Posted: August 6th, 2022

Hiring process of Student Activities Coordinator : Final draft

 For this assignment, you will submit your final research proposal, incorporating feedback from your milestone drafts. The paper should be a cohesive document and include an introduction, your literature review, research design, and data analysis method. Conclusions and recommendations for future research should also be included. 

I have attach 4 copies of the paper research along with the rubric guideline. This should help you put the paper together.

Thank you

SPT 501 Final Project Guidelines and Rubric

Overview
In sport management, like other industries, issues are encountered that require research to formulate informed resolutions. The ever-changing atmosphere of
sport organizations and sport management leaves the industry susceptible to societal pressures and other factors. When problems or issues arise, management
is obligated to devise a solution to appease those affected. These problems are often researched to determine causation and gather information relevant to
solving the problem. A common first step in the research process is the development of a research proposal. Research proposals provide an opportunity to
investigate a problem or issue from a high level before actually committing to a more thorough investigation.

The final project for this course is the creation of a research proposal based on a research question that you will develop related to the sport management
field. In creating your research proposal, you will conduct a literature review that examines currently existing resources related to your research question. This
existing research will be analyzed for quality, but also for how it can be used to inform your own future research. Based on the findings of your literature review,
you will then develop a strategy for how to approach future research and how to best analyze data.

This final project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two, Five, and Six. The final product will be submitted in Module Nine.

This assessment addresses the following course outcomes:

 Analyze methodologies in scientific research germane to the sport industry in a systematic manner

 Determine effective research design techniques for investigating issues within sport management

 Analyze issues impacting sport management for informing research proposal development

 Determine appropriate data analysis methods for conducting effective sport management research

 Develop research questions that clearly and concisely articulate the purpose of research related to problems within the field of sport management

Prompt
For this project, you will develop a research proposal that will serve as a complete description of your intended research in the sport management field. Your
proposal will include a research question that can be systematically answered through focused data collection and analysis. Through the development of your
proposal, the instrument you choose to collect data, and the subsequent data analysis selection, you will demonstrate how your research proposal will benefit
the sport management industry.

Specifically, the following critical elements must be addressed:

I. Introduction: In this section, you will provide an overview of your intended research and present a research question to be investigated throughout your
research proposal. Specifically:

a) Provide a brief overview that clearly communicates your intended research.
b) Analyze a problem within the field of sport management that you will investigate throughout your research proposal. For example, you may

choose to analyze the issues with risk management strategies of athletic directors based on selected program and athletic director
characteristics.

c) Describe the purpose of the study with specific detail about its scope and context and how the study will address the problem.
d) Develop a research question that clearly and concisely articulates the purpose of the study.

II. Literature Review: In this section of the assessment, you will conduct a comprehensive review of literature and information relevant to your research

question. Your literature review must consist of at least seven scholarly resources.
a) Analyze the literature and information for how it relates to your research question. This analysis will provide a theoretical base for the

research.
b) Describe any bias or limitations present in the literature, and the potential impact these may have on your research.
c) Summarize one other research study that has addressed a similar research question that could potentially be applied to your research

proposal. This study must be independent from the seven literature reviews required for the final project.
d) From the study you have researched, explain the methods that were used to resolve the issue.
e) Based on your findings, describe how this information will inform your research proposal, and support your response with specific examples

from your research.

III. Research Design: In this part of the assessment, you will describe the most effective method to carry out your research. Remember that your research
question must be able to be addressed using your research. Specifically:

a) Explain the appropriate design and methodology for investigating your research question. Justify why these are appropriate for the study. For
example, if investigating risk management practices of athletic directors, you could utilize the survey method to collect data.

b) Explain the strengths and weaknesses of your selected research design and methodology.
c) Explain the strategies that will be used to gather research and data and why these strategies will be effective.

IV. Data Analysis Method: In this section of the assessment, you will develop a method for analyzing the data once it is collected. Specifically:

a) Determine data analysis strategies for reviewing collected data and explain why these strategies will be effective.
b) Explain the type of data needed to utilize your selected data analysis method, support your response with examples.
c) Explain the strengths and weaknesses of your selected strategy, supporting your claims with examples.

Milestones
Milestone One: Research Proposal Introduction Draft
In Module Two, you will submit a draft introduction (one to two pages in length) to your final project research proposal based on your approved topic. The
introduction must include an overview of the research topic and problem statement. Then you will describe the purpose of the study and develop a research
question articulating this purpose. This milestone is graded with the Milestone One Rubric.

Milestone Two: Literature Review Draft
In Module Five, you will submit a comprehensive review of the seven literature sources relevant to your research question (approximately one page per article)
and an additional component summarizing a related article. Each article review should be approximately one page in length and the related research study
component should be approximately one page in length. This milestone is graded with the Milestone Two Rubric.

Milestone Three: Research Design Draft
In Module Six, you will submit a draft of your final project research design (approximately two pages in length). This milestone is graded with the Milestone
Three Rubric.

Final Submission: Research Proposal
In Module Nine, you will submit your final research proposal. It should be a complete, polished artifact containing all of the critical elements of the final project.
It should reflect the incorporation of feedback gained throughout the course. This submission will be graded using the Final Project Rubric.

Deliverables

Milestone Deliverable Module Due Grading

One Research Proposal Introduction Draft Two Graded separately; Milestone One Rubric

Two Literature Review Draft Five Graded separately; Milestone Two Rubric

Three Research Design Draft Six Graded separately; Milestone Three Rubric

Final Submission: Research Proposal Nine Graded separately; Final Project Rubric

Final Project Rubric
Guidelines for Submission: Your research proposal must be 10–15 pages in length (plus cover page and references page).. Use double spacing, 12-point Times
New Roman font, and one-inch margins. Include at least seven scholarly resources, and adhere to appropriate APA formatting and citation guidelines.

Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value

Introduction:
Overview

[SPT-501-05]

Meets “Proficient” criteria and
overview is exceptionally clear
and concise

Provides a brief overview that
clearly communicates the
intended research

Provides an overview that
communicates the intended
research, but overview is
cursory, verbose, or unclear

Does not provide an overview
that communicates the
intended research

6.34

Introduction: Problem

[SPT-501-03]

Meets “Proficient” criteria and
analysis is exceptionally clear
and contextualized

Analyzes a problem within the
field of sport management

Analyzes a problem within the
field of sport management, but
analysis is cursory

Does not analyze a problem
within the field of sport
management

6.34

Introduction: Purpose
[SPT-501-05]

Meets “Proficient” criteria and
provides keen insight into what
this research can accomplish

Describes the purpose, scope,
and context of the study and
how the study will address the
problem

Describes the purpose, scope,
and context of the study and
how the study will address the
problem, but description is
cursory, or purpose of study is
illogical

Does not describe the purpose,
scope, and context of the study
and how the study will address
the problem

6.34

Introduction:
Research Question

[SPT-501-05]

Meets “Proficient” criteria and
research question utilizes
language that is exceptionally
clear and concise in
communicating purpose of
study

Develops a research question
that clearly and concisely
articulates the purpose of the
study

Develops a research question
that articulates the purpose of
the study, but question is
lengthy, unclear, or omits key
details

Does not develop a research
question

6.34

Literature Review:
Literature and

Information

[SPT-501-01]

Meets “Proficient” criteria and
analysis draws especially cogent
connections between the
literature and the research
question

Analyzes the literature and
information for how it relates
to the research question

Analyzes the literature and
information for how it relates
to the research question, but
analysis is cursory or contains
inaccuracies

Does not analyze literature and
information related to the
research question

6.34

Literature Review:
Bias or Limitations

[SPT-501-01]

Meets “Proficient” criteria and
description is exceptionally
insightful in addressing the
potential impact the bias or
limitations may have on
research

Describes the bias or limitations
present in the literature and
the potential impact on the
research

Describes the bias or limitations
present in the literature, but
description is cursory or does
not address the potential
impact on research

Does not describe the bias or
limitations present in the
literature or the potential
impact on the research

6.34

Literature Review:
Research Study

[SPT-501-03]

Meets “Proficient” criteria and
demonstrates keen insight into
how other research studies can
inform one’s own research

Summarizes another research
study that has addressed a
similar research question that
could potentially be applied to
own research

Summarizes another research
study that has addressed a
similar research question, but
summary is cursory, contains
inaccuracies, or is not
applicable to own research

Does not summarize another
research study that has
addressed a similar research
question

6.34

Literature Review:
Methods

[SPT-501-01]

Meets “Proficient” criteria and
explanation demonstrates an
astute ability to dissect
research studies and methods

Explains the methods used to
resolve the issue from the study
that was researched

Explains the methods used to
resolve the issue from the study
that was researched, but
explanation is cursory or
contains inaccuracies

Does not explain the methods
used to resolve the issue from
the study researched

6.34

Literature Review:
Inform

[SPT-501-03]

Meets “Proficient” criteria and
makes especially cogent
connections between the
research and the research
proposal

Describes how information will
inform the research proposal,
supporting response with
specific examples from the
research

Describes how information will
inform the research proposal,
but does not support response
with specific examples from
research, or description is
cursory or unclear

Does not describe how
information will inform the
research proposal

6.34

Research Design:
Design and

Methodology

[SPT-501-02]

Meets “Proficient” criteria and
demonstrates sophisticated
understanding of the
application of research design
and methods

Explains the appropriate
research design and
methodology for investigating
the research question, and
justifies why these are
appropriate for the study

Explains the research design
and methodology for
investigating the research
question, but design and
methodology are not
appropriate, explanation is
cursory, or does not justify
response

Does not explain the research
and design methods for
investigating the research
question

6.34

Research Design:
Strengths and
Weaknesses
[SPT-501-02]

Meets “Proficient” criteria and
is exceptionally insightful about
the strengths and weaknesses
of selected research design and
methodology

Explains the strengths and
weaknesses of selected
research design and
methodology

Explains the strengths and
weaknesses of selected
research design and
methodology, but explanation
is cursory, contains
inaccuracies, or has gaps in
clarity

Does not explain the strengths
and weaknesses of selected
research design and
methodology

6.34

Research Design:
Strategies

[SPT-501-02]

Meets “Proficient” criteria and
offers keen insight regarding
the effectiveness of strategies
used to gather research and
data

Explains the strategies that will
be used to gather research and
data and why these strategies
will be effective

Explains the strategies that will
be used to gather research and
data, but does not explain why
strategies will be effective, or
explanation is cursory or
unclear

Does not explain the strategies
that will be used to gather
research and data

6.34

Data Analysis
Method: Data

Analysis Strategies
[SPT-501-04]

Meets “Proficient” criteria and
provides a nuanced discussion
of data analysis strategies

Determines data analysis
strategies for reviewing
collected data and explains why
strategies will be effective

Determines data analysis
strategies for reviewing
collected data, but does not
explain why strategies will be
effective, or explanation is
cursory

Does not determine data
analysis strategies for reviewing
collected data

6.34
Data Analysis
Method: Data

Analysis Method
[SPT-501-04]

Meets “Proficient” criteria and
draws especially cogent
connections between the data
required and the data analysis
method

Explains the type of data
needed to utilize the selected
data analysis method,
supporting response with
examples

Explains the type of data
needed to utilize the selected
data analysis method, but does
not support response with
examples, or response is
cursory

Does not explain the type of
data needed to utilize the
selected data analysis method

6.34

Data Analysis
Method: Selected

Strategy
[SPT-501-04]

Meets “Proficient” criteria and
is exceptionally insightful about
the strengths and weaknesses
of selected data analysis
strategy

Explains the strengths and
weaknesses of the selected
strategy, supporting claims with
examples

Explains the strengths and
weaknesses of the selected
strategy, but does not support
claims with examples,
explanation is cursory, or
response contains gaps in
clarity or accuracy

Does not explain the strengths
and weaknesses of the selected
strategy

6.34

Articulation of
Response

Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented in
a professional and easy-to-read
format

Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization

Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and articulation of
main ideas

Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas

4.9

Total 100%

Running head: HIRING 1

HIRING 2

Hiring process of Student Activities Coordinator

Student Name

Institution Affiliation

Hiring process of Student Activities Coordinator

Introduction

Overview of the Research Topic

Organizational success is largely dependent on the workforce’s composition, and this is true for any business. As a result, hiring new employees is of essential importance to management and the company. Because of this, management often devotes a significant amount of time and money to the recruitment process. Focuses on the latter two elements of the process, which are critical to determining whether a company succeeds or fails in recruiting. However, considering hiring a staff for a school especially the student activities coordinator require much evaluation of the candidates to make sure that the institution have the best staff to address student needs. The roles of the student activities coordinator plays an important role in the school’s stability and this demands for a serious vetting of staff to make sure that the students gets a good staff that addresses their needs well (Bika, 2022). The research proposal highlights about the hiring process that would be significant and helps in having the right person for the role in the institution. In order to determine whether an applicant is a good fit for the institution, this step is all about verifying the applicant’s information and verifying that they satisfy the role needs. Credit checks are one of the most significant checks for human resource managers in this level.

There are a number of things that the recruiting manager or their administrative assistance must verify, including educational information, employment history, and professional affiliations. For internal applicants, the hiring manager may not need to check references but may be obliged to undertake the institution’s supervisor (Mervis, 2020). Verifying the employee’s educational background necessitates that the manager work his or her way down from the highest to the lowest level. To be sure, checking professional licenses is important if they are applicable to the student activities coordinator’s role. The checking of criminal histories is an additional crucial step in the verification process. An applicant reports on personal records, and management evaluates the information provided by the applicant, rather than requiring the manager to check criminal records (Mawdsley et al., 2017). At this point, it is critical that the context of the information be taken into consideration so that candidates are not unfairly disqualified.

Problem Statement

Hiring of the students activity coordinator is a challenging activity because the institution requires someone that understands students’ activities and can work well with them and connect the students with the school executive management. Hiring has been a difficult task in every organization because getting the right person for a given job is always an uphill task that require determination and teamwork in the human resource department to apply necessary steps to get the job done. It has become a problem in getting the best employee that coordinate student activities in the institution although the hiring processes are followed. It has become a challenge attracting the right candidates for the job because there is a time when the role is advertised, the hiring manager discover the right candidate in a pool of unqualified talent (Glastonbury et al., 2021). The hiring manager also finds it hard to convince the qualified candidates that are there if the right pool is located because there are multiple job offers that they are considering. The challenge puts the institution in a tough state because the roles assigned to the hired unqualified staff are not handled to satisfaction because there are cases of poor implementation of activities and also irregular scheduling that affects students’ academic excellence. The problem of getting the right talent for the school activity coordinator needs an intervention to get it done correctly, this is the focus of the research proposal.

Purpose of the Study

The study purpose is to develop the best hiring strategies that will help the school get the right talent for the student activities coordinator role. There has been a challenge in getting the right talent pool that the school will use to get the best candidate that would serve the student in the best way possible. There is always the need of having a qualified candidate for a job especially in an institution that has an influence or impact on the performance of the students (Glastonbury et al., 2021). The role that the school is looking forward to fill is critical in impacting the academic life of the students and the proposal needs to offer a solution that would assist the human resource department in getting the right candidate. Hiring process is also expensive and this demands that it is done correctly in the first time to minimize the costs that are used in repeated process (Dlugos, 2020). The proposal purposes in highlighting the need of taking enough time before subjecting candidates to a hiring process to make sure that the school have the best student activities coordinator. The interesting about the position that the school is looking forward to fill is that it has to be an individual that understand best in relating with students, have good interposal skills and also communication skills.

Research question

RQ: What are the best hiring strategies that school should use in recruiting qualified students activities coordinator?

The research question explains about the research proposal purpose of hiring the right candidate for the student activities coordinator and this is addressed only when the qualified talent pool is located to choose from there. The more emphasis that is needed for an effective hiring include training the hiring team concerning the position that the school is looking forward to fill and because it is something associated with students needs a person that understand and passionate about students issues. The right person for the position should be an individual that can communicate and relate well with the students making it possible that the students gets easy to approach and raise their concerns when necessary.

Addressing hiring Challenges

Training the hiring team should be the immediate intervention in having the best hiring team for the student activities coordinator and this helps in looking at the values, qualification and previous assignments that the candidates handled in their former workplaces. In the case of hiring from the school demand for looking for the reports from the supervisors and the managers about the way they are handling students concerns and also professional behavior that is critical in influencing decisions. There is also the need of diversifying the recruitment strategies that makes it possible in bringing good candidates into the recruitment process (Bika, 2022). Creating a huge talent pool like considering adopting the online advertisement that promotes the school broadens the audience that are reached for the job post. The approach of getting more candidates being interested with the position increases the chances of getting the right candidate for the job.

References

Bika, N. (2022). The most common recruiting challenges and how to overcome them. Recruiting Resources: How to Recruit and Hire Better. Retrieved 17 June 2022, from

The most common recruiting challenges and how to overcome them

.

Dlugos, K. (2020). Variety is the Spice of Internal Hiring: How Pool Diversity Affects Post-Hire Performance and Exit. Academy Of Management Proceedings, 2020(1), 17510.

https://doi.org/10.5465/ambpp.2020.17510abstract

Glastonbury, C., Bucknor, M., Wall, S., & Hess, C. (2021). Hiring Through the Lens of Diversity: Strategies to Create Diverse Departments. Academic Radiology, 28(12), 1775-1778.

https://doi.org/10.1016/j.acra.2020.08.007

Mawdsley, J., Chauradia, A., & Brymer, R. (2017). Hiring Expert Talent in a Recession: Targeted Labor Pool Sourcing and Firm Performance. SSRN Electronic Journal.

https://doi.org/10.2139/ssrn.2992548

Mervis, J. (2020). NIH’s new cluster hiring program aims to help schools attract diverse faculty. Science.

https://doi.org/10.1126/science.abb1082

RESEARCH DESIGN DRAFT 1

RESEARCH DESIGN DRAFT 4

Research Design Draft

Antonio McClan

SPT-501-X5560 Research Methods in Sport Mgmt. 22TW

July 16, 2022

Research Design Draft

Appropriate Design and Methodology

Research methodologies refer to the procedures or strategies used to identify, gather, organize, and interpret data on a topic (McLeod, 2022). Questionnaires will be the best methodology for the study since they offer an efficient, user-friendly, and inexpensive method to collect a substantial amount of data from a sizable sample size. This method will also assist in gathering detailed information on individuals’ ideas, thoughts, and experiences related to the research issue.

A research design serves as the “blueprint” for the study and often addresses four or more issues. The issues are: the research topic, the relevance of the data, the data a researcher has to acquire, and the analysis of the data obtained. Thus, study topics and target audience will determine the appropriate research design. In this case, the most appropriate research design will be qualitative. This is because this research design will enable the researcher to acquire a comprehensive understanding based on first-hand knowledge of the hiring process, data obtained during the research, data required by the researcher, and ways in which the data will be examined. A qualitative research approach will also consider what the participants say or think. They also make it feasible for creative ways to be implemented because they recognize that each person holds a unique viewpoint. This makes it possible for creative approaches to be implemented.

Strengths and Weakness

The architecture of qualitative research automatically makes it possible for more collaboration, which means that researchers from different fields and backgrounds can contribute numerous perspectives on the same data set (Melvin, 2019). For example, researchers with greater experience with hiring procedures may view the information from different perspectives than researchers specializing in social psychology, resulting in deeper, more comprehensive assessments that consider various viewpoints. However, this particular research design does have a few flaws. Gathering many people’s unique insights, experiences, and perspectives is essential to qualitative research. Consequently, collecting all the necessary data from the respondents takes a lot of time, and the subsequent step of integrating the data is not as simple as merely plotting it on a graph. Because of the nature of qualitative data, investigators need to comb through each response to deepening their understanding of why respondents felt or responded to a question in a particular manner. More time will be spent studying qualitative data since findings are more descriptive and less likely to be numerical.

The advantages of conducting research with questionnaires are that it is efficient in terms of expense, it can be generalized, it is trustworthy, and it can be used in various contexts (McLeod, 2022). In addition to being an efficient and cost-effective method of gathering data, questionnaires also have the added benefit of being a convenient method. They can be directed toward any population the researcher deems relevant and administered in various methods. Questionnaire research methods have some flaws, including their inability to adapt to changing circumstances and lack of capacity for depth.

Strategies

The tactics for gathering research and data will be open-ended surveys and questionnaires. These techniques will allow respondents to express themselves freely and in detail rather than forcing them to choose from a finite set of possibilities. The researcher might, for instance, pose an open-ended query such as, “How can a better hiring procedure be devised?”

References

McLeod, S. (2022). Simplypsychology.org. Retrieved 15 July 2022, from

https://www.simplypsychology.org/research-methods.html

.

Melvin, K. (2019). Embodiment in Qualitative Research. Qualitative Research in Psychology, 19(1), 288-289. https://doi.org/10.1080/14780887.2019.1579464

1

9

Research Data Collection

Antonio McClan

SPT-501-X5560 Research Methods in Sports Mgmt 22TW5

7/10/2022

LITERATURE REVIEW

My research question is, “How might high school athletes benefit from having a strength and conditioning coach trained like their college counterparts?”

My first article is “Integration of Strength and Conditioning Principles into a Rehabilitation Program.” This article discusses rehabilitation and strength as two separate techniques that don’t work together. This article is relevant to my study issue, which is to find strategies to employ coaches in high schools and even younger ones to reduce the danger of injury while boosting their performance. According to this article, an injured athlete may benefit from the same training methods utilized by healthy athletes. Athletes who have been injured need to be assessed to determine the extent of their injury, their sport, and their training program principles before they can begin rehabilitation (Reiman, & Lorenz, 2011).

Integrating strength and conditioning coaches from a young age is an effective strategy when it comes to improving sports performance and preventing injury. This article’s biases may be applied to my research report, which examines the benefits of doing so. The article’s shortcomings are due to a shortage of research on effectively incorporating strength and conditioning principles into the treatment of sports injuries.

My second article is “Athletic Performance: The Relationship between Athletic Trainers and Strength and Conditioning Coaches.” A strong working connection between a Strength and Conditioning coach and an Athletic Trainer is critical to the success of every athlete you work with, and this article discusses the benefits of such a collaboration in detail. It’s all about using the talents and uniqueness of each other to support their athletes the most (Druvenga, 2007). “Strength and conditioning coaches and athletic trainers” differ on the best way to maintain athletes at their peak performance. Even though their strength and conditioning coaches and athletic trainers place varying emphasis on it, athletes need sports-specific training and injury prevention in order to enhance their performance.

Because this article discusses the importance of collaboration between “strength and conditioning coaches and other athletic department members, including athletic directors, athletic trainers, and other sports coaches and staff”, by reading this article, I will be able to better understand my research question (Druvenga, 2007). Everyone in the athletic program should always have the primary objective of improving the athlete in the most excellent manner possible, necessitating compromise and using the strengths of all parties involved.

Using this article and working with athletic trainers, strength coaches and athletic trainers can work together to assist players in becoming better quicker while staying on top of their game and on the same page. As a result of these constraints, there may be friction between sports trainers and strength coaches, which might delay the recovery of athletes and diminish the value placed on working together as a team.

My third article is “Sports Injury Prevention: The role of Strength and Conditioning Coach.” This article discusses the importance of preventing sports-related injuries, from strength and conditioning instructors to athletic trainers. An approach from all perspectives is needed to avoid sports injuries; this includes athletic trainers, strength and conditioning coaches, and athletic trainers who can assist coaches in understanding injuries better to prepare their plans for players’ strength and conditioning (Talpey, & Siesmaa, 2017).

Regarding the TRIPP technique, I detected a bias in this article that emphasizes the necessity of training, the recuperation time for injured athletes, and having a well-trained staff. Because every athlete’s joints, muscles, and ligaments are unique, no matter how hard a strength and conditioning coach works, injuries will still occur.

To completely understand injuries, joint weaknesses, and sports-specific ailments, researchers will benefit from the biases of the coaches and trainers, who will have a go-to approach for determining the entire extent of the injury. According to this piece, no matter how diligently coaches and trainers work, they can’t avoid every accident or guarantee total safety for each one of their athletes.

My fourth article is “Impact of Sports on Youth Development: Positive and Negative Outcomes.” This article examines the pros and cons of participating in sports. “Increased academic performance, psychological and social advantages, reduced illegal drug usage” were some of the article’s key takeaways. Those are just a few ways they help young athletes (Davidiuk, 2016). The drawbacks were listed as increased alcohol usage, anti-social/aggressive conduct, and an increased chance of concussions or other severe injuries. The author also discusses the good and bad consequences of team sports and individual sports and how to watch them as a coach, trainer, or parent. My study focuses on concussions and other significant injuries. I’m looking for ways to lessen the likelihood of these occurrences using strength and conditioning coaches and sports trainers, two positions that may not be available in every high school. A shortcoming of this study was the lack of research on the effects of severe injuries and concussions on young athletes over the long term. Another issue was the dearth of studies examining the advantages of female athletes; none of the abstracts included any such information.

“Studies of lower limb isokinetic strength and proprioception in young football players” is the topic of my sixth paper. According to this article, more young people are participating in organized sports, which increase the risk of injury among young people. Additionally, “stability and dynamic proprioception testing in sports medicine to assess the balance skills of teens” is required as well (Fayaz, 2009). ACL injuries, which are “more dangerous and expensive than injuries to other joints,” are more likely to occur in athletes with poor balance because of the correlation between the two. Knee injuries are on the rise among football players.

The rehabilitation of an ACL injury provides a sensitive way of determining if the neurons directing the neuromuscular movements have been damaged. Strength and conditioning coaches should be implemented at an earlier age since organized sports are becoming more popular and younger, which increases the risk of long-term injury for young athletes. Athletes need qualified coaches and trainers to take the required steps to avoid joint injuries. Due to a perceived author bias, I may exploit the connection of balance tests to enhance knee joint risk in my study. Only “221 young football players aged between 12 and 19 years” were evaluated in this research; hence the conclusions are only sport dimensional, gender dimensional, and only tested a unipedal and a bipedal balance using two different methodologies. This fact severely limits the results reported in this study.

My sixth article is “The qualifications, duties, and opinions of National Collegiate Athletic Association Division 1 Football strength and conditioning coaches”. This article aimed to identify and investigate the credentials, obligations, and viewpoints of people who assume the position and responsibilities of strength and conditioning coaches. This study surveyed one hundred and seventy-nine NCAA Division 1 football sanctioned institutions, 100 Division 1-A schools, and seventy-nine Division 1-AA schools (Pullo, 2013). This summarizes the coaches’ demographics, education, experience, and opinion responses to the questionnaire.

They earn an average of $30-39k per year, are certified by the National Strength and Conditioning Association to operate as full-time strength coaches (the Certified Strength and Conditioning Specialist or CSC), and have previously worked as graduate assistants at the Division I-A level. Division AA and AAA schools pay their coaches an average salary of between $20,000 and $29,999, and many of them lack NSCA certification. They may also be football coaches who primarily work with the football teams.

My research into how to implement certified strength and conditioning coaches in schools led me to believe that college graduates with their certification could serve as the coaches I want to implement. However, this article’s bias is that the salary is within the range of most high school coaches and teachers. There may be more significant turnover than necessary due to the desire of most coaches to join the most acceptable programs with the most influential players.

My last article is “Perceptions of strength and conditioning programs by athletic directors and strength and conditioning coaches at Division I Mid American Conference universities.” The researchers examines the perspectives of head athletic directors and their programs. Interviewing ten individuals, they drew six findings concerning their impressions of these things; it is important to note that the MAC’s strength-and-conditioning programs are pretty beneficial (Winkler, 2013). The second reason is that mission statements are critical in the day-to-day work of sports iv departments. Third, the MAC’s sports departments are known for their high levels of skill in their organizational structures… Resources are seen as one of the most significant issues…Fourth, For the fifth and final time, athletic directors and strength and conditioning coaches must have open lines of communication in their day-to-day work. Both sports directors and strength instructors agree that cost constraints must be maintained. ” One bias is that to hire professional strength and conditioning coaches for high schools, and those institutions must have adequate financial means to support the operation of a department dedicated to athletics, which will, in turn, benefit the students by providing them with the best possible training. The only limitation I could think of when applying this article to my research topic is whether or not the high school where I was trying to create strength and conditioning programs would have the financial means to equip its athletes and strength coaches with the finest materials. Strength

References:

Davidiuk, L. J. (2016). Impact of Sports on Youth Development: Positive and Negative Outcomes. Fuller Theological Seminary, School of Psychology. retrieved from:

Impact of Sports on Youth Development: Positive and Negative Outcomes – ProQuest

Druvenga, B. M. (2007). Athletic Performance: The Relationship between Athletic Trainers and Strength and Condtioning Coaches. retrieved from:

Athletic Performance: The Relationship between Athletic Trainers and Strength and Conditioning Coaches (bocatc.org)

Fayaz, S. (2009). Studies of lower limb isokinetic strength and proprioception in young football players (Doctoral dissertation, University of Glasgow).

Studies of lower limb isokinetic strength and proprioception in young football players – Enlighten: Theses (gla.ac.uk)

Pullo, F. M. (2013). The qualifications, duties, and opinions of National Collegiate Athletic Association Division I football strength and conditioning coaches. Temple University.

The qualifications, duties, and opinions of National Collegiate Athletic Association Division I football strength and conditioning coaches – ProQuest

Reiman, M. P., & Lorenz, D. S. (2011). Integration of strength and conditioning principles into a rehabilitation program. International journal of sports physical therapy, 6(3), 241. retrieved from:

INTEGRATION OF STRENGTH AND CONDITIONING PRINCIPLES INTO A REHABILITATION PROGRAM – PMC (nih.gov)

Talpey, S. W., & Siesmaa, E. J. (2017). Sports injury prevention: The role of the strength and conditioning coach. Strength & Conditioning Journal, 39(3), 14-19. retrieved from;

Sports Injury Prevention: The Role of the Strength and Condi… : Strength & Conditioning Journal (lww.com)

Winkler, D. M. (2013). Perceptions of strength and conditioning programs by athletic directors and strength and conditioning coaches at Division I Mid American Conference universities. The University of Toledo. retrieved from:

Perceptions of strength and conditioning programs by athletic directors and strength and conditioning coaches at division I mid American conference universities – ProQuest

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