Download Chapter 11 Training Adaptations

Chapter 11
Training Adaptations
Text Sources
1.
Nelson Physical
Education VCE Units
3&4: 4th Edition –
Malpeli, Horton, Davey
and Telford 2006.
2. Live It Up 2: 2nd Edition –
Smyth, Brown, Judge,
McCallum and Pritchard
2006.
VCE Physical Education - Unit 4
Principle of Adaptation
Training Adaptations
Principle of Adaptation
Athletes train to adapt their bodies to a particular sport/activity.
Training should be;

Specific to their sport

Specific to the desired outcome as a result of adaptations.
SAID Principle
S = Specific A = Adaptation I = Imposed D = Demands
Adaptation = “a long-term physiological change in response to
training loads that allows the body to meet new demands.
Stress on the body causes adaptations.
A plateau occurs when the training load is not sufficient to
cause stress.
Adaptations can be classified as acute and chronic;
Acute – Immediate physiological response to exercise which
last the duration of the exercise session. Type of training
not important.
Chronic – Long-term adaptations to exercise.
In this chapter, we will focus on chronic changes.
VCE Physical Education - Unit 4
Anaerobic and Aerobic
Adaptations
Training Adaptations
Anaerobic Energy System
Adaptations
Anaerobic
Training the ATP-PC and lactic acid systems cause;
 Increased levels of anaerobic enzymes and fuels (See fig.
11.2 p.263)
 Increase in glycolytic capacity
 Improvements at the muscular level in both systems
Aerobic
Improvements in;
 Oxygen uptake
 Transport and utilisation of oxygen
 Fat breakdown as a fuel
 Fatty acid oxidation and respiratory ATP production
 Lactate Infection Point (See fig 11.5 and 11.6 p.265)
 Reduced carbohydrate use during sub-maximal exercise
 Increased use of blood glucose – assisting in glycogen
sparing.
 Increased capillarisation, mitochondria density and
oxidative enzymes.
VCE Physical Education - Unit 4
Checkpoints

Complete questions 1-6 page 265 of Nelson
Physical Education VCE Units 3 & 4.
VCE Physical Education - Unit 4
Cardiovascular Training
Adaptations
Training Adaptations
Cardiovascular Training
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Cardiac Hypertrophy - Heart increases (Left ventricle) in
size as a result of training. This increases the stroke
volume (SV)
Increased capillarisation - (Coronary blood supply) of the
heart – increases blood flow to the heart.
Increased stroke volume - thus reducing HR.
Lowered resting heart rate (Increase in SV causes a
decrease in HR when Q is constant – approx 5 litres)
Lower heart rate during sub-maximal workloads – Due to
increased SV.
Improved heart-rate recovery rates – Due to increased SV
Increases cardiac output at maximum workload –
Constant at rest, but Q can reach up to 30L/min in elite
athletes.
Cardiac Output = Stroke Volume x Heart Rate Q = SV x
HR
Example
Q = 5L
SV = Q/HR
Before training HR = 71bpm therefore the SV =
0.07L/beat
After training program HR=50bpm.
SV now = 0.1L/beat
VCE Physical Education - Unit 4
Cardiovascular Training
•Lower blood pressure – relieves hypertension by lowering resistance in the vessels
•Arterio-venous oxygen difference - increases as athlete is able to use oxygen from
arteries more effectively (see fig 11.13 & 11.14 p.271)
•Increased plasma, blood volume and haemoglobin levels
•Increased capillarisation of skeletal muscle
•Decreased blood cholesterol, triglycerides ad Low Density Lipoproteins (LDP). These
substances are associated with coronary heart disease.
Increased high density lipoproteins (HDL) – Ratio of HDL to LDL increases, which is
important for heart health.
Increased redistribution of blood – Training can lead to a 20% increase in blood flow to
working muscles.
VCE Physical Education - Unit 4
Coursework 11.1

Complete the data analysis task on page
267 of Nelson Physical Education VCE
Units 3 & 4.
VCE Physical Education - Unit 4
Coursework 11.2

Complete the laboratory task on page 26970 of Nelson Physical Education VCE Units
3 & 4.
VCE Physical Education - Unit 4
Respiratory Training
Adaptations
Training Adaptations
Respiratory Training
Adaptations
Decreased minute ventilation- Lungs become more efficient as a
result of training. Ventilation is therefore reduced at sub-maximal
workloads.

Increased pulmonary diffusion – oxygen is more readily extracted
from the alveoli

Increased tidal volume (Amount of air inspired and expired during
breathing)

Ventilatory musculature – Muscles responsible for breathing
require less oxygen.

Improved lung function –due to improved lung volume and
alveolar capacity surface area.

Aerobic capacity – Improves due to an increase in oxygen supply
to the working muscles.
See table 11.4 p.273
Increased VO2 max – Due to;

Increase in cardiac output,

Increase in RBC numbers,
 Increase in a-VO2 diff

Increase in muscle capillarisation

Improved oxygen extraction.

VCE Physical Education - Unit 4
Oxygen extraction: a-V02 difference
a-V02 difference = Arteriovenous oxygen
difference: “difference in oxygen
consumption when comparing that in the
arterioles to the venules, and an indirect
measure of how much oxygen muscles
are using”
 An increase in a-V02 difference results
in more blood being pumped to active
muscles (especially slow-twitch)
 Muscle fibres better at extracting and
processing oxygen as a result of
increased mitochondria numbers, more
oxidative enzymes and increased levels
of myoglobin.
 All of this is due to the oxygen demands
of the muscles
VCE Physical Education - Unit 4
12 mL/100mL
18 mL/100mL
Checkpoints

Complete questions 1-4 page 273 of Nelson
Physical Education VCE Units 3 & 4.
VCE Physical Education - Unit 4
Coursework 11.3

Complete the laboratory task on page 274
of Nelson Physical Education VCE Units 3 &
4.
VCE Physical Education - Unit 4
Muscular Training
Adaptations
Training Adaptations
Muscular Training Adaptations
Athletes need to use specific training methods to cause
muscular adaptations for their sport.
Aerobic – Trains the slow twitch (Type I) fibres.
Anaerobic – Trains fast twitch (Type II) fibres.
 Muscle fibre type and percentage that make up the
body
 Muscle fibre type can change, eg for elite endurance
athletes from 70-90%
 Genetics a big advantage to start with x amount of fibre
percentage
 You are born with x amount of fast and slow twitch
fibres. BUT you can train and gain more of one type.
 MYTH – “with training you can change from fast twitch
to slow twitch or vice versa.” IMPOSSIBLE
HOWEVER – fast twitch fibres have been known to
take on slow twitch characteristics in response to
aerobic training
VCE Physical Education - Unit 4
Aerobic (Muscular)
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Increased oxygen utilisation – Increased size and number and density of
mitochondria
Increased myoglobin stores.
Increased muscular fuel stores ie.Glycogen, fatty acids, triglycerides and
oxidative enzymes.
Increased capillary density to slow twitch fibres.
Increased use of fat at sub-maximal levels.
Increased stores and use of intramuscular triglycerides.
Increased oxidation of glucose and fats – Ability to metabolise and
extract energy has improved. The body can therefore use ‘glycogen
sparing’.
Decreased use of lactic acid system
Some muscle fibre adaptation.
VCE Physical Education - Unit 4
Anaerobic (Muscular)
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Muscular Hypertrophy – Enlargement of the fast twitch muscle
fibres
Increased muscular stores of ATP, PC, creatine and glycogen.
Increased ATP-PC splitting and resynthesis of enzymes
Increased glycolytic capacity – Enhances lactic acid systems ability
to use glycogen.
Cardiac hypertrophy – Increases contraction forces exerted by the
left ventricle in the heart.
VCE Physical Education - Unit 4
Anaerobic (Muscular)
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Increased contractile proteins in muscles.
Increased myosin ATPase – Molecule responsible for splitting ATP
into ADP
Increased muscle buffering capacity – Muscles able to tolerate
higher levels of fatiguing products
Muscle hyperplasia –Research in animals suggest that new
muscle fibres may form under stress.
Other – Increase in strength of connective tissue, number of
motor units, speed on nerve impulses and muscular contraction
speed.
VCE Physical Education - Unit 4
Adaptations
VCE Physical Education - Unit 4
Coursework 11.4

Complete the case study on page 280 of
Nelson Physical Education VCE Units 3 & 4.
VCE Physical Education - Unit 4
Adaptations are Reversible
Training Adaptations
Adaptations are Reversible
Adaptations are reduced and then
lost after stopping regular training.
See table 11.6 p.281
The reversibility principle applies
when an athlete becomes inactive.
 As a result, athletes need to
undertake a vigorous pre-season
months before the in-season
starts.
 Therefore maintenance in the offseason is required to minimise
reversing the adaptations.
VCE Physical Education - Unit 4
Checkpoints

Complete questions 1-5 page 281 of Nelson
Physical Education VCE Units 3 & 4.
VCE Physical Education - Unit 4
Test Your Knowledge

Complete the review questions 1-5 page 283
of Nelson Physical Education VCE Units 3 &
4.
VCE Physical Education - Unit 4
Peak Performance

Complete the chapter questions on page 8899 of Nelson Peak Performance Physical
Education VCE Units 3 & 4.
VCE Physical Education - Unit 4
PHYS ED Notes

Read the summarised information of pages
81-95 of PHYS ED Notes and complete the
revision questions.
VCE Physical Education - Unit 4
VCAA Questions - 2006
VCE Physical Education - Unit 4
Web Links – Chapter 11
•Australian Institute of Sport, strength and conditioning:
http://www.ais.org.au/condition/index.asp
•Exercise Physiology – The methods and mechanisms underlying performance:
http://home.hia.no/~stephens/exphys.htm
•Information about metabolic adaptations and cardiovascular physiology:
http://www.unm.edu/~lkravitz/Exercise Phys/cardiopulmonary.html
•Sports science library (Gatorade Sports Science Institute):
http://www.gssiweb.com/sportssciencecenter/topic.cfm?id=56
•Sport science (site for sports research): http://www.sportsci.org/
•PowerPoint presentation about cardiovascular adaptations from aerobic training
(Illinois Wesleyan University – USA): http://www.iwu.edu/~bkauth/330/330-9.PPT
•‘How stuff works’ – How exercise works: http://health.howstuffworks.com/sportsphysiology15.htm
•Article – Strength Training Basics:
http://www.physsportsmed.com/issues/2003/0803/kraemer.htm
•Australian Sports Commission: http://www.ausport.gov.au
•Find 30 promotion (Government of WA Department of Health): http://www.find30.com.au
•Walking School Bus promotion (UK): http://www.walkingbus.com
•Ministry of Health (New Zealand) toolkits: http://www.newhealth.govt.nz
•The 10,000 Steps Rockhampton project: http://www.10000steps.org.au/rockhampton/
•Travelsmart Australia: http://www.travelsmart.gov.au
•World Health Organisation: http://www.who.int
•Heart Foundation Australia: http://www.heartfoundation.com.au
•VicHealth (The Victorian Health Promotion Foundation): http://www.vichealth.vic.gov.au
•Be Active promotion (Government of South Australia): http://www.beactive.com.au
•Go For Your Life: http://www.goforyourlife.vic.gov.au
•Physical Activity Resources for Health Professionals – Introduction (Centre for disease control and prevention – USA):
http://www.cdc.gov/nccdphp/dnpa/physical/health_professionals/index.htm
•Health Promotion (Public Health Agency of Canada): http://www.phac-aspc.gc.ca/hp-ps/index.html
•Strategic Inter-Governmental Forum on Physical Activity and Health (SIGPAH): http://www.nphp.gov.au/workprog/sigpah/
•Healthy youth (Centre for disease control and prevention (USA): http://www.cdc.gov/HealthyYouth/
•America On The Move promotion: http://www.americaonthemove.org
•Papers from the International Journal of Behavioural Nutrition and Physical Activity: http://www.ijbnpa.org/home
•Department of health and aging (Australian government): http://www.health.gov.au/internet/wcms/publishing.nsf/content/home
•Building a healthy, active Australia (Australian government): http://www.healthyactive.gov.au
•National Public Health Partnership: http://www.nphp.gov.au
•Be Active promotion (Government of South Australia): http://www.beactive.com.au
•Sport and Recreation Australia: http://www.sport.vic.gov.au
VCE Physical Education - Unit 4