Research articles ask you to both inform and provide original analysis for readers based on careful examination of and responses to a range of primary and secondary texts. You will then use the knowledge you gain through your research, to discuss the topic you selected. The topic you choose should be very focused on order for you to clearly communicate how your topic ties in to exercise physiology with common areas related to sports medicine or physical education.
Audience
For this essay, you will write for the academic community, sharing your scholarship with informed readers with a background in sports medicine or physical education, who will expect that your writing conform to the conventions of the field.
Format
Scholarly writing in sports medicine and physical education, like Nursing and other health care disciplines, regularly usesAPA style and formatting. Among other details, this means that your final essay
· Is typed in 12pt font, double-spaced, with one-inch margins, contains no extra spaces between paragraphs, contains a running header, title page, and a References page.
· Minimizes direct quotes from primary and secondary text(s) and instead favors summarizing or paraphrasing sources as appropriate to support your argument and discussion.
Key Requirements
· A minimum of ten different professional, peer-reviewed sources is required. You can use as many extra sources as you need, including your textbook, as long as you have the required number of professional, peer-reviewed sources.
· This project has no specific length requirement; YOU must ensure that your submission has all of the required content.
A Word about Critical Thinking, Reading, & Writing
· At the 200-level, we ask writers to go beyond correctly addressing problems that already have answers. We want learners to stretch their knowledge to apply it to novel problems that require them to ask important, problematic, and significant questions and critically engage with sources as a means of inspiring, enriching, and driving their own thinking on debatable issues.
· Communities of discourse will naturally value different kinds of sources for different kinds of rhetorical situations. But regardless of whether a writer relies on peer-reviewed articles from Library databases, government statistics, popular websites, personal interviews, music recordings, lab experiments, or a collection of their own creative works—a writer’s job is to genuinely interact with those sources in order to justify their conclusions based on sound interpretations of a range of relevant evidence. We’re not simply asking writers to use sources to find answers; rather, we’re asking writers to make answers by bringing their critical thinking to bear on a range of source materials. We want writers to move beyond simply accepting sources at face value (worse yet plugging them in after they’ve written a piece as a means of backing up their existing opinions). We ask that writers understand and evaluate the significance of a source’s reasoning, evidence, and methodology, as well as its validity given the quality of its assumptions and interpretations, and the extent of its limitations.
· Using their formal writing courses as scaffolding, students about to graduate within our programs are ready to take a stab at contributing to ongoing dialogs within their fields. In order to participate capably, they’ll need to find and enter into an intellectual conversation with relevant sources; questioning their purposes, perspectives, and usefulness to their projects. This means searching out, understanding, analyzing, and assessing what others are saying; recognizing and appreciating the complexities within this conversation (they are not just 1-sided or even 2-sided); and drawing reasonable, but likely tentative, conclusions.
General Process
1. As the course progresses, especially as we talk about specific areas of exercise physiology, you’ll want to consider your interests in different areas that improve physical performance or overall wellness.
2. Do some quick research on your topic to see if you will have sufficient resources to support your research.
3. Next, work on summarizing your Research Proposal—there are a number of possibilities for considering an issue or question to research for this paper. You might, for example:
· Notice trends in sports medicine or physical education related to exercise physiology, or
· Identify and determine the significance of components of exercise physiology as they relate to athletic performance or general human performance/wellness.
4. Next, clarify your Audience for this project. Remember, your Research Proposal and Audience Analysis is due on 2/20/22.
5. Now you need to work on clarifying your sources. Are there enough credible sources for you to be able to analyze the skill you have selected? Remember, your Annotated Bibliography is due 3/20/22, as is your Revised Research Proposal.
6. Now you have time to draft, seek feedback, revise, edit, and proofread your essay. Schedule your time wisely and use the resources available to you on campus! A working draft is due by 4/24/22.
7. DUE DATE: Remember, your final paper is due on 5/17/22 by the end of the day (11:59 PM EST)!
Grading Criteria
Research Proposal Summary/ Audience Analysis: 10 points
Annotated Bibliography: 30 points
Revised Research Proposal Summary (if needed):
Working Draft of Research Paper: 10 points
Final Research Paper: 100 points
TOTAL 150 points
RESEARCH PROPOSAL SUMMARY (10 points)
o Please refer to the document about Research Proposal Summaries for guidelines.
ANNOTATED BIBLIOGRAPHY (20 points)
o Please refer to the document about Annotated Bibliographies for guidelines.
Working Draft (10 points)
o Please refer to the document about Working Drafts for guidelines.
FINAL RESEARCH PRESENTATION (100 points) Please refer to the grading rubric for t