1 RISK MANAGEMENT (BAP 352) INDIVIDUAL ASSIGNMENT

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RISK MANAGEMENT (BAP 352)
INDIVIDUAL ASSIGNMENT | GUIDANCE PAPER
Trimester 2 2021
_____________________________________________________
_____________
Section 1.0 Assessment Information
Length: 1500 words (± 10% excluding bibliography)
Weighting: 20%
Assessment due: Friday Week 11
Style and format: Submissions will be in the form of an essay
and suggested
guideline:
1. Introduction
• General statement to introduce reader to the topic, which sets
the context for the topic in a broad way

• Outline of the main points that will be researched / analysed /
presented in your essay
2. Analysis
• What are your key findings
• Are there any impacts or implications
• One main point or key idea per paragraph
3. Recommendations
• Summarise your key recommendations, if any.
4. Conclusion
• Summarises the main points or arguments
• Restates the major point of view (your answer to the question)
• Includes no new information
• Should not need references
Note:
• At least one citation / reference for each key point/s

• List references clearly
2
Assessment Submission: Assignments to be submitted to
“Turnitin”, a tool which will check
for plagiarism. Any similarity over 35% will not be accepted.
Assessment Return: Marks will be released at the beginning of
Week 12.
Section 2.0 Other Important Information
2.1 Plagiarism
Taking another person’s ideas, words or inventions and
presenting them as your own without
acknowledging your sources (citing or referencing), is
plagiarism. Paraphrasing or rewording
another person’s work, without acknowledging its source, is
also plagiarism. If you are
identified with plagiarism assessment mark will be zero and will
be reported to the

Academic Integrity Committee.
2.2 Referencing
Correct referencing is important for two main reasons. The first
is to enable the reader to
access source material you have relied upon, should they care
to. The other is to ensure that
you have properly recognized the contribution of the work of
others to your assignment. If you
do not do this properly, you are engaging in plagiarism—the
theft, intentional or otherwise, of
the intellectual or creative work of others.
UBBS will not tolerate plagiarism. It is therefore important that
you understand how to avoid it. It
is important that you adopt a consistent, and adequate,
referencing system.
Essay Topic:
(a) Select a publicly listed company in Australia and write a
brief on the company and its
products and services.

(b) Examine the company’s risk management strategy (i.e.
policies) and the risk appetite.
(c) What risk areas is the company focused on and why?
Note: It is important for students to read and understand the
company’s risk management
strategy and relate it to the company’s industry, products or
services.
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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 i n 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 helpyou 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
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)
06/21 (M)
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)
06/29 (T)
06/30 (W)
Injury Rehabilitation
Assign 05 (Psychology of Injuries) due by NOON
07/01 (R)
TBA
07/05 (M)
TBA
07/06 (T)
Assign 06 (Gen. Medical/Health Conditions) due by NOON
07/07 (W)

07/08 (R)
Cultural Trends & Injuries of Young Athletes
07/12 (M)
Assign 07 (Injury Rehab’) due by NOON
07/13 (T)
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-PED511-05-13-21Assign01WORD

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
50 Points ~ 55%
< 03
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
< 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
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
XXXXX
Discussion - At least 10 questions addressed / discussed clearly
8 – 9 of the questions addressed clearly
6 – 7 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!

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 fluctua ted 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.
PED 511 Research Critique Outline / Template (Label ALL
Parts)
Title
Abstract

Introduction
Methods (Subjects/Participants)
Methods (Instruments/Instrumentation)
Methods (Procedures)
Results
Discussion
5-Paragraph Reaction Essay
APA Reference for Chosen Research Article
Student’s Name and final 4 digits of A#

1 RISK MANAGEMENT (BAP 352) INDIVIDUAL ASSIGNMENT

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