PHYSIOLOGY AND BIOCHEMISTRY OF MOTOR PERFORMANCE

Module EVALUTATION OF MOTOR PERFORMANCE

The Motor Performance Assessment course aims to provide students with theoretical, methodological, and practical skills for the functional assessment of human movement and motor performance, with particular emphasis on the professional role of the kinesiologist. The course combines classroom lectures with technical and practical laboratory activities, promoting an understanding of the scientific foundations of testing and the application of key assessment methods. Topics include direct and indirect methods for assessing VO₂max; heart rate analysis at rest, during exercise, and during recovery; and the assessment of upper and lower limb strength, endurance, speed, joint mobility, coordination, and static and dynamic balance. The programme also explores walking and running analysis, muscle electrical activity, the mechanical and viscoelastic properties of tissues, and skin temperature responses to exercise. Laboratory activities involve the use of Walker View SCX, Optojump, Baiobit, handgrip dynamometry, surface electromyography, MyotonPRO, an isoinertial exercise device, and infrared thermography, according to the objectives of each practical session. Through work in pairs and small groups, students develop skills in protocol standardisation, data acquisition and processing, interpretation of results, and provision of feedback, taking into account the validity, reliability, and limitations of the measurements. The course aims to enable students to select, perform, and critically interpret motor assessment tests, choosing methods and instruments appropriate to the characteristics of the individuals being assessed and the objectives of the intervention in preventive, sports, and rehabilitative settings.

Information for students with disabilities and / or SLD: To guarantee equal opportunities and in compliance with the laws in force, interested students can ask for a personal interview in order to plan any compensatory and / or dispensatory measures, based on the teaching objectives and specifications needs. It is also possible to contact the CInAP contact person (Center for Active and Participatory Integration - Services for Disabilities and / or SLD) of the department.

Knowledge of anatomy, physiology, and human movement theory.

Prerequisites as per the curriculum.

1) Fundamentals of Motor and Physical Performance Assessment
 
Purposes of assessment; physical fitness and coordinative abilities; field- and laboratory-based tests; direct measurements and indirect estimates. Validity, reliability, repeatability, measurement error, and responsiveness to change. Selection of appropriate tests according to the target population and assessment objectives.
 
Theoretical and practical activities: Preparation of an assessment session, familiarization, warm-up, test sequencing, recovery intervals, termination criteria, and standardization procedures. Development of a data collection sheet.
 
2) Assessment of Cardiorespiratory Fitness and Endurance
 
VO₂max and VO₂peak; absolute and relative oxygen consumption. Direct assessment through respiratory gas analysis during incremental ramp or step protocols, with examples including the Harvard Step Test and Balke protocol. Introduction to ventilatory thresholds. Indirect assessment: Beep Test, Léger Shuttle Run Test, and Step Test. Yo-Yo Intermittent Recovery Test for intermittent exercise performance; Six-Minute Walk Test for functional exercise capacity.
 
Theoretical and practical activities: Set-up of exercise testing protocols using Walker View, according to the technical characteristics of the equipment. Application of predictive equations and analysis of reports obtained from direct VO₂ measurements. Field testing in appropriate settings.
 
3) Heart Rate and Exercise Intensity Monitoring
 
Resting heart rate (HR), HR during exercise, measured and estimated maximal heart rate (HRmax); predictive equations and their limitations. Heart rate reserve, the Karvonen method, and exercise intensity zones. Post-exercise heart rate recovery. Relationship between HR, external workload, and perceived exertion; Rating of Perceived Exertion (RPE) scales.
 
Theoretical and practical activities: Recording HR during exercise and recovery; calculation of exercise intensity zones; construction of HR–time and HR–workload curves. Comparison between cardiovascular response and RPE.
 
4) Strength Assessment
 
Maximal strength, explosive performance, and muscular endurance. Handgrip test, one-repetition maximum (1RM) and estimation through submaximal tests, and push-up test. Specificity of strength assessment in relation to the movement performed and the muscle groups involved.
 
Maximal strength, explosive strength, stretch-shortening cycle, and reactive strength. 1RM and submaximal testing during squat or leg press exercises using appropriate equipment. Squat Jump, Countermovement Jump, Countermovement Jump with arm swing, Drop Jump, repeated jumps, and hop tests. Principles of isoinertial assessment: moment of inertia, concentric and eccentric phases, velocity, and power.
 
Technical and practical activities: Jump testing using OptoJump and Baiobit: flight and contact times, estimated jump height, Reactive Strength Index, and inter-limb differences. Testing using isoinertial equipment, including familiarization and analysis of the available output variables. Handgrip dynamometry. Electromyographic analysis during selected motor tasks.
 
5) Assessment of Speed, Change of Direction, and Repeated High-Intensity Efforts
 
Acceleration, speed, deceleration, and change of direction. 5-, 10-, 20-, and 30-m sprint tests and the 505 Change of Direction Test. Repeated Sprint Ability (RSA) testing, performance decrement, and the role of recovery periods.
 
Technical and practical activities: Set-up of testing courses and measurement of performance times using appropriate timing systems. Analysis of repeated sprint series.
 
6) Assessment of Coordinative Abilities and Balance
 
Static and dynamic balance; reaction ability, rhythm, spatial-temporal orientation, movement differentiation, movement combination, and movement adaptation. Single-leg stance, Y-Balance Test, simple reaction time, and choice reaction time tests.
 
Technical and practical activities: Balance assessment using a stabilometric platform; functional assessment of dynamic balance.
 
7) Assessment of Joint Mobility and Flexibility
 
Active and passive range of motion (ROM); factors influencing joint mobility and its measurement. Sit-and-Reach Test, Weight-Bearing Lunge Test for ankle dorsiflexion, and joint-specific measurements. Limitations of global flexibility tests.
 
Technical and practical activities: ROM assessment using Baiobit and comparison with goniometric measurements. Monitoring of compensatory movements, standardization of testing positions, bilateral comparison, and Sit-and-Reach Test.
 
8) Gait and Running Analysis
 
Speed, cadence, step length, stance time, and flight time. Symmetry, variability, and changes in movement patterns at different speeds.
 
Theoretical and practical activities: Running analysis. Interpretation and analysis of assessment reports and comparison between standardized walking and running conditions

Fail

Knowledge and understanding of the topics:

The student shows significant gaps and inaccuracies in the knowledge of the fundamental concepts of the course, such as motor abilities, motor skills and motor competencies, basic motor patterns, psychomotor development, motor learning and motor assessment.

Analytical and synthesis skills:

The student shows difficulty in connecting the topics to one another and in understanding the relationship between motor development, assessment and educational planning. The presentation is fragmented, generic or not very coherent.

Use of theoretical, methodological and regulatory references:

The student uses, in an inappropriate way or not at all, references related to motor tests, educational planning, and the legislation concerning physical education in the Italian school system.

18–20

Knowledge and understanding of the topics:

The student has a very limited knowledge of the main course contents, with evident inaccuracies in the definition of coordinative and conditional abilities, motor skills, basic motor patterns, stages of motor development and special educational needs.

Analytical and synthesis skills:

The student is able to present the topics in a barely sufficient way, but with limited connections between theory, assessment and teaching practice. The planning of motor activities or learning units is simple and not very well structured.

Use of theoretical, methodological and regulatory references:

The student uses essential but barely appropriate references, with a superficial knowledge of the main motor assessment tests, school legislation and educational planning tools.

21–23

Knowledge and understanding of the topics:

The student demonstrates a slightly more than sufficient knowledge of the course contents. The student recognizes the main concepts related to motor learning, psychomotor development, basic motor patterns and the assessment of gross motor skills.

Analytical and synthesis skills:

The student shows fair analytical and synthesis skills. The student is able to argue in a generally logical and coherent way, connecting theoretical aspects to motor activities for different age groups and to educational planning.

Use of theoretical, methodological and regulatory references:

The student uses standard references related to the main motor tests, such as TGMD-3, Oseretzky-Guilmain, Eurofit and motor efficiency tests, and demonstrates a general knowledge of legislation and the fundamental documents of the school system.

24–26

Knowledge and understanding of the topics:

The student demonstrates a good knowledge of the course contents, correctly distinguishing between motor abilities, motor skills and motor competencies, coordinative and conditional abilities, stages of psychomotor development and the main methods of motor assessment.

Analytical and synthesis skills:

The student has good analytical and synthesis skills. The topics are presented coherently, and the student is able to apply theoretical knowledge to the planning of motor activities appropriate to the pupils’ age, needs and educational objectives.

Use of theoretical, methodological and regulatory references:

The student correctly uses standard references related to motor learning, tests for the assessment of gross motor development, age-based planning, legislation on physical education in primary school and the documents of the Italian school system.

27–29

Knowledge and understanding of the topics:

The student demonstrates a very good and well-structured knowledge of the course contents. The student is able to describe and accurately connect the concepts of psychomotor development, motor learning, basic motor patterns, SEN, SLD, motor assessment and educational planning.

Analytical and synthesis skills:

The student has strong analytical and synthesis skills. The student is able to compare approaches, tools and methodologies, interpret the results of motor tests, and design learning units that are coherent in terms of objectives, activities, methodologies, inclusion and assessment.

Use of theoretical, methodological and regulatory references:

The student demonstrates further study of the topics, using theoretical references, motor assessment tools, regulatory guidelines and fundamental school documents appropriately.

30–30 with honors

Knowledge and understanding of the topics:

The student demonstrates excellent, complete and in-depth knowledge of all course topics. The student masters the concepts related to motor abilities, motor skills and motor competencies, psychomotor development, motor learning, motor assessment, educational planning, inclusion and school legislation.

Analytical and synthesis skills:

The student shows excellent analytical, synthesis and critical thinking skills. The student is able to independently connect theory and practice, interpret assessment tools such as TGMD-3, Oseretzky-Guilmain and Eurofit, and design complete, coherent, inclusive weekly and two-month learning units appropriate for different age groups.

Use of theoretical, methodological and regulatory references:

The student uses broad, relevant and in-depth references, integrating theoretical, methodological, assessment, regulatory and organizational aspects of primary school. The student demonstrates full command of the specific language of the discipline and the ability to apply it in real teaching contexts.

Information for students with disabilities and / or SLD: To guarantee equal opportunities and in compliance with the laws in force, interested students can ask for a personal interview in order to plan any compensatory and / or dispensatory measures, based on the teaching objectives and specifications needs. It is also possible to contact the CInAP contact person (Center for Active and Participatory Integration - Services for Disabilities and / or SLD) of the department

Describe the execution of a balance analysis test

Describe how lower-limb strength is assessed.

Analyze and interpret squat jump data