The teaching course aims to educate students to know the means and methods of training to build a short, medium and long-term training schedule both by type of sport and according to age and gender by referring to scientific evidence ( evidence-based coaching) and best practice. Particular emphasis will be placed on the characterization of youth, amateur and elite training, gender differences and training of the injured athlete.

The student will be gradually brought to the knowledge of the performance model of sport and, therefore, of the principles of training to develop of the physiological performance of sports. Theory of training will be dealt developing a multifactorial and flexible approach to administration of training loads, its increase, control and regulate. The theoretical lessons will illustrate the bio-physiological dynamics underlying training, in particular:
1) The performance model of the different sports through the analysis of the literature
2) Methods and means for sports training
3) Periodization of training
4) Specific athletic training for different age groups
5) Tools to monitoring the training load
6) Methods and techniques for injuries prevention
7) Management of group dynamics (relationship with athletes and technical staff)
8) Management of the injured athlete
9) Functional evaluation of the athlete

There are no bridging courses

At the end of the study course, the student must demonstrate that he has acquired:
- Knowledge and understanding Knowledge of the functional requirements of sport and of the methods and means for optimizing competition and training performance. The knowledge of the conditional and coordinative physical abilities, their evaluation and their integration in the physical preparation and in the post rehabilitation phase.
- applying knowledge and understanding The student will be called to produce, in itinere, training programme projects in written form, with oral presentation, also through systems on online platforms.
- Making judgments Through the oral presentation and the formulation of training program designs, the student will have to motivate the choice of his behavioral hypotheses.
- Communication skills During the presentation phase, the student is asked to demonstrate mastery of the sectoral languages ??and the multimedia presentation methods of the sporting activity projects implemented.
- Learning skills Through the previous components, the student is called to highlight his autonomously developed acquisition and connection skills.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

There are no supporting activities

Teaching

frontal lessons

Attendance

Mandatory attendance

Course books

- Weineck J. L'allenamento ottimale. 2001

-Bompa T. - Carlo A. Buzzichelli C.A. Periodizzazione dell'allenamento sportivo. Nuova edizione. Calzetti&Mariucci, 2017

-Carli D., Di Giacomo S., Porcellini G. Preparazione atletica e riabilitazione. Fondamenti del movimento umano. Scienza e traumatologia dello sport, principi di trattamento riabilitativo. 2012 

-Perroni F. Manuale teorico - pratico per il recupero del calciatore infortunato. Con riabilitazione da lesione muscolare. Calzetti – Mariucci Editori, 2006

- Chatard JC, Allenamento e recupero, Calzetti&Mariucci, 2008

- lecture notes by the teacher

Assessment

The final assessment includes ongoing tests and tests at the end of the course:

- n itinere, an unstructured group test (short essay written with an exposition on topics covered in training planning)

- at the end of the course a semi-structured test (3 topics with open answers)

The final evaluation is expressed out of thirty

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.