Comparison of Standing Long Jump Technique Performed by Subjects From Different Age Groups

Abstract

Background. The aim of this study was to determine kinematic parameters relevant for the proficient performance of standing long jump (SLJ) test in boys and adolescents. Methods. The investigation was conducted on 120 participants divided into five experimental groups of 20 boys and adolescents aged 4–18 and one control group composed of 20 students from the second year of Faculty of Kinesiology whose performance was considered as a model of proficient execution of analysed test. The set of variables was composed of 15 kinematic parameters. For determining the influence of selected kinematic parameters on proficiency of standing long jump test, the Stepwise Regression Analyses was used. Results. The results showed the existence of specific relationship between selected kinematic parameters that significantly affected the execution of standing long jump test in each age group. Conclusion. It can be concluded that, according to analysed kinematic parameters, technique of standing long jump significantly differ from early age to maturity.

Assessing Standing Long Jump Developmental Levels Using an Inertial Measurement Unit

“…Indeed, the information obtained from the IMU method could provide accurate explanations about the differences among children' developmental levels. It is interesting that no parameters were statistically different for each of the level comparisons, suggesting that the IMU also reflects the complexity of identifying reliable differences among 8-to 10-year-old participants (Hraski et al, 2015;Nikolic´et al, 2013).…”

“…All participants were attending two physical education lessons per week and were familiar with the SLJ. The age range of the participants was selected to span stages of varying SLJ proficiency level in the course toward mastery (Gabbard, 2011) even though motor coordination and technical performance required for SLJ skill are not yet stable and recognizable this early (Hraski et al, 2015). Hence, the current age range was deemed adequate for sampling participants that might exhibit differences in their rate of development.…”

“…Furthermore, this skill is extensively included in standardized tests (e.g., Test of Gross Motor Development) used to evaluate motor proficiency in young children. Of note, the SLJ is also used widely for objective assessment in physical ability teaching and training (Hraski, Hraski, & Prskalo, 2015).…”

“…Quantitative assessment of the SLJ skill in children has mainly focused on the analysis of spatiotemporal parameters that explain differences in maximum jump distance among different age-groups. In this respect, relevant parameters have been as follows: the horizontal and vertical components of velocity at takeoff in 6 -to 10-year-old children (Hraski et al, 2015;Roy, Youm, & Roberts, 1973), hip angle at takeoff and arm swing movement in 11 to 13 year olds (Hraski et al, 2015), and flight time (FlyT) and takeoff angle of the trunk in 17 year olds (Szerdiova´, Simsˇik, & Dolna´, 2012). The aforementioned studies share common findings in terms of a lack of stable and consistent kinematic and temporal parameters associated with the maximum long jump distance before age 13.…”

Adult2child: Motion Style Transfer using CycleGANs

“…[Huelke 1998]. Several studies have been conducted that study the differences between the child and adults behavior and motion, in terms of mass body, motor control, skillful, coordination, and energy [Aloba 2019;Hraski et al 2015;Huelke 1998;Nader et al 2008]. More particularly, Jain et al [2016] found that naive viewers can identify if a motion was performed by a child or an adult, even when they are completing the same actions.…”