FITNESS ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF
FITNESS
SYLLABUS
FITNESS ASSESSMENT
AND
PROGRAMME DESIGN
FOR
THE SKILL RELATED COMPONENTS
OF FITNESS
Bridget Lawlor © 2006
FITNESS ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF
FITNESS
Contents
Module
Title
Page
Introduction
2
Course Assessment Procedures
3
1
Health Related Components of Fitness,
Principles of Training & Fitness Assessment
4
2
Power
5
3
Speed
6
4
Agility
7
5
Co-ordination
8
6
Balance
9
7
Reaction Time
10
8
Developing Your Own Fitness Tests
11
9
Training Needs Analysis & Advanced
Programme Design
12
References
13
Contents
Bridget Lawlor © 2006
1
FITNESS ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF
FITNESS
Introduction
Course Title
Fitness Assessment and Programme Design for the Skill Related Components of Fitness.
Number of Hours
11
Aim
To enable the HFI to:
List and define the Skill Related Components of Fitness;
Identify the Skill Related Components of Fitness specific to the team / individual’s sport;
Evaluate the Skill Related Components of Fitness through the selection and conduct of
appropriate fitness assessments;
Prescribe, plan, implement and evaluate exercise programmes for the development of the Skill
Related Components of Fitness.
Course Objectives
By the end of this course students will be able to:
1.
List and define the Skill Related Components of Fitness;
2.
Identify the Skill Related Components of Fitness used within team and individual sports.
3.
Apply the principles of training to the programming of the Skill Related Components of
Fitness.
4.
Describe and administer appropriate tests for assessing the Skill Related Components of
Fitness.
Rationale for Course
The Skill Related Components of Fitness are introduced in Module 4 of the NCEF Level 1
Course and are not considered applicable to the general population, however for the HFI who
wants to train sports teams / individuals it is a natural progression in the development of their
knowledge, skills and their professional ability.
In order to develop the specific skills of a team or individual it is important for the HFI to be able
to identify the skills that need to be targeted for assessment and development.
Once the specific SRCF have been identified then the HFI needs to be able to evaluate the skills
through the conduct of suitable fitness assessments and then further develop the level of ability /
efficiency of each skill through the planning, prescription & implementation of an appropriate
training programme which meets the needs of the team and individual.
Introduction
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FITNESS ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF
FITNESS
Course Assessment Procedures
Project – conduct appropriate fitness assessments and design and implement a programme of
training for a sports team / individual.
-
-
-
Client Background & Goals
Training Needs Analysis
Fitness Assessment
o Health Related
! What, Why, How & record results.
o Skills Related
! What, why, how & record results.
12 Week Training Programme
o An outline programme
o & Each session in detail, detailing how each element is going to be trained to
include exercises/drills (diagrams can be included where appropriate.)
2000 to 3000 words Typed & include photos (or video) of actual fitness assessments
being conducted on the client(s)
Submit by e-mail.
Original work.
Marking Scheme
Introduction Client Background & Goals
Sport Analysis
Fitness Assessments
Training Needs Analysis
12 Week Programme
10%
10%
30%
15%
35%
Course Assessment Procedures
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FITNESS ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF
FITNESS
Module 1
Health Related Components of Fitness, Principles of Training,
Fitness Assessment
Duration: 1.5 hrs
Specific Objectives:
The purpose of this module is to revise the student in;
1.
The health related components of fitness.
2.
The Principles of Training.
3.
FITT and its application to the Health Related Components of Fitness.
4.
Fitness Assessment
Learning Outcomes :
At the end of this module the student will be able to:
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
1.7.
1.8.
1.9.
1.10.
1.11.
1.12.
1.13.
Define the 5 Health Related Components of fitness.
Define the 7 Principles of Training.
Demonstrate an understanding of the application of the overload principle (FITT) to the
5 Health Related Components of Fitness.
Explain the uses and purposes of fitness assessment.
Identify the benefits of fitness testing.
Identify what’s involved in the evaluation process.
List the factors that may influence test results.
Explain why test information is recorded.
List what information should be recorded.
List and explain the stages of a fitness assessment.
Describe the categories of tests.
Identify the reasons for stopping a fitness test.
Apply a methodology to the administration of fitness tests.
Module 1 - Health Related Components of Fitness, Principles of Training, Fitness Assessment
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FITNESS ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF
FITNESS
Module 2
Power
Duration:1 hr
Specific Objectives :
At the end of this module the student will be able to :
2.1.
2.2.
2.3.
2.4.
2.5.
2.6.
2.7.
2.8.
2.9.
Define the term power.
Describe the factors that affect power.
Apply the principles of training to programme design for the development of power.
List and explain three basic ways to address power development.
Define the term plyometric.
List the Safety Guidelines for Plyometrics.
Demonstrate an understanding of the placement of plyometric training within a
programme.
Identify the range of tests listed in the manual for assessing power.
Demonstrate an understanding of how to apply appropriate techniques for assessing
power.
Module 2 – Power
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FITNESS ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF
FITNESS
Module 3
Speed
Duration: 1 hr
Specific Objectives :
At the end of this module the student will be able to :
3.1.
Define the term speed.
3.2.
Describe the factors that affect speed.
3.3.
Define the term stride frequency.
3.4.
Define the term stride length.
3.5.
Apply the principles of training to programme design for the development of speed.
3.6.
Demonstrate an understanding of how to develop speed.
3.7.
Identify when speed work should be conducted.
3.8.
Identify the range of tests listed in the manual for assessing speed.
3.9.
Demonstrate an understanding of how to apply appropriate techniques for assessing
speed.
Module 3 - Speed
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FITNESS ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF
FITNESS
Module 4
Agility
Duration: 1 hr
Specific Objectives:
At the end of this module the student will be able to :
4.1.
Define the term agility.
4.2.
Describe the factors that affect agility.
4.3.
Apply the principles of training to programme design for the development of agility.
4.4.
Identify the factors influencing agility training drill selection.
4.5.
Identify the range of tests listed in the manual for assessing agility.
4.6.
Demonstrate an understanding of how to apply appropriate techniques for assessing
agility.
Module 4 - Agility
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FITNESS ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF
FITNESS
Module 5
Co-ordination
Duration: 1 hr
Specific Objectives
At the end of this module the student will be able to :
5.1.
Define the term co-ordination.
5.2.
Apply the principles of training to programme design for the development of coordination.
5.3.
List and explain the steps involved in motor skill learning.
5.4.
List and explain the 3 stages of co-ordination development.
5.5.
Identify the range of tests listed in the manual for assessing co-ordination.
5.6.
Demonstrate an understanding of how to apply appropriate techniques for assessing coordination.
Module 5 – Co-ordination
Bridget Lawlor © 2006
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FITNESS ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF
FITNESS
Module 6
Balance
Duration: 1 hr
Specific Objectives:
At the end of this module the student will be able to:
6.1.
Define the term balance.
6.2.
Describe the factors that affect balance.
6.3.
Apply the principles of training to programme design for the development of balance.
6.4.
Identify the range of drills listed in the manual for developing balance.
6.5.
Identify the range of tests listed in the manual for assessing balance.
6.6.
Define the terms static balance and dynamic balance.
6.7.
Differentiate between stability and balance.
6.8.
Demonstrate an understanding of how to apply appropriate techniques for assessing
balance.
Module 6 – Balance
Bridget Lawlor © 2006
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FITNESS ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF
FITNESS
Module 7
Reaction time
Duration: 1 hr
Specific Objectives :
At the end of this module the student will be able to :
7.1.
Define the term reaction time.
7.2.
Describe the factors that affect reaction time.
7.3.
Apply the principles of training to programme design for the development of reaction
time.
7.4.
Differentiate between reaction time and movement time.
7.5.
Identify the range of drills listed in the manual for developing reaction time.
7.6.
Identify the range of tests listed in the manual for assessing reaction time.
7.7.
Demonstrate an understanding of how to apply appropriate techniques for assessing
reaction time.
Module 7 – Reaction Time
Bridget Lawlor © 2006
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FITNESS ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF
FITNESS
Module 8
Developing Your Own Fitness Tests
Duration: 1 hr
Specific Objectives:
At the end of this module the student will be able to:
8.1.
Identify the requirements of a fitness test.
8.2.
Describe how fitness testing can help the coach.
8.3.
List and explain the requirement of a good fitness test.
8.4.
Differentiate between laboratory and field based testing.
8.5.
Identify the criteria for standardising fitness tests.
8.6.
Identify the limitations of fitness testing.
8.7.
List and explain the requirements of a fitness test.
8.8.
Develop fitness tests for the skill related components of fitness.
8.9.
List the information that should be recorded during the conduct of a fitness test.
Module 8 – Developing Your Own Fitness Tests
Bridget Lawlor © 2006
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FITNESS ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF
FITNESS
Module 9
Training Needs Analysis & Advanced Programme Design
Duration: 2 hrs
Specific Objectives:
At the end of this module the student will be able to:
9.1.
Analyse a sport and identify the health related and skill related components of fitness
being used.
9.2.
Conduct a training needs (gap) analysis for a team / individual.
9.3.
Describe advanced programming techniques and apply them to programme design &
implementation.
9.4.
Demonstrate the ability to design a sports specific training programme for a team or
individual.
9.5.
Define the term periodisation.
9.6.
Define the terms macrocycle, mesocycle and microcycle.
9.7.
Identify the different types of periodised programme models.
9.8.
List and explain the 8 phases of an annual plan / macrocycle.
9.9.
List the general rules that apply to microcycles:
Module 9 – Training Needs Analysis and Advanced Programme Design
Bridget Lawlor © 2006
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FITNESS ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF
FITNESS
References
Bagget, K. (2006) Power what is it and how to get it [online], available:
http//www.athletes.com/fun/kelly17.htm [accessed – 02 Apr 2006]
Brown, L., Ferrigno, V.(2005) Training For Speed Agility and Quickness, 2nd ed., USA: Human
Kinetics (Book & DVD)
Collins Dictionary (2004) 5th ed. Glasgow: HarperCollins.
Corbin, C., Welk, G., Corbin, W., Welk, K. (2006) Concepts of Physical Fitness, 13th ed., New
York: McGraw Hill
Foran, W. (2001) High Performance Sports Conditioning, USA: Human Kinetics.
Heyward, V. (2002) Advanced Fitness Assessment and Exercise Prescription, 4th ed. USA:
Human Kinetics
Kent County Council (2005) Fitness Testing [online],available:
http://www.kentsport.org/ftest.cfm [accessed - Feb 06]
NCEF Level 1 Manual (2005) 6th ed. Limerick: NCEF
Peak Performance (2006) Balance exercise: learn to keep your balance with some simple
balance training drills [Online] http://www.pponline.co.uk/encyc/balance-exercise.html
[accessed - 15 Feb 2006]
(Phelan et al 1997) (Tuominen et al 1997) (Schrauwen et al 1997) [In Jackson, D. (2006)
Programming For Weight Loss, Slide Show Presentation Level 2 Personal Training Course]
Rogers, M. E. (2005) ‘Sanding Strong’ IDEA Fitness Journal, June 2005
Rob Woods Complete Guide to Fitness Testing (1997-2006) Fitness Testing Guide [online],
available: http//www.topendsports.com/testing/fittest.htm [accessed – Jan 2006]
Sports Coach (1997) Performance Evaluation Tests [online], available:
http//www.brianmac.demon.co.uk/eval.htm [accessed – Jan 2006]
YPT (2006) Preiodization [online], available : http://www.aball-ypi.com/periodization.htm
[accessed – Mar 06
References
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