“Question Your Categories”: the Misunderstood Complexity of Middle-Distance Running Profiles With Implications for Research Methods and Application

Abstract

Middle-distance running provides unique complexity where very different physiological and structural/mechanical profiles may achieve similar elite performances. Training and improving the key determinants of performance and applying interventions to athletes within the middle-distance event group are probably much more divergent than many practitioners and researchers appreciate. The addition of maximal sprint speed and other anaerobic and biomechanical based parameters, alongside more commonly captured aerobic characteristics, shows promise to enhance our understanding and analysis within the complexities of middle-distance sport science. For coaches, athlete diversity presents daily training programming challenges in order to best individualize a given stimulus according to the athletes profile and avoid “non-responder” outcomes. It is from this decision making part of the coaching process, that we target this mini-review. First we ask researchers to “question their categories” concerning middle-distance event groupings. Historically broad classifications have been used [from 800 m (~1.5 min) all the way to 5,000 m (~13–15 min)]. Here within we show compelling rationale from physiological and event demand perspectives for narrowing middle-distance to 800 and 1,500 m alone (1.5–5 min duration), considering the diversity of bioenergetics and mechanical constraints within these events. Additionally, we provide elite athlete data showing the large diversity of 800 and 1,500 m athlete profiles, a critical element that is often overlooked in middle-distance research design. Finally, we offer practical recommendations on how researchers, practitioners, and coaches can advance training study designs, scientific interventions, and analysis on middle-distance athletes/participants to provide information for individualized decision making trackside and more favorable and informative study outcomes.