Spring 2019 - BPK 443 E100
Advanced Exercise Prescription (3)
Class Number: 4419
Delivery Method: In Person
Course Times + Location:
Th 4:30 PM – 6:20 PM
AQ 5006, Burnaby
Exam Times + Location:
Apr 18, 2019
7:00 PM – 10:00 PM
AQ 5005, Burnaby
1 778 782-9777
Prerequisites:BPK 304W, 310 and 343.
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.
Duration: 13 weeks
2 hr lecture: Wed 4:30-6:20 pm, AQ 5006 [location may vary]
2 hr lab: Wed 6:30-8:20 pm [location varies]
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.
|Week||Lecture||Lab||Reading (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
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
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
Lab 5 due
Project case studies discussed with instructor
Lab 6 assigned
|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
Lab 6 due
Lab 7 assigned
Project part 2 assigned
|Feb 18-22||Reading week|
|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|
COURSE-LEVEL EDUCATIONAL GOALS:
By the end of the course, students will be able to
1. Apply professional skills:
2. Prioritize sources of knowledge for guiding 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.
8. Conduct movement assessments and prescribe corrective exercises common to active rehabilitation.
9. Design and deliver activities to enhance fundamental movement skills.
- 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%
Pre- or corequisites:
BPK 343, BPK 304W, BPK 310 or permission of the instructor.
MATERIALS + SUPPLIES:
See course topics
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.
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
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS