A Comparison of Increases in Volume Load Over 8 Weeks of Low-Versus High-Load Resistance Training
Bibliographic record
Abstract
BACKGROUND: It has been hypothesized that the ability to increase volume load (VL) via a progressive increase in the magnitude of load for a given exercise within a given repetition range could enhance the adaptive response to resistance training. OBJECTIVES: The purpose of this study was to compare changes in volume load (VL) over eight weeks of resistance training (RT) in high-versus low-load protocols. MATERIALS AND METHODS: Eighteen well-trained men were matched according to baseline strength were randomly assigned to either a low-load RT (LOW, n = 9) where 25 - 35 repetitions were performed per exercise, or a high-load RT (HIGH, n = 9) where 8 - 12 repetitions were performed per exercise. Both groups performed three sets of seven exercises for all major muscles three times per week on non-consecutive days. RESULTS: After adjusting for the pre-test scores, there was a significant difference between the two intervention groups on post-intervention total VL with a very large effect size (F (1, 15) = 16.598, P = .001, ηp(2) = .525). There was a significant relationship between pre-intervention and post-intervention total VL (F (1, 15) = 32.048, P < .0001, ηp(2) = .681) in which the pre-test scores explained 68% of the variance in the post-test scores. CONCLUSIONS: This study indicates that low-load RT results in greater accumulations in VL compared to high-load RT over the course of 8 weeks of training.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".