Latest / The Gill Athletics Track and Field Connections Podcast / #178: Gill1918 Presents Mechelle Freeman "Part 2 Unlocking the Secrets of Speed"

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#178: Gill1918 Presents Mechelle Freeman "Part 2 Unlocking the Secrets of Speed" · The Gill Athletics Track and Field Connections Podcast

0:00
Welcome to the Gill 1918 project.
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A podcast series by coaches, for coaches, powered by Gill
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Athletics. Think of this as the Ted Talks
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of Track and Field coaching. Short, insightful, and packed
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with valuable strategies to help you grow as a coach.
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We're bringing the once a year track clinic straight to your
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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
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For more information. Now let's get into today's.
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Topic once they come out of that start, you have to have enough
0:30
intensity to push forward. OK, so that means you're when
0:34
they say set the intensity is so big, your arms are so big the
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same way. I think you're sweeping down on
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that on that a skip we were doing.
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It's just it's from the first movement.
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It's a sweep, aggressive breaking the rib cage, sweep,
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sweep, sweep, sweep, aggressively sweeping.
0:53
OK, the hip projection, when we talk about that and I hear this
0:59
whole I'll be watching all the videos on your Instagram, it's
1:01
like projection. I'm like, OK, we got a new thing
1:04
here that we always want to teach here.
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So the projection with that, we weren't using that term 20, you
1:10
know, when I was in high school and college.
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But now for them to understand projection, let's talk about the
1:16
high schooler from how you move from the hip versus doing this,
1:20
OK, they want to reach for it. So even from the, we'll get back
1:24
to the start in a second. But the movement is from the
1:27
hip, OK? You're moving forward through
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the hips. So if you just want to right
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now, I'm squeezing my glutes and I'm going forward pushing
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through my glutes versus going forward by reaching forward with
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my feet. All right, So that goes for the
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same thing in the start. Once you come up here, it's
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full. I'm squeezing my glutes and I'm
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pushing forward through my glutes.
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That is going to get you going forward to cover more ground
1:57
from the start. It's about longer ground
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contacts. I'm covering the ground as much
2:01
as possible. Every single step.
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That was the biggest difference from when I came back from a my
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four year break to being an elite athlete was understanding
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how to move, how to cover ground, how to apply force.
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OK, so again, you can't cover ground being soft, you got to be
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violent and aggressive. So again, set fool, fool.
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OK, aggressive from the start and I had some videos for us to
2:31
go through. Now I was 42 on this start.
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I don't know how old he is, but he's definitely younger.
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And I would say that if I was to correct myself, it would be that
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angle. You see, I'm a little farther
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out. You see how his foot is 45°.
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Mine is about what, about 55? You need to come in a little
2:58
bit, right? So you want to think about that
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heel when I come in here, Boom. You want to keep that heel under
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the glue. And I want to say I'd rather say
3:11
behind, behind the knee. You don't want the foot in front
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of the knee. You want to keep it here.
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You want to in a way you can train.
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That is, I always say is the knee meet in the back, They
3:22
should be able to squeeze right there to hold that angle of that
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45°. But the toe, the toe up is
3:29
critical or making sure they're able to hit that.
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You got to correct the toes at the high school level.
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It's a big, big, big, big area right there.
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Remember, acceleration is force, equal mass times acceleration.
3:42
So to improve acceleration you need to increase force or
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decrease mass. If you were going to increase
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force, that comes from range of motion, posture mechanics, one
3:53
of the three areas. If they understand the movement,
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they may need some mobility, right?
4:00
If they are, they got good mobility, good physical
4:04
capacity. They just don't know the
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movement. You got to teach them the
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movement. You have to teach them the
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movement breakdown, the area of the correction for your athlete
4:20
acceleration curve. So if you look at the typical
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acceleration curve for for our sprinters, it you know, a
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typical curve shows that fast acceleration at the beginning of
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the race and that speed increases, it decreases
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acceleration until Max velocity is reached.
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So if you go down here for our our meters, for instance, and on
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our on our Y axis, you have the percentage of maximum velocity.
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So at 10 meters, we're here 20 meters, 30 meters, 4050 sixty.
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Oh, wait, I have a pointer. Oh, forgot.
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All right, So here if we're coming out of our 10:20, 30-40
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in our meters, our start of how our acceleration curve, you see
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you're about 10 percent, 20%, thirty percent, 40%, you're at
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60% of your Max velocity already.
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Just get into the 2030 meter mark, OK?
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By the time you come out of that first 30 of acceleration, you
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about as fast as you're going to get.
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Then you got about 30 meters to maintain it before you start.
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Hey, that's all you got. Just maintain, relax, let it
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float out of you because the acceleration is going to start
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to happen from there. So it's important for you to
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understand the segments of the race and we're going to break
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that down right now so you understand what to ask for them
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at the acceleration versus the Max velocity versus the
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maintenance phase. Yes, yeah, yeah, yeah, yeah, I
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was thinking I'm glad about. Yeah, so on the block start for
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the high school. So again, when you don't have
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the blocks and you talk about, you know, get down the same
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theory for the blocks. Now depending on how advanced
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they are, we we can always go with two steps.
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You got the measurement tape. But again, you got to understand
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what you're working with. I'm going to break it down to
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the very like, I've never worked with this athlete.
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This is what I tell them to do. You can make adjustments from
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there. OK.
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So it's, it's really fundamental.
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The line is here. The first thing I do with
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someone I haven't worked with, I'm just getting them going is I
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just tell them to take 2 foot lengths away from the line.
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When you take your two foot lengths away from the line, you
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turn around. That should be about amount,
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those amount of space that they need to come out and keep them
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with full range of motion on that first step to come out.
6:52
Once I come down, that's when I pick back up feet shoulder width
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apart, come down. We go down to what we just
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talked about. Oh wait, we're doing.
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I got to set your blocks up first on the pads.
7:03
Once you do the two steps, you put the block down.
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OK, the block goes down. So your two, the block line, the
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end of that metal is at the end of those first two steps.
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Boom, block is down all right from there from the end of the
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block. So the end of the I do 2 steps
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to the first pad. Now I'm going 2 steps from the
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block line. Are y'all following on that?
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Wait, where's my here? Right there From there I'm doing
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my steps from to that first pad, 2 steps and it could be about 1
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3/4 my step. My last step, the ball of my
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foot is on the pad, so it's like a step in another step in a step
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and three quarters, 7 foot. Then I do the same thing on the
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other side about 2 1/2 to 3. And again, these are real
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fundamental things right now. OK, now I test that to see if my
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angles are right. I get them down, get their feet
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down. Are their feet in the right
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positions? Is this shin parallel to the
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ground? When they lean forward, does is
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that make them too far away? Does need to get closer?
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Now I can make those little, those those little shifts, the
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little adjustments to get them in the right setup.
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The pad marks now the front pad is a little higher typically
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than the back pad and that's just been with me.
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Now that front foot of course is going to take about 80% of that
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first movement like that, the pressure of that first movement.
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And so my front pad is a little higher sometimes.
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Sometimes it's the same. Sometimes you may see the
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differences in the pad there, OK.
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But you want to make sure that that foot is all the way on that
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pad so that you can take advantage of pushing off as best
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as possible, OK? When you get them in that set
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position, that's going to be the critical part that you allow
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your feet to get on that pad and have the right angles.
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So you got to pay attention to that.
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And I have a start on here that we're going to look at to help
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us with that. OK.
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And then you're going to push away from there.
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So again, 2 feet from the line, put the block down, go 2 feet
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from the block to the front pad, 2 1/2 to the back, make sure
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your angles are right. And then you make the
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adjustments from there. It all comes down to the are the
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angles you just set up the block start for the angles to be
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right, OK, And then you make the adjustments.
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Does that make sense? I have video to go through a
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little bit better. OK, all right.
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This is one we just came back. So I work with the Nike Elite
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program and we had a Sprint clinic about a month ago.
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And so I have some videos of some acceleration here.
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So again, you see him coming out the blocks here.
10:00
Let's look at his angles. He's going to 10 meters.
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That first cone is five. Movement is a sweep up.
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Boom. Arms are violent coming up, knee
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is coming up. So he has enough space to come
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back down. He see him sweeping the arms
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down. You're going to get to that 10
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meters and about 8 steps at the high school level.
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OK, If you're really covering ground the way you need to,
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we're going to do that one more time.
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And again, you can count the steps.
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But I see his angles. You know, 129, you see the
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angles. Make sure everything's set up.
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Hips coming up, boom, sweep, knee is coming up.
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Sweep, sweep, sweep, sweep. Good.
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And then you want to come through all the way.
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Boom, that's one, one position, right?
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So if we look at some of the metrics and you can't see these
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numbers on the screen because of the colors.
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So I'm just going to circle. So the the green, that's our
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professional level metrics. If you're yellow, that's the
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collegiate level metrics. If you're developmental, you're
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typically at the high school level metrics.
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OK, I know you can't see the words now that is, you know, not
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clear. Looking at his marks, you can
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clearly see that he's hitting some elite level numbers.
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If you want to know what his time has run this year in the
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60, he was at Melrose Games this past weekend and he ended up
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running 666. OK, so he's fast and he's a high
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schooler, right? He's a high schooler.
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So this is a top end high schooler here.
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Now some of the things that we measured on that left side is
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again, average step length, average step rate, contact
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times, air time, velocity at 10 meters, all elite things that
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we're keeping track of, OK, If that one thing is so that
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average step length you see on that one red that he had.
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So look at the way he comes out the blocks because some things
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are going to be right there is short.
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So look at this here coming out. Come on slow MO, it's quick
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boom. You see how it goes right back
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under boom. However, he's really strong.
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He's a football player, he's a dual athlete.
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So even though that's that's that stride length is short on
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that first one and it kind of skews the numbers.
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He's so strong that he can pull it back through and then keep
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it, keep it, keep it. So again, it comes back to the
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physical capacities of the athletes that you're working
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with. But that's why that outlier is
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there because it's quick, but he's he can get it going again,
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pull it, pull it, pull it over and over again.
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Next example. Now this is someone who is not
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is a high school athlete, but you'll see the numbers are a
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little different. And I want you to look at the
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mechanics. All right, now you see here her
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knee, her thigh angle is not coming all the way up to her
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foot is not getting off, you know, off the ground.
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So she's not applying no Forza foot when she comes up, it's
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just right on top of the track and just coming right back down.
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OK, we're going to watch that one more time.
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Now, again, like if I stop her right here, let's just see for a
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second her correction what anybody see, because I mean, I
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see a correction on her, her start.
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Anybody have any feedback on that?
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So like, if you her block set up like that, that the angles we
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talked about right there, there is not is not there.
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So as a coach, you know, you can stop this and film you, you
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should by the way, you should be recording all the time.
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And I know this is like requires another aspect of practice, but
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recording changes your life because you have so many things
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going on at practice. If it's any way that you can
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have somebody out there, an assistant, somebody who's
14:15
injured, give them a roll, have a recorder.
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Her angles need to be corrected. 9120 OK, I will put that back
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block split. I will push that up a little bit
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to help her with her angles, OK? All right, again, coming out,
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she doesn't have a good range of motion on that one.
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It's no force. Like she's not sweeping,
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sweeping, sweeping, applying force down.
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It's no force going directionally down.
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OK, So what does that look like? Now she's covering.
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Let's look at her numbers. All of her numbers are in that
14:58
red. And again, how do you correct
15:00
that? Now, let's say you don't have
15:01
the numbers. That means you have to train
15:03
your eye. Once you start training your eye
15:07
and you can you saw it now, if you have the numbers, you'll see
15:10
it. But if you just had your eye and
15:13
you know her ass definitely never separate.
15:17
Everything needs to get changed. Then for her again, is it a
15:21
mobility issue? Is it a stability issue?
15:23
Is it a mechanic, mechanical issues?
15:25
And that's our job to figure out based on what you see them doing
15:28
in the weight room, based on what you see them doing at
15:31
practice. I would start by like, hey, this
15:34
is the movement and see can she execute it?
15:36
Once she knows it, then you can see again the physical
15:39
capacities from there. All right, any questions on
15:43
acceleration? All right, remember
15:47
acceleration. You want longer ground contact
15:50
time. You want them covering ground as
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much as possible. You want the movement like the a
15:55
skip to come up from the hip back down.
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OK, I'm squeezing from the glue. I'm switching it.
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Boom, all that, that, that, that startling is here.
16:09
You got to get them covering ground, count their steps to 10
16:13
meters, make the correction from there.
16:16
All right, Max velocity. Now going into Max velocity
16:23
again, it changes a little bit. Now you're talking about
16:25
vertical force. The posture is going to be
16:27
important here. So same thing.
16:29
It just goes from posture here to posture here.
16:32
OK, You still are keeping the glutes engaged, rigid core,
16:36
shoulders in front of the hips, front side mechanics.
16:40
All right, toe is up. You can see that the knee is
16:43
coming to that hip line and you see, which is really great about
16:49
that's the Figure 4, OK, you see there in the Figure 4.
16:53
So when you're in Max velocity, that recovery is going to come
16:57
at the knee height with your foot because you want to think
17:02
about it stepping over that knee and coming back down here.
17:06
OK, So you want to look at that Figure 4 to make sure that they
17:10
are getting that recovery through their thigh up that high
17:14
to get to that Flamingo, that Flamingo position.
17:31
I have a better video here. All right here he's we're going
17:35
through we're doing flying 30s. OK.
17:41
What's great is you see the still, you still just see the
17:43
sweeping down. You see the angles.
17:47
One more time before I go to the numbers again.
17:52
Look at the arm sweeping down, the timing.
17:54
When his arm is sweeping down, that elbow is punched back, the
17:58
foot is down, the foot is striking.
18:00
OK, What does that look like on the number side?
18:02
Of course, again, you're talking about an elite high school
18:06
athlete, national record holder. That's why the numbers don't
18:13
lie. He has great mobility, he has
18:15
great physical capacity and he has great mechanics.
18:20
All right. So when you look at again, his
18:23
vertical stiffness, step contact times, all of those things are
18:28
going to be at that elite level and that shows you.
18:31
So if you look at like some of the things that we measure like
18:35
that vertical force and that vertical stiffness, you want to
18:37
think about that tendon. That's why I said it's very
18:39
important that you're doing those Pogo jumps and those and
18:42
all of those different things to train the stiffness of that
18:45
tendon to be able to have that energy reciprocation.
18:50
It's so important because you want to think about that tendon
18:53
as a spring. You got to train the spring.
18:57
You got to train it. All right, here's someone else I
19:01
know we got, I know we got 11 minutes.
19:03
Don't worry. All right, let's look, see the
19:09
difference. So her angles to her, her knee
19:12
coming up to her hip, lines a little lower, the timing of
19:16
everything coming down at the same time is a little bit
19:19
different timing thing rhythm, start to see the difference.
19:29
All right, So what does that look like?
19:31
There we are all right. And that's what I'm saying like
19:36
once you start to see it with your eyes, the numbers will be
19:38
there. So if we don't have the numbers,
19:40
at least half the video, because the video will allow you to at
19:44
least see what's missing from there.
19:47
Now, if you have something where you can get a functional
19:49
assessment of an athlete and you can get imbalances and you know,
19:53
some fundamental understanding of their physical capacity,
19:58
great, you're in, you're in great shape.
20:00
But if it's some things that you can do in the weight room to
20:02
test those things, it's important for you to have that
20:06
information for you to know how to train that specific athlete.
20:11
OK, now you can know where the lack is.
20:16
Energy system training, OK, When you think about the 100 meters
20:19
versus the 200 versus the 400, your phosphate system versus
20:23
your lactate system versus your aerobic system, all right, When
20:27
you're thinking about the 100 meters or 70% in that phosphate
20:30
system, it lasts for up to 10 seconds.
20:34
You don't use lactic acid for this system.
20:37
It's stored in your muscles. It's readily available for you.
20:40
But once it's out, it needs a lot of time before it fills
20:43
itself back up. OK, we'll talk about that a
20:46
little bit in a second. Once you start getting to that
20:49
200 meters, you're starting to get to that glycolytic system.
20:53
It's using glucose. And then once you start burning
20:55
that, you're using lactate. That means your lactic acid is
20:58
going to build up after time. You got to replenish that.
21:01
We'll talk about that. And as you increase the
21:03
distance, you start to see how the energy systems start to
21:07
shift depending on the athlete that you are training, your
21:11
workouts need to make sure that you are building the appropriate
21:16
systems. OK, If you look at the the
21:21
exercise zones, you know, I keep track of, I have a, you know, a
21:26
watch, you know, to keep track of my heart rate zones.
21:29
But if you're thinking about zone one, zone 2, zone 3, zone
21:32
4, just to give you a sense of what that looks like for your
21:35
heart rate, I'm walking, I'm watching TV, I'm in the zone 1.
21:40
My heart rate that's low level activity is not much requirement
21:43
for my organs, my mind, my body to get that task complete.
21:48
All right, once you start to get to zone 2, now you're talking
21:52
about 60% of activity of your heart rate in your body.
21:57
I need you to do a little something for me because I'm
21:59
going for a jog. You know, I'm going to do these
22:02
things. That's going to raise my
22:03
activity level. Zone 3.
22:06
Now we're starting to crossover to that.
22:09
Unsustainable. I can only do this for a certain
22:12
amount of time, Michelle. This is my body talking to me.
22:16
70% to, you know, I'm sorry, it's 7080% of your heart rate
22:22
that's going for you. It's not sustainable.
22:24
You're going to have to stop at some point for your body to
22:27
recover. Once you're at 9095% and above,
22:31
that's maximum your effort. You are not going to be able to
22:35
do that, but only for a short, short, short, short period of
22:37
time. Now you're talking like the 100
22:38
meters. OK, understand your energy
22:42
system so that you can program correctly.
22:45
Understand what it takes, what the task is, so you can
22:48
understand correctly. OK, this just gives you an idea
22:52
of the power output, like as time increases, how the energy
22:57
systems overlap. Sometimes you're training 2
22:59
systems at the same time. If you're doing the 200, you're
23:02
going to see that like I said, the phosphate will be for a part
23:05
of it, but that lactic is going to be for half and half how you
23:10
training them. You training your phosphate
23:12
system and your and your glycolytic system for your 200
23:15
runners, same thing. So like 5 seconds into the race.
23:18
This is our power output. Oh, I forgot, we got here we go.
23:22
You got ATP right here. A phosphate system, 5 seconds,
23:27
10 seconds, Glycolytic system starts to take over.
23:30
Here we go. Glycolytic starts to take over
23:32
more. Once we're at here this 32nd
23:34
mark, the phosphate system ain't got nothing for you.
23:37
Now you're in that the glycolytic system still and that
23:40
force 203 hundred, 400 meter athlete, glycolytic, glycolytic
23:44
aerobics starting to creep in. Once you get over that 408
23:49
hundred, 15116 hundred, train them appropriately.
23:53
What does that look like from day-to-day development,
23:57
developing the ATPC phosphate system?
23:59
I can't say all the all the ladders.
24:01
Yeah. All right.
24:03
Remember the length of recovery times and I got 5 minutes.
24:06
So the length of recovery times between repetitions of power,
24:09
like if you're training this system and you're going to need
24:12
at least three minutes to get that system fully recovered to
24:16
hit that intensity again, if you are requiring your athletes.
24:21
And now this is the thing. This is the thing because at the
24:23
high school level, they'll come out there and when we did tens,
24:26
20s, thirties, 40s, we were all out.
24:29
So we had to make sure we did our 3 minutes.
24:31
You may get these high school athletes, sometimes they come
24:34
out there, do a little 10, do a little 20, and the intensity is
24:38
not there. So are they really using their
24:40
creatine phosphate system? It is our job as coaches to
24:45
understand what you are seeing again, which you are seeing from
24:49
them. You're either going to require
24:51
them to hit that intensity or you can make the adjustments
24:54
because you see physically the again, the capability isn't
24:57
there. So you know, you may have a
24:59
couple more reps or you may not need the full 3 minutes.
25:02
But again, that's, that's on us as experts to figure that part
25:06
out with who we're working with. OK, 6 to 12 reps, 10 to 50 of
25:11
like this. Usually like 10 through 50
25:12
meters, you're going to do a hundred 300 meters total reps
25:16
out of practice for this. 10s, repeat, 10s, repeat, 203042
25:19
tens, three 30s, four 40s, things like that until you get
25:23
to that level or it's something like you're lifting the heaviest
25:26
weight you can possibly can for one to two reps OK, in the
25:30
weight room. That's high intensity.
25:32
Max intensity, going back to that chart of my heart rate is
25:36
working over 95%. OK, Max velocity 4 to 8 reps, 10
25:44
to 30m flies. Same thing, you're in the same
25:47
system. You have 50 to 150 meters total
25:51
wrap at top speed. OK, again, making sure that the
25:56
recovery is there for this system is going to be critical
25:59
for them on the glycolytic system.
26:02
Now you're talking about the Max rate, like I said, 85%
26:05
glycolytic system, 3 to 8 reps. These are like your 80 meters to
26:09
150 meters on the track, you're doing three 300 to 90 meters,
26:15
900 meters total for that, for their volume for that day to
26:19
represent to get this. The rest on this one will still
26:23
will be a little bit less. OK, You still you don't need 3
26:27
minutes. You may take your recovery 90
26:29
seconds. You know, we have 390 seconds
26:31
recovery or no two-minute things like that for this system.
26:34
But you want to get them to understand how to, you're
26:37
training them how to repeat the intensity and make it repeatable
26:41
effort at that intensity. Now, as you measure their
26:44
progress, are they hitting one coming back down, hitting one
26:48
coming back down? OK, they hit it, hit it, hit it.
26:52
That's how you measure their progression, making a repeatable
26:56
effort at the intensity, at the required intensity.
26:59
That is when you can measure how to progress them, OK, Are they
27:03
hitting the repeatable effort at the demand that you're
27:06
presenting to them for the day? And then when you get to the
27:10
crossover, the aerobic and the glycolytic system, now you're
27:14
talking about, and let's just talk about this really quickly,
27:16
continuous exercise at an intensity just below your lactic
27:19
threshold, roughly about 70 to 75%.
27:22
So you're thinking about zone 3, OK, Zone 3, Zone 4, heart rate
27:27
is a great way to train this system.
27:28
So even like tempo runs, you know, when you're going here.
27:31
So this is the calculation I use.
27:33
Vince Anderson is great. And I and I always, you know, I
27:36
was like, what's the math? What's the math?
27:37
But this is the math, all right? So if you are running
27:41
submaximally, then the minimum intensity should be about 90% of
27:47
the 400 meter PR. That if we're setting times for
27:51
our high schoolers, don't just have them going out there doing
27:53
200 aimlessly. They should be working for a
27:57
specified time, OK, 90% of their 400 meter goal time.
28:02
If they don't have APR now you can set the time goes from
28:06
there. OK, What does that mean?
28:08
It says it's about roughly 400 meter PR plus 4 seconds.
28:12
Is the tempos that they should be hidden at at their practices
28:16
for this zone. So the slowest you train, a 60
28:18
meter, 400 meter athlete is at a 64 second pace at practice.
28:24
OK, that does not mean that it has to be 64 every time, but it
28:27
gives you a sense of what it should be like.
28:31
A 48300, a 32224 one, 5016 seconds, 100 meters.
28:39
Do that, please. When it comes time for your
28:42
workout, set your groups A, Group B, Group C group based on
28:46
these goal times for every single thing that they're due
28:49
for you, you are equipping them intentionally in training that
28:53
energy system based on their physical capacity.
28:56
Now, as their capacity grows, so does this, but as coaches, we
29:01
are keeping them in this framework to progress them
29:04
accordingly. Makes sense.
29:09
Yeah, Yep, 2 minutes. I told you.
29:10
Yeah, I'm at the, I'm on my last part.
29:12
Remember your structure, your structure here, this is just an
29:15
example. So if you're doing your speed
29:17
days, you're going to need 48 hours to recover on that, on
29:21
that phosphate system. So if you have acceleration day,
29:25
you then you have a tempo day, then you have a Max velocity
29:28
day, then you you may have a circuit and another tempo day,
29:33
then you may have speed endurance.
29:35
But make sure that the energy system structure makes sense
29:39
based on the demand of which you're asking the activity
29:42
level. Make sure on the energy systems
29:44
that they are fueled to hit this demand.
29:47
If it's an anaerobic day, they need the carbs, tell them to eat
29:51
them, come ready with them in their systems.
29:53
Make sure when they're leaving practice that they're fueling
29:55
their bodies because now they used it.
29:58
So they need to replenish the carbs, they need to replenish
30:00
the protein. So just have those conversations
30:03
and I know we do, but just make sure on like the you program the
30:08
days, have your, your competition days and then back
30:11
up from your competition days to make sure that your program
30:15
structure makes sense for them to peak at the right times.
30:20
All right. And I know I need, I need
30:21
another, I need a whole day to go over our, our, our whole
30:24
system of structural training and our programming.
30:27
The things. OK, Last thing I'll say is on
30:30
the strength and explosive power look based on their training
30:35
age, body weight circuits. If they can't, I have parents
30:38
that don't want me to put weights in their hands.
30:40
OK, Know their training age still establish functional
30:44
movement patterns, squats, hinges, push, pull, gait or talk
30:50
to them in that way. Coordination, like program it
30:53
that way so they understand the fundamental movement, how to
30:56
hinge so they can put it all together, but they have to
30:59
understand the fundamental movement.
31:01
OK Resistance training, like if you're thinking about
31:04
acceleration slants and bands, great for pushing and pulling,
31:08
adding that resistance weight training, you want to think
31:11
about transferable strength to some velocity stuff, like just a
31:14
level of intensity that they're moving.
31:15
The bar should match, you know, the training loads of what they
31:18
do outside functional strength things.
31:21
You know, body squats, bench, shoulder press, that's just
31:24
foundational strength, OK. Those are just general
31:27
capacities that you're thinking about for your athletes that you
31:30
get more technical. The power cleaners in the
31:32
snatch, that's triple extension things.
31:35
You want to think about how they understand projection.
31:39
Projection. That's when you're talking about
31:41
that. So even if it's the shoulder
31:42
snatch, you're talking about projection, same movement.
31:46
You got to talk about the same movement that they're trying to
31:48
execute, how that transfers to the weight run movement.
31:52
Every movement should make sense to them on how it transfers to
31:55
what you're asking them to do on the track.
31:58
OK, I'm almost, I know, 30 seconds.
32:00
Hang in there. All right, all right, accessory
32:02
strength things, do the do the little things because once they
32:05
start, they need to cross, they need to got to get the accessory
32:07
things. Unilateral strength get them.
32:09
They only got one leg on the track at a time.
32:12
You got to do unilateral things. So you have to OK core strength,
32:17
remember, break it down, stability things, planks, you
32:20
got to be stable or holding here.
32:22
Then you need rotation because your body is moving the torque
32:25
and everything. So you do the rotational things
32:27
and then you got to have flexion.
32:29
The way I'm talking about coming here, they have to have enough
32:32
strength in their lower abs, hip flexors.
32:35
So do the things on the training with the bands that the pulleys
32:39
to train the movement. OK, all right.
32:43
And then last thing on here was plyo base jumps.
32:45
Strengthen the tendons, strengthen the stiffness in
32:48
their feet and their ankles. This is the last slide, I
32:50
promise. And the thing I was going to
32:52
say, build general qualities to improve or change technical
32:56
abilities. I got this from Fred Duncan.
32:58
I get my stuff from everybody. I watch everything.
33:00
But Fred Duncan is great too. But what he would stand on here
33:03
is look, in order for you to get them to do technical things just
33:08
to make sure at the very top beginning what you're working
33:10
with them that they understand the basic fundamental things,
33:15
increase work capacity thing, general strength things,
33:18
movement quality things. Address what we talked about
33:21
from the very beginning, which was making sure they understand
33:25
range of half, full range of motion posture mechanics and so
33:30
they understand how to move. OK, I went over like a minute.
33:35
All right. Thank you.
33:41
Hey gang, Mike Cunningham here. Hey, I hope you enjoyed this
33:44
episode of The Guild 1918. Project Series.
33:48
It's really my mission, my passion to bring you massive
33:51
amounts of value and I hope this one hit the mark.
33:55
The Gil, 1918. Project is really.
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Dependent on you if. For you to build.
34:00
Your own episode. To hear your voice.
34:02
To have your voice heard you. Have something to say and teach.
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Other coaches out there so. Please get a hold of me e-mail
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see you tomorrow.