Aerobic Endurance Exercise Training Staff Cunliffe Unit 5 -Physical Preparation, Health and...
-
Upload
jasper-austin -
Category
Documents
-
view
220 -
download
0
Transcript of Aerobic Endurance Exercise Training Staff Cunliffe Unit 5 -Physical Preparation, Health and...
Aerobic Endurance Exercise Training
Staff Cunliffe
Unit 5 -Physical Preparation, Health and Lifestyle for the Public Services
Unit 6 –Fitness Testing and Training for the Uniformed Public Services
Session
3 Principles of Training
Session AIMS
Recap on collecting data from session 2
To raise student awareness of the principles of training in preparation for writing a Personal Training Plan (PTP) – Assignment 1
Objectives
By the end of this session students will be
able to:
1. List the principles of training.
2. Identify FITTA principles within the overload component of training.
3. Be able to apply principles of training in order to design Personal training plan (PTP).
Personal Training Plan• Your PTP is like an
action plan (strategy) to help you achieve your Health and Lifestyle Goals.
• Before you start you should gather information to help you tailor the programme for you or the person you are designing the plan for.
Principles of Training
For any training programme to be effective, the trainer or coach must follow a number of essential principles referred to as SPORT
Specificity
• Training Programmes must be specific to the needs of the sport and performer.
• Consider components of fitness.
• Service requirements
Task 1 - Worksheet
30 seconds to Identify ‘S’ in the principles of training and provide an example
End
Progression• In order to improve and continue to develop,
the training programme must be made progressively harder.
• Once the body adapts to stresses and loads placed upon them no further changes will occur.
• Progression must be steady yet consistent, overload is an essential element to progression and adaptation.
Task 1 - Worksheet
30 seconds to Identify ‘P’ in the principles of training and provide an example
End
Overload• In order for the body to adapt it must work harder
than normal. • The body can be overloaded by manipulating four
(five) key factors of training: F I T T A
Frequency – How often?Intensity – How hard we train?Time - Length of time spent on an activityType – Describes the type of activity Adherence – Ensuring the individual sticks to the
programme
Consider ACSM Guidelines.
ACSM Guidelines for Cardiovascular Fitness
Frequency 3-5 times per week
Intensity 55-90% MHR40%/50%-85% VO2max
Time 20-60 minutes
Type Any Activity that is rhythmical and utilises large muscle groups.
Rest Periods• An effective training programme includes rest periods. • After a period of exercise it is important to give your body time to
recover through rest. • While resting, your body has the time required to repair and heal
itself. The rest period allows muscle fibres to repair themselves and becomes stronger improving your strength. Symptoms associated with over training:
Loss of appetite Loss of muscle Lack of sleep Injuries- shin splints Increased risk of illnesses
Task 1 - Worksheet
30 seconds to Identify ‘O’ in the principles of training and provide an example
End
FrequencyTraining Frequency
– Training frequency is the number of training sessions conducted per day or per week.
– The frequency of training sessions will depend onthe interaction of exercise intensity and duration, the training status of the athlete, and the specific sport season.
Intensity
Training Intensity– Adaptations in the body are specific to the intensity
of the training session. – High-intensity aerobic exercise increases cardio-
vascular and respiratory function and allows for improved oxygen delivery to the working muscles.
– Increasing exercise intensity may also benefit skeletal muscle adaptations by affecting muscle fiber recruitment.
– Calculated using Age-predicted maximum heart rate (APMHR)
– Borg Scale/ Rate of Perceived Exertion (RPE) – Talk Test
Intensity
• Target Heart Rate Calculation– Percentage of Maximal Heart Rate Method
• Age-predicted maximum heart rate (APMHR) = 220 − age• Target heart rate (THR) = (APMHR × exercise intensity)• Do this calculation twice to determine the target heart rate
range (THRR).• APMHR x 0.55 • APMHR x 0.90
Eg. 220 – 20 = 200 200 x 0.55 = 110 200 x 0.90 = 180THRR = 110-180BPM
Table 18.2
Reprinted, by permission, from Borg, 1998. Borg RPE scale © Gunnar Borg, 1970, 1985, 1994, 1998.
Time
Exercise Time /Duration– Exercise duration is the length of time of the training
session.– The duration of a training session is often influenced by
the exercise intensity: the longer the exercise duration, the lower the exercise intensity.
Type
Exercise Type / Mode– Exercise mode is the specific activity performed by
the athlete: cycling, running, swimming, and so on.– Remember that the more specific the training
mode is to the sport, the greater the improvementin performance.
– Consider service requirements
Adherence
Exercise Adherence / Progression
- Why Carry on?– Progression and results influence adherence.– Progression of an aerobic endurance program involves
increasing the frequency, intensity, and duration.– Frequency, intensity, or duration should not increase by more
than 10% each week.– When it is not feasible to increase frequency or duration,
progression can occur with intensity manipulation.– Progression of intensity should be monitored to prevent
overtraining.
Reversibility
• Use it or lose it!
• It takes much longer to gain fitness than it does to lose it.
• If we train our muscles get bigger (hypertrophy), alternatively if we don’t our muscles get smaller (atrophy)
Task 1 - Worksheet
30 seconds to Identify ‘R’ in the principles of training and provide an example
End
Tedium
• Training must be varied to ensure the athlete/ performer maintains motivation
• If the same activity is performed frequently, training becomes repetitive and boring.
• Consider readiness to exercise.
Task 1 - Worksheet
30 seconds to Identify ‘T’ in the principles of training and provide an example
End
Check Learning Activity
In pairs identify the principles of training and organise them into an order of importance to present to the class.
End