Latest / The Strength In Numbers Podcast / EP 38: Darren Hansen | Creating a Gym Athletes Never Want to Leave

Transcript

EP 38: Darren Hansen | Creating a Gym Athletes Never Want to Leave · The Strength In Numbers Podcast

• 0:00
  Our culture is definitely built on love.
• 0:02
  You want these athletes to keep coming back and to fall in love
• 0:05
  with the process. Every kids got to get a win
• 0:08
  every day. Like you walk out, you feel
• 0:10
  great because man, I feel like I made some progress today.
• 0:14
  We have our gym segmented out into areas.
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  We can start up to three classes at a time and they know exactly
• 0:19
  what area they're going to be in.
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  There's systems of where you're going to be at what time and
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  that allows us to get more athletes in and also keep the
• 0:27
  flow good. But then there's individuality
• 0:29
  and then, you know, the coaches being able to modify or change
• 0:32
  movements and stimulus is based on the feedback that they're
• 0:35
  getting from the athlete. At the end of the day, it's
• 0:38
  always going to be your clients on the floor that bring you the
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  most clients. It's got to be so good that when
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  people ask the parent of the athlete or they ask the athlete,
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  like, man, you got a lot better. Do you want that kid or that
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  parent to just rave about the facility they're at?
• 0:58
  Welcome to the Strength in Numbers podcast.
• 1:00
  I'm your host John Bloom, and today's guest is Darren Hanson.
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  Darren is the owner of Hanson Athletics, which was voted the
• 1:06
  best performance facility in Southeastern Idaho.
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  Hanson Athletics puts a major emphasis on speed development,
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  which has led to Darren becoming a speed lab director with
• 1:14
  universal speed rating. This is an awesome episode.
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  Darren dives deep in how to create environment makes your
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  athletes leave feeling that they can't wait to come back.
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  He also breaks down how to program in the private sector to
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  meet the needs of each athlete, How to set up your systems to
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  make that program scalable. The major mistakes people making
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  youth athlete develop and how Hanson athletics runs
• 1:36
  assessments and new athlete onboarding.
• 1:38
  We also talk business, including what the number one driver of
• 1:41
  growth will always be. If you're getting value from
• 1:44
  these conversations, give the show a follow and leave a
• 1:46
  review. It helps us continue to reach
• 1:48
  and impact more coaches. Let's get into today's episode.
• 1:51
  Darren. Man, I am.
• 1:52
  I'm pumped to get a get a talk with you today.
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  Who you and your gym are doing big things up in Idaho, both
• 2:00
  from just a training side, a business side.
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  I'm excited to dive into that and learn what you're doing.
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  Before we get into that, though, you know what?
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  What's the story of of how you and Hanson Athletics got here
• 2:11
  today? Yeah, so.
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  Good question. Also, thanks for having me on.
• 2:14
  Stoked to be here. I appreciate you reaching out
• 2:17
  and giving me an opportunity to share to your audience.
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  You know, it's kind of a long story.
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  Grew up as an athlete, had a bunch of tendon type injuries as
• 2:27
  I got into like my 18/19/20 year old self and was pretty
• 2:32
  frustrated in terms of the injuries I had in Achilles,
• 2:36
  butter Sept tendon, bull. And just you know, I feel like a
• 2:39
  lot of Frank coaches or people that get in this space have that
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  story of like you know, you have these injuries thought you were
• 2:45
  doing everything right and you want to figure out why had those
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  injuries changed. My major at Utah State exercise
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  science, got opportunity to start coaching in the collegiate
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  weight room there and then running a program for club
• 2:58
  sports. And so kind of transition into
• 3:00
  coaching when I was 20 years old, started diving into why
• 3:03
  were these things happening? Trying to learn from the coaches
• 3:05
  that were around me. Luckily at the time, Utah State
• 3:07
  had like Alan Bishop, Joey Burgles, a lot of these guys
• 3:10
  that have kind of taken to the next level.
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  So that that was some of my first exposure to coaching was
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  those guys. And obviously they're some of
• 3:16
  the best in the country. So got involved there, went down
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  to University Utah, helped a little bit in the weight room
• 3:20
  there and helped with a private facility in Sugar House area.
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  And then I was like, man, you know, I grew up in Pocatello and
• 3:27
  that's where we're at now. And I was like, man, we're, we
• 3:29
  were really missing the boat on some of this stuff with our
• 3:32
  training and, and how we were approaching it.
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  And we have some good athletes come out of Pocatello, you know,
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  some that are in the NFL right now going to be in the NBA
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  scene. Like we have some good athletes
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  that come out, but we're a little bit, we were a little bit
• 3:42
  disadvantaged in terms of having a facility like the kind of what
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  we've created here to really bridge that gap of of their
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  training and their performance. And I wanted to come back and
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  give that opportunity to other kids in the community.
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  And my buddy, my co-owner, Shelton Robinson, he played at
• 3:58
  Weber State. He was back in Pocatel all the
• 4:00
  time. We grew up playing Little League
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  football together and I was like moving back to town.
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  I was like, I got a 800 square foot garage.
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  He had a squat rack. I had a squat rack.
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  And I was like, hey, do you want to you want to bring your squat
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  rack over to my garage and we'll start training people there.
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  So that was like the origin story.
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  We're on our night almost like 9 1/2 years now.
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  So almost to 10 years. And so that's how we got
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  started. It was just, hey, you know,
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  getting out, learning from other coaches, getting exposure,
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  diving down the educational side of maybe why these injuries were
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  happening or maybe why I wasn't performing as well as I wanted
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  to. And then how do we now give this
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  to the kids in our community and help impact the youth?
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  So yeah, yeah, that's. I love that shout out.
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  We were said I used to work there a little bit familiar.
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  I didn't got to go up to Pocatello a little bit compete
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  with Idaho State. You know, as as you think about,
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  so you talked about kind of those injuries you had and, and
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  battling through that, knowing what you know now, what would
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  you have gone and done differently with how you were
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  training yourself to maybe prevent that and increase your
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  performance versus kind of hitting that wall with injuries?
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  Yeah, I I think like if, if I was going to bucket it down to
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  like main categories, you know, I grew up, you know, like 10
• 5:08
  years ago, 15 years ago in sports definitely.
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  And it's still, we can talk about a little bit, but it's
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  still persistent today. Like there's coaches that think
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  the weight room is, is is end all be all right.
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  So we did a lot, a lot of lifting and I, I was actually
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  like really strong for my size, had a lot of strength, developed
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  a lot of strength. And, but we never were doing
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  plyometrics extensive or intensive, maybe like a little
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  bit every so often for fun. We weren't sprinting, we weren't
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  speed training. And so I feel like there was
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  this big gap of like, OK, I'm getting really strong, I'm
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  developing musculature strength, but my tendons and my ligaments,
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  I wasn't getting any kind of consistent exposure outside of
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  just sport practice to make sure that all the tissue stayed
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  healthy around the joints and that they were able to manage
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  these new found forces and strength and whatnot.
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  So that was probably like the biggest missing key was #1 like,
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  we were just so focused on one bucket that everything else
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  wasn't full. And #2 there was no talk on
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  recovery, nutrition, sleep, and all all these pieces around it
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  that that kind of, you know, as athletes begin to understand,
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  that's how they really can take their performance to the next
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  level. So I, I would say like that,
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  that was the biggest gap was, you know, understanding coaches,
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  understanding how to put all these things together to, you
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  know, make the best athlete on the field and the healthiest
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  athlete on the field. And so that that's where I was
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  like, man, you know, we, we really got to be able to tie
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  this all together and get away from just like get as strong as
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  possible and, you know, condition until you puke.
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  Like there, there's got to be something in between that to be
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  able to bridge, you know, the strength in the weight room to
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  performance on the field. Yeah.
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  No, no, that, that's awesome, man.
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  I want to dive into that more in a little bit before we get
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  there. I want to, I want to, I want to
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  know, like what what do you feel differentiates hands and
• 7:02
  athletics from other places you know kids can choose to train
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  at? Like when, when you see, when,
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  when athletes or parents see your brand or your company, Like
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  what do you, what do you, what do you want them to think about
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  when they think about your company and your culture?
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  Yeah. So first and foremost, I would
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  say our culture is definitely built on love.
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  Like man, our coaching, you can call us millennial coaches or
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  whatever, but you know, there's times that I have to be, I'd say
• 7:28
  stern, but there's never a time where I've raised my voice or
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  screamed or made a kid feel lesser in front of their peers.
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  I think that's a huge thing is if you want these athletes to
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  keep coming back and to fall in love with the process, which is
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  really important for not only sport, for like the rest of
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  their lives, right? And that's our big goal is
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  impact these kids beyond just sport.
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  But if you wanted to buy into that, they have to know that you
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  care and they have to know that you to have their best interest
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  in mind. And that's number one is like
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  our kids love being in here. There's never any bullying
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  picking on. It's like always a positive
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  environment. And I think it really gives kids
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  a chance to put themselves, put themselves out there and fail,
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  but feel comfortable in our environment to fell and get back
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  on their feet and try again or try things that they're
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  uncomfortable with doing in front of their peers.
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  I can't do this. I can't do that.
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  I can't jump over that hurdle. Like our environment really is a
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  pretty safe spot for kids to put put their necks out.
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  And I feel like this next generation coming up, that's
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  rare because they are with social media and with
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  connectivity and all these things like, you know,
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  everything they do is, can be put under a microscope.
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  So I think that's the number one part of why we're different.
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  Number 2 is, I mean, our coaching staff is, is awesome.
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  They're all on the same page. You know, we're all, I mean, 3-3
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  out of the five have coached that had collegiate level D1,
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  collegiate level 1 is exercise science professor at ISU runs
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  exercise science lab. Like in terms of education and
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  us furthering our education and continuing to keep up on the
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  trends and what was needed from athletes.
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  I think that we are next level with that, honestly, just from
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  the effort we put in our connections with, you know,
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  coaches around the country, through universal speed rating
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  and through, you know, our past internships and whatnot.
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  We're able to really pick the brains of some of the industry
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  leaders in the country and be able to bring that back to like
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  a small town in Pocatello and make sure the athletes are doing
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  the things that are going to get them the opportunities #1 and #2
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  they're going to show up and be ready to rock'n'roll as a
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  freshman versus walking in and have never have done some of the
• 9:37
  things they're going to ask them to do.
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  And that kind of sets back their development period in college.
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  So I'd say like, those are the 2 main things for sure is like,
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  our training is very like educational based.
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  And everything we do is, is stuff that we've tried and
• 9:49
  tested and made sure is applicable and we're able to get
• 9:53
  results with, you know, very minimal.
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  Like we can get 2 hours a week, 3 hours a week with an athlete
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  and make a noticeable difference.
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  And we don't need your athlete here 6810 hours a week.
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  So now we can get into that. But like a high school athlete
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  schedule is crazy so. Yeah.
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  We're we're able to really make an impact and I think we also
• 10:11
  impact kids well beyond just getting them faster and getting
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  them stronger. I think we are able to create
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  leaders on teams and people that will be leaders in the future.
• 10:20
  Yeah, Yeah, You know, I love how you talk about the love part and
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  like I think it's important because especially like if we're
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  talking about the private sector taking the drill Sergeant or
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  like you said like belittling approach, it's probably not
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  going to be a very good business model for you of keeping people
• 10:35
  coming back and wanting to be there.
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  When you talk about your staff and the education and, and the,
• 10:43
  you know, the ability of your staff, what are y'all doing from
• 10:46
  a, from how y'all meet and stay on the same page, but also how
• 10:49
  y'all have staff development do continue to grow but also be
• 10:54
  interlocked. You know, if one person's
• 10:56
  trained in a group at one point and then someone else's is with
• 10:59
  those athletes, y'all are still knowing what's going on with
• 11:01
  those different athletes. Yeah.
• 11:03
  I mean #1 is just systems to like management systems and the
• 11:09
  way that our our coaches can connect on athletes and leave
• 11:13
  notes on athletes and be able to intermingle.
• 11:16
  Like at first we had a hard time with that.
• 11:18
  And now as we develop more like when the coach is gone, another
• 11:20
  coach can step in and we're able to pretty effectively like
• 11:24
  continue that that progress. So I'd say #1 is like our
• 11:29
  communication, like we're pretty open.
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  I think our environment between our coaches too, is like
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  everyone's open to feedback. So you know, if, if you know,
• 11:37
  sometimes I see something on the floor or they see something on
• 11:39
  the floor, there's no reservation of like not sharing
• 11:43
  that with the coach, which I think is tied into just like our
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  internship process. You know, a lot of it's, you
• 11:48
  know, you work for two or three months for free and you get to
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  the point where you start to lead some stuff.
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  And our job is literally just to give you feedback on how it's
• 11:56
  going and what you're doing. We also only we hire a lot based
• 11:59
  on personality. Like the first part of
• 12:02
  internship, they'll come in for a couple weeks, 2 weeks, 3
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  weeks. And if they can't vibe with the
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  kids, I'm not, I don't care what they know, what degrees they
• 12:08
  have, what background they have. Like I'm not, we're not going to
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  hire them. Like, so I already know that
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  everyone on the floor, all my coaches are going to be able to
• 12:16
  connect with kids because we can teach them.
• 12:18
  We can teach them everything they need to know.
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  We have access to a lot of different courses that they can
• 12:24
  take and go through. Their pay scale gets bumped by
• 12:27
  the more courses that they take. So we just very much are like
• 12:30
  backing that educational side, you know, not only with like our
• 12:33
  culture, but with how you can make money too.
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  So the more our coaches know, the higher they can get paid.
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  And like I said, like the gatekeeping is like, if you
• 12:41
  can't come in and like it, if somebody's been here two or
• 12:44
  three weeks and kids aren't asking who they are, when are
• 12:46
  they coming back in? I want to see them again.
• 12:48
  Are they going to work here? Like if I'm not getting those
• 12:51
  questions, then I'm not going to hire them.
• 12:53
  So that I think that's part of it.
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  And then we meet, we meet, you know, at least once a month as
• 13:00
  like a full staff and go through programming, training, anything
• 13:03
  that's coming up changing. I wish we could meet like
• 13:06
  weekly, but a lot as many people listen, it's not like in the
• 13:08
  private sector, you know, a lot of our coaches have other jobs
• 13:11
  as well. So during the middle of the day,
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  you know, they're at their other job.
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  We can't just have a staff meeting like every day or every
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  week in the middle, middle of the week.
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  So I think utilizing technology and we use like loom videos to
• 13:23
  send out stuff and and bounce back between each other.
• 13:26
  So that's what's nice about like computers now and phones and our
• 13:29
  CRM push press is we can really communicate all the time and
• 13:33
  share information for each other to be in tune and ready to step
• 13:37
  in and help these athletes. Yeah, that's great.
• 13:42
  You know, I think of a big part of an athlete's perception of
• 13:47
  like the place they train comes from the feeling that they have
• 13:51
  when they leave the building after a session.
• 13:53
  And like, I remember when I was in high school, I used to, I
• 13:56
  used to drive at like 45 minutes to go work with this one coach
• 13:59
  like twice a week. And I just remember like driving
• 14:02
  home, that long drive home, like late at night, like just feeling
• 14:05
  like I was on top of the world and let and whether the training
• 14:08
  was the best or not, like that feeling like I was never going
• 14:11
  to, you know, never going to not go work with that coach.
• 14:14
  You've talked about some aspects with with, you know, leading
• 14:17
  with love how you're you're coaching them and, you know,
• 14:19
  having a good staff, like how are you also like trying to
• 14:21
  build the environment that just amplifies the training and
• 14:25
  creates that feeling for your athletes.
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  Like when they walk out the door, like, I can't wait to get
• 14:29
  back in here. You know, I know you use games,
• 14:33
  but it's like, what? What are the things are you
• 14:34
  intentionally doing within sessions to drive that feeling?
• 14:37
  Yeah, that's a that's a great question.
• 14:39
  I think #1 for me is, you know, the kids always going to feel
• 14:43
  like they want in some shape or form when they walk out the
• 14:46
  door. And, you know, that might be
• 14:48
  winning the race. But I have some kids that never
• 14:50
  win the race right now. And it's, it's more like it's
• 14:53
  the coach's job to give them opportunities in each session,
• 14:57
  whether it's on the speed side, the strength side, whether it's
• 14:59
  just like, oh wow, you really improved.
• 15:01
  You know, this cue we've been working on like every athletes
• 15:04
  got to walk out with, you know, a conversation with with their
• 15:08
  coach of like during the class and you know, some positive
• 15:12
  feedback of like, this is where this is where you won today.
• 15:16
  Every kids got to get a win every day.
• 15:18
  And that's that's part of it. Like you walk out, you feel
• 15:21
  great because man, I feel like I made some progress today to back
• 15:25
  that up. We also, like you said, we we
• 15:27
  know, we play games, we gamify things, we make make it fun,
• 15:31
  because a lot of times you have to be aware of like kids have a
• 15:34
  lot of stuff going on, a lot of stresses.
• 15:36
  They might be going to practice right after whatever.
• 15:39
  So you've really got to set up the session to a be enjoyable
• 15:42
  because you're the cherry on top as a private sector.
• 15:45
  And two, that you got to meet them where they're at.
• 15:47
  So sometimes I'll have athletes that, you know, let's say you
• 15:50
  came in John and you were blasted from practice the day
• 15:52
  before and you know, I've got to go off schedule on the workout
• 15:56
  that I wanted to do with you. But that's totally fine.
• 15:58
  Like as long as you walk out feeling better than you did
• 16:01
  before like that, that's the ultimate goal.
• 16:03
  Like you came in, you got better or you feel better when you walk
• 16:06
  out and now you're ready to attack whatever's, whatever's
• 16:09
  next. So those are the big things.
• 16:12
  Like I said, our environment's really cool.
• 16:14
  Everything's bright. It's, you know, we got college
• 16:16
  flags all over. We have flags for people that,
• 16:19
  you know, even got academic scholarships for some stuff or
• 16:22
  like right now we have a guy that's the head basketball
• 16:24
  manager for Kansas for their basketball team.
• 16:26
  And so we got him at KU flag. Like there's a lot of ways to
• 16:29
  win in here. It doesn't necessarily have to
• 16:31
  be a college scholarship. It's just like showing
• 16:33
  excellence. And so we build that in.
• 16:36
  And then lastly, we like track everything, which has been huge
• 16:39
  because there's always some usually some way that a kid can
• 16:41
  get better between all of our testing and the lasers we use
• 16:44
  and the jump mat and the output sports.
• 16:46
  And just we have like a lot of different tools, bar velocity,
• 16:49
  like maybe they NPR on their squat, front squat that day, but
• 16:52
  they were able to move 155 a little bit faster than they were
• 16:55
  last week. So it's just giving kids
• 16:57
  tangible information that they can follow along with their
• 17:01
  progress so they don't get like so overwhelmed by everything
• 17:04
  going on. And they're like, well, I didn't
• 17:05
  hit a 5 LB PR today. It's like, that's OK, man.
• 17:08
  Like you moved 155 faster. Like there's just ways to to
• 17:12
  show them they're making progress because there's a lot
• 17:14
  outside of our walls that we can't control.
• 17:16
  Like what time they went to bed, what their practice load looks
• 17:19
  like that week. Like you're going to get
• 17:21
  athletes at all different stages of recovery and you know where
• 17:24
  they're at in early. So that that's the big thing, is
• 17:27
  like just putting different levels in place for these
• 17:29
  athletes to find a way to win no matter what.
• 17:34
  Yeah, you know, and Dan first, I love I love y'all's facility.
• 17:37
  I love the way it looks and and the flags and just everything
• 17:39
  ever going on. It's it's awesome as you're
• 17:41
  talking about that, you know, you talked about the kid that's,
• 17:43
  you know, blasted, you know, maybe that, you know, I'm sure
• 17:46
  everyone in private city deals with, you know, they they lifted
• 17:48
  their schools that, you know, they see the skills trainers
• 17:50
  they have, you know, club practice, they have school
• 17:52
  practices, right. And there's a lot going on.
• 17:54
  You mentioned before that, yeah, you know, youth athletes
• 17:57
  schedules are crazy. How do you think about,
• 18:00
  especially when they are maybe they are lifting however many
• 18:02
  times with their school program, How do you think about filling
• 18:06
  in the gaps with what you're providing versus just, you know,
• 18:09
  pouring into the same bucket that they matter to be getting
• 18:11
  at their school? Yeah, I think so first and
• 18:14
  foremost, like conversate, that's why it's important to be
• 18:16
  like a coach that they trust and and connect with because, you
• 18:19
  know, conversations before they even hit the floor.
• 18:21
  So like when kids are rolling out warming up, I'm like, hey,
• 18:24
  what you know, what did you guys do today?
• 18:25
  What'd you do a practice last night?
• 18:27
  You know, if you have if there are in weights, like what did
• 18:29
  you guys do in weights today? And then that whole time I'm
• 18:32
  like formulating, OK, I'm going to change this for him.
• 18:34
  Like where they did a three Rep Max or they did a one Rep Max on
• 18:38
  the back squat today. So, you know, I had planned to
• 18:41
  do, you know, squats, you know, maybe we do squats, but we go
• 18:44
  light front squat for speed with the ovrs.
• 18:47
  Like it's just finding ways to make sure we're, we're feeling
• 18:51
  another stimulus. And I will say, like in my area,
• 18:53
  it's pretty easy in terms of like, if they are attending a
• 18:56
  weights class, typically it's going to be lifting as heavy as
• 18:59
  possible, powerlifting type stuff.
• 19:01
  So it's actually pretty easy because it's pretty consistent
• 19:03
  across like the schools on what they're doing.
• 19:05
  And so, you know, we're going to go more into like that force
• 19:08
  production moving quickly, plyometrics, emphasis on their,
• 19:11
  their Sprint work and, and doing the, the things that we know
• 19:14
  they aren't doing at the school. So it's, it's pretty simple that
• 19:17
  way. But that conversation of the
• 19:19
  beginning is the most important. And then I mean, we can, I can
• 19:22
  have the same program that all the kids are following in the
• 19:24
  class. And as you get experience in
• 19:26
  coaching, you can just make like small tweaks and changes to
• 19:30
  change the stimulus for for the athlete.
• 19:33
  And if they're totally blasted, it's like, I don't need volume.
• 19:36
  They're already getting volume. Like most youth athletes have so
• 19:39
  much volume they don't know what to do.
• 19:41
  So it's really just about like, how can I drive?
• 19:44
  How can I get some reps with intensity that day?
• 19:48
  You know, and you can find intensity in a lot of different
• 19:50
  ways as, you know, like it can be most people think like weight
• 19:52
  on the bar, but it can be, you know, a depth drop to a vertical
• 19:55
  jump with 5 LB dumbbells in each hand.
• 19:57
  Like there's a lot of different ways to overload the system and
• 20:00
  get intensity. And it's like also understand it
• 20:02
  doesn't have to be a lot of volume.
• 20:04
  It can be very, very small to be able to make a change with that
• 20:08
  stimulus. So those are all things that
• 20:10
  like you'll just learn over time and through education for like
• 20:13
  new coaches listening to this, it's probably sounds
• 20:15
  overwhelming, but you'll mess it up for a long time, but.
• 20:18
  It's just like, you know, listening to people learning,
• 20:20
  beginning to understand that like you can make a lot of
• 20:22
  change with with not a lot of reps for sure if you know what
• 20:26
  you're doing. Yeah.
• 20:26
  And you know, the one part we were, as you talked about,
• 20:30
  right, individualizer and adjusting based on the
• 20:32
  conversations. But still, you know, keeping it
• 20:35
  within a system where I think one problem people could run
• 20:38
  into is if you know, you've got 10 kids in there and you try and
• 20:42
  give them all different programs based off their needs and
• 20:46
  they're not still flowing together together.
• 20:48
  And then it's just kind of chaos from an equipment standpoint,
• 20:51
  logistics standpoint of a coaching and understanding
• 20:53
  what's going on standpoint. So you could dive into that part
• 20:56
  a little bit more of how you're still giving each person what
• 20:59
  they need and adjusting while keeping the flow of the group
• 21:03
  still together. Yeah, yeah.
• 21:05
  I kind of alluded to it like we still have like a, a gym
• 21:08
  training program that we write as a, as a staff.
• 21:11
  And so, you know, we write, we write three days a week.
• 21:14
  Most of our athletes only come in 2.
• 21:16
  So we have like our prioritized days of like if you're coming in
• 21:19
  one time a week, you're doing this workout.
• 21:20
  If you're coming in twice, you're doing these two and
• 21:22
  you're coming in three, you're doing these three.
• 21:23
  So there's like a system. So all of our coaches know the
• 21:26
  plan, know what the workout's supposed to be, and then they
• 21:28
  have the individual right to make these modifications and
• 21:32
  change as long as it maintains the same flow, like you said,
• 21:36
  because I think it's important number one, that the athletes, I
• 21:38
  think it's better to have them training with each other, even
• 21:41
  if it's less individualized versus, you know, everybody
• 21:44
  doing a different program. And now it's really hard to get
• 21:46
  around and coach and queue and make and make changes or have
• 21:49
  conversations with athletes. We also try to keep our groups
• 21:52
  lower than 12 athletes per coach.
• 21:54
  Like that's that's like big, like when it gets that big,
• 21:57
  we're trying to find ways to split it.
• 21:59
  So we do more of like a small group coaching, which allows us
• 22:02
  to be more functional with that. And on the, the gym side, like
• 22:05
  we have our gym segmented out into like areas.
• 22:08
  So like when we can start up to three classes at a time and they
• 22:12
  know exactly what area they're going to be in.
• 22:13
  If they're in doing acceleration there on this side of the gym,
• 22:16
  on this part of the turf, if they're doing top end speed or
• 22:19
  velocity there on this part of the turf, and then they're back
• 22:21
  there, they get 30 minutes to do their work there.
• 22:23
  And then they're rotating up to the weight room to their, their
• 22:25
  specific spot for that day. So we have everything very like
• 22:29
  regimented on, you know, there's systems of where you're going to
• 22:33
  be at what time and that allows just to get more athletes in and
• 22:36
  also keep the flow good. But then there's individuality
• 22:39
  and then, you know, the coaches being able to modify or change
• 22:42
  movements and stimulus is based on the feedback that they're
• 22:45
  getting from the athlete. So and that took a long time to
• 22:48
  develop like that that to get all that like working together.
• 22:51
  Like we messed that up for like 4 or five years until we finally
• 22:55
  found like, OK, this is how we can get athletes in.
• 22:58
  We can connect with them, we can coach with them.
• 22:59
  This is how much time we need to get this part done.
• 23:02
  And then this is where we finish.
• 23:03
  And by the time when you finish up your weight room session,
• 23:06
  usually there's a group coming back from the turf transitioning
• 23:09
  right to that same part of the weight room that you were just
• 23:11
  in. So we've got a like a whole
• 23:13
  system built out where, you know, if you came and sat on the
• 23:16
  floor, by the end of the day, you'd be like be able to predict
• 23:18
  pretty well or like everybody's going to be based on what
• 23:21
  they're doing that day. Yeah, that's and I think that
• 23:24
  piece of that is so probably it not recognizes how important
• 23:29
  that is, especially if you're like first get into it.
• 23:30
  But like I know for me as I've I'm still pretty early into the
• 23:34
  private sector, but like trying to system systematize the
• 23:37
  different segments of my workouts and how long it's going
• 23:40
  to be is like it's become huge, especially as you get more and
• 23:42
  more kids and you have, you know, different, you know,
• 23:45
  sessions back-to-back. It's like if you're not hitting
• 23:47
  those time markers of where you kind of know everything needs to
• 23:50
  be, it's going to get, you know, crowded is going to, you know,
• 23:52
  run in the next session. Like you've really got to kind
• 23:55
  of hone that in. And that's definitely something
• 23:57
  I'm still figuring out. I feel like sometimes the
• 23:59
  seasons it changes of exactly how I'm doing it.
• 24:01
  But continuing to tinker with that I think I think is huge.
• 24:05
  I think that was really great with, with your programming.
• 24:07
  You need to talk about having those one 2-3 days kind of
• 24:09
  dependent people coming in with those 3 workouts.
• 24:11
  Is your programming more like fluid and concurrent where I
• 24:15
  can, if somebody joins your gym, they can they can progress into
• 24:19
  the the group pretty smoothly. Obviously, there'll be different
• 24:21
  adjustments as they jump in. Or do you have kind of more set
• 24:25
  programs and progressions of, you know, when people are going,
• 24:28
  you know, that have been there, they're, you know, they're doing
• 24:30
  these set progressions, Like what does that look like for
• 24:33
  you? Yeah, that's a, that's a good
• 24:34
  question. So like our answer to that over
• 24:38
  the years, like it would have been different when we had 50
• 24:40
  athletes. Now like all year round we have
• 24:43
  at least 275 and like during the summer it's like 400.
• 24:46
  So it's like we had to find a way that worked.
• 24:50
  And what works for us is number one, we have before an athlete
• 24:53
  ever joins our gym, they have a free athlete assessment with one
• 24:56
  of our coaches. And so we're screening just
• 24:58
  basic movement patterns. We take videos and then we go
• 25:01
  over it with the parent and the athlete.
• 25:03
  So that initially gives us a good insight into like how are
• 25:06
  these guys as movers, which is really important.
• 25:09
  And then #2 is that after that, they do a one-on-one onboarding,
• 25:12
  which is basically like a session where they're going to
• 25:16
  get exposed to the the flow of our workouts that the prep and
• 25:20
  then the warm up and then the Sprint tech drills. 99% of them
• 25:24
  have never heard or done the drills that we're doing.
• 25:26
  So like we want to make sure that they have at least a name
• 25:29
  and a movement tied together before they get put into a group
• 25:32
  so they don't feel like holy cow, like overwhelmed when they
• 25:35
  get in. And then we do all our testing
• 25:37
  that day too. So they'll, they'll come in and
• 25:39
  we'll get like six to seven baseline tests on them.
• 25:41
  So we know where they're at square 1.
• 25:43
  And then from there we'll place them into groups that make the
• 25:45
  most sense for them because we have, we have a lot of groups
• 25:47
  throughout the day with some of them are filled with newer kids,
• 25:49
  some are filled with kids that have been coming in for five or
• 25:52
  six years. So we try to place them where it
• 25:54
  makes best sense. Obviously schedules are pretty
• 25:57
  limited for them. So sometimes it's not optimal,
• 25:59
  optimal. But what I, what I will say is
• 26:02
  like, I have certain groups right now that I have juniors
• 26:04
  and seniors that have been with me since 5th or 6th grade and
• 26:07
  they're leaders. Like some of these kids that are
• 26:09
  having a hard time, like I'll put them in that group and I'll
• 26:13
  tell that, I'll tell that kid, I'll say, hey, I want you to
• 26:15
  keep an eye on this kid and help him.
• 26:17
  So I want you standing next to him.
• 26:18
  And so because I have some kids right now that are seniors right
• 26:20
  now that I'm like, I'm like, you're going to come back and
• 26:23
  coach for me like once you finish college, you know what
• 26:25
  I'm saying? So we, we try to pair them up
• 26:27
  optimally based on when they're available.
• 26:30
  Sports tend to get clumped together, which is nice.
• 26:33
  We don't try to do that. But it's just based on like most
• 26:35
  of their practices are the same time or their schedules are the
• 26:37
  same. So they can come at the same
• 26:38
  time. And that helps to like having a
• 26:42
  kid come in and they're brand new.
• 26:43
  They don't know the movements that well, but they're with like
• 26:45
  a teammate that they know from soccer.
• 26:47
  So it makes them a little bit more comfortable.
• 26:49
  So we have like a little, we have like an on boarding process
• 26:52
  to make sure that the kids are like exposed.
• 26:54
  They know the most of the movements we're going to do, or
• 26:57
  at least they have like a baseline so we can start
• 26:59
  building on it. And they, they know the flow,
• 27:01
  right? They know the flow.
• 27:02
  They're used to being tested. Get them comfortable with like
• 27:05
  their numbers, because like when you run flies in here, like your
• 27:07
  number is going to pop up. We have like a digital display,
• 27:10
  like everybody's going to see what you hit right, which is a
• 27:12
  little bit of pressure, but it, it's also what drives a lot of
• 27:15
  competition and, and intensity. Those are the kind of ways we do
• 27:18
  it. It's not perfect.
• 27:19
  I just don't know if there is, you know, I've talked to, you
• 27:23
  know, big time coaches that have multiple facilities in the US
• 27:26
  and that no one has an answer to like what's perfect, right?
• 27:28
  It's just kind of what works for your staff and having coaches
• 27:32
  that understand how to regress things.
• 27:34
  So like they jump into a group, but that doesn't mean that
• 27:37
  they're doing the exact same implement as as the kids that
• 27:39
  have been around for a long time.
• 27:41
  Like if they, you know, they come in and maybe we got front
• 27:43
  squat program, but they're going to gobble squat or they're going
• 27:45
  to dumbbell squat or they're going to do isometric wall
• 27:48
  holds. Like there's just a lot of
• 27:49
  different ways that once you understand that you can play
• 27:52
  with movement patterns, give the kid the stimulus that that they
• 27:55
  need based on where they're at, and then and then build from
• 27:58
  there. So I think I think a lot of
• 27:59
  times coaches get like they think they have to do, they get
• 28:02
  so pigeonholed, like they got to do exactly this and that, and
• 28:05
  that's what they're comfortable with.
• 28:06
  And, and that's what they want. And so the athlete comes in and
• 28:09
  you don't meet them where you're at and where they're at.
• 28:11
  And I think that's where you lose a lot of trust and kids
• 28:13
  that don't come back is they they like are like they don't
• 28:16
  really understand yet. But they're like, dude, that was
• 28:18
  way too much or that was so uncomfortable and didn't feel
• 28:22
  good, didn't feel right. So that's on the coaches to like
• 28:25
  make sure that they understand how to, you know, a really good
• 28:29
  coach can have an Olympic sprinter and, you know, 15 year
• 28:32
  old in the same class and probably give both of them a
• 28:35
  good experience. Yeah.
• 28:37
  Yeah, that that's so good. So is that the same for like
• 28:40
  your middle school and high school athletes are are they
• 28:42
  going to be in the same group for you versus splitting those
• 28:45
  maybe training times or groups and then just progressing for
• 28:48
  the middle school athletes based on what they need?
• 28:50
  Yeah, that's a great question. So we have enough coaches, not
• 28:53
  enough space that we have groups that are.
• 28:55
  So we have a young bucks program that's like 8 years old got it
• 28:58
  to pre middle school. We have a middle school
• 28:59
  development program and then we have our high school development
• 29:02
  program. Now, I will say there is some
• 29:03
  crossover with like some of my middle school kids have to come
• 29:06
  at the high school times because they have like a sibling that
• 29:08
  can drive and they can't drive. So we have some classes that are
• 29:10
  designated as like this can be a high school, middle school mix.
• 29:13
  But by the time like if kids have been in our gym for a
• 29:15
  while, by the time they're into that middle school program, like
• 29:17
  7th, 8th grade, they can kind of they can kind of hang with the
• 29:20
  high school kids. They're not going to be lifting
• 29:21
  as much or whatnot, but they know the movements.
• 29:23
  They can do it. And honestly, it's better Like
• 29:24
  when I have middle school kids, high school kids, they pay so
• 29:26
  much, they pay so much more attention than when they're when
• 29:29
  they're around other middle school kids, right.
• 29:30
  Middle school kids are while which we can get into, but yeah,
• 29:33
  we've like segmented them that way.
• 29:34
  It's not perfect, but for the most part we're able to keep
• 29:37
  like them together because let's say like at 4:30, I have two,
• 29:41
  like right now I'm 4:30 at 4:30 on Monday, Wednesday, we have
• 29:44
  two high school groups starting at the same time.
• 29:45
  And then we have a middle school group starting because you have
• 29:48
  to be, that's what's hard about the private sector for those
• 29:50
  listening that are in is like you have to find the ability to
• 29:53
  scale and the only way to scale is like having more classes at
• 29:56
  the same time. So it's like, how do you, how do
• 29:59
  you set up your structure? How do you set up your your
• 30:01
  workouts, your flow to be able to get three groups in at once
• 30:05
  and have three coaches going at once?
• 30:07
  And our answer now over 10 years has been more space, like we
• 30:11
  have 16,000 square feet. But when you have smaller
• 30:13
  spaces, you have to really, you know, get creative or, you know,
• 30:17
  even though it's not optimal, you might have to start one
• 30:19
  group in the weight room and one group on speed with the other
• 30:21
  coach and then switch like which I think people get so caught up
• 30:25
  in optimal. Optimal is nice, but you can
• 30:27
  make great progress with kids suboptimally really in terms of
• 30:31
  like, oh, we lifted before we sprinted and that's not what we
• 30:33
  want to do. Yeah, I know.
• 30:35
  But like that's, that's the option we have and it's better
• 30:37
  they get, you know, exposure to that this quality work even if
• 30:42
  it's not in the right order versus not getting any exposure
• 30:45
  at all. Yeah.
• 30:46
  Yeah, for sure. And you know, like as we talked
• 30:48
  about the youth athletes schedules, they probably already
• 30:51
  lifted their school or or had to practice their school.
• 30:53
  So like it's like the order is already already off.
• 30:56
  You know, it's already not going to be optimal.
• 30:57
  Even if you Sprint first in your session, just because it's first
• 31:00
  in your session doesn't mean they haven't done other stuff
• 31:01
  already during the day. You talked about how you have
• 31:08
  one of the young bucks, you're going 2 of the high school
• 31:10
  groups and like the one thing is I've been out with my logistics.
• 31:14
  I'll have middle school athletes in the same group as high
• 31:16
  school, just kind of what I have to be in the space and not have
• 31:20
  as many coaches. And like, I, I think about that
• 31:22
  like, I guess one piece is like the maybe the intimidation
• 31:25
  factor. If like a new middle school
• 31:27
  athletes come in and they're seeing all these high school
• 31:29
  athletes and baby being all intimidated.
• 31:31
  But I think that's a great opportunity for what you talked
• 31:33
  about where it's like, Hey, one of the juniors or seniors you
• 31:35
  really trust, like, Hey, I want you to sit by this guy in the
• 31:38
  warm up and all the stuff we're doing and like lead him.
• 31:41
  Like, you know, help them as they're going through.
• 31:42
  And, and that can help with really, you know, being a cool
• 31:45
  experience for that middle school athlete or that young
• 31:47
  athlete, while giving some leadership responsibility to
• 31:50
  that older athlete, where maybe it's not always perfect to have
• 31:53
  those men in blend in. But I think that's a, a, a cool
• 31:56
  opportunity. And also, if you have the one
• 31:57
  group of middle schoolers seeing the high school athletes, it's
• 32:00
  something for them to look to or aspire to and kind of an example
• 32:04
  for them also. Yeah, I, I have a kid right now.
• 32:07
  It's funny because this last week I had like a really cool
• 32:08
  experience where, you know, I had AI had a kid that he's been
• 32:12
  in here a long time and he's a senior this year.
• 32:16
  And, and I remember him kind of getting taken under the wing of
• 32:19
  some of my kids that are off playing college now.
• 32:21
  And you know, he's a, he's a senior and, you know, some of
• 32:25
  the middle school kids were like chirping at each other or like
• 32:28
  not totally being like go in our environment, like we, we
• 32:30
  encourage competition, but there's like, definitely that
• 32:32
  fine line of like, you know, positive competition and trying
• 32:36
  to raise each other up versus like trying to, trying to be
• 32:39
  mean to each other. And he like called it out and
• 32:41
  like snipped them and he came up to me out the session.
• 32:43
  He's like, he's like, I'm the handsome athletics regulator
• 32:46
  now. Like I make, I'm going to make
• 32:47
  sure everything's good. He's like, he's like, yeah, he's
• 32:50
  like some of the kids, one of the girls from his age was like
• 32:53
  kind of talking crap about some other people not even at the
• 32:56
  gym. And he was like, hey, that's not
• 32:57
  what we do. Like as handsome athletics
• 32:59
  athletes, Like stuff like that dude, where I'm like, dude,
• 33:02
  that's so it's so cool to me to hear.
• 33:04
  Like, you know, they're, they're kind of calling each other out
• 33:07
  to, to behave in, in a certain way or, or like demand a certain
• 33:13
  amount of respect for people around them and, and being
• 33:16
  leaders and being kind, which is more important to me than any
• 33:20
  college scholarship, you know, kid playing professional ball,
• 33:23
  whatever. Those are all cool.
• 33:24
  But it like that kind of stuff is going to be what changes,
• 33:27
  changes more people down the road and helps more people in
• 33:30
  and outside of the gym. So.
• 33:32
  Yeah. No, I, I love that.
• 33:33
  And, and that's, and, you know, as we talked about the, you
• 33:36
  know, creating that feeling of people not want to, you know, of
• 33:39
  wanting to come back and just the, the brand of your company.
• 33:42
  Like that's, that's the stuff that keeps people coming back
• 33:45
  when it's more than just, you know, get in, you know, maybe
• 33:48
  get faster, get stronger and then, you know, leave 60 minutes
• 33:50
  and, you know, that's kind of, you know, it, that's it.
• 33:53
  Like when it becomes more of that, it becomes the people are
• 33:56
  ingrained and involved into the, the culture and the standards of
• 33:59
  it. Like that's what we all want to
• 34:01
  have. Like that's that's when it
• 34:02
  becomes purposeful and has long lasting aspects to it.
• 34:08
  Yeah, I tell you what, man, I, I've been, you know, doing the
• 34:11
  same thing, waking up coaching on the floor for, you know, 14
• 34:15
  years now. And there's not a day I wake up
• 34:17
  at 5:30 and and I'm like, I don't want to go to work today.
• 34:20
  Like I, I don't even think it's work.
• 34:22
  Like I love. Like when you can see that
• 34:25
  change in kids like it, I feel like it gives the coach so much
• 34:27
  purpose. You know, if you, if you're
• 34:29
  there for the right reasons, like it gives you so much
• 34:31
  purpose that it's like, it's not even a job, man.
• 34:33
  It's like, it's almost, almost like giving, giving everything
• 34:36
  you can to help this next generation be better or be good
• 34:40
  leaders, be dads, moms, like stuff like that.
• 34:43
  So it's just yeah, bro, it's like life changing.
• 34:45
  Like I'm lucky. Like it's life changing for me
• 34:48
  as much as it is for the kids. Yeah, that, that that's so good
• 34:52
  there, man. Man, it's just cool to think
• 34:55
  about. You know, we're talking about
• 34:57
  these youth, middle school, high school athletes.
• 34:58
  Like what are what are some of the common mistakes that you see
• 35:04
  a lot of these athletes that come through your doors
• 35:06
  repeatedly making? Whether you know, whatever
• 35:08
  aspect of their development it is, whether it's their schedule,
• 35:11
  you know how they're doing, you know prioritizing physical
• 35:13
  developers, skilled development, anything you see habit wise or
• 35:16
  or decision wise. Yeah, that one's so deep, dude.
• 35:19
  I might, you might have to even like remind me because I'm
• 35:21
  there's a lot of different routes to go down.
• 35:22
  So yeah, like #1 before let's talk about like just them
• 35:27
  physically, for the most part, movements pretty poor when they
• 35:32
  first come in. And I think it's this mixture of
• 35:35
  like they play less outside, they don't play as many games,
• 35:38
  they're not at the park. They're when they're little,
• 35:39
  they're not like some are, but most aren't.
• 35:42
  So their movement literacy is a little bit lower than I would
• 35:45
  say. Like I noticed when I first
• 35:47
  started coaching. They're highly skilled, like,
• 35:49
  like they're very skilled in their sport.
• 35:52
  But I would say they're trending towards like physically less
• 35:55
  developed when they come into the facility.
• 35:57
  So that's the number one. Number two, a lot of them don't
• 36:00
  even understand like Sprint mechanics at all.
• 36:03
  And it's probably because they don't Sprint as much because
• 36:05
  like I have some kids that come in and they're like look
• 36:07
  perfect. And it's just like maybe they
• 36:08
  got lucky. Maybe they played a lot outside.
• 36:11
  However, something clicked for them, right?
• 36:12
  But a lot of like 98% of the kids when they first do their
• 36:15
  first assessment, they like the only way they know how to run is
• 36:17
  like really just reach and pull, reach and pull, reach and pull.
• 36:20
  There's not like a lot of understanding.
• 36:22
  And that might be like that might be just because they don't
• 36:27
  move that well. So that's the only way that they
• 36:29
  can understand how to create for it.
• 36:30
  Like they can't create the right the right type of force to to
• 36:34
  create speed so their body finds a way to do it.
• 36:36
  And so that might be a part of just like that movement literacy
• 36:39
  piece of it. So those are like the main
• 36:41
  things you get me. It's hard not to go like too
• 36:44
  deep on this, but I think youth sports and skills, and I think a
• 36:48
  lot of it has become like a money grab.
• 36:50
  Like it's just crazy what these parents are doing with their
• 36:54
  kids at 8-9, ten years old, traveling, going across the
• 36:58
  country, doing all this stuff, filling up their schedule and
• 37:03
  the kid can't even jump off the ground and land in a good
• 37:05
  position. You know?
• 37:06
  So it's just like, you know, and I get it because I have talked
• 37:11
  to parents that like are I'm close with and it's just like
• 37:14
  they feel all this pressure to, if they don't get on the team at
• 37:18
  8 years old and they don't do the travel at 8:00, there's
• 37:20
  going to be nowhere for their kid to play at 10.
• 37:22
  And there's going to be nowhere for their kid to play when
• 37:24
  they're 12/13/14. Because these teams get together
• 37:26
  really early. And you know, you can't really
• 37:29
  get a spot on the team unless you're you've been on it since
• 37:32
  you're 8 years old. But I think, I think there's too
• 37:35
  much of like structured sport and skills going on.
• 37:39
  You know, if you don't make the high school team or you don't
• 37:42
  make the middle school team, you shouldn't be on a traveling team
• 37:44
  going across the country. I think you should be focused
• 37:46
  on, you know what, why didn't I make the team?
• 37:48
  Is it a physical gap? Is it my ability to be fast,
• 37:51
  like fight, like developing the physical aspect?
• 37:54
  Like I have kids that all the time that like I'm trained in
• 37:56
  here, never played a sport. They play like 1 sport.
• 37:58
  Let's say they play football. And now that senior year they
• 38:01
  decide to play basketball for fun and they're starting on
• 38:03
  varsity and like a kid the other night has 16 points.
• 38:05
  I'm like, I'm like, people are missing that.
• 38:08
  I thing of like if you can get yourself faster and stronger and
• 38:11
  more capable than other athletes, like that's a huge
• 38:14
  advantage and and then you can learn the skills.
• 38:16
  Like I'm not saying the skill works not important, but I think
• 38:18
  it's so overdone right now that no matter how well I teach you
• 38:22
  to swing a bat, if you aren't very strong and you're not very
• 38:25
  explosive and you're not powerful, you're not going to be
• 38:28
  able to hit the ball like you want to hit the ball no matter
• 38:30
  how well you swing the bat, right?
• 38:31
  So those are like those like the big issues is people are just so
• 38:35
  caught up in this travel and spending all this money and
• 38:38
  doing all this stuff. And I'm like, man, if you if you
• 38:40
  just put your eggs in the right basket like people.
• 38:42
  And if you want to play college sport, like if you're good
• 38:44
  enough and you're skilled enough and you're the right size and
• 38:47
  shape, like these coaches will find you.
• 38:49
  Like you don't have to play on every travel team.
• 38:51
  Like you could, you could just play high school or you could
• 38:54
  start doing travel as a junior or a senior.
• 38:57
  Like it's yeah. It's just like everything's
• 39:01
  overhyped on that. And kids are underdeveloped.
• 39:04
  Highly skilled but underdeveloped and definitely
• 39:06
  overworked for sure. Yeah, that's, you know, all the
• 39:09
  time. I have this conversations with
• 39:10
  some of our athletes parents where it's like our goal is like
• 39:15
  develop the engine underneath their skills so they can
• 39:17
  actually use their skills and show their skills in different
• 39:20
  ways. It's like some point you devolve
• 39:22
  these skills, but there's that there's no engine like it, it it
• 39:25
  doesn't matter how good you can't, you can't do all the
• 39:27
  things you need to do. Yeah, I mean all the stuff
• 39:31
  you're talking about with you sports.
• 39:32
  We're we're getting ready to have our our our first kid this
• 39:35
  summer. And so I've I've been thinking
• 39:37
  about all this stuff a lot. If you know how to handle all
• 39:39
  that as, as she gets older, yeah, that, that, that's a that,
• 39:43
  that that's a whole deep rabbit hole that that could be a three
• 39:46
  hour podcast right there. If you if you could choose one
• 39:50
  thing that every parent of a youth athlete could understand,
• 39:55
  like what would that one thing be?
• 39:56
  One thing that I could understand, man, that's hard.
• 39:59
  That's a good question. OK, this is probably not like
• 40:01
  the answer you thought you were going to get, but the thing I
• 40:03
  want them to understand is, you know, give your kid
• 40:06
  opportunities to try a lot of different things and try not to
• 40:10
  impose your. Your your idea of what success
• 40:14
  is for them. So I get a lot of parents that
• 40:17
  make their kid do this and that and this sport because maybe
• 40:20
  they weren't as good at that sport as they wanted to be or
• 40:22
  that's what they did. You know, let your kid by trying
• 40:26
  many things, find joy and where they have success.
• 40:29
  And you know, and if that's whatever sport that is it.
• 40:32
  Maybe they're a great swimmer, but you're trying to make them
• 40:34
  play basketball. Maybe they're this or that, like
• 40:37
  let them find love for something and then and then dive into and
• 40:40
  invest in fostering that for, for your athlete.
• 40:44
  That that would be the main thing because I think we already
• 40:47
  hit on like, you know, you, you got to build that engine.
• 40:49
  That's why I feel, I feel like the performance like what we do
• 40:52
  is really important. And I'm biased, but I mean, you
• 40:55
  can, you can get a nice car and get a paint job and put new
• 40:58
  wheels on it and do all these things.
• 41:00
  But if it doesn't have an engine right, then it's not going to
• 41:03
  run. So you're right there.
• 41:04
  But that, that would be my, that would be my big thing is like,
• 41:06
  don't, don't push your, your insecurities or your wishes of
• 41:10
  what you would have done on to your kids.
• 41:12
  Like put them in opportunity. Like I said, multiple different
• 41:15
  opportunities to try different things is when they're young all
• 41:18
  the way up to high school. And then just see where they
• 41:20
  smile the most and where they have the most success naturally.
• 41:23
  And find where, where they can like really dive into something
• 41:27
  and feel good about it and enjoy it and learn how to make
• 41:30
  progress and how to, and how to push themselves and how to win
• 41:33
  and how to lose. But doing something that they
• 41:35
  enjoy. Don't force them to do things
• 41:37
  just because you think they should to do them.
• 41:39
  Yeah, yeah. No, 100% that.
• 41:41
  That's great. You know, one thing I've, I've,
• 41:44
  one question I've started to ask other business hunters that
• 41:47
  leads to some really interesting things is if you had to move to
• 41:51
  a new city and you had no connections there, no clients
• 41:56
  there, how would you start your business over in that new city?
• 41:59
  Oh, man, he'd go back to the old days.
• 42:01
  See. I mean, you got to.
• 42:02
  Yeah. I mean, I feel like now I've, I
• 42:05
  have such a good understanding of like what works in terms of
• 42:08
  like the flow and and whatnot. So I wouldn't change anything in
• 42:11
  the way that we operate. What it would get back to those
• 42:14
  like you got to you got to get out there as I have a sales
• 42:17
  background like you, you have to go out, you have to be reaching
• 42:20
  out to people. You have to be having
• 42:21
  conversations when you're small, you got to be going to all the
• 42:24
  games. You got to like if you do get
• 42:26
  one or two kids, like you got to be out there games, watching
• 42:29
  them, supporting them. You need to be reaching out to,
• 42:31
  you know, coaches, sport coaches, you know, ADS, like
• 42:34
  every, everyone you can that is going to have some kind of
• 42:37
  influence on, on opportunities for you.
• 42:40
  You, you have to reach out and not just once, 7 to 10 times
• 42:44
  before they'll even consider you.
• 42:45
  So you got to get uncomfortable. You got to reach out.
• 42:47
  You got to, you know, have conversations, explain what you
• 42:51
  have to know the why behind what you're doing.
• 42:52
  So you need to go and explain that why and sell and sell your
• 42:57
  philosophy to those people because they won't like the kids
• 43:01
  are the kids are the hardest niche to get into, in my
• 43:03
  opinion. You know, people, parents are a
• 43:05
  little more hesitant to start with your kids.
• 43:07
  Like we started with more adults than we did kids.
• 43:09
  And then over time, as we build trust, we got more kids.
• 43:12
  So, and that's what I'd try to do and I'd probably find some
• 43:14
  adults too and start training some adults.
• 43:16
  And I would target adults that, you know, our coaches, sport
• 43:19
  coaches, you know, Little League coaches, stuff like that, people
• 43:22
  that used to be athletes or like, enjoy sports and try to
• 43:25
  get them in the facility so they can feel, feel the change and,
• 43:28
  and what you're trying to do. But that that would be what I
• 43:31
  would do is and that gives me like anxiety, like beating the
• 43:35
  streets again. But you got you got to get out
• 43:37
  there and just and beat the streets and tell people, you
• 43:41
  know, have a good why and and have a good story and be able to
• 43:44
  back that up with, you know, the experience.
• 43:47
  Yeah. And so that's, you know, as you
• 43:49
  talk about those actions like that's drivers of growth for
• 43:52
  kind of that stage of business for you like at your stage now
• 43:55
  where you're more established, you have people like what are
• 43:58
  the biggest drivers of growth and, and things that give you
• 44:01
  the greatest return on investment now.
• 44:03
  Yeah, that's a that's a great question.
• 44:04
  And it's interesting in today's world because like, like we, we
• 44:08
  have a pretty good social media following now and I love it.
• 44:10
  And like people, I mean, we get some people through that.
• 44:14
  But I want people to know like, at the end of the day, it's
• 44:17
  always going to be your clients on the floor that bring you the
• 44:19
  most to most clients. So you have to stay focused on
• 44:24
  the experience on the floor because that that is the number
• 44:28
  one. Like it's got to be so good that
• 44:31
  when people ask the parent of the athlete or they ask the
• 44:34
  athlete, like, man, you got a lot better.
• 44:36
  Like you want that kid or that parent to just rave about, you
• 44:39
  know, the facility they're at, hence athletics.
• 44:40
  Like they've got to understand that connect between between
• 44:43
  that and believe in that. So yeah, it, it would definitely
• 44:46
  be like athletes on the floor use social media as a tool just
• 44:50
  to display what you're doing and maybe your story and your
• 44:53
  culture and what you're trying to accomplish.
• 44:55
  But at the end of the day, like don't, don't lose quality on the
• 44:58
  floor for anything else like that.
• 45:01
  That's the most important. And then for us, our, our summer
• 45:04
  programs are like getting teams in is a is a growth factor
• 45:08
  because we get kids in that wouldn't make it in otherwise
• 45:10
  because of, you know, when they come in as a team, it doesn't
• 45:13
  fit our normal structure. There's like 30 athletes at
• 45:15
  once. It's not as good of an
• 45:17
  experience in my opinion, but it does allow us to get exposure to
• 45:21
  10 or 15 kids that aren't coming in the facility and give them
• 45:24
  like a little taste. So that's where like most, my
• 45:26
  effort now is spent on talking to sport coaches and trying to
• 45:29
  get deals with clubs and teams and and stuff like that.
• 45:32
  But number one, whoever you have in your facility, whether it's
• 45:36
  just three adults or 100 kids, like it's pour into those people
• 45:40
  as much as you can, give them quality, give them results and
• 45:44
  show them love. And they will find ways to get
• 45:47
  other people in the facility for you when they believe.
• 45:50
  Yeah. Beyond just providing a great
• 45:55
  service and product and impact to those current members, is
• 45:58
  there any way that you drive referrals or you know, give
• 46:02
  different, you know, letters out for people to give out and hand
• 46:06
  out or like different, you know, bring a buddy week or different
• 46:09
  things you're doing to encourage them to do that?
• 46:13
  Yeah. So when they come in, they leave
• 46:14
  with for their free assessment, they leave with a card to bring
• 46:17
  a friend to one of their first sessions.
• 46:19
  So if they're nervous, they want to bring a friend every, every
• 46:22
  quarter. We do like one week of bring a
• 46:24
  friend where you can just bring a friend to try out a workout.
• 46:26
  So one week and a quarter we have that.
• 46:28
  And then we also, depending on the time of year, it's either
• 46:31
  $50 and AT shirt or $100 bill. If they bring a friend and they
• 46:35
  sign up, they get like $100 bill or a $50.00 bill.
• 46:38
  And like we give it to them on the floor, like in front of
• 46:41
  everybody. Like you've never seen so much
• 46:43
  hype in your life. Dude, you bring out like $100
• 46:44
  bill. Give that to a middle school
• 46:46
  kid. Dude, every kids in the every
• 46:48
  kid in that class is like, oh, I got, I got a friend.
• 46:50
  I got two friends I'm going to bring, I got three friends I'm
• 46:52
  going to bring, you know, So yeah, kids love money.
• 46:55
  Everybody loves money, right? So those are just like different
• 46:58
  fun ways for the kids to you have some incentive to, to bring
• 47:02
  people in. And we have some success with
• 47:05
  those for sure. And they're always worth trying
• 47:07
  out like those different types of things, because sometimes you
• 47:10
  just need, if you believe in your product, you just need
• 47:12
  somebody to experience it and then ideally they'll want to
• 47:15
  sign up. Yeah, no, that that's awesome
• 47:17
  that you get about that like $100 bill right there, because
• 47:20
  that's something I think about too with like, because I'll do
• 47:22
  like, you know, I'll do a discount on their membership if
• 47:26
  they refer somebody. What I've thought about too,
• 47:28
  it's like, you know, I'll try and, you know, talk to the, you
• 47:31
  know, just casually the athletes about bringing in their friends.
• 47:33
  And I think about it's like there's kind of a disconnect
• 47:35
  there. If I'm just standing the
• 47:36
  memberships like the athletes not paying for that.
• 47:38
  Most of the time it's going to be their parent.
• 47:40
  So that doesn't really affect the athletes life at all and
• 47:43
  doesn't really incentivize them to bring in somebody.
• 47:45
  So it's like how we can actually incentivize the athlete.
• 47:47
  But you know, like you're, you're saying giving them that
• 47:49
  money, then they're going to now actually really want to, you
• 47:52
  know, have a little more incentive to actually bring your
• 47:53
  friend in versus, you know, they're not too concerned
• 47:56
  normally about their parents checkbook.
• 47:57
  Yeah, yeah, they should be. They should be with these sports
• 48:00
  nowadays, but yeah. But yeah, no, they're they're
• 48:04
  not. That's good.
• 48:05
  One thing I think about sometimes it's like, you know,
• 48:07
  we've all seen those trainers online that the majority of like
• 48:11
  strength coaches are kind of calling them out for having bad
• 48:14
  training methods. Yeah, those people have really
• 48:16
  big followings and they have some of them have lots of
• 48:19
  athletes that swear by training with them and absolutely love
• 48:23
  them as coaches. For those people that, you know,
• 48:25
  let's just say that their training is not good, but they
• 48:27
  still have those things going for them in their business or
• 48:30
  whatever they're doing. Like what do you think we can
• 48:32
  learn from those people? Yeah, well, I'll tell you what,
• 48:35
  Like if they have that, like you just talked about, if they have
• 48:39
  people swearing by it, they have a constant flow of athletes, you
• 48:43
  know, they're doing something right.
• 48:44
  So it could be just the way they tell their story.
• 48:47
  It could be the way that they interact with athletes beyond
• 48:51
  that 15 second clip that you've seen on Instagram.
• 48:53
  They're they're doing something right.
• 48:55
  So I'm a true believer in like there's something you can learn
• 48:57
  from anyone and everyone, no matter what you think.
• 49:00
  And also like over the years, like so many ways to skin a cat
• 49:04
  or like that term of like, you know, there's a lot of different
• 49:08
  ways to impact athletes and, and, and make positive changes.
• 49:12
  Are there, you know, with our background and our what we know
• 49:15
  it, are there better ways? Sure.
• 49:17
  But you know, I don't think you can really for the most part
• 49:21
  truly make a, an accurate statement on what's going on at
• 49:24
  somebody's facility in terms of quality.
• 49:27
  Just from like most of stuff people put on social media
• 49:31
  because they might not even really do a lot of the like.
• 49:35
  They just know what works on social media and what's going to
• 49:37
  get a lot of views and a lot of likes.
• 49:38
  They're going to post that. And maybe that's only happening
• 49:41
  on their floor in the facility like 5% of the time, right?
• 49:44
  So you think, oh, this is all he does with all of his athletes
• 49:48
  all the time. And it's like, no, I just did
• 49:50
  that one day with my pro athlete because I knew that you would
• 49:52
  get mad and comment on it five times, you know?
• 49:54
  So it's like, I don't know that as I I used to like always get
• 49:59
  see stuff and like be like, oh, like Joel Sedman, what an idiot.
• 50:02
  Or you know, all the all these people like what are they doing?
• 50:05
  What are they doing? And just over the years I've
• 50:07
  been like, man, you just can't really make a good judgement
• 50:10
  based off snippets. And also like my coaching is
• 50:14
  changed so much that it's like, who's not to say that they might
• 50:18
  make an improvement over the next two years and and get it,
• 50:21
  you know, like, yeah, if you would have came into Hans
• 50:23
  athletics, you know, from our first year to 4th year, like we
• 50:27
  mostly just strength trained. Like we didn't understand speed,
• 50:30
  we didn't dive into it, we didn't learn, we didn't know how
• 50:32
  to teach it. And that like our whole thing,
• 50:37
  our whole model has changed and our, the way we train has
• 50:40
  changed. And that's a good thing.
• 50:42
  Like I think everybody should be learning and continuing to make
• 50:45
  changes and trying new things out and seeing what helps the
• 50:48
  athletes have success, what makes them keep coming back and
• 50:51
  what's current with what the sport demands are.
• 50:54
  So I would just say like, have kindness.
• 50:57
  I have a banner up here. It's like kill them with
• 50:58
  kindness, right? And I have a tattooed on my arm.
• 51:00
  It's like always leave with kindness and and try to don't be
• 51:04
  a sucker. But like I always try to give
• 51:06
  people like good goodwill first. Like, hey, maybe this is just
• 51:10
  like, like I said, a 15 second snippet that you know, just goes
• 51:13
  up or whatever. And also like 10,000 foot view
• 51:17
  of like there's videos I post where kids form isn't the best
• 51:20
  and that that's the truth. Like when people only post kids
• 51:22
  doing like perfect form, it's like, dude, it takes reps and
• 51:26
  reps and reps and years to get kids moving really well.
• 51:28
  Like, and I don't mind, I'll post, you know, kids when
• 51:31
  they're new or they'll be in the background and you know, maybe
• 51:33
  somebody could watch that and be like, dude, that kid that
• 51:35
  movements wrong. But it's like that kids just
• 51:36
  learning like they're learning. It takes a long time.
• 51:40
  And so somebody could judge my page from that too.
• 51:42
  So I just try to like, I just try to like have a bigger view.
• 51:45
  And, and if, if I thought it was like dangerous for athletes on
• 51:48
  social, maybe maybe at some point I'd like reach out and
• 51:50
  just have a conversation with the coach.
• 51:51
  Be like, Hey, give me some insight into why you're doing or
• 51:53
  what you're doing. That would be more productive
• 51:55
  than like commenting on it and being like, dude, you're an
• 51:57
  idiot. You know?
• 51:59
  So that's what I would say is like just give them lead, lead
• 52:02
  that like tried to have conversation with them the same
• 52:04
  way you would with your athletes, you know?
• 52:05
  Yeah, yeah. No, no, those are some great
• 52:07
  points for yourself. Like what?
• 52:09
  What's your process of reflecting and evaluating on
• 52:13
  your decision making? Yeah, I think it's a combination
• 52:16
  of like I, I my partner definitely checks me a lot too.
• 52:19
  So we're really good like combo in terms of when it comes to the
• 52:23
  gym, he's much more conservative, slow mover.
• 52:25
  I'm like, hey, let's get an idea, let's try it, let's do it.
• 52:27
  And so we balance each other out that way.
• 52:29
  Like my, my way is like I go to that speed lap summit with I'm
• 52:33
  buddies with Les Spellman and all that, that whole group.
• 52:35
  So like in September I went, you know, I got to have like private
• 52:38
  conversations with Brian Kula, Tony Haller, Tony Vilani, like
• 52:42
  Les like, and just all these other coaches that most people
• 52:45
  know their, but they're just doing things at a high level and
• 52:47
  just asking questions and sharing with them what we're
• 52:50
  doing and are we on the right track and learning?
• 52:53
  So I definitely go and try to find like, I'm lucky.
• 52:55
  Like I have this network of, of really good coaches that I can
• 52:59
  just like bounce it off and they're not afraid to be like,
• 53:01
  no, I'd do the change this, I'd do that, I'd change this,
• 53:04
  whatever. So that's one way I check
• 53:06
  myself. And then also just like actually
• 53:08
  stepping back and being like, are my kids actually getting
• 53:11
  better? And that's why it's important to
• 53:12
  track like track data. You have to if you want to able
• 53:16
  to be like, OK, this is working, this isn't working.
• 53:18
  Like we'll look at our blocks, you know, if kids aren't making
• 53:21
  PRS or progress over six month window, like obviously something
• 53:25
  we're doing, like as a gym as a whole is, is not quite filling
• 53:28
  the buckets. So where do we make need to make
• 53:30
  changes? So if you want to be able to get
• 53:32
  feedback and make progress, you know, in your personal life or
• 53:35
  the gym, you have to, you have to track things and, and
• 53:38
  understand, you know, what time is being spent where and whether
• 53:41
  you know, kids are getting better in the gym.
• 53:43
  Are they getting scholarships? Are they performing well in high
• 53:46
  school? Are they performing well in
• 53:48
  middle school? And, and if they're not, why
• 53:50
  aren't they? And so, and then reverse
• 53:52
  engineer that. Like what, what do I need to do
• 53:55
  to, to make sure to, to fix whatever, whatever I've
• 53:58
  allocated of like, oh, my athletes in general just aren't
• 54:00
  fast enough. OK, what, what do I need to do
• 54:04
  to get my athletes faster and just reverse engineer that and
• 54:07
  then make it really simple. Like what are the few things I
• 54:10
  would do if I wasn't fast? What are the few things I'd do?
• 54:14
  Make sure that's in the program and then re evaluate.
• 54:16
  So those are kind of like the, the main ways that I do it is
• 54:19
  just to surround yourself with the right people that will give
• 54:22
  you give you that feedback. And then also take time to step
• 54:26
  out of your bubble and look at the results of what's going on
• 54:29
  in the gym and not having like dropping your ego and being
• 54:32
  like, yeah, maybe I was wrong. Maybe we need to change this?
• 54:35
  Yeah. No, no, that's really good.
• 54:36
  You know as as we're starting 2026 here and just thinking back
• 54:40
  on the the past year, like what what system or habit did you add
• 54:44
  in that you feel has made the biggest difference for you or
• 54:47
  for your business? Oh, man, for me, well, one
• 54:50
  thing, one thing I did this year in 2025 is I gave myself like
• 54:59
  took a little bit more vacation time than I normally do.
• 55:03
  Like I, yeah, I like actually, I went on some trips, made sure to
• 55:08
  prioritize going to some of the educational stuff.
• 55:11
  And what I've found is like when I spend a little bit time away
• 55:13
  from the floor, it definitely reinvigorates me when I come
• 55:16
  back to do better because I've been in that, I mean, for the
• 55:19
  last 14 years, I've been like just coach on the floor as much
• 55:22
  as I can. And so I'm trying to scale that
• 55:24
  back a little bit and be able to make some more strategic
• 55:27
  decisions for the gym beyond just like coaching on the floor.
• 55:30
  I poured a lot of effort into also being like my face more on
• 55:34
  camera and sharing my thoughts and sharing my ideas, which has
• 55:37
  therefore, you know, grown some aspects of social media, but
• 55:41
  also relationships that I have with people that I can learn
• 55:44
  more from. But those are like the main
• 55:46
  things like taking a step back. I've, I've, you know, reengaging
• 55:50
  with like in my, I had hip surgery.
• 55:52
  So it's been really fun for me to come back and get back into
• 55:54
  sprinting and like try to figure things out for myself again too
• 55:58
  with like from injury and coming back.
• 56:00
  So I've always got like a project I like to work on with
• 56:03
  myself and my own training so can really engage me.
• 56:06
  And then hopefully some of those discoveries along the way help
• 56:08
  push help are things that I can help athletes with, like in this
• 56:12
  case particularly like return to sports, renting and stuff like
• 56:15
  that. So just turning like situations
• 56:17
  in your life into, you know, how OK, I want to get myself better,
• 56:20
  but how can I make this whole experience also positively
• 56:24
  affect my gym or or the people I work with type of thing.
• 56:27
  So those are like the main things. 2026 same thing like me,
• 56:30
  you know, me and my wife are definitely trying to have a kid.
• 56:33
  So hopefully, hopefully by the end of 2026, like I'm stepping
• 56:35
  into that, that fatherhood role and I'm sure I'll learn
• 56:41
  unbelievable amount of lessons from that too.
• 56:43
  Like in terms of like. I feel you there.
• 56:46
  Yeah, I'm, I'm sure I'm going to learn a ton, which is going to
• 56:49
  probably make me a better coach and all those things.
• 56:51
  But yeah, those, those are kind of like the, the main things for
• 56:54
  me is making sure to take care of myself as well.
• 56:57
  And then, you know, taking experiences and trying to figure
• 56:59
  out how to help, try to help the kids through any trials that I
• 57:03
  have or injuries that I have or whatever.
• 57:06
  So. Damn, man, man, this has been
• 57:09
  this has been great. I've I've taken a ton for
• 57:11
  myself. I know, I know everyone
• 57:12
  listening will I've I've really enjoyed getting to talk to you,
• 57:15
  man. If people wanted to learn more
• 57:17
  about Hanson athletics, see more what you're doing or just I know
• 57:20
  you also have a podcast yourself and put out a lot of different
• 57:24
  content and educational stuff like where should they go to
• 57:26
  find out more? Yeah, unfortunately we have like
• 57:28
  way too many things, like I hate running them all, but you know,
• 57:32
  Instagram is probably where you're going to see like
• 57:35
  everything terms of like clips of podcasts and training in the
• 57:38
  gym and you know, coaching demonstrations and videos and
• 57:42
  educational stuff. So I would just like that first.
• 57:44
  Then you probably do the Instagram from there you can
• 57:46
  explore all the different things that we have to offer.
• 57:49
  And and like my personal page is a Coach D Hanson and then the
• 57:53
  gym page is athletics. Both of them have a lot of good
• 57:55
  stuff on them. So I'd say just start there.
• 57:58
  If you like what you see, you know, in the links, you can go
• 58:00
  to the blog, you can go to the website, you can go to the
• 58:03
  podcast, all those different things.
• 58:05
  So yeah. And I definitely recommend
• 58:07
  checking out his Instagram. I know I I watch a lot of y'all
• 58:10
  stuff and take a lot from it so definitely recommend it.
• 58:13
  But man, thank you again for doing this.
• 58:15
  This was awesome. No, thank you.
• 58:16
  Any opportunity I have to like connect and you know, I learned
• 58:19
  from you today too. So I really enjoy this
• 58:23
  opportunity and I appreciate, you know, you let me speak to
• 58:26
  your audience and the people around you.
• 58:28
  If you enjoyed this conversation and want to go deeper, check out
• 58:31
  my book Strengthen Numbers, insight from top coaches, and
• 58:34
  how to build your career, handle failure, and achieve long term
• 58:37
  coaching success. It brings together insights and
• 58:40
  wisdom from over 100 coaches across all levels in sports.
• 58:44
  You can find it on Amazon and LinkedIn, the show notes.
• 58:47
  And if this episode helped you follow the show and leave a
• 58:49
  review. It's the best way to support the
• 58:51
  podcast and help it reach more.