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Periodization of training has often been described by it's western
proponents as a division of training into more manageable blocks. While
this is true, it is not
representative of what periodization really is. And as a result it is not
understood as a model and thus it's more often than not misapplied by it's
proponents and detracted by it's opponents.
While periodization (which could more or less mean divided into periods) do present
itself as a way to distribute the athlete's training into blocks of
training it is not the basis of this model. Most peoples think of
periodization as a way to cycle the training volume and intensity over the
course of a training period. While this can be a part of periodization it
is not periodization and it
isn't always a part of periodization.
When peoples think about periodization they often think about the
classic low intensity/high volume to high intensity/low volume training
routine in which one gradually increase the training load while decreasing
his training volume. This type of training could look something like this:
Week 1-2: 3 x 12 @ 70%
Week 3-4: 3 x 10 @ 75%
Week 5-6: 3 x 8 @ 80%
Week 7-8: 3 x 6 @ 85%
Week 9-10: 3 x 4 @ 90%
Week 11-12: 3 x 2 @ 95%
Week 13: 3 x 1 @ 100-105%
This is often referred to as periodization. However it is not, or
rather by itself it is not. Cycling the training intensity and volume
should be known as cyclic
training, not periodization.
Another type of training often associated with periodization is the
division of the training year into phases. Each phase serving a specific
purpose. This type of training is described by Kraemer and Fleck in
"Periodization Breakthrough" and "Serious Strength Training" by Bompa and
Cornecchia. With this type of training each training phase is different in
it's structure and objectives.
You could have an anatomical adaptation phase, and hypertrophy
phase, a limit strength phase, a power training phase etc.
This is also often referred to as
periodization. However it is not, or rather by itself it is not. Division
of the training means should be known as phase training, not
periodization.
This is not to say that cyclic training and phase training cannot
be part of a periodization model. It's just to say that periodization in
itself is not about a rigid way of training but it is rather an intervention model to be used by a
coach and athlete to:
a)
Set the athlete's objectives and goals
b)
Establish the training plan to help the athlete reach these goals
c)
Interact with the athlete to adapt the training progression
according to the ever-changing needs of the athlete.
d)
Evaluate the training in light of the goals set.
As a whole periodization could be illustrated as an interaction
between planning, evaluation and regulation (see fig. 1)
1.
Planning
The planning portion of the periodization model is the initial
step to take. During this
stage the coach talks with the athlete about what could be a suitable
terminal objective to achieve. Then the coach will establish the current
state of the athlete. From there he will modify (if needed) the terminal
goal set and design an initial progression.
Basically this step represent the "initial thinking" of the
whole training program. The goals are established (terminal goal and
intermediate goals), the athlete is evaluated and the training program is
designed.
2.
Evaluation
Evaluation requires careful note-taking.
There are many types of possible evaluations:
1.
Diagnostic evaluation (which is actually part of
the "planning" stage): This is used to evaluate what is the current state
of the athlete, what is he able to do right now and what has he done in
the past. This evaluation can be quantitative (the athlete can lift
545lbs) or qualitative (the athlete seems to be a bit tensed in the final
30m of a 100m race). This
evaluation is crucial because it constitute the base on what the initial
training plan is designed.
2.
Formative evaluation: This concerns every
evaluation that is performed during the training period. It can
either be formal (a contest simulation, a 1RM test …) or informal (casual
observation on the difficulty of the lifts performed in training,
observation of the lifting technique…). The coach/athlete should use the
results of these infos to regulate and modify his training (more on that
later on).
3.
Final
evaluation:
This is were the coach/athlete evaluate if the athlete has reached his
goals. Most of the time this final evaluation will take the form of the
competition itself. The results are evaluated and are used to plan the
following training cycle.
4.
Standardized (or normative/comparative)
evaluation:
This type of evaluation as it relates to periodization consist of
evaluating factors which are correlated with the final goal. Ex. if you
want to increase your bench press you need triceps strength, pectoral
strength and deltoid strength. These are correlated factors because an
increase in them will lead to an increase in the goal exercise (it's not
always proportional though). This type of evaluation is akin to evaluating
your weak and strong points. For example you might find that you have the
triceps strength to bench press 400lbs but your pectorals and deltoids
only have the potential to bench press 320lbs. The best way to perform
this type of evaluation is to get data from other athlete on key tests and
then establish norms: "to bench press X you must do Y on close-grip bench
press, Z on the military press, W on the JM press etc.". This type of
evaluation is mostly a part of the diagnostic evaluation, but could also
be used during the formative evaluations.
The measure simply refers to the way you collect data for the
evaluation. In powerlifting or weightlifting the measure will mostly be of
the proportional or quantitative nature (how many pounds/kilos, how many
reps, how many sets…).
However sometimes qualitative measures can be used when the
coach is evaluating the lifting technique. In this case the coach should
build a grid analysis in which the movement is divided into it's phases
and each phase of the movement is analyzed and compared to the ideal
movement pattern.
Qualitative analysis of the conventional
deadlift technique
1.
Starting position
The lifter has an arched back _____ (3pts)
The lifter has a straight back _____ (2pts)
The lifter has a rounded back _____ (0pts)
The hips are slightly higher than the knees _____ (3pts)
The hips are the height as the knees
_____ (2pts)
The hips are slightly lower than the knees _____ (1pts)
The hips are much high than the knees
_____ (0pts)
The hips are much lower than the hips
_____ (0pts)
The chest is pointing forward
_____ (3pts)
The chest is pointing slightly downward _____
(2pts)
The chest is pointing straight to the ground _____ (0pts)
The lifter is looking forward or slightly upward _____ (3pts)
The lifter is looking slightly downward
_____ (2pts)
The lifter is looking down
_____ (0pts)
The feet are the width of the hips
_____ (3pts)
The feet are the width of the shoulders _____ (2pts)
The feet are narrower than the hips
_____ (1pts)
Initial position total: _____ / 15
2.
First pull (ground to knee
cap)
The back angle is kept the same as in the starting position _____ (5pts)
The back angle is more upright than in the starting
position _____ (3pts)
The back angle is more flat than in the starting position
_____ (2pts)
The back is rounded
_____ (0pts)
The bar is kept very close to the body during the whole
pull _____ (5pts)
The bar is kept very close to the body during most of the
pull _____ (3pts)
The bar is not very close to the body (3-5cm from the shins) _____ (2pts)
The bar is far from the body (+5cm from the shins)
_____ (0pts)
The lifter lifts up and back (bar trajectory up and towards the
lifter)
_____ (5pts)
The lifter lifts up and straight (bar trajectory only up)
_____ (3pts)
The lifter lifts up and forward (bar trajectory up and away from
lifter) _____ (0pts)
First pull total: _____ / 15
3.
2nd pull and lockout
The bar is kept very close to the body during the whole
pull
_____ (5pts)
The bar is kept very close to the body during most of the
pull _____
(3pts)
The bar is not very close to the body (2-3cm from the thighs) _____ (2pts)
The bar is far from the body (+3cm from the
thighs)
_____ (0pts)
The back is kept arched and
tight during the whole pull
_____ (5pts)
The back is kept arched and
tight during most of the pull
_____ (3pts)
The back is slightly rounded
during most of the pull
_____ (1pts)
The back is rounded during the
whole pull
_____ (0pts)
The knees and lower back reach
lockout at the same time
_____ (5pts)
The knees reaches lockout
slightly before the lower back
_____ (3pts)
The knees reaches lockout
before the lower back
_____ (2pts)
The lower back reaches lockout
before the knees
_____ (0pts)
Second pull and lockout total: _____ / 15
Grand total: _____ / 45
The qualitative evaluation is
particularly useful during the diagnostic evaluation because it gives the
coach/athlete an idea of what muscles are weak, at which angles and what
are the technical flaws of the lifter that need to be corrected during the
training cycle.
3.
Regulation
Regulation of training means "to adjust the training cycle
according to the current needs and capacity of the lifter".
One of the biggest problem of misapplied periodization it it's
lack of regulation and flexibility. To be effective periodization must be
"evolving" with the athlete. The training program must be adjusted
during the cycle if there is a need to.
How does one regulate his training or the training of his
athletes? By using formative evaluation and data analysis. If the coach discover that his
athlete has developed a weakness during the first portion of the deadlift
(first pull) he should add some exercises specific to that weakness (ex.
deadlifts from an elevated platform). If the athlete has troubles with his
explosion in the power clean the coach should add exercises for the
portion etc. Similarly, if the coach founds a technical mistake, he should
change the training plan in order to correct that problem before further
progression can be accomplished.
The coach/athlete could also decide to modify his training loads
by analyzing the training journal. If progression is faster than planned,
add weight faster and vice-versa.
Regulation is the single most important feature of
periodization, it is vital to the success of the athlete. However
regulation should only be used when necessary. That's the job of the coach
to decide when regulation of training is a must, and that's why coaching
is as much an art as a science!
Conclusion
There are WAY too many "program givers" out there. Peoples who
fancy themselves as training experts just because they red a few books!
However to be an effective coach one master the "art of periodization".
The best coaches are not the gurus who make athletes conform to their
ideas, but rather the tinkers who evaluate their athletes, their
progression, their
strength and weaknesses and who adjust the training to fit the needs and
capacity of the athlete.
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