Glycogen Replenishment After Exhaustive Exercise

Throughout the centuries, dietary intake has been a source of concern to athletes in search of an ergogenic edge over opponents.

It wasn’t until 1866 that it was demonstrated that there was insignificant, if any use of protein as a fuel during exercise. Since that time, innumerable studies have refuted the notion that a high protein intake will enhance athletic performance.

Since the conclusion of the Kraus-Weber Tests in the 1950s, there has been ever- increasing awareness and concern for cardiopulmonary fitness and health in Americans. Endurance type activities such as Nordic skiing, cycling, running, triathalons, and swimming have become in vogue, and as a result, more intense attention has been devoted to dietary manipulations which may provide an ergogenic effect, thus prolonging time to exhaustion, or delaying the onset of blood lactate accumulation (OBLA) in an attempt to compete at a higher intensity, longer.

The classic study by Christensen and Hansen in 1939 established the effect of a high carbohydrate diet upon endurance time, and that pre-exercise glycogen levels exerted an influence in time to exhaustion. Subsequently, it was discovered that if an athlete, after depleting glycogen reserves, consumed a high carbohydrate diet for two to three days prior to an athletic event, there would in fact be higher glycogen levels than prior to exercise. This “supercompensation” effect became the basis for carbohydrate loading undertaken by endurance athletes.

Therefore, the concentration of muscle and liver glycogen prior to exercise plays an important role in endurance exercise capacity. In exhaustive exercise many studies have observed significant depletion of both liver and muscle glycogen. It is interesting to recognize that the point of exhaustion seems to occur upon the depletion of liver glycogen. Conversely, muscle glycogen reserves, though significantly lower are only 65-85% depleted, versus the 85-95% depletion exhibited for liver glycogen. This should make it readily apparent that liver glycogen is an integral determining factor in an athlete’s time to exhaustion. It follows that endurance athletes who maintain a daily regimen of endurance training without glycogen repletion may severely deplete their glycogen reserves.

Glycogen, the major reservoir of carbohydrate in the body, is comprised of long chain polymers of glucose molecules. The body stores approximately 450-550 grams of glycogen within the muscle and liver for use during exercise. At higher exercise intensities, glycogen becomes the main fuel utilized. Depletion of liver glycogen has the consequence of diminishing liver glucose output, and blood glucose concentrations accordingly. Because glucose is the fundamental energy source for the nervous system, a substantial decline in blood glucose results in volitional exhaustion, due to glucose deficiency to the brain. It appears that the evidence presented in the literature universally supports the concept that the greater the depletion of skeletal muscle glycogen, then the stronger the stimulus to replenish stores upon the cessation of exercise, provided adequate carbohydrate is supplied.

Though most of the evidence presented on glycogen is related to prolonged aerobic exercise, there is evidence that exercise mode may play a role in glycogen replenishment, with eccentric exercise exhibiting significantly longer recovery periods, up to four days post-exercise. Muscle fiber type is another factor implicated in the replenishment of glycogen in athletes, due to the enzymatic capacity of the muscle fiber, with red fiber appearing to be subjected to a greater depletion, but also undergoing repletion at a significantly grater rate.

Though early literature appeared to indicate that the time course of glycogen replenishment after exercise-induced depletion was 48 hours or more, more recent data have controverted this thought. One study reported that a carbohydrate intake totaling up to 550-625 grams per day was found to restore muscle glycogen stores to pre-exercise levels within the 22 hours between exercise sessions. The findings of this study were supported by second study in which a carbohydrate intake of 3100 kcal resulted in complete resynthesis of glycogen within 24 hours.

There also appears to be a two-hour optimal window immediately after the cessation of exercise for the administration of carbohydrates. Simple carbohydrates appear to be the preferred replacement during this replenishment period.

Normally, 2% of glycogen is resynthesized per hour after the initial 2 hours immediately after exercise. With administration of 50 grams of carbohydrate every 2 hours, the rate rose to 5% per hour, but did not rise when additional carbohydrate was administered. Administration of .7grams per kg body weight every two hours is another strategy that appears to maximize the rate of glycogen resynthesis. There is also some evidence that even smaller loads (28 grams every 15 minutes) may induce even greater repletion rates.

Therefore, at least 20 hours are required to recover muscle glycogen stores, even when the diet is optimal. So, athletes working out two times per day should complete one workout at a diminished workload to relieve the reliance on glycogen reserves.

The principle of glycogen resynthesis and supercompensation has great practical implications, not only in athletics, but also within industry for workers who consistently undergo depletion of glycogen stores due to prolonged bouts of exertion, or extended lifting tasks which would be glycolytic in nature; due to the duration, and also the myofibrillar ischemia induced by static contractions.

2013-11-27T19:13:47-06:00February 11th, 2008|Sports Coaching, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on Glycogen Replenishment After Exhaustive Exercise

Can Performance in a Distance Swim be Improved by Increasing a Preferred Cognitive Thinking Strategy?

ABSTRACT

Changes in cognitive strategies can improve performances and lessen perceived fatigue during distance activities (Padget & Hill, 1989). However, such changes may be difficult and annoying for participants (Masters & Lambert, 1989). This study identified subjects’ preferred cognitive strategies and examined the effects of a complementary cognitive strategy. Twenty-five subjects performed an 800 meter free-style swim while being timed and assessed for heart rate. One week later, subjects read a Behavioral Instruction Sheet (BIS), appropriate for their style in the first swim and followed it during the second swim. Results showed that associative thinking was used more frequently than dissociative thinking by 73%, t(21) = 6.68, p<.05. No significant differences were found from the first to the second swim in performance times, RPE and heart rates with the exception of more muscular fatigue in the second swim t (16) = -2.17, p<.05. This study suggests that cognitive strategy training can not be completely associative or dissociative.

INTRODUCTION

Various forms of cognitive self-control strategies have long been used for optimizing endurance performance. In some instances, individuals use distracting forms of thinking to endure longer sustained performance perceive less fatigue and perform faster than those strategies focusing on the task (Gill & Strom, 1985; Padget & Hill, 1989;). Yet these results are not without controversial findings (Masters & Lambert, 1989; Schomer, 1987). World-class marathoners tend to apply focusing techniques almost invariably during marathon races to maintain an accurate awareness of their bodily function, tension, pain and discomfort (Morgan, 1978). However, when training, runners tend to prefer a dissociative strategy (Pennebaker & Lightner, 1980).

A developing body of research supports the notion that some distance runners can mentally separate themselves from the inherent pain and fatigue resulting from marathon running. Morgan and Pollock (1977) suggest that two cognitive strategies are frequently used by runners; “association” and “dissociation”. They theorize that dissociation is more pleasurable as it enables individuals to reduce “anxiety, effort sense and general discomfort” (Morgan, 1978, p. 46). It is also thought that dissociation strategies allow marathon runners to persevere through temporary zones of boredom (Schomer, 1986). However, Morgan and Pollock (1977) found that world-class marathoners tend to apply associative techniques almost invariably during marathon races to maintain an accurate awareness of their bodily function, tension, pain and discomfort (Morgan, 1978). Morgan and Pollock (1977) describe runners’ associative strategies as: scanning their body to identify painful or tense areas and thus remember to lessen muscle tension while implementing feelings of relaxation; and thinking of their pace and race strategy (Morgan, 1978).

Rushall and Shewchuk (1989) examined the effects of thought content instructions on swimming performance. Using three types of thought instructions on training performances, swimmers completed two 400-meter effort swims and one set of 8 x 100- meter swims. Such types of strategies like positive thinking and mood word conditions made all swimmers improve their workout performance in at least two of the three conditions during the 100-meter repeat task. Such findings in thought manipulations are encouraging yet Weinberg, Smith, Jackson and Gould (1984) suggest that some athletes find it difficult to change their cognitive strategies (from dissociative thoughts to associative thinking or vice versa). In fact, some subjects find it bothersome and annoying to change their existing cognitive strategies (Masters & Lambert, 1989; Weinberg, Smith, Jackson & Gould, 1984).

While some studies have examined the effects of both cognitive strategies, few if any studies have ever considered identifying the subjects’ preferred choice of cognitive strategy and complementing their current predominant strategy. The purpose of this study was two-fold: to identify subjects’ preferred cognitive strategies during distance swimming and to examine the effects of using a cognitive strategy that is complimentary to the one being used by swimmers.

METHODOLOGY
Subjects

A total of 22 subjects (11 males and 11 females) from a University Masters Swim Club volunteered to swim two 800 meter free-style swims, one week apart. Subjects varied in age from 19 to 45 years old (m=27) and normally swam between 500 m and 12,500 m per week (m= 4,490 metres).

Measurements

Pre-Swim Questionnaire
The pre-swim questionnaire consisted of gathering general and demographic information (i.e., why do they swim distances? preferred cognitive thought patterns when swimming, etc.).

Timed Performance
Swimmers’ performances were timed during both swims with stopwatches, accurate to 1/100th of a second. Timers were briefed on the proper procedures and were familiarized with the stopwatches prior to the study. Subjects were told that this was not a race and that they should swim their normal speed.

Heart Rate
Before swimming, the subjects were fitted with a Vantage XL Sport Tester transmitter and receiver that recorded time and heart rate every 15 seconds from the moment they started the swim to the end. This modality has been used extensively to train and measure athletes (Daniels & Landers, 1981). The data was then down-loaded via an interface unit to a computer for processing.

Subjective Appraisal of Cognitive Thoughts
(SACT; Schomer, 1986) The SACT consists of 10 categories, in which each descriptor relates to a specific cognitive attentional style (associative or dissociative). Subjects were asked to circle all those descriptors that came to mind while swimming. Depending on the number of associative or dissociative descriptors the subject was identified as preferring a particular style of cognitive thinking. Schomer (1986) established the reliability and validity of the statements by examining 109 recordings taken from marathoners, four times per month. After transcribing runners’ personal conversations, Schomer inspected the scripts for “recurrent thoughts on task-related and task-unrelated material”. Categories were proposed and rationalized based on a “pronounced attentional focus”. The reliability and validity of 10 sub-classifications emerged (Schomer, 1986).

A pilot study with 20 swimmers was conducted by the present investigators to examine the construct validity of the categories as outlined by Schomer. For the swimmers, it indicated that comprehension of the sub-classification titles was poor. Consequently, the titles were re-worded in a general context while using the same content and examples employed by Schomer (1986) in his description of the subcategories.

Perceived Fatigue Questionnaire
(PFQ; Pennebaker and Lightner, 1980) The PFQ measures changes in perceived fatigue. It contains 10 physiological symptoms related to fatigue (dizziness, sore eyes, headache, etc.) which are measured on a scale from 1 to 100. For each symptom, subjects mark with a slash how they feel (e.g., 0 = not at all dizzy to 100 = the worst feeling of dizziness ever). All scores are summed to provide a total symptom index of fatigue. The scalar properties of these symptoms are found in Pennebaker & Skelton (1978).

Rate of Perceived Exertion
(RPE; Borg, 1982) The RPE scale is a 15-point instrument ranging from 6 to 20. The instrument has several identifiers at every uneven number (e.g., 7 “very very light” and 19 “very very heavy”). It has been found to correlate linearly with heart rate. Because of its positive relationship with heart rate, the RPE scale was an appropriate measurement for this study. In the present study, the RPE was printed on a large cardboard and shown to the swimmers after each swim.

Post-Swim Questionnaire
Following the second swim, swimmers in the associative and dissociative groups were asked to evaluate the effectiveness of the strategies. This questionnaire identified the extent to which the assigned strategy was used during the swim.

Procedure

After signing a consent form and being informed of the results’ confidentiality, the subjects prepared for the swim. Prior to entering into the pool, subjects answered a short Pre-Swim Questionnaire. Subjects were cautioned that this was not a race. All swimmers wore a waterproof wrist-mounted heart rate receiver and a transmitter around the chest. A total of eight swimmers (one swimmer per lane) swam at any one time. Staggered starts (one minute apart) were used to lessen the “motivation” variable of competition against peers. This enabled the swimmers to use dissociative strategies if they so wished in the first swim. All swimmers stopped at the end of 800 meters when they saw a red flutter board being waved underwater as they approached the end of the pool. This procedure was chosen to minimize potential disruptions with swimmers who were not finished their swim. Swimmers’ times were taken by trained individuals who were supervised by the researchers.

RESULTS

Subjects in this study generally commented that they swam for fitness (65.6%) and relaxation (19.4%). The pre-swim questionnaire revealed the swimmer’s preference for a certain type of strategy; either associative (78.1%), dissociative (9.6%) or a mixture of both (12.3%). Following the swim, results showed that swimmers preferred association thinking by 73%, a significant difference t(21)=6.68, p<.05 from dissociative thinking. Associative thinking was found to occur significantly more in the middle of the swim than near the end F(2,24)=3.87; p<.035.

 


 

Table 1: Impressions of the Behavioral Instruction Sheet According to Their Cognitive Strategy

DESCRIPTORS
During the Swim Easy to Use Helpful Effective Less Boredom Less Pain
First part of the swim 80 60 60 40 0
Middle part of the swim 60 80 80 40 80
Latter part of the swim 40 80 80 60 80

Note. Scores are based on a 100 point scale.

 


 

Though a number of descriptors were offered in the Perceived Fatigue Questionnaire, subjects generally commented of more muscular fatigue in the second swim t (16) = -2.17, p<.05. No statistical changes were found in subjects’ swimming time, RPE and heart rates from the first to the second swim.

Subjects rated the BIS to be easy to use (m=71), helpful (m=69) and effective (m=63), on a 100 point scale. Boredom (m=60) and pain (m=51) were also reduced.

Subjective Appraisal of their Cognitive Strategy during the Second Swim

Generally, 57% of subjects found the second swim easier (86% associative and 14% dissociative). The associative thinkers generally commented that their second swim was faster “There must be a mistake in timing. I found it much easier this time even though I took longer”. Swims also felt more comfortable “Generally I felt better all around.” Comments from the disassociators implied that the second swim was more enjoyable. The BIS “gave me other things to think about. I was not as mentally drained prior to the swim as I was in the first swim”. Subjects favoring the first swim (100% associative) attributed it to physical and mental factors. For instance, one subject suffered from a headache during the second swim and another blamed it on exhaustion because of work-out before the second swim. Also, one swimmer commented on “feeling more relaxed” and being less stressed during the first swim.

DISCUSSION

These results suggest that distance swimmers prefer associative thinking when swimming. Similar results were found in other studies with marathon runners during races (Masters and Lambert, 1989; Morgan and Pollock, 1977). Elite distance runners were found to be mostly associative thinkers throughout important races. Their results encouraged researchers to consider the notion of “the better the associative thinking the better the performance” (Schomer, 1987). Yet in this study, swimmers did not significantly improve their swimming times even after having read the BIS for an associative strategy. The strong preference for swimmers’ associative thinking was reflected mostly in the middle of the swim rather than throughout the entire swim. In comparison to distance runners during important races, the participants did not perceive the swim to be a race. Interestingly, a difference was found in muscular fatigue after the second swim despite the similar timed performances, RPE and heart rates between both swims. Three recommendations are suggested. Different results were found by Rushall and Shewchuk (1989). They found that thought content instructions improved swimming workout performance in at least two of the three thought conditions. In future studies, the extent to conformity of the BIS should be examined. Secondly, an 800 meter swim may not have been far enough for distance swimmers to use dissociative strategies especially since the groups’ average swimming per week was 4,490 m. Finally, the 800 m swims may have been too familiar for the participants, knowing their pace and the approximate time required. Perhaps, time could be a better independent variable than distance.

References

Borg, G. (1982). Psychophysical Bases of Perceived Exertion. Medicine and Science in Sports and Exercise, 14, 337-381.

Daniels, F.S. and Landers, D.M. (1981). Biofeedback and Shooting Performance: A Test of Deregulation and Systems Theory. Journal of Sport Psychology., 4, 271-282.

Gill, D.L., & Strom, E.H. (1985). The Effect of Attentional Focus on Performance of an Endurance Task. International Journal of Sport Psychology, 16, 217-223.

Koltyn, K. F., O’Connor, P. J., & Morgan, W. P. (1991). Perception of Effort in Female and Male Competitive Swimmers. International Journal of Sports Medicine, 12, 427-429.

Masters, K.S., & Lambert, M.J. (1989). The Relations Between Cognitive Coping Strategies, Reasons for Running, Injury, and Performance of Marathon Runners. Journal of Sport & Exercise Psychology, 11, 161-170.

Morgan, W.P. (1978). The Mind of the Marathoner. Psychology Today, April, pp. 38-40,43, 45-46, 49.

Morgan, W. P., Costill, D. L., Flynn, M. G., Raglin, J. S., & O’Connor, P. J. (1988). Mood Disturbances Following Increased Training in Swimmers. Medicine and Science in Sports and Exercise, 20, 408-414.

Morgan, W.P. & Pollock, M.L. (1977). Psychologic Characterization of the Elite Distance Runner. Annals of the New York Academy of Sciences, 301, 382-403.

Padgett, V.R., & Hill, A.K. (1989). Maximizing Athletic Performance in Endurance Events: A Comparison of Cognitive Strategies. Journal of Applied Social Psychology, 19(4), 331-340.

Pennebaker, J.A. & Lightner, J.M. (1980). Competition of Internal and External Information in an Exercise Setting. Journal of Personality and Social Psychology, 39, 165-174.

Pennebaker,J.A. & Skelton, J. (1978). Psychological parameters of Physical Symptoms. Personality and Social Psychology Bulletin. 4,524-530.

Rushall, B. S., & Shewchuk, M. L. (1989). Effects of Thought Content Instructions on Swimming Performance. Journal of Sports Medicine and Physical Fitness, 29, 327-334.

Sewell, D. F. (1996). Attention-focusing Instructions and Training Times in Competitive Youth Swimmers. Perceptual and Motor Skills, 83, 915-920.

Schomer, H.H. (1987). Mental Strategy Training Programme For Marathon Runners. International Journal of Sport Psychology, 18, 133-151.

Schomer, H.H. (1986). Mental Strategy and The Perception of Effort of Marathon Runners. International Journal of Sport Psychology, 17, 41-59.

Weinberg, R.S., Smith, S., Jackson, A. & Gould, A. (1984). Effect of Association, Dissociation and Positive Self-Talk Strategies on Endurance Performance. Canadian Journal of Applied Sports Science, 9(1), 25-32.

 


 

Correspondence concerning this article should be addressed to Dr. Roger T. Couture, School of Human Kinetics, Laurentian University, Sudbury, Ontario, Canada, P3E 2C6; Tel.# (705) 675-1151, ext. 1023.E-Mail: Rcouture@NICKEL.LAURENTIAN.CA

This study was supported by a grant from the Laurentian University Research Fund, Sudbury, Ontario, Canada.

2013-11-27T19:14:10-06:00February 11th, 2008|Sports Coaching, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on Can Performance in a Distance Swim be Improved by Increasing a Preferred Cognitive Thinking Strategy?

High Intensity Strength Training For Better Body Composition

During the past several years we have learned a lot about the effects
of strength training and body composition. For example, a carefully controlled
study at Tufts University showed significant changes in body composition
from a basic program of strength exercise (Campbell et al. 1994).

The subjects added three pounds of lean weight, lost four pounds
of fat weight, increased their resting metabolic rate by seven percent and
increased their daily energy requirements by 15 percent after 12 weeks of
strength training.

Research with over 1100 previously sedentary adults revealed similar
body composition improvements from eight weeks of standard strength training
(Westcott and Guy 1996). The program participants increased their lean weight
by 2.4 pounds and decreased their fat weight by 4.6 pounds.

Of course, unfit individuals tend to improve their body composition
at faster rates than people who are presently doing strength exercise. Many
people want to know if strength training can further enhance body composition
in well-conditioned exercisers.

Previous studies have demonstrated that various high-intensity training
techniques are more effective than standard training protocols for increasing
muscle strength in both beginning and advanced participants (Westcott 1996,
1997a, 1997b; Westcott and La Rosa Loud 1997). As shown in Figures 1 and
2, slow training produced greater strength gains than standard training for
both beginning and advanced trainees. As illustrated in Figures 3 and 4,
breakdown training resulted in greater strength gains than standard training
for both beginning and advanced exercisers. Likewise, assisted training generated
greater strength gains than standard training for both beginning and advanced
subjects (see Figures 5 and 6).

We have recently examined the effects of combined high-intensity
training techniques on body composition changes in well-conditioned participants.
The six-week advanced exercise program included slow training, breakdown
training, assisted training, and pre-exhaustion training. The 48 subjects
added 2.5 pounds of lean weight and lost 3.3 pounds of fat weight as a result
of their training efforts, which represented more improvement than we expected
from regular strength exercisers.

We have been pleased with our participants’ positive response to
the combined approach of high-intensity strength training techniques. Our
standard exercise protocol is outlined in Table I.

We observed that many program participants selected the pre-exhaustion
technique for their sixth week of high intensity training. Although we do
not have data that show this training method to be better than the others,
there may be some benefit in performing more pre-exhaustion sessions.
Psychologically, changing exercises at the point of muscle fatigue may be
more appealing than performing more repetitions of the same movement pattern
with less weight or with manual resistance. Physiologically, performing two
different exercises for the target muscle group recruits more muscle fibers
which may enhance the training stimulus. In addition to more exercises,
pre-exhaustion programs require more training time and may therefore be the
best high-intensity technique for burning calories.

Table I: Standard Exercise Protocol

Week Days

Training Technique

Total Exercises

Total Time

1. M & F Breakdown
(10 reps to fatigue
plus 3 reps with
10-20% less weight)

12

20 Minutes

2. M & F Assisted
(10 reps to fatigue
plus 3 reps with
manual assistance)

12

20 Minutes

3. M & F Slow Positive
(5 reps to fatigue
with 10 seconds lifting
and 4 seconds lowering)

12

20 Minutes

4. M & F Slow Negative
(5 reps to fatigue
with 4 seconds lifting
and 10 seconds lowering)

12

20 Minutes

5. M & F Pre-Exhaustion
(10 reps to fatigue with
first exercise plus 5 reps
with second exercise)

16

25 Minutes

6. M & F Personal Preference
(Trainee chooses the
technique that seemed
most productive)

12-16

20-25 Minutes

As many of our intermediate level strength trainees want to improve
their body composition, we presently provide high-intensity training programs
with more emphasis on pre-exhaustion techniques (Table II). The results are
encouraging, but we try to be cautious about overtraining. Our members seem
to respond well to six weeks of high-intensity training followed by six weeks
of standard training to maintain their new level of strength and
fitness.

Although we have not previously provided nutritional counseling to
our high-intensity training participants, this would undoubtedly be beneficial
for clients who want to lose fat as well as build muscle. A combination of
individualized high-intensity strength exercise and sound dietary guidelines
should produce significant improvements in body composition.

Table II: High Intensity Training Techniques

BASIC DESCRIPTIONS

Name

Procedure

Example

Comments

Breakdown Training Perform about 10 reps
to fatigue with standard
weightload. Immediately
reduce resistance 10-20%
and perform about 3
more reps to second
level of fatigue.
Complete 10 leg
extensions with 150
lbs., then 3 more reps
with 120 lbs.
Change resistance
as quickly as possible
to maximize the
training effect.
Assisted Training Perform about 10 reps
to fatigue with standard
weightload. Trainer
assists with 3 post
fatigue reps on lifting
phase only.
Complete 10 leg
extensions with 150
lbs., then 3 more reps
– with manual assistance
from trainer.
Assistance is given
only on the positive
muscle action where
it is necessary, but not
on the stronger nega-
tive muscle action
when it’s unnecessary.
Slow Positive Training Perform about 5 reps
to fatigue with 10% less
than standard weight-load,
taking 10 seconds for each
positive muscle action and
4 seconds for each negative
muscle action.
Complete 5 leg
extensions with
135 lbs., counting
10 secs up and 4 secs
down for each rep.
Be sure to breathe
continuously
throughout
every repetition.
Slow Negative Training Perform about 5 reps
to fatigue with 5% less
than standard weightload,
taking 4 seconds for each
positive muscle action
10 seconds for each
negative muscle action.
Complete 5 leg
extensions with
142.5 lbs., counting
4 secs up and 10 secs
and down for each rep.
Use smooth and
continuous move-
ments, rather than
choppy stop and
go movements.
Pre-Exhaustion Training Perform two successive
exercises for target muscle
groups, typically a rotary
exercise followed immed-
iately by a linear exercise.
Use 10 reps to fatigue in
the first exercise and 5 reps
to fatigue in the second.
Complete 10 leg
extensions with
150 lbs., then 5 leg
presses with 300 lbs.
Take as little time
as possible between
the two successive
exercises to maximize
the

Table III: Examples of Pre-Exhaustion Exercise Combinations

1. Leg extension followed by leg press.
2. Leg curl followed by leg press.
3. Dumbbell lunge followed by barbell squat.
4. Dumbbell fly followed by barbell bench press.
5. Dumbbell pullover followed by lat pulldown.
6. Dumbbell lateral raise followed by dumbbell press.
7. Dumbbell curl followed by chin up.
8. Dumbbell overhead extension followed by bar dip.


Wayne L. Westcott, Ph.D., is fitness research director at the South
Shore YMCA in Quincy, MA. Dr. Westcott has written the Muscular Strength
And Endurance chapter for the ACE Personal Trainer Manual and has authored
several textbooks on strength training.


References

Campbell, W., M. Crim, V. Young & W. Evans. (1994). Increased
energy requirements and changes in body composition with resistance training
in older adults. American Journal of Clinical Nutrition, 60:
167-175.

Westcott, W. (1996). Strength training for life: Make your method
count. Nautilus Magazine, Spring 5: 2, 3-5.

Westcott, W. and Guy, J. (1996) A physical evolution: Sedentary adults
see marked improvements in as little as two days a week. IDEA Today 14:
9, 58-65.

Westcott, W. (1997a). Research: Research on advanced strength training.
American Fitness Quarterly, 15: 4, 15-18.

Westcott, W. (1997b). Strength training 201. Fitness Management,
13:7, 33-35.

Westcott, W. and La Rosa Loud, R. (1997). A better way to beef up
strength workouts. Perspective, 23: 5, 32-34.

2013-11-27T19:16:37-06:00February 11th, 2008|Sports Coaching, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on High Intensity Strength Training For Better Body Composition

International Youth Sport Tour Benefits

International youth sport tours are travel programs that provide youth teams with the opportunity to travel to and compete against sport teams from other countries. In addition to competing, the team members and their families and/or friends are able to tour the countries, cities and areas where the competitions are held. These team sport competitions, therefore, afford experiences and benefits that are difficult to duplicate without international travel taking place. This paper will look at the benefits derived by team members who participated in European sport tours organized by this writer. The information for this paper has been obtained from written evaluations completed by past sport travel participants (team members, families and friends who completed the tour).

Adventure is one obvious result of international travel. Many youth sport team members have never flown before; most have never been to a foreign country where English is not the primary language; and almost all express a fear or concern about the possible problems that could and sometimes do develop. Before, during and after the trip, the sense of adventure and accomplishment exists. For some, this may be the greatest adventure of their lifetime, and an experience that will be remembered and talked about forever.

The learning that takes place during the international travel experience is another very apparent positive effect of international sport competitions. Hearing a new language, being immersed in another culture, shopping with foreign money in a store where English is not the primary language, seeing and visiting attractions that are the highlights of courses taken; visiting museums and castles; going to local festivals and concerts and living as though a resident of a foreign country provides experiences that cannot be duplicated by reading or in the classroom. International youth sport competitions afford learning experiences in geography, foreign language, sociology, math (money exchanging, metric conversions, etc.), history, art and music.

Friendships, sometimes lifelong, develop during these travel programs. Meeting with opponents and their families during and after the competitions (socials with opponents and their families are offered) allow participants to start interactions that often result in written correspondence and exchange visits. Competition often results in the reducing of psychological, sociological, cultural and language barriers that impede interaction with others. If you can play against someone on the court, you can almost always socialize with him/her off the court.

Improved eating habits also sometimes result from foreign travel. With breakfasts, lunches and dinners containing foods not commonly eaten in the United States, the boys and girls on these sport excursions often find themselves trying and enjoying soups, salads, cheeses, pastas, meats, vegetables, breads and desserts they have never previously tasted. Although, a visit to a McDonald’s during the tours is always a welcome break, follow-up evaluations indicate that a number of past participants will not so readily turn away from meal offerings that would not have been considered prior to the trip.

Communication and listening skills are often enhanced during foreign travel. How does one communicate without knowing the language? Most participants quickly gather this knowledge. Learning key words and/or some basic sign language becomes a necessity. Listening and trying to understand a new friend who has a difficult time speaking English takes patience and attention. Boys and girls who are often considered shy may become more extroverted as a result of this foreign travel experience.

Increased self-reliance and self-confidence often result as by-products of these international sport competition experiences. After lengthy instructions, Team members are given the opportunity to tour with friends, but without parents, the old sections of such cities as Venice, Innsbruck, Vienna, Florence, Budapest, Interlaken and Verona. Getting along on your own in a foreign land, even for just a few hours, provides a very satisfying feeling of accomplishment. They are now world travelers.

Playing against different styles of play in different facilities can enhance the individual skill levels of the competition tour members. Youth hockey competitions in Italy provide an excellent example. Unlike U.S. hockey, Italian youth hockey rules frown on player contact, thus stressing the importance of skating and stick handling skills. In addition, youth hockey games are played on the larger Olympic size ice surface. Competing with Italian teams is a great way to improve skating and stick handling skills.

Another and the final benefit to be mentioned in this paper is the prestige of having competed in Europe that results on the participant’s return to the United States. Families, friends and competitors pay notice of this accomplishment, and the fact that the participant is now considered special, because of having participated in international sports play, and having traveled abroad. The participant, of course, will have trophies and mementos of this experience, that when displayed will result in a long-term recognition.

As indicated, the benefits to boys and girls from the United States who compete in sports competitions in foreign countries are numerous. Participating in an adventurous experience, learning in a variety of disciplines, friendship development, improved eating habits, enhanced communication and listening skills, increased self-reliance, skill improvement, and enhanced prestige are included among the benefits. Although, the cost for participating on these international travel programs may be viewed high by some, the lifetime benefits that are gained could result in these youth competitions being considered as bargains.


Author’s Note

Dr. Joe Manjone has been conducting international travel programs since 1978. He is Director of Continuing Education and also Director of Sport Travel and Tourism at the United States Sports Academ.. Dr. Manjone and the United States Sports Academy in cooperation with the Italian Sports Federation are offering youth sports competitions (for teams, families and friends) in Italy. For information on these youth sport competitions, please e-mail Dr. Manjone at JoeMan@ussa-sport.ussa.edu

2013-11-27T19:17:33-06:00February 11th, 2008|Sports Facilities, Sports Management, Sports Studies and Sports Psychology|Comments Off on International Youth Sport Tour Benefits

Sports Medicine for Youth Soccer

Training for Optimal Performance

Soccer is a major sport for young athletes in the United States, and is also rapidly becoming a major sport for males and females for all ages. Because young athletes go through puberty at different times, they vary a great deal among each other in size and maturity. These differences pose a challenge to the athletes and their coaches. The primary characteristics of a young athlete are: motivation; physical fitness (i.e. muscle strength, power, endurance, flexibility, proper body composition, and cardiac respiratory endurance); discipline, coachability; skills; ability to be a part of a team; ability to think under stress; and good spatial orientation.

The practice sessions for soccer should seek to achieve: physical conditioning, repetitive training, proper intensity of training, flexibility, and awareness that the achievement of proper endurance for the soccer athlete requires 4-6 months of training. Also, the coach should be aware that extreme and severe high intensity and high frequency training causes damage to muscle tissues and is counterproductive to the goals of the athlete. The pre-game meals should primarily be composed of carbohydrates, and balanced meals should be eaten prior to game days. Water consumption (hydration and rehydration) should be strongly encouraged with water breaks built into the training schedule and water available upon demand.(2)

Physiological and Chronological Age

Any middle school teacher can tell you that adolescent teenagers are difficult to handle and that they vary a great deal in size, height and maturity. This is because teenagers, in addition to possessing the normal genetic inheritance of size from their parents, are also in a very fast growth period (puberty). The growth spurt on the average is around 12 years of age for girls and 14 years of age for boys. Young athletes are experiencing a turmoil period which affects them both physiologically and hormonally. Therefore, young athletes come to soccer with these inherent and at times large differences in size, shape, height, and skill level. Because of these differences, it is very difficult to mold a team at this age group into a skilled unit.

Characteristics of a Soccer Player

All of the following player characteristics need not be present before the individual plays soccer. However, the individual should either show aptitude or at least a willingness to acquire these characteristics.

 

1. Motivation

The soccer player should be interested and motivated to play the game of soccer (i.e. kicking a ball, running, passing a ball, etc.). In other words, the player is receiving an enjoyment out of performing these tasks especially when it is performed spontaneously and without adults forcing them to do so.

2. Physical Fitness

The term physical fitness connotes different meaning for different activities. In the

context of soccer, it is the ability to play soccer for 60-90 minutes without fatigue, exhaustion, or other malsymptoms of a sedentary person. The player should have the following physical fitness characteristics to play soccer:

a. muscle strength and power
b. endurance
c. flexibility
d. proper body composition
e. cardiac respiratory endurance

3. Discipline

The ability to practice and play the game in a repeated fashion several times a week.

4. Coachability

The ability to take instructions and to try to comply with these instructions.

5. Skills or ability to learn skills

The ability to conduct or learn individual soccer skills with the ball such as kicking, receiving, passing, shooting, control, etc.

6. Ability to play in a team sport

The ability to cooperate with other team members to achieve a difficult task. Also, the player should have the ability to accept less personal recognition for the sake of the team. The player also should be able to associate with others for a long time and sometimes under stressful conditions. Finally, the player should have the ability to enjoy himself with others.

7. Ability to think under stress

Most people are not as logical under stressful conditions as they are normally. However, the well trained soccer player learns what to do under the various game conditions, and also learns to think quickly under stressful conditions.

8. Good Spatial Orientation

The ability to think and visualize in three dimensions and to be relevant to the soccer field is difficult for very young players. The player should be able to learn to adapt to the spatial orientation within the field and re-position himself/herself relevant to the ball, teammates and the opposing team members.

 

Practice Sessions

The purpose of this article is not to suggest specific exercises. There are other sources for the numerous soccer practice sessions. However, we will give a general outline that all soccer practice sessions should fall within. In this manner, each coach can use their creativity to make soccer practices more enjoyable and more beneficial to the different needs of the varied groups.

The practice sessions should be designed to make the individual a better soccer player. The best practice for any sport is to play that sport repeatedly in order to develop those muscles, skills, endurance, etc….., for that sport. It is a common occurrence for those who play one sport and then suddenly play another sport to have muscle aches after the first few times of the new sport. This is because they have used a different new set of muscles than they used before. This is called specificity of training. So, the more the soccer player plays soccer, the better he/she will become. This is not to say that the soccer game should not be broken down to small segments so that it can be taught and repeatedly reinforced.

In order to prepare the individual to play soccer, players and coaches should observe the following factors:

 

1. Physical conditioning

Increased ability to sustain both aerobic and anaerobic exercises.

2. Frequency of training

This should be 2-3 times a week for youngsters and 3-4 times a week for adults.

3. Warm-up

Static stretching should last 10-30 seconds and be repeated 3-5 times. Each stretching exercise should include a larger range of motion than the previous one. In addition, after each rigorous practice session, there should be 10 minutes of low to moderate cool-down exercises. Examples of cool-down exercises in soccer are individual skill exercises; jogging lightly, and best of all just walking or dribbling the ball lightly.

4. Time to peak endurance

Quick and severe training for 2-3 weeks prior to a season as is the case in some high schools after sedentary summer, cannot achieve endurance and may be detrimental to the athlete. This is because adaptation of the cardiorespiratory system and muscle enzymes require about six months of training to reach peak endurance capacity. Moreover, it takes 2-4 weeks without training (as may be the case during the summer for high schoolers) to lose most of endurance parameters (see section on endurance for details). Therefore, a well-planned long training period is an essential part of preparing players for the season.

5. Muscle Strength and Power

The use of moderate weight lifting for young athletes to increase strength and power in moderation is an acceptable form of exercise. Weight bearing exercises for children below 13 years of age is not recommended in the standing position where there is a great deal of compression force on the legs. In order to increase muscle strength, the muscle should be challenged by at least 60% of the maximal weight lifted the first time. Furthermore, in subsequent days and weeks, the muscle must be challenged by increasing weights, with high frequency repetition. Remember, an increase in muscle strength is not necessarily associated with a large increase in size of the muscle. Low frequency repetition increases the size of the muscle (body building) rather than increasing the muscle strength. While defenders may be able to use a greater muscle mass and strength, other soccer players need to increase strength more than muscle size in order to keep their agility and speed.

Soccer is a mixture of aerobic and anaerobic sport. Therefore, the training session should combine both modes. Aerobic (like marathon running, jogging, etc…) sessions are usually composed of slow rhythmic exercises. These exercises allow the body to utilize oxygen to burn foodstuff to produce the energy needed. Therefore, the best soccer training sessions should resemble match-like conditions which involve both anaerobic and aerobic exercises. These conditions consist of the player performing, for example, the following tasks:

 

(a) Aerobic exercises such as continuous jogging to re-position to a new ball position lasting 1-5 minutes. Repetition of this action 10-50 times per game.

(b) Anaerobic exercises such as sprinting — lasting from a second to 1 min. Repetition of this action 10-50 times per game.

(c) Midfielders do most of the jogging and sprinting throughout the game since they must perform offensive and defensive tasks.

(d) Defenders tend to do mostly jogging and less sprinting.

(e) Offensive players do more sprinting than jogging.

 

The details of the sessions should be left to the creativity of the coach to combine multiple game-drills that benefit the most for a given player and team.

Usually young players play more than one position (i.e. offensive versus defensive position). However, as the young players pass puberty, they become more specialized in a given general position. Therefore, each position may require slightly different emphasis. For example:

 

(a) Offensive players do mostly sprinting than jogging and therefore would require more anaerobic process adaptation.

(b) Defensive players tend to do mostly jogging and less sprinting and therefore would require more aerobic process adaptation.

(c) Midfielders tend to do both sprinting and jogging throughout the game since they must perform both offensive and defensive tasks. Therefore, midfielders would require an intensive training to adapt to both aerobic and anaerobic processes.(1)

 

Interval Training

The soccer player can benefit from interval training. Interval training consist of work bouts with rest intervals of ratio varying from 1:3 to 1:1 (work/rest) depending on the need and the physical fitness of the individual. The work period can lasts a few seconds up to several minutes. The whole cycle can be repeated 5-20 times. A short high intensity (sprinting) work bout lasting greater than 15 seconds can improve the anaerobic system with rest period of 30 seconds. Interval training to improve the aerobic system could consist of ratio’s of 1:1 or 1:1:5. The exercise period could last 60-90 seconds in order to force oxygen consumption followed with a recovery period varying from 60 seconds up to 135 seconds.(2)

Circuit Training

Circuit training attempts to use economically time of exercise to improve strength, power and cardiorespiratory system. Work sessions should combine resistance, speed and rest. For example, working periods can vary from 30-60 seconds with similar rest periods. The number of different stations could be as high as 15 stations of differing exercises.(2)

Preparations for the Soccer Season

Physical Fitness Assessment

1. Physical Exams and Screening

2. Physical Fitness Tests

 

a. Cardiorespiratory endurance

 

1. Heart rate recovery test
2. Step test
3. Running
4. Walking

 

b. Body Composition

 

1. Anthropometric test
2. Skinfold test

 

c. Muscle Power and Strength

d. Flexibility

 

Prevention of Injuries

 

a. Proper Preparation of teens and players
b. Equal Competition
c. Proper rules and refereeing
d. Proper sequence of warm-ups, stretching, and exercises

 

Protective Gear in Soccer

 

1. Cleats
2. Shin Guards
3. Mouth protector (for persons with orthodontics)
4. Goalies outfit (elbows, knees, and hip cushion)
5. Taping (when necessary)

 

Water and Electrolyte Balance

Water is the most important and critical nutrient to the survival and well being of a person. One can survive without intake of other nutrients for days, weeks, and even months but one cannot survive without water for more than a few days. In a 70 Kg person, the water content is about 40 liters (i.e. 60% of body weight). Most of the water (25 liters) is inside cells of the body and about 15 liters lie outside the cells. The blood volume is about 5 liters and the maintenance of this volume is critical to the survival of the person. For example, daily fluid intake can vary from 1-7 liters, while the blood volume must remain constant. Excess fluid intake can easily be regulated; however, a problem. arises when fluid intake is below one liter per day and blood volume starts to become lower than 5 liters (for example about volume of 4 liters and below can cause death). Under sedentary conditions skin and kidney (i.e. urine output) are the most important regulators of body water. Under the conditions of hot weather and exercises (despite fluid intake in many cases, the skin (sweating) becomes the only important regulator of body water as well as the body temperature. The daily loss of water in a heavy, prolonged exercise (3 hours marathon) can increase from 0.1 to 5 liters.(6)

Sweating is absolutely necessary in order to maintain constant body temperature. The sweat rate usually corresponds to increases in energy expenditure by the athlete. Trained athletes have a more sensitive sweating system than non-athletes due to adaptation by the repetitive exercises. Of the 5 liters of H2O, a marathon runner’s losses (despite fluid intake in many cases) represent 12% of body water and 8% of body weight. Anything above 2% weight loss due to exercise induces severe demands on the thermoregulatory and cardiovascular systems.

All of the energy expenditure during exercise ends up as heat. Therefore, body temperature will rise rapidly during exercise if cooling due to sweating is not functioning. The prolonged increase in body temperature will eventually cause serious damage to the thermoregulatory system, which can result in serious damage to the brain — the most sensitive organ. Thirst, unfortunately, is not a reliable indicator during exercise (i.e. under any stressful conditions). Therefore, athletes should drink water not just to quench their thirst, but as part of their exercise regime. Figures 3 and 4 represent a hypothetical daily water output and water intake for persons who are: sedentary, a marathon running for 3 hours, or soccer players (90-100 minutes). The numbers are rough estimates, and for illustration purpose only. The most scientific way to determine how much water intake ought to be is to weigh the player before and during the game. The loss of weight due to water loss should be adjusted by drinking the same amount of water. Remember, it is better to drink more than less water.

Children utilize a greater metabolic energy and thus produce more heat than adults to perform the same task. Fortunately, children dissipate heat better than adults due to a larger surface area to mass ratio than adults. However, when ambient temperature is hot and humid, the dissipation of heat is inhibited and thus children maybe at a greater risk than adults during exercise.

Electrolytes such as Na+, K+, Cl-, Ca2 and Mg2+ are the most important ions and their amount in the cell and the blood is critical in maintaining normal body function. As we sweat more during exercise, the amount of these ions in the sweat is less than that of the blood. In other words, the body is losing more water than ions. Under heavy exercise conditions, the body loses about 5-7 grams sodium chloride. However, there is a minimal loss of K+ and Mg2+. Under conditions of continued exercise (up to 80-90 minutes) there is a need to replenish water continuously, but not salt. If there is heavy exercise beyond the 80-90 minutes, salt replenishment is appropriate. The use of salt tablets during the early phase of exercise (in most cases of soccer) is detrimental to the body. The body fluid has a higher salt concentration after exercise than before; therefore, the body needs pure water to bring the blood composition back to normal levels.(6)(2)

Heat Related Illnesses

Heat Cramps

They are similar to other muscle cramps, which may be due to: sudden blows; over exercise; lack of blood supply, etc.

 

Cause: Reduced blood flow to the muscle due to: loss of water, prolonged loss of minerals, etc.

Symptoms: Spasmodic tonic contraction of a given muscle.

Onset: Gradual or sudden.

Danger: None if treated. Heat cramps could lead to termination of that particular exercise for a few days.

Prevention: Proper physical fitness, proper warm-ups and stretching exercises prior to the activity and temporary termination of activity.

Treatment: Termination of activity. Stretching, rest and ice treatment necessary.

 

Heat Exhaustion

 

Cause: Loss of water.

Symptoms: Tiredness, weakness, malaise, and progressively weaker.

Onset: Gradual and over several days.

Danger: The player may go into shock because of reduced blood volume This rarely happens, however, as it is not an emergency condition.

Prevention: Proper physical fitness and proper hydration before and during the exercise and termination of activity.

Treatment: Cooling, drink water, and later drinking large amounts of mineral rich fluid such as fruit and vegetable juices.

 

Heat Stroke

Brain cells in the hypothalamus maintain body temperature close to 98.6oF. These cells respond to the blood temperature that passes through them. The cells regulate the skin by sending signals to release skin vasodilator in order to increase sweating. When rectal temperatures reach 41oC – 43oC, unconsciousness may develop; if that happens, the mortality rate ranges from 50-70%. Heat stroke is the second cause of death among athletes.

 

Cause: Loss of water and sudden uncontrolled rise in body temperature due to the failure of the thermoregulatory center in the brain.

Symptoms: It is a Medical Emergency. May lead to death or irreversible damage. Person shows behavioral or mental status changes during heat stress. These symptoms include: sense of impending doom, headache, dizziness, confusion and weakness. Symptoms that could lead to heat stroke are:

 

a. high temperature and high humidity
b. high rectal temperature
c. hot dry skin
d. cardiorespiratory and central nervous system disturbances
e. clouded consciousness and finally collapse

 

Onset: Sudden

Danger: Brain damage and death is imminent if not treated quickly.

Prevention: Proper physical fitness and proper hydration before and during the exercise and termination of activity.

Treatment

 

1. Call for an ambulance.
2. Remove clothes and cool with ice and cold water on the body.
3. Monitor vital signs. (i.e. breathing, heart beat, pupil size).
4. Massage extremities to promote cooling.
5. Once the body temperature cools and the person is quite alert, remove from cold environment to prevent hypothermia.(3)

 

In the hospital they may perform the following:

 

1. Administer I.V. fluid (1400 ml for first hour).
2. Monitor urinary output – Mannitol may be given to promote urination.
3. Digitalis may be considered for heart failure.
4. Isoproterenol administration to increase cardia output (if needed).
5. Oxygen may be given.
6. Other procedures as necessary may be used.
7. Continue to monitor kidney and brain functions.

 

Adaptation of Endurance Training

Endurance training connotes a process of adaptive changes to achieve the strength, power and cardiorespiratory capacity to complete the specific physical task. Endurance training requires several months of rhythmic and continued exercise that results in an increase in the body’s number of capillaries, maximal oxygen uptake, stroke volume, and enzymes. Moreover, endurance training increases the sectional size of slow type fibers and there is an actual conversion of fast type fibers (Type 11B.) to slow (Type 11A.). The Type 11B. fibers are the fast fibers, and are capable of lasting longer than the type 11A. fibers. Therefore, there are major underlying biochemical changes in the various organs and cells involved in the physical activity that provides the needed energy, strength and power to carry out the task. Soccer requires a combination of slow and fast fibers because soccer playing is a combination of quick actions lasting less than 1-2 minutes and a prolonged activities which can last 5-10 minutes.

Athletic physical conditioning has become a very serious and scientific endeavor. In the past 20 years, there has been an increase in our understanding of the physiology and biochemistry of exercise. There has also been an increase in interest in the mechanism of how exercise induces physiological and biochemical adaptation at the cellular and organismic level and how this accounts for the improved performance of athletes in a given sport.(1)

Endurance in sports means the ability of the person to perform a specific prolonged exercise or work to achieve a reasonable task without adverse reactions such as fatigue, exhaustion, and injury. Endurance can mean different things for different tasks (i.e. sport activity), as each task may involved unique muscle groups and skill levels. Therefore, there are several components of endurance that develop differentially during endurance repetitive training for the specific sport. The components of endurance are: muscle strength and power, the cardiovasculatory system, and the respiratory system. The cardio-respiratory endurance is needed with varying intensities in all sports. However, strength and power can vary in magnitude from muscle to muscle. Therefore, local endurance is quite important for a given sport. During endurance training of repetitive exercise for several months, the muscles adapt to generate force and to maintain a supply of energy. The key factor in endurance training is the exertion of physical stress with certain frequency and for lengths of time. This chronic muscular activity stimulates growth of the muscle as well as the development of endurance in terms of oxygen delivery, energy production, and permanent metabolic and structural changes. Therefore, endurance training in this context is a low-level, prolonged-intensity aerobic training exercise where the system can utilize oxygen as the initial trigger of energy source. The first general aspect of endurance adaptation is the adaptation of the cardiovascular/respiratory system to accommodate the increased frequent demand for oxygen uptake and delivery.

Cardiovascular – Respiratory Adaptation

Rhythmic and continued exercise requires a greater use of oxygen at the muscle site. Therefore, the routes of uptake and transport of oxygen from the air to muscle tissues must adapt to the increased rate of delivery and extraction. A measurement of cardiorespiratory endurance is the VO2 max. VO2 max is the maximal oxygen uptake during the maximal exercise, and it differs from person to person. In order to compare exercise-related data from person to person, the data is expressed relative to a specific level of intensity of exercise and represented as expressed as a percent of VO2 max. To illustrate its importance, endurance training can change the VO2 max by as much as 20%. This is the first indication that true structural and biochemical changes must occur in order to metabolize the increased oxygen uptake. The first apparent result of an exercise is the immediate increase in heart rate. The resting rate is 80 beats per minute; however, during exercise the heart rate can go as high as 190 beats per minutes. After several months of endurance training, heart rates can go as low as 40 beats per min. This reflects several factors of adaptation to exercise among them being the autonomic nervous system. However, the one aspect related directly to the heart rate is the fact that despite the lowered heart rate, the heart provides a greater cardiac output because the stroke column increases by as much as 80%. In a highly trained athlete, the refilling is more complete. More importantly, the left ventricle strength and power is dramatically increased. The left ventricle undergoes hypertrophy with endurance training, which means the actual heart muscle mass and volume are increased. Heart size is greater in endurance trained athletes by as much as 25%, as compared to a sedentary person. Moreover, the contraction of contractile proteins are increased and the composition of the protein changed. Also, oxygen delivery of the blood supply to the heart is improved because the number and size of capillaries per cross-sensational areas of muscle increases by as much 50% due to endurance training. Endurance training also improves (by as much as 80%) the muscle content of myoglobin. Myoglobin carries oxygen within the muscle tissue. These dramatic biochemical adaptations in the oxygen delivery system parallels those of the heart and thus complements the entire scope of the biochemical adaptation for a better performance by the trained athlete.(2)

Blood Volume and Composition

There are three major changes in the blood due to endurance training: (1) increased blood volume; (2) increased hematocrit (i.e. increase in the total number of red blood cells (RBC); and (3) decrease in viscosity. The increased blood volume is as high as 20%. However, the increase in RBC is less pronounced and as a consequence the viscosity of the blood decreases. The increase in blood volume is the key important factor for an endurance trained athlete. The increased blood volume enhances O2 delivery as well as enhancing microcirculation. The increase in microcirculation is even more pronounced due to the blood’s reduced viscosity. A trained athlete also has another advantage in greater capacity to clear lactate from the muscle and utilizing lactate as an energy substrate. Thus, the level of blood lactate in a trained athlete is lower than in a sedentary person. This phenomenon is referred to as a lactate shift. A trained athlete therefore has a greater endurance with less fatigue and cramps due to decreased levels of blood lactate.

Common Injuries Encountered in the Sport of Soccer

The physiological principles of tissue damage and tissue healing are essentially the same for all sports. What makes each sport somewhat unique in terms of the injuries encountered is the specific sport activities which lead to specific mechanisms of injury. The soccer skills involved with passing and dribbling, kicking, ball control, heading, tackling and goal keeping all, when combined with the principles of force, gravity, ground contact, and torque, can lead to injuries.

Unfortunately and wrongly, our youngest athletes (such as youth soccer players) receive the least sports medicine coverage. Therefore, injury recognition and evaluation becomes the premise of the coach or parent who may have little or no preparation for the task.

In an attempt to simplify the evaluation procedures, the most basic acronym, HOPS, should be employed. HOPS stands for history, observation, palpation and strength/sensation. This primitive evaluation system may be utilized with any type of injury.

A good preparticipation physical examination is mandatory. This provides the benchmark from which deviations from the norm may be measured. A good preparticipation physical should minimally include a medical history, height and weight check, visual acuity check or screen, orthopedic or joint evaluation and visceral examination. Physicians specializing in sports medicine are the best sources for these physical exams.

Observation begins the first time one sees the injured athlete. Is he/she conscious, does the athlete walk with an antalgic gait, does the athlete hold any body part as a protective manner, and is the athlete visibly exhibiting pain? These are all important observational factors. Also, if one is dealing with an extremity injury, the evaluator should visibly compare that limb to the contralateral or uninjured limb.

Palpation involves touching and moving the injured body part. If pain is diffuse, palpation may be of limited value. However, if the pain is specific or point tender, then active, passive and resitive motion will assist the evaluator in localizing the injury site or injured structure.

Strength/sensation is the final aspect of the field evaluation. Again, if dealing with an extremity injury, one has the luxury of being able to compare strength and sensation of the injured limb to that of the uninjured.

Common injuries encountered in the sport of soccer include:

  •  

    Sprains: A sprain represents damage to a ligament. Common sprain sites include the ankle, knee and wrist.

  •  

    Strains: A strain represents damage to a musculotendinous unit. Common strain sites encountered in soccer include the gastrocnemius, quadriceps, hamstring, low back and shoulder.

  •  

    Fractures: Common fracture sites include the fingers, tibia, fibula, radius and ulna. These fractures are usually resultant from falls. The only method of positive fracture diagnosis is X-ray.

  •  

    Dislocations: Dislocation sites commonly encountered may include fingers, should and elbow. The most common mechanism of injury resulting in a dislocation is the fall on the outstretched hand or arm.

  •  

    Contusions: Contusions are resultant from contact with the ball, with other players, or with the ground.

  •  

    Concussions

 

When does an injury need to be referred to a physician? Although this is a difficult question to answer, the following guidelines will assist the layman in making the decision:

 

1. Suspicions of a fracture
2. Suspicions of a concussion
3. An injury in which the pain cannot be controlled with conservative measures
4. A laceration that may require sutures
5. Any suspicion of internal injury

 

Additionally, any time the layman is unsure of his/her evaluation, the athlete should be referred to a physician.

Conservative Care of Acute Injuries

The acronym PRICE represents a form of conservation care for acute injuries.

“P” stands for protection. An ankle injury can be protected by placing the athlete on crutches non-weight bearing.

“R” stands for rest. Rest means not using the injury body part and allowing it to heal properly.

“I” stands for ice. Ice or cold is utilized in cryotherapy. The use of ice results in a greater chance of tissue survival, reduces degradation of healthy tissue, induces vasoconstriction which prevents further swelling and loss of range of motion and enhances early mobilization. Ice also acts as a topical anesthetic.

“C” stands for compression. Specific compression when applied to an extremity injury may prevent swelling and the accompanying loss of range of motion.

“E” stands for elevation. By elevating an extremity injury, once reduces effusion and dependent bleeding. Again, this reduces swelling and loss of range of motion, both of which tend to protract injury recovery time.

Remember, the whole idea behind the science of sports medicine is to provide the best possible environment for healing to occur.

Summary

Youth and age group soccer can be an extremely positive experiences for the young athlete. Skill development, coordination, socialization skills, and cooperation are all positive results of a healthy youth and age group soccer program.

In order to assure a healthy program, one must insist that sports medicine considerations such as preparticipation physical exams, proper conditioning, conservative injury care and warm- up and cool down periods are observed as well as adequate hydration and rehydration.

2013-11-27T19:18:19-06:00February 11th, 2008|Sports Coaching, Sports Exercise Science, Sports Management, Sports Studies and Sports Psychology|Comments Off on Sports Medicine for Youth Soccer
Go to Top