| Literature DB >> 25200666 |
Abstract
Many athletes, coaches, and support staff are taking an increasingly scientific approach to both designing and monitoring training programs. Appropriate load monitoring can aid in determining whether an athlete is adapting to a training program and in minimizing the risk of developing non-functional overreaching, illness, and/or injury. In order to gain an understanding of the training load and its effect on the athlete, a number of potential markers are available for use. However, very few of these markers have strong scientific evidence supporting their use, and there is yet to be a single, definitive marker described in the literature. Research has investigated a number of external load quantifying and monitoring tools, such as power output measuring devices, time-motion analysis, as well as internal load unit measures, including perception of effort, heart rate, blood lactate, and training impulse. Dissociation between external and internal load units may reveal the state of fatigue of an athlete. Other monitoring tools used by high-performance programs include heart rate recovery, neuromuscular function, biochemical/hormonal/immunological assessments, questionnaires and diaries, psychomotor speed, and sleep quality and quantity. The monitoring approach taken with athletes may depend on whether the athlete is engaging in individual or team sport activity; however, the importance of individualization of load monitoring cannot be over emphasized. Detecting meaningful changes with scientific and statistical approaches can provide confidence and certainty when implementing change. Appropriate monitoring of training load can provide important information to athletes and coaches; however, monitoring systems should be intuitive, provide efficient data analysis and interpretation, and enable efficient reporting of simple, yet scientifically valid, feedback.Entities:
Mesh:
Year: 2014 PMID: 25200666 PMCID: PMC4213373 DOI: 10.1007/s40279-014-0253-z
Source DB: PubMed Journal: Sports Med ISSN: 0112-1642 Impact factor: 11.136
Variables that can be used to monitor training load and subsequent fatigue
| Variable | Units/descriptors |
|---|---|
| Frequency | Sessions per day, week, month |
| Time | Seconds, minutes, hours |
| Intensity | Absolute, relative |
| Type | Modality, environment |
| Maximal effort | Maximum mean power, jump height |
| Repeat efforts | Number of efforts, quality of efforts |
| Training volume | Time, intensity |
| Perception of effort | RPE |
| Perception of fatigue and recovery | Questionnaires; REST-Q, VAS |
| Illness | Incidence, duration |
| Injury | Type, duration |
| Biochemistry and hormone analysis | Baseline, response to exercise |
| Technique | Movement deviations |
| Body composition | Total body weight, fat mass, fat-free mass |
| Sleep | Quality, quantity, routine |
| Psychology | Stress, anxiety, motivation |
| Sensations | Hopeful, neutral, hopeless |
REST-Q Recovery Stress Questionnaire, RPE rating of perceived exertion, VAS visual analog scale
Fig. 1The Training Stress Score™ of an elite female cyclist over a 12-month period. The blue line depicts a long-term rolling average (20 days) and indicates fitness CTL. The pink line is a 5-day rolling average and indicates fatigue ATL. Maximal mean power for specified durations are also shown, with the highest three MMPs for 5, 30 s, 1, 4, and 10 min averaged over 24 months highlighted. ATL acute training load, CTL chronic training load, MMP mean maximal power, TSS Training Stress Score™. Reproduced with permission from Nikki Butterfield
Key features of a sustainable monitoring system
| Ease of use/intuitive design |
| Efficient result reporting |
| Can be used with or without internet connection, i.e. able to be utilized effectively remotely |
| Data should be able to be translated into simple outcomes, such as effect sizes |
| The system should be flexible and adaptable for different sports and athletes |
| Identification of a meaningful change should be simple and efficient |
| Should include an assessment of cognitive function |
| Should be able to provide both individual responses and group responses |