Alyssa Parten, MS, CSCS
Educator, Researcher, Strength Coach
As an educator, researcher, and strength coach, I view each of these roles as interconnected and mutually reinforcing. By leveraging my growing experience in each of these areas, my ultimate goal is to encourage, empower, and educate others.
As an educator, I am passionate about sharing my knowledge and insights with students, athletes, and coaches. By providing valuable and applicable information, I hope to inspire others to pursue their own professional development and to make meaningful contributions to their respective fields.
As a doctoral student, my research focuses on advancing our understanding of the effects of resistance training on cardiometabolic health and performance in females. Through my research, I seek to fill gaps in the existing literature and contribute to the broader field of exercise science.
Finally, as a coach, I am committed to using evidence-based practices and data-driven methodologies to develop effective training programs for my athletes. By integrating my research findings into my coaching practice, I am able to deliver cutting-edge solutions that help my athletes achieve their goals and reach their full potential.
Through my teaching, research, and coaching, I strive to stay at the forefront of my profession and to make a positive impact on the lives of others. By continuing to grow and learn in each of these areas, I am confident that I can achieve my full potential and help others achieve theirs as well.
Diversity & Inclusion Statement
As an educator, researcher, and coach, I am dedicated to creating an inclusive and welcoming environment that celebrates diversity in all its forms. I believe that every individual, regardless of their background or perspective, should feel valued and respected in the classroom and work space. To achieve this, I am committed to adapting my teaching practices to ensure that all students feel included and thoughtfully considered, and to translate these considerations to other individuals outside the classroom, as well.
Among the ways I accomplish this is by using inclusive language in my interactions with students and colleagues. I understand that language holds immense power, and I am committed to using it in a way that affirms and respects the identities of all individuals. This includes honoring the preferences of others in how they wish to be referred to, whether it be by a different name or pronouns. I recognize that everyone has the right to self-identify and express themselves authentically, and I will make every effort to ensure that my language reflects this commitment. Through these efforts, I hope to create a safe and inclusive space for all individuals to thrive and succeed.
In my teaching, research, and coaching roles, I pledge to respect and celebrate the differences that make us unique, and to actively seek out opportunities to learn and grow as an advocate and support system. Through these efforts, I hope to create a vibrant and inclusive community of learners who are empowered to embrace and celebrate diversity in all its forms.
Doctor of Philosophy
Exercise Science & Health Promotion
The University of North Alabama
Anticipated Graduation Date: May 2024
Master of Science
Applied Exercise Science
Dual Concentration: Human Movement Science, Strength & Conditioning
Concordia University Chicago
Graduation Date: December 2020
Bachelor of Science
Exercise & Sport Science
Concentrations: Fitness, Business, Health Promotion
The University of Alabama
Graduation Date: August 2014
Conceptualization of Learning
As an educator, I am committed to providing my students with a comprehensive understanding of the subject matter through a range of diverse and effective teaching strategies. By fostering an engaging and dynamic learning environment, I aim to create a strong foundation of knowledge that my students can build upon and apply in real-world contexts. In pursuing this philosophy, I am dedicated to helping my students achieve their full potential and develop the skills they need to thrive academically and beyond. One important aspect of how I promote learning in my classroom is through visual aids (i.e., pictures, drawing, video clips, etc.) and hands-on methods (hand-outs, laboratory visits, etc.), as this can help students who struggle with traditional lecture-style teaching to better understand complex concepts. Additionally, I believe in emphasizing practical applications of the material being taught, as this helps students connect their learning to real-world situations and prepares them for success in their future careers. Finally, I believe in the importance of reviewing material for better retainment, as repetition and reinforcement can solidify students' understanding of key concepts and improve their long-term retention of the material. By integrating these principles into my teaching approach, I aim to create an engaging and effective learning environment that empowers my students to succeed both in and outside of the classroom.
Conceptualization of Teaching
"Teaching occurs when learning takes place." - Ken Bain
In pursuit of being the most effective teacher I can be, I strive to be innovative in my teaching methods, using strategies I believe will captivate my students interests and help them retain new knowledge, as well as become critical thinkers. This involves approaching teaching as an art form and a creative process, where each students' unique learning needs and abilities are considered. To achieve this, I incorporate stories in my teaching approach to make learning more relatable and memorable for my students. I also make sure to be prepared for each lesson, with a well-structured plan and appealing visual aids to keep students engaged and motivated. Another essential aspect of my teaching philosophy is knowing my students, which allows me to create a safe and inclusive learning environment that promotes active participation and collaborative learning. By incorporating these principles into my teaching, I strive to inspire and empower my students to reach their full potential and develop lifelong skills and knowledge.
In my attempt to encourage my students to become free thinkers and improve their ability to think critically, I encourage active participation in the learning process by asking open-ended questions and providing opportunities for students to voice their opinions and perspectives. I also use problem-based learning approaches, where students are presented with real-world scenarios that require analytical and critical thinking skills to solve. One specific activity I use is “myth-busting” popular or new claims circulating social media. In today's technology-driven era, students are frequently exposed to unfounded or convoluted statements. Thus, this activity aims to encourage my students to challenge claims that they come across on social media. This approach helps them develop critical thinking skills, enabling them to evaluate the messages they encounter online and to question them appropriately. By challenging these claims, my students gain a better understanding of the importance of thoughtful analysis and how to apply it in their daily lives. Through this activity, I aim to equip my students with the tools they need to become discerning consumers of information. By incorporating these various approaches into my teaching, I aim to help my students become independent, critical thinkers who are prepared to navigate the complexities of the modern world and their field of study.
KIN 488 Internship – Fitness, Spring 2024
- Instructor. Directed internship in an area of specialization, completed in cooperation with a community agency or business, clinical, or other appropriate organization. Observation and on-the-job experience through direct participation in ongoing programs.
KIN 300 Intro to Kinesiology, Spring 2024
- Instructor. A critical analysis of socio-cultural issues of the body throughout history and an in-depth study of physical education, fitness, and sport programs and professions.
KIN 494 Scientific Principles of Strength and Conditioning, Fall 2023, Spring 2024
- Instructor. This course is designed to provide a comprehensive overview of strength and conditioning. Emphasis is placed on the exercise sciences (including anatomy, exercise physiology, and biomechanics) and nutrition, exercise technique, program design, organization, and administration, and testing and evaluation. The course is designed to prepare students for the nationally accredited CSCS certification exam.
KIN 493 Fitness Appraisal and Exercise Prescription, Spring 2024
- Instructor. A study of the application of exercise testing and prescription principles as it applies to apparently healthy and alternatively diseased populations.
KIN 303 Physiology of Exercise, Fall 2023
- Instructor. This course examines the human physiological response to exercise.
KIN 367 Exercise is Medicine, Fall 2023
- Instructor. Public health guidelines, epidemiological evidence, and biological mechanisms related to physical activity and exercise-induced enhancement of physical and mental health (e.g. obesity, cardiovascular disease, diabetes, anxiety, depression) are covered. Personal exercise and health data are collected to engage in scientific inquiry and communication.
HPE 140 Aerobic Fitness, Spring 2023
- Instructor. Designed to provide a physical fitness program that offers complete and effective conditioning. Emphasis on moving for fitness and fun.
HPE 225 Nutrition & Human Performance, Fall 2022
- Instructor. An introduction to the influence and relationship of basic nutrients to optimal healthy living as well as fitness and athletic performance.
HPE 353W Physiology of Exercise, Fall 2022
- Instructor. Emphasis on the effects of exercise on the anatomical structures and physiological functions in humans during acute and chronic physical activity.
HPE 175 Essentials of Healthy Living, Fall 2021
- Instructor. This course provides the student with instruction and experiences relative to the basic concepts of optimal health and wellness.
SERVICE & DEVELOPMENT
National Strength & Conditioning Association (NSCA), 2014 – Present
Certified Strength & Conditioning Specialist (CSCS), #000256454
Certified Personal Trainer (CPT), #000256454
National Academy of Sport Medicine (NASM), 2020 – Present
Certified Corrective Exercise Specialist (CES)
United States of America Powerlifting Association (USAPL), 2016 – Present
Club Powerlifting Coach
Postural Restoration Institute (PRI), 2020
Pelvic Restoration Course Certification
Titleist Performance Institute (TPI), 2017
Level 1, “The Body Swing Collection” Certification
Precision Nutrition, 2019 – Present
Level 1 Certification (PN1)
Brent Brookbush Institute, 2018 – Present
Human Movement Specialist (HMS)
American Red Cross, 2013 – Present
Cardiopulmonary Resuscitation (CPR) and Automated External Defibrillator (AED) Certified
Service to University of North Alabama
Service to Department of Kinesiology
UNA PhD Advisory Board, Fall 2021 – Fall 2022
Tutor for Research Methods, Fall 2021
Tutor for Intro to Statistics, Fall 2021
Student Advising, Fall 2021 – Fall 2022
Service to the College of Education & Human Sciences
Early College Days, Spring 2023
Service to the University
Body Positivity Week, Spring 2023
Service to the Community
Central High School (Muscle Shoals, AL) Student Mock Interviews, Spring 2022
Cherokee High School (Muscle Shoals, AL) Guest Speaker on Exercise Science & Health Promotion Entrepreneurship for Senior-Level "Customer Service & Sales" Classes, Fall 2022
Service to Profession
International Journal of Exercise Science
Reviewer; 2021 – Present
NSCA State Advisory Board
National Strength and Conditioning Association
Committee Member; Fall 2021 – Present
SEACSM Executive Board
Southeast American College of Sport Medicine
Student Representative; Spring 2022 – Spring 2024
The University of Alabama
Department of Kinesiology
Clinical Kinesiology Instructor
Aug. 2023 – Present
The University of North Alabama
Department of Kinesiology
Aug. 2021 – May 2023
Ladybeef Strength Co.
Jan. 2013 – Present
The Strength Guys
Sports Scientist Consultant
Sept. 2022 – Present
Research & Grants
My area of research aims to investigate the impact of resistance training on the cardiometabolic health and performance of females. The research I have completed or have in progress has examined performance and physiological responses of trained females to resistance training, including maximal strength and power adaptations, muscular endurance, and markers of cardiometabolic health. This research is important to improve our understanding of the potential benefits of resistance training for females and provide evidence-based recommendations for optimizing their health and performance in the long-term.
Parten, AL., Barker, G., O’Neal, E., & Waldman, HS. 7-week accommodating resistance training improves Wingate peak power but not muscular strength or endurance in strength-trained females. Journal of Strength and Conditioning Research. (Ahead of Print).
Waldman, HS., Parten, AL., Bryant, A., & McAllister, MJ. (2022). 4-weeks of Astaxanthin supplementation did not reduce markers of inflammation or muscle damage following an exercise-induced muscle damage protocol. The Journal of Strength & Conditioning. PDF
Parten, AL., & Herron, RL. (2022). Strength and conditioning for the roller derby athlete. Strength and Conditioning Journal 44(2), 45-51. http://doi.org/10.1519/SSC.0000000000000652 PDF
Snarr, RL., Gallagher, CG., Childers, RI., & Parten, AL. (2021). ‘Pre-workout’ supplementation: The good, the bad, and the ugly. Personal Training Quarterly, 8.2. PDF
Manuscripts in Write-Up or Progress
Parten, AL., Barker, GA., & Waldman, HS. Influence of post-activation potentiation recovery time and modality on jump performance in resistance trained females. Journal of Strength and Conditioning Research. (In-Submission).
Internal Research Funding
The effects of full body resistance training on substrate oxidation rates in resistance-trained females during different phases of the female menstrual cycle. Parten, AL. & Waldman, HS. (2023). UNA COEHS Graduate Student Research Grant. $450.00. (Awarded).
The effects of an 8-week accommodating resistant training program on markers of performance in strength-trained females. Parten, AL. & Waldman, HS. (2022). UNA COEHS Graduate Student Research Grant. $650.00. (Awarded).
- Phlebotomy trained
- Resistance training program design
- Maximal aerobic and anaerobic testing
- 1-repetition maximum testing (back squat, bench press)
- Capillary blood analysis
- Collection of resting and exercising cardiorespiratory and metabolic markers
Parten, AL. (2020, July). Sports performance: 8 reasons to train athletes. https://blog.nasm.org/sports-performance-training
Parten, AL. (2020, July). The science behind motivational self-talk and psyching up. http://thesportdigest.com/2020/07/the-science-behind-motivational-self-taking-and-psyching-oneself-up/
Parten, AL. (2020, June). Mechanisms of fatigue. http://thesportdigest.com/2020/06/mechanisms-of-fatigue/
Parten, AL. (2020, May). Evidence-based benefits of unilateral exercises. http://thesportdigest.com/2020/05/evidence-based-benefits-of-unilateral-exercises/
Parten, AL. (2020, May). Developing core stability. http://thesportdigest.com/2020/05/developing-core-stability/
Parten, AL. (2020, January). New year’s goals. http://thesportdigest.com/2020/01/new-years-goals/
Parten, AL. (2019, December). Programming past plateaus. http://thesportdigest.com/2019/12/programming-past-plateaus/
Parten AL. (2019, November). Accommodating resistance for increased raw and explosive strength. http://thesportdigest.com/2019/11/accommodating-resistance-for-increased-raw-and-explosive-strength/
Parten, AL. (2019, September). The jemison gym. Mountain Brook Magazine, p. 52-58.
Parten, AL. (2019, September). Future of fitness. Oxygen Magazine, p. 120.
Parten, AL. (2019, July). Inner workings. Oxygen Magazine, p. 17. https://www.oxygenmag.com/workouts/5-thigh-warm-up-exercises
Professional Organization Oral Presentations
Parten, AL. The performance-based mindset model. Alabama State Association for Health, Physical Education, Recreation, and Dance Spring Meeting (ASAHPERD). Birmingham, AL (November 2022).
Parten, AL. The performance-based mindset. Recovery Redefined. Birmingham, AL (June 2022).
Parten, AL., Herron, RL. Utilization of different periodization models during off-season strength and conditioning programs. Alabama State Association for Health, Physical Education, Recreation, and Dance Spring Meeting (ASAHPERD). Gulf Shores, AL (November 2020).
Parten, AL. Start once, stay forever: the process of achieving and sustaining a healthy and active lifestyle. Greystone Golf and Country Club, Birmingham, AL. (March 2020).
University Level Oral Presentations
Parten, AL. Resistance training programming. University of North Alabama, HPE 175. Florence, AL (guest lecture, Spring & Fall 2022)
Parten, AL., Waldman, HS. The effects of an 8-week accommodating resistant training program on markers of performance in strength trained females. University of North Alabama, Research & Reunion. Florence, AL (October 2021).
Parten, AL. Developing a conjugate method program. University of Alabama Birmingham, Birmingham, AL. (guest lecture, March 2020).
Parten, AL. Balancing school and health. University of Alabama Birmingham, Birmingham, AL. (guest lecture, February 2020).
Professional Organization Poster Presentations
Parten, AL., Barker, GA., O'Neal, EK., & Waldman, HS. Influence of post-activation potentiation recovery time and modality on jump performance in resistance trained females. Female Athlete Conference (FAC). Boston, MA (June 2023).
Parten, AL., Barker, GA., O'Neal, EK., & Waldman, HS. Seven-week accommodating resistance training improves wingate peak power but not muscular strength or endurance in strength trained females. Southeast American College of Sport Medicine (SEACSM) Regional Conference. Greenville, SC (February 2023).
Barker, GA., Bryant, A., Parten, AL., Grozier, C., McAllister, M., & Waldman, HS. Astaxanthin does not impact markers of muscle damage or inflammation following a muscle damage protocol. Southeast American College of Sport Medicine (SEACSM) Regional Conference. Greenville, SC (February 2023).
Bagdonas, C., Barker, GA., Parten, AL., & Waldman, HS. The effect of astaxanthin supplementation on the subjective sensation of muscle soreness in resistance-trained males. Southeast American College of Sport Medicine (SEACSM) Regional Conference. Greenville, SC (February 2023).
Lara, D., Barker, GA., Alves, V., Parten, AL., & Killen, L.G. Effects of caffeine on physical performance in division-1 female soccer players. Southeast American College of Sport Medicine (SEACSM) Regional Conference. Greenville, SC (February 2023).
Parten, AL. & Waldman, HS. The effects of an 8-week accommodating resistance training program on markers of performance in strength trained females. Southeast American College of Sport Medicine (SEACSM) Regional Conference. Greenville, SC (February 2022).
Grozier, C., Parten AL., Simpson J., Waldman H., Rendos N., Hoon K., & Harry J. Center of mass dynamics and performance of vertical hopping in females with chronic ankle instability. Southeast American College of Sport Medicine (SEACSM) Regional Conference. Greenville, SC (February 2022).