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Can you find an article on “Young athletes Injuries” that is already a PDF and analyze it using the template that I have uploaded? I also have examples, study guides, and more to help do the assignments. the articles must be selected from a search engine, not google. For example, Academic search premier? 

KIN 799 Research Critique Assignment #13 2

Conkle, M. T., & Shannon, D. (2020). Correlates of winning interscholastic “Gridiron Football”

championships. ASAHPERD Journal, 40(1), 9-20.

TITLE

The title of this work seemingly summarized the article’s main idea simply and in an informative way. Based on the title it is somewhat difficult to know all variables concerning this study. However, the word “correlates” implied there are at least two significant independent variables tested and found in the study, and the dependent variable is obviously winning an interscholastic “American” football championship. The sample in this research report was mentioned. It was non-human and non-animal since it is football championship games. No geographic location was specified, but it was a region of the world where “American Football” competitions occur (and champions determined) at the high school level. Since this research did not involve school curricula, no subject matter was addressed in the title; but, from a physical activity perspective, football might be considered the focus area. Waste-words were not found at the beginning on the title. From this research report’s title, it is difficult to determine what the most important word or phrase should have been, all seem vital given how short the title was. The title was seven words long, so it complies with the 3rd through 7th editions of the APA Publication Manual (that have fluctuated relative to title length guidelines).

ABSTRACT

There was no Abstract for this work. (07 words)

INTRODUCTION

The authors set the context for their study by citing several works from the previous literature. It appears that sources ranged from 1931 through the second decade of the 21st Century, providing some reasonably thorough historical background. There were two previous studies mentioned that related directly to high school football, Barker (1964) and Brown (2008), which were not only the most recent pertinent studies – presumably those were the
only
studies linked to interscholastic football. Citations for interscholastic football were both research reports, but there were also sources in the Introduction that included studies at higher levels of football as well as “opinion,” “philosophical,” and “theoretical” works. Justification for the study was given, and a scarcity of studies regarding interscholastic football was noted. Based on the literature review in the Introduction, Conkle and Shannon replicated the Barker (1964) study, testing “in-game statistics” or variables (on a much larger scale, when looking ahead in the report). Four objectives were stated. Based on the study’s purposes, there are indications that it was a mixed-methods quantitative study (it dealt heavily in game statistics), since it mentioned correlations (association), sought to determine the most significant variables, and compared winning and losing teams (difference) in championship games. Data were testable given how the problems were phrased.

METHODOLOGY
(Subjects, Sample, or Participants)

This study was unique in that it did not involve human or animal subjects, it concerned sport events. The sample included championship football games (N = 280). ALL championship football games (a type of “census” study) governed by the Alabama High School Athletic Association (AHSAA) were analyzed, except four that ended in ties and had co-champions crowned – which nullified that data. Both public and parochial schools participating in the games were included. To this point no subdividing or assigning games to groups was evident. Games in the sample were treated as one large group, comparing winners to losers, as noted earlier, and no special treatments or manipulations. Finally, the study was approved by an Institutional Review Board at the institution where Conkle was employed at the time. (131 words)

METHODOLOGY
(Instrumentation)

Data were collected from public-domain records found on the Internet from the AHSAA, a “historical web-site,” and box scores, game summaries, and newspaper articles reviewed in key libraries that housed major newspaper archives. Data were “cross-checked” for accuracy and reliability of information. Given that data were verified from multiple sources, the authors apparently did everything humanly possible to ensure data accuracy.

METHODOLOGY
(Procedures)

There is no strict description of the procedures they followed other than what is stated in the previous section. The authors could have addressed the timeline and procedures followed, in better detail. How long it took to gather all data from start to finish could be useful information for anyone wanting to conduct a similar study, so they would be more aware of time and effort involved. It may have been over-kill, but it would be informative if they mentioned whether notebooks, pens/pencils, photocopies, a computer, etc. were used (but it could be helpful for readers learning about research methods) in data collection.

RESULTS and DISCUSSION

Findings relative to the previous literature were discussed, so the Results and Discussion sections are combined here, as they were in the published research report. For this reason, the authors did a good job discussing their results relative to previous studies and the existing, related, literature. The specific data analysis program used was reported in the article – SPSS Version 23. Descriptive statistics were computed (i.e., frequencies, percentages, ranges, means, and standard deviations) and discussed, as well as presented in tabular form. Those tables displayed somewhat massive but clear information. Reading so many numbers in text format would have been difficult. Data analyses and tables indicated this was a mixed methods study – with correlations, descriptive summaries, MANOVA and ANOVA. Statistical tests used by the researchers seem appropriate for their purposes. Who performed the data analyses is not addressed. All data were reliable and valid, based on how they were reported. All tables are clear and understandable, including the one at the end being logical and insightful. Outcomes are summarized well in-text and are comprehendible. Altogether, the text and tables balance one another and are beneficial. The researchers’ conclusions state clear answers to the research problems in the introduction. They also urged other researchers to investigate this issue in their locales. In other words, others are encouraged to refine the methods used in this study or to modify the research design to study similar problems or questions. Restricted suggestions made for good study replication.

REACTION / REFLECTION
(5-paragraphs)

Conkle and Shannon’s research report covers most things that readers need to know, and other researchers should find, in a well-organized study and article. There were some things missing that may have improved the article’s quality. A few more re-readings will be necessary to decide. Overall, the work was excellent (even if I did not understand everything about the statistics). It opened my eyes wider to the sport of football and helped me understand how many possible statistics or variables that can influence which team wins or loses a game – in this case, championship competitions. Until now I never realized that sport statistics can be variables and utilized from a research perspective. I always thought game statistics were simply to help coaches know who plays well and who has not, as well as to establish individual and team records.

As a former high school football player, it was always obvious that the final score matters most in any sport or game. Points scored in a certain half or a given quarter maybe affecting the outcome more than other times in a game was a surprising factor in this study. That was enlightening. It was interesting to see the possible connections and differences among variables concerning “Margin of Victory” and what correlated to “Winning” football games. It is also clearer what possibly had a negative influence and what had a positive influence back in my high school (and now) in games.

As a volunteer coach at James Madison High School, I will discuss this article and its results with the school’s full-time coaches. There is a lot from the report that should be considered and discussing it with seasoned football coaches could serve as professional development for me and the entire coaching staff. With 17 football coaches at James Madison, and three volunteer coaches, there could be many viewpoints to ponder. That many perspectives could help me (and them) refine my beliefs. It could also help the veteran coaches become more successful coaches (and the football program improve overall) in the future.

As a hopeful (future) head coach, I will emphasize the “running game” over the “passing game,” when the talent is available to do that (based on what I saw in this article). Maybe there will be follow-up research studies reported by Conkle and Shannon that shed more light on this issue. It would also be interesting to read research conducted in other states or regions of the United States, as well as from other nations where “American Football” is played. Most specifically, findings being very different or quite similar could benefit me greatly. In the right circumstances, what I learn could motivate or stimulate me to move outside my comfort-zone as a coach, and use new strategies and tactics to win games, that I would have never contemplated before.

In summary, this was an article that I rate highly. It was a new or unfamiliar line of research to me. Given a lack of published studies regarding which variables or statistics help teams win high school football games most, it seems reasonable that it is a new line of research for many readers. It has become obvious that research is conducted in countless areas of interest. Some researched issues or problems are obvious because they are often in the news. Many people may never consider other topics as something that could be (or are) studied by researchers – until they read research studies on new or obscure topics.

February 31, 2050

Terry Conkle

A# 6285

The article this paper matches is posted too. Note how everything is 3rd-person throughout the paper until the end, and at that point 1st-person is minimal and there is no “you” or “your” anywhere in the paper (those words are preachy and/or accusatory – not to mention they get redundant very quickly). Many student papers get too wordy within sentences, and every attempt was made here to maintain brevity and conciseness yet still provide good flow and transition. This sample assignment is ~1550 words (student assignments may be much longer or shorter depending on each article critiqued). DO NOT PLAGIARIZE by copying this and simply typing in a few choice words that pertain to each specific assignment. All articles are very different and require good discussion of the topic and the given article’s content. Read the “Writing Tips” that have been posted, they will eliminate possible errors that are commonly noted in graded papers.

1

7

Student Name____________________________________________

COLLEGE OF EDUCATION, HUMANITIES, and BEHAVIORAL SCIENCES

Alabama A&M University

Normal, AL 35762

COURSE SYLLABUS

Summer 2021

Course Number

PED 511

Course Title

Science and Medicine in Sport

Call Number/Section

Class Days/Time

Monday – Thursday 0730 – 0850

Class Location

On-line / Virtual on ZOOM

Prerequisites

Admittance into Graduate School; or, by special permission from the professor,

Department Chair, appropriate Dean(s), and/or VP of Academic Affairs/Provost

Textbook(s)

American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). Washington, DC: American Psychological Association.

Professor

Dr. Terry Conkle

Office

29-U Elmore Gym (On NE corner/side of balcony)

Office Hours

By Appointment During Summer Term

E-mail address

[email protected]

Telephone number

256 – 372 – 5303

AAMU Quality Enhancement Plan (QEP):

“Enhancing Students’ Critical Thinking Skills”

Critical Thinking Definition: Critical thinking is analyzing, evaluating, and synthesizing information into logical conclusions.

COURSE DESCRIPTION

Science and Medicine in Sport – 3 Hours. This course is designed for students who expect to pursue careers as certified athletic trainers, sport coaches, fitness professionals, physical therapists, physical educators, or any other area of exercise and sport science. This course will cover the (professional-based and scholarly-based) body of knowledge that can help them effectively perform the responsibilities of their job, regarding many aspects of sport medicine and sport science – concerning both recreational and competitive athletes.

STUDENT LEARNING OUTCOMES

As a result of this course students will be able to:

01] Define the terms Sport Science and Sport Medicine.

02] Identify key sport medicine and sport science organizations.

03] Identify key members of a sport medicine team and discuss their varied roles as part of that team.

04] Explain the importance of good nutrition in enhancing human performance and preventing injuries.

05] Describe the advantages and disadvantages of dietary supplementation in an athlete’s diet.

06] Discuss common eating and drinking practices of the athlete population.

07] List the signs of disordered eating.

08] Identify types of protective equipment available for various body parts, in multiple sports

(from ankle braces to sport shoe selection, etc.).

09] Describe the potential dangers of adverse environmental conditions in sport.

10] Discuss the concept of Cold-Water Immersion or Pre-Cooling as contemporary sport science practices.

11] Discuss how athletes might respond psychologically to injury (including the “Athlete Identity,” “Athlete Career Termination

and Life Transition,” etc.).

12] Identify stressors in an athlete’s life.

13] Discuss how the sport medicine team can serve as a support mechanism for helping injured athletes psychologically.

14] Explain what bloodborne pathogens are and how they can infect those involved in sport (e.g., Athletes, ATCs, Coaches, etc.).

15] Describe the transmission, signs and symptoms, and treatment for each type of Hepatitis.

16] List the pros and cons of sport participation by athletes diagnosed with Hepatitis or HIV.

17] Discuss how therapeutic modalities can be used in a rehabilitation program following sport injuries.

18] Identify the short-term and long-term goals of an injury rehabilitation program.

19] Discuss the various general medical conditions and additional health concerns associated with sport participation

(e.g., skin infections, respiratory illness, gastrointestinal conditions, diabetes, hypertension, anemias,

grand mal seizures, viral diseases, menstrual-related issues, STDs, etc.).

20] Discuss issues associated with preventing and managing injuries in young athletes.

21] Differentiate between acute and chronic injury.

22] Describe various acute traumatic injuries (e.g., fractures, dislocations, subluxations, contusions, ligament sprains,

muscle strains, muscle soreness, nerve injuries, etc.).

23] Discuss chronic overuse injuries and differentiate between tendinitis, tendinosis, bursitis, osteoarthritis, and

key myofascial trigger points.

24] Discuss the 3 phases of the healing process.

25] Demonstrate an ability to
cite and reference
experts in the broad areas of science and medicine as part of sport

discussions, as opposed to personal opinions.

26] Demonstrate an ability to analyze and critique published research in the broad areas of science and medicine in sport.

CLASS FORMAT

01] There is no textbook for this course, therefore it is imperative that students attend all scheduled synchronous on-line class-meetings. Because there is no textbook, the professor’s background, experience, and knowledge (supplemented by Blackboard-posted handouts and PowerPoint material) will be the basis of course content. All posted materials and content from class discussions are subject to appear on exams (including the Comprehensive Exam that most Kinesiology students take before they graduate. ALL MATERIAL IS VITAL or class time and readings would not be devoted to it. This is not easy subject-matter, so students are invited to ask questions for clarification purposes or better understanding of a topic. Reading and research outside of class may be required, to supplement class discussions. Additionally, there may be outside-of-class assignments requiring word-processing, proof-reading, revision, and repeated proof-reading/revision for submitting superior work.

02] Assignments are due promptly at the university-appointed class start time, unless otherwise explicitly stated by Dr. Conkle. Late assignments receive a 30% per-class-day grade reduction from the earned grade. On-line/Blackboard-submitted assignments should be submitted as Portable Document Format (PDF) items – there will be an automatic cut-off pre-set on Blackboard after which assignments will be considered “late.” If at such time assignments are accepted in-person (as hard-copy), they should be stapled in the upper left corner (when possible) or (if too thick) placed in an appropriate 3-clasp or 3-ring binder for submission at the specified time
BEFORE ENTERING THE ELMORE GYM/BUILDING
. The previous policy does not apply if an unusual circumstance has been “cleared” already by Dr. Conkle.

03] Written work must be computer-generated, and should demonstrate evidence of proofreading, revision, and neatness (i.e., professionalism). Unless otherwise EXPLICITLY SPECIFIED or DIRECTED, adhere to these guidelines – any assignment not meeting 1 or more of these guidelines may result in a student receiving a grade of ZERO or

NO CREDIT:

Students should consult the most recent
APA Publication Manual
, for assistance in most Kinesiology courses –

A] Typed using size 12, Times New Roman font (ALL TEXT from first letter through last in a document should

adhere, unless otherwise explicitly specified by the professor)

B] Double-spaced (when writing on paper that means write on every-other-line)

C] Computer-generated materials should be printed on 1 side of the page, with 1-inch margins on all 4 edges,

and NEVER “justify” text

D] All pages numbered in upper right corner – Insert as a “Header” (see word-processor tool-bar)

E] Student’s name and final 4 digits of Student Number at end of assignment or on cover page – depending on the

nature of the assignment and directions from the professor

F] Staple multiple pages together in the upper left-hand corner or secure within a binder.

Students MUST NOT use a “plastic strip folder” to submit work, when submitted as hard-copy.

04] Unless otherwise approved/specified, E-MAILED assignments are INAPPROPRIATE and

will NOT be ACCEPTED for credit.

05] Make-up test arrangements must be scheduled BEFORE a college-sponsored class absence on test-day. “Other” excused

absences (that can be authoritatively documented/supported) will be scheduled after the fact, per agreed-upon time/date

between the student and Dr. Conkle. Students who are absent for the same event, should all make-up the exam together!!

06] ACADEMIC INTEGRITY – It is expected that students attending this institution will be scrupulously honest. Dishonesty,

such as cheating, or plagiarism (published/typed/written use of a concept, expression, idea, or thought without giving

documented credit to the original source), or fabricating/furnishing false information, including forgery, alteration or

misuse of University documents, records, or identification, will be regarded as a serious offense subject to severe penalty,

including but not limited to, loss of credit and possible dismissal from the institution. See the University Policies for

specific information regarding penalties associated with dishonest and/or unethical behavior. Unless otherwise indicated

by Dr. Conkle that a task is a “group” assignment, all student work must be completed individually. Plagiarism is

presenting the concepts, ideas, work, or words of another as one’s own. This includes purchasing papers, downloading a

paper from the Internet or having someone else prepare a paper. Plagiarism and cheating (the latter is also a matter of

“Academic Integrity”) will be dealt with according to university policies – or at the very least a significantly low grade

will result).

07] ON EXAM/TEST DAYS, unless EXPLICITLY SPECIFIED electronic devices (including cell phones and high-technology

watches capable of storing digital information for the course) must not be present or checked by students during exams/

tests (this constitutes a violation of “Academic Integrity.” Any student observed trying to view “devices” in a lap, pocket,

or on a desk/table surface (powered-on or not) or manipulating/viewing any electronic device once an exam is being/has

been distributed the guilty student will receive a grade of zero on that exam/test. It is the student’s responsibility to have

ALL ELECTRONIC DEVICES powered-off and completely hidden from sight during exams/tests!! It may be best to

leave “questionable electronic devices” (such as the high-tech’ watch) with the professor during the test, to prevent

suspicions of cheating.

08] ON EXAM/TEST DAYS, when meeting for brick-and-mortar class sessions, students will not be permitted to enter the

classroom later than 05 minutes after the official start of class time!! Students should arrive promptly and punctually for

class, but most especially on test day(s)!!

09] ON EXAM/TEST DAYS, when meeting for brick-and-mortar class sessions, no student will be permitted to leave the

room unless they submit their test materials and electronic devices to the professor. It is the student’s responsibility to use

the restroom before entering the classroom, and to have tissues paper, etc. for runny noses, etc. Once a student exits the

door, their test-taking time ends!!

10] ON EXAM/TEST DAYS, head-dresses/head-wear should be removed once the classroom is entered. Failure to remove

head-wear can result in a student being dismissed from class and receiving a grade of ZERO on the exam. This policy

pertains to hats, caps, sun-visors, bandanas, scarves, kerchiefs, skull caps, head-wraps, turbans, or other attire intended

as head apparel.

11] Chit-chat / Idle / Private conversations should occur before and after class, not during – class time is for class discussion

and “public consumption.” If something is vital enough to discuss with a neighbor, it is important enough to interact with

the professor and all classmates regarding the issue / problem / topic. Students perceived as disrupting a class-session, will

be directed to exit class and can be counted absent for that class-meeting.

12] Active participation is expected (thus required) and part of high-quality education.

That also means using polite and respectful language.

13] Any clarification or problem regarding an assignment, a peer, or the professor should be communicated to Dr. Conkle

at the earliest possible time.

14] Students should be IN THE CLASSROOM (On-line or brick-and-mortar) BEFORE Dr. Conkle begins class and

remain until dismissed.

15] It is a student’s responsibility to seek clarification(s) and follow directions for all course tasks. If a student fails to do so,

they accept that their course grade will potentially and accordingly suffer.

16] A few philosophical truisms that will help students understand their professor and his approach to the collegiate educational

process (The following paragraph is a note from your course professor) –

Welcome to this course. It should be a mutually beneficial learning experience for us. We should form a partnership so you can maximize your learning experience (I expect each student to actively – not passively – participate in the educational process). I expect you to increase your overall knowledge of the allied professions that fall under traditional HPERD (in contemporary terms, often known as Kinesiology or Human Performance), and develop a comprehensive sense of professionalism. It has been my experience that students get from a course exactly as much or as little effort/time as they invest in it. Given the nature of this course, there will likely be topics or concepts that are new to you, some with which you disagree based upon a limited background or experience – some may be totally alien to you. However, the purpose of professional education is to push students into areas of study they had no idea existed. You should take advantage of this opportunity, and apply your new-found knowledge, to broaden your horizons and develop yourself professionally.

Tough love is in effect here:

I will not accept you as you are. Instead, I will show you a vision of what you could be, and help you achieve it !! – Dr. Terry Conkle
“We teach more than what is in a book.” – Dr. Chris Washam (Kinesiology Department Chair, Mississippi College)

“Motivation is simple; you eliminate those who are not motivated.” – Football Coach, Lou Holtz

“Perfection is not attainable; but, if we chase perfection we can catch excellence” – Football Coach, Vince Lombardi

“Nobody got anywhere in the world by simply being content.” – Author, Louis L’Amour

COURSE OUTCOMES

This course will address the following broad topics and help students:

01] enhance their knowledge of science and medicine underpinning optimal performance in sport and exercise.

02] develop an understanding of current theory, research, and debates in sport science and provide the opportunity to study

several chosen areas of interest.

03] develop professional skills, including: communication (verbal and written), critical analysis and thinking, citing and referencing experts’ concepts, expressions, ideas, or thoughts by giving documented credit to the original source.

SERVICES FOR PERSONS WITH DISABILITIES

The University provides environmental and programmatic access for persons with documented disabilities as defined in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disability Act of 1990. Any student who desires information or assistance in arranging needed services for a disabling condition should contact the Director of Special Students Services, Student Center, Room 203, (256) 372-4263.

ATTENDANCE POLICY

Alabama A&M Policy: Graduate students are expected to attend every class-meeting, given the condensed schedule and rigor of the graduate-level program of study!!

Dr. Conkle will keep accurate attendance records. The attendance policy *IS* communicated here (in writing) and will be discussed in class on Day 1 of each academic term.

Student Excuses:

01] Class attendance is expected, as well as a privilege, and students are required to be
punctual
and prepared. Any student

NOT PRESENT when attendance is checked will be counted as absent – a “Tardy” does not exist in this course!! A student is either “Present” or “Not Present.”

02] Learning experiences proceed at such a rapid pace that attendance is necessary if students are to acquire the knowledge, and develop competence, skills and strategies that students need to be successful in their endeavors.

03] Students are required to carry out all assigned work and to take examinations and quizzes at the class period designated.

04] Failure to take examinations and quizzes and carry out assignments at the designated times may result in an appropriate

reduction in the final grade, except as provided in item 6 below.

05] Arrangements for make-up work, due to excused absences, must be initiated by the student.

06] Excused absences can be obtained upon presenting documentation to Special Student Services for the following reasons indicated below:

A] Personal Illness or Illness of a Family Member: Documentation bearing the signature of doctors, dormitory counselors,

infirmary and/or hospital officials, athletic trainers, etc. shall constitute proof.

B] Death in the Family: Funeral programs, newspaper obituaries, statements from funeral directors shall constitute proof.

C] Subpoena for Court Appearances: The student’s copy of the document shall constitute proof.

D] Emergencies or Circumstances over which the Student has no Immediate Control: Appropriate corroboration,

documentation and/or explanation shall constitute proof.

E] Trips and/or activities by members of student organizations sponsored by academic units, and activities officially

authorized: Authorized excuses, dispatched from the appropriate offices, instructors, coaches or sponsors over signature of

the Department Chairperson and Dean or Director, shall constitute proof.

Dr. Conkle’s Policy for
Excused Absences
– An ORIGINAL OFFICIAL EXCUSE must be submitted directly to the professor (PERSONALLY – NOT placed in a mailbox, placed under an Office Door, or given to a secretary) within SEVEN (7) calendar days following each excused absence (or the final day of an extended excused absence time-period). Dr. Conkle will retain Official Excuses for his records. It is a student’s responsibility to obtain multiple original copies of the excuse if others must see it, or if the student wants a personal copy. Use the space below to document all absences, note which were authoritatively excused per AAMU Policy with excuses submitted promptly to Dr Conkle, DO NOT ASK Dr. Conkle to recap your absence dates:

Absences: ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______

TUTORIAL ASSISTANCE

Tutorial assistance for undergraduate courses can be obtained from the Tutorial Assistance Network (TAN), a subsidiary of the Office of Academic Support Services. TAN is located in Room 100C Buchanan Hall. The telephone number is 256-372-5487.

Dr. Conkle may schedule tutoring sessions when students indicate a need for them.

GRADE DETERMINATION

Course Requirements

Percent of Total

Points Possible

Points Earned

BONUS ASSGNMENT

BONUS

50 BONUS

_____

09 Assignments

Research Critique Assign 01

Research Critique Assign 02

Research Critique Assign 03

Research Critique Assign 04

Research Critique Assign 05

Research Critique Assign 06

Research Critique Assign 07

Research Critique Assign 08

Research Critique Assign 09

81%

810

90

90

90

90

90

90

90

90

90

_____

_____

_____

_____

_____

_____

_____

_____

_____

Exam 1

19%

190

_____

Final Course Grade

100 %

1000

Total Points

A

B

C

D

F

90% – 100%

80% – 89.9%

70% – 79.9%

60% – 69.9%

00% – 59.9%

900 – 1000

800 – 899.9

700 – 799.9

600 – 699.9

000 – 599.9

__/1000

INCOMPLETE GRADES

“I” grades are solely intended as interim course evaluation ratings. They are used when students perform satisfactorily (defined as a “

C average” or better

),

have completed at least 75% of the course requirements

, and

there is an excusable reason for not having completed all requirements prior to grade reporting time

. Students may obtain credit for courses in which their grades are “incomplete” only by completing their course work satisfactorily within one year of the date an “I” is awarded, or the end of the next term that course is offered. If this is not done, the “I” grade automatically results in failure (“F”).

DESCRIPTION OF COURSE GRADING SYSTEM

A “Subtraction” from 1000 to calculate grades at semester’s-end. Note that, in the end, all 3 methods show the same exact grade. If/When mid-term grades are reported, the “Average” method will be used – this indicates to a student that if they continue performing similarly, that is close to what their grade will be in the end. It is a student’s responsibility to strive for excellence. Aim for excellence, and fall short, then grades could be good. Shoot for mediocrity and fall short, then grades could be bad. Using the “Subtraction” method, a student ALWAYS knows their grade for the course (using simple math), and the highest grade they can possibly earn in the course – and easily determine what they must do to maintain it. A student can start at Zero and simply add points from there if they wish but it is more positive and informative to begin at 1000 and deduct what is not earned.

DESCRIPTION OF SPECIFIC ASSIGNMENTS

Course Tasks

Brief Description

Student Information Form

Students will submit an information form, for BONUS CREDIT. This form includes contact information that is standard for Dr. Conkle’s courses.

Research Critiques (RCs)

Students will use / follow APA format & style to computer-generate and:

Complete ONE (1) critique of a RESEARCH article, on an approved sport

science/sport medicine topic. Lit’ Reviews, Abstracts, Commentaries, Editorials, and

Position Papers / Consensus Statements are INAPPROPRIATE for these assignments –

they must be from “published” Original Research Reports/Articles!

These assignments/papers should be submitted as WORD or PDF Documents via Blackboard along with the PDF research report/article on which the assignment is based. Although students will have seen the rubric that is used to grade the assignments, do NOT submit one.

Exam 1

Students will complete a written exam (essay/Comprehensive Exam format or style) that covers ALL course material through the exam date.

BLACKBOARD INFORMATION AND MATERIAL

Course materials, content, and announcements (including exam grades, under announcements using the final 4 digits of students’ A#s) will be posted on Blackboard at the earliest possible time. When “CONTENT” is posted, it is advisable to “save” it to a flash-drive and/or print the material. It is vital to print or have immediate access to the course syllabus for class, to note key announced alterations. Assignments, Handouts, PowerPoint Slides will NOT remain posted “indefinitely!” All material will “roll-off” Blackboard (after an appropriate time-period there) at some point and not saving/printing them may result in not having key items when needed at the figurative or literal “last minute” for reference or studying. Also, situations may arise when the Internet is “down” or a technological snafu that prevent(s) access to the site. IN THIS COURSE, since there is no textbook, IT IS VITAL TO PRINT EVERY HANDOUT AND HAVE FOR DAILY REFERENCE.

FINAL EXAMS – WARNING

Given several instances of students arriving late for “brick-and-mortar” exams in general, and final exams specifically (NOTE that there is a 5-minute grace-period for arrival to any exam/test for Dr. Conkle’s courses). Final exams are scheduled for a specific time-period, that should be understood; BUT, that does not imply that students can arrive at their leisure or at any given point of their choosing during an exam to complete it!!!!!

The 5-minute grace-period is in effect for all “brick-and-mortar” exams with Dr. Conkle!

COURSE OUTLINE

Dates

Topics for the Week

Tasks Due

06/01 (T)

Course/Professor Introduction – Assignment 1 Info ***(0730)

06/02 (W)

Exam Study Tips, Critiquing Articles, & Sport Nutrition

06/03 (R)

Sport Nutrition

Information Form due on Blackboard by NOON

06/07 (M)

Sport Nutrition

06/08 (T)

Protective Sport Equipment

Assign 01 (Sport Nutrition) due by NOON

06/09 (W)

Protective Sport Equipment

06/10 (R)

Environmental Conditions & Sport

06/14 (M)

Environmental Conditions

06/15 (T)

Environmental Conditions

Assign 02 (Protective Equipment) due by NOON

06/16 (W)

Blood-borne Pathogens / Wound Care

06/17 (R)

Blood-borne Pathogens / Wound Care

06/21 (M)

Blood-borne Pathogens / Wound Care

Assign 03 (Environmental Conditions) due by NOON

06/22 (T)

Psychology of Injured Athletes ***(0730)

06/23 (W)

Psychology of Injured Athletes ***(0730)

06/24 (R)

General Medical Conditions & Health Concerns

Assign 04 (Pathogens/Wound Care) due NOON

06/28 (M)

General Medical Conditions & Health Concerns

06/29 (T)

General Medical Conditions & Health Concerns

06/30 (W)

Injury Rehabilitation

Assign 05 (Psychology of Injuries) due by NOON

07/01 (R)

TBA

07/05 (M)

TBA

07/06 (T)

Injury Rehabilitation

Assign 06 (Gen. Medical/Health Conditions) due by NOON

07/07 (W)

Injury Rehabilitation

07/08 (R)

Cultural Trends & Injuries of Young Athletes

07/12 (M)

Cultural Trends & Injuries of Young Athletes

Assign 07 (Injury Rehab’) due by NOON

07/13 (T)

Cultural Trends & Injuries of Young Athletes

07/14 (W)

Management of Specific Sport Injuries & Conditions

Assign 08 (Young Athletes’ Injuries) due by NOON

07/15 (R)

Management of Specific Sport Injuries & Conditions

07/19 (M)

Review

Assign 09 (Specific Injuries/Conditions) due NOON

07/20 (T)

Review

07/21 (W)

Review

07/22 (R)

Exam 1 – (Comprehensive Exam Format) ***(0730)

ALL Course Content to date, including posted handouts

NOTES

% = given that ZOOM often bumps students off-line after 45 minutes, class will generally meet from 0800-0845,

except when noted otherwise.

$ = Grades and feedback for each assignment will be provided at the earliest possible time.

# = Students must utilize excellent time-management skills to ensure assignments are submitted promptly.

COVID-19 HYFLEX and VIRTUAL ON-LINE Courses

Experience has shown that students’ grades correlate closely to the amount of serious effort/time they invest in a course. Given the nature of this course, your background and your experience, there could be material that is new to you. However, that is the purpose of professional education – to push students outside their comfort zones into unfamiliar content. I hope you seize this opportunity and broaden your horizons as you develop professionally.
Although Dr. Conkle reviews the syllabus on Day 1 of class, it is presumed that students will READ each word of it and know that it is designed to enhance learning. Please re-read and note any points that seem unclear initially. Your signature indicates that Dr. Conkle will presume you have read the syllabus fully. If there are questions regarding the syllabus, it is the student’s responsibility to ask.

Students are expected to understand that –

1] It is their responsibility to await Dr. Conkle’s arrival in a virtual class-meeting for 15 minutes after class is scheduled to begin (the same for

brick-and-mortar class) – if the professor does not arrive in a class session within that time-frame no absence will be counted. And, each

student should know it is their responsibility to regularly check Blackboard for “Announcements,” and e-mail, for each course. Students are

expected to be “in class” and ready for class when it begins each day.

2] Using a laptop/desktop/tablet for class sessions, assignments, tests, and virtual class-meetings is advisable (rather than a cell-phone).

3] Assignments are due (at/before/by/on) via BLACKBOARD
as announced and explicitly stated
by Dr. Conkle. Late assignments receive a

30% per-class-meeting grade reduction from an “earned” grade. This policy applies unless an unusual circumstance is cleared by

Dr. Conkle.

4] Assignments must be computer-generated (and saved as PDF or WORD depending on what is specified – NEVER as a GOOGLE DOC), and

should demonstrate evidence of proofreading, revision, neatness, and professionalism. Unless otherwise specified, adhere to these guidelines:

When applicable, students should consult the most recent APA Publication Manual for assistance –

A] Typed using size 12, Times New Roman font

B] Double-spaced (when writing on paper that means write on every-other-line)

C] Use 1-inch margins on all 4 edges, and DO NOT “justify” text

D] Insert all pages numbered in upper right corner

E] Student’s name and final 4 digits of “A-Number” at end of assignment or on cover page – whichever is specified or most appropriate

F] Save all documents on your computer as follows – Last Name-First Name-Course Number-Due Date

5] ALL assignments/computer-generated work should be submitted as digital/electronic documents via BLACKBOARD by the specified time and

due-date! Assignments and exams must be submitted as WORD or PDF, per instructions for each task. Based on experience since March 2020,

each student must understand their upload/download speed limitations and adjust submissions accordingly.
For example
, if an assignment is due

at 1200 noon and the general upload time for a given student is 2 HOURS, the upload should begin well BEFORE 1000. If the upload time is

typically 5 MINUTES for a given student, the upload should begin BEFORE 1155.

6] Make-up test arrangements must be scheduled BEFORE a college-sponsored class absence that will occur on test-day. “Other” excused absences

(that can be authoritatively documented/supported) will be evaluated on a case-by-case basis, and make-up exams scheduled as appropriate, per

agreed-upon time/date between the student and Dr. Conkle.

7] It is their responsibility to seek clarification(s) and follow directions for all assignments. If failing to do so, they accept that their

course grade may suffer.

8] It is their responsibility to attend ALL class meetings, and that they may be REQUIRED to activate their camera so they are seen in class,

and that they are expected to un-mute and verbally participate in classes. They must further understand that having a “job” in conflict with class time does not serve as an “excused” absence and they are not owed a “make-up exam” or “extra time” on assignments when missing classes for this reason (or other reasons such as a: vacation, wedding, friend’s baby being born, etc.). If a class is missed it is the student’s responsibility to obtain an Official AAMU University Excuse and submit it to Dr. Conkle BEFORE they can get credit for an assignment that was due, or to take an exam that was administered. They must also understand that assignments will not be accepted by e-mail, they must be sent through the Blackboard Submission Portal for the course.

9] It is in their best interest to enter class BEFORE the scheduled class-time (not start attempting to log-in at the assigned class-time (which wastes

valuable minutes), because class should begin promptly. They should re-enter class each time as soon as possible if “bumped-out.”

10] It is in their best interest to actively participate in class regardless of the platform used (e.g., ZOOM, face-to-face, etc.).

11] It is their responsibility to use their “Bulldog” e-mail account, as opposed to yahoo, gmail, etc.

12] AGAIN – Save all documents on your computer and submit as follows (failure to do so may result in a Grade of ZERO!) –

Last Name – First Name – Course Number – Due Date (and then other wording Dr. Conkle specifies), something like this,

for example (note that the dates are by month day and year):

Bunyon-Paul-PED511-05-13-21Article01PDF

Bunyon-Paul-PED511-05-22-21Article02PDF

Bunyon-Paul-PED511-05-31-21Article03PDF

Bunyon-Paul-PED511-05-13-21Assign01WORD

Bunyon-Paul-PED511-05-22-21Assign02WORD

Bunyon-Paul-PED511-05-31-21Assign03WORD

PED 511 Research Critique (RC) Grading Rubric (2021) – 80 Points Possible per Critique

Student’s Name: Topic: 1 2 3 4 5 6 7 8 9 Date Due: _____ / _____ / ____

90 Points 100%

08 – 09

of 9 criteria met

77 Points ~ 85%

06 – 07

of 9 “A” criteria met

63 Points ~ 70%

04 – 05

of 9 “A” criteria met

50 Points ~ 55%


< 03

of 9 “A” criteria met

00 Points 00%

Appropriate Article Selected –

Original Research and

On Assigned Topic

Assignment must be TNR,

Size 12, Double-spaced,

1-inch Margins

Dr. Conkle’s standard directions ARE FOLLOWED

COMPLETELY

Pay Attention to Details!

XXXXX

XXXXX

XXXXX

Article NOT Scholarly / Scientific

Article was NOT on assigned topic

Article was NOT submitted to

Blackboard by deadline

(stated on syllabus)

Article was NOT PDF,

was NOT TNR,

was NOT Size 12,

was NOT Double-spaced,

did NOT have 1-inch Margins

The article can NOT be HTML

Correct APA Reference –

ZERO errors

Reference has 1 error

Reference has 2 errors

Reference has
> 3
errors

XXXXX

Title – At least 6 of the questions addressed / discussed clearly

5 of the questions addressed clearly

4 of the questions addressed clearly

< 3 of the questions addressed clearly

XXXXX

Abstract – All relevant questions addressed, if an abstract was part of article

XXXXX

XXXXX

Not discussed, or insufficient discussion

– if one was part of article

XXXXX

Introduction – All 7 components addressed / discussed clearly

5 – 6 of the questions addressed clearly

3 – 4 of the questions addressed clearly

< 2 of the questions addressed clearly

XXXXX

Methodology – Substantial

discussion of S – I – P & Data

XXXXX

XXXXX

Discussion seems insufficient, regarding what could be discussed

XXXXX

Results – All 5 questions

addressed / discussed clearly

4 of the questions addressed clearly

3 of the questions addressed clearly

< 2 of the questions addressed clearly

XXXXX

Discussion – At least 10 questions addressed / discussed clearly

8 – 9 of the questions addressed clearly

6 – 7 of the questions addressed clearly

< 5 of the questions addressed clearly

XXXXX

Personal Reflection / Summary


At Least 5 Paragraphs

Overall Evaluation / Rating of Report’s Quality is Provided,

What was Learned,

How Info Read can be Used,

How it Changed Student’s Views, Etc.

XXXXX

XXXXX

Evaluation or rating is not given; or,

Less than a 5-paragraph discussion

XXXXX

Conventions of Professional

Graduate-Level Writing – Excellent spelling, grammar, punctuation, sentence structure, smooth flow, good transitions – writing makes sense

< 5 errors noted

XXXXX

> 6 errors noted

XXXXX

Final Grade =

LATE = minus 30 Points

/ 90

Assignment will receive a 30% off the final earned grade if not submitted through Blackboard by due date/time (according to digital time-stamp).

*The assignment must be submitted through Blackboard (as a MS Word or PDF Doc), and the article must be submitted as a PDF!

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