New Horizons for the Methodology and Physiology of Training Periodization

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 1. Traditional Model of Periodization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190 1.1 History of Training Periodization as a Scientific Problem and Coaching Concept . . . . . . . . . . . . 191 1.1.1 Precursors of Periodization Training in Ancient Rome and Greece. . . . . . . . . . . . . . . . . . . . 191 1.1.2 Contemporary Stage of Developing Training Periodization . . . . . . . . . . . . . . . . . . . . . . . . . 191 1.2 Basic Positions of the Traditional Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 1.2.1 Generalized Concept of ‘Load-Recovery’ Interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 1.2.2 Principles of Periodized Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 1.2.3 Hierarchy of Periodized Training Cycles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 1.2.4 Variations of the Traditional Annual Cycle Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 1.3 Major Limitations of Traditional Periodization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 2. Alternative Models of Periodization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 2.1 Factors Affecting the Revision of Traditional Periodization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 2.2 Periodization Charts in Team Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 2.3 Linear and Non-Linear Periodization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 2.4 Non-Traditional Models of Training Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 2.4.1 Annual Performance Trends of Great Athletes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 2.4.2 Concentrated Unidirectional Training Plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 3. Block Periodization as an Alternative Approach to High-Performance Training . . . . . . . . . . . . . . . . . . 198 3.1 Earliest Efforts to Implement Block Periodization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 3.2 Scientific Concepts Affecting the Block-Periodized Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 3.2.1 Cumulative Training Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 3.2.2 Residual Training Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 3.3 Basic Positions of Block-Periodized Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 3.3.1 Basic Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 3.3.2 Taxonomy of Mesocycle Blocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 3.3.3 Compiling an Annual Cycle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 4. Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Abstract The theory of training was established about five decades ago when knowledge of athletes’ preparation was far from complete and the biologicalThe theory of training was established about five decades ago when knowledge of athletes’ preparation was far from complete and the biological background was based on a relatively small amount of objective research findings. At that time, traditional ‘training periodization’, a division of the entire seasonal programme into smaller periods and training units, was proposed and elucidated. Since then, international sport and sport science have experienced tremendous changes, while the traditional training REVIEW ARTICLE Sports Med 2010; 40 (3): 189-206 0112-1642/10/0003-0189/$49.95/0 a 2010 Adis Data Information BV. All rights reserved.