terms of nested task constraints, when run-ups were followed by jump for distance instead of only a take-off, a higher level of consistency was achieved and step regulation was based on perception-action coupling. Practising long jump run-up accuracy at a setting not containing the informational elements of the performance environment fails to develop the key elements of the skill.

Locomotor control in the long jump approach run in young novice athletes.

We examine the presence of visually regulated control in young, novice long jumpers as they approach the takeoff board. The approach run of 27 novice jumpers (age 12-13 years) practising jump training for a short period was video-recorded during competition. Findings revealed that young, novice participants adjust the length of the final steps of their approach run, suggesting the presence of visual control. Step regulation commenced on the fifth and fourth step from the board for boys and girls respectively. Their pattern of footfall variability was found to be comparable to that of skilled long jumpers, although young, novice participants presented slightly higher variability. It appears that even a limited period of jump training may contribute to a more consistent run-up as well as to smaller takeoff error, offsetting the limitations imposed by the partially developed cognitive abilities and perceptual awareness of young athletes.

Influence of visual impairment level on the regulatory mechanism used during the approach phase of a long jump.

The purpose of the study was to investigate the occurrence of stride regulation at the approach phase of the long jump in athletes with normal vision and visually deprived Class F12 and F13 athletes. All the athletes exhibited the presence of a regulatory mechanism. In the normal vision group this occurred on the fifth-to-last stride. In Class F12 athletes regulation commenced on the fourth-to-last stride for males and third-to-last stride for females. Class F13 males commenced regulation, like the control group, on the fifth-to-last stride; but females commenced on the fourth-to-last stride. The study demonstrated that reduced vision does not prevent Class F12 and F13 athletes from applying a regulatory mechanism similar to that observed in sighted athletes. However, the control mechanism of regulation emerged earlier in non-visually deprived long jumpers and the least visually impaired Class F13 athletes, signifying the importance of visual function in the regulatory stimuli.