App Sport Sci of Elite Perf
Run by School of Sport, Health and Exercise Sciences
10 Credits or 5 ECTS Credits
Organiser: Dr Anthony Blanchfield
Overall aims and purpose
The aim of this module is to provide an understanding of the way that athletic training interventions are designed to optimize physiological development. Using this understanding, students will develop an evidence based applied focus to formulate targeted training plans for long-term athletic improvement and sport specific recovery plans for acute and long-term recovery.
This module will include:
Training theory, periodization, and specificity surrounding endurance, power, and strength based sports;
Physiological assessment of performers;
Monitoring strategies, movement analysis, and methods to identify overtraining;
Tapering and de-training;
Recovery and adaptation;
Important: module failure that prevents you passing the year will require resit assessment and attendance at Supplementary Assessment Week (exact date TBC but expected to be second week of July 2018)
• Excellent display of knowledge when developing a needs analysis focusing specifically on scientific workload and physiological underpinning of chosen sport • Excellent clarification of scientific focus for interventions, i.e., specific parameters to be targeted in the intervention. Chosen parameters are fully justified, linking directly to information provided in needs analysis • Excellent level of clarity and understanding regarding testing protocols. Choice of testing protocols are logical, scientifically driven and specifically address the parameters outlined for intervention focus. Clear and substantial reference to validity and reliability within the context of the question when making choice of testing protocols • Intervention is designed to an excellent standard with thorough and scientific underpinning evident. Perdiodization is considered to an excellent level in the plan. Training protocol progresses accordingly via this periodized strategy to address the momentary needs of the athlete in relation to the chosen question. Clear consideration for appropriate training / recovery strategies with scientific support throughout periodized plan. • Excellent ability to critically weigh up decisions and justify choices throughout. Limitations are thoroughly acknowledged • Where relevant, appropriate monitoring strategies are evident. Reasoning and choice of any monitoring approaches is comprehensive scientific, and logical • Inclusion of additional elements are clearly considered, justified and scientifically driven. • Excellent structure that follows provided guidelines. Writing flows clearly and logically throughout, and work is concise with no typographical errors. • Clear evidence of a wide range of individual reading beyond the lecture material and other supplied references. • SSHES referencing guidelines followed ensuring thorough referencing throughout, with no errors
• Generally good display of knowledge when developing a needs analysis. Focuses specifically on scientific workload and physiological underpinning of chosen sport but occasionally lacking in scientific support. • Good clarification of scientific focus for interventions, i.e., specific parameters to be targeted in the intervention. Chosen parameters are justified more often than not, and link in some cases to the information provided in the needs analysis • Good level of clarity and understanding regarding testing protocols. Choice of testing protocols are occasionally logical, scientifically driven and specifically address the parameters outlined for intervention focus. Scientific justification is sometimes lacking and/or choices are illogical. Some acknowledgement of validity and reliability is evident but superficial. • Intervention is designed to a good standard with scientific underpinning evident sometimes. Perdiodization is considered in the plan. Training protocol in some instances progresses accordingly via a periodized strategy, but not always. The context of the question is not always considered when putting the periodized plan in place. Training / recovery strategies are evident with some relevant scientific justification, but a number of instances where this is also not the case. • Critical thought is evident and scientific justification behind decisions are present, but limited or superficial. • Where relevant, appropriate monitoring strategies are evident but choices are not always logical and scientifically justified. • Some scientifically driven justification is evident for the inclusion of any additional elements, but sometimes it is not clear why additional elements have been selected, or they are occasional superficial or illogical • Structure generally follows provided guidelines, but deviations from this may be evident. Writing generally flows well but some instances of incoherent writing also present. Some parts of the work are written concisely but instances of excessive / unnecessary elaboration are also evident. Typographical errors are somewhat frequent. • Answer relied mainly on the lecture material with some instances of wider reading, but limited primary reading. • SSHES referencing guidelines generally followed, with a number of errors or oversights present.
• Limited but sufficient display of knowledge when developing a needs analysis. Scientific support for workload and physiological underpinning of chosen sport is lacking, or sparse. • Sufficient clarification of scientific focus for interventions, i.e., specific parameters to be targeted in the intervention. Chosen parameters are rarely justified and / or rarely link to the information provided in the needs analysis • Sufficient level of clarity and understanding regarding testing protocols. Choice of testing protocols generally lack justification / seem illogical. Scientific support is lacking / incorrect mostly and too frequently overlooks the parameters outlined for intervention focus. No acknowledgement of validity and reliability is evident. • Intervention is designed to a sufficient standard but lacks scientific underpinning. Perdiodization is sparsely considered. Training protocol lacks appropriate / correct scientific support and is superficial. Training / recovery strategies are evident but with little scientific justification. • Critical thought and scientific justification behind decisions is superficial or lacking • Monitoring strategies are either not included or illogical and lacking a scientific basis. • Little scientifically driven justification is evident for the inclusion of any additional elements. • Structure veers frequently from provided guidelines. Writing lacks flow and is frequently incoherent. Typographical errors are frequent throughout. • Answer relies completely on lecture material, or individual thought devoid of any scientific guidance. • SSHES referencing guidelines are not adhered to, with many errors in referencing.
1 On successful completion of this module, students will be able to demonstrate a research based understanding of the physiological factors that contribute to elite performance in a variety of athletic settings.
2 On successful completion of this module, students will be able to demonstrate a research based understanding of the way that specific training interventions can be structured to optimize athletic development.
3 On successful completion of this module, students will be able to demonstrate a research based understanding of key recovery methods that may be used to facilitate physiological development
4 On successful completion of this module students will be able to use all of the information delivered to sequentially design and critically justify a logical and specific periodized training plan to support long-term athletic improvement.
|ESSAY||Longitudinal training / recovery plan||
For this assignment you will select on of four case study examples where you will develop a longitudinal training or recovery plan for an athlete or a group of athletes based on the lecture content, additional reading, and your own independent reading. The plan will require you to consider key training concepts such as needs analysis, periodization, specificity, testing, monitoring, tapering, and the training requirements of the athletes who are involved. You will be guided throughout the module on how toy structure this plan effectively.
Important: module failure that prevents you passing the year will require resit assessment and attendance at Supplementary Assessment Week (exact date TBC but expected to be second week of July 2018).”
|CLASS TEST||Multiple choice 1||5|
|CLASS TEST||Multiple choice 2||5|
|CLASS TEST||Multiple choice 3||5|
Teaching and Learning Strategy
Use of lecture based click points with additional reading and literature searching around weekly module topics, as well as development of formative assignment submission.
This module will approach teaching using a combination of traditional lecture approaches with accompanying groups based problem solving tasks, brainstorming sessions, and ongoing formative opportunities.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- 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.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
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
- self-appraise and reflect on practice
- plan and design practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
- project manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
- demonstrate evidence of competence in the scientific methods of enquiry, and interpretation and analysis of relevant data and statistical outputs.
- develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
- communicate succinctly at a level appropriate to different audiences.
- accurately interpret case study data
- develop justifiable and/or evidence-based interventions
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/jxh-3037.html
Courses including this module
Compulsory in courses:
- B120: Exercise Physiology year 3 (BSC/EP)
- C600: BSC Sports Science year 3 (BSC/SPS)
- C604: BSc Sports Science (with International Experience) year 4 (BSC/SSIE)
- C607: MSci Sport Science year 3 (MSCI/SS)
Optional in courses:
- CR6H: BA Italian/Sports Science year 4 (BA/ITSSC)
- CR61: BA Sports Science/French year 4 (BA/SPSFR)
- CR62: BA Sports Science/German year 4 (BA/SPSG)
- CR6K: BA Spanish/Sports Science year 4 (BA/SPSSC)
- CQ65: BA Cymraeg/Sports Science year 3 (BA/SPSW)
- C680: BSc Sport and Exercise Psychology year 3 (BSC/SEXP)
- CB69: BSC Sport, Health & Exercise Sci. year 3 (BSC/SHES)
- C651: BSC Sport- Health & Physical Educ year 3 (BSC/SHPE)
- C615: BSc Sport Science (Outdoor Recreation) year 3 (BSC/SOAC)
- C603: BSc Sports Science year 3 (BSC/SPSC)
- C602: BSC Sport Science (ODA) year 3 (BSC/SSOA)
- 2W68: BSc Sports Science (Outdoor Activities) (with Int Exp) year 4 (BSC/SSOIE)
- C608: MSci Sport, Health and Exercise Sciences year 3 (MSCI/SHS)
- C609: MSci Sport Science (Outdoor Activities) year 3 (MSCI/SSOA)