96303 Conditioning the High Performance Athlete
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2024 is available in the Archives.
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 which underpin 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 that prescribes exercise (e.g. exercise physiology, physiotherapy, exercise rehabilitation). The strategies and interventions explored in this course 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 will 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:
- Adapt to an extensive array of stakeholder circumstances and integrate evidence to empower optimal and sustainable sport, exercise and health outcomes for service users. (1.2)
- Expertly solve problems by applying advanced methodologies of sport, exercise and health interventions in a logical and systematic manner; and the ability to document decisions appropriately. (2.2)
- Demonstrate expert judgement, legal responsibility and ethical accountability to practise within the ethical boundaries of high performance sport professions and in accordance with professional practice, governance and privacy obligations to uphold ethical practice and the values of sporting excellence, fairness and athlete safety and wellbeing. (3.1)
- Expertly apply high-quality knowledge and technical and non-technical skills within sport, exercise and health professions to contribute to the safe development of specialist and non-specialist audiences. (4.1)
- Expertly integrate expertise and synthesise evidence to determine the validity and reliability of a range of advanced methodologies, tools and techniques and employ those relevant to high performance sport practice. (4.2)
- Demonstrate holistic collaboration with key stakeholders to expertly design, deliver and interpret safe, effective and evidence-based high performance sports interventions for service users in an inclusive and non-discriminatory manner. (5.1)
- Expertly communicate with key stakeholders and adapt to challenging, complex and diverse industry contexts to create positive and professional relationships in a high performance sport environment. (5.2)
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): 4.2 and 5.2 |
| 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, 4.1 and 5.1 |
| 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): 3.1, 4.2 and 5.1 |
| Weight: | 20% |
| Length: | Part 1 - half page feedback reflection; |
Other resources
UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
The Accessibility and Financial Assistance Service
The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.
The Financial Assistance Service can assist you with financial aspects of life at university, including Centrelink information, tax returns and budgeting, interest-free student loans and grants to assist with course-related costs. Check eligibility and apply online and make an appointment on +61 2 9514 1177 or Financial.assistance@uts.edu.au.