Analysis: · Web viewTraining Program For. Athlete Injury Prevention. Submitted by: Cassia Hameline – Problem Expert and Analysis. DeBorah Little – Development and Implementation

Training Program For

Athlete Injury Prevention

Submitted by:

November 15, 2015

Submitted to: IDE 631 – Instructional Design and Development I

Course instructorTiffany A. Koszalka, Ph.D.

Cassia Hameline – Problem Expert and AnalysisDeBorah Little – Development and ImplementationStephanie Osei-Sarpong – Design and Evaluation

TABLE OF CONTENTS

Executive Summary…………………………………………………………….………3-4Needs Analysis…………………………………………………………………….……5-6Content Analysis…………………………………………………………………….…….7Instructional Goals, Learning Objectives, Assessments………………………………......8Instructional Strategies Matrix……………..…………………………………...……...9-11Work Plan Table ………………………………………………………….……………..2.1Team Member Roles and Responsibilities..…………………………………………....2.1aFlow Chart, Storyboards……………………………………………………………....2.2-5Dissemination Plan…………………………………………………………………....2.6-7Evaluation Plan ………………………………….……………………………………...2.7Cost-benefit Analysis…………………………………………….………………….....2.10Citations …………………………………………………………………………….….2.12Appendices …………………………………………………..……………………..2.13-14

IDE631 – Instructional Design & Development IAthlete Injury Prevention Training

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Executive Summary

The purpose of the Athlete Injury Prevention project is to address the performance problem cross country runner student-athletes’ experience in repetitive injuries. We believe these performance problems and injuries are due to a lack of knowledge on proper preventative methods such as warm up exercises, nutrition, and proper rest. Student athletes are not aware enough of the necessary measures necessary to prevent injuries such as maintaining a healthy lifestyle or the proper use of exercise equipment, nor do they know how to properly treat injuries. While the student runners are the primary performers in this case, other key performers include the athletic trainers whose job it is to help coach the athletes on health and wellness.

In order to overcome this knowledge gap Hameline, Little, and Osei-Sarpong have created a one day, four hour training program that will educate athletes on the proper use of equipment and proper nutrition and rest as well as other resources available to them. Our focus will be to highlight healthy habits in these three main areas that will lead to a healthier lifestyle and better preparation for successful athletic performance. Our main focus will be on the proper use of exercise equipment and accident prevention as most runners generally understand and proactively practice healthy habits daily. Therefore, we will show demonstrations of the proper use of equipment such as stretching tables, whirlpools, and foam rollers, as well as introduce new technology to aid in better communication skills and increase athletes’ openness and honesty with their trainers.

At the conclusion of this training, learners will be able to assess their individual knowledge and skills, and identify which new tools and techniques are best suited for improved performance. To assess this objective, students will be given examples of potential injuries and required to assess which resources and/or services should be accessed. Students will also be given a list of activities that are present in every day life of a student athlete, and they will be required to point out the possible threats each activity presents to their health. Finally, learners will be able to utilize the new technology to communicate with trainers to foster a healthier lifestyle. To access this resource, students will be provided instructions on how to use the technology as well as a list of all available trainers contact information to make it easier for them to request assistance. Online videos and paper version protocols will be used for the following purposes:

To close knowledge gaps with exercise, nutrition and rest To demonstrate equipment use so students can identify preventative and rehabilitative

strategies To identify terms related to injuries to foster better communication with trainers To seek information from trainers about rehabilitative machinery

Students will be given a brief overview of the new technology demonstrating how they can click on a list of common symptoms athletes experience. Once their possible injuries are narrowed down, they will be educated on the proper rehabilitative measure for said injury, as well as given tips on how to contact trainers. Assessments will include a short quiz after watching the online videos to assess students comprehension of the presented material. Corrective or confirmative feedback will be given by the trainers, as well as prewritten assessment questions that will gauge how much information the learners understand and what precautions they will take based on different scenarios.

The Athlete Injury Prevention Training course will begin with a 30-minute welcome message to introduce instructors and clarify why this training is necessary. We will outline the


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information that will be covered, the objectives and expected outcomes of the course, and expectations of active participation. An 80-minute question and answer session and self-assessment form will follow to assess existing knowledge. The next 80-minutes will cover the importance of proper nutrition and the consequences of a poor diet. Question and answer sessions will assess students’ knowledge before and after each session. A 90-minute session follow this and will include showing two videos demonstrating correct and incorrect equipment use with a question and answer session after each. A new online system used to access information on nutrition and exercises will be overviewed, and contact information for trainers will be given. In a 40-minute session, trainers will demonstrate specific exercises that may be helpful in both treatment and prevention. Calendars will be given out to show that healthy lifestyles are easy to maintain. Finally, the course will conclude with a 15-minute question and answer session to address any additional knowledge gaps.


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Needs Analysis

Problem statement During competition and practice sessions, student athletes are often getting injured.

Competent Performance: Based on both knowledge and understanding of the necessary actions, Cross Country runners use whirlpools, rollers, and additional equipment to practice healthy behaviors to prevent injury. Proper sleeping and eating habits should be maintained. Consistent stretching before and after competitions/workouts and checking in with athletic trainers is necessary. Runners should treat preexisting injuries, take precautions to prevent further injury, and proactively avoid potential threats. They must know and understand the use of all tools available to them and be in the practice of utilizing equipment as well as people there to help. Runners will attend and pass initial training on basic equipment, tour facilities, and attend a brief overview of recommended daily proactive habits. At the beginning of each season, runners will attend a briefing, as well as agree to any additional, individual meetings decided upon by athletic coordinators that may be suitable for them. Such additional meetings may include: rehabilitation sessions, nutrition assessments, mental stability meetings, or other.

Performance Problem: Cross Country runners keep getting injured because they aren’t taking the right precautions before and after practice. Runners are not stretching, rolling out, ice bathing, sleeping enough, or eating the proper foods to fuel their bodies. Upon analysis it was found that athletes do not understand the proper precautions to take in order to take care of their bodies, but do have the skills and tools to take such precautions. Runners seem to lack knowledge on equipment, making it difficult to identify proper injury-reducing precautions. They are fairly well trained on basic body care in relation to their sport, however, more intensive performance standards demand higher levels of body care and the runners do not often utilize helpful equipment or practice proactive habits.

Types of problems noted that may contribute to poor performance; criticality of each: Knowledge of equipment and resources—weak, critical to successful, proactive

behaviors Communication skills—specifically between athlete and trainer; different

injuries/problems require different trainers/tools…equipment info and features related to problems—athletes do not seem to know resources well, thus do not always utilize them to prevent/treat injuries properly

Knowledge of healthy habits—minimal, necessary to properly maintain physical and mental health for positive performance


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Audience Profile:Cross Country runners are college student-athletes that have varying levels of previous experience from high school competition. They dedicate a minimum of two hours per day to organized practice sessions, but often are expected to devote additional time for maintaining healthy habits. There are 37 members on the team, seven of which are injured and unable to compete.

Learning and Working Environments:The working environment for Cross Country runners varies from day to day. When weather permits, practice sessions will be held outside either throughout the streets/trails near campus, on the track, or at a specific location farther from campus. Indoor facilities used before/after practice sessions are very clean and orderly. There is one training room that holds a variety of people, tools, and machines available to athletes: whirlpools, scales, stretching tables, foam rollers, and numerous athletic trainers at work. Additionally, there is a caged weight room with athletic training equipment, stationary bikes, a turf field, and a track available in an arena a few feet away. A pool and underwater treadmill are also available to athletes. There is also a specified room that holds free snacks and drinks for all athletes. The room is open daily in the mornings and afternoons with sandwiches, salads, protein shakes, mixed nuts, and fruit. Trained personnel are available for meetings and discussions upon request, and often remain in the office from early mornings to late afternoons. These workers include nutritionists, coaches, academic advisors, and athletic trainers. A variety of sports practice within the building, utilizing the same equipment and tools located in the arena, which sometimes makes the environment busier or more crowded than some might prefer. When available equipment is occupied, runners can search for other machines or wait for one to become available, but often they leave because they do not feel like waiting. Athletic trainers are often very busy taking care of other athletes, but simply setting up a designated session would overcome this problem.


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Content Analysis:The knowledge and skills of the ideal Cross Country runner include using necessary equipment, having good communication skills, and promoting a healthy lifestyle. The instructional analysis suggests that runners are in need of deeper knowledge of equipment purposes and having better communication skills. Thus, it is presumed that the components of a healthy lifestyle were being practiced and the athletes were found to be quite available for meetings/sessions. This suggests that instruction should include other key factors in maintaining proper communication skills and increasing knowledge of available equipment. See diagram below.


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Instructional Goals: To assist learners (Cross Country runners) in developing the knowledge and

understanding of available equipment and tools provided to them. To identify ways to reduce, treat, and prevent injury. To seek out and engage in the proper methods of body care for oneself.

To assist learners (Cross Country runners) in creating open and honest relationships with trained personnel available to them. To foster proactivity and engage learners in their athletic lifestyle and health. To create communication skills that build upon achieving overall health and well-being.

Learning Objectives: Learners (Cross Country runners) will be able to communicate with athletic trainers and

other trained personnel (daily or as needed) to determine the best means of fostering a healthy lifestyle.

Learners will be able to assess their individual needs as it relates to overall training and healthy eating by learning how to operate equipment and plan healthy meals.


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Learners will be more knowledgeable about exercises that prevent injury and be able to identify specific tools available to them (daily or as needed) that would be helpful to resolve problems before it gets serious enough to prevent participation in competition.

Learners will be able to successfully seek out and utilize the proper means for treating and/or preventing ailments (daily or as needed).

Instructional Goal Learning Objectives Learning AssessmentTo assist learners (Cross Country runners) in developing the knowledge and understanding of available equipment and tools provided to them. To identify ways to reduce, treat, and prevent injury. To seek out and engage in the proper methods of body care for oneself.

To assist learners (Cross Country runners) in creating open and honest relationships with trained personnel available to them. To foster proactivity and engage learners in their athletic lifestyle and health. To create communication skills that build upon achieving overall health and well-being.

Learners will be able to assess their individual needs and identify specific tools available to them (daily or as needed) that would be helpful to resolve the problem before it gets serious enough to prevent participation in competition.

Learners will be able to successfully seek out, and utilize, the proper means for treating and/or preventing ailments (daily or as needed).

Learners (Cross Country runners) will be able to communicate with athletic trainers and other trained personnel (daily or as needed) to determine the best means of fostering a healthy lifestyle.

Presented with a few examples of potential injuries, learners will identify which tools/services would be helpful for treatment.

Given a list of daily possible dangers, learners will choose which they would/would not engage in and identify the potential threats of each.

Given a list of available trained personnel, learners will speak with those

whom they feel would be helpful to them in engaging in a healthy lifestyle.


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Performance Problems

Performance Related learning objectives ContentIdentify and practice correct exercises for preventive measures and rehabilitation


Use pre-assessments and discussion/ Q&A sessions to gauge student prior knowledge of pre and post injury habits as well as to help them accommodate new knowledge of post injury maintenance into their daily lives.

Identify and develop healthy nutritional habits for preventive measures and post injury maintenance


Use pre-assessments and discussion/ Q&A sessions to gauge student prior knowledge of pre and post injury habits as well as to help them accommodate new knowledge of nutritional habits into their daily lives.

Access resources and Communicate injuries to trainers.


Use paper handout to run through methods of how students can schedule appointments with trainers online as well as an online walkthrough of how to personalize these appointments based on health and nutritional needs.


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Instructional Goal(s) To facilitate learners in tending to already present injuries, take precautions not to further injury, and practice proactivity to avoid potential threats. Also to facilitate learners in understanding rehabilitative tools available to them, understand their uses, and be in the practice of utilizing equipment and people there to help them.

Content (brief list of key points) Type of Learning Associated Learning Objectives

Use pre-assessments and discussion/ Q&A sessions to gauge student prior knowledge of pre and post injury habits as well as to help them accommodate new knowledge of post injury maintenance into their daily lives.

Use pre-assessments and discussion/ Q&A sessions to gauge student prior knowledge of pre and post injury habits as well as to help them accommodate new knowledge of nutritional habits into their daily lives.

Use online exercise and nutritional videos to provide exemplary techniques and strategies for utilizing exercise equipment, exercising for preventive measures, and to provide exemplary nutritional habits for students to utilize in pre and post injury situations

Use paper handout to run through methods of how students can schedule appointments with trainers online as well as an online walkthrough of how to personalize these appointments based on health and nutritional needs.

DeclarativeIntellectualPsychomotor

DeclarativeIntellectualPsychomotor

PsychomotorIntellectual

PsychomotorIntellectual



Learners will be able to successfully seek out, and utilize, the proper means for treating and/or preventing ailments (daily or as needed).


Instructional StrategiesDeclarative Knowledge- Learners will be given a self-assessment to assess their prior knowledge of practices in the areas of exercise, nutrition, and rest. Psychomotor- Following the assessment, the teacher will facilitate discussion about the way students answered their pre-assessments. Psychomotor/Intellectual- Following this, teachers display for students videos of correct and incorrect uses of exercise equipment; manual self regulated exercises, proper nutrition and the value and affects of getting proper rest. Intellectual- Teachers will thereafter facilitate a class discussion about the videos shown. Psychomotor/Declarative- Teachers will lastly ask that students demonstrate the correct exercise positions and machinery use identify foods that they want to implement into their diet or remove from their diet, and create a schedule of healthy habits and preventative measures that they can follow regularly.

Practice and Activity RequirementsLearners will complete a self-assessment of their knowledge and practices in the areas of exercise, nutrition, and rest. Following the assessment will be a class discussion of how each learner answered the assessment. Learners will then watch videos of correct and incorrect uses of exercise equipment; manual self regulated exercises, proper nutrition and the value and affects of getting proper rest. Learners will participate in a class discussion about the videos shown. Lastly, learners will demonstrate the correct exercise positions and machinery use, identify foods that they want to implement into their diet or remove from their diet, and create a schedule of healthy habits and preventative measures that they can follow


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Timeline in Weeks

Tasks 1 2 3 4 5 6 Deliverable Responsibility

Manage Plan X X X X X Work Plan Cassia

Analysis – Stakeholders X Description of audience Cassia

Analysis – Environment X Description of work/learning environment Cassia

Analysis – Content X Content hierarchy/organization of content DeBorah

Analysis Report X Analysis Report Cassia

Design - Instr. Goals X List of goals based on analysis report Stephanie

Design – Learning Obj. X List of objectives based on goals and content Stephanie

Design – Instr. Strategies X Instructional strategies matrix for objectives Stephanie

Design – Learning Assessment X Learning assessment for each objective Stephanie

Design Report X X Design Report Stephanie

Develop Content X Develop content based on design goals DeBorah

Develop Instruction Strategies X Develop strategies based on goals and objectives DeBorah

Develop Learning Assessment Strategies X Develop learning assessments based on objectives DeBorah

Develop Evaluation Techniques X Develop techniques to evaluate success of instr. DeBorah

Implement Test Run Instruction X Conduct test run of instruction Entire Team

Evaluate Test Run Instruction X Evaluate success of test run and suggest edits Entire Team

Develop and Implement Edits to Instruction X Edit instruction plans and test new features DeBorah

Implement Instruction X Implement Instruction Entire Team


Work Plan

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Roles and Responsibilities of Team Members

Project ManagerThe Project Manager has the overall responsibility to ensure that the entire plan is analyzed, designed, developed, executed, and evaluated effectively. She must be organized, have the ability to ask key questions, delegate responsibilities, resolve conflicts and have good assessment skills to detect unidentified issues. Project managers oversee the progress of the entire project and lend support in the form of encouragement and advice to others working on the plan.

Content SpecialistThe Content Specialist assists the entire team by designing, developing and sometimes implementing the content of the project. This person must be a visionary and have the ability to gather the resources necessary to make the plan work. They must be organized, resourceful, creative thinkers, able to create workable plans and schedules and able to evaluate curriculum for potential success or failure.

Project DesignerThe Project Designer is akin to the Architect of planning a project. The must have great vision for implementing the plan, able to set meticulous schedules and blueprints, and have great communication skills so they can share their vision with the team. The designer designs the project based on the goals and objectives that have been identified, well in advance of working with the developer of the content.

Development SpecialistThe Development Manager is essentially the man in the middle of every thing, as they must take the ideas that were designed by the designer and bring them to life in the project. The developer has the ultimate responsibility of making sure the project plan will work. They should be a very creative thinker, resourceful, be visionary and able to deliver results based on the plan. They should be great at coordinating people, places and things and know how to scope out a project for effective and efficient implementation.

Evaluation SpecialistThe Evaluation Specialist works with the entire team to determine what the goals, objectives and desired outcomes are, and then goes to work evaluating whether or not that was accomplished. This person needs excellent analytical and evaluation skills.


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Example Prototype


Instructional session begins with a welcome message, introduction of trainers, and an overview of why this training is being provided, what will be covered, how, objectives of training and that active participation is encouraged.

WelcomeIntroductions

Overview

Immediately after introduction and overview, a question and answer session begins and learners will complete a self-assessment of their knowledge and practices in the areas of exercise, nutrition, and rest

Learners watch videos of correct and incorrect uses of exercise equipment, manual self regulated exercises, proper nutrition and the value and affects of getting proper rest. Lecture continues with Q&A on the video and learners completing the paper handout.

Active participationwith Q&A

andSelf Assessments

WatchListen Learn

Instruction concludes with learners demonstrating proper positions for manual self-regulated exercises, identifying their favorite nutritious foods, and creating a schedule for living a healthy preventative maintenance lifestyle.

Demonstrations ofLesson’s learned

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Course title: Athlete Injury Prevention TrainingActivity Title: Introduction To Instruction

Introduction To Instruction

Introduction of Instructors Overview of material to be covered Discussion about healthy habits Discussion about unhealthy habits Introduction of video presentation Introduction of paper manual Review training expected learning outcomes

Instructional Activity Description:

•Learners take personal assessment’s

•Learners watch video demonstrations• Proper and improper use

of equipment•Instruction on healthy &

unhealthy eating habits•Staff demonstrates easy exercises

Activity Deliverables/Outcomes:•Learners complete instruction

manuals•Learners participate in active

dialogue

Resources Required:•Instructional videos•Manual covering exercise,

nutrition, safety procedures, resources, staff information, calendars

Notes:•Find short videos of good and bad exercise routines•Create manuals covering all points to be covered•Find staff trainers to demonstrate exercise•Locate room with technology

Key learning outcomes:• Learners will be familiar with

exercise equipment and how to use it

• Learners will have healthy lifestyle knowledge: exercise, nutrition, rest

• Learners will have good communication skills

• Learners will be knowledgeable about available resources

Key Content Points:•Exercise for preventative measures•Healthy nutrition habits•Importance of proper rest•Access to resources


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Course title: Athlete Injury Prevention ProgramActivity Title: Proper Nutritional Habits

Active Participation Begins

Self-assessment handout completed by each student

Q&A session to assess students current knowledge and habits

Discussion about healthy eating habits Discussion about unhealthy eating habits

What To Eat andWhen To Eat It

Instructional Activity Description:•Introduction of personal assessment

handout•Lessons on healthy foods, the

nutrients they provide, and the best times to eat them

•Lessons on unhealthy foods, their affects on the body and athletic performance

•Lessons on how to schedule proper diet and exercise routines

•Provide nutritional charts to each learner for easy reference

Activity Deliverables/Outcomes:•Learners complete personal

assessment handout•Question and answer to assess

knowledge based

Resources Required:•Personal assessment handout•Healthy and unhealthy foods for

demonstration•Calendars to demonstrate good

scheduling•Nutritional charts

Notes:•Purchase healthy and unhealthy foods•Bring calendars for scheduling

demonstrations•Bring nutrition charts for each learner•Create personal assessment handouts

Key learning outcomes:•Learners will gain greater knowledge

on proper and improper nutritional habits

•Learners will gain greater knowledge on the best times to eat and how to schedule their meals

Key Content Points:•Proper and improper nutrition•Best times to eat different foods•How to schedule good eating habits


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Course title: Athlete Injury Prevention ProgramActivity Title: Correct and Incorrect use of Exercise Equipment

How To Use TheseInstructional Activity Description:

•Video of incorrect and correct exercises and use of equipment

•Discuss importance of proper rest•Tie together proper exercise,

nutrition and sleep habits for maximum performance

•Introduce professional trainers and new technology and tools in exercise rooms

Activity Deliverables/Outcomes:•Learners participate in Q&A

sessions to assess knowledge•Learners complete exercises in

handout•Learners practice exercises taught by

professional trainers•Learners complete an ideal schedule

Resources Required:•Videos on correct and incorrect use

of equipment•Technology to demonstrate new

technology available in exercise rooms

•Professional trainers

Notes:•Find videos on exercise routines (good and

bad)•Research importance of proper rest•Find professional trainers for closing session•Test technology for new technology

demonstration

Key learning outcomes:•Gain knowledge on proper and

improper use of equipment•Gain knowledge on importance of

rest•Know how to tie it all together and

create healthy lifestyle schedules

Key Content Points:•Proper and improper exercises•Importance of proper rest•Tying it all together•Meet the trainers•Introduction to new technology•Wrap up with Q&A


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ImplementationDissemination plan

OVERVIEW

The Athlete Injury Prevention Training course is designed to instruct student athletes on success exercise, nutrition, and rest strategies to prevent injuries and to maximize performance. The instruction will take place in a classroom setting where video technology is available and will be conducted during a 5 hour time period, which includes three 15 minutes breaks.

SCOPE OF SERVICES

Instruction begins with a 30-minute welcome message introducing each of the instructors and their qualifications to conduct the training. An overview that will include the following elements will be included in the introduction:

Why this training is being provided What will be covered and how Objectives of the training The desired outcomes Expectations on active participation

Immediately after the introduction and overview, a question and answer session will begin for the purpose of assessing the learners existing knowledge. This instruction will include healthy eating habits such as foods that are healthy and unhealthy, they nutrition they provide, why it is important to eat them and when during the day is the best time to consume them for maximum nutrition and performance. Assessments of learners knowledge on effective exercise routines with and without equipment will also be assessed prior to conducting any training or showing any video demonstrations. The purpose of this 80-minute session is to gain an understanding of learners existing overall knowledge of what it takes to live a healthy lifestyle for maximum performance. These assessments will be conducted by asking learners to complete self-assessment forms that show what they currently know about the importance of exercise, nutrition and rest. After completing the assessment forms, a question and answer session will take place to engage learners in dialogue about their answers to the questions. This exercise allows instructors to make note of specific follow-up points to be covered during each part of the instruction.

During the next 90-minute portion of instruction two videos will be shown demonstrating the correct and incorrect ways to exercise with the use of equipment and without using equipment. Immediately after each video is shown a question and answer session will be conducted to assess how much information learners acquired. This is an opportunity for learners to ask questions based on previous knowledge and an opportunity for instructors to dispel incorrect information. Prior to concluding this portion of the training, instructors will tie together the lessons learned about proper nutrition and effective exercise routines. We will also introduce students to a new online system available to them at the exercise facilities that will allow them to access information on healthy eating, exercise, and rest. This system, which is available on computer tablets, and staff to assist with accessing it, are both available at the exercise facilities. Staff member’s names and contact information will be included in the back of the instruction manuals.


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Instruction concludes with instructors introducing staff from the exercise room who will demonstrate the best way to perform simple exercises that do not require the use of equipment but will deliver maximum results to maintain a healthy body. These exercises can be conducted in dorm rooms or in hotel rooms while students are traveling for competitions. Students will then be asked to practice one of the exercises they just learned about to assess learning of this 40-minute portion of instruction.

Calendars will be provided to each learner and they will be asked to complete a healthy lifestyle plan that includes exercise, nutrition, and rest. The final message is that a healthy lifestyle is not hard to maintain with a good plan and a little discipline.

A final 15-minute opportunity for questions and answers will be provided prior to closing the program with words of encouragement and wishes for a healthy and success life as an athlete.

Task Responsibility Timeline DeliverableNeeds Analysis Cassia 10/05/15 Analyze gap and assess solutionContent Analysis Entire Team 10/09/15 Content to be addressedGoals/Objectives Cassia 10/12/15 Desired outcomesStrategies Matrix Stephanie 10/19/15 What will be taughtWork Plan Table DeBorah 10/21/15 When will tasks be completedRoles and Responsibilities DeBorah 10/12/15 Who will do whatStoryboards DeBorah 10/23/15 How does it look visually

Dissemination Plan DeBorah 10/28/15Summary of entire project implementation

Evaluation Plan

Overall Evaluation Plan: The section describes the procedures to evaluate the quality and effectiveness of this instruction.

Formative evaluation:

Component of instruction Sample Evaluation Instrument/protocol Stakeholders


Evaluation Plan Stephanie 10/30/15Evaluation of plan success and implementation

Cost-benefit Analysis Stephanie 10/30/15 Estimate of project costs and benefitsCitations Cassia 11/02/15 Where were resources gatheredAppendices DeBorah 11/02/15Title Page/Contents Cassia/DeBorah 11/02/15 Title of project and how it is laid outFinal Report Cassia/DeBorah 11/13/15 Review and edits of final report

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questionsContent Presentation Is the content clear?

Is there a seamless flow between the topics of nutrition and exercise and pre and post injury maintenance?

Are the transitions between video instruction and discussion smooth?

Are handout instructions clear and concise?

Are the video presentations engaging?Are learners actively engaged in group discussions?

End of Program Questionnaire

Document analysis

Observation

LearnersInstructor

Activity Are the instructions clear?Does the instruction align with the content?

Are the activities relevant and educational?

Are students able to replicate correct exercise procedures?

Are activities scaffolded well enough to make the healthy lifestyle plan achievable?

Survey

Focus Group

Observation

Document Analysis

LearnersInstructor

Summative evaluation: Type of evaluation Sample Eval questions Instruments/protocols UsesOverall satisfaction Did student knowledge of the

subject matter improve as a result of the course?

End-of-instruction survey

Trainer appointment data

Continue yes/no


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Were students able to use equipment better than before they received instruction?

Were students better able to communicate with trainers and access resources after the course?

Did students gain confidence to reach out to trainers?

Learning assessmentDid student knowledge of the subject matter improve as a result of the course?

Were students able to create effective individualized healthy lifestyle plans?

Test/document analysis at time within and at the end of the instruction

Future enhancements

Transfer …Impact Were students able to maintain pre and post maintenance practices during future game seasons?

Did students make better use of scheduling trainer appointments?

Were there less student injuries in athletic sports as a result of the course?

End of season survey and trainer appointment data

Future enhancements, report of successes


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Cost-benefit Analysis

‘Costs associated with implementation(Personnel, facilities, equipment, financial,

resources, quantitative and qualitative)

Benefits associated with implementation(Financial, resources, quantitative and qualitative

Purchase of iPads for booking trainer appointments

Purchase of pens and pencils, folders, flip chart, markers, staplers

Printing of handouts, assessments, manual

Purchase of healthy food option examples

Trainers to lead instruction on resources

Calendars

Better accountability for booking appointments and useful for data collection

Students can create personalized folders that they can take with them and update on their own, charts will be used to assess knowledge of content

Physical take-away for learners and reference for discussion

Tangible examples and motivators for students to make their own healthy choices

Experienced in the field of health and can provide an in depth perspective of the topic at hand.

Provides students with tangible method of scheduling/implementing health plans


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Cited References

Syracuse University. (2015). Manley Field House. Facilities. Retrieved from http://cuse.com/facilities/manley.aspx


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Appendix A

Athlete Injury Prevention ProgramID Process Flow

The process of creating this program of instruction included analyzing the reasons why athletes were sustaining injuries, what the causes were, and how to fill that gap to prevent it from happening in the future. Once the potential solutions were determined, we began to design a plan to address the issues and to close the gaps. Assessing the reasons why the gaps existed and devising solutions to close each gap achieved this. After potential solutions were designed, we developed a plan for providing interesting, interactive instruction that would keep the audience of student athletes interested and engaged. The ultimate goal is to educate student athletes on a variety of ways they could proactively prevent illness and injury.

The next phase of program development is to implement the designed instruction during a mock training session to assess its effectiveness and discover gaps in the program. This is where we evaluate what was designed and how each session will educate the audience. Changes are made to make the instruction more effective and ready to be provided to the target audience. Key checkpoints occur throughout the process but particularly and specifically between each transition from analysis to design, design to development, development to implementation and implementation and evaluation. These checkpoints ensure that identified goals and objectives are being addressed, plans are realistic, and necessary resources are available and to make adjustments as they are identified.

Task Schedule

Task Draft Final Proofed DONETitle page Sep 22 Sep 22 Nov 10 XTable of contents Oct 28 Nov 5 Nov 10 XExecutive summary Oct 28 Nov 5 Nov 10 XProblem statement Sep 29 Oct 7 Nov 10 XProject work plan (Appendix A) Sep 23 Sep 24 Sep 24 XIDE process flow (Appendix B) Oct 27 Nov 5 Nov 10 XAnalysis – content hierarchy Sep 28 Oct 5 Oct 27 XAnalysis – Audience analysis Sep 28 Oct 5 Oct 27 XAnalysis – environmental analysis Sep 28 Oct 5 Oct 27 XAnalysis report section (summary of analysis, instructional goals, learning obj.)

Sep 29 Oct 5 Oct 27 X

Implementation Oct 19 Nov 2 Nov 10 XEvaluation – formative summary Oct 19 Nov 2 Nov 10 XEvaluation – cost, benefit Oct 19 Nov 2 Nov 10 XOverall Report Content – solutions address gaps Oct 27 Nov 5 Nov 10 XFormatting Overall Nov 5 Nov 5 Nov 10 X


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Appendix B

Instructional Design Process

Five Core Elements ofInstructional Design and Development


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Documents

Analysis: · Web viewTraining Program For. Athlete Injury Prevention. Submitted by: Cassia Hameline – Problem Expert and Analysis. DeBorah Little – Development and Implementation