KNR 205
SYLLABUS
KNR 205
SCHOOL OF KINESIOLOGY AND RECREATION
Scientific Principles of Coaching
Instructor:
Office:
Phone:
E-mail:
Web site:
Office Hours:
Class Meeting Room:
Time and date of final:
Dr. Peter Smith
227M Horton Field house
438-3553
peter.smith@ilstu.edu
http://www.castonline.ilstu.edu/smith
11-12 MW
Horton 225
See web site
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Fall 2009
Course Description
Introduction to scientific principles that constitute the basis for sound athletic coaching practices.
Course Overview
A summary of a wealth of material from across the spectrum of sub-disciplines associated with
kinesiology (functional anatomy; biomechanics; exercise physiology; motor control and learning;
sport psychology). The point of this course is to give you the foothold in each of these areas that is
necessary for you to continue with the rest of your coaching minor.
Course Objectives
Upon successful completion of KNR 205, students will be able to:
1. understand key concepts related to the structure and function of the skeletal, articular and
muscular systems
2. understand the relationship between human body size, shape and composition, and
movement capability
3. summarize how concepts related to the musculoskeletal system and anthropometry are
affected by growth and maturation
4. summarize how concepts related to the musculoskeletal system and anthropometry adapt
to physical activity
5. understand how vectors may be used to describe forces and motion in human activity
6. describe the role that kinetic energy, potential energy, and elastic energy play in human
movement
7. understand how the aging process affects the biomechanics of movement
8. summarize the typical biomechanical adaptations to training
9. summarize basic concepts of exercise metabolism, and how training can affect the capacity
to perform work
10. describe changes in exercise capacity and performance across the life span
11. evaluate the health benefits of exercise
12. explain how some basic neurophysiological properties of the nervous system can be used to
explain how we move
13. understand how models of motor control can be used to explain how we move
14. understand how the capacity for coordinated movement changes across the life span
15. summarize the adaptations in motor control at the neural and behavioral levels that occur as
a consequence of training
16. Describe the major concepts of sport and exercise psychology, and how these relate to
changes in movement across the life span
17. evaluate the psychological consequences of prolonged participation in sport and exercise
Topical Outline (see the text!)
1. Introduction
a. Human Movement Studies As a Discipline and a Profession
KNR 205
SYLLABUS
b. Human Movement Studies: Definition and Importance
c. Disciplines and Professions
d. Is Human Movement Studies a Discipline?
e. Structuring a Discipline of Human Movement Studies
f. Naming the Discipline of Human Movement Studies
g. Professions Based on Human Movement Studies
h. Relationships Between the Discipline and the Professions
2. Part I: Anatomical Bases of Human Movement
a. Basic Concepts of the Musculoskeletal System
i. Tools for Measurement
ii. The Skeletal System
iii. Structure and Function of the Articular System
iv. The Muscular System
b. Basic Concepts of Anthropometry
i. Definition of Anthropometry
ii. Tools for Measurement
iii. Body Size
iv. Determination of Body Shape
v. The Tissues Composing the Body
vi. Somatotyping As a Description of Body Build
vii. Human Variation
c. Musculoskeletal Changes Throughout the Life Span
i. Definitions of Auxology and Gerontology
ii. Tools for Measurement
iii. Physical Growth, Maturation, and Aging
iv. Age-Related Changes in the Skeletal and Articular Systems
v. Age-Related Changes in the Muscular System
vi. Changes in Body Dimensions Throughout the Life Span
vii. Methods of Determining Age
d. Musculoskeletal Adaptations to Training
i. Effects of Physical Activity on Bone
ii. Effects of Physical Activity on Joint Structure and Ranges of Motion
iii. Effects of Activity Level on Muscle–Tendon Units
iv. Effects of Physical Activity on Body Size, Shape, and Composition
3. Part II: Mechanical Bases of Human Movement
a. Basic Concepts of Kinematics and Kinetics
i. Vectors
ii. Motion
iii. Degrees of Freedom
iv. Force
v. Moment of Force
vi. Equilibrium
vii. Computer Modelling of Movement
b. Basic Concepts of Energetics
i. Energy and Power
ii. Metabolic Energy Consumption
iii. Efficiency of Movement
c. Biomechanics Across the Life Span
i. Biomechanics of Normal Walking
ii. Gait Development in Children
iii. Gait Changes in Older Adults
iv. Exercise and Aging
d. Biomechanical Adaptations to Training
i. Muscular Adaptations to Training
ii. Neuromuscular Adaptations to Training
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iii. Biomechanical Adaptations to Injury
iv. Dependence of Motor Performance on Changes in Muscle Properties
v. Insights Into the Effects of Training Provided by Computer Models
4. Part III: Physiological Bases of Human Movement
a. Chapter 10. Basic Concepts of Exercise Metabolism
i. Production of Energy for Exercise
ii. Oxygen Supply During Sustained Exercise
iii. Measurement of Exercise Capacity
iv. The Cardiorespiratory System and Oxygen Supply During Exercise
v. Human Skeletal Muscle Cells
vi. Energy Cost of Activity
vii. Importance of Diet to Energy Metabolism and Exercise Performance
b. Physiological Adaptations to Training
i. Training-Induced Metabolic Adaptations
ii. Endurance Training-Induced Changes in the Cardiorespiratory System
iii. Muscular System Changes After Strength Training
iv. Basic Principles of Training
v. Training for Cardiovascular Endurance
vi. Methods of Strength Training
vii. Causes of Muscle Soreness
viii. Exercise for Health-Related Fitness
c. Physiological Capacity and Performance Across the Life Span
i. Responses to Exercise in Children
ii. Adaptations to Exercise Training in Children
iii. Exercise Capacity During Aging
iv. Exercise Prescription for Older Adults
v. Life Span Sex Differences in Physiological Responses and Adaptations to Exercise
d. Applications of Exercise Physiology to Health
i. Physical Activity and Public Health
ii. Physical Activity, Cardiovascular Disease, and Metabolic Syndrome
iii. Physical Activity and Other Leading Diseases and Conditions
5. Part IV: Neural Bases of Human Movement
a. Basic Concepts of Motor Control: Neurophysiological Perspectives
i. Components of the Nervous System
ii. Neurons and Synapses
iii. Sensory Receptor Systems for Movement
iv. Effector Systems for Movement
v. Motor Control Functions of the Spinal Cord
vi. Motor Control Functions of the Brain
vii. Integrative Brain Mechanisms for Movement
b. Basic Concepts of Motor Control: Cognitive Science Perspectives
i. Using Models to Study Motor Control
ii. Information-Processing Models of Motor Control
iii. Some Alternative Models of Motor Control
c. Motor Control Across the Life Span
i. Changes in Observable Motor Performance
ii. Changes at the Neurophysiological Level
iii. Changes in Information-Processing Capabilities
d. Motor Control Adaptations to Training
i. Changes in Observable Motor Performance
ii. Changes at the Neurophysiological Level
iii. Changes in Information-Processing Capabilities
iv. Factors Affecting the Learning of Motor Skills
6. Part V: Psychological Bases of Human Movement
a. Basic Concepts in Sport Psychology
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KNR 205
b.
c.
d.
e.
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i. Personality
ii. Motivation in Sport
iii. Arousal, Anxiety, and Sport Performance
iv. The Practice of Applied Sport Psychology
v. Imagery: An Example of a Psychological Skill
Basic Concepts in Exercise Psychology
i. Effects of Psychological Factors on Exercise
ii. Effects of Exercise on Psychological Factors
Physical Activity and Psychological Factors Across the Life Span
i. Changes in Personality
ii. Psychosocial Development Through Sport Participation
iii. Exercise in Older Adults
iv. Termination of Athletic Careers
Psychological Adaptations to Training
i. Aerobic Fitness and the Response to Psychological Stress
ii. Changes in Personality
iii. Changes in Motivation: Staleness, Overtraining, and Burnout
iv. Changes in Mental Skills
Multi- and Cross-Disciplinary Approaches to Human Movement
i. Specialization Versus Generalization
ii. Examples of Multidisciplinary and Cross-Disciplinary Approaches
Required Text
Abernethy, B., Hanrahan, S., Kippers, V., Mackinnon, L., & Pandy, M. (2005). The biophysical
foundations of human movement. Champaign: Human Kinetics.
ISBN: 0-7360-4276-8
Optional Readings
From time to time the text doesn’t cover material in a way that is best suited to your needs (i.e.
someone completing a coaching minor), so we leave it and do some other stuff instead. Clues are on
the web site, and you’ll get plenty of notice.
Required Student Tasks
On-line
Quizzes
Short, multiple choice quizzes on course material - you may collaborate with your
classmates on these (altogether they will be worth 20% of your grade). Each is due
prior to us completing the topic in class, because they are intended to encourage
you to read the material outside class time. The first of these is the syllabus quiz.
Exams
A mixture of multiple choice and short essay questions covering the course content
in a survey style.
Worksheets
/Labs
Occasional class assignments, completed in groups, and intended to give you a
chance to discuss some more complicated concepts with your colleagues, to give
them a chance to explain stuff that may be confusing to you. These will be graded
on a pass/fail basis* (if you are present and complete one with any degree of
competence, you pass; if you are present and complete one incompetently, you
will have a chance to resubmit and pass; if you are absent and therefore miss the
assignment, you fail it). Hard to say how many we will complete, but I’m guessing
10 will count towards your final grade. Each will be worth 1.5% of your final grade
(if we do less than 10 of these then each will be worth 15/x%, where x is the
number of them that we complete!).
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*pass/fail grading works this way: if you pass it, then your average grade
across all other graded work (i.e. exams and quizzes) is earned for this
piece of work. If you fail it, you get zero for that particular item.
Research
Experience
You may be asked to participate in research studies. You will be given extra credit
for this if you do so.
Class
feedback
Fill in and submit feedback on the feedback discussion board in Blackboard for class
credit (2.5% per submission, max of 2 credited). For credit, you must complete each
feedback by certain pre-set times of the semester. See Blackboard site for details.
Pass/fail. (5% total).
Student Performance Evaluation Methods
Grading Scale
%
90-100
80-99.9
70-79.9
60-69.9
0-59.9
Grade
A
B
C
D
F
Weighting of Assignments
Assignment
Value Each
Number of assignments
Total Value
On-line Quizzes
Around 2%
Will vary (may be as
many as 10)
20%
Exams
15%
4
60%
Worksheets, or other
small assignments
1.5%
Maximum of 10 count
15% pass/fail
Research Experience
---
TBA
Extra credit
Class feedback
2.5%
2
5% pass/fail
Course Policies and Procedures
See also the relevant page on my web site, linked on the course page as “resources for ISU students.”
Use of distracting materials in the classroom
I’ve never had to put this kind of thing in a syllabus before, but the occurrences have become so
frequent that it’s now necessary. Using cell phones, reading newspapers, and studying any
material that is not directly relevant to the class, during class time, is prohibited. If you ignore
this, you will be asked to leave the classroom. Please understand that this is for the benefit of
all those students in the class, not just to quell my irritation, though it will do that as well. If you
have an emergency and must leave your cell phone on, please let me know at the start of class.
Note that leaving the class will not harm your grade (see attendance policy below) unless we
are completing a worksheet/lab.
Attendance
Attendance will be taken, but will not form a part of your grade. Be careful – you must still
complete the in-class assignments. Personally, I think you will get more out of the class by
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attending regularly.
Academic Integrity
General Statement from The Office of the Dean of Students (Endorsed by me):
Academic integrity is an important part of this university and the course. Academic integrity is
required of you the student and myself as the instructor. Students are expected to be honest in
all academic work. It is the student’s and faculty’s responsibility to uphold the principles of
academic integrity. Academic integrity should be used in the preparation of this course, in class
time, regarding exams, and with regard to written assignments. A student’s placement of his or
her name on any academic exercise shall be regarded as assurance that the work is the results
of the student’s own thought, effort and study.
Students who have questions regarding issues of academic dishonesty should refer to the Code
of Student Conduct, B1 (Academic Integrity), which outlines unacceptable behaviors in
academic matters. In certain circumstances (such as cheating or plagiarism), I may be required
to refer a student to Community Rights and Responsibilities for a violation of Illinois State
University’s Code of Student Conduct. If you are uncertain about whether or not something is
dishonest, please contact me. Academic penalties regarding academic dishonesty may range
from failure of the assignment (with a zero for the piece of work) to dismissal from the
University, depending upon the seriousness of the infraction and the student’s disciplinary
record.
Link to code of student conduct:
http://www.deanofstudents.ilstu.edu/crr/downloads/Code_of_Student_Conduct.pdf
Other issues relevant to this course:
1. Group-work: It is expected that every person in a group will contribute towards that group’s
answers. If a person does not attend for that day, they should not attach their name to the
group, and should not receive credit for that assignment.
2. Plagiarism: Any work submitted should be your own. Any evidence of plagiarism, or of
academic dishonesty of any kind, will result in the minimum penalty of a failing grade for the
relevant segment of the course. For further information, see information above.
Late submissions
Documentary evidence must be submitted to excuse any missed assignment, including
exams/quizzes. If you miss without giving me prior warning, you will be likely to receive zero on
the assignment.
For additional information and help…
For help with study skills, test taking, writing skills, grammar, and other academic assistance,
the University Center for Learning Assistance (438-7100) provides training that can help you
succeed. Check out their handout at:
http://www.ucollege.ilstu.edu/ucla/downloads/faculty_handout_for_students.pdf
Disability concerns: Any student needing to arrange a reasonable accommodation for a
documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853 (voice),
438-8620 (TTY).