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    – ## Module4DiscussionOgl540.docx **## Module4DiscussionOgl540.docx** Module 4 Discussion Ogl 540 Welcome OGL 554: Training and Development Module 4 Discussion! As you dive into the content for this week and consider the discussion prompts, please reflect on your experiences with trainings, as well …

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    Assignment Prompt & Instructions

    – ## Module4DiscussionOgl540.docx

    **## Module4DiscussionOgl540.docx**

    Module 4 Discussion Ogl 540

    Welcome OGL 554: Training and Development Module 4 Discussion!

    As you dive into the content for this week and consider the discussion prompts, please reflect on your experiences with trainings, as well as the materials. Each Module's Discussion Board will provide an opportunity to engage more deeply with something that interests you from the text and learning materials, listen, engage with the perspectives of your peers on these topics and share aspects of the project development process.

    Throughout, please engage with a spirit of generosity, curiosity, collegiality and generative critique. We are here to help each other learn, grow and strengthen our insights, evaluative capacities and skills. This is a cooperative process. Generative critiques between peers can prompt us to ask questions about our work and the contributions of fellow colleagues regarding how a specific training could be improved or whether another avenue of address could be engaged to make a substantive difference in the effectiveness of a training. Thank you all for your collegial engagement!

    **Step One:** After engaging with the learning materials for this week, please respond to each of the following prompts with an Initial Post.

    **1- Mayer's Theory of Multimedia-** **Please explore two principles of Mayer's Theory of Multimedia and provide two examples to compare and contrast.** Share one example of how you have seen one of the principles used in an effective learning experience.  Then, indicate an example of when you were in a learning experience and, because of the lack of integration of one of the 12 principles, this detracted from your learning experiences. To close, reflect on
    **how you might use multimedia to create an effective training environments for adult learning in your second example.** Requirements: scope at least 300 words and must include at least two specific references, cited and referenced using APA formatting.

    **2- Learning and Technology** After reading the Noe chapters for this week, Chapters 7 and 8, please share and explore your
    **3 key takeaways and how you will apply them in your L&D work.** These takeaways could be your thoughts, insights, or questions about
    **whatever aspects you found most helpful**. Requirements: scope at least 100 words and
    **must** include at least two references from Module 4, cited and referenced using APA formatting. You are strongly encouraged to respond to the the questions and explorations of others.

    **4-Your Project Reflection: (Course Curriculum and Learning Outcomes)-** Reflecting on Milestone 2, please discuss what was the best part of completing your course curriculum and learning outcomes. Why did you select the topic? Were you able to narrow down the part of the training curriculum to devise for your training module with ease?  Discuss the approach you chose to using technology in your project (technologically enhanced, technologically based, and/or traditional training methods) and tell us why. You are encouraged to interact with your colleagues about their process and provide support, encouragement, as well as advice. Scope determined by you.

    Resources

    [https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning](https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning)

    [https://podcasts.apple.com/us/podcast/talking-with-the-goat-from-e-learning-to-empathy/id1510492452?i=1000491903199](https://podcasts.apple.com/us/podcast/talking-with-the-goat-from-e-learning-to-empathy/id1510492452?i=1000491903199)

    Videos

    Watch the following videos that explains in detail Mayer's principles and the cognitive science behind them:

    Mayer's (9 minutes)
    [https://youtu.be/bJZnIqQphN0Links to an external site.](https://urldefense.com/v3/__https:/youtu.be/bJZnIqQphN0__;!!IKRxdwAv5BmarQ!IYgSMZHcY_wquqaHUIfmMnNHTkDWC-2l8wxaN4_sPPECQa5MUaFi1R-zP7-i9w$)

    Two short videos about Mayer's principles that are often not adhered to, but are included for your situational awareness:

    · (3.5 Minutes)
    [https://youtu.be/CbvpPdxoJiILinks to an external site.](https://urldefense.com/v3/__https:/youtu.be/CbvpPdxoJiI__;!!IKRxdwAv5BmarQ!IYgSMZHcY_wquqaHUIfmMnNHTkDWC-2l8wxaN4_sPPECQa5MUaFi1R-qnUXXWQ$)

    · (3 Minutes)
    [https://youtu.be/5Di3rw-t0BILinks to an external site.](https://urldefense.com/v3/__https:/youtu.be/5Di3rw-t0BI__;!!IKRxdwAv5BmarQ!IYgSMZHcY_wquqaHUIfmMnNHTkDWC-2l8wxaN4_sPPECQa5MUaFi1R9pTUp19w$)

    EXAMPLES FROM OTHER STUDENTS

    **1- Mayer's Theory of Multimedia**

    I have found training to be extremely successful when the trainer applies the Temporal Contiguity principle. This principle states that “students learn best when words and pictures are presented at the same time rather than sequentially” (Digital Learning Institute, n.d.). When I participated in the National Principal Academy Fellowship from Relay, a graduate school of education, several slides were accompanied by discussion prompts and immediate application of what was just learned. The school used a program called Nearpod for their training. When learning about a leader’s playbook for the school year, we watched a video on a leader’s actions, reflected in a small group, then the presenter pointed out highlights (Relay Graduate School of Education, 2020). We took note of what was important, then moved on to the next topic. Instead of reading through powerpoint slides, we were responsible for our own learning and discovering what was useful before the presenter verified what we had discussed. Many of the principles I learned in that program I still remember and use today.

    Later in life, I decided to enter into the early childhood space and worked as an administrative assistant to a daycare. The training here violated Mayer’s voice principle with a training that was given by a robot voice, and the segmenting principle by allowing the user to quick through the slides quickly without processing. The training from the state for daycare licensing training was robotic and boring. I took several notes and did my best to stay engaged. In order to start my job quickly, my boss asked me to complete the training as quickly as possible, which meant I had to click through the slides to get to the quiz at the end. I was never forced to stop and reflect. As a result, I forgot several of the training modules after completing them and my boss was not happy when I made a mistake.

    To improve upon the daycare training, I would slow down the training process and allow leaders to reflect with new staff on the training. The training was so separate and impersonal from experience that even after other employees completed the training I questioned how much information they retained. The training was never followed up on and I was not the only employee to make mistakes based on what we should have retained from the training. By slowing down and reflecting on training modules, concepts could have been reinforced and absorbed according to the Segmenting Principle. I would also add a human voice, to make the training feel more realistic (Digital Learning Institute, n.d.).

    References:

    Digital Learning Institute. (n.d.).
    _Mayer’s 12 principles of multimedia learning_.

    Relay Graduate School of Education. (2020, June 12).
    _Strong start playbooks_ [Webinar].
    [https://www.relay.edu/Links to an external site.](https://www.relay.edu/)

    **2- Learning and Technology**

    In my personal learning and development work, I reflected on past training I have given and received and have tried to adapt them to the audience I am working with. I have found that teachers often complain about the concept of time. There is never enough time to catch up on their work, and they never have enough personal time. This is a problem in the educational environment, and it is not necessarily cost effective or good for children to replace teachers in the classroom regularly so they can participate in training.

    After reading chapter 7 from Noe, I found that team training, on the job (OTJ) training, and behavior modeling are most effective in education. When teachers learn together in the work and are able to see effective examples, they are motivated to perform the same (Noe, 2020). Teams of teachers applying and discussing their real life struggles and successes can help the rest of the teachers feel validated and accepted by the school. In the L&D podcast for this week, Elliott Masie talked about empathy and being sure to recognize the people on the other side of training. Collaboration is important to maintain in a school, and in a digital world we are losing that personal touch that needs to remain prevalent (Fraction, 2020).

    References:

    Fraction, Y. (Host). (2020, September 20).
    _Talking with the GOAT: From E-Learning to Empathy with Elliott Masie_ (No. 5) [Audio podcast episode]. In
    _The Lounge with Yolanda Fraction (On Leadership, Professional Development, and Life)_. Apple Podcasts.
    [https://podcasts.apple.com/us/podcast/talking-with-the-goat-from-e-learning-to-empathy/id1510492452?i=1000491903199Links to an external site.](https://podcasts.apple.com/us/podcast/talking-with-the-goat-from-e-learning-to-empathy/id1510492452?i=1000491903199)

    Noe, R. A. (2020).
    _Employee training and development_ (8th ed.). McGraw-Hill Education.

    **3-Your Project Reflection: (Course Curriculum and Learning Outcomes)-**

    In Milestone 2, I enjoyed adapting a training that was unsuccessful for me in the past by using new concepts learned in this course. I have asked teachers to participate in data reflection before in a professional development session with the whole school and by placing the monitoring in the hands of the teams. For some teams, this worked and their student data improved. For newer teachers, this did not work and I knew the training needed more oversight and collaboration to follow up on its success. I have enjoyed redesigning the training and reflecting on my past failure.

    Although my training is more traditional and in person, this time I will be implementing a training where teachers will track their data in live time using the Google Suite and will work together to come up with solutions. This technological enhancement will help them to be more successful in their classrooms and will help them to learn from one another. It also does not require an in person meeting each week and can be done on the teacher’s own time.

    Reflecting on the podcast this week, I recognize how it can be difficult for new teachers to analyze their own student data and not take it personally. Teachers feel like a failure when their students are not demonstrating results, and it is important to help navigate through improvement without marinating in the failure. By maintaining the in person group training initially, teachers are not left to interpret data on their own and will see their team going through the same struggles and successes that they are.

    **1. Mayer's Theory of Multimedia**

    After reviewing Mayer's Theory of Multimedia, which identifies twelve principles to guide the design of effective multimedia learning, I found two principles that stood out to me: the Coherence Principle and the Redundancy Principle. According to Mayer's 12 Principles of Multimedia Learning (n.d.), the Coherence Principle asserts that people learn more effectively if extraneous information is omitted rather than provided. For example, a training video should avoid background music and flashy animations to help learners concentrate on the main content, incorporating graphics or narratives only when they directly align with the learning objectives ("Mayer's 12 Principles of Multimedia Learning," n.d.). The Redundancy Principle indicates that individuals grasp information more effectively when using visuals and spoken explanations instead of combining visuals, spoken explanations, and text displayed on the screen (Mayer's 12 Principles of Multimedia Learning, n.d.). For example, simultaneously delivering identical information in various formats can lead to overload and hinder the learning process (Mayer's 12 Principles of Multimedia Learning, n.d.).

    Reflecting on my learning experiences, one particularly impactful experience was a time management workshop that utilized the Coherence Principle. The instructional materials featured straightforward slides with essential points and narration, steering clear of elaborate transitions or off-topic stories. This concentrated method helped me grasp and implement practical time management techniques without feeling distracted from the primary learning objective. On the other hand, I attended an online training that went against the Redundancy Principle. The presentation included a narrated video alongside the same text displayed on the screen, which divided my focus between reading and listening, making it difficult to understand the content.

    If I were to improve the online training that I attended, I would design a module that employs relevant graphics, positioning them on the graphic itself and clear narration without unnecessary on-screen text (Wisc-Online, 2018). Specifically, by applying the Coherence and Redundancy from Mayer's 12 Principles of Multimedia Learning (n.d.), I would highlight key information and avoid duplication of content. This strategy would enable learners to concentrate on the crucial points, lessen distractions, and foster improved comprehension and retention of information.

    References:

    _Mayer’s 12 Principles of Multimedia Learning_. (n.d.). Digital Learning Institute.
    [https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learningLinks to an external site.](https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning)

    Wisc-Online. (2018, October 30).
    _The contiguity principle_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=5Di3rw-t0BILinks to an external site.](https://www.youtube.com/watch?v=5Di3rw-t0BI)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/db-ogl-540)

    **2. Learning and Technology**

    After reading Chapters 7 and 8 from Noe (2023), three key insights stood out to me. First, case studies are helpful because they allow trainees to use what they have learned in real-world situations, improving comprehension and engagement (Noe, 2023). For example, examining a client service scenario through a case study can enhance learners' critical thinking and problem-solving abilities, enabling them to identify appropriate actions and propose alternatives that could have been taken (Noe, 2023). As noted by Noe (2023), case studies can facilitate the retention and application of knowledge and skills when learned through a process of discovery.

    Second, behavior modeling is an effective method for skill development as it enables learners to observe and engage in desired behaviors (Noe, 2023). For example, a brief video featuring a supervisor handling a conflict can demonstrate effective communication techniques in real situations.

    Third, technology can influence training and learning by making content more accessible and engaging; however, it must align with training objectives and prevent unnecessary distractions, such as inappropriate use of technology (Noe, 2023).

    These insights will help me develop training that incorporates technology meaningfully while emphasizing relevant, engaging, and useful content. Furthermore, I will apply Mayer's 12 Principles of Multimedia Learning (n.d.) to ensure that multimedia is utilized to minimize cognitive overload and effectively meet adult learners' needs.

    References:

    _Mayer’s 12 Principles of Multimedia Learning_. (n.d.). Digital Learning Institute.
    [https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learningLinks to an external site.](https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning)

    Noe, R. A. (2023).
    _Employee Training and Development_ (9th ed.). McGraw Hill.

    **3. Project Reflection**

    The highlight of completing my course curriculum and learning outcomes was seeing how the training module on de-escalation strategies aligned with the organizational needs identified in the needs assessment. I chose this topic because IBM Consulting's success depends on its ability to resolve conflicts, especially when managing complex client projects. I found narrowing down the training focus relatively straightforward, as de-escalation emerged as a key competency that bridges organizational performance and individual development. This emphasis aligns with IBM's focus on innovation, teamwork, and trust, which are essential for sustaining client relationships and achieving successful project outcomes.

    For my approach to technology, I designed a blended strategy incorporating simulated role-play, interactive discussions, and digital simulations and resources. This combination reflects Noe's (2023) emphasis on experiential learning and Finlay's (2010) insights on adult learners' need for relevance and application. Although the training module was designed as a simulated project, it demonstrates how technology can enhance engagement, skill development, and transfer of training in IBM Consulting's environment.

    References:

    Finlay, J. (2010, May 17).
    _Andragogy (Adult learning)_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=vLoPiHUZbEwLinks to an external site.](https://www.youtube.com/watch?v=vLoPiHUZbEw)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/db-ogl-540)

    Noe, R. A. (2023).
    _Employee Training and Development_ (9th ed.). McGraw Hill.

    ## image1.png

    **## Module4DiscussionOgl540.docx**

    Module 4 Discussion Ogl 540

    Welcome OGL 554: Training and Development Module 4 Discussion!

    As you dive into the content for this week and consider the discussion prompts, please reflect on your experiences with trainings, as well as the materials. Each Module's Discussion Board will provide an opportunity to engage more deeply with something that interests you from the text and learning materials, listen, engage with the perspectives of your peers on these topics and share aspects of the project development process.

    Throughout, please engage with a spirit of generosity, curiosity, collegiality and generative critique. We are here to help each other learn, grow and strengthen our insights, evaluative capacities and skills. This is a cooperative process. Generative critiques between peers can prompt us to ask questions about our work and the contributions of fellow colleagues regarding how a specific training could be improved or whether another avenue of address could be engaged to make a substantive difference in the effectiveness of a training. Thank you all for your collegial engagement!

    **Step One:** After engaging with the learning materials for this week, please respond to each of the following prompts with an Initial Post.

    **1- Mayer's Theory of Multimedia-** **Please explore two principles of Mayer's Theory of Multimedia and provide two examples to compare and contrast.** Share one example of how you have seen one of the principles used in an effective learning experience.  Then, indicate an example of when you were in a learning experience and, because of the lack of integration of one of the 12 principles, this detracted from your learning experiences. To close, reflect on
    **how you might use multimedia to create an effective training environments for adult learning in your second example.** Requirements: scope at least 300 words and must include at least two specific references, cited and referenced using APA formatting.

    **2- Learning and Technology** After reading the Noe chapters for this week, Chapters 7 and 8, please share and explore your
    **3 key takeaways and how you will apply them in your L&D work.** These takeaways could be your thoughts, insights, or questions about
    **whatever aspects you found most helpful**. Requirements: scope at least 100 words and
    **must** include at least two references from Module 4, cited and referenced using APA formatting. You are strongly encouraged to respond to the the questions and explorations of others.

    **4-Your Project Reflection: (Course Curriculum and Learning Outcomes)-** Reflecting on Milestone 2, please discuss what was the best part of completing your course curriculum and learning outcomes. Why did you select the topic? Were you able to narrow down the part of the training curriculum to devise for your training module with ease?  Discuss the approach you chose to using technology in your project (technologically enhanced, technologically based, and/or traditional training methods) and tell us why. You are encouraged to interact with your colleagues about their process and provide support, encouragement, as well as advice. Scope determined by you.

    Resources

    [https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning](https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning)

    [https://podcasts.apple.com/us/podcast/talking-with-the-goat-from-e-learning-to-empathy/id1510492452?i=1000491903199](https://podcasts.apple.com/us/podcast/talking-with-the-goat-from-e-learning-to-empathy/id1510492452?i=1000491903199)

    Videos

    Watch the following videos that explains in detail Mayer's principles and the cognitive science behind them:

    Mayer's (9 minutes)
    [https://youtu.be/bJZnIqQphN0Links to an external site.](https://urldefense.com/v3/__https:/youtu.be/bJZnIqQphN0__;!!IKRxdwAv5BmarQ!IYgSMZHcY_wquqaHUIfmMnNHTkDWC-2l8wxaN4_sPPECQa5MUaFi1R-zP7-i9w$)

    Two short videos about Mayer's principles that are often not adhered to, but are included for your situational awareness:

    · (3.5 Minutes)
    [https://youtu.be/CbvpPdxoJiILinks to an external site.](https://urldefense.com/v3/__https:/youtu.be/CbvpPdxoJiI__;!!IKRxdwAv5BmarQ!IYgSMZHcY_wquqaHUIfmMnNHTkDWC-2l8wxaN4_sPPECQa5MUaFi1R-qnUXXWQ$)

    · (3 Minutes)
    [https://youtu.be/5Di3rw-t0BILinks to an external site.](https://urldefense.com/v3/__https:/youtu.be/5Di3rw-t0BI__;!!IKRxdwAv5BmarQ!IYgSMZHcY_wquqaHUIfmMnNHTkDWC-2l8wxaN4_sPPECQa5MUaFi1R9pTUp19w$)

    EXAMPLES FROM OTHER STUDENTS

    **1- Mayer's Theory of Multimedia**

    I have found training to be extremely successful when the trainer applies the Temporal Contiguity principle. This principle states that “students learn best when words and pictures are presented at the same time rather than sequentially” (Digital Learning Institute, n.d.). When I participated in the National Principal Academy Fellowship from Relay, a graduate school of education, several slides were accompanied by discussion prompts and immediate application of what was just learned. The school used a program called Nearpod for their training. When learning about a leader’s playbook for the school year, we watched a video on a leader’s actions, reflected in a small group, then the presenter pointed out highlights (Relay Graduate School of Education, 2020). We took note of what was important, then moved on to the next topic. Instead of reading through powerpoint slides, we were responsible for our own learning and discovering what was useful before the presenter verified what we had discussed. Many of the principles I learned in that program I still remember and use today.

    Later in life, I decided to enter into the early childhood space and worked as an administrative assistant to a daycare. The training here violated Mayer’s voice principle with a training that was given by a robot voice, and the segmenting principle by allowing the user to quick through the slides quickly without processing. The training from the state for daycare licensing training was robotic and boring. I took several notes and did my best to stay engaged. In order to start my job quickly, my boss asked me to complete the training as quickly as possible, which meant I had to click through the slides to get to the quiz at the end. I was never forced to stop and reflect. As a result, I forgot several of the training modules after completing them and my boss was not happy when I made a mistake.

    To improve upon the daycare training, I would slow down the training process and allow leaders to reflect with new staff on the training. The training was so separate and impersonal from experience that even after other employees completed the training I questioned how much information they retained. The training was never followed up on and I was not the only employee to make mistakes based on what we should have retained from the training. By slowing down and reflecting on training modules, concepts could have been reinforced and absorbed according to the Segmenting Principle. I would also add a human voice, to make the training feel more realistic (Digital Learning Institute, n.d.).

    References:

    Digital Learning Institute. (n.d.).
    _Mayer’s 12 principles of multimedia learning_.

    Relay Graduate School of Education. (2020, June 12).
    _Strong start playbooks_ [Webinar].
    [https://www.relay.edu/Links to an external site.](https://www.relay.edu/)

    **2- Learning and Technology**

    In my personal learning and development work, I reflected on past training I have given and received and have tried to adapt them to the audience I am working with. I have found that teachers often complain about the concept of time. There is never enough time to catch up on their work, and they never have enough personal time. This is a problem in the educational environment, and it is not necessarily cost effective or good for children to replace teachers in the classroom regularly so they can participate in training.

    After reading chapter 7 from Noe, I found that team training, on the job (OTJ) training, and behavior modeling are most effective in education. When teachers learn together in the work and are able to see effective examples, they are motivated to perform the same (Noe, 2020). Teams of teachers applying and discussing their real life struggles and successes can help the rest of the teachers feel validated and accepted by the school. In the L&D podcast for this week, Elliott Masie talked about empathy and being sure to recognize the people on the other side of training. Collaboration is important to maintain in a school, and in a digital world we are losing that personal touch that needs to remain prevalent (Fraction, 2020).

    References:

    Fraction, Y. (Host). (2020, September 20).
    _Talking with the GOAT: From E-Learning to Empathy with Elliott Masie_ (No. 5) [Audio podcast episode]. In
    _The Lounge with Yolanda Fraction (On Leadership, Professional Development, and Life)_. Apple Podcasts.
    [https://podcasts.apple.com/us/podcast/talking-with-the-goat-from-e-learning-to-empathy/id1510492452?i=1000491903199Links to an external site.](https://podcasts.apple.com/us/podcast/talking-with-the-goat-from-e-learning-to-empathy/id1510492452?i=1000491903199)

    Noe, R. A. (2020).
    _Employee training and development_ (8th ed.). McGraw-Hill Education.

    **3-Your Project Reflection: (Course Curriculum and Learning Outcomes)-**

    In Milestone 2, I enjoyed adapting a training that was unsuccessful for me in the past by using new concepts learned in this course. I have asked teachers to participate in data reflection before in a professional development session with the whole school and by placing the monitoring in the hands of the teams. For some teams, this worked and their student data improved. For newer teachers, this did not work and I knew the training needed more oversight and collaboration to follow up on its success. I have enjoyed redesigning the training and reflecting on my past failure.

    Although my training is more traditional and in person, this time I will be implementing a training where teachers will track their data in live time using the Google Suite and will work together to come up with solutions. This technological enhancement will help them to be more successful in their classrooms and will help them to learn from one another. It also does not require an in person meeting each week and can be done on the teacher’s own time.

    Reflecting on the podcast this week, I recognize how it can be difficult for new teachers to analyze their own student data and not take it personally. Teachers feel like a failure when their students are not demonstrating results, and it is important to help navigate through improvement without marinating in the failure. By maintaining the in person group training initially, teachers are not left to interpret data on their own and will see their team going through the same struggles and successes that they are.

    **1. Mayer's Theory of Multimedia**

    After reviewing Mayer's Theory of Multimedia, which identifies twelve principles to guide the design of effective multimedia learning, I found two principles that stood out to me: the Coherence Principle and the Redundancy Principle. According to Mayer's 12 Principles of Multimedia Learning (n.d.), the Coherence Principle asserts that people learn more effectively if extraneous information is omitted rather than provided. For example, a training video should avoid background music and flashy animations to help learners concentrate on the main content, incorporating graphics or narratives only when they directly align with the learning objectives ("Mayer's 12 Principles of Multimedia Learning," n.d.). The Redundancy Principle indicates that individuals grasp information more effectively when using visuals and spoken explanations instead of combining visuals, spoken explanations, and text displayed on the screen (Mayer's 12 Principles of Multimedia Learning, n.d.). For example, simultaneously delivering identical information in various formats can lead to overload and hinder the learning process (Mayer's 12 Principles of Multimedia Learning, n.d.).

    Reflecting on my learning experiences, one particularly impactful experience was a time management workshop that utilized the Coherence Principle. The instructional materials featured straightforward slides with essential points and narration, steering clear of elaborate transitions or off-topic stories. This concentrated method helped me grasp and implement practical time management techniques without feeling distracted from the primary learning objective. On the other hand, I attended an online training that went against the Redundancy Principle. The presentation included a narrated video alongside the same text displayed on the screen, which divided my focus between reading and listening, making it difficult to understand the content.

    If I were to improve the online training that I attended, I would design a module that employs relevant graphics, positioning them on the graphic itself and clear narration without unnecessary on-screen text (Wisc-Online, 2018). Specifically, by applying the Coherence and Redundancy from Mayer's 12 Principles of Multimedia Learning (n.d.), I would highlight key information and avoid duplication of content. This strategy would enable learners to concentrate on the crucial points, lessen distractions, and foster improved comprehension and retention of information.

    References:

    _Mayer’s 12 Principles of Multimedia Learning_. (n.d.). Digital Learning Institute.
    [https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learningLinks to an external site.](https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning)

    Wisc-Online. (2018, October 30).
    _The contiguity principle_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=5Di3rw-t0BILinks to an external site.](https://www.youtube.com/watch?v=5Di3rw-t0BI)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/db-ogl-540)

    **2. Learning and Technology**

    After reading Chapters 7 and 8 from Noe (2023), three key insights stood out to me. First, case studies are helpful because they allow trainees to use what they have learned in real-world situations, improving comprehension and engagement (Noe, 2023). For example, examining a client service scenario through a case study can enhance learners' critical thinking and problem-solving abilities, enabling them to identify appropriate actions and propose alternatives that could have been taken (Noe, 2023). As noted by Noe (2023), case studies can facilitate the retention and application of knowledge and skills when learned through a process of discovery.

    Second, behavior modeling is an effective method for skill development as it enables learners to observe and engage in desired behaviors (Noe, 2023). For example, a brief video featuring a supervisor handling a conflict can demonstrate effective communication techniques in real situations.

    Third, technology can influence training and learning by making content more accessible and engaging; however, it must align with training objectives and prevent unnecessary distractions, such as inappropriate use of technology (Noe, 2023).

    These insights will help me develop training that incorporates technology meaningfully while emphasizing relevant, engaging, and useful content. Furthermore, I will apply Mayer's 12 Principles of Multimedia Learning (n.d.) to ensure that multimedia is utilized to minimize cognitive overload and effectively meet adult learners' needs.

    References:

    _Mayer’s 12 Principles of Multimedia Learning_. (n.d.). Digital Learning Institute.
    [https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learningLinks to an external site.](https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning)

    Noe, R. A. (2023).
    _Employee Training and Development_ (9th ed.). McGraw Hill.

    **3. Project Reflection**

    The highlight of completing my course curriculum and learning outcomes was seeing how the training module on de-escalation strategies aligned with the organizational needs identified in the needs assessment. I chose this topic because IBM Consulting's success depends on its ability to resolve conflicts, especially when managing complex client projects. I found narrowing down the training focus relatively straightforward, as de-escalation emerged as a key competency that bridges organizational performance and individual development. This emphasis aligns with IBM's focus on innovation, teamwork, and trust, which are essential for sustaining client relationships and achieving successful project outcomes.

    For my approach to technology, I designed a blended strategy incorporating simulated role-play, interactive discussions, and digital simulations and resources. This combination reflects Noe's (2023) emphasis on experiential learning and Finlay's (2010) insights on adult learners' need for relevance and application. Although the training module was designed as a simulated project, it demonstrates how technology can enhance engagement, skill development, and transfer of training in IBM Consulting's environment.

    References:

    Finlay, J. (2010, May 17).
    _Andragogy (Adult learning)_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=vLoPiHUZbEwLinks to an external site.](https://www.youtube.com/watch?v=vLoPiHUZbEw)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/db-ogl-540)

    Noe, R. A. (2023).
    _Employee Training and Development_ (9th ed.). McGraw Hill.

    ## image1.png

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    Analysis outline – ## KinesiologicalAnalysisOutlineTemplate.docx – ## KinesiologicalAnalysis_Rubric.pdf – ## Example_KinesiologicalAnalysisoftheBreaststroke.pdf **## KinesiologicalAnalysisOutlineTemplate.docx** Kinesiological Analysis Outline Template 1. Introduction a. Definition and Description…

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    Analysis outline

    – ## KinesiologicalAnalysisOutlineTemplate.docx

    – ## KinesiologicalAnalysis_Rubric.pdf

    – ## Example_KinesiologicalAnalysisoftheBreaststroke.pdf

    **## KinesiologicalAnalysisOutlineTemplate.docx**

    Kinesiological Analysis Outline Template

    1. Introduction

    a. Definition and Description of activity

    i. List and describe the temporal phases

    2. Analysis of Movement

    a. Temporal Phase 1

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    b. Temporal Phase 2

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    3. Discussion of motion with recommendations for improvement

    a. Efficiency

    b. Power

    c. Speed

    d. Endurance

    4. Conclusion

    **## 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.

    **## KinesiologicalAnalysisOutlineTemplate.docx**

    Kinesiological Analysis Outline Template

    1. Introduction

    a. Definition and Description of activity

    i. List and describe the temporal phases

    2. Analysis of Movement

    a. Temporal Phase 1

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    b. Temporal Phase 2

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    3. Discussion of motion with recommendations for improvement

    a. Efficiency

    b. Power

    c. Speed

    d. Endurance

    4. Conclusion

    **## 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.

    **## KinesiologicalAnalysisOutlineTemplate.docx**

    Kinesiological Analysis Outline Template

    1. Introduction

    a. Definition and Description of activity

    i. List and describe the temporal phases

    2. Analysis of Movement

    a. Temporal Phase 1

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    b. Temporal Phase 2

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    3. Discussion of motion with recommendations for improvement

    a. Efficiency

    b. Power

    c. Speed

    d. Endurance

    4. Conclusion

    **## 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

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