Strength and Conditioning for Performance and Rehabilitation
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Established in 1991 after amalgamating four eastern Australian Catholic tertiary institutes, Australian Catholic University now has seven campuses, from Brisbane to Melbourne and welcomes students of all beliefs. Specialising in arts, business, education, health sciences, law, theology and philosophy, ACU encourages its students to think critically and ethically and bring change to their communities and offer this online through Open Universities Australia.
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On successful completion of this unit, students should be able to:
- Deliver athlete assessment protocols in field and laboratory settings, displaying appropriate standards of technical conduct (GA5)
- Analyse and interpret data from appropriately selected athlete assessment protocols (GA5, GA7, GA8)
- Report the outcomes of athlete assessment protocols and their application, for dissemination in written and/or oral forms to individuals and groups and to specialist and non-specialist audiences (e.g. athlete; coaching staff; medical/rehabilitation staff) (GA5, GA9)
- Plan and deliver meaningful interventions for athletes, directed at enhancing performance and reducing the likelihood of injury or illness (GA5, GA9)
- - Biological basis of adaptation
- - Contemporary sports nutrition
- - Physiological testing for high performance athletes
- - Strength & Power profiling
- - Periodisation
- - Contemporary exercise prescription for high performance
In order to enrol in this subject, you must be accepted into one of the following degrees:
- Equipment requirements - Mobile/Cell Phone or Video Camera for video assessment task
Sports scientists and strength and conditioning coaches working with high performance athletes require the ability to prescribe and deliver safe and effective exercise programs with an evidence-based, best practice approach, to meet specific performance goals.
This subject develops an in-depth understanding of the theoretical concepts and practical application of capacity assessment and program design as they relate to high performance athletes. Specifically, the aim of this subject is to develop in students knowledge and skills relating to the use of contemporary methods of field and laboratory based testing in a number of areas including aerobic/anaerobic capacity, repeated sprint ability, and strength and power. In addition, this subject will explore innovative practices in training program design across the spectrum of capacities required for performance in various athletic events.
In order to best enable students to achieve unit learning outcomes and develop graduate attributes, standards-based assessment is utilised, consistent with University assessment requirements. A range of assessment strategies have been purposefully designed for the assessment of learning outcomes reflecting the principles of authentic assessment design and include: Assessment task 1: a video-based practical task to assess student learning of unit content and its application in regard to their ability to set-up and run an athlete through a physical assessment; (LO1 and LO2); Assessment task 2 an individual task requiring students demonstrate their understanding of a variety of tests, as well as their ability to interpret results of testing and how this influences training prescription. (LO2, LO3 and LO4); and Assessment task 3 scaffolds on assessment task 2 and requires a student to design and present a 12-week period of physical training program including a justification of the training plan in order to assess depth and breadth of understanding and application of unit content (LO3 and LO4).
- Video based competency assessment - Enables students to demonstrate their ability to conduct a test of physical capacity in a scientifically valid and reliable manner (30%)
- Interpretation of a Testing Battery Assessment - Enables students to critically evaluate data from a selection of physical assessments to inform the training program (30%)
- Training Program - Enables students to demonstrate their ability to use contemporary evidence in the design of a realistic training program (40%)