PERFORMANCE PHYSIOLOGY & TRAINING - 2025/6

Module Overview

The overarching theme of this module is for students to develop their understanding of performance physiology and how to assess and train athletes optimally. This modules builds on first year knowledge of human biosciences (BMS1060, BMS1030, BMS1042, BMS1058) and an understanding of training methods (BMS1044) to explore how the body responds (through an integration of physiological systems and biochemical processes) and adapts (i.e. from a cellular to whole body level) to different modalities of exercise, and the mechanisms for improved sports performance. This module evaluates current practices in athlete assessment and training. Students consider the validity and reliability of sports performance testing and conduct a thorough athlete needs analysis, before exploring methods of monitoring training load, periodization, program development, recovery strategies and tapering.

Laboratory and field based sessions complement theoretical learning, fostering practical and employability skills. The primary objective is for students to enhance their comprehension of performance training and the assessment of athletes. The module aligns with the Personal Training award within the degree program, accredited by the Chartered Institute for the Management of Sport and Physical Activity (CIMSPA). It contributes significantly to students' ability to critically appraise theory, practice, and research in the realm of performance training and assessment, supporting their professional practice in performance environments within the broader program.

Module provider

School of Biosciences

Module Leader

HUNT Julie (Biosciences)

Number of Credits: 30

ECTS Credits: 15

Framework: FHEQ Level 5

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

Module Availability

Year long

Prerequisites / Co-requisites

BMS1030 BMS1058

Module content

Indicative content includes:
¿ Needs analysis and test reliability and validity
¿ Anaerobic & aerobic metabolism
¿ Exercise intensity domains
¿ Cardiorespiratory function
¿ Testing and training endurance athletes
¿ Skeletal muscle protein metabolism
¿ Muscle function, strength and power
¿ Testing and training strength and power athletes
¿ Testing and training for speed and agility
¿ Testing and training for games players
¿ Exercise programming
¿ Periodisation & concurrent training
¿ Overtraining, overreaching and monitoring training load
¿ Tapering
¿ Recovery
¿ The immune response to exercise
¿ Physical performance and environmental stress
¿ Aging physiology
¿ Women¿s health / female athlete
¿ Contemporary topics (Long COVID, fasting, transgender athletes)

Assessment pattern

Alternative Assessment

Where practical lab sessions have been missed or reports failed, students will be provided with a new data set to interpret, analyse and report findings. In the event that a student is unable to take part in the group-based Practical Lab Skills Test, they will have the opportunity to take an individual practical assessment and report.

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate that they have achieved the modules learning outcomes and, by association, developed employability skills, digital capabilities and resourcefulness and resilience among other module attributes. Thus, the summative assessment for this module consists of: - A group-based Practical Lab Skills Test & Report, which is connected to learning outcomes 1,2, 6 & 8. Working as a team of physiologists students are challenged to i) conduct an incremental exercise test with an external client under a time constraint, before ii) analysing, interpreting and presenting the results in a brief (2-page) report. Students¿ employability is enhanced by assuming the professional role of a physiologist in a commercial lab, collecting and interpreting data to make recommendations to the athlete and coach. Students are encouraged to meet professional standards regarding H&S, participant care, and technical (gas analysis, blood sampling, data analysis) and transferable skills (communication, team work). Students will need to exhibit resourcefulness and resilience in their approach. This assessment builds on practical and instructing experience gained previously (BMS1042 and BMS1044) by incorporating a team-work element. It helps to prepare students for the assessments in BMS3085, and provides essential skills to conduct physiology based research projects (BMS3076). - A Performance Portfolio comprised of a written detailed needs-analysis (~1500 words) and presentation of a 8-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 3,4,5,7 & 8). This assessment builds on experience of developing an exercise programme gained previously (BMS1044) with the added complexity of applying it to improve sports performance. It helps to prepare students for the assessment in BMS3101. - An online MCQ exam which is connected to learning outcomes 1, 2, 4 & 5. The exam is designed to assess your knowledge and understanding of topics covered in performance physiology and training. The MCQ section will test students¿ ability to demonstrate what they know in a timed situation and requires them to remember key facts. Formative assessment: - A ¿Practice¿ Practical Lab Skills Test: Each group will have 2 hours allocated in the lab to practice for the skills test. Students can use this time as they wish but are encouraged to treat it as a dress rehearsal for their practical assessment. Groups will be observed during the practice and will receive peer-marking and verbal feedback from lecturers/lab demonstrators. The formative nature of this assessment enables key practical and transferable skills to be developed in a supportive context, which can ¿feed forward¿ to the summative assessment in this module and others in the programme (BMS3085). The opportunity for peer-assessment encourages students to fully engage with the marking criteria, reflect on their performance and that of their peers, and develop as independent learners. Groups will have the opportunity to submit a draft athlete report for formative feedback from an academic. - Performance Portfolio Draft: Students will have the opportunity to submit the work they have done to date on the performance portfolio before the Easter break. Academics will review the work in line with the marking criteria / rubric and provide feedback on how to make improvements two weeks in advance of the summative assessment deadline. - Weekly MCQ tests are provided on SureyLearn to enhance student learning in the way described earlier. Feedback: - Prior to the assessments, time will be spent discussing the assignment and feedback process. The marking scheme will be specified, expectations discussed and examples of excellent practice provided for students to make comparisons. This facilitates self-efficacy. - Feedback on Practical Lab Skills Test & Report (written feedback on the report and practical exam and one-to-one feedback, as requested) - Feedback on Performance Portfolio (written feedback on report, one-to-one feedback, as requested).

Module aims

• Develop an understanding of physiological responses during exercise and their role in performance-related adaptation to training.
• Critically evaluate the determinants of performance and training techniques across various sports / athletic populations.
• Consider and apply physiological assessments for personalised training and optimal athletic performance.
• Enhance practical skills for effective and meaningful performance tests while fostering communication and teamwork abilities.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to ensure that students achieve the modules learning outcomes and develop competencies in the corresponding aspects of the curriculum framework (employability, digital capabilities, global and cultural intelligence, sustainability, resourcefulness and resilience).

Students will begin to integrate what they have learnt in previous modules, using their prior knowledge on cell biology, biochemistry (BMS1060) and principles of physiology (BMS1032), and expanding on their understanding of training methods (BMS1044), to explore how the body responds and adapts to different types of exercise. Students will discover how important exercise is across the lifespan to optimise health, perform better and live sustainably. They will consider the physiological attributes of elite athletes and desirable training adaptations to improve performance.

Students have access to pre-recorded short videos (and PDF slides) summarising the learning outcomes and subject content of the week, in advance of the weekly live sessions. This captured content helps to develop basic knowledge and understanding of concepts in performance physiology, which students then go onto review in the live sessions.

The live sessions comprise of lectures, practicals, data workshops and tutorials. Practical sessions provide students with an opportunity to put their knowledge into practice, and develop key technical and transferable (team-work, professionalism, communication) skills in exercise physiology, preparing them for the world of work. Within data workshops students will discuss and present data collected in practical sessions. This provides an opportunity for students to review their knowledge on a topic, gain feedback on their understanding and interpretation of results, and develop skills in Excel with regards to data presentation. Tutorials will be centered around preparing for the assessment, and offer an opportunity for students to self-reflect on their own performance to enhance practice. Students are encouraged to be active participants in tutorial and practical sessions, and support one-another in the process, and in doing so develop as informed, confident, collaborative and independent learners.

There is also weekly guided learning / directed study in the form of recommend reading, MCQ tests, skeleton session plans etc. These may be set before (as a preparation task) or after live sessions to support the development of student skills and understanding, and provide opportunity for formative feedback (e.g. feedback from learning activities; peer feedback; opportunities for self-assessment, etc).

Student participation is encouraged through the use of discussion boards, with regular opportunity for interaction with peers and academics at weekly workshops, tutorials and/or practicals. Students are invited to contribute to discussions from their own background and experiences, and are encouraged to be actively involved in problem solving, thus developing their own judgement and opinions. Students who activity participate in the module activities will be successful in undertaking the assessments.

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: BMS2084

Other information

Employability: This module provides students with working knowledge of key tools used by physiologists in practice and in research. During practical sessions students will be introduced to various equipment utilised by performance, clinical and research physiologists. The activities set emulating real-life practice in a commercial physiology lab, with students working in groups to collect, analyse, interpret and present findings on individuals. Students are expected to meet professional standards (H&S, participant care, technical [gas analysis, blood sampling] and transferable [communication, team work] professional skills etc) and implement problem-solving skills, preparing them for the world of work. Students are encouraged to participate in practical sessions and experience it from the different roles of a ¿physiologist¿ and ¿athlete¿. This first-hand experience allows students to practice advising others (taking on responsibility, building trust and repour with athletes) and gain empathy with the athlete (understand what it feels like to complete an exercise test). These are priority professional 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. Digital Capabilities: As with all modules, students are expected to engage with online material and resources via SurreyLearn, and other digital platforms. Students are encouraged to communicate with one another and work together in groups, utilising collaborative tools (WhatsApp, Microsoft Teams, Zoom) - this is especially important in preparation for the Practical Skills Test & Report. Students will create excel spreadsheets to collect data, perform calculations and present results in graphical format. They will be encouraged to use creative software (e.g. Canva) to present reports in an engaging format for athletes and coaches. As part of the second assessment students will use a global personal training software / platform (Fitr) to design, plan and present their 8 week training programme. Once qualified as a personal trainer, students can use the platform at a discounted rate for the first 6 months of their career. Global and Cultural Capabilities: Exercise physiologists work internationally and in culturally diverse environments across a spectrum of sports performance, health and disease management. Gaining cultural awareness is therefore essential. Students will work together in groups and perform problem-solving and decision-making tasks during tutorial and practical sessions. This provides an opportunity to interact, communicate and build relationships with people from different backgrounds. Students are encouraged to share experiences and knowledge from their own culture and backgrounds when case study topics are explored. Finally, students will work in randomly assigned groups with an external client for assessment 1 and individually (one-to-one) with an athlete (typically a peer) for assessment 2. This will require students to engage effectively with people from different backgrounds in ways that respect the interests of cultural groups and individual right. Peer assessment will encourage students to value and recognise the contribution of each team member. Sustainability: In this module students will study the importance of physical activity and exercise across the lifespan in relation to health and performance physiology. This relates to Goal 3 of the United Nations SDG (Ensure healthy lives and promote well-being for all at all ages). In BMS1044 students considered the epidemiological data regarding the relationship between physical inactivity / low fitness and non-communicable disease. This module helps students to recognise why this relationship exists, by learning the physiological benefits of exercise and how this leads to improved fitness and performance. Students will develop an understanding of how the body functions when it is healthy before considering the pathophysiology of chronic diseases (BMS2050). Students will gain a foundation of knowledge and skills to perform exercise testing and interpretation in healthy individuals, before working with chronic disease (BMS3085) populations. Resourcefulness and Resilience: The learning, teaching and assessment strategy for this module has been designed to encourage active participation, peer support and reflective engagement. In practical sessions students will work in small groups to strengthen the student / demonstrator relationship, build trust and enable dialogue about feedback. Students will draw upon individual and collective resourcefulness and develop a problem-solving mindset as they risk assess, adapt and respond to challenges faced during exercise tests. Students will experience both the ¿athlete/participant/client¿ and the ¿Physiologist¿ perspective, helping to develop a deeper awareness of the exercise testing environment and the need to support each other. Students are encouraged to self-evaluate and reflect on their own performance and that of their peers. Formative assessments and feedback practices provide an opportunity for students to fail and learn from the experience, building confidence and self-efficacy. Formative and summative assessments are designed to ¿feed forward¿ to assessments within this module and to future modules in the programme (BMS3085, BMS3101).

Programmes this module appears in

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 2025/6 academic year.