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REC3045 Periodization

Advanced · 1 credit · HRH - Health, Recreation, and Human Services

Description
Students apply the concepts of periodization to training programs for resistance and aerobic training.
Prerequisite
REC2040: Foundations for Training 2
Parameters
Access to a fitness facility and to instruction from an individual who is highly knowledgeable in this area and/or trained in kinesiology, physical education and/or human movement.
Supporting courses
REC3040: Training & Conditioning

Outcomes The student will:

  • 1 apply the concepts of periodization to training programs

    • 1.1 discuss why periodization is important for:

      • 1.1.1 peak athletic performance

      • 1.1.2 injury reduction

      • 1.1.3 non-athletic populations

    • 1.2 describe the importance of a needs assessment, including:

      • 1.2.1 initial consultation for previous training and health status

      • 1.2.2 results of fitness testing, including:

        • 1.2.2.1 baseline testing

        • 1.2.2.2 post-training testing

      • 1.2.3 interpreting the results of fitness testing

      • 1.2.4 goal setting

    • 1.3 describe acute-training variables, including:

      • 1.3.1 exercise

      • 1.3.2 order of exercise

      • 1.3.3 repetitions

      • 1.3.4 sets

      • 1.3.5 tempo

      • 1.3.6 rest

      • 1.3.7 load (e.g., intensity)

    • 1.4 describe how manipulation of acute-training variables produce specific training outcomes, including:

      • 1.4.1 muscular endurance

      • 1.4.2 hypertrophy

      • 1.4.3 strength

      • 1.4.4 power

  • 2 analyze the phases in program design

    • 2.1 summarize the preparatory period of a periodization model in program design, including the:

      • 2.1.1 hypertrophy or endurance phase

      • 2.1.2 basic strength phase

      • 2.1.3 power or strength phase

    • 2.2 summarize the general adaptation syndrome (GAS) responses to training stress in program design, including the:

      • 2.2.1 shock or alarm phase

      • 2.2.2 resistance phase, including supercompensation

      • 2.2.3 exhaustion phase

  • 3 analyze the periods of an annual training program (ATP) periodization model

    • 3.1 summarize the first transition period (taper/ramping) of an ATP periodization model

    • 3.2 summarize the competition period of an ATP periodization model

    • 3.3 summarize the second transition period (active rest) of an ATP periodization model

    • 3.4 summarize the specific time periods of an ATP periodization model, including the:

      • 3.4.1 macrocycle

      • 3.4.2 mesocycle

      • 3.4.3 microcycle

      • 3.4.4 individual training sessions

    • 3.5 summarize how the four sport seasons relate to the four periods of an ATP periodization model, including the:

      • 3.5.1 off-season period

      • 3.5.2 pre-season period

      • 3.5.3 in-season period

      • 3.5.4 post-season period

  • 4 create and refine a periodization training program that incorporates resistance training

    • 4.1 conduct a needs analysis, including:

      • 4.1.1 energy systems and fitness components of the sport or activity

      • 4.1.2 movements that occur within the sport or activity

      • 4.1.3 assessment of the athlete or individual

      • 4.1.4 training and performance goals of the individual for strength, power, muscular endurance and hypertrophy

    • 4.2 select exercises for a particular sport or activity based on needs analysis, considering:

      • 4.2.1 single- and multi-joint exercises

      • 4.2.2 power, strength and core exercises

      • 4.2.3 machine and free-weight exercises

    • 4.3 recommend the training frequency, considering the following:

      • 4.3.1 training status; e.g., beginner, intermediate, advanced

      • 4.3.2 sport season; e.g., in-season, off-season, pre-season, post-season

      • 4.3.3 training load

      • 4.3.4 exercise type

    • 4.4 recommend the various methods of exercise order, including:

      • 4.4.1 power, core and assisted exercises

      • 4.4.2 upper- and lower-body exercises

      • 4.4.3 push and pull exercises

      • 4.4.4 supersets and compound supersets

    • 4.5 select the various training loads, volume and rest periods for various exercises

    • 4.6 describe the relationship between volume and intensity

    • 4.7 refine the program based on a variety of feedback mechanisms

  • 5 create and refine a periodization training program that incorporates aerobic training

    • 5.1 conduct a needs analysis, including:

      • 5.1.1 energy systems and fitness components of the sport or activity

      • 5.1.2 movements that occur within the sport or activity

      • 5.1.3 assessment of the athlete or individual

      • 5.1.4 training and performance goals for increased VO2 max, increased anaerobic threshold and/or improved cardiovascular endurance

    • 5.2 select exercises for a particular sport or activity based on needs analysis, considering various:

      • 5.2.1 exercise modes

      • 5.2.2 training frequencies

      • 5.2.3 training intensities

      • 5.2.4 training volumes and rest

    • 5.3 recommend the exercise progression for increasing:

      • 5.3.1 frequency

      • 5.3.2 intensity

      • 5.3.3 duration

      • 5.3.4 rest period

    • 5.4 refine the program based on a variety of feedback mechanisms

  • 6 demonstrate basic competencies

    • 6.1 demonstrate fundamental skills to:

      • 6.1.1 communicate

      • 6.1.2 manage information

      • 6.1.3 use numbers

      • 6.1.4 think and solve problems

    • 6.2 demonstrate personal management skills to:

      • 6.2.1 demonstrate positive attitudes and behaviours

      • 6.2.2 be responsible

      • 6.2.3 be adaptable

      • 6.2.4 learn continuously

      • 6.2.5 work safely

    • 6.3 demonstrate teamwork skills to:

      • 6.3.1 work with others

      • 6.3.2 participate in projects and tasks

  • 7 create a transitional strategy to accommodate personal changes and build personal values

    • 7.1 identify short-term and long-term goals

    • 7.2 identify steps to achieve goals

Program of Studies 2014. Source document, © Alberta Education.