PERFORMANCE TRAINING AND ASSESSMENT - 2024/5

Module Overview

The overarching theme of this module is for students to develop their understanding of performance training and assessment of athletes. More specifically, this module builds on knowledge of exercise physiology (BMS2063) and an understanding of training methods (BMS1044) by exploring in greater depth how the body adapts to chronic exercise (i.e., from a cellular / molecular, to whole body level), as well as the mechanisms responsible and the impact on sports performance.

This module evaluates current practice with respect to different training and assessments of athletes. This also includes exploring methods to monitor training load, periodization of training, the development of training programmes, tapering, and the implementation of recovery strategies. Students will also be exposed to, and gain experience of, conducting several physiological assessments following BASES sport testing guidelines.

This module contributes significantly towards the recognized Personal Training award embedded within the degree programme (accreditation provided by the Chartered Institute for the Management of Sport and Physical Activity, CIMSPA).

This module relates to the wider programme by developing knowledge and expertise to support professional practice in performance environments. In addition, this module supports students in their ability to appraise more critically the theory, practice and research, within the area of performance training and assessment.

Module provider

School of Biosciences

Module Leader

ROBERTS Harry (Biosciences)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 5

Module cap (Maximum number of students): N/A

Module Availability

Semester 2

Prerequisites / Co-requisites

BMS1044 Principles of Exercise, Fitness, and Health

Module content

Indicative content includes:

• Utilizing appraisals and goal setting for athletes


• Understanding and conducting a sport-orientated needs analysis


• Exploring athlete strength and weaknesses through athlete profiling


• Utilizing periodization to enhance training plan development and athlete performance


• Overtraining, overreaching, and monitoring of the athlete


• Practical strategies to enhance recovery of athletes


• Tapering training programs to enhance athlete performance


• Training and testing for speed and agility


• Training and testing for strength and power


• Training and testing the games player 


• Training and testing the endurance athlete


• Reliability and validity of data, with specific reference to physiological testing of athletes.


• Additional athlete considerations (e.g. women’s physiology, restricted eating patterns, and mental health)

The theoretical content is designed specifically to increase students understanding and appreciation of strategies to enhance performance and minimize injury. The content builds on previous taught content and focuses on how to appropriately assess and prepare an athlete, in readiness for the demands of a specific sport.

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate that they understand the different performance tests used in the assessment of athletic performance.  Students will be able apply contemporary exercise testing and understand the underlying research that serves as the bases for these tests. Students will furthermore analyse and evaluate the scientific validity and different application of wide range of performance tests and the subsequent results that can be obtained from these tests. The assessment will include short reports and feedback on practical’s that allows them to get early feedback on their progress.

Thus, the summative assessment for this module consists of:

• Coursework, 50%, 1500 words

A written, and detailed needs-analysis of the athlete’s sport and the assessment of the athlete compared to the literature (addressing learning outcomes 1,2,3,5,6,8,10)
 

AND

• Individual electronic presentation, 50%, 8-minute presentation

The design and presentation of a 6-week training programme (including pre and post intervention assessments) aimed to improve specific aspects of an athlete’s performance. An appreciation of the periodised training approach must be present, together with evidence of reflective practice (addressing learning outcomes 3,4,5,6,7,8,9,10)

Formative assessment and feedback:

• Collect relevant information from an example athlete (through interviews of laboratory testing) and the literature to obtain an understanding of subject specific goals and methods best suited to reach these goals.


• Utilize pre-set tasks set in SurreyLearn / within tutorials are used asking students to complete the needs analysis process and to develop an appropriate training programme. An academic’s example will be provided for students to compare their work. Specifically focusing on the key considerations for the summative assessments.  


• Practical handouts - students will complete specific practical handouts during sessions, which can then be used for discussion and as a revision tool for the assessments. The completed handouts emphasize the process of self-reflection to improve performance.  


• Verbal feedback on mid module practical skills assessments for the CIMSPA recognised award

Feedback will be provided in the following ways:

• Verbal feedback following lectures or during tutorials.


• Verbal feedback from academics during practical sessions.


• Feedback to specific queries via email, with responses being made available to all via SurreyLearn or during tutorials as appropriate generic class feedback to practical reports.


• Discussion boards available after all lectures and specific assessment discussion boards open to all. This will allow anonymous questions posed, or comments to be left.


• Written feedback from academics within 3 weeks of the coursework deadline (excluding University closure days).

Module aims

• To develop an understanding of the mechanisms in performance-related adaptation to exercise training
• To examine training techniques from a physiological perspective and consider the role of physiological assessment within a scientific support programme
• To provide an understanding of the principles and procedures for physiological testing in sports
• To critically evaluate current practice with respect to the training techniques and assessment of athletes
• To instil an appreciation of the need for personalised exercise training for performance-related adaptation

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

• enable students to understand, analyse and apply specific physiological assessment and training methods to enhance sports performance.

• enable students to critique the appropriateness of specific physiological testing and training and to self-reflect on their own performance to enhance practice.  

 

Furthermore, the learning and teaching strategy is designed to develop students’ digital literacy, confidence, and competence in working with others, communication skills, employability and professionalism

To achieve the above, the following learning and teaching methods will be used: lectures, tutorials, seminars, practical sessions, guided learning, and independent learning.

More specifically, students will be taught with the use of recorded lectures and follow-up tutorials to enhance further understanding of the concepts of performance assessment and training techniques in a broad range of sports. The follow up tutorials will be utilized to expand on the initial concepts, to facilitate discussion, and to develop a greater appreciation of the topic. This knowledge will also be integrated into practical classes that are designed to further the understanding of performance training and to provide students with the necessary practical and professional skills to apply these in a laboratory and practical setting.

Students are expected to engage with weekly 'on demand' recorded content prior to the tutorials to enable further discussion of the presented topics. They are also expected to engage in practical sessions to support both theoretical understanding and the development of practical skills.

The Virtual Learning Environment at Surrey (SurreyLearn) will be extensively used to inform students and provide specific contents such as lecture hand-outs, useful links, and additional literature. SurreyLearn will also be used to communicate between academics and students to effectively answer questions that are of relevance to all students. Outside of the seminar sessions, students are also actively encouraged to support each other's learning via the SurreyLearn module discussion forum. Guided moderation from staff on the module (via the discussion forum) can be used to pose questions regarding topics and support one another with peer-based learning.  

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: BMS2066

Other information

The School of Bioscience and Medicine is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Digital capability: Throughout the module students learn to navigate and utilise the Virtual Learning Environment at Surrey (SurreyLearn) and other digital resources to aid their learning. Students will have to work with an athlete (typically a peer) to complete the needs analysis process, for which students will be required to share documents and information. As part of the second assessment students will be required to make and record a presentation that documents and reflects on the training period. They will be encouraged to use a variety of digital platforms to create engaging presentations appropriate for athlete and coaches. In addition, students are encouraged to use current media such as Whatsapp, Teams, Zoom, and utilising cloud/file sharing for communication and team working. Appropriate use of digital media and communication platforms is increasingly important to engage with athletes, and through use and discussion of these, students gain an awareness of their roles

Global & Cultural Capabilities: Students will work with a case study client to design an exercise programme to meet their needs, this will require students to engage effectively with people from different backgrounds in ways that respect the interests of cultural groups and individual rights.

Employability: As part of the assessment students will learn how the present data in a way that is suitable for athletes and coaches. Similarly, within the practical sessions the students will receive training in coaching, teaching, and presentation, all of which are essential moving forward in the degree programme and will help to build essential employability skills. CIMSPA professional standards have been embedded into the module, equipping students with the required knowledge, skills, and competencies to gain a vocational qualification and legally practice as a Personal Trainer. Finally, the needs analysis and training guide are authentic assessments that emulate real world practices of a professional working with athletes.

Resourcefulness & Resilience: Assessment briefs provide clear guidance on expectations. Several tutorials link into the assessments process, providing feedback/feedforward and opportunity for students to fail and learn from the experience. Students will need create two exercise training sessions for their client, which will call upon their resourcefulness & resilience - these sessions will be monitored by academic with formative feedback provided. Students are encouraged to self-evaluate and reflect on their own performance when working with their client and are also required to incorporate reflective practice into their assessment.

 

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.