Fitness Analysis #2
specialjenjen
NuFS-163Analysis2.pdf
NUFS/KIN 163- Physical Fitness and Nutrition, San Jose State University
1
Revised 081919
ANALYSIS OF SCIENTIFIC LITERATURE #1 & #2
Directions
You will write two (2) Analyses of Scientific Literature papers. Each will be a 3 to 4 page
critique of an empirical research study that has been published in a peer-reviewed academic
journal. The specific paper to be critiqued will be given to you by your instructor. For the
second Analysis of Scientific Literature you will need to find your own peer-reviewed paper, by
first selecting a relevant topic from the list of suggested topics further down in this packet.
Furthermore, this article will be the same one that you will use for your class presentation. The
article must be turned in with your written assignment. Your instructor will provide you with
specific information on how to select a topic, how to find a worthwhile study to analyze, and
how to turn in your Analyses of Scientific Literature.
After the first Analysis of Scientific Literature, you will receive feedback on your critical
evaluation skills. Please use this feedback when preparing the second Analyses of Scientific
Literature.
Please see the syllabus for the due dates for the two different analyses. Late papers will receive
lower grades, so please be sure to turn your paper in on time.
Each student must do his/her own work; plagiarism will not be tolerated and will result in a
failing grade on the assignment and the student being reported to the Office of Student Conduct
and Ethical Development. Prior to grading, all papers will be scanned by Turnitin.com. Your
instructor will provide additional information regarding use of turnitin.com.
Form and Style Guidelines
Your paper should:
● be written in narrative, paragraph format; ● be written in formal style-3rd person only (do not use 1st or 2nd person, such as “we”, “I” or
“you”); ● NOT use direct quotes or copied material from a source. Instead, paraphrase the source
material using YOUR OWN WORDS and cite appropriately in APA format.
● use past tense when describing the research; ● be typed, double spaced, and 3-4 pages in length; ● be in a font size that is Times New Roman 12 point or similar size (easy to read); ● be left justified (do not right justify/align, which centers text) and have 1-inch margins; ● be submitted according to your instructor’s directions. Some will require materials be turned
in on Canvas. Others will require materials be submitted in a plain file folder with your name
in the tab, a copy of your references in APA format, and the Grading Sheet and Plagiarism
Contract as the first page.
Guidelines for Analyzing Research:
Be sure to consider the suggestions from lecture and the handout “How to Understand and
Interpret Food and Health-Related Scientific Studies” when analyzing the articles. Use the
questions on the next page as a guide to critically evaluate each section of the paper.
NUFS/KIN 163- Physical Fitness and Nutrition, San Jose State University
2
Revised 081919
Analyses of Scientific Literature #1 & #2
Purpose: To understand how to critically read and analyze research articles.
For #1, your instructor will provide you with an article either on his or her web page or Canvas.
For #2, you will select your own study. Make sure to select either an experimental or
observational study so that all components of the assignment can be addressed, a review paper or
meta-analysis is not acceptable.
Directions
In a 3 to 4-page essay, answer all of the following questions based on the article provided:
1. What is the research problem? Another way to think about this is: Why was this study conducted? (briefly describe & analyze)
2. What is/are the hypothesis/hypotheses stated by the author(s)? (briefly describe & analyze)
3. A. Who were study participants (how many were there)? How were they recruited? B. What were the inclusion/exclusion criteria? (briefly describe & analyze)
4. What was the study design? (briefly describe & analyze)
5. What were the results? (briefly describe & analyze)
6. Did the results support the authors’ hypothesis/hypotheses? Why or why not?
7. What was/were the limitation(s) and strength(s) discussed by the author(s)? (These are usually in the Discussion/Conclusion section of the article.) List other strengths and
weaknesses you were able to identify that may not have been discussed by the author(s).
8. A. What conclusion(s) did the author(s) make?
B. How can the research findings be applied? If no applications were suggested by the
authors, in third person describe how you think the findings could be applied. Based on
this study and past research discussed in the Introduction, what are directions for future
research?
Use your own words to discuss the answers using information from the article. DO NOT use
direct quotes or copied material from the article. Instead, paraphrase the source material using
YOUR OWN WORDS and cite appropriately in APA format. Do not include the questions. Your
paper should be written in paragraph form; it should NOT be a list of the questions and your
responses. Your paper should be submitted to turnitin.com to check for plagiarism.
Please check with your instructor for further instructions on how to turn in assignments.
NUFS/KIN 163- Physical Fitness and Nutrition, San Jose State University
3
Revised 081919
NUFS/KIN 163 GRADING CRITERIA
FOR RESEARCH ANALYSIS
“A” papers (receiving 90% or more of the total points) have the following characteristics:
● Carefully follow the content guidelines given by the instructor; answer all questions posed on the critique outline;
● Carefully follow the guidelines for format; which includes not exceeding by more than one-half page the maximum double-spaced pages allowed;
● Are written in standard English, at an upper division college level, with complete sentences and appropriate paragraphs;
● Are written in the student’s own words, without using direct quotes or copied material from the source;
● Are free of redundancies, and have, at most, only 2-3 spelling and/or grammatical errors; ● Develop each section of the critique in a clear and logical fashion; have smooth transitions from
one sentence or idea to another; ● Include insightful interpretation that goes beyond the obvious or what the authors disclosed; ● Cover all of the major aspects of the assignment without going off track or padding; ● Are turned in on the due date and prior to the start of lecture.
“B” papers (receiving 80-89% of the total points) usually differ from an “A” report in one or more of the
following ways:
● Show less care in following the guidelines; ● Have a few lapses in good writing; ● Have less than full clarity in expression of ideas and interpretations; ● Show some tendency to go off track, pad the paper or have redundancies; ● Are turned in one day or partial day (after the start of lecture) late.
“C” papers (receiving 70-79% of the total points) usually differ from an “A” paper in more than one of
the following ways:
● Show minimal care in following guidelines; ● Have more than a few lapses in good writing; ● Use some ambiguous descriptions in the analysis or interpretation; ● Go off track, pad the paper, or have redundancy in more than one instance; ● Are turned in two days after the due date
Papers less than “C” (receiving less than 70% of the total points) usually differ from an “A” paper in
more than one of the following ways:
● Do not follow guidelines; ● Are poorly written; ● Fail to interpret information correctly, or answer questions clearly; ● Frequently wander off track, are “padded” with extraneous information, or are redundant; ● Are turned in more than two days after the due date.
NUFS/KIN 163- Physical Fitness and Nutrition, San Jose State University
4
Revised 081919
Name _____________________________________
GRADING SHEET FOR ANALYSIS OF LITERATURE #1 & #2 ATTACH THIS SHEET TO THE FRONT OF YOUR PAPER (IF REQUIRED)
CATEGORY
Followed directions,
originality report
obtained, format
Major flaws in
following directions,
format.
Followed some, but not
all directions; and/or
some formatting errors.
Excellent format.
Possible Points 0-1 2-4 5
Writing, syntax, spelling,
grammar
Major flaws in
writing, syntax,
spelling and/or
grammar
Some errors in writing,
syntax, spelling and/or
grammar
Well written.
Possible Points 0-5 6-8 9-10
Poor; showed lack
of understanding
Average Very good-excellent
Shows high level
understanding
Question 1 Stated
problem clearly.
0-1 2-3 4
Question 2 Described
hypothesis/research
question/goal clearly.
0-2 3-4 5
Question 3 Participants,
inclusion, exclusion
criteria.
0-1 1.5 2-3
Question 4 Described
study design
0-2 3-4 5-6
Question 5 Described
results clearly.
0-2 3-4 5-6
Question 6 Results
relative to
hypothesis/research
question/goal.
0 1 2
Question 7 Limitations
& strengths described.
0-1 1.5 2-3
Question 8 Future
research; conclusions,
applications.
0-2 3-4 5-6
Subtotal
5 points will be deducted for each calendar day or partial day late Deductions ___________
Your Total ________
PLAGIARISM CONTRACT
I acknowledge that I have not committed plagiarism in the process of writing this paper. I have cited the appropriate
sources and given credit to the authors’ works. I also acknowledge that this paper is my own work and that I have
not plagiarized or received answers from fellow classmates or other students.
I understand that plagiarism will result in a ZERO for the paper, and other possible academic sanctions, including a
report to the appropriate academic authorities.
Signature ______________________________Date ____________
NUFS/KIN 163- Physical Fitness and Nutrition, San Jose State University
5
Revised 081919
GUIDELINES FOR ORAL PRESENTATION OF ANALYSIS OF SCIENTIFIC LITERATURE #2
Using assigned specific topics, each group will be required to engage in a cooperative effort whereby
each individual in the group will be allowed approximately 5 to 6 minutes to lead a discussion on his/her
article (original research) related to the assigned topic. Each individual should present a different side of
the topic using a different journal article. Your instructor will assist you in determining topics for your
presentation. The presentation should go beyond the scope of the textbook. Students are encouraged to
use current topics in nutrition and exercise or controversial issues. Instructor approval is needed (one
week in advance) regarding the appropriateness of your article.
Preparation: Each student is required to review one original research article (primary reference), but
can also use textbooks for additional background and support. Information from this article must be
incorporated into the presentation, and all reference(s) must be cited by authors’ last names and year of
publication during the presentation. Each student in the group will present a different study dealing with
a unique aspect of the overall topic. When possible, a variety of opinions should be presented.
Presentation ● The presentation should include an evaluation (critique) of the research article, including the purpose
of the research, methodology, results, conclusions, limitations, and applications to the “real” world.
Compare and contrast studies. Students are encouraged to evaluate studies that provide differing
results. Students should be creative and use any or all of the following in their presentations:
demonstrations, visual aides (overheads, charts, handouts), and other techniques to inform and
interest the class. Place your requests for University audiovisual equipment at least 7 days before
your presentation. Presentations will be uploaded to Canvas Studio.
● The instructor, as well as other students, will pose questions to the group after the presentation. Discussion of the presentation can help to assess the class knowledge of the presented material.
Material in these oral presentations will then be tested in class exams.
● The group should collaborate on an introduction to the topic, as well as a conclusion that provides a summary and “take home message.”
Paper: Each student will provide a paper (typed) to the instructor prior to the presentation, along with
the appropriate grading sheet. This paper serves as “RESEARCH ANALYSIS #2” and should follow the
same format and instructions used for the first Research Analysis. This paper will be corrected separately
from the presentation and returned to students.
Evaluation of the oral presentation will be based on the following: (see rubric on p. 8)
1. Presentation skills (including adherence to time guidelines; organization of presentation/preparedness; effectiveness of oral presentation (e.g., delivered without excessive
reliance on notes); and effective use of visual aids/ability to interest audience).
2. Ability to critically evaluate scientific research; 3. Ability to define/demonstrate practical application of the material; 4. Appropriateness of nutrition/fitness article; 5. Ability to compare & contrast article with other articles in group/contribution to group summary
& conclusions.
This assignment is worth a total of 50 points and grades will be assigned as follows:
1. Up to 25 points for each individual contribution
2. Up to 25 points as a group grade (the group grade will be the average percentage of the sum of
the individual grades)
NUFS/KIN 163- Physical Fitness and Nutrition, San Jose State University
6
Revised 081919
SUGGESTED TOPICS FOR NUTRITION PRESENTATIONS
Please choose from this list or choose your own topic (approved by instructor)
LIPIDS/FAT
Possible sub-topics
● Dietary fat recommendations/needs for children (< 2 yr olds), elderly ● Dietary fat and risk for various cancers ● Omega-3 fatty acid (linolenic acid) and treatment or prevention of diseases ● Fat replacements used in the food industry
PROTEIN and AMINO ACID SUPPLEMENTS
Possible sub-topics
● Whey protein supplements for weight (muscle) gains ● Glutamine and the immune system and/or muscle recovery in athletes ● Creatine supplementation: effects on strength performance OR effects on endurance performance ● Nitrogen balance studies in determining protein needs for athletes ● Branched-chain amino acids and exercise performance
DRUGS, SUPPLEMENTS, HERBS & DIETS FOR WEIGHT CONTROL
Possible sub-topics:
● Evaluate hydroxycitrate supplement for weight loss ● Evaluate ketogenic diets for weight loss ● Evaluate intermittent fasting for weight loss ● Evaluate/review the “Phen-Fen” drugs ● Evaluate/review over-the-counter drug phenylpropanolamine, Alli, etc. ● Evaluate ephedrine (ephedra), EGCG, ginseng or Hoodia and weight loss
DISORDERED EATING ISSUES and OBESITY
Possible sub-topics
● Eating disorders: case studies, adverse complications, therapies, etc. ● Childhood obesity: prevalence, causes, and treatment ● Research in the area of obesity and genetics ● Adult obesity
VITAMINS & MINERALS IN HEALTH
Possible sub-topics
● Vitamin E’s role in reducing risk of heart disease or cancer ● Zinc and the common cold ● Folic acid deficiency and birth defects ● Folic acid, B6, and/or B12’s role in preventing heart disease ● Iron deficiency effects in the young (children) ● Vitamin D status and supplementation in the older population
VITAMINS, MINERALS & HERBS IN EXERCISE PERFORMANCE Possible sub-topics
● Iron deficiency & anemia in female athletes ● Coenzyme Q10 and exercise performance OR Ginseng supplementation and exercise performance ● Vanadium and body composition ● Antioxidant supplementation (such as vitamin E and vitamin C) and exercise ● Medium-chained triglycerides (MCTs) supplementation and exercise performance/body comp
NUFS/KIN 163- Physical Fitness and Nutrition, San Jose State University
7
Revised 081919
SUGGESTED TOPICS FOR FITNESS PRESENTATIONS
EXERCISE AND AGING
Possible sub-topics:
● Effects of training on muscle strength and/or muscle mass of older adults, including underlying mechanisms
● Effects of training on cardiovascular function in older adults, including underlying mechanisms ● Effects of exercise and aging on changes in flexibility and mobility ● Effects of training on body composition of older adults. ● Exercise and the prevention of falls in older adults, as well as other changes in balance and
equilibrium
EXERCISE AND COGNITION
Possible sub-topics:
● Effects of exercise on cognitive function ● Exercise and brain-derived neurotrophic factors ● Exercise and prevention/treatment of Alzheimer’s disease and/or dementia
EXERCISE IN DIVERSE ENVIRONMENTS
Possible sub-topics:
● Environmental impact on individuals exercising in the heat ● Environmental impact on individuals exercising at high altitudes ● Environmental impact on individuals exercising in polluted environments ● Environmental impact on individuals exercising in cold environments ● Environmental impact on individuals exercising in water environments
TRAINING CONSIDERATIONS
Possible sub-topics
● Effects of detraining on cardiovascular fitness ● Effects of detraining on muscle fitness ● Effects of strength training on cardiovascular function ● Effects of overtraining
PERFORMANCE-ENHANCING DRUGS AND EXERCISE
Possible sub-topics
● Effects of anabolic steroids on training and performance ● Effects of caffeine on endurance or strength performance ● Effects of growth hormones on exercise and sport performance
EXERCISE PRESCRIPTION FOR DIVERSE POPULATIONS
Possible sub-topics
● Effects of training on women during pregnancy OR effects of training post-pregnancy ● Role of physical activity in the prevention or treatment of childhood obesity ● Role of physical activity in preventing Type II diabetes ● Exercise and prevention or treatment of hypertension
EMOTIONAL/SOCIAL BENEFITS
Possible sub-topics
● Relationship between physical activity and stress reduction ● Relationship between physical activity and mood ● Relationship between physical activity and anxiety ● Relationship between physical activity and depression
NUFS/KIN 163- Physical Fitness and Nutrition, San Jose State University
8
Revised 081919
Student Name:_______________________________ Date:__________________________ 1. Presentation (Adherence to time guidelines; organization of presentation/preparedness; effectiveness of
oral presentation (delivered without excessive note reading; effective use of visual aids/ability to interest
audience)
Poor Adequate Good Very Good Excellent
0-1 2 3 4 5
2. Ability to critically evaluate scientific research
Unacceptable/Poor Needs improvement Good Very good Excellent
No attempt to
evaluate study or
evaluative
statements
unsupported or
inappropriate
Student’s opinion of
the article is not
clear; critical
thinking is not
evident
Student’s opinion of the
article is stated, along with
critical evaluation of the
article’s premise and/or
argument, but some
significant points are
overlooked
Includes critical
thinking that clearly
states the student’s
opinion and some
evaluation of the
article’s premise
and/or arguments but
overlooks some
points
Includes critical
thinking that clearly
states the student’s
informed and
substantiated opinion,
thorough evaluation of
the article’s premise,
and supporting points
0-1 2-3 4-6 7-9 10
3. Ability to define/demonstrate practical application of material
Unacceptable/Poor Needs improvement Good Very good Excellent
No attempt made to
describe context of
study or practical
application of
material
Attempt made to
discuss practical
application but
missed the mark
Good attempt
made to discuss
practical
application but
could be improved
Practical
application of
material clearly
described
Practical application of
material very clearly
described by providing a
number of examples
0 1 2 3 4
4. Appropriateness of nutrition/fitness article
Poor Needs
improvement
Good Very good Excellent
0 .5 1.5 1.75 2
5. Ability to compare & contrast article with other articles in group; including contributions to group
summary and conclusions, as well as group introduction
Poor Below average Average Very good Excellent
Student fails to
mentions how
article compares and
contrasts with
others’ article;
demonstrates low or
non-existent level of
understanding
regarding how
article chosen fits in
with other articles;
fails to include
article in
introduction and
conclusion.
Student fails to
mentions how
article compares and
contrasts with
others’ article or
does not correctly
put article in
context;
demonstrates low
level of
understanding
regarding how
article chosen fits in
with other articles;
fails to include
article in
introduction and
conclusion
Student does an
adequate job
explaining how
article compares and
contrasts with
others’ article;
demonstrates
average level of
understanding
regarding how
article chosen fits in
with other articles;
fails to include
article in
introduction and/or
conclusion.
Student does a very
good job explaining
how article
compares and
contrasts with
others’ article;
demonstrates good
but not great level
of understanding
regarding how
article chosen fits in
with other articles;
includes article in
introduction and
conclusion.
Student does an
excellent and
thorough job
explaining how
article compares and
contrasts with
others’ article;
demonstrates high
level of
understanding
regarding how
article chosen fits in
with other articles;
includes article in
introduction and
conclusion.
0 1 2 3 4
Total Points – Individual __________ / 25
Total Points – Group Average __________ / 25
GRAND TOTAL POINTS __________ / 50
