Analytic Narrative ~ Revised

 Learning to Write Clinically in Kinesiology

Writing in kinesiology is more than repeating facts from a lecture. It’s the process of translating anatomical understanding into clinical application. In ENS 265: Care and Prevention of Athletic Injuries, I wrote a clinical scenario paper on rotator cuff impingement. The assignment required me to apply anatomical knowledge, assess movement limitations, and design a realistic treatment plan for a hypothetical patient. This experience helped me understand how to write as a future practitioner. In this narrative, I reflect on the challenges, learning process, and growth that came from writing this paper, as well as the genre conventions I had to learn to gain credibility as a kinesiology student.

The scenario featured a 65-year-old swimmer named Bill who had been diagnosed with rotator cuff impingement. The goal was to evaluate anatomical features, identify impairments in shoulder and scapular motion, and propose a treatment plan supported by credible sources. The intended audience was our professor, Michelle Rawlins, who holds a Master’s in Athletic Training. However, the writing needed to reflect real-world communication between professionals and patients alike.

The purpose of the assignment was to apply course concepts to a realistic patient case while practicing clinical reasoning and clear communication. This meant demonstrating not just textbook knowledge, but also the ability to explain anatomy and treatment logically in a way that would resonate with both colleagues and patients in the field.

At first, I underestimated how difficult this writing would be. I had a strong grasp of rotator cuff anatomy, including the subscapularis, supraspinatus, infraspinatus, and teres minor, but explaining how these muscles contribute to functional movement and injury was a different kind of challenge. I struggled to organize my thoughts and avoid simply listing anatomical facts. What surprised me most about clinical writing was how much translation it involved—taking what I knew from lectures and diagrams and reshaping it into actionable, understandable care.

To address these challenges, I reviewed class lectures, revisited my anatomy notebook from a previous semester, and studied shoulder mechanics diagrams. I also consulted the Cleveland Clinic’s online patient resources to better understand the clinical perspective and tone used by physical therapists. In addition, I referenced Brukner and Khan’s Clinical Sports Medicine (2017), which provided detailed explanations of force imbalances around the shoulder joint that contribute to impingement, especially in repetitive overhead athletes like swimmers. These sources helped me connect the structure and function of the shoulder to a real-world diagnosis and treatment plan.

I clarified concepts that required further explanation. For example, I explained that mid-range shoulder abduction can become painful due to compression of the supraspinatus tendon beneath the acromion. I also revised my treatment recommendations to be more targeted. Instead of general suggestions to strengthen the shoulder, I focused on exercises that support upward scapular rotation by activating the serratus anterior and lower trapezius.

Throughout this process, I learned the value of organizing my paper using a clinical reasoning structure. I began by identifying the diagnosis, then explained the anatomical cause, described the resulting movement limitations, and concluded with a treatment plan. This structure helped me present my ideas logically and mirrored the decision-making process used in physical therapy practice.

Tone and language also played an important role. I had to balance anatomical accuracy with accessibility. Using terms like “upward rotation of the scapula” and “inflammation of the bursa” was necessary, but I also explained these concepts in a way that a patient might understand. For instance, I described the patient’s symptoms as difficulty reaching overhead while swimming, paired with a sharp pain that limits performance and confidence. This phrasing preserved medical detail while showing empathy for the patient’s experience.

The integration of credible sources strengthened my writing. I cited the Cleveland Clinic for patient-friendly explanations and paired it with Brukner and Khan’s detailed clinical reference to support treatment decisions. While this version does not include a peer-reviewed research article, it reflects a blend of clinical expertise and accessible communication, which is essential in healthcare writing.

Writing this clinical scenario paper helped me shift from writing like a student to writing like a clinician. I began to see writing not as an academic task, but as a skill used in healthcare to explain diagnoses, outline treatment, and support patient recovery. I gained confidence in translating complex anatomical ideas into treatment steps that patients could realistically follow. Even though we only completed this assignment once during ENS 265, the process left a lasting impact.

This experience also influenced how I approach writing in other kinesiology courses, such as ENS 304L and ENS 306. I now pay closer attention to how movement analysis or physiological data connects to clinical outcomes. I try to integrate anatomy, biomechanics, and patient communication more fluently, which has made my writing and presentations more effective and intentional.

Most importantly, this assignment taught me how to write like a future physical therapist. It helped me bring anatomy into real-life application, use language that is both accurate and empathetic, and structure treatment plans that are rooted in credible evidence. These are skills I will carry with me into graduate school and clinical practice. They are not just academic requirements—they are tools for patient care and professional growth.

References

Cleveland Clinic. (n.d.). Shoulder impingement syndrome. https://my.clevelandclinic.org/health/diseases/7079-shoulder-impingement-syndrome#:~:text=Shoulder%20impingement%20syndrome%20is%20the,result%20in%20pain%20and%20irritation

My Paper https://docs.google.com/document/d/1D04DlMbu4fAHtPttCy1wDxqn-Gzht4JfOyLeX7hElpY/edit?usp=sharing