Rhedir gan School of Human and Behavioural Sciences

10.000 Credydau neu 5.000 Credyd ECTS

Semester2

Trefnydd: Dr Anthony Blanchfield

Many factors can determine whether an athlete makes it all the way to elite sport. The way that an athlete trains is one of these factors. To help an athlete realise their full potential they need a knowledgeable team of sport scientists to work with them. Because every athlete is different, it is important that the sport scientist can develop effective training plans so that athletes can strike a perfect balance between training and recovery.

Throughout this course we will look at the processes that are involved in designing effective training plans for athletes, together with how these training plans may differ from sport to sport. We will 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 look at the many ways that training strategies can be inserted into these structured plans to ensure that our athlete(s) achieve their maximum potential.

We will begin by looking at the general structure, or framework, of a training plan. This is something that is known as periodisation. Once you know about periodisation we will look at the many ways that periodisation can be used to develop training plans within various sports. Specifically, we will look at how to use periodisation to devise training plans for endurance athletes, for team sport athletes, for strength and power athletes, and for sprint athletes. We will also look at scientific ways to track how our athletes are responding to our training plans, and we will look at how to weave recovery and nutrition into our training plans to ensure that our plans knit together in a precise way.

Important: module failure that prevents you passing the year will require resit assessment and attendance at Supplementary Assessment Week

dda

• 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.

trothwy

• 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.

rhagorol

• Excellent display of knowledge when using published literature to develop a needs analysis that focuses 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

1. On successful completion of this module, students will be able to use research based literature to identify 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 select and justify the choice of specific testing strategies to asses how key physiological variables can be measured during a long-term training plan

3. On successful completion of this module, students will be able to devise how key recovery methods may be used during a long-term training design to support 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 training / recovery plan to support long-term athletic improvement.

Math	Enw	Disgrifiad	Pwysau
	For this assignment you will be required to write a short magazine article on post-exercise recovery and its use in a training plan. The article should be written in a way that is understandable to...		15.00
	This assignment will challenge you to use all of the knowledge that you have acquired on the module to develop a training or recovery plan that best addresses one of the four case study scenarios...		85.00

		Oriau
Private study	You should use this time to familiarise yourself with the general concept of training design (e.g., needs analysis, periodisation) and to carry out private reading and assignment preparation. A reading list and other suggested reading will be provided	78
Lecture	This course will be taught primarily through lectures and students will have opportunity to take part in active tasks and problem solving within the lecture time.	22

• 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 sentistevely 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

• 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

Rhestr ddarllen Talis

http://readinglists.bangor.ac.uk/modules/jxh-3037.html

Rhestr ddarllen

http://readinglists.bangor.ac.uk/modules/jxh-3037.html

Sample reading:

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

Gorfodol mewn cyrsiau:

• CQ65: BA Cymraeg/Sports Science year 3 (BA/SPSW)
• C61F: BSc Sport & Exercise Science with Foundation Year year 3 (BSC/SESF)
• C600: BSC Sports Science year 3 (BSC/SPS)
• C60P: BSc Sport Science with Placement Year year 4 (BSC/SPSP)
• C604: BSc Sports Science (with International Experience) year 4 (BSC/SSIE)
• C607: MSci Sport Science year 3 (MSCI/SS)
• C613: MSci Sport Science with International Experience year 4 (MSCI/SSIE)

Opsiynol mewn cyrsiau:

• R2C6: BA German and Sports Science year 4 (BA/GSPS)
• CR6H: BA Italian/Sports Science year 4 (BA/ITSSC)
• CR6K: BA Spanish/Sports Science year 4 (BA/SPSSC)
• C611: BSc Adventure Sport Science year 3 (BSC/ASS)
• C883: BSc Clinical Sports Science year 3 (BSC/CLSPS)
• C681: BSc Sport & Exercise Psychology w International Experience year 4 (BSC/SEPIE)
• C680: BSc Sport and Exercise Psychology year 3 (BSC/SEXP)
• C68P: BSc Sport and Exercise Psychology with Placement Year year 4 (BSC/SEXPP)
• CB69: BSC Sport, Health & Exercise Sci. year 3 (BSC/SHES)
• C651: BSC Sport- Health & Physical Educ year 3 (BSC/SHPE)
• CB70: BSc Sport, Health & Exercise Science with International Exp year 4 (BSC/SHSIE)
• C603: BSc Sports Science - intercalated year 3 (BSC/SPSC)
• C6N1: BSc Sport Science & Business Management year 3 (BSC/SSB)
• C6N5: BSc Sport Science & Marketing year 3 (BSC/SSM)
• CN5P: Sport Science and Marketing with Placement Year year 4 (BSC/SSMP)
• C612: MSci Adventure Sport Science year 3 (MSCI/ASS)
• C608: MSci Sport, Health and Exercise Sciences year 3 (MSCI/SHS)