Biophysical Foundations of Sport and Physical Activity
Part A
• Select an athletic event (track or field event) which you might like to coach or in which you have an interest.
• Describe an athlete that you will coach in the event. Identify the athlete’s age and gender and any other significant factors that you need to consider when setting up a training program for the athlete.
• Analyse the anatomical, biomechanical, physiological and psychological factors which enhance performance in your chosen event.

Part B

Create a developmentally appropriate training plan for the track and field event selected in part A. Incorporate principles of training and strategies conducive to improving physical performance.

Justify the selection of training activities based on your knowledge of the body’s response to different types of training.
Identify three weaknesses in the athletes performance related to the components of fitness (for example, flexibility, strength, etc). Explain and demonstrate corrective strategies and/or instructions to remedy the identified weaknesses.

Details about the training plan development are included below.

Training Plan Development
Develop a training plan that addresses a required timeline e.g. Pre-Season, Competitive season, Transition (off season).

complete the following:

• a training plan for 1 macro cycle of 4 weeks duration;
• a detailed description of 1 micro cycle of 7 days,
(for example in Bompa and Haff 2009, chapter 6 and 8).

You need to consider the following

• training principles and how they apply in each of the phases
• amount of aerobic / anaerobic work is required in each phase and is appropriate for the age of the athlete
• amount and type of resistance training the athlete will engage in, and the type of resistance training used for each phase of the macro cycle
• agility /flexibility /speed work – need and quantity
• phase/s of the program for skill development and how much
• when will the athlete participate in simulated competition and match practice, and real competition,
There is a wide scope for individual research and you can head in a number of directions with this plan.

You need to justify the decisions you have made regarding the length, time and type of training you will employ.
You are to target students drawn from Year 3 to Year 9.

Research Sources: There must be clear evidence of the use of credible academic research sources to guide your planning and your response to the assessment task. You need to acknowledge all sources of information that are not your own using the APA referencing style to do so.
Referencing system – American Psychological Association (APA Style): APA style is the only referencing style that will be accepted. Below is the link to the USQ Library site that will help you become familiar with the APA style.
http://www.apastyle.org/apa-style-help.aspx
Style guide: Insert page numbers and a footer which must include your name, student number, the course code and assessment task 1. You will not need an assignment cover sheet to submit via EASE.
EDH 2253 Course Team expectations of students
Academic Literacy
The assessment will not be assessed unless it meets minimum standards of academic literacy, including referencing.
Avoid use of colloquial language and be professional and objective in your writing. Always back up your argument with sound researched information. Below is the link to a site that will help you familiarize yourself with the correct style of communicating. (accessed 26th February 2010) http://www.usq.edu.au/learningcentre/alsonline/acwrite/default.htm
It is imperative that you conduct a spell and grammar check prior to submission.
The usual practice of accepting assignments that are 10% over or under the stated word limit will apply.
Assignment extension policy – any extension to the due dates needs to be approved by the Course Examiner and applications must be submitted in advance on the correct form.
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