Latest / The Gill Athletics Track and Field Connections Podcast / #128: Gill1918 presents Dwight Phillips "Long Jump Part 1" from Tampa Bay/USF Clinic

Transcript

#128: Gill1918 presents Dwight Phillips "Long Jump Part 1" from Tampa Bay/USF Clinic · The Gill Athletics Track and Field Connections Podcast

• 0:00
  Welcome to the Gill 1918 Project, a podcast series by
• 0:03
  coaches, for coaches powered by Gill Athletics.
• 0:06
  Think of this as the Ted Talks of track and field coaching.
• 0:09
  Short, insightful, and packed with valuable strategies to help
• 0:12
  you grow as a coach. We'll bring in the once a year
• 0:15
  track clinic straight to your ears daily.
• 0:17
  Interested in creating your own episode?
• 0:19
  Everyone's welcome to participate.
• 0:21
  Check out the show notes below For more information.
• 0:23
  Now let's get into today's topic.
• 0:28
  All right, it's hard to mute me. So that was pretty impressive.
• 0:32
  Hey, again, thank you so much for your patience.
• 0:34
  You know, coaches, if you have one skill, it's adaptability,
• 0:37
  right? You got this great workout and
• 0:39
  it rains. You got this meet schedule and
• 0:41
  it gets cancelled. You have this relay set up when
• 0:43
  a kid gets injured. You're nothing if you're not
• 0:46
  adaptability. And that's what we're doing here
• 0:48
  today. Again, unfortunately, we
• 0:49
  couldn't have our next speaker physically here.
• 0:52
  The good news is technology allows us to have them right up
• 0:55
  here on the big screen. You might know this next speaker
• 0:58
  is Mr. Long Jumper, but don't let it fool you.
• 1:00
  This guy just flat out coaches sprints, hurdles, jumps.
• 1:04
  He's one of the America's greatest long jumpers ever and
• 1:07
  we're lucky to have him here. Heavily welcome the wise winner
• 1:09
  for Mr. Dwight Phillips. Hi, hi.
• 1:13
  Hi everybody #1 coach of BG Thanks for inviting me to this,
• 1:18
  to be a part of such a distinguished group of gentlemen
• 1:22
  presenting today. And hopefully I can provide some
• 1:25
  insight and maybe you can learn a few things because, you know,
• 1:29
  the great coaches are always constantly learning.
• 1:33
  I've always learned. I've learned from Vince
• 1:35
  Anderson, you know, indirectly, maybe not, you know, by way of
• 1:39
  him giving me information, but I've studied them.
• 1:42
  And I'm just grateful to be a part of his great group.
• 1:45
  And like Coach Dabb said earlier, I think we have to set
• 1:51
  the expectation when we start training athletes, whether
• 1:55
  they're younger or whether they're professional athletes.
• 1:58
  And coach Vince Anderson said all the all every time, Like we
• 2:02
  have to figure out what is that level we have to train the
• 2:06
  athlete at so that we can bring out the very best in them.
• 2:09
  And once we figure that out, we have to hold them accountable to
• 2:13
  the standard. And that's something that I
• 2:15
  preach all the time. I was very fortunate to be
• 2:18
  coached by Tom Talez, one of the the legends of the sport.
• 2:23
  I was fortunate to be coached by Greg Craft, by Daryl Anderson,
• 2:28
  by Lauren Seagraves. I can go on and on.
• 2:30
  But I will say by me being taught by these people help me
• 2:34
  set my standard and foundation of coaching.
• 2:37
  So without them, there is no Dwight Phillips.
• 2:41
  So let's talk a little bit about the lone jump today.
• 2:45
  It's something that I hold dearly to my heart.
• 2:48
  Well, not really, because in the early parts of my life, I really
• 2:51
  believe that I was a 400m runner.
• 2:56
  And you could not have told me that I wasn't a 400m runner.
• 3:00
  No one could have told me. But once I, I, I was the coach,
• 3:06
  Ezrich L'Oreal and Greg Kraft said, hey, we think that you
• 3:09
  could be one of the best jumpers ever.
• 3:11
  I didn't see that in myself. They saw the greatness in me
• 3:14
  that I didn't see in myself. And once I embraced it, you
• 3:18
  know, it was, I had a lot of success in doing that.
• 3:22
  Some of the main performance factors that I like to look at
• 3:26
  when identifying a lone jumper or triple jumper is your speed,
• 3:32
  your coordination and how do you interpret space.
• 3:35
  I have found through experience when working with the young
• 3:39
  volleyball players or cheerleaders, they typically
• 3:43
  know have really good proprioception and they're
• 3:47
  normally really good candidates that can be potential good
• 3:51
  jumpers. Like how coordinated are you?
• 3:54
  I attribute a lot of my success in the long jump to playing
• 3:59
  basketball and Coach BJ tell you I used to beat them all the time
• 4:03
  when we're at Arizona State in basketball.
• 4:05
  So he can attest to that. I have pretty good coordination
• 4:10
  and I think that we have to really figure out is this
• 4:15
  candidate can't, do they have the speed, do they have the
• 4:18
  power? Can they get off the ground?
• 4:20
  Because sometimes, you know, the long jumpers on the high school
• 4:24
  levels, you know, they're the rejects.
• 4:28
  Oh, go over there and lone jump. They don't have anybody over
• 4:31
  there watching them. But what we're going to do is
• 4:33
  we're going to teach you how to identify those athletes so we
• 4:36
  can bring out the very best in them.
• 4:39
  And it starts with sprinting. Everything that we do, how I
• 4:43
  teach my philosophy, like Coach Anderson said, we have to run
• 4:48
  with intent. We always have to run with
• 4:51
  intent and I just go by teaching the kids the first three laws.
• 4:56
  You know, a body at rest will remain at rest, a body in motion
• 4:59
  will remain in motion and let's acted on by external forces.
• 5:03
  So I tell the kids if you do nothing, nothing will happen.
• 5:07
  So a lot of times when we talk about the knee lift, the kids
• 5:12
  are lifting the knees from the hip flexors and they lose
• 5:16
  momentum, they lose power and they say, well, I got my knees
• 5:20
  up, but I'm not going anywhere. So something that Coach Tolez
• 5:24
  really preached to me was put the foot down, put the foot
• 5:30
  down. So when you drive the foot down,
• 5:33
  it gives you that energy in return on that opposite hip.
• 5:37
  So those are some of the things that I think that are just very
• 5:40
  important to just for us to go over prior to us going into the
• 5:47
  actual long jump, because before we jump, we have to run.
• 5:53
  And when we run, we need to run with purpose.
• 5:56
  We need to run with intent. And I enjoy the, the, the third
• 6:01
  law of every action. There's an equal opposite
• 6:03
  reaction. OK, What does that mean?
• 6:06
  What's happening on one side of the body should be reflected
• 6:10
  what's happening on the opposite side of the body.
• 6:13
  So once I hold every kid to the standard, every professional
• 6:18
  athlete to the standard, the standard is the standard.
• 6:21
  No matter we're jogging, no matter if we're going 75%, we
• 6:26
  have to execute the right movements over and over and over
• 6:30
  again in order for us to truly make an impact on our event.
• 6:37
  So the segments of the approach that how I broke it down that it
• 6:43
  resonates with pretty much anybody on the elementary level.
• 6:47
  We have different phases of how we set the jump up and Coach
• 6:52
  Dabs illustrated that earlier. Even in the hurdles, we're not
• 6:57
  just trying to take these little small choppy steps in the
• 7:00
  beginning because we're not building momentum.
• 7:02
  We want to push the push. You're going to spend a little
• 7:06
  bit more time on the ground, but you're generating force and
• 7:10
  you're building momentum. Then we go to the transition
• 7:14
  phase where we go on from spending a little bit less time
• 7:17
  on the ground. In every subsequent step, you're
• 7:20
  going to build more momentum. And then we go to the frequency
• 7:24
  where we're putting the foot down.
• 7:26
  We're maintaining that cadence at a high level.
• 7:29
  We're going to attack and then we're going to take off.
• 7:33
  As simple as that. We're going to take off and
• 7:35
  we're going to hit a white board.
• 7:40
  The length of the approach would vary for each competitor.
• 7:44
  Some athletes are going to be just cadence runners where they
• 7:47
  have a lot of spring. Some people are going to be
• 7:50
  fast, some people are going to have a shorter to put the
• 7:55
  approach. All that's going to be
• 7:58
  predicated upon what type of athlete we're dealing with.
• 8:02
  For me, in the early parts of my career, I was a 400m runner out
• 8:09
  of high school. I did do the long jump, but I
• 8:13
  thought that the 400 was my race because I had a lack of speed
• 8:18
  development of which Coach Anderson just talked about.
• 8:22
  I really could not turn over, but I could maintain the cadence
• 8:27
  because I had the strength of a 400m runner.
• 8:30
  So the approach is going to be it's going to, some people are
• 8:34
  going to start from a static position and some people are
• 8:38
  going to do a walk in and I'm going to do some different show
• 8:41
  some different examples of what that looks like.
• 8:44
  But the underlying purpose of this is developing momentum so
• 8:49
  that your athlete can maximize their speed through the take
• 8:53
  off. And even for the 4 by 1, you
• 8:56
  know, coach, coach, he said, coach Eric said we don't want to
• 9:01
  run to the zone, We're running through the zone.
• 9:03
  The same thing is applicable to the Long John.
• 9:07
  We're not running to the board. We're running through the board.
• 9:11
  All right. So this is just an example of
• 9:18
  one of my athletes that you know, our coach, this was
• 9:22
  Kwanisha Burks. We were just working on the push
• 9:24
  phase. She had a tremendous amount of
• 9:27
  turnover and speed and we were just working on pushing, working
• 9:31
  on the the push phase. Dwight, Dwight, can you hear me?
• 9:35
  So the the screen isn't sharing. I know you got a example so I
• 9:40
  want to make sure we get that. OK, let me go back to it.
• 9:44
  Did it show the video here? Nope, I know you requested to
• 9:51
  share it. Try it.
• 9:53
  Try the share button again. OK.
• 9:57
  Was any of that information I was saying?
• 9:59
  Was it sharing? Nope.
• 10:01
  Oh wow, because that all of it was supposed to be shared.
• 10:06
  I. Thought I'm gonna have you send
• 10:07
  it to me so make sure everybody gets it though.
• 10:09
  OK, I will. Yeah.
• 10:11
  All right. Let's see.
• 10:14
  So I was just doing my theatrical.
• 10:16
  Yeah, I have a bottom of share button and you should have one.
• 10:20
  Share here Share. Like right in the middle on the
• 10:28
  bottom. OK, hold on one second.
• 10:32
  Let me see if I share. Share.
• 10:37
  There you go. So you can't see it now?
• 10:40
  Yeah. Yeah, Oh my.
• 10:41
  Goodness, I'm really doing something.
• 10:43
  I was over here, everybody I promised you.
• 10:45
  I thought I was doing something. I couldn't see everything that I
• 10:47
  was doing here. Now we're good.
• 10:49
  OK, now, now we're good. OK, so recap.
• 10:54
  These are the phases that I, I, I, I teach.
• 10:58
  Here was the push transition frequency, the attack and then
• 11:02
  ultimately the take off phase, the length of the approach.
• 11:08
  We went through that and now here we go where we're talking
• 11:11
  about the actual push phase. And this is one of the athletes
• 11:15
  that I was training briefly last year, just working on pushing
• 11:20
  and just getting in comfortable working on those first 6 to 8
• 11:24
  steps. OK, Uh oh, where are we in the
• 11:32
  then we go to the next one. OK.
• 11:35
  So I always like to focus on the front side mechanics.
• 11:39
  So when we're running, the athletes who want to make sure
• 11:43
  that they're maintaining that knee drive here and not allowing
• 11:46
  that shin to go outside the knee.
• 11:49
  I see it happen a lot just for athletes in high school,
• 11:54
  collegiate and professional. I will say one of the main
• 11:57
  reasons that set me back with tearing my hamstring at the 2001
• 12:03
  World Championships was the fact that when I was running, I was
• 12:06
  here, I let the shin the the the shin get outside the knee and I
• 12:11
  was just pulling. So I'm just doing it a standing
• 12:14
  hamstring curl and then eventually I got away with it
• 12:18
  for just a a period of time, but I tore that.
• 12:22
  I completely tore that hamstring.
• 12:24
  So we want to get it up and we want to put it down.
• 12:27
  So we think about the imaginary. We call it the Sprint Sprinter's
• 12:32
  box with the hip flexion, D drives and dorsiflexion.
• 12:36
  We just want to maintain it there.
• 12:37
  It's going to swing a little bit and we're going to step right
• 12:41
  back down. So a way that I teach them that
• 12:47
  our progressive method I teach the athletes is just by doing
• 12:51
  high knees and then we just progressively get faster and
• 12:54
  faster. I have them again, let me go
• 12:58
  back to that one. We start in place.
• 13:00
  I say pick it up, move faster, move more horizontal, move more
• 13:04
  horizontal and we just go through those things over and
• 13:07
  over again throughout the year, throughout the fall, I just
• 13:12
  preach running with the right mechanics over and over and over
• 13:17
  again. And I as a result of that, I had
• 13:19
  a high school and this year he ran 9.92 in the 100 meters
• 13:23
  because we focus on running with intent over and over and over
• 13:29
  again to it became a part of his subconsciousness.
• 13:32
  He didn't have to think about it.
• 13:34
  It became automatic. So I incorporate, you know,
• 13:39
  Wicked into the program. This one is just starting from
• 13:44
  the very beginning just to promote good mechanics over and
• 13:48
  over again. I start those segments out short
• 13:51
  and then we progressively move them out.
• 13:55
  And I can say this, Coach Vince Anderson, we use your chart to
• 14:01
  measure out those hurdle distances so that we can make
• 14:04
  sure that we're putting the athletes in the right position,
• 14:06
  in the optimal positions and we're promoting the right
• 14:10
  running technique because I always say before you run is
• 14:15
  mandatory. After you run, you have to jump.
• 14:21
  So we we're just going to something more technical there.
• 14:26
  And now we're going to go just into the the push phase.
• 14:30
  I think this is very important because earlier in my career,
• 14:36
  personally, I used to run as fast as I could and it'll be a
• 14:41
  hit or miss. Sometimes I would jump 8 meters
• 14:45
  O 5 and then other times I'll jump 7 meters 75.
• 14:48
  It was all contingent upon the emotions that I had, how fresh
• 14:54
  my body was. But I was, I will say this, I
• 14:57
  was consistently inconsistent. But then one time I was at a
• 15:03
  track meet, I was running a 100 meters and they told me, hey,
• 15:07
  you know, once I got to the long jump, they had already started.
• 15:11
  So I could not do any long jump approaches.
• 15:14
  So I said to myself, well, I'm just going to take a really easy
• 15:18
  jump. I'm just going to build up, do a
• 15:20
  build up and just get faster and faster and I'm going to take a
• 15:23
  safe jump. Well, when I took that safe
• 15:26
  jump, it ended up being a personal best of eight meters
• 15:30
  25. And it was my very first time
• 15:32
  jumping 27 feet. So I was like, wow, that was too
• 15:37
  easy. So I learned from that day
• 15:40
  forward that maybe that's how I need to make a part of my
• 15:44
  regular regimen. So I went back to practice after
• 15:48
  the meet, and I just started doing gradual accelerations,
• 15:52
  just like a plane. I know we've probably heard this
• 15:54
  analogy before. It's just like a plane.
• 15:57
  It's gradually building momentum and once you move through the
• 16:02
  board, you just barely touch, touch the board and all that,
• 16:06
  that momentum manifest and you can really jump far.
• 16:10
  So some people prefer to start from a static position like
• 16:14
  myself. But a lot of athletes these days
• 16:17
  that may not have the proper acceleration speed, they prefer
• 16:23
  to walk, do a little skip, a four step skip, six step skip.
• 16:28
  A lot of the Cubans, they do a hop step skip.
• 16:31
  So there are a lot of different ways to accomplish the push
• 16:36
  phase. But no matter what, you do have
• 16:39
  to gradually build that momentum to get to optimal push phase.
• 16:48
  Some of the pushing drills that we use, sleds, running up hills,
• 16:53
  resistant bands, the TA pics, the 1080, we use all of those
• 16:58
  different training modules to help us, you know, fill the
• 17:02
  ground to push because in that pushing phase you're going to
• 17:06
  fill the ground just a little bit more.
• 17:11
  Again, I illustrated here in stadiums, a lot of times we'll
• 17:16
  have them just pushed to a certain point.
• 17:18
  Short stadiums, we'll have them doing longer stadiums, but
• 17:22
  ultimately the goal is to put them in the optimal position
• 17:26
  where they can build power and coordination through a specific
• 17:30
  range of motion. Again, here on the TA Pets, we
• 17:35
  have Jerry and Lawson and Will Clay.
• 17:39
  I have these guys doing just some some some pushing drills is
• 17:43
  working on the 1st 10 to 12 steps and we just do those
• 17:48
  drills so we can promote it and we take them right over to the
• 17:51
  long jump, triple jump runway and they can feel that same
• 17:55
  sensation with the actual training module and we just
• 18:00
  converted over to the runway. I have the kids, they go up
• 18:06
  hills. These are some of the jumpers.
• 18:09
  I have a 20 foot jumper there and 1/8 grader that jumps.
• 18:13
  This is normally the aftermath of all of that, but and sadly, I
• 18:19
  enjoy watching that. So then we're going to go to the
• 18:26
  transition phase. You're going to begin to lift
• 18:29
  your head up. You're going to gradually raise
• 18:31
  yourself into an upright running posture.
• 18:34
  You're going to start that transition phase.
• 18:36
  So you're going to go from pushing long levers, you know,
• 18:40
  generating momentum. And as we run every subsequent
• 18:45
  step, as I said earlier, you're going to spend a little less
• 18:48
  time on the ground because you're building that momentum.
• 18:51
  And by the end of this transition phase, you should be
• 18:54
  in a proper sprinting form, keeping your eyes up, even
• 18:58
  looking towards the destination, looking at that board.
• 19:02
  You're not going to look at the board in a sense of looking
• 19:05
  down, but you're going to be able to look at it out of your
• 19:08
  peripheral. The transition from the pushing
• 19:14
  with long strides to turning your legs over and moving your
• 19:17
  arms as rapidly and within a good cadence as possible.
• 19:23
  It's important to maintain your running stride and apply force
• 19:26
  in a downward motion. So once we get into that
• 19:30
  frequency phase, we do not want to let the legs start swinging
• 19:35
  up because the closer we get to the board, the the more cadence,
• 19:41
  the shorter the steps going to be.
• 19:44
  And in some instances like the from the penultimate to the take
• 19:48
  off, we've always been taught to go from long to short.
• 19:53
  You'll have a longer penultimate step to a shorter take off.
• 19:58
  But you do have anomalies in there, like if you look at a Bob
• 20:04
  Beamon. His went from a short
• 20:07
  penultimate to a long take off. I also jumped that way as well.
• 20:11
  It wasn't something that was intentional, but it was
• 20:13
  something that really worked for me.
• 20:16
  And I think it happened as a byproduct of doing being a
• 20:21
  basketball player number 1. And I think the second thing I
• 20:26
  did, the high jump and those things for me, I did it for so
• 20:30
  long that it was just it felt more comfortable for me and I
• 20:35
  was very fortunate. And maybe the reason why I
• 20:37
  jumped 28 feet, who knows. But I think maybe it was an
• 20:41
  anomaly type of situation. And I've seen I've had more
• 20:46
  success with coaching 7M jumpers or athletes to jump over 840.
• 20:52
  They typically typically go from short from long penultimate to
• 20:57
  short takeoff. Hey gang, Mike Cunningham here.
• 21:02
  Hey, I hope you enjoyed this episode of the Guild 1918
• 21:05
  Project series. It's really my mission, my
• 21:08
  passion to bring you massive amounts of value and I hope this
• 21:12
  one hit the mark. The Guild 1918 Project is really
• 21:17
  dependent on you if for you to build your own episode, to hear
• 21:20
  your voice, to have your voice heard you have something to say
• 21:24
  and teach other coaches out there.
• 21:26
  So please get a hold of me, e-mail, text message, Twitter,
• 21:31
  smoke signals, get a hold of me and let's help create your
• 21:34
  episode of the Guild 1918 Project.
• 21:36
  Hope you enjoy today, they will see you tomorrow.