07 - Training The Aerobic and Anaerobic Energy Systems

Training the Aerobic and
Anaerobic Energy Systems
Exercise Physiology – Day 08
Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

Learning Objectives
 Describe the principles of exercise training,

particularly in reference to overload,
specificity, individual differences, and
reversibility.
 Define the principle of reversibility and
describe its relationship to an inactive
lifestyle.
 Describe the role of ATP in energy transfer
and athletics.
Learning Objectives
 Describe the training adaptations that take

place with anaerobic training versus aerobic
training.
 Discuss the role fast-twitch fibers play in
sprinting.
 Describe the central adaptations to aerobic
training, especially the role stroke volume
plays in providing oxygen to the tissues.

Learning Objectives
 Identify the peripheral adaptations equally

important as the central adaptations that
support VO2 max.
 Discuss the factors that influence anaerobic
training.
 Describe the role of interval training in
aerobic endurance events.

Learning Objectives
 Identify the significance of specific genetic

factors involved in athletics.
 Describe the different methods to prescribe
exercise intensity using specifically the
subject’s heart rate.
 Identify the physiologic differences between
walking versus running on the treadmill at a
steady-state heart rate.

Principles of Exercise Training
 To improve athletic performance, there are

several universally accepted training
principles that must be followed.
 Effective training programs are sport specific
 The cardiovascular system is also important
in the development of a healthy lifestyle.
 Regular exercise can help decrease obesity,
diabetes, high blood pressure, and high
cholesterol.
 Principle of overload
 Greater than normal stress is required for training
adaptations to take place.
 Once the muscles have adapted, then a heavier
stress or load is required to continue to get
stronger.
 Intensity might stay the same per week is increased.

 The concept of improvement is consistent with an

increase in the stimulus required to produce
sports-specific structural and physiologic
adaptations.

Principle of Exercise Training
 Principle of overload
 Progressive adaptations in structure and function
throughout the body are dependent upon
manipulating the volume of work.
 Atrophy occurs when protein degradation exceeds
protein resynthesis.
 Significant changes in neural control of skeletal
muscles takes place.
 Motor unit: a single motor neuron and all of the
corresponding muscle fibres it innervates.
 Principle of specificity
 Training progresses from general level to highly
specific training.
 An athlete needs to perform a specific exercise or skill to
become better at it.
 Proper execution of specific movements is an adaptation
of the mind and body to the requisite parts of the entire
skill that includes mechanical, neuromuscular and
metabolic specificity.

 Aerobic athletes engage in endurance training to

improve the cardiorespiratory system and type I fibers.
 High aerobic capacity is required to do well in aerobic
sports.

 Principle of Individual Differences

 States that training for a sport should be based on
the athlete’s needs, the middle-age adult’s goals, or
a cardiac rehabilitation patient’s desire to improve
health status.
 Training must be specific to each person’s:
 Age
 Gender
 Level of health
 Rate of progress
 Previous athletic/exercise experience

 Principle of Individual Differences

 The goal is to capitalize on each person’s
strengths while working to overcome various
shortcomings.
 A thorough examination should be undertaken.
 Training must be specifically designed to meet the
individual needs and capacities of the
participants.

 Principle of Reversibility
 Adaptations are reversible if the person stops
training.
 Understanding the principle of reversibility is
important to maintaining muscle flexibility,
strength, and endurance.
 Aerobic and anaerobic adaptations require a
constant year-round program of training.
 Avoid either lowering of training intensity or
becoming totally inactive.
 Aside from neuromuscular skills, supporting

cardiorespiratory responses ad numerous cellular
responses that allow for a high aerobic capacity
are adversely affected.

 Principle of Progression
 Gradual increase in workload will result in
improvement of muscular and cardiorespiratory
fitness without risk of injury.
 Progression: A term that implies that there is an
optimal level of overload that should be achieved
and an optimal time frame for this overload to
occur.

 Principle of Warm-Up and Cool-Down

 A warm-up should always precede an intense
exercise.
 It helps the performer prepare psychologically and
physiologically.
 Types of warm-up
 General - Non-specific stretching and calisthenics
 Specific - Execution of movements similar to, if not,
essentially the same as the action of the sport or
competition.

Energy Transfer
 Athletes are able to meet the energy

demands of a particular sport through the
following changes:
 Neuromuscular
 Cardiovascular
 Metabolic
 Exercise relies on the continuous supply of a
high-energy phosphate called adenosine
triphosphate (ATP).
Energy Transfer
 There are four ways to produce ATP:

 Creatine phosphate
 Adenylate kinase reaction
 Anaerobic glycolysis
 Aerobic oxidation
 Pyruvate from glycolysis must enter the mitochondrion to
be fully oxidised by the Krebs cycle, The product of this
process is energy by substrate phosphorylation, NADH
and FADH2.

Energy Transfer
 The final means of producing ATP is by two

related metabolic processes:
 The Krebs cycle
 The electron transport chain

Energy Transfer
 Anaerobic Adaptations to Exercise Training

 Anaerobic exercise is used by:
 Athletes in non-endurance sports.
 Bodybuilders to build muscle mass.
 Metabolic adaptations in anaerobic function
require overloading the energy sources that
enable athletes to perform brief, near-maximal
muscular activity.
 Athletes demonstrate an increased capacity to function
with higher levels of blood lactate.

Energy Transfer
 Anaerobic Adaptations to Exercise Training

 Anaerobic changes are developed using an
interval training system.
 Running, swimming, or resistance training.
 Interval training needs to comprise the bulk of the
anaerobic athlete’s metabolic training.
 The intensity and duration of interval training must
be increased gradually over time.

Energy Transfer
 Motor cortex movement increases when

anaerobic athletes increase their level of exertion
during the acquisition and/or practice of a new
skill or movement.

Energy Transfer
 Aerobic Adaptations to Exercise Training

 Relies on the use of oxygen to produce ATP.
 The aerobic adaptations that result from training
are identified as:
 Cardiovascular
 Pulmonary
 Metabolic

Energy Transfer
 Cardiovascular adaptations: The response of the

cardiovascular system to aerobic exercise by
decreasing heart rate and increasing stroke
volume at a given exercise intensity.

Energy Transfer
 Aerobic Adaptations to Exercise Training

 Pulmonary adaptations include changes in the
pulmonary system that contribute to an increased
efficiency of ventilation during submaximal and
maximal exercise.
 The metabolic adaptations are specific to muscle
or cellular metabolism, key enzymes that promote
aerobic power, fat and carbohydrate metabolism,
and muscle fiber type and size.

Factors Affecting Anaerobic Training
 Athletes should be either type IIA or type IIX

 Willingness of athletes engaged in anaerobic
sports to train properly for powerful
movements.
 Pylometrics and similar activities.
 Athlete’s motivation and willingness to work
beyond the discomfort of fatigue.

Factors Affecting Aerobic Training
 Intensity of the exercise.

 Duration of the exercise.
 Frequency of workouts.
 Continuous Training and Lifestyle Changes
 It is submaximal in terms of HR and VO2.
 The key to good health involves making choices,
such as engaging in a moderate level of
continuous aerobic exercise.

 Interval Training
 It is designed to experience periods of intense
activity interspersed with low to moderate
expenditure of energy.
 Suggested Work/Rest Ratios
 1:3 (work: rest) for training immediate energy
systems
 1:2 for training glycolytic energy systems
 1:1 or 1:1½ for training aerobic energy systems

 Genetic Considerations
 Genetics plays a major role in an athlete’s:
 Strength
 Muscle size
 Fiber composition
 Lung capacity
 The capacity of the working muscles to use O2
has strong genetic and training components.

 Aging
 The aging process is associated with the loss of
skeletal muscle mass and an increase in
intramuscular fat.
 Athletes lose skeletal muscle mass and their
muscles also gains a lot of fat.
 The sedentary lifestyle is associated with a
decline in functional capacity, which is also true
for the aging process.

 Older adults have the ability to develop muscle

hypertrophy in response to resistance strength
training.

Methods of Prescribing Exercise Intensity
 Percentage of VO2max
 Treadmill Walking Versus Running
 Cycle Ergometry Exercise
 Absolute and Relative VO2 Versus Cycle
Ergometry
 Percentage of heart rate minimum
 HR training threshold: The training intensity
required to produce beneficial effects in the
cardiovascular system.
Methods of Prescribing Exercise Intensity
 The Karvonen method:

 Also called the heart rate reserve

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Training the Aerobic and

Anaerobic Energy Systems

Exercise Physiology – Day 08

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Describe the principles of exercise training,

 Describe the training adaptations that take

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Identify the peripheral adaptations equally

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Identify the significance of specific genetic

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 To improve athletic performance, there are

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 The concept of improvement is consistent with an

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Aerobic athletes engage in endurance training to

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Principle of Individual Differences

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Principle of Individual Differences

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Aside from neuromuscular skills, supporting

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Principle of Warm-Up and Cool-Down

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Athletes are able to meet the energy

 There are four ways to produce ATP:

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 The final means of producing ATP is by two

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Anaerobic Adaptations to Exercise Training

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Anaerobic Adaptations to Exercise Training

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Motor cortex movement increases when

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Aerobic Adaptations to Exercise Training

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Cardiovascular adaptations: The response of the

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Aerobic Adaptations to Exercise Training

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Athletes should be either type IIA or type IIX

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Intensity of the exercise.

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 Older adults have the ability to develop muscle

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

 The Karvonen method:

Copyright©2015 by National Academy of Sports Medicine, an Ascend Learning Company

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