Wednesday, April 1, 2009

Understanding Gold Medal Standards

Selection – Understanding Gold Medal Standards
By Tom Landry,
Nova Scotia Rowing Association

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What is a Gold Medal Standard?
A Gold Medal Standard (GMS) is the theoretically predicted fastest possible time that a crew of a particular class can race the Olympic distance of 2000 m.

In Canada, The GMS times are developed by Rowing Canada Aviron (RCA) (often the Director of High Performance) based on gold medaling international performances. The GMS times are reflective of what RCA deems a necessary time for a crew to win a gold medal internationally (World Championships and Olympic Games). As international race times improve, GMS times change to reflect advances in training, equipment, and competitiveness. Therefore, the GMS times published by RCA are adjusted often on a four year basis to coincide with the Olympic quadrennial.

Understanding Gold Medal Standards
Currently (2008), The GMS time for a Heavyweight Men’s 8+ is 5:19. That means that if a men’s 8+ can race 2000 m in a time of 5 minutes 19 seconds they should be able to achieve a gold medal performance at the either the World Championships or the Olympic Games.

Similarly, the GMS time for a Lightweight Women’s 2X is 6:45. A lightweight women’s 2X should be able to achieve a gold medal performance internationally if they can race 2000 m in a time of 6 minutes 45 seconds. There are GMS times for every boat class that is raced in international competition. GMS times are often inferred for crews for which there is no international event (e.g. Heavyweight Women’s 4+). Junior GMS times are typically used for Masters.

Gold Medal Standard Percentages
What is most useful in the analysis of performance is not the time a crew rows the 2000 m distance but rather the percentage of Gold Medal Standard time (GMS%) achieved. For example, if a men’s 8+ rows 2000 m in 5:53 we want to know what percentage this time represents of the fastest possible GMS time of 5:19.

A time of 5:53 represents a boat velocity of 5.666 m/s as calculated by:

velocity = distance / time = 2000 m / 353 s = 5.666 m/s

Similarly, the GMS time of 5:19 represents a velocity of 6.269 m/s (the velocity associated with the GMS time is called the prognostic speed). So the GMS% achieved by the crew that rowed 2000 m in 5:53 is given by:

5.666m/s / 6.296m/s = 0.9037 = 90.37%

Why are Gold Medal Standard Percentages Useful?
Class Comparison
In the previous example a men’s 8+ rowed a 2000 distance in 5:53. Imagine now that a lightweight women’s 2X covers the same distance in a time of 6:53. Which is the higher quality crew?

The GMS% achieved by the men’s 8+ is 90.37% (as shown in the example above. The GMS time for the lightweight women’s 2X is 6:45. Following the same calculation above the lightweight women’s 2X GMS% is 98.07%. Despite the fact that the men’s 8+ was a full minute faster, the lightweight women’s 2X is the superior crew. While these crews will never race in competition the lightweight women’s 2X will compete in their event at a much higher level. Class comparison is also useful on an ongoing basis. In a weekly time trial crews can measure how they are performing on a regular basis relative to other crews regardless of class. This can be particularly encouraging for developing crews who improve their GMS% each week compared to experienced crews.

Team Selection
Every regatta represents a slightly different level of competition. Achieving a gold medal performance at World Championships is definitely more difficult than winning a gold medal at a local club regatta. GMS can be used to assess the competitiveness of a crew at any competitive stage of rowing.

Example #1: Cut Off Lines
There are 6 crews of both junior men and women that are interested competing at the Eastern Interprovincial Rowing Championships. The coach selects a distance that is reflective of the race distance at that regatta and evaluates the crews in a time trial format.

The results look like:
Crew 1 88.1%
Crew 3 87.9%
Crew 5 87.8%
Crew 2 86.9&
Crew 4 82.1%
Crew 6 79.9%

Which crews should qualify to go to the regatta? This is not an easy question to answer. First and foremost, the selection committee (or coach) must be aware of the philosophy of the team under selection.

Inclusive Philosophy: The inclusive team philosophy is one in which the selection committee (or coach) intends to send a full team to the regatta regardless of the level of competitiveness of each crew. This can be achieved by starting with Crew 1 and working down the ranking until a full team is achieved. This ensures the best and largest possible team but does not consider the team’s competitiveness.

Competitive Philosophy: If the philosophy of the team is to send only those crews that will be competitive it must first be established what GMS% is reflective of a gold medal performance at that specific regatta. Crews that are then close to this level of performance in the time trial should be considered and those that are not should be cut.

To determine the GMS% that is reflective of a gold medal performance for varying regattas coaches and selection committee members must use their expertise and discretion. Often coaches and the selection committee will base the interpretation of the results on one or two crews that are in the time trial that have previously achieved a high level of success at the regatta. For example, if Crew 3 above were a lightweight men’s 2X that were gold medalist at the same regatta a year ago, it can be inferred that a GMS% of ~88% is reflective of a gold medal performance at that level of competition. If Crew 3 cannot be used as relative performance indicator (perhaps Crew 3 has significantly improved or detrained over the year) coaches and selections committees must use subjective experience to establish what % is reflective if a gold medal performance.

Let’s continue to assume that 88% is reflective of a gold medal performance. If the philosophy of the team is to send only gold medal hopeful crews, Crews 1, 3, and 5 should strongly be considered. If the philosophy of the team is to send crews that will simply be competitive, perhaps top qualifying top 3 or making a final of 6 boats, Crews 1, 3, 5, and 2 should be considered.

You will never remove all subjectivity from team selection procedures. GMS are an excellent way to promote fairness, transparency, and to minimize subjectivity.

Example #2 Improving Your Chances
Often at regattas coaches are faced with the dilemma of two events being very close together and having the same athlete(s) in both races. At some regattas “hot seating” is possible but at higher levels of competition you must choose to focus on only one event. GMS% can be used to determine in which event you are most likely to achieve a higher level of performance.

As an example, a coach has to decide whether to race two masters women in a 2X or to include them in a masters women’s 4X. The scheduling of events at a regatta prevents them from racing both events. If the goal is to achieve the highest level of performance the coach could organize a time trial in practice and obtain a GMS% for both combinations of crews over the race distance to determine which crew is performing at the higher level of competition. If the 2X achieves a GMS% of 83.12% and the 4X achieves a GMS% of 84.91%, the coach should race the 4X at the regatta.

Interestingly the coach could also use GMS% to make the exact opposite decision. How? GMS% can be used to assess the competitiveness of a particular event at the regatta. If for example the masters women’s 4X event that the women are going to enter is extremely competitive with the top six boats finishing within 0.5% of each other year after year the coach might opt instead to enter the masters women’s 2X event for which the crew is, according to GMS%, less competitive. If the master’s women’s 2X event normally only has 3 entries with poor GMS% achieved historically, this might be a great shot at a medal.

Common Pitfalls of Using GMS
GMS% Dependence on Conditions
Gathering on water performance data, such as hosting a weekly time trial or timed pieces in practice, allows you to monitor your progress. However, unlike many sports where performance times are highly reproducible, rowing times are not. Times in rowing are significantly influenced by many factors such as wind, current, water temperature, water
depth, and water composition. These factors change from course to course, day to day, and minute to minute. Since times are highly variable so too are GMS%.

As an example, I have personally measured a change in 500 m splits on Lake Banook of 3-5 seconds from April to November as the water temperature increases. You may improve your 1000 m time by as much as 10 seconds over the season and not really be any faster. The improvements are a result of warmer water and less resistance on your hull.

As another example, coaches cannot compare crews GMS% outside of about a 3-4 minute window. If a crew races a 1000 m time trial and another crew follows immediately afterwards GMS% are comparable. However, if both crews are separated by a substantial amount of time wind conditions can significantly change making a relative comparison useless. You can certainly not compare results from crews given time data collected on different days. Unfortunately, coaches do this all the time.

Misinterpreting the Meaning Behind 1%
It is easy to confuse the significance behind the on water time differential between crews when you consider only the GMS%.

If a heavyweight men’s 1X achieves a GMS% of 94.10% and another heavyweight men’s 1X achieves a GMS% of 91.10% it might be tempting to conclude that they are relatively the same speed. After all, there is only a 3% difference in speed between scullers. But what time differential does that 3% represent. In this case, for a GMS of 6:33 for the men’s 1X, a difference of 3% is equal to a 10 second lead! That is approximately 50 m or 6 boat lengths of open water! 1% GMS is a significant amount of time.

How are Gold Medal Standards used in Nova Scotia?
GMS are used in Nova Scotia by the Nova Scotia Rowing Association (NSRA) as part of the provincial team selection document. Crews that aim to compete for the Nova Scotia Provincial Team at the Canada Summer Games, Eastern Interprovincial Rowing Championships, or the National Rowing Championships will be subject to a time trial and assessed using GMS%. As described above, a selection committee (consisting of a mediator and a representative of each club) will draw a cut off line from GMS% results that result from a time trial conducted by the Provincial Team Coach. The Provincial Team coach is normally responsible to select and nominate crews to the time trial stage but is omitted from the final selection process to promote accountability and to remove coach subjectivity. Athletes are made aware of results in a timely manner and a formal appeals procedure is in place.

Monday, March 2, 2009

Terminology and Differentiation of Training Methods

TERMINOLOGY AND DIFFERENTIATION OF TRAINING METHODS
By Dieter Steinhofer
www.athleticscoaching.ca
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In the following text, based on an abbreviated translation from Leistungssport, Germany, Vol. 26, No. 6, November 1993, the author attempts to improve communication between coaches and scientists by proposing a reconstruction of terminology to be adjusted to training principles and methods based on the required physical performance capacity. The article was originally reprinted from A Collection of European Sports Science Translations, published by the S.A. Sports Institute. Re-printed here with permission from Modern Athlete and Coach.

THE PROBLEM
Everybody interested in the science of training knows that there is a need for a dialogue between theory and practice. The frequent absence of communication between athletes, coaches and sports scientists has been the result of inaccurate terminology and sometimes even contradictions when it comes to the interpretation of training methods. The aim should therefore be to re-construct the methodical training principles, as well as training methods and their characteristics, so that they are based on the required physical capacities.

Such a differentiated new structure is necessary because literature dealing with training sciences refers all conditioning training into four or five basic methods. This allocation is no longer suitable for contemporary specialized training. The training required for all physical capacities is covered in the following basic methods:
The continuous method
The interval method
The repetition method
The competition and control method.

The aforementioned methods of endurance training were, without close examination, transferred to strength, speed, mobility etc. development. This took place even when the methods did not fit into the accepted practical evidence. At the same time the influences of certain training methods were wrongly evaluated, while others were overlooked because they simply didn’t fit into the system.

TRAINING METHODS AND THEIR LOAD COMPONENT
The ‘decisive’ factors of methodical training have multiple determinations. The decisive levels extend, among others, from the concept, the execution, the organization and the external and internal feedbacks of training to the evaluation and interpretation of it. At the same time the planned procedures to achieve the desired training effects are determined by the arrangement of the training contents and means based on the load components:
The load volume.
The load frequency.
The load intensity.
The load duration.
The load density.

These load components allow the determination of the volume, duration, intensity and recoveries for an exercise to be performed (see table 1). The load frequency refers here to daily, weekly and monthly periods and depends largely on an athlete’s training state and performance aims.

The continuous method is characterized by uninterrupted high volume loads with relatively limited load intensities. The extensive and intensive interval methods are based on a pre-planned alteration between loads and recoveries. The loads are adjusted according to the task. A high volume and medium intensity represents intensive interval training.

Decisive, next to the volume and intensity of the load, is the length of recoveries. In contrast to the repetition method, interval training proceeds from incomplete recoveries. The breaks are consciously adjusted to prevent a complete recovery in order to create fatigue.

The repetition method is also based on a pre-planned alteration of loads and recoveries. However, the aim is for complete or nearly complete recoveries between the repetitions (for example, heart rate <>


TRAINING METHODS IN PRACTICE
The division of training methods and their characteristics in the German sport science literature is certainly useful as a systematization attempt. On the other hand, it complicates concrete planning and conduction of training. Some of the following examples will verify this statement.

Endurance Training
A prerequisite for the use of a recommended load is its operational clarity. Load recommendations for the continuous method should therefore clarify their background. For example, what does “limited” or “60% to 80%” really mean? Is the load value based on the best competition performance, on maximal speed (m/s), on maximal heart rate (HR/min.), or on maximal watt performance? All these values are, according to the advice and the training aim, employable. Also the pd-values of Conconi, or lactate values, can be used in the determination of intensities. Whatever the chosen value, it will influence the other norms and together with these will have a training effect.

Interval Training
Difficulties in the determination of load norms apply more so to interval training. What do intensity recommendations mean here? Do the intensity recommendations apply to a single load or to a series of loads? How is the incomplete recovery to be interpreted? What differences apply to the determination of intensities for endurance, strength endurance or speed endurance development in interval training?

The situation is even more difficult in the determination of the load density. How is the incomplete recovery determined? The rule for medium and longer single loads in cyclic activities, that recommends a heart rate of 120 to 130/min. before a new load is applied, can only be valid for short anaerobic loads and never for strength endurance training.

The controversial statements on when the recoveries should be incomplete or complete correspond partly to the obviously confusing statements on training aims. In case interval training is supposed to achieve fatigue accumulation from incomplete recoveries, the aim of interval training should be regarded as the development of resistance to fatigue to improve endurance performance capacity.

Several sport scientists (example, Martin 1997, Letzelter 1978, Weiweck 1983, Letzelter 1986, Martin et al 1991), leaning on the theories of Scholich (1965) and Harre (1968), allocate interval training to the role of the development of speed, power, speed strength and explosive strength. However, a closer look at interval training defined as a method with incomplete recoveries in between single loads, reveals that the recoveries in capacities are in practice rather complete. Letzelter (1978) recommends in his “Intensive interval methods III” 3 to 50 minutes recoveries in the development of explosive strength. Obviously this crosses the border of the repetition method.

The border between interval training and continuous training in the development of endurance is also hard to define. This applies to the duration of the load in interval training. Several authors refer here to short, medium and long interval training, corresponding to 15 seconds to 2 minutes, 2 to 8 minutes and 8 to 15 minutes respectively. The type of stimulus in interval training, based on systematical alterations between work and recovery, is overlooked.

Repetition Training
The main problems in converting the information from the literature on load components for practical application occur in the repetition method. Firstly, it is assumed that this method, based on complete or nearly complete recoveries, has the function of avoiding an accumulation of fatigue, or at least delay it as long as possible. This makes it possible to achieve the training aims requiring high loads (for example, the development of speed, explosive strength, reactive strength, technique). Intensive loads can be repeated frequently after full recoveries. The duration of a full recovery cannot be presented in a time unit, because the recovery interval depends upon the previous load. A full recovery after a highly intensive load of a few seconds can be very short (1 to 2 min.), while a maximal load of 3 min. requires a lot longer for complete recovery (15 to 30 min.).

Information on recovery in time units is therefore not useful in practice. Even more confusing in the repetition method are the given intensity ranges (90 to 100%), sub-maximal, maximal. Whilst high intensities are certainly sensible and necessary for many training means, they can only be repeated after a sufficient recovery interval.

Furthermore, loads of considerably lower intensity in higher volumes also have a place in the repetition method (hypertrophy. coordination). For example, load intensities in hypertrophy training can, according to the aim, range from 50 to 80% in employment of a high number of repetitions and full recoveries between the sets.

In Summary: All training exercises performed with alternating loads and complete recoveries correspond to the principles of the repetition method. Extremely high intensities, sometimes regarded as belonging to this method, are unrealistic for certain tasks and therefore not practical. Intensive training exercises are not as decisive in the repetition method as complete recovery intervals in the prevention of fatigue accumulation.

ALTERNATE STRUCTURAL TENDENCIES
Recent sport science literature questions the here criticized traditional division and characteristics of training methods. Trends towards a different approach can already be found in Weineck’s work (1983) on training methods for the development of endurance, strength and speed. Martin (1991) writes: “The attempted simplification of the training doctrine that divides all methods into the continuous, interval, repetition, competition and control principles cannot be accepted, in view of the known practical possibilities and the number of components that make up a method.” We recommend as a possible solution to arrange training methods based only on their conditioning or coordinative foundation. Grosser et al have chosen a similar arrangement (table 2). Both of the above outlined proposals of structural changes are not convincing for the following reasons:
-The terminology for the different methods is presented at the same comprehension level. The methodical principles (for example, interval and repetition methods) are mixed with concrete methodical measures (for example, strength endurance method, speed-strength method).

-The arrangement of the methods is questionable (for example, the repetition method as a substructure of the interval method).
-The objective is not always correct (for example, the use of intensive interval training for the development of speed).
-The terminology sometimes differs considerably for identifiable methods and is therefore misleading for practical application.

MODIFIED STRUCTURAL CONCEPT
It appears that, because training methods according to their task — development of strength, speed-strength or endurance, have different objectives, it is hardly sensible to arrange the methods based on their typical load components. The repetition method in strength training, for example, has a completely different objective than in endurance training and the load characteristics differ accordingly. From this it appears valid to proceed so that the methodical measures are orientated to practical objectives that are mostly of a complex nature.

The systematic arrangement of training methods in tables 3, 4, 5 can by no means cover the complex training procedures, although it provides an oversight of a large number of combinations and variations. Combined training procedures, mixed formats and modifications occur and become increasingly more important in high performance training. Consequently, the training methods summed up in the table represent only a selection for different training objectives.

The following are some explanatory remarks to the material presented in tables 3,4,5:
The use of the term interval principle can be justified only when we are dealing with endurance, including such complex capacities as strength endurance and speed endurance.
The aim is to accumulate fatigue from incomplete recoveries so that the accumulation does not force the reduction of the load volume.
The temporal classification of short, medium and long intervals loads are used with practical training application in mind. The longer the single interval loads, the less valid becomes the term interval because the training effect will be changed.
The concept of strength endurance is based closely on the definition of Buhrie (1985) and Martin et al. (1991) as the capacity to apply strength impulses in a certain time unit without a reduction of the impulse level. We are dealing with resistance to fatigue at an intensity level of 30% below the maximal. This level and duration of the load corresponds predominantly to the anaerobic lactacid energy supply. Longer and lower strength loads (less than 30% below the maximal) change training into endurance loads under increasing aerobic energy supply and can’t be regarded as strength endurance.
Speed endurance is defined as the capacity to keep speed losses minimal in short speed performances of less than 2 min. at maximal or sub-maximal intensity. Grosser (1991) separates 8 to 12 sec. speed performances (submaximal). Martin et al. defines up to 30 sec. maximal intensity performances as sprint endurance and up to 120 sec. sub-maximal intensity performances as speed endurance. We have for practical reasons, eliminated this division.
Decisive in speed endurance and its sub-classifications is the fact that we are dealing with frequency and high intensity endurance performances where the exact limiting factors are not unequivocally explained.
The repetition principle is suitable for several different conditioning training effects. However, it is assumed that the intensity in repetition training is not based exclusively on high and highest possible loads.

Physiological Training Principles are Often Inaccurate

PHYSIOLOGICAL TRAINING PRINCIPLES ARE OFTEN INACCURATE
Reviewed by Brent Rushall -Coaching Science Abstracts
From Noakes, T. D. (2000). Physiological models to understand exercise fatigue and the adaptations that predict or enhance athletic performance. Scandinavian Journal of Medicine and Science in Sports, 10, 123-145.
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This review article critically evaluates several physiological models (i.e., explanations) that are supposed to account for exercise responses and improvements. Such models are variously used as the theoretical bases for structuring training programs for athletes. A central theme of the review is that contemporary physiology looks at explanations for responding rather than the accurate prediction of performance improvements. The former is relatively secure from critical evaluation whereas the latter is difficult to research and has an inherent possibility of failure.
A second suggestion is that contemporary physiologists have forgotten the history of the discipline. Many informative, substantive, and valuable principles of exercise response were discovered in the first part of the twentieth century but have gradually have fallen out of the common literature. That omission is one of the reasons that contribute to modern theories of exercise physiology being incomplete and inaccurate.

Research Weaknesses
The accurate measurement of exercise responses in the field has been subverted by laboratory testing. The author offers three reasons why this has occurred.

The variables influencing human performance are not easily controlled. A field setting exacerbates that difficulty. This has led to the situation where laboratory measurements are used to infer performance characteristics in the field (e.g., a change in VO2max is used to infer the likelihood of an endurance performance change).

There is a dearth of tools to measure accurately human performance in the laboratory. If sports performance cannot be measured frequently with a high degree of precision in the laboratory, then training-induced changes in sports performance are not quantifiable. Direct, accurate testing is rarely possible. Consequently, physiological surrogates (e.g., VO2peak, VO2) are used to predict changes in performance.

". . . most training studies . . . have measured the physiological and biochemical responses of the human to training and have paid less attention (i) to the extent to which human exercise performance is altered by different training programs and (ii) to the specific physiological adaptations which explain training induced changes in athletic performance." (p. 124)
An important weakness in current exercise physiology is a lack of certain knowledge of the precise factors that determine fatigue and hence, limit performance in different types of exercise under a range of environmental conditions. This is largely due to researchers and teachers advocating only one specific incomplete model of exercise physiology that does not explain performance under all conditions.

The review contemplates five exercise physiology models used popularly to explain and guide physical conditioning programs.

1. The Cardiovascular/anaerobic Model
In maximal exercise, this model holds that endurance performance is determined by the capacity of the heart to pump large volumes of blood and oxygen to muscles. That facilitates muscles achieving higher work rates ("cardiovascular fitness") before outstripping the available oxygen supply ("anaerobiosis"). The capacity of the muscles to use fat as fuel ("aerobic lipolysis") is also increased. This is currently the most popular model for guiding the structure of training programs.

An increase in coronary blood flow that is inherent in this model is largely overlooked. However, the pumping capacity of the heart is restricted and limits oxygen utilization. Since that is so, the heart itself will be the first organ affected by the postulated oxygen deficiency. A. V. Hill's pioneering work has been incorrectly interpreted and an error perpetuated. Hill's actual interpretation of the fatigue that develops during maximal exercise was:

"Certain it is that the capacity of the body for muscular exercise depends largely, if not mainly, on the capacity and output of the heart. It would obviously be very dangerous for the organ to be able, as the skeletal muscle is able, to exhaust itself very completely and rapidly, to take exercise far in excess of its capacity for recovery . . . When the oxygen supply becomes inadequate, it is probable that the heart rapidly beings to diminish its output, so avoiding exhaustion . . . " (Hill et al., 1924)

The heart is a muscle that is subject to the same functional constraints as skeletal muscle -- it needs oxygen to operate. The cardiovascular/anaerobic model ignores the role of the heart and assumes that all muscles fatigue at the same rate, both heart and skeletal. There must be some form of a central "governor" that stops the heart from reaching dangerous levels of fatigue. No such mechanism has been discovered because no one has looked for it.

Peak blood lactate, maximum heart rate, and cardiac output all fall with increases in altitude. At altitude, exercise terminates when exercising muscles are contracting in fully aerobic conditions. Thus, this model is unsatisfactory when it proposes the delivery of an adequate oxygen supply to exercising muscles is the cardinal priority during exercise. Some unexplained mechanism must exist that prevents the heart from becoming anaerobic during maximal exercise at any altitude. Neither skeletal nor cardiac muscles show any evidence for anaerobic metabolism at altitude.

The model is inconsistent when submaximal work is compared to maximal work. Similar function in maximal work must also exist in submaximal work, but at the lesser level, oxygen transport cannot be limiting. For example, a superior capacity for oxygen consumption during maximum exercise does not explain the manifest superiority of Kenyan runners during more prolonged submaximal exercise. Black runners have been shown to run substantially faster at all distances beyond 5 km despite VO2max values that are similar to middle-distance runners. What they did exhibit was a capability to sustain a substantially higher proportion of their VO2max when racing. They have superior fatigue resistance rather than aerobic capacity [%VO2max is a valid measure of fatigue resistance.] A VO2max test does not measure all the physiological variables determining success during more prolonged exercise.

"In summary, there are serious theoretical flaws in the proposed cardiovascular/anaerobic mode of exercise physiology and athletic performance, . . . not least because the model predicts that a "plateau" in cardiac output must develop before skeletal muscle anaerobiosis can begin to occur. But any "plateau" in cardiac output requires that myocardial ischaemia be present either to cause that plateau (according to the theory that anaerobiosis limits muscle function) or as a result of it, as the cardiac output determines both coronary and skeletal muscle blood flow. As myocardial ischaemia has never been shown to develop during maximal exercise in healthy humans, so it would seem unlikely that skeletal muscle anaerobiosis can develop during progressive exercise to exhaustion . . . Rather, it would seem that "fatigue" during maximal exercise of short duration is part of a regulated neural process that prevents the development of myocardial ischaemia during maximal exercise." (p. 132)

Implications. Skeletal muscles do not develop anaerobiosis and form the effect that limits exercise. Some governor that protects the human from destructive fatigue level appears to exist. The functioning of the heart seems to be the important factor in any maximum exercise, and should be the emphasis of training programs.

2. The Energy Supply/Energy Depletion Model
This energy supply model predicts that performance in events of different duration is determined by the capacity to produce energy (ATP) by the separate metabolic pathways including the phosphagens, oxygen-independent glycolysis, aerobic glycolysis, and aerobic lipolysis. Superior performance is explained by a greater capacity to generate ATP in the specific metabolic pathways associated with an activity. For example, a common explanation is that a sprinter has a greater capacity to generate ATP from intramuscular phosphagen stores and oxygen-independent glycolysis, as opposed to a marathon runner who has a superior capacity to oxidize fat (aerobic lipolysis). Its basic tenet is that exercise must cease when ATP depletion occurs.

The status of this model's hypotheses is uncertain, as insufficient substantive research has been conducted. To validate this model's reasoning, the following have to be demonstrated.
The different metabolic pathway capacities need to be causally related to different events.
Specific metabolic pathways adapt specifically to different forms of training.
Adaptations alone explain different performances that result from training exercises of different duration.

Research has shown the following, each of which contradicts the implications of this model.
ATP concentrations in "exhausted" muscles rarely drop below 60% of resting values.
High-energy phosphates do not participate in fatigue, but other factors reduce the use rate of ATP before ATP becomes limiting.

There is a wide range of muscle pH concentrations reached at exhaustion (uniform acidosis is not exhibited across muscles).

ATP demand by contracting muscles never exceeds the maximum rate of ATP supply.
Muscle recovery is related to recovery of muscle phosphocreatine concentrations and unrelated to muscle pH concentrations.

Some peripheral governor needs to exist to account for these observations because acidosis does not play a direct role in fatigue in maximal exercise. Exercise terminates for reasons other than muscular lactacidosis.

Implication. Exercise is not limited by muscles achieving any critical level of acidosis although the availability of intramuscular phosphagen stores is. The contribution of neural factors that intervene with maximum peripheral muscular exercise has to be considered.

The energy depletion model is specific to exercises lasting longer than two hours. It holds that depletion of endogenous carbohydrate (CHO) stores limits the ability to perform long term exercise.

Much research to support this model has been conducted with inadequate or absent controls. Recently, better experimental designs have been used and placebo effects, as well as less consistent results, have been recorded. Additionally, the phenomenon of CHO-loading is not as evident in women as it is in men (it is hard to grasp why there would be a gender difference in biochemical function).

It is virtually impossible to prove conclusively that muscle glycogen depletion alone limits prolonged exercise performance because so many other factors occur concurrently. To support this model, future research has to show that neural factors are not involved (they seem to be involved in the previous two models).

It is unclear how an inability to produce ATP at sufficiently high rates from one fuel source can explain this form of fatigue, given that ATP concentrations in muscles remain high in all forms of exhaustion.

Further contradictory studies have shown that individuals ceased performing in the fourth hour of exercise when their muscle glycogen concentrations were the same as they were at the end of the first hour of exercising.

Huge increases in muscle glycogen concentrations at the start of exercise only have a minimal impact on performance improvement in some subjects.

It has not been shown that training improves endurance performance exclusively by increasing body carbohydrate stores and by delaying the onset of carbohydrate depletion.
Very prolonged exercises (e.g., Ironman triathlons, 100-mile races) oxidize amounts of CHO in volumes that far exceed those existing in the body, without much detriment to performance in their later stages.

The human body is limited in its capacity to store CHO. High rates of CHO oxidation are required to sustain high rates of energy expenditure. Studies of very prolonged exercise show that rates of CHO oxidation remain high in athletes who ingest appropriate CHO during exercise. Because both muscle and liver glycogen depletion occur in fatigue, it is commonly assumed there is a direct causal relationship between muscle glycogen depletion and the development of fatigue in prolonged exercise. However, the relationship might not be causal under all circumstances. There is a logical impasse because any energy depletion model predicts that exercise must terminate when muscle ATP depletion occurs (leading to muscle rigor). Other factors must be involved in causing fatigue in prolonged exercise.

A popular explanation for "sparing" CHO is that with training, the ability to oxidize fats improves and this extends and improves performance without requiring higher CHO utilization. However, that explanation is still inadequate because ultimately it proposes that ATP depletion limits exercise, something that does not occur. This model is too simple to explain the physiology of prolonged exercise.

Implication. The CHO-depletion model does not adequately explain the response to prolonged exercise because at the end of the metabolic chain, ATP is not depleted. Some other reason has to exist for exercising to cease.

This and the previous model "are based on the assumption that it is either the delivery of substrate either in blood (oxygen) or via the glycolytic and oxidative pathways (ATP) that limits exercise performance. The steps of (il)logic that have influenced these assumptions have been described . . . It remains difficult to prove whether or no either of these models is correct. Yet both continue to dominate, perhaps subconsciously, research and teaching in the exercise sciences, often to the exclusion of competing possibilities." (p. 137)

3. The Muscle Recruitment (Central Fatigue)/Muscle Power Model
The fourth model has two parts that imply it is not the rate of supply of substrate (oxygen or fuel) to muscle that limits performance, but rather the processes involved in skeletal muscle recruitment, excitation, and contraction. The concept of central neural fatigue is invoked.
For the muscle recruitment model, the evidence is sufficiently persuasive to believe that central nervous system fatigue contributes to diminished performance in prolonged exercise, at altitude, and in the heat. In no study observing this phenomenon, is there evidence of anaerobiosis or energy depletion. This model also proposes there is a progressive peripheral fatigue for which the central nervous system makes an appropriate adjustment.

The central neural model does not specify important physiological mechanisms to account for fatigue.


Professor Noakes has argued elsewhere that a reduced central activation of exercising muscles is a protective mechanism. It prevents the following states.
-Myocardial ischaemia.
-Muscle ATP depletion.
-Myocardial ischaemia or cerebral hypoxia at altitude.
-A fall in blood pressure.
-Heatstroke.
-Glucopaenic brain damage during states of hypoglycaemia.


The muscle power model proposes that muscle contractile capacity, the ability to generate force, is not the same in the muscles of all humans. Superior athletes have a superior capacity to generate force. Very little has been researched on this alternative. David Costill reported that endurance training reduces skeletal muscle contractility, which shows that muscle contractility is not an immutable characteristic of the different muscle fiber types.

"In summary, these two sub-models . . . predict that changes in exercise performance may result from increased skeletal muscle recruitment resulting from enhanced central neural drive, or from increased muscle contractile function resulting from biochemical adaptations in muscle that increase either force production or rate of sarcomere shortening, or both." (p. 139)
Implication. Performance increases resulting from this model would only occur within the limits of cardiovascular function within the specific activity.

4. The Biomechanical Model
Performance prediction is based on the greater the muscle's capacity to act as a spring, the less torque it must produce and hence, the more efficient it is. An improvement in performance stems from an increase in elastic muscle efficiency. That efficiency results from slowing the:
-Rate of accumulation of metabolites that cause fatigue, and
-The rate of rise in body temperature.

Reaching a core temperature that prevents continuing exercise is delayed.
This model is in direct contrast to the cardiovascular/anaerobic model, which predicts that superior performance during prolonged exercise results from an increased oxygen delivery to muscle and an increased rate of energy, resulting in increased heat production. A more logical assumption would be to reduce the rate of oxygen consumption and heat production by increasing the economy of movement.

Two factors that reduce heat production are small size and superior running economy. The more economical the athlete, the faster he/she will be able to run before reaching a limiting body temperature. Most training studies show that improvements in running/movement economy result from practice. Thus, being more economical, rather than having a higher VO2max, appears to be a more logical approach for explaining enhanced endurance performance.

A second component of this model stems from observations that repeated high velocity, short duration eccentric muscle contractions, as occur during running, induce a specific form of fatigue that lasts for a considerable time after cessation of the fatiguing activity. Characteristics of that fatigue are reduced contractile capacity, reduced tolerance for muscle stretch, and a delayed transfer from muscle stretch to muscle shortening in the stretch-shortening cycle. These result in the duration of a movement cycle being extended. Since these abnormalities last for several days they cannot be explained by oxygen or substrate delivery models.

In summary, the biomechanical model predicts that superior performance, especially in a weight-bearing activity like running, may be influenced by the capacity of the muscles to act as elastic energy return systems.

Implication. This model will demand that recovery be given as much emphasis as overload in training so that muscle function is preserved as long as possible, thereby facilitating the greatest volume of effective training.

5. The Psychological/motivational Model
Any demonstration of an ergogenic effect of any placebo intervention on exercise would prove this model contributes, at least in part, to athletic performance. In the field of physiology, this model is rarely considered. It does have some credibility in sport psychology, as well as emerging support from CHO-loading studies that are beginning to show a placebo effect.
Implication. The structure and content of an athlete's thinking could have an effect on the quality of performance.

Conclusions
". . . until the factors determining both fatigue and athletic performance are established definitely, it remains difficult to define which training adaptations are the most important for enhancing athletic performance, or how training should be structured to maximize those adaptations." (p. 141)

Many findings are incompatible with the predictions of these models. The traditional tenets of physiology should be challenged until universal predictive validity is established.

New interpretations of training structures and content are warranted. The limited reasons and implications from the restrictive models described in this review will not result in the best form of training. The following are implied [training adaptations are considered to be responses that will transfer to competitive performances].

The use of laboratory measurements, which are only partially related to laboratory performance, are useless for predicting competitive performances.

Training programs based on oxygen and substrate supply theories, are likely to result in incorrect stimulation and will not yield maximal fitness adaptation for a specific sport.

Training that emphasizes the reaction of muscles in the replicated activities of the sport is likely to produce beneficial fitness adaptation. [It should be noted that training with auxiliary activities, such as weight training, will not produce adaptations that generalize to competitive performances.]

The physiological responses to complicated sporting activities are likely to be caused by a complicated set of physiological processes. Limiting training "theory" to one incomplete physiological model will not result in maximal fitness adaptation for a specific sport.

It is likely that training programs developed by incorporating principles from psychology, biomechanics, and physiology will stimulate the best training adaptations for a particular sport.

Wednesday, February 4, 2009

Cycling Your Periodization Plan

Cycling Your Periodization Plan
By Michael H. Stone and Meg Stone (East Tennessee State) and William A. Sands (United States Olympic Committee)
From Olympic Coach Winter 2008
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The “principle of the cyclic arrangement of load demands” consists of two concepts working simultaneously: 1) cycling and 2) stages (Harre 1982, p. 78). Cycles of training are organized so that work is punctuated with rest and so that athletes progress through a program that systematically varies the training tasks and load

The overall cycle that each athlete goes through consists of repeating three stages: a) acquisition of athletic form b) stabilization of athletic form c) temporary loss of athletic form (Harre 1982). Practical experience has shown that athletes do not continue to improve in a progressive linear manner. Athletes require work periods that cause fatigue, and then these work periods are followed by rest and adaptation.

Training load is cycled by increasing load demands followed by decreasing demands. The second concept, stages, is again based on practical experience. Athletes simply cannot work on all of the demands of training and competition at the same time. The demands are too numerous, and available time is too limited. Taken together, these two concepts are united under the modern training approach called periodization.

The concept of periodization has been around at least since the 1920s (Nilsson 1987), and there are at least a dozen models of periodization. Caution should be exercised in their use due to the tendency to infer too much from individual models (Francis and Patterson 1992; Siff 1996a, 1996b; Siff and Verkhoshansky 1993; Verkhoshansky, U. 1981; Verkhoshansky 1977, 1985; Viru 1988, 1990, 1995). Further, most of the models have been tested only cursorily, if at all. Table 1.1 presents a list of several models.


Planning with Periodization

The most common method of developing a periodization plan is to divide a competitive season into three levels of cycles: a)macrocycles—several months in duration up to a year or slightly more: b) mesocycles--- from approximately two to approximately eight weeks in duration; and c) microcycles—usually seven to fourteen days in duration.

The three levels of training organization permit a “divide and conquer” approach to the assignment of training tasks in a definite pattern for a definite period. Unfortunately, various authors have taken considerable liberty in using terms to describe varying durations, contents, and objectives of training within this context. The three levels of training duration are placed within an overall structure of the training year that consists of a preparatory period, a competitive period, and a transition or rest period.
An athlete requires approximately 22 to 25 weeks to reach peak performance (Verkhoshansky 1985) before a type of fatigue or exhaustion occurs that is poorly understood (Poliquin 1991). Experience has shown that performance generally declines within these times constraints, but the mechanisms of the decline are unknown.
This idea of a limited time for adaptation leads to the concept of multiple periodization, which simply means that the training year is usually divided into two, rarely more, phases consisting of preparatory, competitive and transition periods (Bompa 1990a, 1990b, 1993; Siff and Verkhoshansky 1993; Verkhoshansky 1985). Perhaps unfortunately, many modern training programs force athletes to attempt to peak too often.

Description of the Periods

The preparatory period is usually divided into general and specific phases. The general preparatory phase is used for broad or multilateral training (Bompa, 1990b). The training tasks are aimed at improving the athlete’s overall strength, flexibility, stamina, coordination, and so forth.
The specific preparatory phase more closely resembles the sport and sport-specific tasks. Training during the specific preparatory phase are aimed at improving sport-specific tasks and fitness such as jumping, flexibility and strength in extreme ranges of motion and applying any newly acquired fitness to solving specific sport tasks.The preparatory period should be relatively longer for inexperienced athletes in order to allow for sufficient development of basic fitness.

However, in elite athletes the preparatory period may be relatively short due to frequent competitions and the necessity of elite athletes to remain close to top condition throughout the training year (Francis and Patterson 1992; Siff 1996b; Siff and Verkhoshansky 1993; Zatsiorsky 1995).
The competitive period involves the majority of competitions during the particular season or macrocycle. The fitness of the athlete should be relatively stable during this period, and training focuses on maximizing and stabilizing performance. The preparatory period is linked to the competitive period in that a well-executed preparatory period, with sufficient duration to achieve a high level of fitness at a reasonable pace, allows the athlete to demonstrate more stable performances during the competitive period ( Harre 1982; Siff and Verkhoshansky 1993;Verkhoshansky 1985).
The idea of performance stability is particularly important for athletes in resistance training, and may differ somewhat from sport to sport. For example, the tactical approach of a pole vaulter is quite different from that of a diver. The pole vaulter may often face performances that he or she has never equaled. This is seen in personal-best records. The pole vaulter may try previously unachieved heights in many competitions throughout a season. The diver should face this type of scenario only in the protected environment of training. The diver must perform what he or she has performed (i.e. dives) hundreds or thousands of times before, but must perform dives precisely in the decisive moment of competition. No byes or failed attempts are allowed in diving. Therefore, the diver seeks to stabilize performance at a level that is consistent with his or her skills, while the pole vaulter must assault and achieve new levels of performance during a competition and can use more than one attempt.
The transition or rest period involves one to four, rarely more, weeks of reduced training load to facilitate recovery from the rigors of previous training both physically and mentally (Bompa 1990a, 1990b; Harre 1982, 1986; Siff and Verkhoshansky 1993). During the transition period the athlete should attempt to maintain fitness while allowing injuries to heal, develop new goals for the next competitive season, evaluate the previous competitive season and basically ensure that the next competitive season begins with a renewed vigor and commitment.

Types of Periods

There are a number of different types of periods of training depending on training goals, time of the season and capabilities of the athlete. Macrocycles are usually described based on common sense understanding of the nature of the competitions within the macrocycle. For example, there may be an Olympic preparation type of macrocycle due to the modification of competition schedules to fit properly with the Olympic Games. There may also be a Pan American, national championship, or other type of macrocycles depending on the most important goal of the macrocycle. The second level, mesocycles can be categorized by the objectives of the mesocycle. Mesocycle-level objectives are relatively similar across macrocycles, which aids in the consistency of their defining characteristics. Mesocycles thus become similar to inter-changeable planning “parts” that can be used and reused in different macrocycles. Table 1.2 shows a list of mesocycle types and corresponding tasks (Harre 1982).


The mesocycles can be linked to form an annual plan (Bompa 1990b), or a specific macrocycle (Harre 1982, 1990; Matveyev 1977). Microcycles are periods of training lasting from seven to fourteen days. Microcycles are the smallest basic unit of training planning that has strictly applied objectives. The training lesson is a smaller training unit, but the goals of any particular training lesson can be modified based on current circumstances. However, the objectives of the microcycle remain intact so that the subsequent training lessons are adapted to reach the objectives set for the microcycle (Verkhoshansky 1985). Various types of microcycles are shown in Table 1.3 below.


As described earlier, the cyclic arrangement of load demands refers to periodization, which is composed of two concepts used simultaneously. The first concept is that of cycling the training load by alternating between work and rest. The second concept is that of periods of training with specific, distinct and linked goals. The importance of these periodization concepts lies in the organized and systematic fashion in which training loads can be applied for the improvement of sport performance.
Excerpted from Principles and Practice of Resistance Training by Michael H. Stone, Meg Stone and William A. Sands; Human Kinetics Champaign, IL. 2007. Reprinted with permission from Human Kinetics.

Avoiding and Overcoming Burnout

Avoiding and Overcoming Burnout
By Shawn McDonald
From UltraRunning 25(4) Sept 2005
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As with many other aspects of life, it is easier to spot overtraining in others than in ourselves. In this article, we will examine the causes of overtraining and how to get back into a rested state, ready for further training and racing.

Depending upon a number of factors, a particular level of training may be too much for a given runner at that stage in his or her running career, or it could be just the right amount to prepare for an upcoming race. Keep in mind that each individual and each situation is different. We will try to identify truths applicable to most ultrarunners.

Definition
An overtrained runner will often have a feeling of malaise about his or her running. The legs may feel heavy during the day, as well as when running. Runners past the point of diminishing returns in training are more susceptible to illnesses such as flu and colds (Gabriell, HH et al., 1998). These runners will have difficulty running either long or with much quality, and their recovery will be lengthened after runs of longer duration or speed than in the past, when they were not overtrained. There are certainly different levels of overtraining. As described by Tim Noakes in chapter 10 of the 1991 edition of Lore of Running (Noakes, 1991), these levels include "the plods" or "mini-burnout," or the "super plods," which includes persistent muscle soreness, and finally the fully overtrained state, "maxi-burnout" in which the runner has several of the symptoms of overtraining.

Diagnosing Overtraining
There are a number of signs to help diagnose overtraining in yourself or others. The first is motivation level. Are you enthusiastic about your training runs planned for the next few days or about an upcoming race? Or do you have an uninterested point of view about your running and lack a desire to train or compete? If it is the latter, you might want to look at your recent training and racing to see if you are overtraining. There are physical measures of overtraining as well, which tend to occur in a common sequence as the level of overtraining increases. First, post-workout afternoon weight will often fall. Fluid intake in the evening will likely increase, and the runner will go to bed later than normal, but awaken at the normal time or a bit earlier. These signs were observed by Richard Brown, coach of the Athletics West Track Club (Brown and Henderson, 2003). Other physical symptoms to be on the lookout for include an increase of morning/awakening pulse rate of five beats per minute from normal, an increase in heart rate at a given level of exertion or pace during a run, extensive and lasting muscle and joint pain, lowered ability to finish normal training runs, and an incidence of a recent or current injury or illness, such as a head cold. In addition, quantity or quality of sleep may be reduced in the overtrained runner, such that he or she awakens not feeling rested.

Tips to Prevent Overtraining
There are two main ways to prevent overtraining. First, monitor signals from your body, as well as your mood, as you train each week-and especially following races. Signals to observe include how you feel a mile or two into each run in terms of your energy level and degree of leg muscle soreness. This information can be included in your running log, which should be reviewed a few times each week. Also note in your log your resting and waking heart rate and weight (at the same time each day), as well as your sleep patterns and quality (Taylor, SR et al., 1997), as these can be the first signs of overtraining.

The second way to avoid overtraining is to build rest into your training program, both on weekly and yearly bases. Try to take at least one complete day of rest each week, to allow your body to recover from previous training and to prepare for upcoming long and faster training runs. You can take a rest day if you feel a lack of enthusiasm about running and instead do a short cross-training session at a sport that does not put much stress on your legs. Including one or more days of cross-training per week is also a form of rest, whereby you are still active but give your legs a break from the pounding of running, while doing something different that refreshes your mind and outlook.

Planned Rest Periods
An additional way to design rest into your training program is to incorporate one or two "off seasons" per year. These periods should last three to eight weeks, during which you cut back on mileage by about a half or more from your peak mileage. Training time should be reduced about 30 percent or more from your peak; in addition, take one to three days per week totally off from exercising. The frequency of running in the off-season can range from two to four runs per week. One to three cross-training sessions included per week will maintain an aerobic base of fitness and address strength issues as well.
When to take an off-season is a matter of personal preference; there are a number of options. You can rest following a big race that you just completed to allow for adequate recovery and repair of your muscles, energy stores, and any blisters or hydration problems you developed during the race. A second option would be to rest based on the calendar. Runners in hot climates might want to schedule a rest season for the summer and focus on cooler sports such as swimming or biking at those times. These athletes can train and race more in the fall, winter, and/or spring. Runners in areas that have cold winters might want to take their off-season in the winter, doing more training indoors in the gym during a three to five-month period, and then build up running mileage in the spring, and compete in some races during the summer and fall. A short off-season could then be included between the spring and fall racing seasons.

Cutback Weeks During Training
As you progress in a training program towards a goal race, a week of relative rest can be added to your plan about every four to six weeks. A good plan is to include your final cutback week before a key race about four to five weeks before that race. Then you can train for another two weeks at a high level after the final cutback week, and then rest during a two-week taper leading up to the race. During your cutback weeks, reduce your running mileage by nearly a half, and training time by a quarter or more. The long run duration during the cutback week should be kept under two hours. This should provide adequate rest, allowing your body and mind to "catch up" to your recent training and undergo a significant level of adaptation.

The cutback week has three main purposes. First your legs will rest from the stresses of running and become fresher throughout the week, and the following week as you return to "normal" training. Second, the processes of rehydration and refueling are easier when your training level is reduced compared with a full training schedule. Finally, the rest week gives you a mental break from having to focus each day on the details of training; thus, you can devote more energy to other areas of your life.

Cross Training
Including cross-training into your running program is one way to add variety and aerobic conditioning to your training plan. Select sports that work your legs, main trunk muscles, and/or a combination of the two, in a non-pounding manner. Crosstraining provides the three benefits mentioned in the previous paragraph. In addition, you develop muscle strength in the legs and other areas that affect hill running form and power, along with an ability to maintain good posture late in an ultra. Short cross-training sessions can be incorporated into your cutback weeks and during your annual or semi-annual rest period. Include these workouts on days when you are doing a short run, or on days by themselves.

Sample Training Schedules
Two sample weekly schedules are given below. The first is for a cutback week for a runner who has been training about 10 hours per week for a number of weeks prior to the cutback week. The second is for a runner in the middle of his or her off-season, who lives in a cold climate and does the bulk of his or her winter training indoors.

Cutback Week
Monday: off for a rest day; Tuesday: five-mile run on flats; Wednesday: cross-train one hour (one hour on bike or 30 minutes on bike and 30 minutes weight lifting); Thursday: 10-mile run on slightly rolling roads or trail; Friday: one hour cross-training (30 minutes on elliptical trainer or stationary bike, 30 minutes weights); Saturday: one hour run on flats; Sunday: off for a rest day.

In this cutback plan, the runner completes about 23 miles of running and does two short cross-training sessions; there are two days of complete rest. The days with weightlifting are separated by at least one non-lifting day to allow for muscle recovery and repair. The number of hours of training is just over five for this cutback week. The athlete should come out of this week feeling energized and with freshness in the legs and enthusiasm for upcoming training weeks. General guidelines for the cutback week include reducing running mileage by about 50 percent from previous levels, taking one to three days of complete rest, and doing no speed work or super hilly running.

Off-season Sample Week
Monday: cross-train for 45 minutes (20 minutes on stair climber to warm-up, then 25 minutes total body weight lifting); Tuesday: five-mile run outdoors on flats; Wednesday: off; Thursday: six-mile run on a treadmill with running some one to two-minute inclines at four-percent grade; Friday: one hour cross-training (30 minutes stationary bike, 30 minutes total body weights); Saturday: one to 1.5-hour run on treadmill with five pickups of 45 seconds each at one minute/mile faster than normal in middle of run; Sunday: cross-train for 45 minutes (20 minutes stationary bike, 25 minutes on stair climber).

This program involves about six hours of exercise during the off-season week, consisting of 17 to 20 miles of running and three cross-training sessions. Wednesday is a complete day of rest. Most of the running is done on flat ground except for the small simulated hills during the Thursday run. The work the runner does on the bike and stair climber as well as during the weightlifting sessions will help maintain most of the strength developed during the previous running season. General guidelines for the rest period are to run about 25 to 60 percent of normal training mileage, to mix in two to four cross-training sessions per week, and to keep running sessions at aerobic effort levels and at durations less than two hours. Exercise time per week is reduced by about 30 to 60 percent from the peak in the previous running season.

Causes of Overtraining
There are a number of possible causes of overtraining. Keeping and reviewing a running log on a regular basis can help you spot these problems before you develop a full bout of burnout. One of the most common causes is too quick a buildup in training mileage, either after an injury or race, or after signing up for an upcoming race. You get overeager and do too much before your body is ready to handle a high training load. Generally speaking, only increase running mileage by 10 percent every other week as you increase your training levels. The second common cause is running a number of long (over half marathon distance) races in a period of a few weeks to three months, without any rest weeks between races. This can drain your energy stores and leave you with "dead" legs. Try to allow for at least two weeks of relative rest (doing only three to five short training sessions per week) following a long race, and then return to training at a reduced level compared with your previous peak. Other causes of overtraining include not adequately rehydrating and refueling after a long training run or race, running multiple hard sessions several days in a row, and trying to train at high levels while undergoing a stressful time in your life, such as when you have a newborn baby, have just moved to a new city, or are planning a wedding.

Overcoming Full burnout
Keep in mind the symptoms of overtraining as you progress in your training program and you will be able to spot the start of a burnout and make an adjustment to your plans by adding a rest day or two, a cutback week, or even off-season period that combines rest, shorter running sessions and cross-training. If you do develop full blown overtraining syndrome, then you will need to rest for three to eight weeks or more. During this time, training volume should be reduced by 50 to 80 percent, with no faster or long distance running sessions planned. It is important to not run any races during this recovery period and to not do any workouts at more than an aerobic level (75 percent of maximal heart rate). Be very mindful during the recovery weeks of your hydration levels and refueling, and ensure that you get adequate quality sleep. After a few weeks, you can slowly start to build your training load and running mileage, and then to slowly add in some workouts at higher intensity.

References
Gabriell, HH et al. Medicine and Science in Sports and Exercise 30(7):1151-1157 (1998) Overtraining and immune system: a prospective longitudinal study in endurance athletes.
Noakes, Tim Lore o f Running Leisure Press Champaign, 111. (1991) Ch. 10.
Brown, Richard and Henderson, Joe Fitness Running Human Kinetics (2003).
Taylor, SR et al. Medicine and Science in Sports and Exercise 29(5):688-693 (1997) Effects of training volume on sleep, psychological, and selected physiological profiles of elite female swimmers.

5 Keys to Competitive Coxing

5 Keys to Competitive Coxing
By Yasmin Farooq
Originally published in American Rowing Magazine, July/August 1992
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I walked into the University of Wisconsin boathouse in the fall of 1984 as a very green freshman. Like many other now successful rowers and coxswains, I knew nothing about rowing. Still, I smiled and nodded as Jane Ludwig, the novice women’s coach, gave me and 16 others a stack of handouts on coxing. A few weeks later, seated high on the seat of a wooden Pocock eight, I coxed my first competitive piece. With the standard battered megaphone held together by athletic tape and strapped to my head, I gripped the gunwales with white knuckles and called the building strokes for out first race. I can’t remember if we battled it out 20 strokes or 100 (it was hard to tell with all that white water flying around) but from that day on I was hooked.

Since then, I’ve coxed my share of great and not-so-great races in collegiate and international competitions. At one point, my crews went two years without losing a race, but looking back, I realize that my most valuable lessons were learned in defeat—those situations where my crew and I could have handled situations better, but didn’t. As my experience grew, I understood that the best way to perform consistently was to master the major elements of coxing and then perfect implementing them in pressure situations. Six years, nine coaches and thousands of hours on the water later, I’ve developed those elements into what I call “the five keys of competitive coxing.” These keys have broadened my coxing horizons and enhanced my creativity—they’re universal guidelines that improve basic skills as well as the more difficult, finer points of coxing.

Key 1. Steering

After safety, steering is a coxswain’s number one priority. Steering is worth reviewing because most coaches don’t teach it in enough detail. Before moving on to the other elements of peak-performance coxing, you must master steering. First, it’s a common misconception that steering should take place only on the drive.

Coaches often teach moving the tiller when the blades go in the water and straightening it at the release. However, for subtle adjustments, this motion has far too many repercussions. Not only is the boat’s balance somewhat effected when the tiller moves back and forth each stroke, but even if you try to steer very smoothly during the drive, excess drag is felt because the tiller is at an angle while the blades are in the water. Instead, for subtle adjustments, steer with a very gentle hand on the recovery. With theoars out of the water, the boat will adjust faster and your tiller won’t work against your oar propulsion. In a straight-shot 2,000 meter race, this method of steering it almost always most effective.

For longer turns during practice or head racing, steering should occur during the recovery, and drives of several strokes. You should initiate steering gently on the drive, continue to ease the tiller into the turn over the next one or two strokes, hold the tiller in that position until past the center point of your corner, and then ease it gently back when coming out of the turn. For these larger turns where tiller drag is unavoidable, always tell your crew you are steering. A statement like, “I’m easing gently to port” tells them the corner is sharp enough that they will probably feel it. Steering in smooth, longer motions also lets your team adjust their handle heights for the corner to avoid rocking from side to side.

For a really big turn (like the 90 degree Weeks Bridge turn in the Head-of-the-Charles- Regatta), you need to set the tiller, which means you ease it all the way to one side and hold it there for the core of the turn. In this situation I would say, “I’m going to ease onto the tiller and set it full port. Starboards be ready to lower your hands a little (on the recovery) to keep the balance through the corner.”

Steering and Coxswain Overload
All coxswains experience periods where they don’t steer exceptionally well. This almost always happens when you have too much to think about or communicate to your team. The best strategy for improving bad steering is to back off on coaching and motivation and streamline your comments. In longer pieces, give your team a little quiet time to think and feel their rowing and to let you focus on seeing and feeling your steering.

Key 2. Technical Coaching/Serving as Liaison Between Coach and Crew

Learn to Row
Step one in being a good technician is to know how to row. Every excellent technical coxswain I know can sit on an erg or in the tank and demonstrate what a rower is doing right or wrong. Ask your coach to evaluate your rowing and your ability to identify technical flaws. If you support your coach’s technical style, you will gain your coach’s trust and the confidence of your rowers.

Unifying the team
The coxswain’s primary technical goal is to make calls that unify the team. One way is to supplement the coach’s comments to individual rowers. For example, if the coach tells a rower to clean up her release, you could say, “Everyone, we’re going to take a ten to pull in high enough and cleanly push the puddles off of the blades.” While it’s important for the coxswain to identify individual flaws, the cox who can apply those corrections to whole boat improvements is a step ahead of the game.

For longer pieces, try giving the boat one focal point “for the next minute” or “for this piece.” However, if you name a theme for a time frame or piece, stick to related comments. Giving the rowers a moment of silence is also a good long piece tactic. A helpful focal point for a quiet time is to have your rowers close their eyes and feel their legs draw their seats into the catch, lock their blades in and reverse without checking the boat.

Talk how it is supposed to feel
Varying the tone and pace of your voice sets the rhythms for your pieces. If the catches are slow or heavy, I will say “quick” or “sharp” when the blades hit the water. If I’m trying to unify the team’s body swing, I’ll say “swing” or “shoulders” at the point of the body swing during the drive. To get more send or acceleration with the finishes, I’ll say “sending, celerating,” or “bending the arms,” in time with the swing and arm being of each stroke, emphasizing the syllable that falls on that part of the stroke. Higher cadence pieces require a crisp tone and strong rhythm. The tone for steady state should be relaxed and flowing, but still alert.

Many international coaches actually encourage dictating the rhythm. My coach, Hartmut Buschbacher, often yells, “Jump!” or “Hop!” in time with our finishes or leg drive. U.S. men’s coach Kris Korzeniowski is renowned for yelling, “Cha...shahh” or “Chaack... Chaack” in time with catches and finishes.

Videotapes of the 1988 U.S. men’s eight reveal coxswain Seth Bauer calling, “Push...swing” in time with the leg drive and body swing of each stroke. If you listen in on videotapes of World Championship and Olympic races, you’ll hear rhythms dictated by coxswains in a multitude of languages.

Improving Your Technical Eye
Resources for improving your technical knowledge may be right at your fingertips. Most boathouses have a copy of the USRowing Coaching Education Level I Manual, which has chapters on basic rowing technique, teaching and improving technique and other subjects. Discuss technical material withy our coach to see how it fits into his or her style before you implement it.

Rigging
Learning to rig (a requirement for women’s National Team coxswain candidates) also fine tunes a coxswain’s eye. Learning to adjust spreads, heights, and forward and outward pitches develops an eye capable of picking out subtleties in blade depth during the drive, height of the blade off the water during the recovery, a rower’s ability to handle the load on the blade, and how cleanly the rower catches and releases.

Weight Training
Learning weight training exercises teaches a coxswain to coach rowers on proper weight training technique and imparts a better understanding of the exercises’ relationship to the rowing stroke. The coxswain learns firsthand where muscles gain strength and can apply that knowledge to improving the rowers’ technique on the water.

Key 3. Flow of Practice

Coxswains are almost solely responsible for how well a practice flows. Get used to this idea, because it’s almost always true. A well-organized, cool-thinking coxswain can make a practice work out even it seems everything isgoing wrong. The following pointers should help you:

Know the workout in advance. If the workout is complicated, write it down and take your notes in the boat with you. Always find out the goal of the practice, and make sure you understand the drills or pieces before going out on the water.

If you have problems making difficult transitions in pieces or remembering why the practice jumps from one drill into another, think about why the coach has structured the practice that way. Often it’s easier to remember something if your know the reason you’re doing it.

Keep your focus and your rowers’ focus within the boat. In practice settings, when two or more boats are often side by side, it’s easy to be distracted by other coxswains, especially if your competition with one another is fierce. Remember your overall goal is to create a fast team, and the best way to attain that goal is by running smooth, focused practices. Rowers and coaches are constantly aware of how well the coxswains work together. They also remember which ones keep their cool and focus under pressure. If you have a disagreement with another coxswain, save it until you’re off the water. Coaches who look out for fairness and require excellent teamwork among coxswains make all the difference.

Key 4. Motivation and Teamwork

After years coxing, I still find the motivational aspect of the job te most satisfying because it encourages so much creativity. Yet, I’ve spoken with many coxswains who feel pressured to take on a racing personality they feel uncomfortable with or who just have difficulty finding creative things to say.

Often in coxswain clinics I get a sense that coxswains are looking to me to give them some key motivational phases. I know this is true because for laughs I often tell the story about Harvard’s Devin Mahoney taking a “See you later, assholes,” power ten in a race, and I’ll see 90 percent of the coxswains scribbling it down in their notebooks. I tell the story because it illustrates a point n a race where the coxswain (Devin) realized her boat should be pulling away, and yet 1,000 meter had gone by the boats were still even. “See you later, assholes,” was a completely spontaneous, yet smart, call by her. Knowing
Harvard had to move, she overcame the pressure of the tight situation and communicated an aggressive, confident move instead of panicking. Devin convinced her crew there was no reason the boats should be even, and they ran with it.

When you know the story behind a call like Devin’s, it’s easy to understand how she made it work. In another situation, however, it could have failed miserably. The point is, the “no-fail” call does not exist. To make the right call at the right time, ask yourself these questions: “What initially attracted you to the sport? What are your personal motivations?”

For me, it was and still is the race: The thought of how the boat feels when we are moving fast, the momentum we generate when we move through another boat and the reward of take the hard work from practice out onto the race, determined to put 110 percent of it on the line and doing everything imaginable to get my team down the course the fastest. Knowing your own motivations is the first step in helping other realize theirs.

How well do you understand your teammates’ motivations and goals? On every team, there are a multitude of personalities. By mentally noting the strengths and positive attributes of your teammates, you can plan for ways to call upon and maximize both. An easy example is the rower with the big erg score. In the boat, you could call on her or him to lead a “ten for aggressive body swing, just like you had all winter on the erg.” Look for the other not so obvious qualities, too. How about the quiet person who is always there and working hard, but keeps to himself— “ Bill, we’re gonna tackle this middle thousand with the same consistency and intensity you’ve shown since day one.” Or the person who puts in extra workouts each week in the stadium – ”Anna, we’re taking ten to blast off the footboards the way you blast up the stadium stairs.”

The coxswain’s motivation should always be positive and constructive, even if the coach’s is not. Remember, you may be the link between the coach and the team, but the rowers are your teammates. If the coach is furiously yelling at your stroke because her catch is late, you can keep the team cool by saying, “OK, we’re gong to take ten for quicker catches. Relax the shoulders, and let’s feel the blades go in before the legs go down. Let’s go.” This corrects the problem and keeps the team relaxed and together.

It also treats the coxswain and crew as one unit. Calls like, “We’re taking ten to double our margin,” and “We need to match the body swing better to push out the run,” always make a team more cohesive than “I want...” or “You need to....” How well do you understand the pain of the race and what you are pushing your rowers through?

It’s not the job of the coxswain to sympathize with the rowers when they hit the wall in practice or in the race, but the coxswain who knows what it feels like has a better idea of how to get through that wall. I think every cox should experience at least one good erg race. The coxswain who understands pushing through the pain threshold possesses a valuable insight and is respected by rowers as a fellow athlete.

Key 5. Racing and Strategy

The bottom line of racing is performance under pressure — that’s why I saved Key 5 for last. If you’ve done your homework and perfected your steering, technical points, flow of practice and motivational keys, you’re 85 percent of the way to acquiring what I call “Total Focus.” The next step is developing your race strategy.

Use your arsenal of motivational and technical tactics to determine a few key points you want to take moves for in the race. For our team, depending on the importance of the race, we might make these decisions two weeks or two days in advance. Most major moves are discussed by the team and coach. Together, we determine the technical focus for each move, and sometimes the motivational focus as well. Otherwise the motivational calls are up to me. Aside from start and finish, we rarely plan more than two moves for a race. That leaves me flexibility for smaller technical moves.

Sometimes, when a motivational idea comes to me in advance, I may mention related incidences in practices prior to the race, just to jog the rowers’ memories. Then, when I drop it into a race move, they are subconsciously ready for it. Every motivational call in a race should be positive — no matter what. Of course, it’s easy to be positive when you’re winning and the boat feels great, but the cox that can keep it positive when the race is tight or the team is behind can create momentum and get a crew together and moving again.

The coxswains number one goal during the race should be to establish a controlled flow of information to the team. Using “pacing” skills makes the crew feel very aware of all that is happening in the race, but not overwhelmed or hectic. The rowers feel they have time to digest all the information coming in and have control over their situation. An excellent pacer can help the team establish a rhythm that feels lower that what they are actually rowing.
They key to a coxswain’s action and reaction in the race is to keep the situation simple. Instead of thinking that I have eight rowers, five other crews and my course to keep track of, I tell myself there are only three things: our team, distance traveled, and the competition. Let’s break it down:
Because I have prepared for the race, I know where to execute my major moves, what to focus on, and for the most part, what we are capable of. As soon as the race begins, I focus on how our boat feels and on establishing the rhythm we have practiced. Spacing (the distance between the two seat’s puddle and the stroke’s catch) is a primary theme from stroke one to stroke 240 because it shows how far we are sending the boat each stroke. The more spacing the better. So , even if I am calling off another boat, I will say “ We’re up two seats on the Soviets, and we’ve got three feet of space. We’re taking two seats in the next seven strokes by pushing the space out another foot using body swing. Let’s go!” That way, although I refer to the Soviet’s position, the focus stays on how we’re moving out boat — the control remains with us.

My focus for distance covered simply involves telling my team when we are approaching our moves and when to take them. Before each race I map out our strategy, as well as backup in case we are not where we want to be at a certain time. Everyone knows the backup beforehand.

In tracking the competition down the course, I look for who is within striking distance and who we are moving on. In the first 20-30 strokes of the race, if it’s tight all the way across, I’ll say, “It’s a pack,” and then go back to the focus for our starting sequence. If someone is way up, I’ll say so, and we’ll focus for more efficiency in the high strokes. Once we settle, I give all the locations of the crews once. After that I talk only about who we’re racing closely with, or if someone comes suddenly from behind. But even then our moves are focused for improving our own boat speed.

The following are a few strategies from the past that have worked well for my teams:

Technical Checkpoint
In practice, the cox gives each person a technical checkpoint — a focus for a specific technical problem she or he working on that usually comes out in racing. If and when the problem surfaces in the race, the cox says, “Mary, checkpoint,” This works nicely when there isn’t time to communicate in detail. We use team checkpoints as well — they’re especially helpful during head races when technical work really has to go the distance.

The Ratio Call
We use “the ratio call” when we are rowing at the correct stroke rate but our spacing is bad. When I first started using it, I would say, “Slide comes down one beat, power with leg drive (or body swing) goes up one beat... get set... on this one.” It’s different from your standard ratio call because it requires a conscious shift in power immediately. However, all that took too long to say so we changed it to, “Ratio Call...get set... on this one.”

The Flex
We created “the flex” just before the 1990 World Championships in Australia. Flex stands for flexible and for flexing a little muscle. It was our secret racing move. Our plan was that at some point in the race, when I decided it was most needed, I would call, “Flex! On this one!” Regardless of what was happening or where we were, the flex had to be the best ten of the race. To practice the flex, for one month before racing, our eight exercised the flex once and only once each day. If we were doing steady state and flex was called, everyone had to shoot up to stroke rate 36 on the next stroke and execute a perfect ten. The flex locked us into a silver medal in Australia, and moved us to within four seats of gold.

Many races have come and gone since my coxing beginnings in 1984, and many hours have been spent in search of ways to improve so that I in turn could help my teams be better, faster and stronger. These five keys are for you to use to do the same: to help you communicate more effectively, develop greater sensitivity for steering and for the feel of the boat, to enhance your motivational skills and ultimately, to fine tune your racing skills into winning strategies.

Music While You Erg

Music While You Erg
By Michael R. Mann
Published in Rowing and Regatta (issues May and June 2007) under the title 'Music whilst you erg'
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INTRODUCTION

Research has shown that physical performance can be enhanced with the accompaniment of music. Indeed music may be regarded as an ergogenic aid; in his book 'Physiology of muscular activity' Karpovich states that 'the purpose of an ergogenic aid is to improve performance or hasten recovery or both'.

The idea of using music to enhance performance in rowing is not new; the Greeks used an 'auletes' and the Romans a 'hortator' to initiate and maintain, with the use of a drum or a flute, the stroke rate in their warships . Shanties and work songs have been used over the centuries to accompany work associated rowing and the principle has been that the strong beat in the song comes at the point of greatest muscular contraction. As an aside to this it seems logical that the strong beat comes at the catch but there may be preferences for having it at the finish or elsewhere in the stroke depending on the music, the individual and the rowing style as measured by the magnitude of the rowing force during the work phase.

As rhythmic self-paced activities par excellence, rowing and erging, apart from the problem of the unequal work and recovery phases, would seem to be ideally suited to be performed to music. Nevertheless, appreciation and response to a musical stimulus is subjective, as is the athlete's rating of perceived exertion; so choice of music is all important.
Some pertinent questions on its use might be:

- will the use of music make boats go faster or erg times better and will the training be more enjoyable?
- can music help in the learning of rowing and in adaptive rowing?
- how can we use music?
- can music be used in the competitive situation?
- is it fair to use music?

The main considerations in this article focus on the effect of music on performance on the ergometer (with some references to boat rowing), the practicalities of using music and the possibility of using music in competition.

Very little research has been done on music and rowing but one study by Scott (et al.) in 1999 tested novice rowers during a 40 minute row on a Concept2. The subjects were divided into three groups. The first group listened to a task-related "associative" audio tape which was the sound of a cox motivating a crew; this produced an increase in performance. The second group listened to "dissociative music" but nevertheless music chosen by the group; this group did not demonstrate any marked performance increase. The third group watched a "dissociative videotape" of races from the 1992 World Rowing championships; here there was some increase in the level of performance.
A logical follow-up to this approach would be to see how performance levels are influenced by watching an associative video as well as listening to associative music.

Another piece of research entitled "Effects of asynchronous music on flow experience during an indoor rowing class" is currently being conducted by Victoria Warren at Brunel University.

Rowers themselves are divided on the use of music. In researching for another article on the same subject I was interested to see whether there were any thoughts and opinions from rowers themselves. A search on the internet revealed a divergence of opinion ranging from those who did not or could not row to music to those who found it enhanced their performance. There was even the suggestion that there should be separate rankings for those who use music which raises the question of whether its employment is ethically acceptable.

HOW WE CAN USE MUSIC

1 - ASYNCHRONOUS MUSIC

In this situation there is no rhythmical relationship between the music and the required physical movement.
The music, usually of an excitable, energetic, powerful nature, merely serves to provide a working atmosphere. The music, often chosen by the athlete(s) performs the three basic functions of music in this situation; to stimulate, to offer a distraction and to make the training more enjoyable. For this reason it is not inconceivable that this approach could also be adopted in the competitive environment. Because the appreciation of music is subjective it is not easy to recommend specific pieces. In addition, pleasing everybody, let alone achieving optimum results, is even more difficult in the group situation. I do not know of any evidence that suggests that rowers are either more or less receptive or responsive to an audible musical stimulus than other athletes.

It is important, however, to remember that asynchronous music, in certain situations, might be detrimental to performance if it comes into conflict with the rhythm of the rowing action.

The Aarhus Studenter Roklub finished top of the Concept2 Open Men's Winter Team Relay League in 2005/6. The nature of the competition - eight rowers using one machine - means that competing synchronously to music is not feasible and indeed the crew used Heavy Metal (e.g. Rammstein) and Techno as a background during their efforts.

2 - SYNCHRONISED ROWING TO MUSIC

This is where the rowing stroke, either in the boat or on an ergometer, is performed in perfect time to the music. More and more rowing clubs and fitness centres offer group rowing sessions with a lead instructor and accompanying music thereby giving participants both a visual and aural stimulus during the workout. The music should have a clearly discernible beat at one point in the rowing cycle. As mentioned above, this would normally be, but not necessarily, at the catch.
In Italy, the company 'Musicforfitness' has produced two CDs specifically for rowing. The music ranges from 114-140 beats per minute; indeed research suggests that for sustained sub-maximal effort a tempo of about 130 beats per minute is ideal. Musicforfitness also talks about the notion of 'colpi per minuti' or strokes per minute (in this case between 28 and 35) with the main beat measured on the drum.

Similarly, R2Music is producing CDs aimed at rowers taking them through a series of tempo changes during the workout.

Rowyo’s cadence training software seems to be the modern equivalent of the Roman hortator with a programmable metronome and is declared to be ideal for synchronised erg training. As far as I know, music is not offered in the software.

Of course, indoor rowing sessions will often work at lower ratings and beatcounter software offers the possibility of not only finding music for a given rating but also the option of modifying the tempo of the music without affecting the pitch. There is also no reason why music cannot be composed specifically for erging and rowing which would take into account the problem of the unequal work/recovery ratio.

In the competitive situation an athlete could use his or her own pre-recorded music designed to produce the best result over the 2000m row.

3 - EXERCISE CONTROLLED MUSIC

This is the most exciting development in the application of music to physical performance because it allows the athlete to be in control of the music according to the way that he or she exercises. Nike has just brought out a product (Nike+) for runners, using sensors in the shoes linked to an iPod, which gives the athlete feedback on his workout and changes the music based on the way he runs. Similarly, Sony has recently developed the 'Music pacer' for its NW-S200 MP3 player which will adapt its music according to how the athlete runs.

Being able to control music in this way should not be difficult to achieve in rowing. Modern rowing ergometers and many racing boats are fitted with monitors that display, among other things, the stroke rate. If the information on the stroke rate can be linked to a sound device then it would appear that the problem is solved and controllable music can be used for both crew rowing and indoor rowing.

By using the device known as pitch lock the music will follow the beat of the athlete but will not be distorted. Another approach is that the change in the stroke rate could initiate a change of track. Whichever method is used it is important that the music faithfully and immediately reacts to the athlete's effort.

Exercise led music, therefore, gives the athlete control of his music and could also be employed in the competitive situation.

Looking at the race analyses of the BIRC on the Concept2 website, much can be learned about the interaction between pace and stroke rate and how these change over 2000 metres. Although some rowers have the discipline to maintain their optimum rating over the whole 2000m course and are not influenced by final sprints (they judge their effort precisely and distribute it over the effort to achieve the best result) many competitors increase the stroke rate over the last few hundred metres. This is normal in competition and it is at this point, in the final stages of the effort, that the athlete starts to become concerned only with the rowing to the exclusion of all other distractions; he is in his own erg-world, becomes oblivious to the shouting of the crowd, the sound of tens of rowing machines, the screen displays, and the other competitors. By using music which follows his effort, the athlete can be both motivated and disciplined through the final period.

In indoor rowing competitions the rower is in control of his or her destiny; it is a self-paced activity. The conditions for racing are always more or less the same and there are no unexpected external factors which might influence the performance or result.

Using the technique described above when the rower takes up the rating, usually over the last few hundred metres, the music will follow but of course the rower needs to maintain that delicate balance between the three vital factors of stroke length, stroke rate and power so that pace is not compromised.
Even if it does not seem feasible for some to use music over 2000 metres it could be an invaluable ergogenic aid over the longer distance competitions.

CONCLUSION
It is clear that many rowers use music either individually or as part of group or team indoor rowing sessions; some use synchronous music, others prefer asynchronous music.
It is hoped that this short article will encourage a more critical analysis of the use of music in the training and competitive situation and an evaluation of how it can be employed to produce the best results. What is perhaps also needed is a workshop or seminar to discuss and exchange ideas on rowing with music and to develop models of good practice. Also ergometer and stroke rate meter manufacturers should look into the possibilities of linking their products to music systems. Certainly WaterRower has some interest and states on its website that you can 'Listen to music, or even watch television while you row without raising the volume'.


REFERENCES

Crust, Lee and Clough, Peter J. 'The Influence of rhythm and personality in the endurance response to motivational asynchronous music' Journal of Sports Sciences, 2006 Feb; 24(2): pp. 187-95.
Karageorghis, Costas ‘Music for sport and exercise’ In Ultra-fit Vol. 8. (1998) No. 6. pp. 30-32
Karpovich, P. V. ‘Physiology of muscular activity’. Saunders, London, 1985. p. 263.
Kravitz, Len ‘The Effects of music on exercise?’ In IDEA Today 12(9) pp. 56-61 1994
Mann, M. R. Erging to music. In Ultra-fit, Vol. 14 (2004), No. 7. pp. 76-78
Mann, M. R. ‘The Use and effect of music as an ergogenic aid’ In Roeien, September 1978 pp. 21-24
Mann, M. R. 'Music and rowing: the use and effect of music as an ergogenic aid and in the learning of rowing'. Paper given at the FISA World Rowing Coaches Conference, Athens, November 2003
Scott, L. M., Scott, D., Bedic, S. P., & Dowd, J. “The effect of associative and dissociative strategies on rowing ergometer performance”. In The Sport Psychologist, 13, (1999). pp. 57-68.
http://www.musicforfitness.com/Show_Products.asp?Category_Id=14&Category_Title=Rowing
http://www.r2music.co.uk/Home.html
http://www.rowyo.com/
http://www.waterrower.com/en/gym_intrusion.htm

The first part of this article talked about the diverse opinions of rowers on the subject rowing and music. Some opinions can be found at

http://www.row2k.com/stories/index.cfm?action=read&ID=108

http://www.c2forum.com/viewtopic.php?t=1739&start=0&postdays=0&postorder=asc&highlight=&sid=c3f19e4748ddf7c02eb14a98830c93ca