Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 1 / Fall Semester | ||||
| Level of Course | 2nd Cycle Degree Programme | ||||
| Type of Course | Optional | ||||
| Department | ANTRENöRLüK EğITIMI ANABILIM DALı YüKSEK LISANS (ÖNERILEN) | ||||
| 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) | ERHAN IŞIKDEMİR, OSMAN DİŞÇEKEN, | ||||
| Language of Instruction | Turkish | ||||
| Work Placement(s) | None | ||||
| Objectives of the Course | |||||
| This course aims to teach effective training planning and periodization strategies to increase success in sport. It is aimed to develop students' ability to create and implement individual and team level training programs in different sports branches. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Understanding the basic concepts and principles of training planning and periodization |
PO-2 Gains in-depth knowledge of exercise physiology and training science and can use this knowledge in practical applications. PO-4 Can design training programs based on scientific principles and apply them at an individual or team level. PO-6 Can develop and implement training methodologies suitable for different age groups and skill levels. PO-15 Tracks local and global sports trends and can integrate these developments into training and management processes. |
Examination |
| LO-2 | To be able to prepare appropriate training programs for different sports branches |
PO-6 Can develop and implement training methodologies suitable for different age groups and skill levels. |
Examination |
| LO-3 | To be able to apply training periodization and periodization strategies |
PO-4 Can design training programs based on scientific principles and apply them at an individual or team level. |
Examination |
| LO-4 | To be able to consider physiological and psychological factors in training planning |
PO-2 Gains in-depth knowledge of exercise physiology and training science and can use this knowledge in practical applications. |
Examination |
| LO-5 | To be able to evaluate the effectiveness of prepared training programs and revise them when necessary |
PO-4 Can design training programs based on scientific principles and apply them at an individual or team level. PO-15 Tracks local and global sports trends and can integrate these developments into training and management processes. |
Examination |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| Training planning is structured systematically in line with basic concepts and principles to optimize athletes' performance. In this process, plans are prepared in accordance with short, medium and long term goals and detailed training programs are created annually, monthly, weekly or even daily. Training periodization and periodization strategies ensure that intensity and loading periods are organized in a balanced way. Considering the specific needs of different sports branches, branch-specific planning methods are developed. In addition, programs suitable for the capacity of individuals are prepared by considering physiological and psychological factors in training processes. The prepared programs are evaluated in line with performance data and are constantly improved by revising them when necessary. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Introduction to training planning and periodization concepts | Lecture and Discussion, Practical Training and Group Work, Case Studies and Problem Solving, Performance Analysis and Data-Driven Approaches. |
| 2 | Fundamental principles and processes of training planning | Lecture and Discussion, Practical Training and Group Work, Case Studies and Problem Solving, Performance Analysis and Data-Driven Approaches. |
| 3 | Developing training plans for short-, medium-, and long-term goals | Lecture and Discussion, Practical Training and Group Work, Case Studies and Problem Solving, Performance Analysis and Data-Driven Approaches. |
| 4 | Preparing annual, monthly, and weekly training programs | Lecture and Discussion, Practical Training and Group Work, Case Studies and Problem Solving, Performance Analysis and Data-Driven Approaches. |
| 5 | Balancing training load and intensity | Lecture and Discussion, Practical Training and Group Work, Case Studies and Problem Solving, Performance Analysis and Data-Driven Approaches. |
| 6 | Training planning methods specific to different sports disciplines | Lecture and Discussion, Practical Training and Group Work, Case Studies and Problem Solving, Performance Analysis and Data-Driven Approaches. |
| 7 | Impact of physiological factors on training programs | Lecture and Discussion, Practical Training and Group Work, Case Studies and Problem Solving, Performance Analysis and Data-Driven Approaches. |
| 8 | mid-term exam | |
| 9 | Importance of psychological factors in the training process | Lecture and Discussion, Practical Training and Group Work, Case Studies and Problem Solving, Performance Analysis and Data-Driven Approaches. |
| 10 | Application of training periodization and period planning strategies | Lecture and Discussion, Practical Training and Group Work, Case Studies and Problem Solving, Performance Analysis and Data-Driven Approaches. |
| 11 | Performance data analysis and evaluation of training programs | Lecture and Discussion, Practical Training and Group Work, Case Studies and Problem Solving, Performance Analysis and Data-Driven Approaches. |
| 12 | Preparation of sample training programs for specific sports | Lecture and Discussion, Practical Training and Group Work, Case Studies and Problem Solving, Performance Analysis and Data-Driven Approaches. |
| 13 | Continuous improvement and revision techniques for training plans | Lecture and Discussion, Practical Training and Group Work, Case Studies and Problem Solving, Performance Analysis and Data-Driven Approaches. |
| 14 | Case studies: Preparing programs for example athletes | Lecture and Discussion, Practical Training and Group Work, Case Studies and Problem Solving, Performance Analysis and Data-Driven Approaches. |
| 15 | General review and evaluation through discussions | Lecture and Discussion, Practical Training and Group Work, Case Studies and Problem Solving, Performance Analysis and Data-Driven Approaches. |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| Required Course instruments and 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) | 3 | 14 | 42 |
| Outside Class | |||
| a) Reading | 0 | ||
| b) Search in internet/Library | 5 | 5 | 25 |
| c) Performance Project | 0 | ||
| d) Prepare a workshop/Presentation/Report | 0 | ||
| e) Term paper/Project | 0 | ||
| Oral Examination | 0 | ||
| Quiz | 0 | ||
| Laboratory exam | 0 | ||
| Own study for mid-term exam | 15 | 3 | 45 |
| mid-term exam | 1 | 1 | 1 |
| Own study for final exam | 15 | 3 | 45 |
| final exam | 1 | 1 | 1 |
| 0 | |||
| 0 | |||
| Total work load; | 159 | ||