Overview

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, RCB 5125 (in-person)
2 hr lab: Tue 6:30-8:20 pm, SCK 8605 (in-person)

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 programming discussion; career planning	Assignment 1: Paul Graham essay	Assignment 1: your bio & exrx experiences & philosophy
2	Sources of knowledge in exrx	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	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	Software for exercise programming (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	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	EBEP strength & conditioning case studies	Week 7 quiz: Exercise pharmacology: Lenz 2004 Counseling/motivational interviewing: Levensky 2007	Reading quiz Lab 5 due Assign Project case study Lab 6 assigned
Feb 21-25	Reading week
7	EBEP for special populations: chronic disease	Assessment and counseling; EBEP special pop case studies		Discuss case study with instructor Lab 6 due Reading quiz Lab 7 assigned
8	EBEP for special populations: injuries and active rehabilitation	Therapeutic exercise; 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	Lab 7 due Project case study due
9	Individualizing & optimizing training: quantifying training & outcomes	Quantifying training; outcome test selection & data collection (work on projects)		Project part 1 due Project part 2 assigned
10	Physical literacy as a universal goal of exercise programming	Teaching the fundamental movement skills & concepts of games
11	Coaching movement	Coaching resistance exercises		Project part 2 due Project part 3 assigned
12	Individualizing & optimizing training: single-subject experiments D & A	Data simulation; work on projects
13	Individualizing & optimizing training: impulse-response model	IR model		Project part 3 due Project part 4 assigned, due during exam period

** 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:
   • Define professionalism and scope of practice and describe their
   • Adhere to professional and academic ethical
   • Develop a career plan, including professional
2. Prioritize sources of knowledge for guiding exercise programming
   • Identify logical fallacies and pseudoscience in knowledge
   • Apply the skills of evidence-based practice to develop exercise
   • 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
   • Estimate external and internal training loads using data from portable monitoring
   • Choose, implement, and interpret reliable, valid, and feasible tests for assessing the outcomes of exercise programs.
   • Apply single-subject design and analysis methods for structuring the data collection, analysis, and
   • Implement the impulse-response model in training analysis and
7. Implement a systematic approach to coaching
8. Conduct movement assessments and prescribe corrective exercises common to active
9. Design and deliver activities to enhance fundamental movement

Grading

Materials

REQUIRED READING:

REQUIRED READING NOTES: