Latest / The Gill Athletics Track and Field Connections Podcast / #54: Gill1918 presents Corey Crawford "Horizontal Accuracy"

Transcript

#54: Gill1918 presents Corey Crawford "Horizontal Accuracy" · The Gill Athletics Track and Field Connections Podcast

• 0:00
  Welcome to the Gill. 1918 project.
• 0:02
  A podcast series by coaches for coaches, powered by Gill
• 0:06
  Athletics. Think of this as the Ted Talks
• 0:08
  of Track and Field Coaching short.
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  Insightful and packed. With valuable strategies to help
• 0:12
  you grow as a coach, we'll bring in the once a year track clinic
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  straight to your ears daily. Interested in creating your own
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  episode? Everyone's welcome to
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  participate. Check out the show notes below
• 0:22
  For more information now. Let's get into today's topic.
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  Hey, my name is Corey Crawford and today we're going to talk
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  about horizontal accuracy and how it affects the jump.
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  I just like to start by giving a special shout out to Mike
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  Cunningham for giving us coaches a platform to share our
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  education and what has worked for us and just different
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  experiences. I love the podcast, I love
• 0:50
  learning myself. So thank you, Mike.
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  And I'll be name dropping a whole bunch of other coaches
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  throughout my podcast here that have really helped me throughout
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  my athletic journey and through my coaching journey to to give
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  me a lot of my ideas and just how I see the event.
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  But I want to start with just getting ourselves down the
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  runway and hitting that 8 inch board, which I think is one of
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  the most difficult things to do in track and field.
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  If there's any deceleration, any, you know, biomechanical
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  movements that are out of place, that's really going to affect
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  the distance. And I used to be obsessed with
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  how can I jump 24 feet one time and then 26 feet the next time?
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  Like what happened, what went wrong?
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  And more often than not, it was the run itself, the accuracy,
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  the rhythm, the obviously the step pattern coming in and my
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  confidence to hit that board. That's a huge battle that every
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  coach and athlete faces. So hopefully I can share some
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  knowledge with you guys and you can take it back to your
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  athletes to have better success. So we'll kind of start with the
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  standing approach. This is definitely the most
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  common. You have the standing kind of
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  the skip in the run in. But we'll just kind of discuss
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  some of those pros and some of the things I look for as an
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  athlete moves down the runway. So in the standing, you have the
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  athlete there standing with, you know, 2 feet, you know, 1 foot
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  in front of the other. And and I like to describe it as
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  you're getting out of a rocking chair, like you're rocking
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  yourself, you're getting a little bit of momentum.
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  And some coaches may not, you know, coach this, but I think
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  just getting a little bit rolling from heel to toe, a
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  little bit of momentum to where you can push out and feel
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  confident with your rhythm and your acceleration technique per
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  SE. I have found some of the pros in
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  the standing is the athlete is just a little bit more accurate.
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  So they're a little bit more accurate to I use a six step
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  marker. So the first six steps for an
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  athlete, that's where I deem the most heirs to be made.
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  You know, a lot can vary in those first six steps.
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  You know, an athlete could be at 36 feet or 40 feet, you know,
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  and that's a big difference, or 36 feet and 37 feet on their 6th
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  step, which is going to greatly, you know, affect their accuracy
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  down the runway. So really, you know, tracking my
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  athletes first six steps when they're standing there and
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  making sure they can hit that consistently and have good
• 3:25
  rhythm and be able to feel confident.
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  It's all about the athletes confidence to be able to attack
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  it and not be slow and timid. You know, they want to be able
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  to feel that they can push down the runway and get momentum with
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  both of these feet. Something I have found I
• 3:43
  obviously coach collegiately at Rutgers University.
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  So I do deal with 1819 year old kids that have only long done
• 3:49
  for a year or two. And this would be very relevant
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  for a high school kid, but the back leg doesn't get a lot of
• 3:56
  push. You know, more often than not, I
• 3:57
  just see the front leg doing most of the work, you know, and
• 4:02
  kind of pulling them to their target, which has a domino
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  effect on a lot of technical aspects of the run.
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  I won't dive too deep into that, but what I like to do and some
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  drills I like to do is to get that back foot kind of loaded.
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  And you'll hear sprints coaches talk about this in the blocks,
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  pushing with both feet. You know how it moves the hips
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  down the track. There's a lot of important
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  things, but I like to just uncover the high jump mat and my
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  long jumpers are like, why are we going to the high jump mat?
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  Well, we're going to work on our pushes.
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  We're going to work on moving myself down the track, you know,
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  pushing myself actually down the track from A to B, moving my
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  hips down the track. These are things that if not
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  addressed, the athlete will just be stumbling forward.
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  They won't be really ever reach good front side mechanics.
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  You know, the pelvic tilt will be down.
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  There will be a lot of bad things that happen.
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  So I have the athletes go up to the hydro mat, they stand with
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  both feet and they just launch themselves onto the mat.
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  They jump as far as I can out of the mat.
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  Then I have them remove their front foot and then I had them
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  pushed with their back foot and they feel what it's like to kind
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  of load that tendon, load that spring of the back foot and
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  actually get some push off it and some pressure.
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  This was taught to me by my jumps coach, Robert Farrell,
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  who's now the head coach at my school, Rutgers.
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  And he, yeah, really showed me just what it's like to load that
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  spring and be able to push yourself and have confidence
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  and, and, and, and the main thing is, is to hold good front
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  side mechanics, good technique. So I'll do that a couple of
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  times over at the high jump mat, making sure they feel that foot
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  loading and then we can come on over to the track and kind of
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  work that standing rhythm approach with both feet being
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  active. So some things that have helped
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  a lot with them is making sure they hit that six step marker.
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  So once they get comfortable with pushing off of both feet
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  and being aggressive and getting to a good front side mechanics,
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  then we can start to kind of track that 6th step.
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  And that's something that I use all the time in training
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  throughout our sessions is I know everybody's six step
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  marker. So when we're doing 6 step
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  approaches or, you know, just six step back of the runs, like
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  I'll be able to know, like are they hitting runway rhythm?
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  You know, because it's a lot different than just excelling
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  and just sprinting as fast as you can.
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  I believe that there should be obviously good rhythm in the
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  horizontals so that you can hit the board with nice good foot
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  speed and, you know, you're able to save that a little bit.
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  Some of the other things I kind of look for are those low heels,
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  you know, so the heels aren't curling up to the butt.
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  This is something Jeremy Fisher down at Chula Vista was able to
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  train at the Olympic Training Center for four years.
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  So he really taught me the importance of the low heel and
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  how that doesn't turn my pelvis down.
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  If you just stand up and bring your heel to your butt, your
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  hips will be pointing down at the ground.
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  That's something we never really want to feel as a horizontal
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  jumper because we want our hips to be moving up and through the
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  target. Now, there's always the
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  exception, there's always going to be that super strong kid that
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  that may be able to get away with it, but those will lead to
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  hamstring injuries and you know, a number of problems down the
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  road. So those are two of the big
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  things I look for is being able to push off with both feet
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  adequately, especially that back foot kind of loading that tendon
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  and then being able to get yourself to the front side
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  mechanics with that nice low heel.
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  And then the pelvis is nice and, you know, rotate it up and the
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  athlete is ready to maintain the rhythm, have that confidence to
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  the board and yeah, be able to hit the board at full speed.
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  That's that's the most important thing.
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  Some of the cons to the standing that I have found is if the
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  athlete lacks in power development and Max power, they
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  may just struggle with acceleration mechanics and
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  that's and that's fine. That's when we kind of move to
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  the skip in. You know, the skip in just
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  provides a little bit more movement through the hips and
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  it's able to push the hips down the track a little bit better.
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  So those are, you know, some of the cons with the standing that
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  I've found just through my time coaching and competing, but kind
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  of talking about the skip in now.
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  So you'll see a lot of athletes do this at meets or run in or
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  any type of momentum where they're hitting a marker.
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  So it provides sometimes a lot of confidence with the athlete
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  that I don't need to spend all this energy and work super hard
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  to kind of pull myself out of the bucket and get moving in
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  those first 6 to 8 steps. So a little skip in.
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  I have found the athlete to be more taller here.
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  They don't need to break more at the waist.
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  They don't need to be super low and as aggressive firing back.
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  Obviously you want the athlete firing back, but they can be in
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  a little bit more controlled position because they have that
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  momentum behind them, which helps.
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  Yeah, just save energy a little bit, can create better rhythm
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  for the athlete. Everyone is different, but this
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  is something we work on at least three to four times a week, even
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  if it's just part of like the end of the warm up.
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  Hey, 6 up, you know, six step runs, you know, six step
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  approaches. Even if it's not full
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  approaches, we're working that rhythm and working our skip in
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  working our standing, working what it's like to kind of get
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  from A to B. Because again, this is where the
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  most airs occur in the horizontals is the first six
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  steps when the athlete is sprinting up tall and they've
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  hit their stride. They're, you know, more often
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  than not going to be running very similar stride lines than
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  what they normally do unless they're over striding or
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  reaching. And that's something that a
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  coach can easily see. So making sure that athlete has
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  confidence in those first six steps is I think really, really,
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  really important so that they can go to the meet and be able
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  to run through that board with full speed.
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  Some of the cons for the skip in is sometimes the athlete will
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  get too jacked up, they'll get too excited and they'll miss
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  those. You know, they'll be over their
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  skip mark by like a foot. I've seen that consistently.
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  So they'll either walk in or skip in.
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  They'll get really excited and they'll be over their mark.
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  So now they're starting a foot closer than they normally have.
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  We're 6 inches closer and that, you know, trickles down, you
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  know, each step is going to be over.
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  That's going to put you a lot closer to the board and you're
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  going to have to stutter. So, you know, there, I know we
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  went down to Altus and we did all of our coaches at Rutgers.
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  We we did the coach apprenticeship program, which I
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  really highly recommend with Dan Path and Stu Mcmillon.
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  And you know, Dan's done a lot of studies on this on accuracy
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  and it's no doubt standing is more accurate.
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  Standing is going to create a more accurate run.
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  That's why you probably see more of the jumpers do a standing.
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  But I feel like the run in and the skip insurance become a lot
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  popular and I've had a lot of success with it.
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  I've had a lot of fails with it. So it's always trying to find
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  that, trying to find that, you know, sweet spot for the athlete
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  and really what they want. It's an open conversation.
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  What do you want to do? You want to skip, you want to
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  run, you want to try both. Let's experiment for a little
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  bit. And then I like to stick with
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  it, like not changing it up in the middle of the year that's
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  going to lead to a lot of, you know, different numbers on the
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  runway, just a lot of different rhythm and stuff.
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  I've found it quite difficult to do those things in the to switch
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  in the middle of the year. So try to get a consistent one
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  in the fall so that you're ready to go to indoor season with that
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  run. So yeah, some of the cons is
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  just you may miss that six step marker with the skipping.
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  You know, you may have too much adrenaline or you may not have
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  enough adrenaline. You may, you know, skip short
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  and not, you know, maintain that rhythm and be able to feel the
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  ground and push through the ground like you could
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  understand. So just being patient throughout
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  those things. Some things that really have
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  helped me as an athlete a lot was I remember my junior year
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  coach, Farrell at Rutgers, he took me off the runway.
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  So I was really oversteering and I was really just, you know,
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  thinking about that board too much.
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  And I wasn't having the velocity that I had when I ran the 100
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  meter dash or anything like that.
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  So he took me off the runway and put me in the track lanes.
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  He put me out in lane four. He dragged a tape measure out
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  and I didn't know what numbers were what, I was just sprinting,
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  you know, he told me to maintain rhythm.
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  So I still tried to maintain my long jump rhythm, but be as fast
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  as I could. And this is something I do all
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  the time, you know, is tracking their data.
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  They don't even know I'm getting their numbers or where they're
• 13:14
  landing on the track, you know, but they're doing their
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  approach. And if they have 1618 or 20
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  steps, whatever it may be, I'm catching that marker and I'm
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  just writing it down in my notes, OK, 135 feet or 120 feet.
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  And then I have them do that over and over again.
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  And we test the accuracy, you know, without putting a cone
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  out, without putting tape out, because they'll run to that
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  tape, they'll run to that cone. They'll do whatever it takes to
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  kind of steer. So this is letting the athlete
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  reach Max velocity, reach Max speed, and you can focus on, you
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  know, biomechanical positions and stuff like that that you
• 13:51
  know, are going to greatly affect the flight.
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  So this is where I can start to, you know, critique the athlete
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  on front side mechanics, You know, where are your hips, you
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  know, you know, are your hips pointing down?
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  Is your, is your, you know, are your hips pointed up?
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  Things like this as they come in through the takeoff.
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  But we're tracking that data. You know, me and my, you know,
• 14:14
  assistant coaches are looking at that number and then, yeah.
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  And then we bring it over to the runway once I feel that they're,
• 14:21
  you know, within, you know, a consistent mark of that run.
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  You know, they're not too far off every time, you know,
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  they're not at 1:17 and then 125.
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  Like that's a problem. That's something you have to
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  address as probably is happening in the back or it's the rhythm
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  or that's where the coaching I, you know, and the horizontals
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  really comes in. You, you have to know the rhythm
• 14:43
  of each athlete and you know how they like to attack the run.
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  And something I use as a obviously a checker, as I'm sure
• 14:51
  a lot of other coaches do, is getting their flight 10 time or
• 14:55
  getting their flight 20 time, you know, and being able to see,
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  OK, can they still hit that number and run a certain amount
• 15:02
  of time because they're, you know, science and physics
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  proves, you know, speed equals distance.
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  You're going to have to run a certain time to jump a certain
• 15:10
  distance unless you have incredible other attributes like
• 15:14
  strength and technique. But you know, the large majority
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  of this is, you know, speed wins, you know, speed kills.
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  And obviously the accuracy helps and the strength helps and the
• 15:24
  reactive strength helps. But being able to run through
• 15:28
  that board with confidence. So that's where I'll bring out
• 15:31
  the free lapse or the valves or whatever we're using and being
• 15:34
  able to track that flight 10. And this is where the group gets
• 15:37
  competitive because it pops up on a big screen.
• 15:39
  They get to see what everybody's running, they get to focus on
• 15:42
  running as fast as they can, which is great.
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  So we'll do a couple of those on the track, you know, we'll take
• 15:49
  down the numbers and then I'll bring them right over to the
• 15:52
  runway. And I say, hey, you know, you're
• 15:53
  starting at 1:43 today. You know, it may only be a foot
• 15:57
  to, you know, a foot and a half off of what they normally are,
• 16:00
  but you know, this is what I'm seeing.
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  You're running today. This is what we're going to
• 16:04
  bring over the runway and they, yeah, it's, you know, that
• 16:09
  paired with my six step marker. So some of the mids that I use,
• 16:13
  I know every kind of coach is different, but I use 4 steps
• 16:17
  out. So for my man, that's 313032 in
• 16:21
  there. For my women, it could be
• 16:22
  252627. You like to obviously get that
• 16:27
  number a little bit higher. That means you're able to run
• 16:29
  through the board better, you know, the like the closer you
• 16:32
  are. And, and this all depends on leg
• 16:34
  length and you know, stride pattern and all that.
• 16:36
  But I, but I can distinctly remember my Olympic coach, Coach
• 16:39
  Fisher was just saying we need to get you out to 3132 so you
• 16:43
  can run through the board better.
• 16:45
  And that's something that I just always remembered because I
• 16:49
  jumped a lot further when I was able to run through it a little
• 16:53
  bit better. So tracking that mid is very
• 16:56
  important, you know, the 6th step and the four step coming
• 17:00
  in. I also put a penultimate marker
• 17:03
  if I'm allowed. Sometimes the officials won't
• 17:04
  let you put down multiple marks. So but I try to put one down at
• 17:09
  210 meters for the penultimate for the men and 185 for the
• 17:14
  girls. It's not a, you know, that's not
• 17:17
  a Bible, that's not a code, it's a give or take, you know, in
• 17:20
  that area. But you can tell really quite
• 17:23
  quickly if the athletes really overreaching or overstepping.
• 17:26
  But I tell my athletes at me time, air traffic control, I'm
• 17:30
  just trying to line you up, you know, with your rhythm and your
• 17:34
  run intensities to get you on these mids because I know if you
• 17:37
  hit these marks, you're going to jump really far.
• 17:39
  So that's one of the things I just try to simplify it meets
• 17:43
  and not overcomplicate, you know, with a whole bunch of
• 17:47
  crazy cues and, you know, these crazy, you know, things that
• 17:51
  sometimes coaches may say that can really scramble an athlete's
• 17:53
  mind. I'm just trying to get them to
• 17:55
  those mid Marks and how can we get there so we can achieve a
• 17:59
  faster velocity through takeoff. So yeah, those first six steps,
• 18:06
  4 steps out and penultimate marker are really kind of the
• 18:11
  three marks that I use. The 6th step marker was from
• 18:15
  Nick Newman, who's a phenomenal horizontal coach.
• 18:18
  That kind of opened my eye to that and just how those are the
• 18:21
  most errors happened back there, you know, are in the first six.
• 18:24
  And boy is he right because being able to hit that marker is
• 18:28
  really important. And kind of finally, something
• 18:32
  that I feel is the most kind of undervalued and least taught
• 18:37
  thing in all of horizontals is steering and fouling is a choice
• 18:42
  by the athlete. Fouling is a habit that they've
• 18:45
  created in training that the coach has let be acceptable.
• 18:51
  I'm a really firm believer in that because if your athlete
• 18:54
  fouls all the time in training, guess what they're going to do
• 18:56
  with the meet? They're going to foul and then
• 18:59
  they're going to have to make these wild adjustments that
• 19:01
  they're not used to doing in the meet to not foul, which is going
• 19:04
  to greatly affect the distance. So being able to hold your
• 19:08
  athlete accountable in training and you know, having the board
• 19:12
  there, and I do teach to see the board.
• 19:15
  You're not looking at the board, you're not staring at the board,
• 19:17
  but you see the board in your peripheral.
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  You know, you can see this big, you know, 8 inch white board
• 19:25
  coming in and that's obviously the target.
• 19:27
  You have to be aware of that. And then being aware of what
• 19:30
  it's like to get your feet down, you know, really quick because
• 19:32
  those last two steps come on you quickly.
• 19:34
  You're at a you're at a high, you know, rate of speed.
• 19:38
  But Nick Newman would have my fiance Maddie, would he would he
• 19:45
  would have her do, you know, some steering drills, you know,
• 19:48
  back her up to 12 steps, you know, and, you know, take off
• 19:52
  like with their rhythm and have a lot of speed coming in and all
• 19:55
  right, you have to two inches behind the board, you know,
• 19:57
  don't even touch the board. OK, Now on the next one, you got
• 19:59
  to be 3 inches over the board, You know, just being aware,
• 20:03
  being able to manipulate your takeoff foot to put it wherever
• 20:07
  you want. And I think that is, you know, a
• 20:11
  skill that's not taught. I, I go to meets, I see kids
• 20:13
  foul all the time, way too much. I I really do believe that
• 20:18
  That's a thought. And an active choice by the
• 20:21
  athlete to make, but it can also be enabled by the coach.
• 20:23
  So being on your athletes and training and look, if, if your
• 20:27
  athlete fouls a lot and they're really staring at the board and
• 20:30
  they're really slowing down, you know, my jumps coach, Coach
• 20:34
  Farrell in college would turn the board over and would have me
• 20:37
  run and feel the confidence on the runway of having no board.
• 20:41
  And I can run through the sand and, you know, just being able
• 20:44
  to feel fast and then put it out there and be like, do the same
• 20:47
  thing, you know, like your, your take off, what's going to hit
• 20:50
  right underneath you. So all those things I feel are
• 20:55
  super, super, super important and kind of undervalued, you
• 20:59
  know, in our event is the steering kind of accuracy and
• 21:03
  seeing the board. It's your friend.
• 21:04
  Don't look up at the trees. You know, you would never tell a
• 21:07
  soccer player to not look at the ball, you know, run up and kick
• 21:10
  the ball and don't look at it, you know, or a baseball player
• 21:13
  to take his eye off the ball or a golfer to look up at the trees
• 21:15
  as he swings. That's our target.
• 21:17
  And we're moving at high rate to speed where those athletes that
• 21:20
  I just said are standing, you know, they're moving very
• 21:23
  slowly. So they're still looking at
• 21:25
  their target. We have to be able to feel our
• 21:27
  target with their foot and training, training that and
• 21:31
  holding your athletes accountable to that is huge
• 21:33
  because you don't want to come out foul, foul.
• 21:36
  That's very difficult to come back from, especially in the
• 21:39
  NCAA. So it's it's just very hard.
• 21:41
  So, but all these things, you know, throughout the run are
• 21:46
  going to, you know, like I said in the beginning, it's a domino
• 21:49
  effect if the athlete doesn't push off with good confidence
• 21:52
  and they don't come out with good frontside mechanics.
• 21:56
  Something that I just really can always see or I'm, I'm always
• 21:59
  looking at is the pelvic tilt of the athlete.
• 22:02
  So are the hips just constantly pointing down the whole run?
• 22:07
  If they are at takeoff, those feet are going to, you know, I'm
• 22:10
  sorry, at landing the feet are going to drop.
• 22:12
  You're going to lose a lot of distance from that.
• 22:15
  If you're able to get up on top of yourself and turn that pelvic
• 22:19
  up, then you're going to be able to have better lift at the board
• 22:24
  and your feet will be able to extend much better.
• 22:27
  That's just simple physics. But that's something you can see
• 22:30
  if those heels are kicking the butt, you know, coming into the
• 22:34
  board, then the entire jumps compromised.
• 22:37
  You know, I have tons of kids send me their jumps.
• 22:39
  You're like, oh, can you help me with the jump?
• 22:40
  And it's just their jump. I'm like, well, I need to see
• 22:43
  your run because that's the bread and butter of the entire
• 22:47
  sandwich. You know, that is going to
• 22:49
  affect everything. Just like in high jump, just
• 22:51
  like in pole vault, just like in hurdles.
• 22:54
  It's the run up to our implement and to our, you know, take off
• 22:58
  positions that are really going to greatly affect the flight,
• 23:01
  the landing, how much velocity we can have through the board.
• 23:05
  And yeah, so, you know, sure, we are jumps coaches, but we are
• 23:09
  really sprints coaches. You know, we're we're, you know,
• 23:12
  I work bio mechanics and, you know, bio mechanics play a huge
• 23:16
  part being able to jump far. That's why Carl Lewis is
• 23:19
  obviously the GOAT of our event. You know, his Sprint technique
• 23:23
  is, you know, very, very, very good for the jumps.
• 23:27
  And he's able to have that accuracy like I discussed in his
• 23:30
  run. So so yeah, there's there's no
• 23:33
  one way of doing it. There's no right way of doing
• 23:35
  it. You know, stand walking,
• 23:36
  skipping. I think it's just important to
• 23:38
  have that conversation with your athlete and to be able to
• 23:42
  discuss it with, you know, with them and what's the most
• 23:47
  confident. But yeah, those are those are
• 23:50
  all the things I kind of use, you know, with my approach in
• 23:54
  my, in my in my run in. And this is where we spend most
• 23:57
  of our time, 90% of the events on the ground.
• 24:00
  So we have to be able to master that so that we can show up to
• 24:04
  the meat. And now we can start maybe fine
• 24:06
  tuning, you know, shoot those legs out, you know, reach for
• 24:09
  that landing because everything else is in order.
• 24:11
  It's in position, you know, I'm I'm I'm air traffic control
• 24:16
  those meets, not over coaching, not overdoing too much.
• 24:20
  Hopefully the athlete is prepared and they go there and
• 24:23
  they're confident. They're hitting the board in the
• 24:24
  run throughs and they're hitting the boards on the, you know,
• 24:27
  jumps 1-2 and three. And then, you know, there will
• 24:30
  always be the girls that are splitting the board or, you
• 24:32
  know, fouling or having a just just a rough day.
• 24:37
  But that's where you got to kind of go back to the drawing board
• 24:39
  and, you know, just work on that rhythm, you know, work on that
• 24:43
  accuracy. I once had a great coach tell me
• 24:46
  to clap my steps. All right, you got 20 steps.
• 24:48
  We'll go ahead and clap 20 times.
• 24:50
  You know, pretend your feet are little tambourines, you know,
• 24:53
  playing, playing an instrument, you know, and you're hitting the
• 24:56
  ground and, you know, what does that sound like?
• 24:59
  So having good rhythm to that board and being able to maintain
• 25:03
  velocity, that's going to lead to far jumps.
• 25:05
  And yeah, those are some of the things that have worked for me.
• 25:11
  So again, thank you, Mike, for given me a platform and
• 25:15
  obviously all the other coaches that I had mentioned that have
• 25:19
  kind of gotten me to this point, not a lot of thoughts that have
• 25:21
  been on my own. They've been, you know, some
• 25:23
  have, but the large majority of my ideologies come from, you
• 25:27
  know, great coaches who have done it for a long time.
• 25:30
  So thank you to them as well. But yeah, there you have it.
• 25:35
  Hey gang, Mike Cunningham here. Hey, I hope you enjoyed this
• 25:38
  episode of The Guild 1918. Project Series.
• 25:42
  It's really my mission, my passion to bring you massive
• 25:45
  amounts of value and I hope this one hit the mark.
• 25:48
  The Gill, 1918. Project is really.
• 25:51
  Dependent on you if. For you to build.
• 25:53
  Your own. Episode To hear your voice.
• 25:56
  To have your voice heard you. Have something to say and teach.
• 25:59
  Other coaches out there so. Please get a hold of me e-mail
• 26:03
  text message. Twitter smoke signals.
• 26:06
  Get a hold of me and let's help. Create your episode of the Gill
• 26:10
  1918 Project. Hope you enjoy the day and we'll
• 26:12
  see you tomorrow.