Key Principles of Training (AQA GCSE Physical Education (PE))

Revision Note

Emma Archbold

Expertise

Biology

The Principles of Training & Overload

  • The key principles of training are the different factors that are important to consider when putting together a training programme

  • When planning training as a professional athlete, coach, or trainer in the lead-up to a big competition or event the training must follow the principles of SPORT:

SPORT training table

Feature of training

Description of feature

Specificity

The training needs to be specific for the requirements of the athlete and their sport, for example, gymnasts must focus on strength and flexibility in their training but do not need to train for endurance

Progressive Overload

This describes how athletes must overload themselves by pushing themselves harder than their 'comfortable' level, however, they must do this progressively over time, gradually pushing themselves harder and harder at a manageable rate

Reversibility

Changes to the body and fitness level are reversed if training ceases or is significantly reduced. This can relate to muscle strength or cardiovascular fitness

Tedium

The training programme should not be boring. The activities should be varied and engaging for the participant

  • Overload is the process of a person pushing themselves out of their 'comfort zone' during training to try and improve their strength, fitness or endurance

    • E.g. a runner that regularly runs a 5km distance comfortably might choose to overload and push themselves to increase their speed or distance to become a better runner

  • The four basic principles of overload follow the FITT guidelines:

FITT guidelines table

Principle of overload training

Description

Frequency

How often the training takes place

Intensity

How intense the training is in terms of how hard the athlete pushes themselves e.g. speed, strength, endurance

Time

How long the training session is

Type

Type of training the person participates in e.g. circuit training, continuous training

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Emma Archbold

Author: Emma Archbold

Prior to working at SME, Emma was a Biology teacher for 5 years. During those years she taught three different GCSE exam boards and two A-Level exam boards, gaining a wide range of teaching expertise in the subject. Emma particularly enjoys learning about ecology and conservation. Emma is passionate about making her students achieve the highest possible grades in their exams by creating amazing revision resources!