Development of a Revised Conceptual Framework of Physical Training for Use in Research and Practice.

A conceptual framework has a central role in the scientific process. Its purpose is to synthesize evidence, assist in understanding phenomena, inform future research and act as a reference operational guide in practical settings. We propose an updated conceptual framework intended to facilitate the validation and interpretation of physical training measures. This revised conceptual framework was constructed through a process of qualitative analysis involving a synthesis of the literature, analysis and integration with existing frameworks (Banister and PerPot models). We identified, expanded, and integrated four constructs that are important in the conceptualization of the process and outcomes of physical training. These are: (1) formal introduction of a new measurable component 'training effects', a higher-order construct resulting from the combined effect of four possible responses (acute and chronic, positive and negative); (2) explanation, clarification and examples of training effect measures such as performance, physiological, subjective and other measures (cognitive, biomechanical, etc.); (3) integration of the sport performance outcome continuum (from performance improvements to overtraining); (4) extension and definition of the network of linkages (uni and bidirectional) between individual and contextual factors and other constructs. Additionally, we provided constitutive and operational definitions, and examples of theoretical and practical applications of the framework. These include validation and conceptualization of constructs (e.g., performance readiness), and understanding of higher-order constructs, such as training tolerance, when monitoring training to adapt it to individual responses and effects. This proposed conceptual framework provides an overarching model that may help understand and guide the development, validation, implementation and interpretation of measures used for athlete monitoring.