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Fall technology - what does falling have to do with technology?

Fall technology - what does falling have to do with technology?

 

Case Technology
Nakbob part I
Lesson preparation for the LGS in 2015

Fall sideways
1st cross step behind
2. Lower the center of gravity
3. Fall to the side and knock off with a smooth arm (elbows outwards)
4. Head does not touch the floor
5. Kihap! (quick exhalation with body tension)
technical analysis
In the martial art Hapkido, as in the martial art of judo, there is a fall school. Fall school (kor. Nakbop) means that the students learn how to get to the ground with less risk of injury if they lose their balance. A distinction is made between forward, backward and sideways, like the role in these three directions. Any exercise is of course possible on both sides. Important nodes are that the head is raised, the striking arm is always stretched and the body is always turned sideways in the striking direction. However, according to the latest scientific studies, there are no notable impact reductions due to knocking off. A semantic distinction is made between falling (uncontrolled) and falling (controlled), which is why the subject of the teaching unit is "from uncontrolled falling to safe falling". In order to be able to fall in a controlled manner, it is necessary for the students to adopt certain physical laws. Once on the movement level and once on the theoretical level. The physical parameters of the height and the impact area play a crucial role in preventing or reducing injuries. Force is pressure per area p = F / A so that the pupils can reduce the pressure on their body, they have to form the largest possible area with it. The impact surface A is anti-proportional to the pressure on the body. In order to work scientifically precisely, the impulse of the impact would have to be calculated in addition to the impact area and related.

Didactic analysis
The didactics of physical education has long been seen as a triad of pupil interest / behavior, factual situations / structures and teaching processes. For this reason, I would like to structure the didactic analysis according to this triad, taking into account the pedagogical principle of the pedagogical physical education. In the new childhood research, the students are seen alongside the teacher as co-constructors of the lesson. The educational communication process is to be understood as a mutual interaction process between teacher and student, which in its social reality is to be interpreted on the basis of subjective relevance horizons. The individual execution of actions when falling only gains its meaning and appropriateness from the social context, the subjective attribution of meaning, the immediate purpose and the purpose. The content field reflected in the curriculum. It is precisely in this content area that the dual mission of physical education becomes clear. Instead of a one-sided sport mediation, personality and development promotion in and through physical education is given an equivalent role. In co-educational settings, it is important that clichés can be overcome. It is therefore expedient to first offer content which genders are "neutral". In which both sides have the same chance of success and largely excludes a deficit thinking based on gender images.

Learning lessons
Relationship to perspectives: body awareness and risk
- Aspects of a functional movement execution is the focus of a reflected view of the body
- In the alternation between external and self-perception, on the basis of diverse movement experience and by using the necessary theoretical knowledge, trust in one's own body is developed as the basis for self-confidence and a positive self-image.
-Tension between risk and responsibility leads to personal development
(Personal responsibility, realistic self-assessment)
Technology / meaning of the area
p = F / A pressure is force per area.
This means that enlarging the area while maintaining the same force reduces the pressure on the body.
For simplification we assume that the force F is the weight
FG = mxg (g = 9.81m / s2)

Calculation of irregular areas: If you draw an area on paper, it is possible, after cutting, to put the weight of the paper in relation to a reference paper with 1 m². This is how the area can be calculated. This is how integration can be avoided for us ;-).
task
1. Calculate your weight.
2. As an example, calculate the area in the case sideways for one person from the group.
3. If the elbow has a 5cm² contact area, calculate the pressure difference between falling on the elbow and falling sideways.
4. Practice the case sideways :-)

 

 

Jens  Schimmel
5. Dan Hapkido (Silent Stream)
2. Dan Kummooyeh
1. Dan Gongkwon Yusul