Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Human Movement & Nutrition Sci
This course aims to develop your training plan skills and in particular your management skills in relation to handling issues associated with concurrent training, prioritising modes of training in order to enhance performance, monitoring the impact of training and competition on athlete/s and providing appropriate feedback in order to maintain a continuous level of improvement. The continual demands of modern sport, particularly in relation to competition scheduling, means that training programs and loads need to be constantly adjusted to ensure athletes are able to adapt to and maintain or improve performance. The main objective of this course is to assist you in developing a training program management instrument which is dynamic and able to respond effectively to the dynamics of training elite athletes.
This course aims to teach you to effectively plan the development or career of elite athletes in a way that is sensitive to the interactions and interdependencies of all of the various human “systems” and their resultant impact on performance. You will be introduced to the concept of individualised, integrated, periodised training programs. You will also be introduced to training load monitoring programs including internal and external modes.
There are a number of learning activities including readings which will enable you to complete four assignment tasks associated with each of the four learning activities (key learning areas). You will describe all of the qualities of elite performers in your sport, identify the trainable skills associated with these qualities, describe the genetic qualities of a chosen athlete, review any performance analysis information available on that athlete, review any previous plans and also learn to integrate training horizontally and vertically via a Priority Allocation Model. Having done this, you will conduct a complete goal-setting session with the athlete (with specific reference to the identified trainable skills) then design an appropriate planning system using Microsoft Excel and use this system to prepare an annual training program.
A key aspect of the course is for each candidate to design a comprehensive and useful electronic coaching tool for future use in planning training programs.
Coaches who undertake this course are assumed to have a knowledge of basic periodisation. It is also assumed that they have access to athletes via their coaching as some of the activities are related to gathering feedback along with designing and testing processes.
Course requirements
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
SPCG6028
Incompatible
You can't enrol in this course if you've already completed the following:
SPCG7010
Course contact
Course staff
Lecturer
Miss Emily Hall
Timetable
Additional timetable information
The course is designed for self-learning and is offered through Blackboard.
Aims and outcomes
This course aims to teach you to effectively plan the whole career of elite athletes in a way that is sensitive to the interactions and interdependencies of all of the various human “systems” and their resultant impact on performance. Within the course you will be exposed to some of the latest research around managing training loads for developing and high performance athletes. You will also be introduced to the concept of individualised, integrated, periodised training programs within the context of individual sports (squads) and team sports. As part of this learning process, students will be required to develop an understanding of spreadsheet formatting with links between the various components of training in order to develop a systematic training load and monitoring program.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Describe the characteristics of an elite performer within their chosen sport and outline some relevant strategies and concepts applicable to the design of a high performance program
LO2.
Conduct a performance review of a chosen athlete, team or position/discipline in order to identify key developmental interventions for high performance
LO3.
Design a training program which is individualised to meet the performance goals of the individual and reflects best practice in training principles
LO4.
Design an appropriate planning system using Microsoft Excel and use this system to prepare an annual training program which includes: o Individual goals o Training Session Plans o Microcycle and Macrocycle Plans o Identifies key competitions (peaking) and reflects an appropriate training phase design
LO5.
Design a comprehensive and useful electronic coaching tool for future use in the planning of training programs
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation | Needs Analysis | 30% |
15/08/2024 2:00 pm |
| Paper/ Report/ Annotation | Training Report | 25% |
12/09/2024 2:00 pm |
| Paper/ Report/ Annotation, Presentation, Product/ Design | Planning Presentation | 45% |
10/10/2024 2:00 pm |
Assessment details
Needs Analysis
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30%
- Due date
15/08/2024 2:00 pm
- Learning outcomes
- L01, L02
Task description
This assessment item has two parts:
Part A: Methods of monitoring training (and competition)
Design a training and monitoring program for your athlete/s or team and include two elements:
- Training load - How will you document and measure training and game output? (e.g. frequency, volume and intensity). Normally this might include keeping a tally of the time spent training on a daily basis (volume) and accumulated over each microcycle and macrocycle, or include an intensity measure (based on the type of training activity). It could also include time spent on the field (meters covered, distance travelled etc)
- Evaluating training - Impact on athlete/s or team – How will you monitor the level of coping from the athlete (e.g. implement the use of an athlete monitoring tool such as the relative perceived effort scale or a player welfare survey or training diary).
Please refer to the readings and notes provided in the learning resources section for this (training concepts)
Formatting for Task A
Present as short discussion (maximum 600 words) – please use text, titles and referencing to support your methods (e.g. rationale for using RPE scale or a National Sporting Organisation procedure for your sport).
Part B: Synopsis on training methods in high performance sport including high performance components and the principles of specificity
Complete the following table by:
- Providing a definition for the selected term in the second column
- Outline how this concept applies in your own sporting context and provide an example for each one and comment on the following parameters:
- Context – athlete/s stage of development (emerging or developing elite athlete; elite athlete)
Students are asked to used Vancouver referencing style in this assessment item.
Read through the rubric for this assessment item to identify the key features of the assessment item.
Artificial Intelligence: This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit via Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Training Report
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 25%
- Due date
12/09/2024 2:00 pm
- Learning outcomes
- L03, L04
Task description
This task is comprised of two Parts (A and B) and Microsoft Excel manipulation for Part C
Part A
Please present as a short essay in a word or text document. Include any relevant references or sources of information (e.g. performance benchmarks from sporting organisation).
You must address the following
Demands of the Sport
Athlete profile - nature of program (sport, squad or individual – stage of development, performance goal settings):
Competition schedule (annual plan) including peak events
Athlete/s profile
Evaluation methods – comparison to elite or high performance (e.g. benchmarking, performance results, fitness testing…)
Program objectives
Individual – goal setting (e.g. refer Weinberg reading)
Team – goal setting – based on competition structure, previous performance of the team and profile of the team (levels of development and experience)
Part B
Part B is to be completed either as a word document using the template matrix provided in Learn.UQ).
Discuss each of the five skill domains and how they are to be applied within the annual plan (look at the papers and references on periodisation provided in the learning activity). Consider:
- Mental skills
- Physical skills
- Technical skills
- Tactical Skills
- Life skills
Depending on the context, it is also important when putting together an annual program that you take a whole of life approach – in this case consider non-sport commitments and skills. For example, a developmental program targeting adolescents should also factor in study commitments (key times for exams or assignments and the need to modify training commitments to accommodate them).
Part C
Develop a yearly plan and must be completed in an Excel file (as per examples provided Learn.UQ).
You must address the following:
Provide a periodised program across the year (single or double) and a summary of the objectives of each phase.
Include the 5 phases:
- Transition
- General Preparation
- Specific preparation
- Pre-Competition
- Competition
Also consider competitions, training camps, selection events and any reviews e.g. fitness testing.
Students are asked to used Vancouver referencing style in this assessment item.
Read through the rubric for this assessment item to identify the key features of the assessment item.
Artificial Intelligence: This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit via Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Planning Presentation
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Presentation, Product/ Design
- Weight
- 45%
- Due date
10/10/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
This task is comprised of six parts (A to F)
This assignment is about using the functionality of the Microsoft Excel Template. It is also where you complete a monitoring program for the subject athlete or team. This design process links in with assignment 2 where you provided a basic annual plan worksheet on Excel as well as the matrix for training priorities across the 4 skill domains. In this assignment, students are required to design a layout for an annual training program that utilises the power of Excel to speed up the planning and monitoring process. Part of the reason we develop these plans is to communicate with others involved in the training (e.g. coaches, specialists, etc.) therefore the use of Excel’s visual aids such as graphing and colour-scheming (to highlight phases or peaking, etc.) is valuable.
Excel can also automate the translation from Annual Charts into macro and micro-cycles and can allow the volume and intensity to be highlighted for the various stages on the year. That is you can link the mesocycle plans to the annual plan’s corresponding cell (see an example on the template you downloaded in Assessment Item 2).Drop down lists can provide convenient selection of repetitive information and lookup functions can provide automated conversion of global information into more convenient or specific forms. Within your design, you should provide the layout for the annual plan, macro and micro-cycle plans on separate worksheets. It is a good idea to have the relevant microcycles (weekly planners) listed under the macrocycle plan (vertical) as this makes it easier to navigate between the different elements of the plan making it easier to design and review your program. Worksheets should also be provided to record assessments or player data such as training age or priorities, stage of development, etc. as well as any performance results. Some sports may like to use match evaluations or other record of the athlete’s assessment of where their strengths and weaknesses were apparent. It is also important to incorporate your Priority Allocation Model (Assessment Item 2).
When allocating resources to a training program, it is essential for the player and coach to be aware of stress times with sources of this stress being quite varied:
- Training and Competition peaks (Major events, Commonwealth Games, Olympic Games, etc.)
- School/University or Work Commitments (exams, end-of-the-financial year issues, et.)
- Family/Social Commitments (weddings, holidays, etc)
- Other Commitments (Sponsorship servicing, club commitments, etc)
It is important that you include a means to plot these stressors so that appropriate resources (including time) can be allocated at the best times to optimise results.
Monitoring Tool (measures of volume, intensity and variations of RPE)
Apart from data entry (training design and priorities) it is important to outline how you are going to monitor the training load for your selected athlete/s. Create a section on your annual plan for a training load graphic. These measures of training load should be available to assist in carefully overloading the athlete (ensuring adaptation) at appropriate times in the year. The final component of the assignment is to provide an explanation of how your spreadsheet works, to highlight the time saving functionality that you have incorporated and how this tool will enable you to prepare annual plans for your athletes that integrate the concepts and principles that you have been uncovering through the other assignments.
Annual Planner features:
This exercise is important in terms of designing a functional excel template
Submission guidelines
Submit via Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most or all of the basic requirements of the course: |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy some of the basic requirements of the course. Clear deficiencies in performance, but evidence that some basic requirements have been met |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy all basic requirement for pass but is close to satisfactory overall and has compensating strengths in some aspects |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic learning requirements for the course, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in the course |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts and skills of the course, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding of deeper and subtler aspects of the course, such as ability to identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting, surprising, exciting, challenging or erudite |
Additional course grading information
A final percentage mark will be rounded to the nearest whole number (e.g. 64.50 and above will be rounded to 65 and 64.49 and below will be rounded down to 64.)
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Students are encouraged to contact the course coordinator if they require assistance or further clarification with respect to their assignment tasks.
What is TurnitIn?
Turnitin is an electronic assignment submission tool. The tool provides your Course Coordinator with:
- a record of the exact submission time of an assignment
- an originality report indicating the percentage of your work that is an exact match of existing materials within the Turnitin database.
Instructions on how to submit an assignment using Turnitin are located on the UQ Library websiteﾠSubmit your Turnitin assignment - Library Guide
Note:
When submitting, to check that you have chosen the correct file on theﾠPreview Submissionﾠpage and click on theﾠSubmit to Turnitinﾠbutton. ﾠ
Remember to download yourﾠdigital receiptﾠin yourﾠAssignment inboxﾠto confirm successful submission.
If a submission cannot be successfully completed, email a copy of the assessment task to the Course Administrator. For contact details refer to section 3 of the course profile.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Additional learning resources information
Students are encouraged to contact their National Sporting Organisations in order to obtain sport specific resources including benchmarks in their High Performance and Developmental Programs. If available, students may also be able to access the parameters around the NSO national monitoring system (AMS) and individual performance plans (IPP)s. Please note: Students can either use these NSO templates for IPP's and the AMS within their own work, or develop their own documentation and rationale based on their own research or resources provided in the course learning activities.
Reading is major part of the learning process in this course. Only through extensive reading can students be adept in discussing the relevant issues and concepts at an informed level and then applying that information appropriately.
A number of readings have been provided which have been carefully selected to assist in the completion of each learning activity (step) in the process of developing the whole of life and annual plan. As a result, there is no set textbook for this course.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks |
Not Timetabled |
Analysing Elite Performance Students will explore how to conduct a needs analysis relevant to their sport. Learning outcomes: L01, L02, L03 |
Not Timetabled |
Design Training Elements Students will explore the conceptual training elements that form part of athletic training programs and periodisation. Learning outcomes: L03, L04 |
|
Not Timetabled |
Build the Planning Tool Students will explore how to build an effective and efficient training plan and periodisation plan that can be implmented in their chosen sport. Learning outcomes: L04, L05 |
|
Not Timetabled |
Annual Training Plan Students will implement their planning skills to articulate a coherent periodised training plan for their chosen sport. Learning outcomes: L01, L02, L03, L04, L05 |
Additional learning activity information
Readings and notes will be provided with each learning activity. The student is expected to research literature in order to garner evidence to support design and implementation of training plan.
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course: