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
A variety of 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 knows how to develop and implement effective training plans to help their athletes 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 (exact date TBC but expected to be the fourth week of July 2019)
• 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.
• 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 or recovery plan to support long-term athletic improvement.
|Written assignment, including essay||Longitudinal training / recovery plan||
This assessment allows you to apply your theoretical knowledge to a real word context. Specifically it will allow you to consider and implement the things that are involved in writing training plans for athletes
|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
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:
- CQ65: BA Cymraeg/Sports Science year 3 (BA/SPSW)
- 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)
- CX63: Sports Science/Addysg year 3 (BA/SPSED)
- 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)
- C611: BSc Adventure Sport Science year 3 (BSC/ASS)
- CXP3: Addysg/Sports Science year 3 (BSC/EDSPS)
- GC16: Mathematics/Physical Education year 3 (BSC/MPE)
- CG61: Mathematics/Sports Science year 3 (BSC/MSPS)
- XC3P: Physical Educ/Addysg year 3 (BSC/PEED)
- 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)
- C6N1: BSc Sport Science & Business Management year 3 (BSC/SSB)
- C602: BSC Sport Science (ODA) year 3 (BSC/SSOA)
- 2W68: BSc Sports Science (Outdoor Activities) (with Int Exp) year 4 (BSC/SSOIE)
- C612: MSci Adventure Sport Science year 3 (MSCI/ASS)
- C608: MSci Sport, Health and Exercise Sciences year 3 (MSCI/SHS)
- C609: MSci Sport Science (Outdoor Activities) year 3 (MSCI/SSOA)