Latest / The Gill Athletics Track and Field Connections Podcast / #143: Gill1918 presents Track Tribe LIVE: (Part 2) "Building a Winning Program" with Lorenze Billups hosted by Kyle Jones

Transcript

#143: Gill1918 presents Track Tribe LIVE: (Part 2) "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're bringing the once a year
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track clinic straight to your ears daily.
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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 topics.
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All right, there we go. I got you.
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So this is this is my annual and this is this is actually my
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annual for this year and it and it's not finalized just yet
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because I have to finalize my wash.
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I mean, not my roster, but my schedule.
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So what I do is I lay out my year in full and I look at the I
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just said, or our state calendar and I look at the meats where I
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want our kids to perform their best at, right?
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So, so in the state of Indiana or I should say in Indianapolis,
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right, we have our indoor steak meat.
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I'm not going to say I don't care about it like if kid makes
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it like obviously I'm going to try to get them to go out there
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and perform their best. However that's not really what
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I'm working on. My goal is end of May, right?
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So I'm really looking at this, this time frame right here.
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So if I look at all of these meats, this meat right here,
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which is Kenny Randall, and then there's another one that's not
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on the schedule yet because I got to get the date for it.
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But Charlie Riley, Charlie Riley and Kenny Randall are the two
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biggest meets aside from our city meets on our schedule.
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Because I know that between those three meets, I am going to
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see every single team or at least 90% of the team that are
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going to be in our sectional and regional meet.
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And we have, I would argue we have the toughest regional in
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the state in terms of just overall times.
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And I mean, if you're in regional 4, you know, you may
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think differently, but I would definitely venture to to argue
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that if it's, it's between regional 5 and 6, right.
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Gotcha. That's just that's just my
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experience point state champion and record holder in both long
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jump and from last year was in our sectional and regional and
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her name is Kyra Crook. She's at Arizona and she also
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was at the Indiana city, Indianapolis City.
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So you know, and she's also at Kenny Randall and she was also
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her Charlie Riley. So you know, that's what I mean.
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Between those meets, I know that I'm going to see the times and
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the marks that will let me know where my team is at.
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So what I do is when I'm trying to prepare for them to hit those
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times, I figure out what the state participant, the three
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participant standard is. It's it was 1099 last year.
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It's probably going to be like 1091 this year because you had
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to run 10, seven just to make finals last year.
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This is the on the boys side. What is the real side?
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For for those of us that aren't in Indianapolis, what is the
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participants? OK, so so the three participants
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standard means for your section. So On this date right here for
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your sectional meet you get if you have three people on your
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team hit that mark, you can put 3, 3 athletes into an event.
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So let's say I just said the 100th time, if my, if I have
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three boys on my team run 1099 or better, I can put all three
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boys into the 100m for the section.
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Otherwise I only get 2. So now if you know anything
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about track and field, now that's a numbers game.
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Yeah. Right.
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So that's always going to be my goal.
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In terms of just the raw numbers, the metrics that I use
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to determine how on target my athletes are, I use a few
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things. I use a 30 meter dash out of
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blocks. I use the 60 meter race in the
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meat and then I use and then I use a 30m fly and a 10m fly,
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right? And so that tell for half a
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second, right? You said a 60m race.
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Did you mean they're actually in the race and you're clocking
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them for that first 60 meters? No, when they when we go to
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indoor meets. Oh the oh, the indoor Sixers I
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want. You yeah, yeah, the indoor 60 I
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want. And, and I, and I say that
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because the correlation between the 60 and the 100, I can, I
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can, I can tell a kid like if you run the 60 in X time, you
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should run it in this. You should run 100 in this time.
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And if you don't run the 100 in this time, I need to be looking
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at either your speed endurance, right, maintenance or your
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training. It's it's probably going to be
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most of the time with, with high schoolers.
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What I see is it's not the speed endurance component like they
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can usually hold on. Usually what it is is their
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transition. They have a inefficient
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transition from their acceleration into their top end
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speed. So they, they, when they come
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out of the blocks, they're like this.
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And then when they hit top end speed, they pop up right, you
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know? It's like high school kids don't
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have dry phases worth nothing, right?
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And so I, I've learned a few different ways to like kind of
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get them to stay in the dry phase.
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And so, yeah. And so that that's another thing
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for another day. So, so, so yeah, like when I'm
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looking at these this season and as a whole, I look at what does
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our season look like? Sometimes it changes, but for
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the most part, once we get our schedule down it, it is what it
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is. And then I look at where we're
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performing right around, right around here, this time right
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here. That's when I want to start
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doing some race modeling in practice.
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And so there's three things that I look at for any athlete in 100
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or not in 100 in in running, in general, the sprints, I'm
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looking at their drive phase like acceleration coming out of
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blocks. So zero to 30, I'm looking at
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their transition out of their drive phase into their top end
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mechanics. And then once they are up and
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running full speed, I tried to look at and this is really an
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odd test in the Olympics. They have like the every 10
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meters. Maybe one day we'll have enough
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resources where we can get, you know, 10 speed gates and I can
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clock where they're starting to slow down at.
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But I kind of eye it. And then I asked the athlete,
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talk to the athlete like how they feel on the way now, if
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they feel like they're starting to slow down later, like too
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early, like they can't hold on. Sometimes if, you know, if they
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haven't been coming to practice like that and things like that,
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I can kind of gauge like, yeah, you probably just are not in
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shape. But a lot of times with our
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kids, they have been coming and it's just a matter of getting
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them to hold their drive phase a little bit longer and then to
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transition smoothly. So I tell my kids, I want you to
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be like an airplane. Like if you got on the airplane
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and it just was on our own way and he just jumped to 10,000
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feet in the air, that would be a very bad plane ride.
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You'd feel terrible. Like, so you want it to be a
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nice smooth transition off the ground and into the air before
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you kind of level out and get steady.
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And the kids think they understand that most of them
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have been on the plane. If they don't, if they've never
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been on the plane, then I tell them to imagine being in a
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Ferrari, you know, or, or a Mustang or something like that.
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You know, if you hit the gas really hard, the car just kind
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of jokes you for it. Like you don't want, you want to
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have a nice gradual acceleration, you know, no, no
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bumps in the road or anything. You want it to just be nice and
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smooth. And then you look down and
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you're doing 60. Right.
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So it sounds like a little bit of, hey, don't panic, right?
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And don't, don't, don't skip, don't skip the gears or don't
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skip this the steps or the transitions, right?
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Turn it, turn the knob and increase over over the distance
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of and then maintain innocent. Like pretty pretty simplified
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version. Yeah.
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And then I wanted to hit on this like for for the kids that I
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have that have multiple events and things like that.
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The way I structural workout is I use ranges, right?
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So if I'm doing a speed workout, my range is 300 meters on the
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low end and it's 800 meters on the high end.
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So I usually try to find myself somewhere in the middle.
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So I may do something like I may do like 4 by 3 to 4 by 80 meters
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and then I may do 3 to 4 by 80 meters and then I'll do 4 to 6
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by 60 meters. So that puts me right in that
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sweet spot of around 600 meters. And what I do is the minute the
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mechanics start to break down and the reps, I cut it at the
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workout and the kids hate it because they're like, Nah, I can
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finish. Like, Nah, you can't because
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your body is telling me like it's not ready to handle that
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yet. That's key.
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That's a key. That's a nugget, ladies and
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gentlemen, that's a nugget. If you didn't, if you didn't
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catch that, see a lot of y'all think speed work is going out
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there and doing 4-5 hundreds, right?
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That is not speed work. That starts people like I'm
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about to start a riot out here if you do. 4 or 500, you're
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going to start dipping into some speed reserve training.
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Tell them again, man, so and. Now you're not working top pitch
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speed look. Listen, we got to we got to
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define speed work with a lot of people.
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And if you hear, listen to what he said, the zone is between 300
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to 800 meters for speed work depending on the time of year.
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And then here is the biggest key that I'm taking away from here,
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if you're listening very carefully is knowing when to cut
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the workout, when you start to see bad habits show up, right,
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The things that are inconsistent with the the results that you're
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trying to get stop, right? Because the athlete's body is
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telling you something in the body, the workouts telling a
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story in the response to the athlete's body.
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I mean, workout is telling a story as well.
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And if you don't listen to either of those, you're going to
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end up with things that you don't want.
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So I'm sorry, coach, but that was great.
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That was a great point. I'm glad you said that.
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Thank you. You're good.
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So, so yeah. And so if I have a kid who's
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like maybe they're a jumper and or, or a hurdle, I, I had a kid
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who was he, he jumped for me and he was my best hurdler.
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And I also had him sprinting, but he wasn't really one of my
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best friends. I just had him sprinting because
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I wanted his speed to improve for the hurdles, right.
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So like in situations like that, they always do the the technical
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work for that event 1st. So hurdlers you go with the
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hurdles first, jumpers, you go with the jumps first, unless we
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are in. And since I'm still sharing, I
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can go ahead and show you. So down here you see right here
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I have race model. Well, Race modeling is not just
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race modeling, it's also meat model.
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So if you are a jumper, that means that you are probably
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going to do maybe one or two jumps and then you're going to
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have to run a preliminary, then you're going to have to come
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back, then you're going to have to go do a final, and then
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you're going to have to come back and jump again.
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So that means that at some point I'm going to have to train skill
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under fatigue. So for my hurdlers, when they
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get to that point, they will do it's, it's a rhythm hurdle
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drill, three-step rhythm hurdles and it's for 15 hurdles.
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So I start them, I start them at 3 early on, then they build up
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to five, then eight, then 12, then 15.
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So 1515 is right in here right around this April, right around
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so right around Kenny Randall, Kenny Randall, they'll be doing
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15 hurdles. But yes, so all of my so USATF
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when I went to level 2 for Sprint hurdles, they actually
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give give you an equation for how to measure the, the, the
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distance between the hurdles. So are you.
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So what you do is you take the time that you want them to run
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and then you subtract the time from this blocks to the first
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hurdle. So you have to do this in a
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race. So you have to see them in a
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race. So the time from the blocks to
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1st to hurdle one and the time from hurdle 10 to the finish
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line, you subtract that from the time you want to run, you want
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them to run. And then you divide that number
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by the number of hurdles in the race, which is 10.
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And then that's how you get the actual distance in between each
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hurdle, because you want them running that time in between the
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short hurdles if they're ever going to get to that time in
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between the actual hurdles. Because hurdles are about
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rhythm, right? You're trying to, you're trying
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to speed up that rhythm. So, so I did that and actually I
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had a kid, he was new and I knew it wasn't technically correct,
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but he was competitive. So what I did with him was I put
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him with the hurdler who was better because he was like 3-4
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inches taller. So, so when I put him with this
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kid who was a better hurdler, I mean, I'm trying not to share
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either of their names 'cause they're still in school, they're
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still in high school. So when I paired him with him,
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he went from running 21 to running 16 nine last season.
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And so he was like, oh, if he did, if he were in this time,
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like like in his first year, that means like and so he
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started doing match next Yosh run like 14-8.
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I'm like, I mean you, I mean we could say you should, but you
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know, you don't know right, right.
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So, so that's how I get the hurdles down.
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And then for the jumps, like I said, it's a lot of technical
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stuff, but they'll, they'll do like their plyometrics and, and
15:55
because my jumpers have very specific plyometrics.
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So like my high jumpers, they have, they have circle gallops,
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right? So I'll put them on the, the
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they have like where the half circle is on the football,
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football field, which is also like the soccer marker.
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Like they run on the hash marks. And then when they get to the
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half circle, they do gallops, single leg bounds around the
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half circle and then they run out the back, right?
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Because I'm trying to get them to get comfortable in that, in
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that terms of their approach. But they can't do that.
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They can't start that if they're in a fatigue state.
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They have to learn that while they're still fresh.
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And then as the season progresses then they can still
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do it and look pretty good even if they do a couple of Sprint
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reps beforehand. That's an interesting, we don't
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have a semi circle, but So what I had to obviously make a 1512
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to 15 meter circle on the mat. I have them run on that line,
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making sure that that foot hits that line in a row.
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Supposed to high jumpers end up going outside and just the steps
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are all crazy. But that's a unique approach
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man, running a semi circle. That's kind of cool.
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So right now, you know, you've got things laid out, you're
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looking at the indoor meetings like hey, whatever, it's just
17:19
another meet. It's kind of just a tune up for
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us. Or we got to go to if we get it,
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we get it, if not. But the more important things
17:26
are coming up because you got these sectionals, we got the
17:28
regionals, we got state finals, and we got to make sure that we
17:31
get our people in. And we're not only getting race
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modeling here, which is, you know, very common, but we're
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also looking at meat modeling, which is, hey, you got to be
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able to come back under these conditions.
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And if you don't train under these conditions, you're not,
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you're probably not going to perform well.
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So what you do at practice makes sense because the transition.
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So Georgia's unique because we do all of our field events 1st
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and then they do all the running.
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So we get away. We don't have to really bounce
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back and forth too much most of the time.
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Now sometimes it does overlap as long jump takes forever and a
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day which that never happens. Listen, for us, it's always high
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jump. Yeah.
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Do you do you guys high jump last?
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No, we, we start high jump the same time we start long jump.
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The issue is that that bar moving, you know, so like I
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said, I, I'm, I named drop tire crook, right?
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She's coming in at 510-558-5585. Ten.
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You know you. Say SO is coming in at 58.
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Yeah, you should. You should look up her instant.
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You should look her up on Instagram.
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She can dunk the basketball on the 10 foot goal.
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Kya Crook. Kaya OK, I'll be I'll be OK.
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I'll be interested to see that. I wonder if she dropped against
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the girl from from Bowdon GA yet The the the the girl who went
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like 6 feet as like a freshman or sophomore.
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Oh I'm not sure I'll have to. I have to text your dad and
18:54
later let him know I named Doctor on this.
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I'm a check out of that. I love, I love the jumpers, man.
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Look, I'm partial to the jumpers as you can.
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See, yeah. So like when you have stuff like
19:05
that happening, well now the jumps take forever because, you
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know, she's coming in when everybody else is kind of
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getting out. So yeah, it's, you know, it gets
19:15
kind of crazy in, in high jump and then you know, that it's,
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I'm not going to get too much into it, but it's usually high
19:24
jump for us. OK, I got you.
19:26
Yeah, crazy fun fact that most people probably don't know in
19:29
New Jersey they have dual meets and that's how you determine
19:32
your conference champ or they used to when I was coming to
19:34
high school, right. You know, compete against
19:35
everybody in your in your conference in a dual meet.
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One O 1A531 type of score for a second third.
19:42
But we had the high jump as the last event after the 4 by 4.
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Oh, that's horrible. Yeah, tell me about it.
19:50
And guess who who stopped. Man, it was horrible, but I
19:54
know. So I, I, I want to, I want to
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make sure we get to some of these things.
19:57
This is technical. I love this layout.
19:59
We may have to do kind of like a a session where we get all of us
20:03
together and we talked through some of this technical and kind
20:05
of planning. Listen.
20:08
I think that would be a great thing.
20:12
What I would like to talk about real quick because I know you
20:15
got to get back to your family. I don't want to keep you.
20:17
Hopefully you know, please tell your wife thank you, right?
20:22
I will. I will.
20:24
Want to thank. You check my phone, She's she
20:27
hasn't texted me anything negative yet.
20:30
So we're we're still good. I I want to, I want to make sure
20:33
I don't overcook your grits, her grits and your son and whoever
20:36
grits. I don't want to overcook them,
20:37
right? There's just maybe just a couple
20:39
things real quick because I know we we could probably do a round
20:41
two people want to know about the Gpas and the scholarships
20:45
and everything and maybe we can do a round.
20:46
Two round that we can, I mean we can, we can touch on that too,
20:50
like, because to me that's a very straightforward thing too.
20:54
And you got a couple of questions from the from the
20:55
track tribe too that I know that.
20:57
They listen. I'm already knowing.
20:58
Coach. Coach Deadman.
21:00
Coach Deadman, let me know, you know.
21:03
Yeah, Trent's coming for you, man.
21:04
So real quick, why don't we do that?
21:06
Because I know we got a few minutes.
21:07
Again, I don't want to take too much time and I want to make
21:10
sure I'm, I'm respectful for everybody else's time as well.
21:12
And guys, please, thank you and you know, for bearing with us
21:14
because we did have a a few minutes of a late start.
21:16
But how, how did you get your academic turn around?
21:19
And then what does that look like?
21:21
Is that is that in conjunction with the the types of
21:24
scholarships that you guys were going after?
21:26
And how are you able to help your girls earn that type of
21:28
money too? Yeah.
21:30
So, so in terms of the academic turn around, it's it's been both
21:35
on the boys and the girls side. The gross GPA is the one that I
21:39
use for like the 2.5 to the 3.4. So to get that turn around,
21:45
basically this is this is what I told them.
21:48
I just told them like flat out my standard is this right?
21:54
And I think a lot of people, a lot of coaches like when they
21:59
coach inner city school at inner City Schools, like it's almost
22:02
like they're afraid to say what their standard is as if the kids
22:07
are going to shy away from me. And so the way I phrased it was,
22:13
you know, hey, is a 2 point O the best you can do?
22:17
No, I can do better than a 2 point O.
22:19
So why wouldn't you do better than a 2 point O, Right.
22:22
And then I broke it down even further to them and because
22:24
they, because a couple of the kids were like, well, they said
22:27
we just got to be passing all our classes.
22:29
So I did the GPA math for them. I said, OK, if you are passing
22:34
all your classes with AD minus your cumulative GPA is a 0.65 or
22:42
a 0.67. I said, are you comfortable
22:48
telling somebody that you graduated with a 0.67 GPA?
22:54
Wow. And then then people start
22:57
listening to you because they're like, wait a minute, I'm passing
22:59
on my class, but I only got, I got less than a one point O
23:02
Yeah, you got less than a one point O Right.
23:04
Or, or it's not even that. You only have to be passing 75%
23:12
of your classes. So if you have eight classes,
23:15
you have to be passing 6 of them.
23:17
So if you're passing 6 classes with a .67, then you are I
23:25
think. I think the math that it comes
23:27
out to is like a 0.43 or something. 4.
23:32
It may be a little bit higher than that, but it's somewhere
23:34
between .43 and .6. Five.
23:38
Well, this is out of a 4, right? Out of a four on a 4.0 scale,
23:43
yes. And that's, and that's the state
23:47
requirement and that's how it's written right now.
23:51
Schools can obviously go in and like, kind of, you know, make
23:55
their own standard that's above that, but you can't go below
23:57
that. Right, OK, so wow, I jeez, I get
24:04
it. All right, so now here, here's
24:06
my standard, Right? I'm going right back to what you
24:08
said initially, right? Here's the standard.
24:12
Meet the standard. If you don't meet the standard,
24:15
you don't run. And it's that simple.
24:18
You cannot, you cannot represent this team, this institution if
24:23
you are not carrying yourself above a certain threshold
24:27
because and then this is what I tell them.
24:30
And so I had a slide on my very first PowerPoint, right?
24:33
And it said, this is the goal, right?
24:36
And it had people like on a podium and, and you know, gold
24:41
medals and you know, like the, the track and field podium,
24:44
right? And then the next scene was
24:47
everybody taking their caps off and throwing it in the air.
24:49
I was like, but this is also the goal, right?
24:53
And so my students know I, I will always ask them what is the
24:58
number one goal? And they always say graduation.
25:01
They know the number one goal is graduation, all right?
25:04
And then I asked them what's the second goal?
25:06
And a lot of times they're like, I'm not sure, you know, maybe.
25:09
And I say, I want you to be a high character individual who
25:16
contributes to society, right? And I have different ways of
25:20
saying it, you know, but but that's how like I want you to be
25:23
a high character person. So if you have a lot of
25:26
integrity but, you know, maybe academic just isn't your thing,
25:29
we can live with that. Right.
25:32
You're a productive citizen. I like you, man.
25:38
I love, I love the standard because it's it's not all about
25:42
the numbers and the data. It's it's about helping these
25:46
kids be the best version of themselves, right?
25:48
And go ahead. No, I was, I was just going to
25:52
say like and the kids also like. The other thing is I show them
25:56
the data, right? So I do, I'll do, I'll do a
26:00
blind review, like I won't show the names, but I'll put all the
26:03
Gpas for the team on the on the screen and then I do the math
26:07
and then they'll be like who got a 1.2 right?
26:09
Who? Got a who?
26:13
Who got A, who only got a a 2.2 You, you dragging the team GPA
26:18
down right now, they don't know who it is, but that person you
26:21
know, they know who they are, right?
26:23
When you're tapping into a principle of, of seeing
26:27
progress, right? And and that's, that's part of
26:29
that accountability. It's like if we can see where
26:32
we're supposed to go and we know how we're doing, people turn up
26:36
faster, right? You get more progress that way.
26:38
You get more buy in that way you get more engagement.
26:41
When people can see the road in front of me shouldn't just say
26:43
it, Hey, this is what I need you to do.
26:45
No, no, no, that's show. What are you guys really doing
26:48
here? Right?
26:48
And that's, that's a reality check.
26:50
I think that's really important. So you gave them the standard
26:54
and they. Stood out and, and then they,
26:56
and then they meet the standard. And so then I'll, I'll say this.
26:59
So just just tapping into this. So once like if you're on a
27:06
team, like if you coach A-Team and you know, greys are not
27:09
really a big issue and you want to get the money for, for, for
27:13
school, T Fers is going to be your, your friend.
27:16
If you don't know what T fers is TFRRS, it is where all times at
27:21
the collegiate level are stored. You can pull the times from any
27:25
conference in the United States. Find the conference where your
27:29
kids times align with that conference, with scoring in that
27:33
conference. All you got to do is pick up the
27:35
phone, call the coach, say hey coach, you know, what are your
27:38
standards? What are you looking for this
27:40
year? That's a big thing too.
27:42
A lot of coaches like you got all these sprinters, but if a
27:45
coach is not looking for sprinters, they can't do nothing
27:48
with them. So one of one of the kids on my
27:50
team this year, Junior, I know when he goes to the next level,
27:55
he's probably not going to be a sprinter, but he's going to have
27:58
Marx as a thrower, as a sprinter, as a hurdler and as a
28:02
jumper. He's probably going to be
28:03
emojis. I want to say multis man, come
28:05
on. Let's go.
28:06
He's going to be. He's going to be.
28:07
Emojis. Right.
28:08
So that's, that's the, that's the way to to tap into that
28:13
scholarship money. And then when you start calling
28:15
coaches, you have to develop relationships with coaches.
28:17
So the college coaches where I've sent kids to, I still call
28:21
them, I call them, I check on them, I check on how the kids
28:23
are doing. And I'm also a I'm also a coach
28:27
that encourages kids to stay. And in the world of the transfer
28:31
portal in NIL, that is important to coaches, right?
28:36
Absolutely. So, so you know, like that's
28:40
like getting scholarship money, a lot of his relationship
28:43
building. So I tell my kids, I'm not
28:45
sending you anywhere where I don't trust that a coach is
28:48
going to hold you accountable as a student and as a person.
28:53
Absolutely. If they if they're going to let
28:55
you run rampant, you can't go there.
28:58
Absolutely. And I think one of the key
29:00
things that we look for as well as the longevity of that coach,
29:03
right? I don't want to send the kid
29:05
anywhere that, that kid that coaches bounced around every two
29:08
years and now he's all of a sudden there, right?
29:11
And, and then you know what, I had a conversation with the
29:14
coach who will remain nameless. And we, we really got into
29:17
these, the prestigious programs and the prestigious programs
29:20
aren't always the best programs to send a kid because then
29:23
you're competing against athletes and nobody's really
29:27
caring for that athlete. A lot of times it's just, hey,
29:29
you're a number, your result, just show up and do it.
29:32
And that's it, right? There's there's no trust
29:34
building and not every coach, even at the college level has
29:37
the best interest of the athlete.
29:39
So to your point, I think it's really incredible to to know
29:42
where you're sending your kids and who you're sending your kids
29:44
to. Hey gang, Mike Cunningham here.
29:49
Hey, I hope you enjoyed this episode of the Guild 1918
29:52
Project series. It's really my mission, my
29:55
passion to bring you massive amounts of value and I hope this
29:59
one hit the mark. The Guilt 1918 Project is really
30:04
dependent on you if for you to build your own episode, to hear
30:07
your voice, to have your voice heard you have something to say
30:11
and teach other coaches out there.
30:13
So please get a hold of me, e-mail, text message, Twitter,
30:18
smoke signals, get a hold of me and let's help create your
30:21
episode of the Guild 1918 Project.
30:23
Hope you enjoy today, they will see you tomorrow.