Run by School of Human and Behavioural Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 1 & 2

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 and then give you the opportunity to complete a case study project, where you will put this learning into practice in a strength and conditioning setting.

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 lexamine how training and recovery strategies can be inserted into these structured training plans to ensure that our athlete(s) achieve their maximum potential.

The first half of this module will prepare you with the key theoretical processes involved in developing training programs. In the second half of the module you will then put these theoretical processes into practice by delivering a strength and conditioning program to an athlete. During the process you will also evaluate, adapt and review the programme using evidence-based monitoring techniques.

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
• The second half of this module will involve putting this theory into practice by carrying out a needs analysis, designing and delivering a training program for an athlete and monitoring this program over a numer of weeks.

good

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 show good professional competency in the delivery of a strength and conditioning program and be able to provide evidence-based justification of some elements of the progam, needs analysis and monitoring strategy. Students will also provide a well communicated review of the strength and conditioning program delivered, and provide some evidence-based evaluation and adaptation of the program.

excellent

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 show excellent professional competency in the delivery of a strength and conditioning program and be able to provide in-depth evidence-based justification of elements of the progam, needs analysis and monitoring strategy. Students will also provide an in-depth and clearly communicated review of the strength and conditioning program delivered, and provide a detailed evidence-based evaluation and adaptation of the program.

threshold

Students will be able to write an adequate training plan with evidence of a needs analysis; The training plan will be adequate and follow some principles of periodisation and incorparate some monitoring strategies. There will be issues with clarity in the writing of the training plan

Students will show adequate competency in the delivery of a strength and conditioning program and be able to provide adequate justification of elements of the progam, needs analysis and monitoring strategy. Students will also provide an adequate review of the strength and conditioning program delivered, with limited evaluation and adaptation of the program.

1. 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.

2. Evaluate, adapt and review the strength and conditioning programme informed by evidence-based monitoring.

3. 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.

4. Transfer and apply knowledge to administer an appropriately periodised strength and conditioning program, initiated from an evidence-based needs analysis.

		Hours
Seminar	A seminar (1 x 2 hour) will be held in small groups in a computer suite and will develop students ability to collect and process monitoring data.	2
Private study	In the first half of the module, the student is expected to spend some of 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). In the second half of the module, students are expected to use some of this private study time in preparing training plans and sessions (27 hours), delivering aspects of the needs analysis and training plan which fall outside of the supervised practical sessions (approximately 2 hours per week over 8 weeks - 16 hours), monitoring their athletes and processing monitoring data (10 hours). Private study will also be used to prepare for the practical assessment (10 hours) and oral presentation (15 hours).	156
Practical classes and workshops	A practical session will provide students with experiental learning in the application of monitoring and profiling startegies during 1 x 2 hour practical sessions.	2
Supervised time in studio/workshop	Following initial lecture, practical and seminar sessions (6 hours), students will engage in 8 x 2 hour weekly supervised practical sessions which will enable small groups of students to deliver and monitor their needs analysis and training plan with their athlete.	16
Lecture	Lectures will develop key theoretical principles related to strength and conditioning training presciption, the needs analysis process, recovery and monitoring strategies. The delivery of this module in the first Semester will consist of 11 x 2 hour weekly lectures. The requirements of the second Semester will be introduced by 1 x 2 hour lecture.	24

• 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.
• Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
• 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)
• 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

• research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
• 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
• 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
• recognise and respond to moral, ethical, sustainability and safety issues that directly pertain to the context of study including relevant legislation and professional codes of conduct
• undertake fieldwork with continuous regard for safety and risk assessment.
• demonstrate an understanding of the philosophical basis of scientific paradigms
• develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
• accurately interpret case study data
• develop justifiable and/or evidence-based interventions
• demonstrate effective robust data collection methods

Resource implications for students

During the second semester this module will be delivered in Canolfan Brailsford, with some sessions held in the sport science laboratories and computer rooms.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/jxh-3081.html

Reading list

Bompa, T. O., & Bompa, T. O. (1999). Periodization: Theory and methodology of training. Champaign, IL: Human Kinetics (CORE)

McGuigan (2017). Monitoring Training and Performance in Athletes. Human Kinetics, Champaign, IL (CORE)

Haff, G.G., & Triplett, N.T., (Eds.) (2016). Essentials of Strength & Conditioning. National Strength & Conditioning Association (NSCA). (CORE)

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.2014.00033Turner, A., & Comfort, P., (Eds.). (2018). Advanced strength and conditioning: an evidence-based approach. Routledge.

Compulsory in courses:

• C617: BSc Sport Science, PE & Coaching year 3 (BSC/SSCPE)
• C64P: BSc Sport Science, PE and Coaching with Placement Year year 4 (BSC/SSCPEP)
• C618: BSc Sport Sci: Strength & Conditioning year 3 (BSC/SSSC)
• C65P: BSc Sport Science: Strength & Conditioning with Placement Yr year 4 (BSC/SSSCP)