Can you find an article on "General medical/ health conditions" 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.
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).
There was no Abstract for this work. (07 words)
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)
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.
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
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.
COLLEGE OF EDUCATION, HUMANITIES, and BEHAVIORAL SCIENCES
Alabama A&M University
Normal, AL 35762
Science and Medicine in Sport
Monday – Thursday 0730 – 0850
On-line / Virtual on ZOOM
Admittance into Graduate School; or, by special permission from the professor,
Department Chair, appropriate Dean(s), and/or VP of Academic Affairs/Provost
American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). Washington, DC: American Psychological Association.
Dr. Terry Conkle
29-U Elmore Gym (On NE corner/side of balcony)
By Appointment During Summer Term
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.
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 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.
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
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
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
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.
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.
01] Class attendance is expected, as well as a privilege, and students are required to be 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
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