Angular momentum regulation during a ballet turn as a balance control indicator
Bibliographic record
Abstract
In contrast to walking, during which angular momentum is ultimately used for locomotion[1], in ballet, when performing a turn, angular momentum is used to accomplish a rotation. This study characterizes the mechanisms used by a dancer to generate and control angular momentum and quantifies the transfer of angular momentum throughout. Our results demonstrate that the period during which the heel makes contact with the ground is an important domain of analysis in considering the dancer's ability to develop angular momentum about the main axis of the turn. In addition, significant transfers of angular momentum occur between the extended leg and the trunk as a result of the technique in which the extended leg leads the turn. While the principal motion of the turn occurs about the z-axis, considerable changes in momentum (thus, an external moment) occur in the axes parallel to the ground, as well. Yet, the balance of the dancer is maintained by continuously transferring momentum between the mediolateral and anterioposterior axes. If angular momentum is not transferred between these axes, external moments create torque about the ankle joint and can cause the dancer to lose his or her balance. When deviations from vertical result in a torque about the ankle joint, the body is further accelerated from a stable upright position similar to a tripping situation[2]. A counteracting torque is required to arrest and reverse the torque created by a gravitational force component.Acknowledgments: 1]Herr, H an
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".