Assignment #2 :: Critical Thinking and Risk Analysis

 

Critical Thinking (CT) Students will primarily enhance their fundamental CT competency by risk analysis

Purpose: To integrate critical thinking into action sports, eventually advancing judgment and decision making.

 

From the APU Catalog

Critical thinking involves thinking about thinking. It is the skill of recognizing problems and raising vital questions, identifying appropriate computational approaches to frame problems and offer solutions, gathering pertinent information, and analyzing unstated assumptions and values within that information. Critical thinking requires diligence in critiquing one’s own fundamental assumptions as well as respectfully inquiring into the assumptions of others. Critical thinking, effectively practiced, appraises evidence in order to reach reasoned conclusions and solutions that make a difference.

• Foundational Competency – Students demonstrate the ability to think within alternative systems of thought and diverse methods of reasoning, recognizing and assessing their assumptions, implications, and practical consequences.

 

Risk Analysis Assignment: Beyond Informed Consent

Read , Think , Write

Myth Busters!  

 

1)      Read the article below.

2)      During the first week of the course, think about the risks of alpine skiing and snowboarding.  While on the slopes, what do you notice?  Any clear and present dangers?  Any hidden risks?  Take notes and prepare for analysis.

3)      Discuss your observations with members of the class, during the first week of the course.   Expand upon your written notes and develop a strategy for analysis and/or advance a claim regarding the risks of alpine skiing and snowboarding.

4)      Compose a one to two page essay.  Either, add a 13^th item to the list in the article below, debunking another myth of risk, or critique 1 of the 12 items in the list.  Your critique may expand upon the item, refute it, or relate it to another concern.  In your essay have a transparent strategy of analysis and/or clarify your argumentation.  How did you reach your conclusion and/or how do you justify your claim(s)?   Be prepared to share your written work with the entire class, during a lunchtime discussion.   Submit your essay, by email.

5)      During the remainder of the course, reflect upon your analysis and written work. Do you have a preferred method of risk assessment and analysis?  What are your thoughts about risk assessment while learning an action sport?  As a skier or snowboarder do you have particular view on risk?  Be prepared to discuss these questions with Professor Kaplan and others during chairlift rides.

BONUS CREDIT:  Create a helpful risk management figure for skiing/snowboarding at a resort.  How would name and organize relevant categories of information, in regards to risk, while skiing and snowboarding?  For example: Can your revise the Decision Making Triangle for Avalanche Assessment for resort skiing?

 

Doctor seeks to debunk skiing myths
WIVES’ TALES: Conclusions fight image of peril on slopes.

By MIKE CAMPBELL
mcampbell@adn.com

(12/07/09 22:37:03)

The “Wide World of Sports” image of a fallen skier tumbling out of control down a mountain is indelibly etched in the memory of every older alpinist who’s stepped into a binding. And today’s blizzard of videos of skiers and boarders tackling sick terrain — and sometimes injuring themselves in the effort — only amplifies the image. Against that backdrop comes the November/December issue of the magazine “Sports Health: A Multidisciplinary Approach.” In it, Dr. Robert Johnson, a professor emeritus of orthopedics at the University of Vermont, takes aim at a dozen alpine skiing myths, aiming to debunk them.

“There are many common misperceptions about skiing safety and equipment needs,” said Johnson, lead author of the report.

Among them: the assumption that skiing is inherently dangerous and that lessons or overall fitness reduce the risk of injury.

Johnson’s team reviewed sports medicine literature concerning 12 of the most common topics related to alpine skiing, concluding “all or at least part of each of the myths could not be substantiated.”

Not everyone agrees with all of Johnson’s conclusions, particularly his assertion that there’s no evidence that ski lessons decrease the risk of injury.

“Taking lessons is a great way to learn the mountain rules, how to load chairs, how to fall properly so you have a lesser chance of being injured,” said Di Hibner, Alyeska’s mountain general manager.

She also disputes the conclusion there’s no evidence that exercise and conditioning reduce ski injuries.

“It is very important to maintain a healthy lifestyle,” said Hibner, who said she’s never been injured in 30 years of skiing (“knock wood”). “Getting in shape and then maintaining good physical conditioning is extremely important. Work out those muscles you need for balance like your core. I find yoga and strength training plus cardio four times a week will suit most folks.

“If you are in shape, you will enjoy the sport more — whether it is telemark skiing, snowboarding or alpine skiing. Plus, I believe it limits your chances of injury.”

Over the past three seasons, Alyeska has averaged 417 injuries per season, Hibner said. The breakdown:

• 2006-07: Total of 166,133 skiers and riders suffering 356 injuries — or 0.21 percent.

• 2007-08: Total of 168,839 skiers and riders suffering 449 injuries — or 0.26 percent.

• 2008-09: Total of 170,888 skiers and riders suffering 445 total injuries– or 0.26 percent.

“Most of these injuries are minor — like a muscle strain or a ligament sprain or tear,” Hibner said. “We have very few serious injuries.”

Two skiers have died on Alyeska in 20 years, the last during a free ski competition on precarious terrain two years ago.

“These types of competitions do have risk when participants are competing, pushing their limits to the extreme and are on very steep slopes (with) exposed rocky areas,” Hibner said.

That type of skiing is well beyond the scope of most recreational skiers. Perhaps most important to the ordinary recreational skier is knowing when to quit.

“We have a bewitching hour here on the mountain — the time when most injuries occur. It is the end of the day and is usually related to being exhausted form a long day of hitting the slopes.

“Knowing when you have had enough for the day can save you.”

To deal with the inevitable injuries, Alyeska has 25 people on its ski patrol and snow safety staff, plus three patrollers in training and 20 part timers. Buttressing that staff are about 80 volunteer National Ski Patrol members, about 20 of whom show up on weekends or holidays.

They deal with injuries on the hill, patrol slow zones, enforce the mountain rules and handle chair lift evacuation and rope lines. Paid staffers also handle avalanche control work, shooting Howitzers to release potential avalanches.

Jim Kennedy heads up the snow safety staff, while the ski patrol is run by Peter Zug.

Injured skiers are taken down the mountain by sled to Alyeska’s aid room. If the injury suggests hospitalization, the Girdwood Fire Department is called.

Occasionally, if there is a serious injury on the North Face or Chair 7 terrain, an ambulance will meet ski patrollers at the base of the tram to save time.

Skiers with minor injuries are often referred to the Girdwood Clinic.

Among the ski patrollers are doctors, nurses, firemen, paramedics, EMTs and physical therapists.

“It is great to have this depth when it comes to managing injuries on the hill,” Hibner said.

Alyeska maintains a doctor list and can call one skiing the mountain the day an injury takes place.

Reach reporter Mike Campbell at mcampbell@adn.com or 257-4329.

Setting the record straight

According to Sports Health magazine:

• 1) “Skiing is among the most dangerous activities.”

Actually, the annual fatality rate per million hours of exposure (0.12) is between that of driving a car (0.30) and riding a bicycle (0.07).

• 2) “Broken legs have been traded for blown-out knees.”

The increase in anterior cruciate ligament injuries came later than the decrease in lower-leg injuries. The two involve completely different mechanisms of injury.

• 3) “All you need know is your DIN (release indicator value) number and you can adjust your bindings.”

Inspection and calibration of ski bindings is a complex process that requires specialized tools, equipment and trained technicians who set release settings according to height, weight, age and skiing ability. Ignoring those recommendations increases your chance of injury.

4) “Toe and heel pieces must be set to the same Release Indicator Value or the bindings won’t function right.”

Skiers should have personalized release/retention settings that may mean different indicator values at the toe and heel.

5) “Formal ski instruction will make you safer.”

In most studies done in North America and Europe, skiing lessons did not decrease the risk of injury and have not been shown to be an effective method for injury prevention. Hibner of Alyeska disagrees.

6) “The shorter the ski, the less torque is applied to the leg in a fall. Therefore, short skis don’t need release bindings.”

Several studies have shown a three-to-20-fold increase in the incidence of ankle and tibia fractures for persons using skiboarder (short trick skis) compared to traditional alpine skis. Release bindings should be a requirement for skis of any length.

7) “Young bones bend rather than break, so there’s no point spending a lot of money on children’s equipment.”

Children are at the highest risk for equipment-related injuries. Properly functioning equipment is critical if that risk is to be minimized. Adds Hibner: “Children need proper equipment as they could break a growth plate which can result in more complicated fractures.”

8) “When buying boots for children, leave plenty of room for fast-growing feet.”

Poor fitting boots are a major factor leading to lower leg fractures and sprains among young skiers. If the foot can easily move within the boot, the binding release function is compromised. Adds Hibner: “I have seen kids fall down and come flying out of both boots before because they were way too big. Go to the swaps as it is an affordable way to get new boots for your kids each year as they grow.”

9) “If you think you’re going to fall, just relax and let it happen.”

Skiers should assume the posture of a parachutist just before landing and keep joints moderately flexed. Muscles of the extremities and trunk should be strongly contracted; this response will stiffen and protect bones and joints.

10) “Exercise is the best way to avoid skiing-related injuries.”

There is no convincing evidence that conditioning of any type can reduce the risk of alpine skiing injuries. However, there is no downside to good physical condition and it may improve the enjoyment of skiing.

11) “Tighter standards that mandate lower release setting will reduce the risk of an ACL injury.”

The primary mechanisms for ACL injury is not related to binding function, so any reduction in the binding release values would not reduce the risk of ACL injury but could increase the frequency of inadvertent releases.

12) “Buying new ski equipment is safer than renting.”

Rental equipment from reputable shops is inspected for proper function as well as wear and tear every time it’s rented; user-owned equipment is normally inspected only at the beginning of each season.

Copyright © Tue Dec 15 09:17:57 UTC-0900 20091900 The Anchorage Daily News (www.adn.com)

            

Assignment #2 Rubric

	Novice	Competent	Proficient	Excellent
Content	The thesis is not clear, Much of the material may be irrelevant to the overall topic or inaccurate. Details are lacking. Appropriate sources were not consulted.	The thesis may be somewhat unclear. Some material and evidence support the thesis. Some of the material is relevant, and some is not. Details are lacking. Information may include some inaccuracies. At least some sources were appropriate.	The thesis is clear. An adequate amount of material is relevant. This material includes details. Information is mostly accurate; any inaccuracies are minor and do not interfere with the points made. Appropriate sources were consulted.	The thesis is clear. A large amount and variety of material and evidence support the thesis. All material is relevant. This material includes details. Information is accurate. Appropriate sources were consulted.
Reasoning and Evidence	Information is not related to the point(s) the material is intended to support. Information is not organized in a logical manner. Material does not flow. Information is presented as a sequence of unrelated material.	Some of the information is related to the point(s) the material is intended to support, but connections are not explained. Information is not entirely organized in a logical manner, although some structure is apparent. Flow is choppy. Introductions, transitions, and other connecting material may be lacking or unsuccessful.	Information is clearly related to the point(s) the material is intended to support, although not all connections may be explained. Information is organized in a logical manner. Flow is adequate. Introductions, transitions, and other connection materials take the listener/reader along for the most part. Any abrupt transitions do not interfere with intended meaning.	Information is clearly and explicitly related to the point(s) the material is intended to support. Information is organized in a logical manner and is presented concisely. Flow is good. Introductions, transitions, and other connection materials take the listener/reader along.
Clarity of Written Expression	Major errors of grammar and usage make meaning unclear. Language style and word choice are ineffective and/or inappropriate.	Major errors of grammar and usage begin to interfere with meaning. Language style and word choice are simple, bland, or otherwise not very effective or not entirely appropriate.	Some errors of grammar and usage; errors do not interfere with meaning. Language style and word choice are for the most part effective and appropriate to the project.	Few errors of grammar and usage; any minor errors do not interfere with meaning. Language style and word choice are highly effective and enhance meaning. Style and word choice are appropriate to the project.
Critical Thinking	There is no direct mention of the assigned reading. Critiques or additions are fundamentally unrelated to the assignment at hand. Support is absent.	There is little integration of the assigned reading. Critiques or additions are somewhat related to the assignment. Support is present, though weak and distractive.	There is integration of the assigned reading throughout, though it is integrated inaccurately. Critiques or additions are weakly related to the assignment. Support is present, though not cohesive.	The assigned reading is integrated throughout and is done so accurately. Critiques or additions are strongly tied to the assignment. Support is present and logical throughout.