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Where does anatomy end and kinesiology begin? In truth, there is no answer because the question itself is not valid. One might as well ask, “Where does the study of words end and the writing of compositions (or articles, or books) begin?” or “Where does the study of building materials end and the designing and erecting of buildings begin?” Just as words are the elements used in all writing, whether creative, factual, or expository, and just as bricks, wood, cement, metal, and glass are some of the elements used in building, so bones, joints, muscles, connective tissue, blood vessels, and nerves are the vital elements of human motion. They are the essential elements used in batting a baseball, passing and carrying a football, shooting a basketball into the basket—in fact, in all running, walking, jumping, throwing, striking, catching, and swimming; likewise, one finds them in keyboarding, manual labor, painting, sewing, knitting, and so forth, almost without end.


One aim of Part I is to prepare students of human motion, whether they are in physical education, athletic training, physical therapy, occupational therapy, exercise science, or other related professions, to systematically analyze human movements in terms of muscles, joints, and nervous system integration and to apply the knowledge provided to improve performance in motor skills. This section should not be looked upon merely as a review of anatomy but as the very foundation for analysis of human motion. It demonstrates the close relationships between anatomical structure and function, and it provides a body of knowledge that can be utilized in learning and perfecting various motor skills. It aims to demonstrate how the bones, joints, and muscles serve as elements in anatomical levers, which act in accord with the laws of mechanics. It also strives to make clear the influences of gravitational and other external forces on muscular actions. For instance, under certain circumstances, these forces may cause an action to be the exact opposite of what one would expect in view of the movement that is being performed. It should be obvious, therefore, that memorizing the actions of muscles will not prepare the student to make accurate analyses. Rather, a true understanding of all the conditions that influence the functions of the muscles is necessary.


A second aim of Part I is to equip the future physical education instructor, coach, trainer, therapist, or fitness leader with the anatomical knowledge essential for understanding the nature of common injuries and their prevention or rehabilitation. For this reason, considerable emphasis is placed on the structure of each joint, the factors that contribute to its stability, and the factors that influence the range of motion of each joint. One factor that many seem to be ignorant about is the timetable of ages at which the epiphyseal cartilages become ossified. It should be of interest because it marks the turning point between the period of bone growth and the period of bone maturity. Because of the significance of ...

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