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Periodization
Theory and Methodology of Training
Sixth Edition
Tudor O. Bompa, PhD
Carlo A. Buzzichelli
Library of Congress Cataloging-in-Publication Data Names: Bompa, Tudor O., author. | Buzzichelli, Carlo, 1973- author.
Title: Periodization : theory and methodology of training / Tudor O. Bompa, PhD, Carlo A. Buzzichelli.
Description: Sixth edition. | Champaign, IL : Human Kinetics, [2019] |
Includes bibliographical references and index.
Identifiers: LCCN 2017060513 (print) | LCCN 2017041811 (ebook) | ISBN 9781492544814 (ebook) | ISBN 9781492544807 (print)
Subjects: LCSH: Periodization training. | Weight training.
Classification: LCC GV546 (print) | LCC GV546 .B546 2019 (ebook) | DDC 613.7/11--dc23
LC record available at https://lccn.loc.gov/2017060513 ISBN: 978-1-4925-4480-7 (print)
Copyright © 2019 by Tudor O. Bompa and Carlo A. Buzzichelli Copyright © 2009 by Tudor O. Bompa and G. Gregory Haff Copyright © 1999 by Tudor O. Bompa
Copyright © 1994, 1994, 1983 by Kendall/Hunt Publishing Company
All rights reserved. Except for use in a review, the reproduction or utilization of this work in any form or by any electronic, mechan- ical, or other means, now known or hereafter invented, including xerography, photocopying, and recording, and in any information storage and retrieval system, is forbidden without the written permission of the publisher.
The web addresses cited in this text were current as of February 2018, unless otherwise noted.
Acquisitions Editor: Roger W. Earle Developmental Editor: Julie Marx Goodreau Managing Editor: Ann C. Gindes
Copyeditor: Jackie Walker Gibson Indexer: Nan Badgett
Permissions Manager: Martha Gullo Graphic Designer: Denise Lowry Cover Designer: Keri Evans Cover Design Associate: Susan Allen
Photographs (interior): © Human Kinetics, unless otherwise noted.
Photo Asset Manager: Laura Fitch Photo Production Manager: Jason Allen Senior Art Manager: Kelly Hendren
Illustrations: © Human Kinetics, unless otherwise noted Printer: Edwards Brothers Malloy
Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 The paper in this book is certified under a sustainable forestry program.
Human Kinetics P.O. Box 5076
Champaign, IL 61825-5076 Website: www.HumanKinetics.com
In the United States, email [email protected] or call 800-747-4457.
In Canada, email [email protected].
In the United Kingdom/Europe, email [email protected].
For information about Human Kinetics’ coverage in other areas of the world, please visit our website: www.HumanKinetics.com
E6954
iii
Preface vii
Acknowledgments ix
Part I Training Theory 1
Chapter 1 Basis for Training 3
Scope of Training 3
Objectives of Training 4
Classification of Skills 5
System of Training 6
Adaptation 8
Supercompensation Cycle and Adaptation 12
Sources of Energy 19
Summary of Major Concepts 27
Chapter 2 Principles of Training 29
Multilateral Development Versus Specialization 29
Individualization 36
Development of the Training Model 40
Load Progression 42
Sequence of the Training Load 48
Summary of Major Concepts 49
Chapter 3 Preparation for Training 51
Physical Training 51
Exercise for Physical Training 54
Technical Training 55
Tactical Training 58
Theoretical Training 68
Summary of Major Concepts 69
Contents
Contents iv
Chapter 4 Variables of Training 71
Volume 71 Intensity 73 Relationship Between Volume and Intensity 78 Frequency 84 Complexity 85
Index of Overall Demand 86
Summary of Major Concepts 86
Part II Planning and Periodization 89
Chapter 5 Periodization of Biomotor Abilities 91
Brief History of Periodization 91
Periodization Terminology 93
Applying Periodization to the Development
of Biomotor Abilities 99
Simultaneous Versus Sequential Integration
of Biomotor Abilities 101
Periodization of Strength 103
Periodization of Power, Agility, and Movement Time 106
Periodization of Speed 107
Periodization of Endurance 109
Integrated Periodization 110
Summary of Major Concepts 113
Chapter 6 Planning the Training Session 115
Importance of Planning 115
Planning Requirements 116
Types of Training Plans 119
Training Session 119
Daily Cycle of Training 132
Modeling the Training Session Plan 134
Summary of Major Concepts 136
Chapter 7 Planning the Training Cycles 137
Microcycle 137 Macrocycle 159
Summary of Major Concepts 164
Contents v
Chapter 8 Periodization of the Annual Plan 165
Annual Training Plan and Its Characteristics 165
Classifying Annual Plans 177
Chart of the Annual Training Plan 184 Criteria for Compiling an Annual Plan 192
Summary of Major Concepts 205
Chapter 9 Peaking for Competition 207
Training Conditions for Peaking 207 Peaking 208
Defining a Taper 209
Competition Phase of the Annual Plan 215
Identifying Peaking 223
Maintaining a Peak 224
Summary of Major Concepts 225
Part III Training Methods 227
Chapter 10 Strength and Power Development 229
The Relationship Between the Main Biomotor Abilities 229 Strength 231
Methods of Strength Training 238
Manipulation of Training Variables 238 Implementation of a Strength Training Program 253
Periodization of Strength 259
Summary of Major Concepts 263
Chapter 11 Endurance Training 265
Classification of Endurance 265
Factors Affecting Aerobic Endurance Performance 267 Factors Affecting Anaerobic Endurance Performance 275 Methods for Developing Endurance 276 Methods for Developing High-Intensity Endurance 284
Periodization of Endurance 294
Summary of Major Concepts 300
Contents vi
Chapter 12 Speed and Agility Training 301
Speed Training 301
Agility Training 311
Program Design 313
Periodization of Speed and Agility Training 319
Summary of Major Concepts 323
Glossary 325 References 331 Index 371
About the Authors 381
vii
Preface
The
classic text Theory and Methodology of Training by Tudor Bompa played a large role in shaping the training practices of many coaches and athletes throughout the world. This seminal text eventually became known as Periodization: Theory and Methodology of Train- ing. Since its first publication in 1983, Periodization has presented the latest research and practices related to training theory. The text has been translated into many languages and has become one of the major resources on periodization for sport scientists, coaches, and athletes throughout the world. For the sixth edition of Periodization: Theory and Methodology of Training, Bompa has teamed with Carlo Buzzichelli to cover the science and practice of the theory and methodology of training. The sixth edition offers information central to understanding the training process while providing scientific support for the principles fundamental to periodization.Organization of the Text
In the sixth edition, Bompa and Buzzichelli organize the text into the three major content areas found in the previous editions: training theory, planning and periodization, and training methods. Part I, Training Theory, contains four chapters that delve into the major concepts central to training, such as the basic concepts of the training process (chapter 1), the principles of training (chapter 2), the tactical, technical, and physical components of the training process (chapter 3), and the variables associated with developing a training plan (chapter 4). These four chapters give the coach, sport scientist, and athlete the con- cepts necessary for understanding and developing periodized training plans, which are addressed in part II.
Part II, Planning and Periodization, contains five chapters that discuss the methodological concepts that concern training planning. These chapters provide the historical context within which the concept of periodization was developed and the methodological tools for the periodization of the annual plan and biomotor abilities (chapter 5). They also cover how to conceptualize and plan training sessions (chapter 6), methods for constructing different training cycles (chapter 7), expanded discussions on the designing of the annual training plan (chapter 8), and methods for elevating performance at appropriate times (chapter 9).
Chapter 9 couples the current scientific knowledge about the interrelation between training stress and performance with practical information that will allow coaches and athletes to manipulate training to ensure optimal performance during competition.
The chapters in part III, Training Methods, discuss the development of strength and power (chapter 10), endurance (chapter 11), and speed and agility (chapter 12). In its examination of strength and power training, chapter 10 presents information on the interrelationships of force, velocity, rate of force development, and power, along with information on variables that can be manipulated in the construction of a strength training program. The chapters on endurance (chapter 11) and speed training (chapter 12) have been expanded to include the latest information on testing and developing these important sport performance char- acteristics.
Preface viii
Updates to the Sixth Edition
The sixth edition of Periodization: Theory and Methodology of Training maintains several of the components of the fifth edition, including sample annual training plans, microcycle loading structures, and charts for designing periodized training plans. New to the sixth edition of Periodization are these features:
• Discussions on the importance of the designing of a sport-specific annual plan that is specific to competition-level athletes. This helps overcome the misconception that planning and programming can use a one-size-fits-all approach.
• An expanded chapter on the integration of biomotor abilities within the training process.
• A historical contextualization of the concept of periodization of training as well as the clarification of several terms and concepts commonly used in the field of theory and methodology.
• A comprehensive, coaching-derived update on the concepts of session, microcycle, and macrocycle organization.
• An expanded chapter on the methods for developing muscular strength. This chapter discusses such concepts as the manipulation of loading variables and the conversion to specific strength, and how those concepts can be used to maximize strength gains and transfer to sport-specific performance.
• A more detailed explanation of speed and agility training, differentiating between individual and team sports.
• Expanded discussions about the development of sport-specific endurance and its individualization, again differentiating between individual and team sports. In this context different types of endurance and specific methods for testing and developing endurance are presented. The physiological bases for these methods are also presented to explain how training can affect the athlete’s physiology.
The sixth edition of Periodization: Theory and Methodology of Training builds on the tradition established in previous editions of this text and expands on the current understanding of training theory and the application of periodization.
ix
Acknowledgments
The
team at Human Kinetics did a wonderful job putting together this book, a book that is so important for everyone who wants to become comfortable with the theory of training, periodization, and planning. My sincere thanks to Roger Earle for his constant guidance and to Julie Marx Goodreau for her diligence and competent editorial work. Carlo and I are also deeply indebted to Ann Gindes for her assiduity and her deliberate work. It was an incredible journey to eliminate many errors from the original manuscript. Thanks Ann.I would also like to sincerely thank my coauthor, Carlo Buzzichelli, who made an essential contribution to the final form of this book. Grazie, Carlo.
Finally, to my readers: Once I was young and full of dreams, like so many of you. Success came to me far too early. I started to believe how great I was! But after an important fiasco, I realized that the road to success is also full of frustrations. I have learned much more from my failures than from my athletes’ victories. I owe a great deal to my habit of being well organized. Planning became my greatest preoccupation and attribute. If you want to achieve success, I highly recommend being the best planner you can be.
—Tudor Olimpius Bompa
I
want to thank Tudor Bompa for his mentorship and for giving me, once again, the chance to coauthor a book with him—especially a very important text like this one, probably the most adopted book among theory and methodology courses around the world. Mulțumesc!I want to extend my gratitude to the athletes and coaches I have worked with in the last two decades. Their contribution to my understanding of the training process as it pertains to sports is inestimable. The concept of periodization has evolved through its application in the context of a multitude of sports; reverse engineering the best practices allows us to bridge the gap between science and practice.
—Carlo A. Buzzichelli
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TRAINING THEORY
PART I
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3
1
Basis for Training
The
science of sport and the preparation of athletes is continuously evolving. This evo- lution is based largely upon an ever-expanding understanding of how the body adapts to different physical and psychological stressors. Contemporary sport scientists continue to explore the physiological and performance effects of different training interventions, recovery modalities, nutritional countermeasures, and biomechanical factors in order to increase the performance capacity of the modern athlete. As our understanding of the body’s response to different stressors has grown, contemporary training theorists, sport scientists, and coaches have been able to expand upon the most basic concept of training.Central to training theory is the idea that a structured system of training can be estab- lished that incorporates training activities that target specific physiological, psychological, and performance characteristics of individual sports and athletes. It follows that it is possi- ble to modulate the adaptive process and direct specific training outcomes. This process of modulation and direction is facilitated by an understanding of the bioenergetic functions (how the body supplies energy) required to meet the physical demands of various physical activities. The coach who understands the bioenergetics of physical activity and sport—as well as the impact of the timing of the presentation of training stimuli on the timeline for physical adaptation—will have a greater chance of developing effective training plans.
Scope of Training
Athletes prepare to achieve a specific goal through structured and focused training. The intent of training is to increase the athlete’s skills and work capacity to optimize athletic performance. Training is undertaken across a long period of time and involves many physi- ological, psychological, and sociological variables. During this time, training is progressively and individually graded. Throughout training, human physiological and psychological functions are modeled to meet demanding tasks.
Per the traditions of the ancient Olympic Games, athletes should strive to combine physical perfection with spiritual refinement and moral purity. Physical perfection signifies multilat- eral, harmonious development. The athlete acquires fine and varied skills, cultivates positive psychological qualities, and maintains good health. The athlete learns to cope with highly stressful stimuli in training and competitions. Physical excellence should evolve through an organized and well-planned training program based on practical experience and application of scientifically supported methods.
Paramount to training endeavors for novices and professionals is a realistic and achievable goal, planned according to individual abilities, psychological traits, and social environ- ments. Some athletes seek to win a competition or improve previous performance; others consider gaining a technical skill or further developing a biomotor ability. Whatever the objective, each goal needs to be as precise and measurable as possible. In any plan, short or long term, the athlete needs to set goals and determine procedures for achieving these goals before beginning training. The deadline for achieving the final goal is the date of a major competition.
Periodization 4
Objectives of Training
Training is a process by which an athlete is prepared for the highest level of performance possible (59, 107). The ability of a coach to direct the optimization of performance is achieved through the development of systematic training plans that draw upon knowledge garnered from a vast array of scientific disciplines, as shown in figure 1.1 (107).
The process of training targets the development of specific attributes correlated with the execution of various tasks (107). These specific attributes include multilateral phys- ical development, sport-specific physical development, technical skills, tactical abilities, psychological characteristics, health maintenance, injury resistance, and theoretical knowledge. The successful acquisition of these attributes is based upon utilizing means and methods that are individualized and appropriate for the athletes’ age, experience, and talent level.
• Multilateral physical development: Multilateral development, or general fitness (107) as it is also known, provides the training foundation for success in all sports. This type of development targets the improvement of the basic biomotor abilities, such as endurance, strength, speed, flexibility, and coordination. Athletes who develop a strong foundation will be able to better tolerate sport-specific training activities and ultimately have a greater potential for athletic development.
• Sport-specific physical development: Sport-specific physical development, or sport-specific fitness (107) as it is sometimes referred to, is the development of physiological or fitness characteristics that are specific to the sport. This type of training may target sev- eral specific needs of the sport such as strength, skill, endurance, speed, and flexibility (105,107). However, many sports require a blending of key aspects of performance, such as power, muscle endurance, or speed endurance.
• Technical skills: This training focuses on the development of the technical skills necessary for success in the sporting activity. The ability to perfect technical skills is based upon both multilateral and sport-specific physical development. For example, the ability to perform the iron cross in gymnastics appears to be limited by strength, one of the biomotor abilities (36). Ultimately the purpose of training that targets the develop- ment of technical skills is to perfect technique and allow for the optimization of the sport-specific skills necessary for successful athletic performance. The development of
E6954/Bompa/F01.01/578222/mh-R1
Anatomy Physiology Biomechanics Statistics Tests and
measurements
Theory and methodology of training
Sports medicine
Psychology Motor
learning Pedagogy Nutrition History Sociology
FIGURE 1.1 Auxiliary sciences.
Basis for Training 5
technique should occur under both normal and unusual conditions (e.g., weather, noise, etc.) and should always focus on perfecting the specific skills required by the sport.
• Tactical abilities: The development of tactical abilities is also of particular importance to the training process. Training in this area is designed to improve competitive strategies and is based upon studying the tactics of opponents. Specifically, this type of training is designed to develop strategies that take advantage of the technical and physical capabilities of the athlete so that the chances of success in competition are increased.
• Psychological factors: Psychological preparation is also necessary to ensure the optimi- zation of physical performance. Some authors have also called this type of training personality development training (107). Regardless of the terminology, the develop- ment of psychological characteristics such as discipline, courage, perseverance, and confidence are essential for successful athletic performance.
• Health maintenance: The overall health of the athlete should be considered very important. Proper health can be maintained by periodic medical examinations and appropriate scheduling of training, including alternating between periods of hard work and periods of regeneration or restoration. Injuries and illness require specific attention, and proper management of these occurrences is an important priority to consider during the training process.
• Injury resistance: The best way to prevent injuries is to ensure that the athlete has devel- oped the physical capacity and physiological characteristics necessary to participate in rigorous training and competition and to ensure appropriate application of training (61). The inappropriate application of training, which includes excessive loading, will increase the risk of injury. With young athletes it is crucial that multilateral physical development is targeted, as this allows for the development of biomotor abilities that will help decrease the potential for injury. Additionally, the management of fatigue appears to be of particular importance. When fatigue is high, the occurrence of inju- ries is markedly increased (101); therefore, the development of a training plan that manages fatigue should be considered to be of the utmost importance.
• Theoretical knowledge: Training should increase the athletes’ knowledge of the physio- logical and psychological basis of training, planning, nutrition, and regeneration. It is crucial that the athlete understands why certain training activities are being undertaken.
This can be accomplished through discussing the training objectives established for each aspect of the training plan or by requiring the athlete to attend seminars and conferences about training. Arming the athlete with theoretical knowledge about the training process and the sport improves the likelihood that the athlete will make good personal decisions and approach the training process with a strong focus, which will allow the coach and athlete to better set training goals.
Classification of Skills
There are many suggested methods for classifying physical activity skills. Aside from the traditional method of classifying sport activities into individual sports (track and field, gym- nastics, boxing) and team sports (soccer, football, basketball, volleyball, rugby), a widely accepted classification uses biomotor abilities as a criterion. Biomotor abilities include strength, speed, endurance, and coordination (53). While classifying sports by biomotor abilities is very useful, coaches also use other methods. One popular method is to classify sporting skills as cyclic skills, acyclic skills, or acyclic combined skills:
• Cyclic skills are used in sports such as walking, running, cross-country skiing, speedskat- ing, swimming, rowing, cycling, kayaking, and canoeing. The main characteristic of
Basis for Training 17
Depending on the modality and intensity of the exercise bout, EPOC can remain elevated for 24 to 38 h after the cessation of exercise (14, 77, 90).
• Resting energy expenditure is elevated as a result of a resistance training or endurance training bout. This elevation in energy expenditure can be expected to last 15 to 48 h, depending on the magnitude of the training bout (71, 91). Although the exact mech- anism for stimulating an elevation in resting energy expenditure is not known, some authors have suggested that increased protein synthesis (81), increased thermogen- esis from the thyroid hormones (80), and increased sympathetic nervous system activity (100) play a role in increasing the rate of energy expenditure after exercise.
• After a resistance training bout, an increased protein synthesis rate occurs (17, 81).
By 4 h postexercise the muscle protein synthesis rate is increased by 50%, and by 24 h it is elevated by 109%. The protein resynthesis rate returns to baseline by 36 h (81).
Thus, it is thought that this phase of the supercompensation cycle is the initiation of the anabolic phase.
Phase III: Duration of 36 to 72 Hours
This phase of training is marked by a rebounding or supercompensation of performance.
During this phase the following occur:
• Force-generating capacity and muscle soreness have returned to baseline by 72 h postexercise (118).
• Psychological supercompensation occurs, which can be marked by high confidence, feelings of being energized, positive thinking, and an ability to cope with frustrations and the stress of training.
• Glycogen stores are fully replenished, enabling the athlete to rebound (12).
Phase IV: Duration of 3 to 7 Days
If the athlete does not apply another stimulus at the optimal time (during the supercom- pensation phase), then involution occurs, which is a decrease in the physiological benefits obtained during the supercompensation phase. By 6 to 8 days after stretch shortening cycle (SSC) performance, the second rebound in electromyographic and maximal voluntary con- traction strength occurs (93).
Following the optimal stimuli of a training session, the recovery period, including the supercompensation phase, is approximately 24 h. Variations in the duration of the super- compensation phase depend on the type and intensity of training. For instance, following a medium-intensity aerobic endurance training session, supercompensation may occur after approximately 6 to 8 h. On the other hand, intense activity that places a high demand on the central nervous system may require more than 24 h—sometimes as much as 48 h—for supercompensation to occur.
Elite athletes who follow training programs that do not allow 24 h between training ses- sions do not experience supercompensation after every training session because they must undertake a second workout before supercompensation can occur. As suggested in figure 1.10, the improvement rate is higher when athletes participate in more frequent training sessions (50). When long intervals exist between training sessions, such as when training is performed three times per week (figure 1.10a), the athlete will experience less overall improvement than when training is undertaken more frequently (figure 1.10b) (50, 97).
When less time exists between training sessions, the coach or athlete must alternate the intensity of the training sessions, which effectively alters the energy demands of the session, as suggested in the planning of microcycles.
If the athlete is exposed to high-intensity training sessions too frequently, the body’s ability to adapt to the training stimuli will be significantly compromised and overtraining may occur (41, 44, 45). As illustrated in figure 1.11, frequent maximal-intensity stimuli can result in exhaustion or overtraining, which will lead to a decrease in performance. Research
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TRANSCRIBER’S NOTES
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2. Retained archaic, non-standard, and uncertain spellings as printed.
3. Re-indexed footnotes using numbers.
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