Course Content

Progression is from the six modules of the Certificate in Strength and Conditioning, through to the more advanced modules of the Higher Certificate.

The additional 6 modules completed in this course include:

Modules covered:

1. Anatomy, Physiology & Biomechanics
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   Module 1: Anatomy, Physiology & Biomechanics

   This module ensures that the student understands and appreciates how the body is built, works and moves. It examines how energy is provided and how the muscles and nerves integrate to ensure movement in sport. It also describes the skeletal, cardiovascular and endocrine systems. The module provides an excellent A&P background to students of Strength and Conditioning studies. By the end of the module the learner will:

   • Be familiar with the systems that govern the functioning of the body
   • Display a depth of knowledge and understanding of the systems of the body during exercise
   • Apply  knowledge of the systems of the body to their training methodology
   • Demonstrate skills in assessing and monitoring posture and movement

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2. Growth, Movement & Development
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   Module 2: Growth, Movement & Development

   This module examines the growth and development of both fine and gross motor skills from infancy through to the early teenage years. It examines the key physical movement milestones along the way. It describes the importance of both informal and formal play activities and considers the relationship between general movement skills and sport specific skills. Early reflexive and rudimentary movement skills are discussed and the module provides a menu of exercises and drills and games that include rolling, crawling and rotational exercises and drills that can be incorporated into the physical activity programme of both young and not so young performers. By the end of the module the learner will:

   • Display a comprehensive knowledge and understanding of the early stages of motor and movement development
   • Integrate the concepts of growth, development and movement into the different stages of development of the LTDP
   • Recognise the limitation of current knowledge in motor skill development
   • Integrate the principles and concepts studied into a coaching context

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3. Long Term Player or Athlete Development
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   Module 3: Long Term Player or Athlete Development

   This module is devoted to the study of the Long Term Athlete or Player Development (LTPAD) pathway, which provides an integrated framework to facilitate the development of athletes and players at all levels of participation and experience. It outlines a philosophy of sound practice and long-term participation, performance and enjoyment of sport. The LTPAD framework will help to ensure that the experience of training and participating in sport is always appropriate for the developmental stage of the athletes/players involved. The model is an athlete-centered one, in that the specific characteristics pertaining to each stage are based on the particular capacities of the individual athlete/player at each stage of development. By the end of this module the learner will:

   • Communicate with a depth of knowledge on matters relating to the LTPAD
   • Recognise the limitation of current knowledge relating to the LTPAD
   • Demonstrate the ability to plan and implement a practical approach to the LTPAD pathway
   • Discuss relevant issues of the LTPAD pathway within a social, cultural and economic context

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4. Coaching Skills
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   Module 4: Coaching Skills

   This module introduces the coach to how athletes and players learn skills and the various approaches to teaching and coaching skills and competencies. It also examines the progression of skill learning from a young age through to adult participation. It also examines the impact of physical education and sport coaching on sport performance issues. The area of sport and participants with disabilities will also be discussed. By the end of this module the learner will:

   • Demonstrate an in-depth knowledge of the stages and processes of motor control and learning
   • Appreciate the issues and approaches to coaching skills in participants with disabilities
   • Apply the knowledge of Growth and Development into a practical coaching programme
   • Be familiar with physical education curricula and sporting associations coaching rationale

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5. Coaching Philosophy & Sports Psychology
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   Module 5: Coaching Philosophy & Sports Psychology

   This module examines and develops a solid basis for the learner to expand their understanding of and their philosophy of coaching. It also covers various coaching methods used by various schools of coaching and their relevance to their own specific sport. The module also examines the approaches and philosophies towards sport of different nations from a historical perspective. Finally the module covers the code of ethics for coaches as outlined in Government policy. At the end of this module the learner will:

   • Be aware of his or her philosophy in relation to sport
   • Appreciate the importance of the language used in teaching and learning and performing
   • Have a detailed understanding of the varied approaches to supporting, providing and managing sport
   • Understand and apply the Code of Ethics in Sport

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6. Fitness Testing
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   Module 6: Fitness Testing

   This module introduces the coach to fitness testing for sport in general. It examines the rationale behind testing as well as the validity and reliability needed in the testing process. While it examines laboratory testing, it concentrates principally on field-testing, which can be carried out by the coach on his or her own athletes and players. It looks at individual capacity testing while also covering team specific testing practices and also covers such important areas as recording, monitoring and interpretation of test results. At the end of this module the learner will:

   • Recognise the different domains in fitness testing
   • Recognise the limitation of current knowledge in fitness testing
   • Demonstrate specialised technical skills and knowledge
   • Communicate information in a variety of forms to his or her audience

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