AES-6020 Online Syllabus

Kinesiology I

University Mission:
As a distinctive, comprehensive university of the Lutheran Church—Missouri Synod, centered in
the Gospel of Jesus Christ and based in the liberal arts, Concordia University Chicago (CUC)
equips men and women to serve and lead with integrity, creativity, competence, and compassion
in a diverse, interconnected, and increasingly urbanized church and world.

Ethics, Honesty, and Concordia University Chicago Honor Code:

By virtue of your enrollment in this course, you are committing yourself to Concordia University
Chicago’s honor code. It reads:

"As a student of CUC and a member of the larger society, I pledge to uphold an academic
honor code that supports serving and leading with strong personal integrity. Specifically,
this includes not cheating or using inappropriate or dishonest means to complete anything I
do for a grade, program or graduation requirement. This also includes not giving
unauthorized assistance to, or participating in inappropriate collaboration with, others. I
understand that this is a privilege and it is my responsibility to uphold actively this honor
system. Furthermore, this pledge signifies that I will treat others with utmost respect in my
academic pursuits, within and beyond the confines of a classroom, as I expect others to treat
me." (www.cuchicago.edu/academics/university-honor-code)

In accordance with the honor code, turning in any piece of work constitutes your pledge that your
documents are original and that you have not given or received any unauthorized assistance in
completing your assignments. Plagiarism, the use of intellectual material produced by another
person without acknowledging its source, is therefore not permissible.

For example:
• Widespread copying of passages from works of others into an assignment, paper, discussion
board posting, thesis or dissertation without acknowledgement.
• Using the views, opinions, or insights of another without acknowledgement.
• Paraphrasing another person’s characteristic or original phraseology, metaphor, or other
literacy device without acknowledgement.

As a result of your commitment to the university’s honor code, violations of the code will have
serious repercussions. Academic consequences resulting from violations could range from a zero
on the assignment or examination (which will count in your overall point total for this course) to
failure of the course. Multiple violations will be reviewed by the Honor Code Council and could
result in a failing course grade, suspension or expulsion from the university.

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Americans with Disability Act (ADA):

Concordia University Chicago is committed to ensuring the full participation of all students in its
programs, as required under the Americans with Disabilities Act (ADA). Any student who,
because of a disability, requires accommodations to participate in a course should speak with the
instructor and contact the Center for Accessibility and Resource for Excellence (CARE).
Disabilities covered by ADA may include chronic health conditions as well as learning,
psychiatric, or physical disabilities. CARE is part of the Academic Center for Excellence (ACE).

Please contact: ACE/CARE Office – Klinck Memorial Library, Room 025, 708-209-3462
Additional information may be found here:
https://www.cuchicago.edu/academics/success/disability-services/

Diversity:
Students are expected to respect diversity of thought, opinion and background in all aspects of
interaction and communication. The course incorporates and supports aspects of a diverse learning
society.

College Guidelines

Class Attendance and Participation Policy:

Research clearly indicates that class attendance is an integral factor in student learning. The
importance of attendance is even more amplified in the Concordia eight-week term. Any student
who is absent 25% or more of the designated instructional time may receive a grade of “F” for the
course. Your online course room attendance is required, and it is highly suggested that you
maintain a minimum online course room presence of 5 days a week, with no more than 2
consecutive days without being present in the university’s course room environment. If you
encounter an unexpected circumstance that results in an extended absence, you are required to
communicate with your instructor and your academic advisor to request an official leave of
absence. Emergency situations will be considered on a student-by-student basis.

Students are responsible for participating in this course through the following academic activities:
• completing assigned readings from both texts and supplemental articles,
• responding to module discussion questions by posting to discussion boards on time,
• participating in the discussions with classmates and instructor, and
• submitting assignments for each learning module on the due date.

This course is organized by weekly learning modules. All assigned readings for the module are to
be completed before completing assignments. After completing the assigned readings and any

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ancillary materials posted by the instructor, e.g. power points, etc. students will respond to
discussion question (s) in the discussion are designated for that module in Blackboard. Instructions
for responding to the discussion questions are provided.

Posting and Responding to Discussion Questions:

Discussions require a response to specific questions that results in collaborative conversations and
construction of knowledge that builds and expands learning within the course. You must support
your discussion postings and responses with references, unless you are asked to provide
personal opinion or personal reflection for a specific question. Unless noted otherwise, your
initial discussion postings should be a minimum of 250 words in length*, substantive
and scholarly in nature. It will a 10 point deduction if these guidelines are not
followed OR if you do not post an original thread at all.

You are required to respond to each Discussion posting, each week, within each module
and provide a minimum of two responses to colleagues, that are a minimum of 150 words
in length* AND must include 1 peer reviewed research journal article to support EACH
peer response, It will be a 5 point deduction per peer response that does not meet these
guidelines OR if do not post a peer response at all
*Word counts do not include text within title pages/charts/tables/grids/attachments/references, etc.

Your peer responses can be generated in the following ways:

• Suggest why you might see things differently.
• Ask a probing or clarifying question.
• Share an insight from having read the colleague's posting.
• Offer and support an opinion.
• Validate an idea with your own experience.
• Make a suggestion.
• Expand on the colleague's posting.
• Ask for evidence that supports the posting.
• Always be respectful and collegial.
Technology Expectations:
1. Students will complete assignments using the Internet and library-technology based
database, such as the university’s research database when conducting literature searches and
course assignments and discussions.
2. Students will interact with their instructor and other classmates through the Blackboard
virtual classroom, including retrieving their syllabus, participating in structured discussions,
submitting assignments, and communicating with their professor.
3. Students are expected to use their Concordia email for all correspondence. Students should
log into Concordia Connect to check their email on a regular basis.
4. Check your browser. Clicking on the previous link will take you to the Blackboard Browser
check and will provide information on the compatibility of your browser with Blackboard.
Request for an Incomplete:
The grade of "incomplete" is awarded by an instructor who has determined that, because of

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circumstances beyond the control of the student (e.g., illness, or death in the family); the student
needs more time to complete the course and/or to succeed optimally. Any request for a grade of
incomplete must be initiated by the student. The instructor determines approval of the incomplete.
Incomplete grades range from IA to IF. The "I" indicates an incomplete grade; the second letter
(A - F) indicates the default grade if a grade is not submitted at the end of the six - week completion
period. An "Incomplete" grade must be resolved within six (6) weeks of the end of the term in
which the grade was received. At that time, the instructor will assign a grade. Permission for
additional time beyond the 6 - week deadline may be granted only with the approval of the
instructor and the Registrar. Whether or not the student is enrolled during the following term has
no effect upon this completion date. If no grade is issued after the 6 - week period, the default
grade will be issued and stand as a final grade on the student's record.

Grading Scale
93-100 A 4.00 82-80 B- 2.67 69-67 D+ 1.33
90-92 A- 3.67 79-77 C+ 2.33 66-63 D 1.00
89-87 B+ 3.33 76-73 C 2.00 62-60 D- .67
86-83 B 3.00 72-70 C- 1.67 59 and below F .00

Late Work Policy:

Assignments
Student work is considered late when it is submitted past the stated due date. However, students
are encouraged to turn in assignments after the submission deadline. For each day the assignment
is submitted past the due date the student will face increasingly severe point deductions. The
student has a three-day window to submit work past the due date. One day late garners a 20%-
point deduction, two days late garners a 30% deduction, and three days late garners a 40%
deduction. If the assignment is not submitted within three days of the due date the student will
automatically receive a zero on the assignment.
Quizzes
Quizzes are not accepted late in order to ensure the integrity of the assessment. All quizzes will
close at the deadline and will open up for student review immediately after the deadline. A student
who does not complete the quiz by the deadline will automatically receive a zero.

Discussion Assignments
All discussion thread rubrics will have a category for timeliness. A student who submits their
discussion thread late will receive their point-penalty in this area of the rubric. Peer-responses will
not be accepted late due to the progression to the new module and content. Students who do not

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submit peer-responses/appropriate number of discussion thread responses will receive a point-

penalty (5 point deduction per peer response; 10 point deduction per original thread).

Plagiarism Policy:
For help understanding what plagiarism is, why it is a serious issue, and how to prevent it please
explore https://www.plagiarism.org/article/what-is-plagiarism.
Students are most likely committing plagiarism by:
1. Copying and pasting directly from internet or source (including another students’ work)
2. Failure to attribute source
3. Failure to change wording sufficiently from original source

Penalty for a student caught plagiarizing:

1. Automatic zero on the assignment
2. Student must redo the assignment with no expectation for credit – Student will replace
plagiarism with original work
3. Student must submit in writing what plagiarism is, how their submission was guilty of
plagiarizing, and a statement in which they pledge not to do it again in the future
4. If another infraction occurs, the penalty could be more severe, up to and including being
expelled from the University

Please note: All assignments are submitted through SafeAssign which automatically highlights any
suspicious passages for instructors.

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Course Description:
Students will explore upper extremity musculoskeletal anatomy with emphasis on systems that
enable the human body to maintain proper stabilization and produce efficient movements. Students
will develop human movement analysis techniques through assessment and evaluation of
biomechanical movement patterns. (3 credit hours)

Prerequisites: Graduate standing

Course Objectives:
This course should enable the student to:
1. Explain the structure, support, and movements of the joints of the head, neck, shoulder
girdle, shoulder joint, elbow, wrist, and hand.
2. Explain the function and contributing musculoskeletal structures in normal and impaired
movement.
3. Analyze and evaluate movements of the upper extremity.
4. Analyze improper technical movement patterns specific to the upper extremity.
5. Create movement analyses utilizing Dartfish technology.

Principle Units Taught in the Course:

1. Functional Anatomy of the Upper Extremity
2. Musculoskeletal Structures in Normal and Impaired Movement
3. Musculoskeletal Function in the Upper Extremity
4. Movement Analysis in the Upper Extremity

Required Texts and Readings:

• Biel, A. (2014). Trail guide to the body, a hands-on guide to locating muscles, bones, and
more. (5th ed.). Book of Discovery. ISBN 978-0-9829786-5-8.
• American Psychological Association. (2009). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: American Psychological
Association.

Brookbush Institute Membership: Please see purchasing instructions located in the Module 1
Learning Module Folder.

Multimedia: myDartfish Pro - Please see purchasing instructions pdf posted in Module 1.

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Recommended Reading/Bibliographic Material

Articles
• Schmidt, J. D., Guskiewicz, K. M., Blackburn, J. T., Mihalik, J. P., Siegmund, G. P., &
Marshall, S. W. (2014). The influence of cervical muscle characteristics on head impact
biomechanics in football. American Journal Of Sports Medicine, 42(9), 2056.
doi:10.1177/0363546514536685
• Bailes, J. E., Petschauer, M., Guskiewicz, K. M., & Marano, G. (2007). Management of
cervical spine injuries in athletes. Journal of Athletic Training (National Athletic
Trainers' Association), 42(1), 126-134.
• Mansell, J., Tierney, R. r., Sitler, M. R., Swanik, K. A., & Stearne, D. (2005). Resistance
training and head-neck segment dynamic stabilization in male and female collegiate
soccer players. Journal of Athletic Training (National Athletic Trainers' Association),
40(4), 310-319.
• Myers, J. m., Pasquale, M. R., Laudner, K. G., Sell, T. C., Bradley, J. P., & Lephart, S.
M. (2005). On-the-field resistance-tubing exercises for throwers: An electromyographic
analysis. Journal of Athletic Training (National Athletic Trainers' Association), 40(1),
15-22.
• Hibberd, E. E., Oyama, S., Spang, J. T., Prentice, W., & Myers, J. B. (2012). Effect of a
6-week strengthening program on shoulder and scapular-stabilizer strength and scapular
kinematics in division I collegiate swimmers. Journal of Sport Rehabilitation, 21(3),
253-265.
• Thomas, S. J., Swanik, K. A., Swanik, C., Huxel, K. C., & Kelly IV, J. D. (2010).
Change in glenohumeral rotation and scapular position after competitive high school
baseball. Journal of Sport Rehabilitation, 19(2), 125-135. 7.
• Cools, A. M., Johansson, F. R., Borms, D., & Maenhout, A. (2015). Prevention of
shoulder injuries in overhead athletes: a science-based approach. Brazilian Journal of
Physical Therapy / Revista Brasileira De Fisioterapia, 19(5), 331-339. doi:10.1590/bjpt-
rbf.2014.0109 8.
• Szymanski, D. J., Szymanski, J. M., Molloy, J. M., & Pascoe, D. D. (2004). Effect of 12
weeks of wrist and forearm training on high school baseball players. Journal of Strength
& Conditioning Research (Allen Press Publishing Services Inc.), 18(3), 432- 440. 9.
• Farana, R., Jandacka, D., Uchytil, J., Zahradnik, D., & Irwin, G. (2014). Musculoskeletal
loading during the round-off in female gymnastics: the effect of hand position. Sports
Biomechanics, 13(2), 123-134. 10.
• Fallahi, A. A., & Jadidian, A. A. (2011). The effect of hand dimensions, hand shape and
some anthropometric characteristics on handgrip strength in male grip athletes and non-
athletes. Journal Of Human Kinetics, 29, 151-159. 11.
• Coel, R. A. (2010). Hand injuries in young athletes. Athletic Therapy Today, 15(4), 42-

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45. 12.
• Rencher, N., George, J. D., Vehrs, P. R., Ridge, S. E., & Fellingham, G. W. (2015). The
acute effects of whole-body corrective exercise on postural alignment. International
Journal of Exercise Science, 8(3), 213-223. 13.
• Roylance, D. S., George, J. D., Hammer, A. M., Rencher, N., Fellingham, G. W., Hager,
R. L., & Myrer, W. J. (2013). Evaluating acute changes in joint range-of-motion using
self-myofascial release, postural alignment exercises, and static stretches. International
Journal of Exercise Science, 6(4), 310-319. 14.
• McKean, M. R., & Burkett, B. J. (2014). The influence of upper-body strength on flat-
water sprint kayak performance in elite athletes. International Journal of Sports
Physiology & Performance, 9(4), 707-714.

Assignment Description Points

Reading Quiz In Modules 1-5, you are required to complete a 25 item Reading Quiz 125
that is made up of multiple choice, true/false and labeling items. The
quizzes are designed to assess your acquired level of knowledge
from the reading assignments for each module. You must complete
the quiz in one sitting. You have up to 4 hours to complete the quiz.
The quiz must be completed by Day 7 (Sunday) of the week that is
due.
BBI Quiz In Modules 2-4, you are required to complete a Brookbush Institute 20
(BBI) supplementary reading quiz. The quizzes are designed to
assess your analytical reading skills. The quiz must be complete by
Day 7 (Sunday) of the week that is due.

Introductory In Modules 2-4, you are required to complete a Brookbush Institute 10

Quiz (BBI) supplementary reading quiz. The quizzes are designed to
assess your analytical reading skills. The quiz must be complete by
Day 7 (Sunday) of the week that is due.

Discussion In Modules 1-5, you will participate in a Movement and Motion 160
discussion with your peers. These discussions will require you to
identify a movement and the associated origin, insertion, action, and
plane of motion of the muscles involved in the movement. These
discussions are designed to be highly interactive and mimic the
traditional classroom setting. Your initial response is due by Day 3
(Wednesday). Your second response and peer responses are due by

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Day 7 (Sunday).

Final Project In Module 5 you will complete a clinical case study. Your case study 100
is due by Day 5 (Friday) of the week in which it is due.

Journal In Modules 2-4 you are required to submit a reflection journal on the 200
weekly learning activities. Your case study is due by Day 7 (Sunday)
of the week in which it is due.

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Module 1: Basic Anatomical Terminology

Overview:
Assignment Due Date Format Grading Points
Self---Introduction Day 3/5 Discussion 0
Reading Quiz Day 7 Quiz 25
Discussion 1 Day 3/5/7 Discussion 20
Introduction Quiz Day 3 Quiz 10

This week you will examine terminology that is used to describe body parts, reference positions
and anatomical directions. The information learned in this module will provide a foundation for
the duration of your studies in exercise science. Learning how to describe movement from an
anatomical perspective will allow you to communicate with other professionals and peers in a
more precise and understandable manner. In this module you will explore joints, planes of
movement, anatomical positions, and movement. In the discussion forum, you will write a self-
introduction and a short movement analysis using anatomical terminology to a discuss sport skill
from the perspective of the planes in which the movement occurs. Lastly, you will complete the
Introduction quiz and the Module 1 reading quiz that covers the content from the required readings.
Completing the learning activities and readings will aid you in accomplishing the learning
objectives listed below.

Learning Objectives:
Upon completion of this module, you should be able to:
A. Define terminology used to describe body part locations, reference positions, and
anatomical directions.
B. Describe the planes of motion and their respective axes of rotation in relation to human
movement.
C. Create a basic LinkedIn profile that effectively markets your current status as a student of
exercise science.

Required Readings/Resources:
• Read from Trail Guide to the Body: Chapter 1: Navigating the Body
• Review Lesson Presentation: Basic Anatomical Terminology
• Syllabus and Course Guide
• LinkedIn Resources (found in discussion board prompt)

Recommended Readings/Resources
• Brookbush, B. (2014). Anatomical Position and Directions.

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• Brookbush, B. (2014). Planes of Motion.

Assignments
Participate in the following discussions:
1. Self-Introduction – Due Day 3 and 5
2. Module 1: An Anatomical Discussion – Due Day 3/5/7
3. Quiz 1. Introduction Quiz - By Day 3, complete the Introduction Quiz
4. Module 1 Reading Quiz - By Day 7, complete the Module 1 Reading Quiz on the
assigned readings for the week.

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Module 2: Functional Anatomy of the Head & Neck

Overview:
Assignment Due Date Format Grading Points
Reading Quiz Day 7 Quiz 25
Discussion 2a Day 3/5/7 Discussion 20
Discussion 2b Day 10/12/14 Discussion 20
BBI Quiz Day 14 Quiz 10
Reflection Journal Day 7 Journal 10

Over the next two weeks you will examine the functional anatomy of the head and neck. The head
and neck region feature some of the most complex joints and musculature in the entire body. Due
to the complexity of the head and neck many exercise scientists will gloss over the region;
however, a firm understanding of the head and neck is vital to understanding how to prevent head
injuries and some of the specialized movements humans can perform. In this module you will
explore the cervical vertebrae, jaw movements, facial structure, and more. In the Discussion 2a
forum, you will first identify an activity of daily living (ADL) or sport skill that involves the head
and neck. You will then complete a video analysis and describe the movements and structures
involved in the ADL or sport skill. In the Discussion 2b forum you will complete an article review.
In the first week of the module you will complete the Module 2 reading quiz that covers the content
from the required readings. In the second week you will complete a Brookbush Institute quiz
based on the module’s topics. Lastly, in your reflection journal, write about your experiences with
the learning activities over the past two weeks, including your experiences palpating the structures
we discussed during this module. Completing the learning activities and readings will aid you in
accomplishing the learning objectives listed below.

Learning Objectives
Upon completion of this module, you should be able to:
A. Locate and discuss the origin and insertion of each muscle of the head and neck.
B. Locate and discuss the muscle synergies of the head and neck.
C. Describe the isolated function of each muscle of the head and neck.
D. Discuss the head and neck movements and the muscles involved in selected skills and
exercises.
E. Identify Activities of Daily Living (ADL) that involve the muscles of the head and neck.
F. Discuss all movements of the head and neck and list their respective planes of movement.
G. Explain the function and contributing musculoskeletal structures in normal and impaired
movement around the head and neck.

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H. Analyze and evaluate movements of the head and neck.

I. Analyze faulty movement patterns specific to the head and neck.
J. Create movement analyses utilizing Dartfish technology.

Required Readings/Resources
• Read from Trail Guide to the Body
o Chapter 5: Head and Neck
• Review Lesson Presentation: Head & Neck
• Brookbush Institute Articles
o Brookbush, B. (2014). Anatomical position and anatomical directions.
o Brookbush, B. (2014). Planes of motion.
o Brookbush, B. (2014). Joint actions.
o Brookbush, B. (2014). Definitions, naming, and types of synovial joints.

Recommended Readings/Resources:
Articles
• Schmidt, J. D., Guskiewicz, K. M., Blackburn, J. T., Mihalik, J. P., Siegmund, G. P., &
Marshall, S. W. (2014). The influence of cervical muscle characteristics on head impact
biomechanics in football. American Journal of Sports Medicine, 42(9), 2056.
doi:10.1177/0363546514536685
• Bailes, J. E., Petschauer, M., Guskiewicz, K. M., & Marano, G. (2007). Management of
cervical spine injuries in athletes. Journal of Athletic Training (National Athletic
Trainers' Association), 42(1), 126-134.
• Mansell, J., Tierney, R. r., Sitler, M. R., Swanik, K. A., & Stearne, D. (2005). Resistance
training and head-neck segment dynamic stabilization in male and female collegiate
soccer players. Journal of Athletic Training (National Athletic Trainers' Association),
40(4), 310-319.

Assignments:
Discussions
• Module 2a: Head and Neck Movement Analysis – Due Day 3/5/7
• Module 2b: Article Review – Due Day 10/12/14

Quizzes
• Module 2 Reading Quiz – By Day 7, complete the Module 2 Reading Quiz on the
assigned readings for the week.
• Brookbush Institute Quiz – By Day 14, complete https://brentbrookbush.com/online-

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course/009-functional-anatomy- 1-introduction/ quiz. Please note that in order to receive

credit for this assignment you must submit your certificate of completion as a pdf or word
document.

Reflection Journal
Journal 1 – By Day 7, write a reflection journal outlining your experience with the learning
activities from the past two weeks. This should be a minimum of 300 words and in
paragraph form.

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Module 3: Functional Anatomy of the Shoulder and Arm

Overview:
Assignment Due Date Format Grading Points
Reading Quiz Day 7 Quiz 25
Discussion 2a Day 3/5/7 Discussion 20
Discussion 2b Day 10/12/14 Discussion 20
BBI Quiz Day 14 Quiz 10
Reflection Journal Day 7 Journal 10

Over the next two weeks you will examine the functional anatomy of the shoulder and arm. Due
to the anatomical structure of the shoulder joint it is the most mobile joint in the entire body.
However, the shoulder joint is frequently injured and is prone to issues later in life due to incorrect
movement patterns. As exercise scientists it is imperative that you understand the movement and
musculature of the shoulder joint so that you can contribute to injury prevention and rehabilitation
over the lifespan. In this module you will explore the shoulder girdle and the supporting structures
that contribute to the freedom of motion the shoulder offers. In the Discussion 3a forum, you will
first identify an activity of daily living (ADL) or sport skill that involves the shoulder and arm.
You will then complete a video analysis and describe the movements and structures involved in
the ADL or sport skill. In the Discussion 3b forum you will complete an article review. In the first
week of the module you will complete the Module 3 reading quiz that covers the content from the
required readings. In the second week you will complete a Brookbush Institute quiz based on the
module’s topics. Lastly, in your reflection journal, write about your experiences with the learning
activities over the past two weeks, including your experiences palpating the structures we
discussed during this module. Completing the learning activities and readings will aid you in
accomplishing the learning objectives listed below.

Learning Objectives
Upon completion of this module, you should be able to:
A. Locate and discuss the origin and insertion of each muscle of the shoulder and arm.
B. Locate and discuss the muscle synergies of the shoulder and arm.
C. Describe the isolated function of each muscle of the shoulder and arm.
D. Discuss the shoulder and arm movements and the muscles involved in selected skills and
exercises.
E. Identify Activities of Daily Living (ADL) that involve the muscles of the shoulder and
arm.
F. Discuss all movements of the shoulder girdle and arm and list their respective planes of

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movement.
G. Explain the function and contributing musculoskeletal structures in normal and impaired
movement around the shoulder and arm.
H. Analyze and evaluate movements of the shoulder and arm.
I. Analyze biomechanical movement patterns specific to the shoulder and arm.
J. Create movement analyses utilizing Dartfish technology.

Required Readings/Resources
• Read from Trail Guide to the Body
o Chapter 2: Shoulder & Arm
• Review Lesson Presentation: Shoulder & Arm
• Brookbush Institute Articles
o Brookbush, B. (2014). Basics of human movement systems.
o Brookbush, B. (2014). Joints of the shoulder girdle and scapular joint actions.
o Brookbush, B. (2014). Muscles of the scapula.
o Brookbush, B. (2014). Deltoids.
o Brookbush, B. (2014). Rotator cuff.
o Brookbush, B. (2014). Pectoralis major, latissimus dorsi, and teres major.
o Brookbush, B. (2014). Arm Muscles.
o Brookbush, B. (2014). Functional anatomy by joint action and exercise: Upper
body.

Recommended Readings/Resources
Articles
• Myers, J. m., Pasquale, M. R., Laudner, K. G., Sell, T. C., Bradley, J. P., & Lephart, S.
M. (2005). On-the-field resistance-tubing exercises for throwers: An electromyographic
analysis. Journal of Athletic Training (National Athletic Trainers' Association), 40(1),
15-22.
• Hibberd, E. E., Oyama, S., Spang, J. T., Prentice, W., & Myers, J. B. (2012). Effect of a
6-week strengthening program on shoulder and scapular-stabilizer strength and scapular
kinematics in division I collegiate swimmers. Journal of Sport Rehabilitation, 21(3), 253-
265.
• Thomas, S. J., Swanik, K. A., Swanik, C., Huxel, K. C., & Kelly IV, J. D. (2010). Change
in glenohumeral rotation and scapular position after competitive high school baseball.
Journal of Sport Rehabilitation, 19(2), 125-135.
• Cools, A. M., Johansson, F. R., Borms, D., & Maenhout, A. (2015). Prevention of

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shoulder injuries in overhead athletes: a science-based approach. Brazilian Journal Of

Physical Therapy / Revista Brasileira De Fisioterapia, 19(5), 331-339. doi:10.1590/bjpt-
rbf.2014.0109

Assignments/Activities
Discussions
• Module 3a: Shoulder and Arm Movement Analysis – Due Day 3/5/7
• Module 3b: Article Review – Due Day 10/12/14

Quiz
• Module 3 Reading Quiz – By Day 7, complete the 25-item quiz on the assigned readings
for the week.
• Brookbush Institute Quiz – By Day 14, complete https://brentbrookbush.com/online-
course/010-functional-anatomy- 2-muscular-function-and-upper-body-muscles/ quiz.
Please note that in order to receive credit for this assignment you must submit your
certificate of completion as a pdf or word document.

Journal
• Reflection Journal 2 -- By Day 7, write a reflection journal outlining your experience
with the learning activities from the past two weeks. This should be a minimum of
300 words and in paragraph form.

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 AES-6020 Online Syllabus
Kinesiology I

Module 4: Functional Anatomy of the Forearm and Hand

Overview:
Assignment Due Date Format Grading Points
Reading Quiz Day 7 Quiz 25
Discussion 4a Day 3/5/7 Discussion 20
Discussion 4b Day 10/12/14 Discussion 20
BBI Quiz Day 14 Quiz 10
Reflection Journal Day 7 Journal 10

Over the next two weeks you will examine the functional anatomy of the forearm and hand. The
forearm and hand contribute to some of the most intricate movements in the human body. Through
analysis of forearm and hand anatomy you will gain an appreciation of everything that goes into
movements that most of us take for granted. In this module you will explore wrist and finger
structure along with the supporting musculature. In the Discussion 4a forum, you will first
identify an activity of daily living (ADL) or sport skill that involves the forearm and hand. You
will then complete a video analysis and describe the movements and structures involved in the
ADL or sport skill. In the Discussion 4b forum you will complete an article review. In the
first week of the module you will complete the Module 4 reading quiz that covers the content
from the required readings. In the second week you will complete a Brookbush Institute quiz
based on the module’s topics. Lastly, in your reflection journal, write about your experiences
with the learning activities over the past two weeks, including your experiences palpating the
structures we discussed during this module. Completing the learning activities and readings
will aid you in accomplishing the learning objectives listed below.

Learning Objectives:
Upon completion of this module, you should be able to:
A. Locate and discuss the origin and insertion of each muscle of the forearm and hand.
B. Locate and discuss the muscle synergies of the forearm and hand.
C. Describe the isolated function of each muscle of the forearm and hand.
D. Discuss the forearm and hand movements and the muscles involved in selected skills and
exercises.
E. Identify Activities of Daily Living (ADL) that involve the muscles of the forearm and
hand.
F. Discuss all movements of the forearm and hand and list their respective planes of
movement.
G. Explain the function and contributing musculoskeletal structures in normal and impaired

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 AES-6020 Online Syllabus
Kinesiology I

movement around the forearm and hand.

H. Analyze and evaluate movements of the forearm and hand.
I. Analyze biomechanical movement patterns specific to the forearm and hand.
J. Create movement analyses utilizing Dartfish technology.

Required Readings/Resources
• Read from Trail Guide to the Body
o Chapter 3: Forearm & Hand
• Review Lesson Presentation: Forearm & Hand
• Brookbush Institute Articles
o Brookbush, B. (2014). Upper body dysfunction. Retrieved from
https://brentbrookbush.com/articles/postural-dysfunction-
movementimpairment/upper-body-dysfunction-ubd/
o Brookbush, B. (2014). Introduction to postural dysfunction and movement
impairment. Retrieved from
https://brentbrookbush.com/articles/posturaldysfunction-movement-
impairment/introduction-to-postural-dysfunction-andmovement-impairment/
o Brookbush, B. (2014). Introduction to the overhead squat assessment. Retrieved
from https://brentbrookbush.com/articles/assessment/introduction-overheadsquat-
assessment/
o Brookbush, B. (2014). Overhead squat assessment: Signs of dysfunction.
Retrieved from https://brentbrookbush.com/articles/postural-
dysfunctionmovement-impairment/solutions-table-overhead-squat-assessment/

Recommended Readings/Resources
Articles
• Szymanski, D. J., Szymanski, J. M., Molloy, J. M., & Pascoe, D. D. (2004). Effect of 12
weeks of wrist and forearm training on high school baseball players. Journal of Strength
& Conditioning Research (Allen Press Publishing Services Inc.), 18(3), 432- 440. 2.
• Farana, R., Jandacka, D., Uchytil, J., Zahradnik, D., & Irwin, G. (2014). Musculoskeletal
loading during the round-off in female gymnastics: the effect of hand position. Sports
Biomechanics, 13(2), 123-134. 3.
• Fallahi, A. A., & Jadidian, A. A. (2011). The effect of hand dimensions, hand shape 19
and some anthropometric characteristics on handgrip strength in male grip athletes and
non-athletes. Journal of Human Kinetics, 29 151-159.
• Coel, R. A. (2010). Hand injuries in young athletes. Athletic Therapy Today, 15(4), 42-
45.

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Kinesiology I

Discussions
Module 4a: Forearm and Hand Movement Analysis – Due Day
3/5/7 Module 4b: Article Review – Due Day 10/12/14

Quizzes
1. Module 4 Reading Quiz: by Day 7, complete the Module 4 Reading Quiz on the assigned
readings for the week.
2. Brookbush Institute Quiz By Day 14, complete
https://brookbushinstitute.com/course/upper-body-dysfunction/ quiz. In order to receive
credit for this assignment you must submit your certificate of quiz completion as a .pdf or
word document.

*Special regarding the BBI quiz for this module. The goal of this quiz is to introduce you to
advanced movement assessment. It is not expected that you will master this content in this short
period of time. Due to the advanced nature of this quiz, a score of 50% or above will be
considered passing. If you do not meet the BBI passing criteria to receive a certificate, simply
screenshot your attempt and submit that as a .pdf or word document.
Reflection Journal
Reflection Journal 3 – By Day 7, write a reflection journal outlining your experience with the
learning activities from the past two weeks. This should be a minimum of 300 words and in
paragraph form.

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 AES-6020 Online Syllabus
Kinesiology I

Module 5: Final Project

Overview:
Assignment Due Date Format Grading Points
Reading Quiz Day 7 Quiz 25
Discussion 5 Day 5 Discussion 20
Final Project Day 5 Assignment 100

Over the course of the next week you will have the opportunity to review and reflect on the
anatomy presented over the term. In the Module 5 discussion board you will reflect on the
knowledge you gained this semester. You will complete the Module 5 reading quiz that covers
reading content from this term. Finally, you will complete your final project, an in- depth
movement analysis case study. Completing the learning activities and readings will aid you in
accomplishing the learning objectives listed below.

Learning Objectives:
Upon completion of this module, you should be able to:
A. Explain the structure, support, and movements of the joints of the head, neck, shoulder
girdle, shoulder joint, elbow, wrist, and hand.
B. Explain the function and contributing musculoskeletal structures in normal and impaired
movement.
C. Analyze and evaluate movements of the upper extremity.
D. Critique and assess improper biomechanical movement patterns specific to the upper
extremity.
E. Justify strength and rehabilitation exercise selection.
F. Create movement analyses utilizing Dartfish technology.

Required Readings/Resources:
• Brookbush Institute Articles
o Introduction to Activation Exercise
https://brentbrookbush.com/articles/activation/introduction-to-activation-exercise/
o Introduction to Flexibility Techniques
https://brentbrookbush.com/articles/mobility/introduction-to-flexibility-
techniques/

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 AES-6020 Online Syllabus
Kinesiology I

Recommended Readings/Resources
Articles
• Rencher, N., George, J. D., Vehrs, P. R., Ridge, S. E., & Fellingham, G. W. (2015). The
acute effects of whole-body corrective exercise on postural alignment. International
Journal of Exercise Science, 8(3), 213-223.
• Roylance, D. S., George, J. D., Hammer, A. M., Rencher, N., Fellingham, G. W., Hager,
R. L., & Myrer, W. J. (2013). Evaluating acute changes in joint range-of- motion using
self-myofascial release, postural alignment exercises, and static stretches. International
Journal of Exercise Science, 6(4), 310-319.
• McKean, M. R., & Burkett, B. J. (2014). The influence of upper-body strength on flat-
water sprint kayak performance in elite athletes. International Journal of Sports
Physiology & Performance, 9(4), 707-714.

Assignments/Activities
Discussions
Module 5: Analysis of Week One Post – Due Day 5 – This can be considered a public reflection
based on the prompt provided.

Quiz
Module 5 Reading Quiz – By day 7 (Sunday) complete the Module 5 Reading Quiz based on
content from previous modules and course practices.

Assignments
Case Study – Due Day 5

For this assignment you will select an upper body movement/ mechanism of injury that interests
you and develop a case study analysis around it. Past examples have included throwing a baseball,
putting a shot, softball pitching, shoulder subluxation, and SLAP tear.

Your first step in completing this assignment is developing a synopsis of your movement issue.
Your movement should illustrate a biomechanically faulty movement (improper technique). There
should be a potential for injury or an actual biomechanical failure resulting in injury. Below is an
example. This can be hypothetical scenario or one you have encountered in your experience.

“After practice one of swimmers complains of weakness during the butterfly stroke.
She does not report any pain, but insists she needs a workout to get her pull back.”

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Kinesiology I

Your second task is to complete a Dartfish video analysis of the movement you selected in your
synopsis. Your video analysis must include five key positions that are spread out among the upper
body skeletal system. If you are investigating a mechanism of injury you may use a popular media
video. In this instance screenshots of the five movements would be acceptable.

Third, along with your video analysis you will also complete a movement analysis chart. Within
your movement analysis chart, you will include the origin, insertion, action, and plane of motion
of the musculature involved organized by key position. This should be completed for at least one
action in each of the five key positions. Since muscles can perform different actions at different
positions, it is possible that muscles will repeat.

Joint Muscle Origin Insertion Action Plane of motion

Glenohumeral Pectoralis Medial half of Intercular Flexion Sagittal Frontal
Joint Major anterior groove of Abduction
surface of the humerus
clavicle

Supraspinatus

Fourth, you will identify any potential over/under active muscles, improper biomechanics, or
mechanisms of injury involved in your chosen movement. I do not expect expert knowledge to be
presented here. However, I do expect to see hypotheses support by what we have studied and
discussed in class.

Fifth, you will then suggest two exercises designed to help your client with his or her issue. These
can be preventative or post-injury rehab depending on the angle you take. Your claims and
suggestions must be supported by academic sources. The textbook is not allowed as a resource
within this section.

Sixth, you will then create a video demonstrating the correct technique for the exercises you
created. Within the video analysis you will also provide instructions and an anatomical
description of the movement along with possible movement errors that might occur. The video and
the movement analysis should be done within the context of Dartfish.

Rev. 6/01/2016 Page 23 of 27


Please include a CUC cover page, utilize APA format and citations, and utilize three sources (not
including the textbook). For a guide to APA citation please refer to your APA Manual.
Qualities & Criteria
Content/Information
-All elements of the topics
are addressed,
demonstrating
comprehension of the
material at a graduate
level. The information is
technically sound and
based on careful research.
-50% weight
Quality of Writing
-Clarity of sentences and
paragraphs, cohesion of
information, no errors in
spelling or grammar,
proper use of English
organization, and follows
scientific writing
principles
-20% weight
References and use of
references
-Scholarly level of
references, minimum
number of peer-reviewed
resources, effective use of
references throughout
paper, APA format is
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AES-6020 Online Syllabus
Kinesiology I
Grading Rubric for Written Assignments
A/A- B+/B Below Graduate Level
The paper is objective and The paper is objective and The paper lacks objective
addresses an in-depth provides an overview of criteria, and/or lacks an
analysis of the proposed the proposed topic. The appropriate analysis of the
topic. The provided provided information may proposed topic. There is a
information is presented be lacking cohesion lack of cohesion, and
in a cohesive manner, and/or may not be fully content is not supported
based upon appropriate supported by appropriate by appropriate research.
research support. research.
The paper is well written The paper is relatively The paper is poorly
from start to finish, well written, with few written with several errors
without errors. Principles errors. Principles of throughout. Principles of
of scientific writing are scientific writing are scientific writing are not
followed. The research is lacking; and/or the followed. The paper is not
integrated sympathetically research is not organized well.
to support analysis of sympathetically integrated
topic. The paper is well to support analysis of the
organized with a coherent topic. The paper is
flow of information. relatively well organized.
Appropriate number of Most of the references References used are not
references are used in used are not important important and/or are not
writing. The references and/or are not of scholarly of scholarly quality. The
chosen are appropriate quality. minimum number of
and applicable to the The references are not resources are not
topic. effectively used/cited. included. References are
Appropriate citations (in missing/not effectively
APA format) are followed The minimum number of used throughout paper.
peer-reviewed sources are
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followed
-20%
Format/Layout
-Presentation & Structure
of text follows assignment
requirements, APA
formatting (headings,
spacing, etc.), & use of
CU-C cover page
-10%
Grading Rubric for Recorded/Video Discussions/Assignments
Qualities & Criteria
Content/Information
-All elements of the topics
are addressed,
demonstrating
comprehension of the
material at a graduate
level. The information is
technically sound and
based on careful research.
If the assignment has a
writing component, the
quality of writing (i.e.
scholarly writing) will be
assessed here
-45% weight
Quality of Video
Rev. 6/01/2016
throughout the paper.
Closely follows all
requirements related to
format & layout.
APA font, APA headings,
Cover Pages
A/A-
The information is
objective and addresses an
in-depth analysis of the
proposed topic. The
provided information is
presented in a cohesive
manner, based upon
appropriate research
support.
The information is well
written (if applicable) from
start to finish, without
errors. Principles of
scientific writing are
followed. The research is
integrated sympathetically
to support analysis of
topic.
The video is professional
allowing for a clear
AES-6020 Online Syllabus
not included.
Follows a majority of the
requirements. Some are
not followed.
B+/B
The information is
objective and provides an
overview of the proposed
topic. The provided
information may be
lacking cohesion and/or
may not be fully supported
by appropriate research.
The information is
relatively well written (if
applicable), with few
errors. Principles of
scientific writing are
lacking; and/or the
research is not
sympathetically integrated
to support analysis of the
topic.
The video is professional
but lacks a clear and/or
Kinesiology I
APA formatting is not
followed.
Poorly follows the
requirements related to
format/layout.
Below Graduate Level
The information lacks
objective criteria, and/or
lacks an appropriate
analysis of the proposed
topic. There is a lack of
cohesion, and content is
not supported by
appropriate research.
The information is poorly
written (if applicable).
The video is
unprofessional, lacks
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-Clarity information
presented; content is
delivered in an organized,
clear, professional manner;
demonstration (if
applicable) is performed
correctly
-20% weight
Peer-Responses: -replies
to other students and
instructor
-20%
References and use of
references
-Scholarly level of
references, minimum
number of peer-reviewed
resources, effective use of
references throughout
paper, APA format is
followed
-15%
Qualities & Criteria
Development of ideas:
-All elements of the topics
are addressed,
demonstrating
comprehension of the
Rev. 6/01/2016
presentation of
information. Information is
discussed in a cohesive,
organized format. If
applicable, demonstrations
are properly performed.
Required number of replies
to students and instructor
are posted in a timely
fashion. Posts add to the
conversation to delve
deeper into the topic.
Appropriate number of
references are used in
writing. The references
chosen are appropriate and
applicable to the topic.
Appropriate citations (in
APA format) are followed
throughout the paper.
Written Discussion Board Rubric
A/A-
The post is objective and
addresses an in-depth
analysis of the proposed
topic.
The information is
AES-6020 Online Syllabus
cohesive presentation of
information. If applicable,
the demonstrations are
performed but may lack
proper mechanics.
The minimum number of
required posts are not
posted.
And/Or posts are not
substantial in nature; they
do not add significantly to
the conversation.
Most of the references
used are not important
and/or are not of scholarly
quality.
The references are not
effectively used/cited.
The minimum number of
peer-reviewed sources are
not included.
B+/B
The post is objective and
provides an overview of
the proposed topic. The
focus of the post strays
from the purpose of the
Kinesiology I
cohesion, and (if
applicable) demonstrations
are not performed
properly.
Lacking appropriate peer
responses: either in
number, timeliness, or
content.
References used are not
important and/or are not of
scholarly quality. The
minimum number of
resources are not included.
References are missing/not
effectively used
throughout paper. APA
formatting is not followed.
Below Graduate Level
The post lacks objective
criteria, and/or lacks an
appropriate analysis of the
proposed topic. The
proposed topic is not the
Page 26 of 27

material at a graduate
level. The information is
technically sound
-25%
Demonstrates critical
thinking: -Appropriate
use of literature to support
writing, follows APA
-25%
Quality of Writing: -
Clarity of sentences and
paragraphs, cohesion of
information, no errors in
spelling or grammar,
proper use of English
organization, and follows
scientific writing
principles
-20%
Peer-Responses: -replies
to other students and
instructor
-20%
Timeliness
See Late Work policy
on page 4
Rev. 6/01/2016
AES-6020 Online Syllabus
Kinesiology I
technically sound & discussion post. focus of the written
focuses on the purpose of discussion thread.
the discussion post.
The provided information The provided information There is a lack of
is presented in a cohesive may be lacking cohesion cohesion, and content is
manner, based upon and/or may not be fully not supported by
appropriate research supported by appropriate appropriate research.
support. The research is research. The research APA is not followed.
integrated sympathetically may not be properly
to support analysis of integrated into the post.
topic. APA is followed
The post is well written The post is relatively well The post is poorly written
from start to finish, written, with few errors. with several errors
without errors. Principles Principles of scientific throughout. Principles of
of scientific writing are writing are lacking; and/or scientific writing are not
followed. The research is the research is not followed. The post is not
integrated sympathetically sympathetically integrated organized well.
to support analysis of to support analysis of the
topic. The post is well topic. The post is
organized with a coherent relatively well organized.
flow of information.
Required number of The minimum number of Lacking appropriate peer
replies to students and required posts are not responses: either in
instructor are posted in a posted. And/Or posts are number, timeliness, or
timely fashion. Posts add not substantial in nature; content.
to the conversation to they do not add
delve deeper into the significantly to the
topic. conversation.
Submitted on time Submitted Late (as
marked in Blackboard by
the “Late” tag)
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