Dissertation Marking Criteria The overall grade for the dissertation will be determined using the generic marking criteria. This sheet provides a general guide for the overall dissertation grade. Overall First

An outstanding class dissertation. The (100, thesis provides 95, 85, 82) evidence of deep and extensive reading, synthesis of information from different sources and outstanding and sustained critical thought. First An excellent class dissertation. The (78, 75, thesis provides evidence of 72) extensive reading, synthesis of Literature Review Provides evidence of an outstanding grasp of the key issues and the ability to present both sides of a debate. Provides evidence of an excellent grasp of the key issues and the ability to Methods Clear and comprehensive, describing all the important aspects of the study, including participants, protocols, measurements, equipment, and data analysis as appropriate. Clear and comprehensive, describing all the important aspects of the study, including participants, Results Clear, appropriately formatted and presented. Statistical summaries within the results are presented with few, if any, errors. Figures and tables are clearly labelled with appropriate units indicated Clear, appropriately formatted and presented. Statistical summaries within the results are presented with few, if any, Discussion Highlights the key findings and considers the implications of these for current theory or practice in a manner that is both clear and sophisticated. Findings are compared with previous studies where appropriate and discrepant results explored in detail. Meaningful study limitations are highlighted and the manner in which they may alter the interpretation of the findings is indicated. Highlights the key findings and considers the implications of these for current theory or practice in a manner that is both clear and very Structure, presentation, grammar, spelling & referencing The overall presentation of the dissertation is of the highest standard, and the work is without obvious errors of grammar, spelling and referencing. The overall presentation of the dissertation is of a very high standard, and the work is without obvious Upper second class (68, 65, 62) Lower second class (58, 55, 52) information from different sources and excellent and sustained critical thought. Very good degree level work that provides evidence of being well-read and the ability to form intelligent argument from different sources Work of an acceptable degree standard that provides evidence that the student is familiar with some of the key research in the area of the study present both sides of a debate. Provides evidence of a good grasp of most of the important issues and the ability to identify relevant debates More factual than analytical, (i.e., state rather than interpret previous findings) with limited evidence of debate, analysis and critical thinking. protocols, measurements, equipment, and data analysis as appropriate Clear and reasonably complete for the major aspects of the study Should enable the overall protocol of the study and the data gathering aspects to be determined errors. Figures and tables are clearly labelled with appropriate units indicated. Presented appropriately without major errors or omissions. Statistical summaries provide appropriate detail, albeit with minor formatting errors Informative and logically structured but may contain errors in analysis or presentation well-argued. Findings are compared with previous studies where appropriate and discrepant results explored. Meaningful study limitations are highlighted and the manner in which they may alter the interpretation of the findings is indicated Considers the findings and how these relate to previous work, current theory and/practice. Some evidence of comparison with discrepant results from the literature, but such comparisons are occasional and sometimes inconsistent. Obvious study limitations are identified Addresses the main findings of the study and their implications. A limited consideration of limitations may be provided errors of grammar, spelling and referencing. The general structure of the dissertation is logical and the overall presentation is clear and without many errors in grammar, spelling and referencing The overall structure and clarity of presentation should be reasonable although some errors may be evident. Third class (48, 45, 42) Fail (38, 35, 32) Work of the minimal standard acceptable for degree level, or work with some major limitations Demonstrably deficient in one or several key aspects Provides an overview of some relevant studies, although may be limited in scope, extent, or analysis Does not provide a review of a sufficient volume of literature and/or does not review Conveys some of the important aspects of the study design and data collection and analysis Not written in a manner repeatable and will contain major errors and omissions Allows the main findings to be determined with an obvious attempt to analyse and present data appropriately Does not convey the main findings of the study in an understandable way or results may be absent entirely Identifies findings of the study and discusses these, but such discussions will lack depth and will be mainly descriptive in nature. Some study limitations may be identified Fails to discuss the results of the study and will not identify links to relevant research studies; nor does it address the study's limitations The overall presentation should be of at least a minimum standard acceptable for degree level work. An attempt at structuring and presenting work clearly and without unnecessary errors should be evident Not be presented clearly and contains numerous errors Fail (25, 20, 10, 0) the relevant literature related to the topic Absent or will A seriously deficient dissertation containing numerous errors in content, structure, and analysis contain too few references to constitute a review of the chosen field Seriously flawed or entirely absent Contain poorly formatted tables and figures, and the textual information, including statistical summaries, are seriously flawed Limited or absent, and fails to discuss the results of the dissertation in light of the relevant literature. The limitations of the dissertation are either absent or contain numerous errors. The conclusion, if present, does not provide an accurate summary of the dissertation's content. Not be presented clearly and contains extensive errors /nDissertation work Word limit - 6500 (HARVARD REFERENCING) Topic- DOES THE TYPE OF STRETCH DURING A WARM-UP ROUTINE AFFECT HAMSTRING FLEXIBILITY? (STATIC, DYNAMIC & NO STRETCHING)./nProvide more evidence to justify and rationalise the need for your research - e.g. injury rates, how this may impact on performance, what some of the risk factors/ opposing evidence for the stretching type suggests. You have used lots of references, but it would have been more prudent to use references to justify your methods and session structure - why you selected the stretching types and session formats. You did this well to explain the choice of 20 seconds as your stretch duration, but this could have been applied more. Methods - there was lots of detail about the 2 stretching sessions, but much less information about your measurement methods and eligibility criteria. These form a clear part of your methods, so don't forget to be clearer on these. Results - 4 participants so far. The mention of Males VS females came up right at the end. This was out of the blue, as there was no mention of research or literature which compared these populations. If you intend to compare participants by sex, you need to justify this in your literature review and present an awareness of sex differences in flexibility which may influence the results when you write up your full report. You need to be more aware of your data analysis methods. What are you testing and why? What is your study design and how/what measures will you compare? These were questions which came up which you were unable to answer, and are key areas for you to look at for your final dissertation submission./n Protocol for data research. - Sit and reach test guidelines. Equipment: 1: Sit and reach box. 2: Flat surface. Preparation: 1: Remove Shoes to ensure accurate measurement. 2: Sit on the floor with legs fully extended and feet placed flat against the sit and reach box. 3: The soles of the feet should be flat against the box, and the legs should be straight. Execution: 1: With hands overlapped and palms facing down, reach forward along the measuring line. 2: The fingertips should be in line with each other, and the hands should move smoothly without jerky or bouncing movements. 3: The participant should reach forward as far as possible, holding the final position for at least 2 seconds. Measurement: 1: Record the distance reached in Centimetres. 2: The distance is measured from the tips of the fingers to the zero mark on the measuring line. Participant information sheet. Consent form Before warming up and doing any type of stretching, the participant will do the sit and reach test. Once the participant completes the sit and reach test 3 times, they will then take part in a warm-up which will include 1 type of stretching. STATIC STRETCHING PROTOCOL. Running Exercises. Low-Medium Intensity. 1: Running Straight Ahead. (2 minutes) 2: Running Circling Partner. (2 minutes) 3: Running Shoulder Contact. (2 minutes) 4: Running, Quick Forwards and Backwards. (1 minute) Static Stretching. 1: Standing Hamstring Stretch. 2 sets hold for 20 seconds, Rest for 30 seconds. 2: Lunging Hamstring Stretch. 2 sets hold for 20 seconds, Rest for 30 Seconds. 3: Standing Toe Stretch. 2 sets hold for 20 seconds, Rest for 30 seconds. 4: Lying Hamstring Stretch. 2 sets hold for 20 seconds, Rest for 30 seconds. - After the warm-up is completed, the participants will complete the sit-and- reach test again. Their score will be recorded 3 times. Cool down. - Running Across the pitch x2. DYNAMIC STRETCHING PROTOCOL. Running Exercises. Low-Medium Intensity. 1: Running Straight Ahead. (2 minutes) 2: Running Circling Partner. (2 minutes) 3: Running Shoulder Contact. (2 minutes) 4: Running, Quick Forwards and Backwards. (1 minute) Dynamic Stretching. 1: High Knees. (30 seconds) 2: Butt Kicks. (30 seconds) 3: Side Shuffles. (30 seconds) 4: Open the gate. (30 seconds) 5: Close the gate. (30 seconds) 4: Leg Kicks In. (30 seconds) 5. Leg kicks Out. (30 seconds) 6. Hamstring Sweeps (30 seconds) After the warm-up is completed, the participants will complete the sit-and- reach test again. Their score will be recorded 3 times. Cool Down. - - Running Across the pitch x2 Running Bounding x2 NO STRETCHING - Running Exercises. Low-Medium Intensity. 1: Running Straight Ahead. (2 minutes) 2: Running Circling Partner. (2 minutes) 3: Running Shoulder Contact. (2 minutes) 4: Running, Quick Forwards and Backwards. (1 minute) Cool down. - Running Across the pitch x2 - Running bounding x2. The American College of Sports Medicine recommends a warmup duration of at least 5-10 minutes of low to moderate-intensity aerobic exercise (Pulse Raiser) followed by 5-10 minutes. Subjects/Participants, Men and Women (6 men and 6 women) who play football between the ages 18-25. Those who have played football for a minimum of one year will meet the inclusion criteria. Exclusion criteria will include those with medical conditions and if they have had a injury within the past 6 months. Study design/ within-subject design will be used.