SISSTC402A _SISXCAI005_SISFFIT017 Strength and Conditioning Program Assignment

Assessment Checklist

Please check off each box as you complete your assignment:

☐                     Student Name and Student ID on cover sheet?

☐                     Part A – Multiple Choice and Short Answer Questions

☐                     Part B – Power Point Presentation: Deliver a 12 Week Strength and Conditioning Program

☐                     Part C – Practical Observation Delivery

During the Term, you will be required to complete and log 10 sessions of practical delivery. The logbook is embedded below. Simply double click to open it up. When closing, it will automatically save here.

PART A – Multiple-Choice and Short Answer Questions

Part A tests your understanding in identifying, planning, designing and evaluating training programs for athletes, teams and clients.

Multiple choice - Please highlight only ONE correct answer.

1. A long-term goal is usually considered what?
2. a) 12 weeks
3. b) 4 weeks
4. c) 32 weeks
5. d) 52 weeks

 

2. Why are short-term goals important?
3. a) They provided an easily achievable task
4. b) Many short-term goals can lead towards achieving a longer-term goal
5. c) Its part of smart goal setting
6. d) all goals are important

 

3. What is smart goal setting?
4. a) Specific, measurable, accurate, reliable, training
5. b) Specific, measurable, attainable, realistic, timely
6. c) Sports, measurable, available, ready, tested
7. d) Sports, measurable, attainable, realistic, tested

 

4. Training phases are always the same regardless of the sport because?
5. a) Programming should always be consistent
6. b) Phases will not be the same and need to be tailored to the sport/individual
7. c) Athletes all progress at the same level
8. d) Sports don’t make a difference to programming requirements

 

1. What is a strategy?

1. a) A method of approaching a given task
2. b) Instructions on something that we can follow
3. c) A plan that is always the same
4. d) Notes on completing a task

 

1. What is meant by fixed points in a training program?

1. a) Activities that are set and need to be planned around
2. b) Important persons involved
3. c) Milestones to be achieved
4. d) Changes in training phases

 

1. What is the F.I.T.T. principle?

1. a) Fast, Intense, Type, Time
2. b) Flow, Intensity, Time, Typical
3. c) Frequency, Intensity, Time, Type
4. d) Format, Internal, Training, Tense

 

1. What is meant by ‘Principles of Periodisation’?

1. a) Hourly, Daily, Sectional, Long-term
2. b) Microcycle, Mesocyle, Macrocyle
3. c) Microterm, Mesoterm, Macroterm
4. d) Monthly, Weekly, Fortnightly, Quarterly

 

1. What is meant by ‘Annual planning and phasing’?

1. a) Beginning phase, middle phase, end phase
2. b) Annual phase, mid-phase, late phase
3. c) Starting phase, training phase, cool down phase
4. d) Preparatory phase, competitive phase, transitioning phase

 

1. What makes up the fitness components for field assessments?

1. a) Aerobic, glycolytic, phosphate, strength, power, endurance
2. b) Anaerobic conditioning, jump training, running, perception
3. c) Max heart rate, warm up, cool down, resting heart rate
4. d) RMR, RPE, BMI, S&C

 

1. What makes up the skill components for field assessments?

1. a) Throwing, jumping, turning, rolling
2. b) Agility, strength, power, perception, decision making
3. c) Training, strapping, movement
4. d) Communication, tagging, tackling

 

1. What makes up the planes of movement?

1. a) Upwards plane, downwards plane, sideplane
2. b) Frontal plane, sagittal plane, transverse plane
3. c) Top plane, bottom plane, front plane
4. d) Back plane, Floor plane, Sky plane

Short Answer Questions

13. Briefly explain how strength and conditioning is different from fitness training.
14. Briefly explain what makes up part of an athlete and non-athlete profile and how this information may be gathered. (

15. List the 7 primal movements and briefly explain why each is important for BOTH athletes and non-athletes. Hint: consider both from a sports performance (athlete) and functional/health point of view (non-athletes).

16. Briefly explain the training adaptations athletes and non-athletes would encounter and you would observe as they apply throughout their long-term training program. Hint: consider the physiological and anatomical adaptations…

17. Briefly describe three evaluation methods and the benefit each would provide when evaluating a training program.

18. What assessment measures could you use to monitor an athlete’s (or non-athletes) progress who is looking to increase leg strength?

19. What are 3 different methods you can use to obtain athlete/non-athlete feedback?

20. If you believe that your athlete/non-athlete is not progressing, what could you do to confirm this and how would this effect your future programming?

21. Briefly explain what is meant by training volume and how you might go about calculating training volumes? Hint: consider reps/sets/time/intensity/kgs…

22. Calculating training volumes allows coaches/fitness instructors to prescribe loads as well as to adjust these loads in case the sessions over time may be too light or too tough for athletes and non-athletes. From an injury and performance perspective, this is vital because best client outcomes may be achieved.

Q17 asked you to describe some evaluation methods, how might you use an evaluation method to adjust the training load if:

23. Following from question 22, describe 3 injury prevention strategies:

Beginning of training: During training session: After training session:

 

24. You may have heard that good strength and conditioning coaches periodise athlete and team training. You may have also heard that some (or the majority) of fitness instructors don’t periodise and apply WODs (workouts of the day) for their clients. Briefly describe the importance of periodised training for:

25. The F.I.T.T. Principle is a ‘catch-all’ concept that neatly sums up everything you have learnt so far. Briefly describe how you might apply F.I.T.T. to both:

 

PART B – PowerPoint Presentation: Design a 12-week long-term strength and conditioning program

Part A has been designed to get you thinking on what it means to be a strength and conditioning coach and to consider the performance (sport) and health requirements for both athlete and non-athlete long-term training.

For Part B, please form yourselves into teams of 3 people. You will be required to choose a case study listed below and to deliver a powerpoint presentation in class. The presentation will be 12mins long and each person will be required to deliver 4mins from that presentation. Pick a case study that interests you and complete a 12-week periodised plan.

For each case study, consider the following and anything else you deem important:

• What are the requirements for each case study?
  • Type of training, specificity, training methods, equipment
  • Training volumes and de-loading appropriately
  • Support personnel required (if any)
  • Injury prevention strategies
  • Physiological/anatomical adaptations as well as performance improvements
  • Principles of periodisation: microcycle, mesocycle, macrocycle
  • Annual planning and phasing: preparatory phase, competitive phase, transition phase, tapering
  • Identify objectives, goals and milestones
  • Evaluate your design: does it require modification?

Case Study 1: 20yr old female hockey player that is seeking to increase leg strength and endurance.

Case Study 2: 33yr old female to compete in Women’s Physique for the International Federation of Bodybuilding Australia

Case Study 3: 30yr old male regularly competes in short running events (5km – 10km road races), to compete in half marathon

Case Study 4: 18yr old female overweight to lose 20kg and begin playing in mixed teams netball.

Case Study 5: 40yr old male that is part of a 4-man team with each to swim 2.5km.

Case Study 6: Pre-season Open Men’s (Rugby League, Basketball, Soccer, Gridiron, Baseball… or pick a sport you like) training ready for start of season competition

Case Study 7: 25yr old female to compete in the Australian CrossFit Championships – CrossFit Games, performance increase in a 12min AMRAP Double Unders @ 30reps: Power Cleans @ 35kg. Starting at 3reps, increase by 3reps each round.

Case Study 8: 50yr old male to compete in the AWF – Australian Weight-Lifting Championships, increase both clean pulls and jerk weight

Case Study 9: 19yr female to compete in Boxing Australia Championships, increase explosive power hand strikes

Case Study 10: 60yr old master’s male athlete to compete in the 60m indoor sprint championships

PART C – Practical Observation: Implement a Strength and Conditioning Program

Students are to pair up and deliver the session designed as part of their project for this unit. It can be in an outdoor or indoor group exercise room. They will need to have completed their project and chosen partners prior to this lesson.

Session length:                                    45minutes

Style / Type:                                         Strength and Conditioning

Location:                                               Outdoor or Group Exercise Studio

Practical Lesson – Instructions for students

• You have an athlete that requires a more detailed training program
• They have no medical conditions
• They have good energy levels and a normal BMI of 23.
• They currently play at a representative level and require your services to increase their performance.

In pairs you are to deliver a training session based on your project that meets your client’s needs. A trainer will be observing you and assessing you on the above competencies. There will be one trainer and one client for a 45-minute session where after you will switch roles and repeat.

The aim is to use a variety of free weights, body weight exercises and functional interactive techniques specific to an athlete whilst delivering a safe, enjoyable and effective session in line with recommended guidelines.