Latest / The Strength In Numbers Podcast / EP 17: Richard Burnett | The 4 Pillars of Coaching, LTAD, and Choosing College, High School, or Private

Transcript

EP 17: Richard Burnett | The 4 Pillars of Coaching, LTAD, and Choosing College, High School, or Private · The Strength In Numbers Podcast

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  I thought I was a good coach until I started to coach
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  teenagers and you realized like, man, I actually I was a good
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  practitioner. I was like a great coach.
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  That's it's the fragility of of the movement.
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  From a technical standpoint is too high that you're spending
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  all your time trying to correct it.
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  Then then you don't even get to the fourth thing, which is
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  training and reinforcing. You're just living there and
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  just correcting. And so there really isn't much
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  stimulus or adaptation. That's one of the most
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  underrated qualities in coaching, I think is just how
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  you rebuke an athlete. And there's a lot of young
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  coaches that do not do that well.
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  You know, when you're talking about college, high school and
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  private, they're just so different from each other,
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  right? There really isn't a ladder from
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  one to the other there. Such massively different skill
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  sets. It's OK to work with middle
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  school kids. A majority of what what I work
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  with now at Triple F and think that this is awesome and this is
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  like where I belong and I want to pour into these kids even
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  though they may not ever play on varsity.
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  Whereas like efficacy was the the main thing, the collegiate
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  setting, efficiency was everything in the high school
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  setting. And so I kind of got obsessed
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  with that, right? And how my whole assessment
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  system came about because I wanted to be automated.
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  I wanted to be very objective with the kids, understanding
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  exactly what the standards were. Welcome to the Strength in
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  Numbers podcast. I'm your host, John Bloom, and
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  today's guest is Richard Burnett.
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  Richard is the Director of Athletic Development at Triple F
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  Elite Sports Training in Knoxville while also being the
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  creator of the Plow Mat, an awesome jump mat that I would
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  definitely recommend checking out.
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  We explore what he calls the four pillars of coaching, what
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  they are, how to develop them, and how to evaluate them.
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  Richard also has the experience of working in the college, high
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  school and private sectors, and he explains the differences in
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  working in each and when what type of person fits best in each
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  area. Lastly, we discuss aspects of
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  long term athletic development and not allowing the need for
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  revenue to cloud our vision of the people in front of us.
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  Enjoy the episode. Richard Mann.
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  I've I've really been looking forward to this conversation.
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  You're doing incredible things with Triple F, with Plio, Matt,
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  but most of all, I made you. I've seen you've impacted me as
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  a person, but I see you making tons of impact just on the
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  people around you, the athletes around you beyond athletics, and
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  I'm grateful to have you here and have this conversation.
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  I appreciate it, man. That really means a lot.
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  And I'm blessed like I just have.
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  I'm surrounded by amazing people.
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  God's been more than good to me in my life and setting me up to
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  be successful. I just have to follow through
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  and obey and just serve the people around me, man.
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  So yeah, it's it's a blessing to have had the career that I've
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  had and just continue to try and do the right thing things.
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  Yeah. Now that's awesome.
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  And you know, we were having a conversation a couple months ago
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  that that really LED led to us having wanted to do this episode
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  and talk about this. But we were talking about coach
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  development, intern development and you talked about four
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  coaching pillars. Could could you dive into what
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  those are for you and kind of how that shows up within your
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  business? Absolutely.
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  I'm actually pulling it up right now just so I can to make sure I
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  reference a couple key pieces on that that are very important.
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  And I'll first start with the history of how those pillars
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  came about. It was early in my marriage,
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  probably 2012, when my wife and I were being mentored by a
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  couple at her church, which completely shaped me for the
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  better in every possible way as far as it being a man, just
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  being a better Christ follower. And and there was a passage of
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  Scripture that we were going over in first Timothy, and I'm
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  sorry, second Timothy, of which Paul is challenging his protege
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  Timothy and in a bunch of different ways.
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  But but really in this particular passage in chapter
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  316 through 17, basically telling him that, hey, all
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  Scripture is God breathed and useful for teaching, rebuking,
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  correcting and reinforcing in righteousness.
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  And I remember kind of meditating on that for, you
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  know, that whole week and just having these natural
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  conversations with my wife about what that means and how powerful
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  of a passage that is and how reassuring it is that like, Hey,
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  all scriptures, God breathe like we really can a trust in it as
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  being the truth. And, and then she had mentioned
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  that those four things that Paul mentioned to Timothy, teaching,
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  rebuking, correcting and reinforcing really are is like a
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  is like a construct for coaching.
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  Like she helped draw that parallel with what Scripture is,
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  what Paul's encouraging to be used for, for with Timothy and
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  him sharing to the church that he was at, like, hey, use this
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  truth that we have to reinforce righteousness and basically like
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  help build character with the people in the church.
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  And she mentioned how that really parallels with coaching.
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  And I was like, wow, that actually is very profound.
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  And it does. And so just elaborate more on
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  that. Like really like within a week
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  or two, I was already implementing that with my staff
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  at Texas A and Corpus Christi when I was the young head
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  strength coach there with, you know, just trying to do my best
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  to survive, but also lead the staff that I that I had.
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  And we oftentimes would have these sort of conversations
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  about coaching and be in my attempt to pour into them and
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  help them become a better coach and help myself become a better
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  coach. And so naturally, these 4
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  pillars, if you will, helped really shape how we evaluate
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  ourselves. Because those four things,
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  teaching, rebuking, correcting and reinforcing, all are
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  involved with an interaction with the team or with an
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  athlete. So like just even within one
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  session, right? Like the first thing you do when
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  you have that precious 5 to 10 minutes of like, here comes the
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  team, we're about to go through a lift or a training session,
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  You first have to set the stage of explaining what you're about
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  to do. Like, what are the expectations?
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  What, what would be the definition of success?
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  When this workout concludes, you know, you're you're teaching
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  quickly and efficiently the movements that you're about to
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  perform, how you want those movements to be performed.
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  You know, like all the little tidbits of like making sure that
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  they're actually going to do what you want them to do.
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  That's teaching, right? Like you're in that brief moment
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  lecturing them basically and showing through examples and
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  demonstrating yourself what a hang snatch is and what a single
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  leg box squad is and or a landmine grappler twist and
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  you're just running through the lift.
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  Here's what we got today. But the teaching also doesn't
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  stop, right? That's like that first five to
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  10 minutes of like actually explaining, finding it and
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  briefing it, but then you quickly move on to rebuking and
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  the reason why rebuking is so important and why it's on there.
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  Because doesn't matter how good of a job you did teaching it,
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  which we try and explain everything so well that the
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  athlete will be successful. They're still going to have
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  issues. They're still going to do
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  something incorrectly, maybe have some behavioral issue.
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  You got to sort it through. They're going to.
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  It's just going to be something that happens within the session.
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  That is not what the standard was that you communicated.
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  Hopefully if you're a good enough coach to communicate that
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  standard and and then you got to rebuke that, you got to be able
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  to say that's not right here, here's what we got to do
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  instead. That's one of the most
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  underrated qualities in coaching, I think is just how
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  you rebuke an athlete. And there's a lot of young
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  coaches that do not do that well, you know, they just aren't
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  as confrontational or maybe they are confrontational but don't
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  don't know how to be confrontational in a tactful way
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  and a supportive and loving way, right?
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  Just from coach to athlete. They don't really understand
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  that relationship as well yet. And then there's some coaches
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  that are older that have been doing it for a long time who
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  when they rebuke, they don't have much empathy behind it.
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  Or maybe it's the timing of that rebuke is wrong or off or just
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  not what's best, you know, for that situation or athlete.
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  And so we actually, as a construct with these 4 pillars,
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  spent a lot of time talking about rebuking and we talked
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  about how we would handle certain situations.
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  But then rebuking is only as strong as in the following
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  correction, which is that third pillar of how good are you at
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  correcting. Then the incorrect behavior
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  pattern that just took place. Like again, you taught it, you
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  communicated what it was supposed to look like, they
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  tried to do it, it was wrong. How do you fix it?
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  As the coach, you should be able to guide them through then how
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  to address the problem. It's like in math class when a
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  kid just cannot get their head around this formula that they're
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  supposed to be following and they keep producing an incorrect
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  answer of the math problem. Like you're not just going to
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  allow that to persist. Like as a good teacher, you're
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  going to step in and help them work through how to get to the
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  correct answer, right? Like in no matter how long that
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  takes, Like we're only as good as our ability to correct and
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  troubleshoot and to guide the athlete through the problem.
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  And if we're spending all day doing that, then we probably
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  should have chosen that problem to begin with.
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  It was probably a movement that was too complicated.
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  Like, you know, a lot of people struggle with Olympic lifts now.
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  I saw somebody post recently that Olympic lifts are something
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  that they no longer do because it's technically fragile.
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  And I'd never heard that before. I thought that was actually
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  really cool. So if it's, it's the fragility
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  of of the movement from a technical standpoint is too high
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  that you're spending all your time trying to correct it.
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  And then then you don't even get to the fourth thing, which is
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  training and reinforcing, living there and just correcting.
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  And so there really isn't much stimulus or adaptation there.
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  So now we're kind of getting the coach speak a little bit, but
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  you can, you can see the weight behind that third pillar of just
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  being able to actually correct and help the athlete through the
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  issue of said drill that you try to implement in the 1st place.
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  And so if that box gets checked, maybe no need to rebuke or maybe
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  a good rebuke corrected the problem.
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  Now we get to have fun and move on to pillar #4 which is adding
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  heat to it, right? Like we're actually turning up
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  the intensity of more volume. Let's let's see how they handle
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  this in a fatigue state. You know, that to me is
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  reinforcing. You know, when Paul's talking to
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  Timothy about reinforcing then this character trait or this
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  this thing that they are to be doing within the church, you
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  know, it's the same thing as an athlete in your field of play
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  like you, Congrats, you did the drill really well.
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  You know how to actually execute it and practice.
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  But what about in the game situation?
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  You know what about when? We have to do it. 20 times or
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  you have to increase the intensity.
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  And so that's when real adaptation takes place is when
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  you're you're turning up the heat, if you will, with velocity
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  or with more strain. You know, I think there's a lot
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  of coaches, trainers to the people in the private sector
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  that I, that I get to witness kind of more often than than I
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  used to when I was in the collegiate setting.
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  There's a lot of people that skip the second two pillars and
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  they'll teach it and they'll go straight to reinforce it and
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  they, there's not a lot of rebuking going on.
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  There's not like correcting going on.
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  So as professionals, we went to school and got her master's
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  degree and got all these certifications.
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  So we can be really good at the rebuking, correcting piece.
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  I think that's kind of really where the practitionership
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  really plays in to our job on a daily basis is implementing
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  really good healthy movements for the athlete, but then being
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  able to actually like teach it to them very well, rebuke it
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  when it's not going well, those things.
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  So hopefully that kind of made sense explaining those 4
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  pillars. I have a graphic that as I
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  talked through it, you know, it's easier to to digest those
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  things as a flow. With all the.
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  Explanation I just gave, but like it really is like this
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  pattern that kind of moves from teaching to rebuking, correcting
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  and reinforcing. And really the last point I'll
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  make on that, especially as I teach this to younger coaches is
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  like this thing never stops. Like if you're in the weight
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  room and it's a 50 minute session, there should never be a
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  moment where you're not doing one of those four things with a
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  group of 15/20/40 athletes. I mean you're in the high school
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  setting a lot more now, John. So you know like the amount of
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  those four things you're doing constantly.
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  Some athletes need the rebuking almost the whole time and some
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  athletes, they just need to be taught more.
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  They they learn differently. But at the end of the day, in a
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  group setting, especially if you're quiet for more than 30
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  seconds and you're not doing one of those four things.
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  Reinforcing also is like affirming when something is
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  really good and you tell the athlete, man, that's awesome
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  good job. You shout out from across the
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  room like they, they need to feel seen on that too, to know
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  that they're on track. So, so yeah, I'm, I'm grateful
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  for again, that conversation I had and that passage of
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  scripture to help me then use this construct for myself and
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  evaluating which one of those four areas I really am deficient
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  in. Because throughout my whole
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  career, there's always been an area where like I've been
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  lacking, you know, with, with my ability to coach.
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  And it typically was one of those four things, you know, and
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  I got to reveal that and why I love that construct so much
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  because it just helps us to see our areas of improvement.
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  Yeah. Now that's so cool.
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  And it's just such a cool connection and framework that
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  you have there. And, and kind of like you're
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  talking about you, you talk about the example of like
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  usually a lot of young coaches, they struggle to rebuke in part.
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  And I feel like really with a lot of those pillars you're
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  talking about, like these young, young coaches and, and, and all
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  of us are usually at first chasing the technical knowledge,
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  right, the XS and OS and like wanting to learn about all these
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  things and, and do the cool programming and exercises.
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  And, and, but like you're saying, these are the pillars,
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  right? Where I feel like they're the
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  pillars of which technical knowledge can sit on top of and
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  then be implemented great and actually used because of our
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  ability to coach and do these things you're talking about.
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  So for young coaches that maybe listen to this, they're like,
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  hey, like I need to get better. I recognize I need to get it
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  better at these pillars you're talking about.
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  How do I, how do they go about actually improving, evaluating
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  themselves, improving themselves in these areas besides, you
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  know, maybe going interning for you or working with you.
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  Yeah, so. In our.
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  Situation before I kind of speak on that, we had like 7 GAS,
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  which is kind of crazy. They weren't all like full on
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  GAS, but they were grad students who like worked with the team.
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  They kind of attached themselves like we just have awesome
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  master's program at our university.
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  So I just had the benefit of like using these talented young
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  coaches with with our work. So there are two of us full time
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  anywhere between 5:00 to 7:00 intern slash GAS and.
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  We were pretty spread out. Right.
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  Like I wasn't always around them to see how they coached and what
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  they were doing, but I tried to, I tried to at least observe a
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  lot of their sessions. But because we all were on the
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  same page with these 4 qualities of how we evaluated ourselves,
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  we actually scored ourselves and each other on us from a scale of
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  one to five, which is kind of arbitrary.
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  You know, it's like, you know, what does a three mean versus
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  A4? But it was it wasn't anything
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  super formal, but I. Would.
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  Ask our staff to come to the meeting and basically grade over
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  the last month or two or however long we had these meetings grade
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  themselves on those four things. Alike.
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  OK, rebuking I'm a 2, you know, and here's why.
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  And they would have to kind of articulate why that they felt
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  that they're graded themselves that way.
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  And then myself and then my assistant actually spoke into
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  that and actually would either agree with them and then explain
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  why from our vantage point, or we would disagree with them and
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  be like, man, you're actually like A-35 or A4.
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  Like I really think that you've, you know, grown a lot in this
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  area and you know, and and so forth.
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  But it just allowed for real conversation to happen and real
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  evaluation to happen through through meetings and mentorship,
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  essentially. So when when a young coach is
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  like listening to this and and thinking through these 4
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  qualities and maybe actually evaluating themselves.
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  And then I would absolutely encourage that you still need
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  somebody to talk through with about this stuff and have a
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  mentor and have somebody in another season of life than you
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  like ahead of you to, to either affirm that that that's the case
• 15:38
  and we're, and, or speak into the ways that you can improve.
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  And it's got to be somebody that knows you, that works with you.
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  So this is, this is a big thing right now at our facility.
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  Like how do we help grow our own coaches and our own staff?
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  And it's just like when you plant a tree, like you need to
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  make sure it's going in the right direction, make sure it's
• 15:57
  being fed. And it's like a lot of times in
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  our profession, especially in the private sector, there isn't
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  a whole lot of guidance and mentorship because we're all
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  spread thin or working different schedules.
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  And I'm literally working opposite of of the same coats
• 16:10
  that I'm trying to pour into. So it's tough.
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  And I first would say like it, we're not designed as as people
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  to just grow ourselves. You know, like the same way that
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  our athletes need the support we do too.
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  So coaches shouldn't be on an island.
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  And if you are in a situation where you're on an island, you
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  need to get into a cohort like you needed to attach yourself to
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  a group of coaches that are meeting about the stuff, talking
• 16:33
  about it and all wanting to grow.
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  Because I think now more than ever, there are lots of jobs
• 16:39
  coming available, which is great, but they're often jobs
• 16:41
  where you're the only strength coach in the room.
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  So you don't really have much opportunity to have other
• 16:47
  coaches pointing into. So that's the high school
• 16:49
  setting for sure. That's a great high school jobs
• 16:51
  out there. You're you get hired for that
• 16:53
  position and you're training every athlete on campus and you
• 16:55
  don't really have anybody else to to help you with and private
• 16:58
  sectors a similar thing. But yeah, there's a lot of great
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  cohort options is out there. Doctor Ramsey Najam does a
• 17:04
  phenomenal job with his APCC course, gone through it myself
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  and got practitioners from all over the world talking through
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  these kinds of things over a six week period.
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  And that's your opportunity to again kind of be honest about
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  how you view yourself and then hopefully get some great.
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  Feedback from others, otherwise I.
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  Don't know. I don't know how well you're
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  supposed to grow as a coach other than like recognizing in
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  the moment like that did not go well with that athlete or that
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  interaction with that coach for that that's offseason we just
• 17:33
  had with this team could have been better.
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  Like without all all that introspection and self
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  reflection and then reaching out to mentors, how else are we
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  supposed to grow? Like we need somebody alongside
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  us to, I think speak truth into our lives the same way that
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  Timothy had Paul. You know, I don't know how else
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  things worked out in the early church days without that either.
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  So. But it's tough, man.
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  I. Think I think our profession can
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  continue to improve in the way that we create opportunities
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  like this for real support and growth for young coaches, no
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  doubt. Yeah, I mean, I feel like, you
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  know, the whole framework you're talking about not only obviously
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  applies coach to athletes, but then coach mentoring other
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  coaches and staff in the same exact way, using the same
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  framework. And it starts with even having
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  the space and bandwidth to be poured into, you know, a lot of
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  us are just run ragged by the end of the day.
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  Like you're, you know, maybe you're just too exhausted to
• 18:24
  even createspace for yourself to grow, you know, So as as a
• 18:28
  leader of a department, our job, regardless of how tired we all
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  are, is to create that space, right?
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  Like any good team of strength coaches that I've ever seen,
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  there's some phenomenal ones out there, great leaders of the
• 18:39
  profession within where within their walls of how they operate.
• 18:43
  Coach Curtsey when he was at Kennesaw State and he's now at
• 18:46
  Navy. I mean, I, I got to see first
• 18:48
  hand how he poured into his, his staff and his interns and me.
• 18:52
  He had so much context for them to, to sift through all the
• 18:56
  documents of the internship packet.
• 18:58
  I mean, even his whole football shrink training program was all
• 19:01
  documented and easy for them to digest.
• 19:03
  Like, like he put so much work into creating that sort of
• 19:06
  system that that's fertile soil like that they will grow for
• 19:10
  sure in that environment. That's why somebody of them have
• 19:13
  and you think about like coaches and their coaching trees.
• 19:15
  Coach Joey Batson at Clemson, even Mike Boyle and what he's
• 19:18
  doing in Boston and his coaching tree and all the interns he's
• 19:21
  had. Like, you know, I'm very
• 19:23
  thankful for people in our profession like that who took
• 19:25
  the time to pour in to their own people because they're the ones
• 19:29
  that end up doing the same thing wherever they end up.
• 19:32
  So yeah, like our our profession survives on that.
• 19:35
  Like without those, like they don't get paid extra for
• 19:38
  mentoring their own people. Like, to my knowledge, unless
• 19:41
  they're again, have a certification that they create,
• 19:43
  which is awesome that that hopefully get paid for for that.
• 19:46
  But most coaches, especially the collegiate setting who pour into
• 19:49
  their own staff, there's no extra stipend for that, right?
• 19:52
  They're just just care and they want the profession to move in
• 19:55
  the right direction. Thankfully, I was blessed to
• 19:57
  have people under to achieve that and I had good mentors.
• 20:01
  But I definitely feel for people that do not have that mentorship
• 20:05
  deal at their place. Somebody that can really just be
• 20:06
  honest with them and be like, man, you really need to change
• 20:09
  in this area of how you. We need.
• 20:11
  The truth, you know, and I don't know how it's supposed to grow,
• 20:14
  but it's a lot harder to hear the truth when you're 30s and
• 20:17
  your 20s. It's definitely easier to take
• 20:19
  that and things about yourself, yeah.
• 20:22
  And I, I couldn't agree more on, on the importance of having
• 20:25
  mentorship there. And at Triple F as you think
• 20:28
  about your hiring process and evaluating whether it's
• 20:31
  assistance or interns and bringing them in, are you
• 20:35
  evaluate is a big part of your evaluation looking at kind of
• 20:38
  their, where they are with these 4 pillars and how much of it's
• 20:41
  like, OK, we need them to be strong in these versus based on
• 20:45
  the environment we have, we're going to develop these and we
• 20:48
  know we can get them to where we need them to be.
• 20:50
  So in the. Private sector, I really rely
• 20:52
  heavily on young coaches who are, I'm being, I'm paying a
• 20:58
  part time salary to or, you know, pretty good hourly rate
• 21:03
  who are under the umbrella of another very credible
• 21:06
  institution. So for example, in 2 1/2 years
• 21:09
  that we've been open, going on three years now, we have greatly
• 21:12
  benefited from the University of Tennessee football's internship
• 21:16
  program. Essentially, they're having
• 21:18
  people move here from all over the country, very talented
• 21:21
  people. Zach says he was one of them
• 21:23
  who's now with Joey G at at the Tulane or Tulsa.
• 21:27
  He's at Tulsa now and, and he was at FAU came up to Tennessee
• 21:32
  because Tyler Henry was there and then likes and we got to
• 21:34
  benefit from having him needing to make a little extra money by
• 21:38
  working with our kids two days a week or three days a week.
• 21:40
  So you know, we're a pretty small operation.
• 21:42
  There's, there's more full time people now, but you know, back
• 21:45
  then there was 3 or 4 full time coaches and the rest of it was
• 21:47
  part time. And I just had to accept that
• 21:50
  we're going to have some turnover semester by semester.
• 21:53
  Sometimes we would have a coach for a whole year, depending on
• 21:55
  how Tennessee football organized really that their commitment to
• 21:59
  that new coach that was coming in to be a paid intern for them,
• 22:02
  or even not a paid intern. But nonetheless, I, who didn't
• 22:05
  have the space or time to create this mentorship opportunity for
• 22:10
  this coach, could trust that it was happening 20 minutes away at
• 22:14
  at Tennessee. Yeah.
• 22:15
  Tyler Henry, who's been there running the internship program
• 22:18
  since I've been here. He and I are like this with him
• 22:21
  pouring into his interns, us typically hiring them because
• 22:25
  we're usually really good and then me just helping them get
• 22:28
  the experience and the reps that they need as a coach that they
• 22:31
  maybe aren't getting as much in Tennessee.
• 22:33
  So they're kind of getting this full well-rounded experience
• 22:36
  between the two places. So and I've seen other private
• 22:39
  sectors do something similar. I encourage it big time because
• 22:42
  it really like as a win win situation for everybody and
• 22:47
  because Tyler's again, trying to recruit these talented young
• 22:50
  people to help him with Tennessee.
• 22:52
  But then they're also like, well, I got to get I got to pay
• 22:55
  the bills and have groceries and gas because they just don't
• 22:58
  always offer paid internships. So it's all the interns, but
• 23:01
  they want the good ones. And so we we provide that right?
• 23:04
  Like we're able to help them make ends meet while getting
• 23:07
  great reps with our young people here at Triple F.
• 23:11
  I mean, Tennessee obviously carries a lot of weight around
• 23:14
  here. So having them in our building
• 23:16
  wearing orange like it, it, it only helps us, you know, even as
• 23:20
  a brand with that relationship. And it's just been really good,
• 23:23
  man. I'm just very grateful to to
• 23:24
  have that, that bridge that we have with us in Tennessee.
• 23:27
  But we have had interns that did not work in football who I then
• 23:31
  had to vet out a little bit more from a character standpoint and,
• 23:34
  and just learning really what their experience was like.
• 23:37
  Because you typically wouldn't even be considered a Tennessee
• 23:40
  football unless you at least had some previous football
• 23:43
  experience somewhere. Like you were already in a
• 23:45
  weight room with collegiate football players.
• 23:47
  Maybe not have been SEC, but you at least had that one semester's
• 23:51
  worth of, of experience that I know that I could build off of
• 23:54
  when they got to me as well. So you know how valuable that is
• 23:57
  to have that one big internship or, you know, a place where you
• 24:01
  really like, got to see it all. Got to appreciate strength
• 24:04
  conditioning in a group setting at a high level, like with
• 24:07
  intensity and, and the importance of timing and
• 24:10
  efficiency and all the things. Whereas we have had some interns
• 24:13
  that have not had that experience who maybe also only
• 24:15
  worked as a personal trainer or just really hadn't had any
• 24:19
  formal strength conditioning stuff.
• 24:20
  And so I'm, I'm kind of learning how to, there's nothing wrong
• 24:23
  with that. I'm just used to building up the
• 24:25
  football like high intensity model or the collegiate model,
• 24:28
  because I, I can work with that all day long.
• 24:30
  We're just, that's just my wheelhouse.
• 24:31
  I'm used to, that's where I came from, right.
• 24:34
  So whereas other athletes, other interns and, and young coaches
• 24:37
  who have come from different environments actually provide
• 24:40
  another great perspective and skill set and that they're not
• 24:43
  all wound up and, and crazy like I am.
• 24:46
  They're a little bit more patient, you know, the more
• 24:49
  relational typically with the athletes, like they're not so
• 24:52
  caught up and the setup and the flow and making sure all the
• 24:55
  technology is working. They're actually like more
• 24:56
  concerned about the athlete from a human perspective and like how
• 25:00
  their day was. And so again, that that's a flaw
• 25:02
  of mine. Like I, I tend to be so caught
• 25:04
  up in the session and the adaptation and the things,
• 25:08
  physically speaking, that I want to make sure happen that I tend
• 25:12
  to not create enough space for with how the athletes feeling or
• 25:16
  what's what's going on with that.
• 25:17
  And we have a ton of middle school kids, so it's important
• 25:18
  that they, that we have, you know, that connection with them.
• 25:22
  And so, so yeah, I've, we've got a good balance now.
• 25:24
  We've got coaches that have, you know, are, are used to like a
• 25:27
  slower pace and more relationship and that kind of
• 25:29
  deal. We've had some that come from a
• 25:31
  high intensity environment and it, it really balances out well.
• 25:34
  And I don't know how many other private sectors do it that way.
• 25:37
  I think most just just to be frank, most places like us who
• 25:41
  try and serve kids after school and that's our business model
• 25:43
  primarily are just happy to, to have anybody available to work
• 25:48
  the crazy schedules that often the private sector requires,
• 25:51
  right? Like it's, it's usually not
• 25:52
  ideal before school, after school, like that's you're
• 25:55
  talking 56 AM and you're talking 6:00 to 9:00 PM or 5:00 to 9:00
• 25:59
  PM. And those aren't traditional
• 26:01
  schedules. It's kind of hard to balance
• 26:03
  your personal life with those kinds of things.
• 26:05
  So most companies again, in private sector and sports
• 26:09
  performance are, are happy to have young people that maybe are
• 26:13
  there for as long as a year, knowing that they're going to
• 26:15
  try and find something more sustainable for their personal
• 26:18
  life at some point. So yeah, man, we're, we're,
• 26:20
  we're in a good place now. We're in a really good spot.
• 26:22
  We have amazing young coaches who are committed to us for long
• 26:25
  haul and they are absolutely in line with our mission.
• 26:29
  We can all trust them to to give athletes a great experience,
• 26:33
  connect with the parents, deliver a great product, love on
• 26:36
  the kids, teach a Bible study on a Monday night, you know, clean
• 26:40
  the facility, make sure stuff is cared for like it.
• 26:42
  You just really have to have the right people that that can do
• 26:46
  all the multi multifaceted things that the private sector
• 26:49
  requires because you have to have a pretty balanced skill
• 26:52
  set, not just collegiate strength conditioning kind of
• 26:55
  gung ho approach. Like you actually have to be
• 26:57
  pretty gifted at communication and you know, with parents, that
• 27:00
  kind of thing that most college internships don't ever have to
• 27:03
  deal with. You know, you don't really have
• 27:05
  to a parent when you're interning, interning at Oral
• 27:07
  Roberts, you know, it's just not going to happen.
• 27:09
  But but it's important in the private sector.
• 27:11
  Yeah. Now that that's really cool
• 27:12
  insight. And as you as you talked about
• 27:14
  that last part of kind of some of the difference between
• 27:16
  college and private sector, you've had the opportunity to
• 27:20
  work in both of those and work in the high school setting.
• 27:23
  So what have you seen as kind of the differences between those
• 27:27
  those three areas for you? And also like if somebody's
• 27:30
  trying to decide whether they want to make a transition for
• 27:33
  different logistics for their life or they're trying to decide
• 27:35
  what kind of route or path they want to start out on, like what
• 27:39
  type of people fit into those areas that you've seen where the
• 27:42
  personality wise, you know? It's funny, our profession is is
• 27:46
  weird and that like you'll get your undergrad, you're being
• 27:49
  taught by a bunch of academic people that probably have never
• 27:52
  coached an athlete in the weight room before.
• 27:54
  You know, my professors actually did and that's not really
• 27:58
  normal. And then you're hoping, so
• 28:01
  you're really just blind going into what the strength
• 28:03
  conditioning actually is. You do your first internship and
• 28:06
  that already sets the stage for what you think strength
• 28:09
  conditioning is like. You do that one first
• 28:11
  internship. I did it in a small studio
• 28:13
  sports performance place and I'm thinking, OK, this is cool, like
• 28:17
  I can do this, but I never, I wasn't leading a high school
• 28:19
  strength auditioning environment.
• 28:21
  I didn't know what that looked like.
• 28:22
  I didn't even know if my coaching staff would match.
• 28:24
  You're just totally naive to all other sub sectors of strength
• 28:27
  auditioning. You know, you could probably say
• 28:28
  this about most professions. You know, my wife's a nurse, my
• 28:31
  brother's a nurse. I'm sure when you first get into
• 28:34
  nursing, you're probably just happy to have a job and just
• 28:37
  kind of do whatever job. You're not really thinking about
• 28:39
  all these other areas of nursing you could do with Pediatrics or
• 28:43
  labor and delivery or whatever. You know, you kind of find some
• 28:46
  of that out later, but. But.
• 28:49
  Starting off in college at least helped me.
• 28:53
  See. Strength conditioning as a craft
• 28:55
  and something that I could master some early sub sectors,
• 28:58
  you know, in, in your profession really are just like a job.
• 29:02
  Like it's just like I'm, I'm working here and I I get paid
• 29:05
  this much a clock out, I go home and you're not really being
• 29:09
  challenged to like be the absolute be an expert at what
• 29:13
  you're doing in collegiate setting.
• 29:15
  I feel like you are everyday your sport coach, the athletes
• 29:19
  are kind of expecting more out of you.
• 29:20
  They're, they're questioning your methods in a, in a good
• 29:23
  way, Like everybody's trying to refine what they're doing
• 29:26
  because it's such a high level of competition.
• 29:28
  Like it's direct impact on people's lives of like winning
• 29:33
  means getting paid more, means a career growth.
• 29:36
  Like collegiate environment is like a a pressure cooker a
• 29:39
  little bit with if you're not investing in yourself constantly
• 29:42
  to show your own value, then they'll just find somebody else
• 29:46
  that that does and can contribute more.
• 29:48
  Because there's so many of those people out there that are like
• 29:51
  really gifted, have a lot of certifications, a lot of good
• 29:53
  experience that they feel like are a better fit.
• 29:54
  So right away in that environment, you're like crap,
• 29:58
  like I'm, I got a lot of catching up to do, you know,
• 30:01
  becoming a Sup leopard just came out.
• 30:02
  I'm gonna read that book. Try phasic training just came
• 30:04
  out. I'm gonna read that book because
• 30:05
  you're just you just don't feel like you're content with your
• 30:09
  current level of, of practitioner ability and like
• 30:13
  your method on like you're just trying to figure it all out, but
• 30:15
  you know, it's not enough. So there's this, there's a kind
• 30:17
  of healthy challenge every day to like pour into you it's and
• 30:22
  some people, I guess if that's their first taste or shrink
• 30:25
  conditioning don't do well with that.
• 30:27
  Maybe they lack self-confidence, maybe they aren't driven enough,
• 30:30
  not as ambitious enough to be an expert.
• 30:32
  So they're kind of like get flushed out already to maybe you
• 30:35
  know, another like again, whether it's high school or
• 30:38
  private sector where it's not as demanding to be an expert, it's
• 30:42
  it's like, hey, this is just a job.
• 30:43
  I get to still have a life outside of this.
• 30:45
  It's not going to be my identity, right?
• 30:48
  Like A and that's totally fine too, right?
• 30:50
  And that's, that's kind of where to me the split happens with
• 30:54
  like facing which sub sector of single conditioning is more
• 30:58
  appropriate for you is your personal life starts to creep in
• 31:01
  and then ultimately what your identity is and how you want to
• 31:04
  spend your time. And not everybody's not like me
• 31:08
  who wanted to be a college state coach and like get all these
• 31:11
  degrees and was never content with certifications and just
• 31:13
  lived it. You know, it's like I lived and
• 31:15
  breathed it all day long to where it was probably unhealthy.
• 31:18
  Like you're late at night, you know, reading a book or messing
• 31:22
  with spreadsheets when you should just be like spending
• 31:24
  time with your significant other.
• 31:26
  You know, like I I went through all that.
• 31:28
  That was five years of close to six years of trying to just be
• 31:32
  an expert. I was speaking at conferences, I
• 31:33
  was writing articles, I was teaching classes.
• 31:35
  Like it's just like this insatiable feeling of like being
• 31:39
  really good at your job because that's what people see in that
• 31:43
  space is valuable and especially in high performing environments,
• 31:46
  right? And that's like classic CSCCA
• 31:49
  and like everybody's in there trying to, you know, and, and
• 31:52
  but it's also a lot of unhealthy habits come out in those
• 31:55
  environments too. You start to see different sides
• 31:57
  of people, whereas high school and why we transitioned away
• 32:01
  from collegiate to high school a it was just a great opportunity.
• 32:04
  I was going to get paid more, which is and I didn't have to
• 32:06
  travel as much. The job was clear.
• 32:08
  Here's the athletes that we saw all day and who and here's what
• 32:11
  they needed. There was a system and they're
• 32:13
  just outside of the system and in place.
• 32:16
  There wasn't a need to be any smarter, you know, and, and come
• 32:21
  up with, you know, like advanced methodologies.
• 32:24
  It was like, no, this, this is what these kids need at this
• 32:27
  age. And we're going to do it a
• 32:28
  really high level and we're going to do it very
• 32:29
  consistently. Everything totally shifted from
• 32:33
  like pushing the boundaries of sports performance to just
• 32:38
  living in a space where I could just do something very like very
• 32:41
  well and very consistently and just be more organized now.
• 32:45
  It was like an obsession with efficiency, whereas like
• 32:49
  efficacy was the the main thing in the collegiate setting.
• 32:52
  Efficiency was everything in the high school setting.
• 32:54
  And so I kind of got obsessed with that, right?
• 32:56
  And how my whole assessment system came about because I
• 32:59
  wanted to be automated. I wanted to be very objective
• 33:01
  with the kids understanding exactly what the standards were.
• 33:05
  I didn't want any Gray area. Like it just needed to be a
• 33:08
  machine, right? That just turned turned it out.
• 33:10
  And that was kind of exhausting in a different way because the
• 33:13
  hours were still long. Like when you're in a high
• 33:16
  school setting, what people don't really know oftentimes as
• 33:19
  a strength coach is like you don't typically get to just
• 33:22
  leave and go home or take out your dog or whatever.
• 33:25
  Like you're you're there supervising kids the entire day.
• 33:28
  You have lunch room duty, you've got Chapel, you've got other
• 33:31
  things. You're probably coaching a
• 33:32
  sport. So when you fully commit to high
• 33:34
  school, you just have to accept like, OK, I get weekends off.
• 33:37
  I don't really travel as much, but I'm there all day long and I
• 33:40
  can't leave. And it's like, here's when I can
• 33:42
  take a vacation, but like I'm locked in here fall and spring,
• 33:47
  just there's no chance that I'm going to take a vacation or
• 33:49
  anything. It's just you're there, you're a
• 33:51
  teacher, you know, all day long, typically with after school
• 33:55
  training and that kind of stuff. And every high school different,
• 33:57
  but that's typically how it operates.
• 33:59
  Whereas in college, you you could leave in the middle of the
• 34:02
  day. We play pick up basketball, you
• 34:03
  know, with the women's basketball coaches, you know, we
• 34:05
  would go get a lift in. We worked out all the time.
• 34:10
  You know, it's always funny when you see college team coaches
• 34:11
  just working out all the time, like, you know, on the on the
• 34:13
  clock basically. That's just what we did here.
• 34:15
  We were experimenting, we were working out and there's just a
• 34:18
  lot of kind of Dead Space between when teams are coming
• 34:21
  in. You don't have that in high
• 34:22
  school. So like, that's one of the
• 34:24
  harder pillows pills to swallow is like, man, I no longer can
• 34:27
  really just do what I want to do during the school day.
• 34:30
  It's what the kids need. And it's the fact that I now
• 34:32
  have 500 kids instead of, you know, 150 or however many that I
• 34:39
  was responsible for at. Corpus, so you kind of just
• 34:41
  accept that work out when you can so.
• 34:44
  Maybe that matches your personal life a little bit better in
• 34:46
  your, in your coaching style and coaching skill set.
• 34:50
  I just had to adapt. I just had to shift and I
• 34:52
  actually loved who I became. You know, I, I thought I was a
• 34:56
  good coach until I started the coach teenagers and you realized
• 34:59
  like, man, I actually, I was a good practitioner.
• 35:01
  I wasn't a great coach. So thankfully I had Gary
• 35:04
  Schofield to kind of learn under and and watch how he interact
• 35:08
  with his athletes for a couple years and then he left and I
• 35:11
  loved it, man. I loved how much more intimate
• 35:13
  it was. I went on mission trips with
• 35:16
  these kids, you know, on a yearly basis.
• 35:19
  You're just with them all day long, every day.
• 35:21
  And like the impact does seem to be more intense.
• 35:25
  You know what I'm saying? Like you definitely have more
• 35:27
  influence over their life. But again, it it has to match
• 35:30
  your personal life. That's the reason why we made
• 35:33
  the shift. Thank God that that shift was
• 35:35
  even an option, right? Like it's not like you can just
• 35:38
  make a shift just because you want to you.
• 35:40
  It has to be a job opening for and they have to be willing to
• 35:43
  trust in you. And so I think given the
• 35:45
  credibility of coming from college gave me that that
• 35:47
  flexibility to be able to do that.
• 35:49
  You know, I'll never forget in my interview, the AD for GC, the
• 35:54
  high school that I'm referring to, that it worked at one of the
• 35:56
  first questions you asked me when I sat down, he's like, why
• 35:58
  in the world would a head Division One stream coach want
• 36:00
  to be an assistant at a high school?
• 36:02
  And like, to me, it was just like, I understood the question,
• 36:05
  but I was also like, well, I mean, I'm getting paid a whole
• 36:07
  lot more, believe it or not. But also, you know, I had to
• 36:10
  explain AI felt like God was calling me to be here, but also
• 36:14
  be like, here's the reasons why. Like it really matched with
• 36:18
  personal life and our family that we're trying to start or
• 36:21
  had started. And he didn't once question my
• 36:24
  ability to be a strength coach. So, so like that's the benefit
• 36:28
  of coming from college. If you come from college, you
• 36:30
  could pretty much go anywhere you want because it it just
• 36:33
  assumes that you were at the higher level of strength
• 36:35
  conditioning and sports performance and you were kind of
• 36:38
  an expert, right? Like that's, that's that check
• 36:40
  that you're adding to your name. Whereas if you start private
• 36:44
  sector or start high school and try to get into college, that
• 36:46
  definitely is, is a harder case to make for yourself
• 36:49
  professionally. Not that you can't, it just
• 36:51
  doesn't happen as easily. And I would you'd probably
• 36:53
  notice the same thing with sport coaching.
• 36:54
  I know there are some great college football coaches,
• 36:57
  college basketball coaches that started out like in high school
• 36:59
  first, but it's really not as common.
• 37:01
  Most of them started right off in college as Aga or a analyst
• 37:05
  or you know, somebody that worked in film and then they
• 37:07
  kind of transition and work their way up.
• 37:09
  But so yeah, I think just recognizing that very early at
• 37:13
  the age of 2122 when you're choosing your internship, but
• 37:17
  unfortunately the people that are going to listen to this
• 37:19
  podcast, if any aren't, aren't those young people.
• 37:22
  So it's like, what are we doing as as professionals and seasoned
• 37:26
  strength coaches to to reach out to these young coaches that are
• 37:29
  not even coaches yet, right? Like they're seniors in college
• 37:32
  learning about strength conditioning and trying to
• 37:34
  figure out what it even is. And they're only reference for
• 37:37
  it is what their professors are telling them like it.
• 37:40
  But the NSCA or the ACSM or NASM like there's not it's.
• 37:44
  Not. A whole lot of real world tie
• 37:46
  in, I think with even the private sector.
• 37:49
  High school is definitely a big disconnect with high school
• 37:51
  strength conditioning and, and higher education big time.
• 37:54
  I didn't when I was in higher Ed getting my bachelor's, I didn't,
• 37:57
  I didn't have any inclination that high school strength
• 37:59
  condition even existed. I just thought it was just
• 38:01
  weight rooms with old bumper plates and some, you know, yeah,
• 38:05
  the line coach is running it, you know, like you don't often
• 38:08
  get to see real examples of, of what it looks like.
• 38:11
  And there's some states that do a great job of that, but I would
• 38:13
  say it's not common. And so you don't even think that
• 38:15
  that's an option. You wouldn't even think that
• 38:17
  that's a good fit for you. But those jobs are, are being
• 38:20
  created more and more now. I mean, it's definitely becoming
• 38:23
  more normal with the National High School Shrink Coaches
• 38:26
  Association really gaining headway and, and helping create
• 38:30
  jobs at, at schools that otherwise don't have full time
• 38:33
  shrink coaches. It's a good, it's a good time,
• 38:36
  you know, for our profession. And there's a lot of growth
• 38:38
  happening. It's like it's just very
• 38:39
  disjointed, right? Like people don't see all of it
• 38:42
  for what it is. There isn't 1 governing body
• 38:45
  that is helping to tie all this together.
• 38:48
  Help young coaches figure out what tracked to be on you.
• 38:52
  Kind of just like get lucky or just choose what you think is
• 38:57
  best at the time with your limited knowledge.
• 38:59
  So yeah, yeah, no. I, I think it's like you're
• 39:01
  talking about with, with people going from college to high
• 39:04
  school. I know, I know, I mean me and a
• 39:05
  lot of other multiple other friends, even this year, both
• 39:08
  sport coaches and strength coaches have left college for
• 39:11
  high school jobs. And I think I think I see a lot
• 39:14
  more of people doing that right now, especially with the, the
• 39:16
  changes in college athletics with the portal and I all that
• 39:19
  and pushing some people away with, with some of the way those
• 39:22
  things are going. But it's interesting, like
• 39:24
  you're talking about kind of going on the other way.
• 39:26
  Like obviously there are some, you know, big time coaches that
• 39:29
  have gone high school to college.
• 39:30
  But I feel like in college, it's kind of like a hierarchy of like
• 39:33
  steps you have to kind of take to kind of get to that role you
• 39:36
  want to be. And if like you're in high
• 39:38
  school or something for a while and then you want to go back,
• 39:40
  it's like you're probably not going to want to start down at
• 39:42
  the bottom of that hierarchy. But it's kind of hard to jump
• 39:45
  straight to the top and get hired for like a head strength
• 39:48
  job or head assistant of some some team or something unless
• 39:50
  you've got a huge name or something from what you've been
• 39:53
  doing. And.
• 39:54
  Ironically, like that hierarchy is, is all perception of what
• 40:00
  you think the hierarchy or like when I say you, I mean anybody
• 40:04
  use our profession, they would assume that professional sports
• 40:07
  is like that's where that's like the peak of the hierarchy.
• 40:11
  I don't necessarily see it that way personally because like I've
• 40:13
  seen coaches. I've seen PE teachers at
• 40:16
  elementary school, so I feel like they're twice as good of a
• 40:18
  coach as that I am. You know, I'm saying like, like
• 40:21
  PE, like early LTAD, which is I know we're supposed to be
• 40:24
  talking a little bit about too on this talk.
• 40:26
  Like those are the people that are really like shaping these
• 40:29
  athletes the most. And I've seen some incredible PE
• 40:33
  teachers. We had one at GC, Christy
• 40:35
  Shelton, she just retired after 44 years I think, in the same
• 40:39
  role. And dude, her system was just so
• 40:41
  phenomenal. And her ability to coach and
• 40:43
  connect to these kids. I mean, she's got these third
• 40:46
  and 4th graders like really learning work ethic and really
• 40:48
  understanding grit and how to compete and also understanding 7
• 40:52
  different sports and the rules of those sports.
• 40:55
  She was. The reason why GC was
• 40:56
  successful, just to be frank, like some of our like Ben
• 41:00
  Shepherd, he's with the Pacers right now playing in the finals.
• 41:04
  Like he was a product of Christy Shelton and then middle school
• 41:07
  and then high school like he was that was real LTAD.
• 41:10
  You know, it wasn't like so streamlined perfectly that what
• 41:13
  a piece of textbook. But like what he learned early
• 41:16
  on in elementary school absolutely set him up to be
• 41:19
  successful with with our environment in high school or we
• 41:22
  can really, you know, help him to grow physically.
• 41:25
  He already had so many of these skill sets of athleticism from
• 41:28
  an early age. So my point in saying that is
• 41:31
  like, like people just need to be, we just need to talk more
• 41:34
  about what satisfies you as a coach.
• 41:37
  And it shouldn't be like the greatest level of satisfaction
• 41:40
  is a higher level of athletes. You know what I'm saying?
• 41:43
  That's not always indicative of coaching ability.
• 41:47
  You know, it's OK to work with middle school kids.
• 41:49
  A majority of what what I work with now at Triple F and think
• 41:52
  that this is awesome and this is like where I belong and I want
• 41:55
  to pour into these kids even though they may not ever play on
• 41:58
  varsity, you know what I mean? Like I'm teaching them all these
• 42:01
  great movements. They're learning, you know, for
• 42:04
  life, definitely growing and becoming more athletic and like
• 42:09
  it's actually more strenuous as a coach in some ways with these
• 42:12
  athletes in this population. So like it's it's making me keep
• 42:16
  up on my game because I'm pouring into the character.
• 42:18
  They don't even understand where it got to get some of these
• 42:20
  kids. They don't even know how to
• 42:21
  skip. And they also don't even know
• 42:23
  how process works and reward and like just committing yourself to
• 42:27
  training. They never train for more than
• 42:29
  six weeks straight. It's not at all.
• 42:31
  You know, I'm saying like they don't even understand how that
• 42:33
  adaptation works. So if I could teach them that,
• 42:36
  then that'll prepare them for the rest of high school because
• 42:38
  then they'll understand that there is a process to this that
• 42:42
  I have to commit to. They'll learn consistency and
• 42:45
  that kind of thing. So going from college to high
• 42:48
  school to now majority middle school, like I don't feel any
• 42:51
  less of a an expert or a coach. I may not be using my master's
• 42:54
  degree as as much as far as like experimenting with all this, you
• 42:58
  know, crazy technology, which is kind of what you do sometimes in
• 43:01
  the collegiate setting. Like I'm OK with that.
• 43:04
  Now. I don't really care to to be
• 43:06
  pushing the the envelope of sports performance.
• 43:09
  I just want to pour into the kids that, you know, are are in
• 43:12
  my space, like are in our proximity here in Knoxville.
• 43:14
  I would define that contentment as being very healthy thing and
• 43:19
  something that at my point of career is like enough for me,
• 43:24
  right. So I think young coaches need to
• 43:26
  just hear that and just know that like there, there is a
• 43:29
  hierarchy, I suppose, with athleticism, but it doesn't mean
• 43:32
  that you're supposed to climb it like, you know, with with
• 43:35
  strength conditioning, like it's OK to just be high school guy
• 43:38
  for 30 years or, you know, in the Olympic space in in college
• 43:43
  athletics, Like it is definitely healthy and good to maybe go
• 43:46
  from one sport to the other and then find yourself a sport that
• 43:49
  you feel like your best to work with, like whether it's tennis
• 43:53
  or softball, because you do end up specializing at the end of
• 43:56
  the day in collegiate shrink conditioning like like that.
• 43:58
  And that's OK to say out loud, like you, you do need to like a
• 44:03
  appeal and be more specialized with those high performance
• 44:06
  athletes that are very different from some other athletes, that
• 44:09
  athletes that you've worked with sport wise.
• 44:11
  And and that's great, that's healthy.
• 44:13
  But as far as like then going into professional ranks or SEC,
• 44:16
  you know, the pay is better, I suppose, in that hierarchy, but
• 44:20
  it's OK to at least stay within that, that, that level of
• 44:23
  performance and sub sector. And that's maybe something that
• 44:27
  people don't talk about much because I, I think there's this
• 44:30
  arbitrary career ladder that people think exist.
• 44:33
  But when you're talking about college, high school and
• 44:35
  private, they're just so different from each other,
• 44:36
  right? There really isn't a ladder from
• 44:38
  one to the other. They're just so different.
• 44:40
  They're such massively different skill sets, I think with, with
• 44:45
  each of them. So, yeah, I'm, I was fortunate
• 44:47
  to to have experienced all three.
• 44:49
  But again, it was more so because I own a business now
• 44:52
  with Plowman and I'm, you know, my personal life really matters
• 44:55
  as far as the amount of time I get to spend with my kids.
• 44:57
  So it's just more conducive for me.
• 44:59
  But that doesn't mean that that's like, like, you know
• 45:01
  what? Everybody else is supposed to be
• 45:03
  doing it going in that direction.
• 45:05
  So I love to just when I talk with young coaches, let's just
• 45:08
  learn about what was conducive for you.
• 45:10
  Get this fly buzzing around in here.
• 45:12
  Man, it's killing me. But yeah, and I think I think
• 45:15
  that's powerful because it's like later like the the bigger,
• 45:18
  the big packed arenas, the Super high level athletes, like that's
• 45:21
  appealing. But I think once you get there,
• 45:23
  it's like it becomes so much more about the day-to-day
• 45:26
  because all that other stuff is fleeting.
• 45:28
  The attractiveness of it is so fleeting, but the day-to-day
• 45:31
  impact the day-to-day lifestyle and schedule.
• 45:33
  Like that's the stuff that determines your satisfaction,
• 45:36
  determines like what your life is.
• 45:38
  And I think it's so important to make decisions based off that,
• 45:41
  not based off what we can post and the logo that we can wear
• 45:45
  and and who it can be around. Yeah, that stuff.
• 45:47
  Is cool, you know, I'd I'd say the thing that I do miss most
• 45:50
  about college and I often just reflect on it and reminisce.
• 45:53
  I've missed the pressure like I do miss like being challenged,
• 45:57
  challenged to the degree that like, if I don't step up, I'm
• 45:59
  gonna, I might get fired, like I might lose my job.
• 46:02
  Like I actually, my personality is kind of wired for that and I
• 46:05
  do miss that. So I have to create that
• 46:07
  pressure for myself in different ways, which is something I just
• 46:10
  haven't really had to do. I was so reliant on that
• 46:12
  pressure just already existing that I, I didn't have to worry
• 46:15
  about that. I just responded to the
• 46:16
  pressure. Now I'm actually having to
• 46:18
  create that for myself, which is something I've, I've not really
• 46:22
  hadn't had to do. But you definitely get that
• 46:25
  trial under fire if you've been in the collegiate setting,
• 46:27
  that's for sure. Yeah.
• 46:29
  No, no, that's a cool thought about of finding that kind of
• 46:31
  makes me think of like the challenge skills balance in
• 46:34
  terms of like improving yourself and making sure we're
• 46:37
  challenging our skills to a degree that you can find like
• 46:40
  that flow or find that engagement where if it's just
• 46:43
  too easy, like you're not going to be engaged, like the way
• 46:45
  you're saying you're wired, like having to actually manufacture
• 46:48
  that challenge beyond what your skills are to make sure you're
• 46:52
  pushing your skills, you're pushing your engagement and
• 46:54
  stimulation to, to generally upgrade it.
• 46:56
  But be in the moment, be the best that you could be.
• 46:58
  Rather just kind of becoming bored with it, yeah.
• 47:01
  Complacency is something that we all will fight in our lives,
• 47:04
  especially professionally speaking.
• 47:06
  And Donnie Mabe speaks on that a lot.
• 47:08
  You know, he's at Texas and he's a, he's big on like, leadership,
• 47:11
  you know, lessons and like helping young coaches be great
• 47:14
  leaders. And yeah, like, I'm most prone
• 47:17
  to complacency when I don't have that outside pressure.
• 47:19
  So like it's, it's kind of a battle for myself to create
• 47:22
  that. So like if you start off in
• 47:25
  private sector and whoever that's kind of overseeing you is
• 47:28
  not on your butt a lot, you're you're not really getting much
• 47:31
  feedback. You're not, you're kind of just
• 47:32
  like you're doing a good job. Few weeks go by, you feel like
• 47:36
  you're doing OK. You don't even know if you're
• 47:38
  like doing great or not. Nobody's telling you.
• 47:39
  And again, you're a young coach, you're 2223 years old and you'll
• 47:43
  get complacent. You'll naturally just get into
• 47:46
  that place of complacency. You don't really care to get
• 47:48
  certified or read a book or, you know, check out some article.
• 47:53
  You're just going to go do what you want to do.
• 47:55
  And so that's that's kind of what I'm fearful of sometimes
• 47:58
  with our young coaches if I'm not around them as much and
• 48:01
  creating that pressure for them because the private sector just
• 48:04
  doesn't have that same sort of pressure.
• 48:05
  You know, I'm saying like it's it's like you just kind of train
• 48:08
  the kid and then they leave and maybe you hear from the kid and
• 48:11
  how they did, you know, at their tennis tournament or whatever,
• 48:15
  but it doesn't doesn't affect your job.
• 48:16
  You know what I'm saying? Like it's not you don't have
• 48:19
  some sport coach that you have to answer to.
• 48:20
  That's like questioning you everyday, like methodology and
• 48:26
  how much more you can be doing. That's what I've missed the
• 48:29
  college basketball kind of cohort.
• 48:31
  It's the same thing that I love, you know, like Daniel Ruse or
• 48:35
  like, you know, like Corey Schlesinger, even Ram Darby
• 48:40
  Rich, you know, these guys every time or Michael, Michael Hunter
• 48:44
  2 or Michael Hunt at Georgetown, it seemed like every time I was
• 48:48
  around these guys, it was like this feeling of even though we
• 48:52
  were maybe about to play against each other, like we all kind of
• 48:55
  rested in the fact that we shared that same pressure of
• 48:59
  being under a sport coach that was just kind of a maniac.
• 49:02
  You know, college basketball coaches are just nuts sometimes
• 49:06
  and they're wired the way that they are because college
• 49:09
  basketball is insane and tons of pressure, right?
• 49:12
  It's such a small group of guys too, and you're trying to get
• 49:15
  the most out of them. So you you never feel like
• 49:17
  you're doing enough, Like you're, you're constantly
• 49:19
  questioning everything with practices and with nutrition.
• 49:23
  And did we drink enough beet juice?
• 49:25
  You know, like, what's the nutrition?
• 49:26
  What's the psychological impact of what's going on?
• 49:30
  And so we were constantly bringing in like a psychologist
• 49:33
  and, you know, like asking our athletic trainer if if guys are
• 49:37
  going to be able to handle the load of whatever tournament
• 49:40
  we're about to go into. I mean, just it's just a
• 49:42
  constant. Like it's a tight performance.
• 49:44
  Like you're just creating that. So I really enjoyed when I got
• 49:47
  to connect with these other college basketball string
• 49:49
  coaches because we're all dealing with the same kind of
• 49:51
  pressure, right? And and it's, it's almost like
• 49:54
  it gives you that, that piece of knowing that we're all kind of
• 49:57
  bonded in this way. And is it Charles Stevenson that
• 50:00
  runs that conference every year to try and get all these college
• 50:04
  basketball guys in the same room?
• 50:06
  Because like, we're it's, we're all dealing with the same
• 50:09
  problems. And it was a cool community.
• 50:11
  Like, I really miss that, that group of coaches who really, you
• 50:15
  know, took time to to share with each other, important to each
• 50:18
  other, even though there was a lot of rivalries kind of with
• 50:21
  that mix, too. But yeah, college basketball is
• 50:23
  a different animal, man. It's, it's a beast, that's for
• 50:25
  sure. Yeah.
• 50:26
  No. No, that's great stuff.
• 50:27
  You know, you mentioned long term athletic development and I
• 50:30
  was listening to a podcast with Luca LeBron and Steve Nash as
• 50:34
  they talked about some of the research Luca and his foundation
• 50:38
  are doing into into long term development for for basketball
• 50:41
  athletes around the world. And, you know, they talked a lot
• 50:44
  about how the shifting nature of youth sports more to a business
• 50:48
  where now kids have all types of trainers versus just, you know,
• 50:51
  going to the neighborhood and playing, You know, for both of
• 50:53
  us that we're in the private sector right now.
• 50:57
  How do we not contribute negatively to that problem where
• 51:02
  we're just we're another thing adding and overflowing their
• 51:05
  schedule for these for these young kids that are being driven
• 51:09
  from thing to thing to thing, but, you know, positively add to
• 51:13
  their development and enjoyment of sports for not just at that
• 51:17
  time, but for forever, really for their their life.
• 51:20
  I was just. Actually talking about this
• 51:21
  today with our. Our media guy.
• 51:24
  Because I was just. We're thinking of ways.
• 51:26
  To. Share with parents through
• 51:28
  social media all the value that we add in our training sessions
• 51:32
  and stuff. And one of the things is like,
• 51:34
  after two years of training in our facility, which we've had
• 51:37
  several kids that have been with us since we open, how many
• 51:39
  movements has that kid learned? You know, and I was thinking for
• 51:42
  with one kid, our extras library is pretty vast.
• 51:45
  Like, it's pretty massive. So this one kid, Brody Holloway,
• 51:48
  has been with this since we opened.
• 51:49
  Like he's probably learned 5 or 600 movements just with just
• 51:53
  having trained with us consistently because I have so
• 51:56
  many drills and exercise that we do in the weight room.
• 51:59
  And you know, like his movement library has expanded
• 52:02
  tremendously. And then I started thinking
• 52:05
  about like the elite level athletes like Patrick Mahomes or
• 52:08
  some of these guys that are just, they played football,
• 52:11
  basketball and baseball at such high levels.
• 52:13
  And even even his movement library still isn't, isn't
• 52:17
  enough for like Bobby Stroop is working with them and trying to
• 52:20
  get him to twist and bend and do all these other things.
• 52:23
  So he, it's almost like the way he's training him as like a
• 52:25
  little kid again, right? Like it's like, how can we kick
• 52:29
  and throw and lunge and twist and bend?
• 52:31
  And and So what I, what I would tell a parent who is in this rat
• 52:36
  race of high school basketball AU and that's all they do is
• 52:39
  basketball or like travel baseball, which is just absurd,
• 52:42
  the amount of baseball that they do and then they come and train
• 52:44
  with us. I don't see it as contributing
• 52:46
  negatively at all because I am choosing to not do baseball
• 52:51
  stuff and I'm choosing to not do basketball stuff with this kid.
• 52:54
  And rather we're going to do things that they otherwise are
• 52:57
  not getting at all. Like it's a different stimulus.
• 52:59
  And so the problem with that is there's a lot of parents who
• 53:02
  don't think that that's good. You have to convince them that
• 53:05
  if it, it's, it's still good for the athlete.
• 53:07
  If it doesn't look like they're throwing a pitch or swinging a
• 53:11
  bat, Like it's actually the best thing for them to be training
• 53:15
  their posterior chain or to be doing a farmer's walk or a
• 53:18
  rotational lunge or, you know, or even just like track based
• 53:22
  drills that like, you know, B skips and bounding and that kind
• 53:26
  of thing. Like we're still improving all
• 53:28
  the metrics that were committed to with speed and acceleration
• 53:31
  and all that stuff. But like, let's not neglect the
• 53:34
  other kind of area of athleticism that is just
• 53:37
  movement library, like just your your fluency in like in in
• 53:41
  movement and all different planes.
• 53:43
  And so that's I appreciate organizations like Gray
• 53:46
  Institute where kind of Todd Wright came out, came from his
• 53:50
  train of thinking and Garrett Medenwald at Texas or Tennessee.
• 53:54
  Now, you know, like they do a lot of stuff with the Vipers and
• 53:57
  a lot of different kind of rotational movements and loading
• 54:00
  different complex patterns. And I just and it doesn't look
• 54:03
  anything like basketball. A lot of times it's because like
• 54:05
  their patellar tendons are already hanging on by a thread
• 54:08
  from their anterior changes, being crushed playing defense
• 54:11
  all day, running up and down the court hard surface.
• 54:14
  So it's actually would make them possibly worse and make some
• 54:17
  overuse issues come to light. And parents just don't get that
• 54:21
  yet. Like they just think that they
• 54:22
  in order to get better at basketball, they need to do more
• 54:25
  basketball stuff like strap them, do a vertimax and make
• 54:28
  them do close outs. You know, like they think that's
• 54:30
  great. It's like, man, the whole
• 54:32
  vertimax marketing like thing over the past few years, they
• 54:36
  don't do it anymore because I think the company got sold back
• 54:38
  to the original owner. It was just like just so cringy
• 54:41
  and so bad for a profession because that's what parents,
• 54:43
  parents are ingesting, that they think that doing a more sport
• 54:46
  specific task at the age of 13 while hooked up to a band is
• 54:49
  actually going to increase your sport, your performance in your
• 54:52
  sport. My experience, the athletes that
• 54:54
  are actually doing more other sports tend to actually be
• 54:58
  better at their sport. You know, And that was the case
• 55:01
  for Ben Shepherd, who I mentioned.
• 55:02
  He's now with the Pacers. We would have played this game
• 55:04
  called Gator Ball just because it was different.
• 55:07
  It was outside the weight room. We're just going to go outside
• 55:09
  and play this game. And it it was like handball
• 55:12
  slash, lacrosse slash. It was just crazy.
• 55:14
  It was just this absolutely minimal rules game.
• 55:17
  There's a little contact and Paul there was nuts.
• 55:20
  But it was so much fun. The kids got into it and the
• 55:22
  things that he would do to like manipulate his body, make
• 55:26
  decisions, throw, you know, gas on this ball to make into a goal
• 55:32
  and like just have spatial awareness.
• 55:35
  Just all the things that like, again, are underrated qualities
• 55:37
  that don't get measured in sports tech typically.
• 55:41
  Like I just knew that he was special enough to do anything
• 55:45
  you wanted, like really in whatever sport.
• 55:47
  I didn't know that he would get drafted in the first round after
• 55:49
  three years of Belmont, but but I knew he was special just a way
• 55:52
  that he again, handled any sporting task or situation with
• 55:56
  just a fluidity. And that's such an underrated
• 55:59
  thing. And if we can build that more
• 56:00
  over in our warm ups and what we do, play more games, games with
• 56:03
  kids. Kids don't play games anymore.
• 56:05
  And like you said, they're not crawling, climbing trees or
• 56:07
  doing other kind of movements that are helping them just be
• 56:12
  limber and be more resilient, more robust than then it's up to
• 56:18
  us to to implement that stuff. Like we have to be the ones as
• 56:21
  as training people in the private sector to like make sure
• 56:24
  that they're getting that. Sometimes with the kids, I tell
• 56:26
  them it's like eating your vegetables.
• 56:27
  Like you guys aren't eating any vegetables, not getting any of
• 56:30
  these other micronutrients. Like it's the same thing.
• 56:32
  Like we're trying to make sure you're getting all these other
• 56:34
  things instead of just your, your sporting task over and over
• 56:38
  and over again. Then lifting heavy weights, you
• 56:40
  know? So yeah, that that would be, I
• 56:42
  guess my approach to it, my philosophy.
• 56:44
  But you still have to can't just assume anything.
• 56:46
  You still have to ask questions about what your athletes are
• 56:49
  doing and you know, are they, if they are playing multiple
• 56:52
  sports, are they even just resting enough?
• 56:53
  Like coming from a high performance model, I at least
• 56:56
  have the wherewithal to triage all these other areas of their
• 57:00
  lives to make sure that they are getting what they need and not
• 57:02
  just like, and just what I think it's cool and just put them in a
• 57:06
  box. And I think if, if you came from
• 57:08
  a collegiate setting where you are thinking about psychology
• 57:12
  and nutrition and different joints and you're, you're tried
• 57:15
  the FMS, you tried the SFMA, you're just, you're trying to do
• 57:18
  everything you can to again, keep your athlete healthy so you
• 57:21
  can win. That is very healthy as it, as
• 57:23
  it moves down the chain to high school and middle school,
• 57:26
  because most parents and stuff don't think like that.
• 57:28
  They just, they're not as aware of all the other variables with
• 57:32
  athleticism and they just want to like just there's one thing
• 57:35
  that they're just sold on this is this is what they need more
• 57:37
  speed. They just need to don't come to
• 57:40
  me and basically tell me what they already think that the kid
• 57:42
  needs. And they're like, he just really
• 57:44
  needs to do this a lot more, like a lot more of this.
• 57:47
  And I'm like, OK. You know, I could see why you.
• 57:49
  Think that, but I actually think he needs this as well and it's
• 57:52
  just an opportunity to educate like parents are the ones that
• 57:55
  are investing in their kid. You know, we're not a free
• 57:57
  service like they're the ones choosing to come to us and
• 58:00
  invest in their kids overall development, but those are key
• 58:03
  opportunities to educate them as soon as I walk in our door, like
• 58:06
  on all the things that we consider.
• 58:08
  So I'm grateful that we have the graphics on the walls and the
• 58:11
  the the handbook that we have, it's 35 pages that when they
• 58:14
  flip through it like me and they actually look at all this stuff,
• 58:17
  like we actually have all that fleshed out already to where
• 58:21
  it's just easy for them to digest and they're hearing it
• 58:26
  from different resources and not just whoever did their tour that
• 58:29
  day or like a social media post or something.
• 58:31
  Yeah, so. No, but that I mean, that's,
• 58:33
  that's really good, really helpful.
• 58:34
  And as you talk about like triaging the different areas and
• 58:37
  and talking about, OK, what's going on with your club team or
• 58:40
  your school team or your school lifts and how we're kind of
• 58:43
  adapting with that. You know, say someone is they've
• 58:46
  done a crazy amount that week or that day, but they're still
• 58:49
  coming to you. How are you adapting so that
• 58:51
  you're not just driving them into a further, but obviously
• 58:54
  they're still paying for that session.
• 58:55
  So it's like you still gotta do something with them.
• 58:57
  But how do you how do you still provide value?
• 58:59
  Yes. Some kids I always just very
• 59:02
  conservative with this. Some kids can handle a lot like
• 59:05
  some kids really can train like a bunch of, you know, weight
• 59:08
  room stuff at their school and come to us and still like maybe
• 59:11
  hours later, still get some speed work in and it still
• 59:14
  benefit them. They don't really have overuse
• 59:16
  issues. They're sleeping enough,
• 59:17
  nutrition is on point. So it ends up being like, okay,
• 59:20
  cool. They're getting all the stimulus
• 59:21
  that they need to to grow and then some kids again, which I
• 59:25
  just assume all kids are gonna have overuse issues.
• 59:27
  I'd rather be conservative than not.
• 59:29
  Like they're just fried. And So what we provide is
• 59:31
  actually recovery physical therapy.
• 59:34
  Like that's why our membership is as comprehensive as it is,
• 59:37
  because we're not just a training facility.
• 59:39
  Like you actually pay for a membership and get everything.
• 59:42
  You get treatment really as much as you want.
• 59:44
  We have amazing physical therapist on staff that can
• 59:47
  treat you Tuesday, Wednesday, Thursday nights.
• 59:49
  And so that might be all that they need in that season that
• 59:51
  they're in, you know, like with what they're going through at
• 59:54
  school or through hardcore football training, that's that
• 59:57
  we think is just maybe atrocious or way too much in their bodies.
• 1:00:00
  And so, yeah, when they show up to the facility, it's like, all
• 1:00:02
  right, let's go hop in. We actually will like know the
• 1:00:06
  kid enough to, to know what they just went through.
• 1:00:08
  But we'll still ask questions. We'll still, you know, feel out
• 1:00:11
  what they did that day. And the best way I can just kind
• 1:00:13
  of summarize it is like if there are 8 buckets of athleticism
• 1:00:16
  that we're investing in, like flexibility, agility,
• 1:00:20
  hypertrophy, speed, you know, elasticity, all these things.
• 1:00:24
  And they already have a full bucket of one of those things
• 1:00:27
  that they just experienced that day or the day before, then
• 1:00:29
  yeah, we're not going to pour more into that bucket.
• 1:00:31
  It just doesn't make any sense. But of course, all that is there
• 1:00:34
  is no actual bucket and you're just knowing how full it is.
• 1:00:38
  You just have to really know the kid and, and understand how much
• 1:00:41
  they really can handle. And we just don't, we just do
• 1:00:45
  such unique things in our in the weight room at Triple F that I
• 1:00:49
  know that they're not getting at school.
• 1:00:50
  Like we just don't do a whole lot of heavy power cleans and
• 1:00:54
  binge and squat because that's most of what these kids are
• 1:00:57
  getting. Like that's and that is their
• 1:00:58
  program. So we're not going to fill those
• 1:01:00
  buckets or getting plenty of that.
• 1:01:01
  So we're going to do some other things that we know are good for
• 1:01:03
  them. Yeah.
• 1:01:04
  Yeah. No, no, that's a great way to
• 1:01:06
  think about it. You know, the last question I
• 1:01:08
  asked as as we talk about the business side of it, providing
• 1:01:12
  value there, how how do you not let yourself right where you
• 1:01:15
  where we're needing to make money for a triple F not get
• 1:01:19
  caught up just focusing on profit and loss and and viewing
• 1:01:22
  people as memberships and, and and money coming in, but still
• 1:01:26
  seeing through that and seeing the kids and seeing the people
• 1:01:29
  and seeing that it's still about impact while still succeeding as
• 1:01:34
  a business. Yeah.
• 1:01:35
  It's tough, dude. I've seen lots of programs
• 1:01:37
  attempt to do everything the right way and still struggle
• 1:01:40
  financially to to carry things out.
• 1:01:43
  And I've seen for the most part a lot of people who are
• 1:01:45
  successful as a business, they're very consistent with how
• 1:01:48
  they treat people. The product is really good.
• 1:01:51
  So I think you just have to be principled and what your
• 1:01:53
  standards are of training and care and then just not allowing
• 1:01:57
  those standards to, you know, to be a less than quality product
• 1:02:02
  on a consistent basis. I mean, there's always like
• 1:02:04
  wiggle room for maybe training a different population or like
• 1:02:07
  working with volleyball, doing a camp, you know, there's other
• 1:02:10
  ways to make revenue. But like as far as your standard
• 1:02:13
  of care and training, like just don't waver on that.
• 1:02:15
  Like just stay committed to it. And then everything else as a
• 1:02:18
  business professional and find ways to get more people in the
• 1:02:22
  door. You know, it's marketing or
• 1:02:23
  whatever, but like as long as you're just consistent and treat
• 1:02:26
  people the same way, treat people well with that
• 1:02:28
  overextending yourself to then I think that's a recipe for
• 1:02:31
  success. I think it's whenever that
• 1:02:32
  pressure starts to come of like the financial struggles or
• 1:02:35
  you're just not sure what the next six months are going to
• 1:02:38
  look like that some people are are prone to changing up their
• 1:02:42
  principles and like providing A lesser product.
• 1:02:45
  And that that's a slippery slope, right?
• 1:02:47
  Like, and you start to hire people just because they're
• 1:02:50
  cheaper than a more high, more qualified person.
• 1:02:53
  And then you're not even being able able to manage that and you
• 1:02:55
  don't even know what's what's going on when they're on the
• 1:02:57
  floor training. I've seen that.
• 1:02:59
  And it's like that can't ever help you in the long, long run.
• 1:03:02
  You know, like your reputation will sell everything.
• 1:03:04
  You still have to deliver the product.
• 1:03:06
  It's the same way with the restaurant.
• 1:03:08
  You know, if like if there's something on the menu that is
• 1:03:10
  phenomenal that your chef, you know, has made and the line
• 1:03:13
  cooks are trying to replicate consistently.
• 1:03:15
  And then all of a sudden because of, you know, money issues, you
• 1:03:18
  change the ingredients and you're like, you know, tweaking
• 1:03:21
  the recipe and people will notice that they'll know that
• 1:03:23
  it's not as good anymore. And so you'll lose those those
• 1:03:26
  people. And that's not good.
• 1:03:27
  So like it, you just have to commit to that standard.
• 1:03:30
  But some people don't even have standards when they, when they
• 1:03:33
  start this thing, they go into the process of private sector
• 1:03:36
  and training and they're just kind of shooting from the hip
• 1:03:38
  from day one. And they didn't take the time to
• 1:03:39
  like establish what those principles even are.
• 1:03:43
  Thankfully with triple F, like I was hired 6 months before we
• 1:03:46
  opened, so we had a ton of time to flesh the stuff out and we
• 1:03:50
  knew who we were, We knew our identity, You know, we had these
• 1:03:53
  coaching pillars, we had our cater acronym and what that was
• 1:03:57
  and like, and that was what we always fell back on, even when
• 1:04:00
  there was some uncertainty and plenty of opportunities where
• 1:04:03
  people asked us to do things outside of our business model
• 1:04:05
  and we confidently said no. We were just like, sorry, we
• 1:04:07
  don't do that. Like again, that's it's hard to
• 1:04:10
  turn down potential revenue, but when it's outside of when it
• 1:04:14
  could potentially harm your current product, that is the
• 1:04:17
  most important part of your business and you got to say no,
• 1:04:20
  you just can't let it happen. Yeah, no, I love that.
• 1:04:23
  That's powerful. There's been, there's been a
• 1:04:25
  great conversation. And I think, you know, from your
• 1:04:28
  background, you provide a unique, unique experience and
• 1:04:31
  insight into a lot of different areas and a lot of different
• 1:04:33
  topics that that it's been really enjoyable to talk about
• 1:04:36
  some of these things that aren't talked about quite as much.
• 1:04:39
  You know, if, if people wanted to learn more from you and, and
• 1:04:42
  there's a whole whole bunch of stuff we didn't even talk about
• 1:04:44
  today, like you're, you know, you got an incredible assessment
• 1:04:47
  process, obviously the Pliomat technology there and just learn
• 1:04:51
  more about what you're doing. Where, where could they go to
• 1:04:53
  reach out or, or check out kind of what you're doing.
• 1:04:55
  Instagram is probably. Where I spend a lot of time just
• 1:04:57
  because I'm, I'm also running a social media account on Pliomat,
• 1:05:00
  trying to put some stuff out there.
• 1:05:02
  So yeah, Rich under SCORE Triple F e-mail is
• 1:05:06
  goodrich@triplefknoxville.com Twitter.
• 1:05:10
  Trying to stay away from these days but yeah that would be it
• 1:05:14
  also. Want to say before we get off
• 1:05:15
  here, I misspoke on the Georgetown men's basketball
• 1:05:19
  shrink coach who just left there after 20 years.
• 1:05:21
  His name is Michael Hill, not Hunt.
• 1:05:23
  But again, being on a podcast, sometimes your brains a little
• 1:05:25
  fried. But he's a man, so I definitely
• 1:05:28
  wanted to make sure I made a correction on on his name and
• 1:05:32
  some great coaches out there. Man's getting a network, getting
• 1:05:35
  a cohort lean on people that have had experience and then
• 1:05:39
  through seasons of this stuff. But yeah, always, always open to
• 1:05:43
  to young coaches reaching out, especially because I do will do
• 1:05:46
  have a heart for our profession moving in the right direction.
• 1:05:49
  Well. You're doing a lot of awesome
• 1:05:50
  things, I know, again, impacting a lot of people.
• 1:05:52
  So I appreciate you doing that. I appreciate you being on here.
• 1:05:55
  Sure. Man, thanks for doing this and
• 1:05:57
  for your for your contribution to our profession in that book.
• 1:06:00
  Man that book is awesome. Sits on one night stand every
• 1:06:02
  now and then I'll. I'll flip.
• 1:06:04
  Through it and just get some wisdom from Darby or somebody
• 1:06:07
  you know that a low insert in there is really good stuff.
• 1:06:10
  I appreciate that.