How do we learn to pace the race? Exploring the role of age and cognition in effort regulation

INTRODUCTION:
The self-regulation of effort during exercise (i.e. pacing) is key in sports performance. However, younger athletes seem to struggle to effectively pace their efforts over the full length of an exercise task. Based on the framework proposed by Elferink-Gemser and Hettinga (2017), it was hypothesized this is due to the age-related development of (meta-) cognitive functions involved in pre-exercise planning, including an accurate assessment of the task duration.

METHODS:
Groups of 18 adolescents (15.6±2.5 old, 50% female) and 26 adults (26.8±3.1 years, 50% female) performed a 4-km cycling time trial. The assessment of task duration was calculated as the absolute percentage difference between estimated and actual finish time of the trial. Pacing was quantified by the mean power output (PO) per 500m, the rate of perceived exertion (RPE) per 1 km, and the percentage difference between the PO at 3500m and 4000m (i.e. ‘end-spurt’). Analyses included between-group (ANOVA) and within-group comparisons (correlation) (p<0.05).

RESULTS:
Adolescents were less accurate in their assessment of the task duration (-16.7±8.4%, p<0.01). The adolescents’ overestimation of task duration was accompanied by pacing characteristics conform the expectation of a longer trial (i.e. a more even distribution of PO, lower RPE, larger end-spurt). Within the adolescent group, an overestimation of the task duration correlated with age (r = 0.48, p<0.05) and a larger end-spurt (r = 0.45, p<0.05).

CONCLUSION:
The capability to estimate task duration seems to develop during adolescence, which leads younger individuals to struggle with accurately distributing their efforts of the given exercise task. Practice sessions aimed at familiarising younger athletes with the demands of the set exercise task and the exploration of alternative pacing strategies could improve their exercise performance.