5
Applying Programmatic Knowledge
Antonio McClan
SPT-710-X4474 Internship 23TW4
5/20/2023
Question 1
I got the chance to work on a variety of projects during my internship at Norfolk State University's Sport Department, which gave me the chance to show off and improve my knowledge, skills, and abilities (KSAs) in order to satisfy the program's objectives. These assignments gave me hands-on experience and enabled me to put the theoretical ideas I had acquired in the classroom into practice in real-world situations.
The creation and execution of a strength and conditioning program for the university's basketball team was one project I worked on. In order to construct a program that would improve the players' physical fitness and performance on the court, I had to draw on my expertise of exercise science and sports performance. I did a lot of research, evaluated each player's requirements and skills, and created unique exercises and training regimens. This project allowed me to exhibit my knowledge of exercise concepts, program design, and capacity to customize treatments to match the needs of certain athletes.
The planning and implementation of a regional sports competition organized by the university was another initiative to which I helped. This required collaborating with many departments, handling the event's logistics, and making sure everything went according to plan (Hill-Eley, 2019). I efficiently coordinated with a variety of stakeholders, including coaches, players, referees, and volunteers, by using my organizational and communication abilities. This assignment gave me the chance to demonstrate my capacity for multitasking, working under time constraints, and team collaboration.
I also participated in doing sports performance evaluations for certain players. This included calculating and assessing numerous physical traits including power, quickness, agility, and flexibility. I analyzed the data and utilized my understanding of evaluation procedures to evaluate the findings and provide suggestions for better performance. Through this research, I was able to show that I could gather and evaluate data, interpret results, and make suggestions based on solid evidence.
Question 2
The ideas I gained in the classroom and the real working practices differed in various ways during my internship at Norfolk State University's Sport Department. The intricacy of real-world situations, practical limitations, and the dynamic nature of the sports sector are only a few of the causes of these variances. The focus on adaptation and flexibility in the business as opposed to the regimented nature of classroom ideas was one obvious distinction. Theories are often taught in a linear, methodical way in the classroom, creating a direct route from theory to application. But I soon discovered that in the job, unanticipated events and shifting situations need the capacity for swift adaptation and strategy modification (Hill-Eley, 2019). For instance, I first created a strict training schedule when creating a strength and conditioning program for the basketball team. However, I had to modify the program on the spot, taking into account the demands of each athlete and making adjustments to account for unanticipated injuries and schedule issues.
Another highlight was workplace communication and collaboration. Classrooms emphasize independent learning and intellectual understanding. However, employees, coaches, and players must work well together to complete duties. To prepare the regional sports event, I had to ensure open communication, resolve conflicts, and focus everyone's efforts on a single goal. This required flexibility, interpersonal skills, and teamwork.Working practices also promoted critical thinking and practical problem-solving. Ideas are typically conveyed in idealized hypothetical settings in the classroom. In reality, money constraints, schedule conflicts, and logistical issues may affect decision-making and implementation. My internship required me to manage tasks and find creative solutions within these constraints. When faced with a restricted sports equipment budget, I had to explore additional options, negotiate with suppliers, and find economical solutions that met player needs.
References
Hill-Eley, D. (2019). Influential factors in college choice decisions among student-athletes who play football at Division I, historically black colleges and universities (Doctoral dissertation, Morgan State University).