None

Core
Maud, P. J., & Foster, C. (Eds.). (2006). Physiological assessment of human fitness. (2nd ed). Champaign, IL: Human Kinetics.

Recommended

Kenney, W. L., Wilmore, J. H., & Costill, D. L. (2012). Physiology of sport and exercise. (5th ed.). Champaign, IL: Human Kinetics.

Tanner, R., & Gore, C. (eds). Australian Institute of Sport. (2013). Physiological tests for elite athletes. (2nd ed.). Champaign, IL: Human Kinetics.

Winter, E. M., Jones, A. M., Davison, R. C. C., Bromley, P. D., & Mercer, T. H. (Eds.). (2007). Sport and exercise physiology testing guidelines. British Association of Sport and Exercise Sciences guide. Volume I. Sport testing. London: Routledge.

Students will follow a 12-week guided study programme and access support material via Blackboard. Students will also be provided with the opportunity to gather information via video and online communication. Students will be required to access additional support material independently. Core required tasks will amount to an average of 8 hours of asynchronous engagement per week, representing a total of 96 activity asynchronous engagement hours for the module.

In addition to this asynchronous engagement there will be 7 synchronous contact hours (via online communication).

The number of independent study hours is 293, representing a combination of further and additional reading and a series of optional tasks (96 hours) and specific preparation for the module assignments (108 hours).


This module will adopt a collaborative approach to learning where, via a series of online discussions and gathering of information (e.g. via email and videoblogs, which will form part of the assessment process), students will demonstrate their understanding of the discipline.

Students will be required to complete two pieces of summative assessment.

1) A 2500-word critical proposal for a battery of physiological monitoring tests relevant for a group of athletes or individual athlete. (LO1 and LO3, and worth 50% of the total marks for the module)

2) A 2500-word report (consisting of a 1000-word 'athlete-friendly' report, and a 1500-word scientific report) analysing, interpreting and critically evaluating a set of data derived from physiological monitoring tests on an athlete/group of athletes. (LO2 and 50% of the total marks for the module).


Additional Assessment Details (include formative feedback / assessment):

The proposal (assessment one) should be relevant for the athlete/athletes, and should include a critical justification to support the choice of tests selected, by referring to the physiological determinants and metabolic demands of the sport, the needs of the athlete(s), and the specificity, validity, reliability, advantages and limitations of the tests selected. The proposal should also include a reflection on skills in gathering information through various media to assist in the formulation of the proposal.

Students will receive formative feedback throughout the module comprising of a combination of task-related feedback and comments on online discussion contributions and interactions offered up throughout the module.

Students will be taught about a range of physiological monitoring procedures, which may be used to support athletes in a laboratory and field setting, such as tests to measure VO2 max, lactate threshold, maximal intensity exercise, flexibility, muscular strength and power, and body composition. More specifically, students will be directed to sources such as e-books, online journals, audio lectures, lecturer-derived podcasts, and video clips of standard physiological monitoring tests to gain an understanding of the reasons and limitations for physiological monitoring and the validity, reliability, specificity, and advantages/limitations of the physiological monitoring tests. Students will be given the opportunity to engage in group and individual discussion issues, reflection questions, and formative assessment, in order to enhance their understanding of key concepts and to develop a critical awareness of theoretical constraints that underlie practical application. Students will also be given the opportunity to communicate asynchronously and synchronously with an athlete or group of athletes, in order to obtain information from them that can be used to inform the development of a test battery.

Access to an appropriately specified PC, with accompanying Word, PowerPoint, Adobe and Java software. Copyright-cleared resource material (journal articles).

Abernethy, P., Wilson, G., & Logan, P. (1995). Strength and power assessment. Issues, controversies and challenges. Sports Medicine, 19(6), 401-417.

Howley, E. T., Bassett, J. R., & Welch, H. G. (1995). Criteria for maximal oxygen uptake: review and commentary. Medicine and Science in Sports and Exercise, 27(9), 1292-1301.

You will be taught about a range of physiological monitoring procedures, which may be used to support athletes in a laboratory and field setting, such as tests to measure VO2 max, lactate threshold, maximal intensity exercise, flexibility, muscular strength and power, and body composition. More specifically, you will be directed to sources such as e-books, online journals, audio lectures, lecturer-derived podcasts, and video clips of standard physiological monitoring tests to gain an understanding of the reasons and limitations for physiological monitoring and the validity, reliability, specificity, and advantages/limitations of the physiological monitoring tests. You will be given the opportunity to engage in group and individual discussion issues, reflection questions, and formative assessment, in order to enhance your understanding of key concepts and to develop a critical awareness of theoretical constraints that underlie practical application. You will also be given the opportunity to communicate asynchronously and synchronously with an athlete or group of athletes, in order to obtain information from them that can be used to inform the development of a test battery.