University of Wisconsin-WhitewaterCurriculum Proposal Form #3

New Course

Effective Term: 2157 (Fall 2015)

Subject Area - Course Number: COACHING 342 Cross-listing: N/A(See Note #1 below)

Course Title: (Limited to 65 characters) Principles of Olympic Weightlifting

25-Character Abbreviation: Principles of Oly Weight

Sponsor(s): Dr. Kelly Witte and Dr. Kristina Navarro

Department(s): HPERC

College(s): Education

Consultation took place: NA Yes (list departments and attach consultation sheet)Departments:      

Programs Affected: HPERC

Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report

updates)

NA Yes will be at future meeting

Prerequisites: None

Grade Basis: Conventional Letter S/NC or Pass/Fail

Course will be offered: Part of Load Above Load On Campus Off Campus - Location      

College: Education Dept/Area(s): HPERC

Instructor: Josh IrelandNote: If the course is dual-listed, instructor must be a member of Grad Faculty.

Check if the Course is to Meet Any of the Following:

Technological Literacy Requirement Writing Requirement Diversity General Education Option: Select one:

Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.

Credit/Contact Hours: (per semester)

Total lab hours: 0 Total lecture hours: 48 Number of credits: 3 Total contact hours: 48

Can course be taken more than once for credit? (Repeatability)

No Yes If "Yes", answer the following questions:

No of times in major:       No of credits in major:       No of times in degree:       No of credits in degree:       Revised 10/02 1 of 15

Proposal Information: (Procedures for form #3)

Course justification:Recent data collection demonstrates that the Department of Health, Physical Education, Recreation and Coaching continues to experience increases in the number of students desiring to pursue careers as strength and conditioning professionals. The literature also demonstrates that this field continues to grow, providing additional career outlets for undergraduate students upon graduation. Literature also posits the importance of specific training and certification to be marketable as a professional upon graduation. This course presents an opportunity for students to learn the most advanced weightlifting movements as well as prepare the students to take the United States Weightlifting (USAW) Sports Performance Certification after the completion of the class through our unique collaboration with USAW.

Relationship to program assessment objectives:

Note: This is based on departmental assessment measures in place. I-Introduce, D-Develop, A-Apply.

Standard I: Entry Level Knowledge and Integration Across DisciplinesStudents graduating from the program shall demonstrate entry-level knowledge of the nature and scope of professions; techniques and processes used by professionals; the foundations of professions; and integration across the disciplines of health, human performance and recreation.

COACHING342

I.A. Students graduating from the program shall demonstrate entry-level knowledge and appreciate the perspectives, opportunities and responsibilities in the broadly defined health, human performance and recreation professions.

I

I.B. Students graduating from the program shall demonstrate entry-level knowledge and integrate health, human performance and recreation in the context of professional practice.

I

Standard II: Basic Sciences, Exercise Sciences and Applied SciencesStudents graduating from the program shall demonstrate entry-level knowledge, skills and abilities for basic sciences, exercise sciences and applied sciences.

COACHING342

II.A. Students graduating from the program shall demonstrate entry-level knowledge and apply the basic sciences of anatomy and physiology.

I, D

II.B. Students graduating from the program shall demonstrate entry-level knowledge and apply the exercise sciences of physiology of exercise and biomechanics.

I, D, A

II.C. Students graduating from the program shall demonstrate entry-level knowledge and practice the applied sciences of health appraisal, exercise testing, exercise prescription and exercise leadership.

I, D

Revised 10/02 2 of 15

Standard III: Health and Safety Students graduating from the program shall demonstrate the entry-level knowledge of physical, social, cultural and environmental aspects of health and safety.

COACHING342

III.A. Students graduating from the program shall demonstrate entry-level knowledge of characteristics, activities and strategies leading to active and healthy lifestyles.

I

Standard IV: Programming Students graduating from the program shall demonstrate the ability to design, implement and evaluate programs and services for health, human performance and recreation.

COACHING342

IV.A. Students graduating from the program shall demonstrate the ability to design, facilitate and lead programs and services clearly reflecting application of knowledge from the relevant facets of contemporary professional practice, science, and philosophy.

I, D

IV.B. Students graduating from the program shall demonstrate entry-level knowledge of methods available to evaluate programs and services and in order to use evaluation data to improve the quality of programs and services.

I

Standard VI: Special PopulationsStudents graduating from the program shall demonstrate entry-level knowledge, skills and abilities to adapt programs and services for differences in health, disease and disability throughout the lifespan.

COACHING342

VI.B. Students graduating from the program shall demonstrate entry-level knowledge and provide programs and services that are age-appropriate for developmental phases throughout the lifespan.

I

LEAP Essential Learning Outcome: Intellectual and Practical SkillsCOACHING

242Inquiry and Analysis IWritten Communication D, AOral Communication D, A

LEAP Essential Learning Outcome: Personal and Social ResponsibilityCOACHING

342Civic Engagement (Local and Global) IEthical Reasoning and Action IFoundations and Skills for Lifelong Learning I

Budgetary impact:

Staffing of this course would be accomplished through the utilization of academic staff in the UWW athletics department who are on partial contract with the HPERC Department as part of load.

Course description: (50 word limit)

Revised 10/02 3 of 15

This course introduces students to the fundamentals of Olympic weightlifting technique and program design. Designed primarily for students’ specializing in strength and conditioning, the course explores the theoretical underpinnings of the Olympic weightlifting movements and its uses in athletic preparation and general fitness.

If dual listed, list graduate level requirements for the following:1. Content (e.g., What are additional presentation/project requirements?) Not Applicable

2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates? ) Not Applicable

3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?) Not Applicable

Course objectives and tentative course syllabus:

University of Wisconsin-WhitewaterCollege of Education and Professional Studies

Department of Health, Physical Education, Recreation and Coaching

Principles of Olympic WeightliftingCOACHING 342

Fall 2015

Class Time: MWF 10:00-10:50pm

Instructor: Josh Ireland, M.S.E.Lecturer, HPERC

Office: 139 Williams Center

Contact Info: 262-472-1660 (office) irelandjb15@uww.edu

Office Hours: Mondays 12-2pm, Wednesday 12-2pm, Friday 12-2pm OR By Appointment

Prerequisite: Undergraduate Student

Course Description:

This course introduces students to the fundamentals of Olympic weightlifting technique and program design. Designed primarily for students’ specializing in strength and conditioning, the course explores the theoretical underpinnings of the Olympic weightlifting movements and its uses in athletic preparation and general fitness.

Revised 10/02 4 of 15

Objectives:

This course introduces the theoretical underpinnings of Olympic weightlifting including The theoretical underpinnings of Olympic weightlifting as a training philosophy The scientific basis of Olympic weightlifting How to enhance efficiency and effectiveness of Olympic lifts How to develop training plans that include core Olympic lifts. How to refine program plans for athletics specific performance

Upon completion of this course students will have the option to sit for the USAW weightlifting certification.

Learning Outcomes: Adapted from USA Weightlifting (USAW)

Students should gain an in-depth understanding of:

How to teach and perform the Snatch and Clean & Jerk. How to teach and perform the Power Snatch, Power Clean and variations. How to teach and perform related Squatting variations, pulling variations and overhead pressing

variations. How to evaluate and correct movement deficiencies that may inhibit weightlifting mechanics. Programming techniques for beginner and intermediate athletes. Proper biomechanic positioning for Olympic weightlifting technique. How to incorporate weightlifting movements in sports performance training programs.

Required Readings:

USA Weightlifting Sports Performance Coaching Course Manual

D2L Readings: Available in pdf version on D2L site

Recommended Textbooks/Readings:

National Strength and Conditioning Association (www.teamusa.org/usa-weightlifting)

National Strength and Conditioning Association (www.nsca.com/)

Bompa, T. O., & Haff, G. (1999). Periodization: Theory and methodology of training (Vol. 199, pp. 33-36). Champaign, IL: Human Kinetics.

Brunner, R., & Tabachnik, B. (1990). Soviet training and recovery methods. Sport Focus Pub..

Radcliffe, J. C., & Farentinos, R. C. (1985). Plyometrics: Explosive power training (Vol. 77). Champaign, IL: Human Kinetics Publishers.

Verkhoshansky, Y. V., & Siff, M. C. (2009). Supertraining. Verkhoshansky.

Viru, A. A. (1995). Adaptation in sports training. Boca Raton (FL): CRC Press.

Dynamics of Class:

Revised 10/02 5 of 15

Course content will be covered using a variety of differentiated instruction methods: lecture, guest lecturers, discussion, research projects, critiques, group work, simulations and student presentations. Students will be provided with detailed instructions for each assignment.

Accommodations:

Students with disabilities will be fully included in this course. Please inform the professor if you need any special accommodations in the curriculum, instruction, or assessments of this course to enable you to participate fully. Confidentiality of the shared information will be maintained.

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduates and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures” (UWS Chapter 14); and the “Student Nonacademic Procedures” (UWS Chapter 17).

General Course Requirements:

Successful completion of the following assignments is necessary to fulfill the requirements of this course. Due dates and expectations for course assignments are included in this syllabus. As a matter of fairness and courtesy to everyone in the class, there will be penalties associated with late papers and incompletes (except in reference to emergencies, professional development, or prior approved situations): (a) the professor will not provide extensive written feedback; and (b) grades will be automatically lowered one letter grade (e.g., A to B) for tardiness. All assignments should be double-spaced and written in paragraph format with 12 size font. Each of the written assignments should be prepared and submitted in accordance with format standards of the American Psychological Association (APA), 6 th edition. The headings, text references, and lists of references in your submitted papers should comply with the APA format. If you are not familiar with the APA citation and referencing standards, please review the manual.

Course Grade Policy

Total Points Available: 400 pts.

Grade Percentage Point Value

A 94-100 376-400A- 90-93 360-375B+ 87-89 348-359B 83-86 332-347B- 80-82 320-331C+ 77-79 308-319C 73-76 292-307C- 70-72 280-291D+ 67-69 268-279D 63-66 252-267D- 60-62 240-251F 59 and below 239 and below

Attendance policy with defined excuses:

Revised 10/02 6 of 15

Class participation is essential for successful completion of the course. Students are expected to demonstrate, during both discussion and through questions asked during the lecture portion of each class, that they have read the materials and are familiar with the course content. Unless otherwise approved prior to class, an absence will be handled as an unexcused absence.

Unexcused absence:

In this case, a student does not notify the instructor ahead of time or provide documentation of an emergency. The student will not receive attendance credit for the missed session, and will not be permitted to make up any missed assignments.

Excused absence:

In this case, a student does notify the instructor ahead of time and provides documentation for absence. The student will not receive attendance credit, but will be permitted to make up missed assignments and have the option to complete an extra credit assignment to make up for attendance points lost.

Graded Activities:

I. Attendance and Participation (50% of final grade-100 pts.)

Class participation is essential for successful completion of the course. Students are expected to demonstrate, during both discussion, practice, and through questions asked during each class, that they have read the materials and are familiar with the course content. Unless otherwise approved prior to class, an absence will be handled as an unexcused absence.

CRITERIA Exemplary Proficient Unsatisfactory

Class Preparation

30 pts.Displays an understanding of the specific topic or under discussion in a group and/or small group setting. Has clearly prepared by completing assigned reading.

(30)

Displays some understanding of the specific topic or under discussion. Responses are vague and show little preparation for class.

(29-24)

Displays a little understanding of the specific topic under discussion. Does not participate in the class small group discussions. Clearly has not engaged in course activities and assigned readings.

(23-0)

In-Class Participation

30 ptsProactively participates in class environment. Discussions are respectful of others' ideas, opinions and feelings and assist in clarification of other participants' perspectives.

(30)

Participates in the class environment. Dialogue with class colleagues is respectful of others' ideas, opinions and feelings.

(29-24)

Does not comply with established group best practices for learning. Does not adhere to the ground rules of respect, confidentiality, and professionalism.

(23-0)

Attendance

40 ptsHas attended all class sessions with 0 unexcused/ excused absences.

Has made up any work for pre-arranged, excused absences

Has attended the majority of classes, but has one unexcused absence or excused absence which has not been made up.

Has missed more than two class sessions.

Has more than two absences without supporting documentation

Revised 10/02 7 of 15

(40) (39-32)

Has not completed any makeup or extra credit work.

(31-0)

TOTAL POINTS __________/100

II. Training Log (25% of final grade-100 pts.)

There will be a training log that each student must follow to track participation and progress throughout the course.

II. Written Exam and Practical Exam (25% ea. of final grade-100 pts. ea.)

There will be two exams during the semester. Each exam will test the students understanding of the material presented throughout the semester.

Weekly Course Content:

Date Topic

Week 1 Introduction, Expectations, Syllabus Review

Week 2 An Introduction to Olympic-Style Weightlifting – The Ultimate Test of Strength and Power(and its Many Benefits)

Week 3 Weightlifting Technique

Week 4 Assessing Readiness For Lifting –The Coach’s First Important Role

Week 5 Flexibility Training

Week 6 Basic Exercises Used in Weightlifting Training

Week 7 Basic Exercises Used in Weightlifting Training: Progressions in the Power Snatch

Week 8 Basic Exercises Used in Weightlifting Training: Progressions in the Power Clean

Week 9 Basic Exercises Used in Weightlifting Training:Progressions in the Snatch

Week 10 Basic Exercises Used in Weightlifting Training: Progressions in the Clean

Week 11 Basic Exercises Used in Weightlifting Training: Supplementary Exercises

Week 12 Basic Exercises Used in Weightlifting Training: Supplementary Exercises

Week 13 Designing Training Programs

Revised 10/02 8 of 15

Week 14 Designing Training Programs/Effective Coaching

Week 15 Equipment and its Proper Use/Drug Use/Exam Review

Week 16 Written Exam

Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two pages in length.)

Capen, E. K. (1950). The effect of systematic weight training on power, strength, and endurance. Research Quarterly. American Association for Health, Physical Education and Recreation, 21(2), 83-93.

Baechle, T. (1981). An analysis of attitudes concerning the topic of establishing certification standards for strength coaches: a national survey. Strength & Conditioning Journal, 3(1), 34-37.

Bompa, T. O., & Haff, G. (1999). Periodization: Theory and methodology of training (Vol. 199, pp. 33- 36). Champaign, IL: Human Kinetics.

Brunner, R., & Tabachnik, B. (1990). Soviet training and recovery methods. Sport Focus Pub..

Faigenbaum, A. D., Kraemer, W. J., Blimkie, C. J., Jeffreys, I., Micheli, L. J., Nitka, M., & Rowland, T. W. (2009). Youth resistance training: updated position statement paper from the national strength and conditioning association. The Journal of Strength & Conditioning Research, 23, S60-S79.

Joyce, D., & Lewindon, D. (Eds.). (2014). High-Performance Training for Sports. Human Kinetics.

Kurz, T. (2001). Science of sports training. Stadium publishing company, Island Pond, Vt.

Pullo, F. M. (1992). A profile of NCAA Division I strength and conditioning coaches. The Journal of Strength & Conditioning Research, 6(1), 55-62.

Radcliffe, J. C., & Farentinos, R. C. (1985). Plyometrics: Explosive power training (Vol. 77). Champaign, IL: Human Kinetics Publishers.

Rhea, M. R. (2004). Synthesizing strength and conditioning research: the meta-analysis. The Journal of Strength & Conditioning Research, 18(4), 921-923.

Taylor, J. (2001). A perspective on the status of college strength and conditioning coaches and the NSCA. Strength & Conditioning Journal, 23(1), 10.

Todd, J., Lovett, D., & Todd, T. (1991). SURVEY: The status of women in the strength and conditioning profession. Strength & Conditioning Journal, 13(6), 35-38.

Verkhoshansky, Y. V., & Siff, M. C. (2009). Supertraining. Verkhoshansky.

Viru, A. A. (1995). Adaptation in sports training. Boca Raton (FL): CRC Press.

Zatsiorsky, V. M., & Kraemer, W. J. (2006). Science and practice of strength training. Human Kinetics.

Revised 10/02 9 of 15

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and    non-discriminatory learning environment.  It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “ Rights and Responsibilities ” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17). 

Revised 10/02 10 of 15

Course Objectives and tentative course syllabus with mandatory information (paste syllabus below):

University of Wisconsin-WhitewaterCollege of Education and Professional Studies

Department of Health, Physical Education, Recreation and Coaching

Principles of Olympic WeightliftingCOACHING 342

Fall 2015

Class Time: MWF 10:00-10:50pm

Instructor: Josh Ireland, M.S.E.Lecturer, HPERC

Office: 139 Williams Center

Contact Info: 262-472-1660 (office) irelandjb15@uww.edu

Office Hours: Mondays 12-2pm, Wednesday 12-2pm, Friday 12-2pm OR By Appointment

Prerequisite: Undergraduate Student

Course Description:

This course introduces students to the fundamentals of Olympic weightlifting technique and program design. Designed primarily for students’ specializing in strength and conditioning, the course explores the theoretical underpinnings of the Olympic weightlifting movements and its uses in athletic preparation and general fitness.

Objectives:

This course introduces the theoretical underpinnings of Olympic weightlifting including The theoretical underpinnings of Olympic weightlifting as a training philosophy The scientific basis of Olympic weightlifting How to enhance efficiency and effectiveness of Olympic lifts How to develop training plans that include core Olympic lifts. How to refine program plans for athletics specific performance

Upon completion of this course students will have the option to sit for the USAW weightlifting certification.

Learning Outcomes: Adapted from USA Weightlifting (USAW)

Students should gain an in-depth understanding of:

How to teach and perform the Snatch and Clean & Jerk.

Revised 10/02 11 of 15

How to teach and perform the Power Snatch, Power Clean and variations. How to teach and perform related Squatting variations, pulling variations and overhead pressing

variations. How to evaluate and correct movement deficiencies that may inhibit weightlifting mechanics. Programming techniques for beginner and intermediate athletes. Proper biomechanic positioning for Olympic weightlifting technique. How to incorporate weightlifting movements in sports performance training programs.

Required Readings:

USA Weightlifting Sports Performance Coaching Course Manual

D2L Readings: Available in pdf version on D2L site

Recommended Textbooks/Readings:

National Strength and Conditioning Association (www.teamusa.org/usa-weightlifting)

National Strength and Conditioning Association (www.nsca.com/)

Bompa, T. O., & Haff, G. (1999). Periodization: Theory and methodology of training (Vol. 199, pp. 33-36). Champaign, IL: Human Kinetics.

Brunner, R., & Tabachnik, B. (1990). Soviet training and recovery methods. Sport Focus Pub..

Radcliffe, J. C., & Farentinos, R. C. (1985). Plyometrics: Explosive power training (Vol. 77). Champaign, IL: Human Kinetics Publishers.

Verkhoshansky, Y. V., & Siff, M. C. (2009). Supertraining. Verkhoshansky.

Viru, A. A. (1995). Adaptation in sports training. Boca Raton (FL): CRC Press.

Dynamics of Class:

Course content will be covered using a variety of differentiated instruction methods: lecture, guest lecturers, discussion, research projects, critiques, group work, simulations and student presentations. Students will be provided with detailed instructions for each assignment.

Accommodations:

Students with disabilities will be fully included in this course. Please inform the professor if you need any special accommodations in the curriculum, instruction, or assessments of this course to enable you to participate fully. Confidentiality of the shared information will be maintained.

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduates and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services

Revised 10/02 12 of 15

sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures” (UWS Chapter 14); and the “Student Nonacademic Procedures” (UWS Chapter 17).

General Course Requirements:

Successful completion of the following assignments is necessary to fulfill the requirements of this course. Due dates and expectations for course assignments are included in this syllabus. As a matter of fairness and courtesy to everyone in the class, there will be penalties associated with late papers and incompletes (except in reference to emergencies, professional development, or prior approved situations): (a) the professor will not provide extensive written feedback; and (b) grades will be automatically lowered one letter grade (e.g., A to B) for tardiness. All assignments should be double-spaced and written in paragraph format with 12 size font. Each of the written assignments should be prepared and submitted in accordance with format standards of the American Psychological Association (APA), 6 th edition. The headings, text references, and lists of references in your submitted papers should comply with the APA format. If you are not familiar with the APA citation and referencing standards, please review the manual.

Course Grade Policy

Total Points Available: 400 pts.

Grade Percentage Point Value

A 94-100 376-400A- 90-93 360-375B+ 87-89 348-359B 83-86 332-347B- 80-82 320-331C+ 77-79 308-319C 73-76 292-307C- 70-72 280-291D+ 67-69 268-279D 63-66 252-267D- 60-62 240-251F 59 and below 239 and below

Attendance policy with defined excuses:

Class participation is essential for successful completion of the course. Students are expected to demonstrate, during both discussion and through questions asked during the lecture portion of each class, that they have read the materials and are familiar with the course content. Unless otherwise approved prior to class, an absence will be handled as an unexcused absence.

Unexcused absence:

In this case, a student does not notify the instructor ahead of time or provide documentation of an emergency. The student will not receive attendance credit for the missed session, and will not be permitted to make up any missed assignments.

Excused absence:

In this case, a student does notify the instructor ahead of time and provides documentation for absence. The student will not receive attendance credit, but will be permitted to make up missed assignments and have the option to complete an extra credit assignment to make up for attendance points lost.

Revised 10/02 13 of 15

Graded Activities:

I. Attendance and Participation (50% of final grade-100 pts.)

Class participation is essential for successful completion of the course. Students are expected to demonstrate, during both discussion, practice, and through questions asked during each class, that they have read the materials and are familiar with the course content. Unless otherwise approved prior to class, an absence will be handled as an unexcused absence.

CRITERIA Exemplary Proficient Unsatisfactory

Class Preparation

30 pts.Displays an understanding of the specific topic or under discussion in a group and/or small group setting. Has clearly prepared by completing assigned reading.

(30)

Displays some understanding of the specific topic or under discussion. Responses are vague and show little preparation for class.

(29-24)

Displays a little understanding of the specific topic under discussion. Does not participate in the class small group discussions. Clearly has not engaged in course activities and assigned readings.

(23-0)

In-Class Participation

30 ptsProactively participates in class environment. Discussions are respectful of others' ideas, opinions and feelings and assist in clarification of other participants' perspectives.

(30)

Participates in the class environment. Dialogue with class colleagues is respectful of others' ideas, opinions and feelings.

(29-24)

Does not comply with established group best practices for learning. Does not adhere to the ground rules of respect, confidentiality, and professionalism.

(23-0)

Attendance

40 ptsHas attended all class sessions with 0 unexcused/ excused absences.

Has made up any work for pre-arranged, excused absences

(40)

Has attended the majority of classes, but has one unexcused absence or excused absence which has not been made up.

(39-32)

Has missed more than two class sessions.

Has more than two absences without supporting documentation

Has not completed any makeup or extra credit work.

(31-0)

TOTAL POINTS __________/100

II. Training Log (25% of final grade-100 pts.)

There will be a training log that each student must follow to track participation and progress throughout the course.

II. Written Exam and Practical Exam (25% ea. of final grade-100 pts. ea.)

There will be two exams during the semester. Each exam will test the students understanding of the material presented throughout the semester.

Weekly Course Content:

Revised 10/02 14 of 15

Date Topic

Week 1 Introduction, Expectations, Syllabus Review

Week 2 An Introduction to Olympic-Style Weightlifting – The Ultimate Test of Strength and Power(and its Many Benefits)

Week 3 Weightlifting Technique

Week 4 Assessing Readiness For Lifting –The Coach’s First Important Role

Week 5 Flexibility Training

Week 6 Basic Exercises Used in Weightlifting Training

Week 7 Basic Exercises Used in Weightlifting Training: Progressions in the Power Snatch

Week 8 Basic Exercises Used in Weightlifting Training: Progressions in the Power Clean

Week 9 Basic Exercises Used in Weightlifting Training:Progressions in the Snatch

Week 10 Basic Exercises Used in Weightlifting Training: Progressions in the Clean

Week 11 Basic Exercises Used in Weightlifting Training: Supplementary Exercises

Week 12 Basic Exercises Used in Weightlifting Training: Supplementary Exercises

Week 13 Designing Training Programs

Week 14 Designing Training Programs/Effective Coaching

Week 15 Equipment and its Proper Use/Drug Use/Exam Review

Week 16 Written Exam

Revised 10/02 15 of 15