Hoofdvak Onderwerp Deelonderwerp / Titel college

Minor Musculoskeletal IC Exercise physiology Exercise physiology I Endurance training

Minor Musculoskeletal IC Exercise physiology Exercise physiology II Strenght training

Minor Musculoskeletal IC Exercise physiology Exercise physiology III Tests - fatigue

Minor Musculoskeletal IC Exercise physiology Exercise physiology IV Coordination and

speed training

Minor Musculoskeletal IC Exercise physiology Exercise physiotherapy V Coordination

training and core stability

Minor Musculoskeletal IC Biomechanics Biomechanics 1

Minor Musculoskeletal IC Biomechanics Biomechanics 2

Minor Musculoskeletal IC Biomechanics Biomechanics 3

Minor Musculoskeletal IC Practical lessons EHBSO/ First aid in sports

Minor Musculoskeletal IC Culture and Culture and philosophy of sports

philosophy physiotherapy

Minor Musculoskeletal IC Practical lessons Endurance I Aerobic training and anaerobic

treshold testing

Endurance II Anaerobic training lactic and

alactic

Endurance III Anearobic lactic circuittraining

Minor Musculoskeletal IC Practical lessons Strenght I till IV

Minor Musculoskeletal IC Practical lessons Throwing I and II

 Throwing III Manual techniques elbow
Minor Musculoskeletal IC Practical lessons Coordination general and local

Minor Musculoskeletal IC Practical lessons

Jumping
Minor Musculoskeletal IC Practical lessons Running I - Sprint

Minor Musculoskeletal IC Practical lessons Running II - Middle long distance

Minor Musculoskeletal IC Practical lessons Motor learning and sports / proliferation

phase

Minor Musculoskeletal IC Sport psychology Psychological factors in sport performances

Minor Musculoskeletal IC Sport psychology Improving sport performances

Minor Musculoskeletal IC Sport psychology Sport injuries and psychology

Minor Musculoskeletal IC Sport psychology Burnout and overtraining in sporters

Minor Musculoskeletal IC Sport psychology Burnout and overtraining in sporters
LWP

Minor Musculoskeletal

Minor Musculoskeletal
Minor Musculoskeletal

Minor Musculoskeletal

Minor Musculoskeletal

Minor Musculoskeletal

Minor Musculoskeletal
Minor Musculoskeletal

Minor Musculoskeletal

Minor Musculoskeletal
 Leerdoelen

A number of different tests and measuring instruments can be described to determine aerobic
capacity including the physiological principles behind them. The validity and deployability of these
measuring instruments can be estimated, for example, in following a recovering sportsperson.

The physiological processes in endurance can be indicated. The main lines of the physiological
changes in the different organ systems by endurance training (cardiovascular, respiratory, metabolic,
endocrine, etc.) can be described.

A number of different measuring instruments and ways to determine muscular strength - including the
physiological principles behind them - can be indicated. The validity and deployability of these
measuring instruments can be estimated, for example, in following a recovering sportsperson.

The physiological processes taking place in strength training can be indicated. The main lines of the
physiological changes in the different organ systems by this form of training can be indicated.

The different parts of the oxygen transport system of an organism can be indicated. The
characteristics and functions of these parts can be named.
The term 'central fatigue' can be desribed. A number of central levels at which central fatigue can be
evaluated can be named.

The term 'peripheral fatigue' can be explained. The different important aspects and physiological
mechanisms that (can) play a role in the development of peripheral fatigue can be explained.

Different forms and parts of movement can be indicated in a movement analysis of a sportsperson.
The coordinative aspects execution of the sport and coherence with the physiological processes, such
as the energy supply, can be indicated.
A number of important aspects regarding the relation between muscular strength and (sprinting)
speed can be indicated. The differen phases to be distinguished in the course of the movement of a
sprint (athletics) can be named including the accompanying biomechanical and physiological
characteristics. The diverse physiological adjustments by (sprint) training can be described.

A number of important ideas regarding the term 'core stabilty', the neurophysiological regulating
principles behind them with regard to core stability, posture regulation and active stability can be
indicated. The student is able to explain how core stability can be trained/influenced.

A number of ideas regarding the (in)stability of the lumbar spinal column and SI joint can be
explained. The different biomechanical and neurophysiological aspects (such as active and passive
structures, buffing, stiffness, for example) can be indicated.

The possible relation(s) between 'core (in)stability' and (sports) injuries can be indicated. A number of
specific ideas regarding the development mechanism of a hamstring strain can be explained.

The student is able to recognise the three laws of Newton

On the basis of an image and situation description, the student is able to recognise the center of
gravity (CoG) and the base of support in a static and dynamic situation and is able to analyse the
effects of variation in CoG and the base of support in a static an dynamic situation.

The student is able to describe and recognise the three types of equilibrium in a static situation.
The student is able to apply a Free Body Diagram (FBD) in a static situation and can calculate the
magnitude of a force or moment in this static situation.
The student is able to recognise the difference between a linear and a non linear translation.
The student is able to recognise and nummerate the 4 forces which play a role in friction. They can
calculate the friction force, friction coefficient and normal force.
The student is able to recognise the components of composite forces and to calculate the resultant
force (on the basis of angle and other force vectors)
The student is able to use the formula of linear movement (with or without constant velocity) in
calculations of distance/height, velocity, acceleration and time, when one of the aspects is unknown.

The student is able to recognise and explain the advantage of an angular motion instead of a linear
motion in sport activities.
The student is able to define what a centrifugal and centripetal force is and describe the effects of it in
case of a sport situation.
the student is able to describe adequate resuscitation skills which are necessary to conduct on the
patient in cases of emergencies.
The student is able to describe the possible consequences (results) of an adequate or inadequate
resuscitation or a resuscitation that is too late.

The student is able to make a statement about the value and necessity of sports physiotherapy.
The student is able to identify images of man and body and to identify the dual nature of sport.
The student is able to identify important issiues in the history of modern therapeutic athletic training
(fitness training).

The student is able to explain the difference between capacity training and enducance training

The student is able to describe the energy conversions playing a role in different sports and state the
accompanying forms of training. The student is able to explain the difference between the aerobic,
anaerobic, lactic and a-lactic aspects of training and name the accompanying parameters.

The student is able to determine the desired training intensity based on heart rate and Karvonen's
formula.
The student is able to describe the recovery times with regard to a certain training load and/or energy
conversion.
The student is able to describe the methodical build-up for a training schedule for the basic motor
characteristic of endurance.
The student is able to determine a suitable training method and training load for different target
groups with regard to age, recovery phase, etc.
The student is familiar with the different terms used in the basic characteristic of strength (namely:
coordination, strength endurance, hypertrophy and maximum strength, quick strength and explosive
strength).
The student is familiar with the terminology in strength training specific to sports (namely; concentric
acceleration, eccentric inhibition, pre-stretch, plyometry)
The student is familiar with the terminology and performance of the different exercises in strength
training (such as; squat/ lunges/ goodmorning, exercises with free weights, etc).
The student is familiar with the objectives of the specific forms of strength training in relation to tissue
recovery and can explain the effect on the muscles trained.
The student knows the principle of the SRS (strength rehabilitation system) and is able to explain it.
The student knows the load variable for the different forms of strength training
The student is able to desribe the correct way of instructing necessary in giving the different forms of
strength training.
The student is able to write a training schedule for the basic motor characteristic of strength for a
sportsperson.
The student is familiar with the principles of circuit training
The student is familiar with the muscle function of the important muscles active in throwing.
The student knows the different phases in throwing and is able to describe the course of coordination
in these phases.
The student knows the difference between coordination training with regard to 1 muscle (group) in the
SRS and general coordination training.
The student knows a series of coordination exercises with regard to throwing from the throw ABC.
The student is familiar with the specific exercises for certain phases during throwing.
The student is familiar with the pathology and complaints of the upper extremity as a result of changes
in joint function, muscle function and the course of coordination of the throwing movement.

The student is familiar with the objectives of the specific forms of coordination training in relation to
tissue recovery and is able to describe the effect on trained muscles.

The student is familiar with the principles of coordination circuits.

The student knows a number of coordination tests and is able to describe the characteristics,
parameters and criteria of these.
The student knows the difference between coordination training with regard to 1 muscle (group) in the
SRS (Strength Rehabilitation System) and general coordination training.
The student knows a series of coordination exercises with regard to gait and walking from the gait
ABC and is able to describe these.
The student is familiar with the specific exercises for certain phases in the gait cycle.
The student is familiar with the pathology and complaints of the lower extremities as a result of
changes in joint function, muscle function and course of coordination of the gait movement.
The student is able to describe, execute and interpret protocols of dirrerent hop tests and describe the
build-up within revalidation including jumping.
The student is able to describe the essential movement characteristics of the sprint movement.

The student is able to make a link between sprint-related injuries and the sprint movement itself.
The student is able to describe the basic forms of training for a sprinter, including parameters like
scope of training, training intensity and intervals.
The student is able to describe the measuring instruments to determine the training effects.
The student is able to describe the essential movement characteristics of the gait movement at the
medium distance.
The student knows the different energy systems and the terms turning point and the link to the
systems stated.
The student is able to describe the coordination exercises from the gait ABC.
The student is able to describe the principles of motor learning and place them in a clinical setting.

The student is able to describe the principles and/or techniques from the PNF concept and place them
in a clinical setting.
After concluding this task, the student is able to describe/explain:
What sports psychology is and which factors are important in this.
Which theories play a role in motivation and what they mean.
What is important with regard to self-confidence, intensity (tension/relaxation and emotions in sport
performances)
Which theories play a role in focus and what they mean
after concluding this task, the student is able to describe / explain:
What mental training and coaching with a sports psychological profile consists of.
How self-confidence can be increased and the importance of setting goals.
How the sportsman can regulate his intensity and direct his attention.
What visualisation is, how it works and how it is used in sports.
What the goal is, and what the explanations and advantages are of routines.
After completing this task, the student is able to describe/name:
The definition of stress and how the stress process takes place
The psychological factors that influence the incurring of an injury (the relation between stress and
injuries)
The psychological reactions to injuries 
The psychological interventions that can possibly facilitate the rehabilitation process
After completing this task, the student is able to describe/name:
The definitions, prevalence and models of overtraining and burn-out
The factors that lead to overtraining and burn-out in athletes
The symptoms of overtraining and burn-out
The treatment and prevention of burn-out
Docent

WVE14

WVE14

WVE14

WVE14

WVE14

JPO10

JPO10
 JPO10

BZT

SBR11/ MVO05

SBR11/ MVO05

DBU02/MVO05
 DBU02/MVO05

SBR11/ MVO05

SBR11/ MVO05

Matthias Hendricks

MVO05

SXP

STU04

STU04

STU04

STU04
STU04