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    ## Kines Analysis – ## otherinstructions.docx – ## KinesiologicalAnalysisOutlineTemplate1.docx – ## rubric.docx – ## Example_KinesiologicalAnalysisoftheBreaststroke1.pdf – annotated-BarbellPowerClean20.docx.pdf **## otherinstructions.docx** Hello, this is what my instructor stated what needs to be …

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    ## Kines Analysis

    – ## otherinstructions.docx

    – ## KinesiologicalAnalysisOutlineTemplate1.docx

    – ## rubric.docx

    – ## Example_KinesiologicalAnalysisoftheBreaststroke1.pdf

    – annotated-BarbellPowerClean20.docx.pdf

    **## otherinstructions.docx**

    Hello, this is what my instructor stated what needs to be added before she put the final grade in.

    Good start! Please read through the rubric and other materials on Canvas; this is a big part of the grade! The reader should be able to follow the movement specifically enough to understand the movement without looking at a video. The reader should be able to follow exactly what each joint is doing during each phase, which muscles are involved, etc. Expand the paper to include all the joints in all the temporal phases. (Arms have wrists, elbows and shoulders. Legs have ankles, knees and hips). Name the nerves that innervate the muscles.

    **## KinesiologicalAnalysisOutlineTemplate1.docx**

    Kinesiological Analysis Outline Template

    1. Introduction

    a. Definition and Description of activity

    i. List and describe the temporal phases

    2. Analysis of Movement

    a. Temporal Phase 1

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    b. Temporal Phase 2

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    3. Discussion of motion with recommendations for improvement

    a. Efficiency

    b. Power

    c. Speed

    d. Endurance

    4. Conclusion

    **## rubric.docx**

    **Kinesiological Analysis**

    | | | |
    | — | — | — |
    | Kinesiological Analysis |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAnalysis Accuracy | **40 ptsExcellent** The analysis is complete and thorough. All joints of movement are identified. All muscle involvement is identified including muscle contraction type. All planes of movement and neural involvement are accurately identified. Reflects excellent effort.<br> <br>**36 ptsAbove Average** The analysis is complete. All joints of movement are identified. Most muscle involvement is identified as was accurate muscle contraction type. Most planes of movement and neural involvement are accurately identified. Reflects above-average effort.<br> <br>**32 ptsAverage** The analysis is somewhat complete. Most major joints of movement are identified but some minor movements are not addressed. Primary agonist involvement is accurate but some synergists are absent. Some planes of motion are identified accurately and/or some neural input is included and accurate. Reflects average effort.<br> <br>**27 ptsBelow Average** The analysis is incomplete or completely inaccurate. Many movements and/or muscle involvement are overlooked and/or planes of movement are not included and/or Neural input analysis is minimal or not included. Reflects very little effort. | 40 pts |
    | This criterion is linked to a Learning OutcomeMovement Complexity | **25 ptsExcellent** The movement is highly complex involving multiple joints in 3 planes. Multiple types of muscle contraction. Rotational movements are involved.<br> <br>**22 ptsAbove Average** The movement is complex involving more than 2 joints in at least 2 planes and both body segments. Concentric and eccentric movements are included. Contralateral movement is present.<br> <br>**20 ptsAverage** The movement is fairly basic involving 2 or more joints and occurring in 1 body segment. Movement is in 1 plane of motion or includes only concentric contractions. Unilateral or bilateral movement is present.<br> <br>**18 ptsBelow Average** The movement is basic involving 1 or more joints and occurring in 1 body segment. Movement is in 1 plane of motion or includes only concentric contractions. Unilateral or bilateral movement is present. | 25 pts |
    | This criterion is linked to a Learning OutcomeProject/Media Organization/ Quality | **15 ptsExcellent** The paper is extremely well organized. All components are included and are well connected. Media is excellent and enhances the presentation.<br> <br>**13 ptsAbove Average** The paper is well organized and includes well-defined temporal phases. Necessary media is included.<br> <br>**11 ptsAverage** The paper organization is average. It includes temporal phases, but they are presented in an illogical manner. Media is present but is of low quality.<br> <br>**10 ptsBelow Average** The paper is poorly organized. Temporal phases non-existent or are poorly defined. No media is present | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting Quality | **20 ptsExcellent** Writing quality is excellent. Ideas are clearly conveyed and easy to follow. There are no more than 5 grammatical and/or punctuation errors. In-text citations and reference page are included and are correct. Includes 5 or more sources. Paper is formatted according to APA guidelines.<br> <br>**18 ptsAbove Average** Writing quality is good. Ideas are clearly conveyed and easy to follow. There are no more than 10 grammatical and/or punctuation errors. In-text citations are attempted and are fairly accurate. A reference page is included and is accurate. Includes more than 3 sources. APA style formatting of the paper is mostly correct.<br> <br>**16 ptsAverage** Writing quality is average. There are more than 10 grammatical and/or punctuation errors. No attempt to include in-text citations and/or reference page is present but formatting is incorrect. Includes 2-3 sources. APA formatting of the paper is attempted, but incorrect.<br> <br>**14 ptsBelow Average** Writing quality is poor. Ideas or difficult to follow. There are more than 10 grammatical and/or punctuation errors. No attempt to include in-text citations and/or reference page. Includes no more than 1 source. Paper is not formatted following APA guidelines. | 20 pts |

    Total Points: 100

    **## Example_KinesiologicalAnalysisoftheBreaststroke1.pdf**

    Kinesiological Analysis of the Breaststroke Arm Pull

    Introduction: The breaststroke is one of four recognized competitive swimming strokes in United States

    swimming and internationally. Breaststroke competition typically occurs in two distances. The

    distances are 100 yards in American swimming or 100 meters in international swimming, and 200 yards

    during American competition or 200 meters when competing internationally. United States and

    international swimming varies as a result of difference venue (pool) structure. American swimming,

    which is defined more specifically as college or high school swimming, occurs in pools that are 25 yards

    in length. International swimming, including the Olympics, occurs in pools that are 50 meters in length.

    Besides the differences in absolute distances swum, American swimming requires more turns than

    international swimming. For instance, during a 200-yard American swim, the swimmer will make seven

    turns. During an international 200-meter event, in a 50-meter pool, only three turns will occur.

    During the breaststroke, the upper extremities (arm-stroke) move simultaneously and separately from

    the lower extremities (leg-kick), which also move simultaneously. The stroke pattern consists of

    repetitive arm-strokes and leg-kicks that are initiated by the arm-stroke and then followed by the leg-

    kick. There is a pause between each segment of the stroke which allows the swimmer to glide using the

    energy generated in the previous arm-stroke or leg-kick. The length of the pause/glide phases depends

    upon the distance of the race. The gliding phases are shorter in in the 100 yard/meter events due to the

    sprint nature of the event.

    This analysis is limited to the arm-stroke phase of the complete breaststroke. For this presentation, the

    arm stroke will be broken into three temporal phases: 1) Catch; 2) Down-sweep 3) recovery. The

    temporal phases are presented in the figures below. The starting phases is presented as an initial

    reference point.

    Starting Position Catch Down-Sweep Recovery

    The Catch Analysis: From the starting position, the swimmer begins the catch phase of the with the

    shoulders fully flexed and outwardly rotated to approximately 45 degrees. The wrists are slightly flexed

    and abducted. After the pause associated with the stroke, the shoulders begin to adduct and the hands

    move away from each other. The movement during the initial part of this phase is passive and occurs as

    a result of the propulsion from the previous stroke. Concentric muscle contractions begin when the

    elbows flex toward the end of the catch phase. This movement is the result of concentric contraction of

    the biceps brachii, brachialis, and briachioradialis. The biceps brachii is a two-headed, extrinsic, bi-

    articular muscle that crosses both the shoulder and the elbow with the muscle belly located on the

    anterior aspect of the humerus. Its distal tendon crosses the anterior aspect of the elbow joint. The

    brachialis is an intrinsic muscle on the anterior aspect of the elbow deep to the biceps brachii. It is a

    powerful elbow flexor when the forearms are pronated. The brachioradialis muscle belly lies

    predominately on the lateral forearm and supports elbow flexion when the forearm is in the neutral

    position. All of these muscles are supplied by the musculocutaneous nerve. This phase ends with

    powerful shoulder adduction which occurs due to forceful contraction of the pectoralis major and

    latissimus dorsi. These muscles are large muscles located on either side of the torso. The pectoralis

    major is found on the anterior aspect of the torso and attaches on the upper humerus. The latissimus

    dorsi is located on the posterior aspect of the torso and also attaches to the upper humerus. The

    pectoralis major is innervated by the medial and lateral pectoral nerves. The latissimus dorsi is

    innervated by the thoracodorsal nerve. Movement in this phase occurs in the frontal plane and

    horizontal planes.

    The Down-sweep Analysis: During this phase, the hands approach each other as a result of shoulder

    horizontal adduction and inward rotation. This is the primary propulsion phase of the stroke and

    requires powerful concentric contraction of the pectoralis major supplied by the medial and lateral

    pectoral nerves and the anterior deltoid innervated by the axillary nerve. These muscle contract to

    create shoulder horizontal adduction. Shoulder inward rotation also occurs and is primarily supported

    by the subscapularis, a rotator cuff muscle. Other muscles contributing to the movement include the

    anterior deltoid, pectoralis major, teres major, and latissimus dorsi. As the shoulders are horizontally

    adducting, the elbows flex to approximately 90 degrees and the forearms supinate to approximately 90

    degrees. The elbow flexors and neural supply have been mentioned previously. Supination of the

    forearm is caused by contraction of the supinator and biceps brachii. Most of the movement in the

    phase occurs in the horizontal plane. This phase is completed when the hands, forearm, and elbows

    meet each other directly underneath the upper torso of the swimmer.

    Recovery Analysis: The purpose of this phase is to reposition the hands to begin the next arm-stroke.

    Once the hands and forearms meet under the upper torso, they are thrust forward by fully extending

    the elbows and flexing the shoulders to 180 degrees from the anatomical reference position. Also

    during this phase, the forearms pronate approximately 300 degrees from the anatomical reference

    position. Elbow extension occurs due to powerful concentric contraction of the triceps brachii and

    ancoeus which are located on the anterior aspect of the elbow joint. The muscles are innervated by the

    radial nerve. Shoulder flexion occurs due primarily to concentric contraction of the anterior deltoid

    which is which is located on the anterior aspect of the shoulder joint and supplied by the axially nerve.

    Forearm pronation is caused by the pronator teres, which is located on the proximal anterior aspect of

    the forearm, and the pronator quadratus, which is located on the anterior distal aspect of the forearm.

    Strength and Flexibility Training: Strength training to support the arm-stroke portion of the

    breaststroke would heavily emphasize exercises to support shoulder horizontal adduction, because this

    is the primary propulsive segment of the stroke. Training should include exercises for the pectoralis

    major and anterior deltoid. Also due to the shoulder inward rotation involvement during the stroke,

    strength training should include exercises to strengthen the rotator cuff and other muscles involved with

    shoulder inward rotation. This would primarily include the subscapularis, anterior deltoid and teres

    major. Flexibility training should focus on allowing as much forward extension of the upper extremities

    as possible. This would primarily target increasing the range of motion of the shoulders by increasing

    the flexibility of the pectoralis major and latissimus dorsi.

    **annotated-BarbellPowerClean20.docx.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotated-barbellpowerclean20-docx-pdf-10323319)

    **annotated-BarbellPowerClean20.docx.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotated-barbellpowerclean20-docx-pdf-10323319)

    **## otherinstructions.docx**

    Hello, this is what my instructor stated what needs to be added before she put the final grade in.

    Good start! Please read through the rubric and other materials on Canvas; this is a big part of the grade! The reader should be able to follow the movement specifically enough to understand the movement without looking at a video. The reader should be able to follow exactly what each joint is doing during each phase, which muscles are involved, etc. Expand the paper to include all the joints in all the temporal phases. (Arms have wrists, elbows and shoulders. Legs have ankles, knees and hips). Name the nerves that innervate the muscles.

    **## KinesiologicalAnalysisOutlineTemplate1.docx**

    Kinesiological Analysis Outline Template

    1. Introduction

    a. Definition and Description of activity

    i. List and describe the temporal phases

    2. Analysis of Movement

    a. Temporal Phase 1

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    b. Temporal Phase 2

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    3. Discussion of motion with recommendations for improvement

    a. Efficiency

    b. Power

    c. Speed

    d. Endurance

    4. Conclusion

    **## rubric.docx**

    **Kinesiological Analysis**

    | | | |
    | — | — | — |
    | Kinesiological Analysis |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAnalysis Accuracy | **40 ptsExcellent** The analysis is complete and thorough. All joints of movement are identified. All muscle involvement is identified including muscle contraction type. All planes of movement and neural involvement are accurately identified. Reflects excellent effort.<br> <br>**36 ptsAbove Average** The analysis is complete. All joints of movement are identified. Most muscle involvement is identified as was accurate muscle contraction type. Most planes of movement and neural involvement are accurately identified. Reflects above-average effort.<br> <br>**32 ptsAverage** The analysis is somewhat complete. Most major joints of movement are identified but some minor movements are not addressed. Primary agonist involvement is accurate but some synergists are absent. Some planes of motion are identified accurately and/or some neural input is included and accurate. Reflects average effort.<br> <br>**27 ptsBelow Average** The analysis is incomplete or completely inaccurate. Many movements and/or muscle involvement are overlooked and/or planes of movement are not included and/or Neural input analysis is minimal or not included. Reflects very little effort. | 40 pts |
    | This criterion is linked to a Learning OutcomeMovement Complexity | **25 ptsExcellent** The movement is highly complex involving multiple joints in 3 planes. Multiple types of muscle contraction. Rotational movements are involved.<br> <br>**22 ptsAbove Average** The movement is complex involving more than 2 joints in at least 2 planes and both body segments. Concentric and eccentric movements are included. Contralateral movement is present.<br> <br>**20 ptsAverage** The movement is fairly basic involving 2 or more joints and occurring in 1 body segment. Movement is in 1 plane of motion or includes only concentric contractions. Unilateral or bilateral movement is present.<br> <br>**18 ptsBelow Average** The movement is basic involving 1 or more joints and occurring in 1 body segment. Movement is in 1 plane of motion or includes only concentric contractions. Unilateral or bilateral movement is present. | 25 pts |
    | This criterion is linked to a Learning OutcomeProject/Media Organization/ Quality | **15 ptsExcellent** The paper is extremely well organized. All components are included and are well connected. Media is excellent and enhances the presentation.<br> <br>**13 ptsAbove Average** The paper is well organized and includes well-defined temporal phases. Necessary media is included.<br> <br>**11 ptsAverage** The paper organization is average. It includes temporal phases, but they are presented in an illogical manner. Media is present but is of low quality.<br> <br>**10 ptsBelow Average** The paper is poorly organized. Temporal phases non-existent or are poorly defined. No media is present | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting Quality | **20 ptsExcellent** Writing quality is excellent. Ideas are clearly conveyed and easy to follow. There are no more than 5 grammatical and/or punctuation errors. In-text citations and reference page are included and are correct. Includes 5 or more sources. Paper is formatted according to APA guidelines.<br> <br>**18 ptsAbove Average** Writing quality is good. Ideas are clearly conveyed and easy to follow. There are no more than 10 grammatical and/or punctuation errors. In-text citations are attempted and are fairly accurate. A reference page is included and is accurate. Includes more than 3 sources. APA style formatting of the paper is mostly correct.<br> <br>**16 ptsAverage** Writing quality is average. There are more than 10 grammatical and/or punctuation errors. No attempt to include in-text citations and/or reference page is present but formatting is incorrect. Includes 2-3 sources. APA formatting of the paper is attempted, but incorrect.<br> <br>**14 ptsBelow Average** Writing quality is poor. Ideas or difficult to follow. There are more than 10 grammatical and/or punctuation errors. No attempt to include in-text citations and/or reference page. Includes no more than 1 source. Paper is not formatted following APA guidelines. | 20 pts |

    Total Points: 100

    **## Example_KinesiologicalAnalysisoftheBreaststroke1.pdf**

    Kinesiological Analysis of the Breaststroke Arm Pull

    Introduction: The breaststroke is one of four recognized competitive swimming strokes in United States

    swimming and internationally. Breaststroke competition typically occurs in two distances. The

    distances are 100 yards in American swimming or 100 meters in international swimming, and 200 yards

    during American competition or 200 meters when competing internationally. United States and

    international swimming varies as a result of difference venue (pool) structure. American swimming,

    which is defined more specifically as college or high school swimming, occurs in pools that are 25 yards

    in length. International swimming, including the Olympics, occurs in pools that are 50 meters in length.

    Besides the differences in absolute distances swum, American swimming requires more turns than

    international swimming. For instance, during a 200-yard American swim, the swimmer will make seven

    turns. During an international 200-meter event, in a 50-meter pool, only three turns will occur.

    During the breaststroke, the upper extremities (arm-stroke) move simultaneously and separately from

    the lower extremities (leg-kick), which also move simultaneously. The stroke pattern consists of

    repetitive arm-strokes and leg-kicks that are initiated by the arm-stroke and then followed by the leg-

    kick. There is a pause between each segment of the stroke which allows the swimmer to glide using the

    energy generated in the previous arm-stroke or leg-kick. The length of the pause/glide phases depends

    upon the distance of the race. The gliding phases are shorter in in the 100 yard/meter events due to the

    sprint nature of the event.

    This analysis is limited to the arm-stroke phase of the complete breaststroke. For this presentation, the

    arm stroke will be broken into three temporal phases: 1) Catch; 2) Down-sweep 3) recovery. The

    temporal phases are presented in the figures below. The starting phases is presented as an initial

    reference point.

    Starting Position Catch Down-Sweep Recovery

    The Catch Analysis: From the starting position, the swimmer begins the catch phase of the with the

    shoulders fully flexed and outwardly rotated to approximately 45 degrees. The wrists are slightly flexed

    and abducted. After the pause associated with the stroke, the shoulders begin to adduct and the hands

    move away from each other. The movement during the initial part of this phase is passive and occurs as

    a result of the propulsion from the previous stroke. Concentric muscle contractions begin when the

    elbows flex toward the end of the catch phase. This movement is the result of concentric contraction of

    the biceps brachii, brachialis, and briachioradialis. The biceps brachii is a two-headed, extrinsic, bi-

    articular muscle that crosses both the shoulder and the elbow with the muscle belly located on the

    anterior aspect of the humerus. Its distal tendon crosses the anterior aspect of the elbow joint. The

    brachialis is an intrinsic muscle on the anterior aspect of the elbow deep to the biceps brachii. It is a

    powerful elbow flexor when the forearms are pronated. The brachioradialis muscle belly lies

    predominately on the lateral forearm and supports elbow flexion when the forearm is in the neutral

    position. All of these muscles are supplied by the musculocutaneous nerve. This phase ends with

    powerful shoulder adduction which occurs due to forceful contraction of the pectoralis major and

    latissimus dorsi. These muscles are large muscles located on either side of the torso. The pectoralis

    major is found on the anterior aspect of the torso and attaches on the upper humerus. The latissimus

    dorsi is located on the posterior aspect of the torso and also attaches to the upper humerus. The

    pectoralis major is innervated by the medial and lateral pectoral nerves. The latissimus dorsi is

    innervated by the thoracodorsal nerve. Movement in this phase occurs in the frontal plane and

    horizontal planes.

    The Down-sweep Analysis: During this phase, the hands approach each other as a result of shoulder

    horizontal adduction and inward rotation. This is the primary propulsion phase of the stroke and

    requires powerful concentric contraction of the pectoralis major supplied by the medial and lateral

    pectoral nerves and the anterior deltoid innervated by the axillary nerve. These muscle contract to

    create shoulder horizontal adduction. Shoulder inward rotation also occurs and is primarily supported

    by the subscapularis, a rotator cuff muscle. Other muscles contributing to the movement include the

    anterior deltoid, pectoralis major, teres major, and latissimus dorsi. As the shoulders are horizontally

    adducting, the elbows flex to approximately 90 degrees and the forearms supinate to approximately 90

    degrees. The elbow flexors and neural supply have been mentioned previously. Supination of the

    forearm is caused by contraction of the supinator and biceps brachii. Most of the movement in the

    phase occurs in the horizontal plane. This phase is completed when the hands, forearm, and elbows

    meet each other directly underneath the upper torso of the swimmer.

    Recovery Analysis: The purpose of this phase is to reposition the hands to begin the next arm-stroke.

    Once the hands and forearms meet under the upper torso, they are thrust forward by fully extending

    the elbows and flexing the shoulders to 180 degrees from the anatomical reference position. Also

    during this phase, the forearms pronate approximately 300 degrees from the anatomical reference

    position. Elbow extension occurs due to powerful concentric contraction of the triceps brachii and

    ancoeus which are located on the anterior aspect of the elbow joint. The muscles are innervated by the

    radial nerve. Shoulder flexion occurs due primarily to concentric contraction of the anterior deltoid

    which is which is located on the anterior aspect of the shoulder joint and supplied by the axially nerve.

    Forearm pronation is caused by the pronator teres, which is located on the proximal anterior aspect of

    the forearm, and the pronator quadratus, which is located on the anterior distal aspect of the forearm.

    Strength and Flexibility Training: Strength training to support the arm-stroke portion of the

    breaststroke would heavily emphasize exercises to support shoulder horizontal adduction, because this

    is the primary propulsive segment of the stroke. Training should include exercises for the pectoralis

    major and anterior deltoid. Also due to the shoulder inward rotation involvement during the stroke,

    strength training should include exercises to strengthen the rotator cuff and other muscles involved with

    shoulder inward rotation. This would primarily include the subscapularis, anterior deltoid and teres

    major. Flexibility training should focus on allowing as much forward extension of the upper extremities

    as possible. This would primarily target increasing the range of motion of the shoulders by increasing

    the flexibility of the pectoralis major and latissimus dorsi.

    **annotated-BarbellPowerClean20.docx.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotated-barbellpowerclean20-docx-pdf-10323319)

    **## otherinstructions.docx**

    Hello, this is what my instructor stated what needs to be added before she put the final grade in.

    Good start! Please read through the rubric and other materials on Canvas; this is a big part of the grade! The reader should be able to follow the movement specifically enough to understand the movement without looking at a video. The reader should be able to follow exactly what each joint is doing during each phase, which muscles are involved, etc. Expand the paper to include all the joints in all the temporal phases. (Arms have wrists, elbows and shoulders. Legs have ankles, knees and hips). Name the nerves that innervate the muscles.

    **## KinesiologicalAnalysisOutlineTemplate1.docx**

    Kinesiological Analysis Outline Template

    1. Introduction

    a. Definition and Description of activity

    i. List and describe the temporal phases

    2. Analysis of Movement

    a. Temporal Phase 1

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    b. Temporal Phase 2

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    3. Discussion of motion with recommendations for improvement

    a. Efficiency

    b. Power

    c. Speed

    d. Endurance

    4. Conclusion

    **## rubric.docx**

    **Kinesiological Analysis**

    | | | |
    | — | — | — |
    | Kinesiological Analysis |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAnalysis Accuracy | **40 ptsExcellent** The analysis is complete and thorough. All joints of movement are identified. All muscle involvement is identified including muscle contraction type. All planes of movement and neural involvement are accurately identified. Reflects excellent effort.<br> <br>**36 ptsAbove Average** The analysis is complete. All joints of movement are identified. Most muscle involvement is identified as was accurate muscle contraction type. Most planes of movement and neural involvement are accurately identified. Reflects above-average effort.<br> <br>**32 ptsAverage** The analysis is somewhat complete. Most major joints of movement are identified but some minor movements are not addressed. Primary agonist involvement is accurate but some synergists are absent. Some planes of motion are identified accurately and/or some neural input is included and accurate. Reflects average effort.<br> <br>**27 ptsBelow Average** The analysis is incomplete or completely inaccurate. Many movements and/or muscle involvement are overlooked and/or planes of movement are not included and/or Neural input analysis is minimal or not included. Reflects very little effort. | 40 pts |
    | This criterion is linked to a Learning OutcomeMovement Complexity | **25 ptsExcellent** The movement is highly complex involving multiple joints in 3 planes. Multiple types of muscle contraction. Rotational movements are involved.<br> <br>**22 ptsAbove Average** The movement is complex involving more than 2 joints in at least 2 planes and both body segments. Concentric and eccentric movements are included. Contralateral movement is present.<br> <br>**20 ptsAverage** The movement is fairly basic involving 2 or more joints and occurring in 1 body segment. Movement is in 1 plane of motion or includes only concentric contractions. Unilateral or bilateral movement is present.<br> <br>**18 ptsBelow Average** The movement is basic involving 1 or more joints and occurring in 1 body segment. Movement is in 1 plane of motion or includes only concentric contractions. Unilateral or bilateral movement is present. | 25 pts |
    | This criterion is linked to a Learning OutcomeProject/Media Organization/ Quality | **15 ptsExcellent** The paper is extremely well organized. All components are included and are well connected. Media is excellent and enhances the presentation.<br> <br>**13 ptsAbove Average** The paper is well organized and includes well-defined temporal phases. Necessary media is included.<br> <br>**11 ptsAverage** The paper organization is average. It includes temporal phases, but they are presented in an illogical manner. Media is present but is of low quality.<br> <br>**10 ptsBelow Average** The paper is poorly organized. Temporal phases non-existent or are poorly defined. No media is present | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting Quality | **20 ptsExcellent** Writing quality is excellent. Ideas are clearly conveyed and easy to follow. There are no more than 5 grammatical and/or punctuation errors. In-text citations and reference page are included and are correct. Includes 5 or more sources. Paper is formatted according to APA guidelines.<br> <br>**18 ptsAbove Average** Writing quality is good. Ideas are clearly conveyed and easy to follow. There are no more than 10 grammatical and/or punctuation errors. In-text citations are attempted and are fairly accurate. A reference page is included and is accurate. Includes more than 3 sources. APA style formatting of the paper is mostly correct.<br> <br>**16 ptsAverage** Writing quality is average. There are more than 10 grammatical and/or punctuation errors. No attempt to include in-text citations and/or reference page is present but formatting is incorrect. Includes 2-3 sources. APA formatting of the paper is attempted, but incorrect.<br> <br>**14 ptsBelow Average** Writing quality is poor. Ideas or difficult to follow. There are more than 10 grammatical and/or punctuation errors. No attempt to include in-text citations and/or reference page. Includes no more than 1 source. Paper is not formatted following APA guidelines. | 20 pts |

    Total Points: 100

    **## Example_KinesiologicalAnalysisoftheBreaststroke1.pdf**

    Kinesiological Analysis of the Breaststroke Arm Pull

    Introduction: The breaststroke is one of four recognized competitive swimming strokes in United States

    swimming and internationally. Breaststroke competition typically occurs in two distances. The

    distances are 100 yards in American swimming or 100 meters in international swimming, and 200 yards

    during American competition or 200 meters when competing internationally. United States and

    international swimming varies as a result of difference venue (pool) structure. American swimming,

    which is defined more specifically as college or high school swimming, occurs in pools that are 25 yards

    in length. International swimming, including the Olympics, occurs in pools that are 50 meters in length.

    Besides the differences in absolute distances swum, American swimming requires more turns than

    international swimming. For instance, during a 200-yard American swim, the swimmer will make seven

    turns. During an international 200-meter event, in a 50-meter pool, only three turns will occur.

    During the breaststroke, the upper extremities (arm-stroke) move simultaneously and separately from

    the lower extremities (leg-kick), which also move simultaneously. The stroke pattern consists of

    repetitive arm-strokes and leg-kicks that are initiated by the arm-stroke and then followed by the leg-

    kick. There is a pause between each segment of the stroke which allows the swimmer to glide using the

    energy generated in the previous arm-stroke or leg-kick. The length of the pause/glide phases depends

    upon the distance of the race. The gliding phases are shorter in in the 100 yard/meter events due to the

    sprint nature of the event.

    This analysis is limited to the arm-stroke phase of the complete breaststroke. For this presentation, the

    arm stroke will be broken into three temporal phases: 1) Catch; 2) Down-sweep 3) recovery. The

    temporal phases are presented in the figures below. The starting phases is presented as an initial

    reference point.

    Starting Position Catch Down-Sweep Recovery

    The Catch Analysis: From the starting position, the swimmer begins the catch phase of the with the

    shoulders fully flexed and outwardly rotated to approximately 45 degrees. The wrists are slightly flexed

    and abducted. After the pause associated with the stroke, the shoulders begin to adduct and the hands

    move away from each other. The movement during the initial part of this phase is passive and occurs as

    a result of the propulsion from the previous stroke. Concentric muscle contractions begin when the

    elbows flex toward the end of the catch phase. This movement is the result of concentric contraction of

    the biceps brachii, brachialis, and briachioradialis. The biceps brachii is a two-headed, extrinsic, bi-

    articular muscle that crosses both the shoulder and the elbow with the muscle belly located on the

    anterior aspect of the humerus. Its distal tendon crosses the anterior aspect of the elbow joint. The

    brachialis is an intrinsic muscle on the anterior aspect of the elbow deep to the biceps brachii. It is a

    powerful elbow flexor when the forearms are pronated. The brachioradialis muscle belly lies

    predominately on the lateral forearm and supports elbow flexion when the forearm is in the neutral

    position. All of these muscles are supplied by the musculocutaneous nerve. This phase ends with

    powerful shoulder adduction which occurs due to forceful contraction of the pectoralis major and

    latissimus dorsi. These muscles are large muscles located on either side of the torso. The pectoralis

    major is found on the anterior aspect of the torso and attaches on the upper humerus. The latissimus

    dorsi is located on the posterior aspect of the torso and also attaches to the upper humerus. The

    pectoralis major is innervated by the medial and lateral pectoral nerves. The latissimus dorsi is

    innervated by the thoracodorsal nerve. Movement in this phase occurs in the frontal plane and

    horizontal planes.

    The Down-sweep Analysis: During this phase, the hands approach each other as a result of shoulder

    horizontal adduction and inward rotation. This is the primary propulsion phase of the stroke and

    requires powerful concentric contraction of the pectoralis major supplied by the medial and lateral

    pectoral nerves and the anterior deltoid innervated by the axillary nerve. These muscle contract to

    create shoulder horizontal adduction. Shoulder inward rotation also occurs and is primarily supported

    by the subscapularis, a rotator cuff muscle. Other muscles contributing to the movement include the

    anterior deltoid, pectoralis major, teres major, and latissimus dorsi. As the shoulders are horizontally

    adducting, the elbows flex to approximately 90 degrees and the forearms supinate to approximately 90

    degrees. The elbow flexors and neural supply have been mentioned previously. Supination of the

    forearm is caused by contraction of the supinator and biceps brachii. Most of the movement in the

    phase occurs in the horizontal plane. This phase is completed when the hands, forearm, and elbows

    meet each other directly underneath the upper torso of the swimmer.

    Recovery Analysis: The purpose of this phase is to reposition the hands to begin the next arm-stroke.

    Once the hands and forearms meet under the upper torso, they are thrust forward by fully extending

    the elbows and flexing the shoulders to 180 degrees from the anatomical reference position. Also

    during this phase, the forearms pronate approximately 300 degrees from the anatomical reference

    position. Elbow extension occurs due to powerful concentric contraction of the triceps brachii and

    ancoeus which are located on the anterior aspect of the elbow joint. The muscles are innervated by the

    radial nerve. Shoulder flexion occurs due primarily to concentric contraction of the anterior deltoid

    which is which is located on the anterior aspect of the shoulder joint and supplied by the axially nerve.

    Forearm pronation is caused by the pronator teres, which is located on the proximal anterior aspect of

    the forearm, and the pronator quadratus, which is located on the anterior distal aspect of the forearm.

    Strength and Flexibility Training: Strength training to support the arm-stroke portion of the

    breaststroke would heavily emphasize exercises to support shoulder horizontal adduction, because this

    is the primary propulsive segment of the stroke. Training should include exercises for the pectoralis

    major and anterior deltoid. Also due to the shoulder inward rotation involvement during the stroke,

    strength training should include exercises to strengthen the rotator cuff and other muscles involved with

    shoulder inward rotation. This would primarily include the subscapularis, anterior deltoid and teres

    major. Flexibility training should focus on allowing as much forward extension of the upper extremities

    as possible. This would primarily target increasing the range of motion of the shoulders by increasing

    the flexibility of the pectoralis major and latissimus dorsi.

    **annotated-BarbellPowerClean20.docx.pdf**

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  • [Solved] Dicuss 7

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    – ## M4Forum.docx – 6thEdition.pdf **## M4Forum.docx** **Discussion Instructions:** Your initial post should be between 300-500 words and end with a provocative question that will either deepen the conversation or solicit suggestions for personal growth. Be sure to cite resources using APA format to…

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    – ## M4Forum.docx

    – 6thEdition.pdf

    **## M4Forum.docx**

    **Discussion Instructions:** Your initial post should be between 300-500 words and end with a provocative question that will either deepen the conversation or solicit suggestions for personal growth. Be sure to cite resources using APA format to support your comments.

    Conflict is often avoided as it can create discomfort or worse.  However, conflict can also be very productive and lead to positive change.  Northouse talks about the “relationship dimension” (p. 263) as a lens for looking at conflict. Relational conflict is often the more challenging as it can appear personal and can be difficult to mitigate.  To add to the challenge, relational conflicts are almost always tied to content issues.  So how does a skilled leader recognize when conflict over content is jeopardizing relationships or is exacerbated by relationship issues?  Discuss both short- and long-term strategies and leadership behaviors that can manage conflict and lead to productive resolutions.  Use your text along with Kwame Christian’s video (“Finding Confidence in Conflict”) message on “compassionate curiosity” to guide your thinking.

    **6thEdition.pdf**

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    **6thEdition.pdf**

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    **## M4Forum.docx**

    **Discussion Instructions:** Your initial post should be between 300-500 words and end with a provocative question that will either deepen the conversation or solicit suggestions for personal growth. Be sure to cite resources using APA format to support your comments.

    Conflict is often avoided as it can create discomfort or worse.  However, conflict can also be very productive and lead to positive change.  Northouse talks about the “relationship dimension” (p. 263) as a lens for looking at conflict. Relational conflict is often the more challenging as it can appear personal and can be difficult to mitigate.  To add to the challenge, relational conflicts are almost always tied to content issues.  So how does a skilled leader recognize when conflict over content is jeopardizing relationships or is exacerbated by relationship issues?  Discuss both short- and long-term strategies and leadership behaviors that can manage conflict and lead to productive resolutions.  Use your text along with Kwame Christian’s video (“Finding Confidence in Conflict”) message on “compassionate curiosity” to guide your thinking.

    **6thEdition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6thedition-pdf-10322641)

    **## M4Forum.docx**

    **Discussion Instructions:** Your initial post should be between 300-500 words and end with a provocative question that will either deepen the conversation or solicit suggestions for personal growth. Be sure to cite resources using APA format to support your comments.

    Conflict is often avoided as it can create discomfort or worse.  However, conflict can also be very productive and lead to positive change.  Northouse talks about the “relationship dimension” (p. 263) as a lens for looking at conflict. Relational conflict is often the more challenging as it can appear personal and can be difficult to mitigate.  To add to the challenge, relational conflicts are almost always tied to content issues.  So how does a skilled leader recognize when conflict over content is jeopardizing relationships or is exacerbated by relationship issues?  Discuss both short- and long-term strategies and leadership behaviors that can manage conflict and lead to productive resolutions.  Use your text along with Kwame Christian’s video (“Finding Confidence in Conflict”) message on “compassionate curiosity” to guide your thinking.

    **6thEdition.pdf**

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    – ## Discussion5response.docx **## Discussion5response.docx** **Peer 1** **DISCUSSION 5: COMMUNICATION MODELS -TRANSACTIONAL MODEL** I am a special education teacher, and I believe that the transactional communication model is most useful for what I do and the population that I serve because it repr…

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    – ## Discussion5response.docx

    **## Discussion5response.docx**

    **Peer 1**

    **DISCUSSION 5: COMMUNICATION MODELS -TRANSACTIONAL MODEL**

    I am a special education teacher, and I believe that the transactional communication model is most useful for what I do and the population that I serve because it represents my interactions with others in a reciprocal nature. Unlike the interactive and linear models, the transactional communication model acknowledges that all parties involved convey and acquire information simultaneously and the communication is impacted by the participants culture and shared experiences. This is applicable to all facets of my life (work, college courses, and personal).

    **Work**

    As I mentioned earlier, I am a special education teacher, and I work with a variety of students that have unique and diverse needs. My students are non-verbal, and they have severe and profound learning disabilities, so I need to adapt my lesson to my student’s unique needs, but I also have to check back and make sure that my students have somewhat of an understanding. For example, during a math activity, my job is to not only give instructions to my students, but I also have to read their non-verbal cues as well for their levels of understanding and make sure that they are receiving support in real time. If my students show me some form of confusion (blinking their eyes or a change in their facial expressions) I will change my verbiage when I redeliver the task or instructions or assist them with visual supports or cues. By using the transactional communication model, it allows me to create and maintain a responsive learning environment for my students.

    **College Courses**

    In my doctorial level coursework, I find that the transactional communication model is appropriate because it is a huge component of class discussions, group projects, or speaking with my professor. Communication is most effective when people take turns while speaking and others listen for clarity, if this is done properly there is an opportunity for an awesome dialogue between the parties. The purpose of class discussions is to interpret shared materials and dialogue from other perspectives and respond to the group in a manner that respectfully shares information that I want them to consider. By doing this I can achieve deeper critical thinking skills along with effective collaboration with my peers. This is one step closer to achieving inclusive educational practices.

    **Personal**

    As a person of faith, the transactional communication model weighs in heavy for this facet of my life. When I attend church services and church meetings, I get the most out of face-to-face worship because I have to be fully present and willing to receive communication from others and in some cases I also share my thoughts and ideas with others. By being face-to-face, I can hear what others are saying, ask for clarity immediately if needed, listen to voice tones, read body language, and get feedback from others. These are all forms of effective communication and integral parts of the transactional communication model to ensure that conflict is minimized, and higher levels of understanding are present.

    **Peer 2**

    In my work environment, the transactional model helps people collaborate more, build trust, and keep providing feedback. Often, I converse with teachers and administrators to solve student issues, update our curriculum, and assess students’ progress. With the transactional model, everyone can share and reply to messages as they go, so all sides get instant input and explanations. For example, when attending faculty meetings or student conferences, good listening and clear responses help participants reach an agreement. People can speak and act in different ways for this model to judge how the message is meant. Strong professional relationships are built when everyone values respect and responsiveness. Because the transactional model requires people to exchange information and decisions at the same time, the culture of the company becomes more accountable and supportive.

    I mainly use the transactional model from my college communication classes to encourage good working relationships with other students and professors. I consider every assignment, group project, or online lecture a chance to learn more by listening to feedback. Returning my work marked with meaningful commentary by professors helps me the most. This model shows that the communication process depends on students and instructors, each of whom is an active contributor. Because I talk and work with my peers, I can appreciate the opinions that appear and benefit from a more diverse study environment. Having a transactional model means I get important feedback and adapt, encouraging me to grow academically and engage in scholarly talks.

    I also use transactional communication to improve my relationships with those I love. Often, families must be more than just talkers and listeners when they communicate; they need to pay attention to everyone’s moods and reactions. If you are discussing things like planning a family trip or handling money, each person’s opinion needs to be recognized and included. Looking at someone, expressing feelings on our faces, and speaking reassuring words allows us to have conversations that show kindness and empathy. Feedback is not considered in linear communication, but is delayed in interactive communication. However, it can happen quickly in transactional communication. I think it adds more depth and heart to my relationships.

    It encourages both parties to pay attention and understand each other; the transactional model is helpful in the workplace, classrooms, and homes. The model points out that getting feedback immediately helps everyone involved understand each other better and strengthen connections. This knowledge helps people cooperate and make decisions in their workplaces. In school or university, immediate responses and discussion increase learning. Writing emotionally helps me develop trust and intimacy with my friends. Often, it creates a space where everyone is treated with respect for their ideas.

    **## Discussion5response.docx**

    **Peer 1**

    **DISCUSSION 5: COMMUNICATION MODELS -TRANSACTIONAL MODEL**

    I am a special education teacher, and I believe that the transactional communication model is most useful for what I do and the population that I serve because it represents my interactions with others in a reciprocal nature. Unlike the interactive and linear models, the transactional communication model acknowledges that all parties involved convey and acquire information simultaneously and the communication is impacted by the participants culture and shared experiences. This is applicable to all facets of my life (work, college courses, and personal).

    **Work**

    As I mentioned earlier, I am a special education teacher, and I work with a variety of students that have unique and diverse needs. My students are non-verbal, and they have severe and profound learning disabilities, so I need to adapt my lesson to my student’s unique needs, but I also have to check back and make sure that my students have somewhat of an understanding. For example, during a math activity, my job is to not only give instructions to my students, but I also have to read their non-verbal cues as well for their levels of understanding and make sure that they are receiving support in real time. If my students show me some form of confusion (blinking their eyes or a change in their facial expressions) I will change my verbiage when I redeliver the task or instructions or assist them with visual supports or cues. By using the transactional communication model, it allows me to create and maintain a responsive learning environment for my students.

    **College Courses**

    In my doctorial level coursework, I find that the transactional communication model is appropriate because it is a huge component of class discussions, group projects, or speaking with my professor. Communication is most effective when people take turns while speaking and others listen for clarity, if this is done properly there is an opportunity for an awesome dialogue between the parties. The purpose of class discussions is to interpret shared materials and dialogue from other perspectives and respond to the group in a manner that respectfully shares information that I want them to consider. By doing this I can achieve deeper critical thinking skills along with effective collaboration with my peers. This is one step closer to achieving inclusive educational practices.

    **Personal**

    As a person of faith, the transactional communication model weighs in heavy for this facet of my life. When I attend church services and church meetings, I get the most out of face-to-face worship because I have to be fully present and willing to receive communication from others and in some cases I also share my thoughts and ideas with others. By being face-to-face, I can hear what others are saying, ask for clarity immediately if needed, listen to voice tones, read body language, and get feedback from others. These are all forms of effective communication and integral parts of the transactional communication model to ensure that conflict is minimized, and higher levels of understanding are present.

    **Peer 2**

    In my work environment, the transactional model helps people collaborate more, build trust, and keep providing feedback. Often, I converse with teachers and administrators to solve student issues, update our curriculum, and assess students’ progress. With the transactional model, everyone can share and reply to messages as they go, so all sides get instant input and explanations. For example, when attending faculty meetings or student conferences, good listening and clear responses help participants reach an agreement. People can speak and act in different ways for this model to judge how the message is meant. Strong professional relationships are built when everyone values respect and responsiveness. Because the transactional model requires people to exchange information and decisions at the same time, the culture of the company becomes more accountable and supportive.

    I mainly use the transactional model from my college communication classes to encourage good working relationships with other students and professors. I consider every assignment, group project, or online lecture a chance to learn more by listening to feedback. Returning my work marked with meaningful commentary by professors helps me the most. This model shows that the communication process depends on students and instructors, each of whom is an active contributor. Because I talk and work with my peers, I can appreciate the opinions that appear and benefit from a more diverse study environment. Having a transactional model means I get important feedback and adapt, encouraging me to grow academically and engage in scholarly talks.

    I also use transactional communication to improve my relationships with those I love. Often, families must be more than just talkers and listeners when they communicate; they need to pay attention to everyone’s moods and reactions. If you are discussing things like planning a family trip or handling money, each person’s opinion needs to be recognized and included. Looking at someone, expressing feelings on our faces, and speaking reassuring words allows us to have conversations that show kindness and empathy. Feedback is not considered in linear communication, but is delayed in interactive communication. However, it can happen quickly in transactional communication. I think it adds more depth and heart to my relationships.

    It encourages both parties to pay attention and understand each other; the transactional model is helpful in the workplace, classrooms, and homes. The model points out that getting feedback immediately helps everyone involved understand each other better and strengthen connections. This knowledge helps people cooperate and make decisions in their workplaces. In school or university, immediate responses and discussion increase learning. Writing emotionally helps me develop trust and intimacy with my friends. Often, it creates a space where everyone is treated with respect for their ideas.

  • [Solved] Education Artifact Assignment

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    attached – ## Week4.docx **## Week4.docx** **Week 4- Black Arts Research Project** Black Arts Research Project – Scholars… this is your major research project for this course. This project is to be done in powerpoint or keynote. I have provided an outline so that you will know how to organize your…

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    attached

    – ## Week4.docx

    **## Week4.docx**

    **Week 4- Black Arts Research Project**

    Black Arts Research Project –

    Scholars… this is your major research project for this course.  This project is to be done in powerpoint or keynote.  I have provided an outline so that you will know how to organize your project.   Please be sure to include graphics/photos for each section (historical, political, social, cultural, current status)..  you can have more than 10 slides.

    PLEASE PUT EFFORT IN THIS PROJECT.. Dig deep, then dig deeper.

    Be sure to address ALL THE QUESTIONS.. AND.. if there are additional issues you want to address, feel free to do so..

    . You may send it to me BEFORE posting, so that if corrections are needed you can do so.. and YES.. you can do voice over if you like… but please…BE CREATIVE…do not just use a white background with black letters…  I want  your presentation to be "poppin"…also, if you want extend and go BEYOND the movements we studied….you can also includes aspects of other social and cultural movements that may be "related" to these listed movements..such as effects or connections with the Women Movement.. LGBT movement… Chicano Arts Movement, etc..

    If you want to select ONE person, or a particular EVENT, or an ORGANIZATION from each era to highlight,  you can do that as well…but you must still address ALL QUESTIONS

    (for example, regarding events within movements…you may want to do your presentation on the Great Migration,  Red Summer,  SNCC, Freedom Riders, Fannie Lou Hamer, The March on Washington,  The Childrens March, Watts Riots)  The  Last Poets, ..

    Please see instructions for your research project below..and contact me with questions

    \_\_\_____________________________________________________

    HUMA 2300– Black Arts Research Project
    Scholar, you can select one of the following movements to research.
    Harlem Renaissance       Garvey Movement       Civil Rights Movement
    Black Arts                              Black Power           Black Lives Matter

       Slide 1 – Topic and your name
       Slide 2 /3– Historical Aspect
       Historical – WHAT were the events that led to this movement? What was the PURPOSE of this movement..?  What IMPACT did it leave?
       Slide 4/5-Political
       Political – How would you describe the State of Black America during this era? What if any…laws were in place support OR work against this movement? How did this movement impact such laws?
       Slide 6/7 – Social
       Social – Who was involved in the movement..and how were communities affected?  Share any major event occurring at this time.

       Slide 8/9 – Cultural
       Cultural – Describe the role of Fashion … Music.. Art  etc. during this era. Select and share a poem, song, or other literary art form of this era
       Slide 10 – Current Status
       Current Status – Is this movement still relevant today? If so..describe why..If not, describe why
       (you can use one slide for info and another for photos/ graphics, )

    Scholars… this is your major research project for this course.  This project is to be done in powerpoint or keynote.  I have provided an outline so that you will know how to organize your project.   Please be sure to include graphics/photos for each section (historical, political, social, cultural, current status)..  you can have more than 10 slides.  PLEASE PUT EFFORT IN THIS PROJECT.. Dig deep, then dig deeper. Be sure to address ALL THE QUESTIONS.. AND.. if there are additional issues you want to address, feel free to do so..     YES.. you can do voice over if you like… but please…BE CREATIVE…do not just use a white background with black letters…  I want  your presentation to be "poppin"…also, if you want extend and go BEYOND the movements we studied….you can also includes aspects of other social and cultural movements that may be "related" to these listed movements..such as effects or connections with the Women Movement.. LGBT movement… Chicano Arts Movement, etc..  If you want to select one person from each era to highlight,  you can do that as well…but you must still address ALL QUESTIONS

    Please see instructions for your research project below..and contact me with questions

    \_\_\_____________________________________________________

    HUMA 2300– Individual Research Assignment
    Scholar, you can select one of the following movements to research.
    Harlem Renaissance       Garvey Movement       Civil Rights Movement
    Black Arts                              Black Power           Black Lives Matter

       Slide 1 – Topic and your name
       Slide 2 /3– Historical Aspect
       Historical – WHAT were the events that led to this movement? What was the PURPOSE of this movement..?  What IMPACT did it leave?
       Slide 4/5-Political
       Political – How would you describe the State of Black America during this era? What if any…laws were in place support OR work against this movement? How did this movement impact such laws?
       Slide 6/7 – Social
       Social – Who was involved in the movement..and how were communities affected?  Share any major event occurring at this time.

       Slide 8/9 – Cultural
       Cultural – Describe the role of Fashion … Music.. Art  etc. during this era. Select and share a poem, song, or other literary art form of this era
       Slide 10 – Current Status
       Current Status – Is this movement still relevant today? If so..describe why..If not, describe why
       (you can use one slide for info and another for photos/ graphics, )

    **## Week4.docx**

    **Week 4- Black Arts Research Project**

    Black Arts Research Project –

    Scholars… this is your major research project for this course.  This project is to be done in powerpoint or keynote.  I have provided an outline so that you will know how to organize your project.   Please be sure to include graphics/photos for each section (historical, political, social, cultural, current status)..  you can have more than 10 slides.

    PLEASE PUT EFFORT IN THIS PROJECT.. Dig deep, then dig deeper.

    Be sure to address ALL THE QUESTIONS.. AND.. if there are additional issues you want to address, feel free to do so..

    . You may send it to me BEFORE posting, so that if corrections are needed you can do so.. and YES.. you can do voice over if you like… but please…BE CREATIVE…do not just use a white background with black letters…  I want  your presentation to be "poppin"…also, if you want extend and go BEYOND the movements we studied….you can also includes aspects of other social and cultural movements that may be "related" to these listed movements..such as effects or connections with the Women Movement.. LGBT movement… Chicano Arts Movement, etc..

    If you want to select ONE person, or a particular EVENT, or an ORGANIZATION from each era to highlight,  you can do that as well…but you must still address ALL QUESTIONS

    (for example, regarding events within movements…you may want to do your presentation on the Great Migration,  Red Summer,  SNCC, Freedom Riders, Fannie Lou Hamer, The March on Washington,  The Childrens March, Watts Riots)  The  Last Poets, ..

    Please see instructions for your research project below..and contact me with questions

    \_\_\_____________________________________________________

    HUMA 2300– Black Arts Research Project
    Scholar, you can select one of the following movements to research.
    Harlem Renaissance       Garvey Movement       Civil Rights Movement
    Black Arts                              Black Power           Black Lives Matter

       Slide 1 – Topic and your name
       Slide 2 /3– Historical Aspect
       Historical – WHAT were the events that led to this movement? What was the PURPOSE of this movement..?  What IMPACT did it leave?
       Slide 4/5-Political
       Political – How would you describe the State of Black America during this era? What if any…laws were in place support OR work against this movement? How did this movement impact such laws?
       Slide 6/7 – Social
       Social – Who was involved in the movement..and how were communities affected?  Share any major event occurring at this time.

       Slide 8/9 – Cultural
       Cultural – Describe the role of Fashion … Music.. Art  etc. during this era. Select and share a poem, song, or other literary art form of this era
       Slide 10 – Current Status
       Current Status – Is this movement still relevant today? If so..describe why..If not, describe why
       (you can use one slide for info and another for photos/ graphics, )

    Scholars… this is your major research project for this course.  This project is to be done in powerpoint or keynote.  I have provided an outline so that you will know how to organize your project.   Please be sure to include graphics/photos for each section (historical, political, social, cultural, current status)..  you can have more than 10 slides.  PLEASE PUT EFFORT IN THIS PROJECT.. Dig deep, then dig deeper. Be sure to address ALL THE QUESTIONS.. AND.. if there are additional issues you want to address, feel free to do so..     YES.. you can do voice over if you like… but please…BE CREATIVE…do not just use a white background with black letters…  I want  your presentation to be "poppin"…also, if you want extend and go BEYOND the movements we studied….you can also includes aspects of other social and cultural movements that may be "related" to these listed movements..such as effects or connections with the Women Movement.. LGBT movement… Chicano Arts Movement, etc..  If you want to select one person from each era to highlight,  you can do that as well…but you must still address ALL QUESTIONS

    Please see instructions for your research project below..and contact me with questions

    \_\_\_____________________________________________________

    HUMA 2300– Individual Research Assignment
    Scholar, you can select one of the following movements to research.
    Harlem Renaissance       Garvey Movement       Civil Rights Movement
    Black Arts                              Black Power           Black Lives Matter

       Slide 1 – Topic and your name
       Slide 2 /3– Historical Aspect
       Historical – WHAT were the events that led to this movement? What was the PURPOSE of this movement..?  What IMPACT did it leave?
       Slide 4/5-Political
       Political – How would you describe the State of Black America during this era? What if any…laws were in place support OR work against this movement? How did this movement impact such laws?
       Slide 6/7 – Social
       Social – Who was involved in the movement..and how were communities affected?  Share any major event occurring at this time.

       Slide 8/9 – Cultural
       Cultural – Describe the role of Fashion … Music.. Art  etc. during this era. Select and share a poem, song, or other literary art form of this era
       Slide 10 – Current Status
       Current Status – Is this movement still relevant today? If so..describe why..If not, describe why
       (you can use one slide for info and another for photos/ graphics, )

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