Fatigue is a multifaceted and deeply contextual concept within the field of sports, exercise, and health science, and this unit aims to develop a nuanced understanding of it from both a physiological and psychological perspective. Across the course of this unit, we explore fatigue not as a simple by-product of exercise but as a complex interplay of systems that responds to intensity, duration, individual characteristics, and environmental conditions. Students are guided through a critical examination of how fatigue presents differently depending on the nature of physical activity, the fitness and mental state of the performer, and the immediate and accumulated demands placed upon the body and mind.
We begin by establishing a clear working definition of fatigue and contrasting acute, task-specific fatigue with the broader, more persistent experience of chronic fatigue. By framing fatigue as an exercise-induced impairment in performance, students are encouraged to interrogate its effects at different levels—from cellular and metabolic disruption to central nervous system function and psychological resilience. Through this lens, fatigue is understood not merely as a limitation but as a protective mechanism that may act to preserve the body’s homeostasis and prevent damage during prolonged or high-intensity efforts.
A major focus of this unit is the differentiation between central and peripheral fatigue. Students analyse the physiological basis of central fatigue, with a particular emphasis on the role of the central nervous system, neurotransmitters, and perceived exertion. They contrast this with peripheral fatigue, where attention is drawn to the mechanisms within the muscles themselves—accumulation of metabolic by-products, substrate depletion, and impairments in excitation-contraction coupling. This distinction lays the foundation for investigating sport-specific examples and identifying how fatigue is experienced differently in endurance-based versus high-intensity, intermittent activities.
To deepen understanding, the unit encourages critical engagement with the various models of fatigue that have emerged in contemporary literature. Students consider the implications of the traditional anaerobic and cardiovascular models while also engaging with more integrative frameworks such as the Central Governor Model and the Psychobiological Model. This opens up discussion around the role of motivation, pacing strategies, and self-regulation in fatigue, moving students beyond a purely physiological interpretation and into a more holistic, biopsychosocial understanding of human performance.
Environmental factors and recovery strategies are also explored in depth. Students examine how heat, altitude, and hydration status influence fatigue, and investigate how recovery interventions—from nutrition and rest to cryotherapy and compression—can be employed to mitigate its onset or accelerate recovery. In doing so, students gain an appreciation for the interdependent nature of performance preparation and recovery planning.
By the end of the unit, students are expected to apply their knowledge to real-world sporting contexts, analysing fatigue profiles in different athletes and designing evidence-informed strategies to manage fatigue before, during, and after performance. The unit challenges students to reflect on fatigue not as a barrier to success but as a vital signal—one that, when understood and responded to intelligently, can support sustainable, long-term athletic development.
