Spring 2019 - BPK 443 E100

Advanced Exercise Prescription (3)

Class Number: 4419

Delivery Method: In Person

Overview

  • 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

  • Prerequisites:

    BPK 304W, 310 and 343.

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: Wed 4:30-6:20 pm, AQ 5006 [location may vary]
2 hr lab: Wed 6:30-8:20 pm [location varies]  

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.

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    
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
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
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:

a. Define professionalism and scope of practice and describe their importance.
b. Adhere to professional and academic ethical standards.
c. Develop a career plan, including professional certifications.

2.   Prioritize sources of knowledge for guiding exercise programming decisions.
a. Identify logical fallacies and pseudoscience in knowledge sources.
b. Apply the skills of evidence-based practice to develop exercise programs.
c. 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.
a. Estimate external and internal training loads using data from portable monitoring devices.
b. Choose reliable, valid, and feasible tests for assessing the outcomes of exercise programs.
c. Apply single-subject design and analysis methods for structuring the data collection, analysis, and interpretation.
d. 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%

REQUIREMENTS:

Pre- or corequisites:
BPK 343, BPK 304W, BPK 310 or permission of the instructor.

Materials

MATERIALS + SUPPLIES:

n/a

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:

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