Latest / The Gill Athletics Track and Field Connections Podcast / #177: Gill1918 Presents Mechelle Freeman "Part 1 Unlocking the Secrets of Speed"

Transcript

#177: Gill1918 Presents Mechelle Freeman "Part 1 Unlocking the Secrets of Speed" · The Gill Athletics Track and Field Connections Podcast

• 0:00
  Welcome to the Gill 1918 Project, a podcast series by
• 0:03
  coaches, for coaches, powered by Gill Athletics.
• 0:06
  Think of this as the Ted Talks of track and field coaching.
• 0:09
  Short, insightful, and packed with valuable strategies to help
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  you grow as a coach. We're bringing the once a year
• 0:15
  track clinic straight to your ears daily.
• 0:17
  Interested in creating your own episode?
• 0:19
  Everyone's welcome to participate.
• 0:21
  Check out the show notes below For more information.
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  Now let's get into today's topic.
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  All right, yes, thanks for having me.
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  Good morning, everybody. So it's a pleasure to be here
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  this morning and and share what now that I'm older, the
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  knowledge and experience that I've accumulated through the
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  years. And one of them is being fast.
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  I've been called, I have a twin sister.
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  So we've been called the fast twins since I was a little girl
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  beating the boys in the streets. And here I am today now as a
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  coach and, and just here to just share some of the secrets.
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  And there may not be secrets for you.
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  You may already know the secrets, but I just want you to
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  know this is a open forum. So if you have questions along
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  the way, like please ask them if it's something that you would
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  love to challenge, you know, something on challenge it, you
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  know, because maybe I can learn something too.
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  But I just want you to know that again, this is from my
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  experience. I say the MF method because I'm
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  Michelle Freeman and it's the method that has worked for me.
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  And I say that because it's four ways that I have broken down the
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  four components that I have really broken down for myself to
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  articulate how to really unlock feed.
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  So why listen to this conversation?
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  One, because yes, I'm an Olympic athlete and I'm an Olympic
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  coach. So I know a little something
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  about how to get faster. I took a four year break from
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  running. I ran, I'm from Maryland, I've
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  played in all different sports. I didn't specialize till high
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  school. So soccer, basketball, cheer,
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  whatever it was, dance. My mom allowed me to do it all,
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  which was great for me at a young age.
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  And it was just like I said on the court, on the field, we were
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  the fast twins. So by the time we got to high
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  school, track coach said you got to run and here we were.
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  From there we started to understand how fast we really
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  were. We started winning state
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  championships, breaking state records and so we were able to
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  go to the University of South Carolina on 4 scholarships, both
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  of us together and run under the tutelage of Coach Fry.
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  We were his first recruiting class back in 1998.
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  So if anybody can guess my age. And from there we brought the
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  first national championship in any sport to the university.
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  That was in 2002. I was, I had a hamstring injury
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  and I didn't want to leave school.
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  So I decided to go to Graduate School instead of thinking that
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  I was going to go to the Olympic team in 2004.
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  So those first two years I went to Graduate School and then I
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  worked in New York City for two years.
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  So four years of no training, just working, going to happy
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  hour and doing all the New York City 25 year old day-to-day
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  life, right? Nine months after quitting my
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  job, I was on the world Championship team.
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  I finished 9th in the world and 100 meters in Osaka.
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  I didn't know where I was. I was lined up next to Merlin
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  Adi and Veronica Campbell and nine months before that I was in
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  the cubicle. A year after that, I made the
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  Olympic team for the 4 by 100m relays.
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  How did that happen? How did you get someone with a
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  four year break to have elite level speed that quickly?
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  We'll talk about it. We applied Sprint science, not
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  theory. I was a smart young whipper
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  snacker. So if my coach now told me the
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  science, the physics, what I needed to do, then it made sense
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  and I was mature enough to understand it.
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  In college. I was just in the shape of my
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  life. We were just running very, very
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  hard workouts. So I was in shape, peak shape.
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  When I became an elite athlete, I was in peak shape, but I was
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  smart and I was executing the science of the sport.
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  So we're going to talk about that.
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  And the last thing why listen is because I know it works because
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  it works for me. And then I still do it for it to
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  work for others. So the risk, like I said, who
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  was going to quit their job and say, hey mom, I'm going to make
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  this Olympic team in two years. Hey, I know it's been 4 years,
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  but don't worry, I got it right. You have to really have the
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  mindset because that was the other big difference between
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  being a collegiate athlete and an elite athlete was the
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  mindset. So that's why at the first slide
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  you saw speed, you saw power, you saw mindset.
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  So as coaches, the mindset is a critical component, especially a
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  sprinter, like when a sprinter walks in a room, you need to
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  command the space. You need to have the mindset
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  from the very first movement in the warm up with the aggressive
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  task that you are about to ask your mind and body to do.
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  My mindset was different. Like I said, I was more mature.
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  I actually had more faith. I believed I could do anything.
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  And so that superwoman mentality is going to be a critical
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  component that we also discussed as four years away from
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  collegiate sprinting. My PR was 11/5.
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  I ran 11/5 at the University of South Carolina and I ran 23
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  five. So you have a sense of where I'm
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  coming from now. Don't quit your job if you run a
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  12 twos, that's a little different 11/5, you know, isn't
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  the fastest collegian. I was all American.
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  I was getting, you know, top five in the FCCI wasn't making
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  top eight in the country At my events.
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  I had a sense that I was a competitive top athlete in the
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  country. Still 11523 five, you know, OK,
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  My nervous system was detrained my fit by my I was physically
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  deconditioned in my I had to have an identity reset again.
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  I'm not thinking athlete, I'm thinking New York City account
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  executive. So high risk, right?
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  High risk. What high reward?
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  So what was the difference? Like I said, nine months later,
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  that was me. I went from deconditioned
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  physically, mentally to making the world championship team and
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  my body changed to look like that.
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  And so we're going to talk about what I did from a day-to-day.
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  So the risk was high, but the reward was high, like I said.
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  So again, talk about speed is trained.
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  Speed is system dependent. So what does the system look
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  like? The MF method for me, for you,
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  but what does your system look like?
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  Speed is a byproduct of alignment.
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  So let's talk about what the components that need to be
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  aligned are. So you have posture.
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  We're going to talk about posture.
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  So strength, stability, power, one component, right?
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  Then we go to range of motion. What is that full range of
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  motion for us to have in our movements to generate force?
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  Third, our Sprint mechanics and skill.
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  Do they understand the movement? They have to understand the
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  movement. OK, Make sure they understand
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  the movement. We're going to talk about that
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  recovery and energy system training, making sure as coaches
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  we understand the demands of the task of our training.
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  If it's acceleration, Max velocity, that's Max intensity,
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  what does that recovery require for them to hit that again?
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  So making sure that our system is programmed in the way that we
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  are maximizing output for our athletes on the recovery side,
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  just making sure that we understand intentional fueling,
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  going back to the energy systems.
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  If carbs are fueling our anaerobic system, are we making
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  sure that they're showing up to practice carved up, you know,
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  having those conversations, making sure they understand the
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  energy systems and it doesn't have to be all techie, but they
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  need to understand the fueling of the energy systems based on
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  the outcomes that you were trying to get them to achieve.
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  So they can be very intentional on how they're showing up to
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  practice. And then the consistent habits.
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  I mean, that's just something we got to talk about as coaches,
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  you know, with what they're doing an outside of practice,
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  outside of recovery time. But you know, the digital
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  distraction is here in our age. So we got to talk about the
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  fleet, you got to talk about, you know, getting off the phones
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  and the habits and the so we got to talk about it.
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  So it's just those things, the habits that this system is going
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  to have to make sure that you are following in every area.
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  So for me, like I said, the four pillars for the system we're
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  going to talk about today, range of motion, enhancing the
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  mobility and flexibility to unlock all potential.
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  If you do not correct the movement based on them achieving
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  full range of motion, then you're cutting off their ability
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  to execute. OK.
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  So we're going to talk about the importance of that posture.
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  If their body is not in the correct posture and you don't
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  correct it, then they're not achieving the full range of
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  motion, they're not achieving the full force application, then
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  you're cutting off the full potential of that speed, OK?
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  And like I said, mechanics, do they understand the movement?
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  Do they understand the movement? Do they understand?
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  Are they doing the movement or the conditioning?
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  Just understanding the energy system.
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  So like I've repeated myself, but I want you to understand
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  these are the four areas that I break down the learnings for the
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  athletes that I work with. OK, so first posture hips.
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  So everybody stands up real quick.
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  Everybody stands up where you are.
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  I know you didn't think it was a I'm involved situation.
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  All right, all right. So I want you to put your feet
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  shoulder width apart, OK? And you're going up to your
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  joint, line your knees and your hips.
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  So put your hand on your hips. And right now you see my hips
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  are just, you know, can you see what direction my hips are in?
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  Anybody guess back? Thank you.
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  All right, so in order for me to correct that movement, all I
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  have to do is just squeeze the glutes and bring my hips
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  underneath me, Right. So right, there's everyone's
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  doing that. Now hit your bellies.
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  Do you feel it's rigid? Yes.
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  Now, two things from here. If I'm here.
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  Oh, it's rigid. Don't worry.
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  It's rigid. It's under there.
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  It's under there. All right, so look, if I'm like
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  this and I told somebody to do that and they look like this,
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  what's the correction? And I'm just saying what's my
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  correction? Like what am I doing?
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  I got my I squeezed my butt cheeks.
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  My hips are under stacked up. But what's what's going on?
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  You got leaning back, right? So remember the correction here
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  is only at the hip line squeezing the glutes here.
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  Shoulders are always going to be in front of the hips.
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  OK, Right. There you go, Mike.
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  Yes, I saw the hinge. All right, So look, this is the
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  posture. So come forward some, OK, Now
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  squeeze yours. Now I want.
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  I want to come here. Come in the front.
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  Yeah, we want to see. Yeah.
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  All right. All right.
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  So good. I'm a given the correction.
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  Come up. All right, Squeeze your glutes.
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  All right, What's his correction for his posture?
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  Get him forward. All right, I'm touching you.
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  All right, So here. So come back a little.
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  Come right there. Good.
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  Right there. Now, Bridget, you breathe.
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  All right, work on this. You want them moving from this
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  posture in the weight room, on the track, in the warm up.
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  Everything all right? Thank you.
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  All right, You sit down for a second.
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  If you don't get them in that position, then right there it's
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  going to cut off their ability to be as fast as possible.
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  OK, So what are you doing to sustain that position?
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  So you doing we talked about it, ribs, cage stacked over pelvis.
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  Like I just said, it's a stacking.
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  So again, this isn't stacking. Stack, stack, stack here.
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  OK, head find you got what you want it neutral.
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  OK, you want it neutral. Eyes are forward.
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  That's always a cue that I give. If people like saying like chin
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  down to the eyes forward, they need to be looking forward,
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  down, down the track, front side dominance, meaning that here
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  again, you're going to get this a lot at the high school level a
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  lot. Correct it, don't let it go.
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  And the biggest thing today you're going to leave with is
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  you just make the correction every single time, like 'cause
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  they're going to be wrong a lot. It's OK to say it over and over
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  and over every single time, OK? And like I said, it ensures full
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  range of motion. So how should determine sports
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  direction? We are teaching them how to
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  apply for this direction. OK.
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  It's going to increase range of motion, improve stability.
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  All of The thing is going to come from here.
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  Poor posture breaking. OK, remember, breaking means
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  you're going to land too far in front.
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  You're not going forward until your hips get to where that foot
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  is. That's time.
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  That space between the hip and the foot, that's time.
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  So you're trying to take that away, Get your body here so you
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  can let him boom and keep going forward.
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  OK, Trying to eliminate breaking.
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  That goes to what I said about free speed.
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  You don't have this time right here to do anything.
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  You can just keep moving, keep moving, keep moving.
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  And again, every drill you do, every movement you do is either
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  going to reinforce it or it's going to destroy it.
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  It's no neutrality in this. So it is very, very, very
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  critical that you correct your posture every single time.
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  We'll talk about how to work on your posture more.
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  The dynamic warm up. I just, you know, got a lot of
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  stuff on here, but you can take pictures.
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  But on a dynamic warm up, like I said, when you come here, you
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  have to make sure the warm up routine is very just intentional
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  about waking up the nervous system.
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  It mimic the movement of the task and that you gradually ease
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  into the physical demands of the workout.
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  By the time you do your last build up, whatever energy system
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  that you were training and developing on that day, you
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  should be ready by the time that last build up.
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  That last build up is at the same intensity that the workout
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  intensity requires. If they are not ready to do
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  Sprint work or whatever the demand of the of the workout is
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  at the end of the warm up, then you have wasted your time.
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  Require them to come out ready from the very beginning.
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  So I do not say jog side that we do not jog as sprinters, OK?
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  The very first thing we do is technical runs, shuffles, things
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  like that. On a technical runs, you know,
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  we we walk the curves, run the straights 3 laps, you know,
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  something like that. You just want to make sure
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  they're working on posture and front side mechanics at the from
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  the very beginning. OK, so even on the technical
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  run, it's slow, but it's still cycling.
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  You're going here, you're still working on that on your very
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  first thing that you do no jobs. Technical runs.
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  Another good thing to do, like if you're in a weight room first
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  or if you just are working on, again, posture things, jump
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  rope, Pogo, jump ropes. Again, look at my feet when I
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  land, All right? When I land and my toes are
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  down, I spend more time on the ground.
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  OK, If I come here, I'm off the ground.
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  I'm off the ground. So you have to strengthen their
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  ankles, their tendons in their feet all the time to get that
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  reciprocation of energy right back off the ground.
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  Pogo jump ropes are an excellent way to work on that.
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  Sneak in jump ropes, three sets of 103 sets of 50, just warming
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  them up. Push, push, push.
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  You want to remove the the use of the the knee and the and the
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  whole thigh to get them off the ground.
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  You want to strengthen their feet and their ankles to push
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  away from the ground. So when you think about push,
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  push, push and athletes are like what?
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  Push, push, I'm pushing. What is push for them?
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  Push is pushing away from the ground.
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  So you have to train that skill. Train the push away from the
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  ground instead of here. Toes are landing, I'm low time
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  on the ground. Push away, push away, push away.
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  That is that cue that helps them understand what pushing is.
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  You are pushing away from the ground to project you forward.
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  OK? That is what you are teaching
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  them and it's something like a Pogo jump rope dynamic
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  stretches. Even on your stretches, when you
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  walk here, push up, push down. You're still training the mimic.
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  OK? So again, don't let them come do
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  this walk. They come here.
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  All right, What's next? They come here.
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  You know, you have to make sure they understand the accuracy of
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  what they're doing. OK, So starting with the
• 18:29
  activation posture. Activation, get the room in the
• 18:33
  right position. Bird dogs, glute bridges,
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  abductors, SAP planks, fire hydrants.
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  Activate the glutes, posterior chain.
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  And it always takes the extra 5 minutes.
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  You're like, we only got this much time.
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  Get them before that when they these are the things you need to
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  do by the time we warm up. So they they come, they talk,
• 18:54
  but give them an assignment. Come talk, do here, come talk
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  here. You know, give them things to
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  get them ready. All right, again, push up, boom,
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  up, boom. I'm still landing on the balls
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  on my feet. I'm still pushing up.
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  I'm still pushing the direction down.
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  You're teaching those things in the warm up every single
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  opportunity you get. OK, drills.
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  Drills is all about coordination and timing and rhythm.
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  OK, Coordination, timing and rhythm.
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  Keep that cadence doing your drills.
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  It should be moving boom, boom, boom, boom.
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  Teaching them cadence, rhythm, doing the drills A skips.
• 19:44
  Anybody want to demonstrate who got a good a skip?
• 19:46
  Let's see. Let's see who got a good a skip.
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  OK, come on. OK, let's see it Now.
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  I'm not going to say it's not great if it.
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  I'm just going to see if there's any opportunity.
• 19:57
  OK. All right, All right.
• 20:02
  We have some great things there. All right, do it again please.
• 20:08
  All right, a couple of things. Not, not terrible, not terrible
• 20:12
  at all. Not.
• 20:14
  I'll give her eight out of 10. Yeah, yeah, yeah.
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  The opportunity there is just timing.
• 20:21
  All right, So look with she has the movement, the movement boom,
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  boom, boom, boom, hip and hinging from the hip, right, the
• 20:28
  timing of it. Remember the arms and the legs.
• 20:32
  You want to take full advantage of applying force down and you
• 20:36
  want to use your arms and your lower body to help you do that,
• 20:39
  your upper body and your lower body.
• 20:41
  So being intentional with your arms a little bit more so that
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  it's timed for the direction of the force when it hits down at
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  the ground, it has your upper body and your lower body helping
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  you go down, right. So here, boom.
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  You see how I'm sweeping my arms more aggressively and more
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  intentionally? That's the that's the main
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  correction I was make. I would make for her.
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  Her direction was going down. I can see boom going down.
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  OK, but again, come back up now be more intentional with your
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  arms. Sweep it down.
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  Sweep down, down, down. So you see?
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  So what? Wait, wait.
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  So right now. So she went here.
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  You see like she went here. Boom, boom.
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  I want you to go down. Yes, Sweep it past your rib
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  cage. OK.
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  Yeah, you are. You're doing great.
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  You're doing great. Sweep it down.
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  Down, down, down, down. Yes, yes, that will make a
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  difference. They're applying more force with
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  that quick correct correction. And it took just what, back and
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  forth three times? Make the correction.
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  It will make a tremendous difference instead of letting
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  somebody go through the drills. So on the drills, the timing is
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  what you are making sure your eyes see is my upper body.
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  Are my legs and my arms coordinated, moving at the same
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  time. It should be like a string.
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  Boom. It's like having a string.
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  Everything is moving together. I'm a puppet.
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  We're moving together at the same time.
• 22:14
  OK. Oh, the B skip, the B skip.
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  So you want to think about your your A skip as your acceleration
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  movement. OK, your A skip is your
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  acceleration movement. You're coming here and it's
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  boom, boom. It's the A skip.
• 22:29
  Boom, same thing. Hinge back down, hinge back
• 22:31
  down. Your Max velocity, your B skip.
• 22:35
  Now you're up. Come in here, cyclist.
• 22:37
  Boom, right back under here, here, boom, right back under,
• 22:41
  right back under. Now the B skip for high school.
• 22:44
  Sometimes we do it, sometimes we don't, depending on the learning
• 22:47
  curve because you're going to see kicking out, kicking out.
• 22:53
  Break the B skip down in two ways.
• 22:56
  First is the up. You got to get up to the hip
• 22:59
  line first. Same thing.
• 23:01
  Remember, everything is coming up to the hip line because this
• 23:04
  is your source of power. That's why your hips start here.
• 23:08
  Boom. It's important to go here.
• 23:11
  So you're telling your body you're going in front.
• 23:14
  If you let them go here, you know, you see the running like
• 23:16
  this. It's because the hips are
• 23:18
  telling it to go which direction exactly?
• 23:22
  You have to come back to the posture every single time to get
• 23:26
  them to go front side. OK, so again, first movement on
• 23:30
  the B skip is up. Make them go up first.
• 23:34
  Don't let them cut it off. My heel is under the glute, OK,
• 23:39
  My foot is behind the knee. Boom, boom.
• 23:42
  Some people go here, correct. This is under the glute.
• 23:46
  OK, toe is up. Always make that correction.
• 23:49
  It's up first. Now, on the cycle, you want to
• 23:52
  keep the toe up because that's when they lose this and they
• 23:56
  reach. OK.
• 23:58
  It's all from the hips. It's coming here.
• 24:00
  Keep the toe up. Cycle it right back under on the
• 24:03
  balls of the feet. OK.
• 24:05
  Anybody want to demonstrate? We got a bee skipper in here.
• 24:10
  Come to the right here. Come on up.
• 24:12
  Yeah, yeah, you. Yeah, yeah.
• 24:15
  Come on. Yeah, yeah, yeah.
• 24:17
  We got a bee skipper. Let's give him a hand.
• 24:24
  All right? You know?
• 24:29
  OK, let's see your B skips. OK.
• 24:34
  OK. OK.
• 24:37
  It's not terrible. Yeah.
• 24:39
  OK. Let's give him some hands.
• 24:41
  Are you good? Actually, I wouldn't even like,
• 24:45
  you know, just go one more time, like get your get your arms
• 24:48
  together. Yeah, get your arms, time it,
• 24:49
  sweep it. Not OK.
• 24:51
  I wouldn't. OK, you sit down.
• 24:53
  Yes, actually, that's not bad. Actually, I'm, I'm for real,
• 24:57
  though, That's it's not bad at all.
• 24:59
  Like the good thing I liked about him is that he was staying
• 25:02
  tight on the cycle and just keeping it right here to his
• 25:04
  range of motion capabilities and he was staying in the pocket.
• 25:09
  You have to recognize their physical capacity and where they
• 25:13
  are on their development to understand the training of your
• 25:16
  eye on where the correction is. OK.
• 25:19
  I would just make sure he continues to increase his
• 25:22
  mobility. That's the answer.
• 25:28
  And then you can, you know, go from there.
• 25:30
  OK. All right, butt kicks, the big
• 25:33
  thing we've you see the difference on the butt kicks.
• 25:35
  You know, we used to go here. We used to go here.
• 25:37
  Again, the big thing here is just making sure the butt kicks
• 25:39
  knees are going forward and you're getting that heels to the
• 25:43
  glute. OK, here.
• 25:44
  So it's here, OK, right there, High knees.
• 25:50
  What direction am I going right now?
• 25:53
  What direction is this? That's OK.
• 25:58
  Am I up or am I up or down? Everyone does their high knees
• 26:03
  like that 80% of the time. What's the correction?
• 26:08
  Go down. Go down.
• 26:12
  You hear that? That's sports corrected. 80% of
• 26:19
  your high schoolers are going up on their high knees.
• 26:22
  Teach them force. Teach them direction every
• 26:25
  single time. Sample things, straight leg
• 26:30
  bounds, power skips, same thing build UPS.
• 26:33
  Like I said, by the time you finish the warm up, we're ready
• 26:36
  to rock. That is the same way you want to
• 26:39
  keep it the start training angles.
• 26:43
  OK, so when we get down in the stands, especially at the high
• 26:46
  school age, the biggest thing I see is them starting and their
• 26:51
  legs are lined up stacked like narrow.
• 26:56
  If you just fix this, I was telling in my presentation last
• 26:59
  night, coach Francesca Green, once you made me aware, it was
• 27:03
  like an epiphany of my life. I was like, that is for
• 27:07
  everybody. Once I make this correction to
• 27:10
  get them stabilized, feet shoulder width apart, correct it
• 27:15
  every single time. When you go back to practice,
• 27:18
  you're going to be like, what? Open up your leg and you're
• 27:22
  going to see a complete difference because now it's
• 27:25
  going to generate force in a way that has stability from the very
• 27:28
  first movement. OK making sure their feet are
• 27:31
  shoulder width apart. The start is violent.
• 27:36
  We like we all. I know you heard that before and
• 27:38
  I'm like, I'm sorry. Like little sweet Abigail, I
• 27:41
  need you to be violent and and you know, you have to be
• 27:45
  aggressive with the start. But before you get them out,
• 27:49
  this is the cues that I used to get somebody I've never worked
• 27:52
  with before. And I'm trying to get them in
• 27:53
  the right angle, shin angles that we talked about here.
• 27:56
  OK, So when you come down feet and shoulder width apart, I'm
• 28:00
  coming down. My front toe is lined up with
• 28:05
  the knee. OK?
• 28:07
  So if you come here, you can stand up if you can't see me,
• 28:11
  but my front toe is lined up with my knee.
• 28:15
  OK, that gives me now if my front, if my foot was here and I
• 28:19
  did like this, what's that going to do?
• 28:22
  It's going to pop you up. You want to think about the
• 28:24
  angles, toe just kick again. These are quick things.
• 28:27
  I'm telling you. It's going to change your life.
• 28:29
  Toes to the knee. Next thing when they lean down,
• 28:33
  you want that shin, that front shin parallel to the ground.
• 28:38
  That would get them in the angles from the beginning.
• 28:41
  So foot here, they're leaning forward because sometimes they
• 28:44
  look like this and again, you guys stand up to see me 'cause
• 28:47
  I'm on the ground. So it stand up back there, lean
• 28:52
  them forward. They will start to have self
• 28:54
  correct once you give them these cues.
• 28:57
  OK, arm, hands are shoulder width apart, feet are shoulder
• 29:00
  width apart. I'm leaning forward.
• 29:03
  My my, my shin is parallel to the ground.
• 29:05
  Boom, I'm in, I'm in here from here when they go upset keeping
• 29:11
  that lean. Now you have the angle that
• 29:14
  we're talking about there 9120, but you got to start them by
• 29:19
  getting them in the angle in the set toe to the opposite knee,
• 29:25
  shin parallel to the ground. When they go to set, now you can
• 29:30
  see where their hips are. If it's too high, too low for
• 29:34
  them to be in that 12090. Now you can just correct higher
• 29:38
  on your hips, lower on your hips.
• 29:40
  Once you start there, now you are just creating these
• 29:43
  different compartments for them to make your corrections.
• 29:47
  You can break it down and that's what's good for us coaches is
• 29:50
  breaking it down in ways that you can now just say, OK, is
• 29:53
  this is this is this is this just quick ways, OK.
• 29:58
  Hey gang, Mike Cunningham here. Hey, I hope you enjoyed this
• 30:02
  episode of the Guild 1918 Project series.
• 30:05
  It's really my mission, my passion to bring you massive
• 30:08
  amounts of value and I hope this one hit the mark.
• 30:12
  The Gill 1918 Project is really dependent on you if for you to
• 30:16
  build your own episode, to hear your voice, to have your voice
• 30:20
  heard you have something to say and teach other coaches out
• 30:24
  there. So please get a hold of me,
• 30:26
  e-mail, text message, Twitter, smoke signals, get a hold of me
• 30:31
  and let's help create your episode of the Guild 1918
• 30:34
  Project. Hope you enjoy the day and we'll
• 30:36
  see you tomorrow.