Concurrent Training & Periodization

1. Concurrent Training& Periodization Dr. Moran EXS 558 Wednesday 11/2/05

2. Online Resource • Coaching Science Abstracts

3. Lecture Outline • Concurrent Training (Chapter 10) • Strength Training for the Endurance Athlete • Endurance Training for the Strength Athlete • Sequencing of Training • Effect on Endurance Training • Effect on Strength Training • Effect of Muscle Growth & Muscle Fiber Characteristics

4. Lecture Outline (con’t) • Periodization • General Adaptation Syndrome • Efficacy • Models • Linear • Nonlinear • Examples • Power Athlete in Team Sport • Power Athlete preparing for specific event • Endurance Athlete

5. Review Question #1 • What needs to be established before any training program can be developed and later evaluated? • GOALS: these goals short be both short and long term and should factor in the training age of the athlete and reasonable expectations for that particular training program. These goals should include specific physiological events that can be quantitatively measured (i.e. strength gain).

6. Review Question #2 • Although many studies have investigated the physiological adaptations as a result of different types of sport training, why should a coach keep a daily log of training events? • This may seem like a no-brainer but many coaches DO NOT keep a log of daily training event. Every athlete is different and will respond differently to training stimulus. It is important to keep this log to analyze after a training block whether successful or not (efficacy).

7. Review Question #3 • What are the 5 principles of training? • Specificity Principle • Overload Principle • Individuality Principle • Principle of Diminishing Returns • Principle of Reversibility

8. Review Question #4 • Explain 4 acute program variables as they relate to a resistance training program. • Choice of exercise • Number of Repetitions • Order of Exercise • Intensity of Exercise • Training Frequency • Rest Interval

9. Review Question #5 • Explain the General Adaptation Syndrome as described as Dr. Seyle. • His adaptation model consists of three phases: alarm reaction, adaptation, and exhaustion. During the alarm reaction this is an initial response with both shock and soreness followed by the period of adaptation and improvement of performance.

10. Review Question #6 • The individuality principle states that the same training stimulus may invoke a set of different physiological response in a set of athletes. Why do athletes respond differently? • Pretaining (TRAINING AGE) • Genetics • Gender

11. Review Question #7 • TRUE/FALSE • Concentration of glycolytic enzymes may remain unchanged up to 2.5 months after a training program has been discontinued.

12. Review Question #8 • Explain the difference between overreaching and overtraining? Is overreaching advantageous?

13. w Decline in physical performance with continued training w Loss in muscular strength, coordination, and maximal working capacity w General fatigue w Change in appetite and body weight loss w Sleep disturbances w Irritable, restless, excitable, anxious w Loss of motivation wLack of mental concentration Review Question #9 • What are some signs/symptoms of overtraining?

14. Concurrent TrainingIntroduction • Many sports rely on more than one energy system • Concurrent Training: training multiple energy systems simultaneously • What are the physiological ramifications? • Is it smart to resistance train while trying to maximize endurance capabilities? • MacDougal et al. (1979): ↑ muscle mass parallel ↓ mitochondrial activity • It appears counter-productive • Abstract

15. Concurrent TrainingEffect of Concurrent Training on VO2 Max • Hickson et al. (1980): examined the effect of resistance training on aerobic power and short-term endurance • Subjects: recreation college aged male athletes • Training: 5x a week resistance training • Results: 38% ↑ in lower body strength w/o any change in aerobic capacity, in fact, time to exhaustion on cycle and treadmill ↑ • How is this possible from a physiologist perspective? • Improved glycolytic enzyme capacity • NM adaptations could provide better exercise economy • A more recent example

16. Concurrent TrainingEffect of Concurrent Training on VO2 Max • Other studies on untrained subjects corroborate these findings and support that fact that resistance training does NOT impede ability to improve aerobic capacity • With trained athletes the results were similar • Studies ranged from 8-12 week in duration • No significant changes in endurance performance, lactate threshold, maximal aerobic capacity These studies show that concurrent training does not impede aerobic development

17. Concurrent TrainingEffect of Concurrent Training on VO2 Max • Figure 10.1 UT=untrained PA=physically active

18. Concurrent TrainingEffect of Concurrent Training on Maximal Strength • Research Overview: inconclusive • Group I: combining endurance and resistance training may compromise the potential for strength gains • Group II: combining endurance and resistance training does NOT compromise the potential for strength gains • Why the contrasting results? • Whether or NOT the subjects were previously trained! • Differences in training age of study participants • Differences in Acute Program Variables

19. Concurrent TrainingEffect of Concurrent Training on Maximal Strength UNTRAINED TRAINED Why the different reposnse? CHRONIC FATIGUE

20. Concurrent TrainingEffect of Concurrent Training on Maximal Strength • Number of Training Sessions • Too many training sessions (both resistance & endurance combined) may compromise strength gains • McCarthy et al. (2002): Findings indicate 3-days a week of concurrent performance of both strength and endurance training does not impair adaptations in strength, muscle hypertrophy, and neural activation induced by strength training alone. Results provide a physiological basis to support several performance studies that consistently indicate 3-days a week of concurrent training does not impair strength development over the short term. [untrained subjects] • Neuromuscular adaptations to concurrent strength and endurance training.Medicine & Science in Sports & Exercise. 34(3):511-519, March 2002.

21. Concurrent TrainingEffect of Concurrent Training on Maximal Strength • Endurance Training Before Resistance • Leveritt & Abernathy (1999) • 30 min endurance before resistance • Recreationally trained

22. Concurrent TrainingSequencing of Training Session…which session goes 1st? • Is it better to perform resistance training or endurance training first? • Only a limited # of studies have investigated • Untrained: sequence does not matter • Collins & Snow (1993) • Trained: no studies here? (possible ideas)

23. Concurrent TrainingEffect of Concurrent Training on Fiber Type Conversion • Bishop et al. (1999):endurance trained athletes performing a 12 week resistance training program in conjunction with their normal training did NOT experience any fiber type conversion or muscle hypertrophy • Was the intervention long enough? • Typically 6-8 wks after a resistance training program begins is enough time to witness muscle hypertrophy • Little is known if the program were continued over 3 months • Untrained Athletes: concurrent training did significantly ↑ the muscle fiber area of type II BUT only after 12 weeks! A strength training group only saw increases in both type I and type II after 6 weeks.

24. Concurrent training prevents type I atrophy Concurrent TrainingEffect of Concurrent Training on Fiber Hypertrophy • Kraemer et al. (1995) • Figure 10.4 • Endurance training causes atrophy because it degrades myofibrillar protein to optimze oxygen uptake (Klausen et al., 1981)

25. Concurrent TrainingEffect of Concurrent Training on Fiber Hypertrophy • Research Article #1:“Changes in Muscle Hypertrophy in Women with Periodized Resistance Training” • Kraemer et al. (2004). Medicine & Science in Sports & Exercise

26. Does NOT impede Aerobic Changes Include Resistance Training? Include Endurance Training? trained untrained Hinders Strength Gains trained untrained Probably is OK Concurrent TrainingSUMMARY Concurrent Training:“ability to maintain or improve lean muscle mass and decrease fat mass” Good for people whose goal is to Reduce body-fat % Goal: Improve Aerobic Capabilities Goal: Improve Maximal Strength

27. PeriodizationWhat is it? How started it? • Great reference book • Periodization: Theory and Methodology of Training • Tudor Bompa, PhD • Most research within the field of resistance training NOT endurance training…do the results apply to all disciplines? • 1965, Russian scientist Matveyev adapted the Selye GAS model to be used within the sport scienes

28. VOLUME INTENSITY PeriodizationThe Basic Principle • High Volume, Low Intensity  Low Volume, High Intensity PEAK FOUNDATION TRAINING

29. PHASES PREPARTORY High Volume COMPETITIVE High Intensity TRANSITION: “active rest” when both volume & intensity is reduced PeriodizationMatveyev’s Training Phases (and subphases) SUB-PHASE General: volume high/intensity low Goal: to prepare the athlete for more Intense sport-specific training later on Specific: volume reduced/intensity raised Pre-Competition: early season games Competitions that are not primary focus Main Competition: the major games or championship events Maintenance: team sports, intensity dropped to same level of specific phase

30. Adapted for Weight Training (Stone et al., 1981) PeriodizationMatveyev’s Training Phases (and subphases)

31. PeriodizationModels • Linear Model:classical approach where intensity and volume remain consistent throughout the entire subphase (mesocycle) • Nonlinear (undulating) Model:vaired approach where intensity and volume fluctuate throughout the subphase • Why might this be an effective approach? • For team sports, this approach might allow a lighter weight lifting program pre-game as a maintenance session • This approach puts an emphasis on competition DURING the training period and limits any potential overtraining that could occur • Research Article #2:“Physiological Changes with Periodized Resistance Training in Women Tennis Players” • Kraemer et al. (2003). Medicine & Science in Sports & Exercise

32. PeriodizationEfficacy • Few studies have examined the efficacy of a periodized training approach as opposed to a non-periodized • More studies focus on the manipulation of APV during a periodized training approach • Significant strength gains have been shown from both training protocols, however, it appearsthat a periodized approach elicits greater strength changes and motor-performance improvements • This is DEPENDENT on the training age of participant • Novice resistance training participants may benefit just as much from a non-periodized approach until a certain level of strength is achieved • Summary of Research Articles (Table 11.2 pg 136)

33. Prep Comp T PeriodizationGeneric Examples – Footbal Player

34. Unloading week used as transition between mesocycles. PeriodizationGeneric Examples – Track Athlete (Throws)

35. High Volume + High Intensity = greater chance of fatigue/injury PeriodizationGeneric Examples (from text) – Distance Runner 125 miles 63 miles

36. BIG SMALL Periodizationfrom Macrocycle  Microcycle • Macrocycle: large training “period” • Phase: prep, competitive, transition • USATF: proposes 4 phases • General Prep • Specific Prep • Pre-Comp • Main Comp • Mesocycle: sub-phases (typically 3-6 weeks in duration) • Microcycle: typically 1-2 weeks in duration • Session: combination of 4-6 units combined • Unit: specific element of a workout session

37. PeriodizationHow to develop your own? • Key Questions • What is the major goal of training program? • Team sport • Individual sport • One peak (monocycle) • Two peaks • Three peaks (ex. cross country, indoor, outdoor) • What is the training age/background of athlete? • How to evaluate both volume and intensity? • A linear model or a nonlinear model? • Best to work backwards

38. PeriodizationPlanning • Planning is not a novelty, and neither is it a Russian discovery as some enthusiasts proclaim. In simple forms, planning has existed since the ancient Olympic Games. Flavius Philostratus (AD 170-245) wrote several manuals on the planning and training of the Greek Olympians, most of which have been destroyed. His surviving manuals, Handbook for the Athletics Coach and Gymnasticus, teach how to train for competitions including the importance for recovery. He also mentioned the type of knowledge a coach should have: “He should be a psychiatrist with considerable knowledge in anatomy and heritage” • Boppa (1999)