96303 Conditioning the High Performance Athlete
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Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
This subject examines the role of resistance training, aerobic/anaerobic conditioning, and other contemporary techniques that are used to prepare high performance athletes. Students develop a strong understanding of the fundamental principles underpinning the training response, as well as learn to critically evaluate emerging techniques within the strength and conditioning field. Additionally, this subject equips students with an in-depth understanding of training prescription that can be utilised in any field prescribing exercise (e.g. exercise physiology, physiotherapy, exercise rehabilitation). The strategies and interventions explored in this subject focus on enhancing performance, increasing robustness, and reducing the risk of injury for high performance athletes - core skills essential for professionals working in high performance sport. Students engage in problem-solving and critical thinking activities which promote independent learning and the effective translation of expertise into practice.
Subject learning objectives (SLOs)
| A. | Articulate the mechanical demands and physiological responses to a range of training modalities. |
|---|---|
| B. | Assess the physical capacities critical to sport performance and injury reduction, and apply this information to develop individualised training programs. |
| C. | Design and implement structured training programs to improve physical capacity/function and increase robustness in the context of long-term athlete development. |
| D. | Integrate objective and subjective information to modify physical training programs that are responsive to the needs of the individual athletes. |
| E. | Select and evaluate quality information sources relating to athlete preparation, with a particular focus on the critical appraisal of techniques with limited scientific evidence. |
| F. | Critically evaluate training programs designed for high-performance sports performance, and communicate program design to a range of stakeholders. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Apply leadership through interdisciplinary communication and collaboration in the field of high performance sport. (2.2)
- Model socially-responsible, legal, and ethical behaviour within interdisciplinary high performance sport environments. (3.1)
- Critically reflect on personal and professional contexts to develop culturally safe work practices to work for and with Indigenous Australians in a high performance sport. (4.1)
Teaching and learning strategies
Learning in this subject is designed to place students at the centre of their educational journey, utilising a variety of modes and activities. Four online modules serve as the core of the subject, delivered via the Canvas platform. To prepare for collaborative activities and manage the subject workload effectively, students are encouraged to engage with the content weekly. The class will receive weekly feedback directly from the subject coordinator on activities and topics from the preceding week. While content remains accessible beyond its specific delivery week, students will benefit more from consistent, week-to-week engagement rather than leaving their work until the end of the session.
In alignment with industry standards, students are required to interact and communicate information in diverse formats, including written and verbal forms (e.g., uploading videos), and through technology integration (e.g., strength and conditioning programming software).
Throughout the subject, teaching and learning strategies aim to cultivate self-discovery/self-directed learning skills and critical thinking abilities. These strategies will challenge students to consider the practical application of learned concepts in real-world settings. Assessment tasks are designed to allow students to demonstrate the application of their knowledge, with individual feedback provided after each of the four assessment tasks.
Content (topics)
Module 0: State of the profession
- Professional roles and responsibilities
- Integration with high performance teams and medical staff
- Competency vs Knowledge
- Art vs science: adapting to experience
- What is the ultimate goal of strength and conditioning?
- Individual vs team sports
Module 1: Resistance training for the high performance athlete
- The textbook: developing strength, hypotrophy and power
- What is the underlying physiology in strength training adaptation?
- Force-Velocity and Length-tension relationships
- Eccentric overload: why is it different?
- Strength training and endurance performance
- Isometric exercise interventions
- Strength training for youth athletes
- Testing to inform prescription
Module 2: Conditioning the athlete for their sport
- Cardio: central vs peripheral adaptations
- Targets of conditioning: what are the expected outcomes?
- Testing and prescription tools: why does it matter?
- Prescribing common environmental interventions
- Psychobiological training concepts
- Developing the elite endurance athlete
- Speed development and change of direction
Module 3: Translation to sports performance
- Art vs Science: is it a war?
- Warm-ups: supported by science?
- Concurrent training and order effects
- Training periodisation
- Detraining responses
- Female athlete considerations
- Concurrent training
- Adaptative athletes and Paralympic sports
Assessment
Assessment task 1: Exploring Current Topics in Strength and Conditioning
| Intent: | The intent of this assessment is for students to explore, critically appraise and communicate a contemporary concept in conditioning high performance athletes. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and E This assessment task contributes to the development of graduate attribute(s): .2 and .2 |
| Weight: | 40% |
| Length: | Part 1 (10%) - 4 x 150-200 words (total 600-800 words); |
Assessment task 2: Design, deliver and assess a longitudinal training program
| Intent: | The intent of this assessment task is for students to deliver a program they have previously designed and undertake a critical reflection of their programming and coaching skills. The critical reflection will include both personal reflection and the incorporation of feedback from external sources. The task aims to encourage students to thoughtfully consider possible individual modifications within their technical programming. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): C, E and F This assessment task contributes to the development of graduate attribute(s): .1, .2, 2.2, 3.1 and 4.1 |
| Weight: | 40% |
| Length: | Part 1 - seasonal overview created in Visualcoaching Pro (to be submitted as a pdf), 2 x weekly programs created in Visualcoaching Pro (to be submitted as pdf); |
Assessment task 3: Program Delivery, Individual Modifications, and Critical Reflection
| Intent: | The intent of this assessment task is for students to execute a program they have previously designed and to undertake a critical analysis of their programming and coaching skills. The critical reflection will include both personal reflection and the incorporation of feedback from external sources. The task also aims to encourage students to thoughtfully consider individual considerations within their technical programming. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, C and D This assessment task contributes to the development of graduate attribute(s): .1, .2 and 3.1 |
| Weight: | 20% |
| Length: | Part 1 - half page feedback reflection; |
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