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Basic steps in the periodization training process
This is an excerpt from NSCA's Guide to Program Design 2nd Edition by NSCA -National Strength & Conditioning Association.
By G. Gregory Haff and Erin E. Haff
Practical Guidelines
Periodization as a whole is a planning process that is used to organize the training process of any athlete, regardless of developmental level or the sport for which he or she is training. A simplified process that contains seven interrelated steps is presented in table 11.5.
When initiating the process by which a periodized training plan is developed, the first step is to establish a basic multiyear training plan. For example, with high school athletes, Jeffreys (60) suggests year 1 (freshman year) is a foundational time to develop requisite motor patterns and fitness characteristics that are essential for subsequent years of training. During year 2 of the training plan (sophomore year), the training plan builds on the foundation laid in year 1 through the continued development of sport-specific fitness and technical proficiency. In years 1 and 2, the emphasis should be not on competitive performance but on the development of requisite skills needed for future competitive success. Competitive performance becomes more important during year 3 (junior year) of the multiyear training plan. During this annual plan, more emphasis is placed on the competitive phases and the actual optimization of sport performance. Finally, during year 4 (senior year), the major goal of the annual plan is to achieve the highest competitive performance. Although the example presented by Jeffreys (60) for a high-school athlete is excellent, it should be realized that a multitude of possible multiyear training structures can be developed, depending on the individual athlete’s needs.
After establishing the multiyear training plan, the next step in the periodization process is to create the annual training plan for the next training year. Typically, it is best to structure the annual training plan during the transition phase, which typically occurs at the end of the previous training year (8, 45). At this time, the strength and conditioning professional can evaluate the training process of the previous year, examine competitive and performance test results, and consult with the athlete about the overall training plan. To facilitate the planning process, the strength and conditioning professional should develop a template for the annual training plan based on the unique planning needs of the individual athletes or teams with whom they work.
After careful thought and reflection about the previous training year, the strength and conditioning professional can begin the next year’s annual plan. When compiling the annual training plan, the first step is to place all planned competitions and their locations on the planning sheet. Once this is completed, the competitions should be prioritized to determine where peak performance is needed and to allow the strength and conditioning professional to decide how many macrocycles will be contained in the annual training plan.
Once the macrocycles have been determined, the annual training plan should be further subdivided into preparatory, competitive, and transitional phases. The length of the competitive phase largely depends on the competition schedule established. After dividing the macrocycles into these major phases, the training plan is further divided into general preparatory, specific preparatory, precompetitive, and competitive subphases.
Based on these structural decisions, the strength and conditioning professional can then determine where peak performance is needed. This is indicated with the peaking index. The peaking index is demonstrated on a scale of 1 to 5, where 1 is the highest level of preparedness and 5 is the lowest level of preparedness (8, 45). Conceptually, the higher the volume of work or training stressors, the higher the peaking index number. The decisions made about the peaking index will aid the decision-making process when establishing the mesocycle and microcycle structures.
Figure 11.20 (starting on page 296) is an example of what an annual training planning sheet for a Division I women’s soccer team will look like after completing steps 2 and 3 of the planning process presented in table 11.5. In this example, the first macrocycle, which is comprised of the spring season, runs from January 3 to May 22, with a 12-week preparatory phase (January 3-March 27) and a 5-week competitive phase (March 28-May 1). After completing competitive phase 1, the athletes will undergo a 3-week transitional phase before initiating macrocycle 2. It is important to note that competitive performance is not a major priority at this point in the annual training plan; therefore, the athletes are not taken to a true peak as indicated by the peaking index.
The second macrocycle in figure 11.20 is the most important macrocycle contained in the annual training plan. It begins on May 23 and runs until December 11. Since the sample team is one of the top teams in their conference, typically qualifying for the NCAA tournament, the major peak should occur for the tournament. As with the first macrocycle of the annual training plan, the second macrocycle is subdivided into preparatory, competitive, and transitional phases. The early part of the summer, May 23 to June 26, contains the general preparation phase, while the specific preparatory phase runs from June 27 to July 24.
The early part of competitive phase 2 (July 25-August 14) is delineated as the precompetitive phase. This phase progressively elevates the competitive capacity of the athletes in preparation for the first competition on August 18, which is contained within the main competitive phase. A relatively long main competitive phase is planned as a result of the nature of the sport. A minor peak is planned for the conference tournament that occurs in microcycles 51 through 53, while the major peak will occur during the NCAA tournament (microcycles 54 and 55).
The next planning step is to determine the mesocycle lengths contained in each macrocycle. In this example, the annual training plan is broken into 15 mesocycles, with 5 mesocycles contained in macrocycle 1 and 10 contained in macrocycle 2. Once the macrocycles are established, the strength and conditioning professional can begin sequencing and integrating the various training factors. Figure 11.21 (starting on page 299) is an expansion of figure 11.20, where these steps are integrated into the planning for a Division I women’s soccer team. In this example, the resistance training program is sequenced and integrated with other training in order to better manage fatigue and training stressors. In this step, the strength and conditioning professional should consider which training factors are of primary emphasis and then integrate the training factors by indicating if they are a high, moderate, or low emphasis. Figure 11.21 should be viewed as just one example of how this might be done for a women’s soccer team.
The next step of the planning process is to determine the loading patterns contained in each mesocycle and macrocycle in the annual training plan. Note that this is merely an estimation of the workload. Additionally, the graphical representation is a summation of each of the training factors. It is important to remember that each bar represented in figure 11.21 is a summation of all the individual training factors. For example, in microcycle 3, the workload represents the integration of the resistance training (strength-endurance and basic strength work), aerobic endurance training, sprint and agility training, and technical or tactical work.
After completing steps 1 through 4 of the planning process, the strength and conditioning professional can begin to construct the individual microcycles, paying particular attention to the emphasis placed on each training factor (table 11.5, step 5). When undergoing this process, the strength and conditioning professional must consider the athlete’s daily schedule, the need for recovery days, and the overall context of the mesocycle and macrocycle for which the microcycle is designed. Once the microcycle has been outlined, the strength and conditioning professional can then undertake step 6 of the planning process and design the individual training sessions.
More Excerpts From NSCA's Guide to Program Design 2nd EditionSHOP
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