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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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



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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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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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



Adhere to data protection guidance

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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


P5 Plan appropriate health and skill related tests

P6 Administer appropriate health and skill related tests


P8 Provide feedback to athlete


P9 Demonstrate Olympic lifting

P10 Instruct Olympic lifting


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



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

http://www.acsm.org/

http://www.bases.org.uk/

http://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

usp125 programming and delivering strength and conditioning · 2017. 6. 8. · unit reference...

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