Relative Energy Deficiency in Sport (RED-S): Psychological and Physiological Impacts on Athlete Health & Performance
EXSC-9150-400 - Evidence-Based Professional Portfolio I
Teaching Artifact #1 Fall 2024
Abstract
My teaching philosophy emphasizes the interconnectedness of teaching and learning, rooted in the principle of docendo discimus: "by teaching we learn." As a lifelong learner and health science educator, I prioritize evidence-based practices to navigate the evolving landscape of human performance science and implement effective teaching methodologies for learner development. This teaching event centered on Relative Energy Deficiency in Sport (RED-S), a crucial yet underrecognized condition impacting athletes. This event utilized the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model for educational event planning and the ARCS (Attention, Relevance, Confidence, Satisfaction) model for improved student motivation and engagement. The teaching event aimed to inspire future health science professionals, emphasizing the importance of athlete safety and performance through RED-S prevention. Implementing andragogical principles, I created a passionate learning environment that respected adult learners' experiences and encouraged self-directed growth. My core values of determination, growth, and learning enhanced my professional development and helped support my guiding principle to foster healthy and passionate learning environments for current and future health science professionals. This portfolio reflects my commitment to transformative education and positions me as a conduit for knowledge transfer, empowering students to become independent thinkers capable of addressing RED-S in sports or performance settings. Through leadership and teaching, I aspire to leave a lasting impact on the next generation of health professionals.
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Keywords: Andragogy, teaching, learning, growth, relative energy deficiency in sport (RED-S)
Overtraining Syndrome: A Multifaceted Health and Performance Phenomenon
EXSC-9250-400 - Evidence-Based Professional Portfolio II
Teaching Artifact #2 Spring 2025
Abstract
This teaching artifact explores overtraining syndrome (OTS) and its implications in sports and human performance. Conducted as a hybrid learning event for upper-level undergraduate students in the SPT 3000 - Peak Performance in Sport course at Pennsylvania Western University, the session aimed to enhance understanding of OTS among future sports managers. The event covered essential topics such as OTS definitions, mechanisms, prevalence, risk factors, assessment methodologies, and prevention strategies. Teaching strategies included structured content delivery, visual aids, and student engagement strategies to improve learner understanding and retention. The teaching event advanced my mission to strengthen human performance science through leadership, research engagement, and evidence-based practice. Feedback from the 19 participants indicated increased awareness and confidence in identifying and preventing OTS. However, results suggested that a more interactive approach might enhance comprehension further. The study underscores the importance of equipping future professionals with the necessary tools to recognize and mitigate OTS, emphasizing evidence-based education in sports science.
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Keywords: overtraining syndrome, learning, sports managers, educational technology, outcomes evaluation
Interdisciplinary Collaboration in Sports Performance
EXSC-9500-400 - Evidence-Based Professional Portfolio III
Teaching Artifact #3 Summer 2025
Abstract
The teaching artifact created for EXSC 7500: Performance Enhancement Program Design at Pennsylvania Western University is a asynchronous learning module aimed to immerse graduate students in interdisciplinary collaboration within the context of sports performance. Designed in collaboration with the faculty of record, the artifact incorporated educational videos, discussion boards, and curated reading materials to promote both foundational knowledge and practical application. The course design was grounded in adult learning principles, including spaced repetition and Wlodkowski’s motivational framework, and emphasized a blend of passive and active learning strategies. Student engagement was facilitated through structured discussion board prompts that encouraged reflective dialogue and professional development. Assessment employed a grading rubric aligned with Fink’s ‘FIDeLity’ model to ensure fair, timely, and constructive feedback. While the asynchronous format posed challenges in instructor presence and timely student participation, these informed actionable improvements for future iterations. Overall, student feedback was positive, affirming the artifact’s value in fostering interdisciplinary approaches and professional competence. This teaching artifact serves as a model for integrating interdisciplinary collaboration into graduate-level coursework and supports the broader mission of advancing human performance science through evidence-based, learner-centered instructional strategies.
Keywords: Interdisciplinary collaboration, asynchronous learning, sports performance, graduate education, adult learning, teaching strategies