Chinese Weightlifting: Technical Mastery and Training

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Exercise load is the physiological stress during training. From the law of adaptation, the exercise load during training gives the athlete a certain degree of stimulus to promote strength. The larger the im l he g ea e he b d eac ion, and after recovery, the more supercompensation. If the e e ci e l ad i mall hen he im l and b d eac i n i mall performance cannot improve as well. On the other hand, if the exercise load is too large, then the stimulus can overburden the athlete and create too much fatigue before the next session or injury. Hence, a level of exercise load is justified by whether the body function is improving over time (Ji and Feng 1999). To maximize results, instructors must arrange exercise loads wi hin he limi f he a hle e ec e and hei abili end e exercise stress, known as exercise capacity. Physical Indicators of Weightlifting Load Before the instructor can arrange and manipulate load, there must be a way to measure it. Loads can be measured quantitatively, such as by volume, intensity, duration, and frequency. There are also qualitative measures, such as movement characteristics and psychological effects (Fan 2005). Table 13 1 presents some sample calculations for various loading factors that can assess exercise load, track their exercise capacity, and modify training if necessary (Yang 2013). The first factor is volume, which is the total amount of exercise and can refer to a variety of training aspects. As Table 13 1 shows it can refer to the number of repetitions, sets, or tonnage for a given set, a given movement, or training session. Volume also refers to the number of movements in a session. It can also be a combination of factors, such as the average weight per movement or session. Another factor is intensity, hich i calc la ed a a e cen age f he a hle e e ma im m RM A Table 13 1 shows, intensity can refer to the intensity per movement, average intensity per movement, but it can also be the total average intensity for an entire session. The third factor is duration, which refers to the time for completing a single movement or all the movements within a session. The duration values in Table 13 1 include rest periods, but they need not always incorporate them. For example, an instructor might be interested in measuring total resting time, which is how much time an athlete spends resting between sets, movements, or in the entire training session. This measurement is useful to learn how athletes pace themselves, provide clues about which movements cause the most fatigue, show the effects of combining different movements within a session, and ide an idea ab an a hle e ec e hen c m a ing ac eek f aining When calculating duration, one can also include the warm-up and cool down for a session or simply count the pure training time; however, most calculations exclude these portions (Table 13 1 does not include warm-ups and cooldowns). A related and fourth factor is the density of training, which is the ratio of the volume and duration, usually expressed as repetitions per minute or sets per minute. As with other factors, there are 178

– Sets

Total Reps

Tonnage

Avg Wt

Best Results

Avg Intensity

Min

Sets/min

Reps/min

Property

8

16

1370

85.6

100

0.86

24

0.33

0.67

Competition

9

19

2030

106.8

130

0.82

27

0.33

0.70

Competition

8

24

2280

95.0

105

0.90

16

0.50

1.50

Heavy

8

21

1410

67.1

80

0.84

16

0.50

1.31

Moderate

8

23

3170

137.8

170

0.81

20

0.40

1.15

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41

103

10260

99.6

117.0

0.85

103

0.41

1.07

221

density measurements for individual movements and the entire session. Usually, calculating duration statistics is more cumbersome, especially for many athletes. However, these measurements are useful for calculating an a hle e e e ci e ca aci minimi ing e i n ime all f m e f e en training sessions, or burning more calories if the athlete needs to lose weight. The fifth factor consists of movement characteristics, which qualitatively measure the amount of stress on the body. Some movements create large stress on the body, such as the deadlift, while other movements, such as triceps extension, have a localized stress on the body. Generally, movements are separated into competition movements, heavily loaded movements, moderately loaded movements, and lightly loaded movements (as shown in Table 13 1). These are broad categories and can be bdi ided ba ed n he m emen cha ac e i ic ch a a ic . dynamic, squat-based vs. pullbased, upper body-based vs. lower body-based, etc. Describing movements in this way has several benefits for new or less experienced instructors. First, it helps the instructor think of the overall stress of a training session and which movements or qualities they want to prioritize. Second, it can provide a check against neglecting or overtraining certain areas or qualities. Third, it reminds the instructor to arrange the load of a movement according to its characteristics and the desired stimulus. For example, to avoid overstressing a local area like triceps, instructors can prescribe lighter movements such as overhead press instead of push press. Or they can prescribe an alternative movement that does not use the area intensely like a row (where the triceps act as dynamic stabilizers rather than a prime mover or synergist). This choice may require reorganizing the session. For example, if rows replaced push press in Table 13 1, but the instructor still wanted to include heavy squats, then rows should be placed at the end to avoid fatiguing the back too much prior. However, it is difficult to a hea af e hea ll he in c ma ha e m dif ll a m de a e Al e na i el if the instructor wishes to strengthen the triceps, then they can prescribe jerk recoveries or triceps extensions while adjusting the program. 179

Biological Indicators of Weightlifting Load For most instructors and athletes, the physical indicators above are the foundation for tracking loading; however, quantitative and qualitative biological indicators serve increasingly important roles for furthering results in China. Researchers and scientists conduct biochemical monitoring to help select athletes for weightlifting, help instructors test training methods, and evaluating the a hle e ec e However, frequent monitoring for individuals is usually reserved for assessing high-level athletes because they require longer periods of loading to induce a training stimulus due to their high levels of conditioning. Since these loading periods can easily lead to overtraining, it is necessary to use bi chemical indica ack he a hle e e n e he l ad While m ni ing bi chemical indicators requires specialized sports scientists, which limits its practicality, it is still useful to understand biological indicators and how they respond to training so that instructors know how their training impacts the athlete. Currently, there is no single direct biochemical indicator of exercise load, so in practice, baseline levels of a variety of indicators must be gathered by specialists for individual athletes and combined with reference values (Gui, Chen, and Cao 2004). Table 13 2 summarizes the response for popular indicators used by the Chinese National Team (Li 2013). The first is serum creatine kinase (CK), which is one of the key enzymes for energy metabolism in skeletal muscle cells and can serve as an indicator for muscle damage. Zhang (2012) notes that CK increases in response to increased training loads and decreases after adaptation, but that long-term increases of more than 200 IU/L indicate excessive exercise. He also notes that the levels differ among men and women with normal ranges falling between 10 1000 IU/L for men and 10 60 IU/ L for women. Gui, Chen, and Cao (2004) remark that generally CK levels rise mildly within 0 2 hours after high-intensity exercise, significantly within 8 hours, and peaks within 16 24 hours before falling back to baseline; however, there are substantial individual differences during recovery. Testosterone and cortisol are two important indicators of exercise load and are usually assessed together for greater accuracy. The level of blood testosterone has a direct effect on strength due to its abili enhance a m cle protein synthesis, which can improve muscle strength, assist in recovery, and inc ea e ne aining le el and c m e i i n e l Tang am ng he f nc i n C i l i a stress hormone that can e e a an indica f an a hle e ec e f m stress. Ouyang (1991) found that the level of serum blood testosterone for an ordinary man is around 20.97 nmol/l; however, the level among top male weightlifters are over 27.97 nmol/l. For instance, he found the testosterone level of 1984 Olympic champi n Zeng G iang kg 1 to be 35.66 nmol/l. Huang and Zhu (2004) th n e ha men e m e e ne i ab that of men, however Hu, He, and Wang (1994) found that female weightlifters tend to have higher testosterone levels (2.05 nmol/l) compared to nonweightlifting women (1.43 nmol/l). Ouyang (1991) found that the level of serum cortisol of weightlifters at is 545 nmol/l, which is higher than the average level of athletes from other sports (471 nmol/l). 3 F1 F••

1

Zeng a China fi Ol m ic g ld medali in eigh lif ing He a al World Champion and Asian Champion.

Y

h Ol m ic Champion, 1984

180

–

Creatine Kinase

Testosterone Cortisol

Blood Urea Nitrogen (BUN)

Hemoglobin

Increases in response to the training and decreases after adaptation. Long-term increases can signify overtraining. Decreases in response to loading but returns to normal after recovery. Long-term decreases can indicate overtraining. Increased training intensity, the cortisol increased Increases early on in response to loading but then decreases back to normal after training. Large changes or long-term upward trends can indicate overtraining. When the training state is improved, the content of hemoglobin increased, the athletes to participate in the competition results are generally better. Heavy training early in the concentration of ketones will increase, with the training, the athletes in the state of excessive training, hemoglobin content decreased, function

While part of the differences between weightlifters and other individuals is certainly due to athletic selection, Wang, Qi, and Chen (2004) note that the duration, density, intensity, and overall stress from training can induce changes in serum testosterone. In general, they find that short bouts of strength training at above-average intensity can increase blood testosterone levels. In contrast, longterm loading at high intensities can lower levels and result in overtraining if there is insufficient recovery. Additionally, reasonable strength training at average intensities can also increase testosterone or leave levels unchanged. Yan and Zhao (2005) found that serum cortisol increases largely after bouts of maximal loading, periods of high volume, and repetitive training while testosterone trends downward. However, they note that consistently high levels of cortisol can injure muscle cells, and some experts recommend that the ratio between testosterone and cortisol should not decrease by more than 30% over time (Li 2015). An he indica i he change in an a hle e bl d ea ni gen BUN , which can reflect their adaptability to a training load. Zhang (2012) notes that BUN generally increases at the beginning of loading due to increased catabolism but then returns to normal after recovery. He recommends measuring BUN before training and the next morning. If the difference is greater than 3 mmol/L, then the athlete has reached the fatigue threshold. A difference of 2 mmol/L shows that the loading is large, 181

but the athlete is capable of adapting. And a difference of less than 1 mmol/L indicates that the loading is too small. He also notes that these changes should be combined BUN with upper limit thresholds, which can range from 4 8 mmol/L depending on the athlete. If a training cycle uses BUN for assessment, blood measurements may be taken at the beginning, middle, and end of the training cycle to evaluate whether BUN increases early on and then decreases back to normal levels. The amount of exercise should be controlled at the beginning of the training period and increased and then gradually decreased to normal levels. Finally, another commonly used indicator is hemoglobin (Hb) levels, which are stable under normal circumstances but are affected by training load, body function, nutritional status, hypoxia, and ai e e C i In gene al Hb inc ea e a he a hle e fi ne inc ea e and dec ea e hen they overtrain (Wu and Liu 2006). The normal range of hemoglobin in males 120 160g/L and 110 150g/L in females, but training will be affected if Hb falls below 130g/L for males and 110g/L in females (Zhang et al. 2008). Additionally, athletes experience natural fluctuations such as lower Hb levels during cold months, and women will have lower levels during menstruation (Cui 2014). Because individuals can also vary in their baseline Hb levels and their response to training, instructors and researchers should monitor Hb le el e ime and c ea e a e age high and l anda d f a gi en a hle e Psychological Indicators of Weightlifting Load Training is not a purely physical activity; Figure 13 1 shows the interrelationship between physical and psychological stimuli and responses as depicted in (Zhang 1995). An external stimulus can be physical (i.e., a high-intensity lift), psychological (i.e., an opening attempt at a competition), or both (i.e., a PR competition attempt), as indicated by the double-arrowed vertical line on the left. A highintensity lift can cause the athlete to respond physically through increased heart rate, breathing, etc. as indicated by the top horizontal line. However, it can also produce a psychological response such as increased aggression, as indicated by the downward diagonal line. A mentally stressful lift (but not necessarily heavy lift) such as the first attempt at a competition can cause the athlete to respond psychologically through aggression or fear, as indicated by the bottom horizontal line. It can also cause the body to respond physically through cramps, shakes, etc. as indicated by the upward diagonal line. Additionally, these responses can reinforce each other, as indicated by the right vertical arrows. Overall, the diagram shows that training can be physically and psychologically stressful, which produces interrelated physical and psychological responses. One important conclusion from Figure 13 1 is that psychological stress is not always consistent with the physical stress from training. Sometimes the physical load is small, but the psychological load is large such as during technical training. And sometimes, the physical loads are significant, but the athlete experiences a small amount of psychological load, such as during times when athletes accumulate volume during the training cycle (Zhang 1992). In both cases, the athlete performs a perceived exertion ba ed n hei b d h ical and ch l gical eac i n

182

–

Instructors must observe whether he a hle e aining i c n i en i h he e ec ed eac i n (Long 2014), but they can supplement their observation by using the rate of perceived exertion (RPE) scale. There are many versions of RPE scales, but a scale from 1 10, as shown in Figure 13 2, is used primarily in strength training (Zhu, Tang, Zhu 2013). The scale subjectively rates the difficulty of an exercise, training session, or training week and indicates an a hle e abili f a gi en da Re ea ch has shown that higher loads have reliably correlated with higher RPE values (Yi 2012), so an RPE of 10 equates with a maximal effort, and values 7 10 are optimal for building power and/or maximal strength. RPE values have several significant ad an age Fi he inf m he in c deci i n making. Sometimes a movement looks good to the instructor, but still feels very difficult for the athlete. Increasing the load under this scenario can overload the athlete and lead to excess fatigue or injury; however, this result will appear random because the instructor and athlete have different assessments of the training. With RPE values, the instructor has more information to base their loading decisions, which helps them better analyze their a hle e m emen and adj he aining lan m e individually. Second, RPE values allow instructors to manage the loading rather than predict precise loads that may be too much or too little. When the athlete is recovered, then they will lift a heavier weight for a given RPE, whereas a lighter weight will yield the same RPE value if they are fatigued, and this result holds across men and women (Gao, Bao, and Ji 2011). Additionally, when the athlete is fully recovered, they can lift more volume to achieve or maintain a given RPE value. In contrast, less volume will generate the same RPE value when the athlete is fatigued. So, instructors can encourage athletes to go heavier or do more volume when the movement quality is good, and the RPE is low. Alternatively, they can decrease the weight if the movement quality is good, but the athlete reports a high RPE. This concept can be extended over each training week as well. For example, if the athlete is fatigued and

183

–

reported high RPE values for some sessions, then the instructor can modify the loading in the following week for sessions that were too intense while leaving the loading for other sessions unchanged. More advanced methods for measuring psychological load include the biological indicators described above since physical stress can induce psychological stress; however, researchers also use pure psychological scales to give instructors more data about the athlete. For example, the athlete burnout questionnaire (ABQ) is a 15-item questionnaire that measures a score for emotional and h ical e ha i n de al a i n f ne elf and a reduced sense of accomplishment in the sport, as well as a global score (Tian et al. 2008). Another popular scale is the profile of mood states (POMS), which measures an a hle e en i n de e i n ange ig fa ig e c nf i n, and a global score of these feelings from a rating of adjectives that they feel or have felt recently. The degree of these feelings diagnoses whether the athlete is overtraining. Regardless of the method, it is necessary to mea e an a hle e ch l gical l ad e ime e abli h a ba eline and end Arranging Exercise Load After a large amount of exercise, the fatigue reaction and recovery time will be longer. However, it is not possible to wait until the body completely recovers before conducting the next training session. Hence, instructors must arrange light and moderate amounts of exercise to reduce the fatigue response, and practice weightlifting more frequently. Table 13 3 shows sample training rhythms based on the number of training sessions per week. With 3 sessions per week, each session can have high amounts of loading because there are more rest days (4) than training days. This arrangement does not mean each day has the same volume, intensity, exercises, or other loading variables, but rather each day produces a desired effect. Additionally, this 184

Monday High High High High High

Low

– Tuesday

Low Low (M) Med

Wednesday High High High High High

Low

Thursday

Low Med

Friday High Med High High High

Low

Saturday Low L (M) L (M) Med

does not mean that a session over each week follows the same loading variables. With a 3-day arrangement, these sessions form the core for more frequent sessions. Therefore, an increase in training frequency should be the lowest amount that does not disturb this core training. With a 4-day arrangement, adding a light session on Saturday is reasonable because each highload day has a rest day before prior. For a 5-day arrangement, the next reasonable step is to add a session early in the week (i.e., Tuesday) because the athlete is fresh after the weekend, and it distributes the work more evenly and gradually. The athlete only performed 2 days of consecutive training up until this point, so adding a session early in the week creates 3 days of consecutive training followed by the 2 days which the athlete is accustomed to. If the session were added on Thursday, then there would be 4 days of consecutive of training, which is a more substantial jump and can decrease performance. There are various ways to progress from here: light sessions can increase loading, or another session can be added on Thursday to create a 6-day arrangement. After this, training must occur more than once per day. To preserve the core sessions, they should occur in the morning, followed by light sessions in the evening. The following day should have a moderate session in the evening because the athlete needs time to recover from the double sessions the day prior. Since this session is not too intense, the athlete can e ea he high l ff medi m h hm While he e e ci e l ad cann increase forever, especially for elite athletes whose load increases until it reaches their limit, one can rely on the rhythm of exercise load to produce new stimulation to the body. Table 13 3 is a sample arrangement, but it shows the thought process behind increasing training frequency while preserving a training rhythm. In practice, the training rhythm differs for each athlete, so they should explore their rhythm during the actual training. Generally, young athletes can increase their frequency as they reach higher training levels. In contrast, lde a hle e ma decrease frequency as they age, so they should proceed with a rhythm that allows for enough recovery to maintain their performance or continue progressing. Additionally, athletes do not progress or respond toward higher frequency in the same way, with some athletes requiring a few weeks or months to increase their training frequency. Therefore, instructors must combine training data and history with the training situation to make an informed change. For example, they need to note when athletes feel good about training and when they feel fatigued, when they report high RPEs, what exercises, volumes, and intensities tend to lead to excellent performance and fatigue, and whether the athlete is progressing. With this information, the instructor can observe patterns in these data to find what works for the athlete. 185

Knowing that athletes differ in terms of thinking, age, weight class, training level, physical capability, and recovery capability, instructors should expect athletes to differ in exercise capacity for a given training frequency. Even for a given athlete, their exercise capacity frequently changes because their capacity is closely related to recovery measures and nutrition. The ef e he defini i n f big mall and medi m h ld depend n he a hle e ac al c ndi i n and adjusted over several training cycles. Table 13 4 presents ranges of exercise loads for different levels of exercise capacity. Since exercise capacity differs by individual and time, it is difficult to propose a unified standard. This table is based off elite Chinese athletes; however, one can reference this table to build their own or compare their load at different levels of exercise capacity. Regardless, the main factors to consider when arranging training sessions are exercise selection, load, and intensity, which are discovered by assessing training and the athlete (see Chapter 15 on The Training Program and Training Diary, and Chapter 16 on Athlete Assessment). Time and load are closely related because, in general, the greater the load, then the longer the required time, so training density generally does not change much unless sessions are divided into smaller ones. There are nine possibilities when managing volume and intensity, as shown in Figure 13 3. The first step is to decide whether to increase, maintain, or reduce volume, and then making the same decision about intensity. To determine which method to use, the instructor needs to adjust the loading acc ding he aining e i d aining g al i aining and a hle e habi ince me a hle e a e more sensitive to changes in volume than intensity. Additionally, the instructor needs to evaluate whether the athlete is progressing with a current loading. However, when increasing exercise capacity for weightlifting, the number of sets always come first, then repetitions, and then intensity. The reason is because technique is less sensitive to the number of sets than the number reps or intensity, and competition lifts must be performed with excellent technique as much as possible during training. A typical example of this is when athletes work up to a targeted intensity and then reduce the weight during backoff sets but still perform enough sets and e a imila diffic l ba ed n he a hle e e cei ed e n e. Additionally, if there is no accumulation of volume and, instead, the athlete just fights for intensity, then they cannot impose a new stimulus to improve, and technique can deteriorate quickly and result in injury.

186

– Index # of movements # of sets per movement Total # of sets Total # of reps Total weight Intensity per movement Average intensity Actual training time Total training time # of repeated sets during competition # of repeated reps during competition # of repeated sets for assistance movement # of repeated reps for assistance movement Competition Movement Heavy load movement Moderate load movement

187

5 8

Moderate Exercise Capacity 4 5

8 15 sets

Around 8 sets

6 8 sets

Above 40 sets Above 100 reps Above 10000kg

30 40 sets 80 100 reps 7000 10000kg

Below 30 sets Below 80 reps Below 7000kg

90 100%

80 90%

65 80%

80 90%

70 80%

60 70%

80

Bel

High Exercise Capacity

Ab e A

nd

A

nd

Low Exercise Capacity 2 4

A

nd

Above 0.4 set/min

0.3 - 0.4 set/min

Below 0.3 set/min

Above 0.8 reps/min

0.6 0.75 reps/min

Below 0.55 reps/min

Above 0.45set/min

0.35 0.5 set/min

Below 0.35 set/min

Above 1.2 reps/min

1 1.2 reps/min

Below 1 rep/min

1 2

1 2

1

2 4

1 2

1

2 4

Around 2

1 2

–

Common Situations in Arranging Exercise Load Athletes enter different training stages during their careers, which differ in training goals, duration, frequency, and methods. Adjusting the loading according to these stages allows the athlete to improve safely. If the instructor does not fully adjust the training load, then it will likely be inappropriate for the athlete and ineffective, or even harmful, he aining ce and he a hle e heal h Bel are a few lessons from research and experience that show the consequences of not adjusting. The fi cena i in l e ing ad anced me h d ea l D ing he Chine e national athletes and Soviet athletes exhibited differences in their weightlifting results and improvement (Gu 2005b). It was common for Chinese national athletes to equal or beat Soviet lifters in most weight classes during youth competition. However, Soviet lifters had longer competitive careers and continued to improve once athletes entered the senior stage. Pi nee in China eigh lif ing history found that this phenomenon was mainly due to using exercise loads that did not match the needs of young athletes. Youth training must focus on building a good physical foundation using general and specialized athletic training. Because the foundation is not yet established, the loading for exercises and overall training must be moderate. It is tempting for instructors to increase the loading or begin specializing in weightlifting training to induce more adaptation, but this results in physical and mental fatigue and/or injury. Another scenario involves using the same methods for too long. For example, some instructors will use short training cycles, stable loading rhythm, and moderate load to successfully train youth athletes and even have such athletes reach national level competition. However, when the athletes reach the senior stage, they experience slow or no improvement. This stagnation occurs from applying 188

youth training to adult athletes. As athletes build a strong foundation and reach a high level, they must focus on specializing their training toward weightlifting training and use large loads that surpass their previous highest level to induce a deep stimulation and adaptive response. It is tempting for instructors to use previously effective methods, but it is essential to switch training methods across different stages of training for athletes to improve continuously. Even within the senior stage, athletes may experience drops in performance or no progress after successful training despite feeling recovered. This situation is a sign that the athlete has adapted to the stimulus, so the instructor must change the loading variables to introduce a new stimulus (i.e., volume, intensity, exercise selection, etc.). Instructors should take note of how often these drops in performance occur so that they can switch the stimulus beforehand and continuously improve throughout the training cycle. Another issue is an unclear loading rhythm, which occurs when volume and/or intensity change in a non-systematic way. For example, loads can increase linearly over weeks or months until the load becomes so great that more exercise volume and/or intensity cannot be added. Staying at this maximal level result in stagnation or declines in exercise capacity, recovery, performance, or injury. In this case, normal systematic training yields no improvement, but pausing training and implementing a strong recovery program can yield performance improvements and even achieve new personal bests. Therefore, instructors must adjust the loading rhythm to induce greater adaptation. Additionally, at higher levels of training, the instructor must adjust loading across individuals by basing training on he a hle e eng h and eakne e F e am le a hle e i h g d echni e but who have weak lower back strength can reduce technical training to focus their loading on developing lower back strength. By contrast, healthy athletes who reach a high level but are limited by leg strength can select loading arrangements that create deep stimulation, while still allowing for recovery. In cases like these, it is inappropriate to use methods for overall development because a specific weakness limits the athlete. Strengthening areas that are already strong can exacerbate the degree of weakness, resulting in slow improvement, stagnation, or even regression. Conclusion Overall, there are many ways sports teams in China measure loads and many variables to manipulate to create new adaptation. Mastering load rhythm requires the instructor to assess their athletes and apply various methods at the appropriate times. It is a skill that requires time and experience to master but will have a significant impact on the training, performance, and improvement of their athletes. However, instructors can learn this skill more quickl b acking hei a hle e l ading and use those data to adjust the session, training week, and beyond.

189

potential

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𝐸 𝑃

••

𝐹 𝑂𝐴 𝑅 𝑂𝐵1

𝑂𝐵2

𝐷𝑂, 𝐹1 𝑅1

𝐴𝑂

𝑂𝐷

𝑂𝐷

0.15𝑚, 𝑅

20𝑘𝑔 ∗ 0.15𝑚

3𝑘𝑔/𝑚

𝑂𝐷

0.20𝑚,

𝑅

4𝑘𝑔/𝑚 𝐷𝐴

𝑅

20

60 𝑘 𝑔 ∗ 0.15𝑚

12𝑘𝑔/𝑚

𝑅

20

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16𝑘𝑔/𝑚

𝐹1

𝐹𝑠𝑖𝑛 𝐹1 𝐹2.

𝐹 𝑂𝐵 𝑂𝐴

𝐴1

𝐴2

𝐷1

𝐷2

𝐵1

𝑊 𝑊

𝐹

𝐷

𝐹𝐷 𝐷1

𝑅 𝐻1

𝐷2

𝑂1 𝐹1 𝑆1

𝐵2

𝛼 𝑂2

𝑤𝑒𝑖𝑔ℎ𝑡 ∗ 100 𝑔𝑟𝑖𝑝 𝑜𝑟 𝑏𝑎𝑐𝑘 𝑠𝑡𝑟𝑒𝑛𝑔𝑡ℎ

Presented at the 2015 Ma Strength Weightlifting Camp.

China Institute of Sports Science.

Sports Science Research Journal of Taiyuan Urban Vocational College. Sports Science Research.

Zhejiang Sport Science Chinese Journal of Clinical Rehabilitation China Sports Coaches. Sports Science. Shanxi Sports Science

Master s Thesis. Journal of Beijing University of Physical Education. Journal of Shandong Normal University.

Sports Science and Technology.

The International Journal of the History of Sport.

Sports World: Academic Edition

Inner Mongolia Sports Science. Southwest China Normal University: Natural Science Chinese Sports Coaches. Origins of Chinese Sports. Inner Mongolia Normal University (Natural Science Edition) Beijing Sports University. China s Weightlifting Sports World: Academic Edition.

Unpublished manuscript.

Journal of Nanjing Institute of Physical Education. China Sports Technology Winning Papers at the 2nd National Weightlifting Scientific Research Conference.

Winning Papers at the 4th National Weightlifting Scientific Research Conference. Winning Papers at the 5th National Weightlifting Scientific Research Conference.

Weightlifting Sports Papers.

Competitive Weightlifting and Sports Training Papers.

China Sports Science and Technology. Preparing for the Tianjin National Games: Guangxi Athlete and Nutrition Manual.

Chinese Journal of Sports Medicine Beijing Sports University. －

Journal of Wuhan Institute of Physical Education.

China Sports Medicine Conference Papers.

Presented at the 2014 Ma Strength Summer Weightlifting Camp. Sport and Science. Competitive weightlifting

China Sport Science and Technology

Papers at the 2nd National Weightlifting Scientific Research Conference.

Journal of Shanghai Physical Education Institute

Chinese Sports Coaches

Journal of Neijiang Normal University.

Anhui Sports Science and Technology Sichuan Sports Science.

Sports Culture Guide.

Guangzhou Institute of Physical Education.

Guangzhou Institute of Physical Education. Journal of Nanping Teachers College. Journal of Xuzhou Normal University: Natural Sciences.

Master s Thesis.

Journal of Wuhan Institute of Physical Education. Contemporary Sports Science and Technology.

Hubei Sports Science

Sichuan Sports Science. Journal of Hubei Sports Science. Shanxi Sports Science and Technology. Master s Thesis.

Master s Thesis.

Management and Technology.

Journal of Hunan University of Science and Engineering.

Contemporary Sports Technology. Sports Science and Technology.

Journal of Shenyang Institute of Physical Education Journal of Nanjing Institute of Physical Education. Shaoguan University (Natural Science)

Journal of Chengdu Physical Education Institute. China Sports Coaches

China Sports Science and Technology.

National Sports Commission Branch Institute.

Master s Thesis. New West: Theoretical Edition

Chinese Journal of Medical Science.

China Sports Science.

Minying Science and Technology Youth Sports Training.

Master s Thesis Sports Science and Technology

Guangzhou Physical Education Institute

Journal of Xiangnan University.

Chinese Physical Education.

The International Journal of the History of Sport. Tianjin Institute of Physical Education.

Guangdong Institute of Physical Education

Journal of Guangzhou Physical Education Institute.

Journal of Beijing University of Physical Education. Teacher s Guide to the Weightlifting Training Process

Anhui Sports Science

Shandong Institute of Physical Education

Sichuan

. Contemporary Sport Science and

Technology.

Heilongjiang Science and Technology Information Weightlifting.

Journal of Jianghan University

Guangdong Institute of Sports Science. Scientific Chinese

Youth Sports Training. Lantai World. Journal of Anyang Institute of Technology. Sport and Science Contemporary Sports Techniques

Journal of Hubei Sports Science.

Journal of Nanjing Institute of Physical Education.

Journal of Jilin Institute of Physical Education.

Hubei Sports Science. Tongling Vocational and Technical College.

Chinese Clinical Rehabilitation Tissue Engineering Research

Journal of Shanghai Institute of Physical Education. Sports Science Journal of Wuhan Institute of Physical Education

Heihe Journal. Culture and Education.

China Sports Science. Modern Training Methods. Fujian Sports Science and Technology.

Journal of Beijing Teachers College of Physical Education

Sports Science.

Sichuan Sports Science.

Journal of Xiangtan Normal University. Science and Technology.

China Sports Science.

Sports Science.

Science and Technology Information

Sports and Science Journal of Wuhan Institute of Physical Education Science and Technology Information

Journal of Beijing University of Physical Education. Liaoning Sports Science and Technology.

Journal of Chengdu Sports University.

Sports Science Research

Sports Science Research

Sports Science Research Science and Technology Innovation Herald. Master s Thesis.

Sports Science.

Chinese Journal of Clinical Rehabilitation. Science and Technology Herald.

Sports Scientific Research Sichuan Sports Science. Sport and Science. Journal of Chengdu Institute of Physical Education Asian Weightlifting.

Journal of Chengdu Institute of Physical Education A Course on Weightlifting Sport.

China Sports Science and Technology.

Sichuan Sports Science.

Doctoral Dissertation.

Sports Science Liaoning Sports Science and Technology.

Journal of the Physical Education Institute of Shanxi Teacher s University. Journal of Yangtze University (Social Sciences).

Sports Science Research.

Hebei Institute of Physical Education

Journal of Mudanjiang Normal University: Natural Science Edition

The International Journal of the History of Sport.

Journal of Shandong Institute of Physical Education and Sport.

Journal of Ningde Teacher s College. Doctoral Dissertation.

. Sichuan Sports Science

Journal of Wuhan Institute of Physical Education Beijing Institute of Physical Education

Journal of Taiyuan Normal University: Natural Science Edition.

Journal of Guangzhou Sport University

Technology Information.

Sports Science.

Journal of Shanghai Institute Physical Education.

Journal of Physical Education

Shandong Institute of Physical Education. Sports Science.

Journal of Sports Science. Shanghai University of Sport.