Periodisation, Programming, and Monitoring: Theory
Run by School of Human and Behavioural Sciences
10.000 Credits or 5.000 ECTS Credits
Overall aims and purpose
Successful athletic performance is driven by training-related considerations. Essential to this is the way that training plans are structured, implemented and monitored. This includes evaluating the demands of a sport and the momentary capacity of the athlete to meet these demands (needs analysis), the development of a training programme that varies over time to optimally prepare the athlete to meet these demands (periodisation), and the means to regularly capture data to assess whether the athlete is on course to achieve this (monitoring). The aim of this module is to develop your theoretical knowledge of program planning, periodisation and athlete monitoring in a sport of your choice.
Throughout this module we will look at the processes that are involved in designing structured training plans for athletes (e.g., needs analysis, periodisation, monitoring), together with how these training plans may differ from sport to sport (e.g., strength and power sports, team sports, aerobic sports). We will specifically look at how to use data from various sports alongside data from our athlete(s) to devise individually focused, and scientifically structured, training plans. We will then examine how training and recovery strategies can be inserted into these structured training plans to ensure that our athlete(s) achieve their maximum potential.
This module will prepare you with the key theoretical processes involved in developing periodised training programs and adopting evidence-based athlete monitoring systems.
Topics may include:
- Athlete and sport needs analysis
- Models of periodisation
- Athlete monitoring during the training process
- Training for strength and power sport
- Training for team sports
- Training for endurance sports
- Recovery strategies
Students will be able to write a thorough, detailed and evidence-based training plan based on an in-depth and relevant needs analysis; The training plan will accurately follow the principles of periodisation and incorparate appropriate monitoring strategies. The training plan will be clearly and accurately written.
Students will be able to write a good, evidence-based training plan based on a relevant needs analysis; The training plan will follow the principles of periodisation and incorparate monitoring strategies. The training plan will be clearly written.
Students will be able to write an adequate training plan with evidence of a needs analysis; The training plan will be adequate and follow most principles of periodisation and incorparate some monitoring strategies. There will be issues with clarity in the writing of the training plan.
Critically evaluate, transfer and apply knowledge of specific testing, training and monitoring strategies required to develop a periodised training plan - with appropriate scientific support and justification
Critically evaluate, transfer and apply knowledge of the processes involved in performing a needs analysis, in developing a periodised training plan - with appropriate scientific support and justification.
Teaching and Learning Strategy
Lectures will develop key theoretical principles related to strength and conditioning training presciption, the needs analysis process, recovery and monitoring strategies. The module will consist of 11 x 2 hour weekly lectures.
The student is expect to spend this time previewing and reviewing lecture material, reading articles related to the topics in these lectures (53 hours) and preparing their case study assessment (25 hours).
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
Subject specific skills
- research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
- critically assess and evaluate data and evidence in the context of research methodologies and data sources
- describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context
- plan, design, execute and communicate a sustained piece of independent intellectual work, which provides evidence of critical engagement with, and interpretation of, appropriate data
- apply knowledge to the solution of familiar and unfamiliar problems
- develop a sustained reasoned argument, perhaps challenging previously held assumptions
- demonstrate effective written and/or oral communication and presentation skills
- work effectively independently and with others
- take and demonstrate responsibility for their own learning and continuing personal and professional development
- develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
- accurately interpret case study data
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/jxh-3080.html
Sample reading is provided below::
Bompa, T. O., & Bompa, T. O. (1999). Periodization: Theory and methodology of training. Champaign, IL: Human Kinetics.
Issurin, V. B. (2010). New Horizons for the Methodology and Physiology of Training Periodization. Sports Medicine, 40(3), 189–206. doi: 10.2165/11319770-000000000-00000
Issurin, V. B. (2013). Training Transfer: Scientific Background and Insights for Practical Application. Sports Medicine, 43(8), 675–694. doi: 10.1007/s40279-013-0049-6
Lambert, M. I., & Borresen, J. (2010). Measuring Training Load in Sports. International Journal of Sports Physiology and Performance, 5(3), 406–411. doi: 10.1123/ijspp.5.3.406
Mujika, I. (2010). Intense training: the key to optimal performance before and during the taper. Scandinavian Journal of Medicine & Science in Sports, 20, 24–31. doi: 10.1111/j.1600-0838.2010.01189.x
Reilly, T., Morris, T., & Whyte, G. (2009). The specificity of training prescription and physiological assessment: A review. Journal of Sports Sciences, 27(6), 575–589. doi: 10.1080/02640410902729741
Schumacher, Y. O., & Mueller, P. (2002). The 4000-m team pursuit cycling world record: theoretical and practical aspects. Medicine & Science in Sports & Exercise, 34(6), 1029–1036. doi: 10.1097/00005768-200206000-00020
Stöggl, T., & Sperlich, B. (2014). Polarized training has greater impact on key endurance variables than threshold, high intensity, or high volume training. Frontiers in Physiology, 5. doi: 10.3389/fphys.2014.00033
Courses including this module
Compulsory in courses:
- C621: MSci Sport & Exercise Science year 3 (MSCI/SES)