Preface to the Twelfth Edition

Since the publication of the first edition of this text, courses in kinesiology have undergone many changes in both content and emphasis. Each subsequent edition has reflected these changes, and the twelfth edition is no exception. The primary goals of this revision have been to update and expand the material where appropriate and to strengthen the textbook as a pedagogical tool. Several chapters have been condensed or rewritten to focus on the most critical points. The resultant content makes this a book ideally suited to help students achieve an understanding of the integrated nature of kinesiology as an area of study that includes both anatomical and biomechanical components.

In the twenty-first century, the traditional course often titled kinesiology has been separated into courses in anatomy and biomechanics. This text attempts to integrate the anatomy of human movement with the mechanics of human movement. It is neither an anatomy text nor a biomechanics text, but is an integrated kinesiology text. The textbook is designed as a basic source to introduce the undergraduate student to the fundamentals of kinesiology. Because the fundamentals are presented without compromising basic theory, this book may be used as an introductory text. The book presents the subject in a fashion that presupposes some background in anatomy and a little in physics. The text does not shy away from presenting material that requires some theoretical foundations in these areas. Whatever background is needed to understand the various applications is supplied, and numerous examples and exercises are provided. There is extensive discussion of both anatomical and biomechanical fundamentals of human motion and the application of these fundamentals to the analysis of a wide variety of motor skills. For these reasons, the text is especially appropriate for use in courses with these objectives:

1. To afford students the opportunity to learn a systematic approach to the analysis of human motion

2. To provide information that will help students obtain an understanding of the anatomical and biomechanical fundamentals of human motion

3. To provide the types of experiences that ask students to apply anatomical and biomechanical analysis to the learning and improvement of a broad spectrum of movement activities

The introduction to each section includes the assumptions about student preparation and sources for review to meet those assumed levels of readiness.

The Introduction to the Study of Kinesiology is a single chapter that sets the stage by presenting a kinesiological analysis model. This chapter is intended to lay the foundation for the remainder of the text. It is here that the student will learn to organize the thought process involved in understanding human movement. It is critical that the study of kinesiology begin here—with a systematic approach to learning.

Part I, Anatomical and Physiological Fundamentals of Human Motion, consists of eight chapters, each beginning with a discussion of the anatomical background essential for understanding human movement followed by the presentation of a systematic approach to kinesiological analysis. The emphasis throughout is on the relation of anatomical structure to function, not on anatomy as such. It is assumed throughout this section that the student has acquired a basic knowledge of static anatomy as applied to stationary models, skeletons, and cadavers. The emphasis in this text is the dynamic anatomy of the moving body. Applications of the knowledge of structure to the analysis of human motion are introduced in these early chapters so that the student can begin to put theory into practice immediately, rather than wait until the knowledge base is more complete. Additional laboratory experiences have been added to assist with this practice.

Part II, Fundamentals of Biomechanics, presents the fundamentals of biomechanics as they apply to human movement analysis. The first chapter introduces the student to terminology and to the units of measure used when motion and the forces that cause it are studied. This chapter is followed by chapters in which motion and the forces that cause and modify it are described. The section concludes with a chapter on the center of gravity and stability.

Part II provides an elementary approach to the material without oversimplifying to the point where misconceptions could occur. In many instances the student is shown the “proof” of a principle through experimental examples or mathematical derivation. This approach is used in the belief that greater understanding will result. The reward will be greater comprehension of the reasons “why” optimum movement patterns occur as they do. It should be remembered, however, that the emphasis in a first undergraduate course in kinesiology should be on the development of the qualitative method of analysis. The introduction of the quantitative method, if used, should be limited to understanding fundamental concepts and not for extensive application to analysis of movement patterns.

Part III, Motor Skills, utilizes the kinesiological analysis system that has been developed in concert with the anatomical and mechanical concepts that have been presented. This analysis model forms the basis for the organization of the eight chapters in Part III. In each of these chapters the basic principles of anatomy and mechanics are identified and applied to specific motor skills. Sample analyses are also included.

Helpful pedagogical tools in every chapter successfully assist the learning process. These include chapter outlines, objectives, laboratory experiences, and references and selected readings.

Eight comprehensive appendices have been updated to provide material that supplements the basic concepts presented in the text:

1. Classification of Joints and Their Movements

2. Joint Range of Motion

3. Muscular Attachments and Nerve Supply

4. Mathematics Review

5. Table of Trigonometric Functions

6. U.S.–Metric Equivalents

7. Exercises for Kinesiological Analysis

8. Answers to Problems in Part II

Additionally, an online lab manual is available at the text's website at www.mhhe.com/hamilton 12e. This downloadable manual takes many of the laboratory experiences from the text and guides the student through the process of using an experiential approach whether it be experimentation, problem solving, observation, or analysis.

Once again the text has been revised in response to feedback from instructors and students, and includes new information as well as more thorough discussions and appropriate applications throughout:

• Chapter 1 has been reorganized and rewritten around the SEE principle—safety, effectiveness, and efficiency—with the focus shifted toward identifying critical elements for analysis. Students should be encouraged to think about those elements that have the greatest effect on the motion being studied.

• Chapter 14, The Center of Gravity and Stability, now includes information on posture in order to emphasize postural adaptations to support movement and balance. The posture section includes new explanations of anticipatory and compensatory postural adjustments.

• The chapter on fitness and exercise, Chapter 15, has been rewritten to emphasize the mechanics of strength training. Attention is given to core strengthening, upper body strengthening, and lower body strengthening, including an analysis of the back squat.

• A new discussion of wheelchair propulsion and wheelchair modification is included in Chapter 18, Locomotion: Solid Surface. This chapter also includes updated scholarship on obesity's effect on walking gait.

• Chapter 22, Instrumentation for Motion Analysis, includes new information on the sampling theorem (Nyquist sampling theorem), optoelectric systems, and electromagnetic systems

• A number of mechanical relationships have been presented in chart form in several chapters to increase student understanding of these relationships.

• References and selected readings have been updated and new evidence-based information has been integrated throughout the text. This includes new data on bone growth, spine stability, swimming research, and others.

• Updated figures, including new core exercises and sport exercises, have been added to Appendix G.

Online Learning Center (www.mhhe.com/hamilton12e)

This comprehensive website offers a number of resources to students and instructors and is available free to users of the text. Features for instructors include downloadable ancillaries, such as an Instructor's Manual, sample tests, and PowerPoint presentations to accompany each chapter. Additional resources include laboratory notes to be used in conjunction with the lab experiences in the text, a sample term project, and links to online professional resources.

Student resources include a comprehensive laboratory manual that reinforces the concepts in the text.

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Our thanks to the following individuals who served as reviewers for this edition for their helpful comments and suggestions in revising the text:

• Greg Farnell, University of Central Oklahoma

• John C. Garner, University of Mississippi

• Amy Gyorkos, Western Michigan University

• Kevin McCurdy, Texas State University

• Susan Muller, Salisbury University

Appreciation is also expressed to the authors and publishers who graciously gave permission to quote passages and reproduce illustrations from their publications. We also acknowledge our indebtedness to the generations of students whose stimulus has been a vital reason for the existence of this book. Finally, we are sincerely grateful to the editorial and production staffs of McGraw-Hill for their helpfulness throughout the preparation of this edition.

• Nancy Hamilton, Cedar Falls, Iowa

• Wendi Weimar, Auburn, Alabama

• Kathryn Luttgens, Wellesley, Massachusetts

This book is intended as a kinesiology text both for the teacher and for the student. It is believed that there is enough material to use it as a text for a full year's course yet, at the same time, by judicious selection of the subject matter, by omission of the supplementary material, and by the substitution of classroom demonstrations for some of the laboratory exercises, the book should serve equally well as a text for a one-semester course in kinesiology. It is left to the discretion of the instructor to select the material that meets his particular needs.

In its original form this textbook was an unpublished handbook–laboratory manual. It was used by the author in her kinesiology classes for three years before it was expanded to its present form. The original manual did not serve as an independent textbook. It was intended to be used as a companion book to a kinesiology or anatomy text. Since this limited its usefulness, however, it was decided to expand it to what is intended as a complete and independent textbook. For those who like to use a single textbook for a course it should suffice. To help the student (and the instructor) in collateral reading, most chapters in this text contain a comprehensive bibliography. In many cases there is also a list of readings which are particularly recommended. These bibliographies and reading lists provide a rich source of information for the inquiring student.

In regard to the value of laboratory exercises and projects as a means of learning, James B. Stroud, in his book Psychology in Education, points out that “Effectiveness of instruction is not determined so much by what the teacher does, as by what he leads the pupils to do….” Again, “Perhaps one of the most successful procedures for infusing learning with significance has been the [educational method known as] constructive activities…. The activity is thus a means of making learning meaningful and of giving it a purpose.” In accord with this point of view numerous laboratory exercises are suggested. In conformity to the same principle, only a few complete analyses of skills are presented, for it is the writer's contention that the students will gain far more from making one complete analysis himself or herself than from reading a dozen or more ready-made analyses.

As a further means of enriching the kinesiology course a number of the chapters include supplementary material in the form of brief descriptions of research projects in the field of anatomy and kinesiology. A few of these were carried out by the author, but the majority were conducted by other investigators and reported in professional journals. The purpose of including this material is to broaden the instructor's background and to provide supplementary reading assignments for advanced students.

It has been the intention of the author to write simply and to use nontechnical terminology whenever this conveyed the meaning as clearly and specifically as technical terms. The latter have been used, however, whenever they served to avoid ambiguity. While it is desirable for the kinesiology students to enlarge their scientific vocabulary, a text which confronts him with a stagering list of new and strange words defeats its purpose. Textbooks should stimulate the curiosity of their readers, not frighten them with a forbidding vocabulary.

The author acknowledges her indebtedness to many individuals without whose help it is doubtful if this book could have been written. She wishes to express her grateful appreciation particularly to Professor C. H. McCloy of the State University of Iowa for his continued guidance, encouragement, and criticism, also for his generous permission to use material from his course in The Mechanical Analysis of Motor Skills, and to the students in her kinesiology classes of the last three years who served patiently as “guinea pigs” and who made many constructive suggestions concerning the laboratory exercises.

For the illustrations, which add immeasurably to the usefulness of the text, grateful acknowledgment is made to Miss Mildred Codding, who made the anatomic drawings.

The author is under obligation to a number of individuals for the use of photographs and to several publishers for permission to reproduce copyrighted materials. To all writers and teachers from whom the author, either wittingly or unwittingly, has derived ideas which have provided the necessary background for the writing of this book she humbly acknowledges her indebtedness.

Katharine F. Wells

1950