Team C Instructional

Design Document

Julia Morrow and Tariq Mackey

Team C Instructional Design Document

Table of Contents:
Part I: Instructional Design Document
Introduction
. 2
About the Institution
Statement of the Issue
Recommended Solution
Teaching Solution
Human Performance Solution
Instructional Aim
Goals Analysis

Needs Assessment Proposal

3
Overview
The Plan
Learner Analysis

4
General Characteristics
Specific Characteristics
Contextual Analysis

. 4
Orienting Context
Instructional Context
Transfer Context
Task Analysis

5
Instructional Objectives

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Team C Instructional Design Document

Overview
Objectives Sequencing
Objectives Strategies
Part II: Instructional Unit

10
Part III: Summary and Conclusion
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Team C Instructional Design Document

Introduction:
About The Institution:
The University of Tampa is a private university, located in the
downtown area of Tampa, Florida. As of 2015, the student body population
reached just over 8,000 students. This university is classified as a NCAA
division II institution, in the south region. The athletes participate in the
sunshine state conference, known as the Conference of Champions
(tampaspartans.com). There are 21 varsity athletic teams at the university,
consisting of approximately 600 student athletes. With the athletic teams
there are anywhere from 1-10 coaches per team, those that are on staff and
volunteering their time. This institution is a nationally known program for its
student-athletes and their accomplishments, on the field or in the classroom.
Statement of the Issue:
This institution has seen an increase of positive drug test results the past ten
years.
Student-Athletes are not abiding by NCAA and University Substance
Guidelines (muscle enhancers, social drugs, prescription drugs, etc.)
Recommended Solution:
The target audience is the student-athletes of the organization.
However, the university will benefit from the instructional product as well.
With less positive drugs tests, the university will need less money to spend
on counseling and administration. In addition to the instructional course,
there will be a support network implemented. This support network will
enable student-athletes to gain further knowledge about drug testing and
other aspects of the different compliance rules that have been set by the
university and the NCAA. Not only will this help the student-athletes, it will
also get the athletes to be more comfortable with the staff and coaches to
increase communication to all parties involved.
Teaching Solutions:
Instructional course to be completed once a year by student athletes.
Welcome Back seminar to accompany the instructional course.
Human Performance Solution:
Create a support network of university staff and coaches for the
student-athletes.
Instructional Aim:
To increase the awareness of the drug testing rules and regulations in
student-athletes.
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Goals Analysis:
1.
The training will serve to educate the student athletes on NCAA drug
testing regulations.
2.
The training will serve to educate the student athletes on University of
Tampa drug testing policies.
3.
The training will serve to create awareness of food and drinks that can
affect students drugs testing.
4.
The training will serve to create a support network for student athletes.
5.
The training will serve to educate student athletes on the effect of
drugs on their performance.
6.
The training will serve to educate student athletes on the negative
outcomes of positive drug testing results.
Needs Assessment Proposal:
Overview:
In recent years, the University of Tampa has noticed an increase in the
amount of positive drug tests (traces of illegal substances were found) that
they receive back for their student-athletes. The purpose of this needs
assessment is to determine whether this is an instructional problem or a
human performance issue. After this is determined, a plan will be determined
how to close the gap and decrease the amount of positive drug test results
at the university.
The Plan:
Phase I:
Target Audience: University of Tampa athletes
Strategy: Implementing the new training/teaching solutions
Analysis: Will not be conducted in full.
Participants: University of Tampa Athletic department.
Phase II:
Sample Size: Approximately 50 people will be a part of the sample
The sample will include student-athletes, coaches and athletic faculty
and staff.
Scheduling: During weeks 3-5 the sample members will be interviewed and
surveyed.
All of the student athletes will be surveyed and 5-10 from each class
will be asked to take part in interviews.

Team C Instructional Design Document

All of the coaches will be surveyed and 3-7 will be asked to take part in
interviews.
All of the athletic faculty and staff will be surveyed and 5-10 will be
asked to take part in interviews.

Phase IV:
Results: This is an instructional issue within the university.
Action: An instructional unit will be created to close the learning gap of the
student-athletes.
Learner Analysis:
General Characteristics:
The learners that the University of Tampa athletic department is
targeting is, its student-athletes. In total there are 600 student athletes at
the institution. These are students that are enrolled full time at the university
and participate in varsity athletics. Their ages range from 17 years old to 24
years old and include both genders (male and female). The student-athlete
population is composed of majority of U.S. citizens, but there are
approximately 10% of the population that is foreign. The experience with the
university of each student-athlete ranges from none to four years.
Specific Characteristics:
The student-athletes must have been admitted to the university as per
academic standards. Therefore, they need to know how to read, write, and
think critically. The student-athletes must also be able to understand the
English language. For this instructional program specifically, they must be
able to operate a computer and navigate a website. The learners must also
be willing to learn new regulations and abide by those that are set by the
University and the NCAA.
Contextual Analysis:
Orienting Context:
The purpose of this instructional program is to equip the learner with
knowledge of drug testing regulations for the NCAA and the University.
Student-athletes will learn what the guidelines are for drug testing and how
to avoid a positive test (showing that they have done illegal substances).
Due to a wide range of experience of the athletes have with the university
and NCAA, these may not be new concepts to them. This will allow for
reinforcement for those veteran learners. It is important that the learners
understand the importance for following the rules for drug testing because it
can lead to penalties and eventual dismissal from the team, if they incur a
positive drug test.

Team C Instructional Design Document

Instructional Context:
The training session will be conducted at the beginning of each fall
semester for all the student-athletes. If the learner transfers in mid-year,
then a separate training session will be conducted for them. There will be a
welcome-back session for each individual team. With this a presentation
will be given where various individuals will talk to each team; the athletic
director, compliance director, sports information director and athletic training
staff. Each will talk about specific portion of compliance at the university and
what is to be expected of them. This session will include talking about the
importance of drug testing, the different illegal substances, and what can
happen when a student-athlete incurs a positive test result.
After this in-person training session, the learners will have two-weeks
to complete an online instructional unit about drug testing. They will be
tested before the instructional unit and after completing the instructional
unit. This unit will cover all aspects of drug testing and in more detail than
what was covered in the in-person training session.

Transfer Context:
After the yearly training session is completed, the student-athletes will
have to abide by those regulations that are set out by the university and
NCAA for drug testing. The knowledge that they have gained from the
training should be applied right away and used throughout their entire
careers at all NCAA institutions. There will be a support system set in place
for any learner that feels that they need to learn more about the rules. This
support system will include, fellow athletes, coaches and athletic staff
members. In addition to this, there will be a student-athlete website that has
information regarding all aspects of being a student-athlete. This website will
also be available in an application for download on their smartphones.
Task Analysis:
Form of Task Analysis: Topic Analysis
We decided to use the topic analysis to best inform the learner of drug
testing and the NCAA policies for it.
1.
2.

3.

What is the NCAA?

What is drug testing?
A technical analysis of a biological specimen, for example urine, hair,
blood, breath, sweat, or oral fluid/salivato determine the presence or
absence of specified parent drugs or their metabolites.
Who administers drug tests?
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Team C Instructional Design Document

The NCAA
The University

Why is drug testing important?

To maintain the validity of the sport and to ensure the overall wellbeing of the athletes.

4.

5. How are student-athletes notified of their selection for drug

testing?
Your institutions site coordinator or designee will provide Drug Free Sport
with a squad/eligibility list for the sport(s) selected for drug testing.
Drug Free Sport will randomly select student-athletes for drug testing
and provide the names of the selected student-athletes to the site
coordinator or designee.
The site coordinator or designee will notify the selected studentathletes in-person or by direct phone communication of their selection
for drug testing.
Selected student-athletes are required to sign the Student-Athlete
Notification Form and will report to drug testing at the testing facility
on the date and time designated by the site coordinator.
6. How are student-athletes tested and how long does it take?
Student-athletes are drug tested through urinalysis.
Student-athletes are observed by a member on the drug-testing crew
of the same gender.
The length of the process depends on the student-athletes ability to
provide an adequate specimen. If a student-athlete provides an
adequate specimen immediately upon arriving at the testing facility,
the entire process usually is completed in less than 20 minutes.
7.

What are the banned substances?

The NCAA bans drugs by class, along with any substance chemically
related to those classes. The banned drug classes are: anabolic agents;
stimulants; alcohol and beta blockers (for rifle only); masking agents
such as diuretics; street drugs; peptide hormones and analogues; antiestrogens; and Beta-2 Agonists.
o
o
o
o
o
o

Anabolic Agents
Diuretics and other masking agents
Peptide Hormones and Analogues
Anti-Estrogens
Beta-2 Agonists
Many nutritional/dietary supplements contain NCAA banned
substances.

Team C Instructional Design Document

8.

What happens if you have a positive drug test?

NCAA: The penalty for positive tests of both performance-enhancing

and street drugs is strict and automatic. Student-athletes lose one full
year of eligibility for the first offense (25 percent of their total
eligibility) and are withheld from competition for a full season. A
second positive test for street drugs results in another lost year of
eligibility and year withheld from competition. A second positive result
for PED usage will render the student-athlete permanently ineligible.

UT: Each NCAA member is responsible for determining whether to

establish an institutional drug-testing program, at which time the
school would be responsible for determining applicable penalties. If a
testing program is established, though, the school is obligated to
enforce the penalties. Failure to do so can lead to NCAA sanctions.

9.

The side effects from using banned substances

Using drugs and alcohol as a student athlete can have serious
disadvantages for their college career. For athletes it's important to
have fast reflexes and substances such as drugs and alcohol can affect
their reaction time, focus, and performance.

10. Unexpected ways that positive tests come forth

Certain substances, over-the-counter (OTC) or prescription drugs may
result in false positives due to cross-reactivity with other substances,
although many assays have been reformulated to avoid these
possibilities. For example, poppy seeds and dextromethorphan have
been reported to lead to a false positive result for opiates, and
decongestants (ephedrine) have been implicated in causing false
positives for amphetamines. The body metabolizes codeine to
morphine and both substances may be found upon testing.
Instructional Objectives:
Overview:
The purpose of this instructional unit to increase the knowledge of the
NCAA, drug testing and how those policies affect the student-athletes.
1. Using the student-athlete portal, the learner will be able to navigate
the portal.
2. The learner will understand what the NCAA is.
3. The learner will be able to identify the NCAA policies for drug testing
once completing the training.
4. The learner will be able to identify the institution policies for drug
testing once completing the training.
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5. The learner will be able to recognize the substances that are banned
by the institution and the NCAA.
6. The learner will understand the impact of using the banned substances
on their bodies.
7. The learner will demonstrate that they know the scholarly
consequences of using the banned substances.
8. The learner will understand how drug tests are conducted.
9. The learner will comprehend why drug testing is an integral part of
their collegiate careers.
Objectives Sequencing:
1. Using the student-athlete portal, the learner will be able to navigate
the portal.
2. The learner will understand what the NCAA is.
3. The learner will be able to identify the NCAA policies for drug testing
once completing the training.
4. The learner will be able to identify the institution policies for drug
testing once completing the training.
5. The learner will be able to recognize the substances that are banned
by the institution and the NCAA.
6. The learner will understand the impact of using the banned substances
on their bodies.
7. The learner will demonstrate that they know the scholarly
consequences of using the banned substances.
8. The learner will understand how drug tests are conducted.
9. The learner will comprehend why drug testing is an integral part of
their collegiate careers.
Objective Strategies:
1. After going through the training, the learner will be able to navigate
the student-athlete portal.
i. Initial Presentation: After receiving instructions at their welcomeback seminar, the learner will access their instructional unit to
drug testing, on the student-athlete portal.
ii.
Generative Strategy: Using prior knowledge, the learner will
navigate through the web portal to access their instructional unit.
This will also become a reference tool for the learner, for drug
testing.
2. The learner will be able to understand what the National Collegiate
Athletic Association (NCAA) is.
i. Initial Presentation: The NCAA will be introduced to the learner,
with general information about the organization and its purpose.
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ii.

Generative Strategy: The learner will be presented with

information about the NCAA and will take a short multiple choice
quiz after going through the slides.

3. The learner will be able to identify the NCAA policies for drug testing
once completed the training.
i. Initial Presentation: The information will be presented in an
articulate storyline 2 module.
ii.
Generative Strategy: After completing the presentation, the
learner will be presented with a true and false quiz to identify if
they have learned about the drug testing policies for the NCAA.
4. The learner will be able to recognize the substances that are banned
by the institution and the NCAA.
i. Initial Presentation: The information will be presented about
which substances are banned by the NCAA and the institution.
ii.
Generative Strategy: The learner will be able to recall the
substances that are banned by the institution and the NCAA. The
learner will be presented with a series of multiple choice
questions after the presentation to identify the substances that
are banned by the institution and the NCAA.
5. The learner will understand the impact of using the banned substances
on their bodies.
i. Initial Presentation: Information will be presented to the learner
about how banned substances can negatively affect their bodies.
ii.
Generative Strategy: After completing the presentation, the
learner will be presented with a true and false quiz to identify if
they understand the impact banned substances has on their
body.
6. The learner will demonstrate that they know the scholarly
consequences of using the banned substances and occurring a
positive.
i. Initial Presentation: The consequences of using banned
substances and failing a drug test will be outlined to the learner.
ii.
Generative Strategy: The learner will be able to demonstrate
their knowledge of the scholarly consequences of using the
banned substances through a matching quiz. The learner will
match the rules to the corresponding titles.
7. The learner will understand how the drug tests are conducted.
i. Initial Presentation: Information about the time line of drug tests
and the specific rules that apply to the drug tests will be
presented to the learner.
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ii.

Generative Strategy: The learner will be able to recall how the

drug test are conducted. After completing the presentation, the
learner will be presented with a time line. In which the learner
will need to place specific information along the time line as it
was presented to them previously.

8. The learner will know why drug testing is necessary.

i. Initial Presentation: Information about why drug testing is
important to the student-athletes will be presented to them. This
will also include how drug testing protects them.
ii.
Generative Strategy: The learner will be able to recall why drug
testing is necessary. After completing the presentation, the
learner will be presented with a true and false quiz to identify
their knowledge on why drug testing is necessary.
Developing Instructional Material:
The materials that we have used are Articulate Storyline2 and WordPress.
The Articulate Storyline 2 is the software that was used to develop the instructional
unit. The unit that we produced is of objective strategies four, where the learner is
to understand the banned substances. WordPress was used as an access point for
the learner to the instructional unit and information regarding drug tests. In theory,
there would be more than one instructional unit using articulate storyline 2. There
would also be a fully developed support system, in which the student-athletes would
use to communicate between their fellow student-athletes and designated athletic
staff members.

Implementation:
This training will be introduced for the 2016-2017 school year at the
University of Tampa. During the welcome-back meetings in August of 2016,
the student-athletes will be introduced to the portal. This will lead into the
new drug testing instructional unit that they are to complete before being
able to participate in athletic activities. From this point, the student-athletes
will be instructed to access the portal and acclimate themselves to their new
virtual support system.

Part II: Instructional Unit

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Team C Instructional Design Document

https://utampastudentathelte.wordpress.com/drugtesting/
To access the instructional unit, click on the hyperlink above.
Once directed to the page, scroll down to instructional unit and click
on it. You will be re-directed to a new page, where the Articulate
Storyline 2 unit will appear.

Part III: Summary and Conclusion

After completing the training, the student-athletes at the University of
Tampa will have an understanding of drug testing. This comes with the
knowledge of what the NCAA is, the policies for drug testing at the institution
and the NCAA, the banned substances, the negative impact of using banned
substances on their bodies and the protocol for completing a drug test. This
will allow the University to ensure the knowledge of their student-athletes on
drug testing at the beginning of every academic year. With continual
updates, the instruction and student-athlete portal, this support system will
be in use for a long period of time.

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