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Low Cost Sport Research Lab Activity
Introduction

Sport researchers have developed many types of test methods and equipment to help them do their job. Several examples of the equipment and methods they use are covered in the sections of this guide Shoe Design and Lab Tools. It is possible with the proper computer and commercially available probes and software, to set up in the classroom a high tech sport research lab similar to what one would see in a sports lab at a shoe company or university. However, simpler low cost methods can be designed and built by students providing a lesson on inventiveness as well as an application of the scientific method.

This activity will help students design and build their own low cost sport research equipment and use it to test shoes. With the equipment they build, students can collect data and compare properties, like traction and cushioning, between different shoes. This activity also encourages students to extend their analysis into more practical matters, for example, monitoring how these properties are effected over the life of a shoe.

Note: This activity was co-developed with Polly Chandler. A special thanks to her and her seventh grade science students at Brookwood Academy.
Objectives

In this activity students will:

  • Review the basic tests and equipment a sport researcher might use to study athletic shoe performance,
  • Define the fundamental properties, like traction, cushioning, and motion control, different tests are measuring,
  • Propose low cost methods to build equipment that will allow them to test the performance of shoes and shoe components,
  • Build and use a low cost sport research lab to collect data on shoes and,
  • Present the results of tests to their class.
Materials
  • Shoe samples
  • Other materials*

* Other materials used depend on the equipment students design and build. The challenge in this activity is to design accurate, low cost methods for testing different materials and shoes.
Procedure

The total time allotted to this project should be a minimum of one week. It is suggested that students complete the Poster Design Activity first or integrate it with this activity since both compliment each other quite well.

  1. Divide the class into teams of two. Provide each team with a copy of Areas of Expertise (Table 1). Students will be responsible for selecting two areas of expertise and designing tests that measure properties associated with the components listed in the table.
  2. Discuss how a sport researcher uses video analysis to study rearfoot motion in athletic shoes. (For an overview on video analysis refer to the Lab Tools Section, or the Video Analysis Activity of Slam Dunk Science Resource Guide.)
  3. Using video analysis as a model of how a sport researcher might study a problem have students brainstorm how they could design a low cost version of this test. Refer to the Questions to Ask listed under motion control in Table 2 if you need to help focus students' efforts. Work with the entire class and help them fill out a sample of the Proposal to Study Form (Table 3). The purpose here should be to have students agree on:
    • What they will be testing - For video analysis of rearfoot motion an example might be the angle of pronation in new shoes versus old.
    • Forming a hypothesis - An example would be: As a shoe ages, the amount of pronation will increase.
    • Defining a procedure - Procedures will vary but it should allow them to collect data to test their hypothesis as well as allow others to repeat their study.
    • Define the materials needed - Emphasize the low cost nature of the sport research lab they are building!
    • Define a results reporting format - This format should cover how the results will be presented and how they will be graded. You might already have a standard lab write-up procedure as well as a rubric for grading in place.
  4. Have students work in their teams to fill out their own Proposal for Study Form for two test procedures that they want to build. After completion of the form have students turn them in for your approval.
  5. Modify and approve submitted forms and return to teams for implementing their study plans
  6. Have teams build their sport research lab and report results to class.
Discussion and Follow-up

The discussion for this activity will be based around the student presentations. Students should be encouraged to comment on the pros and cons of each test and propose ways to improve the tests. After all of the student presentations the best test apparatus might be refined and used for ongoing tests or entered in invention conventions or as science fair projects.

This activity is a nice introduction to sport research. Students who have done this project in the middle school could use the high tech sports research lab activities (see other activities in this guide) in later grades or compare the results from their low cost lab to that of the computer based high tech versions.

Other pathways for exploration:

  • Good science is repeatable, have students trade their methodology and retest.
  • Have students use their new test methods and equipment as a form of consumer research to test the claims of shoe manufacturers.
  • Test and publish a shoe survey similar to those found in Consumer Reports, or Runner's World magazines.
Table 1 - Areas of Expertise

Your challenge is to design an accurate method for testing different shoe components. First, your teacher will provide an overview of how a sport researcher would measure motion control in shoes using video analysis in a sport research lab. Then as a class you will brainstorm a way to measure the same properties using a low tech design that the class creates.

Listed below are shoe components (in bold type) for testing. You and your partner will design your own procedure to test two of the numbered properties.

Outsole (traction, abrasion and flexibility tests)

  1. Flexibility
  2. Traction
  3. Durability

Midsole (flexibility, impact and video analysis tests)

  1. CushioningFlexibility
  2. Durability
  3. Support or motion control (usually related to entire shoe)

Upper of shoe (abrasion, material, temperature and wear tests)

  1. Support or motion control (usually related to entire shoe)
  2. Durability
  3. Fit
  4. Heat dissipation

Overall (wear tests and product focus groups)

  1. Weight
  2. Durability
  3. Market Appeal*

* This must be included in everyone's report and doesn't count as a component test. You must report on how much real science is reflected in the shoe design versus how much hype. This can be totally subjective or you can design a way to poll your classmates and others for their opinions.)
Table 2 - Question to Ask When Designing Tests

Support and Motion Control

  • What are they?
  • How do scientists measure support and motion control?
  • What is supination and pronation?
  • How is motion control measured?
  • Do different movements (run, stop, pivot, jump) require different support and motion control?
  • Do different sports require shoes with different motion control characteristics?
  • How does a shoe stabilize the different parts of the foot (heel, ankle, forefoot)?
  • Does motion control and support change over the life of a shoe?

Flexibility

  • What is it?
  • How do scientists measure flexibility?
  • Do different sports require shoes with different flexibility?
  • Where, why and when should a shoe flex?
  • How do the outsole, midsole, and upper affect the flexibility of the shoe?
  • Does the ability of a shoe to flex affect energy consumption?
  • Do different groups of people (boys vs. girls, men vs. women, young vs. old) have different flexibility requirements?

Traction

  • What is it?
  • How do scientists measure traction?
  • Why is traction important in shoe design?
  • Does traction characteristics of a shoe impact energy consumption?
  • Do different outsole patterns or materials affect traction?
  • Do different playing surfaces affect traction?
  • Do different movements in basketball require different traction characteristics?

Cushioning

  • What is it?
  • How do scientists measure cushioning?
  • What is energy return and how does it relate to cushioning?
  • How much shock is absorbed in the cushion of a shoe?
  • How do different materials impact cushioning characteristics?
  • Does a midsole's cushioning characteristics differ in different parts of the shoe?
  • How does cushioning affect flexibility?
  • Does cushioning characteristics of a shoe affect energy consumption?

Durability and Fit

  • What are they?
  • How do scientists measure them?
  • Is there a trade-off between type of materials used vs. durability or fit?
  • Is it desirable to have a shoe that lasts forever?
  • Are different parts of a shoe more durable than others, if so why?
  • How do closure systems (shoe strings, Velcro, lacing systems) affect fit?
  • Do different groups of people have different needs relative to durability and fit?

 
Table 3 - Proposal to Study Form

You will select two components of the shoe and develop a test of properties associated with their performance. Use this form to help you design an acceptable testing and reporting procedure. Your proposal must be convincing relative its validity (does it measure what you say it measures), its plausibility (is it possible to set up and run with low cost materials), its accuracy (does it report results in acceptable units), and its repeatability (can others use your methods to collect data).

Step One - Select from the Areas of Expertise (Table 1) two components and properties to test.

Test One - Component and Property: ________________________________________

Test Two - Component and Property: ________________________________________

Step Two - List what you think is important to measure, relative to shoe design, for each test. Formulate and write down a hypothesis for each test. Use the Questions to Ask (Table 2) for ideas.

Test One Hypothesis:

 

Test Two Hypothesis:

 

Step Three - List possible testing procedures that you might use for each test.

Procedure for Test One:

 

 

Procedure for Test Two:

 

 

Step Four - Review your list of possible testing procedures.

  • Pick the best procedure for each test keeping in mind cost and availability of materials, ease of implementing, and value of data collected. On a separate sheet of paper write down the exact procedure for each test.
  • For each procedure design a table for recording both quantitative and qualitative observations. Remember, conclusions must be based on the quantitative results.
  • Submit your procedure, tables, and general write-up format to your teacher and have them approved before building and running your tests.

Step Five - Collect the materials you need to try out your procedure. Build and modify your procedure as needed to insure that you are limiting variables and testing what you say you are testing. Once you are satisfied that your test procedures are working as planned demonstrate the test procedure to your teacher.

Step Six - Run tests, collect data and record results.

Step Seven - Organize data into graphs (if necessary), formulate conclusions based on your data, and summarize your results.

Step Eight - Prepare and present to class. You presentation should:

  • Define the components and properties tested,
  • Outline the procedure and demonstrate the method used,
  • Present results and relate them to your original hypothesis,
  • Draw conclusions and make recommendations based on results,
  • Answer questions from the audience.
Table 4 - Evaluation Rubric

The grade for the project will be based on the following criteria:

  1. Cooperation between team members. (10 points)
  2. Definition of what you are testing for (component and property) as expressed in hypothesis statement. (10 points)
  3. Detailed description of the materials and procedure used. (10 points)
  4. Neat and accurate record of quantitative results in table and graph form along with other relevant qualitative information. (20 points)
  5. Concise, well thought out, and clearly stated conclusions. (20 points)
  6. Classroom presentation of methods and results. (30 points)

Total Points Possible is 100.

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