Latest / The Gill Athletics Track and Field Connections Podcast / #142: Gill1918 presents Track Tribe LIVE: (Part 1) "Building a Winning Program" with Lorenze Billups hosted by Kyle Jones

Transcript

#142: Gill1918 presents Track Tribe LIVE: (Part 1) "Building a Winning Program" with Lorenze Billups hosted by Kyle Jones · The Gill Athletics Track and Field Connections Podcast

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Welcome to the Gill 1918 Project, a podcast series by
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coaches, for coaches powered by Gill Athletics.
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Think of this as the Ted Talks of track and field coaching.
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Short, insightful, and packed with valuable strategies to help
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you grow as a coach. We'll bring in the once a year
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track clinic straight to your ears daily.
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Interested in creating your own episode?
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Everyone's welcome to participate.
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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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Before we even get into the nuts and bolts of this thing, you
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know, why don't you go ahead and give the the the quick version
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to our audience about who you are and what your program is all
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about? All right, so my name is Lorenz
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Phillips. I am the head girls track and
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field coach Arsenal Tech High School in Indianapolis, IN.
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I've been coaching for a little under a decade.
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Started off as a jumps coach at Rammstein High School in
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Germany, Long jump and triple jump.
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Came back to the states in 28 and coached in Maryland for a
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little under 2 years. Had the opportunity to go to
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Junior Nationals and Junior Olympics.
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And actually my motivation for even coming back home to my
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hometown and having a desire to get and stay involved with
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coaching at the public school level was when I went to Junior
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Olympics. But really, when I went to
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Junior nationals, the New Balance Nationals, I saw a lot
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of teams from all over the country.
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And then I saw what some of the standards were for qualifying.
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And you know, somebody knows, like especially you see a lot of
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people say like the fastest person or the best athlete they
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ever knew was somebody who wasn't formally on the team,
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right? So I'm looking at so many times
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and I'm like, man, I know 5 dudes right now that could
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probably wake up out the bed and run these times.
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Not to say that they weren't fast.
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I was just saying like, you know, I had been around track
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athletes time and I'm like there's no way that in
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Indianapolis where I'm from, we don't have 5 kids that can run.
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11 flat on the boys side, 12 low on the girls side.
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That was what the times were. This was 20, 18, right?
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So in 2018, these these are some of the times that I was seeing
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there. Obviously I didn't, I wasn't
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quite as in tune with the qual qualifying standards.
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But while I was there, I'm seeing these times and I'm like,
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there's no way we don't have 5 kids that can hit this time out
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of the state, out of the entire state.
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And so, you know, started off as a jump coach, coach jumps at Ben
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Davis under Mike Davidson, still a really good track mentor for
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me here at the high school level.
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And in 2023, yeah, 2023, the head coaching position at
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Arsenal Tech opened up and came in interview for it and got the
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role. I actually, funny thing is I got
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the call that I got the job while I was at USATF Level 2 for
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jumps. So I stepped out so they had to
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take a call and then when I came back in, there was a group
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presenting. If you ever been to to USATF to
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the level 2, you know that there's like a project at the
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end of group project. So they stopped the current
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group that was going and said, hey, you know, so what's up?
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And I was like, what do you mean?
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They're like, so job because everybody there knew that I had
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interviewed for this role and I was like, Oh yeah, I got it.
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And they were like. And so they kind of gave me a
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like a small round of applause. And if we got back to business.
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So. So yeah, you know, that's kind
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of the short version of me as a coach.
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I love what I do. I actually am in the classroom
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because I coach. That was my draw when when I got
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out of the military to to join the classroom and come back to
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the classroom was because I knew I wanted to coach and I wanted
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to be immersed in the classroom or in the school environment
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because I when I was in the military, I didn't have that
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opportunity. That's that's an amazing
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journey, man. That's always find it
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interesting how coaches get to where they are, right?
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And we never know exactly where they're going or how they got
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there. And so when we find out they're
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like, man, you went through all of that, right?
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It seems like we got some things in common though, right?
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So jump squat and I want one. I need one.
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This, this was custom made by one of the other coaches I used
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to coach with. Man, I you can't find this
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anywhere else. I think I'm going to have to
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really do some other ones and make some one of the make some
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of these too. It looks like the IT looks like
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the shirt. That is it.
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Keenan Briggs. No, this was this was this was
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custom made by a coach that I I was coaching with at my last
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high school. OK.
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Yeah, but it this you see some very similar ones out there, but
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this this hadn't this like no, had no, no Nike tag or anything
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like that. So, but yeah, so I, I, that's
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how I got started, to be honest with you.
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Well, at the high school and we were working through the jumps
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and stuff. So it's kind of cool.
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So all right, you're, you're at Arsenal and you take over this
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program. Congratulations on getting the
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job right? Because I already know a
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leadership position is, you know, sometimes they're hard to
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come by and then you do get them.
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You walk into a program that may not be the best and you know,
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you got to build it up. So when you first take over the
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program here, what was the first thing that you focused on?
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And I listen, I don't want to hear all this.
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So you know, all that sexy stuff out there, right?
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I want to talk about what was the very first thing that you
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felt like was going to make like the biggest impact?
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So I come from I, I said I come from good track stock.
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So my, my college track coach is 5 Morgan and Robert John.
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And so I had to have a lot of conversations with them on the
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front end like, hey, what's the first thing?
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Like you said, what's the first thing I need to focus on?
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And they told me it was coach focus on culture.
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So I came in and I knew a lot of the kids, a lot of the kids have
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been asking me to coach because they they actually saw me at
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different meets because I was coaching at Ben Davis, but I was
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working at at Arsenal Tech. And if we have time, I'll tell
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like a full story about why the school is called Arsenal Tech a
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little later. But if so, when I came in my, my
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first thing was all right, y'all.
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So yeah, I know y'all, y'all know how I roll.
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But these are these are my non negotiations.
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You have to show up on time. And, and I had AI still have the
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rule. And it's actually kind of funny
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because now the kids enforce it. It is almost like a game now.
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So when I came in, I told the kids, you know, if you're going
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to be late, let me know. I'll give you a 5 minute grace
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period. 5 minute grace period is 25 push ups. 1st 5 minutes that
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you come in. Every minute after that is an
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additional 5 push ups up to 50. So like, you have 10 minutes to
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be, you have a 10 minute window to be late, you're late, you do
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your push ups. And I, I told the kids, I said,
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if you show up more than 10 minutes late and I have no
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notice, you might as well go home.
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And the first three weeks of conditioning I put out, I put
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out who ended up being my three fastest athletes for both boys
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and girls. This is on the boys and girls
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side. So I put out the three fastest
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athletes from that season and and it kind of shook up the the
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route because not only were they the fastest, but they kind of
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had a lot of cachet on campus. So Tech is a 68 acre campus.
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It's larger than a lot of college campuses.
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And it's not just that it's 68 acres, it is 12 buildings as
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well. So, so, you know, with as big as
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it is, people around the campus still knew who these three were,
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right. And so I had to set a tone.
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And if I could go back, I probably would have done it a
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little bit differently. Not, but this is, this is
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hindsight. I probably would have done a
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little bit differently with the girls than I did with the boys.
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But yeah, like that was my very first thing.
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My very first thing was we have to be on time.
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And it wasn't just we have to be on time because I say we have to
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be on time for workouts and things like that.
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But like if, you know, like anybody who's been to a high
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school track, you know, if you really need to be there about an
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hour before. Yeah, so you can get your team
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warm up in, you can set your team camp up.
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You got it. The the field, even athletes,
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your jumpers, they have to get their marks, the doors have to
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weigh in their implements. Like there's a lot of logistics
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that goes into track meets. And so I wanted to set that tone
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because what it did for us later on was very beneficial.
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Absolutely. So it sounds like punctuality
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was the key, right. But it's it's more than being
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punctual, right? There's the respect for my time
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and is the respect for your time, which ultimately means
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it's respect between the two of us, right.
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So I don't respect your time then I don't respect you as an
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individual. And so those little things
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matter. And I often ask my kids this and
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when I first met our, our new group, I'm at a new school too,
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right? And the first thing, one of the
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first things I asked them, I said, how many of you have ever
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been bit by an elephant? Of course, they looked at me
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sideways. What are you talking about,
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coach? And nobody raised their hand,
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obviously. And then I said, turned around
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and said, how many of you ever been bit by a mosquito?
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Of course everybody raised their hand and I did.
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And I told them, see, it's not the big things that come and get
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you. It's always the small things
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that bites you, right? And so that's that's essentially
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what it sounds like you did. You took something very small
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and said, hey, you, this seems like it's small, but it will
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bite you if you don't get this. We can't show up late because
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how we do anything is how we do everything right.
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And So what what did you see that told you?
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Yeah, we're on the right track. So all right, so, so these,
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these kids are graduating now, so I can share the next So, so
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there was a there were a couple of things.
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So I knew I was on the right track kid named Kevin, Kevin,
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that's my guy, Kevin and Johnny that like they were, they were
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like 2 peas in a pie, right? So they they were the 2 that I
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put out day one. It was them, it was those two
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and like a couple of them. So I, I put them out right.
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So, you know, when they, when they left, it wasn't really
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pleasant words exchanged or whatever.
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And you know, on the way out, you know, I just, I just kind of
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told them like I'm not going to do this with y'all, you know,
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but you know, if y'all want to have a conversation later, we
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can. And so they came back to me.
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I can't, I think it was actually it was either later that same
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day, because they because since we're in buildings, we were, we
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were in the building that we train in.
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They left out of the building and then they ended up coming
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back to the building later on before we dismiss to for the
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buses, the after school buses. And you know, they, they
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apologize. It was like, you know, wrong.
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You know, we, we kind of, you know, acted a certain way in
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front of everybody. Like we should have disrespected
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you like that. We we do want to be on the team,
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but we, you know, like you don't have to work with us, right?
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And so those two, like I see them in the city all the time
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and I have a lot of love for those guys.
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And then there's another. The girl is a was Arena Taylor
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who's actually running at Saint Francis right now, University of
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Saint Francis on this our sophomore season.
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And like those three, the reason why they stuck out to me was
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because these three kids, I promise you, there were so many
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people that told me it's not going to work.
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You know, that everybody's tried to work with them.
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It don't work. You know, we chasing them around
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campus. We they don't have grades that
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well, Arena arena kind of was always eligible.
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But Johnny and and and and Kevin, they, they, they, you
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know, they don't have grades. And I was like, I'm going to
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work with them, right. And I will tell you this, Johnny
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to this day is the most naturally gifted runner I've
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seen. And if I have some video of him
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sprinting, I'm going to have to share it to the group.
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He looks the part. So when I say a smooth sprinter,
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he is a smooth sprinter. So, yeah, but like when those
14:07
three started leading the charge in kind of telling everybody
14:13
like, Nah, you need to show up like and they would have once
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you made it a game like with the push ups, like not quote, you
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see that there was they 3 minutes late, they owe 25,
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right? So they would have once and
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started doing that. And once they started leading
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and I didn't really have to say anything.
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I knew I was like, OK, this is this is going to be a good
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group. It's going to be a good group.
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Yeah, you know what? And I honestly, a lot of people
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look and go, how do you build a great program?
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And to me, that's the staple and probably people aren't picking
14:43
up on it, but it's the empowerment of the athletes,
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right? Because they are just as much of
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the program as you are as as the the leader or the figurehead of
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that program. They are too.
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And it sounds like again, you gave them a target.
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Here is the standard, abide by the standard or there's
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consequences. And they need to understand
15:03
that. And nobody's above the law,
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right? It doesn't matter how fast you
15:07
think you are follow the rules that we've set for this program.
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But if you do follow the rules, I'm going to empower you to
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lead. I'm going to empower you to hold
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your other peers accountable and and then we can start in.
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And it sounds like they bought into it, right?
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They knew you weren't playing. So now from, from what I know,
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so I was like, I had to do some research.
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I was like, who is this Arsenal, right?
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Because I'm down in Georgia. I'm I'm not, I don't know
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anything. About.
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The high schools except for New Jersey where I graduated from
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right? And I go, holy crap, these kids
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are running right? So and they jumping too.
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How in the world are you able to get some of these kids to go
15:54
dropping a whole second in the 100 and dropping 2 seconds in
15:58
the 200 and and expanding 3 to 5 feet in long jump in a single
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season? What are you doing over there
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coach? What's your approach?
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So I will tell you this is easier than it is for so the
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first kid that I did it with, actually there's 21 girl, one
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male. The the female is actually the
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University of Dayton triple jump record holder.
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Her name is Christiera Williams. So I've met her first year.
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Dad comes in Coach Williams, you know, still my guy, I got a man,
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my daughter, you know, she's this, she's that.
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And I was like, I got to see her right?
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Because I, I'm one of those people where everybody thinks
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their kid is the, is the best thing, you know, ever.
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And so he showed me her. I said, well, what was she
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jumping right now? I think she was jumping 34, No
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33 not. Bad low.
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You know, but I could see, I could see like she was a trip
16:58
triple, you know, she had that. She had that weird kickback in
17:02
the first phase and it was kind of taken out of the second
17:05
phase. And I was like, well, I was a
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triple jumper in college. And I know that most of your
17:12
most, your biggest bang from your buck is going to be in
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those first two phases. And so she went from 33 to 36
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year one. Then she, she dad called me,
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hey, we're coming to Maryland. I had PCs from from Germany to
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Maryland. We're coming to Maryland.
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And I was like, oh, yeah, whatever.
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He's like, no, we'll be there next week.
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I was like, oh, oh, oh, you're serious.
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He's like, I can't afford to pay for school.
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So so she don't have to get this scholarship.
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And so she came over then she went from 36 to 30, 8.
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And then her senior year is just kind of like it was already kind
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of in the books at that point and she just kind of finished
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the job. So and then I had another kid,
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Jason Jones, who was also at Rammstein.
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He was, he had never tripled before.
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And so his first meet, you know, he jumped 36.
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I said, you're going to jump 42 before the season's over.
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He's like, I ain't never done it before.
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I said, trust me. I was like, you're a 42 foot
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triple jumper. And we got to the championship,
18:29
the finals. And I said there was a kid named
18:32
Kobe Cox who jumped for Lake and Heath, which is in the UK.
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And I was like, hey, he's not 100% right now, so go make him
18:42
work for it. I said can you just give me 41?
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And he's like say less, next jump 41 more.
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I said, oh OK, how much you have left in the tank?
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He said, I mean I probably could have went further.
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I said, OK, well can you give me 42?
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He said say less, next jump 42 two.
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So Kobe came and jumped like a 44 something chain for and like
19:05
kind of blew it out the water, but I just wanted him to make
19:08
him work for it. So so I'll tell you this in the
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jumps, it's really straightforward.
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Every jumper is a sprinter and every every jumper has to master
19:25
the approach. So this how I break it down to I
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do a drill called push, float turn.
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So I have a push for the first four step steps, then I have
19:37
them float or maintain that speed for the next 8 to
19:44
10:00-ish steps. So now we're at about 14.
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And then, and it depends because some kids may only be going
19:55
4/14. I mean, some, some kids may only
19:57
go 12 steps. So then I, I adjust it, but this
20:01
for a 16 step athlete. And then I tell them the last.
20:07
Two to four steps, they should be turning over.
20:10
So I call it the term right where, where you're really
20:13
cutting the steps and you're trying to get down on the board.
20:16
And I do that because it keeps them consistent on the runway
20:20
and it keeps them from reaching at the board.
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So in in the jumps, the most important thing is the approach.
20:28
And so the kids when you first get them, a lot of times you see
20:31
kids trying to run full speed at take off, but I tell them it
20:35
doesn't matter how like I say, hey, you need to slow down.
20:39
Well, you know, I feel like I need to run faster.
20:41
It's like, well, it doesn't matter how fast you are on the
20:45
runway. It matters how fast you can
20:48
maintain and it matters how fast you are at the point of take
20:52
off. So you can be, you know, the
20:56
flash on step 10/11/12. It doesn't matter if you're
21:01
slowing down on step 141516 because now you're not taking
21:06
that speed with you into the air.
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So that's that's the thing. So I tell kids this, we're in
21:13
Indiana. And so I tell a kid, so I have,
21:16
I have a kid who made the state last year he jumped 23 six.
21:19
That's a change. So I told him, I said whatever.
21:22
I told all my kids, whatever you jump indoor, you will jump 3
21:26
feet further outdoor for me. And because I know a few things,
21:31
one, we don't have an indoor facility, so anything that you
21:33
do at an indoor meet, basically we're using that as practice.
21:38
And then the other thing is we live in a cold weather state.
21:41
So as the weather gets warmer, you know you're naturally going
21:44
to get more loose and then you don't feel like you're trying as
21:47
hard on some of these jumps. So to get a kid to go 3 feet is
21:53
basically a few things. One, get them faster, which is a
21:58
combination of strength and plyometrics.
22:02
And it also like their Sprint mechanics have to be solid to
22:08
get the approach consistent, whatever that looks like for
22:12
that athlete, because every athlete is going to be able to
22:16
do a little bit more or less depending on where they are.
22:20
And then the other thing is, is trust.
22:25
Like that's, that's a that's a huge part of it that I see so
22:30
many coaches at the high school level where they're struggling
22:36
to pull the most out of an athlete is the kid don't just
22:39
doesn't trust. And, and The thing is, my first
22:45
year coaching, I made the mistake of thinking that how
22:48
much I knew would build trust. And that's not it.
22:51
You build trust. Do you show up?
22:52
You telling me to show up on time?
22:54
Do you show up on time every day?
22:56
You you telling me to trust you? Well, I got this thing going on
23:00
in my personal life, you know, are you going to be there for
23:05
me? My first year, like my first
23:07
year was heartbreaking at Tech. I had a kid who had just
23:10
transferred in, not going to say from where called me middle of
23:14
the night like 1111. And so these are hours that
23:18
you're not even supposed to be like communicating with
23:21
athletes. So so she messaged me in our
23:23
team app and it's like coach and she put the she just said coach
23:28
and I was like, I didn't respond.
23:31
She was like my mom. OK now.
23:34
OK, now I'm actually concerned she's dead.
23:41
Athlete has to leave the next week, doesn't come back to
23:43
school, moves out of stage to to where mom is at.
23:49
And it's like things like that happen.
23:53
Like things like that happen. I've had some stuff happen my
23:56
first year. But when I say it was
23:57
heartbreaking, it was heartbreaking.
23:59
Had to go see a kid, you know, in the hospital.
24:03
Kids who are on the team, they know who I'm talking about.
24:07
There was an incident that happened.
24:08
Not going to share the details. People can figure it out.
24:11
They can figure it out. But, you know, some of these
24:13
things happen and you know, that kid, you know, when they came
24:19
back to school and when I came to see him, Mom told me, man,
24:25
you know, just last week, be before break, he, he said, I'm
24:29
gonna get my grades together, my Mama going on track, you know.
24:36
And so those are the things where it's like, if you want to
24:39
pull the most out of a kid, that's not a thing that you can
24:42
measure on a scale. Like I have the correlation for
24:46
the 30 to the 60, for the 60 to the hundred.
24:48
I have all of that for the hundreds and two.
24:49
I have all the correlations. But none of those correlations
24:52
are going to tell me how to be there for a kid when they need
24:58
you. Yeah.
25:01
That that I think that's sole key because I think one of the
25:07
things coaches do is go, man, what's the blueprint?
25:11
What's the technical stuff that I need to know what all what is
25:16
all the data that I could dig into, But in the reality is that
25:24
the the kids are still human, right?
25:26
They're not numbers. And I think you got it right.
25:34
And we should, we should as coaches, we spend just as much
25:39
time, if not more, with these athletes as the teachers do, and
25:45
sometimes more time than the parents do because the parents
25:48
are working. They might see them for an hour
25:50
and then they're off doing homework in the bed.
25:52
We're spending two or three hours with them, you know,
25:56
working weight room, things like that, right?
25:58
And then at the meets, we're there from sunup to sundown a
26:02
lot of times. So we spent hours with these
26:05
kids. And so Joe Airman, who wrote
26:08
this book inside out coach man, which I think is just amazing,
26:13
right? That the the folks he calls us
26:16
teacher mentors or coach mentors, right?
26:20
And that's, that's essentially this this system, right, Because
26:24
you are. Yeah.
26:26
You, you have developed a relationship with these
26:28
individuals where they will trust you.
26:30
And there's an old cliche saying, right, Nobody cares how
26:34
much you know until they know how much you care, right?
26:38
That's, but people don't really grasp it a lot of times.
26:43
And I think what you've done is grasp that, yeah, we've got
26:46
these great athletes, but the fact that the kids reach out to
26:50
you and go, hey, this is happening in my life.
26:53
And the very first thing you do is show up, right?
26:58
And we got a lot of athletes out there that nobody shows up.
27:02
Nobody. And I think it's so important.
27:05
So when you guys are out there, you're listening, you're going,
27:07
hey, what's the system to get these kids to run faster, to
27:11
jump further? And the question ultimately
27:15
asked to be do they trust you enough to give everything?
27:20
Yeah, I have AI, have some college athletes.
27:27
They they didn't run for me in high school, but since they've
27:29
been in college, they've they've started to rely on, on my level
27:35
of expertise to help them with some things that they're not.
27:39
That's not happening, you know, at that next level.
27:41
Not going to say the school's not going to say anything like
27:43
that. The issue they were having with
27:46
their coach was a very simple issue.
27:49
The coach didn't understand that these athletes wanted to be told
27:54
the truth. If I have a bad jump, I don't
27:58
want you to tell me I'm it like it was good because it wasn't.
28:01
I need you to tell me like what I did wrong and how I can fix
28:05
it. That is the very simple.
28:06
That is a very simple task, but you have to be able to read that
28:13
from an athlete and it's hard to get to that point in unless
28:21
you're actually talking to the athlete.
28:27
And and so you know, that's that's the trust factor.
28:30
And you know how I think we're going to get into it a little
28:32
bit later. So I do have like some more
28:34
technical things for coaches if they if they want it at the high
28:36
school level, I can kind of dig into that a little bit because I
28:40
do understand that that piece can be a little bit.
28:49
Overwhelming sometimes, especially when you're dealing
28:52
with, you know, in high school you might have 120 kids on a
28:55
roster and you're trying to figure out like who should you
28:59
put where and you know what events and everything like that
29:02
so. Right, Yeah, managing big teams,
29:04
that's going to be interesting. We actually got a a session
29:07
coming up with that about, you know, low, low level resources
29:10
and even big teams. How do you manage these large
29:12
teams, especially if you only have a couple of coaches?
29:15
You know, Georgia is really tough.
29:17
A lot of times, you know, we only have like two or three
29:19
coaches and maybe 4. And it it just gets so difficult
29:23
to try to manage a large roster when you've only got a few
29:26
coaches. But Speaking of technical,
29:28
right, you, you mentioned the jumps earlier and you know, I'm,
29:32
I'm a huge fan. I knew everything that you were
29:33
talking about, right? I could see it in my mind.
29:36
I have a very similar pro. I call it just a simple pro
29:38
approach, right? Hey, here's your alignment.
29:40
Let's get your body together and our Sprint mechanics together.
29:43
Here's your, your, your acceleration.
29:46
And then we're going to take off phase, right?
29:49
Your strike phase, I'll call it, right?
29:50
It's all those things go into it.
29:52
But then you got all these technical things that you're
29:54
doing with the sprinters and and the jumpers together.
29:57
So collectively, how does that happen?
30:02
What is your what is your way? What is your technique of
30:06
coaching them? How are you teaching them?
30:09
Is it about the strength? Is it about the consistency?
30:13
What's the what's the blueprint behind the success that you're
30:18
having year after year with multiple athletes to get them to
30:22
perform beyond the relationship, right?
30:25
So let's get into the technical pieces.
30:27
Yeah, OK, OK. OK.
30:29
So. So you mind if I share my screen
30:33
real quick? Yeah, yeah.
30:34
Go for it. I think you should have
30:36
capability. I'm going to send you the
30:39
request. I'll send you the.
30:41
Request gotcha there it is all. Right.
30:44
So let me see what's that. So, and you know, I'm going to
30:52
share this and I cannot take credit for this layout in
30:55
particular, but can you see this?
31:01
There we go. Now you can see it.
31:04
Hey gang, Mike Cunningham here. Hey, I hope you enjoyed this
31:07
episode of the Guild 1918 Project series.
31:10
It's really my mission, my passion to bring you massive
31:14
amounts of value and I hope this one hit the mark.
31:17
The Gill 1918 Project is really dependent on you if for you to
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