Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 3 / Spring Semester | ||||
| Level of Course | 1st Cycle Degree Programme | ||||
| Type of Course | Compulsory | ||||
| Department | COACHING EDUCATION DEPARTMENT (PROPOSED) | ||||
| Pre-requisities and Co-requisites | None | ||||
| Mode of Delivery | Face to Face | ||||
| Teaching Period | 14 Weeks | ||||
| Name of Lecturer | ERHAN IŞIKDEMİR (erhanisikdemir@nevsehir.edu.tr) | ||||
| Name of Lecturer(s) | |||||
| Language of Instruction | Turkish | ||||
| Work Placement(s) | None | ||||
| Objectives of the Course | |||||
| To be able to understand the sequence of training to be followed in order to train elite athletes in both early and late branching sports. To be able to plan in exemplary branches. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Able to understands the Long Term Athlete Development program. |
PO-1 They have knowledge of concepts and principles related to Sports Sciences, Coaching, Conditioning, and Performance Analysis in Sports. PO-2 They have knowledge of the service delivery processes and procedures in the fields of Coaching, Conditioning, and Performance Analysis in Sports. PO-4 They have the knowledge to monitor, interpret, evaluate, analyze, and apply publications and current studies conducted on different age groups. PO-13 They plan for talent selection, guidance, and development in coaching, as well as modeling, developing, and monitoring in sports. PO-15 They systematically implement a performance-focused regular training program by adapting it to daily life and the specific sports discipline. |
Examination Presentation |
| LO-2 | Able to gain knowledge about the prerequisites of the program. |
PO-1 They have knowledge of concepts and principles related to Sports Sciences, Coaching, Conditioning, and Performance Analysis in Sports. PO-2 They have knowledge of the service delivery processes and procedures in the fields of Coaching, Conditioning, and Performance Analysis in Sports. PO-3 They can list short-term and long-term goals for different age groups to achieve the highest possible levels. In line with these goals, they can create training plans for both short and long terms and adapt them according to changing conditions. PO-9 They develop recommendations for identifying and preventing problems that may arise from sport-specific or general environmental conditions within a sport discipline. PO-12 They use appropriate methods and techniques to develop athletes' critical thinking, creative thinking, problem-solving, and analysis-synthesis skills. PO-13 They plan for talent selection, guidance, and development in coaching, as well as modeling, developing, and monitoring in sports. PO-14 Based on their own knowledge, the coach assesses the overall condition of individuals in different age groups by identifying their sports discipline, health and lifestyle profile, deficiencies, body structure and function, and level of sports participation. Accordingly, they determine evaluation and application priorities and plan training programs, taking individual differences into account. PO-16 The coach periodically monitors individuals in different age groups using performance tests and adjusts the training plan as needed. |
Examination Presentation |
| LO-3 | Able to explain the seven stages of the program. |
PO-1 They have knowledge of concepts and principles related to Sports Sciences, Coaching, Conditioning, and Performance Analysis in Sports. PO-2 They have knowledge of the service delivery processes and procedures in the fields of Coaching, Conditioning, and Performance Analysis in Sports. PO-3 They can list short-term and long-term goals for different age groups to achieve the highest possible levels. In line with these goals, they can create training plans for both short and long terms and adapt them according to changing conditions. PO-10 They consider the opinions of colleagues from different sports disciplines regarding coaching practices. PO-12 They use appropriate methods and techniques to develop athletes' critical thinking, creative thinking, problem-solving, and analysis-synthesis skills. PO-14 Based on their own knowledge, the coach assesses the overall condition of individuals in different age groups by identifying their sports discipline, health and lifestyle profile, deficiencies, body structure and function, and level of sports participation. Accordingly, they determine evaluation and application priorities and plan training programs, taking individual differences into account. |
Examination Presentation |
| LO-4 | Able to analyze samples from the world. |
PO-1 They have knowledge of concepts and principles related to Sports Sciences, Coaching, Conditioning, and Performance Analysis in Sports. PO-2 They have knowledge of the service delivery processes and procedures in the fields of Coaching, Conditioning, and Performance Analysis in Sports. PO-3 They can list short-term and long-term goals for different age groups to achieve the highest possible levels. In line with these goals, they can create training plans for both short and long terms and adapt them according to changing conditions. PO-31 They have a critical perspective in the planning, execution, and application of scientific research related to the coaching profession. PO-34 They monitor and evaluate current events and developments related to their field in society and the world. |
Examination Presentation |
| LO-5 | Able to design a Long-Term Athlete Development Program in his/her own branch. |
PO-1 They have knowledge of concepts and principles related to Sports Sciences, Coaching, Conditioning, and Performance Analysis in Sports. PO-2 They have knowledge of the service delivery processes and procedures in the fields of Coaching, Conditioning, and Performance Analysis in Sports. PO-3 They can list short-term and long-term goals for different age groups to achieve the highest possible levels. In line with these goals, they can create training plans for both short and long terms and adapt them according to changing conditions. PO-9 They develop recommendations for identifying and preventing problems that may arise from sport-specific or general environmental conditions within a sport discipline. PO-10 They consider the opinions of colleagues from different sports disciplines regarding coaching practices. PO-13 They plan for talent selection, guidance, and development in coaching, as well as modeling, developing, and monitoring in sports. |
Examination Presentation |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| The "Long-Term Athlete Development" course is designed to help students understand the sequence of training necessary for the development of elite athletes. In this course, key factors influencing athlete development in both early and late specialization phases will be examined, the seven stages of the program will be elaborated, and successful global practices will be analyzed. Students will gain the ability to design long-term athlete development programs in their own disciplines and develop the knowledge and skills necessary for ensuring the sustainability of this process. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Long Term Athlete Development Model | Lecture, Brainstorming, Guided Discovery, Observation |
| 2 | Key Factors in Long-Term Athlete Development I (Physical Competence, Specialization,) | Lecture, Brainstorming, Guided Discovery, Observation |
| 3 | Key Factors in Long-Term Athlete Development II (Age, Trainability) | Lecture, Brainstorming, Guided Discovery, Observation |
| 4 | Key Factors in Long-Term Athlete Development III(Intellectual-Emotional-Moral Development, High Performance) | Lecture, Brainstorming, Guided Discovery, Observation |
| 5 | Key Factors in Long-Term Athlete Development IV (Periodization, Competition/Game,) | Lecture, Brainstorming, Guided Discovery, Observation |
| 6 | Key Factors in Long-Term Athlete Development V (Sports System Requirements, Sustainability) | Lecture, Brainstorming, Guided Discovery, Observation |
| 7 | Active Start Period and International Practice Examples | Lecture, Brainstorming, Guided Discovery, Observation |
| 8 | mid-term exam | |
| 9 | Fundamental Period and International Practice Examples | Lecture, Brainstorming, Guided Discovery, Observation |
| 10 | Learning to Train Period and International Practice Examples | Lecture, Brainstorming, Guided Discovery, Observation |
| 11 | Training to Train Period and International Practice Examples | Lecture, Brainstorming, Guided Discovery, Observation |
| 12 | Training to Compete Period and International Practice Examples | Lecture, Brainstorming, Guided Discovery, Observation |
| 13 | Training to Win Period and International Practice Examples | Lecture, Brainstorming, Guided Discovery, Observation |
| 14 | Lifetime Activity Period and International Practice Examples | Lecture, Brainstorming, Guided Discovery, Observation |
| 15 | Long Term Athlete Development Practises in Disabled Athletes | Lecture, Brainstorming, Guided Discovery, Observation |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | 1. Balyı I, Way R, Hıggs C. Uzun Vadeli Sporcu Gelişimi (2022). Spor Yayınevi ve Kitabevi ISBN: 978-625-7048-35-4 | |
| 2 | 2. Yıldız S, Gelen E, Bakıcı D, Turgut A. (2020) Türk Tenisi için Uzun Vadeli Sporcu Gelişim Modeli Serisi, Spor Yayınevi ve Kitabevi | |
| 3 | 3. Demiral Ş, Aksu A, Nazıroğlu M, Uzun E A. (2023). 7-10 Yaş Grubu Çocuklarda Yapılandırılmış Rekreatif Etkinlikler: Uzun Vadeli Sporcu Gelişim Modeli (Antrenmanı Öğrenme Evresi). Efe Akademi Yayınları. | |
| Required Course instruments and materials | ||
| Books Articles and Research Reports Presentations and Video Materials | ||
| Assessment Methods | |||
| Type of Assessment | Week | Hours | Weight(%) |
| mid-term exam | 8 | 1 | 40 |
| Other assessment methods | |||
| 1.Oral Examination | |||
| 2.Quiz | |||
| 3.Laboratory exam | |||
| 4.Presentation | |||
| 5.Report | |||
| 6.Workshop | |||
| 7.Performance Project | |||
| 8.Term Paper | |||
| 9.Project | |||
| final exam | 16 | 1 | 60 |
| Student Work Load | |||
| Type of Work | Weekly Hours | Number of Weeks | Work Load |
| Weekly Course Hours (Theoretical+Practice) | 2 | 14 | 28 |
| Outside Class | |||
| a) Reading | 2 | 14 | 28 |
| b) Search in internet/Library | 0 | ||
| c) Performance Project | 0 | ||
| d) Prepare a workshop/Presentation/Report | 10 | 1 | 10 |
| e) Term paper/Project | 0 | ||
| Oral Examination | 0 | ||
| Quiz | 0 | ||
| Laboratory exam | 0 | ||
| Own study for mid-term exam | 8 | 2 | 16 |
| mid-term exam | 1 | 1 | 1 |
| Own study for final exam | 12 | 2 | 24 |
| final exam | 1 | 1 | 1 |
| 0 | |||
| 0 | |||
| Total work load; | 108 | ||