Case Study: Social Media and Managing Sport

The sport industry in general and sport managers in particular are increasingly affectedboth positively and negativelyby ephemeral social media (e.g., short-lived posts on platforms such as Snapchat) and more permanent social media (e.g., traditional social networking sites such as Facebook). Social media mishaps in sport frequently make the news and hurt sport organizations and affiliated personnel. Dozens of social media mistakes (derogatory tweets, insensitive posts, controversial photos, etc.) occur in the sport industry each year. One social media post can certainly embarrass a sport organization, and it can significantly affect or possibly end a sport management career. Even highly recognized leaders in the sport industry have posted items on social media that have negatively affected them, their team, and their league. Whether the action is egregious or simple (e.g., liking, retweeting), social media mistakes by sport industry organizations and stakeholders all too frequently result in embarrassment, suspensions, fines, and even terminations.

Despite the regular social media mishaps that occur in sport, sport industry stakeholders have mostly benefited from opportunities presented through social media. For example, fans can interact with like-minded enthusiasts on social networking sites and mobile apps. Future sport managers can establish a marketable personal brand through professional and effective usage of TikTok, Threads, Facebook, and other social media platforms. Current sport managers can promote themselves, seek growth opportunities, and network through their use of social networking sites such as LinkedIn, Meetup, Xing, and 100AM as well as sport-specific sites such as Sportifico and Fieldoo. Sport organizations can connect and interact with their stakeholders, engage in source publicity, conduct research, market themselves, engage in cross promotion, and perform damage control through proper use of social media platforms such as Instagram, Twitter, and YouTube.

What better way for sport organizations at all levels to market themselves and their products, secure free publicity and exposure, and connect with their millions of fans than by promoting a special social media hashtag, posting a training camp story on Snapchat, livestreaming a press conference via YouTube, posting a mascot comedy sketch on TikTok, uploading behind-the-scenes photos on Instagram, sending a short message on X (formerly Twitter), pinning a team uniform design to Pinterest, showcasing the sport entity on LinkedIn, providing a thank-you video on Threads, or asking a question to fans on Facebook?

Case Study Questions

1. What are some recent examples of social media mishaps by sport organizations?
2. What teams or stakeholders (e.g., athletes, executives, fan clubs) do you believe most effectively use social media platforms?
3. Prospective sport industry employees have a variety of social media platforms and applications for networking, careers, and job searches. Which platforms or apps do you use, and how do you use them to network or explore careers and jobs?
4. What advice would you give a sport organization seeking ways to expand its social media reach or promote an event?

Format: Roughly (but no fewer than) one page (excluding references); .doc, .docx, or .pdf; Times New Roman; 12-pt. font; double-spaced; one-inch margins. Please do not copy the questions above into the document you submit.

Citations: Citations should be included both in-text (i.e., parenthetical citations) and in a reference list at the end of your essay. Please cite sources use .

Kinesiology Assignment

The purpose of this assignment is to reinforce concepts of kinesiology and to apply your knowledge to examples you have encountered in your internship. This assignment will demonstrate your ability to apply musculoskeletal concepts to current treatments used in your field of interest.

Instructions:

1. Select an artifact from your internship that represents a rehabilitation exercise plan or a client/patient workout.

2. For the exercises listed, give the muscle agonists, joint action, and type of contraction for the lifting and lower phase of the exercise. This may be presented in a table.

3. Submit the exercise plan artifact and the table of analyzed exercises in one word or pdf document.

see the sample in the word document, please do not use IA at all!!!

let me know if you have any quetions

Instructions from my professor

The thing that I have chosen to assess is a pirouette

Create a Lab Process Measure Project

Overview:

Over the course of the semester you will have completed 7 motor assessments of the preschool children and adults. Now its time for you to create your own lab/motor skill breakdown, also known as a Process Measure. You will have to choose a skill that is something that you consider yourself an expert in, that is not already listed in the book. Our book breaks down general skills, such as: Walking, running, hopping, leaping, jumping, skipping, throwing, catching, and striking (overarm and sidearm), etc. This means that you are free to choose a specific sport skill as your project focus.

Your mission will be to choose a skill and break it into its different body components and range the skill level from beginning to proficient. You will then format this information in two ways. One will be a written component (and similar to the introduction and instructions of our labs) and one will be formatting the record section of the lab.

The last piece of this project will be the Video and Lab Questions portion of the lab. You will be recording someone completing the skill and then assessing the process measure on the lab that you have formatted and created already. Then you will answer the questions given below in the instructions, about the assessment.

Process Measure Breakdown/Introduction and Instructions: 100 points

Make sure to choose a motor pattern that is both UNIQUE and SPECIFIC. I do not want you to break down a general skill that the book has already broken down for you. If you choose to do an Overhand Strike (which is in the book), how can you make it unique and specific to your sport? How is your breakdown going to be different than whats in the book? If you made it an overhand jump serve in Volleyball, you will have different components to break down in your project. If you are unsure about your topic, please clear it with the instructor before proceeding.

There will be a sign-up sheet posted on Blackboard. On this sheet you will need to state what your motor skill will be. I want all motor skills to be different among students. If someone signs up before you do, then they will have ownership over the skill. The sooner you sign up, the better.

Your skill must be broken down into a minimum of 4 body components. An example would include: Trunk Action, Arm Action, Upper Body Action, Leg Action, etc. A unique motor skill could even be broken into 7 different body components. Each motor skill will be different. Depending on the skill, there may even be a prep phase, action phase and recovery phase.

Each body component needs to have a minimum of 3 steps/levels. The minimum would be a beginner/intermediate/advanced levels to assess. If your specific skill has more levels of intermediate, you may have up to 6 steps/levels per body component.

An example of how to write this will be provided in a separate document. But you will need to break down each body component, and then follow it with a paragraph in laymens terms of what you are looking for. Imagine you are teaching someone who has never assessed this skill. You will need to include all of the important anecdotes in teaching them what is important about the skill.

You will also need to include a Figure Table (like they do in the instructions) of how to follow along and what skills to look for when assessing your skill. For example, in the striking lab they include a Figure Table for Racket/Bat Action. They proceed to ask, did you see THIS skill? If so, then move on to the next skill, if not, then the subject is in a Step 1 (for example). While I do not require pictures for this part of the project, you are able to include them as I believe they add a lot to the project and will make it more successful if you did. If you do include pictures, they need to be pictures that YOU have taken and not pictures pulled from the internet.

It is important to note: When breaking down the skill, you are not telling me HOW to do the skill from beginning to end. Make sure you break down the skill from what a beginner looks like doing the skill, through what someone who is proficient at the skill would look like. Also, you need to break down ONE skill. If you wanted to break down a jump serve in volleyball, you would break down a beginner doing a jump serve, through proficient. As an example, a mistake students can make would be using an underhand serve, then overarm serve, then a jump serve as their beginning/intermediate/advanced skills. These are three separate skills. Either one of these mistakes listed are major and will lose you most points on this project.

Create the Lab: 30 points

You will need to create a record sheet (just like our labs from Human Kinetics have) to compliment the written Process Measure portion of the lab. Provide the Body Components and the Steps/Levels that correlate with them. Include a table in which a peer can complete at least three assessments of different people.

Include a section for constraints to be listed on this lab. This is simply a heading asking whomever is to complete the lab to list constraints from every category, and then leaving space for that to be recorded.

You will turn in one copy of both the instructions and the record sheet to Blackboard, on a class discussion board (that all students will be able to access) for me to grade.

One of these sections will be filled out with the assessment done from the video portion of this assignment.

Video Assessment and Lab Questions: 50 Points

You will need to video someone (it could be yourself!) doing this motor skill. You will need a side view and a front view (Just like our labs provide) and a minimum of 3 attempts of the skill. You will then proceed to complete an assessment of the movement on your lab that you have already created.

Helpful Hint: When videoing this motor skill, choose someone who is NOT proficient in every body component category. It will actually make it more difficult to answer the follow up questions and show your knowledge on the topic. **Showing your knowledge on the topic is what scores you the big points J

There will be a set of questions to ask; You will be answering these questions as it pertains to the video that you have recorded for this assignment. Please format these questions just as you have seen them in your previous Human Kinetics Labs.

Mandatory questions:

1. List all of the constraints that pertain to this assessment. Please give either a + or as to how these constraints are promoting or inhibiting this skill.

2. Which of the body components is the easiest to assess and why? What did you see on this particular video that was assessed? Is there anything that they could do to become better or more skilled within that body component? If so, then what?

3. Which of the body components is the most difficult to assess and why? What did you see on this particular video that was assessed? Is there anything that they could do to become better or more skilled within that body component? If so, then what?

4. If you were hired by a coaching team to teach/coach this particular skill to a group of beginners, what body component is most important to the skill? Which part of the skill would you focus on first, and why? How would you coach someone that is in the Level 1 area for this body component?

5. If you were to change a constraint (any from Individual, Environmental or Task), how would it change the movement? Which constraint did you change in this imaginary setting and describe how it changes the movement.

Heres a link to what I have done

I am attaching screenshots of how she wants the photo evidence on the level.

Instructions from my professor

The thing that I have chosen to assess is a pirouette

Create a Lab Process Measure Project

Overview:

Over the course of the semester you will have completed 7 motor assessments of the preschool children and adults. Now its time for you to create your own lab/motor skill breakdown, also known as a Process Measure. You will have to choose a skill that is something that you consider yourself an expert in, that is not already listed in the book. Our book breaks down general skills, such as: Walking, running, hopping, leaping, jumping, skipping, throwing, catching, and striking (overarm and sidearm), etc. This means that you are free to choose a specific sport skill as your project focus.

Your mission will be to choose a skill and break it into its different body components and range the skill level from beginning to proficient. You will then format this information in two ways. One will be a written component (and similar to the introduction and instructions of our labs) and one will be formatting the record section of the lab.

The last piece of this project will be the Video and Lab Questions portion of the lab. You will be recording someone completing the skill and then assessing the process measure on the lab that you have formatted and created already. Then you will answer the questions given below in the instructions, about the assessment.

Process Measure Breakdown/Introduction and Instructions: 100 points

Make sure to choose a motor pattern that is both UNIQUE and SPECIFIC. I do not want you to break down a general skill that the book has already broken down for you. If you choose to do an Overhand Strike (which is in the book), how can you make it unique and specific to your sport? How is your breakdown going to be different than whats in the book? If you made it an overhand jump serve in Volleyball, you will have different components to break down in your project. If you are unsure about your topic, please clear it with the instructor before proceeding.

There will be a sign-up sheet posted on Blackboard. On this sheet you will need to state what your motor skill will be. I want all motor skills to be different among students. If someone signs up before you do, then they will have ownership over the skill. The sooner you sign up, the better.

Your skill must be broken down into a minimum of 4 body components. An example would include: Trunk Action, Arm Action, Upper Body Action, Leg Action, etc. A unique motor skill could even be broken into 7 different body components. Each motor skill will be different. Depending on the skill, there may even be a prep phase, action phase and recovery phase.

Each body component needs to have a minimum of 3 steps/levels. The minimum would be a beginner/intermediate/advanced levels to assess. If your specific skill has more levels of intermediate, you may have up to 6 steps/levels per body component.

An example of how to write this will be provided in a separate document. But you will need to break down each body component, and then follow it with a paragraph in laymens terms of what you are looking for. Imagine you are teaching someone who has never assessed this skill. You will need to include all of the important anecdotes in teaching them what is important about the skill.

You will also need to include a Figure Table (like they do in the instructions) of how to follow along and what skills to look for when assessing your skill. For example, in the striking lab they include a Figure Table for Racket/Bat Action. They proceed to ask, did you see THIS skill? If so, then move on to the next skill, if not, then the subject is in a Step 1 (for example). While I do not require pictures for this part of the project, you are able to include them as I believe they add a lot to the project and will make it more successful if you did. If you do include pictures, they need to be pictures that YOU have taken and not pictures pulled from the internet.

It is important to note: When breaking down the skill, you are not telling me HOW to do the skill from beginning to end. Make sure you break down the skill from what a beginner looks like doing the skill, through what someone who is proficient at the skill would look like. Also, you need to break down ONE skill. If you wanted to break down a jump serve in volleyball, you would break down a beginner doing a jump serve, through proficient. As an example, a mistake students can make would be using an underhand serve, then overarm serve, then a jump serve as their beginning/intermediate/advanced skills. These are three separate skills. Either one of these mistakes listed are major and will lose you most points on this project.

Create the Lab: 30 points

You will need to create a record sheet (just like our labs from Human Kinetics have) to compliment the written Process Measure portion of the lab. Provide the Body Components and the Steps/Levels that correlate with them. Include a table in which a peer can complete at least three assessments of different people.

Include a section for constraints to be listed on this lab. This is simply a heading asking whomever is to complete the lab to list constraints from every category, and then leaving space for that to be recorded.

You will turn in one copy of both the instructions and the record sheet to Blackboard, on a class discussion board (that all students will be able to access) for me to grade.

One of these sections will be filled out with the assessment done from the video portion of this assignment.

Video Assessment and Lab Questions: 50 Points

You will need to video someone (it could be yourself!) doing this motor skill. You will need a side view and a front view (Just like our labs provide) and a minimum of 3 attempts of the skill. You will then proceed to complete an assessment of the movement on your lab that you have already created.

Helpful Hint: When videoing this motor skill, choose someone who is NOT proficient in every body component category. It will actually make it more difficult to answer the follow up questions and show your knowledge on the topic. **Showing your knowledge on the topic is what scores you the big points J

There will be a set of questions to ask; You will be answering these questions as it pertains to the video that you have recorded for this assignment. Please format these questions just as you have seen them in your previous Human Kinetics Labs.

Mandatory questions:

1. List all of the constraints that pertain to this assessment. Please give either a + or as to how these constraints are promoting or inhibiting this skill.

2. Which of the body components is the easiest to assess and why? What did you see on this particular video that was assessed? Is there anything that they could do to become better or more skilled within that body component? If so, then what?

3. Which of the body components is the most difficult to assess and why? What did you see on this particular video that was assessed? Is there anything that they could do to become better or more skilled within that body component? If so, then what?

4. If you were hired by a coaching team to teach/coach this particular skill to a group of beginners, what body component is most important to the skill? Which part of the skill would you focus on first, and why? How would you coach someone that is in the Level 1 area for this body component?

5. If you were to change a constraint (any from Individual, Environmental or Task), how would it change the movement? Which constraint did you change in this imaginary setting and describe how it changes the movement.

Heres a link to what I have done

I am attaching screenshots of how she wants the photo evidence on the levels.

KINE 484

AI-Enhanced Back-to-School Night Presentation & Parent Communication Simulation

100 points (2 Parts at 50 Points Each)

Purpose of the Assignment

High school PE teachers must be skilled at communicating their program philosophy, expectations, and learning outcomes to students, parents, and administrators. This assignment teaches you to use AI tools (e.g. ChatGPT, Gamma) to design high-quality communication materials and to practice realistic parentteacher communication scenarios using AI as a simulated parent.

Assignment Overview

PART 1 – AI-Assisted Back-to-School Night Presentation

Step 1 – Use AI to Generate Presentation Ideas

Using ChatGPT or another AI tool, generate content related to:

– Your PE philosophy

– Why PE matters for high school students

– How your program aligns with SHAPE National Standards

– Safety procedures & expectations

– Grading policies

– Inclusion & modifications for diverse learners

– SEL (social-emotional learning) within PE

– Fitness education vs. sport-only PE

– How families can support student wellness at home

– Optional: bilingual versions (e.g., English/Spanish)

Be sure to save all AI prompts and outputs for later submission.

Step 2 – Use an AI Presentation Tool

Use Gamma, Canva, Pitch, SlidesGPT, or a similar AI slide generator to create a polished 10 slide presentation for Back-to-School Night. Slides must include:

– Introduction & teacher information

– PE program philosophy

– SHAPE-aligned learning outcomes

– Overview of units/activities

– Expectations, grading, and safety procedures

– How families can support student success

– Contact information

Step 3 – Create a 1-Page Parent Handout (AI-Assisted)

Use ChatGPT to help draft a one-page parent-friendly overview of your PE program. Include:

– Course overview

– Expectations

– SHAPE standards in simple language

– Key reminders for families

– Optional bilingual version

PART 2 – AI-Coached Parent Communication Simulation to Prepare for Back-to-School Night

Step 4 – Simulate Parent Conversations Using AI

Use ChatGPT to simulate real parentteacher interactions. Ask AI to act as a parent with 23 concerns, such as:

– I dont understand why PE is required in high school.

– My child is worried about embarrassment in PE.

– Why are you grading participation or dress-out?

– How will you support my childs disability needs?

– Why cant PE just be fun games?

Respond professionally, revise your responses based on AI feedback, and continue until the AI parent indicates your explanation is clear and helpful.

Step 5 – Write a Short Reflection

Write a 12 paragraph reflection describing:

– What you learned about communicating with families

– How AI improved your presentation or communication

– How AI simulations helped you practice real parent interactions

– How you might use AI responsibly as a future PE teacher

Submission Requirements

Submit the following:

1. AI-enhanced slide deck (PDF or link)
2. One-page parent handout (PDF or Word)
3. AI prompt log (all prompts + outputs)
4. Two AI-parent conversation transcripts
5. Reflection paragraph (12 paragraphs)

KINE 484 AI-Enhanced Communication Rubric (100 points)

Criteria	Full Points	Partial Points	Half Points	No Points
PART 1: AI-Generated Presentation Content & Slide Deck (35 points)	35 pts. Slides are polished and professional; content is accurate, thorough, and parent-friendly; AI used meaningfully to improve clarity, tone, inclusivity, and accuracy; outstanding organization.	Slides are clear and mostly polished; content accurate with minor gaps; AI use evident but limited; overall solid work.	Slides basic or inconsistent; content incomplete or unclear; AI used minimally or superficially.	No slides submitted or not generated with AI support.
AI Prompt Log & Parent Handout Quality	15 pts. All prompts/outputs included; handout is clear, accurate, accessible, and professionally formatted.	Most prompts included; handout understandable with minor issues.	Some prompts missing; handout unclear or incomplete.	No log or handout submitted.
PART 2: AI-Simulated Parent Communication Scenarios (50 points)	35 pts. Scenarios deeply developed; responses are highly professional, empathetic, and accurate; shows strong growth through AI iteration; conversations fully documented.	Scenarios completed with solid responses and some evidence of iteration; documentation mostly complete.	Scenarios minimally developed; responses generic or unprofessional; limited iteration.	No simulation transcripts submitted.
Reflection on AI Use	Insightful reflection showing strong understanding of AIs role in teaching communication; meaningful self-analysis.	Reflection clear but lacks depth.	Minimal reflection.	No reflection submitted

Total of 6 assignments, description is attached on word document and extra documents will be provided upon approval!

I need a diagram of playing area and a team rotation for 6 courts

Make this not ChatGPT easy for the sub to fallow the sub has probably never played this in their life

SUBSTITUTE LESSON PLAN PE

Teacher:

____________

Date:

____________

Class:

PE

Lesson Topic:

Pickleball Fundamentals

Class Length:

4560 minutes

Learning Objective

Students will learn basic pickleball skills (serving, rallying, and game play) and demonstrate teamwork, safety, and sportsmanship during modified games.

Equipment

• Pickleball paddles
• Pickleballs
• Nets (or modified nets)
• Cones (optional for boundaries)
• Whistle (for sub use)

Safety Reminders (Review First 35 min)

• No swinging paddles near others
• Stay in assigned court area
• Only one ball per court
• Wait for teacher signal before starting
• Respect all players and equipment

Lesson Plan

1. Warm-Up (10 minutes)

• Light jog around gym/area
• Dynamic stretches (arm circles, leg swings, shoulder rolls)
• Brief intro: Today we are learning basic pickleball skills and gameplay

2. Instruction & Demo (10 minutes)

Sub demonstrates:

• Proper paddle grip
• Underhand serve technique
• Basic rally (hit and return)
• Key rules:
  • Ball must bounce once on serve
  • No volleys in the kitchen (non-volley zone)
  • Games played to 57 points

3. Skill Practice (1520 minutes)

Students in pairs:

• Practice underhand serves
• Short-distance rally practice
• Focus on control, not power
• Sub circulates for feedback and encouragement

4. Modified Game Play (1520 minutes)

• 2v2 pickleball games
• First to 57 points wins
• Rotate teams every game
• Emphasis on:
  • Communication
  • Sportsmanship
  • Safety

5. Cool Down (5 minutes)

• Light stretching
• Exit reflection question:
  • What skill did you improve today?

Class Management Notes

• Keep students rotating frequently
• Stop play immediately if safety issues occur
• Encourage positive communication only
• If space is limited, run 3 stations (serve / rally / mini-game

• Make this not chat gpt add in easy diagrams make so a sub could fallow them as well this needs to be a separate document from the pickelball sub plan
  
  2-Week PE Unit: Archery + Team BuildingUnit TitleIntroduction to Archery: Skill Development, Safety, and TeamworkUnit OverviewThis unit introduces students to archery while also building teamwork and communication skills. Students will learn safety, proper form, aiming techniques, and scoring. Along the way, they will participate in group challenges that build trust, cooperation, and encouragement.
  Unit GoalsStudents will:

  • Follow archery safety rules at all times
  • Demonstrate proper stance, grip, and shooting form
  • Improve accuracy and control through practice
  • Work cooperatively in team-based challenges
  • Develop communication, encouragement, and leadership skills
  • Build focus, patience, and confidence

  Week 1: Basics, Safety, and Team FoundationsDay 1: Introduction to Archery + Safety + Team Rules

  • Warm-up: Light jogging + stretching
  • Main activity: Archery safety rules + equipment intro
  • Team-building: Students create team agreements (respect, encouragement, safety responsibility)
  • Cool-down: Reflection on safety and teamwork

  Day 2: Stance, Grip, and Partner Coaching

  • Warm-up: Arm and shoulder stretches
  • Main activity: Learn stance and grip
  • Team-building: Partner checkstudents help each other fix form
  • Cool-down: Stretch + partner feedback

  Day 3: Aiming + Communication Practice

  • Warm-up: Breathing/focus exercises
  • Main activity: Aiming practice (no shooting or light shooting)
  • Team-building: Coach your partner activitystudents give positive feedback
  • Cool-down: Group discussion on communication

  Day 4: First Shooting Practice (Small Groups)

  • Warm-up: Light cardio + stretches
  • Main activity: Low-distance shooting
  • Team-building: Group rotation systemstudents score and support teammates
  • Cool-down: Reflection on teamwork and focus

  Day 5: Team Accuracy Challenge

  • Warm-up: Dynamic stretching
  • Main activity: Shooting practice
  • Team-building: Teams compete for total combined points (not individual wins)
  • Focus: Encouragement over competition
  • Cool-down: Group reflection

  Week 2: Skill Development + Team CompetitionDay 6: Accuracy Training + Peer Coaching

  • Warm-up: Arm warm-up
  • Main activity: Target practice with scoring zones
  • Team-building: Peer coaching stations (students help correct form)
  • Cool-down: Stretching

  Day 7: Skill Improvement Relay Challenge

  • Warm-up: Jog + stretch
  • Main activity: Archery relay-style rotations
  • Team-building: Teams rotate shooters, scorekeepers, and encouragers
  • Cool-down: Group discussion

  Day 8: Trust and Support Day

  • Warm-up: Breathing + focus drills
  • Main activity: Shooting practice with partner feedback
  • Team-building: Positive only feedback rule (support-focused communication)
  • Cool-down: Reflection circle

  Day 9: Team Archery Tournament

  • Warm-up: Light stretching + focus practice
  • Main activity: Friendly team competition
  • Team-building: Team strategy, communication, and encouragement emphasized
  • Cool-down: Sportsmanship discussion

  Day 10: Final Assessment + Reflection

  • Warm-up: Light stretch
  • Main activity: Final shooting assessment (individual + team score)
  • Team-building: Final group reflection on teamwork and improvement
  • Cool-down: Written reflection

  AssessmentStudents will be graded on:

  • Safety rule compliance
  • Proper form and technique
  • Participation and effort
  • Teamwork and communication skills
  • Improvement over time
  • Reflection on learning

Directions

Assignment due April 25th by 11:59 pm

• Before the meeting, you should create a series of questions (around 15).
• You should spend around an hour with the professional and ask questions about job satisfaction, training, professional development, and so forth.
• You want to dress professionally and be well-prepared.
• You must provide proof of the interview. Proof can be a Zoom link, video link, or recording.

To get full credit, you need to provide:

• Name of the professional (2 points)
• Job title (2 points)
• Workplace of Professional (2 points)
• Questions created- minimum 15 questions (13 points)
• The professional answers- provide a summary of each question (13 points)
• Include a detailed plan of how you intend to accomplish the goals of your career choice, including the number of years, degrees, etc. (25 points)
• 400-word minimum paragraph explaining what you learned from the interview and the single most important thing you did not know about becoming a professional in your field (25 points)
• Proof of interview (13 points)
• Plagiarism should be at or below 20% and will be checked for similarity with Turnitin (5 points)
• Please submit the assignment using a Word 97-2003, .docx, or other word processing file

Strength and Conditioning Assignment

The purpose of this assignment is to reinforce concepts of strength and conditioning and to apply your knowledge to real world scenarios. This assignment will demonstrate your ability to apply strength and conditioning concepts and communicate professionally.

Instructions:

1. Select one athlete/patient you worked with during your internship.

2. Design an 8-week periodized program for the client given their goals.

3. Create a PowerPoint presentation for your athlete/patient.

Presentation Contents:

Create a short PowerPoint presentation (6-8 slides).

1. Client Profile- Introduce your client and describe their current health and fitness status.

2. Training Goals Identify a primary goal for a potential client (strength, speed, injury prevention, etc.) Be sure to make the goal SMART.

3. Program Design Develop a periodized training plan (8 weeks) addressing at minimum strength. Be sure to specify exercise selection, order, sets, reps, intensity, rest, etc. In the notes of the PowerPoint slide, add rationale for each part of the design.

4. Program Progression Detail a program progression (overload, periodization, etc.) with what methods to track progress included.

Evaluation Criteria:

This assignment will contribute to your internship portfolio. You will be evaluated on the completeness and clarity of the presentation, application of strength and conditioning concepts, and critical thinking/reflection. The assignment should use professional tone, be free from grammatical/spelling errors, and be authentically generated. Use of AI will result in a zero for the assignment and may have an impact on your final course standing.

Based on the report forms (PDF) and the interview (part 1 of the word document) do part 2 and part 3 of the homework in the word document, you will find all health history in the parq+ as well as exercise is medicine forms, you will this person goals in the word document with the interview on part 1, follow instructions and do part 2 and part 3 of the word document. make sure you follow ACSM guidelines when prescribing exercise (FITT). please if you have any questions reach out. I really need a good grade on this homework to pass the class