Latest / The Gill Athletics Track and Field Connections Podcast / #68: Gill1918 Project Presents Boo Schexnayder “How to Coach LJ Part 1” at the Illinois Top Times Speed Lab

Transcript

#68: Gill1918 Project Presents Boo Schexnayder “How to Coach LJ Part 1” at the Illinois Top Times Speed Lab · The Gill Athletics Track and Field Connections Podcast

• 0:00
  Hey Yank, pumped for this. Here we go.
• 0:02
  Back in August, Randy Anderson of the Illinois Top Time Speed
• 0:06
  Lad hosted A1 day track clinic featuring two of my favorite
• 0:10
  people in the entire world, Boushek Snyder and Vince
• 0:12
  Anderson. He was gracious enough to allow
• 0:15
  us to. Record.
• 0:16
  Those presentations for right here on the Gil 1918 Project.
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  So for the next six weeks, every Wednesday and Thursday Part 1
• 0:23
  and Part 2, we're going to give you all those presentations from
• 0:26
  Boushek Snyder talking about hamstrings to Vince Anderson
• 0:29
  talking about Hurdle. Now, these were video in person
• 0:32
  type of presentation, so you're going to miss a little bit of
• 0:34
  not seeing the actual presentation.
• 0:36
  However, tons of value here with Boo and Vince every single week
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  for six weeks in a row, Wednesday and Thursday, Part 1,
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  Part 2, Vince Anderson, Booshex Nader, make sure you're
• 0:46
  listening, make sure you're sharing this.
• 0:48
  And again, shout out to coaches like Randy Anderson, who is
• 0:51
  providing value in coaching education to coaches around the
• 0:54
  country. Thanks again, Randy, we
• 0:55
  appreciate you. Enjoy today's episode.
• 0:59
  Welcome to the Gil 1918 Project. A podcast series by coaches for
• 1:03
  coaches, powered by Gil Athletics.
• 1:05
  Think of this as the Ted Talks of.
• 1:06
  Track and field coaching Short, insightful and.
• 1:09
  Packed with valuable strategies to help you grow as a coach,
• 1:12
  we're bringing the once a year. Track Clinic.
• 1:14
  Straight to your ears daily. Interested in creating your own
• 1:17
  episode? Everyone's welcome to.
• 1:18
  Participate. Check out the show notes below
• 1:20
  For more information. Now let's get into today's
• 1:23
  topic. All right, welcome, everybody.
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  Thank you all for coming. The mics seem to be a little
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  weak, so I'll be what we call presenting naked for for the
• 1:35
  most part, you know, without a microphone.
• 1:37
  But anyway, one thing Randy didn't mention in my
• 1:39
  introduction that I'm proud of is I coached high school for 11
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  years before I did anything else.
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  And that's where I really learned how to handle athletes.
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  That's where I really learned how to get along with people.
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  That's how I really learned to deal with things, to be honest
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  with you. And it was the best preparation
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  ever for my collegiate career. And it's funny all, I never
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  thought I would leave high school until a bad principal
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  comes along and and next thing you know, I'm looking to do
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  something else. So anyway, my first talk today
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  is about the long jump. So let's go ahead and get
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  started here. OK.
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  First of all, there's in the long term, we have a run up and
• 2:14
  we're not going to talk about that much today.
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  And I'm not belittling. It's very a couple of things
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  that I look at is going to be pretty much the last few steps
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  and take offline landing and so forth.
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  That's what we're really going to focus here on.
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  But I do want to say a couple of things about the last few steps.
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  You know, when an athlete, the long jumper is coming to the
• 2:36
  board, I'm really concerned about how they're running.
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  You know, ultimately your jump is a modification of your run.
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  So if your run is pretty good, then typically the jump has a
• 2:46
  chance to be pretty good. In fact, at the high school
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  level, that's what typically happens.
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  The nice thing about coaching at the high school level is that
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  your kids have bad habits yet, all right, because they're still
• 2:56
  fairly new to the sport. So that being said, there are a
• 2:59
  few things that I look at, and one of them is what I call
• 3:02
  oscillations of the center of mass.
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  Basically, if you're a long jumper, you come into my office
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  and you want to see yourself on video.
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  The first thing I make you look at is what your last few steps
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  look at. And what I want to see is a very
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  subtle bounce, if that makes sense.
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  OK, So for example, here's a picture of that.
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  All right, If you look at this red line that kind of traces his
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  path, you know, so when you're when you're in between steps in
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  the air, you're a little higher and when you touch the ground,
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  you're a little lower. So there's a little bit of a
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  subtle bounce there that's taking place as you come to the
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  board. That's very important and it's
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  critical to you taking off effectively because what you do
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  in the long jump is this. You see, you take that little
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  subtle bounce and you amplify it into a big bounce.
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  OK, what do you do when your car gets stuck in the mud or in the
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  snow? How do you get it out?
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  You don't just push it. What do you do?
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  You say it, you rock it, right? A little push, little push,
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  little push, and then finally you get the energy up and you
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  get a big push. Well, that's kind of how we long
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  jump. There's that little subtle
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  bounce that takes place and at the end we get that big bounce
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  you're seeing. If you don't have the subtle
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  bounce, then you don't have the rhythm to produce the big
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  bounce. So that's a big thing that I
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  look at that's hard to see. It's hard to see.
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  So what I do is as they're coming close to the board, I
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  look at this. I just pick one foot and I look
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  at the foot when it touches the ground and I look at where the
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  shin is when the foot touches the ground, Look at that yellow
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  line. It's a vertical line.
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  Is it? If not perfect, it's pretty
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  close. That's what I look for.
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  If I see that, I know that we're in pretty good shape and we're
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  going to be able to do the rest of the stuff that I'm going to
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  talk about later. We're going to be able to do it
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  perfectly fine. So that's something I look at.
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  We call that a shin angle and that's what I look at.
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  It's hard to see this too. So what I do is I just look at
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  one side of the body, don't have to look at both.
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  Makes it really easy. Another thing is I look at what
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  how we're running. The way you run affects the way
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  you're going to jump. You know, let's raise our hands.
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  How many of you have a long jumper who sticks their foot out
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  on the board too far and does it all the time?
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  All right, the rest of you aren't coaching many long
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  jumpers because you all have one of those, right?
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  I promise you. But my point is this, if you run
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  and your feet are right in front of you when you run, then
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  there's no way you're going to be able to keep that foot
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  underneath you in the jump. You see?
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  So my point is I look at the way they're running and a lot of
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  times reaching and problems like that don't have to do so much
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  with them jumping incorrectly. It has to do with them running
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  incorrectly. So This is why I really look
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  hard at those last few steps. You know, a lot of times if a
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  kid sticks their foot out on the board, all right, what I'll do
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  is I'll tell them to feel more backside when they're running to
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  the board, like on their third to last step, because the third,
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  the last step becomes the take off step, doesn't it?
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  Same side of the body. If it's the second to last step,
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  their penultimate step that they're sticking out in front of
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  themselves, you know, the ones who sound really loud right
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  before they take off, that's I'll tell them to feel that foot
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  a little bit more behind him or feel a little bit more backside
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  there. So again, a lot of this can be
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  affected by how you teach the run more so than how you
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  actually teach the jump. OK, So just wanted to make sure
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  that we understood that that's very important.
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  OK, now, now let's talk a little bit about preparation in the
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  long jump. OK?
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  So what we're going to look at here, there's two key things in
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  preparation, all right? We have to maintain our velocity
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  and our posture and all of the good things we've been doing up
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  to this point. OK.
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  And we also have to lower our center of mass.
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  OK, I need one quick volunteer. Would you help me, please?
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  Yeah. All right, you're fine.
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  When I pick a volunteer, I try to pick someone who looks
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  athletic enough and but also somebody who's young enough not
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  to get hurt, but also but also nice enough not to suit if it
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  goes bad. OK.
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  OK. Just stand right here.
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  OK. All right.
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  I'm going to get you. Were you a good athlete?
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  Yeah. OK.
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  All right. OK.
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  All right. So what I want you to do?
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  Just jump as high as you can. All right?
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  We got a stud here. OK.
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  All right. OK.
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  All right. Now, here's what I want you to
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  do next. I want you to jump as high as
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  you can. But first get up on your tippy
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  toes. All right?
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  As high as you can. All right, great.
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  Now jump as high as you can, but don't go down first.
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  Not at all. You cheated.
• 7:20
  You. Come on, dude.
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  You were a stud a minute ago. Thank you.
• 7:25
  No. What did he do first before on
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  the 1st jump, he lowered the center of mass.
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  Thank you. You're good.
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  I appreciate it. All right.
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  Thanks for letting me crack on you a little bit.
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  It makes it entertaining for everybody else.
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  My point is this. You just saw the best athlete in
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  the room, right? That's what you said, right?
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  The best athlete in the room couldn't get off the ground at
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  all if they didn't lower the center of mass.
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  So that's what you have to do. So my point is this is that can
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  be a problem. Do some people lower too much
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  yes and that's a problem. Do some people slow down when
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  they lower yes and that's a problem, but don't let anybody
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  ever tell you that you don't lower at all because the best
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  athlete in the room couldn't get off the ground without lowering
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  some OK so that's the point I'm trying to make about this
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  preparation here. It's a balancing act so to speak
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  part what I'm going to do they say a picture is worth 1000
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  words. I'd much rather use the video,
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  so let's take a look. This is what I that kind of look
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  for in that second to last step of the long jump, what we call
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  the penultimate step. There are a few things they're
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  different than the normal steps on the runway and let's look and
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  see what those differences are. First of all, look at the
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  position of the ankle. It's dorsiflex, isn't it?
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  What part of the foot looks like it's going to touch 1st?
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  It looks like the heels going to touch 1st, right?
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  So it's going to go heel to toe. All right, So watch here as I
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  advance the video a little bit and we hit flat.
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  OK, now be really critical here. Is that foot under us or not?
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  It's a tiny bit in front, right? Don't tell your athletes to put
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  it in front. What we normally do here as
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  coaches is we tell them to put it out in front of to put it
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  under them. But we actually know as coaches
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  you have to have it a little bit in front.
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  OK? So saying to keep it under you
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  is a perfectly good thing to say.
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  But in actuality, the video shows that we always give up
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  just a little bit of velocity there in order to set our jump
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  up. It's a trade off.
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  We have to give up a tiny bit of velocity just in order to be
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  able to do the things we need to do to get in the air.
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  OK, so that being said, in your lifetime, you're going to coach
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  hundreds of long jumpers who stick it out too far, and you're
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  going to coach none who don't stick it out far enough.
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  So we always understate that it's a little white lie that we
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  tell to our long jumpers basically is what it is.
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  OK, Next, all right, after we hit flat, watch how this is the
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  path. I'm sorry.
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  Let's see right there. That's the path we want to see
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  the tips travel down and forward, not down, down and
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  forward and then level off. OK, Now some people will do
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  this. They'll come down and forward
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  and then they'll bounce it up. If I bounce it up now, I'm like
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  my guy over here, I'm up too high and I can't produce the
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  vertical forces anymore. So this is what I look at a lot,
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  the hips going down and forward and then just traveling a level
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  path to the board after that, all right down and forward and
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  then level. Next thing I look at is what
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  happens on the backside here. You see how he's up on the ball
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  of the foot now. So we went heel to toe, didn't
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  we? And then look at this foot here,
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  the back foot, you see how it's kind of hanging back a little
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  bit. If this was a normal Sprint
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  stripe, that would bother me. It would be too much backside
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  there. But in long jump, that's
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  actually a good idea. And I'll tell you why.
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  Because if I leave it back further, I get a more powerful
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  swing leg, right? Doesn't this leg become the knee
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  you drive? How many of you are teaching
• 10:47
  your lung compass to drive your knee hard at takeoff?
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  Exactly. I don't teach that.
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  And the reason why is because if I have them leave it behind,
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  then I get a nice powerful swinging movement, All right?
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  It kind of takes care of itself, so to speak.
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  I'm not saying you're wrong, I'm just saying I go about it a
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  different way. So this backside here is
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  important. So those are the things that I
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  kind of look at as far as that last second to last step, our
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  penultimate step. Now, as far as the takeoff step
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  is, and if, by the way, if you're wondering, I'm going
• 11:18
  through this briefly because I want you to see, but I'm going
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  to show you how to teach it. That's what I'm ultimately going
• 11:23
  to take you through. OK here.
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  All right, Look at the takeoff step, the actual step that
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  touches the board. What does that ankle look like?
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  Here we go again. Right, Exactly.
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  OK, So the same similar kind of contact patterns.
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  All right, now the foot's touching.
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  All right. Now it's down flat on the board.
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  Is it under or little in front or a lot in front, little in
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  front? Exactly this.
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  Again, we're going to tell that little white lie.
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  We're going to tell our athletes, keep it under us.
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  But when we look at our video, we know that we have to have
• 11:59
  just a tiny bit of front side there, a little bit of front
• 12:03
  side. Now, what's important here is
• 12:05
  that we continue to move forward.
• 12:07
  It is long jump after all, right?
• 12:09
  All right, It's not high jump, it's long jump.
• 12:10
  So continuing to move forward is very important to us.
• 12:14
  So what I do is I look at this picture right here.
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  This is a place I'm always going to stop the video.
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  Look at that line, the blue line, is it straight or broken?
• 12:23
  It's a broken line, right? So are the hips over the foot or
• 12:27
  in front of the foot? Exactly.
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  And that's what they should be. They should be in front of the
• 12:31
  foot. You see, when you take off in a
• 12:34
  long jump, we're not trying to get up in the air right away.
• 12:39
  We try to get up in the air a fraction of a second earlier.
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  OK, just watch me here. Let's assume I'm a left footed
• 12:45
  long jumper. I put my foot down on the board,
• 12:47
  all right? I don't want to go up now.
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  I want to continue to move forward a little bit and then go
• 12:52
  up later. You see?
• 12:54
  You see if Jeremy, this guy's name is Jeremy.
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  If Jeremy sucked as a long jumper, this would be a straight
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  line. OK, this would be a straight
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  line. But because of the fact that he
• 13:03
  kind of let his hips move forward a little bit more, The
• 13:06
  rise that you feel when take off the thing, the up component that
• 13:10
  you feel in your take off, it should happen when you're in
• 13:12
  front of the board. It should happen when you're in
• 13:15
  front of the board. That's why I spent a lot of time
• 13:17
  talking to long jumpers about feel your rise in front of the
• 13:20
  board or when you drive your knee, feel like you're in front
• 13:23
  of the board when you drive your knee.
• 13:24
  Don't feel like you're behind the board when you drive your
• 13:26
  knee. OK, makes sense.
• 13:28
  All right, So those are key points that I look for in the
• 13:31
  actual take off itself. All right.
• 13:37
  And look at the big split that you see there as well.
• 13:42
  All right, So what I'm going to do is I'm going to take you
• 13:44
  through some series of what I call fundamental exercises that
• 13:47
  I use with my long jumpers and high jumpers and pole vaulters.
• 13:51
  And it doesn't hurt the sprinters either.
• 13:53
  If you want to put them in your workout and your warm up, it's
• 13:55
  not going to hurt your sprinters at all.
• 13:56
  But these are some basic things that I have them do just to kind
• 13:59
  of teach the things that I mentioned.
• 14:01
  And I'm going to show you how I go about doing that.
• 14:04
  The first one is what I call skipping for height.
• 14:06
  It's very simple. It's just a skipping exercise,
• 14:09
  but they go as high as they can on every skip.
• 14:13
  So it's a little different than a traditional track and field, a
• 14:15
  skip or whatever in that regard. Just trying to get as high as we
• 14:18
  possibly can on every skip. Now this, this is a picture, a
• 14:27
  snapshot I took from the video that you just saw.
• 14:30
  What part of the foot is about to hit the ground first once
• 14:34
  again? So we're getting lots of heel to
• 14:36
  toe type of contacts there. OK, now this is an important
• 14:39
  position. This is the position at the top
• 14:41
  of the skip. All right, let's look at this.
• 14:44
  First of all, which is higher, the knee or the hip?
• 14:48
  The hips are a little higher. I want them to keep the knee
• 14:51
  just a little below the hip, a little below the hip.
• 14:54
  The reason why is if you OverDrive the knee, you end up
• 14:58
  sitting. The body has what we call a
• 15:00
  flexion reflex. If you drive the knee too hard
• 15:03
  and too early, then the knee goes up, but the hip goes down.
• 15:07
  And nobody's ever won anything here in this position.
• 15:10
  So my point here is I teach them to keep the knee just a little
• 15:14
  below the hip, and that's how I start to teach them good posture
• 15:17
  in jumping. Makes sense.
• 15:19
  I'm not saying the knee can't come up, but there is a limit.
• 15:21
  That's where I want it to stop at that point.
• 15:24
  If it goes up a little bit higher when they're actually
• 15:26
  jumping, that's cool, I don't care.
• 15:28
  But the point is, is that they're developing good posture
• 15:31
  and good habits when they do it this way.
• 15:33
  OK, so those are the two things that I really look for in that
• 15:37
  particular exercise. OK, now one last thing.
• 15:40
  I'm going to play the video again.
• 15:41
  Watch what he does at the end. Watch how he finishes the
• 15:45
  exercise. What did he do?
• 15:51
  He took off and he ran in the air.
• 15:53
  He took off and ran in the air. I insist that they do that every
• 15:56
  single time. See, part of teaching long jump
• 15:59
  is teaching them how to make those tiny adjustments in their
• 16:02
  stride lengths in order to get on the board.
• 16:05
  Your run doesn't put you on the board.
• 16:06
  The run puts you close to the board.
• 16:08
  You know who puts you on the board?
• 16:10
  You do, right? It's your job to get on the
• 16:12
  board. So this is where I start to
• 16:14
  teach that. So I want them as they're
• 16:17
  getting close to the end of the repetition, if they're feeling
• 16:20
  like they're a little short or a little long, I want them to make
• 16:23
  a little bit of chopping or reaching or whatever in order to
• 16:26
  take off. I don't care what it looks like,
• 16:28
  but I make sure that they do it. And that's where we start to
• 16:31
  teach them how to steer in and make those tiny adjustments.
• 16:34
  OK, so every one of these exercises, it doesn't matter if
• 16:37
  your step is on or off or whatever, do whatever you have
• 16:39
  to do, but just make sure you take off and run in the air, OK?
• 16:43
  The only thing that's going to piss me off as a coach is if you
• 16:46
  just quit on and then don't do it.
• 16:48
  All right? Everything else is a correct
• 16:49
  answer. The next exercise that I use,
• 16:52
  Fundamental, is similar. It's skipping for distance.
• 16:55
  It's really the same thing. The only difference here is
• 16:57
  they're working out instead of up.
• 16:59
  So it's just A twist on the previous one.
• 17:01
  Here you can see it in slow motion, and in this slow motion
• 17:04
  you can really see the heel toe contacts, can't you?
• 17:09
  We saw on the take off and the penultimate step they went heel
• 17:12
  toe. We're getting lots of reps of
• 17:14
  that. OK, so this is a picture that I
• 17:17
  took from that video. Once again, what part of the
• 17:19
  foot's going to hit the ground first?
• 17:21
  The heel, by the way, you probably won't have to teach it.
• 17:24
  They'll probably do it naturally at those speeds.
• 17:27
  Next, here's the position at the top of the skip.
• 17:31
  All right, which is higher knee or hip?
• 17:33
  Hip. And by the way, I want the foot
• 17:35
  here, not here. I want the foot here.
• 17:39
  That's not important for long jump, but if that athlete also
• 17:42
  triple jumps, it becomes important.
• 17:45
  OK, this is an exercise that I like as well.
• 17:50
  Hurdle jumps, I'll just haven't. By the way, these hurdles are
• 17:53
  spaced about 8 feet apart. This school had a really good
• 17:58
  budget, so I took good hurdles and cut them.
• 18:02
  All right, you probably won't do that, but I don't want you to
• 18:05
  think that These are full height hurdles.
• 18:07
  All right? They're like 18 inches or so.
• 18:09
  OK, I'll let you look at it again.
• 18:11
  You see the simple galloping over the hurdles.
• 18:13
  The first time your athletes do this, they're going to struggle.
• 18:16
  And the reason is, is because they're going to want to go out
• 18:19
  too much and not up enough. So just coach them to go up as
• 18:22
  opposed to outlook at this. Once again, a snapshot from the
• 18:26
  video. What part of the foot's going to
• 18:28
  hit the ground? Once again, the heel, right?
• 18:32
  And do they look bent over or tall here?
• 18:36
  Exactly. So I'm teaching them to be nice
• 18:38
  and tall in that position. The turtles are a challenge to
• 18:41
  them in that regard. So that's the chance for you to
• 18:43
  an opportunity for you to work on that.
• 18:46
  That's a nice tall flight posture.
• 18:48
  OK, if you watch me close that drill, I'm saying get your butt
• 18:51
  up. Get your butt up.
• 18:52
  And I literally mean get your butt up.
• 18:55
  Like get the hips up in the air is what I'm ultimately teaching.
• 18:58
  Not the knees so much as the hips in that regard.
• 19:02
  OK, this is what I call run, run, jump.
• 19:04
  You run, you run and then you jump.
• 19:05
  So I call it run, run, jump. It's repeated take offs is what
• 19:10
  it is. And what I do is I use run, run,
• 19:15
  jump as a teaching platform for that other stuff.
• 19:18
  How many of you are classroom teachers?
• 19:20
  All right, How many different courses do you teach?
• 19:22
  33. Do you have one classroom or
• 19:26
  three? One classroom.
• 19:28
  Exactly. You don't need multiple
• 19:30
  classrooms. You can teach different courses
• 19:31
  in the same class. What I do is I teach multiple
• 19:34
  courses in the same drill. So instead of switching from
• 19:37
  drill to drill to drill to drill, I just keep doing the
• 19:40
  run, run jump, and I just change the focus, if that makes sense.
• 19:44
  OK, so here's how I'll do it. All right, so the first day.
• 19:47
  All right, this is how I'll use Run run jump as a teaching
• 19:50
  platform, all right? And this is how I teach it to
• 19:52
  high schoolers. It's how I teach it to middle
• 19:54
  schoolers. It's also how I teach it to
• 19:56
  Olympians. It doesn't matter.
• 19:58
  You know, one of the things that you think that's wrong is that
• 20:02
  the great athletes, oh, they just know how to know.
• 20:05
  They don't. They're just as bad as yours.
• 20:07
  They're just as dumb as yours, all right?
• 20:09
  They just have more talent, more speed, more horsepower, but they
• 20:12
  don't get it any quicker than yours do.
• 20:14
  OK, All right. It's the same struggles.
• 20:17
  Right, So what I do is I teach them run, run, jump.
• 20:20
  Now if you look here, watch, Jeremy is a right footed jumper,
• 20:25
  right? So notice that every time he
• 20:27
  jumps, he's jumping off of the right foot and he's landing on
• 20:30
  his left foot. Can you see that?
• 20:33
  OK, that's important. He's jumping off the right,
• 20:35
  landing on the left. OK, So what I do at first is I
• 20:38
  just let them go super slow, all right, just super slow and just
• 20:43
  kind of take it easy and just get the rhythm of the exercise.
• 20:46
  So the first time that they ever do run, run, jump on the first
• 20:49
  day of practice, it looks like this.
• 20:51
  Well, no, it doesn't look like this.
• 20:53
  This is the finished product. This is you can see in slow
• 20:59
  motion, you see the right foot take offs and the left foot
• 21:01
  landings. Notice at the end he this is
• 21:07
  what it looks like on the first day of practice.
• 21:09
  OK, this kid can jump 27 feet, but you can't tell, right?
• 21:14
  Because what do kids do when they go too fast?
• 21:18
  They screw it up. They screw it up, right?
• 21:21
  So don't show off. Just go super slow, super
• 21:24
  conservatively, OK? That's all you got to do.
• 21:26
  Go super conservatively just to get the rhythm of it down.
• 21:29
  By the way, how did he finish the exercise?
• 21:31
  What did he do to every time, Every single time.
• 21:34
  I'm insisting that you take off and run in the air.
• 21:37
  OK. All right, So that's how we
• 21:39
  would start off. Just learn the rhythm of the
• 21:40
  exercise. That's probably what it's going
• 21:42
  to look like on the first day of practice.
• 21:44
  OK. Now tomorrow or maybe two days
• 21:47
  later, I'll change it up a little bit.
• 21:49
  So what I'll do is this, I'll say, hey, Jeremy, now that
• 21:52
  you've kind of got the rhythm of the exercise, let's do this.
• 21:56
  Every time you take off from your right foot, I want to make
• 21:59
  sure that you go heel to toe, All right?
• 22:01
  So just watch here and what you're going to see, just watch
• 22:04
  his right foot and you'll see the heel toe take off that we're
• 22:07
  after there. OK, See it.
• 22:19
  You notice how he had to chop a little bit at the end to get
• 22:21
  that last one in? That's cool.
• 22:22
  That's what we want. That's what we want.
• 22:24
  We don't want it in the track meet, but we want it now because
• 22:27
  we want to teach those types of adjustments.
• 22:30
  OK, So what did I change? I didn't change the drill.
• 22:33
  I just changed the focus of the drill.
• 22:36
  Does that make sense? OK, so now.
• 22:39
  And by the way, that's not hard, right?
• 22:41
  That's easy. All right, now what we're going
• 22:43
  to do is we're going to start to teach the penultimate mechanics.
• 22:46
  So I'm going to have a conversation.
• 22:48
  Hey, remember how I taught you to go heel to toe with your
• 22:51
  right foot when you took off? Yeah, I want you to do that
• 22:54
  twice now. I want you to go heel to toe on
• 22:56
  your left and then heel to toe on your right.
• 23:00
  And now I'm starting to teach the penultimate step.
• 23:02
  So it's going to look kind of like this.
• 23:04
  All right, watch. All right, So run, run, jump is
• 23:06
  going to change just a bit. OK.
• 23:13
  So now he's just focusing on hitting the heel of the left
• 23:17
  foot and the heel of the right. OK.
• 23:19
  Now that time he had to jump off the wrong foot at the end.
• 23:21
  Don't care as long as we take off and run in the air.
• 23:23
  OK, so now we're going heel toe on the left, heel toe on the
• 23:27
  right. The rhythm that I teach them is
• 23:30
  heel heel jump. Heel heel jump is what I kind of
• 23:33
  teach them, and that might be what's going through their head.
• 23:35
  Now. The next thing I teach them is
• 23:37
  how to lure correctly and I teach the lowering using what I
• 23:41
  call a cut step. I teach them how to allow the
• 23:44
  knee to rotate forward in front of the shin so it looks
• 23:47
  something like this. You can see him here.
• 23:49
  He's just kind of standing and doing it in place.
• 23:52
  You see how he just kind of lowers with that foot there.
• 23:54
  So what I do is I'll say this. This is the coaching
• 23:57
  conversation. OK, Jeremy, you're doing a good
• 23:59
  job of hitting on your left heel.
• 24:01
  All right? What I want you to do is on your
• 24:03
  penultimate steps, your left heel.
• 24:05
  When your left heel hits, I want you to feel your left knee go in
• 24:09
  front of your left toe. Can you see me?
• 24:12
  Watch me carefully. Left knee goes in front of my
• 24:16
  left toe. Where did my hips go?
• 24:18
  They didn't go down. They went down and forward.
• 24:21
  Exactly. So my hips now went down and
• 24:24
  forward. And where's my foot now?
• 24:26
  Now it is excessively behind me, you see?
• 24:28
  So that's how I start to teach the Lori.
• 24:30
  Just feel like your knee is rotating forward out over that
• 24:33
  toe and just let everything else just kind of go naturally at
• 24:37
  that point. OK, so now this is what it looks
• 24:40
  like. What I want you to do now is
• 24:42
  watch his left side of the body. Watch the left side and watch
• 24:45
  how he leaves that foot behind a little bit more.
• 24:48
  And you're going to also notice that the jumps now are bigger
• 24:51
  because now he's lowering. OK, now he's lowering like he's
• 24:54
  supposed to. Can you see how that foot's
• 25:00
  behind a little more now? I'm going to play that one for
• 25:06
  you one more time. And he chopped at the end to get
• 25:16
  that last one in. Good job.
• 25:18
  Hey gang, Mike Cunningham here. Hey, I hope you enjoyed.
• 25:21
  This episode of the. Guild, 1918.
• 25:23
  Project Series. It's really my mission, my
• 25:26
  passion to bring you massive amounts of value and I hope this
• 25:30
  one hit the mark. The Gill, 1918.
• 25:33
  Project is really. Dependent on you if.
• 25:36
  For you to build. Your own episode.
• 25:38
  To hear your voice. To have your voice heard you.
• 25:41
  Have something to say and teach other.
• 25:43
  Coaches out there so. Please get a hold of me e-mail
• 25:46
  text message. Twitter smoke signals.
• 25:50
  Get a hold of me and let's help. Create your episode of the.
• 25:53
  Guild 1918 project. Hope you enjoy today, they will
• 25:55
  see you tomorrow.