Key Fitness Principles for Optimal Performance
Methodological Principles of Fitness
1. Principle of Physical Conditioning Stimulation (Overload):
A. Gradual Growth of Effort (Extended Over-Restoration Principle):
Charges increase performance progression. If we keep the loads, they lose their training effect. On the contrary, proper progression of loads provokes a training effect. This means that the training load must be constantly revised after certain periods of time and consequently increased. Regarding the application of the principle, it can be generalized that the burden should be greater and stronger as you increase performance capability. Grosser proposes the following methodology:
- Increased training frequency per unit.
- Increased volume of training load, with the same stimulus density.
- Increased intensity of the stimulus.
B. Overload or Use of Intense Efforts (Principle of Effective Stimulus Load):
Stimuli must be above the threshold and below the maximum tolerance. You must consider the quantity and quality of the effort.
C. Continuity:
The time breaks must be adequate for the stimulus—neither too long nor too short.
- Too long breaks: No training effect.
- Too short breaks: Overtraining.
- Proportional breaks: Allow the phenomenon of overcompensation.
This principle can be put into question during the transitional period between coaching seasons, but, done with the property that Mateviev suggests, “to work the muscles and nerves to rest,” we might say that the transitional period is fully justified if it does not exceed 14-28 days.
2. Principle of the Systems to Which Fitness is Directed (Proposition):
A. Functional Unit or Multilateral:
This principle aims at a general physical condition, looking at all the physical qualities, against excessive and early specialization. This principle is not always observed in high performance, but it is central to school and sports initiation.
B. Specificity:
Based on a general physical condition, it will lead to a special set for the needs of a sporting activity. This principle must be fulfilled without forgetting multilateralism. Physical training has a specific relationship defined in terms of lactic acid production during submaximal muscular work, so that the onset of fatigue occurs earlier when performing work for which the subject is not specially prepared. Being similar, the cardiovascular response indicates that the two types of preparation, although specific, raise the maximum working capacity of athletes.
3. Principle of the Response to Stimulus (Specialty):
A. Individualization:
Each body responds differently to exercise. It is very difficult to carry out in PE classes.
B. Transfer:
As a result of this work, positive, negative, or neutral effects may arise in present and future situations in other body organ systems, skills, and therefore capacities. Generic or general fitness will always seek a positive transfer on specific packaging. Always seek, consequently, in school physical fitness, varied work situations that favor a positive transfer for developing overall fitness and then special fitness. If there is no transfer, we can train hard and not achieve an improvement in the results because there is no relationship between what is trained and the result we want.
C. Effectiveness (Balance Between Income and Expenditure of Energy):
It is defined as the ratio of energy expenditure to income from it. Any training or activity may be ineffective if the organism, due to fatigue or lack of recovery, is organically incapable of producing a response to the stimulus that affects it.
Summary of Training Principles (Mora)
1. Those who initiate adaptation:
- Effective stimulus load.
- Progressive increase of the load.
- Load variety.
2. Those who ensure adaptation:
- Optimal ratio between load and recovery.
- Repetition and continuity.
- Periodization.
3. Those who exercise a specific adaptive control:
- Individualization and adaptation to age.
- Progressive specialization.
- Switching.
“In the case of children and young people, the beginning of the versatility of the load is particularly interesting because it acts as a motivator, allows children to train with more attention, and more without the burden having increased.”