Latest / From the Coach's Mouth / Episode 40: Prashant Patel

Transcript

Episode 40: Prashant Patel · From the Coach's Mouth

• 0:00
  Yeah. So action types is just another
• 0:02
  phrase for what we call motor signatures.
• 0:05
  So what we look at is everyone's brain is unique, OK?
• 0:09
  And each, each person, there's a correlation between how your
• 0:14
  brain works and how you move. And it's a significant
• 0:17
  correlation that's been put together.
• 0:19
  Whether you live northeast, West or South, the best fast pitch
• 0:25
  info comes from the coach's mouth.
• 0:40
  Welcome to the From the Coach's Mouth podcast with your hosts
• 0:45
  Jay Bolden and Ken Krause. Hello, everyone, and thanks for
• 1:04
  joining us on the From the Coach's Mouth podcast.
• 1:07
  This is Ken Krause. I'm here as always with my good
• 1:10
  buddy Jay Bolden. Jay, how we doing this morning?
• 1:12
  I'm doing pretty good. Ken just had Thanksgiving there
• 1:16
  last week and had the family over.
• 1:18
  So it's always good to shut things down and just hang out
• 1:21
  with your family and and that stuff.
• 1:23
  How about you? How was your Thanksgiving?
• 1:25
  My Thanksgiving was great. We flew down to Nashville to
• 1:28
  visit my daughter Kim and her husband Andrew, so that was
• 1:32
  nice. Hung out in Nashville for about
• 1:34
  a week or so, didn't really do much.
• 1:37
  We could have been anywhere because Kim is 7 months pregnant
• 1:40
  and heading down to Broadway is the last thing on her mind right
• 1:43
  now. But I was.
• 1:45
  Going to say, did you that's, you know, the almost the music
• 1:48
  capital of the world now if it's not and you're a music guy,
• 1:50
  yeah, you, you didn't get a chance to get out there and and
• 1:53
  see any of the performers or anything.
• 1:55
  Nope, about the only performers I saw is when you walk through
• 1:58
  the the airport in Nashville, when you go through the
• 2:01
  terminal, some of the restaurants that will actually
• 2:04
  have somebody in there playing live.
• 2:06
  So that's that's a little bit of a different experience.
• 2:08
  You know, it's 9:00 in the morning and some some poor
• 2:11
  person with big musical dreams is in there, you know, playing
• 2:14
  to a bunch of people pissed off that their flight is delayed.
• 2:18
  Yeah, I'll tell you, my wife and I went down there years ago and
• 2:21
  we went to that Bluebird Cafe down there.
• 2:23
  Oh yeah, yeah. Oh, man, what a what a great
• 2:26
  experience. You never know who's going to
• 2:27
  show up at that thing. And it was it, I think, like
• 2:30
  Martina McBride came in and was sitting there listening to some
• 2:32
  singer songwriters. Wow.
• 2:34
  Yeah, it was pretty cool. It was pretty cool.
• 2:36
  So yeah. Yeah, that's when I've never
• 2:38
  been to. I've heard about it.
• 2:40
  I would love to go there. You know, I've heard that, you
• 2:42
  know, a lot of people have started there.
• 2:44
  They come back there and they check it out.
• 2:47
  Yeah, and the thing there too, Ken, is it's not in Nashville.
• 2:49
  It's more like in a suburb, like it's in the strip mall.
• 2:52
  It's kind of, it's a cool thing, but I'm telling you it was it
• 2:55
  was a great experience that we had there.
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  It was it was worth the the wait and the tickets and all that
• 3:00
  stuff for that. So.
• 3:01
  That's cool. About the only musical things I
• 3:03
  did was I was changing strings on a couple of guitars for my
• 3:08
  son-in-law, and at one point we broke one of the bridge pins,
• 3:12
  which is probably the cheapest piece of hardware that's on a
• 3:15
  guitar. And we had to run over to Guitar
• 3:17
  Center. So of course we don't just go in
• 3:19
  there and grab the bridge pins and get out.
• 3:22
  I was walking around and I sat down and I played a nearly $5000
• 3:26
  guitar for a little bit and I'll tell you, it was amazing.
• 3:30
  Just listening to the thing. I have a a similar but much
• 3:33
  cheaper model, like 10% of the cost of that and you know, it
• 3:37
  doesn't quite sound the same. It was a beautiful guitar, but
• 3:40
  at the same time I was nervous the whole time I was playing and
• 3:44
  I thought if my coat scratches it up or I dropped this thing,
• 3:48
  my wife is going to be very angry with me.
• 3:50
  Guess what honey, I just bought a $5000 guitar.
• 3:54
  Yeah. Oh, well, what are you going to
• 3:58
  do? All right, so why don't we go
• 4:00
  ahead and we'll get this started so we can speak with our guests
• 4:02
  today. That sounds good.
• 4:03
  Absolutely. Yeah, it sounds great, Ken.
• 4:06
  All righty. Well, today's guest has a bit of
• 4:08
  an unusual background for someone on a Fast pitch softball
• 4:10
  podcast because he actually comes from the world of cricket.
• 4:14
  You know, that odd British game that kind of looks like softball
• 4:17
  but isn't. And he has established quite a
• 4:20
  reputation there as a high level coach.
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  He began his cricket career as a youth player in the Middlesex
• 4:26
  County Cricket Club at age 18. He left the sport entirely to
• 4:30
  try his hand, or more accurately his foot, at football for a year
• 4:35
  before returning to cricket at age 19.
• 4:39
  And when I say football for Americans, that means soccer.
• 4:42
  Our guest next came to the US to play cricket in Philadelphia
• 4:46
  while trialling for a national team position.
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  He later returned to the UK playing for various teams while
• 4:52
  continuing to trial for national teams.
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  At the age of 29, he began working toward a master's degree
• 4:58
  in bio mechanics, and at age 30, he launched his cricket coaching
• 5:02
  career That led him to working with his first international
• 5:05
  player. When that player said he felt
• 5:08
  strange making movements, that came naturally to our guest.
• 5:11
  It launched his interest in figuring out why people move
• 5:14
  differently to accomplish the same tasks.
• 5:17
  After coaching for various clubs at different levels while
• 5:21
  picking up his Level 1 and Level 2 ECB certifications, which we
• 5:25
  will learn a little bit more about later, our guest started
• 5:28
  his own Elite Cricket Performance Academy business in
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  2014. Then in 2017, he started the ECB
• 5:36
  Level 3 program. During that time, he learned
• 5:39
  about something called Action types and inquired more about
• 5:42
  it, leading on to the path that brought him here today,
• 5:46
  including recently starting his own business called Motor
• 5:48
  Preferences Coaching. So to borrow from the movie My
• 5:51
  Cousin Vinny, our guest experience is not in softball,
• 5:55
  but in general human movement knowledge.
• 5:58
  Ladies and gentlemen, please welcome Prashant Patel to the
• 6:02
  From the Coach's Mouth podcast. Brilliant.
• 6:05
  Thank you ever so much for having me, Ken and Jay.
• 6:08
  Hello, good to hear you. Yes, we, we love the accent.
• 6:14
  It's one of the funny things that, you know, Americans always
• 6:18
  listen to a British accent or UK accent.
• 6:20
  And no matter what you say, we add IQ points to it.
• 6:23
  You can say the dumbest thing, but if you say it with a British
• 6:25
  accent, then it's it sounds great.
• 6:28
  And by the same token, we have a phenomenon here so that if you
• 6:31
  speak with a Southern accent or our our buddy Sean Walker always
• 6:37
  talks about his West Virginia hillbilly accent, we
• 6:40
  automatically deduct IQ points, no matter how brilliant what
• 6:43
  he's saying is. Yes.
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  So we're looking forward to some great insights today that's.
• 6:51
  Brilliant. That actually just made me
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  think. I I went to Nashville and we
• 6:55
  were ordering something from a bar and whenever I taught, the
• 6:57
  lady couldn't understand me. She was like, she couldn't
• 7:01
  understand I was speaking in English, so it's quite funny.
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  Then my friend had to keep doing the ordering.
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  All right, well, Speaking of the UKI want to ask you what part
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  did you grow up in? Yeah, So W London, So I've
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  always lived in London, so it's probably a few miles away from
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  Heathrow Airport on the West side.
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  Always sort of grown up here, always actually stayed here.
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  It travelled a lot around the world and only lived abroad in a
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  couple of different places, so one was the States, but
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  generally lived in the same sort of area.
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  OK, well that's, that's fun. Can you explain a little bit
• 7:39
  about how athletics work in the UK and how it's different than
• 7:42
  in the US? Yeah, it's, it's very different.
• 7:46
  So over here, depending on which sport you're really in.
• 7:49
  So safe soccer, as you guys would call it, what happens is
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  all the professional teams will try and scout all the children
• 7:56
  very early. I mean, even at four and five
• 7:58
  years old where I don't think you can tell too much, but they
• 8:00
  apparently can and they'll scout them, get them into their own
• 8:04
  environment, coach them, you know, get the philosophy and all
• 8:06
  of that in. And actually you're not even
• 8:08
  supposed to play school sports. So they'll take you out of
• 8:12
  school sports at that point because you are almost their
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  property. So it's a very, very interesting
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  thing that people can be that young and actually been taken
• 8:19
  out and told what to do. In my sport, you'll have lots of
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  different levels. So you'll have state schools,
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  which is free education that the government gives, OK.
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  Then you've got independent schools, which is private
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  schools that you pay fees for. The private schools will start
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  playing a lot more sports. They train more often in all the
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  different sports. Then outside of that you've got
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  club level and then in we have what's called counties.
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  So you would call them states basically.
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  And within each of the states what would happen is you'd have
• 8:52
  different grades. So you'd have your club level
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  and above that we have like a borough level.
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  There's about 8 boroughs just in Middlesex, and then above that a
• 9:01
  regional district level, which then narrows down to 4 sections
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  and then you'd have the main county team sitting above it.
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  And then above that we have under fifteens and under
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  seventeens. We have like the national stuff
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  starts around there for talent ID and it's different in
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  different sports. But generally depending on the
• 9:20
  sports and things you're looking to do, there's lots of different
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  ways into playing at a pro grade.
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  It's just different in each sport though.
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  Rashad, I want to ask you a question about your main sport
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  was is cricket right? That's what you coached
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  currently now, right? Yeah.
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  So why did you why did you decide to give cricket up and
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  and go into soccer? So it was a weird one.
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  I entered a throwing competition and I actually blew my shoulder
• 9:45
  out and it dislocated. But when they put it in, they
• 9:49
  didn't put it in correctly. So it kept popping out.
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  And then, you know, it took them ages to work out.
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  It was that was the case. So I moved into football.
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  I knew a whole bunch of different people.
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  So I got to trial Aston Villa, which is one of the Premier
• 10:02
  League teams. We just won today, by the way,
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  we're second in the league. They they were amazing.
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  You know, they looked after me quite well and then probably
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  I've been playing football for years as well actually at the
• 10:16
  same time. And then all of a sudden we had
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  a guy who'd coached us at youth level at our club.
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  He passed away, probably the most influential guy that you
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  could imagine. And they had like a memorial
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  game. So they invited all basically an
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  All Star team of players that played for our club.
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  They said you're coming out of retirement, you've been selected
• 10:36
  to bat at the top. And I did really well.
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  We faced the Delhi team, yeah, and did really well.
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  So I I got the most amount of runs in my team and I thought,
• 10:44
  oh, let's just give this a go again.
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  Now, did that injury, did that continue to affect you
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  throughout your career? Yeah, it was really bad.
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  So it would be I, I could play a game and then I'd need two to
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  three days trying to fix my shoulder back in and manage it.
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  So it was a bit of a nightmare probably when I was about.
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  So the reason why I did my masters was at that point they'd
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  actually realised it was dislocated.
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  So they said you're going to have surgery, it's the best
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  thing to do. I thought I might as well study
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  some things, get, you know, keep time passing.
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  Probably the best decision I ever made actually at that
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  point. So is that kind of what led you
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  into coaching was you were out of Commission for a little
• 11:24
  while, you were studying up on it, you thought?
• 11:26
  Yeah, I mean, it was something I wanted to do earlier, but in
• 11:29
  those days it was very difficult to get onto the courses, even
• 11:32
  like the entry level courses. So the county would only run
• 11:36
  like 2 cohorts in a year, which isn't much when you got hundreds
• 11:40
  of people trying to go for these places.
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  It it was a massive barrier to entry at that point.
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  So I was waiting and waiting and waiting.
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  It took absolutely forever just to get on the level 2, which
• 11:50
  these days you can get on very, very easily.
• 11:52
  While you're talking about the levels, can you can you explain
• 11:55
  to people how things work over there like what these coaching
• 11:59
  levels you're talking about? Like what are the levels and
• 12:02
  what does it take to achieve one of those levels?
• 12:05
  Yeah. I mean that that that whole
• 12:07
  concept is foreign to us here because, yeah, if you want to be
• 12:10
  a coach here in America, you know, you go out, you buy
• 12:12
  yourself a whistle and you and a clipboard and and you just show
• 12:15
  up and then you're a coach. Brilliant.
• 12:18
  That is awesome. Well, well in our thing, you
• 12:20
  know, there's, there's lots of child welfare things that we've
• 12:23
  got to bear in mind. So level 1 is more how do we
• 12:26
  create a safe environment for the children to play in.
• 12:29
  So it's mainly focused on how we deal with children at that level
• 12:33
  and and that's preparing you to be an assistant.
• 12:35
  So you can't go off and run your own session.
• 12:38
  At that point you've got someone leading the session and you're
• 12:40
  just assisting them. Level 2 would be going into more
• 12:44
  around practice design. So it's saying how do we keep
• 12:47
  everyone engaged? How do people learn at a very
• 12:50
  basic level? So it's not all just stand
• 12:52
  there, copy my movements kind of thing.
• 12:55
  We develop basic practices using constraints and say, OK, this is
• 12:58
  a good way to get started. You're starting to learn a
• 13:02
  little bit about dialling up, dialling down.
• 13:04
  So like, I don't know if you have that restaurant Nando's.
• 13:08
  Do you have Nando's in America now?
• 13:10
  No, not. That I know.
• 13:11
  Of yeah, not around here. You you guys haven't lived?
• 13:13
  This place is awesome. OK, so they have a spiceometer
• 13:17
  and I use this quite a lot in our sessions.
• 13:19
  And you've got mild all the way to medium to extra heart and
• 13:22
  stuff like that, right? And when you go into a session,
• 13:25
  let's imagine you've got 30 children you're working with,
• 13:27
  they're all at different levels. So you can't pitch it at one
• 13:30
  level. So what we're trying to teach,
• 13:32
  you know, what you're trying to begin to learn is how do you
• 13:34
  dial it down? So it's a bit milder for some.
• 13:37
  How do you dial it up so it's spicier for others to keep them
• 13:40
  really engaged by just using little props, different forts,
• 13:43
  different sort of constraints on them.
• 13:45
  They can only pick it up one handed, whatever it works out to
• 13:47
  be. But you're, you're sort of just
• 13:49
  learning the absolute basics is that.
• 13:52
  And then on the ECB Level 3, they close it off so only county
• 13:55
  coaches can go on it. So it's really tough to get on.
• 13:59
  You know, you have to be working at county level, you have to be
• 14:01
  doing it at youth or senior level and for a while then your
• 14:05
  county will nominate you. So they'll say, we think you're
• 14:08
  ready for this. Can you go off and do this
• 14:10
  course for us, you know, and stuff like that?
• 14:13
  So if you imagine in the average year when I did it, there was 1
• 14:15
  cohort a year, only twenty of us get to go on the course.
• 14:19
  So there's a massive sort of funnel to get onto this thing.
• 14:22
  Now they've opened it up so more people can get on it.
• 14:25
  So there's probably about 3 cohorts a year, which is I think
• 14:28
  is a good thing. But at this level, it's
• 14:30
  brilliant because what they do is they look at lots of
• 14:33
  different topics, like how do we learn skill acquisition, you
• 14:36
  know, essences, psychology, you know, bio mechanics, all of
• 14:41
  those kind of things. But what they're doing is
• 14:42
  they're teaching you little elements of each thing and
• 14:45
  they're saying to you, look, whatever piques your interest,
• 14:47
  find out more. So that's what I do.
• 14:50
  I keep in touch with all the lecturers, coaches, I'll reach
• 14:53
  out for more. And then the, the final level is
• 14:55
  level 4. So, you know, there's only 22
• 14:59
  per year in the last 20 years that's been that get on the
• 15:03
  level 4. So it's, it's really difficult
• 15:06
  to get onto and this, you know, the Level 3 was about a year to
• 15:10
  do that whole qualification with the assessment.
• 15:13
  Level 4 is 2 1/2 years. It's yeah, it's really lengthy.
• 15:19
  You're doing all your course works and right at the end you
• 15:21
  do a massive presentation and, and piece on a player, player's
• 15:25
  development for a year. So you've got to plan that,
• 15:27
  adapt it, you know, and adjust things.
• 15:30
  Hopefully they don't get injured, you know, if you're
• 15:32
  lucky. So you go through that whole
• 15:34
  thing and then you have 5 Vivas. So you've got all the specialist
• 15:39
  coaches that ran different modules interviewing you around
• 15:42
  your practice design. What were you doing in that?
• 15:44
  Why did you do this? So it's quite lengthy and once
• 15:47
  you get that, you're signed off. So yeah, that's, you know, if
• 15:50
  you think there's only four 500 coaches that have level 4
• 15:54
  globally, it's not many. In order to coach in the UK, do
• 15:59
  you have to get the certifications, I mean at least
• 16:03
  the level 1 before you're allowed to, or are there people
• 16:07
  that coach and then go into it later?
• 16:10
  So, so people have to get what we call Adbs check.
• 16:13
  So that's criminal record check just to make sure you've got no
• 16:17
  dodgy backgrounds or anything. So you can just assist at that
• 16:20
  level. But the more you actually want
• 16:22
  to get involved, plan and do things, you really should at
• 16:25
  least do the level 1. It's level 1's only like a
• 16:28
  couple of days. So it's not too much, you know,
• 16:30
  to do Level 2 is, you know, six days, something like that.
• 16:34
  It wasn't too long either. It's only when you go Level 3
• 16:37
  plus that it's really long. And then is this, do they make
• 16:41
  it sports specific or is this just kind of like general
• 16:44
  coaching? Yeah, So it so all the different
• 16:47
  courses I've seen like the football ones and all sorts,
• 16:50
  they're they're more specific, but certain things like practice
• 16:54
  design, skill acquisition, all of that is very general.
• 16:56
  So some of the lecturers will do the same for the Premier League.
• 16:59
  They'll work for the England Cricket Board as well, England
• 17:02
  hockey and stuff like that. So a lot of these pieces can be
• 17:05
  used across a lot of different sports.
• 17:08
  So yeah, there is transferable bits.
• 17:10
  Wow, that's really so, you know, again, I guess we have some of
• 17:14
  that here, but it's mostly voluntary.
• 17:17
  You know, if you're going to coach in, I guess in the NCAA,
• 17:20
  there's some requirements. But even there there's, you
• 17:23
  know, you have to pass a test. You have to, you know, pass a
• 17:25
  rules test, right, Jay? You'd know more about that than
• 17:28
  me. Yeah, yeah, yeah.
• 17:31
  Compliance test. And then you have even in
• 17:34
  Illinois, you know, you, you still have to do all the
• 17:36
  background checks and stuff like that.
• 17:38
  But the, the testing for NCA, even NEA, you have to go through
• 17:41
  a little bit of a, of a test through there that they do.
• 17:45
  And a lot of that too is just to make sure like your
• 17:48
  understanding the, the, the basics bare minimum.
• 17:51
  It's not something super intensive on, on either end a
• 17:54
  little bit. Nothing, nothing like what, what
• 17:56
  he's got going on over there. So that's very intensive.
• 18:00
  I think it's great because what it does is it opens your eyes to
• 18:03
  a lot of new things that you wouldn't have known before.
• 18:05
  So, you know, even dial up, dial down sounds like a simple thing.
• 18:08
  When I started, I'd just do the same thing for everyone.
• 18:11
  And you can kind of see that person's energy levels are quite
• 18:14
  low. They're not being challenged.
• 18:16
  It's a great visit, gives you tools and insights.
• 18:18
  And the great bit from there is I go out and speak to people,
• 18:22
  you know, Premier League football teams, rugby teams, all
• 18:24
  sorts and you learn little bits from everyone.
• 18:27
  They're all teaching in different ways and you can just
• 18:29
  take pieces of that back into your own work, which is great.
• 18:32
  Absolutely, absolutely. Yeah, that's, that's important
• 18:36
  too, because you know, as we're going to talk to you here about
• 18:38
  action types, we're going to understand not everybody moves
• 18:40
  the same way and not everybody responds to the same queues the
• 18:44
  same way. So yeah, that's that's great.
• 18:47
  With your Level 3 coaching, would you, if you all of a
• 18:50
  sudden decided you want to go back into soccer or football and
• 18:54
  in coaching in that, is that transferable or would you have
• 18:57
  to redo the course to be football specific?
• 19:01
  I still have to do all the football qualifications from
• 19:05
  scratch, so yeah, it's sad. Like you can have a level 4, but
• 19:09
  it means nothing to them in their context.
• 19:12
  So yeah, you'd have to start all over.
• 19:13
  But these days you have specific courses their their bachelor's
• 19:18
  degrees, master's in sports coaching, which means that you
• 19:22
  can go into any sport with that. So it's brilliant how it's all
• 19:25
  moving forward. And I've seen some of the
• 19:27
  courses that absolutely sensational.
• 19:29
  I will send some stuff across and show you like the weird and
• 19:32
  wonderful things that they do in their practices to teach these,
• 19:35
  you know, new students. It's absolutely brilliant.
• 19:37
  So I think it's great that they're moving up forward and
• 19:39
  it's generalized. Then you can go off and
• 19:41
  specialized later if you want. And then can you tell us a
• 19:44
  little bit more also about, you know, the like the county system
• 19:48
  and sort of it seems like there's a lot of levels there
• 19:50
  and they're fairly formalized. And how do you move up through
• 19:54
  there? Are you identified by a coach
• 19:56
  and recommended to go up to another level or how does that
• 20:00
  whole system work? Yeah.
• 20:02
  And So what happens is that if you're performing well at school
• 20:05
  or club, either of them can nominate you to a borough, like
• 20:09
  in our county, OK. From there what happens is
• 20:12
  they'll generally have two assessment days.
• 20:14
  The problem is over 2 assessment days people get very stressed
• 20:17
  out, like I'm this is my whole year, you know, I'm being judged
• 20:20
  on this. So you don't always see the best
• 20:22
  out of them. So when I ran one of the zones,
• 20:24
  we changed it to a slightly longer format and you'd see that
• 20:28
  they sort of settle in and where they really are from there.
• 20:30
  So any fifty 50s we just kept just to see how they go.
• 20:34
  But what they do is they they go through a 10 week training
• 20:37
  programme to see how they learn. One of the biggest things that
• 20:40
  the counties are looking for the pro teams is not just where are
• 20:43
  you technically with everything. All the pretty dopey coaches
• 20:46
  will just look at that, but the the people really sort of dive
• 20:51
  in on this. What you should be doing is ask
• 20:54
  lots of questions because the more you can ask them questions
• 20:57
  and figure out like, why are they doing something?
• 20:59
  They might be doing something and you'll think it doesn't make
• 21:01
  sense. But when they explain it to you,
• 21:03
  it's like, I see what you mean. I get what you're doing.
• 21:06
  And then you can see, is it an execution problem?
• 21:08
  Was it the wrong decision? You can have really good
• 21:10
  discussions, whereas a lot of them are so brilliant
• 21:13
  technically, but they tactically they have no idea what they're
• 21:16
  doing. So if I if I put this into
• 21:19
  softball context, you might see that someone's very good at
• 21:22
  hitting on the inside of the zone.
• 21:24
  Right now, my guide might be just hammering inside, inside,
• 21:27
  inside, getting pumped all over the place.
• 21:29
  It's great that you can hit that location, but if you not notice
• 21:33
  that you're getting pumped by this person every time you put
• 21:35
  it in that area. But a lot of the kids that we
• 21:38
  see, they're not ever asked questions.
• 21:40
  They can't really think for themselves.
• 21:42
  They're just doing whatever the coach has told them to do.
• 21:44
  And that's the only plan that they've got.
• 21:46
  And what we're trying to do is create adaptable sort of
• 21:49
  players. So they do their ten weeks of
• 21:51
  borough, they play four games where they play against
• 21:55
  different boroughs. OK, it's a borough championship
• 21:58
  and in their stats they're not the be or lend or what you're
• 22:01
  looking to do is are they implementing the stuff that you
• 22:03
  want, playing with the mindset and approach that you want.
• 22:06
  If they're doing well, you send them on to the regional level.
• 22:08
  So this is 2 boroughs would combine and you've got the best
• 22:11
  of two zones coming together and then they play 11 week of
• 22:15
  cricket where they play all the different zones and you're
• 22:17
  trying to pick the cream the best 15 and that 15 will then
• 22:21
  play the current county squad in a best of two, which is quite an
• 22:25
  interesting day. So they're getting to actually
• 22:28
  challenge themselves against the elite of the county straight in
• 22:30
  a knockout for these spots for the winter training squad.
• 22:34
  When you reach about under fourteens, there's a massive we,
• 22:38
  we've got a thing called play cricket, which tracks all of the
• 22:40
  stats across the whole country. And the scouts will start
• 22:44
  saying, OK, these people have exceptional stats for this
• 22:47
  county. What are they like as people?
• 22:49
  They they'll go into the county and find out more.
• 22:52
  OK, have you got anyone that hasn't got great stats that you
• 22:54
  would recommend? And they'd have that
• 22:56
  conversation. Those people get nominated for
• 22:59
  round one or Round 2 of what we call the Bunbury Trials.
• 23:02
  So at fifteens that's the first level of England trials and
• 23:05
  we've had probably 17 of our boys who've gone on to that.
• 23:08
  So far. It's gone quite well.
• 23:11
  From there you create 4 massive zones around the whole UK.
• 23:14
  They come together for a week and they'll play against all the
• 23:17
  other zones in different formats and the best 15 form the England
• 23:22
  Bunbury team. And then you, you know, there's
• 23:24
  a very high percentage of those who'll go on to the men's team
• 23:28
  at about 7 teams. They have another tournament
• 23:30
  called the Super Fours. This this one they play a few
• 23:33
  overage under eighteens. So one of my coaches did that as
• 23:37
  well and he actually made the England nineteens team because
• 23:40
  of it and opened the batting in the World Cup.
• 23:42
  So that that is basically used to pick the World Cup team.
• 23:45
  So we start the World Cups. There is one at fifteens, but
• 23:48
  there's also one at nineteens is the really big one.
• 23:51
  That's the showpiece to sort of say I'm I'm there or thereabouts
• 23:54
  for the men's team and that's kind of how the pyramid sort of
• 23:58
  goes. You know, it's interesting when
• 24:00
  you're talking about that with a strategic part and all.
• 24:04
  My son Eric was a soccer player. You know, he played club ball
• 24:08
  was played, you know, fairly high level club ball.
• 24:11
  But when he would go to a a tryout, you know, the first part
• 24:15
  they do is they have me like dribbling through cones and
• 24:18
  there's all these little skill tests and he would never show
• 24:21
  very well. He didn't really have that kind
• 24:23
  of agility. But, you know, and luckily, you
• 24:26
  know, and it's different than what we do with softball a lot
• 24:28
  of times. But, you know, luckily then they
• 24:30
  would say, OK, here we'll put 11 guys on this side and we'll put
• 24:33
  11 guys on this side. And, you know, you know, you
• 24:36
  guys just go ahead and scrimmage.
• 24:38
  And then, you know, his strategic ability, his ability
• 24:41
  to see the field and know what to do would stand out.
• 24:44
  And then that's how he would make the team if it was all just
• 24:47
  based on, you know, like the, you know, softball equivalent
• 24:50
  of, all right, hit off the tee, you know, we're going to hit you
• 24:54
  some ground balls and you'll make a throw and that kind of
• 24:57
  stuff. He wouldn't have made those
• 24:59
  teams, you see, just never showed like that.
• 25:03
  Completely relate to that. So in our sport in the winter,
• 25:06
  because it's cold out here, we play indoors in net lanes.
• 25:09
  They're very thin lanes, maybe like 3 meters wide and you'll
• 25:13
  get a lot of players that look $1,000,000 in there.
• 25:15
  There's no fielders, there's no runs to be chased, even though
• 25:19
  you could kind of gamify it all, it's not quite the same.
• 25:23
  But when they move out on the pitch, they absolutely fall to
• 25:26
  pieces. And you get the opposite.
• 25:28
  Some don't train so well. They don't look great indoors
• 25:31
  and outdoors. Oh my word.
• 25:33
  And that's why it's really important that we're a bit more
• 25:35
  holistic with our decision making and just understand that,
• 25:39
  you know, not everything will transfer from the inside to the
• 25:42
  outside. What the actual reasons for
• 25:44
  that. And I think your dribbling thing
• 25:45
  is, is a brilliant example because even when I played
• 25:49
  football, it was really weird. I, I had to move.
• 25:52
  I'm right footed naturally, but my team said you you're going to
• 25:56
  move to left back, which is like the left defend right and you're
• 26:00
  going to figure out how to play left footed.
• 26:02
  So it took me about a year to figure it out and I could kick
• 26:06
  it and everything. But what I found is when I had
• 26:08
  to dribble around cones down here, I had to get my head down,
• 26:12
  which is fine. And I could do all of that.
• 26:15
  You're missing all the context of people coming at you.
• 26:17
  And then I found as I progressed down the pitch, because I'd
• 26:20
  always overlapped the winger, I found it really difficult to
• 26:23
  beat people and I really sort of struggled with that and it was
• 26:26
  an absolute nightmare. So it took I I met some guy,
• 26:30
  Simon Clifford, who taught me Brazilian skills of how to like
• 26:34
  dribble and do funky little tricks and the confidence
• 26:36
  improve. But none of it was around cones
• 26:39
  when we did it. So I thought he was absolutely
• 26:40
  amazing how he did it. But yeah, that that's brilliant
• 26:44
  that you noticed that with your son.
• 26:45
  It's just important the coaches remember that you actually want
• 26:48
  to see it in a game, to actually see what they're about.
• 26:51
  Yeah. And, you know, those are some
• 26:53
  very valuable players as they, you know, in any sport, the kids
• 26:56
  that really understand what the game is all about and have that
• 26:59
  game sense. So, you know, again, in
• 27:01
  softball, a defender, you know, gets a ball, you know, shortstop
• 27:05
  gets the ball. Does she know what to do with it
• 27:07
  depending on the situation? You know, and we, we always
• 27:10
  talk, Jay and I talk about this all the time about how complex
• 27:13
  the game of softball is, because every decision is context
• 27:17
  dependent. And it not only is where are the
• 27:20
  runners on the bases, but it's are you ahead or behind?
• 27:23
  Where are you in the game? You know, are you in the second
• 27:26
  inning? Are you in the 5th inning?
• 27:28
  How strong have your, you know, has your team been?
• 27:31
  There's just so many things that go in there that make you
• 27:33
  decide, all right, do I throw to 2nd?
• 27:35
  Do I throw to 3rd? Do I throw to 1st?
• 27:37
  What do I want to do with the ball?
• 27:39
  Yeah, on top of that too, I want to say I'm sorry.
• 27:41
  I was going to say too. A couple things that you're
• 27:43
  mentioning there too. Ken is like, you know, how many
• 27:46
  times have you and and you'll understand there, you know, Oh
• 27:50
  man, her warm up looks terrible. She's going to have a she's
• 27:52
  going to she's going to be she's going to do terrible today.
• 27:55
  Then she goes out there and she's just on fire, right?
• 27:58
  Or I always say that, you know, like, oh man, she's man, she's
• 28:02
  killed all those cage bombs, all those cage bombs, right?
• 28:05
  And then you go out there, kid can't hit water if she fell out
• 28:07
  of a boat, right? Like and I think that's it right
• 28:10
  there. It's like what?
• 28:11
  Let's see what it looks like when it's actually when it
• 28:14
  matters the most in the game, right?
• 28:16
  Like skill development is wonderful, but if it doesn't
• 28:19
  relate and transfer over to the game, it's not really good skill
• 28:22
  development, right? Like I think those are important
• 28:25
  things he's talking about. Like, you know, you're talking
• 28:27
  about your son and he's talking about, you know, the teams that
• 28:29
  he's doing like these, they look great in certain spots and
• 28:33
  situations, but when it comes time to go, it's, you know,
• 28:37
  those are the things that I think matter the most,
• 28:39
  especially what we're talking about with skill development.
• 28:41
  So. Well, the other thing is like,
• 28:43
  do you actually allow your athletes to make decisions in
• 28:45
  games or is it scripted and it's like you're going to throw these
• 28:48
  pitches? So that's you know, you're
• 28:50
  you're opening up a whole whole can of worms are going to get me
• 28:53
  on my all fired up today. You know, it's it's it's a
• 28:57
  Saturday and I'm trying not to get too fired up today.
• 28:59
  Got family coming in town? But here we go.
• 29:01
  Here's here's the thing. It is so it never used to be
• 29:07
  like it is now, right? Like I say this all the time,
• 29:12
  like, you know, I think we try to dictate what this game does
• 29:18
  all the time for all of these players.
• 29:20
  And I think that's the part where those those kids are
• 29:23
  losing out because they're not learning anything.
• 29:25
  They're just going through the motions or they're doing what
• 29:28
  they need to do because it makes coach happy, right?
• 29:31
  Like, and I think those are the things that we need to get back
• 29:33
  to. And there's and there is a gap.
• 29:35
  We talked about this. We've had several guests on this
• 29:37
  podcast that have told us college coaches that have said
• 29:40
  there's a gap between when these kids come out of high school and
• 29:43
  travel ball to college. And a lot of it is that, you
• 29:46
  know, as college coaches were expecting them at this point, we
• 29:49
  should know that you know what to do with the ball before you
• 29:52
  get it, right? Not at 10 and all that stuff.
• 29:54
  I get that. But at this point, we you should
• 29:57
  know that. And the reality of that is a lot
• 29:59
  of them still don't know it even at the collegiate level.
• 30:02
  And that's that's because there's a lot of hand holding
• 30:06
  and a lot of hey, telling them what to do with the ball before
• 30:09
  they before the play ever even happens.
• 30:11
  I think that that whole discussion is really interesting
• 30:14
  because like the coaches ego can get massively into it.
• 30:18
  But we had, we had, I remember our organization, I run
• 30:23
  Middlesex schools cricket, we play against counties and
• 30:25
  national teams and all sorts. And we reached, we play
• 30:28
  tournaments every year. So there's like a five day
• 30:31
  tournament, you play cricket every day.
• 30:33
  And we reached the final and it was our first final.
• 30:36
  So it was like a big deal. And we got the worst score.
• 30:39
  Like we got 69, which is really low.
• 30:41
  We were hoping to get 250. And so you can kind of see it
• 30:46
  wasn't great. And the other team was something
• 30:49
  like 30 for one person out. You get 10 outs and they'd only
• 30:52
  lost one. And the parents were all on my
• 30:54
  case saying, look, you've got to tell them, do this, do this, do
• 30:57
  this. I was like, they're never going
• 30:59
  to learn if I do that, we'll have a little chat at the drinks
• 31:01
  break. And the chat was really about,
• 31:04
  we're going to win this. I can absolutely see them
• 31:06
  bricking themselves. And like you, you should have
• 31:08
  seen like, the whole team actually just believed it.
• 31:11
  And we bowled them out for 50 and won the final.
• 31:14
  And people were just like, how the hell did that happen?
• 31:16
  But all of them were really pumped.
• 31:18
  They're like, we are not going to give an inch on this.
• 31:21
  And I think sometimes we've got to understand that, you know,
• 31:24
  and under thirteens, whatever club game, whatever it is, you
• 31:28
  don't. I don't keep any of the trophies
• 31:31
  I ever won as a kid. And we as a kid, our club, we
• 31:34
  lost two matches from the age of 99 to 17.
• 31:38
  All the trophies, I don't keep any of them.
• 31:40
  I've only got my national Champions Trophy.
• 31:42
  That's the only one I kept. All the rest, I can't even
• 31:44
  remember those. But like all the learning
• 31:46
  experiences, you can remember those and the coaches that
• 31:49
  touched you and things like that.
• 31:51
  So I think at some point people have to remember if the, if the
• 31:53
  bigger picture is we need to get them ready for college ball.
• 31:57
  Like can we, can we actually help them get prepared for that
• 32:00
  so they stand out in year 1? Surely that's our job at a
• 32:03
  younger age group. And you'd be surprised at what
• 32:06
  10 year olds can do. I've had my own like 10 year old
• 32:08
  teams running themselves. We have fielding captains that
• 32:11
  make sure everyone's in the right place.
• 32:13
  They do it all themselves. I can just sit back and watch if
• 32:16
  they make a bad decision they make and we'll discuss it later.
• 32:19
  But I don't. I don't think winning and losing
• 32:21
  at those age groups is that big a deal to be honest.
• 32:24
  Totally agree. Jay and I, we.
• 32:25
  Agree with you 100. Percent.
• 32:27
  We talk about that all the time is that, you know, if your goal,
• 32:31
  if you're coaching A10, you team and your number one goal is to
• 32:34
  win as many games as possible. You know, no matter what it
• 32:37
  takes to do that, you're doing the wrong thing.
• 32:39
  You shouldn't be coaching or you should be coaching an older
• 32:41
  level where that actually does matter.
• 32:44
  But you know, it's it's about development.
• 32:45
  Get those kids in the game, give them an opportunity to
• 32:48
  experience it, give them an opportunity to learn.
• 32:51
  You know, they're going to make mistakes.
• 32:53
  They're kids. You know, we still make mistakes
• 32:56
  as adults. And that's how you learn.
• 32:57
  You know, you as a coach, you make a bad decision and you say,
• 33:01
  OK, well, I'm remembering now not to do that again.
• 33:04
  I think the other important bit is like we always have at the
• 33:07
  end of the game, a review where it's lots of questions asking
• 33:11
  the kids, you know, what happened there, what was the
• 33:13
  thought process, how did it go? What are we going to do
• 33:15
  differently next time? And that bit of the whole
• 33:18
  reflecting is amazing. There's I don't.
• 33:21
  Have you ever heard of Paddy Upton?
• 33:23
  No. Oh man, Paddy Upton is like my
• 33:26
  hero. He, he's a guy from South
• 33:28
  Africa, does a lot around the mental side of the game and he
• 33:31
  talks about the learning cycle. So he's like half of it is doing
• 33:35
  that's practice and play. Half of it is thinking, which is
• 33:38
  analysing, planning and preparing.
• 33:42
  And what he's saying is a lot of the thinking is done by the
• 33:45
  coach and what we're only allowing them to do is they're
• 33:48
  doing. And because of that, we're not
• 33:49
  allowing them to actually go through the whole circle and
• 33:53
  develop as people. But I'll send some videos over
• 33:56
  later. Just see what you think at some
• 33:58
  point. Yeah, that'd be great.
• 33:59
  One of the things we wanted to talk to you about today was
• 34:01
  action types. Sounds like your first exposure
• 34:05
  to that was when you were working on your Level 3
• 34:08
  certification. So when you first saw it, what
• 34:10
  did you think? Did it sound like, you know?
• 34:13
  Oh, that's brilliant. I, I really like that.
• 34:15
  Or wow, that sounds like voodoo. I think what it is is before
• 34:20
  that I reached out to England. So I, I don't know, I I'm the
• 34:23
  kind of guy that will do this. I just went to the head of the
• 34:25
  England Cricket board and said I've heard that you teach this,
• 34:28
  send me whatever you got. Weirdly, he actually replied, I
• 34:30
  didn't expect him to, but he did.
• 34:32
  He sent me two of the most complicated PDFs.
• 34:35
  So I was looking at going, I have no clue what this is about,
• 34:39
  it made no sense to me. So it was a football 1 and a
• 34:41
  cricket one and then we went on to this module and Gordon Lord
• 34:44
  you know, blessed him, absolutely lovely guy he took it
• 34:47
  over to. So he was the head of coach
• 34:49
  education for England and then he moved into rugby and all
• 34:51
  sorts. When he did it he made it a
• 34:53
  complete magic show. I think that was the problem.
• 34:56
  So we all went in there and, you know, he meant well, that he was
• 35:00
  like, think of blue, think of red, breathe in, breathe out,
• 35:03
  wait forward, wait back. And by the time we've done,
• 35:06
  we've done an hour and a half of all these random tests.
• 35:09
  And then we're like, OK, what? Like, what?
• 35:12
  What do we do with this? Like, do I need to put a blue
• 35:15
  thing at the end of my handle and focus on this blue thing?
• 35:18
  But it just made no sense whatsoever.
• 35:21
  But the interesting bit is that whole session, we recorded it
• 35:23
  ourselves because I was trying to work out like, what is this?
• 35:26
  And when we actually look back later, right at the end, Gordon
• 35:30
  said, you guys, we're going to split you off into four groups.
• 35:33
  So it was the motor families he was talking about then.
• 35:35
  I'll go through that later. And then he started saying,
• 35:38
  right, you guys think like this, you'll behave like this.
• 35:42
  And then we all went to the bar after and I was like, do you
• 35:46
  think that sounds like you? They were like, no.
• 35:49
  And everyone at the cohort in 22 was like, I think he was just
• 35:52
  talking rubbish. I don't understand what was
• 35:55
  going on. That made no sense.
• 35:57
  That's not me as a person, but when we looked back and looked
• 36:00
  back at the videos, we're all in what we call small loop.
• 36:03
  Our posture had changed and everything.
• 36:04
  So that's our learning loop, which actually is expected, but
• 36:08
  it's so alien to what we normally are.
• 36:11
  So everything he was saying was the opposite of what we really
• 36:15
  were, which was fascinating. So I think, you know, almost
• 36:18
  trial by error, we ended up learning something but didn't
• 36:21
  really understand what we were learning.
• 36:23
  So after that I I reached out to Bertrand and he is is a
• 36:26
  nightmare to get hold of. Who is?
• 36:29
  Who is Bertrand? Oh, Bertrand Farrell out so him
• 36:32
  and Ralph Hippolyte. So I'm off to meet Ralph next
• 36:34
  week. They Co created action types.
• 36:37
  So that's motor signatures and motor preferences.
• 36:39
  So these two started that in about 1989.
• 36:42
  They're both elite level volleyball coaches.
• 36:45
  So Bertrand was the Swiss men's coach and he did coach education
• 36:50
  for the Swiss board and does it in France as well at a thing
• 36:52
  called INSAP. And then Ralph was the French
• 36:56
  women's coach. So ironically he was coaching
• 36:59
  Bertrand's to be wife and, and that's how they kind of met, you
• 37:04
  know, through these. But they're very interesting
• 37:07
  personalities because they kind of complement each other and
• 37:10
  they came up with lots of different ideas and things.
• 37:12
  So I managed to get hold of Bertrand and said look what what
• 37:14
  are you doing? Is there a course?
• 37:16
  And then managed to get on this course and you know, we did.
• 37:21
  It's supposed to be 7 hour days. And there was, there was three
• 37:25
  of us on it. I don't know why he agreed to do
• 37:26
  it. We're just three of us.
• 37:27
  But he did. And we were doing 11 to 13 hours
• 37:31
  a day with him. And we did 6 days of this.
• 37:36
  And you know, he, he'd be up at the bar and we're doing stuff at
• 37:39
  the bar. We're at the breakfast, you
• 37:40
  know, doing stuff. He's like, you guys really don't
• 37:43
  give me a break. But we, we were dribbling.
• 37:46
  It was hilarious. We had like a football.
• 37:47
  We were dribbling through corridors and people like, who
• 37:49
  are these weirdos going around the hotel throwing things?
• 37:52
  We're doing mad things like basketball.
• 37:54
  How does it? We had every question there was.
• 37:56
  But I think the great thing is when I went on the course it it
• 37:59
  then brought, you know, how it all worked together.
• 38:02
  And whereas when I did it on the Level 3, all we were doing is
• 38:06
  just seeing little tests, but we weren't even taught how to do
• 38:09
  that properly. So it wasn't really working.
• 38:12
  But here he was teaching us how to do things in a more
• 38:14
  structured way. And then how does it look in
• 38:16
  your own context as well? So what exactly is action types?
• 38:20
  I mean, what, What does it, you know, what does it involve?
• 38:24
  Yeah. So action types is just another
• 38:26
  phrase for what we call motor signatures.
• 38:29
  So what we look at is everyone's brain is unique, OK, And each,
• 38:34
  each person, there's a correlation between how your
• 38:38
  brain works and how you move. And it's a significant
• 38:41
  correlation that's been put together.
• 38:43
  Now probably you're looking at. So if we separate this, there's
• 38:49
  a there's a few different things.
• 38:50
  You've got the mind. So this links into personality
• 38:53
  types, which goes back to how people learn.
• 38:56
  So what you'll see is certain types like I've got there's a
• 38:59
  bowler that's playing for England right now in cricket.
• 39:02
  He's one of the fastest bowlers in the world.
• 39:04
  And his first brain function is TI, which means analysis.
• 39:09
  And what happens is he loves to analyse information, take it on
• 39:13
  board processor. But a lot of his coaches are
• 39:15
  like, you're too much in your head, just get on with it.
• 39:18
  And he hates that when coaches say it, whereas other people,
• 39:21
  they just need to do stuff. They don't really want to
• 39:24
  understand the whole concept. They just want to know, what do
• 39:26
  I need to do? Let's get on with it and stuff
• 39:28
  like that. You've got all sorts of other
• 39:30
  people as well outside of that. But basically we look at how
• 39:33
  does their brain see the world? What happens when you get tired,
• 39:38
  stressed out or you're learning? What happens is your brain flips
• 39:41
  to the opposite side. OK, so if I just, I'm going to
• 39:45
  try and keep this as simple as I can.
• 39:47
  OK. So please stop me if it's not
• 39:49
  easy. In the upper hemisphere of the
• 39:52
  brain, some people like myself, we start on the right hand side
• 39:56
  of the brain, OK. And when I get tired, stressed,
• 39:59
  where I'm learning, it flips over to the left hand side.
• 40:03
  So now what part of the brain is more dominant is different.
• 40:07
  So I think differently, I speak differently, I move differently.
• 40:12
  So if you imagine, you know, if you were walking with a very
• 40:14
  heavy bag, like a suitcase with wheels, and you're rushing
• 40:17
  across the airport, you might notice that your palm face is
• 40:20
  forward. And after a while you're getting
• 40:23
  a bit tired without you realizing.
• 40:25
  The palm face is the other way. It's using a different set of
• 40:27
  muscle chains. You don't want to be late.
• 40:30
  You keep going. In fact, your running pattern
• 40:32
  changes as well and you won't even realize it.
• 40:34
  So your pelvis tilts forward or back and it makes an adjustment
• 40:38
  and you now use a different style of movement to continue
• 40:41
  what you're doing. So but that happens because of
• 40:44
  the change in the brain. And then what you'll see is we
• 40:47
  have 4 main motor families, OK? Oh, sorry, brains cause also
• 40:52
  work front to back, back to front or right to left, left to
• 40:55
  right. They're complementary.
• 40:57
  OK, You have 4 motor skills and one is rhythmical.
• 41:02
  OK, one is conceptual. These two are walking top
• 41:05
  people, which I'll go through in a bit.
• 41:08
  Then you've got distal and you've got global, which are
• 41:11
  walking bottom types of people. So we split.
• 41:14
  You've got walking top, walking bottles.
• 41:16
  Some people call it aerial, which is walking top terrestrial
• 41:20
  is walking bottom. OK.
• 41:22
  And then they've got subgroups within them.
• 41:24
  So for me, I'm rhythmical. I always, I initiate on the
• 41:27
  front and on the left. Conceptuals will, and they're
• 41:31
  walking top as well will initiate on the front and on the
• 41:33
  right. And then on the ones that are
• 41:35
  more walking bottom terrestrial, you've got people that initiate
• 41:39
  close to the body, which is global people, and people that
• 41:42
  initiate further from the body, which is distal people.
• 41:45
  They're very fine motor skills. So it's an initiation system.
• 41:50
  How do we start the movement and how do we then move as we go
• 41:54
  through a movement? So you have those 4 main motor
• 41:57
  families and they directly correlate to the brain, which
• 42:01
  you can show as well. You can do physical test,
• 42:03
  tapping different parts of the brain and then you can
• 42:05
  physically show them this is the part that's active.
• 42:08
  I'm going to flip your brain so you can see what happens when
• 42:10
  it's small loop and you'll see it's now changed to another area
• 42:13
  of the brain. So everything we sort of talk
• 42:15
  about, you can physically show as well, which helps.
• 42:18
  So I want to ask you a question there.
• 42:20
  You said something that was very intriguing to me.
• 42:23
  You said sometimes when you're stressed out, you'll you'll
• 42:26
  switch to the other side of the brain, correct.
• 42:29
  Now can and maybe this can you can relate to this too.
• 42:32
  Have you ever can have you ever had parents say, oh, you know,
• 42:35
  when you have a kid that's transitioning like from hello
• 42:39
  elbow to internal rotation or you're working on a kid who's
• 42:43
  trying to, you know, refine their mechanics, They get in the
• 42:46
  game and then the parents will say, oh, she she went right back
• 42:49
  to what she was doing before. And is that we're kind of
• 42:53
  talking about here a little bit. We're like, man, that situation
• 42:55
  might have been stressful for that that kid.
• 42:58
  She started to put there was higher anxiety.
• 43:01
  So it's switched from where it was in the training session over
• 43:04
  to what happened in the game. Is that, is that a little bit of
• 43:07
  kind of like what what you were saying there?
• 43:09
  Yeah, that can happen. So what happens is, have you
• 43:12
  ever heard of mirror neurons? Have I?
• 43:15
  Yeah, have you heard of mirrors? Just three.
• 43:17
  Just three. Years.
• 43:20
  Though just three. Yeah, they're absolutely
• 43:23
  amazing. So what happens is we take in
• 43:24
  information visually, OK, so sometimes there's a coach, and
• 43:28
  we recorded our coaches a couple of weeks ago to sort of example
• 43:31
  this. Sometimes we'll stand with like
• 43:33
  arms crossed and a really sort of crossed look and we're trying
• 43:37
  to say nice things, but our body language is saying the opposite,
• 43:40
  OK. And the weird bit is even though
• 43:42
  verbally we're saying something positive, the mirror neurons
• 43:46
  mean that whatever information they're taking from you visually
• 43:49
  they interpret as well. So they're seeing that as
• 43:52
  negativity. OK.
• 43:54
  So in that instance, I I bring this up because what happens is
• 43:57
  when things go wrong, where the kids tend to look.
• 44:00
  At the. Coach, coach or the parent,
• 44:03
  right? So if they're suddenly seeing
• 44:05
  mum or dad going, Oh my God, you know, they're actually taking
• 44:09
  that information in and they're like, oh, oh God, and now you
• 44:13
  flipped. So certain parameters will
• 44:14
  change. So your dominant muscle chains,
• 44:16
  your vision, breathing patterns change.
• 44:19
  Now the movement you were trying to do right doesn't suit what
• 44:23
  you've been taught. OK, so now it's more awkward to
• 44:27
  make that there. There was a famous bowler that
• 44:30
  actually, like you're talking an international level bowler.
• 44:34
  He didn't even land it on the strip that we're playing on.
• 44:37
  Like he missed it by a meter and a half either side at least.
• 44:40
  And that's an international level.
• 44:42
  And when he talked about it, he was like, I was all over the
• 44:44
  place. Like I was so stressed out with
• 44:46
  everything. And then I felt like I couldn't
• 44:48
  even like work out what was going on with my body.
• 44:51
  It just felt so out of sync. And people would say, yes, it's
• 44:54
  the yips and whatever, but we we would then put in routines to
• 44:57
  calm their brain down, bring it back to big loop.
• 45:00
  You can perform just fine in small loop, OK, if you know how
• 45:03
  to adapt. But what we do with our athletes
• 45:06
  and our coaches is teach them how do you know where you are?
• 45:09
  Very important that the person is able to self observe
• 45:13
  themselves and say, I'm going to swap over and use this different
• 45:16
  system for a bit. It's perfectly normal.
• 45:18
  That's fine. I do that with a lot of our
• 45:20
  batters and stuff, OK, But the key is they need to be empowered
• 45:24
  to do it so they they can create you.
• 45:27
  You know, let's say Jay, I I'm coaching you, OK?
• 45:32
  And we do this physically with testing.
• 45:33
  I could say a negative thing to you.
• 45:35
  Now, if I did a physical test with you, you'd fall over like a
• 45:38
  pack of cards, OK, If I said a negative, you said a positive,
• 45:42
  you would hold. If I try and push you, you'll be
• 45:45
  as strong as a rock, OK? You're just not going to be
• 45:48
  moving. Now, if I say the negative, you
• 45:51
  say the positive in your brain. So you're not saying it out
• 45:54
  verbally. You'll still have the positive
• 45:57
  outcome. I won't be able to move you.
• 45:58
  The brain will be connected. So the brain and body, it works
• 46:01
  in a very binary matter way. OK, it's either one or zero.
• 46:06
  You, you could be 99%, yes. But because that 1% is out, that
• 46:10
  doubt, the brain connects to the body slower.
• 46:14
  So through some of the profiling tests that we do, we can show
• 46:17
  the speed at which this is happening.
• 46:19
  OK, so eventually it will connect if, if I do it over a
• 46:24
  while. But if I do a short, sharp,
• 46:25
  quick thing, the brain, you'd be shocked at how quick your brain
• 46:29
  can control your body. And this is the value of
• 46:31
  allowing the subconscious mind to make the decisions, get on
• 46:35
  with things. That's what flow state's about,
• 46:37
  which is really what motor signatures is about.
• 46:40
  Motor signatures and flow state isn't around doing the same
• 46:43
  thing the whole time, it's adapting to wherever the brain
• 46:47
  and body actually are. Because in our sport we play 5
• 46:50
  days in a row in one format. You could be on the pitch for
• 46:53
  two days in the heat. There's no chance you're not
• 46:56
  going to be tired. At some point you're going to be
• 46:58
  tired. You will have to adjust.
• 47:00
  OK, so we've got to figure out how, when.
• 47:03
  That's the important bit. You know I.
• 47:05
  Want to ask you. Oh, I'm sorry, Ken.
• 47:07
  Well, I was. I was.
• 47:08
  Just going to comment real quick.
• 47:10
  You know, the thing about the arms folded, I actually learned
• 47:13
  about that and I and females are very susceptible to that.
• 47:16
  Female players. I learned about that from a
• 47:18
  female coach and you know, they said, you know, you have to let
• 47:22
  us know. So like, I stand like that all
• 47:24
  the time. It's just 'cause I'm a big fat
• 47:25
  guy and I'm, you know, standing around sometimes 5-6 hours
• 47:28
  coaching, I get tired. And so it's comfortable for me
• 47:31
  to fold my arm. So I try to tell new kids when
• 47:33
  I'm working with them and say if I'm over here with my arms
• 47:36
  folded, it doesn't mean I'm upset with you or mad at you or
• 47:38
  anything else. It just means that this is
• 47:41
  comfortable for me to do. So I try to, you know, and
• 47:45
  without knowing anything about action types at the time or
• 47:47
  motor signatures, you know, it's just kind of that I'm trying not
• 47:51
  to click their brain over to where they think, Oh no, he's
• 47:54
  mad at me, what did I do? And then, you know, freak them
• 47:57
  out. So sorry, Jay, go ahead.
• 47:59
  No, go ahead. I was just going to ask since
• 48:00
  you've talked about big loop and small loop, Ken and I have a
• 48:04
  great idea of what that is since we've been working with you.
• 48:07
  But could you share what that is for other people?
• 48:10
  Because people are like, what's this loop thing, right?
• 48:12
  So can you can you explain a little bit about what that loop
• 48:15
  is? OK, so within your motor
• 48:18
  signature, there are 4 main positions, OK?
• 48:22
  Two are in your big loop, 2 are in your small loop.
• 48:24
  OK, so if we just focus on big loop first, your big loop is
• 48:29
  where you are for 6070% of your day.
• 48:31
  If you're not stressed out and lots of things are going on in
• 48:33
  life, a typical day you'd be in this happy space, OK?
• 48:37
  So that's when you're energized, you've got energy to go, you're
• 48:40
  happy and you're relaxed in Life, OK, You're in your big
• 48:44
  loop. Would that be kind of like it's
• 48:46
  like a non reactive thing? You're not reacting to any
• 48:48
  outside stimuli. It's your natural state to an
• 48:52
  extent. Yeah, yeah.
• 48:53
  But you can, you can also be when you're interacting with
• 48:55
  other things, but there's no negativity at this point, OK.
• 48:59
  But the second there's negativity thrown at you, big
• 49:02
  loop hates that. So it'll start thinking I need
• 49:05
  to go to small loop at that point and deal with this
• 49:08
  problem. OK, So it needs a different part
• 49:10
  of the brain to deal with this point, but when you're in big
• 49:13
  loop like my profile, it doesn't matter what this actually means.
• 49:16
  But it's just probably easy for me to say it this way.
• 49:19
  My profile is R1, so when I come in I'll have certain traits.
• 49:23
  So I'm walking top, I lean forward, my right shoulder
• 49:26
  leads, I initiate off my left side and my motorized my left
• 49:30
  eye. Okay, when I go round in my big
• 49:33
  loop, there's a second point in there which is R4.
• 49:36
  The only difference there is my eye changes.
• 49:40
  That's the change of energy. So when I'm talking to someone,
• 49:44
  I'm actually watching their body language when they're talking to
• 49:47
  me. And if their posture from neck
• 49:49
  down is the same and the nose flicks cause very rarely does
• 49:52
  nose point exactly at you. They'll normally look at you
• 49:54
  with one eye or the other and very extremely some of fish eye
• 49:57
  and they'll look at you out of one eye right out the side.
• 50:00
  But if you watch them carefully, they'll look at you with one
• 50:02
  eye. So right now I'm probably more
• 50:03
  left. OK, if you suddenly notice that
• 50:06
  the nose flicks, they're confused.
• 50:09
  That change of energy tells me that they're confused.
• 50:12
  So when I'm coaching people and I see that nose flick, I'm like,
• 50:15
  OK, you didn't quite understand it that way.
• 50:17
  Let me explain it a different way.
• 50:18
  And I forget that I'm saying these things, but I'll actually
• 50:22
  say it. And they're like, how did you
• 50:23
  know that? I didn't get that?
• 50:24
  And I'm like, I don't want to go into the specifics of it, but
• 50:27
  every time that will be the case.
• 50:29
  So if you're really watching people, you can read them very
• 50:31
  quick. Then when you're coaching them,
• 50:34
  if you notice that the nose changes, their shoulder changes
• 50:38
  and their weight changes, they're now smaller and they're
• 50:41
  listening, they're actually learning.
• 50:44
  So now you can read that they're actually taking you on board.
• 50:47
  OK, which is really important. I had this in India.
• 50:50
  So we we worked with an Academy out there and the coach was
• 50:53
  telling me off about the players the whole time.
• 50:55
  He was like, your players don't do this and don't do the two
• 50:58
  days of being in my ear. And I said, 100%, I've never
• 51:02
  seen this guy play. I said I'm going to write in an
• 51:04
  envelope 5 things about your batting technique.
• 51:08
  You're going to hit 10 balls off the machine straight back here,
• 51:11
  open the envelope and see what happens.
• 51:13
  And he did it. All five points was the same.
• 51:17
  And then the funny bit is the bit he was moaning about my
• 51:19
  players he does himself. And he was like, I never
• 51:22
  realized I did that, but how the hell did you work that out from
• 51:26
  just talking to me? I'm like the way you speak is
• 51:29
  telling me exactly what your personality profile is, is not
• 51:32
  that difficult. And I've seen you move a little
• 51:34
  bit. So the interesting bit there is
• 51:36
  this posture completely changed. And I and I said to him, this is
• 51:40
  the first time, mate, that you've actually listened to me.
• 51:42
  And then, you know, you've been busy telling me stuff.
• 51:45
  So you'll suddenly begin to read people.
• 51:47
  And if you just, you know, do that with your spouse, have a
• 51:49
  little look. You know, what do you notice?
• 51:51
  Which eye do they look at you from when they're relaxed, when
• 51:54
  they're stressed out and a bit upset?
• 51:55
  Do you notice any changes? You will see it.
• 51:57
  But big loop is like, let's imagine your happy space where
• 52:00
  you've got lots of energy. OK, small loop is your recovery
• 52:04
  loop. So when you're tired, you're all
• 52:06
  stressed or you're learning. So it's very important for
• 52:09
  learning as well. It will move to small loop.
• 52:11
  And the great bit about small loop is it doesn't care about
• 52:15
  negatives. So if I am coaching and I get
• 52:19
  some parents that really, I know that this is going to be a tough
• 52:21
  conversation and I know that they're going to give me an
• 52:24
  earful. I flick to small loop and I'll
• 52:27
  have the conversation with them. And mainly it's me just
• 52:30
  listening. And then I'll say, you know
• 52:32
  what, I'm going to come back to you later.
• 52:34
  So I just need a bit of time to process it because if I took
• 52:37
  that in big loop right now, you're going to get five shots
• 52:40
  fired back at you and it's going to be a bloodbath in there.
• 52:43
  So I understand myself well enough that I will deliberately
• 52:46
  small look myself and I can take it.
• 52:49
  And they're like, wow, like 3 years ago you, you would have
• 52:52
  been a menace. But now you're like pretty
• 52:54
  chilled out. But it's just more understanding
• 52:57
  like when do I need that tool? When do I need this tool?
• 53:01
  And they're very, very useful tools.
• 53:03
  So you know, small loop is not a negative thing, right?
• 53:06
  It could be very, very useful. I've got a friend, Ross and he,
• 53:09
  he coaches at Fulham Football Club.
• 53:11
  It's a Premier League team and his brain is all over the place.
• 53:16
  Like when he's big loop and when he writes session plans, he
• 53:19
  flips the small loop, gets it done in 15 minutes instead of an
• 53:22
  hour and a bit, and then goes off and enjoys himself.
• 53:25
  So he will deliberately go small loop where he's more analytical,
• 53:28
  structured with what he does, get it done.
• 53:31
  That's done. Let's go out and party now and
• 53:34
  enjoy ourselves. So people actively flip
• 53:37
  depending. And it's a fantastic thing.
• 53:39
  When I meet you, Ken, I'll show you something really
• 53:41
  interesting. I'll get you to talk about a
• 53:42
  story in four different postures.
• 53:45
  And when you listen back to the language you use in each of the
• 53:48
  postures, there'll be different languages, not like French,
• 53:52
  Spanish, but like different types of ways to explain it
• 53:56
  because you're using a different part of the brain, which is
• 53:59
  really interesting. Yeah, it sounds a lot like, you
• 54:02
  know, what they call cold reading.
• 54:04
  You know what mentalists do where, you know, they'd come in
• 54:07
  there and they'd just ask some general questions and see how
• 54:09
  you react and listen to your answers and then start, you
• 54:13
  know, kind of homing in on it. And before you know it, you
• 54:15
  know, people think, oh, man, this guy's reading my mind.
• 54:18
  No, I'm not reading your mind. I'm reading your brain or I'm
• 54:21
  reading your reactions. There's lots of micro signals.
• 54:24
  So at the minute I'm doing a study I'm putting together,
• 54:27
  there's micro facial expressions which link into the brain
• 54:32
  functions as well. So I'm hoping in six months time
• 54:35
  I'll be able to tell you like these things, the different
• 54:38
  types of smiles you got that will tell you that they're this
• 54:40
  personality type and stuff like that.
• 54:43
  So there's lots of clues that we're giving away that we don't
• 54:46
  realize, but the more we understand of what we're looking
• 54:49
  for, it's easier to understand people.
• 54:51
  Yeah, and certainly if you understand people, you
• 54:53
  understand how they're taking the information in, it's got to
• 54:56
  make it easier to coach them. 100% it's just made life a lot
• 55:00
  easier for me. Rashad, you talked a lot about
• 55:02
  red, blue, vertical, horizontal, aerial, terrestrial.
• 55:07
  That's a lot of a lot of terms used with motor preferences.
• 55:11
  What are the similarities and and differences or how does it
• 55:14
  compare to motor preferences? Yeah, look, so motor preferences
• 55:19
  that they teach out in America at the minute is the subset of
• 55:22
  what we do. So the original guy that you
• 55:26
  know, learnt this from our guys learnt this in 2010.
• 55:30
  So he came over and did a basic course.
• 55:32
  So he hasn't even done all the other levels.
• 55:34
  That's why he doesn't understand the brain models and all of that
• 55:36
  stuff. And what's happened is in in
• 55:40
  those years we'd only got to version 2 of profiling, which is
• 55:45
  a sideways lateral push. OK.
• 55:48
  But as we sort of progress things, we've realized there's
• 55:50
  other layers above it. OK, so you have a motor profile.
• 55:53
  That's me once I move and how I initiate movement.
• 55:56
  Before that we have a thing called deep motivational
• 55:59
  drivers. Now this wakes up your CNS, OK.
• 56:03
  And it links into all sorts of different things, so even
• 56:06
  language. So we're very careful around
• 56:08
  what language we have to use with certain people.
• 56:11
  So with one of my, I use my daughter actually as an example.
• 56:16
  She's got one called projection external and she's really
• 56:19
  interesting because projection external is around do what you
• 56:23
  want. So if I say to Arushi, don't do
• 56:26
  this, you'll just see her go and go off and do it.
• 56:31
  She'll do it. She's not going to say no, but
• 56:33
  you immediately see like the shoulders drop, the energy
• 56:37
  levels are just like in 1/2. But if I sort of change the
• 56:41
  language to make it sound like she's helping me and this is
• 56:44
  going to help me out and then we'll go and do what you want to
• 56:46
  do. She is all in and just gets it
• 56:49
  done. I need to kind of make it sound
• 56:51
  like it's something she wants to do.
• 56:53
  And there's lots of other people like mine is a complete mess
• 56:55
  like mine. So I I come up with lots of
• 56:58
  ideas and if I don't act on the idea straight away, especially
• 57:03
  at night, I can't sleep for the whole night.
• 57:05
  And it used to drive me nuts. And then when I met Bertrand and
• 57:09
  went through it, he was like, because you got Pi, which is
• 57:12
  imagination, you got a which is act now on something that
• 57:16
  matters to you because you haven't acted.
• 57:18
  Now it's going to keep going around in your brain.
• 57:21
  So you said just keep a phone near you, write down the notes.
• 57:24
  You'll be lights out within 5 to 10 minutes and it happens.
• 57:28
  So now I better understand myself.
• 57:30
  I can kind of be like, this is what I need right now.
• 57:32
  But deep motivations are like your recognition system, OK.
• 57:37
  And they don't know anything about that just yet.
• 57:39
  That also links into what we call morphology, your physical
• 57:42
  sort of build. So if you see my daughter and I
• 57:45
  will show you her sometime. We both are ones.
• 57:48
  But for me, obviously viewers can't, listeners can't really
• 57:51
  see it. But my head is slightly forward
• 57:53
  of my spine, OK. So we kind of expect that with
• 57:57
  my daughter, but her DMDS are at the front of the brain, so
• 58:01
  whenever she stands still, she's got a very good posture.
• 58:05
  So for years, because I'd never profiled her, I always assumed
• 58:07
  she'd be something else. And it was a bit of a shock when
• 58:10
  I actually did bother to profile her and thought, Oh my God, this
• 58:13
  makes sense now. So what happens is the stuff
• 58:17
  that they've basically got is information from 15 years ago.
• 58:21
  It's really out of date because we've got 15, at least 15 people
• 58:25
  researching new things. So every three months there's
• 58:28
  something new coming out around like frequencies.
• 58:31
  We've got things like this will sound really weird, but I'll
• 58:33
  show you at Kenya when we meet. I can, I can get you to react to
• 58:37
  things that are behind you that you can't physically see.
• 58:40
  You're taking in information subconsciously as well as
• 58:44
  consciously as well. And we can show you this and we
• 58:47
  can do it through all sorts of different mediums as well.
• 58:50
  But they wouldn't understand this stuff and how it works.
• 58:53
  So what you know, it's great that they brought it to the
• 58:55
  market brung awareness and all of that.
• 58:58
  But it, it's very dated information.
• 59:00
  It's from 15 years ago and they haven't really looked to develop
• 59:03
  it because they've gone more down.
• 59:05
  Can we prove what was there? And we're just building,
• 59:08
  building, building, building and building.
• 59:10
  But now we've got a scientific committee, if you look up
• 59:12
  motors, signatures.com and one of them on there really good
• 59:16
  sort of professors and things that are putting together papers
• 59:18
  that actually make some sense around movement, mind and all
• 59:22
  sorts of different things. So we're, we're, we're very late
• 59:25
  in getting the papers out because we're just working on
• 59:28
  what's the next thing, what's the next connection and moving
• 59:30
  that forward. So we look at once you map out
• 59:32
  the brain and this will sound weird, that links the body parts
• 59:38
  and we can trigger your brain through different parts of the
• 59:40
  body to have different effects on the brain.
• 59:42
  So if my athlete is a fast bowler for England on debut,
• 59:45
  needs to do something when he remembers he forgot by the way,
• 59:49
  and he got smoked all round the pitch.
• 59:52
  He did laugh about it. He goes, I forgot all of my
• 59:54
  things. I was so overwhelmed, like the
• 59:56
  crowded chart in my name and everything.
• 59:59
  But he's got tools where he knows I can do this, this, this
• 1:00:01
  in sequence that calms me down. I can bowl quicker and all
• 1:00:04
  sorts. So they've got those tools
• 1:00:06
  available and you don't even have to touch them.
• 1:00:08
  You can just focus your mind on those points.
• 1:00:10
  Does the same thing. So I'd say, you know, they'd be
• 1:00:13
  like, you know, even if you did our basic course, you'd probably
• 1:00:17
  know a lot more than they would know at that level.
• 1:00:20
  And then there's the level above it, and the level above that
• 1:00:22
  even beyond. Yeah, just amazing stuff.
• 1:00:25
  So how did that change the way that you train cricket players?
• 1:00:30
  This, this is really interesting.
• 1:00:32
  So when when I first learned this and applied it to cricket,
• 1:00:36
  because not many people have done it and all the people that
• 1:00:38
  learnt it at the ECB weren't sharing, they were like, this is
• 1:00:40
  my edge, so I'm not going to talk to you about it.
• 1:00:43
  So I was just experimenting with every kid that there possibly is
• 1:00:47
  in that phase. I went through, right, Ken might
• 1:00:49
  be AC2, let's only train like AC2.
• 1:00:52
  So for two to three years, I was trying to see what does this
• 1:00:55
  actually look like for batting, bowling, fielding.
• 1:00:57
  Once I figured it out over three years, I thought, hang on a
• 1:01:01
  minute, here's a better way to learn.
• 1:01:03
  I'm going to let you experience all the different options and
• 1:01:06
  you're all going to come back to me and tell me which option you
• 1:01:09
  actually like. And we'd put it up on a
• 1:01:10
  whiteboard and the kids would be like, and it was great because
• 1:01:13
  the kids when we're having a discussion, they're like, you
• 1:01:15
  like that, but I really like that.
• 1:01:17
  That's funk for me. And it brought this amazing
• 1:01:19
  awareness that we're actually different to each other.
• 1:01:22
  So these days, like if I meet a professional, they're very much
• 1:01:25
  like, I just need to know, like get on with it, like what's my
• 1:01:27
  profile? Just do it.
• 1:01:29
  But with the kids, it's more flexibility so we can explore
• 1:01:32
  narrow vision versus broad vision going from one to the
• 1:01:35
  other and stuff. And they're like, Oh my God, I
• 1:01:37
  can't see that. Like this feels really difficult
• 1:01:39
  for me and stuff like that. So it's, it's brilliant.
• 1:01:41
  So what I now move towards with the children is more experience
• 1:01:45
  everything. And then let's dial in a little
• 1:01:48
  bit more towards what you're doing.
• 1:01:50
  What you'll see is don't charge everyone from what you see with
• 1:01:54
  your eyes. OK, So what happens?
• 1:01:57
  I, I think looking at videos of people in America, the youth in
• 1:02:00
  America versus England, our kids can't move.
• 1:02:04
  So what we'd expect from someone that's walking bottom is they'd
• 1:02:08
  be able to do a deeper squat. But when they go to field a
• 1:02:11
  ball, you'll see the hips are up pretty straight legs.
• 1:02:13
  They hinge from the hips and still pick it up like a walking
• 1:02:17
  top wood. So I can't just say you must be
• 1:02:19
  walking top. I need to know more than that
• 1:02:22
  about them. Can you physically move into the
• 1:02:24
  range that we expect you to? And then we've got to work with
• 1:02:26
  the S and CS to make sure that they're able to reach those
• 1:02:29
  ranges and things like that. So yeah, I've definitely changed
• 1:02:33
  how I coach. And depending on the person, how
• 1:02:35
  quickly they need to implement it, we can either take a bit of
• 1:02:39
  time, let them explore, or just go.
• 1:02:41
  This is you. I'll flip you to small loop.
• 1:02:43
  This is you. There are two more positions,
• 1:02:46
  but you're very rarely in those, so I don't really focus on them
• 1:02:50
  too much. I just say there are some other
• 1:02:52
  things where it goes a bit haywire, but let's focus on
• 1:02:54
  keeping you in one of these two because that's plenty to keep
• 1:02:57
  you going. So then also, you know, is like
• 1:03:01
  you said about the deep squat to field and you're being more
• 1:03:05
  doing that walking top sort of position is some of that just
• 1:03:09
  it's past training. You know, maybe you have someone
• 1:03:13
  who's walking bottom, but they were trained by a walking top
• 1:03:16
  and The Walking top said do it this way because that's what
• 1:03:18
  worked for me. 100% So if you look at videos of batters in the
• 1:03:23
  1970s, eighties, 90s, probably 99% were all walking, top
• 1:03:29
  batting styles, very narrow feet, belly, any knee flexion.
• 1:03:33
  There's almost a selection bias because in our technical model
• 1:03:36
  that looked better than someone with a wide stance with a more
• 1:03:40
  knee flexion. They just thought that looks
• 1:03:41
  ugly, that doesn't work, so they're all wiped out.
• 1:03:45
  But these days it's more around what's effective.
• 1:03:48
  So we're generally looking at what's effective then what's
• 1:03:50
  their limiting factor from there.
• 1:03:52
  So these days, if you look at the England team now, you've got
• 1:03:54
  a wide variety of movement patterns.
• 1:03:57
  And Even so, I've just started with the Indian cricket board,
• 1:03:59
  which is the largest board. Even there they're starting to
• 1:04:02
  get differences. When I speak to the coaches,
• 1:04:04
  they'll say I don't like it, it's working.
• 1:04:08
  It kind of bugs me that it's working because that shouldn't
• 1:04:11
  work, but it's now educating people on okay, This is why it's
• 1:04:15
  working. Don't worry about him.
• 1:04:16
  Just help him in the way that you best can.
• 1:04:19
  So don't think that you need to fix this thing right now.
• 1:04:21
  If you need any help just give me a shout no.
• 1:04:23
  I was gonna ask about the, the psychological profile.
• 1:04:26
  So finish what you were doing there and then we'll get into
• 1:04:28
  that. I just want people to understand
• 1:04:29
  how that that the brain and the, and the movement is connected
• 1:04:33
  here and that's what we're really focusing on the most.
• 1:04:34
  But go ahead. Yeah, yeah, that, that that's
• 1:04:36
  the psychological side's massive because not not only do you
• 1:04:40
  begin to understand people a little bit more.
• 1:04:42
  OK, So as a very basic rule, anyone that's A1 profile.
• 1:04:47
  So whether they're rhythmical, they're still conceptual,
• 1:04:50
  global. If they're a #1 profile, they
• 1:04:53
  hate to be told off. OK, so the way I speak to these
• 1:04:58
  guys is like, OK, that that didn't quite work so well.
• 1:05:01
  What are we going to do next time?
• 1:05:02
  So it's always, what are we going to move on to?
• 1:05:05
  It's not like that was crap. What the hell were you doing?
• 1:05:08
  They will not like you at all. Yes, they do that.
• 1:05:10
  And a #4 to show you a different extreme, I was just meeting some
• 1:05:13
  of the British top 10 tennis players and #4 one of them was,
• 1:05:19
  they're very stubborn to change. And I've seen there's one that's
• 1:05:23
  playing for England A right now as a when, when we have to coach
• 1:05:26
  him as a child, absolute pain. When you had, when you said
• 1:05:30
  here's something for us to explore.
• 1:05:32
  Do you want to give back? No, I'm good, mate.
• 1:05:34
  It's like, no, no, this might take your game to another level.
• 1:05:37
  No, I'm good. So instead with these guys, I
• 1:05:40
  just ramp up the training. So I know that the thing I'm
• 1:05:43
  going to expose is I'm going to break his toes with his ball.
• 1:05:46
  I'll get the boulder machine on, put it 5 miles an hour quicker
• 1:05:48
  than he needs, get it to curve in and break his toes.
• 1:05:52
  And it sounds like a vicious way to do it.
• 1:05:54
  But once he feels a bit of pain or struggle, he'll then come to
• 1:05:57
  me and say what's the fix mate? Let's have a conversation.
• 1:06:00
  So I'm not saying you literally have to break someone's toes.
• 1:06:03
  That's that's a bit over the top.
• 1:06:04
  But you need to ramp it up where it becomes a serious challenge
• 1:06:08
  and then they so expose the problem, then they will come to
• 1:06:12
  you for the solution. Don't go in saying when you face
• 1:06:16
  5 miles an hour extra, you're going to struggle with this
• 1:06:18
  technique. They're not ready for that
• 1:06:20
  conversation, so you need to expose it and do that.
• 1:06:22
  So what you'll see with different people is they need
• 1:06:25
  that practice designed in a different way to get the message
• 1:06:27
  across. Some people really want to
• 1:06:29
  understand the thing and some people need to experience the
• 1:06:33
  thing, right? There's all sorts of different
• 1:06:35
  types of people. Some people if I say to them,
• 1:06:39
  let's do this, they'll they'll look into the past and like what
• 1:06:43
  was successful. So I might say in a constraint,
• 1:06:46
  I only want you to access this area of the pitch when you're
• 1:06:49
  batting, OK. And they'll just go to their
• 1:06:52
  typical shot that goes in there. That's it.
• 1:06:55
  And the other kids are very flamboyant.
• 1:06:57
  They're just, they might not get it in, but they're trying
• 1:06:59
  something new to try and get it in that gap.
• 1:07:01
  They're a bit more adventurous. Walking top people tend to be a
• 1:07:04
  little bit more walk adventurous, walking bottom a
• 1:07:09
  little bit more conservative about things, but that's a bit
• 1:07:12
  of a generalization. You can get different types in
• 1:07:14
  there as well depending on the brain model.
• 1:07:17
  So what you'll see is like how will they receive the
• 1:07:20
  information? How they likely to interpret it
• 1:07:23
  is what you're working out through your brain models.
• 1:07:25
  And then what we do at a better level is we work out like this
• 1:07:28
  is me, this is how my brain functions.
• 1:07:31
  This is them. How are we actually going to
• 1:07:33
  make the connection which brain functions are quite high up in
• 1:07:36
  the system that we're going to connect on 1st and then we'll
• 1:07:39
  build from there. So there's an amazing guy, Paul
• 1:07:43
  Smith, who's one of my mentors from Holland, his son's just
• 1:07:46
  made, he plays for the Netherlands handball team, like
• 1:07:49
  really good grade. And Paul said to me, whenever
• 1:07:53
  you profile, so you, you, you probably profile loads more than
• 1:07:56
  anyone else has. He said if you really want to
• 1:07:59
  get a really good profile of someone, get to know them first.
• 1:08:03
  And I thought that was really good advice.
• 1:08:04
  And now whenever I meet pros, we do a thing called a walk and
• 1:08:08
  talk. So we'll meet up, go for a walk
• 1:08:10
  in the park in the woods and just get to know each other.
• 1:08:14
  And then we'll agree to meet up another time.
• 1:08:16
  Because what happens is let's imagine I'm going to profile Ken
• 1:08:21
  now. I don't.
• 1:08:22
  Fingers crossed isn't happening. But this is a bit of an
• 1:08:24
  exaggeration. I don't know that he's going
• 1:08:26
  through a divorce right now. OK, And his mind could be all
• 1:08:30
  over the place at this point. And I'm like, I'm going to suck
• 1:08:33
  your profile out like a vampire, right?
• 1:08:35
  Let's profile you. And now I don't know where his
• 1:08:38
  brain was that particular day that I profiled him.
• 1:08:42
  So now I've given him something. And then I boxed him in and
• 1:08:44
  said, you are this damn well practiced like this.
• 1:08:48
  OK, So what happens there is we've become their limiting
• 1:08:52
  factor as a coach. So it's really important to
• 1:08:55
  actually find out like where are they in their life?
• 1:08:58
  Is everything good? I met a lady from Holland.
• 1:09:00
  She came to meet us on one of the courses and we did her
• 1:09:03
  profile. She came up as AG2.
• 1:09:06
  My boss at one of my companies I work at, he's AG 2.
• 1:09:10
  So we flipped his brain, put them back-to-back.
• 1:09:13
  If you got the opposite profiles, they both become
• 1:09:16
  useless. So she was useless at this point
• 1:09:19
  and it was hilarious. We were doing our thing.
• 1:09:21
  And then she said, by the way, at the end of the course, I'm
• 1:09:24
  not AG 2, I'm 100% not AD 2, I'll see you in a month.
• 1:09:28
  And I think it will change. And she came back and she was AD
• 1:09:31
  2, which is her mobile point had changed, right?
• 1:09:34
  It's a massive change that we're like, what happened there?
• 1:09:38
  And she was like, I didn't, I didn't know you guys well enough
• 1:09:40
  to actually share this. But my mum had just passed away.
• 1:09:44
  So I was really sort of stressed out by it and all of this.
• 1:09:47
  And Can you imagine we would have sent her out with the wrong
• 1:09:49
  profile, right? But the good thing is we're
• 1:09:52
  going to see her again. We can actually go through that
• 1:09:54
  whole process for the amazing thing.
• 1:09:56
  And this will sound weird. You can, you can regress people.
• 1:10:00
  So like before an operation, you could see like where were they
• 1:10:04
  then? Or any point in history, your
• 1:10:06
  brain is actually remembering where you actually were.
• 1:10:10
  And you can use all of these things for different therapies
• 1:10:13
  and stuff like that. So it it's quite amazing what
• 1:10:16
  you can do with it. But going back to the learning
• 1:10:19
  thing, you'll just understand more around how they learn, how
• 1:10:22
  they're going to take that information in better.
• 1:10:24
  So we can set up different groups that are learning
• 1:10:26
  slightly differently across the whole and get them to hopefully
• 1:10:28
  maximize the learning. So then when you do the profile
• 1:10:32
  of someone, will it basically stay the same?
• 1:10:35
  Or I mean, I understand that day-to-day it can have some
• 1:10:39
  differences depending on whether they're stressed out or things
• 1:10:42
  like that, but is there a way to kind of lock in on who they are
• 1:10:47
  at their core? Yeah, yeah.
• 1:10:49
  So what what we do is you'll actually self reflect.
• 1:10:53
  So what happens is imagine I've done Ken's profile, I'll give
• 1:10:57
  you a chart so you can monitor yourself checking a few
• 1:11:00
  parameters over a course of 10 to 12 days.
• 1:11:02
  And it's really important everyone does that because what
• 1:11:05
  happens is you begin to get that self-awareness.
• 1:11:09
  And what you'll see is over time, some, some days it's
• 1:11:12
  neither the big loop one or the small loop 1.
• 1:11:14
  It's the mixture. And then, you know, you're
• 1:11:16
  probably in your third or fourth system.
• 1:11:18
  So like that Lady that I mentioned from Holland, she was
• 1:11:21
  in her third system at that particular point.
• 1:11:23
  So you'll have four. We don't know which one you're
• 1:11:26
  in on the day that you profile, right?
• 1:11:29
  That's why we need you to go back and say, you know what,
• 1:11:31
  this matches up. It should match up at least 70%
• 1:11:35
  of the time. And if it's not, let's just
• 1:11:37
  reprofile it and see what's going on and stuff like that.
• 1:11:40
  So it's really important that you can know and understand
• 1:11:42
  people. There are certain teams over
• 1:11:44
  here that will say, Prash, come in profile, 50 people in a day.
• 1:11:48
  I can do that. But it's very hard to understand
• 1:11:51
  everything about every single person.
• 1:11:53
  You're probably not going to get the right outcome that you're
• 1:11:55
  looking for doing that. So you have to sort of educate
• 1:11:58
  that across them. So we know now that you're, you
• 1:12:03
  know, you're able to formally teach action types and that
• 1:12:06
  you've started, you guys have started, you've started a
• 1:12:08
  business around it. So what's the plan with action
• 1:12:11
  types? Are you bringing it to North
• 1:12:12
  America? And if so, will the training
• 1:12:15
  become available to people? To me, the, the addition of
• 1:12:19
  knowing what the brain is doing is something that really has me
• 1:12:23
  intrigued And really I really want to dig into this a little
• 1:12:26
  bit more here and, and learn. It's just, and it makes a lot of
• 1:12:30
  sense from some of the kids that I have after going through motor
• 1:12:33
  preferences with some of the profiles that I've had them in
• 1:12:37
  and they just, they don't match up.
• 1:12:39
  It just doesn't. And then understanding what,
• 1:12:42
  where the brain is, how that can affect this and how we can be in
• 1:12:45
  this big loop or small loop, I think is something I really want
• 1:12:49
  to get into because I feel like that can help, especially on the
• 1:12:52
  mental side of the game too with with these athletes.
• 1:12:54
  So is there a plan for you to come to, to, you know, over here
• 1:12:59
  and, and start getting some training for people to, to, to
• 1:13:02
  learn into this? Give us a little idea and where
• 1:13:05
  people can get information about action types too.
• 1:13:09
  Yes, so there's a few different sites.
• 1:13:10
  So I, I've started my own company which is
• 1:13:13
  motorpreferencescoaches.com and and what I've done is I've
• 1:13:18
  basically got specialists in lots of different fields.
• 1:13:21
  So golf, baseball, football, sorts of different things.
• 1:13:26
  So if organizations need specialist help, we've pretty
• 1:13:29
  much got all of that covered anyway.
• 1:13:30
  Even education. So Paul Smith that I'd mentioned
• 1:13:33
  earlier, he actually does this around how people learn, and he
• 1:13:36
  does that at an international level, representing the
• 1:13:39
  Netherlands. We'll be running courses in the
• 1:13:41
  States. So I'm actually going to fly out
• 1:13:43
  next month. So I'm off to meet some
• 1:13:45
  universities that had asked about it.
• 1:13:47
  We're going to be running basic courses.
• 1:13:49
  When I say basic, I don't know why he calls it basic, but these
• 1:13:54
  courses are normally five day courses and speaking to a lot of
• 1:13:57
  Americans, they don't feel that they'd be able to do 5 days
• 1:13:59
  straight. So we're trying to do something
• 1:14:02
  slightly different where we do 3 virtual days so that they don't
• 1:14:06
  have to travel out and then 22 in person days.
• 1:14:09
  It's so important it's done in person because we've got to
• 1:14:12
  teach you how to profile and, and then understand all the
• 1:14:15
  parameters when you're profiling because you you could slip up on
• 1:14:19
  different things. So for instance, if my dominant
• 1:14:21
  shoulders, my right when I'm pushing and I've asked someone
• 1:14:25
  to let's say put the left shoulder head and I'm trying to
• 1:14:28
  push or whatever, they'll naturally because you never want
• 1:14:31
  to be weak, you swing the other one forward.
• 1:14:33
  So you as a profiler need to be aware of what, what is it I'm
• 1:14:36
  really standing for and when through the whole protocol.
• 1:14:40
  So what we do is we look for new information, confirm it with the
• 1:14:43
  next parameter, new information, confirm it and so forth and go
• 1:14:46
  through a process only takes 15 to 20 minutes to do if you know
• 1:14:50
  what you're doing per person. It's, it's quite a quick
• 1:14:52
  process. And what you really want to do
• 1:14:55
  is don't explain things when you profile, just smash through it
• 1:14:58
  as quick as possible. Because if you start explaining
• 1:15:01
  that brain could flip and things are, you know, not going the way
• 1:15:04
  that you want. So I, I do certain other things
• 1:15:06
  to control it where I can flick their brain back if I think
• 1:15:09
  anything's changed. But if they're not experienced,
• 1:15:12
  it's, it's quite awkward. So we'll be running, I'll be
• 1:15:16
  running like one to two day courses out in the States to
• 1:15:18
  introduce it and just give people a flavour of what the
• 1:15:22
  differences are and the experience of it.
• 1:15:24
  Next July we're going to have probably about four weekends of
• 1:15:28
  courses. So people couldn't do the, let's
• 1:15:31
  call it the basic courses. That's what it's called, the
• 1:15:34
  basic course. Then there'll be like two or
• 1:15:36
  three groups of that and then there'll be the level above it.
• 1:15:39
  So the basic course is the what to coach.
• 1:15:43
  It's like what are the different preferences?
• 1:15:45
  There's walking, top, bottom, the motor families, horizontal,
• 1:15:48
  vertical, mobile, stable point. You'll learn the basics of the
• 1:15:52
  brain model at that point as well, and deep motivational
• 1:15:56
  drivers. When you move to level 2, you're
• 1:15:59
  now going to learn how to coach with it.
• 1:16:01
  So now that we've understood how to create a basic brain model,
• 1:16:05
  how do we now coach this person versus that person versus this
• 1:16:08
  based on the brain functions and you're deeper diving into
• 1:16:12
  things. So for me in my sport, for
• 1:16:14
  instance, batters, there are different ways to small loop
• 1:16:17
  someone. Some of them they'll say I don't
• 1:16:19
  feel comfortable with that. I don't think it's safe.
• 1:16:22
  So I've got different ways to do it.
• 1:16:23
  I can do stuff using all sorts of tools to small loop them for
• 1:16:28
  a while and then bring them back and stuff.
• 1:16:30
  So you'll learn tools to be able to do it in different ways that
• 1:16:32
  all of your players feel very, very safe.
• 1:16:34
  So there'll be that level and then the level above it is quite
• 1:16:37
  short. It's it's what we call a
• 1:16:39
  validation module. So that is around, you'll do
• 1:16:43
  your own case study. Then you're giving 2 random
• 1:16:46
  people that you're going to coach and then you've got to
• 1:16:48
  tell us what the strategy actually is to coach them based
• 1:16:51
  on your profile, their profiles come to that.
• 1:16:54
  And then we understand that OK, you've really understood
• 1:16:56
  everything and brought it to life.
• 1:16:58
  OK, you're ready to start teaching an introduction course
• 1:17:01
  yourself and then there's going to be another course to run, the
• 1:17:03
  basic stuff. So the whole idea is we're we're
• 1:17:06
  going to take this a bit more global because it's really only
• 1:17:08
  been in Europe really and everyone's been using it very
• 1:17:12
  quietly. So what you'll see is the
• 1:17:14
  England cricket user, French national team, you know,
• 1:17:17
  Belgium, Holland, there's all sorts of national teams, top
• 1:17:21
  level clubs, but no one talks about it because it's their edge
• 1:17:25
  at the end of the day. So no coach is going to tell you
• 1:17:27
  why they've got the edge on other people.
• 1:17:30
  Yeah, it's interesting. I'm, I'm really looking forward
• 1:17:33
  to getting into that. I have a girl.
• 1:17:35
  You were talking about this before.
• 1:17:37
  I mean, in the cage, you know, in warmups even she is just
• 1:17:41
  lights out. Soon as you put her out on the
• 1:17:44
  pitching rubber in a game, she seems to be falling apart.
• 1:17:48
  And there's, you know, got to be something that's just flipping.
• 1:17:50
  You know, there's a switch that's flipping in her brain
• 1:17:53
  that's not letting her perform at the level she's capable of.
• 1:17:56
  So I'm really looking forward to learning some things that might
• 1:17:59
  be able to help her get back into her, I guess her big loop
• 1:18:03
  and be able to perform the way that I know she can.
• 1:18:07
  Yeah, so So what you can do? There are certain tools to take
• 1:18:09
  you into big loop as long as you're not tired.
• 1:18:12
  So it's important your athlete is physically well done.
• 1:18:15
  And then there's trigger points on your body that'll have
• 1:18:18
  different effects on your brain. So your first two trigger points
• 1:18:22
  energize your whole system. So you know if you want to, I've
• 1:18:25
  had kids push a car, 13 year old can push a car in neutral.
• 1:18:30
  So we would teach them how to do that because he had some
• 1:18:33
  confidence issues and stuff. But if you do certain things in
• 1:18:37
  certain sequences that can happen and then trigger points.
• 1:18:39
  There's one to calm yourself, there's one that's stress
• 1:18:42
  relieves, there's one that takes you to small loop because you
• 1:18:45
  might want to go there for a specific reason.
• 1:18:48
  And then there's backup systems if you want.
• 1:18:50
  Like if there's there's a motor skill, which is your 4th 1,
• 1:18:54
  which is around creativity. So it can bring out your
• 1:18:57
  creativity side. So you can then activate that,
• 1:19:00
  flip over to that, and then start writing your book,
• 1:19:03
  whatever you're thinking of doing.
• 1:19:05
  So yeah, it can do all sorts. When you say pushing a car, you
• 1:19:09
  mean a real car, not one of those Mini Coopers?
• 1:19:11
  Yeah, that's not a Mini Cooper it.
• 1:19:15
  Was a decent sized car. I know your cars are much bigger
• 1:19:18
  than they are in the UK. Yeah, but it's quite impressive.
• 1:19:22
  All right. Well, Prashant, we've, we've
• 1:19:25
  taken up a lot of your time here.
• 1:19:26
  We really appreciate this. This is all fascinating stuff.
• 1:19:29
  I think a lot of people are going to be interested in this,
• 1:19:34
  but before we let you go, we always like to ask the one
• 1:19:36
  question, which is do you have any hidden talents or anything
• 1:19:40
  that people would be surprised about that you can do or that
• 1:19:44
  that you know you're into? It's it's probably not hidden
• 1:19:48
  talent, but there used to be an extra on TV shows and movies.
• 1:19:52
  Oh yeah, and, and in one movie I'm actually wanted by MI 5, so
• 1:20:00
  it's quite funny. I showed my wife this since
• 1:20:02
  before we got married and she thought it was hilarious.
• 1:20:04
  And one time we were filming, oh God, what was it?
• 1:20:07
  I can't remember the movie, but we had AK-40 sevens on and there
• 1:20:11
  was a big queue for lunch. So stupid us, we went off to
• 1:20:14
  Burger King round the corner and we went to have some food and a
• 1:20:17
  SWAT team turned up. You know, who were they there
• 1:20:20
  for? It kind of is for us.
• 1:20:23
  Then we had to explain, no, we're on the movie set there.
• 1:20:26
  They're like, you're so stupid, what are you doing out here with
• 1:20:28
  these guns? They look realistic and stuff.
• 1:20:30
  So that was quite funny. But yeah, I loved it.
• 1:20:32
  That was brilliant. You get to meet amazing, like,
• 1:20:34
  movie stars and stuff. They're so lovely.
• 1:20:36
  So yeah. Oh, that's great.
• 1:20:39
  That's fun. I'll do you remember the names
• 1:20:41
  of any of the movies? We can look for you in the
• 1:20:43
  background. Yeah, So what the, the one where
• 1:20:46
  I was wanted by MI 5 was Brits. That was quite good.
• 1:20:50
  Yeah. So I was in Bourne Ultimatum, I
• 1:20:53
  think it was as well. Prince of Persia, I think it was
• 1:20:56
  #2 there was Harry Potter's, I don't know which one it was.
• 1:21:00
  Different scenes and things. Yeah.
• 1:21:02
  So yeah, a whole bunch. And you get to meet people.
• 1:21:06
  But even got on, I don't think you'd know this TV show
• 1:21:09
  EastEnders, and it's very popular over here.
• 1:21:13
  And when I went on there, the extras wouldn't talk to me.
• 1:21:15
  They were like, oh, he's the new kid.
• 1:21:17
  One of the main stars. I, I didn't really watch the
• 1:21:19
  show. She was like, oh, just come with
• 1:21:21
  me. Took me around the set, met all
• 1:21:22
  the stars. Oh.
• 1:21:24
  Nice. And then so everyone knew me and
• 1:21:26
  all of those guys were really jealous.
• 1:21:27
  They were like, who's this muppet that knows everyone?
• 1:21:30
  Like I didn't chat to anyone. So I ended up just meeting loads
• 1:21:33
  of people. Yeah.
• 1:21:34
  And I've got, I'll have to show you sometime.
• 1:21:36
  I've got signed guitar from Eminem.
• 1:21:39
  Which is nice. Yeah, so I used to work at
• 1:21:41
  concerts, so I've met loads of people there as well.
• 1:21:44
  Britney Spears and all sorts of people.
• 1:21:46
  Linkin Park. We're we're going to have to
• 1:21:49
  have you back on someday just to talk about all of your non
• 1:21:52
  athletic stuff. Sounds like you had a pretty
• 1:21:54
  interesting life. It's been good and it's just,
• 1:21:57
  yeah, I just wanted to say a massive thank you to both of you
• 1:22:00
  for having me on. It's I realise it's nothing to
• 1:22:02
  do with softball but really appreciate you guys taking the
• 1:22:05
  time out for me. Yeah, but it's it has a lot to
• 1:22:08
  do with coaching. And that's what this is about.
• 1:22:10
  It's not about just softball. It's about helping all coaches.
• 1:22:13
  You know, that's that's the goal of of Ken.
• 1:22:16
  Our message here with with this with our podcast.
• 1:22:18
  So if we can help somebody be a better coach, that's what this
• 1:22:21
  is all about. Yeah.
• 1:22:23
  So thanks. Thanks for sharing.
• 1:22:25
  And we appreciate your time today for sure.
• 1:22:28
  Thanks guys. All right, well, that's it for
• 1:22:30
  us this week. Thanks to all of you for
• 1:22:32
  listening and the kind words you've been sharing with us.
• 1:22:35
  If you like what you're hearing, Please remember to give us a
• 1:22:37
  like, leave a comment and share this podcast on your social
• 1:22:40
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• 1:22:43
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• 1:22:47
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• 1:22:52
  On behalf of the From the Coach's Mouth podcast, have a
• 1:22:55
  great rest of your week and weekend.