The U. S. Army Future Concept for the Human Dimension

4-4. Army Model for Physical Fitness Education and Training

Figure 4-1 depicts a four stage model for physical fitness education and training. This progressive model moves through the first two stages, beginning with general physical competency skills and basic low quality of movement requirements. It transitions to more directed skills aligned with Soldier specialties and tasks that require greater, more refined physical movement.

The model parallels specialized sports performance targeting combat performance. But, unlike sports development that can be very specific as it tapers to the top of the pyramid, Soldiers must maintain a broader level of skills and fitness reflected in the dashed line on the figure. Physical fitness training should not be exclusively task specific, but designed to adapt to the rapidly changing battle environment. This presents unique challenges in developing and administering future physical training programs.


Figure 4-1. Stage-sequence Adapted for Army Physical Education and Training
Structured Physical Development
The Army must design a physical development plan to provide a general strategy and goals for a year-to-year sequence of training and education. The plan should include timing of evaluations, scheduled competitions, and potential deployment.
The annual plan should consist of a series of intervals and phases arranged in units or cycles. The plan must describe in detail the specific skill development, exercise selection and training volume, intensity, and duration of the training. Each phase and cycle has a specific objective; arranged to facilitate, enhance, and optimize the learning process and physical development to achieve the desired outcome. This arrangement of phases and cycle is the concept of periodization, introduced by the Russian’s in the 1960s and developed in this country in the 1970s.
Programmed Physical Development
Leaders can use training principles to develop a physical training program that specifically addresses the nature and duration of the stresses to apply to stimulate learning and adaptation—what will actually be done and how. The two main aspects for developing a fitness training plan are training specificity and training volume. The principle of specificity relates learning to the lesson taught, a matching between the teaching or training and the intended outcome. The exercises and skills practiced have a direct impact on the taught or trained variable. Quite simply, specificity means that to jump higher, training must include jumping; to run faster, training must include fast running; to improve at golf, play golf. Teaching and training must specifically match desired outcomes.
Overload, progression, novelty, and recovery are principles involving training volume. To apply stress the biological system or systems, overloading exposes a physical or energetic demand on the body that is beyond what is normal. Examples of overload include exposure to a new skill, changing the length of stride during running, altering the training volume (intensity and/or duration), changing head position during throwing, lifting an external load to stress muscles, bones, tendons and ligaments, or swimming to exhaust the cardiorespiratory system. Appropriate and repeated exposure to physical or energetic loads results in specific adaptations.
The principle of recovery is the most overlooked, and least understood aspect of any teaching and training program. As defined by the general adaptation syndrome, the stress of physical training can be positive or negative. The negative aspect of stress is expressed as overtraining; where skill execution or training adaptation are actually impaired by excessive fatigue due to continual overloading. In most cases, biological adaptation to stress follows the application and removal of the stress. For example, blood volume significantly decreases when running. However, blood volume restores to level higher than pre-exercise after running. If requiring training events at a frequency that limits the recovery of blood volume, then adaptation and future training bouts will be impaired. Thus, it is imperative to include appropriate amounts of recovery in the teaching and training plan. A growing literature points to the importance of linking properly timed nutrients to both promote recovery and to enhance physical performance.
Understanding the impact of the exercise on the individual in training and the individual’s recovery potential on the stressed systems facilitates recovery. Despite research on recovery, to date there are very few, if any, simple markers of recovery that the practitioner is able to utilize. Thus, the trainer must guess when sufficient recovery has occurred and when it is appropriate to continue training. With proper planning, trainers can continue the teaching and training process while providing time for recovery. Recovery occurs by rotating periods of high-volume training with low-volume training, or by swimming instead of running, or body weight calisthenics instead of lifting weights through the concept of periodization and the principle of novelty. There are many examples and methods for providing active recovery. Despite this, there is still a clear necessity for passive recovery, complete cessation of all activity, to ensure recovery and adaptive change.
Supervised Physical Development
Supervision of physical training is of cardinal importance for two reasons: Trainers must watch training to evaluate technique, progress, and provide immediate and appropriate feedback. This ensures efficient skill acquisition and proper performance of intended training. Secondly, supervision is a primary factor in risk mitigation.
Assessment
Assessment is a planned process for evaluating need, outcome, and value. In physical education, assessment includes individual and program evaluation. In assessing the physical development and skill competency of individuals, one evaluates both the effectiveness and value of the program through the progress made by participating in the program. Apparent deficiencies revealed through testing confirm or prompt modification of a program.
Diagnostic testing is important in monitoring individual progress. A sound assessment package can reinforce the value of physical development to students. It can serve to motivate individuals to begin or continue in a physical education program. On the other hand, administering assessments too often can decrease motivation and waste precious instructional time.
Current physical assessment includes the evaluation of high and low-intensity work capacity, high-intensity cardiovascular fitness, upper and lower body muscular strength, and abdominal fitness. Future assessment programs may benefit from scientific advances in physical monitoring systems. Whatever the means used to assess fitness, however, Army leaders must understand the basic principles discussed in order to provide the best physical training possible, tailored to the Soldier’s needs and abilities.
So far this chapter has treated physical training and development as a largely institutional nearly clinical process—a process well understood and applied today. Reaching out into the future requires an assessment of ways and means to attain and maintain high levels of physical fitness in the face of frequent deployments.