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This paper must be 6-7 pages and should build on your Feminist Topic Proposal. Students must engage with one popular source and two secondary sources they independently locate and analyze in depth four or more of our course readings. The most successful papers will engage in depth with our course readings throughout the entire paper. The paper must be modeled around a thesis sentence that is introduced in the first few sentences of the paper. Every sentence in the paper should build on that thesis statement, be specific/not vague, and should not be repetitive or tangential. An example thesis sentence can be found in the Feminist Topic Sample Proposal provided by your instructor in Canvas. Next, similar to your proposal do not assume your reader is familiar with any of your sources; students should describe each source to their reader. Students should carefully consider and implement the detailed comments provided by your instructor for your Feminist Topic Proposal when developing this paper. Taking into consideration the comments is highly important to be successful on this assignment.
Paper Grading Rubric
Excellent Good Poor
Topic’s relation to the overall course content
The topic to be added to the syllabus relates very well to our class and will enrich it tremendously
The topic to be added to the syllabus relates somewhat to our class
The topic does not relate well to the class
Student’s description of the topic
The student describes the topic in great depth and offers unique and highly persuasive points about the importance of the topic
The student describes the topic well, but could also expand upon the topic to include more in depth analysis of it
The student does not describe the topic in depth and/or does not use the full required length of the paper to describe the topic
Evidence provided from readings
The student supports their argument with in depth engagement with a variety of readings
The student partially supports their argument with evidence from readings
The student does not use sufficient evidence from readings to support their argument
Knowledge of course content
The student shows exceptional and highly advanced knowledge of class materials, key class terms, and key class concepts
The student shows good knowledge of class materials, key class terms, and key class concepts
The student shows marginal knowledge of class materials, key class terms, and key class concepts
Writing style
The student has eloquently formed sentences, strategic word choice, and grammatical excellence
The student demonstrates good writing approaches with room for improvement
The student’s writing style lacks effective use of language and grammar and needs significant improvement
Topic Female athlete and Mental Health
This is a continuous paper, the professor wants the first 3 pages on my topic, which is Female athlete and Mental. Please Follow the concept map on how to start.
Topic: Female athlete and Mental Health
I chose this this topic because, in the past those who suffer from mental health issues, normally have to deal with these afflictions alone and in silence. This is accurate especially amongst people of color. They are either told that they should pray or worse not to worry about their mental stability. However, we have reached a cornerstone in society where speaking out on mental issues is no longer taboo. Due to the fearlessness of female athletes such as Simone Biles, other females are no longer ashamed to speak out on their personal mental issues. This is crucial because it is necessary for females to seek support when they have reached their mental breaking point.
Thesis: What are the impacts on Mental Health of Female athletes in competitive Sports?
Topic: Female athletes And Mental Health
I. Introduction
a. What is mental health – This point will be discussing about what mental health is. It should also discuss various mental health statistics.
b. Mental health & female athletes
This section will cover how mental health has affected several known female athletes.
II. Effects on female athlete’s physical health
a. Female Athlete Triad – This section will discuss the female athlete triad. This syndrome has three distinctive physical attributes of female athletes.
b. Covid-19 – This point will discuss how Covid-19 affected the mental health of female athletes.
III. Social Expectations on female athletes
a. Media coverage of the female athletes – This section will explore the relationship between female athletes and the media. It will explore the notions given by some female athletes that the media have impacts on their mental health.
b. Female athletes as role models – This sub-topic discusses the pressure society puts on female athletes and athletes in general to be role models.
IV. Discrimination of female athletes in the US
a. Equal pay between men and women athletes – This point will dive into how female athletes are paid less the male athletes.
b. Differences in treatment between male and female athletes- This point will discuss the many factors which female athletes face, that male athlete does not face.
V. Discrimination of female athletes on the International Stage
a. International Olympic Committee (IOC) dress codes when it comes to females – This section will explore how the international Olympic committee discriminates against female athletes using dress code requirements.
b. International Olympic Committee (IOC) treatment of women with higher testosterone- This point dives into the discrimination of some female athletes based their physical appearance and their testosterone levels.
References:
Castaldelli-Maia JM, Gallinaro JGDME, Falcão RS, et al. (2019). Mental health symptoms and disorders in elite athletes: a systematic review on cultural influencers and barriers to athletes seeking treatment. British Journal of Sports Medicine,707-721. http://dx.doi.org/10.1136/bjsports-2019-100710.
The authors from the British Journal of Sports Medicine are looking to identify the barriers to professional athletes who are seeking treatment for mental issues. The study design that was used is a systematic review design study. As a result of the study, it was found that there were four cultural influencers when it comes to seeking mental health treatment. The influencers in the article, the lack of acceptance of women as athletes, lower acceptability of mental health symptoms and disorders among non-white athletes, non-disclosure of religious beliefs, and higher dependence on economic benefits. The article works well with my thesis however, it highlights the barriers that tend to have people ignore mental health issues. This article interests me because it examines the importance of understanding both cultural and economic impediments.
DE OLIVEIRA, T. A. P., DE OLIVEIRA, G. L., VALENTIN-SILVA, J. R., MARTINS DANTAS, E. H., & FERNANDES FILHO, J. (2018). Female athlete triad in high-performance sports: implications from performance and women health. Journal of Physical Education & Sport, 18(4), 2428–2439.
http://efsupit.ro/images/stories/decembrie2018/Art%20365.pdf.
This article is written by the Journal of Physical Education & Sport. It was published on December 31, 2018. The article discusses the impact of Female Athlete Syndrome (FAT). FAT is a syndrome that is characterized by three symptoms: eating disorders, amenorrhea, and osteoporosis. The journal review will discuss the physiological implications of training in female athletes, as well as the components of female athlete triad syndrome. This journal review will support my paper because, as my thesis states, FAT could be another possible cause or sign of a mental breakdown in professional women athletes
Kroll, J., & McMillian-Roberts, K. (2021). Developmental Outcomes of University Female Basketball Athletes as Participants in Peer Mentoring Groups. Journal of Athlete Development & Experience (JADE), 3(2), 116–127. https://doi.org/10.25035/jade.03.02.03.
This article discusses the role of University female athletes who are part of peer mentor groups. The article describes a qualitative research method. It follows 16 NCAA Division III female athletes. The athletes were part of either a mentorship or group membership program, and the results are measured. The article fits with the aspect of my paper where I will be discussing how having a bigger social platform, that people can change issues.
McGuine, T. A., Biese, K. M., Petrovska, L., Hetzel, S. J., Reardon, C. L., Kliether limitedmes, S., Bell, D. R., Brooks, A., & Watson, A. M. (2021). Changes in the Health of Adolescent Athletes: A Comparison of Health Measures Collected Before and During the COVID-19 Pandemic. Journal of Athletic Training, (Allen Press). 56(8), 836–844. https://meridian.allenpress.com/jat/article-pdf/56/8/836/2882555/i1062-6050-56-8-836.pdf.
When Covid-19 became a worldwide pandemic, many schools across the globe were forced to shut down. This included the cancellation of all sports on the high school, college, and professional levels. The authors used a cross-sectional study for this research study. The population of the study is based out of the University of Wisconsin-Madison. During the Covid-19 pandemic, there were 2,343 University of Wisconsin athletes included in the study, of the 2,343 athletes 58% were women. Before the Covid-19 pandemic, the study included 5,231 participants, 47% of which were women. This is related to my paper because this will provide a respectable measure of how the Covid-19 affected the female athletes’ mental health.
Mountjoy, M., Sundgot-Borgen, J., Burke, L., Ackerman, K. E., Blauwet, C., Constantini, N., Lebrun, C., Lundy, B., Melin, A., Meyer, N., Sherman, R., Tenforde, A. S., Torstveit, M. K., & Budgett, R. (2018). International Olympic Committee (IOC) Consensus Statement on Relative Energy Deficiency in Sport (RED-S): 2018 Update. International Journal of Sports Nutrition & Exercise Metabolism, 28(4), 316–331. https://doi.org/10.1123/ijsnem.2018-0136.
This article is an update of the original article back in 2014. The article was written by the International Olympic Committee. In the original article, they identified Relative energy deficiency in Sport (RED-S). As a syndrome characterized as having impairments of metabolic rate, limitations on menstrual function, bone health, immunity, protein synthesis, and cardiovascular health. The article matches my thesis and topic because all the women mentioned, all perform on the Olympic level, and the research on RED-S by the IOC affects the athletes will be talking about.
This course, LifeSpan
This course, LifeSpan: Growth & Development is now half over and you have learned many new concepts that help to explain Human Development from birth through Middle Childhood. You have learned how concepts in each of the biosocial, cognitive, and psychosocial processes influence the ongoing continuity and change during each of the life span stages.
Imagine that you are having a conversation with a family member, fellow student or a co-worker. Select three interesting development concepts from each of the four life stages of the Beginning-Conception to Birth, the First Two Years, Early Childhood, and Middle Childhood. Write a total of four paragraphs, one for each life-span stage. Each paragraph should include the following
Explain a minimum of three development concepts for each of the four life stages using terminology and descriptions from the Berger etext. Include concepts from the biosocial, cognitive and psychosocial processes in your answer.
Apply each concept to your own or another person’s development by describing examples as to how the concept is displayed in the person’s development.
Reflect on how each development concept can be used in your personal life or future career.
You might select the concept(s) that are most meaningful to you, but there must be at least three development concepts from each of the four life stages of Beginning-Conception to Birth, the First Two Years, Early Childhood, and Middle Childhood. You do not need to use documentation; just write using your own words.
To clarify: Select a total of 12 topics or concepts, three from each of the following life-stages
Beginning-Conception to Birth – Ch 2
The First Two Years – Ch 3 and 4
Early Childhood – Ch 5 and 6
Middle Childhood – Ch 7 and 8