Graduate Catalog 2020-2021

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HSCS 5420 Advanced Strength and Conditioning

This course will provide students with an advanced understanding of the principles and methods necessary to design comprehensive strength and conditioning programs for enhancing both overall fitness and specific athletic performance. This course will focus on the evaluation and implementation of fitness and training programs and require students to apply content from A&P, exercise physiology, kinesiology, and nutrition with concepts of fitness development. This course will also prepare students to obtain certifications in personal training and strength and conditioning by meeting requirements for the NSCA CSCS and CPT exams.

Credits

3

Prerequisite

ATRG or HLHP Program Admission

Typically Offered

Demorest Campus: fall

Student Learning Outcomes

Outcome (CAATE/CHES/NSCA)

  1. Students will access existing information and data related to health. (1.2.0)
  2. Students will review literature to identify primary and secondary data sources related to health and extract data from existing databases. (1.2.3)
  3. Students will identify potential data sources and instruments related to health, select appropriate qualitative and/or quantitative collection methods, and collect data for use in an assessment. (1.3.1)
  4. Students will identify and analyze behavioral, environmental, and/or other factors that influence health behaviors, including those which foster or inhibit skill acquisition and impact health. (1.4.2)
  5. Students will identify factors that enhance or impede health education/promotion programming and interventions, including determining the extent of available resources, related policies, and existing program effectiveness. (1.6.0)
  6. Students will identify current needs, available resources, and known capacity for health education programming/interventions, synthesize those assessment findings to prioritize needs, and develop and report recommendations. (1.7.4)
  7. Students will identify priority populations, partners, and other stakeholders, and use strategies to bring them together to collaborate and obtain participation commitment as part of the planning process. (2.1.0)
  8. Students will develop vision, mission, and goal statements, including the specific, measurable, attainable, realistic, and time-sensitive objectives to meet them. (2.2.1; 2.2.0)
  9. Students will use evidence-based practice when choosing desired outcomes, planning which programming/intervention models to use, assessing outcome efficacy to ensure consistency with objectives, and adapting existing strategies/interventions as needed. (2.3.3)
  10. Students will identify and analyze delivery methods and settings that influence the learning process, including those that foster, hinder, and/or influence attitudes and beliefs, knowledge acquisition, and skill acquisition. (2.3.6)
  11. Students will address diversity and demonstrate cultural competence within priority populations when selecting and/or designing strategies/interventions to fit their needs. (2.3.7; 2.3.5)
  12. Students will organize a health education/promotion plan into a logical sequence, built upon accepted theories or models, and conduct pilot testing when feasible. (2.4.1; 2.4.3)
  13. Students will create an environment conducive to learning and develop/secure logistical resources to implement the planned programming/intervention, and will do so in an ethical and legal manner. (3.1.5)
  14. Students will develop training objectives using best practices, identify, recruit, and train individuals needed for implementation, and implement the training plan. (3.2.4)
  15. Students will provide support and technical assistance to individuals implementing the training plan, and evaluate the process and outcome to plan/modify future training. (3.2.8)
  16. Students will develop an evaluation plan using ethically collectable qualitative and/or quantitative data. (4.1.0; 4.1.10)
  17. Students will determine the purpose and goals of a plan evaluation, the questions to be answered, and the existing data collection instruments and/or other resources that can be used. (4.1.2)
  18. Students will use available technology to collect, monitor, and manage data based on the evaluation or research plan and in compliance with all laws and regulations protecting participants' rights. (4.4.0)
  19. Students will teach and evaluate metabolic conditioning/energy systems development and flexibility techniques. (Practical/applied 1.F.; 1.E.)
  20. Students will teach and evaluate resistance training exercise, spotting procedure, and speed/sprint (e.g., resisted and assisted sprinting, speed strength) techniques. (Practical/applied 1.G.; 1.C.; 1.B.; 1.A.)
  21. Students will design programs for an injured athlete during the reconditioning period (e.g., assigning exercises for a given injury or condition in collaboration with sport medicine professionals). (Practical/applied 2.1.)
  22. Students will design programs based on an athlete’s health status, training age, capabilities, and training goals to maximize performance and minimize injury potential by: Selecting exercises, Determining and assigning exercise intensities (e.g., load, resistance, heart rate), Determining and assigning work/rest periods, recovery and unloading, and training, and Applying the principles of periodization. (Practical/applied 2.E.; 2.A.)
  23. Students will design programs based on an athlete’s health status, training age, capabilities, and training goals to maximize performance and minimize injury potential by: Selecting exercises, Determining and assigning exercise intensities (e.g., load, re (Practical/applied 2.G.)
  24. Students will determine the policies and procedures associated with the safe operation of the strength and conditioning facility (e.g., facility/equipment cleaning and maintenance, rules, scheduling, emergency procedures). (Practical/applied 3.C.)
  25. Students will administer goal-specific test protocols and procedures to ensure reliable data collection, and interpret the results to design a training program for strength, endurance, cardiorespiratory fitness, flexibility, and/or body composition. (Practical/applied 4.C.; 4.; 4.B.)
  26. Students will apply knowledge of neuromuscular and muscular anatomy and physiology. (Scientific foundations; 1.A.; 1.B.)
  27. Students will apply knowledge of basic principles of biomechanics regarding exercise selection, execution, and sport performance. (Scientific foundations 1.C.)
  28. Students will apply knowledge of bioenergetics, metabolism, and neuroendocrine physiology. (Scientific foundations 1.F.)
  29. Students will apply knowledge of physiological adaptations to exercise and training. (Scientific foundations 1.H.)
  30. Students will apply knowledge of psychological techniques used to enhance the training and performance. (Scientific foundations 1.J.)
  31. Students will recognize signs, symptoms, and behaviors associated with eating disorders and altered eating habits. (Scientific foundations 2.C.)