The Mechanics of Batting: Analysis of Ground Reaction Forces and Selected Lower Extremity Kinematics

Abstract

The purpose of this study was to examine variations in ground reaction forces and selected lower extremity kinematics during the stride and swing phases of batting. High speed photography (100 fps) employing direct linear transformation methodology and a force plate were used to record three-dimensional kinematic and kinetic data for 7 female fast pitch softball batters. Mean vertical forces (F_z) of the right or rear foot increased to approximately 1 BW during the stride. Once the left or forward foot made contact with the ground after completion of the stride, right F_z forces decreased to .43 BW while left F_z forces rapidly increased to 1.6 BW at contact. The mean decrease in right F_z forces from peak force until contact was 55%, and the ratio of left to right F_z forces; at impact was 3.67:1. Right mediolateral forces (F_x) were exerted laterally, away from the batter, and were responsible for initiating movement of the body toward the pitched ball. As the left foot made contact with the ground at completion of the stride, left F_x forces were exerted laterally toward the pitched ball. The reaction to these forces retarded the batter's forward momentum, increased stability, and caused the left hip and knee to extend as contact approached. Right and left anteroposterior forces (F_y) acted in opposite directions (right foot pushing backward, left foot pushing forward), and were responsible for rotating the hips and upper body in a counterclockwise direction toward the pitched ball. Horizontal angular deceleration of both thighs just prior to contact was due, in part, to a decrease in these forces. These data may prove helpful when attempting to identify atypical batting patterns, and when considering improvements in shoe design. In the latter instance, force production and stability may be enhanced by aligning the cleats along the lines of action of the applied resultant shear forces.     

The Role of Generic Language in the Early Development of Social Categorization

Classifying people into categories not only helps humans simplify a complex social world but also contributes to stereotyping and discrimination. This research examines how social categorization develops by testing how language imbues with meaning otherwise arbitrary differences between people. Experimental studies (N = 129) with 2‐year‐olds showed that generic language—language that refers to abstract kinds—guides the development of social categorization. Toddlers learned a new category after hearing generic language about individuals who shared an arbitrary perceptual feature but not after hearing matched specific language, simple labels, or plural (but nongeneric) language about the same set of individuals. These findings show how subtle linguistic cues shape the development of social categorization.     

Becoming a strategic reader

An important aspect of learning to read is understanding how to use strategies to aid comprehension. Many actions such as skimming, using context to discern unfamiliar words, and taking notes to aid remembering can promote reading comprehension and learning. In this paper we examine aspects of knowledge and motivation that are critical to becoming a strategic reader. We emphasize that agents are strategic, not actions removed from contexts, and that self-guided learning depends on the intentions, perceptions, and attributions of learners. Learning to read strategically is related to children's cognitive development as well as to the social contexts of instruction. Some suggestions are offered for classroom instruction that can promote children's awareness and use of strategic reading.