Dips Motor Skill Analysis
Jamarian Brown, Michael Johnson, Anthony Reynolds
Dr. Grant, M.
KSPE 3411
Fall 2012
December 6, 2012

Abstract
Anatomical and biomechanical aspects go hand and hand together to help with motor development. The dip is an exercise used in strength training that works and mainly targets the muscles in your chest, shoulders, and arms at the same time. Biomechanics, which is our main focal point, is mostly concerned with the basic laws that govern the effects that different forces have on the state of rest or motion of any living system, whereas the applied area of biomechanics deals with solving practical problems (Hamilton, Weimar & Luttgens, 2012). Biomechanics also helps us breakdown skills and exercises down to their points of origin, as well as solve problems regarding specific exercises. Motor learning is the final section that will be discussed on performing the dips exercise. Within this portion there will be several areas covered to fully expand on full exercising a dip and developing the muscles use to complete a successful dip. Areas covered will include three phases of motor learning, learning cues, common errors, general feedback to use, the stages of learning, types of motor skills, information for use within a curriculum, and useful information for lesson plans to include one example lesson plan.
When the average person looks at the body they would probably only consider the basics to the body such as; the arms, legs, head and the basic parts that help it operate such as the heart, lungs, blood, etc. This could all be called the anatomy of the body. Anatomy can be defined as the study of the structure and the relationship between body parts (Rodgers, 2009). But, does the average person ever think about the biomechanical aspects of the body parts? Biomechanics is the science of movement of a living body, including how muscles, bones, tendons, and ligaments work together to produce movements (Rodgers, 2009). With that being said all body movements are produced by the help of various muscle, bones, tendons, and ligaments. Anatomical and biomechanical aspects go hand and hand together to help with motor development. Understanding these aspects will cause a person’s motor development to flourish better and further than an individual who lacks the knowledge and understanding of the anatomy and biomechanics of the human body. Also analysis of movement through phases for the dip exercise will be conveyed within the paper. Within this paper the reader should gain a better analysis of the anatomy, biomechanics, and motor development of the human body through the dip exercise.
Throughout this paper, the anatomy, biomechanical and motor skill analysis of the dip and the joint analysis for the elbow and shoulders will be discussed. The dip is an exercise used in strength training that works and mainly targets the muscles in your chest, shoulders, and arms at the same time. There different variations and types of ways of performing dips. Some of the common forms of dips are the chair dips, bench dips, rings dips, and parallel bar dips. Throughout the dip exercise there are targeted muscles, synergist muscles, and stabilizing muscles all at work to complete this exercise. The main targeted muscle in this exercise is the triceps brachii. The anterior deltoid, pectoralis major , pectoralis minor, rhomboids, levator scapulae, and the latissimus dorsi consists or makes up the synergist muscles that will be at work during the dip, while the lower trapezius works to stabilize. Also in the upper arm is the bicep brachii which is acting as a dynamic stabilizer.
In the motor skill analysis of the dip exercise a lot of muscles are at work in the shoulder and elbow joints whether they are contracting or flexing. All the muscles used that are at work throughout the exercise are within your upper body and the limbs of your upper body. These muscles and there movements can be applied into different concepts. We have the concepts for analysis and kinetic chain concept to go by. The dip exercise is considered to be a closed kinetic chain exercise because the distal ends of the extremities are fixed. Distal ends of extremities that are not fixed are considered to be a part of the open kinetic chain. The analysis side is represented by phases of movement. These movements can be broken down into the stance phase, preparatory phase, movement phase, follow-through phase, and recovery phase.
In analyzing these movement phases the first phase used for the dip exercise is the stance phase and the person performing the dip will have a pronated grip on the bars. Their arms will be in full extension having the load and weight rest solely on their triceps. The active muscles used during the stance phase will be the triceps, pectoralis major, pectoralis minor, deltoids, and the latissimus dorsi that are all contracting during this phase to hold its position. These muscles are contracting isometrically altogether to produce constant tension. In order for this action to take place the elbow joint has to be in full extension with your weight bearing down on the dip bars. Your glenohumeral joint at this time will be used for stabilization. While your muscles are contracting applying force downward, the force of the dip bar is applying the same amount force back which is causing them be equal forces. Newton’s third law clearly states that for every action there is an equal or opposite reaction. This equal force will be retained throughout the stance phase. The stance phase will be held until movement occurs from the individual. Transitioning from the stance phase to the movement phase brings about change in many areas of muscles and joints working. The movement phase for the dip starts with the descent of your body. Your chest muscles will work together and play the role of helping the descent. The muscles involved will be the pectoralis major and the pectoralis minor. Both of these muscles will help control the speed at which you are descending at for the dip. Helping along with the pectoralis muscles to control the speed at which your bod is descending is the deltoid muscles. The deltoid muscles will contract eccentrically causing them to lengthen. The lengthening of the deltoids will help with controlling the speed of downward motion. The force of movement at this time is moving the triceps away from the center of the body initiating the descent of the upper body in the exercise. While your body descends the bulk of the movement is done by the elbow joint causing the elbow to become flexed. Once your humerus (upper arm), radius (lower arm), and ulna (lower arm) form a 90 degree angle or your elbow is joint is in the flexed position the descent will be over.
The follow through phase will begin at the inclusion of the movement phase shifting towards the follow-through phase. The follow-through phase is centered on the upward movement of lifting the body. The pectoralis major, pectoralis minor, the triceps are among the muscles actively contracting to lift your body. Throughout the dips exercise your triceps are the primary extensors contracting concentrically for extending your elbows. The pectoralis muscles help to powerfully lift your body in the dips exercise to complete the follow-through phase of the movement analysis. Upper back muscles are also active throughout the dip exercise. Various muscles in your upper back contract and help with the upward movement. Among the active muscles are latissimus dorsi, levator scapulae, rhomboids, and the lower trapezius. Once the follow-through phase has been completed the individual performing the dips will have completed a full dip. At the end of completing a full dip rep the athlete will be in the recovery phase. The recovery phase consists of the elbows returning to its fully extended form with the triceps bearing most of the weight.
The main targeted muscle in the dip exercise, the triceps brachii, sees the most improvement from working the exercise. The triceps brachii muscle consists of two heads and can be located on the posterior (back) side of the arm when standing in the anatomical position. This muscle runs from the top of the upper arm starting at the shoulder blade while ending just past the elbow. Although primarily a muscle of the elbow joint, the triceps is active in movements of the humerus because its long head crosses the shoulder joint (Hamilton, Weimar & Luttgens, 2012). Whenever the triceps brachii contracts it causes the elbow to extend and during the dip the elbow straightens or extends. The triceps brachii also assist in the extension of the shoulder which occurs as you lower into the dip it also assist in horizontal abduction of the shoulder joint (Floyd, 2012). The long head of the triceps of the brachii attaches on the infraglenoid fossa of the scapula while the lateral head attaches on the upper half of the scapula on the posterior surface of the humerus. The medial head of the triceps muscle can be located on the distal two thirds of the posterior surface of the humerus. Its insertion point is on the olecranon process of the ulna (cite).
Another muscle that helps and works during the dip is the deltoid muscle. The deltoid muscle, like the triceps brachii, consists of three portions; the anterior fibers, middle fibers, and posterior fibers. These parts of the deltoid muscle are considered to be synergist muscles during the dip. Synergist muscles work in concert with other muscles to generate movement. The anterior fibers of the deltoid muscle are at work the most during the dip. The anterior fibers of the deltoid muscle contract during the dip to stabilize the movement and help to keep your arms in place. The deltoid muscle can be located at the top of the arm and attaches to the collar bone. The origins of the anterior fibers are on the clavicle while the medial fibers are on the lateral aspect of the acromion (Floyd, 2012). It inserts on the deltoid tuberosity on the lateral humerus. The anterior fibers aid in abduction and internal rotation of the glenohumeral joint (Floyd, 2012). The middle fibers also help and cause abduction of the glenohumeral joint.
The pectoralis major is another synergist muscle that has a part of work in the dip. With the extension of your arm during the dip causes the pectoralis major and pectoralis minor to contract. The pectoralis major muscle insertion point is on the flat tendon two or three inches wide to the lateral lip of the intertubercular groove of the humerus (Floyd, 2012). The origin for the lower fiber of the pectoralis major attaches at the anterior surface of the costal cartilages of the first six ribs, and adjacent portion of the sternum (Floyd, 2012). For the upper fibers they attach at the medial half of the anterior surface of the clavicle. The pectoralis major upper fibers help the glenohumeral joint in abduction and adduction and also with flexion, internal rotation and horizontal adduction. The lower fibers of the pectoralis major help the glenohumeral joint to horizontally adduct, adduct, extend, and internally rotate from a flexed position to an anatomical position. For the pectoralis minor its origin is on the anterior is at the coracoids process of the scapula by helping it to abduct, depress upward, and downward rotate.
Muscles are steadily at work during the dip exercise. The rhomboids play a role among the various muscles that are at work. These muscles are located on the posterior side of the human body. These muscles are strengthened during the dip exercise. Chin ups, dips and bent-over-row are excellent for developing strength in these muscles (Floyd, 2012). The rhomboids muscles helps the scapula to adduct, elevate, and with its downward rotation. Its origin is on the spinous processes of the seventh cervical and the first five thoracic vertebrae while the medial border of the scapula, below the spine of the scapula is its insertion point.
The broadest muscle, the latissimus dorsi, of the back muscles also gets its fair share of work while doing dips. Contributing with a small amount of work, the latissimus dorsi helps the arm in extension. It is one of the most important muscles of the humerus (Floyd, 2012). Its actions consist of adduction, extension, internal rotation, and horizontal abduction of the glenohumeral joint. The origin is at the posterior crest of the ilium, back of the sacrum, and spinous processes of the lumbar and low six thoracic vertebrae (Floyd, 2012). The insertion for the latissimus dorsi muscle is on the medial lip of the interbercular groove of the humerus (Floyd, 2012).
While all the synergist muscles are at work other muscles are needed for stabilization during the dip. Stabilizer muscles are muscles of the body that act to stabilize and maintain joint posture so a desired movement can be performed in another joint (“ExRx.net,” 2012). The trapezius muscle is considered to be the stabilizing muscle in the dip exercise. The lower fibers in the trapezius are worked more while doing the dip exercise rather than upper and middle fibers. Parallel dips or body dips are helpful for emphasizing the lower trapezius muscle (Floyd, 2012). The lower fibers in the trapezius muscle can be located on the fourth through twelfth thoracic vertebrae of the spinous process on the posterior side of the human body while it’s the insertion of it is on the triangular space at the base of the scapula (Floyd, 2012).
On the opposite side of the targeted muscle, the triceps brachii, you have the biceps brachii muscle which acts as the dynamic stabilizer in this exercise. A dynamic stabilizer muscle is a biarticulate muscle that simultaneously shortens at the target joint and lengthens at the adjacent joint with no appreciable difference in the length ("Exrx.net," 2012). The biceps brachii muscle is it is a weak in actions of the shoulder joint, although it does assist in providing dynamic anterior stability to maintain the humeral head in the glenoid fossa (Floyd, 2012). The biceps brachii muscle can be found on the anterior side in the upper arm when the body is in the anatomical position. The movements caused by the biceps brachii is flexion of the elbow, supination of the forearm, weak flexion of the shoulder joint, and weak abduction of the shoulder joint when the shoulder is externally rotated. The insertion of the biceps brachii is on the tuberosity of the radius and bicipital aponeurosis while the origin for the long head is on the supraglenoid tubercle above the superior lip of the glenoid fossa and the short head on the coracoid process of the scapula and the upper lip of the glenoid fossa in conjunction with the proximal attachment of the coracobrachialis (Floyd, 2012).
This portion of the paper is dedicated solely to Kinesiology and the study of Biomechanics. By definition Kinesiology is considered the study of human movement from the physical science perspective (Hamilton, Weimar & Luttgens, 2012). The three main concepts that make up kinesiology are biomechanics, musculoskeletal anatomy, and neuromuscular physiology (Hamilton, Weimar & Luttgens, 2012). Biomechanics, which is our main focal point, is mostly concerned with the basic laws that govern the effects that different forces have on the state of rest or motion of any living system, whereas the applied area of biomechanics deals with solving practical problems (Hamilton, Weimar & Luttgens, 2012). The importance of Biomechanics is to help one understand precisely and in principle how muscles, bones, ligaments, and joints all work as one to execute different motions. To fully understand these concepts one would need to know things such as angles, units of measurements, and different types of movements amongst other things. Biomechanics also helps us breakdown skills and exercises down to their points of origin, as well as solve problems regarding specific exercises. The question that I will be answering today is how much force per muscle groups, arms and chest/shoulders, that it take to complete a proper dip for an individual that is 6 foot tall and 200 pounds. To properly execute a dip an individual must make a full extension of their elbow joint. This means the ending degree of the angle must be at 180 degrees. To begin studying the dip exercise as a whole one must first understand exactly what a dip is. A dip is primarily used during strength or aerobic training. Generally this can be performed from a fixed point such as a bar or solid surface. To begin performing a dip an individual should start in a position with straight arms, or the elbow joint extended to an angle of 180 degrees and their shoulders over their hands. From this fixed position the individual must then lower his or her body until their arms are bent to an angle of 90 degrees. From this point an individual must then lift his or her body up, returning it to their initial starting position. The shoulder joint throughout this motion is to be locked. This is to ensure that overall body weight is equally balanced. The next step that must be taken to solve this problem is knowing how to calculate the amount of force exerted. To find force you have to multiply the mass of an object times the amount of acceleration. Mass is defined as a numerical measure of an objects inertia. It can be looked at as a fundamental measure of the amount of space that an object occupies. Acceleration is defined as the rate of change of velocity. This can be expressed in either negative or positive exponentials. The formula to find an objects acceleration is final velocity, minus its initial velocity, divided by the amount of time traveled (Hamilton, Weimar & LUTTGENS, 2012). Other conversions that will need to be made is changing weight from pounds to kilograms. Weight is categorized as the amount of force that gravity applies to an object. Weight can be found by multiplying the amount of mass an object possesses by the effect of gravity. From this point I will need to take into account for both the weight and length of the upper arm and the forearm, which make up both the elbow and shoulder joints. After I have found the amount of force that it takes each joint to complete a dip separately I will need to find the overall sum of both joints in conjunction with one another. To begin I had to calculate the weight of forearm. To find this I had to take the total weight of an individual, in this case 200 pounds, and multiply it by the percentage of that the forearm makes up of that total weight. In mathematical form this would be presented as 200 x 1.87% or 200 x .0187 which will give you 3.74 pound. This means the forearm weighs roughly 3.74 pounds. Since we will be working with mass later down the road we need to go ahead and convert pounds into kilograms. To do this we need to multiply pounds by .45. This would lead us to have a conversion formula of 3.74 x .45, which equals 1.68 kilograms. From this point we now need to convert this weight to mass. To find mass we can begin with the formula that gave us weight, mass times gravity. If we plug in the information that we already have present we get 1.68kg x 9.8M/s^2, which gives us a mass of 16.493. After finding the mass of the forearm we now can move on to calculating the next portion of force which is acceleration. As stated above the formula for average acceleration is final velocity minus the initial velocity divided by the amount of time traveled. To do this we must first find out how much time and the velocity used to complete a dip. Velocity can be calculated by dividing displacement of an object by time. In this case the average time it takes to complete a dip is 2.21 seconds. Displacement is a term that can be interchangeable with distance traveled. Distance is what can be characterized as a scalar quantity while displacement is vector quantity which consists of magnitude and direction (Hamilton, Weimar & LUTTGENS, 2012). In this case the distance that it takes to go from a 180 degree angle to a 90 degree angle is about 1.5 feet, roughly. With this being the case I would need to convert 1.5 feet to meters. To make this conversion an individual would simply need to know that 1 foot is equal to .3048 meters. This would mean our displacement would be 0.4572 meters. This would lead my final formula to be .4572M / 2.21 seconds, giving us .207 M/s as the velocity. This now tells us that it would take this individual .207 M/s to fully extend to execute a dip properly. Final Velocity now known we can proceed to calculate the acceleration. Since we now know all of our aspects of acceleration we can simply plug them into the formula. The final acceleration formula should be represented as .207m/sec – 0m/sec divided by 2.21secs. This gives you a total acceleration of .094. We now have arrived at a point where we have all the necessary components to calculate how much force needs to be generated by the forearm, or elbow joint, to properly complete a dip. The formula for force, as stated above, was Force is equal to Mass times Acceleration. By plugging our findings into that formula it presents us with 16.493 times .094 which equals a force of 1.55 N. Since we need to know the total amount of force that is takes both joints to properly complete a dip we now need to find the force of the upper arm using the same conversions and formulas from above. We take 3.25% and multiply it by 200 pounds which gives us 6.5. From there we convert pounds into kilograms and we arrive at 2.925 kg. From here we plug these findings into the weight formula which was W = MG. You multiply 2.925 Kg times 9.8, which equals 28.665 kg as our Mass. Now we can multiply our mass of 28.665 kg times our acceleration of .094 to give us a force that equals 2.69 N. We now have the amount of force that is needed to complete a dip properly for both the elbow and shoulder joints. To find the total force we simply add both forces together, 1.55 N + 2.69, which gives us a total force of 4.24 N. This gives us the amount of force that it takes to complete a dip.
Motor learning is the final section that will be discussed on performing the dips exercise. Within this portion there will be several areas covered to fully expand on full exercising a dip and developing the muscles use to complete a successful dip. Areas covered will include three phases of motor learning, learning cues, common errors, general feedback to use, the stages of learning, types of motor skills, information for use within a curriculum, and useful information for lesson plans to include one example lesson plan. The First phase used is the stance phase where it all begins. In the stance phase the athlete will start with his hands in a pronated grip on the bars. The athlete’s arms should be extended fully to the point that the elbow joint is almost locked in a straight-arm supported position. From here the athlete’s body should be off the ground. If an individual is too tall the feet should be raised and legs crossed to help with balance. From here the athlete is ready to perform a dip. In the second phase the athlete will proceed into the movement phase. This phase is the action of the athlete using their arms to lower their body. The body should be lowered to a point where the upper and lower arm forms a 90 degree angle. The movement should be at a steady comfortable rhythm and controlled motion. There should only be a slight pause at the culmination of the 90 degree angle only to get the body for the next phase. Next is the third phase is the second part of the movement phase called the follow-through phase. In this phase the action of the athlete is an upward motion. Currently the body is lowered and the arms are at 90 degrees. The athlete will push up thrusting their body away from the ground and toward the sky. This motion like the descent should also be a steady comfortable rhythm and controlled motion. Last is the recovery phase. In this phase the athlete’s body has completely been raised up to the same point where the stance phase started in a straight-arm position with the body at rest. At this point the athlete has complete a full rep. If another rep is to be completed next the athlete should continue into the first phase and continue on through the phases until the desired number of reps has been completed. Once the desired number of reps has been completed the feet should be uncrossed if crossed and the body should be lowered until the feet rest on the ground. Next in the motor learning will be discussed are some learning cues a physical educator or anyone in a instructing position for dips should use to help with the acquisition of learning dips. First and foremost is body posture. While conducting a rep an athlete must first remain in a fully up right position with the back straight with the head up looking straight forward. With the correct posture of the body the target muscles can be worked to the full extent. Another cue to use is that the athlete needs to do a full rep; the athlete is only cheating themselves without full doing a rep. This means going all the way down forming the 90 degree angle with the upper and lower arm. In exercise if it goes down it must come back up. Once the athlete is down after a slight pause they need to come up. The cue at this point is that the athlete needs to come up with arms fully extended. This would complete a full rep and where the count is made. Another important cue is breathing. When the athlete is descending is when the athlete should inhale. During the follow through phase when the athlete pushes the body back up is when the athlete should exhale. The breathing should be rhythmic, continuous, and conducted on each rep. Errors are as common as anything. Everyone makes mistakes but its knowing where the errors are that counts because if teachers/trainers know where the errors are in the exercise then in turn they can be corrected. A common error is the posture of the athlete’s body. The most common body posture error is having the head down. This will increase the stress on the spine. With the weight of the head while looking down the added stress flows down the entire spine. Leading to poor posture when not exercising as well. From Scientific Basis of Human Motion Maximum postural stability usually occurs when the line of gravity is over the center of pressure (Hamilton, Luttgens, Weimar 2012). This means that by keeping the head up the center of gravity is in the least stressful position on the spine. Included in the errors are cheating. Yes an athlete can cheat when exercising. The athlete is cheating when they are not doing a full rep. This means all the way down and all the way back up. Within this errors would include going down too far. By going down too far it puts extra force on the shoulder joint increasing the possibilities for injury and pain in the shoulders. Therefore going down to a 90 degree angle is sufficient in the range of motion. With going up the key is for the athlete to go all the way up. Don’t cheat by not making it to the fully extended position of the arms. Another form of cheating is by letting the arms flare out at the elbows. This usually happens when the athlete is tired but it’s more beneficial to keep them in and do the exercise properly. By having the arms flare out the target muscles are no longer being targeted to the fullest extent of the exercise. Lastly an error commonly seen when exercising is breathing. When in the movement phase the athlete should be breathing in (inhaling). This brings oxygen into the lungs and furthermore into the blood and body where the muscles are. Next in the follow-through phase the athlete should be breathing out (exhaling). This helps in pushing the body up and it lets out all the carbon dioxide that needs to be released from the body. Also it makes it possible to inhale on the next rep in the movement phase. The most important reason for all this breathing on each rep is muscle fatigue. When the muscles are being worked lactic acid is building up in the muscles. This is where the fatigue comes from and the body gets tired and gives the athlete the feeling to quite. The lactic acid can be reduced by bring more oxygen into the body. Accordingly if there is less lactic acid then there is less fatigue. Because there is less fatigue the athlete’s body can do more reps. With more reps becomes more strength and ability. Feedback from the teacher/trainer will be augmentative feedback. The feedback used should be error correction. For example “keep your elbows in, head up, control your breathing, and all the way down, all the way up”. Another purpose of augmentative feedback is motivational. Some of these examples could be “great work going all the way down and back up to the fully extended position, perfect breathing inhaling down exhaling up, good pace way to not go to fast and lose your posture”. Also need would be some reinforcement feedback. These would include “nice pace don’t forget to keep your elbows in, way to go down and make that 90 degree angle exhale on the way up, nice follow through make sure your head is up at all times”. Sources of feedback would be auditory. Some auditory fee back would come from the teacher/trainer, peers are a good place to get some auditory feedback, and family/friends would also be another good source of auditory feedback. Next a source could be visual feedback. This could come from seeing video of them performing the exercise. Form here the athlete can provide self-feedback noticing their own errors and gains in performance of the exercise. Statistics would also be a visual feedback. Keeping a tracking sheet of reps, type of dip exercise, and any added weight can show the gains and improvements. The equipment and drills performed would also give the athlete feedback. If the athlete has to use a weight belt to add weight they will know they are getting stronger. If they are moving on from an easier form of a dip exercise to a harder form they can also see how they are improving in this exercise. A final source of feedback could be biofeedback which comes in the form of electromyography feedback. This would have the athlete having electrodes connected to the body collecting information as the exercises are performed. There are three motor learning stages that the athlete will go through when acquiring skills. These stages were selected from Fitts & Posner 1967. The first stage is the cognitive stage. In the cognitive stage the athlete is learning what to do and generally getting the idea of the exercise down. The second stage, the associative stage of motor learning the athlete has a much better understanding of the exercise and will have an increase of practice with more reps from familiarity of performing the dips exercise. Dips will become more refined and errors will also be less frequent. In the last stage, the automatic stage is where you will see definitive skill acquisition in the athlete. The athlete will have moved on from beginner dips to more advanced dips most likely using a weight belt with several reps completed. In this stage it is less of a practice and more of a performance. Following the stages of motor learning will be an in-depth focus in motor skills. The first motor skill will be gross motor skill. In gross motor skill the emphasis is less on precision like tying you shoes, where as in gross motor skills in a dip is like jumping. The body is using more muscle groups to perform the exercise. A dip rep would be a discrete skill in the nature of movement. This is because it has a definitive start and stop. The athlete will start arms fully extended, proceed to lower their body until a 90 degree angle is formed with the upper and lower arm, next the body is raised until the arms are fully extended ended the first rep signaling the stopping point. Motor skill environment would be a closed skill. A dip is completed in a fixed steady environment that doesn’t change. The movement is down, up, and repeat until desired reps have been met. The only change is the type of dip being performed and that would conclude a different number of sets and repetitions keeping the motor skill still as a closed skill. Considering that the phases, cues, errors, feedback, stages, and motor skills have been covered moving forward into the curriculum now is much easier. The idea of the curriculum will be to take any athlete of any level and progress them further along in their development in performing dips. Areas covered will be beginner, intermediate, and advanced athletes. The first area covered will be beginners. For beginners they may not have the necessary muscle strength to go right into doing dips on the parallel bars. For this reason all beginners will start with their feet on the floor. Their hands will be placed on a bench and the body will be raised and lowered to the ground with the upper and lower arm forming a 90 degree angle. As the exercise becomes easy the legs should be straightened to increase the difficulty. Once this is movement is easily completed and all reps and sets concluded when the athlete is ready weight may be added to the lap of the athlete to increase difficulty. Refer to the figure below for clarification on the angled dip.

(Google Images)
Moving forward in the beginner’s course is having the athlete place his feet on a bench parallel to the bench that their hands are placed on. From this position the athlete will raise themselves just as before lowering to form a 90 degree angle with the upper and lower arm, next rising back to a fully extended arms position to complete a rep. Once the athlete has become proficient in this form of dips weight may be add to the lap for the purpose of increased difficulty. Refer to the figure below for clarification on the straight leg supported dip.

(Google Image)
Transitioning next to the intermediate course is where the teacher/trainer gets the athletes body vertical with the legs hanging. But before the athletes get that far they need to transition slowly and move to a dips machine that is weight adjustable. From here the athlete can gradually lower the amount of weight use to assist the athlete when performing their reps. Just as before the movement remain the same, lower to 90 degrees, rise to fully extended arms and repeat until desired reps have been met. Refer to the figure below for visual reference and clarification of weight adjusted dips from a machine.

(Google Image) Once the athlete has progress to a point that they no longer require assistance form the weighted dips machine they can move forward to dips on the parallel bars. From here if the bars are high enough the feet may hang freely or be crossed for comfort. In this position the body is lowered to form the 90 degree angle in the upper and lower arm and then the body is raised to a fully extended arms position. All reps and sets are conducted in this manner until the athlete is ready to move on to the advance level of exercising dips. Refer to the figure below for clarification and referencing for parallel bar dips.

(Google Images) Continuing on to the advance level is next for the athlete. By this time the athlete transitioning from the associative stage and into the automatic stage. In this level of the curriculum the athlete will add a weighted belt to their waist to increase the weight they are lifting when doing a dip. From this point weight may be add along the way at any time and there is no limit to the weight being add so long as the athlete is able to complete the desired rep and set goals. Form of the rep does not change and the reps should be completed by lowering the body to form a 90 degree angle with the upper and lower arm followed by raising the body to a fully erect position with the arm fully extended. Refer to the figure below for clarification and visual reference with using a weighted belt and dips on the parallel bars.

(Google Images) The final advance level would be to have the athlete move from the parallel bars to gymnastic rings for performing dips. The degree of difficulty is at its highest at this point because on the increase use of stabilizing muscles to keep balance while doing reps. The only other degree of difficulty that can be add is that once the athlete as gain proficiency at the rings they may add weight using a weighted belt for increased difficulty. Nothing in the form changes when moving to the rings as with throughout each level the elbows are always kept in towards the body with the body lowered to form a 90 degree angle with the upper and lower arms and then raised back up to having the arms in a fully extended position. Refer to the figure below for clarification and visual referencing on performing gymnastic rings dips.

(Google Images)
For the lesson plans they should start easy and progress at a pace that allows for maximum success of the students with gradual increase difficulty. For the purpose of the paper an example lesson plan will be written and submitted. For an individual to progress from the beginner level to the advance level could take an extended period of time lesson may need to repeated several times over during the progression. Also throughout the class diet and cardio should be emphasized to increase the muscle development and speed through the levels. An example lesson plan has been add to the end of the paper.
Throughout this paper an abundance of information has been given. Information on the anatomy used in dips was given, the biomechanics of doing dips was given and finally at the end the motor learning for progressing in the athletic ability and level of an athlete was given. This information was gathered and put together for individuals that want to better understand their anatomy, their biomechanics, and their motor learning for doing dips. The hope of the authors is that from the information and knowledge passed on that any individual will be able to use this information for improvement in their anatomy, biomechanics, and motor learning while progressing through the different stages and levels of exercising using dips as an exercise.

References
Exrx.net. (2012, November). Retrieved from http://www.exrx.net/Kinesiology/Glossary.html
Floyd, R. T. (2012). Manual of structural kinesiology. (18th ed.). New York, NY: The McGraw-Hill Companies.
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Name: Anthony Reynolds | KSPE 3411 | Content/Skill: Dips Exercise | Grade Level: 9th-12th | Date: Dec. 5th | Lesson # 1 of 1 | Max Number of Students: unknown | Length of Lesson: 35 min | Prerequisite Skills: Ability to lift their body from an angled dip. | Pre-Class Set-Up: Have benches set out and ready for students in class. | Essential Question (Purpose): What is the target muscle in this exercise? | Objectives: The teacher will be able to use a patients and a smile full of encouragement throughout the class.

P.1. Psychomotor: TSWBAT perform 3 set of 10 angled dip exercises with 90% accuracy.

P.2. Psychomotor: TSWBAT perform each rep with correct from defined by the teacher in class with 75% accuracy.

C.1. Cognitive: TSWBAT explain to the teacher by the end of class the target muscle use and where its location on the body is with 80% accuracy from the class.

A.1. Affective: TSWBAT effectively communicate to their peers with encouragement and support throughout class taking turns and counting out reps for partners. Equipment/Material/Resources Needed (Include amount, size, and type): weight room benches Space Needed: weight room Safety Accommodations: The students will be watched over by the teacher at all times any indication of pain from the exercise will be taken seriously with the teacher making sure that the student is performing the exercise using correct form, if further pain is made know the student will be sent to the nurses office for further evaluation. Students will be reminded to not over work their body and to only do what they are able to do. Type of Technology Used: weight lifting benches References Used (at least 2 different types of sources): Floyd, R. T. (2012). Manual of structural kinesiology (18th Ed.). New York, NY: McGraw-Hill. Hamilton, N., Weimer, W., & Luttgens, K. (2012). Kinesiology: Scientific basis of human motion (12th Ed.). New York, NY: McGraw-Hill. Mood, D. Musker, F. Rink, J. Sports and Recreational Activities. 2012. New York, NY.

Time | Anticipated Progression of Tasks | Objectives/Assessment | Teaching Style &Management/Arrangements(Transition/Organization) | Observation & Performance Cues | Accommodations | Intro5 min | (Introduction/Set Induction/Instant Activity) | NA | Teaching Style – DirectArrival – Students will arrive to class dress out and await for further instruction from the teacher in the gym. | NA | Low Skilled: High Skilled: | | Teacher will explain that today they will be learning how to do the dips exercise. | * | * | | | Info10 min | Lesson Focus Task 2 | P.1. Psychomotor: TSWBAT perform 3 set of 10 angled dip exercises with 90% accuracy. P.2. Psychomotor: TSWBAT perform each rep with correct from defined by the teacher in class with 75% accuracy.C.1. Cognitive: TSWBAT explain to the teacher by the end of class the target muscle use and where its location on the body is with 80% accuracy from the class. A.1. Affective: TSWBAT effectively communicate to their peers with encouragement and support throughout class taking turns and counting out reps for partners. | Teaching Style – DirectStart: Teacher will have students gathered around and begin instruction and provide all information answering all questions. Teacher will have students perform demonstration when needed. | Head upInhale downExhale upAll the way upAll the way down90 Degrees | Low Skilled: Partnered with high skillHigh Skilled: Have weight added to lap | | Teacher will explain the muscles used in exercising dips and which muscle is the target muscle.Teacher will have a student volunteer to demonstrate a proper dip.Teacher will give feedback on demonstration and answer any questions.Teacher will have students separate into partners, groups or individuals depending on number of students and available benches.Teacher will tell the students the target muscle used and the location of the muscle. | | | | | Practice15 min | Teacher will have students take turns with each set.Each set will consist of 10 reps.Students will complete 3 sets. Teacher will move around the class providing feedback and corrections when needed. Once all sets are complete students will gather around the teacher for closing. | P.1. Psychomotor: TSWBAT perform 3 set of 10 angled dip exercises with 90% accuracy. P.2. Psychomotor: TSWBAT perform each rep with correct from defined by the teacher in class with 75% accuracy.C.1. Cognitive: TSWBAT explain to the teacher by the end of class the target muscle use and where its location on the body is with 80% accuracy from the class. A.1. Affective: TSWBAT effectively communicate to their peers with encouragement and support throughout class taking turns and counting out reps for partners. | Teaching Style – DirectStart: The teacher will have students get to their area for performing the exercise. Teacher will have students begin exercise. | Head upInhale downExhale upAll the way upAll the way down90 Degrees | Low Skilled: Partnered with high skillHigh Skilled: Have weight added to lap | Instruct 5 min | ClosingTeacher will verbally ask students questions dips exercise. Question 1 What is the target muscle used? (Answer triceps )Question 2 What is the location of the target muscle? (Answer back of the arm) | C.1. Cognitive: TSWBAT explain to the teacher by the end of class the target muscle use and where its location on the body is with 80% accuracy from the class. | Teaching Style - DirectStop: Teacher will let students know class is over and start to get them ready to go back to class and ask questions. | | |