Simon Fraser University
Engaging the World

Course Outlines

Spring 2022 - BPK 443 E100

Advanced Exercise Programming (3)

Class Number: 3434

Delivery Method: In Person

Overview

  • Course Times + Location:

    Jan 10 – Apr 11, 2022: Tue, 4:30–6:20 p.m.
    Burnaby

  • Exam Times + Location:

    Apr 21, 2022
    Thu, 5:00–5:00 p.m.
    Burnaby

  • Prerequisites:

    BPK 304W, 310 and 343 (one of which may be taken as a corequisite).

Description

CALENDAR DESCRIPTION:

This course covers evidence-based practice and quantitative modeling skills for prescribing effective exercise programs to any individual who has a specific health, rehabilitation or performance goal. Programming considerations for various special populations (e.g., those with chronic disease, elite athletes) will be emphasized through laboratory-based case studies representing diverse professional settings such as active rehabilitation, strength & conditioning and clinical exercise physiology. Students with credit for BPK 344 or BPK 423-Advanced Exercise Prescription may not take this course for further credit.

COURSE DETAILS:

Duration: 13 weeks
 
Format:
2 hr lecture: Tue 4:30-6:20 pm, AQ 5047
2 hr lab: Tue 6:30-8:20 pm, mostly in RCB 5120 but location will vary

Labs

The labs are an integral part of the course. Several of the assignments derive directly from the labs. Therefore, please attend all labs. If you will be absent from a lab, then please inform the instructor well in advance so you can make up the lab at another time.
Most labs will involve group computer work. Please bring a laptop to class if you have one. If you do not have one, then you will be assigned to work with a partner who does.

Week

Lecture

Lab

Readings (bold = required)

Evaluations

1

 

Course introduction and professionalism in kinesiology (guest lecturer: Daryl Reynolds, BCAK)

Elevator pitch introductions; exercise prescription discussion; career planning

Assignment 1:

Paul Graham essay

Assignment 1: your bio & exrx experiences & philosophy

2

Sources of knowledge in exrx

Library: Mendeley reference manager, PICOSE concepts, basic & advanced literature searching in PubMed

Assignment 2:

Article for critical analysis (Poliquin)

PubMed Search Strategies handout

Original research study to critique in week 3 lecture: Esfarjani & Laursen 2007

Assignment 1 due

Assignment 2: sources of knowledge & literature searching

3

Science as a source of knowledge for exercise programming

Library: literature searching in other databases

Assignment 3:

Study designs: Page 2012;

Statistics: Sterne 2001

EBP in exrx: Amonette 2010 Sports Med

Writing: Gopen 2002;

Assignment 2 due

Assignment 3: critical appraisal

4

Principles of training & physiology of training adaptations

Computer lab: software for exercise prescription (exercise selection, workout design & instructions), data analysis & interpretation

Week 4-5 content:

Intensity & volume: Seiler & Tonnessen 2009;

Periodization: Issurin 2010; Kiely 2012

Specificity/transfer: Issurin 2013;

O2 kinetics: Burnley & Jones 2007

 

5

Training planning: aerobic fitness

Computer lab: EBEP aerobic endurance training planning case studies

Week 6 quiz:

Resistance training: ACSM 2009

Speed: Hansen chapter

Power: Haff 2012

Multiple sprint: Glaister 2005;

Assignment 3 due

Lab 5 assigned

Assign Project case study

6

Training planning: strength, power, speed (guest lecturer: Carmen Bott)

Computer lab: EBEP strength & conditioning case studies

Week 7 quiz:

Exercise pharmacology: Lenz 2004

Counseling/motivational interviewing: Levensky 2007

 

Readings quiz

 

Lab 5 due

 

Project case studies discussed with instructor

 

Lab 6 assigned

Feb 21-25

Reading week

7

EBEP & special populations: pharmacology-exercise interactions; contraindications (guest lecturer: Astrid De Souza, BC Children’s Hospital)

Computer lab: EBEP special pop case studies

Week 8-10 content, project:

Athlete testing: Davison 2009; McMaster 2008

Test properties: Currell 2008, Hopkins 2000

Single-subject designs: Kinugasa 2004;

Training load quant & modeling: Clarke 2013; Borrensen 2009; Morton 1990

IR model influence curves: Fitz-Clarke 1991

Reading quiz

 

Lab 6 due

 

Lab 7 assigned

 

Project part 2 assigned

8

Individualizing & optimizing training: quantifying training & outcomes

Computer lab: EBEP – quantifying training; outcome test selection & data collection (work on projects)

 

Lab 7 due

Project part 1 (intake form) due

9

Individualizing & optimizing training: single-subject experiments D & A

Computer lab: example programs, work on projects

 

 

10

Individualizing & optimizing training: impulse-response model

Computer lab: IR model (Project Part 3)

Readings on coaching & active rehab TBA

Project part 2 (EBEP) due

Project part 3 (modeling) assigned

11

Coaching movement

Gym: monitoring and coaching strength exercises

 

 

12

Active rehabilitation

(guest lecturer: Naomi Gilligan, Mountainview Health & Wellness)

Gym: kinesiology assessments and rehabilitation exercise design

 

Project part 3 due

Project part 4 (assessments) assigned, due during exam period

13

Physical literacy as a universal goal of exercise programming

(guest lecturer: Dino Geremia, Game Ready Fitness)

Gym: teaching the fundamental movement skills & concepts of games

 

 

** The syllabus is tentative and subject to change**

COURSE-LEVEL EDUCATIONAL GOALS:

By the end of the course, students will be able to

  1. Apply professional skills:
    1. Define professionalism and scope of practice and describe their importance.
    2. Adhere to professional and academic ethical standards.
    3. Develop a career plan, including professional certifications.
  2. Prioritize sources of knowledge for guiding exercise programming decisions.
    1. Identify logical fallacies and pseudoscience in knowledge sources.
    2. Apply the skills of evidence-based practice to develop exercise programs.
    3. Apply alternate sources of knowledge (principles of training, physiological rationale, experience) to inform exercise programs in aspects for which research-based evidence is weak or lacking.
  3. Integrate knowledge of the dynamics and interactions of the positive and negative physiological and motor adaptations to common training techniques into exercise programming decisions.
  4. Prepare professionally formatted and comprehensive exercise programs that are coherent across the timescales (set, workout, microcycle, mesocycle, macrocycle) using software (Excel, Physiotec).
  5. Design and deliver exercise programs for different professional settings (personal training, physical literacy, rehabilitation, strength & conditioning, and clinical exercise physiology).
  6. Implement systematic data collection and analysis methods to individualize exercise programs.
    1. Estimate external and internal training loads using data from portable monitoring devices.
    2. Choose reliable, valid, and feasible tests for assessing the outcomes of exercise programs.
    3. Apply single-subject design and analysis methods for structuring the data collection, analysis, and interpretation.
    4. Implement the impulse-response model in training analysis and optimization.
  7. Implement a systematic approach to coaching movement.
  8. Conduct movement assessments and prescribe corrective exercises common to active rehabilitation.
  9. Design and deliver activities to enhance fundamental movement skills.

Grading

  • Assignments and labs 38%
  • Reading quizzes 5%
  • Project part 1 – client intake form 3%
  • Project part 2 – evidence-based exercise program 24%
  • Project part 3 – data-driven modeling and optimization 15%
  • Project part 4 – assessments and coaching technique 15%

NOTES:

For the 1221 term there are only 12 weeks of instruction, such that modifications will be made to the syllabus as presented above.

REQUIREMENTS:

Pre- or corequisites:

BPK 343, BPK 304W, BPK 310 or permission of the instructor.

Materials

REQUIRED READING:

See course topics

RECOMMENDED READING:

See course topics

Department Undergraduate Notes:

It is the responsibility of the student to keep their BPK course outlines if they plan on furthering their education.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

TEACHING AT SFU IN SPRING 2022

Teaching at SFU in spring 2022 will involve primarily in-person instruction, with safety plans in place.  Some courses will still be offered through remote methods, and if so, this will be clearly identified in the schedule of classes.  You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).

Enrolling in a course acknowledges that you are able to attend in whatever format is required.  You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.

Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.