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    Barbell Power Clean – ## instruction.docx – ## BarbellPowerClean.docx – ## KinesiologicalAnalysis_Rubric.pdf – ## Example_KinesiologicalAnalysisoftheBreaststroke.pdf **## instruction.docx** Must complete the template and write a 4 page paper after completing template **## BarbellPowerClean.docx** …

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    Assignment Prompt & Instructions

    Barbell Power Clean

    – ## instruction.docx

    – ## BarbellPowerClean.docx

    – ## KinesiologicalAnalysis_Rubric.pdf

    – ## Example_KinesiologicalAnalysisoftheBreaststroke.pdf

    **## instruction.docx**

    Must complete the template and write a 4 page paper after completing template

    **## BarbellPowerClean.docx**

    Kinesiological Analysis Outline Template- Barbell Power Clean

    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

    **## KinesiologicalAnalysis_Rubric.pdf**

    KIN 390 – Kinesiological Analysis Rubric

    Excellent Above Average Average Below Average

    Analysis
    Accuracy
    (40%)

    (40 points)
    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.

    (36 points)
    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.

    (32 points)
    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.

    (27 points)
    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.

    Movement
    Complexity
    (25%)

    (25 points)
    The movement is highly
    complex involving multiple
    joints in 3 planes. Multiple
    types of muscle contraction.
    Rotational movements are
    involved.

    (22 points)
    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.

    (20 points)
    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.

    (18 points)
    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.

    Project/Media
    Organization/
    Quality (15%)

    (15 points)
    The paper is extremely well
    organized. All components
    are included and are well
    connected. Media is excellent
    and enhances the
    presentation.

    (13 points)
    The paper is well organized and
    includes well-defined temporal
    phases. Necessary media is
    included.

    (11 points)
    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.

    (10 points)
    The paper is poorly organized.
    Temporal phases are nonexistent
    or are poorly defined. No media is
    present

    Writing
    Quality
    (20%)

    (20 points)
    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.

    (18 points)
    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.

    (16 points)
    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.

    (14 points)
    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.

    Comments:

    **## Example_KinesiologicalAnalysisoftheBreaststroke.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.

    **## Example_KinesiologicalAnalysisoftheBreaststroke.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.

    **## instruction.docx**

    Must complete the template and write a 4 page paper after completing template

    **## BarbellPowerClean.docx**

    Kinesiological Analysis Outline Template- Barbell Power Clean

    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

    **## KinesiologicalAnalysis_Rubric.pdf**

    KIN 390 – Kinesiological Analysis Rubric

    Excellent Above Average Average Below Average

    Analysis
    Accuracy
    (40%)

    (40 points)
    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.

    (36 points)
    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.

    (32 points)
    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.

    (27 points)
    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.

    Movement
    Complexity
    (25%)

    (25 points)
    The movement is highly
    complex involving multiple
    joints in 3 planes. Multiple
    types of muscle contraction.
    Rotational movements are
    involved.

    (22 points)
    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.

    (20 points)
    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.

    (18 points)
    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.

    Project/Media
    Organization/
    Quality (15%)

    (15 points)
    The paper is extremely well
    organized. All components
    are included and are well
    connected. Media is excellent
    and enhances the
    presentation.

    (13 points)
    The paper is well organized and
    includes well-defined temporal
    phases. Necessary media is
    included.

    (11 points)
    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.

    (10 points)
    The paper is poorly organized.
    Temporal phases are nonexistent
    or are poorly defined. No media is
    present

    Writing
    Quality
    (20%)

    (20 points)
    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.

    (18 points)
    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.

    (16 points)
    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.

    (14 points)
    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.

    Comments:

    **## Example_KinesiologicalAnalysisoftheBreaststroke.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.

    **## instruction.docx**

    Must complete the template and write a 4 page paper after completing template

    **## BarbellPowerClean.docx**

    Kinesiological Analysis Outline Template- Barbell Power Clean

    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

    **## KinesiologicalAnalysis_Rubric.pdf**

    KIN 390 – Kinesiological Analysis Rubric

    Excellent Above Average Average Below Average

    Analysis
    Accuracy
    (40%)

    (40 points)
    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.

    (36 points)
    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.

    (32 points)
    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.

    (27 points)
    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.

    Movement
    Complexity
    (25%)

    (25 points)
    The movement is highly
    complex involving multiple
    joints in 3 planes. Multiple
    types of muscle contraction.
    Rotational movements are
    involved.

    (22 points)
    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.

    (20 points)
    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.

    (18 points)
    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.

    Project/Media
    Organization/
    Quality (15%)

    (15 points)
    The paper is extremely well
    organized. All components
    are included and are well
    connected. Media is excellent
    and enhances the
    presentation.

    (13 points)
    The paper is well organized and
    includes well-defined temporal
    phases. Necessary media is
    included.

    (11 points)
    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.

    (10 points)
    The paper is poorly organized.
    Temporal phases are nonexistent
    or are poorly defined. No media is
    present

    Writing
    Quality
    (20%)

    (20 points)
    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.

    (18 points)
    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.

    (16 points)
    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.

    (14 points)
    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.

    Comments:

    **## Example_KinesiologicalAnalysisoftheBreaststroke.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.

    – 1
    – 2
    – 3
    – 4

  • [Solved] Project #2 Integrated Curriculum Model

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    Need assistance – ## SE604Project2IntegratedCurriculumModelGuidelineSheetExampleIncluded12.doc **## SE604Project2IntegratedCurriculumModelGuidelineSheetExampleIncluded12.doc** **SE 604** **Guidelines for Completing Project #2-** **Integrated Curriculum Model** Definition: Integrated Curriculum Model…

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    – ## SE604Project2IntegratedCurriculumModelGuidelineSheetExampleIncluded12.doc

    **## SE604Project2IntegratedCurriculumModelGuidelineSheetExampleIncluded12.doc**

    **SE 604**

    **Guidelines for Completing Project #2-**

    **Integrated Curriculum Model**

    Definition: Integrated Curriculum Model: A curriculum model developed by Van Tassel-Baska, it involves
    **accelerated and advanced content**,
    **depth and complexity through abstract concepts**,
    **direct study of higher order thinking processes**,
    **interdisciplinary themes**, and
    **student research with culminating products for authentic audiences**.

    _Integrated Curriculum Model: Van Tassel-Baska_

    _A._
    _Advanced Content Dimension- 20pts._

    _B._
    _Process/Product Dimension- 30pts._

    _C._
    _Issues/Themes Dimension- 20 pts._

    1. Refer to Chapter 7- Curriculum Models to cover in detail this type of curriculum model. Pages 154-155 of the textbook.

    2. All aspects covered in the definition must be included in the model to receive full credit. This should be designed as a unit plan, consisting of 5 lesson plans. For example, all five lessons pertaining to 5th grade Math. For this assignment only, you
    **do not** have to utilize the COE 5E Lesson Plan Format. Use the format found on page 2 of this document.

    3. For covering the Process/Product Dimension, it is similar to the School-Wide Enrichment Model’s Type II and Type III activities. Pages 141-144 of the textbook.

    4. This activity should be submitted as a Microsoft Word typed document. It should be submitted to the designated discussion board link. The curriculum can be based on a subject matter of your choice.

    5. This assignment is worth 70 pts.

    | |
    | — |
    | **SE 604**<br>**PROJECT #2 Integrated Curriculum Model**<br>**Unit Plan Subject: ___**<br>**English Language Arts- 3rd grade\_\_\_____________** |

    text, referring explicitly to the text as the basis for the answers.

    | | |
    | — | — |
    | ELACC3W7: Conduct short research projects that build knowledge about a topic<br>ELACC3W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for<br>a range of discipline-specific tasks, purposes, and audiences.<br>ELACC3SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking<br>clearly at an understandable pace.<br>**Daily Schedule and List of Activities:**<br>**Monday**<br>**Tuesday**<br>**Wednesday**<br>**Thursday**<br>**Friday**<br>Day 1-America<br>-Introduce Unit<br>-Suitcases will be created to hold souvenirs made. <br>-Make a list of America Christmas Traditions. <br>-Watch “Christmas in America” PP<br>-The Night Before Christmas read aloud in class. <br>-Make Cinnamon/Applesauce Ornaments<br>Day 2-Mexico<br>-Locate Mexico on map.<br>-“Polar Express” will be boarded<br>-Research Mexican Christmas Traditions. <br>-Make a handprint poinsettia. <br>Day 3-Brazil<br>-Locate Brazil on map. <br>-Board Train for Brazil. <br>-Watch Brazil PPT. <br>-Make firework souvenir. <br>Day 4-Liberia<br>-Locate Liberia on Map. <br>-Board Train to Liberia.<br>-Watch Liberia PPT. <br>-Why are fireworks used to celebrate Christmas in Liberia and Brazil? <br>-Continue firework souvenir. <br>Day 5-Antarctica<br>-locate Antarctica on the map. <br>-Why are no holidays celebrated in Antarctica? <br>-Watch Antarctica PPT. <br>-Make souvenir<br>(candy cane koala)<br>Monday<br>Tuesday<br>Day 7-Germany<br>Where is Germany on map? <br>-Watch Christmas in Germany PPT. <br>-Make a Tangram Tree<br>-Review all continents and traditions. <br>-Class discussion of what country each student liked best and why. <br>Create a book of one written passage and one picture of each country and the tradition we learned about in class. <br>**Concept:** The students will learn about the different traditions and concepts of Christmas from 7 different countries around the world.<br> <br>At the end of the unit, students will be able to: <br>**UNDERSTAND**<br>That different countries around the world have different traditions other than that of the United States. <br>**KNOW (Facts**)<br> <br>The students will be able to state a country and a fact about how that country celebrates the holiday of Christmas. <br>**ABLE TO DO**<br>The students will be able to make a variety of souvenirs, mostly ornaments. They will use what they have learned to create these souvenirs. <br>**Introducing The Countries:**<br>There will be a PowerPoint on each country that the students will watch every day a new country is introduced. <br>After the PowerPoints are watched by the students, the students will board the “Polar Express.” We will take the train to the country. (the students will see the path from our state of Georgia to the country on a map)<br>**Discussion**<br>The students will participate in a class wide discussion about each country after they have watched the PowerPoint. Questions will be answered.<br>**Differentiated Instruction Strategies**<br>This unit will consist of PowerPoint presentations, students being read to by the teacher, handouts, hands on activities, and art projects. |
    | **DAY ONE** |
    | **A.**<br>**Advanced Content Dimension** | Students will learn about American and Christmas traditions in our country first. They will make a list of traditions that their families do at their homes. They will watch a PowerPoint Presentation on American Christmas traditions, and the class will discuss these. We will read The Night Before Christmas as a class, and then will make Christmas Ornaments. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY TWO** |
    | **A.**<br>**Advanced Content Dimension** | On Tuesday, students will learn about Mexico and their Christmas traditions. They will get in groups of 2-3 and get on the computer and research Mexican traditions. When their research is complete (20 facts) they will turn these facts in. They will create a handprint poinsettia for their project for the day. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY THREE** |
    | **A.**<br>**Advanced Content Dimension** | Students will identify Brazil on the map. They will then watch a PowerPoint on Brazil and their Christmas traditions. They will learn why fireworks are such an important part of Brazil’s Christmas traditions and then they will create a firework art project. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY FOUR** |
    | **A.**<br>**Advanced Content Dimension** | Students will learn about Liberia. They will understand the significance and discuss how fireworks relate to their culture. They will find the similarities between Brazil, Liberia, and fireworks. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY FIVE** |
    | **A.**<br>**Advanced Content Dimension** | Students will learn about Antarctica, where it is located on the map, and why there are no Christmas traditions found here. They will then make a candy cane koala. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY SIX** |
    | **A.**<br>**Advanced Content Dimension** | Students will learn about Christmas in Germany and their traditions. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |

    | | |
    | — | — |
    | **DAY SEVEN** |
    | **A.**<br>**Advanced Content Dimension** | Students will review all countries and traditions learned in class. There will be a class discussion on each country and tradition learned. A book will be created of what they have learned. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **Dimensions Application:**<br>The <br>_process/product dimension_ is used throughout my unit. There is direct instruction given by the teacher, and then every day there is an activity that is done to demonstrate and revolve around what the student has learned. <br> <br>Also, <br>_issues/themes dimension_ is used in this unit. This unit is similar to the Parallel Curriculum Model in that the curriculum is organized around the theme of Christmas. The students are able to develop a deep idea and understanding of each country daily. The students understand the system of knowledge by learning the countries and Christmas traditions. <br> <br>Lastly, <br>_advanced content dimension_ meets gifted student needs because students can pick their groups, pick their country to research and what topics they will choose to research, and they work with students in the class to create this part of the unit. |

    **## SE604Project2IntegratedCurriculumModelGuidelineSheetExampleIncluded12.doc**

    **SE 604**

    **Guidelines for Completing Project #2-**

    **Integrated Curriculum Model**

    Definition: Integrated Curriculum Model: A curriculum model developed by Van Tassel-Baska, it involves
    **accelerated and advanced content**,
    **depth and complexity through abstract concepts**,
    **direct study of higher order thinking processes**,
    **interdisciplinary themes**, and
    **student research with culminating products for authentic audiences**.

    _Integrated Curriculum Model: Van Tassel-Baska_

    _A._
    _Advanced Content Dimension- 20pts._

    _B._
    _Process/Product Dimension- 30pts._

    _C._
    _Issues/Themes Dimension- 20 pts._

    1. Refer to Chapter 7- Curriculum Models to cover in detail this type of curriculum model. Pages 154-155 of the textbook.

    2. All aspects covered in the definition must be included in the model to receive full credit. This should be designed as a unit plan, consisting of 5 lesson plans. For example, all five lessons pertaining to 5th grade Math. For this assignment only, you
    **do not** have to utilize the COE 5E Lesson Plan Format. Use the format found on page 2 of this document.

    3. For covering the Process/Product Dimension, it is similar to the School-Wide Enrichment Model’s Type II and Type III activities. Pages 141-144 of the textbook.

    4. This activity should be submitted as a Microsoft Word typed document. It should be submitted to the designated discussion board link. The curriculum can be based on a subject matter of your choice.

    5. This assignment is worth 70 pts.

    | |
    | — |
    | **SE 604**<br>**PROJECT #2 Integrated Curriculum Model**<br>**Unit Plan Subject: ___**<br>**English Language Arts- 3rd grade\_\_\_____________** |

    text, referring explicitly to the text as the basis for the answers.

    | | |
    | — | — |
    | ELACC3W7: Conduct short research projects that build knowledge about a topic<br>ELACC3W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for<br>a range of discipline-specific tasks, purposes, and audiences.<br>ELACC3SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking<br>clearly at an understandable pace.<br>**Daily Schedule and List of Activities:**<br>**Monday**<br>**Tuesday**<br>**Wednesday**<br>**Thursday**<br>**Friday**<br>Day 1-America<br>-Introduce Unit<br>-Suitcases will be created to hold souvenirs made. <br>-Make a list of America Christmas Traditions. <br>-Watch “Christmas in America” PP<br>-The Night Before Christmas read aloud in class. <br>-Make Cinnamon/Applesauce Ornaments<br>Day 2-Mexico<br>-Locate Mexico on map.<br>-“Polar Express” will be boarded<br>-Research Mexican Christmas Traditions. <br>-Make a handprint poinsettia. <br>Day 3-Brazil<br>-Locate Brazil on map. <br>-Board Train for Brazil. <br>-Watch Brazil PPT. <br>-Make firework souvenir. <br>Day 4-Liberia<br>-Locate Liberia on Map. <br>-Board Train to Liberia.<br>-Watch Liberia PPT. <br>-Why are fireworks used to celebrate Christmas in Liberia and Brazil? <br>-Continue firework souvenir. <br>Day 5-Antarctica<br>-locate Antarctica on the map. <br>-Why are no holidays celebrated in Antarctica? <br>-Watch Antarctica PPT. <br>-Make souvenir<br>(candy cane koala)<br>Monday<br>Tuesday<br>Day 7-Germany<br>Where is Germany on map? <br>-Watch Christmas in Germany PPT. <br>-Make a Tangram Tree<br>-Review all continents and traditions. <br>-Class discussion of what country each student liked best and why. <br>Create a book of one written passage and one picture of each country and the tradition we learned about in class. <br>**Concept:** The students will learn about the different traditions and concepts of Christmas from 7 different countries around the world.<br> <br>At the end of the unit, students will be able to: <br>**UNDERSTAND**<br>That different countries around the world have different traditions other than that of the United States. <br>**KNOW (Facts**)<br> <br>The students will be able to state a country and a fact about how that country celebrates the holiday of Christmas. <br>**ABLE TO DO**<br>The students will be able to make a variety of souvenirs, mostly ornaments. They will use what they have learned to create these souvenirs. <br>**Introducing The Countries:**<br>There will be a PowerPoint on each country that the students will watch every day a new country is introduced. <br>After the PowerPoints are watched by the students, the students will board the “Polar Express.” We will take the train to the country. (the students will see the path from our state of Georgia to the country on a map)<br>**Discussion**<br>The students will participate in a class wide discussion about each country after they have watched the PowerPoint. Questions will be answered.<br>**Differentiated Instruction Strategies**<br>This unit will consist of PowerPoint presentations, students being read to by the teacher, handouts, hands on activities, and art projects. |
    | **DAY ONE** |
    | **A.**<br>**Advanced Content Dimension** | Students will learn about American and Christmas traditions in our country first. They will make a list of traditions that their families do at their homes. They will watch a PowerPoint Presentation on American Christmas traditions, and the class will discuss these. We will read The Night Before Christmas as a class, and then will make Christmas Ornaments. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY TWO** |
    | **A.**<br>**Advanced Content Dimension** | On Tuesday, students will learn about Mexico and their Christmas traditions. They will get in groups of 2-3 and get on the computer and research Mexican traditions. When their research is complete (20 facts) they will turn these facts in. They will create a handprint poinsettia for their project for the day. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY THREE** |
    | **A.**<br>**Advanced Content Dimension** | Students will identify Brazil on the map. They will then watch a PowerPoint on Brazil and their Christmas traditions. They will learn why fireworks are such an important part of Brazil’s Christmas traditions and then they will create a firework art project. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY FOUR** |
    | **A.**<br>**Advanced Content Dimension** | Students will learn about Liberia. They will understand the significance and discuss how fireworks relate to their culture. They will find the similarities between Brazil, Liberia, and fireworks. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY FIVE** |
    | **A.**<br>**Advanced Content Dimension** | Students will learn about Antarctica, where it is located on the map, and why there are no Christmas traditions found here. They will then make a candy cane koala. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY SIX** |
    | **A.**<br>**Advanced Content Dimension** | Students will learn about Christmas in Germany and their traditions. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |

    | | |
    | — | — |
    | **DAY SEVEN** |
    | **A.**<br>**Advanced Content Dimension** | Students will review all countries and traditions learned in class. There will be a class discussion on each country and tradition learned. A book will be created of what they have learned. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **Dimensions Application:**<br>The <br>_process/product dimension_ is used throughout my unit. There is direct instruction given by the teacher, and then every day there is an activity that is done to demonstrate and revolve around what the student has learned. <br> <br>Also, <br>_issues/themes dimension_ is used in this unit. This unit is similar to the Parallel Curriculum Model in that the curriculum is organized around the theme of Christmas. The students are able to develop a deep idea and understanding of each country daily. The students understand the system of knowledge by learning the countries and Christmas traditions. <br> <br>Lastly, <br>_advanced content dimension_ meets gifted student needs because students can pick their groups, pick their country to research and what topics they will choose to research, and they work with students in the class to create this part of the unit. |

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    – ## childabuse3.docx **## childabuse3.docx** **Readings and Resources** · Child Maltreatment, An Introduction: Chapter 3 **Assignment 1 – 1 ½ page APA format** As we discover in this module’s reading, there are problems capturing how big a problem Child Physical Abuse (CPA) is for our society. Like…

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    – ## childabuse3.docx

    **## childabuse3.docx**

    **Readings and Resources**

    · Child Maltreatment, An Introduction: Chapter 3

    **Assignment 1 – 1 ½ page APA format**
    As we discover in this module’s reading, there are problems capturing how big a problem Child Physical Abuse (CPA) is for our society. Likewise, a basic problem exists in finding one consistent definition of CPA usable in all fifty states. This fundamental problem also impacts how data is gathered.

    Address the following questions:

    · Why is it so hard to come up with accurate figures for the presence of CPA in our society?

    · Why is it so hard to come up with a consistent definition of CPA?

    · How do you think issues of race and culture are factored into these figures and definitions?

    · If you use any outside scholarly sources, please be sure to cite them in correct APA format.

    **Assignment 2 – 6 pages Apa format**

    Please read the following case study and address the following questions.

    **Case Study**

    John, age 14, and his sister Ella, age 8, live with their single mother Sue in a Middle-class part of town. Their mother’s boyfriend, Chad, just moved in. Ella has cerebral palsy and requires a great deal of care. Sue works as a manager for a local restaurant but is exhausted by Ella’s care. Chad feels Ella is being coddled and can do more for herself than she does. Sue is just happy that Ella is hooked up with a good day program. Chad was just fired from his last job for picking a fight with a co-worker who then needed medical attention. Chad said the guy was a jerk and deserved it. Chad’s lack of income puts a strain on Sue’s resources. Sue used to have friends in the neighborhood she could talk to but they moved, and now she mostly keeps to herself. John dislikes Chad because he yells at them all the time and has threatened to hit his mother. John is a good student despite all the tension at home and has a good relationship with his Uncle Brad with whom he spends some weekends.

    In an essay, address the following issues based on what you have read in the above case study and your assigned readings.

    · What are the indicators for CPA that you see? Consider both children and adults.

    · Pick out any protective factors that exist.

    · Identify any prevention and treatment services that might be helpful for this family.

    · What are some possible points of intervention prior to the acts of CPA?

    Guidelines for essay

    · Essay should be in a Word document with sub headings

    · Outside sources must be cited appropriately, and you need to include a reference page.

    · It is important to use course concepts to support the points made and include all relevant citations in the correct APA format.

    **## childabuse3.docx**

    **Readings and Resources**

    · Child Maltreatment, An Introduction: Chapter 3

    **Assignment 1 – 1 ½ page APA format**
    As we discover in this module’s reading, there are problems capturing how big a problem Child Physical Abuse (CPA) is for our society. Likewise, a basic problem exists in finding one consistent definition of CPA usable in all fifty states. This fundamental problem also impacts how data is gathered.

    Address the following questions:

    · Why is it so hard to come up with accurate figures for the presence of CPA in our society?

    · Why is it so hard to come up with a consistent definition of CPA?

    · How do you think issues of race and culture are factored into these figures and definitions?

    · If you use any outside scholarly sources, please be sure to cite them in correct APA format.

    **Assignment 2 – 6 pages Apa format**

    Please read the following case study and address the following questions.

    **Case Study**

    John, age 14, and his sister Ella, age 8, live with their single mother Sue in a Middle-class part of town. Their mother’s boyfriend, Chad, just moved in. Ella has cerebral palsy and requires a great deal of care. Sue works as a manager for a local restaurant but is exhausted by Ella’s care. Chad feels Ella is being coddled and can do more for herself than she does. Sue is just happy that Ella is hooked up with a good day program. Chad was just fired from his last job for picking a fight with a co-worker who then needed medical attention. Chad said the guy was a jerk and deserved it. Chad’s lack of income puts a strain on Sue’s resources. Sue used to have friends in the neighborhood she could talk to but they moved, and now she mostly keeps to herself. John dislikes Chad because he yells at them all the time and has threatened to hit his mother. John is a good student despite all the tension at home and has a good relationship with his Uncle Brad with whom he spends some weekends.

    In an essay, address the following issues based on what you have read in the above case study and your assigned readings.

    · What are the indicators for CPA that you see? Consider both children and adults.

    · Pick out any protective factors that exist.

    · Identify any prevention and treatment services that might be helpful for this family.

    · What are some possible points of intervention prior to the acts of CPA?

    Guidelines for essay

    · Essay should be in a Word document with sub headings

    · Outside sources must be cited appropriately, and you need to include a reference page.

    · It is important to use course concepts to support the points made and include all relevant citations in the correct APA format.

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    #### Wk 1 – Individual Health Behavior in Public Contexts

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    #### Wk 3 – Behavior Change Theories

    #### Wk 4 – Measuring Change Through Program Evaluation

    #### Wk 5 – Practicing Social Justice through Public Health

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    Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member. Due Thursday Health promotion often focuses on individual behavior; for instance, encouraging people to eat healthy foods. However, victim-blaming can result when a problem is defined as an individual problem and social factors are ignored. For example, someone is perceived as choosing to eat junk food and thus be unhealthy. This perception ignores factors like poverty, low availability of fresh food, or lack of time to cook because of working multiple jobs. How can health communication encourage individuals to adopt healthy behaviors without encouraging a victim-blaming …

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    ## Wk 6 – Course Capstone Project Final Proposal Submission

    ### Assignment Instructions

    Compile all your research into a single program proposal, drawing from the literature review, methodology, intervention description, and outline you have already completed.

    Your goal is to succinctly describe your plan in 1,400 to 1,750 words, not including the title page or abstract. Include the following sections:

    – Program Title
    – Abstract: Provide an abstract of approximately 350 words that summarizes your program proposal.
    – Background and Need: Use the literature review you previously developed and expanded upon to provide a concise background about the community health issue you are addressing.
    – Program Plan: Use your detailed outline to develop a narrative description of your intervention by program planning phases and steps. Integrate other relevant material you have worked on, including your logic model or flow chart.

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    #### Wk 1 – Individual Health Behavior in Public Contexts

    #### Wk 2 – Self-Regulation, Expectancy Value, and Social Cognitive Theory

    #### Wk 3 – Behavior Change Theories

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    #### Wk 5 – Practicing Social Justice through Public Health

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    Due date: 6/10/25, 1:59 AM (CDT)

    Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member. Due Thursday Health promotion often focuses on individual behavior; for instance, encouraging people to eat healthy foods. However, victim-blaming can result when a problem is defined as an individual problem and social factors are ignored. For example, someone is perceived as choosing to eat junk food and thus be unhealthy. This perception ignores factors like poverty, low availability of fresh food, or lack of time to cook because of working multiple jobs. How can health communication encourage individuals to adopt healthy behaviors without encouraging a victim-blaming …

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    Due date: 6/10/25, 1:59 AM (CDT)

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    ## Wk 6 – Course Capstone Project Final Proposal Submission

    ### Assignment Instructions

    Compile all your research into a single program proposal, drawing from the literature review, methodology, intervention description, and outline you have already completed.

    Your goal is to succinctly describe your plan in 1,400 to 1,750 words, not including the title page or abstract. Include the following sections:

    – Program Title
    – Abstract: Provide an abstract of approximately 350 words that summarizes your program proposal.
    – Background and Need: Use the literature review you previously developed and expanded upon to provide a concise background about the community health issue you are addressing.
    – Program Plan: Use your detailed outline to develop a narrative description of your intervention by program planning phases and steps. Integrate other relevant material you have worked on, including your logic model or flow chart.

    Cite your sources and format your assignment according to APA guidelines.

    Submit your assignment.

    Resources

    – [Center for Writing Excellence](https://multimedia.phoenix.edu/cms/cwe/)
    – [Reference and Citation Generator](https://multimedia.phoenix.edu/cms/citation)
    – [Grammar Assistance](https://multimedia.phoenix.edu/cms/202010168/)

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    Have a question about this course? Ask here! Your faculty member will monitor this area. If you know the answer, feel free to help your peers by posting a reply.

    #### Welcome to the Course and Getting Started

    Start with this folder to meet your faculty member and peers. Review the course guide, syllabus, and grading rubrics for an overview of this course.

    #### Wk 1 – Individual Health Behavior in Public Contexts

    #### Wk 2 – Self-Regulation, Expectancy Value, and Social Cognitive Theory

    #### Wk 3 – Behavior Change Theories

    #### Wk 4 – Measuring Change Through Program Evaluation

    #### Wk 5 – Practicing Social Justice through Public Health

    #### Wk 6 – Health Literacy and Behavior Change

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    We value your feedback – please complete your End of Course Survey. The survey opens the last week of your class. It remains open until one week after your course end date.

    [Wk 6 Overview](https://vle.phoenix.edu/ultra/courses/_508341_1/outline/edit/document/_48750699_1?courseId=_508341_1&view=content&state=view) [Wk 6 Discussion – Health Promotion [due Thurs]](https://vle.phoenix.edu/ultra/courses/_508341_1/outline/discussion/_48750667_1?view=discussions&courseId=_508341_1)

    Due date: 6/10/25, 1:59 AM (CDT)

    Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member. Due Thursday Health promotion often focuses on individual behavior; for instance, encouraging people to eat healthy foods. However, victim-blaming can result when a problem is defined as an individual problem and social factors are ignored. For example, someone is perceived as choosing to eat junk food and thus be unhealthy. This perception ignores factors like poverty, low availability of fresh food, or lack of time to cook because of working multiple jobs. How can health communication encourage individuals to adopt healthy behaviors without encouraging a victim-blaming …

    [Wk 6 – Course Capstone Project Final Proposal Submission](https://vle.phoenix.edu/ultra/courses/_508341_1/outline/assessment/_48750701_1/overview?courseId=_508341_1)

    Due date: 6/10/25, 1:59 AM (CDT)

    [Wk 6 Summative Assessment: Behavioral Change Theories Project](https://vle.phoenix.edu/ultra/courses/_508341_1/outline/assessment/_48750702_1/overview?courseId=_508341_1)

    Due date: 6/10/25, 1:59 AM (CDT)

    This assessment measures your ability to compare and contrast models and theories to address social and behavioral public health issues among a variety of populations.

    Wk 6 Learning Activities

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    ## Wk 6 Summative Assessment: Behavioral Change Theories Project

    ### Assignment Instructions

    Imagine you have been given the opportunity to take action on the public health issue you researched for your capstone project.

    Create a 10-slide presentation in which you outline a basic proposal for the action you would take. In your presentation, include:

    – A brief overview of the health issue of concern and populations affected
    – Description of the approach you would take in addressing this public health issue: Include the models or theories you would use to support your approach. Explain why these are the best choices over other models or theories.
    – The reasons you believe your plan, along with the chosen model or theories, are the most effective at dealing with this health issue in your community

    Include detailed speaker notes.

    Submit your assignment.

    Resources

    – [Center for Writing Excellence](https://multimedia.phoenix.edu/cms/cwe/)
    – [Reference and Citation Generator](https://multimedia.phoenix.edu/cms/citation)
    – [Grammar Assistance](https://multimedia.phoenix.edu/cms/202010168/)

    Copyright 2023 by University of Phoenix. All rights reserved.

    ### Submission

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    ### Details & Information

    Assessment due date6/10/25, 1:59 AM (CDT)

    Goals & standards
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    Originality ReportSafeAssign enabled

    #### Grading

    Maximum points80 points

    #### Description

    This assessment measures your ability to compare and contrast models and theories to address social and behavioral public health issues among a variety of populations.

    Save and CloseSubmit

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    Help for current page

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    Due Date: 5/20/25, 1:59 AM (CDT)

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    [MPH/520: Social And Behavioral Aspects Of Public Health](https://vle.phoenix.edu/ultra/courses/_508341_1/outline)Due: Wk 6 – Course Capstone Project Final Proposal Submission

    Due Date: 6/10/25, 1:59 AM (CDT)

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    Apr 25, 2025
    12:20 AM

    [MPH/520: Social And Behavioral Aspects Of Public Health](https://vle.phoenix.edu/ultra/courses/_508341_1/outline)Due: Wk 6 Summative Assessment: Behavioral Change Theories Project

    Due Date: 6/10/25, 1:59 AM (CDT)

    –

    Apr 25, 2025
    2:07 PM

    [MPH/520: Social And Behavioral Aspects Of Public Health](https://vle.phoenix.edu/ultra/courses/_508341_1/outline)Due: Wk 6 Discussion – Health Promotion [due Thurs]

    Due Date: 6/10/25, 1:59 AM (CDT)

    –

    Apr 25, 2025
    12:20 AM

    [MPH/520: Social And Behavioral Aspects Of Public Health](https://vle.phoenix.edu/ultra/courses/_508341_1/outline)Due: Wk 6 – Course Capstone Project Final Proposal Submission

    Due Date: 1/1/41, 12:59 AM (CST)

    –

    Apr 25, 2025
    12:20 AM

    [MPH/520: Social And Behavioral Aspects Of Public Health](https://vle.phoenix.edu/ultra/courses/_508341_1/outline)Due: Wk 6 Summative Assessment: Behavioral Change Theories Project

    Due Date: 1/1/41, 12:59 AM (CST)

    ### Today

    Tuesday, June 3, 2025

    – ![](https://www.sweetstudy.com/questions/behavioral-change-theories-project)

    2 hours
    3:31 PM

    [MPH/520: Social And Behavioral Aspects Of Public Health](https://vle.phoenix.edu/ultra/courses/_508341_1/outline) [New discussion activity: Wk 5 Discussion – Ethical Practice [due Thurs] by Verlada Abrams](https://vle.phoenix.edu/ultra/stream/discussion/_48750666_1?courseId=_508341_1)
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    ## MPH/520: Social And Behavioral Aspects Of Public Health

    OpenCourse status Open

    – [Content](https://vle.phoenix.edu/ultra/courses/_508341_1/outline)
    – [Calendar](https://vle.phoenix.edu/ultra/courses/_508341_1/calendar)
    – [Announcements33](https://vle.phoenix.edu/ultra/courses/_508341_1/announcements)
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    [**Course Content**](https://vle.phoenix.edu/ultra/courses/_508341_1/groups/enrollments)

    #### [Course Questions](https://vle.phoenix.edu/ultra/courses/_508341_1/outline/discussion/_48750659_1?view=discussions&courseId=_508341_1)

    Have a question about this course? Ask here! Your faculty member will monitor this area. If you know the answer, feel free to help your peers by posting a reply.

    #### Welcome to the Course and Getting Started

    Start with this folder to meet your faculty member and peers. Review the course guide, syllabus, and grading rubrics for an overview of this course.

    #### Wk 1 – Individual Health Behavior in Public Contexts

    #### Wk 2 – Self-Regulation, Expectancy Value, and Social Cognitive Theory

    #### Wk 3 – Behavior Change Theories

    #### Wk 4 – Measuring Change Through Program Evaluation

    #### Wk 5 – Practicing Social Justice through Public Health

    #### Wk 6 – Health Literacy and Behavior Change

    [End of Course Survey](https://ultra.content.blackboardcdn.com/ultra/uiv3900.116.0-rel.27_ee5fa58#)

    We value your feedback – please complete your End of Course Survey. The survey opens the last week of your class. It remains open until one week after your course end date.

    [Wk 6 Overview](https://vle.phoenix.edu/ultra/courses/_508341_1/outline/edit/document/_48750699_1?courseId=_508341_1&view=content&state=view) [Wk 6 Discussion – Health Promotion [due Thurs]](https://vle.phoenix.edu/ultra/courses/_508341_1/outline/discussion/_48750667_1?view=discussions&courseId=_508341_1)

    Due date: 6/10/25, 1:59 AM (CDT)

    Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member. Due Thursday Health promotion often focuses on individual behavior; for instance, encouraging people to eat healthy foods. However, victim-blaming can result when a problem is defined as an individual problem and social factors are ignored. For example, someone is perceived as choosing to eat junk food and thus be unhealthy. This perception ignores factors like poverty, low availability of fresh food, or lack of time to cook because of working multiple jobs. How can health communication encourage individuals to adopt healthy behaviors without encouraging a victim-blaming …

    [Wk 6 – Course Capstone Project Final Proposal Submission](https://vle.phoenix.edu/ultra/courses/_508341_1/outline/assessment/_48750701_1/overview?courseId=_508341_1)

    Due date: 6/10/25, 1:59 AM (CDT)

    [Wk 6 Summative Assessment: Behavioral Change Theories Project](https://vle.phoenix.edu/ultra/courses/_508341_1/outline/assessment/_48750702_1/overview?courseId=_508341_1)

    Due date: 6/10/25, 1:59 AM (CDT)

    This assessment measures your ability to compare and contrast models and theories to address social and behavioral public health issues among a variety of populations.

    Wk 6 Learning Activities

    No more content items to load

    No more content items to load

    Press Enter or Space to start.

    ### Course Faculty

    – ![James Jones](https://www.sweetstudy.com/questions/behavioral-change-theories-project)

    James Jones

    Instructor

    [**Details & Actions**](https://ultra.content.blackboardcdn.com/ultra/uiv3900.116.0-rel.27_ee5fa58#)

    –

    Roster

    View everyone in your course

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    Course Description

    View the course description

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    Progress Tracking

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    Class Collaborate

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    Tools & Resources

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    MPH/520: Social And Behavioral Aspects Of Public Health

    Menu

    ## Wk 6 Summative Assessment: Behavioral Change Theories Project

    ### Assignment Instructions

    Imagine you have been given the opportunity to take action on the public health issue you researched for your capstone project.

    Create a 10-slide presentation in which you outline a basic proposal for the action you would take. In your presentation, include:

    – A brief overview of the health issue of concern and populations affected
    – Description of the approach you would take in addressing this public health issue: Include the models or theories you would use to support your approach. Explain why these are the best choices over other models or theories.
    – The reasons you believe your plan, along with the chosen model or theories, are the most effective at dealing with this health issue in your community

    Include detailed speaker notes.

    Submit your assignment.

    Resources

    – [Center for Writing Excellence](https://multimedia.phoenix.edu/cms/cwe/)
    – [Reference and Citation Generator](https://multimedia.phoenix.edu/cms/citation)
    – [Grammar Assistance](https://multimedia.phoenix.edu/cms/202010168/)

    Copyright 2023 by University of Phoenix. All rights reserved.

    ### Submission

    Text Editor

    Word count: 0

    ### Details & Information

    Assessment due date6/10/25, 1:59 AM (CDT)

    Goals & standards
    [Aligned with 1 goal](https://vle.phoenix.edu/ultra/courses/_508341_1/outline/assessment/_48750702_1/overview/attempt/create/goalAlignment?courseId=_508341_1)

    AttemptsUnlimited

    Grading rubric
    [This item is graded with a rubric](https://vle.phoenix.edu/ultra/courses/_508341_1/outline/assessment/_48750702_1/overview/attempt/create/rubric-view?columnId=_10592556_1&courseId=_508341_1)

    Originality ReportSafeAssign enabled

    #### Grading

    Maximum points80 points

    #### Description

    This assessment measures your ability to compare and contrast models and theories to address social and behavioral public health issues among a variety of populations.

    Save and CloseSubmit

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    Help for current page

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    Why is it important for assessments to be aligned with the curriculum? Consider both formative and summative assessments. – In what ways do these different types of assessments serve to measure curriculum goals and objectives? – Provide examples of how each can be applied to gauge student learning w…

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    – Provide examples of how each can be applied to gauge student learning within the curriculum framework.

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    \ IMG_3233.png](https://www.sweetstudy.com/files/img-3233-png-10310331 "IMG_3233.png") \ IMG_3234.png](https://www.sweetstudy.com/files/img-3234-png-10310333 "IMG_3234.png") \ IMG_3235.png](https://www.sweetstudy.com/files/img-3235-png-10310335 "IMG_3235.png") \ IMG_3310.png](https://www.swe…

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