Highly Accomplished Former Soccer Player / Head Soccer Coach who offers proven experience across amateur, professional, varsity, and elite teams.
Enthusiastic, Results-Centric Leader who demonstrates a comprehensive understanding of Division I, II, and III athletic programs, as well as recruitment regulations.
Goal- & Development-Focused Self-Starter who maximizes a player's ability while building and sustaining a strong team environment and encouraging ethical game play, integrity and sportsmanship.
Experienced Mentor and Coach: Effectively teaches skills, enhances talent, and instills positive behavior in soccer players. Helps players reach their full potential and excel both on and off the field.
Team-Oriented and Adaptable Leader: Promotes teamwork and collaboration. Flexible to work as head or assistant coach, focused on achieving team goals in either role. Fosters a positive and cohesive team environment.
- Led youth, collegiate, and professional teams across the U.S. and Morocco, blending international experience with American soccer standards.
- Developed and implemented data-driven training models integrating sports science, tactical analysis, and performance optimization to maximize individual and team potential.
- Successfully guided teams through promotion, league competition, and high-stakes tournaments - combining winning application with long-term player development and injury prevention.
- Demonstrated strong leadership, mentorship, and communication skills - fluent in English and Arabic, with working knowledge of French and Spanish - enabling inclusive coaching across multicultural teams.
- Excelled at talent identification and scouting, applying both traditional evaluation and modern analysis techniques to build competitive, sustainable squads.
- Managed club operations including budgeting, travel coordination, and logistics - ensuring cost-effective, organized, professional club environments.
- Emphasized holistic athlete development: balancing academics, athletic performance, and personal growth - especially under collegiate and youth-academy settings.
- Earned coaching certifications and advanced licensure (including U.S. Soccer Federation A-License, international coaching credentials, and sports science education) - reinforcing professional competence and commitment to continuous learning.
TEAM COACHING | PLAYER DEVELOPMENT | STUDENT-ATHLETE PERFORMANCE OPTIMIZATION
SOCCER MANAGEMENT | SCOUTING | PHYSICAL, TACTICAL & NUTRITIONAL PERIODIZATION PLANS
ATHLETE IDENTIFICATION & RECRUITMENT | STRATEGIC GAME PLANNING | LIVE & VIDEO GAME ANALYSIS
ATHLETE MANAGEMENT | RECRUITMENT REGULATIONS | CONTRACT NEGOTIATIONS | BUDGET MANAGEMENT
NCAA | FIFA | COACH LEADERSHIP | SCHEDULING | SAFETY-CENTRIC GAME PLAY | LEAGUE & NATIONAL TOURNAMENTS
A License (2020)
Advanced National Diploma (2013)
Professional Development Certificate (2010)
High School Coaches' Diploma (2008)
Youth License (2008)
Level 1 - Talent Identification (2018)
International License - Intermediate (A, B & C Diplomas) (2012)
First Aid, CPR & AED Certification (2022)
Capitalize on the opportunity to support academic and athletic initiatives of players to align with NCAA rules and regulations, as well as FIFA game rules to promote an optimal student-athlete experience. Ensure student-athletes upheld academic requirements to participate in collegiate sports. Teach principles of soccer and development strategies. Coach team in out-of-state games and national tournaments. Monitor pre-game activities and ensure satisfactory documentation.
Steered team operations with leadership, athlete identification, and performance development. Managed 200+ players and 15 coaches. Oversaw periodization plans, session plans, professional development, and club goals. Conducted talent scouting and technical program development for multiple levels.
Drove physical, tactical, and technical training of elite players. Achieved winning performance across teams. Ensured nutrition, safety practices, and zero reported injuries.
Coached, scouted, and developed players for competitive performance. Worked across clubs to identify and promote high-potential players.
Managed coaching staff, led player development, and authored technical reports on 150 players. Achieved league success with youth and adult teams.
Managed competitive teams, implemented tactical training, and ensured safe, effective player development.
Coached Division I & II teams, achieved zero injuries, and won all Division II games.
Played across Division I, II, and III amateur teams. Gained strong understanding of NJCAA & NCAA structures.
Achieved 23 goals, 185 assists. Recognized as one of the most impressive players in the Moroccan league.
Master of Sports & Health Sciences (2022)
Emphasis in Exercise Science & Human Performance, 3.61 GPA - American Military University
Bachelor of Sports & Health Sciences (2020)
Emphasis in Exercise Science & Human Performance, 3.40 GPA - American Military University
Associate in Computer Information Science (2008)
Emphasis in Programming, Microsoft Office & Hardware, 3.2 GPA - Everest University
Certificate in Athlete Management (4.0 GPA) - Western Oregon University
Certificate in Soccer Management & Scouting (2006) - Western Oregon University
Simo Idrissi is an American of Amazigh descent, originating from a region in northern Morocco known for its strong agricultural and livestock traditions. Raised in a vibrant sporting culture, particularly soccer, he became immersed in the sport at the age of ten. During the 1980s, Morocco earned international recognition at the World Cup after securing draws against England and Poland and a victory over Portugal. This success advanced the Moroccan national team to the second round, before Germany scored a late free-kick goal that ended their run. Soccer quickly became a defining pastime for children and youth, and within this momentum, Simo was selected from his school's youth academy to join the local club, Union Zemmouri (IZK), at the age of twelve. He advanced through all competitive levels, eventually reaching the senior team and later playing for additional clubs. His experience includes both eleven-a-side soccer and futsal. This period marked a significant milestone in his football development, reflecting consistent performance, determination, and mastery of advanced technical and tactical skills. It also provided him with extensive knowledge and understanding of the game. His growth did not end on the field; his academic background speaks for itself through his achievements in sports and health sciences at the master's level, complemented by strong qualifications in computer skills and soccer training.
Concurrently with his soccer journey, Simo remained committed to his education. He pursued a general cultural degree abroad in the Republic of Lebanon, during which he also played for the Armenian-Lebanese soccer club, Homenmen, Beirut. Upon graduation, Simo seized the opportunity to immigrate to the United States, selecting Colorado as his new residence. The welcoming community and high quality of life in Colorado made it an ideal place for Simo to continue his journey.
His life in the United States became more enriching and deeply shaped his cultural identity. He continued his education and played in numerous amateur soccer tournaments, often involving former student-athletes. These experiences gave him a strong understanding of American soccer and its core philosophies. During this time, he also strengthened his leadership skills in coaching and expanded his interest in researching human performance and mental development in sports. To maintain financial stability, Simo worked as an online translator for a foreign company. As the company transitioned into digital operations and the demand for programmers increased, he pursued a degree in computer science at Everest University in Florida. This provided him with advanced computer skills that later proved invaluable in his coaching career, particularly in analyzing individual and team performance. In 2005, his friend, Wes Tucker, encouraged him to contribute to youth soccer development in Colorado. Recognizing Simo's passion for the game, Wes connected him with a local club in Fort Collins, Colorado. Simo was offered a seasonal head coaching position for the elite Under-14 team in Premier Division Two. His clear communication with parents, his commitment to the players, and his responsiveness to the team's needs-despite his early stage in coaching-were key factors in his selection. To reflect this, we are sharing an email from Simo, dated October 14, 2005. This message, sent to both parents and players, provides a clear understanding of the team culture at that time.
Coping with demands, teamwork, motivational skills, interpersonal skills, and high awareness of safety and injury prevention led to the team's promotion to the Premier 1 (first division), where they finished first with a 9-2-1 record. The goal that Simo created was covered by analyzation and statistics.
He was collecting each player performance and add them to the excel sheet as shown in the table below. These procedure or management helped him understand where each player is, and how they were able to develop accordingly.
| Opponent: Greeley 1-1 | ||||
|---|---|---|---|---|
| Patrick | ||||
| Player | Game | Total | Total | |
| Aaron | 52 | 80% | 52 | 80% |
| Alan | 0 | 0% | 0 | 0% |
| Casey | 43 | 66% | 43 | 66% |
| Cody | 27 | 42% | 27 | 42% |
| Daniel | 34 | 52% | 34 | 52% |
| Eric | 65 | 100% | 65 | 100% |
| Isuru | 47 | 72% | 47 | 72% |
| Jim | 65 | 100% | 65 | 100% |
| Josh | 65 | 100% | 65 | 100% |
| Karl | 35 | 54% | 35 | 54% |
| Ken | 42 | 65% | 42 | 65% |
| Logan | 65 | 100% | 65 | 100% |
| Luke | 0 | 0% | 0 | 0% |
| Marty | 42 | 65% | 42 | 65% |
| Patrick | 51 | 78% | 51 | 78% |
| Scott | 46 | 71% | 46 | 71% |
| Tor | 36 | 55% | 36 | 55% |
| Opponent: St Vrain 6-2 | |||
|---|---|---|---|
| Aaron,Casey(2),Tor,Cody,Ken | |||
| Game | Total | Total | |
| 35 | 50% | 144 | 70% |
| 0 | 0% | 34 | 49% |
| 45 | 64% | 125 | 61% |
| 49 | 70% | 97 | 47% |
| 35 | 50% | 106 | 52% |
| 70 | 100% | 205 | 100% |
| 45 | 64% | 130 | 63% |
| 70 | 100% | 205 | 100% |
| 63 | 90% | 196 | 96% |
| 70 | 100% | 155 | 76% |
| 49 | 70% | 120 | 59% |
| 0 | 0 | 135 | 66% |
| 70 | 100% | 110 | 79% |
| 43 | 61% | 137 | 67% |
| 35 | 50% | 120 | 59% |
| 35 | 50% | 139 | 68% |
| 56 | 80% | 131 | 64% |
| Opponent: Laramie 5-0 | |||
|---|---|---|---|
| Patrick, Cody(2), Aaron, Tor | |||
| Game | Total | Total | |
| 50 | 71% | 194 | 71% |
| 34 | 49% | 68 | 49% |
| 40 | 57% | 165 | 60% |
| 36 | 51% | 133 | 48% |
| 39 | 56% | 145 | 53% |
| 70 | 100% | 275 | 100% |
| 32 | 46% | 162 | 59% |
| 34 | 49% | 239 | 87% |
| 70 | 100% | 266 | 97% |
| 58 | 83% | 213 | 77% |
| 41 | 59% | 161 | 59% |
| 70 | 100% | 205 | 100% |
| 43 | 61% | 153 | 73% |
| 41 | 59% | 178 | 65% |
| 29 | 41% | 149 | 54% |
| 44 | 63% | 183 | 67% |
| 39 | 56% | 170 | 62% |
| Opponent: CO Extreme 5-2 | |||
|---|---|---|---|
| Patrick(2), Aaron, Jim, Casey | |||
| Game | Total | Total | |
| 58 | 83% | 252 | 73% |
| 34 | 49% | 68 | 49% |
| 47 | 67% | 212 | 61% |
| 47 | 67% | 180 | 52% |
| 40 | 57% | 185 | 54% |
| 70 | 100% | 345 | 100% |
| 0 | 0 | 162 | 59% |
| 53 | 76% | 292 | 85% |
| 70 | 100% | 336 | 97% |
| 46 | 66% | 259 | 75% |
| 44 | 63% | 205 | 59% |
| 70 | 100% | 275 | 100% |
| 54 | 77% | 207 | 74% |
| 40 | 57% | 218 | 63% |
| 38 | 54% | 187 | 54% |
| 59 | 84% | 242 | 70% |
| 0 | 0% | 170 | 62% |
This is a mixed method approach that incorporates both qualitative and quantitative analysis. For instance, in this file, Simo has assessed the performance level of his players, and Karl is an example below, using these methods.
Please consider this detailed plan for your physical training, specifically designed to improve your shooting skills.
Front Squats: These put more emphasis on the quadriceps and core than Back Squats do, and they're easy to scale for any athlete. A strong core is key, as shooting a soccer ball with tremendous power requires a significant contribution from the core musculature.
Sumo Deadlift Variations: I prefer the Sumo (wide stance) Deadlift because of the additional emphasis it places on your hips and glutes. As previously mentioned, hip strength is going to be a key factor if you want to get some extra power on your shots.
Split Squats (and Step-Ups): These exercises work the glutes, quads, and hamstrings. They simulate actual soccer movements, improving stride and boosting agility for quick direction changes on the field.
Plyometric exercises: These exercises like single-leg squats can improve explosive movements, crucial for moments that demand quick change of direction on the soccer field. Incorporating a medicine ball can offer resistance, improving core strength which is vital in maintaining balance and executing powerful shots.
This is a quantitative analysis of all players' speed, with the subsequent information offering examples of individual player evaluations. The variation in speed reveals differences among players over short and long distances. Some players, like Logan, exhibit exceptional speed over both distances. However, he particularly excels over shorter distances and only demonstrates his speed when faced with challenges. Therefore, future practices will aim to highlight similar physical attributes. To gather this information, Simo had to devise a challenge that encouraged all players to display their abilities. Eventhough challenges presented, Logan was faster in official games than this speed test plan.
| Speed Evaluation 11/09/2005 | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| U14 Elite Boys | |||||||||||
| Names | 100m | Names | 50m | Names | 10stps | ||||||
| Isuru | 16:12sms | Isuru | 08:34sms | Logan | 00:94ms | ||||||
| Scott | 16:13sms | Eric | 08:34sms | Scott | 01:03sms | ||||||
| Cody | 16:28sms | Logan | 08:35sms | Casey | 01:03sms | ||||||
| Casey | 16:29sms | Casey | 08:38sms | Cody | 01:04sms | ||||||
| Daniel | 16:41sms | Scott | 08:40sms | Eric | 01:12sms | ||||||
| Eric | 16:47sms | Patrick | 08:43sms | Patrick | 01:13sms | ||||||
| Logan | 16:50sms | Marty | 08:46sms | Josh | 01:15sms | ||||||
| Patrick | 16:53sms | Daniel | 08:47sms | Marty | 01:25sms | ||||||
| Marty | 16:59sms | Jim | 08:50sms | Isuru | 01:25sms | ||||||
| Jim | 16:84sms | Josh | 08:53sms | Torsten | 01:37sms | ||||||
Simo's dedication to player development was evident as he continued coaching the same team for other seasons, ensuring the players developed properly. His adaptability and commitment to the sport were further demonstrated when he moved to other cities to coach teams like the Colorado Boulder Force and Skyline Denver. In addition to his coaching roles, Simo has also served as a technical director and league advisor in Morocco for the last 15 years. His coaching philosophy, focused on player development and fostering a positive team environment, has been instrumental in his success as a coach. Simo once answered a question about the difference between player development and adult soccer player performance. He said that without a solid player development foundation, adult players' performance will vary. Players hone their sharpness through games and smart coaching sessions, and when players grasp that they are the ones who make decisions on the field, they actually find themselves performing in adult games. Many players joined professional clubs at very high levels while they were young, like 17 or 18, and they were also promoted to play in the national team. So finding themselves at such a level means they grasp what they should do when they are prone to make decisions that help the team.
In 2009, Simo returned to Morocco to assist in the technical management of his former soccer club, IZK. As the technical director and coach, he implemented training programs, educated coaches, and emphasized the significance of scouting and talent identification. His efforts led to improved results for the club, earning him a certificate of accomplishment and gratitude.
From 2012 to 2019, Simo served as a technical director and coach for several clubs, demonstrating great effort and dedication. He also collaborated with the North League, making significant contributions to the development of coaching education and clubs' developments. Simo's coaching style, which involved players in every game, earned him a solid reputation among parents, and his teams consistently delivered improved results. His philosophy emphasizes hard work, emotional intelligence development, tactical trends and player-centered.
In 2019, Simo decided to pursue a Master's degree in Sports and Health Science, concentrating in exercise science and human performance. During this time, he coached three teams with Rapids U19, U15, and U11, and worked towards obtaining an A license from the United States Soccer Federation.
Simo's coaching philosophy is unique and multifaceted. He adheres to the club development method of play-practice-player, leveraging his extensive experience to bridge pedagogy with andragogy, thereby implementing a precise, team-centered performance strategy. Simo believes that transitioning a player from youth to adult level requires an intensive process to bridge the experience gap. This enables the player to effectively face the challenges at the senior level. He asserts that success is not achievable without hard work and that the absence of strong tactical patterns and trends can hinder team performance. Emphasizing the importance of emotional intelligence, Simo encourages players to be aware of their surroundings and make precise decisions in any given situation. He believes that assigning a player to a specific position and role can potentially create better advantages. However, when a player feels understood, accepted, and is given practical opportunities to showcase their talent, it fosters a sense of responsibility within them. This not only motivates them to perform their best but also helps the team achieve its long-term goals with minimal conflict what ever the club level is.
Simo's credentials are impressive, as he is one of those coaches who actively seek out educational opportunities to enhance his understanding of the various aspects of coaching and leadership. Including a graduation with the Master in Sports and health science, he has attended numerous symposiums and coaching education programs, earning diplomas that have enriched his experience and knowledge. For instance, he obtained an Advanced Diploma from the National Soccer Coaches Association of America (NSCAA). He attended a three-day symposium in Nebraska where he earned a professional diploma, and another symposium where he received training in coaching high school students. He also earned a youth diploma with USSF.
Simo traveled to the UK to earn a coaching award diploma from the British Football Association (The FA), which provided him with the opportunity to get closer to professional clubs like Aston Villa. During this time, he was able to observe where professional English players train, visit the room where they gather before games, engage in open discussions with scouts, and speak with game analysts management. Simo had the opportunity to visit the Aston Villa Academy, observe youth training, converse with the coaches, and spend ample time speaking with the parents of players who may have the potential to join the academy.
Concentration: Exercise Science and Human Performance
This graduate-level course critically evaluates the basic principles of human physiology with direct application to acute and chronic exercise. It emphasizes lifestyle risk factors that can lead to heart disease and delves deep into the physiological adaptations that occur in response to physical activity.
This course investigates human behavior patterns in sports and exercise settings. It focuses on interpreting and applying fundamental behavioral tendencies related to biological and psychological models of personality structure, motivational orientations, psychological interventions, and social dynamics.
This course prepares graduate students to address issues associated with critical thinking in sports and health sciences. It integrates students into research, engaging with various methodologies.
This course introduces students to graphical presentation of data, histograms, and confidence intervals for binomial probabilities. It covers one-sample and two-sample t-tests, as well as regression and correlation with two variables.
This course evaluates the physical, physiological, and psychological factors that affect motor skill acquisition, performance, retention, and transfer. It includes topics such as nervous system control of movement, sensory and perceptual contributions to motor learning, and information processing.
This course focuses on the nutritional needs and requirements of athletes. It covers the role of nutrients and other food constituents in the human body and their effects on an athlete's metabolism, health, and performance.
This course introduces students to theoretical and practical concepts of strength exercise assessment, interpretation, and prescription. It incorporates current research on strength training and methods for analysis and application.
This course covers theoretical and practical concepts of exercise assessment, interpretation, and prescription. Students develop techniques used to recommend exercise prescription for healthy and unhealthy clients.
This course provides students with an understanding and ability to analyze human movement using a biomechanics approach. It exposes students to the laws and principles governing human motion.
This course discusses and explores contemporary research related to exercise science and human performance. It covers relevant issues facing society regarding exercise, fitness, athletic performance, kinematic movement, motor development, and biomechanical analysis. Students conduct systematic literature reviews on topics of importance within the field.
This course focuses on postural assessment and integrated performance profiles as they relate to human performance. It includes advanced sports performance assessments and exercise techniques utilizing the Optimum Performance Training Model (OPT Model) and prepares students for the NASM-PES certification.
This capstone course requires students to complete a culminating research project based on theories, research methods, and analytical skills obtained through their master's curriculum. The project involves concepts and applications covered throughout the student's learning experience, including bioenergetics of exercise, training techniques, program design, and assessment of fitness, health, and wellness.
This course provides an overview of major topics in modern psychology, focusing on the scientific study of behavior and mental processes. It introduces fundamental concepts, principles, and theories related to human behavior.
An introductory course covering effective use of word processing, spreadsheet, database, and presentation software programs. Students gain practical skills using Microsoft Office 365 in real-world business scenarios.
This course explores the structure and functioning of computer operating systems, including Microsoft operating systems, security operating systems, virtual memory, and network systems software.
The first course in a two-course sequence on American Government. It covers the U.S. Constitution, federalism, policy development, political participation, and civil rights within the American political system.
A study of the national government within the American federal system, including its functions, processes, and contemporary challenges. Topics include political parties, elections, Congress, the Presidency, and the Supreme Court.
This course focuses on effective communication through public speaking. Students learn techniques for delivering engaging and persuasive presentations.
A course designed to enhance study skills, time management, and personal development. It equips students with strategies for academic and personal success.
Explores principles of athlete management, including training, nutrition, and performance optimization. Ideal for those interested in sports coaching and administration.
Specifically tailored for soccer enthusiasts, this course covers soccer management, scouting, and talent identification.
A specialized program for soccer professionals, focusing on advanced coaching techniques, player development, and strategic planning.
This course helps students understand statistical methods and models used to analyze and solve various problems encountered in business, science, medicine, education, social sciences, and other disciplines. It covers descriptive and inferential statistics, probability, averages and variations, normal probability distributions, sampling distributions, confidence intervals, statistical hypothesis tests, and correlation and regression analyses.
This course introduces college algebra, covering basic mathematics skills, the language of algebra, the definition, uses, and methods of solving equations and inequalities, exponents and polynomials, factoring, and rational expressions.
This course reinforces and develops algebra skills needed for further study in mathematics. It covers operations with polynomials and rational expressions, radicals, rational exponents, linear and quadratic equations, linear inequalities, and applications.
This course investigates concepts of college algebra, covering graphing and solution of linear and quadratic equations, inequalities, and the solution of systems of linear equations.
This course introduces accounting principles with respect to financial reporting. It demonstrates how decision makers use accounting information for reporting purposes and focuses on the preparation of accounting information and its use in the operation of organizations.
This course is a continuation of Accounting I, including the study of managerial concepts, analysis of financial statements, internal controls, and contemporary accounting standards, practices, and issues.
This course introduces the purposes of financial accounting statements and the recognition, measurement, and disclosure concepts and methods underlying financial statements. It focuses on using and interpreting financial statements and understanding the impact of transactions on assets, liabilities, revenues, and expenses.
This course continues from Accounting I, covering managerial concepts, analysis of financial statements, internal controls, and contemporary accounting standards, practices, and issues.
Designing programs such as AutoCAD, graphics, and applications that appear on a computer screen. It focuses on using textual applications such as Word, Excel, PowerPoint, Front-page, Access, and Publisher.
Explains the development of computer systems, including operating systems such as Microsoft operating systems, security operating systems, virtual memory, and network systems software.
This course studies the national literature of the United States since the early 19th century. It considers a range of texts, including novels, essays, and poetry, and their efforts to define the notion of American identity.
This required general education core course in college-level writing teaches students to compose essays and other works using various methods of development.
This course emphasizes the discipline and community-specific nature of academic and public research writing through sustained inquiry projects into topics related to writing, language, literacy, and rhetoric.
This course practices the conventions of standard written English, responding to readings, and incorporating sources into essays with appropriate documentation, preparing students for writing effectively in all undergraduate courses.
This course provides instruction in the writing process, focusing on persuasive and argumentative essays, developing a distinctive style, effective reasoning, library and online research, and a formal research project.
This course introduces students to fundamental principles of biology, emphasizing the structure and function of the human body. Topics include cellular and tissue structure, function, and the organization and regulation of body systems.
This laboratory course provides a practical understanding of the principles of human anatomy and physiology using laboratory simulation software. It complements SCIN104, Introduction to Human Anatomy and Physiology.
This course is the first in a two-course sequence in human anatomy and physiology, covering the organization of the human body, homeostasis, basic chemistry, cell biology, genetics, and the integumentary, musculoskeletal, and nervous systems.
This second course in the sequence covers homeostasis, metabolism, acid-base balance, human growth and development, and the endocrine, cardiovascular, lymphatic, respiratory, urinary, digestive, and reproductive systems.
This course covers topics in chemistry, including matter, energy, various theories and laws of interactions, acidic and base compounds, atom structure, bonds, and the periodic table.
This course introduces students to the major concepts, principles, and theoretical perspectives in psychology, including behavior, development, learning, memory, perception, social interactions, personality, and psychological disorders.
This course explores human development across the lifespan, including biological, psychological, and sociocultural influences. Topics include prenatal development, infancy, childhood, adolescence, adulthood, and aging.
This course examines theories and principles of learning, including classical and operant conditioning, social learning, cognitive processes, and motivation.
This course introduces students to graphical presentation of data, histograms, and confidence intervals for binomial probabilities. It covers one-sample and two-sample t-tests, as well as regression and correlation with two variables.
This graduate-level course critically evaluates the basic principles of human physiology with direct application to acute and chronic exercise. It emphasizes lifestyle risk factors that can lead to heart disease and delves deep into the physiological adaptations that occur in response to physical activity.
This course focuses on the nutritional needs and requirements of athletes. It covers the role of nutrients and other food constituents in the human body and their effects on an athlete's metabolism, health, and performance.
This course introduces students to theoretical and practical concepts of strength exercise assessment, interpretation, and prescription. It incorporates current research on strength training and methods for analysis and application.
This course covers theoretical and practical concepts of exercise assessment, interpretation, and prescription. Students develop techniques used to recommend exercise prescription for healthy and unhealthy clients.
This course provides students with an understanding and ability to analyze human movement using a biomechanics approach. It exposes students to the laws and principles governing human motion.
This course focuses on postural assessment and integrated performance profiles as they relate to human performance. It includes advanced sports performance assessments and exercise techniques utilizing the Optimum Performance Training Model (OPT Model) and prepares students for the NASM-PES certification.
This course introduces students to fundamental principles of biology, emphasizing the structure and function of the human body. Topics include cellular and tissue structure, function, and the organization and regulation of body systems.
This capstone course requires students to complete a culminating research project based on theories, research methods, and analytical skills obtained through their master's curriculum. The project involves concepts and applications covered throughout the student's learning experience, including bioenergetics of exercise, training techniques, program design, and assessment of fitness, health, and wellness.
This course covers fundamental algebraic concepts and methods, including polynomial, rational, exponential, and logarithmic functions. It emphasizes problem-solving skills and applications in various fields.
This course introduces students to the concepts of calculus with an emphasis on applications in business, economics, and the social and life sciences. Topics include limits, continuity, derivatives, integrals, and their applications.
This course provides a foundational understanding of general chemistry, including atomic structure, chemical bonding, stoichiometry, states of matter, and chemical reactions. Laboratory work complements the lecture material.
A continuation of General Chemistry I, this course covers topics such as thermodynamics, kinetics, equilibrium, acids and bases, electrochemistry, and coordination chemistry. Laboratory work is included.
This course covers fundamental principles of physics, including mechanics, energy, and momentum. It emphasizes problem-solving and applications in various fields. Laboratory work complements the lecture material.
A continuation of Physics I, this course covers electricity, magnetism, optics, and modern physics. It includes laboratory work to reinforce the concepts discussed in lectures.
This course provides an overview of the major topics in modern psychology, focusing on the scientific study of behavior and mental processes. It introduces fundamental concepts, principles, and theories related to human behavior.
This course introduces students to statistical methods and their applications in psychology and other fields. Topics include descriptive statistics, probability, hypothesis testing, correlation, and regression.
This course introduces students to the principles of biology, emphasizing cellular and molecular biology, genetics, and evolution. Laboratory work is included to provide hands-on experience with biological concepts.
A continuation of Biological Science I, this course covers topics such as ecology, biodiversity, and the structure and function of plants and animals. Laboratory work complements the lecture material.
This course provides an overview of the health professions, including the roles and responsibilities of various healthcare providers. It covers topics such as medical terminology, ethics, and the healthcare delivery system.
This course introduces students to the language of medicine, including the structure and meaning of medical terms. It emphasizes the use of medical terminology in healthcare settings.
This course provides an overview of public health, including the history, principles, and practice of public health. It covers topics such as epidemiology, health promotion, disease prevention, and health policy.
This course introduces students to the field of health informatics, including the use of information technology in healthcare. It covers topics such as electronic health records, health information systems, and data analysis.
This course provides an overview of healthcare management, including the organization and administration of healthcare systems. It covers topics such as healthcare finance, human resources, and quality improvement.
This course covers the legal and ethical issues in healthcare, including patient rights, confidentiality, and professional responsibility. It emphasizes the application of legal and ethical principles in healthcare settings.
This course focuses on the principles and practices of quality improvement in healthcare. It covers topics such as performance measurement, process improvement, and patient safety.
This course provides an overview of health policy and management, including the development and implementation of health policies. It covers topics such as healthcare reform, health economics, and policy analysis.
This course covers the principles and practices of healthcare finance, including budgeting, financial analysis, and reimbursement. It emphasizes the application of financial management in healthcare settings.
This course focuses on the principles and practices of strategic planning in healthcare. It covers topics such as market analysis, strategic positioning, and implementation of strategic plans.
Usually, to identify any behavioral factors there should be involvement of parents, teachers, and the coach. All of these are very important to come up with what is going on. A coach who is responsible for his or her team should know the original situation and look at it from a bigger frame. I am not going to think positively, nor I have to think negatively but what I should do in this case, I have to put all players on the right track instead of each one has a different overview of what we are doing or why they are not successful or why they have no lack or even blame others. In my perspective, I will never allow my players to have any drop in their behavior or self-esteem. Because when a player starts measuring the details and the results then that player is going to weaken fast. Why? In my perspective self-esteem comes from knowledge and without daily education players will not understand what is going on. Games are always different and what happened last year is not going to happen this year, but they have to expect to work hard to put more equivalence to how the next season is going to be. Soccer games always contain an opponent who works very hard to develop and fix their inferiorities and they seek to become better and make the game harder. If in case Lucille didn't really understand many of my teachings, then I have to work with her one-to-one in order to bring her up to a higher level. What she says could not be what I see. But I still believe in her and therefore I have to work hard with her. She first should understand that games are not the same as well as seasons are not the same. What she was doing in the last few seasons is not going to happen this season or next season if she will not work hard and follow my plan. The first step, I want her to realize how strong are the opponents and I have confidence that she can overcome what they have and can be stronger than them. The second step is that I want her to be successful in each practice session and any training game she will play. By putting easy players to be her opponents and I will increase challenge whenever I noticed her positive behavior. I am sure my two steps are going to build up her self-esteem and destroy the lack of motivation. Her external locus of casualty drives her to think deeper about how she became, and how she could develop her abilities. I will let her regain control of her ability to challenge others and get stronger. I don't think my explanation and teaching should be only orally, but I must let her do things to try herself in order to regain mental strength quickly. Many players fall under the pressure of getting things done easily but when everything becomes harder, they lose a sense of recognition and things become heavy to accomplish. I think the problem is how they've built up their reputation and how they are fearful of losing it. Fear puts them under pressure and a lack of confidence to do anything else. The third step, I want to make sure that she really understands that players are working hard to make a game harder, and she has to work harder in order to satisfy the requirement of the new level. Without her recognition, I will completely fail as her coach in the process of her positive motivation. “Achievement motivation has been conceptualized in many ways. Our understanding of achievement-relevant effects, cognition, and behavior have improved. Despite being similar in nature, many achievements motivation approaches have been developed separately, suggesting that most achievement motivation theories are in concordance with one another instead of competing. Motivational researchers have sought to promote a hierarchal model of approach and avoidance achievement motivation by incorporating the two prominent theories: the achievement motive approach and the achievement goal approach. Achievement motives include the need for achievement and fear of failure. These are the more predominant motives that direct our behavior toward positive and negative outcomes. Achievement goals are viewed as more solid cognitive representations pointing individuals toward a specific end. There are three types of these achievement goals: a performance-approach goal, a performance-avoidance goal, and a mastery goal. A performance-approach goal is focused on attaining competence relative to others, a performance-avoidance goal is focused on avoiding incompetence relative to others, and a mastery goal is focused on the development of competence itself and of task mastery.” (Scott, & Rabideau, 2005). Failures are a part of soccer games. Many teams were very successful but later became less successful and, in a few years, they came back up to their level again. Failure is a cause of quitting working hard to reach that level and exceed its limitations. Lucille should believe that a person can fail and there is no shame in that as long as she is working hard to bring herself up again. I knew many famous players who were the best in every soccer game but unfortunately, there was something that pulled them back and started to fail. But some of them overcome their self-limitations and others quit and became a burden. "Positive reinforcement is the act of increasing the probability of occurrence of a given behavior (a target behavior such as correct footwork), which is termed the operant, by following it with an action, object, or event such as praise. Negative Reinforcement also increases the probability of occurrence of a given operant by removing an act, object, or event that is typically aversive. For example, if you have a CrossFit competition team you want to get too regional and they do well on the clean and jerk, you don't add additions to their WOD on that day (such as miserable cash out like 100 double unders or 100 pull ups)." (Amber, N/A) Periodization Plan.