Neoplatonismo: íntimo diálogo «garciabaeniano»

The ability to manage the stress that accumulates as a result of training and com-petition is an important factor that underlies successful athletic performances.

Training-induced stress can be considered a summation of both physiological and psychological stressors and can be elicited by both internal and adverse external influences. Therefore it may be warranted to focus on the training effects induced by the training plan rather than the work being completed. The training plan must consider the development of fatigue, which is a by-product of training, and how to monitor or evaluate its effect on performance.

Periodization is an important tool in the management of fatigue that accumulates in response to physiological, psychological, and sociological stressors resulting from training and competition. In creating the annual plan, the coach needs to consider the effects of both training and competition on the development of fatigue and the level of stress experienced by the athlete. If structured correctly, the annual plan will manage this fatigue and reduce levels of fatigue during major competitions, when stress can be very high. Figure 6.11 shows how stress may vary across an annual train-ing plan. Note that stress does not have the same magnitude throughout the annual plan, which is a distinct advantage of periodized training.

The stress curve in figure 6.11 parallels the intensity curve in that the higher the intensity, the higher the level of stress. The shape of the stress curve also indicates that stress is lowest during the transition phase and increases throughout the pre-paratory phase. In the competitive phase of training, levels of stress will fluctuate in response to competitive stress and short periods of regeneration. During the prepara-tory phase, the magnitude of the stress curve is a result of the relationship between training volume and intensity. Although the volume or quantity of training is high, the intensity is low because it is difficult to emphasize a high amount of work and an elevated intensity simultaneously (with the exception of weightlifting).

Training intensity is a prime contributor to stress. Therefore, the coach should consider decreasing the athlete’s level of stress during the preparatory phase by emphasizing volume more than intensity. However, it is likely that the high volumes of training typically seen in the preparatory phase also produce a significant amount

Volume Intensity Stress

Competitive Preparatory

Transition Training

phase Curves of volume, intensity, andstress

Microcycles

E4492/Bompa/Periodization, 5E/333286/Fig 06.11/Tammy Page/R2-alw

Figure 6.11 stress curve for a monocycle.

annual training Plan 137

of metabolic stress (45, 46, 79) and large hormonal disturbances (36), which can result in high levels of fatigue, a form of stress.

The stress curve throughout the competitive phase undulates in accordance with competitive, developmental, and regeneration microcycles. The number and frequency of competitions during the competitive phase clearly can have a negative impact on the athlete’s level of stress. Frequent competitions can increase the athlete’s level of stress, and the coach must allow a few days of regeneration following these competi-tions. To further deal with the stress of the competitive phase, a short period (2 or 3 days) of unloading prior to the competition may be warranted.

In addition to alternating high- and low-stress activities, the athlete can use relax-ation techniques to deal with stress. The ability to tolerate stress is highly individual, and athletes who have difficulty dealing with stress may need to use motivational and relaxation techniques. The athlete’s ability to tolerate stress depends largely on the training plan. The coach must structure the training plan to include phases of regeneration that use relaxation and visualization techniques to help the athlete tolerate training and competitive stress.

The athlete’s psychological state depends largely on her physiological status (17, 69).

If the athlete is experiencing high levels of fatigue, this accumulated stress appears to negatively affect psychological status. The better physiologically prepared the athlete, the greater the likelihood that she has a positive psychological status. A periodized training program that is structured correctly will ensure superior physiological pre-paredness, psychological readiness, stress management, and mental training.

PerIodIzATIon of BIomoTor ABIlITIeS

The concept of periodization is not limited to the structure of a training plan or the type of training included in a given training phase. Periodization is a concept that applies to the development of dominant biomotor abilities for a chosen sport. Because an in-depth discussion about the periodization and development of biomotor abili-ties is provided in later chapters, the present discussion centers on topics related to the development of the annual training plan.

Some sports, mostly individual, have a loose structure of periodization, especially regarding endurance. However, in most team sports the periodization of dominant abilities allows room for improvement. In many sports, the dominant biomotor ability is power. Recognizing this, some coaches use exercises aimed specifically at develop-ing power throughout the year, from the early preparatory phase to the beginndevelop-ing of the competitive phase. This type of approach stems from a misunderstanding of periodization and the principles of specificity. Power is a function of maximal strength and speed, so it is better to develop maximal strength during the early part of the preparatory phase and then convert that strength gain into power-generating capacity in the competitive phase (figure 6.12). Several examples of periodization of dominant abilities are presented in figures 6.13 through 6.17.

PerIodIzATIon of STrengTh TrAInIng

The objectives, content, and methods of a strength training program will change throughout the phases of an annual training plan. These changes need to reflect the type of strength that a sport, event, or individual athlete requires for optimum performance (figure 6.12). These changes also depend on the phase of the annual training program and the targeted physiological adaptations for that phase.

138 139 Figure 6.12 Periodization of main biomotor abilities.

1. hIT= high-intensity training, typically interval-based training that models the sport or activity targeted by the training plan.

2. The training phases are not limited to a specific duration. rather, the focus is the sequence and the proportions between the training phases.

Figure 6.14 Monocycle periodization model for dominant abilities for figure skating.

Figure 6.13 Moncycle periodization model of strength training for gymnastics.

preparatory Specific preparatory Precompetitive Main competition Transition Strength anatomical

Dates Sept. Oct. Nov. Dec. Jan. Feb. March April May June July Aug.

Compe-titions Detroit l.a. toronto prov.

orillia nat. championships vancouver

period-ization preparatory Competition transition

general

prep. Specific prep. precomp. Main competition transition

period of

prep. Specific prep. precomp. Main competition transition

period of

endurance general end.

(run, bicycle) Specific endurance (run, skate) Specific endurance general endurance period of

139

prep. Specific prep. precomp. Main competition transition

period of

endurance anaerobic

endurance Specific endurance

(swim, apnea) Specific endurance general

endurance

Dates Nov. Dec. Jan. Feb. Mar. Apr. May June July Aug. Sept. Oct.

Compe-titions league games

period-ization preparatory Competition transition

gen. prep. Specific prep. prec. league games transition

period of

endurance Specific need Specific speed, reaction time, and agility ___________

period of

endurance Specific endurance perfect specific endurance aerobic

endurance

Dates Nov. Dec. Jan. Feb. Mar. Apr. May June July Aug. Sept. Oct.

Compe-titions Winter

champ. Summer

champ.

period-ization preparatory i Comp. i t preparatory ii Comp. ii trans.

general

prep. Specific

prep. precomp. Main.

comp. t gen.

prep. Spec. prep. precomp. Main.

comp. trans. Figure 6.15 Monocycle periodization model for dominant abilities in synchronized swimming.

Figure 6.16 Monocycle periodization model for dominant abilities for a baseball team.

Figure 6.17 Bi-cycle periodization model for dominant abilities in swimming (200 m) with winter and summer national championships.

T = transition.