Swimming Research and Education at the Centre for Aquatics Research and Education (CARE) The University of Edinburgh Ross Sanders Hideki Takagi

The Facility Fully automatic control of camera functions 6 Lane 25m pool 6 underwater cameras, 3 above water Floor to any depth at one end Software controlled video data collection and feedback Digital video data storage – analysis, web display etc.

Research and Education Activities Learn to swim research (SNL) Swimmer analysis and feedback Coach and swimmer services Coach and swimmer workshops/seminars Stroke camps Web activities Coaches’ Information Service Educational CPD modules Video and CD ROM production activities International collaboration

Roozbeh Naemi Turns Stelios Psycharakis Intracyclic Velocity Shuping Li Hydrotherapy Morteza Shahbazi Active and Passive Drag Chris Connaboy Underwater Kicking Research Projects Ross Sanders 3D Kinetic and Kinematics Mid Pool

Models Underlying Our Research Plan 1. Analysis of Mid-Pool Swimming New model for analysing mid pool swimming Differs from the traditional stroke-length/stroke frequency approach Forces and torques are difficult to measure Stroke-length/stroke-frequency analysis is limited wrt developing strategies for improving performance of individual swimmers New model is based on biomechanical principles  behavioral goals  critical features

Global Goals Primary Mechanical Principle Primary Behavioural Goals Secondary Behavioural Goals Secondary Mechanical Principle Critical Features Minimise resistive impulse Maximise propulsive impulse Restrain physiological cost Maximise the magnitude of propulsive forces Maximise the time of propulsive forces The change in motion depends on the magnitude of the net force and the time over which it acts Commence catch soon after entry Release as late as possible Recover the hand quickly Resistance to rotation depends on mass distribution with respect to the axis Time catch to release Time catch wrt entry Time release to entry Distance hand to shoulder during recovery

Measurement of Hand Forces Using Pressure Transducers

Global Goals Primary Mechanical Principle Primary Behavioural Goals Secondary Behavioural Goals Secondary Mechanical Principle Critical Features Minimise resistive impulse Maximise propulsive impulse Restrain physiological cost Minimise the magnitude of resistive forces Minimise the time of resistive forces The change in motion depends on the magnitude of the net force and the time over which it acts Maximise the time of propulsive part of pull Commence catch soon after entry Recover the hand quickly Resistance to rotation depends on mass distribution with respect to the axis Time catch to release Time catch wrt entry Time release to entry Distance hand to shoulder during recovery

Global Goals Primary Mechanical Principle Primary Behavioural Goals Secondary Behavioural Goals Critical Features Minimise resistive impulse Maximise propulsive impulse Restrain physiological cost Maximise the magnitude of propulsive forces Maximise the time of propulsive forces The change in motion depends on the magnitude of the net force and the time over which it acts Maximise X- sect. area of propelling limbs to flow Maximise speed of propelling limbs Optimise alignment of propelling limbs Elbow position/ internal rotation Hand orientation Optimise direction of propelling limbs Foot orientation Magnitude body roll Timing body roll Hip, knee, ankle angles Hand, arm speed Hand, arm path Amplitude, frequency of kick

Timing, magnitude body roll Minimise the time of resistive forces Global Goals Primary Mechanical Principle Primary Behavioural Goals Secondary Behavioural Goals Critical Features Minimise resistive impulse Maximise propulsive impulse Restrain physiological cost Minimise the magnitude of resistive forces The change in motion depends on the magnitude of the net force and the time over which it acts Minimise X- sect. area of body segments to flow Minimise speed of body segments in direction of travel Optimise alignment Hand and arm orientation - entry, entry to catch, release to exit Optimise shape Head, trunk, thigh, shank, foot angles Secondary Mechanical Principle The counter-rotation effect depends on mass distribution with respect to the axis and angular velocity Hand and arm speed - entry, entry to catch, release to exit Width arm recovery, head lifting Body alignment Amplitude, frequency kicking

Distance from wall in turn Time contact Rate of rotation Body postures adopted: angles of segments to flow and joint angles Time inTime out Body alignment wrt direction of travel Average Speed Initial swim Speed  Distance during tumble TimingResistive forces Time from - 5 to 15 m Time of tumble Distance at start of tumble  Speed during tumble

Time Extension Time in Resistive impulse Ecc. joint torques hip, knee, ankle Time contactTime out Swim Speed Initial joint angles, hip, knee, ankle Conc. joint torques hip, knee, ankle, shoulder Final joint angles, hip, knee, ankle Time Flexion Speed at first contact Distance Speed at last contact  Speed during tumble  Joint angles, hip, knee, ankle Impulse  Joint angles, hip, knee, ankle Time from - 5 to 15 m

Time contactTime in Distance from wall at last contact Kick amplitude Distance Speed at last contact Time from - 5 to 15 m Time out Average Speed Body alignment Body posture  Speed Kick frequency Depth Timing of initiating kick Resistive impulse Propulsive impulse  Speed during glide  Speed during kick

Timing of the Kick in Turns and Starts Speed following turn or after entry is > speed from kicking (Lyttle & Blanksby; 2000) Timing of the kick is important Need to find a method of determining when to start kicking

Model the velocity that would occur in the absence of kicking Fit an exponential decay function v(i) = ae -kt(i) Mathematical Model

Research in Learn to Swim A Strategic Partnership between Swimming Nature Limited and The University of Edinburgh

The Research Goal To increase effectiveness of teaching swimming

The Research Team Ross Sanders, Eduardo Ferre Kelly Myers SNL ‘Think Tank’ SNL Teachers U of E Staff P/grads U/grads

Building water confidence Developing safety sense Developing feel for the water Developing good technique Creating fun Maximising learning rate Teaching Effectiveness

Learner characteristic s Drills and activities used Sequencing of drills and activities Teacher characteristics Teacher to student ratio Environment Variables affecting effectiveness

Conclusion Described the facility, personnel, and some of the research and educational activities at CARE. Presented models that guide the sports biomechanics research and service activities. Indicated some of the ways the research is contributing to improved coaching and teaching.