Periodization paradigms in the 21st century: Evidence-led or tradition-driven?

Kiely, J. orcid iconORCID: 0000-0001-9817-0224 (2012) Periodization paradigms in the 21st century: Evidence-led or tradition-driven? International journal of sports physiology and performance, 7 (3). pp. 242-250. ISSN 1555-0265

[thumbnail of Author's post-print] PDF (Author's post-print)
Restricted to Registered users only


Official URL:


The planning and organisation of athletic training has historically been much discussed and debated within the coaching and sports science literature. Various influential periodization theorists have devised, promoted, and substantiated particular training planning models based upon interpretation of the scientific evidence and individual beliefs and experiences. Superficially, these proposed planning models appear to differ substantially. However, at a deeper level, it can be suggested that such models share a deep-rooted cultural heritage underpinned by a common set of historically-pervasive planning beliefs and assumptions. A concern with certain of these formative assumptions is that, although no longer scientifically justifiable, their shaping influence remains deeply embedded. In recent years substantial evidence has emerged demonstrating that training responses vary extensively dependent upon multiple underlying factors. Such findings challenge the appropriateness of applying generic methodologies, founded in overly-simplistic rule-based decision-making, to the planning problems posed by inherently complex biological systems. The purpose of this review is not to suggest a whole-scale rejection of periodization theories, but to promote a refined awareness of their various strengths and weaknesses. Eminent periodization theorists -and their variously proposed periodization models- have contributed substantially to the evolution of training-planning practice. However, there is a logical line of reasoning suggesting an urgent need for periodization theories to be re-aligned with contemporary elite practice and modern scientific conceptual models. In concluding, it is recommended that increased emphasis be placed upon the design and implementation of sensitive and responsive training-systems which facilitate the guided emergence of customized context-specific training planning solutions. (Word-count 249)

Repository Staff Only: item control page