Jumping Tasks Research Articles

Kinetic Asymmetry During a Repetitive Tuck Jump Task in Athletes with a History of Anterior Cruciate Ligament Reconstruction.

BackgroundAthletes who have undergone anterior cruciate ligament reconstruction typically exhibit relatively high/rapid loading of their uninvolved limb during bilateral landing and jumping (vs. their limb that underwent reconstruction), which may place their uninvolved limb at risk for injury. However, previous studies have only examined forces and loading rates for tasks involving an isolated land-and-jump.PurposeThe purpose of this study was to examine bilateral landing and jumping kinetics during performance of a repetitive tuck jump task in athletes who had undergone anterior cruciate ligament reconstruction and completed rehabilitation.Study DesignCross-sectional studyMethodsNine athletes (four males, five females) participated in this study. All participants had undergone successful unilateral anterior cruciate ligament reconstruction, had completed post-operative rehabilitation, and were in the process of completing return-to-sport testing. Athletes performed a repetitive tuck jump task for 10 seconds, while ground reaction forces were recorded for their uninvolved and involved limbs via separate force platforms. Two-way analysis of variance, for within-subjects factors of limb and cycle, was performed for the impact forces, loading rates, and propulsive forces from the first five land-and-jump cycles completed.ResultsThere was not a limb-by-cycle interaction effect or main effect of cycle for the impact forces, loading rates, or propulsive forces; however, there was a main effect of limb for the impact forces (F(1, 8) = 14.64; p=0.005), loading rates (F(1, 8) = 5.60; p=0.046), and propulsive forces (F(1, 8) = 10.38; p=0.012). Impact forces, loading rates, and propulsive forces were higher for the uninvolved limb, compared to the involved limb, over the five land-and-jump cycles analyzed.ConclusionThe athletes in this study consistently applied higher and more rapid loads to their uninvolved limb over multiple land-and-jump cycles. This may help to explain the relatively high injury rates for the uninvolved limb in athletes who have returned to sport following anterior cruciate ligament reconstruction.

Acceleration and Jerk After a Jump Stabilization Task in Individuals With and Without Chronic Ankle Instability.

Studies have demonstrated that individuals with chronic ankle instability (CAI) have diminished dynamic stability. Jerk-based measures have been utilized to examine dynamic balance because of their ability to quantify changes in acceleration and may provide an understanding of the postural corrections that occur during stabilizing following a jumping task. The purpose of this study was to compare acceleration and jerk following a jump stabilization task between individuals with CAI and the uninjured controls. Thirty-nine participants volunteered to participate in this case control study. Participants completed a jump stabilization task requiring them to jump off 2 feet, touch a marker set at 50% of their maximal vertical jump height, land on a single limb, and maintain balance for 3seconds. Acceleration was calculated as the second derivative, and jerk was calculated as the third derivative of the displacement of the resultant vector position. Participants with CAI had greater acceleration (mean difference = 55.6cm/s2; 95% confidence interval, 10.3 to 100.90; P = .017) and jerk compared with the uninjured controls (mean difference = 1804.5cm/s3; 95% confidence interval, 98.7 to 3510.3; P = .039). These results suggest that individuals with CAI made faster and more frequent active postural control corrections to regain balance following a jump compared with the uninjured controls.

Establishing Normative Values for Inter-Limb Kinetic Symmetry During Landing in Uninjured Adolescent Athletes.

BackgroundAssessment of inter-limb kinetic symmetry during landing could provide valuable insights when working with athletes who have undergone anterior cruciate ligament reconstruction. However, it is difficult to determine if the asymmetry exhibited by an injured athlete is excessive or within a range that is similar to uninjured athletes, until normative values are established.PurposeThe purpose of this study was to establish normative values for inter-limb impact force symmetry in uninjured adolescent athletes. In addition, an example is provided of how these normative values could be used to identify athletes who exhibit atypically high levels of asymmetry following anterior cruciate ligament reconstruction.Study DesignCross-sectional studyMethodsOne hundred and thirty-six uninjured athletes completed drop vertical jumps and countermovement jumps while force plates recorded ground reaction forces. Symmetry indices captured inter-limb symmetry in impact forces during landing for both tasks. These symmetry indices were also combined to create an index that captured symmetry across both tasks. Normative values were established using the uninjured athletes’ data. Eleven athletes who had undergone anterior cruciate ligament reconstruction and been cleared to return to landing and jumping performed the same tasks and their data were compared to the results for the uninjured group.ResultsMeasures of central tendency, variability, percentiles, and outliers were calculated/identified based on the uninjured athletes’ symmetry indices. Six of the 11 injured athletes exhibited atypically high symmetry index values.ConclusionThe normative values established as part of this study may serve as a basis for identifying athletes who exhibit atypically high levels of inter-limb impact force asymmetry during jumping tasks following anterior cruciate ligament reconstruction.Level of Evidence3b

Comparison between traditional resistance training and whole-body electrical stimulation in improving muscular strength

Background: Greater muscular strength can enhance the ability to perform general sports skills such as jumping, sprinting, and direction tasks. Resistance Training (RT) is broadly applied by strength and conditioning coaches to increase strength. However, Whole-Body Electromyostimulation (WB-EMS) recently served as an alternative method to increase muscular strength in high-performance athletes. This study aimed to examine the effects of two different training modalities on muscular strength. Methods: Sixty female collegiate softball players (Age = 23.52 ± 1.89 years; Height = 156.20 ± 1.71 cm; Mass = 53.21 ± 3.17 kg) were randomly assigned into 3 groups. All groups trained as usual for 8 weeks, with the first group performed 100 repetitions of dry swing (normal bat swing practice in softball). The second and third group performed a combination of dry bat swing with RT and WB-EMS, respectively. Muscular strength (upper body and lower body) for the 3 groups was evaluated before and after the 8-week program. Results: The main results showed that after the eight-week training, the upper and lower body strength significantly increased in both RT and WB-EMS groups compared to the control group (p = 0.000, and p = 0.000, respectively). While both groups contributed to the increase in muscular strentgth following 8 weeks of training, it was the RT that resulted in a larger magnitude of increase in strength. Conclusion: This study concluded that RT should be emphased in high performance athlete training while recognizing the potential benefit of WB-EMS in enhancing muscular strength.

Pembelajaran Lesson Study Dalam Meningkatkan Aktivitas Kolaborasi Antar Siswa

Collaboration in learning is often carried out by students, but often the teacher does not evaluate it, the teacher assumes that the collaboration carried out by students in learning is just an ordinary interaction and rarely gives students the opportunity to ask questions, differentiates abilities and reduces learning opportunities together, so students do not learn from peers and do not have the opportunity to provide input and respect the opinions of others. This problem then becomes the objective of implementing Lesson Study learning to find out how much collaborative activity between students in learning. The main purpose of implementing Lesson Study in these subjects is to increase collaboration activities among students. The research team is interested in implementing learning through lesson study. The basic pattern of lesson study is the heterogeneous grouping of students in small groups with four members. The members are expected to share knowledge each other through sharing tasks given by the teacher. The task is continued with jumping tasks. That is, giving tasks / questions that increase without giving examples first. If a third of students can work on the question, then the jumping task is successful. The method used is descriptive. The data collection techniques were documentation and observation. The data analysis used was descriptive. The results showed that there was an increase in student collaboration activities when implementing lesson study, it was 25%.

Investigation of Preliminary Motions from a Static State and Their Predictability

Humans observe the actions of others and predict their movements slightly ahead of time in everyday life. Many studies have been conducted to automate such a prediction ability computationally using neural networks; however, they implicitly assumed that preliminary motions occurred before significant movements. In this study, we quantitatively investigate when and how long a preliminary motion appears in motions from static states and what kinds of motion can be predicted in principle. We consider this knowledge fundamental for movement prediction in interaction techniques. We examined preliminary motions of basic movements such as kicking and jumping, and confirmed the presence of preliminary motions by using them as inputs to a neural network. As a result, although we did not find preliminary motion for a hand-moving task, a left-right jumping task had the most preliminary motion, up to 0.4 s before the main movement.

EFEKTIFITAS PENERAPAN FLIPPED CLASSROOM DAN JUMPING TASK DI SMAN 15 PADANG

This study aims to determine the effectiveness of the implementation of the Flipeed Classroom and the Jumping Task is reviewed from the aspect of learning outcomes. This type of research is classified in experimental research, This research aims to assess the effect of an educational treatment or action on a student's behavior about the or whether or not the effect of that action when we compare it to other actions.The subjects of this study were students of class IX IPS at SMA 15 Padang. The data collection techniques used were observation and simple random sampling technique. The results showed that the average results of final test study (Postest), amounted to 83.47 for experiment classes and 77.74 for control classes. Based on the test t use SPSS software for pretest with α = 0.05 if the sig value is 199 > 0.05 then there is no significant difference. For (Postest) otherwise if signification 0.00 < α = 0.05 then there is a significant difference. So this learning model can be applied in improving students' learning outcomes

Functional Ankle Range of Motion but Not Peak Achilles Tendon Force Diminished With Heel-Rise and Jumping Tasks After Achilles Tendon Repair

Background: Deficits in sporting performance after Achilles tendon repair may be due to changes in musculotendinous unit structure, including tendon elongation and muscle fascicle shortening. Purpose/Hypothesis: The purpose was to discern whether Achilles tendon rupture reduces triceps surae muscle force generation, alters functional ankle range of motion, or both during sports-related tasks. We hypothesized that individuals who have undergone Achilles tendon repair lack the functional ankle range of motion needed to complete sports-related tasks. Study Design: Descriptive laboratory study. Methods: The study included individuals 1 to 3 years after treatment of Achilles tendon rupture with open repair. Participants (n = 11) completed a heel-rise task and 3 jumping tasks. Lower extremity biomechanics were analyzed using motion capture. Between-limb differences were tested using paired t test. Results: Pelvic vertical displacement was reduced during the heel-rise (mean difference, −12.8%; P = .026) but not during the jumping task (P > .1). In the concentric phase of all tasks, peak ankle plantarflexion angle (range of mean difference, −19.2% to −48.8%; P < .05) and total plantar flexor work (defined as the area under the plantar flexor torque – ankle angle curve) (range of mean difference, −9.5% to −25.7%; P < .05) were lower on the repaired side relative to the uninjured side. No significant differences were seen in peak Achilles tendon load or impulse with any of the tasks. There were no differences in plantar flexor work or Achilles tendon load parameters during eccentric phases. Conclusion: Impaired task performance or increased demands on proximal joints were observed on the repaired side in tasks isolating ankle function. Tasks that did not isolate ankle function appeared to be well recovered, although functional ankle range of motion was reduced with rupture. Reduced plantar flexor muscle-tendon unit work supports previous reports that an elongated tendon and shorter muscle fascicles caused by Achilles tendon rupture constrain functional capacity. Achilles tendon peak load and impulse were not decreased, suggesting that reduced and shifted functional ankle range of motion (favoring dorsiflexion) underlies performance deficits. Clinical Relevance: These findings point to the need to reduce tendon elongation and restore muscle length of the triceps surae after Achilles tendon rupture in order to address musculature that is short but not necessarily weak for improved performance with sports-related activities.

A Wearable System for the Estimation of Performance-Related Metrics during Running and Jumping Tasks

Athletic performance, technique assessment, and injury prevention are all important aspects in sports for both professional and amateur athletes. Wearable technology is attracting the research community’s interest because of its capability to provide real-time biofeedback to coaches and athletes when on the field and outside of more restrictive laboratory conditions. In this paper, a novel wearable motion sensor-based system has been designed and developed for athletic performance assessment during running and jumping tasks. The system consists of a number of components involving embedded systems (hardware and software), back-end analytics, information and communications technology (ICT) platforms, and a graphical user interface for data visualization by the coach. The system is able to provide automatic activity recognition, estimation of running and jumping metrics, as well as vertical ground reaction force (GRF) predictions, with sufficient accuracy to provide valuable information as regards training outcomes. The developed system is low-power, sufficiently small for real-world scenarios, easy to use, and achieves the specified communication range. The system’s high sampling rate, levels of accuracy and performance enables it as a performance evaluation tool able to support coaches and athletes in their real-world practice.

Effects of Plyometric Jump Training on Electromyographic Activity and Its Relationship to Strength and Jump Performance in Healthy Trained and Untrained Populations: A Systematic Review of Randomized Controlled Trials.

Ramirez-Campillo, R, Garcia-Pinillos, F, Chaabene, H, Moran, J, Behm, DG, and Granacher, U. Effects of plyometric jump training on electromyographic activity and its relationship to strength and jump performance in healthy trained and untrained populations: a systematic review of randomized controlled trials. J Strength Cond Res 35(7): 2053-2065, 2021-This systematic review analyzed the effects of plyometric jump training (PJT) on muscle activation assessed with surface electromyography during the performance of strength and jumping tasks in healthy populations across the lifespan. A systematic literature search was conducted in the electronic databases PubMed/MEDLINE, Web of Science, and SCOPUS. Only randomized controlled studies were eligible to be included in this study. Our search identified 17 studies comprising 23 experimental groups and 266 subjects aged 13-73 years, which were eligible for inclusion. The included studies achieved a median Physiotherapy Evidence Database score of 6. No injuries were reported among the included studies. Significant PJT-related improvements were reported in 7 of 10 studies and in 6 of 10 studies for measures of muscle activation during the performance of strength and jumping tasks, respectively. Moreover, a secondary correlational analysis showed significant positive relationships (r = 0.86; p = 0.012; r2 = 0.74) between changes in muscle activation and changes in jump performance. However, from the total number (n = 287) of muscle activation response variables analyzed for strength and jumping tasks, ∼80% (n = 226) were reported as nonsignificant when compared with a control condition. In conclusion, PJT may improve muscle activation during the performance of strength and jumping tasks. However, conflicting results were observed probably arising from (a) studies that incorporated a large number of outcomes with reduced sensitivity to PJT, (b) methodological limitations associated to muscle activation measurement during strength and jumping tasks, and (c) limitations associated with PJT prescription. Future studies in this field should strive to solve these methodological shortcomings.

Students' Critical Thinking Process in Solving Jumping Task According to Gregorc's Thinking Style

Indonesian students are lacking in critical thinking skills, however, studies analyzing critical thinking processes and their relation to thinking styles are limited. This study aimed to describe students’ critical thinking processes in solving jumping task problems according to Gregorc's thinking style. The subjects of this present qualitative research were eight Year 7 students. The instruments included a thinking style questionnaire, tests, and interview guidelines. The results showed that concrete sequential subjects tended to write the completion stages sequentially and analyzed them well. Abstract sequential subjects were inclined to solve the problems based on the known concepts without completing the work. Concrete random subjects tended to write information in their own way without completing their work. Meanwhile, abstract random subjects were inclined to write incomplete information and did not complete their work. Generally, based on the IDEALS model, the two sequential subjects were similar in the identity, define, and enumerate steps, while the two random subjects only had similarities in the identity step. This study results imply that jumping tasks can be used as an alternative in developing students’ critical thinking skills.

How Sharing and Jumping Task affect to student interaction in chemistry learning

This research is a qualitative descriptive study which aims to see the effect of sharing learning and jumping tasks on student interactions in the chemistry learning process at high school (SMA) in Subang district. This article will explain how interactions occur between students and teacher interactions with students in group discussions during the chemistry learning process. This research method is Didactical Design Research (DDR). Data collection using observation and recording (video and voice). Learning uses sharing and jumping tasks which are divided into three learning activities, namely opening activities, core activities (sharing and jumping) and closing activities. The results of the study were then transcribed and analyzed using the Transcript Base Lesson Analysis (TBLA) technique, showing that there was student interaction in the form of conversations between students and teachers in groups during the learning process but with different amounts in each learning activity. Most interactions are found in sharing activities, then in jumping task activities, opening activities and interactions at least occur in closing activities. Interaction is in the form of a conversation containing questions and answers between students, student presentations and sharing knowledge among students in groups. This shows that learning sharing and jumping tasks is able to foster good student interaction in learning.

Children's school footwear: The impact of fit on foot function, comfort and jump performance in children aged 8 to 12 years.

There is a common perception that poorly fitting footwear will negatively impact a child's foot, however, there is limited evidence to support this. To determine the effect of shoe size on foot motion, perceived footwear comfort and fit during walking, maximal vertical jump height and maximal standing broad jump distance in children aged 8-12 years. Fourteen participants completed 3D walking gait analysis and jumping tasks in three different sizes of school shoes (one size bigger, fitted for size, one size smaller). In-shoe motion of the hindfoot, midfoot and 1st metatarsophalangeal joint (1st MTPJ) were calculated using a multi-segment kinematic foot model. Physical performance measures were calculated via maximal vertical jump and maximal standing broad jump. Perceived footwear comfort and fit (heel, toes and overall) was assessed using a 100 mm visual analog scale (VAS). Differences were compared between shoe sizes using repeated measures ANOVA, post-hoc tests and effect sizes (Cohen's d). Compared to the fitted footwear, the smaller sizing restricted hindfoot eversion (-2.5°, p = 0.021, d = 0.82), 1st MTPJ dorsiflexion (-3.9°, p = 0.012, d = 0.54), and compared to the bigger footwear, smaller sizing restricted sagittal plane midfoot range-of-motion during walking (-2.5°, p = 0.047, d = 0.59). The fitted footwear was rated as more comfortable overall with the smaller size rated as too tight in both the heel (mean difference 11.5 mm, p = 0.042, d = 0.58) and toes (mean difference 12.1 mm, p = 0.022, d = 0.59), compared to the fitted size. Vertical and standing broad jump distance were not impacted by footwear size (p = 0.218-0.836). Footwear that is too small restricts foot motion during walking in children aged 8-12 years. Jump performance was not affected. Children were able to recognise shoes that were not correctly matched to their foot length, reinforcing that comfort is an important part of the fitting process.

Developing and validating a school-based screening tool of Fundamental Movement Skills (FUNMOVES) using Rasch analysis.

A large proportion of children are not able to perform age-appropriate fundamental movement skills (FMS). Thus, it is important to assess FMS so that children needing additional support can be identified in a timely fashion. There is great potential for universal screening of FMS in schools, but research has established that current assessment tools are not fit for purpose. To develop and validate the psychometric properties of a FMS assessment tool designed specifically to meet the demands of universal screening in schools. A working group consisting of academics from developmental psychology, public health and behavioural epidemiology developed an assessment tool (FUNMOVES) based on theory and prior evidence. Over three studies, 814 children aged 4 to 11 years were assessed in school using FUNMOVES. Rasch analysis was used to evaluate structural validity and modifications were then made to FUNMOVES activities after each study based on Rasch results and implementation fidelity. The initial Rasch analysis found numerous psychometric problems including multidimensionality, disordered thresholds, local dependency, and misfitting items. Study 2 showed a unidimensional measure, with acceptable internal consistency and no local dependency, but that did not fit the Rasch model. Performance on a jumping task was misfitting, and there were issues with disordered thresholds (for jumping, hopping and balance tasks). Study 3 revealed a unidimensional assessment tool with good fit to the Rasch model, and no further issues, once jumping and hopping scoring were modified. The finalised version of FUNMOVES (after three iterations) meets standards for accurate measurement, is free and able to assess a whole class in under an hour using resources available in schools. Thus FUNMOVES has the potential to allow schools to efficiently screen FMS to ensure that targeted support can be provided and disability barriers removed.

Dynamic Characteristics of Approach Spike Jump Tasks in Male Volleyball Players

The approach running spike-jump (RSJ) is a crucial technique in the sport of volleyball. Two types of RSJs are commonly used for the volleyball spike attack: (1) RSJ with one leg (RSJ-1L) and (2) RSJ with two legs (RSJ-2L). The purposes of the current study were to compare the kinematic and kinetic differences between the RSJ-1L and RSJ-2L. Ten male college volleyball players performed spike jumps by striking a stationary ball at maximal jump height. Data were collected by six infrared Qualisys motion-capture cameras (180 Hz), two AMTI force platforms (1800 Hz), and recorded by Qualisys Track Manager software. The RSJ-1L demonstrated the faster three-step approach running velocity, greater vertical GRF, and ankle, knee, and hip joint moment, but less jump height, shorter last step length and push-off time, smaller knee and hip joint flexion angles at the initial foot-contact, and knee range of motion compared to the RSJ-2L. The current study contributed to the understanding of biomechanical differences of the volleyball spike jumps and can be used to adapt to the volleyball training.

Muscle Architecture and Maturation Influence Sprint and Jump Ability in Young Boys: A Multistudy Approach.

Radnor, JM, Oliver, JL, Waugh, CM, Myer, GD, and Lloyd, RS. Muscle Architecture and Maturation Influence Sprint and Jump Ability in Young Boys: A Multistudy Approach. J Strength Cond Res 36(10): 2741-2751, 2022-This series of experiments examined the influence of medial gastrocnemius (GM) and vastus lateralis (VL) muscle architecture (muscle thickness, pennation angle, and fascicle length) on sprint and jump performance in pre-, circa-, and post-peak height velocity (PHV) boys. In experiment 1, 1-way analysis of variance and Cohen's d effect sizes demonstrated that most muscle architecture measures were significantly greater in post-PHV compared with pre-PHV boys ( d = 0.77-1.41; p < 0.05). For most sprint and jump variables, there were small to moderate differences between pre-PHV to circa-PHV and circa-PHV to post-PHV groups ( d = 0.58-0.93; p < 0.05) and moderate to large differences between pre-PHV and post-PHV groups ( d = 1.01-1.47; p < 0.05). Pearson's correlation analyses in experiment 2 determined that muscle architecture had small to moderate correlations with sprint and jump performance ( r = 0.228-0.707, p < 0.05), with strongest associations within the post-PHV cohort. Chi-squared analyses in experiment 3 identified that, over 18 months, more POST-POST responders than expected made positive changes in GM and VL muscle thickness. Significantly more PRE-POST subjects than expected displayed changes in maximal sprint speed, while significantly more POST-POST individuals than expected showed positive changes in jump height. Muscle architecture seems to be larger in more mature boys compared with their less mature peers and likely underlies their greater performance in sprinting and jumping tasks. Boys experiencing, or having experienced, PHV make the largest increases in muscle architecture and sprinting and jumping performance when tracked over 18 months.

The students’ interaction in mathematics collaborative learning, caring community, and jumping task

Collaborative Learning (CL) is one of Student Centred Learning method. CbL is main aspect in Lesson Study for Learning Community (LSLC). In application, it is combined with Caring Community (CC), and Jumping Task (JT). CL, CC, and JT is very important to build students’ self confidence and their ability. Data is collected by questionaire, interview, and observation. This study is done in Mathematics Learning in Junior High School. CL that integrate with JT is done by 4 steps : (1) lecturer build group with 3-4 members, (2) lecturer give task to students, that is write research topic, (3) one student present their idea in his/her group, and other students discuss and give some solutions, (4) lecturer and students discuss about the research topic, problems and solution. The result if this research is analyzed in 4 aspects, that is, description and quality of CL that integrate with JT, description and quality of CC, quality of students’ self confidence, and students’ ability. First, the quality of CL is high. Groupis designed by 3-4 members, with JT, that what is give, what is problem, and thier solution. Quality of sstudents presentationis high, process of presentation their idea in his/her group is systematic and clear, and process of discussionis very good. Discussion between teacher and students about the research topic, problems and solution is high. Second, quality of CC is very high. The meaning of CC is communication between students, especially, from higher level student to lower level student.

Development of mathematics learning tools with Realistic Mathematics Education-Jumping Task (RME-JT) and its effect on the mathematic communication skills

This research focus on the development of learning based on realistic mathematics education approach with Jumping Task questions. The develop learning are related to the real life of students, so that students can be expected to enjoy and like mathematics. The develop learning consist of lesson plan, worksheet, and learning test. This research used mixed method, both combine development and quantitative research. The model study is Thiagarajan 4D by using independent test analysis. The results showed that realistic in learning mathematics education approach-Jumping Task has a good quality practice, efektive, and fulfill the criteria of validity. On learning process using realistic mathematics education approach, the students are more active, enthusiasm and motivation so that it has a positive impact in improving students’ mathematics communication. Significant value is 0.000 (p <0.05)..

Using the Context of Pempek on the Algebraic Form Operation for Jumping Task

Jumping task is a part of learning process on LSLC. Moreover, Jumping Task as the central part of teaching that uses Higher Order Thinking Skills (HOTS) and in Indonesia, The 2013 Curriculum emphasizes learning using HOTS, and the daily life context. This research aimed to find out the characteristic of jumping tasks which valid, practical, and also useful for supporting secondary school students learning algebraic form operation using PMRI with the context of pempek. The subject of this research was seventh-grade students of secondary school in Palembang. This research uses PMRI as the content materials and contexts. Results of this research are valid ant practical jumping tasks on mathematucs topic algebraic form operation. Moreover, using context of pempek for jumping task, students can learning algebraic form operation.

Differences in Motor Control Strategies of Jumping Tasks, as Revealed by Group and Individual Analysis

The aim of this study was to investigate the motor control strategies adopted when performing two jumping tasks with different task demands when analysed at an individual and group level. Twenty-two healthy individuals performed two jumping tasks: jumping without the use of an arm swing (CMJnas) and jumping starting in a plantar flexed position with the use of an arm swing (PF). Principal component analysis (PCA) was performed using hip, knee and ankle joint moment data on individual (PCAi) and group data (PCAc). The results demonstrate that a greater number of PCs are required to explain the majority of variance within the dataset in the PF condition at both an individual and group level, compared to CMJnas condition. Although common control strategies were observed between the two jumping conditions, differences in the organisation of the movement (PC loading coefficients) were observed. Results from the group analysis did not completely reflect the individual strategies used to perform each jumping task and highlight the value in performing individual analysis to determine emergent control strategies.