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Using heart rate monitoring in the training process. Determination of physical activity, (pulsemetry) Training pulsemetry

Carrying out heart rate monitoring
in physical education lessons

Pulsemetry of a physical education lesson or part of it helps to assess the correspondence of the load to the age, individual characteristics of students, content and conditions of the lesson. Pulsometry plays a supporting role in monitoring physical education lessons at school. Based on heart rate indicators, the heart's reaction to the load caused by a specific exercise or series of exercises is determined, as well as the dynamics of these reactions throughout the entire lesson, which makes it possible to evaluate the effectiveness of load regulation. To do this, a physiological “load curve” is drawn.

The actual load curve is evaluated based on overall health deployment requirements. When dosing loads in order to increase the functionality of the cardiovascular system, their value in terms of heart rate should be at least 130 beats/min. Therefore, the magnitude of the loads at a heart rate equal to 130 beats/min corresponds to the training load threshold. For health purposes, the optimal range of loads during exercise is within the heart rate range from 130 to 170 beats/min. The upper limit of heart rate after intense exercise for students of the main medical group is 170–180 beats/min.

The range of high intensity loads is 161–175 beats/min, medium intensity 130–160 beats/min and low intensity – 110–130 beats/min. It is recommended to include 2-3 short “peak” loads lasting up to 2 minutes in each lesson - at a heart rate of 90-100% of the maximum.

When conducting pulsometry in a physical education lesson, the heart rate is counted for 10 seconds at the most characteristic moments of the lesson: 5 minutes before the bell, in the 1st minute of the lesson; after the preparatory part of the lesson, 2-3 times during the main part (before and after the main exercises); after the final part of the lesson.

Evaluation of pulse data and pulse waveform should be accompanied by comprehensive analysis. The pulse readings of different persons, as well as those of the same person at different times and under different circumstances, do not coincide. As a rule, the heart rate of only one student is measured. In addition, it should be borne in mind that these changes occur not only depending on the nature and magnitude of muscular work, but also under the influence of emotions, which in physical education lessons often reach significant strength. Therefore, a relatively correct assessment of pulsometry indicators is possible only by taking into account the data of pedagogical observation, which is partially recorded in the “Notes” column.

To ensure the information content of the data, it is important to comply with the following conditions:

– timely prepare a clock (with a second hand) or a stopwatch that turns on when the bell rings and does not turn off until the end of the lesson (without this it is impossible to draw up a load curve);

– prepare a protocol for rough recording of indicators;

– select the object of observation in advance - if possible, the most significant for analysis. This should be the “average” student, characterizing the bulk of students in this class. The characteristics of the intended student are given by the physical education teacher.

If possible, you can observe the work of several different types of class representatives (and count their pulse): a girl and a boy; strong and weak students in terms of preparedness, diligent and careless, etc. In this case, each student is observed by different people. The analysis and synthesis of all data can be entrusted to one of the assistants, who prepares the relevant materials.

The student scheduled for observation must be warned in advance, informing him of the purpose, content and procedure of the upcoming procedure. The heart rate is calculated before performing exercises or a series of exercises and immediately after performing them. To do this, the timekeeper must approach the student in a timely manner so as not to distract him and avoid a pause after the work has been completed, and it is advisable to make all measurements when the students are in the same free main stance.

After the end of the lesson, the obtained ten-second pulse readings are converted into minute ones, according to which a graphical representation of the pulse dynamics during the lesson is drawn up - its “curve”.

When analyzing the data obtained, the type of lesson and the content planned in the notes are taken into account. The actual load curve is evaluated based on overall health deployment requirements.

By the height of the “curve,” one can conditionally judge the intensity of the load, and by the size of the area of the “curve” and projections from the initial pulse, one can judge its volume. The entries in the notes provide answers to questions that arise.

In order for the analysis of the obtained data to be sufficiently convincing, it is necessary to study special literature on the functional characteristics of the cardiac activity of students of the appropriate age.

Graphic representation of pulse dynamics

Assessing the volume and intensity of the load in the lesson.

Analysis of the data obtained and a graphical representation of the dynamics of heart rate indicators indicate a significant volume and intensity of the load in the lesson.

A lesson such as improving the learned material should be characterized by higher loads.

Despite the value of the main part of the lesson, at the 21st minute of the lesson there was poor organization of the students, which led to violations of discipline, a decrease in the motor density of the lesson and an unjustified decrease in heart rate.

The game was well organized, so the heart rate was quite high, which made it possible to maintain the health-improving focus of the lesson.

It is necessary to pay attention to the final part of the lesson, since it is designed to ensure the expedient restoration of body functions and the transition to subsequent activities. After completing the game, attention should have been given to breathing and relaxation exercises (this was not included in this lesson).

Protocol
heart rate monitoring
(sample design)

The subject of observation is the change in the student’s pulse _______________

during a physical education lesson in _________ class, conducted by “___” ______ ____

Chirkova Evgenia

Khokhrina Valentina

Baranova Emilia

FULL NAME.

Lesson objectives:

1. Teach throwing from two steps.

2. Improve the execution of throwing the ball with both hands from the chest.

3. Develop speed abilities and speed endurance.

4. Achieve attentive attention

Surveillance Record

Name of actions preceding
pulse counting

Pulse counting time
from the beginning of the lesson

Frequency per

Notes

10
seconds

1
minute

In front of entrance
to the hall

At the beginning of the lesson
(on call)

End of the preparatory part of the lesson

Warm-up was carried out in motion

Performance
1st series of exercises:

Performing the 2nd series of exercises:

Protracted rebuilding

Participation in the game:

Played actively

After the final part of the lesson

Pulsometry is a method that allows you to determine the adequacy of the student’s body’s response to the amount of physical activity performed. The essence of the method is to calculate and analyze the heart rate (HR) of students during different periods of a lesson or physical education class.

Methodology for applying the pulsometry method. Before the start of the lesson, it is necessary to choose one of the classes that will be monitored. Only primary medical care is selected for control. Then, in a state of rest (for example, sitting), we calculate the heart rate for 1 minute. This value, for example, 78 beats/min., is the initial indicator for comparison with all subsequent measurements of heart rate. (All subsequent heart rate measurements are carried out only in a sitting position).

Then, taking into account the lesson plan, we measure heart rate in the preparatory, main and final parts of the lesson:

♦ before starting the exercises;

♦ immediately after completed exercises;

♦ during rest after completed exercises;

♦ while students listen to the teacher’s explanations;
We take the last three heart rate measurements in the last minutes of the lesson,

when the teacher has already given the command to end the lesson, as well as 3 and 5 minutes after the bell from the lesson.

Analyzing the obtained indicators, it is necessary to remember that the heart rate value in the preparatory part of the lesson should gradually increase and can exceed the initial one (in this case 78 beats/min) by 50% - 70%.

In the main part of the lesson, depending on the section of the program (i.e. the type of sport), the objectives of the lesson, the chosen methods of organizing classes, etc. the heart rate may exceed the initial value by 100% - 130%.

In the final part of the lesson, the heart rate should gradually decrease and may reach the initial value. The physiological norm is considered to be such indicators when the heart rate value at the last minute of the lesson does not exceed the initial one by more than 15% - 20%, and at the 5th minute after the lesson it approaches the initial one. Exceeding these indicators may indicate that:

♦ the teacher did not complete a set of recovery exercises at the end of the lesson, or did not achieve the necessary recovery effect when performing this set;

The physical activity proposed by the teacher exceeded the capabilities of the child’s body, i.e. the teacher did not take into account the real level of physical fitness of the students;
The teacher ignores the individual age and gender characteristics of the development of the child’s body, which indicates a low level of professional training, etc.

When analyzing the lesson you watched, it is advisable to determine the true reasons for exceeding heart rate indicators and offer the teacher ways to correct them.

Examination card No. 16

1. Interval exercise method (purpose, content, methodological features, options).

Interval method looks like a repeat. But if with the repeated method the nature of the effect on the body is determined solely by the exercise itself, then with the interval method rest intervals also have a greater training effect.

Depending on the load intensity, there are two variants of the interval method:

1) extensive-interval method;

2) intensive-interval method.

By changing the duration of the load during the next repetition of the exercise, the following variants of the interval method can be distinguished:

1) with a gradual increase in work duration;

2) with a gradual decrease in the duration of the exercise;

3) with alternating duration of work in each series.

Based on the nature of changes in the duration of rest intervals between each exercise, we can distinguish:

1) “hard” interval method;

2) “lightweight” interval method.

Two kinds:

1. SLOW INTERVAL TRAINING

Its essence is for the athlete to overcome training segments in a pulse mode lower than his competitive pulse and with short rest intervals, which should ensure incomplete recovery. As an example, let’s take a runner training using a slow interval method (running 5 X 800 m) in a pulse mode of 181 – 190 beats/min. duration of the rest interval by jogging (or partially walking) until the pulse rate is 140 - 150 beats/min. The competitive heart rate of this runner at the main distance (1500 m) is 201 – 205 beats/min.

This method is used to develop the cardiovascular system, which affects the improvement of the athlete’s general endurance rather than special one. Therefore, it should not be used frequently in the preparation of runners training for the 800m distance, and probably should not be used during preparation for the main event at the 1500m distance.

2. FAST INTERVAL TRAINING

Its essence is that, compared to slow interval training, it allows for a higher pulse rate to overcome the segments and a longer rest between training segments, and, consequently, a greater degree of recovery.

The same training example - running 5 X 800 m, used by the athlete a few days later was modified and turned into an example of fast interval training 5 X 800 m in a pulse mode of 191 - 195 beats / min. and the duration of the rest interval by jogging until the pulse rate is 120 beats. /min.

This training method primarily affects the development of the skeletal muscles of the legs. It is aimed mainly at improving the special endurance and speed of the runner and thereby increasing the endurance of skeletal muscles and the endurance of the cardiovascular system, their ability to tolerate the accumulation of waste products and work in anaerobic conditions (without oxygen).

The slow interval method is mainly used in the initial stages of preparation, the fast method in competitive seasons.

However, for a training method to be classified as interval training it must:

1) consist of a series of repetitions of training segments, overcome in a pulse mode lower than with the repeated method.

2) include a rest interval of short duration, sufficient for only a partial restoration of the heart rate after the previous “portion” of work.

The term “interval training” is often used erroneously when describing any training method that involves repeating segments alternating with rest intervals. This term, in its origin, is actually associated with the phrase “interval” of rest. But the rest interval is far from the main component of this method, but this will be discussed below.

If in interval training, for example, a series of overcome segments is interrupted by a longer rest interval, during which the athlete’s heart rate may drop almost to a normal level (i.e., below 90 - 100 beats per minute), then such training turns into a repeated one. The exact line between where one training method ends and another begins depends in most cases on the interpretation of the trainer.

Repeated training is the athlete overcoming several segments of constant length, which can be either shorter than the competition distance, or equal to it, or longer than it. The pulse mode for overcoming the above segments when using the repeated method must be planned based on the athlete’s competitive pulse, which he has at the main distance.

For clarity, we will give an example of repeated training for an average person over long periods according to the pulse mode: 1000 m X 2 with a rest interval until the heart rate is almost completely restored. The competitive heart rate of a runner at the main distance (800 m) is 191 – 195 beats/min. Consequently, the athlete’s pulse rate when using the repeated method should be slightly higher than with the fast interval method, i.e. 186 – 190 beats/min. During the rest interval (walking or sitting), the athlete’s heart rate should reach a level below 90 – 100 beats/min. And only after this can you continue repeating the next segment. Those using rest intervals in the repeated method must ensure a relatively complete recovery of the athlete’s body before the start of the next “portion” of work.

The impact of a repeated training method on an athlete’s body is always acute, so it should be used carefully and in moderation. A small number of sprint segments (30 m X 2 - 3; 60 - 2 - 3; 100 m 1-3), performed repeatedly, can be included in almost every main training session. However, the volume of running over short distances (200, 300, 400 m) when using the repeated method in one training session should not be more (1000 - 2000 m) for intermediate athletes and stayers.

Properly applied repeated training method increases the athlete's ability to maintain a fairly high heart rate during running during the "average period" of time. Repeated training is not sprinting or running at full speed. The athlete runs with a given and controlled heart rate, which depends on what distance and pulse rate he needs to prepare his body for. This type of training is a means of developing specialized endurance and speed, and can also be considered as a method aimed at developing tempo. Therefore, this training method finds its main application in competitive seasons.

When incorporating intermittent training methods (interval, repetition, variants of series of training segments, etc.) into a training program, a coach or athlete should consider five components in these methods:

1) Length of training segments;

2) Pulse mode for overcoming segments (i.e. running speed);

3) Rest interval between repetitions;

4) Number of repetitions in the training series;

5) Form of rest

2. The concept of planning in physical culture (purpose, methodological requirements, types, content and documents). Technological map of the lesson.

Concept and types of planning

Physical education planning is the preliminary development and determination of targets and objectives for upcoming activities, content, methodology, forms of organization and methods of the educational process with a specific contingent of students.

According to planning periods:

· Long-term planning is long-term planning (for example, in a secondary school for several years with the distribution of program material by year of study).

· Current planning covers stages of work (for example, in a secondary school - this is planning for the academic quarter).

· Operational planning is carried out for the near future (for the upcoming lesson).

Planning requirements

1. Consists in the requirement to determine the final goal of this process and the subordination (selection) of all its content, methods and forms of organization to achieve the goal.

With the establishment of a goal, a specific perspective is created in pedagogical work.

The goal is specified by a whole system of subordinate (particular, intermediate) pedagogical tasks with a determination of the sequence and deadline for their implementation. All tasks provided for in the plan should be formulated clearly, unambiguously and in such a way that they can be easily assessed and controlled. Therefore, they are specified, if possible, in quantitative indicators (educational standards, test results), which allow the use of mathematical and statistical methods for assessing achievements (obtained results).

2. Comprehensive planning of tasks of the pedagogical process.

The requirement is to, based on the set goal, sufficiently fully provide for educational, health-improving and general educational tasks and outline appropriate means, methods and forms of organizing classes.

3. Taking into account the laws of physical education. Planning is effective only when it is based on the objective laws of physical education (on the laws of the formation of motor abilities and skills, the development of physical qualities and, in parallel, the assimilation of knowledge on a given subject) and on the pedagogical principles corresponding to them (systematicity, accessibility and individualization, progression, etc.). ). When planning the process of physical education, it is also necessary to take into account the biological patterns of growth and development of the human body, age-related psychological characteristics.

4. Specificity of planning. The requirement is strict compliance of the planned tasks, means and methods of physical education with the preparedness of the students and the conditions of the classes (educational and material base, climatic conditions, etc.)

The degree of specificity depends on the time period for which the plan is drawn up. The shorter the period for which the plan is drawn up, the more specific it is. The most specific (detailed) plan is the outline plan for one lesson (lesson).

Methodological sequence of planning.

1. Before you start planning, you need to have certain information about the contingent of students for whom you are going to draw up a plan (about their state of health, level of physical and sports-technical readiness, etc.).

The teacher receives the necessary preliminary information through interviews with those with whom he is to conduct classes, conducting questionnaires among them, control tests (testing), and using data from a medical physical examination.

2. The goals and objectives of the educational process are determined and specified in relation to a specific contingent of students and specific conditions for conducting classes.

3. Based on the assigned tasks, standards and requirements are established that must be met by those involved at the appropriate stages.

4. The sections of the lesson program are determined, and the calculation of study time for the development of the theoretical and practical content of the program and its completion.

5. A rational sequence of passing educational material (theoretical and practical) is outlined by periods, stages, individual classes, and the volume and intensity of the loads are specified.

6. The general organization of work to implement the plan is determined, methods and forms of classes are selected to solve the assigned pedagogical tasks.

7. Finally, proceed to a summary textual-descriptive or tabular design of the plan. At the same time, all its points, sections, load parameters, etc. are reviewed and agreed upon. Whenever possible, it is recommended to express the content of plans in a visual form, using graphic means and different colors. Visual forms of plans allow you to holistically perceive various elements of content, indicators and present the relationship between them.

Thus, planning is sequential in nature and is carried out according to the criteria from generalized to more detailed.

Characteristics of the main planning documents in physical education.

The main planning documents in physical education are: curriculum, curriculum, schedule of the educational process, working (thematic) plan, class schedule, lesson plans.

All planning documents are logically and meaningfully interconnected. Each subsequent document of a more specific nature is developed in accordance with the previous one. At the same time, each document has its own purpose in the planning system and performs a specific function. In general, the implementation of basic planning documents should provide the necessary organization, optimal choice of means and methods of the pedagogical process with a given contingent of students

Curricula and programs in physical education for secondary schools, secondary and higher specialized educational institutions, sports schools and other organizations are developed by government bodies (ministries, committees). Schedules of the educational process, work plans and lesson plans are developed by the teachers themselves based on the starting official documents - the curriculum and program.

The curriculum is the main (initial) document on the basis of which all multifaceted work on physical education is carried out in state educational institutions of all levels.

The curriculum establishes:

a) the total duration of physical education classes in a secondary school or educational institution; sports specialization in youth sports schools and other sports schools;

b) sections (types) of program material indicating the hours for their completion by year of study.

A curriculum is a document for planning educational work, which defines:

a) goals and general tasks of the pedagogical process: in a secondary school - a physical education course, in a youth sports school - sports training in a chosen sport;

b) the amount of knowledge, skills and abilities that those involved in the planned period of classes must master, and a list of basic physical exercises and other means that ensure the solution of the assigned tasks;

c) the level of theoretical, general physical and sports preparedness, expressed in credit requirements and educational standards (test indicators), which students must achieve each year and upon completion of their studies at an educational institution.

A technological map is a project of a pedagogical process within the boundaries of one topic or lesson. The technological map of the lesson reflects the teacher’s design pedagogical technology.

Design features of TC:

The technology is developed for a specific pedagogical concept; it is based on the general pedagogical position of the author, which may lie in the field of traditional, developmental education, etc.

An important part of pedagogical technology is diagnostic procedures, the content of criteria and indicators for measuring the results of the activities of students in the lesson.

Pedagogical technology should show not only the activities of the teacher, but also the educational activities of the students themselves

Carrying out heart rate monitoring
in physical education lessons

To ensure the information content of the data, it is important to comply with the following conditions:

– prepare a protocol for draft recording of indicators;

- select the object of observation in advance - if possible, the most significant for analysis. This should be the “average” student, characterizing the bulk of students in this class. The characteristics of the intended student are given by the physical education teacher.

When analyzing the data obtained, the type of lesson and the content planned in the notes are taken into account. The actual load curve is evaluated based on overall health deployment requirements.

Graphic representation of pulse dynamics

Assessing the volume and intensity of the load in the lesson.

Analysis of the data obtained and a graphical representation of the dynamics of heart rate indicators indicate a significant volume and intensity of the load in the lesson.

A lesson such as improving the learned material should be characterized by higher loads.

The game was well organized, so the heart rate was quite high, which made it possible to maintain the health-improving focus of the lesson.

Protocol
heart rate monitoring
(sample design)

The subject of observation is the change in the student’s pulse _______________

during a physical education lesson in _________ class, conducted by “___” ______ ____

Chirkova Evgenia

Khokhrina Valentina

Baranova Emilia

Lesson objectives:

1. Teach throwing from two steps.

2. Improve the execution of throwing the ball with both hands from the chest.

3. Develop speed abilities and speed endurance.

4. Achieve attentive attention

Surveillance Record

№ p/p	Name of actions preceding pulse counting	Pulse counting time from the beginning of the lesson	Frequency per		Notes
№ p/p	Name of actions preceding pulse counting	Pulse counting time from the beginning of the lesson	10 seconds	1 minute	Notes
1	In front of entrance to the hall	9 hours 55 minutes	18	108
2	At the beginning of the lesson (on call)	10:00	16	96
3	End of the preparatory part of the lesson	10:00	27	162	Warm-up was carried out in motion
4	Performance 1st series of exercises: after	10 hours 16 minutes
5	Performing the 2nd series of exercises: after	10 hours 25 minutes		156	Protracted rebuilding
6	Participation in the game: after	10 hours 35 minutes		168	Played actively
7	After the final part of the lesson	10 hours 45 minutes	18	108	Game for attention

Monitoring the functional state is associated primarily with the use of complex techniques (electrocardiography, polycardiography, echocardiography, etc.), usually used during in-depth medical and biological monitoring of athletes. During examinations, a fairly reliable and informative technique is to determine the functional state of the cardiovascular system for the purpose of dosing physical activity using pulsometry (Biological control of athletes..., 1986; Gubar et al. 1963; Karpman, Lyubina, 1982; Application of pulsometry ..., 1996; Sports Medicine, 2003).

Heart rate research can be carried out in various ways. The simplest and most common method is palpation, which consists of placing fingers on a superficially located artery (radial, carotid or temporal) and counting the number of vibrations of the vessel walls in 1 minute. In practical work, heart rate is calculated for 10.15, 20 and 30 s, and then, multiplying by 6.4, 3 and 2, respectively, the pulse is determined for 1 minute. Reducing the counting time gives some errors in determining heart rate, however, if information about the value of heart rate is needed directly during work, then after its completion it is recommended to count heart rate for 10 or 15 s, since after work there is an intensive recovery, and count for 30 s or in 1 minute does not allow you to obtain reliable information about the “working” heart rate.

The heart rate indicator is informative, since it indirectly informs about the state of the body’s leading vegetative systems, the level of metabolic processes, and the emotional state. Lack of recovery after physical activity will certainly affect this indicator.

If, in the process of doing physical exercises for health purposes, a gradual decrease in heart rate in the morning occurs, this should be considered as a positive fact of the body’s adaptation to physical activity, as a gradual increase in fitness. Some stabilization of heart rate indicates a cessation of growth in fitness, and a gradual increase in heart rate indicates a discrepancy between the applied physical activity and the functional capabilities of the body of persons involved in recreational sports.

If older people are engaged in health-improving exercises, to optimize the process to the influence of physical activity, you should use the data given in Table 33, which allows you to find the limit and maximum values of pulse rates for people of different ages.

Table 33 - Permissible limit and maximum (but unacceptable during testing) heart rate for people of different ages, beats min -1

With the help of pulsometry, a trainer can obtain information about the course of adaptation processes in the body to physical activity using the Ruffier test.

Progress

From among the students, several with different levels of training are selected. For each of them, after a 5-minute rest in a sitting position before the load, the heart rate is determined for 15 s (P1). Then, within 30 seconds, 30 deep squats are performed (1 squat per 1 second). Immediately after the load, in a standing position, the heart rate is again calculated for 15 s (P2) and in a sitting position, the heart rate is calculated for 15 s at the end of the first minute of recovery (P3).

The results obtained are entered into table 34 and the Ruffier index is calculated using the formula:

Table 34 - Ruffier index value

Based on the data obtained, conclusions are drawn about the state of adaptation of the subjects to the effects of physical activity.

06.01.2011

Variational pulsometry was originally created for the needs of space medicine and has now become generally accepted in sports medicine. This material is intended for users of the VedaPulse and CardioBOS hardware and software systems.

The variational pulsometry technique is used for the following tasks:
1. Assessing athletes’ readiness for competitions. Determination of adaptation potential and stress resistance, identification of the state of overtraining.
2. General control over the health status of athletes.
3. Preventing the risk of sudden cardiac arrest.
4. Selection of the optimal training regimen for each individual athlete.

The following method options are possible:
1. Conducting examinations before, during and after training.
2. Carrying out a wide variety of functional tests. First of all, an orthostatic test (recording the pulse while lying down and standing) and tests with dosed exercise.

Health standards for ordinary people and trained athletes

The fundamental difference when assessing heart rate variability (HRV) data in trained athletes from the results of ordinary people is that athletes often experience a shift in heart rate towards moderate bradycardia (average heart rate - 50-60) and an expansion of the range of heart rate variability (HR) . VR is the difference between the maximum and minimum values of the RR intervals, graphically displayed as the width of the histogram base. Normal BP values are from 150 to 300 MS. But among athletes, the permissible limits of the norm are higher, and the variation range can reach 500 MS. There are no uniform standards, and many researchers publish varying figures. The fact is that different sports differ in the degree of impact on the body, and therefore it is impossible to develop unambiguous criteria for everyone. The changes are especially great for athletes involved in aerobic sports (biathlon, swimming, football, hockey...).

In addition to the average heart rate and BP, the standards for the total spectrum power (TP) also differ. If for ordinary people the norm of spectrum power is 2000-3000 units, then for athletes it can reach 5000 and, according to some publications, even 9000 units.
So: what is already considered a manifestation of autonomic disorders in an ordinary person (a tendency to the vago-insular type of response), can be considered normal in a master of sports. Of course, up to the above limits.

Despite all the difficulties and the absence of strict generally accepted standards for HRV indicators, however, there are general trends that are valid for people involved in both recreational sports and recreational physical exercise. This makes it possible to use this method in practice with a high degree of efficiency.

Carrying out examinations before and after training

The most obvious way to monitor the training process is to conduct examinations before and after training. The body of an athlete who is in good shape, with adequate physical activity, uses a regulatory mechanism associated with an increase in the activity of the sympathetic nervous system (LF). In this case, there is usually an increase in the range of heart rate variability (HR), which leads to a decrease in the voltage index (TI).

Then, after the end of the workout, the athlete’s body switches to the recovery mode, as evidenced by the increase in the HF share (parasympathetic division of the nervous system), which occurs when the LF share decreases, and the next day before the start of the workout, the HF/LF ratio returns to normal and the shares become approximately equal. At the same time, the proportion of the VLF (neurohumoral division of the nervous system) usually remains at approximately the same level, which indicates that the body copes with the load using exclusively the autonomic nervous system, without involving neurohumoral mechanisms.

With optimally selected training loads, as the functional state of the body improves and the adaptive potential grows, the total power of the spectrum increases (mainly due to an increase in the role of the parasympathetic component (HF component).

And with physical overstrain, already 7-10 days before the decline in athletic performance, the HF power begins to decrease and the proportion of LF and VLF relatively increases. This often occurs against the background of bradycardia. This tendency will first be noticeable on the results of examinations after training (when the body does not have enough sympathetic regulation mechanisms and it begins to use neurohumoral methods), and then on the results of examinations before training (which already indicates insufficient time for rest and inability to recuperate overnight).

With further increase in excessive load, two types of heart rate reactions are possible:
1. Formation of a low-variable rhythm (narrowing of the VR range) against the background of bradycardia.
2. A sharp disruption of the rhythm - a pronounced irregularity of the rhythm with a simultaneous increase in heart rate (what is usually called a “driven horse”).

Naturally, in the first case, the stress index will increase, reflecting the increase in the influence of stress on the body, and in the second, the SI will decrease, which, of course, can no longer be considered a marker of stress reduction, since the stress index can be considered as an objective indicator only in situations of regular rhythm.

Functional tests will be discussed in separate articles.

Health standards for ordinary people and trained athletes

Carrying out examinations before and after training

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