Investigou-se o efeito do foco de instrução relacionado ao componente da tarefa durante a aprendizagem da pirouette do balé clássico. Setenta e dois estudantes universitários foram divididos em seis grupos (n = 12) de acordo com o foco de instrução: (1) Cabeça, (2) Braços, (3) Tronco, (4) Joelhos, (5) Pés, e (6) Controle. Na fase de aquisição, todos os participantes realizaram 160 tentativas em quatro blocos de 20 tentativas por dia. Nessa fase, todos os grupos receberam instrução geral verbal e visualmente, e em seguida, instrução específica de acordo com o componente. Após uma semana, todos os participantes realizaram o teste de retenção, sem nenhuma instrução. As variáveis dependentes foram as medidas de padrão de movimento, de erro de performance e de tempo de movimento. Os resultados mostraram que todos os grupos melhoraram o desempenho na fase de aquisição, e que a performance foi mantida no teste de retenção. Contudo, não houve diferença entre os grupos. Concluiu-se que instrução específica e instrução geral proporcionam efeito similar na aprendizagem da pirouette / This study investigated the effects of instruction focus regarded to the task component on the learning of the classical ballet pirouette. Seventy-two college students were divided into six groups (n = 12) according to the instruction focus: (1) Head, (2) Arms, (3) Trunk, (4) Knees, (5) Feet, and (6) Control. In the acquisition phase, all participants performed 160 trials in four blocks of 20 trials per day. In this phase, all groups received general verbal and visual instruction, and after that they received specific instruction according to the component. After a week, all of them performed the retention test, with no instruction. Dependent variable involved movement pattern, error of performance, and movement time measures. Results showed that all groups bettered the performance in the acquisition phase, and that the performance was kept in the retention test. However, no differences between the groups were revealed. It was concluded that the specific and general instruction provide a similar effect on the pirouette learning

Investigou-se o efeito do foco de instrução relacionado ao componente da tarefa durante a aprendizagem da pirouette do balé clássico. Setenta e dois estudantes universitários foram divididos em seis grupos (n = 12) de acordo com o foco de instrução: (1) Cabeça, (2) Braços, (3) Tronco, (4) Joelhos, (5) Pés, e (6) Controle. Na fase de aquisição, todos os participantes realizaram 160 tentativas em quatro blocos de 20 tentativas por dia. Nessa fase, todos os grupos receberam instrução geral verbal e visualmente, e em seguida, instrução específica de acordo com o componente. Após uma semana, todos os participantes realizaram o teste de retenção, sem nenhuma instrução. As variáveis dependentes foram as medidas de padrão de movimento, de erro de performance e de tempo de movimento. Os resultados mostraram que todos os grupos melhoraram o desempenho na fase de aquisição, e que a performance foi mantida no teste de retenção. Contudo, não houve diferença entre os grupos. Concluiu-se que instrução específica e instrução geral proporcionam efeito similar na aprendizagem da pirouette / This study investigated the effects of instruction focus regarded to the task component on the learning of the classical ballet pirouette. Seventy-two college students were divided into six groups (n = 12) according to the instruction focus: (1) Head, (2) Arms, (3) Trunk, (4) Knees, (5) Feet, and (6) Control. In the acquisition phase, all participants performed 160 trials in four blocks of 20 trials per day. In this phase, all groups received general verbal and visual instruction, and after that they received specific instruction according to the component. After a week, all of them performed the retention test, with no instruction. Dependent variable involved movement pattern, error of performance, and movement time measures. Results showed that all groups bettered the performance in the acquisition phase, and that the performance was kept in the retention test. However, no differences between the groups were revealed. It was concluded that the specific and general instruction provide a similar effect on the pirouette learning

Acoustic and aerodynamic measurements have been carried out on a rotor operating in a planar turbulent boundary layer near a wall for a variety of thrust conditions and yaw angles with respect to the inflow. At the highest thrust condition a strong flow reversal in the wall-rotor tip gap was observed. Average velocity fields filtered by the angular position of the rotor show that the flow reversal is fed by jets of fluid that tend to form below the blade as it passes by the wall. Instantaneous velocity measurements show the presence of strong vortices in the tip gap. These vortices were characterized and found to be both stronger and more numerous on the downstroke side of the tip gap. Additionally, vortices with the same handedness as the bound circulation in the blade were more numerous and only located on the downstroke side of the tip gap. Those with the opposite handedness were found to be only located on the upstroke side. Unexpectedly strong far-field acoustic response at the blade passage frequency at this highest thrust condition and is believed to be due to an interaction of the blade tip with these vortices. At moderate thrust, when the rotor was yawed toward the downstroke side the far field acoustic response at the blade passage frequency was found to increase. The opposite was true as it was yawed toward the upstroke side. At the highest thrust, however the unyawed rotor had the strongest blade passage frequency response which is believed to be due to stronger vortex-tip interaction in this case. / Master of Science

This thesis work comprises the working and simulation procedures being involved in simulating motion capture data in AnyBody Modeling System. The motion capture data used in this thesis are ballet movements from dancers of Östgöta ballet and dance academy. The ballet movements taken into consideration are the arabesque on demi-pointe and pirouette. The arabesque on demi-pointe was performed by two dancers but the pirouette is performed by only one dancer. The method involved recording ballet movements by placing markers on the dancer's body and using this motion capture data as input to AnyBody Modeling System to create a musculoskeletal simulation. The musculoskeletal modeling involved creating a very own Qualisys marker protocol for the markers placed on the ballet dancers. Then implementing the marker protocol onto a human model in AnyBody Modeling System by making use of the AnyBody Managed Modeling Repository (TM) and obtain the kinematics from the motion capture. To best fit the human model to the dancer's anthropometry, scaling of the human model is done, environmental conditions such as the force plates are provided. An optimization algorithm is conducted for the marker positions to best fit the dancer's anthropometry by running parameter identification. From the kinematics of the motion capture data, we simulate the inverse dynamics in AnyBody Modeling System. The simulations explain a lot of parameters that describe the ballet dancers. Results such as the center of mass, the center of pressure, muscle activation, topple angle are presented and discussed. Moreover, we compare the models of the dancers and draw conclusions about body balance, effort level, and muscles activated during the ballet movements.