American Public Univerity Sport Management Paper

  • Post category:Nursing
  • Reading time:10 mins read
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American Public Univerity Sport Management Paper

Description

Nursing homework help

 

Using the annotated bibliography you developed in week 2, write a review of the literature on your narrowing research topic and the problem statement and the hypothesis you developed in Forum 3c.  You are encouraged to include more references in your review than you had in your week 2 assignment annotated bibliography. References may come from our forum discussion of sources, or new searches you have completed.

The videos below are designed as a general guide. Keep in mind they are written to undergraduate students and include the most basic of instructions. Use your Lessons week 3 and your Required readings for a complete overview of a Literature Review.  Also, I will not accept the  proposed (In the Videos) “questions” as a way to organize your main points.  Your headings should be clear and involve dynamic relationships between multiple points.

 

Running header: ANNOTATED BIBLIOGRAPHY Annotated Bibliography Andreina Hollis American University SPHS511 ANNOTATED BIBLIOGRAPHY 2 Baghurst, T., & Diehl, B. J. (2016). Shaping up the profession: The importance of modeling health and fitness as coaches. International Sport Coaching Journal, 3(3), 349-354. Retrieved from https://journals.humankinetics.com/view/journals/iscj/3/3/articlep349.xml This article discusses how the coaching profession can be shaped up. It also looks at the importance of modelling fitness and health as coaches. The roles and responsibilities of a coach vary depending on various situational factors. However, there are a number of coaches’ characteristics that are considered to be important, irrespective of the ability of athletes or coaching level. Carolyn R. Plateau et al (2014). Identifying and preventing disordered eating among athletes: perceptions of track and field coaches. Retrieved from https://repository.lboro.ac.uk/articles/Identifying_and_preventing_disordered_eating_am ong_athletes_perceptions_of_track_and_field_coaches/9620912 This journal discusses the strategies used by sport caches to identify disordered eating among field and track athletes. Track and field coaches use performance, social and physical indicators to identify the eating disorders in the athletes. Ellerton H. (2019). Human Kinetics Blog. What is the role of sport coaches and how can they influence athletes? Retrieved from https://humankinetics.me/2018/10/08/role-of-sportcoaches/ This article discusses the reasons why many athletes fail to reach their full potential, for example low confidence. This proves the important role of sport coaches. The article also ANNOTATED BIBLIOGRAPHY 3 explains the role of sport coaches and the primary aim of coaching. Athlete development can be made possible by creating a positive learning environment. Huffman, M. H. (2010). Health coaching: a fresh approach for improving health outcomes and reducing costs. AAOHN Journal, 58(6), 245-250. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/216507991005800604 This article explores health coaching. Health coaching helps in improving the health outcomes, in addition to reducing costs. This is done by encouraging the athletes to change their unhealthy behavior. The article looks at how health coaching operates, its impact on compliance, and why the traditional approaches have failed. Lorin A. Cartwright, MS, ATC, William A. (2019). Human Kinetics. An athletic trainer’s role for sport nutrition. Retrieved from http://www.humankinetics.com/excerpts/excerpts/anathletic-trainers-role-for-sport-nutrition This excerpt explores the role of an athletic trainer in sport nutrition. Some of the common questions that athletic trainers are asked include the types of foods that athletes should eat in order to perform best. The basic answer to this question is simply a balanced diet with all the nutritional requirements. When deciding on the type of diet, it is important to determine whether an athlete wants to maintain, lose or gain weight. Scott R. Johnson et al. (2011, Feb) The Sport Journal. A Coach’s Responsibility: Learning How to prepare Athletes for Peak Performance. Retrieved from ANNOTATED BIBLIOGRAPHY 4 https://thesportjournal.org/article/a-coachs-responsibility-learning-how-to-prepareathletes-for-peak-performance/ This article looks at the responsibility of a coach and how to prepare the athletes for optimal performance. In order to be successful, all coaches must be ready to change with the changing coaching profession. Coaches need to be focused on ways of improving athlete performance, for instance through proper nutrition. Sundgot-Borgen, Tortsveit M.K (2010, Sep). Aspects of disordered eating continuum in elite high intensity sports. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1600-0838.2010.01190.x This journal explores the various aspects of disordered eating continuum in elite high intensity sports. Dieting is one important risk factor that can lead to eating disorders. The prevalence of eating disorders among elite athletes has increased hence the need to take action. Super S., Verkooijen K., Koelen M. (2016, Feb). The role played by community sports coaches in the creation of optimal social conditions for the development and transferability of life skill- a salutogenic perspective. Retrieved from https://www.tandfonline.com/doi/full/10.1080/13573322.2016.1145109# This article discusses the role that community sports coaches play in order to create optimal social conditions for the development of skills. Sport has been recognized as an important avenue where the development of youth can take place. Unfortunately, there is limited knowledge on how the community sports coaches can create the optimal social ANNOTATED BIBLIOGRAPHY 5 conditions. A salutogenic approach is used to study whether and also how coaches can effectively create these optimal social conditions. UK Coaching (2017, Feb). Nutrition and Hydration for physical activity. Retrieved from https://www.ukcoaching.org/resources/tips/nutrition-and-hydration-for-physical-activity This article discusses the importance of nutrition and hydration for physical activity. Understanding hydration and nutrition is crucial for every individual who is physically active. The article provides useful information on eating well and also keeping hydrated, which will benefit both the athletes and coaches. Wood R. (2010). The Role of the Coach in Sports. Retrieved from https://www.topendsports.com/coaching/role.htm This article explores the role of the coach in sports such as helping the athletes develop their full potential. The coaches train athletes through performance analysis, instructing athletes and encouraging them.

  Excellent Good Fair Poor
Main Posting 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

 

Supported by at least three current, credible sources.

 

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

 

At least 75% of post has exceptional depth and breadth.

 

Supported by at least three credible sources.

 

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

 

One or two criteria are not addressed or are superficially addressed.

 

Is somewhat lacking reflection and critical analysis and synthesis.

 

Somewhat represents knowledge gained from the course readings for the module.

 

Post is cited with two credible sources.

 

Written somewhat concisely; may contain more than two spelling or grammatical errors.

 

Contains some APA formatting errors.

0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

 

Lacks depth or superficially addresses criteria.

 

Lacks reflection and critical analysis and synthesis.

 

Does not represent knowledge gained from the course readings for the module.

 

Contains only one or no credible sources.

 

Not written clearly or concisely.

 

Contains more than two spelling or grammatical errors.

 

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness 10 (10%) – 10 (10%)

Posts main post by day 3.

0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not post by day 3.

First Response 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

13 (13%) – 14 (14%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.

Second Response 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

12 (12%) – 13 (13%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.

Participation 5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days.

Total Points: 100