Advanced Biomechanics

APA Formatting

Graduate level writing

4-5 sources of various types

Annotated Bibliography

My Athletes name is Trevor; his sport is the World’s Toughest Mudder

The two skills are sprinting and climbing

Create an Annotated Bibliography.

Your AB will involve primary sources that will inform you how the skills are to be performed properly.

This information will come from industry leaders. For example, there are videos on how to dive correctly produced by Stanford Diving, MLB will produce videos on how to hit a baseball, WNBA will produce instructions videos on a jump shot. USA Volleyball or the IFVB will produce lectures and videos on proper spiking form. YouTube videos or other videos from the Internet can be used to assist you with this portion of the project as long as they are from an industry leader in the sport and they use proper biomechanical terms and descriptions to explain the skills.

A useful tool in conducting research and for your final project is the annotated bibliography. An annotated bibliography combines the citations found in the References list at the end of documents in APA format with annotations about each of the sources.

Construct an annotated bibliography based upon your athlete’s identified skills. This Annotated Bibliography will be athlete and sport specific and contain books, articles, websites, etc that are relevant to your athlete’s sport’s skills. While not everything in your annotated bibliography will be peer reviewed in the traditional sense, sources should be from credible sport governing bodies, professional leagues, or known industry experts. As an example of the types of sources not to include: Livestrong.com. and the like.

Purpose: An annotated bibliography is an organizing tool that is helpful when working on a research project. An effective annotated bibliography is used to compile research sources in one location and provide the researcher with quick access to the information contained in each source.

Audience: This assignment should be directed at your scholarly peers, and you may assume that they have only a casual familiarity with your topic or issue.

Content/Subject: Your annotated bibliography will consist of the sources that you have deemed relevant to your topic and/or question(s) of inquiry. The goal of the assignment each week is to find Primary Sources. While you may encounter sources that are secondary, you will only include the ones that you find most useful and relevant.

Formatting:

• Cite the source in proper APA format. The citations should be organized in alphabetical order by author just as in an APA References page.
• Follow with a brief annotation that summarizes the source (approx. 3-5 sentences). You may quote from the source, but do not copy and paste the abstract. Ideally, all of the annotation should be in your own words.
• Next, In 2 to 4+ sentences, explain the source’s relevance and importance to your issue.

Constraints: The annotated bibliography is a fairly rigid genre. Your citations must adhere to APA format. This will be one of the central components of the grade for this assignment. Failure to follow APA format exactly will harm your grade.

The annotations for each source should follow an academic style. This means that you must construct, with elevated and sophisticated language, correct grammatical sentences that effectively summarize what each source has to say. Additionally, you should explain how each source is relevant to the issue that you have selected and what it adds to your knowledge about your issue.

Specific guidelines to follow when completing this assignment are:

• 4-5 sources of various types (book, article, website, etc.).
• Sources focused around a narrowed issue or question of inquiry.
• Adherence to APA format for all citations.
• Sources in alphabetical order according to author.
• Thoughtful and complete annotations of 100-150 words.
• Correct grammar, punctuation, and spelling.

  Brief Example:

Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51, 541-554.

The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.