QMD Sports Performance Documentation
Budget: $250 – $750 USD
Qualitative Movement Diagnosis (QMD) Project
The focus of the self-directed athlete analysis project is for each student to work with
three
athletes in order to help the athlete analyze his/her own movement patterns within his/her sport
and help the athlete create a plan for improving those skills. The coach is not analyzing or
creating the plan – the student is completing these tasks with the help of the coach. There will be
several meetings and video sessions to complete the project.
Assignment
This project will consist of the following steps:
1. Create a QMD skills analysis handout based on your reading of the QMD module. This
must be an original work; do not copy from any source including other students. This
should be a framework athletes can use to diagnose their performances and create a plan
for improvement.
NOTE: Test the handout several times prior to using it for this project. It might take
several iterations for the handout to work as desired.
2.
Select three athletes in your program. These athletes should have enough maturity and
knowledge of the sport to be able to analyze his/her own performance. An athlete within
the first year of participation might not be the best choice. That said, the athletes should
represent an array of skill levels: rudimentary, intermediate and advanced. For example,
there are many juniors and seniors who do not advance beyond the rudimentary level
because they do not participate within the sport year-round. This would be a good
candidate for the lower-level athlete.
3. Each athlete has strengths and weaknesses. Have an initial meeting to discuss with the
athlete his/her strengths and weaknesses in order to guide them as he/she selects the
skill(s) that need improvement and will be analyzed for this project.
YOU CANNOT
USE WEIGHTLIFTING SKILLS for this project. You must use movements used in
competitive performances that would benefit each athlete.
This can be a group meeting with all the athletes in the project or one-on-one
meetings.
4. Video each athlete using the skill to be analyzed. If your sport is in in-season training, you
can use videos from practices so that the skill is authentic, which is more impactful. If
your sport is in off-season training, then video the athletes in the practices you are
currently conducting or individually in a skills-based setting.
5. Edit the video to focus on each athlete and their skill performance. Each video should be
individualized and multiple repetitions of the skill to be analyzed. Do not video one rep of
the skill; video many reps and edit the video to have only those reps shown with little to
no extra video time between the reps.
6. Provide each athlete with his/her video and the QMD skills analysis handout. This is the
second meeting with the athlete. In this meeting, show them how to use the QMD skills
analysis handout using a video other than theirs (not the video for this assignment) as well
as how to view his/her video. Give the athlete a due date for their analysis. This can be a
group meeting with all the athletes in the project or one-on-one videos.
7. Analyze the athletes’ videos using the QMD skills analysis handout in preparation for the
next meeting. In that meeting, you will use your analysis using the same handout as the
athlete in order to compare your results with the athlete’s and help guide the athlete as
he/she creates his/her own plan for their skill improvement.
8. Meet with the student in the third meeting to review and discuss his/her analysis results
as well as yours. Then, help guide the athlete in creating his/her own plan for
improvement – this is not the plan created by the coach for them. This plan should include
long-term and short-term goals for improvement. This must be an individual meeting
with each athlete, separately.
9. Repeat steps 4 through 8 twice more – once every two weeks. The two weeks between
sessions allows the student athlete to practice the skill and improve. The new videos
should be reviewed by the student athlete and the EdS student. Each time, continue to
help the student athlete assess his/her improvement, continued needs and make a change
to the plan for improvement.
10. The final meeting will be the third iteration of the videoing and analysis. Then the EdS
student should write his/her report.
For this assignment, each student will submit videos of each of the movement patterns of
each athlete via (https://app.edthena.com/groups/active)
sent
via email link). Then, the student
will need to submit a record of the meeting with the athlete in which improvement was
discussed. This can be a
summary/journal of the meeting, a video of the meeting or an audio
recording of each meeting with the athletes. These are uploaded via
(https://app.edthena.com/groups/active) if video or audio, or via the BlazeView
box if the student submits a summary/journal entry.
assignment
All documents for the project must be kept and included in the final artifact of this project.
Final Artifact
Each student will produce a ten-page paper (only the body of the paper is included in the
page count) for this project. This paper will include the following sections:
1. Title Page: This must conform to APA style for a student assignment submission. There is
a video online that provides instructions on creating an APA style template for student
assignments.
2. Introduction: This section must discuss the QMD method in detail as a basis for
conducting this assignment. This section should end with your purpose statement and
organizational statements that provide the reader with the outline of the remainder of the
paper.
3. Methods: This section will have three subsections (level two headings): participants, data
collection and data analysis. The participants’ subsection will provide the demographics
of each athlete and rationale for their selection. The data collection section will walk the
reader through the steps taken to collect data. The steps are basically outlined above, but
there will be nuances and slight changes to each student that need to be presented. Finally,
the data analysis subsection will address how the QMD skills analysis handout helped the
student, and the athletes analyze those data. This should be step-by-step what the Ed.S.
student candidate and athlete did to analyze the data starting with the second meeting and
ending in with the final meeting.
4. Results: This section should present the analysis results by each athlete and the student
for each athlete’s videos. It would be best to present these findings by each athlete
individually: athlete one, athlete two and athlete three (level two headings). This section
should only present what the athlete found, what the student found for each athlete and
the final results of the last meeting in which the plan for improvement was devised. This
plan should be presented in this section for each athlete as well.
5. Discussion: This is a final reflection of how the project went, improvements for using this
process in the future and final reflection for the project. This should be a concise section
and not dominate the paper.
6. Reference Page: All references used as support for your paper should be placed here using
APA style.
7. Appendices: All artifacts that are not videos should be placed in this section and correctly
labeled using APA style. These should be referenced in the body of the paper when
addressed using proper citation, i.e., (see Appendix __).
Requirements and Grading
The self-directed skills analysis project should be submitted using the APA format. Thus,
your assignments should include the sections listed above. Grading will be determined based on
the self-directed skills analysis project rubric. Further,
DO NOT QUOTE THE ARTICLES. All
writing must be summaries of the work in your own words. All resources must be from this
course or published since 2019.
QMD Project Video 1 Submission Mar 1, 2026
QMD Project Video 1 Submission Mar 22, 2026
QMD Project Video 1 Submission Apr 12, 2026
The focus of the self-directed athlete analysis project is for each student to work with
three
athletes in order to help the athlete analyze his/her own movement patterns within his/her sport
and help the athlete create a plan for improving those skills. The coach is not analyzing or
creating the plan – the student is completing these tasks with the help of the coach. There will be
several meetings and video sessions to complete the project.
Assignment
This project will consist of the following steps:
1. Create a QMD skills analysis handout based on your reading of the QMD module. This
must be an original work; do not copy from any source including other students. This
should be a framework athletes can use to diagnose their performances and create a plan
for improvement.
NOTE: Test the handout several times prior to using it for this project. It might take
several iterations for the handout to work as desired.
2.
Select three athletes in your program. These athletes should have enough maturity and
knowledge of the sport to be able to analyze his/her own performance. An athlete within
the first year of participation might not be the best choice. That said, the athletes should
represent an array of skill levels: rudimentary, intermediate and advanced. For example,
there are many juniors and seniors who do not advance beyond the rudimentary level
because they do not participate within the sport year-round. This would be a good
candidate for the lower-level athlete.
3. Each athlete has strengths and weaknesses. Have an initial meeting to discuss with the
athlete his/her strengths and weaknesses in order to guide them as he/she selects the
skill(s) that need improvement and will be analyzed for this project.
YOU CANNOT
USE WEIGHTLIFTING SKILLS for this project. You must use movements used in
competitive performances that would benefit each athlete.
This can be a group meeting with all the athletes in the project or one-on-one
meetings.
4. Video each athlete using the skill to be analyzed. If your sport is in in-season training, you
can use videos from practices so that the skill is authentic, which is more impactful. If
your sport is in off-season training, then video the athletes in the practices you are
currently conducting or individually in a skills-based setting.
5. Edit the video to focus on each athlete and their skill performance. Each video should be
individualized and multiple repetitions of the skill to be analyzed. Do not video one rep of
the skill; video many reps and edit the video to have only those reps shown with little to
no extra video time between the reps.
6. Provide each athlete with his/her video and the QMD skills analysis handout. This is the
second meeting with the athlete. In this meeting, show them how to use the QMD skills
analysis handout using a video other than theirs (not the video for this assignment) as well
as how to view his/her video. Give the athlete a due date for their analysis. This can be a
group meeting with all the athletes in the project or one-on-one videos.
7. Analyze the athletes’ videos using the QMD skills analysis handout in preparation for the
next meeting. In that meeting, you will use your analysis using the same handout as the
athlete in order to compare your results with the athlete’s and help guide the athlete as
he/she creates his/her own plan for their skill improvement.
8. Meet with the student in the third meeting to review and discuss his/her analysis results
as well as yours. Then, help guide the athlete in creating his/her own plan for
improvement – this is not the plan created by the coach for them. This plan should include
long-term and short-term goals for improvement. This must be an individual meeting
with each athlete, separately.
9. Repeat steps 4 through 8 twice more – once every two weeks. The two weeks between
sessions allows the student athlete to practice the skill and improve. The new videos
should be reviewed by the student athlete and the EdS student. Each time, continue to
help the student athlete assess his/her improvement, continued needs and make a change
to the plan for improvement.
10. The final meeting will be the third iteration of the videoing and analysis. Then the EdS
student should write his/her report.
For this assignment, each student will submit videos of each of the movement patterns of
each athlete via (https://app.edthena.com/groups/active)
sent
via email link). Then, the student
will need to submit a record of the meeting with the athlete in which improvement was
discussed. This can be a
summary/journal of the meeting, a video of the meeting or an audio
recording of each meeting with the athletes. These are uploaded via
(https://app.edthena.com/groups/active) if video or audio, or via the BlazeView
box if the student submits a summary/journal entry.
assignment
All documents for the project must be kept and included in the final artifact of this project.
Final Artifact
Each student will produce a ten-page paper (only the body of the paper is included in the
page count) for this project. This paper will include the following sections:
1. Title Page: This must conform to APA style for a student assignment submission. There is
a video online that provides instructions on creating an APA style template for student
assignments.
2. Introduction: This section must discuss the QMD method in detail as a basis for
conducting this assignment. This section should end with your purpose statement and
organizational statements that provide the reader with the outline of the remainder of the
paper.
3. Methods: This section will have three subsections (level two headings): participants, data
collection and data analysis. The participants’ subsection will provide the demographics
of each athlete and rationale for their selection. The data collection section will walk the
reader through the steps taken to collect data. The steps are basically outlined above, but
there will be nuances and slight changes to each student that need to be presented. Finally,
the data analysis subsection will address how the QMD skills analysis handout helped the
student, and the athletes analyze those data. This should be step-by-step what the Ed.S.
student candidate and athlete did to analyze the data starting with the second meeting and
ending in with the final meeting.
4. Results: This section should present the analysis results by each athlete and the student
for each athlete’s videos. It would be best to present these findings by each athlete
individually: athlete one, athlete two and athlete three (level two headings). This section
should only present what the athlete found, what the student found for each athlete and
the final results of the last meeting in which the plan for improvement was devised. This
plan should be presented in this section for each athlete as well.
5. Discussion: This is a final reflection of how the project went, improvements for using this
process in the future and final reflection for the project. This should be a concise section
and not dominate the paper.
6. Reference Page: All references used as support for your paper should be placed here using
APA style.
7. Appendices: All artifacts that are not videos should be placed in this section and correctly
labeled using APA style. These should be referenced in the body of the paper when
addressed using proper citation, i.e., (see Appendix __).
Requirements and Grading
The self-directed skills analysis project should be submitted using the APA format. Thus,
your assignments should include the sections listed above. Grading will be determined based on
the self-directed skills analysis project rubric. Further,
DO NOT QUOTE THE ARTICLES. All
writing must be summaries of the work in your own words. All resources must be from this
course or published since 2019.
QMD Project Video 1 Submission Mar 1, 2026
QMD Project Video 1 Submission Mar 22, 2026
QMD Project Video 1 Submission Apr 12, 2026