Push and Pull – Force Measurement Updates, Interpretation of Measurements and Modes, Peculiarities (Curves, Steps, Etc.). Multi-task Analysis

A set of push/pull experiments were performed by six subjects (3 men and 3 women of widely varying anthropometry). They were asked to exert maximal one-handed and two-handed push and pull forces on a load cell set at three different heights: (67, 109 and 152 cm). They were each permitted to experiment with their postures to determine that which they sensed would permit the largest push or pull force, though no direct feedback was given as to their actual performance. Once they achieved what they believed to be their optimal posture, sagittal plane photographs were taken. The angles of major body joints were then recorded along with the isometric force produced. It is shown that foot placement (together or spread apart, close or distant from the load cell), handle height, and body postures affect push and pull force capability in a manner that is reasonably logical, using biomechanical concepts. It is proposed that future biomechanical models of push and pull strengths and workplace layouts must be carefully assessed with reference to the postural variations reported.

Download Full-text

New Devices for Measuring Forces on the Kayak Foot Bar and on the Seat During Flat-Water Kayak Paddling: A Technical Report

International Journal of Sports Physiology and Performance ◽

10.1123/ijspp.2012-0333 ◽

2014 ◽

Vol 9 (2) ◽

pp. 365-370 ◽

Cited By ~ 2

Author(s):

Johnny E. Nilsson ◽

Hans G. Rosdahl

Keyword(s):

Force Measurement ◽

Single Point ◽

Force Transducer ◽

Load Force ◽

Measuring Device ◽

Device Reliability ◽

Technical Report ◽

Transducer Output ◽

Measurement Devices ◽

Push And Pull

The purpose was to develop and validate portable force-measurement devices for recording push and pull forces applied by each foot to the foot bar of a kayak and the horizontal force at the seat. A foot plate on a single-point force transducer mounted on the kayak foot bar underneath each foot allowed the push and pull forces to be recorded. Two metal frames interconnected with 4 linear ball bearings, and a force transducer allowed recording of horizontal seat force. The foot-bar-force device was calibrated by loading each foot plate with weights in the push–pull direction perpendicular to the foot plate surface, while the seat-force device was calibrated to horizontal forces with and without weights on the seat. A strong linearity (r2 = .99–1.0) was found between transducer output signal and load force in the push and pull directions for both foot-bar transducers perpendicular to the foot plate and the seat-force-measuring device. Reliability of both devices was tested by means of a test–retest design. The coefficient of variation (CV) for foot-bar push and pull forces ranged from 0.1% to 1.1%, and the CV for the seat forces varied from 0.6% to 2.2%. The current study opens up a field for new investigations of the forces generated in the kayak and ways to optimize kayak-paddling performance.

Download Full-text

Why Speech-Language Clinicians Should Be in the Classroom

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2204.277 ◽

1991 ◽

Vol 22 (4) ◽

pp. 277-277 ◽

Cited By ~ 3

Author(s):

Sharon L. Wadle

Keyword(s):

Individual Differences ◽

Task Analysis ◽

Regular Classroom ◽

Classroom Setting ◽

Therapy Room

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.

Download Full-text

A Response Evocation Program for /ɝ/

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.4001.92 ◽

1975 ◽

Vol 40 (1) ◽

pp. 92-105 ◽

Cited By ~ 19

Author(s):

Lawrence D. Shriberg

Keyword(s):

Service Delivery ◽

Motor Skills ◽

Task Analysis ◽

Professional Issues ◽

Clinical Experiences ◽

Program Outcomes ◽

Program Step ◽

Skills Learning ◽

Learning Principles

A response evocation program, some principles underlying its development and administration, and a review of some clinical experiences with the program are presented. Sixty-five children with developmental articulation errors of the /ɝ/ phoneme were administered the program by one of 19 clinicians. Approximately 70% of program administrations resulted in a child emitting a good /ɝ/ within six minutes. Approximately 10% of children who were given additional training on program step failures emitted good /ɝ/'s in subsequent sessions. These preliminary observations are discussed in relation to the role of task analysis and motor skills learning principles in response evocation, clinician influences in program outcomes, and professional issues in service delivery to children with developmental articulation errors.

Download Full-text