ACHPER (SA)

2014

Slide Set 2
Key Concept 2: The Effects of Training
and Evaluation on Physical Performance
Sub-Concept 2 Analysis of energy demands of sport and
training prescriptions

Key Concept 2: The Effects of Training and Evaluation on Physical Performance

 ACHPER (SA)
2014

Far better to put the sequence of concepts in this unit into a fashion that
allows an appreciation of how each of them relates to each other.

The diagram below highlights this.

Step 1
Developing the athlete's physical capacities requires the analysis of the
demands of the activity or sport they are undertaking.

Step 2
Apply the training principles and methods specific to fitness factors and physical
demands in the activity to identify what needs to be developed.

Step 3
As training is applied measure and monitor the fitness relevant to performance .

Step 4
The creation of the chronic adaptations in the aerobic or anaerobic systems at
rest, sub-maximal or maximal efforts.
Key Concept 2: The Effects of Training and Evaluation on Physical Performance
Text Pages 42

 ACHPER (SA)
2014

Process of improving the performance capabilities of an athlete involves

analysis of efforts during the activity they are undertaking

The table below highlights key observations in this regard:

DIFFER ENT SPO R TS & A C TIV ITIES

INV O LV E V A R IED R EQ UIR EM ENTS
In s o m e e v e n t s o r s p o rt s
e f f o r t s a r e e a s ily id e n t if ie d b e c a u s e t h e y
a r e m o r e c le a r c u t i n r e la t io n t o e n e r g y
s y s t e m s a n d f it n e s s c o m p o n e n t s
e . g - 1 0 0 m e t e r s p r in t = A n a e r o b ic , s p e e d
5 0 m e t e r s w im = A n a e r o b ic , s p e e d , p o w e r
L o n g j u m p = A n a e r o b ic , s p e e d , p o w e r .

T e a m g a m e s in v o lv e m o r e v a r i e d e f f o r t s
u s u a lly a c o m b in a t io n o f d if f e r e n t e n e r g y
s y s t e m s a n d f it n e s s c o m p o n e n t s
e . g - F o o t b a ll = A e r o b ic a n d a n a e r o b ic
e ffo rt s , s p e e d , s t re n g t h e t c .
S o c c e r = A e r o b ic a n d a n a e r o b ic e f f o r t s ,
a g ilit y e t c .

Key Concept 2: The Effects of Training and Evaluation on Physical Performance

Text Pages 42

 ACHPER (SA)
2014

Good way to do this is to look at the energy systems involved.

There are a number of ways of doing this including:

Heart Rate beats per minute.

Lactic Acid Levels produced concentration levels in mls.

Oxygen consumed during an activity in litres per minute or mls/kg/min

(maximal oxygen uptake or VO2 max).
Speed - metres per second or kilometres per hour.
Force produced - kilowatts.
These methods essentially utilise a number of indicators about the

(a) INTENSITY of EFFORT and

(b) DURATION of those efforts
Key Concept 2: The Effects of Training and Evaluation on Physical Performance
Text Pages 43

 ACHPER (SA)
2014

Table below highlights the type of data that is sought in

designing training programs:

INDICATORS of EFFORT DURING ACTIVITY or

EXERCISE

DESCRIPTION

Distance Covered

What was the total distance that each player

covers during the game? (position important)
What was the distance covered during various
efforts?

Intensity of Efforts

At what speed (intensity) does the player cover

the distance?

Repetition of Efforts

How many efforts does the player make at various

intensities? During the quarter? During the half?
During the game?

Key Concept 2: The Effects of Training and Evaluation on Physical Performance

Text Pages 43

 ACHPER (SA)
2014
Athletes Age: 30 Years Old

d 1 The Use of Heart Rate (beats per minute) Data During Activ

od requires use of heart rate data (seen in the diagram below.)

relates to the efforts of an athlete in a team game.

activities are a combination of low level efforts (submaximal) and high

or 100% efforts (maximal) highlighted on the graph below.

Key Concept 2: The Effects of Training and Evaluation on Physical Performance

Text Pages 43

 ACHPER (SA)
2014
Athletes Age: 30 Years Old

Predicting the point where the dominant energy pathways used change in dominance is
also useful.

This point is Lactate Threshold (LT) or OBLA - Onset of Blood Lactic Accumulation (in
some texts it is referred to as LIP Lactate Inflection Point) This was covered in the last
unit .

Australian researchers found that for elite athletes this point occurs

between 87 and 93% of maximal heart rate. However it can occur a

For example in the case of a 30 year old (as seen in the graph on page 3)

lot earlier based on the fitness level of the individual.

KARNOVANs FORMULA = 220 Age = Predicted Maximal Heart Rate.
= 220 30 = 190 beats per minute

Now calculate 87% of maximal heart rate.

= 87 X 190 100 = 165 beats per minute.

In the case above 87 is the percentage: 190 is maximal heart rate and 165 is the
target heart rate.

Key Concept 2: The Effects of Training and Evaluation on Physical Performance

Text Pages 44

 ACHPER (SA)
2014
Athletes Age: 30 Years Old

The interplay of the energy systems can also be observed using this method
and serves to reinforce learning in this area from the last unit.

This can be seen in the diagram below.

Key Concept 2: The Effects of Training and Evaluation on Physical Performance

Text Pages 43 - 44

 ACHPER (SA)
2014
Athletes Age: 30 Years Old.

Method 2 The Use of Lactic Acid Levels Produced

During an Activity

This method requires the use of data related to an activity.

Focuses on lactic acid production.

This can be seen in the diagram below.

The data relates to the efforts of an athlete in a fitness test of increasing

effort (seen as speed metres per second) The observations below are
important:

Page 45 in the text goes into more detail in this regards

Key Concept 2: The Effects of Training and Evaluation on Physical Performance

 ACHPER (SA)
2014

Method 2 The Use of Lactic Acid Levels Produced

During an Activity

Place an X on the graph where

14

OBLA or lactate inflection point

12

Lactic Acid Levels (mmol)

occurs during the test.

10

Answer = See Graph

Describe the pattern seen in the

data in the diagram:

Answer = Lactic acid remains

fairly constant (level) until

0.94 metres per second. It

0
0.56000000000000005

X
0.86

1.01

1.17

Speed ( metres/second)

then
quickly.
This isincreases
known as:quite
Onset
of Blood Lactic Acid Accumulation OR

Lactate Transition Point (LT) OR Lactate Inflection Point (LIP)

Key Concept 2: The Effects of Training and Evaluation on Physical Performance
Text Pages 45

 ACHPER (SA)
2014

Method 3 The Use of Game Related Efforts (speed of

movements km/h and type of movement)
The data is from a team game
involving efforts of varying
intensity.
Describe the relationship seen in
the data between low level efforts
and high level efforts.
Answer = The low level
efforts involve slower speed
movements therefore would
be aerobic or sub-maximal.
The high level efforts involve faster speed movements therefore would
be anaerobic or maximal.
The process involved in linking effort to energy systems is described on

Key Concept 2: The Effects of Training and Evaluation on Physical Performance

page 26 of the
text.
Text
Pages 45 -46

 ACHPER (SA)
2014

Other Methods Used

Maximal Oxygen Uptake (VO2 max)
The higher the oxygen consumption the
higher the level of effort needed.
The graph indicates the relationship
between heart rate and maximal oxygen
consumption which can be confusing
at times.
The Production of Power During Activity (kilowatts)
The higher the watts produced the higher the
level of effort needed. The graph indicates the
relationship between kilowatts and
carbohydrate used. The higher carbohydrate
used in relation to higher watts indicates
more anaerobic contribution.
Key Concept 2: The Effects of Training and Evaluation on Physical Performance
Text Pages 47

 ACHPER (SA)
2014

Case Study Analysis of the Energy Systems in a Team

Game

The diagram lists the efforts Displayed by 2 Players Using

During
a Team
Game
data
from the
diagram
30
Lasting 90 minutes.

identify and explain one effort

25

during the game where player

Number
20of Efforts
(Game Total)

B would require the aerobic

15

energy system to be

10

dominant.
Answer = Any effort

where the intensity is

sub-maximal for

example walking (0 7.5

Player A

Player B

km/hr) is only % of the

maximal effort which in

this case
is sprinting
This technique is excellent because the evidence to support
observations
is always
(27.6
35
km/hr)
expressed as a percentage of the maximum in the case
above
% of
maximum is
easily understood to be sub-maximal.
Key Concept 2: The Effects of Training and Evaluation on Physical Performance
Text Pages 48

 ACHPER (SA)
2014

Case Study Analysis of the Energy Systems in a Team

Game.

The diagram lists the efforts Displayed by 2 Players During

a Team
Game
Using data
from the
diagram
30
Lasting 90 minutes.

identify and explain one effort

25

during the game where

Number
20of Efforts
(Game Total)

player A would require the

anaerobic energy system to

15

be dominant.

10

Answer = Any effort where

the intensity is maximal

for example sprinting is a

100% maximal effort Player A

Player B

maximal speed (27.6 35

km/hr)
State and explain another

Answer = Anything from skills in the game to heart rate

to lactic
acid levels
method
that could
be used to
produced during the game.
measure the energy systems
Key Concept 2: The Effects of Training and Evaluation on Physical Performance
used during this game.