TESTING MODALITY IS VITAL TO DETECT PERFORMANCE CHANGES IN OVERREACHING RESISTANCE EXERCISE
Bibliographic record
Abstract
Justin Nicoll1, Andrew C. Fry1, Loren Z. F. Chiu2, Brian K. Schilling3 & Lawrence W. Weiss3, FACSM 1University of Kansas, Lawrence, Kansas; 2University of Alberta, Edmonton, Alberta, Canada; 3University of Memphis, Memphis, Tennessee Non-functional overreaching (NFOR) is detrimental to resistance exercise (RE) performance. Research concerning sensitive and sport specific methods that identify NFOR is sparse, and inconsistencies of results may be due to differences in testing modalities. PURPOSE: The purpose of this study was to compare muscle performance using different testing modalities (dynamic vs. isometric) after high power RE overreaching (OR). METHODS: As part of a larger dietary supplementation study, seventeen men (n=17; X±SD; age: 22.8±3.3yrs) were randomly assigned to a supplement (SUPP; n=8; body mass: 88.28±16.7kg; bodyfat: 11.7±6.4%), placebo (PL: n=3; bodymass: 86.66±25.7kg; bodyfat: 12.9±10.8%), or control (CON; n=6; body mass: 76.63±8.4kg, bodyfat: 11.3±6.8%) group. All groups participated in two weeks of normal training. After normal training, SUPP and PL performed OR for one week, while CON continued normal training. External mean power (MP), force (MF), and velocity (MV) were determined for the barbell squat exercise at 70% 1-RM load. Maximum isometric force, and rate of force development were determined using the isometric knee extension exercise on leg-extension machine interfaced with a force transducer. Performance data was collected at baseline (BL), after two weeks of normal training (Pre-OR), after OR phase (Post-OR), and after one week of recovery (POST). A 3x4 (group x time) repeated-measures ANOVA with Fisher LSD post-hoc was used to determine differences between groups and time. Significance was set at pRESULTS: There were no significant differences in knee extension variables (p>0.05). MF was higher in PL at Post-OR compared to BL and Pre-OR (2037 ± 626N vs. 1626±40N & 1581±92N; p-1 vs 78.7±11.3cm.s-1 & 75.3±6.7cm.s-1; p-1 vs 70.4±2.9cm.s-1 & 69.0±6.4cm.s-1; p0.05). CONCLUSION: Only dynamic RE (barbell squat) was sensitive to detect decreased performance compared to isometric RE (knee extension) in overreached subjects. Similarly, it appears power and velocity are more adversely affected by OR than measures of maximal force. Funding provided by Nutricia.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".