Assessment of Projects Technical Requirements Max Score = 50 Instructions: Put a check in the appropriate columns after you determine

that the team project meets (Yes=full credit), does not meet (No=no credit), or partially meets (Somewhat=0.5 credit) each requirement. Provide clear reasons or evidence for your rating. You can refer to pages in the teams documents. The number in the first column is the weight factor for that requirement (3 means that factor is counted 3x as much as a 1)

Requirement

Yes No Som Reasons/evidence e wha t The team used a variety of reliable and Yes Proper and reliable references and truthful sources, and indicated why they sources are presented in the believed these resources were reliable and project truthful (peer reviewed, cited by others, etc) (5) The team cited all resources in their list of Yes All references are properly cited references in the narrative, including personal correspondence/interviews (2) The team included all cited sources in a list of references (1) The video included an opening sequence with a title (1) The video included an introduction of the motor skill and why it is used (2) The video clearly shows the entire motor skill (2) Show the performance from different angles to emphasize important features (2) The video includes integrated voice-over narration (1) The narrative explains the basic biomechanics of the bones and joints involved; i.e. strength, weakness, how they are supported (2) The narrative explains specific planes of movement for the skill (2) Yes Listed on Appendix E

Yes

Video presented with intro title of Clean & Jerk It is explained why this motor skill is being performed Video shows each phase of the Clean & Jerk at a proper pace Shows movements of performance in the most appropriate angles to understand the skill Video includes description of what is being performed Analysis contains the more detailed description of the Clean & Jerk relating to the bones and joints The planes of movement for this skill or mentioned for each phase of the clean & jerk

Yes Yes Yes

Yes Yes

Yes

The narrative explains the roles the Yes agonist and synergist muscles play during the execution of the motor skill (2) The narrative explains how the Yes agonist/synergists and antagonist collaborate during the skill execution (2) The narrative explains how the stabilizers support the agonists (2) Yes

The agonists and synergist muscles during the execution of the skill are stated The narrative describe how each of these muscles work together to collaborate the execution of this skill Stabilizers are stated

The narrative explains type of contractions Yes of the agonists and stabilizers (2) The narrative includes three strengthening Yes exercises and three stretching exercises that support performance of the skill (1) The narrative explains the purpose of the exercises and how the exercise will improve skill performance (3) Yes

Types of contractions of the agonists and stabilizers are also stated Three strengthening and three stretching exercises are presents to help support the Clean & Jerk The three exercises are explained in a clear, understandable way for the audience to interpret a better way to improve performance of the skill Muscles and Joints used during each phase of the Clean & Jerk are presented The information for these exercises are supported by reliable sources Reliable and truthful sources are used throughout this project including during the process of explaining three exercises Myths and injuries that are possible during this skill are presented and explained Completed fully with each team members picture and short biography Tables with the phases of the Clean & Jerk are presented including the agonists, antagonists, and stabilizers involved in the execution of the skill; including name, action, type of contraction, and nerve innervation.

The narrative identifies the muscles and joints targeted with the exercise (2)

Yes

The team provides evidence that supports Yes the selection of the exercises (2) The team cites reliable and truthful Yes sources that support the selection of these exercises (2) The team identified common myths or Yes unsubstantiated beliefs about the skill and how to avoid injury when performing the skill. (2) APPENDIX A: The team included each team Yes members autobiography that includes their professional goals and the tasks they completed for the project (1) APPENDIX B: Detailed information related Yes to the analysis contained in tables addressing all the joints on the left and right side of the body; and the agonists, antagonists, and stabilizers involved in the execution of the skill; including name, action, type of contraction, and nerve innervation. If left and right side are identical, describe the right side and state that the information for the left side is identical (5)

APPENDIX C: Teams self-evaluation of the Yes team project process and final product. A copy of the SMARTER goals setting process and the completed team project rubric (this one). (2) Yes APPENDIX E: List of references and acknowledgements (1) APPENDIX F: Copyright Assurance. Credits, copyright licenses, etc. (1) Total Yes

Teams self-evaluation, SMARTER goals, and team project rubric are fully completed.

Reliable references are listed

Completed 50