usp125 programming and delivering strength and conditioning · 2017. 6. 8. · unit reference...
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USP125 Programming and delivering strength and conditioning
Unit reference number: M/615/6631
Level: 4
Guided Learning (GL) hours: 28
Overview
The aim of this unit is to provide the learner with the relevant knowledge, understanding and practical skills needed to plan, design, implement and evaluate a strength and conditioning programme, which includes demonstration and instruction of Olympic lifting. Learners will explore a range of relevant theories, concepts and techniques used in different strength and conditioning programmes and be able to apply these when delivering strength and conditioning routines.
Learning outcomes
On completion of this unit, learners will: LO1 Be able to undertake functional athletic screening and advise on general reconditioning exercises
LO2 Be able to plan and administer health and skill related testing
LO3 Be able to effectively coach Olympic lifting
LO4 Be able to design a strength and conditioning programme
LO5 Be able to deliver and evaluate a strength and conditioning programme
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Assessment requirements
Learners must complete the assessment requirements related to this unit.
1. Portfolio
Learners must produce a portfolio which contains assessed evidence covering all the theory assessment criteria in the unit. The portfolio must also contain evidence relating to the practical assessment criteria. The portfolio of evidence may include:
Observed work
Audio-visual media
Evidence of prior learning or attainment
Written questions
Oral questions
Assignments
Case studies All evidence should be documented in the portfolio and cross-referenced to unit outcomes. The portfolio should include evidence that learners have:
Conducted functional athletic screening and collected a minimum of 7 types of client information:
- Personal goals
- Team goals
- Injury history
- Experience in strength and conditioning
- Sport or activity
- Team position (for team sports/events)
- Performance level
- Commitment/motivation/attitude
- Current and previous training regimes
Planned and administered all assessments: - Health assessments – resting heart rate, resting blood pressure
- Fitness tests – muscular strength, muscular endurance, cardiovascular endurance, body composition, flexibility
- Skill-related tests – power, speed, agility, reaction time, balance, co-ordination
- Other tests – gait, posture, movement efficiency
Planned for a minimum of 3 client sporting goals - Fun recreational
- Serious recreational
- Competitive amateur/professional athletic
- Seasonal goals (pre, in and post)
- Adherence
- Injury recovery or prevention
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Planned all of the following techniques: - Functional Athletic Screening
- Functional warm-up
- Olympic lifts Clean and jerk
Snatch
- Strength lifts Squat
Deadlift
Bench press
- Plyometric training
- Speed and agility drills
Demonstrated and instructed all of the following techniques: - Functional Athletic Screening
- Functional warm-up
- Olympic lifts Clean and jerk
Snatch
- Strength lifts Squat
Deadlift
Bench press
- Plyometric training
- Speed and agility drills
Evaluated the effectiveness of all of the following: - Planning to meet client needs and sporting goals
- Instructional methods
- Techniques used Evidence from the summative practical assessment must also be presented in the portfolio. All evidence should be documented in the portfolio and cross-referenced to unit outcomes. The portfolio must be completed prior to learners undertaking the summative practical assessment.
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2. Summative practical assessment
Learners must deliver a strength and conditioning session which will be observed, and marked by centre assessors. Learners must achieve all assessment criteria in order to pass and achieve the unit. The summative practical assessment must take place in a real or realistic working environment on an individual or a group of real or realistic clients. At a minimum the summative practical assessment for this unit must cover:
Planning and administration of health and skill related testing
Observed instruction of one Olympic lift – clean and jerk or snatch
Planning of a strength and conditioning mesocycle (pre-season)
Observed delivery and evaluation of a strength and conditioning programme which includes instruction of one Olympic lift – clean and jerk or snatch (NB: The recommendation would be for the clean and jerk to be the selected lift. However, the snatch may be instructed as an option)
Evaluation of the effectiveness of programming, instruction and techniques
3. Summative case study
Learners must prepare a client case study which will be marked by centre assessors. Learners must achieve all assessment criteria in order to pass and achieve the unit. At a minimum the summative case study for this unit must cover:
Functional athletic screening
Advice on general reconditioning exercises
Planning and administration of health and skill related testing
Planning of a twelve month periodised programme for the athlete
Evaluation of the effectiveness of programming, instruction and techniques
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Unit content
LO1 Be able to undertake functional athletic screening and advise on general reconditioning exercises
Collect, record and analyse information about a client’s sport or athletic event using appropriate methods:
Use appropriate methods to gather information – interview/consultation using questioning and observation, questionnaire (PAR-Q), physical tests and assessments
Collect relevant information
Personal details
Wants and needs analysis
Goals
Personal and/or team goals
Sport, activity or event goals - General health and fitness
- Physiological and structural
- Psychological and cognitive
- Performance and competitive
Injury history
Experience in the sport
Sport classification – maximal sprint sport, maximal strength sport, intermittent-sprint sport, transitional-game sport, endurance sport, aerial sport, aquatic sport, weight-bearing sport, non-weight-bearing sport, weight category sport
Training history – current and previous training regimes
Position played – team sports or events
Performance level – recreational, competitive recreational, amateur, professional, Olympian, Paralympian
Commitment
Motivation
Attitude
Barriers to participation
State of readiness
Current and previous training regimes
Health status and history
Medical screening
Posture, mobility and stability
Movement competence
Performance data (testing and monitoring)
Injury potential and functional movement
Functional movement screens
Movement analysis to meet specific needs
Motor skills analysis to meet specific needs
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Training logistics - Time for training
- Availability of equipment
- Availability of facilities
- Training partners Recognise when to involve other professionals:
Athlete needs, outside of role boundaries - Medical conditions
- Injuries
- Dietary requirements
Role of other professionals - Sports medic – medical investigation and treatment, prescription of
medication
- Physiotherapist, sports rehabilitator – treatment of physical dysfunction/injury, use of therapeutic exercise/application of modalities, restore or facilitate normal function/development
- Sports coach – direction, instruction, training, operations of sports team or individual
- Strength and conditioning coach – periodised, sport specific training
- Sports psychologist – motivation, concentration, focus, overall positive mental health, strong psychological training can mean difference between 1st and 2nd place
- Sports scientist – sport and motion analysis
- Sports nutritionists and dieticians – diet related to athletic performance, type, quantity of fluid and food taken by athlete
- Bio-mechanists – human motion, sports performance, physics, mechanics Record information using an appropriate format:
Appropriate recording tools
Accurate information
Maintain client confidentiality
Adhere to data protection guidance Provide advice on general reconditioning exercises:
Recommendations for planning corrective solutions into a programme
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LO2 Be able to plan and administer health and skill related testing
Plan appropriate health and skill related tests:
Health assessments – resting heart rate, resting blood pressure
Fitness tests – all components of fitness; muscular strength, muscular endurance, cardiovascular endurance, body composition, flexibility
Skill-related tests – for all motor skills; power, speed, agility, reaction time, balance, co-ordination
Other tests – gait, posture, movement efficiency Administer appropriate health and skill related tests:
Gain informed consent prior to assessment
Health assessments – resting heart rate, resting blood pressure
Fitness tests – all components of fitness; muscular strength/endurance, cardiovascular endurance, aerobic capacity/anerobic capacity, flexibility
Skill-related tests – for all motor skills; power, speed, acceleration, agility, reaction time, balance, direction change, co-ordination
Other tests – gait, posture, mobility, movement efficiency, body composition
Record information using an appropriate format:
Appropriate recording tools
Accurate information
Maintain client confidentiality
Adhere to data protection guidance Provide feedback to athlete:
Outcomes of assessments
Recommendations for planning corrective solutions into a programme
Appropriate methods of providing feedback – constructive, positive
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LO3 Be able to effectively coach Olympic lifting
Demonstrate Olympic lifting:
Lifts – clean and jerk or snatch or squat
Safe and effective demonstration
Correct starting position
Correct sequence – first pull, transition, second pull, catch and jerk Instruct Olympic lifting:
Safe and effective instructions
Clean and jerk - Sequence – first pull, transition, second pull, catch and jerk
- Power Clean – top down coaching - scarecrow clean, hang clean, power clean; effective coaching cues
- Push jerk – dip-drive – drive down, explosive shoulder flexion, split stance
Snatch - Cautions – the snatch is a complex lift and requires time and practice to
master
- Limited shoulder flexibility will influence an individual’s ability to demonstrate this technique
- For learners who are not able to complete a snatch with a 20kg bar, a lighter bar or wooden dowel can be used during the observation
Effective coaching cues
Audible voice tone
Correct starting position
Effective use of teaching position
Observation
Positive reinforcement and correction
NB: The recommendation would be for the clean and jerk to be selected as the lift for the
summative practical assessment; with evidence of demonstrating and instructing the snatch
(along with all other lifts) included as portfolio evidence. However, centres have the option to
select the snatch instead of the clean and jerk as the summative assessment lift.
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LO4 Be able to design a strength and conditioning programme
Record health and safety requirements relevant to the environment and equipment:
Risk assessment
Adhere to legislation
Follow emergency procedures
First aid
Insurance
Equipment checks – cardiovascular equipment, hurdles, ladders, balance discs, medicine balls, free weights and sport specific equipment, squat racks, suspension training kits and Olympic bars and discs (training plates), timing gates, jump mat, plyometric platforms, harnesses
Environment checks – indoor, outdoor, different surfaces Plan and agree a twelve month periodised strength and conditioning programme appropriate for a client and their sport specific needs:
Practical approaches to identifying the appropriate strength and conditioning programme for the athletic individual/team
Appropriate goals and objectives and activities and teaching styles – use all information gathered
Programme to meet personal goals, team goals, sports specific goals, cross-training, appropriate level for athlete
Level – events, fun and recreational, serious recreational, competitive amateur/professional athletic, seasonal goals (pre, in and post), adherence, injury recovery or prevention
Appropriate to season – off-season, pre-season, in-season and post-season
Plan adaptations and modifications
Appropriate teaching styles – formal and informal, authoritative, demonstrative, delegation, facilitation
Periodised programme - General preparatory phase
- Specific preparatory phase
- Pre-competitive phase
- Competitive phase
- Transition phase
- Unloading periods
- Cycles (macro, meso, micro)
Application of the principles of training in the context of strength and conditioning - Principles of training – SPORT (Specificity, Progression, Overload,
Reversibility, Tedium)
- Progressive overload – achieved through applying FITT (frequency, intensity, time and type variables), the overcompensation process in response to training
- Work/rest ratios
- Recovery
Identifying the appropriate strength and conditioning programme for the athlete individual/team
Appropriate sport specific warm-up and cool down
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Warm-up – prepares athletes for demands of practice and competition, increases mobility and flexibility for skill execution, prevents injury, prepare physically and mentally for specific sport or athletic event, specific skill preparation and rehearsal
Cool down – to reduce muscular tension, return body to pre-exercise state
Plan a strength and conditioning pre-season meso/micro cycle:
Appropriate goals and objectives and activities and teaching styles – using all information gathered
Programme to meet personal goals, team goals, sports specific goals, cross-training
Appropriate level for athlete
Identifying the appropriate strength and conditioning programme for the athlete
Appropriate sport specific warm-up and cool down
Warm-up – prepares athletes for demands of practice and competition, increases mobility and flexibility for skill execution, prevents injury, prepare physically and mentally for specific sport or athletic event, specific skill preparation and rehearsal
Cool down – to reduce muscular tension, return body to pre-exercise state
Plan adaptations and modifications
Appropriate teaching styles – formal and informal, authoritative, demonstrative, delegation, facilitation
Record information using an appropriate format:
Appropriate recording tools – programme plan and client information record
Accurate information
Maintain client confidentiality
Adhere to data protection guidance
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LO5 Be able to deliver and evaluate a strength and conditioning programme
Conduct a specific warm-up to prepare for the planned strength and conditioning exercises:
Appropriate for client and activity
Appropriate structure, content and duration
Sports specific rehearsal Utilise the environment and equipment safely and effectively:
Equipment – cardiovascular equipment, hurdles, ladders, balance discs, medicine balls, free weights, sport specific equipment, squat racks, suspension training kits, Olympic bars and discs (training plates), timing gates, jump mat, plyometric platforms, harnesses
Environment – indoor, outdoor, different surfaces Instruct appropriate strength and conditioning exercise techniques accurately:
Strength-based lifts – squat, dead lift, bench press
Olympic lifts – clean and jerk or snatch Use appropriate teaching methods and instructional techniques to meet individual needs:
Adapt planned activities to meet the client’s needs
Motivate the client using appropriate techniques Conduct a cool down appropriate for the strength and conditioning session:
Appropriate for client and activity
Appropriate structure, content and duration
Relevant to preceding session Monitor the client’s progress against agreed goals and targets:
Monitor client, observe client technique, use appropriate methods and equipment for monitoring performance, encourage feedback
Recommend appropriate progressions to the strength and conditioning programme
Reflect on delivery and identify areas of strength and areas for self-development:
Evaluation to include the use of feedback (verbal, written), review of objective and subjective assessment and testing protocols, review of performance measures, review of recording procedures, review of instruction skills
Identify strengths and areas to develop – improvement in delivery or programme design
Use information to make appropriate adaptations to the programme
Identify opportunities for own self-development
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Assessment criteria
In order to pass this unit, learners must achieve all pass criteria. The pass criteria relate to the proficient demonstration of skills and knowledge.
Learning outcome
The learner must:
Pass
The learner can:
LO1 Be able to undertake functional athletic screening and advise on general reconditioning exercises
P1 Collect, record and analyse information about a client’s sport or athletic event using appropriate methods
P2 Recognise when to involve other professionals
P3 Record information using an appropriate format
P4 Provide advice on general reconditioning exercises
LO2 Be able to plan and administer health and skill related testing
P5 Plan appropriate health and skill related tests
P6 Administer appropriate health and skill related tests
P7 Record information using an appropriate format
P8 Provide feedback to athlete
LO3 Be able to effectively coach Olympic lifting
P9 Demonstrate Olympic lifting
P10 Instruct Olympic lifting
LO4 Be able to design a strength and conditioning programme
P14 Record health and safety requirements relevant to the environment and equipment
P15 Plan and agree a twelve month periodised strength and conditioning programme appropriate for a client and their sport specific needs
P16 Plan a strength and conditioning pre-season meso/micro cycle
P17 Record information using an appropriate format
LO5 Be able to deliver and evaluate a strength and conditioning programme
P18 Conduct a specific warm-up to prepare for the planned strength and conditioning exercises
P19 Utilise the environment and equipment safely and effectively
P20 Instruct appropriate strength and conditioning exercise techniques accurately
P21 Use appropriate teaching methods and instructional techniques to meet individual needs
P22 Conduct a cool down appropriate for the strength and conditioning session
P23 Monitor the client’s progress against agreed goals and targets
P24 Reflect on delivery and identify areas of strength and areas for self-development
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Resources
The special resources required for this unit are access to a real or realistic working environment which supports the instruction of strength and conditioning programmes. Best practice should be encouraged by giving learners the opportunity to access current research and guidelines that inform strength and conditioning.
Physical resources include: Lecture room and studio area for number of learners
High performance gym with a number of Olympic platforms, squat racks, suspension training kits and Olympic bars with Olympic discs ranging from 2.5kg (training plates) to 20kg
Functional athletic screening kits
Timing gates, jump mat, plyometric platforms, harnesses
Team drill equipment (hurdles, ladders, cones, benches, medicine balls)
Recommended text books:
ACSM (2014). ACSM’s Guidelines for Exercise Testing and Prescription. 9th ed. American College of Sports Medicine. Wolters Kluwer/Lippincott Williams & Wilkins. Philadelphia. USA
Baechle, T and Earle Thomas, R. (2008), NSCA Guide to Strength and Conditioning. 3rd Edition. USA. Human Kinetics
Bursztyn, P (1990) Physiology for Sports People. A serious user’s guide to the body. USA. Manchester University Press
Golding, L et al (1989) Y’s Way to Physical Fitness. The Complete Guide to Fitness Testing and Instruction. USA.YMCA
McArdle, W.D. Katch, F.I. and Katch, V.L (1996) Exercise Physiology. Energy, Nutrition and Human Performance. USA. Lea and Febiger
Mackenzie, B (2005), 101 Evaluation Tests. UK. Electric Word
Sharkey, B (1990) Physiology of Fitness. 3rd Edition. Champaign, Illinois. USA. Human Kinetics
NB: This list is not exhaustive. There are many other valuable text books.
Websites: American College of Sport Medicine (ACSM): www.acsm.org
British Association of Sports and Exercise Science (BASES) http://www.bases.org.uk
Canadian Society for Exercise Physiology www.csep.ca
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Delivery guidance
Teachers are encouraged to use innovative, practical and engaging delivery methods to enhance the learning experience. Learners may benefit from:
Using interactive information and technology, systems and hardware so they can learn about concepts and theories, research current trends and different approaches to strength and conditioning
Tutor-led delivery – PowerPoint presentations, handouts
Use of intranet and student portals
The use of social media for closed study groups
Practical workshops
Home assignments
Video presentations
Practical demonstrations and workshops – athletic screening, reconditioning and Olympic lifting
Demonstration and participation in team assessments/drills
Directed e-learning to support preparation for summative assignments
Independent study and research
Links with other units
This unit is closely linked and should be delivered in conjunction with the following unit:
USP124 Principles and theories of strength and conditioning
Learners will be required to apply the knowledge and skills gained from the principles and theories of strength and conditioning unit when programming and delivering strength and conditioning. The content of the principles and theories of strength and conditioning unit can be integrated with the delivery of the programming and delivering strength and conditioning unit.
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Version Details of amendments Date
5 Page 4 Summative Practical Assessment – can be carried out on an individual or a group of real or realistic clients. Squat has been removed from the options for an Olympic lift.
08/06/2017