Latest / The Gill Athletics Track and Field Connections Podcast / BONUS: Beyond the Blocks Podcast EP5 featuring Coach James Daniels I Developing High Performance Sprinters

Transcript

BONUS: Beyond the Blocks Podcast EP5 featuring Coach James Daniels I Developing High Performance Sprinters · The Gill Athletics Track and Field Connections Podcast

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  Hey, gang, you know, I like to bring you bonus material things
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  that I think will bring you immense amounts of value.
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  So today, this week we bring you beyond the blocks podcast.
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  We've got three awesome track coaches parent.
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  It's it's an amazing podcast where they interview other
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  amazing people from around the world.
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  And we're going to show you James Daniels episode here.
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  He works for the NSAF and Nike does an amazing job with their
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  Sprint program. So I hope you enjoy this today.
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  And just a little teaser on Monday, May 4th, they've got a
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  super special guest. That's right, it's your very own
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  podcast host, Mike Cunningham. So if you want to know more
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  about me on Monday, May 4th, an amazing episode, long episode.
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  They got stories out of me that I've never told on the record.
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  Go check it out Beyond the podcast, Beyond the Blocks
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  podcast, YouTube, Spotify, Apple.
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  Enjoy. Welcome back to Beyond the
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  Blocks. Today's guest is Coach James
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  Daniels, founder of Daniels High Performance and the head of
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  Sprint's hurdles and for the NSAF Nike Elite program.
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  Coach Daniels has built a strong reputation for developing high
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  level sprints and hurdles talent and helping guide athletes to
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  elite performance. Today we'll talk about his
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  journey into coaching, his philosophy on athlete
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  development, and what it takes to build world class sprinters
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  and hurdlers. Coach Daniels, we'd like to
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  thank you. Thank you for welcome.
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  Welcome to the show. Thank you for joining.
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  Thank you guys very much for for having me and it is my hope and
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  my hearts desire to be completely transparent about how
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  this journey started and answer every question forthrightly.
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  And as I always say, I don't duck any smoke so I'm going to
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  answer everything honestly. I.
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  Love that I. Love that.
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  I love that. So you know, I'll, you know,
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  I'll start first. Like I said once again, just
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  thank you for, you know, being on the show.
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  I know, like I said, you know, Nikes, you know, right behind us
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  and about to start, but I definitely want to get into, you
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  know, just how you got into coaching, you know, how you know
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  how how you get started your philosophy over time, you know,
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  just want to, you know, dig into that.
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  Yeah, sure. I'm going to date myself.
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  Probably a lot of this stuff, actually.
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  Tomorrow's my birthday too, so I'm going.
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  To actually look up the market. Yeah, thank you, my brother.
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  I'm actually going to date myself.
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  But I grew up really wanting to serve the community in a way to
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  provide opportunities for, in particular, athletes that look
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  like us. And I wanted to make sure that
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  if people had opportunity, you know, at that point, education
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  was the main thing. And so I was able to have a
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  successful high school and collegiate career.
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  And then I decided to go into coaching.
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  And my main thing of going to coaching, I was watching
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  something really on on Ed Temple or the Tennessee Tiger Bells.
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  And they had the 14 Tennessee Tiger Bells as the four by one
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  in 1968 Olympics. And so Ed Temple has been an
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  inspiration to me to kind of start what I was doing because I
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  I wanted to buy those same opportunities for our community
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  to be first generational students in college.
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  And then I had the pleasure of meeting Coach Curtis Fry, who at
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  that time was at Chapel Hill. Then he ended up being at the
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  University of South Carolina for a long time.
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  We became good friends and he became a good mentor.
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  And then I was at the Division Three level, you know, starting
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  at Christopher Newport in Newport News, VA And coach Vince
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  Brown gave me an opportunity to come from come from the high
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  school side to be a Sprint hurdle coach.
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  And were you able to win four national titles and 6 runner up
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  opportunities? And I commute created a lot of
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  national champions that way. I worked with some hurdlers that
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  were one hurdler in particular, Bitter Cochran, who was the
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  first person under 14 seconds in the in the hurdles and things
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  like that. So I did some pioneering things
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  that I thought that kind of spring, you know, spring me
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  forward. And then I can never say enough
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  about Coach Roy Thompson at North Carolina NT State
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  University. He brought me on board as an
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  assistant. We were at Level 1 school
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  together and he asked me about working at a HBCU.
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  I'm I'm also a Hampton graduate. And so Coach Thompson asked me
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  about joining him at North Carolina NT back in 2001.
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  And I was there with him through 2012.
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  And then while we were there, we had a tremendous success.
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  We created a lot of all Americans.
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  When I when I arrived in the front of Anti State University,
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  there was no track. We had asphalt.
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  And Coach Thompson's vision, along with his collaboration
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  with the city, afforded us a bill to him to have access to
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  resources with with Belk and they built a world class track
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  facility. It was one of the first HBCUS to
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  host NCAA regionals, J OS and things like that.
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  Morgan State had a Mondo as well and they had had opportunity to
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  do the same thing. So that's kind of like how I got
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  started, just giving it back. I want to be of service to my
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  community, to both young men and young women.
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  And that's kind of like what started me in the coaching.
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  Along with that, as you guys know, I have been, you know,
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  successful at Division 1-2 and three as a coach.
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  And now at the private coach level, I'll still be able to do
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  some things. And so I'm, I'm very fortunate
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  and I've had some very good mentors.
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  I, I think, I think I would be remiss not to tell you that
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  those, these particular stories for a long time, starting in
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  like 1991 through about 2002, I spoke pretty much yearly with
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  Dean Hayes, who was at Mid Tennessee State, who was an
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  incredible triple jump coach. Dick Booth was an incredible
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  jump coach at the University of Arkansas.
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  Curtis Frye. Well, I was, I was taught to
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  coach Curtis Frye all the time, all through the summer.
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  I had the pleasure of talking to Wilbur Ross, who wrote the wrote
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  the Critical Zone article back in the late 90s and who was
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  wrote the Hurdle Bible. And and then I had the pleasure
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  of talking with Bobby Curtsy. I had an influence from John
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  Smith, you know, so I've, I've talked to a lot of people who I
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  stand on their shoulders. And so I would be like I said,
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  remiss not to say that upfront, that I spent time on my craft
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  and trying to figure out how to develop it.
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  And for a number of years, I spoke to these great coaches at
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  length, developed relationships with them and they, they, they,
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  you know, really inspired me and, and, and gave me an
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  opportunity to become who I am. So I can't say I did it all by
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  myself at all. It's it's through those people
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  that I was able to give back to the sport at such a high level.
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  That's dope. You like a sponge.
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  You have so many, so many different influences.
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  You just you just sponging up like hey.
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  Yes, yeah. And this, I'm gonna date myself.
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  That's when I that's when you can actually push 411.
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  Right. So I'm, I'm letting you know
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  that that's what I did. I, you know, Coach Dick Booth
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  and take them out. I start off as a jump coach and
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  coach Dick Booth at the time had an, an incredible arsenal of
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  jumpers at the University of Arkansas.
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  So he was so freely able to give me stuff.
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  And and then I, like I said Dean Hayes that, you know, the father
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  of, of triple jump that was at Middle Tennessee State with some
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  of his drills. And I learned a lot from him.
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  And I, I can't say enough about coach Fry and coach and Coach
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  Roy Thompson. Everybody called him Spaceman.
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  Can't say enough about them. They, they burned a lot of
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  things into my heart, into my brain cell.
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  And you know, I'm, I'm very thankful for both of those
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  gentlemen in particular, along with the coach, Vince Brown, who
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  gave me an opportunity at Chris and Newport to yeah, I mean,
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  Chris Newport already had won like 6 national championship
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  division 3:00. So at that time, back then, if
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  you do a little research, Chris and Newport and and LSU were the
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  only ones that had 12 national titles at one point.
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  And so Coach Vince Brown gave me an opportunity to step in and
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  and allow me to develop my craft.
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  So I once again, like I said, I cannot thank them enough.
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  But you know, one of the things that really like inspired me a
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  lot after I started coaching was Ed Temple.
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  You know, this is this is not one of the the questions that we
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  had, but you mentioned all of these other coaches and you
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  know, the knowledge of wealth that you've accumulated over
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  years and over time. You know, a lot of times you
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  don't see many coaches sharing knowledge and you know, their
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  experiences amongst athletes and things they did right or did
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  wrong with one another. What do you think contributes to
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  that nowadays compared to when you began coaching?
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  There you go. I think I would agree with that.
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  I think now the difference is that cultures are not as open as
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  those gentlemen were. I mean, those gentlemen really
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  wanted to promote the sport to the next level.
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  And so they didn't really care about if they told you the
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  inside secrets of how they did what they did.
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  Now, the one of the main people who really got me studying the
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  sciences when I asked them questions a lot back then was
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  John Smith. John, a lot of people say, oh,
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  he's dizzy dad, but John Smith was probably one of the
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  scientists of the, of the sport. And he's like, look, you want to
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  learn this, James, you got to study the energy systems.
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  So my first book that I ever bought was by Tom Eckert, which
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  was bio mechanics into something that was my first biomechanical
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  book. Then I bought a book on
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  kinesiology. Then I bought a book on
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  biochemistry. And then that's how I personally
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  started learning. But each one of those coaches
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  told me to buy books and read and study my craft.
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  And so I studied and I studied Don Chu jumping to plyometrics
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  and then I begin to put a structural program together
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  based off of those particular conversations with those
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  particular coaches. And then the coaches that would
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  influence me, I was, I was following their instructions.
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  And the same thing like with Coach Thompson at A&T, we would
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  sit down and get on a white board and write up
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  individualized training plans for like 50% of our group.
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  So we don't, we know it wasn't a cookie cutter approach to
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  anything. But one of the things that I did
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  learn in that process to be very transparent about you is that
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  the science of track and field is about energy systems.
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  So you can create a system that trains energy systems to get
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  kids where they're supposed to be.
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  And it's not about the workout. And I think a lot of times these
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  coaches are about workouts. It's not about the energy system
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  of development. I love that.
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  I love that. I love that.
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  Coaches get out there and read. Got to read.
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  You got to read. Yes, yes, stay off of Instagram
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  and you know, and you know, and, and all these other things
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  because honestly, every person like somebody asked me, well,
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  how do you develop your system? I think it's one of your, your
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  kind of what you kind of referred to.
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  And each person has a different location of access to, to
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  resources. So here in Greensboro, NC, our
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  school system allows me here as part of Dane's High Performance,
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  I can train the kids at 6:30 in the morning.
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  Here we do our weight training and drills in the morning at
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  6:30 to about 8:00. They go to school at 9:20.
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  So Daniel High Performance is built on a collegiate system or
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  a collegiate program or college prep programming.
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  So I try to go in the weight room in the mornings with my
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  kids here in North Carolina, and then we come back in the
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  afternoon and go at 5:30 and in between that they're in school.
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  So from a college and collegiate prep perspective, the athletes
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  here that I, I'm blessed to work with and along with the parents,
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  they kind of adhere to the system that I have here about
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  development. And I believe in long term
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  development models. And I've studied the Russians,
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  the, the Chinese, you know, the East Germans, the Canadians and
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  stuff like that. So I'm a long term development
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  person, model person. So we do what I call age
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  appropriate training. I'm not a big fan of all the
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  gadgets. We don't, you know, somebody
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  sent me a message today, which I'm sure you'll ask me about
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  later on and some other questions about the 1080.
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  And I'm, I'm not a big fan of a 1080 for, for, you know, for
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  high school students. I believe in, you know, starting
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  off an in place jumps, you know, into bounding and into hurdle
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  hops, into sled pulls and then maybe possibly into the 1080,
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  but that's a that's a 12 week or 16 week process if you do it the
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  right way. I love.
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  That I love it. I love it.
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  Sorry, sorry, I got AI got a question for you coach.
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  So you talked about your mentors, right.
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  So when you look back at your early years in coaching and, and
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  all the mentors you had, what's, what's some of the biggest
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  lessons you learn from them that you still use today, just like
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  the one or two of the of the ones that.
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  Yeah, great. Great question.
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  And what I've learned from them is like every athlete has
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  similarities, so you have to discern what's what.
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  So when when we train here locally and when I talk to
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  coaches abroad, I asked them to put their groups into three
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  groups, A A group, AB group and AC group.
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  And the A group have a lot of similarities or training.
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  So you can use one set of program and then B group has
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  another set of similarities and then so does C.
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  And so when you do that, then it allows you to kind of be very
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  consistent. And I believe in the principles
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  of science. So I believe in progressive
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  overloading. So whatever we do, if I start
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  with 10 meters the first week, I go to 20 the second week, 30,
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  you know, the third week and then 40 to the 4th week.
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  And so I use the right programs the last four to six weeks.
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  So that's kind of like kind of like my thing is progressive
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  overloading and then being able to put the kids and and groups
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  to identify their skill set. Let's.
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  Go. I love that.
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  Not doing one thing for everyone.
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  I like that. Yeah, yeah.
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  At some point you have to spin off like you can put everybody
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  in one thing initially, but that one thing initially allows you
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  to separate later about, you know, specialization, you know,
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  like, you know, I think one of the things that that to be quite
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  transparent about this is that I think specialization right now
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  and high school level is is shouldn't be done.
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  I think that a lot of kids should be running a four by
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  fours and you know, the the 8 hundreds and this and that.
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  But we specialize them early. And so when they get to college
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  is giving the college coaches a really difficult time in some
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  cases because we get to college. College is generally generally
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  normally for you to be able to start specializing because if
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  you look at the long term development models, the
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  collegiate leaders of 17 and 19 are in, you know, 1719 age group
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  is based in the in the college system.
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  So as a college, as a high school coach, I try to
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  generalize a lot of things. I don't specialize the athletes
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  into with nothing. I'm, I'm a, I'm definitely a
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  short, the long type of person initially in the fall.
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  But if you get in, once you get in the competition, generally
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  speaking, people who run the 400, you become long to short
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  because the harder workouts got to be done early in the week.
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  And then, you know, you use the speed development on Wednesday
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  or Thursday, then you kind of rest and then you go run on on
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  the weekend. And so you kind of you're 400
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  people, you kind of go long to short.
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  And then the short, the Sprint people, you kind of go short the
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  long. But generally speaking, you
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  generally have to split them up eventually.
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  But in the fall, everybody is short the long in the fall for
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  me. While we're, I'm sorry, while,
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  while we get into talking about like default training, I noticed
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  that you're when you implement in your fall training is is like
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  prehab. So can you talk about that a
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  little bit? Yeah, absolutely.
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  Thank you. That's it.
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  Yeah, what I try to do early in the fall, I started with the pre
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  high program, four to six weeks and my that program was designed
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  to promote physical and movement literacy.
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  So I try to get kids to do push ups, lunges, you know, back with
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  age skills backwards, you know, lunges, you know, there's things
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  that normally you don't normally do later on in the year.
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  So I try to promote a lot of physical and movement literacy
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  early on in the pre op section. And I try to usually try to get
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  the female in particular because females are usually 32 to 40,
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  sometimes 40% weaker than the male kind of ports in the
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  shoulder area. So I try to really introduce
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  push ups for the females doing that four to six period, four to
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  six week period, because it, you know, if you if you do a
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  wheelbarrow push up, kind of visualize A wheelbarrow push up
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  in your brain right now. And then if you think about it,
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  that's the same position of a start.
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  So a lot of girls can't hold their body weight up in the
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  start because they can't hold their not strong enough.
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  So I do a lot of wheelbarrow push ups early in the year to
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  put them in the position of being in the start position a
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  little bit later on down the line.
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  So I do a lot of calisthenics. I believe strongly in that and
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  studying the Russians and the East Germans in particular, they
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  had a lot of calisthenics in their general preparation,
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  preparation phase. And so I kind of kind of like,
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  you know, as as you know, you borrow stuff from each others
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  coaches. So I kind of borrow that, you
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  know, over 30 years ago and I kind of maintain it and I kind
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  of use that as, as a mechanism of development for my, in
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  particular for my female athletes.
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  And I've, I can honestly say in over the 3035 years of coaching,
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  I've, I've barely had, you know, any real injuries.
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  I think I maybe only had like maybe 5 hamstring injuries in 30
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  plus years of coaching. And so, you know, so I think
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  it's about the system that you put them in initially.
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  And I think the work capacity in the tendons in the ligament
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  areas are extremely important. I read a really good article on
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  premature adaptation of tendons. And so the human body is like a
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  cell. And so sometimes we as coaches
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  can very transparently, I would say, get overly excited about
• 18:27
  how we coach and then take credit for stuff.
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  So, and what I mean by that is this, the human body is
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  biologically it's going to adapt to anything that you put it
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  under, any type of stress you put it on, it's going to adapt.
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  Either it's going to be a good adaptation or a bad adaptation.
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  So the key down is, are you asked to be successful because
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  of or in spite of? So as a coach, you have to
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  discern that and see if your training that you're doing with
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  the athletes that they're successful because of, because
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  the human body is going to adapt.
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  There are a lot of ways, like people say the skin is cat.
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  I get that, But there's only one way to be successful.
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  I love, I love everything you're saying in regards to all of that
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  Coach, because especially when you talk about athletic
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  development, the prehab and just taking it back and sometimes
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  like slowing it down a little bit because you know, a lot of
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  time what you see on Instagram and you know, on social media is
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  like the plug and play athlete. You can just put them in.
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  You can have them adapt to that system, but you know, whether or
• 19:32
  not they're they've got it or not, you're going to know
• 19:35
  they're going to put the times up regardless.
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  But I like how you you talk about the prehab and just taking
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  care of the body and you're implementing that prior to and
• 19:46
  taking care of them long term and developing the athlete long
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  term. That goes into my next question.
• 19:52
  Like how do you structure development differently for the
• 19:55
  younger athletes versus athletes you already have competing at a
• 19:59
  national level? Yeah, great.
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  And again, I appreciate your question.
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  It's a great question. I generally like anybody that's
• 20:07
  15 years and younger that I've happened to be working with.
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  They do a 10 to 12 week general prep phase.
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  You know, going back to what what Coach Humphries asked me
• 20:17
  just now, we do a four week prehab where I'm preparing the
• 20:20
  muscles through the cat aesthetics, you know, jumping
• 20:23
  jacks, antworms, push ups, wheelbile push ups, lunges
• 20:27
  backward, you know, backward lunges, squat walks, all that
• 20:30
  stuff like that, that all that, you know, because I believe in
• 20:33
  what you call developing the prime movers of speed.
• 20:36
  So those exercises that I implemented in that section,
• 20:39
  those prepare them for my general prep section.
• 20:42
  And from day one we start off with acceleration work.
• 20:45
  Day one we started after Labor Day, we day one we moving, you
• 20:49
  know, we start off with push up, push up starts rolling starts,
• 20:53
  all kind of stuff like that. So when you're 15 and 100, I
• 20:56
  give you 10 weeks. When you're 16 and above, you
• 21:01
  used to get 8 to 8 to 10. So I, you know, because at that
• 21:05
  point it's all about work capacity coach.
• 21:07
  It really is. If an athlete doesn't have work
• 21:09
  capacity built in the fall, the speed of doing what they need
• 21:12
  and then later on in the year and then into the later in the
• 21:14
  year. And then when you get to the
• 21:16
  state meet, then you'll start having to hiccups with kids able
• 21:19
  to repeat performances. They're getting hurt.
• 21:24
  You know, there's they're just not doing as well they should.
• 21:26
  And normally speaking, you can look back.
• 21:31
  That's like I said, is like practice is a laboratory of
• 21:34
  learning, but track meets or an opportunity to see execution.
• 21:39
  So if you know, if you know what you want and execution wise and
• 21:43
  it's not there, then you have to go back to what you did in the
• 21:46
  preseason because that's going to drive the work capacity.
• 21:49
  You know, you know, I mean, like work capacity is extremely
• 21:52
  important. It just really is it and it's
• 21:55
  first thing attending and the ligament joints, a lot of
• 21:58
  coaches now are doing what I call studio stuff.
• 22:02
  And so they'll watch so much other stuff that they're not
• 22:06
  really panted to the actual science of the sport.
• 22:08
  And what I mean by that is that they're using four week and five
• 22:12
  week general prep phases, no prehab phases.
• 22:15
  And what Coach Humphries asked me, they skipped that
• 22:17
  completely. They go straight in the four
• 22:19
  week, five week general prep phases and they go straight in
• 22:23
  the Pacific, straight into specialization and then you're
• 22:26
  going to get a result. You know, think about this for a
• 22:28
  second, guys. You can look all over the
• 22:30
  country. You'll see a lot of kids open up
• 22:32
  really well in November, December and January, but
• 22:36
  afterthought in February, March and April.
• 22:40
  And why is that? Well, they, they ran faster
• 22:43
  early and they try to repeat those things without proper work
• 22:46
  capacity and then somehow they're injured.
• 22:49
  Then they're out for the rest of the year and then you don't hear
• 22:51
  about them again. And there are a lot of those
• 22:53
  athletes out there. Nothing, I'm not saying nothing
• 22:55
  against any, any particular situation or coach, you know,
• 22:58
  I'm just being very transparent about how, you know, athletes
• 23:01
  are not being utilizing what I call a long term development
• 23:07
  model that I believe in. And a long term development
• 23:10
  model requires you to do 8 to 12 weeks of general prep and there
• 23:14
  are no shortcuts to that. I think you guys as a
• 23:16
  profession, you guys are in your profession because you didn't,
• 23:20
  you were not you was not allowed to take a shortcut.
• 23:22
  If you could take a shortcut, you have more money in your
• 23:25
  pocket. So I just the same thing with
• 23:28
  with sports, you cannot take a shortcut towards success.
• 23:34
  Absolutely. Specs you got 1 at Anthony?
• 23:43
  Oh shoot, my Internet went out so I don't know.
• 23:47
  Where we at? Hey man, pay your bill baby, Pay
• 23:49
  your bill. You need a couple dollars, baby.
• 23:54
  Yeah, we'll add it. We'll we'll add it around that.
• 23:56
  So we don't, we don't for you. Question 5.
• 23:58
  Five, OK, All right, all right. So, so my question is, well,
• 24:02
  when evaluating when shoot now I'm off off jacked up the way I
• 24:06
  I got everything set up. So when evaluating sprinters or
• 24:09
  hurlers for the first time, what are you looking for or what
• 24:14
  allows you to determine if that person has potential, right?
• 24:17
  Yeah. You know, and that's a great
• 24:18
  question. I think one of the most
• 24:20
  important things is when US as coaches, I'm not going to say I,
• 24:24
  but just not just me, us as coaches can find an athlete
• 24:27
  that's one of the 1 to 4 by 4 to open 400.
• 24:30
  That that right there when you can find an athlete that can do
• 24:34
  that, that embraces that you got something because an athlete
• 24:39
  that says only one to four or only one to 100 or 200, the
• 24:42
  athletes tell you they only specialize.
• 24:45
  And so when you're young, specialization is a prohibitor
• 24:48
  of development. So if the athlete does not want
• 24:52
  to run the 4 by 4, then they are prohibiting their ability to be
• 24:55
  successful. So at that point, as I thought,
• 24:57
  you got to make a decision whether you want to deal with
• 24:59
  that or not. Everybody that everybody that's
• 25:01
  in Daniel's High performance or in our Nike program, basically
• 25:05
  all the athletes run the 4x4 any, any athlete that I've
• 25:07
  trained privately, that's part of your process.
• 25:11
  If you're not willing to run the four by four or run some over
• 25:14
  over work, then Daniel's High Performance is not for you.
• 25:19
  I love that. A little bit a little bit like
• 25:21
  that, like that model, like a. Team player too, you know.
• 25:26
  Yeah, yeah, it's, it's like I said, the most important thing
• 25:31
  to me is maximizing the opportunity for the athletes at
• 25:35
  the end of the day, You know, you're right when you asked me a
• 25:39
  question earlier about my philosophy, I am extremely
• 25:44
  devoted to our community and given opportunity.
• 25:47
  I think it's very important for athletes to have access to
• 25:52
  college and being first generational, I was first
• 25:55
  generational college. I am still the only person in my
• 25:58
  family that has a master's degree and above.
• 26:01
  You know, I, I, I could have finished my doctorate, but
• 26:04
  coaching called my name a little bit differently.
• 26:06
  So I didn't finish my doctorate, but I actually have a education.
• 26:09
  I have a master's degree in educational leadership and then
• 26:11
  I have an almost completed doctorate.
• 26:13
  I'm, I'm 14, I was 14 months away from a doctorate in higher
• 26:17
  educational learning styles. So I, I use my training
• 26:21
  practices as educational tools. I I don't sugarcoat my teaching
• 26:26
  methodology, you know, methodology, whatever you don't
• 26:29
  know, you got to look up I. Love that.
• 26:31
  That's how I look at it. That makes sense though of like
• 26:35
  hearing how you got into coaching and then from education
• 26:38
  is what I can hear and tell is that you truly love to learn and
• 26:44
  not only to learn but also to divvy out that information that
• 26:48
  you are digesting and learning to other coaches and people as
• 26:51
  well. So that's a good.
• 26:52
  Absolutely. Yeah, absolutely.
• 26:54
  I mean, you know, I've had some very good conversations when
• 26:57
  Keelan was in the program, and I don't have no problem because I
• 27:00
  was given to freely. I know John Smith.
• 27:04
  Yeah. I know who John Smith is.
• 27:05
  You know who Dick Booth is. You know who Wilbur Ross was.
• 27:09
  And this time, you know Bobby Kersey, you know Curtis Fry.
• 27:14
  Them gentlemen then charged me a dime.
• 27:19
  They gave to me freely and I have to pay it forward so I
• 27:23
  don't. So when people call me and ask
• 27:25
  me questions, I don't. You know, people like me.
• 27:28
  Why? Why don't you charge?
• 27:29
  I, I wasn't charged. I, I just really, I just really
• 27:32
  wasn't they, they picked up the telephone for me at 9:00 at
• 27:35
  night. You know, so like when Anthony,
• 27:38
  when you call from California and it's like after 11 or
• 27:40
  something like that, and I picked up the phone and he
• 27:42
  called, oh, I forgot, man. He was on the East Coast.
• 27:44
  Oh, man, It's OK. What's going on, babe?
• 27:45
  What you need? That would be ready to answer.
• 27:48
  I'm like, oh hold on, it's late there.
• 27:49
  Yeah, yeah. It's just because other people
• 27:53
  poured into me and I may not have always been a perfect coach
• 27:57
  for everybody, but my heart's been perfect towards teaching,
• 28:01
  you know, So I just trying to look at it like that, you know,
• 28:04
  you know, now I have had a lot of kids be successful, but then
• 28:07
  there's been some that hasn't appreciated my approach, but
• 28:10
  that's part of life as well. And also I had to learn that I
• 28:13
  wasn't going to please everybody.
• 28:16
  And, and that was a tough lesson simply because you're, if you
• 28:21
  have a heart for people and you want to see them be successful,
• 28:24
  then it bruises your heart when you're not liked or cared about
• 28:27
  or somebody says something derogatory about you.
• 28:30
  And I, I hope that people in the audience can identify with that.
• 28:32
  When you give in your heart and you just trying to, you just
• 28:35
  trying to just help people, you don't you, you don't, you know,
• 28:39
  your heart's not built towards taking the criticism or the
• 28:42
  backlash or the, you know, even from your own, even from your
• 28:45
  own colleagues. I had something that, you know,
• 28:46
  this, this year happened this year where somebody's like, oh,
• 28:49
  you know, you send everybody to different schools and all that
• 28:51
  stuff. Like I don't send nobody in
• 28:52
  those schools. I just, I just come up with
• 28:54
  questions. I told the kids in our program
• 28:57
  to find a program that fits your resume requirements.
• 29:02
  And if that's send the kids to schools, then I'm guilty because
• 29:06
  I think at the end of the day, your resume and who you are as
• 29:09
  what you want, you have to interview those schools to make
• 29:12
  sure you get those things met. And if you don't do that, then
• 29:16
  you, they, they're back and you know, with, with, you know,
• 29:19
  they're back unfulfilled adults. They're they're broke.
• 29:22
  That's crazy to me. That's crazy to me too, because
• 29:25
  at a minimum, at least you're getting the kids to college, you
• 29:28
  know, So it's like, you know, and not, not only your parents
• 29:32
  dying, you know what I mean? Yeah, absolutely.
• 29:36
  Yeah, no, and I I'm not going to attest of kind of being a part
• 29:39
  of that even with Keelan's process is like you had right
• 29:42
  right now. Hey, what's the schools that
• 29:44
  you're interested in? Let's listen down 1, you know,
• 29:46
  one to five and you know, what are the questions that you're
• 29:49
  going to ask? You know, reviewing those
• 29:50
  questions and making sure questions now.
• 29:52
  OK, now these are your times. Let's look at, you know, your
• 29:56
  times compared to those times. So it's not directly in the
• 29:58
  school, but it's evaluating. OK, let's make sure these
• 30:01
  schools fit where where you are and where you're talking about.
• 30:06
  Yeah, yeah, yeah, you're right. Like I said, if anybody can say
• 30:08
  anything now, you, you understand that process.
• 30:11
  We went through it very meticulously with Caitlin and it
• 30:14
  wasn't like no direction. It was like, OK, if you're
• 30:17
  looking for this, these are the this, you need to look, you need
• 30:19
  to ask these questions. You need to align this school
• 30:22
  with this. And if you had this type of
• 30:24
  coaching and this energy system development, you need to look at
• 30:26
  this. So when you do that, just like a
• 30:29
  job application, it rules you out.
• 30:31
  Yep, Yep. It just rules you out.
• 30:33
  It doesn't have nothing to do with nobody saying anything.
• 30:36
  You just everything about that's not a good fit for me.
• 30:39
  And I think it's important to make sure that our kids go to
• 30:44
  the initial place the first time correctly because as you already
• 30:49
  know, when kids got to go into the portal and do different
• 30:53
  things, they don't get the same offer that they received the
• 30:56
  first time that does. Some of them do.
• 30:58
  But generally speaking, it it takes a little bit out of their
• 31:00
  personhood because they begin to look at themselves as like, I
• 31:02
  wasn't good enough or I failed. And so now I ain't got to deal
• 31:05
  with those variables about getting them back on track.
• 31:11
  So I think it's important for athletes to meticulously
• 31:15
  evaluate where they want to go. Absolutely.
• 31:20
  I can assess that personally, you know, so I so here's the
• 31:24
  question. So we're in order to, not in
• 31:26
  order to, but as far as like giving our audience some good
• 31:29
  information and helping parents, helping, helping coaches as
• 31:32
  well. What's what's some of the big
• 31:34
  mistakes you see parents, coaches, athletes make with
• 31:38
  regards to helping their athlete develop speed?
• 31:42
  Great question. I was.
• 31:43
  I was saying that the name of the school all because the
• 31:46
  school got a certain name doesn't mean it's the right
• 31:48
  place for you. I think that's where you have to
• 31:51
  dig deep and connect with the coach.
• 31:54
  You know, for for instance, anybody that works for me, you
• 31:57
  know, not saying that this stuff is bad.
• 31:58
  I'm not a yeller, I'm not a cusser.
• 32:00
  I'm just a person that's very direct this and that.
• 32:03
  So if you go to a program that does the opposite of what you've
• 32:06
  been coached under, that's probably the first rule of thumb
• 32:09
  of failure because it hits the spirit different, you know, You
• 32:16
  know, and then and then if he has to be coached, I said, if
• 32:21
  you coach females and then they're not used to being yelled
• 32:24
  at, cussed at, yell, yadi yadi, then you go someplace where
• 32:27
  that's at. You know, same thing like with
• 32:29
  guys that they go to a place where they're not used to
• 32:32
  certain things in terms of vernacular and how they've never
• 32:35
  spoken to. It tears down their character.
• 32:37
  And then they begin to lean on each other a little bit
• 32:41
  differently. And sometimes when they lean on
• 32:42
  each other a little bit differently, it's not always the
• 32:44
  right way for them to lean on each other because at that point
• 32:47
  they begin to pat each other up, you know, you know, oh, you
• 32:50
  know, there's all that, yeah, coach tripping, yadda, yadda,
• 32:52
  yadda. And then it creates a breach in
• 32:55
  the coach athlete relationship. And so then they begin to lose
• 33:01
  the, the coaches begin to lose the athletes they brought into
• 33:03
  the school. And so, and then for my
• 33:06
  colleagues that are outstanding coaches, a lot of stuff isn't
• 33:09
  their fault. And the reason why I say that is
• 33:11
  because a lot of athletes will choose a big time school and
• 33:15
  they'll tell the coach, oh, I want to be a NCAA champion.
• 33:19
  I want to be AI, want to be a East regional champion.
• 33:22
  But then they get down there and they got to work at, they got to
• 33:24
  work at the, of a mule of a mule.
• 33:25
  They don't want to work hard anymore.
• 33:27
  They, they got sucked into other things.
• 33:29
  And so my colleagues on the collegiate side are taking hits
• 33:33
  from people saying, oh, they did a bad job coaching that kid.
• 33:36
  No, that kid went there and quit on them.
• 33:40
  And then they end up being in the portal because they end up
• 33:43
  quitting on those coaches. And then they, you know, and
• 33:45
  then the coaches can't tell you like this person miss 8
• 33:49
  practices or this person picked up X amount of weight because
• 33:53
  that does happen, you know, or this person did this, this
• 33:57
  person did it. They can't do that.
• 33:58
  So my colleagues on the on the collegiate side, they take these
• 34:02
  really bad hits on why they failed with a certain type of
• 34:06
  athlete and they can't tell you the athlete wasn't coming,
• 34:09
  wasn't going to class, you know, wasn't complete no workout stand
• 34:14
  out late doing this, doing that. They can't speak on that.
• 34:17
  So I want to make sure that my colleagues understand that
• 34:21
  they're not the reason why a number of these kids are in the
• 34:24
  portal. In the portal.
• 34:25
  A lot of these kids have really gone there and just gave up on
• 34:27
  their vision. And that's why it's important
• 34:30
  for coaches or parents to teach their children to just be
• 34:35
  themselves. Don't rely on outside
• 34:37
  influences. Don't take the values of another
• 34:40
  person onto your skill set. Because when you get to college,
• 34:44
  as you guys already know, a college team is a All Star team.
• 34:47
  Gentlemen, you got people come from all over the country,
• 34:50
  everybody on the same type of money, you know what I'm saying?
• 34:53
  And it's a All Star team. And so when you're not used to
• 34:57
  losing reps, you're going to lose something you get the first
• 34:59
  mid year in college. So how do you handle being 2nd,
• 35:03
  3rd, or 4th best on a Rep when you used to just win the Rep?
• 35:09
  You know what I'm saying? So those are the things that my
• 35:12
  colleagues are dealing with on the collegiate side.
• 35:14
  They're not used to the athletes that they bring in, aren't used
• 35:18
  to losing a Rep, aren't used to being the weakest person in the
• 35:21
  group, aren't used to being the leader of the group.
• 35:24
  And so then those coaches are placing the position of trying
• 35:27
  to grow up an athlete that isn't used to be in the last person on
• 35:32
  a Rep. How you you know, you know what
• 35:34
  I'm saying? Like psychologically, I hope you
• 35:36
  guys understand what I'm can And all this understand is when you
• 35:39
  run a Rep and you're the first one for four years and you get
• 35:42
  to a certain universe and you and your butt *** laughs on a
• 35:45
  Rep and that does something to your psychic, you know.
• 35:51
  So so those are things that I I like to say that for my end, I
• 35:56
  try to prepare the kids and James have performance and what
• 35:58
  we do with the Nike elite program with doctor Oddly,
• 36:01
  Michelle Freeman and Mac and all of us, we try to get them to
• 36:05
  understand that college teams are All Star teams.
• 36:09
  And then when you go to an All Star team, everybody ain't going
• 36:13
  to make it. That's a good way to put it.
• 36:16
  I never looked at it like that, but that's a good way to put it.
• 36:20
  So so coach you. You briefly told us about your
• 36:22
  philosophy and coaching. Can you just tell us more about
• 36:27
  Daniel's high performance? Explain to us you know exactly
• 36:30
  what it is and what your mission is with the program.
• 36:34
  Yeah, sure. That high performance came about
• 36:36
  during COVID. I was going through transition
• 36:40
  in my career. I was down on myself and I was
• 36:43
  just trying to figure out what to do honestly.
• 36:47
  And during COVID, I was able to figure it out.
• 36:52
  I always want to give credit to Rob Jones or Jones Elite
• 36:56
  training in Charlotte. He called up and he was like,
• 37:00
  man, what you doing, man? I don't know.
• 37:03
  You know how we go. And, you know, I'm just being
• 37:05
  I'm just, I'm just keeping in the book, you know, you know,
• 37:09
  wasn't in the best of spirits because I discussed some things
• 37:12
  went wrong for me and I never got certain things what the way
• 37:16
  I wanted them to. And so, you know, Ralph called
• 37:20
  me and, and picked my spirits up and bought me and I started
• 37:24
  going to Charlotte a lot. And then we, you know, end up
• 37:27
  having fifty kids in the Charlotte area.
• 37:30
  And then we collaborated with each other and then I was able
• 37:34
  to utilize the knowledge that I have to start really giving
• 37:38
  back. And you know, my, my, my really
• 37:41
  Dang type of formers was initially called The Body Shop.
• 37:46
  And the reason why I called it a Body Shop because it was mind,
• 37:49
  spirit and soul. And I felt like, you know,
• 37:52
  training was about that. So my initial name of my
• 37:55
  business was The Body Shop. I changed it in 2022 to Danes
• 38:01
  High Performance because I was talking to some of my former
• 38:05
  athletes in particular, like Eric Winfrey, just like we just
• 38:08
  just call it Danes High Performance.
• 38:11
  I'm like, you know what he's like your name, your name speaks
• 38:14
  for itself. So why not do it this way?
• 38:17
  So that's how I became the Danes type performance.
• 38:20
  Like I said, Danes type performance is a college prep
• 38:22
  program. It's not simply a coaching
• 38:27
  thing. I'm about your academics and
• 38:29
  being doing well in school. You get sent back home, you
• 38:32
  know, you can't come to practice.
• 38:33
  And I and I, I'm very, I check on all the athletes.
• 38:36
  I think an athlete that I work with, but tell you I asked about
• 38:38
  grades and all that good stuff, I talked to them about their
• 38:41
  majors, what they're doing. I try to facilitate
• 38:44
  opportunities for them to visit the right school.
• 38:47
  And so that's what Dan is giving back to my community here in
• 38:51
  Greensboro at a large level. But it's grown to a situation
• 38:55
  where I have a lot of remote training opportunities.
• 38:58
  I work with a lot of people and I'm very blessed to do that.
• 39:02
  And it's giving me longevity in the sport.
• 39:06
  And more importantly, it's picked up my soul.
• 39:09
  It it fed me the right things to feel like, hey, this is what I'm
• 39:14
  supposed to be doing. This is what I'm called to do.
• 39:16
  And I wake up every day excited about it.
• 39:19
  You know, I work every day excited about being with Nike
• 39:22
  program. I'm I'm very thankful to Josh
• 39:24
  Rowe and Joy Kimani, who called me when they were developing
• 39:29
  this process and brought me into the game because Josh Rowe and I
• 39:32
  work together when he was with Nike back in 2000 and six, 2005
• 39:36
  when I was at A&T. And so he thought enough of me
• 39:40
  and and Joy Commodity thought enough of me to say, hey, would
• 39:43
  you mind doing this? You know, because when I first
• 39:46
  met the NSAF side, I knew Joy Kamati.
• 39:50
  She went to Texas Southern, another HBCU person, and they
• 39:55
  were actually at North Carolina State and I took the schematics
• 39:59
  of North Carolina and T to the NSAF meet and North Carolina
• 40:05
  State. That's that's when Ted when Ted
• 40:07
  Gin. Was was killing it out of Ohio
• 40:10
  and they had all, I mean they had incredible.
• 40:12
  The Glen when it was with Glenville, Glenville was
• 40:15
  incredible and they had like 2 sets of four by ones that ran 40
• 40:19
  points and stuff like that. But that particular year, it was
• 40:22
  a last year at NC State and I knew that we would build on the
• 40:26
  track of the antique. I happened to knew somebody who
• 40:28
  knew Joy Kamani. I took those schematics to Joy
• 40:31
  Kamani and she saw that track and as a, as a fellow HBCU or
• 40:35
  she was like, Oh yeah, we're coming, you know.
• 40:38
  And so we got Jim Spear involved, who's the founder of
• 40:40
  NSF and you know, the rest is history.
• 40:43
  And then we spent, you know, a long period of time of bringing
• 40:47
  that meat there. And then we also spent an
• 40:48
  opportunity of holding the East regionals, been the first HBCU
• 40:52
  to do that. And so I've, I've been a part of
• 40:55
  some pioneer edit efforts and I don't take those things lightly.
• 40:59
  And they've been very beneficial to me.
• 41:01
  And, and I think as you, I think after those me more than it was
• 41:05
  you guys, but I'm extremely honest.
• 41:06
  And then I think sometimes my honesty has not gotten me
• 41:09
  rewarded the way I would like to.
• 41:12
  But at the end of the day, anybody knows me, you're either
• 41:15
  going to like me for my honesty or you're going to, you're not
• 41:17
  going to like me. And so I had to learn how to
• 41:19
  deal with that. You know you, you talked about,
• 41:24
  you know your, your, your program.
• 41:26
  So how does like a parent that's in Greensboro or maybe even an
• 41:30
  athlete that maybe in California who wants to, you know, you to
• 41:34
  train remote, like what does that process look like?
• 41:37
  That's a great question because you know why I ain't figured
• 41:39
  that one out? Because I, I kind of, I kind of
• 41:45
  grew up in the era of let your excellence and and silence speak
• 41:50
  for itself. So I, I don't really, I don't
• 41:53
  advertise. I have a very difficult time of
• 41:56
  posting. I have a very difficult time or
• 41:59
  putting anything, anything online still to this day.
• 42:02
  So it's just word of mouth. You know that I've been blessed
• 42:06
  enough. And then it all had been.
• 42:08
  And that also started again with with with Ralph Jones at Jones
• 42:12
  Elite training. He's the one that's like, hey,
• 42:14
  you, you need to go down and see Coach James with this and that.
• 42:17
  And then that's created my clientele.
• 42:19
  And then it just exploded for there.
• 42:22
  I have a number of athletes. I was just, I actually was
• 42:25
  talking to thinking about it the other day.
• 42:28
  I got my first set of athletes. I got about 12 athletes this
• 42:33
  year graduating from college. And that that's, and that's that
• 42:36
  cohort from 2022 that's moving out of college and stuff like
• 42:42
  that. And so I'm excited about that
• 42:45
  because I feel like I still held truth to my mission as a
• 42:49
  collegiate coach, because when you're a collegiate coach, you
• 42:52
  have an opportunity to influence and do a lot of things.
• 42:55
  And when you get out of collegiate coaching, then you
• 42:57
  really have to find your own niche.
• 42:59
  You have to find a way to feed yourself.
• 43:00
  You have to find a way to benefit your community.
• 43:02
  You have to find a way to work and collaborate with people.
• 43:06
  You know, being a private coach, a lot of high school coaches
• 43:09
  don't, don't want to work with you because they, they don't
• 43:12
  care how much you've accomplished.
• 43:14
  They see you as a threat. And you know, you have to learn
• 43:17
  how to deal with that. And then you got to convince
• 43:19
  parents that if you want your child to be at this level, this
• 43:22
  is the type of coaching they need, you know, and if they
• 43:25
  don't, you don't do it that way, then it is what it is.
• 43:28
  So, you know, I've had to, you know, learn how to navigate
• 43:32
  those waters in such a way where I can still benefit my
• 43:36
  community, still collaborate with all the coaches in my area,
• 43:40
  and still be someone that somebody values as a resource.
• 43:44
  Not again, everybody's not going to value you, as you guys
• 43:47
  already know. And so you have to be willing to
• 43:50
  understand that when you're not being valued, you can't take it
• 43:52
  personal. I got I got two things for I got
• 43:57
  two things. My first thing is well, shout
• 44:00
  out to coach Jones. I, I I seen you posted them one
• 44:04
  time and I started following him.
• 44:06
  He'd be out there with the T Apex's and all the different
• 44:08
  machine equipments and stuff like that.
• 44:11
  So, but you mentioned you know, the high school coaching and the
• 44:19
  the private coaching, how my question to you and we have
• 44:22
  talked about this before, how do we fix that?
• 44:24
  How would we fix that to move track forward?
• 44:26
  How do we fix that gap of the private coaches and the high
• 44:29
  school coaches? Well, in your opinion?
• 44:32
  Yeah, no, I don't. I don't.
• 44:35
  That's a great question. Like I said, I'm going to say
• 44:36
  when something's good, that's a good one.
• 44:38
  And the best way I can answer that is it just takes somebody
• 44:41
  to be. I know I'm willing to work with
• 44:44
  a high school coach. They're out there so I only can
• 44:47
  be accountable for me. I'm willing to do it.
• 44:51
  I think the problem is I'm not a lot of high school coaches are
• 44:53
  not willing to do it, unfortunately.
• 44:57
  Now they'll speak to you and be nice and smile by the end of the
• 45:01
  day. They they know I've always been
• 45:04
  the type of person that if I didn't have like who you were or
• 45:07
  if I had something to say to you, I always stab on the front.
• 45:10
  I've never been. I've never been.
• 45:12
  I've never been the old school O JS.
• 45:14
  I'm not a back stab, you know, so you know, so I, so I, I try
• 45:19
  to tell you what I feel up front and if you don't like it, I, I
• 45:22
  get it. But at least we had a chance to
• 45:23
  have a conversation. And so there are some high
• 45:26
  school coaches who are willing to collaborate, but the large
• 45:30
  majority of them are not, are not willing to collaborate.
• 45:33
  And so then you have to figure out a way how to do what's best
• 45:36
  for the athlete with your skill set.
• 45:37
  Because again, at the end of the day, I've been blessed enough to
• 45:41
  coach over 100 odd Americans and some work with a lot of
• 45:44
  Olympians and all that other stuff like that.
• 45:45
  But at the end of the day, these coaches don't care about that.
• 45:48
  They, they see it as they, they care about this.
• 45:50
  They basically see it as being territorial.
• 45:54
  Them getting credit, they say to the parents and in regards to
• 45:58
  that and because they're more ultimately in control, what do
• 46:02
  what do you say to the parents? Yeah, I, I try to lay that out.
• 46:05
  That's a great question. And I and I try to laid out lay
• 46:08
  out the facts and I say I'm trying to collaborate.
• 46:11
  If you want to get here, here's my track record and this is what
• 46:15
  it this is what it leads to almost everybody that's been
• 46:19
  through Dane type performance has gone on to on to college and
• 46:23
  over 9090% of them are at power force.
• 46:27
  But at the end of the day, that current has to trust that
• 46:31
  process. And then I think parents get
• 46:34
  stuck in what I call divided, divided loyalties.
• 46:37
  They want to, they want to stay loyal to whatever because
• 46:40
  they've been used to it. But at the end of the day, it's
• 46:42
  not benefiting their child. So they they stick with it.
• 46:46
  I'm in a situation right now something like I just told one
• 46:49
  of my assistant coach that works with me now that I'm about to
• 46:52
  have a conversation with a parent, I'm just like, say you
• 46:54
  just need to stick with the high school.
• 46:56
  Not because I'm, I'm upset because I don't have complete
• 46:59
  autonomy. It's just that the athlete
• 47:01
  cannot get better with two diametrically opposed
• 47:06
  approaches. OK, if you know, and then then
• 47:11
  this is what I mean by that. So for that.
• 47:12
  So when I said like, what does he mean by that?
• 47:14
  You'll put a, you know, say you work with a kid all fall, get
• 47:18
  him in shape ready to go. All the coach got to do at the
• 47:21
  high school level is just add speed, speed and doing this type
• 47:24
  of stuff, right? Instead of them taking that kid
• 47:27
  and, and, and, and even calling you and say, hey, what should I
• 47:31
  do with this kid? Because they've been with you
• 47:33
  for 12 weeks, blah, blah, blah. They would go back and tell them
• 47:35
  to do a whole base for it all over again.
• 47:40
  So that kid regresses back to a state of of readiness and
• 47:44
  fitness that doesn't that's doesn't benefit them.
• 47:49
  Right. So those are the things that we
• 47:52
  are challenged with when we as private coaches and when their
• 47:56
  kids work with us. I don't mind working with a high
• 47:59
  school coach that, look, this is what we did in the fall.
• 48:02
  This is how we got to where we was at.
• 48:03
  This is what they was running. But they instead, even myself,
• 48:07
  like you see, I got this thing on my chest, elite.
• 48:09
  I'm, I'm the, I'm the, I'm that person.
• 48:12
  You know, I've been blessed enough to be given a position
• 48:14
  where I can do XY and Z, but they still take them back to
• 48:17
  guess what general prep phase. So, so I don't, you know, so
• 48:24
  I've, I've had to, I've had to accept that.
• 48:28
  And with this individual I'm thinking about right now, it's
• 48:30
  just like, hey, look, you just need to stay over there.
• 48:33
  Don't come back, you know, let me refund a little bit of your
• 48:35
  money, you know, and I've always got a favorite saying to all
• 48:39
  money and good money. And so I just got to get that
• 48:42
  money back to that particular parent and and let them know
• 48:44
  that, Hey, what, you know, I'd like to see you again, but I
• 48:47
  think you just need to stay over there.
• 48:49
  And it's not an ego thing. It's just like, you know, that
• 48:51
  it's not helping the athlete be better.
• 48:54
  And so we, we as private coaches have to be honest with ourselves
• 48:59
  about that process. So it can't be about dollars and
• 49:01
  cents. That's why some people say, are
• 49:03
  you private coaching for dollars and cents?
• 49:05
  I'll be like, no, I don't because if I really was doing
• 49:08
  this for money, I will have to change my whole mentality about
• 49:12
  how I work with people. You.
• 49:15
  Know what I mean like I'll have to like really be on that grind
• 49:18
  and then be disrespectful and argumentative and that's just
• 49:21
  not who I am as a person. So I don't want to be
• 49:24
  argumentative. I don't want to I don't want to
• 49:26
  be disrespectful. I don't want to be
• 49:28
  confrontational. I don't want that.
• 49:30
  I don't want that and I don't think any of us really want
• 49:33
  that. I just so I just let things go.
• 49:34
  So to answer your question, that's it's very to to do it.
• 49:40
  It really is. Not as big.
• 49:42
  Yeah, I got, I got, I got 2 questions like with the same
• 49:45
  topic. We're going to extend this a
• 49:46
  little bit. So, so for you, like if people
• 49:49
  want to reach out to you, get in touch with you.
• 49:51
  If they're remote somewhere in this country, out of this
• 49:54
  country, whatever they really want to work with you.
• 49:56
  How would they get in touch with you to like check, check into
• 49:59
  your services? And then the next one after that
• 50:01
  is Speaking of the athletes you're working with, the
• 50:04
  athletes who are the high school athletes with with their high
• 50:07
  school teams. What's, what's the typical work
• 50:09
  week for an athlete like that who is getting your coaching but
• 50:12
  also getting a high school coach?
• 50:13
  What does that look like for the athlete?
• 50:15
  Yes, when you, when you and the coach, specifically when you and
• 50:18
  the coach are working together in partnership.
• 50:20
  Yeah, yeah, yeah, absolutely. Yeah, great question.
• 50:22
  Again, number one, normally people hit me up through my DM
• 50:26
  on Dan's high performance on, on Instagram and then I, I respond
• 50:30
  back and then I used to give them my phone number and then
• 50:32
  they reach out to me. Secondly, I create a programming
• 50:39
  with in a collaborative manner with the coach where we work on
• 50:42
  a progressive overload program the last six weeks.
• 50:45
  I think really good programming is a six week process.
• 50:48
  So I normally create a A program and AB program.
• 50:52
  And what I mean by that, that I may run the A program on week 1
• 50:56
  and 3 and then the B program on week two and four.
• 51:00
  And then week 5I combined them, mixing them up a little bit
• 51:04
  based on what's going on. And then you be like, well, why
• 51:06
  is that? Well, because adaptation
• 51:09
  normally occurs in 28 days. So I try to give create 2
• 51:15
  systems that are complementary of each other so that they can
• 51:19
  be utilized in that 28 day window where they start to
• 51:23
  adapt. But then I change it because I
• 51:25
  don't want them to adapt. You get what I'm saying?
• 51:28
  Because if you, if you allow them to adapt, then stagnation
• 51:31
  occurs at a certain point of the training process, which you
• 51:34
  don't want early in the year. So you try to change it up.
• 51:37
  So I, I've learned enough about track and field that the four
• 51:41
  week thing doesn't work because it's not enough reps and muscle
• 51:44
  memory opportunities. And so I've learned that six
• 51:47
  weeks works a lot better because it gives me enough reps and
• 51:51
  enough muscle memory opportunities to make an
• 51:53
  adaptation to make change. And then I change it up.
• 51:56
  And then by the time we get to say we got the state meet in
• 51:59
  May, then I go to a more focused 4 week program that allows a
• 52:04
  particular adaptation in May to prepare for the state meet.
• 52:10
  So you want to constantly keep the body guessing about what
• 52:13
  it's supposed to do honestly. And then like I said, they come
• 52:16
  down to work capacity. And then I think I want to go
• 52:19
  back to another part of your question about programming.
• 52:22
  Coach Humphreys on say that we compete on Saturday, right?
• 52:27
  Every if you compete on Saturday the right way, you're doing
• 52:30
  short speed and doings, stress and doings one and stress and
• 52:33
  doings 2. Everybody.
• 52:34
  Can everybody agree with that? OK, so with that being said,
• 52:39
  what really is the next available energy system on
• 52:42
  Monday? Well let me answer that for you.
• 52:44
  I tried to guess that the next energy system on Monday is
• 52:46
  oxygen. If you go and do cross fields or
• 52:51
  some type of aerobic work on Monday, it re restores the
• 52:57
  elasticity in the muscle one that it restores the red blood
• 53:00
  cells and the capillaries of the muscles to move around and get
• 53:04
  rid of the lactic from the weekend.
• 53:05
  So some programs come back and start sprinting on Monday and
• 53:09
  then wonder. They were like, Oh my God, they
• 53:10
  popped their hamstring on Friday.
• 53:12
  Well, because you did you, you sprinted on Saturday.
• 53:15
  Yeah, one day in between and then you came back on on Monday.
• 53:18
  And then you did a whole volume of Sprint work and then you did
• 53:21
  it again on Friday. And then you wonder why they
• 53:22
  pulled a hamstring. Well, that's because you didn't
• 53:24
  come back and get them proper restoration.
• 53:27
  So I tried to come back on Mondays after a particular,
• 53:29
  after a track meeting in particular, I try to come back
• 53:32
  with, you know, cross fields are starting in the corner of the
• 53:35
  end zone, running across the field to the other side.
• 53:38
  I do XS or what I call horseshoes, but it's something
• 53:41
  geared towards oxygen or either 15 minute, 12 minute run,
• 53:45
  something like that. So then I come back on Tuesday
• 53:48
  with what I call a stack workout.
• 53:50
  I may run 608060 and then 3 minutes between that and then
• 53:54
  take a 15 minute rest and come back and run one times.
• 53:57
  And like my friend, let me give you a quick example of what I
• 53:59
  did like I'll go 6080608060 and then I'll go 3 minutes between
• 54:06
  that and then I'll go 10 minutes of rest, 15 minutes of rest.
• 54:09
  Then I'll go 1 * 120. Then Week 2, I may put in a deep
• 54:12
  frame where I may go 8 * 40 meters, 3 minutes of rest and
• 54:16
  then come back with a 80 fly or something like that.
• 54:20
  And then I'll come back on that. The week, on week one, I'm going
• 54:23
  to mimic week one with the same thing, but that 120 turns into a
• 54:27
  150. So then there's a progressive
• 54:30
  overload there. You see what I'm saying?
• 54:31
  And so it kind of keeps the body kind of going back and forth and
• 54:35
  then it, it keeps the kids fresh.
• 54:37
  It keeps that, you know, going a certain way.
• 54:39
  And then next thing you know, you're in six weeks and then you
• 54:41
  get a, then you can kind of project a certain number.
• 54:44
  I always use target times. I don't, I don't never train an
• 54:47
  athlete without target times. I think target times create
• 54:51
  energy system development and velocity development.
• 54:54
  So if you, if you say I'm going to, I want to run 1155, well,
• 54:59
  you need to look at a chart of whatever distance you're going
• 55:03
  to run. And you need to put a target
• 55:06
  time for that 40 for what it's supposed to be, you know, or if
• 55:11
  it's a 120 or there's a 300, if it's a 500.
• 55:14
  So the target times they take the engine system development
• 55:18
  because the energy systems all turn on at the same time.
• 55:22
  If if the audience not aware of that and it's just on the same
• 55:25
  time, so you got eight to seven, then you got 8, you know, 8 to
• 55:30
  20 and then 20 to 40 and then 40 and beyond.
• 55:33
  So what dominates that particular energy system
• 55:36
  development is the actual Rep in the distance of what you're
• 55:39
  training. So that gives you an opportunity
• 55:42
  to develop the energy system at such a level where it has to
• 55:45
  work capacity to do what it's supposed to do.
• 55:47
  I hope that makes sense to you guys.
• 55:49
  I don't hope I don't. Have coaches on here with pens
• 55:51
  and papers like right? Before we get into the next
• 55:57
  segment, I have one question. Going back to the beginning of
• 56:01
  the training phases, prehab and all of that.
• 56:06
  What are some of your favorite testing things that you like to
• 56:11
  do in the beginning of the year? What are you?
• 56:13
  What are some of the? There's several things you can
• 56:14
  do, but. What are some of your but I've
• 56:16
  been I've What are some of several of your indicators?
• 56:19
  Trust me, I've been using these same tests for 30 years.
• 56:21
  I always go to a 30M test, five bound test, 62nd sit up test,
• 56:28
  62nd push up test. And then and then that's my
• 56:32
  first part of my testing. Then then I will build our way
• 56:37
  into 300m testing. So we'll keep the same testing,
• 56:41
  5 bound 30m, then it'll be a 300 test and then 600.
• 56:45
  Then I had a 600 into that. And then by the the third set of
• 56:50
  testing, I do the same thing. I go to a family because it
• 56:54
  takes normally about 10 to 12 weeks to develop the ability to
• 56:58
  run flies. So then I'll do a family 30, you
• 57:02
  know, then I'll do again A10 bound test versus a fine bound
• 57:06
  test because by the time they should be able to develop the
• 57:09
  work capacity to go at least 10 bounds by that time, right?
• 57:14
  And then I'll come back and I'll test the 150 midweek and then
• 57:18
  we'll come back and test that 600 again.
• 57:21
  And then I made no excuse me, I may do the 600 in the middle of
• 57:24
  the week and then I'll come back on that Saturday and test 45
• 57:27
  second run for the win and 52nd run for the women.
• 57:31
  But that's weeks 12 and 14, you know, but the workouts that I've
• 57:36
  done have led me or either what I called I bled the workouts to
• 57:41
  set those tests up for the athletes to have success you.
• 57:45
  Have to. OK.
• 57:46
  And so tomorrow I said, well you want 6 hundreds?
• 57:48
  Yes, I do. This is how I do my 6 hundreds.
• 57:51
  I usually, I usually do them outside of the stadium.
• 57:54
  They're not on the track. I get a big old feel and I'll
• 57:58
  measure out 600 meters and then we'll run 600 meters not using a
• 58:02
  track. So it doesn't get the athletes
• 58:04
  opportunity to to hate the run because at some point you're
• 58:10
  going to be on the track, right? So you don't want the athletes
• 58:14
  to hate the track because they're going around and around
• 58:16
  so much. So I try to use soccer fields,
• 58:19
  big fields outside of football stadiums.
• 58:21
  And that's how I measure my 600 meter runs that way initially to
• 58:24
  give them a break from the monotony of being on the track.
• 58:29
  You know, I normally do not put on spikes until after
• 58:32
  Thanksgiving. Most cases I'm, I'm in flat,
• 58:36
  some I'm in flat, some socks and bare feet basically until then
• 58:39
  because I'm trying to develop the intrinsic muscles of the
• 58:43
  foot and all that type of stuff. So we don't really do you know,
• 58:46
  we don't put on spikes until basically almost Thanksgiving or
• 58:49
  either after. I.
• 58:52
  Love that. So as we move and progress into
• 58:56
  the the next segment, the Nike Elite program, you also serve as
• 59:00
  the head of sprints and hurdles for the Nike Elite program.
• 59:04
  Can you talk about that role and the program you know and how
• 59:07
  it's designed for the elite high school athletes?
• 59:11
  Yeah, yeah, I say that. I don't say this lightly.
• 59:16
  I am so honored to be in this position because I, I've been
• 59:21
  blessed to do the selections for a lot of these kids.
• 59:23
  And I've been a part of some of the biggest races ever in high
• 59:27
  school. That's happened like with the
• 59:29
  Tay Taylors that, you know, last year in Eugene when we had
• 59:32
  Braden Williams and taking all them together, the 60s at
• 59:36
  Melrose. I've been, I've been a part of
• 59:38
  all of some of the best races in, in high school history.
• 59:42
  And one of the main things I try to do in these selections with
• 59:46
  Nike Elite is I look at there's a person that named this, this
• 59:50
  goes back to Coach Holloway at Florida, who who I've also, you
• 59:54
  know, considered a good friend along with Lonnie Green and and
• 59:57
  other guys like that. Now Knudsen had a program called
• 1:00:03
  over under and it was built on distance principles, but I took
• 1:00:09
  them and manipulate them around. To Sprint principles.
• 1:00:13
  So I look for athletes that can run over and under.
• 1:00:16
  And what I mean by that if you can run 60, I need to see I need
• 1:00:19
  to see to be to run 200. If you can run 200, you should
• 1:00:21
  be to run 400. And so I look at the athletes
• 1:00:24
  profile and see if they have older over under tendencies in
• 1:00:28
  their competitions. All right.
• 1:00:31
  The second thing I look at is that anybody can run fast when
• 1:00:34
  there's no competition. But how well do you run in your
• 1:00:37
  state, meet your conference meet and then at Nike indoors or even
• 1:00:41
  New Balance or Adidas? So I look at that because a lot
• 1:00:44
  of people run fast when there's no pressure.
• 1:00:47
  So that's how I kind of get a composite of what we're doing
• 1:00:53
  with the selection process of people who come in Nike Elite.
• 1:00:56
  Thus far, I've been extremely blessed and fortunate to kind of
• 1:01:01
  hit hit a home run with a lot of the athletes, including
• 1:01:04
  athlete's daughter. You know, she, I mean, she's
• 1:01:08
  been in, she was incredible. You know, I liked everything
• 1:01:10
  about it. I was friends with her coach at
• 1:01:12
  Jason with a Max and then they had a certain situation set up.
• 1:01:16
  So that's how I kind of did it. So I look at over under
• 1:01:21
  tendencies. I look at how they participate
• 1:01:24
  in the national meets. You know, when I was talking to
• 1:01:26
  Coach Humphries and I met him at Nike a couple years ago with his
• 1:01:30
  daughter Megan, it was just one of those things where like, you
• 1:01:33
  know, we talked and was like, Oh yeah, that falls until in in
• 1:01:36
  line What what it takes for long term development, you know, So
• 1:01:40
  you know, so when Keelan was coming up, all that she was
• 1:01:43
  doing everything in line with I with what I call launch and
• 1:01:45
  development models. And so if you're unwilling and
• 1:01:49
  you tell somebody, I don't run the 400, I don't run the four by
• 1:01:52
  four and all that. Those are automatic Nos to get
• 1:01:54
  into the Nike Elite program automatic.
• 1:01:57
  Coach, coach, you want to say that?
• 1:01:58
  You want to say that one more time?
• 1:02:05
  So, yeah, those those are the automatic nodes if you're not
• 1:02:08
  willing, because long term development requires that type
• 1:02:11
  of work. Energy system wise in the 400,
• 1:02:14
  Lionel Pew of Great Britain wrote said many years ago that
• 1:02:19
  short Sprint athletes require more more volume than what
• 1:02:23
  they're willing to to actually produce.
• 1:02:26
  And so this is something that he wrote 30 years ago.
• 1:02:29
  And so when I read that, it made sense to me.
• 1:02:32
  And so I think it still makes, I think it's very relevant and
• 1:02:37
  prevalent now that if an athlete tells you I don't run the four
• 1:02:41
  by four or I won't do this, I won't do that.
• 1:02:44
  They're not built for high performance, but high
• 1:02:46
  performance requires that. It requires that I can remember
• 1:02:51
  watching, you know, even like, you know, I'm from Virginia.
• 1:02:54
  And so I was home during the during the period of no allows.
• 1:02:58
  I remember watching no allows on the 55, 300 and 501 meet, you
• 1:03:04
  know, I remember watching the other athletes that I've seen
• 1:03:07
  over the years run all those different distances, you know,
• 1:03:12
  and it, it served them well to where they are now.
• 1:03:17
  So again, and the reason why I think it's important, and I hope
• 1:03:21
  the audience understands this, you cannot specialize early
• 1:03:25
  because specialization means stagnation.
• 1:03:29
  So you're going to get stagnant at some point of your career
• 1:03:32
  because you specialize too early.
• 1:03:34
  That's why it's better for high school coaches to create more
• 1:03:37
  general programming for the high school athletes so that the
• 1:03:40
  college coaches who are over the next four years and they fall
• 1:03:45
  into that launch and development age model where when you're 17
• 1:03:48
  and above, you start specialization affirmation
• 1:03:52
  things. Let the college coach specialize
• 1:03:54
  to athlete. OK.
• 1:03:58
  So that's that's kind of how I see it.
• 1:04:00
  I think it's I think it's that's their that's their game.
• 1:04:03
  If you got, you know, not again, not trying to be offensive to
• 1:04:06
  anybody. So please let everybody
• 1:04:08
  understand that I'm not trying to be offensive, but understand
• 1:04:11
  that if you guys, people power, power cleaning, snatching all
• 1:04:15
  that type of stuff this early, what are you leaving on the what
• 1:04:19
  are you leaving on the menu for the coach?
• 1:04:20
  That's at the next level? What's on the menu because you
• 1:04:24
  want to get snatched clean and squat so much.
• 1:04:27
  But if you've never done it before and you stick with the
• 1:04:30
  traditional lifts or what I call functional lifting, and then you
• 1:04:33
  let the college coach take over from there.
• 1:04:36
  They, they could benefit your, your son or daughter a whole lot
• 1:04:39
  more if a lot more meat was up on the bone.
• 1:04:44
  So that that's, that's kind of how I see this thing.
• 1:04:46
  And, and like, you know, like I said, we, we, you know, I've had
• 1:04:51
  the pleasure of working very closely with Anthony over the
• 1:04:54
  last couple of years and, you know, coach Humphries as well.
• 1:04:56
  And, and we've talked about these things and how we, you
• 1:04:59
  know, how, how I've been able to able to help develop Nike
• 1:05:03
  program with, with Josh Rowe and with, with Michelle Freeman now.
• 1:05:07
  And these are the things that we talk about behind the scenes.
• 1:05:10
  And, you know, I can't thank them enough for allowing me to
• 1:05:13
  be me. You know, they, they, they allow
• 1:05:16
  me to be me. You know, Michelle is the
• 1:05:18
  program director and I'm the, the high performance person and,
• 1:05:22
  and in charge of that, that, but they allow me to be me based on
• 1:05:25
  my, on my experiences. And so I can't thank them enough
• 1:05:29
  for allowing me to be, to be who I am.
• 1:05:31
  You know, I love working with Macca and my whole group with
• 1:05:34
  Aaron and and Julie Benson, who's still coaching a lot of
• 1:05:38
  high caliber distance runners and things like that.
• 1:05:42
  So for me, I've been able to just to be me and, and it's been
• 1:05:47
  able to work very well for the organization, for the athletes
• 1:05:50
  that I've been able to work with over the over the last several
• 1:05:53
  years. I think if you look at the Nike
• 1:05:55
  League program, you see we've been able to bring us some
• 1:05:57
  really good kids and they've been phenomenal.
• 1:06:00
  But they've been the coaches and the parents have been pliable.
• 1:06:04
  You know, we all develop good relationships.
• 1:06:05
  We collaborate with each other. You know, we have conversations
• 1:06:09
  not only about track. I mean, coach me and me and
• 1:06:12
  athletes. I I hate to keep them on the
• 1:06:13
  front of Andy, but and they tell you we have more conversations
• 1:06:16
  about other stuff than just track, you know, So I like the
• 1:06:19
  fact that I'm able to become a a trusted friend to my to my
• 1:06:24
  parents and to the athletes. It does, like I said, does my
• 1:06:27
  glad to be able to be of service in that capacity and be
• 1:06:31
  transparent about how to be in this program, how to navigate
• 1:06:34
  it, how to make your college selection.
• 1:06:37
  Like I said, I don't choose schools for athletes.
• 1:06:39
  I do. I give a platform that we go
• 1:06:42
  through at the Nike in Beaverton where we do these, you know when
• 1:06:47
  they come in there, we fly them in and then we do a whole thing
• 1:06:51
  and Beaverton about the program. We'll talk about recruiting and
• 1:06:54
  how what to look for. It's very holistic.
• 1:06:57
  You know, we're not, we're not just giving out money to put
• 1:06:59
  people to come and track me. You know, there, there's a,
• 1:07:02
  there's a, there's a sports science part of, there's a
• 1:07:04
  nutrition part of it. There's a, you know, a workout
• 1:07:07
  part from this. This year past we had a seminar
• 1:07:10
  at the AP Ranch, thanks to Greg Schollers with the AP Ranch
• 1:07:13
  group that we was able to go down there in January and do a
• 1:07:17
  speed seminar in January. They invited the coaches that
• 1:07:21
  were attached to the athletes along the athletes to, to Fort
• 1:07:24
  Worth, TX to go a speech seminar that was able to evaluate their
• 1:07:29
  technique with Doctor King Clark.
• 1:07:31
  So again, you know, it's, it's, it's, it's a big thing.
• 1:07:35
  And there's no disrespect to my other counterparts and who do
• 1:07:39
  other stuff, but our program is very holistic and you know,
• 1:07:44
  we're not perfect, but we do work in a perfect heart towards
• 1:07:47
  make sure the athletes get better.
• 1:07:50
  I love that. Let me ask you this.
• 1:07:53
  What do you think makes what's the difference between an
• 1:07:58
  athlete who's just talented to just being truly elite?
• 1:08:01
  Like, what is that? That that jump or that gap
• 1:08:05
  between the two? The first thing that comes to
• 1:08:09
  mind is to strictly this work ethic, my friend, work ethic.
• 1:08:13
  There's a lot of athletes that say they want to be some, but
• 1:08:18
  it's just it's just they're just not in them.
• 1:08:21
  And the reason why I said it's not in them, but not because
• 1:08:23
  they don't have the ability. But as you guys know, as
• 1:08:26
  parents, I know all of us are probably parent.
• 1:08:28
  Your parent is all of us on here, parents.
• 1:08:31
  Per SE. Yes.
• 1:08:32
  So as a parent you try to influence your children to do
• 1:08:37
  what's right. You try to influence them to be
• 1:08:39
  independent, not Co dependent, especially when they pay a
• 1:08:42
  group. You find athletes that are super
• 1:08:45
  talented, but for whatever reason, they become codependent
• 1:08:49
  to their friend, to their, to their, to their tribe.
• 1:08:52
  So they're so they're beginning not to listen to reason.
• 1:08:55
  So the athlete that's able to listen to reason and find the
• 1:08:59
  right tribe that's going in the same direction as them, they're
• 1:09:02
  the ones that are using successful.
• 1:09:06
  As simple as that. It's not, it's not, it's not
• 1:09:08
  anything special. It's just about them being able
• 1:09:10
  to say no, I'm not going to do this.
• 1:09:12
  I got to go do this. I know I'm committed to this,
• 1:09:15
  not that. And that's why I say a lot of
• 1:09:17
  times when my colleagues that I'm collegiate, I am not.
• 1:09:20
  And once again, I'm not being a mouthpiece for my collegiate
• 1:09:22
  coaches. But I do want to speak on this
• 1:09:25
  area because sometimes they get a bad rap when you recruit a
• 1:09:30
  kid. They tell you I want to be a
• 1:09:32
  national champion, They tell you I want to be an Olympian, they
• 1:09:36
  tell you I want to be a conference champion.
• 1:09:39
  But they line up with mule work ethic, OK, They, they become
• 1:09:44
  stubborn. They're not committed to the
• 1:09:47
  process. They don't want to eat, they
• 1:09:49
  don't want to go to sleep. They want to drink the alcohol
• 1:09:52
  and wonder why they, you know, so there's so many things that
• 1:09:54
  happened that my colleagues at the collegiate level do not have
• 1:09:58
  control over. So when people say this program
• 1:10:02
  is bad, Nah, you might want to look dig a little deeper than
• 1:10:06
  that because you know why I say that took for my in the defense
• 1:10:09
  of my colleagues, because they're trying to eat.
• 1:10:12
  Don't nobody want to get fired from their job?
• 1:10:15
  So why would a coach mistreat somebody?
• 1:10:16
  You know what I'm saying? So like I said, I think it works
• 1:10:21
  two ways. I guess some situation where
• 1:10:23
  things just don't work. I get that and I think we all
• 1:10:27
  get that. But at the end of the day, to
• 1:10:29
  think that these gentlemen are going to do something
• 1:10:32
  advantageous to how they eat and feed their families, I think I
• 1:10:36
  think you need to revisit that thought process.
• 1:10:39
  I love that. From your perspective, what are
• 1:10:44
  what are some of the the qualities to make in the lead
• 1:10:47
  sprinter and hurdler? What what what are some
• 1:10:49
  qualities that they need to develop in order to get better?
• 1:10:53
  Coach, you may have already touched on this.
• 1:10:55
  No, no, no, I love it. I think I'm going to go back to
• 1:10:57
  you and your your child. One of the most important things
• 1:11:00
  you've done with your daughter is you taught her the intimacy
• 1:11:03
  of knowledge of for her events. So the there's there's the
• 1:11:07
  athlete that becomes knowledgeable about their
• 1:11:10
  events, they become much more coachable.
• 1:11:13
  And the reason why I become much more coachable because you have
• 1:11:16
  great conversations about what didn't work right.
• 1:11:20
  Yeah, absolutely. You can say, hey, I, I ran to
• 1:11:23
  this thing, coach, I feel like I think I need a couple of minutes
• 1:11:27
  of rest. You can have really good
• 1:11:29
  dialogue. And I've always been AI can't
• 1:11:31
  remember, I saw this this saying before, but I saw a saying many,
• 1:11:35
  many years ago that practice, the laboratory of learning and
• 1:11:40
  that laboratory of learning calls for collaboration of the
• 1:11:44
  coach and the athlete, and they have to discuss what's going on
• 1:11:49
  in those sessions for them to be successful.
• 1:11:52
  So the difference for me is the athlete that knows their event
• 1:11:56
  can ask the right questions and, and ask the right questions in
• 1:12:00
  terms of not because they're trying to discount what you're
• 1:12:05
  telling them, but ask the questions to understand what
• 1:12:10
  you're telling them. And there's a difference there
• 1:12:13
  because there are a lot of kids that ask questions like what I'm
• 1:12:16
  I'm going to ask you this question, see what he say?
• 1:12:19
  See. And then they'd be like, I told
• 1:12:20
  you, he ain't know nothing. They're not they're not trying
• 1:12:23
  to learn anything. But the athlete that comes to
• 1:12:26
  you and I say, coach, what do you mean by this?
• 1:12:28
  Can you explain to me what I'm you trying to get me to do?
• 1:12:32
  And that helps build what I call the organic and authentic
• 1:12:35
  relationship of coach athlete. OK.
• 1:12:39
  Same thing with Caitlin. Athletes are taught Caitlin a
• 1:12:43
  lot. She understands the game.
• 1:12:44
  The same thing. But I don't know about the other
• 1:12:46
  coaches in her life. I do know about Jason Campbells.
• 1:12:49
  I know how he feels about his friend.
• 1:12:50
  I know he's trying to teach, you know, And so most of the
• 1:12:53
  successful coaches are very teachers, you know, and then
• 1:12:57
  and, and in particular, teaching is a relational active sport.
• 1:13:03
  If you're not teaching in a relational, active way, then you
• 1:13:06
  come across with bad results because the teaching that you're
• 1:13:11
  doing isn't relational and it isn't active.
• 1:13:13
  So the kids don't pick up anything.
• 1:13:15
  So they do their own thing, you know, So I think that's
• 1:13:19
  important. You know what, I can agree with
• 1:13:21
  that. I'm sorry, I'm just going to say
• 1:13:23
  like as being been a high school coach, it's like, you know, we
• 1:13:27
  on a track team, we might have, you know, 200 kids, 80 of them
• 1:13:32
  sprints and jumps and all that. So we get what we get every
• 1:13:36
  kids, not necessarily into knowing, learning, whatever, but
• 1:13:40
  it's like for the kids that that want the knowledge, it's like, I
• 1:13:43
  love that because I want I want you to understand it.
• 1:13:46
  I want you to know everything that everything that I can teach
• 1:13:51
  you. Because I feel like the more
• 1:13:52
  informed athlete is a better athlete, especially if they know
• 1:13:55
  why we're doing stuff, why I'm asking you to do this.
• 1:13:57
  And they're going to get more out of it.
• 1:13:59
  I'm going to get more out of it from them.
• 1:14:01
  So I love what you're saying. Yeah.
• 1:14:02
  And and and see and that and that let's go back to that.
• 1:14:05
  Like everybody, everybody's not cut or on track.
• 1:14:08
  So like we had a team of 200 people and that that's fine, but
• 1:14:12
  out of 200, only 16 is going to be real, you know, You know what
• 1:14:16
  I'm saying? This is just what it is, you
• 1:14:19
  know, because you got to eat and you got to be honest with the
• 1:14:22
  kids and say, look, I know everybody out here ain't going
• 1:14:25
  to love track like the way I do. But if you want to go to
• 1:14:29
  college, you want an opportunity for me to be the best coach for
• 1:14:32
  you, I need you to do this. If you aren't willing to do
• 1:14:35
  this, this is a social sport for you.
• 1:14:37
  I ain't, I ain't got a problem that you in Group EF and G That
• 1:14:41
  means when you that means when you show up, you show up and I
• 1:14:44
  ain't got no expectations of you and it ain't nothing personal.
• 1:14:48
  We talk about that a lot, too. But if you and ABC and DI need
• 1:14:54
  you to hear these many days a week, I need you to do this.
• 1:14:57
  You got to wait training. You got to.
• 1:14:59
  I don't mind. What if I was a high school
• 1:15:02
  coach and you got this position? I don't mind having what I call
• 1:15:06
  recreational athletes. They're good people, they don't
• 1:15:10
  mean no harm, but they can't become distractions.
• 1:15:13
  No, no. So I'm I'm gonna use you How how
• 1:15:16
  how I need to use you. That's that's how I'm a that's.
• 1:15:19
  It yeah, that's it. That's it.
• 1:15:22
  If you, if you don't, if you recreational, if you don't want
• 1:15:25
  to sacrifice Christmas, the the train, you don't want to
• 1:15:30
  sacrifice this summer because you're going on a cruise, I
• 1:15:32
  ain't got no problem with that. Spring break go spring break
• 1:15:35
  too. Yeah, Spring break, if you, if
• 1:15:37
  you want to go to spring break and, and get a tan, I I get that
• 1:15:39
  too. But at the end of the day, I, I
• 1:15:43
  was hired to produce champions. I was hired to do this.
• 1:15:48
  So what I'm saying to you all, if I was still a high school
• 1:15:52
  coach, I would lay my program down and not only as as a
• 1:15:56
  coaching mechanism, I would tell people this is a high
• 1:15:59
  performance program. A high performance program
• 1:16:02
  suspect results. I love that before we before we
• 1:16:07
  go on coach, so like. Yes, Sir.
• 1:16:10
  I love how you shared like you, you do it for use.
• 1:16:14
  You wanted to do it like for the community.
• 1:16:16
  You wanted to do, you know, get into coaching for, you know,
• 1:16:20
  people that look like ourselves and stuff like that.
• 1:16:23
  But I I think that's very genuine and you speak from the
• 1:16:26
  heart and I can relate to that because I think sometimes we all
• 1:16:31
  get a bad rap. Those that say that we want to
• 1:16:34
  do that, we get a bad rap, but it's a breath of fresh air to
• 1:16:37
  hear you say it at the level that you coach AT and the amount
• 1:16:42
  of success that you've had. Because a lot of people feel
• 1:16:45
  like you have to be that, that cursor, that yeller, that that
• 1:16:50
  person who's always showing out in regards to how much talent
• 1:16:53
  they have. But you, you're willing to take
• 1:16:56
  that athlete who wants to take the time to be developed.
• 1:17:00
  You have that, that family unit and and they have that, that
• 1:17:05
  support for that athlete to take that time to develop them.
• 1:17:09
  I appreciate you saying that because you don't always have to
• 1:17:12
  be the coach that's the loudest one in the room, you know, or
• 1:17:17
  the loudest one at the meet or the one wearing all the
• 1:17:20
  brightest clothes to, to show out.
• 1:17:22
  Like I'm not, I'm not guy that's coaching these athletes.
• 1:17:25
  You know, I appreciate you saying that and being authentic
• 1:17:28
  and genuine because a lot of people always feel that you
• 1:17:33
  always have to be the loudest one in the room.
• 1:17:36
  Yeah, no, I agree with that. I think.
• 1:17:38
  I think Athena met like, like that basically because he was
• 1:17:42
  like, oh, you. That you.
• 1:17:44
  Oh, yeah, I'm him. I'm that guy, you know, you
• 1:17:48
  know, But I don't go to a track meet.
• 1:17:50
  I don't wear this at track meets.
• 1:17:52
  I wear regular clothes. I just go there to observe.
• 1:17:55
  I just want to be part of the crowd.
• 1:17:57
  I want to build relationships. I want to observe the athletes
• 1:18:00
  in that natural habitat of how they conduct themselves.
• 1:18:03
  And I'm not looking to be very loud with who about who I am.
• 1:18:08
  So I appreciate you saying that because I just not, that's not
• 1:18:11
  been my motive. I never want to come into a
• 1:18:13
  situation where I overshadowed the process, you know.
• 1:18:16
  And so I think it's important that, you know, there are some
• 1:18:18
  people like that, unfortunately, and, and, and all sports, but I
• 1:18:23
  think in particular in our sport, people take ownership of
• 1:18:28
  athletes that that is my athlete, that is this, that is
• 1:18:31
  that. And those athletes aren't yours,
• 1:18:34
  you know, they, you know, track and field is a sport build on
• 1:18:39
  individual talent with team concepts.
• 1:18:43
  There's only two or three events in track and field.
• 1:18:45
  They got a relay and everything else is the other 16 events are
• 1:18:48
  individualized. So it's not, it's not a team
• 1:18:50
  sport. So that's why I'm more always
• 1:18:53
  willing to take out a person that is not willing to develop
• 1:18:57
  the individual talent. I I rather for them not to come
• 1:19:01
  train with me because being a part of a of a relay, it hides
• 1:19:05
  your identity. It's a pseudo effect of success.
• 1:19:10
  It's not who you are. They did it hides your work
• 1:19:13
  ethic. A lot of people run well for a
• 1:19:15
  relay, but how hard did it run for run for themselves?
• 1:19:20
  You see, I mean, I've seen people you were like, I didn't
• 1:19:23
  know it was that fast. Put a stick in their hand ain't
• 1:19:25
  moving. But when you tell them to work
• 1:19:28
  hard to build their own brand for themselves as an individual.
• 1:19:34
  So that's too much. I ain't going to take that much
• 1:19:37
  to be that fast. But you put a stick in the hand,
• 1:19:40
  you see, You see the talent. So when it comes to recruiting,
• 1:19:44
  when it comes to recruiting, their mom and dad want to tell
• 1:19:46
  you their relay split as if that means something.
• 1:19:49
  For the audience, relay splits don't get you paid, I can tell
• 1:19:55
  you that now. So one, one of the things you
• 1:19:57
  mentioned earlier, you said, you know, leave some meat on the
• 1:20:01
  bone for the for the next coach, right?
• 1:20:03
  Yes, Sir. So how do you, how do you
• 1:20:05
  balance pushing athletes to reach elite levels when still
• 1:20:08
  protecting their long term development?
• 1:20:11
  How, how do you balance that coach?
• 1:20:12
  Because I know that's a thin line like, how do you do that?
• 1:20:15
  Yeah, it is. I, I, I will not.
• 1:20:17
  For me personally, I will not use a 1080 on a high school kid
• 1:20:21
  in my group. OK, Me personally, that's
• 1:20:24
  leaving meat on the bone. I'm a person that believe in in
• 1:20:28
  place jumps, you know, the bounding the Slayer pulls and
• 1:20:32
  then using the volume of doing that to leave meat on the bones
• 1:20:37
  for a 1080 or apex. OK, that's, that's how I see it.
• 1:20:42
  I'm I, I would rather use traditional lifts and functional
• 1:20:46
  weight training. What I mean by functional weight
• 1:20:47
  training, I'm talking about using dumbbells only with
• 1:20:50
  snatches and clings and single leg pistols and things like
• 1:20:53
  that. Leave all that, I'll do all of
• 1:20:56
  that for them to go to college to learn how to hang clean,
• 1:21:00
  squat. You know, we do actually we
• 1:21:02
  squat, but but the hang clean, power clean, whatever they're
• 1:21:05
  going to do in college, I'd rather for them to do that
• 1:21:08
  because track and field and then you guys would agree with this.
• 1:21:12
  I would hope that unilateral development of the muscle tissue
• 1:21:16
  is far better then taking kids to a weight training program,
• 1:21:20
  learning how to power clean and snatch with muscle imbalances.
• 1:21:24
  Bad technique and they can't snatch the right weight.
• 1:21:27
  It just doesn't do them any good.
• 1:21:29
  So it's better to keep them kids healthier and develop them in a
• 1:21:33
  very symmetrical way by using single leg and unilateral
• 1:21:37
  movements to prepare them for the collegiate level.
• 1:21:41
  On top of that, you minimize the opportunity for injury because
• 1:21:46
  now the left leg, I mean, optimally in a linear direction
• 1:21:51
  to run fast in 100 or to triple jump or to long jump as opposed
• 1:21:56
  to doing a lot of other lifts that would allow them to have
• 1:22:01
  one leg down with the other. And you know, so I, so I've
• 1:22:04
  always been a person that done a lot of unilateral lifting and
• 1:22:07
  then I go into the other type of lifts.
• 1:22:10
  And if you do it the right way, if you bleed everything out,
• 1:22:14
  most weight training programs take 12 weeks if you bleed it
• 1:22:18
  out the right way, because you can go from three sets, 2 sets
• 1:22:20
  to 1. Set and.
• 1:22:21
  There's been enough research out here.
• 1:22:23
  If you look, if you go online and look it up, one set, one set
• 1:22:26
  of lifting could be just as effective as three sets of a
• 1:22:29
  lifting. And just based on the exercise
• 1:22:32
  selection, you know, so that's how I that's.
• 1:22:36
  How I do it until I? Think I thank you for the
• 1:22:38
  question. That's how I'm able to do what I
• 1:22:40
  do because I'll go three sets in September, October, mid-october,
• 1:22:44
  I'm going down to 2 when we're, when we're racing, man, we, man,
• 1:22:48
  we left on, on Friday morning at 6:30 before we race on Saturday.
• 1:22:52
  We, we may race on Friday night, but we left in one set at 50% in
• 1:22:57
  the morning, you know, so we still looking then when I get to
• 1:23:00
  the outdoor season. Then I'll take that away
• 1:23:03
  because. I'm then I'm looking for a
• 1:23:04
  performance, but you have to be willing to bet on yourself to
• 1:23:08
  not do all that. Oh, every race is important.
• 1:23:11
  Every race is not important on the track.
• 1:23:13
  A lot of parents believe that it is.
• 1:23:16
  That's a parent thing too. A lot.
• 1:23:17
  Of parents, they're like, wow, how come?
• 1:23:19
  They're not developing. How come they're not PR ING?
• 1:23:22
  It's it's a lot like what what could you say in regards to
• 1:23:25
  that? Like because I like that
• 1:23:26
  statement. Every race is not.
• 1:23:29
  Yeah, yeah. Well, every race, even with a
• 1:23:31
  PR. OK.
• 1:23:33
  APR is APR. That's a, that's a, that's an
• 1:23:36
  anomaly because that means that that moment you ran your best.
• 1:23:40
  So if you say if you ran, let's say hypothetically, that's just,
• 1:23:43
  I just throw a number out there. You ran 820 is APR, but the
• 1:23:46
  other race is you ran 865 and 870.
• 1:23:50
  Does that make you a 820 sprinter?
• 1:23:53
  No it doesn't it make you a. 60 sprinter because you had one and
• 1:23:55
  out we. Had one time where you ran that.
• 1:23:57
  Fast so and usually the kids that do that they're chasing APR
• 1:24:02
  those are the ones that underperform because they get in
• 1:24:06
  the outside noise and telling them you got.
• 1:24:08
  APR Every time you step on the. Track.
• 1:24:10
  That's not. That's not even humanly
• 1:24:11
  possible. OK, so could be.
• 1:24:16
  Consistent at 820 versus 860 because.
• 1:24:19
  There's a difference there. 860 don't get you no money, but 820
• 1:24:22
  will because you've been consistent and a coach can count
• 1:24:26
  on you being consistent. At that.
• 1:24:27
  Particular number, so you can't be all over the map with your
• 1:24:31
  training. So that's why it's important for
• 1:24:33
  the coaches to understand, you know, periodization and and
• 1:24:37
  peaking and you know, things like that to help navigate that
• 1:24:42
  process for the athlete. But also you have to be
• 1:24:45
  transparent enough. And I think that, you know,
• 1:24:47
  again, going back to your question with the parents and
• 1:24:49
  look, your child will not PR every race.
• 1:24:51
  What I want is consistency and I want to make sure we're ready
• 1:24:54
  for this meet. And what I mean by that, you can
• 1:24:57
  have a state meet and you say, look, the state meet calls for
• 1:25:00
  this, this regional meet calls me to get you ready to qualify
• 1:25:03
  for this. I need to get you qualified
• 1:25:05
  right here. So the next six weeks to 8
• 1:25:08
  weeks, we're going to build ourselves to where you can
• 1:25:10
  qualify. And if APR happens, God, hey,
• 1:25:14
  hey, I'm happy. So and then, then it lowers
• 1:25:19
  expectations, it lowers the temperature of the room, but the
• 1:25:24
  parents who are not being overzealous.
• 1:25:27
  And living. And living vicariously through
• 1:25:29
  their children. Those are the ones that are
• 1:25:31
  going to understand because they're unfortunately, you have
• 1:25:34
  some parents that live vicariously through their.
• 1:25:36
  Children and. They're going to disguise it as
• 1:25:38
  I want what's best for them so. Again, I I try to be honest.
• 1:25:47
  About that. So I'm just saying, you know,
• 1:25:50
  wondering. What's best?
• 1:25:52
  For them may. Not may not meet the moment.
• 1:25:56
  So what would be your advice? To a coach who who wants to
• 1:26:02
  develop high level, high level. Sprinters and hurdlers, what
• 1:26:05
  would be your advice? Yeah, my advice is just to study
• 1:26:08
  and then find some really good mentors.
• 1:26:10
  You know, there's enough of us out here that believe it or not,
• 1:26:14
  we'll answer our e-mail, we'll answer IDM.
• 1:26:17
  Those are there. There are some there's some
• 1:26:19
  great coaches out here and track and field at the high school
• 1:26:22
  level has exploded. There's some great coaches at
• 1:26:26
  the high school level. They really are.
• 1:26:29
  There's some great people at this level, but there are also
• 1:26:32
  some coaches that are using the using things to build their
• 1:26:36
  build their resume versus building the athletes resume.
• 1:26:40
  Because again, what happens is you have a lot of kids and, and
• 1:26:44
  again, just look at what goes on throughout the country.
• 1:26:47
  This is not nothing that takes rocket science.
• 1:26:50
  Look at the number of kids that you see every year.
• 1:26:51
  There are a high level in high school, but get to college and
• 1:26:56
  you don't really hear nothing, you know, And so I don't.
• 1:27:01
  Want to be that guy you? Know and I hope my colleagues
• 1:27:05
  and people who are listening don't want to be that person
• 1:27:08
  that had an athlete in high school but went to a certain
• 1:27:10
  place and you never heard of them again OK now a lot is with
• 1:27:15
  that because again like. I said it's not all the coaches.
• 1:27:17
  Fault at the next level, but it could be you did to me ten 80s.
• 1:27:24
  You may have did too much whatever.
• 1:27:27
  You may have done too much heavy squatting, may have done too
• 1:27:30
  much clean whatever. I don't know.
• 1:27:32
  But at the end of the day, there's anecdotal evidence if
• 1:27:35
  you're paying attention, they did a lot of athletes, high
• 1:27:39
  caliber athletes every year that go to college and for whatever
• 1:27:42
  reason, they're not doing well. They're not on the Olympic team.
• 1:27:46
  They're these are the people that make you be like, where do
• 1:27:49
  they come from? You ain't never heard of them
• 1:27:51
  before. They've never.
• 1:27:54
  And then that's just seem to be more transparent.
• 1:27:56
  How many age group champions and age group phenoms have you seen
• 1:28:00
  make the World Team or the Olympic team?
• 1:28:05
  There's not a whole lot. And I'll.
• 1:28:09
  I'll wait for. Somebody to give me an answer on
• 1:28:11
  that one? There's not a lot of people that
• 1:28:14
  you saw as age group phenoms in the AUUSATF circuit that were
• 1:28:21
  national champions at the collegiate level.
• 1:28:24
  But nothing you have to look at all that information.
• 1:28:28
  So I'm a person that takes in data and look at everything and
• 1:28:32
  say, OK, this is how we got to do our program here with the
• 1:28:34
  Nike League program. We don't want coaches that are
• 1:28:38
  telling the kids to do certain things to short circuit the
• 1:28:41
  opportunities of of growth. But if you, if you, if you take,
• 1:28:45
  if you take a quiet moment. And think about this for a.
• 1:28:48
  Second, you think about all the people you've seen and you guys,
• 1:28:50
  it's time on this earth and the age group level, high school
• 1:28:54
  level, and then they went to sign a place to go to college.
• 1:28:57
  Think about how many made the national team.
• 1:29:00
  Think about how many made. Think about how many were
• 1:29:02
  national champions. Not many.
• 1:29:05
  Not that many, you know. It's not very many, and you know
• 1:29:08
  why? It's not very many because they
• 1:29:10
  end up not doing age. Appropriate training.
• 1:29:12
  There are a lot of times they're doing things that are not age
• 1:29:14
  appropriate. They're doing some things that
• 1:29:17
  short circuit their CNS, which is central nervous system.
• 1:29:20
  They're lifting too heavy. They're not doing, you know,
• 1:29:23
  that's why I believe in functional lifting because
• 1:29:25
  functional lifting does not allow you to sort circuit a lot
• 1:29:28
  of things with the athlete. So you, so you know, so you have
• 1:29:32
  to take a deliberate path of basically saying this is what
• 1:29:36
  I'm going to do and I'm going to live with these results.
• 1:29:40
  But with Dan's high performance, I've been able to.
• 1:29:43
  To get the results of. A lot of these high school kids
• 1:29:45
  that I work with because they're built off of, you know, some
• 1:29:49
  principles that I start to believe in, in terms of
• 1:29:51
  functional lifting, progressive over lonely, and making sure
• 1:29:55
  that I ain't developing their core strength for them to be
• 1:29:58
  successful the next thing. And that takes time.
• 1:30:01
  So I don't change programs every four weeks.
• 1:30:03
  Like I said, I've, I've given as much as I can on training.
• 1:30:07
  I may change the program 6 to 8 weeks because I'm maximizing the
• 1:30:10
  strength opportunities in that I'm taking them to the full
• 1:30:13
  level of doing that. You know what I'm saying?
• 1:30:16
  I'm not saying, I'm not saying I watch something on the Internet
• 1:30:19
  and this this person said, hey, you need to change the program
• 1:30:22
  every four to five weeks. OK.
• 1:30:24
  Well, they asked me if it's not obtained the strength mechanisms
• 1:30:29
  in that lifting program or the running mechanisms in the
• 1:30:32
  program, why are we moving? Why are we moving?
• 1:30:38
  Because if you move and they haven't acquired.
• 1:30:40
  The skill set to do the next thing then you basically for
• 1:30:44
  better lack of work. You're retarding their growth, I
• 1:30:48
  said. Now all of a sudden, you know
• 1:30:49
  they're not running well, so. You have to be really careful.
• 1:30:54
  About that. So I take very deliberate
• 1:30:56
  actions. On on.
• 1:30:58
  What Danes performance does, I'm, I'm making sure that I'm
• 1:31:02
  bleeding out whatever we're doing to make sure that I see
• 1:31:05
  the next number. You know, and you know there's
• 1:31:09
  numbers out here to tell you need to lift 2 1/2 times your
• 1:31:11
  body weight on this. You need to be do this.
• 1:31:13
  But I've always been a strong believer that you can get a
• 1:31:15
  female to do 30 push ups. You win it, you win it.
• 1:31:22
  Because that means their biosynth is up they can handle.
• 1:31:24
  Certain things. Because generally speaking.
• 1:31:26
  Women's shoulders are normally, like I said, normally weaker
• 1:31:28
  than men. If you get a woman to squat a
• 1:31:31
  time and a half and a minimum of her body weight on the squat,
• 1:31:34
  you women, you know, 2 1/2, Yeah, that's great to have, but
• 1:31:38
  sometimes 2 and. 1/2 is too much.
• 1:31:41
  You know, because sometimes their bodies ain't.
• 1:31:44
  Built. To be, you know, 2 1/2 times
• 1:31:47
  stronger as their body weight. So you have to be able to, you
• 1:31:49
  know, discern what's the right limit for a certain athlete so
• 1:31:54
  that that's that's. Where it happens at?
• 1:31:56
  And so with Dane's type performance and with Nike Elite
• 1:32:00
  program and me working with some great coaches, that's how we've
• 1:32:04
  been able to be be successful. Like I said, talking with Jason
• 1:32:07
  and talking with, with, with with Anthony on Danny McCray.
• 1:32:13
  You know, Kevin, you know, you know, we talk all the time, you
• 1:32:16
  know, about these things, you know, and about how to get
• 1:32:19
  better and, and I listen to what they say and I may give an
• 1:32:22
  opinion on that. And, and then, you know, go from
• 1:32:24
  there. You know, I've talked with Joey
• 1:32:27
  and who coaches Destiny Coleman. You know, just just just we just
• 1:32:31
  have good conversation. That's what this program is all
• 1:32:33
  about. And it's it's to find the
• 1:32:35
  numbers and find ways to help the people that we are trying to
• 1:32:39
  serve to get better. Well, I want to touch on
• 1:32:43
  something because like I know you.
• 1:32:45
  Have a lot of relationship with coaches.
• 1:32:46
  And stuff like that. And on this call we can see
• 1:32:49
  like. That you definitely.
• 1:32:51
  You know, you you are there for the college coaches.
• 1:32:54
  My question is sometimes college coaches gets athletes and they
• 1:32:59
  may not be getting the same result that they get in high
• 1:33:02
  school and stuff like that. Is there a reason, or maybe I'm,
• 1:33:06
  is there a reason why that college coach may not reach out
• 1:33:10
  to the high school coach or personal trainer to get
• 1:33:13
  information on, OK, what can we do or what were you doing to get
• 1:33:18
  this athlete to where they at? Like, I just, I was, you know,
• 1:33:20
  I'm just curious. Yeah, I, I just.
• 1:33:25
  I don't want to say I don't want to.
• 1:33:26
  Make it plain and simple, but sometimes.
• 1:33:28
  It just comes down to to. Ego, you know, because at this
• 1:33:32
  point, sometimes. I can't speak for.
• 1:33:35
  Everybody but sometimes. And as us as humans, we don't
• 1:33:39
  want to feel that the next person has an answer to our
• 1:33:42
  problem that's beneath us. So.
• 1:33:47
  Our college coach might. Say I don't want to go back to
• 1:33:49
  the high coach school because what I'm talking to him or her
• 1:33:52
  for, because I recruited them. That's my athlete now.
• 1:33:56
  So now it comes a sense of. Ownership and I can't say that
• 1:34:01
  every coach thinks that, but if you're.
• 1:34:03
  Unable to. And and you make a great point
• 1:34:06
  if, if you can't take athletes nowadays that are high caliber,
• 1:34:12
  hey. I'll, you know, no, never.
• 1:34:14
  Mind, I'm not going to use Coach and Humphries as an example.
• 1:34:17
  You can't take athletes as a high caliber.
• 1:34:21
  You only need to do 10% to get them better.
• 1:34:24
  Yeah. That's it, That's that's my.
• 1:34:27
  Personal opinion and I'm the social people may.
• 1:34:29
  Not agree with me on the college side and this and that.
• 1:34:32
  I get it, but I've never not spoke what I believed to be
• 1:34:36
  true. I think in my opinion, if you
• 1:34:39
  get these athletes 10% better come out of high school, they
• 1:34:44
  give them an opportunity, they get acclimated to your system,
• 1:34:48
  you'll get better results. That's what That's what I humbly
• 1:34:53
  believe. Being a person that's been in
• 1:34:55
  the collegiate. System.
• 1:34:57
  I'm on this side of it and then I talk to these parents, I'm
• 1:35:01
  talking to you all, and I listen to what the athlete goes through
• 1:35:05
  mentally because they're not the same person as they were when
• 1:35:08
  they got there because that's the other side of the
• 1:35:11
  conversation that people don't understand.
• 1:35:13
  That these athletes. When they're not the person that
• 1:35:16
  they were when they got there, that's where the mental health
• 1:35:19
  part comes in. Absolutely.
• 1:35:23
  That's what that part comes in that.
• 1:35:25
  And so at that point you have to.
• 1:35:28
  I will. Well, you don't have to because
• 1:35:30
  some people don't. It is my hope that you find a
• 1:35:33
  way to collaborate with the previous coach.
• 1:35:36
  Because. What the previous coach did
• 1:35:38
  obviously got them recruited to sign with your school.
• 1:35:42
  So that coach was what that athlete and they and.
• 1:35:45
  You signed. Them because they were under
• 1:35:47
  your leadership, then it would sounds like it would be better
• 1:35:51
  to ask them what actually worked so that way that the kid, the
• 1:35:57
  young man or the young woman. Can.
• 1:35:59
  Obtain the objective that they came there for.
• 1:36:03
  You know, so and it's and it's hard.
• 1:36:05
  You know, it's hard to get that done sometimes and.
• 1:36:07
  Like I said, I don't, I don't have an answer to that, but I
• 1:36:10
  do. Like I said, you're right.
• 1:36:12
  I spoke about my I spoke up with my colleagues on collision time
• 1:36:15
  because I've seen athletes come to come to college and then when
• 1:36:20
  they get there, they, you know, the further they do, they, they
• 1:36:23
  start hanging out and then you get the freshman 15.
• 1:36:29
  And. Then you wonder why you ain't.
• 1:36:33
  Moving the same. Way, well, your body ain't the
• 1:36:35
  same, you know, and then it's hard for people to accept that
• 1:36:39
  fact. Then I think the other second
• 1:36:41
  most important thing that's difficult because I'm a race
• 1:36:45
  management. Like I said, I'm about data and
• 1:36:47
  stats. Athlete.
• 1:36:50
  I talked to a coach today. His.
• 1:36:52
  Athlete. Ran 18 hurdle races to get one
• 1:36:55
  result. OK, now if an athlete has run
• 1:37:02
  that many races in high school and we get to college, you only
• 1:37:07
  get 4 meets now am I lying Anthony?
• 1:37:09
  That's that's facts. That's facts.
• 1:37:12
  The college system. Is short, so the way you
• 1:37:16
  achieve. The results for them in high.
• 1:37:18
  School. Will not be the same in college.
• 1:37:21
  That's why it's important for the athletes to be to run 4 by
• 1:37:24
  fours and from some other events because it gives them races OK
• 1:37:30
  in college. Of course they put you in the.
• 1:37:32
  60 in high school you was guaranteed to make the finals,
• 1:37:38
  in college you're not you're going to be 1 and done so that
• 1:37:42
  the number of. Reps.
• 1:37:44
  Are way different now you know because for lack of an analogy,
• 1:37:51
  you actually are running yourself in shape you actually
• 1:37:55
  taking the osmosis of competition and developing your
• 1:37:59
  skill set because you're competing on a regular basis and
• 1:38:02
  your mojo is different because you ran you basically racing
• 1:38:05
  twice a week but when you get to college you're not doing that
• 1:38:10
  you're not doing that so that's why it's.
• 1:38:12
  Important. That's why I kind of developed
• 1:38:15
  the idea of maybe you just need to get out of a high school, a
• 1:38:18
  high school, a person's coming out of high school and into
• 1:38:20
  college that's 10% better because they don't, there's not
• 1:38:24
  enough races for them to to run No 10 or 12 races, 15 races
• 1:38:29
  before they get to that. You only get about 6 races,
• 1:38:32
  maybe 6 to 8, you know. And so that's why I say if you
• 1:38:36
  look at everything transparently.
• 1:38:42
  And just take. Everything in it's nobody's
• 1:38:45
  fault. It's just understanding what
• 1:38:47
  you're not doing versus what you was doing in high school.
• 1:38:52
  And so if you understand that you're not going to go to.
• 1:38:55
  Go to college and run those. 1210 races by the end of
• 1:38:58
  January, then you've got to train harder in the fall.
• 1:39:03
  Do you hear what I'm saying? That's why I said my colleagues
• 1:39:05
  in college. Is not necessarily.
• 1:39:07
  Their fault. It's just like that.
• 1:39:09
  It just there's a sometimes there's a there's a
• 1:39:11
  misunderstanding about what's happening in the fall training
• 1:39:17
  for them to be better because they are not the opportunities
• 1:39:20
  that they had in high school. And that's why I think freshman.
• 1:39:23
  It's funny you say that because that's why I think.
• 1:39:25
  Freshman's get it wrong and it's just kind of been my
• 1:39:27
  conversation of to get my kid to understand is all right if you
• 1:39:33
  and Sally, because I don't want to say no names.
• 1:39:34
  If you and Sally are doing the same thing every day, you it's
• 1:39:41
  only. A certain percentage of when
• 1:39:43
  y'all can get better at each other, but if.
• 1:39:44
  You do something extra, whether that's you in your room and
• 1:39:46
  you're doing sit ups and push ups like that's making you
• 1:39:49
  better than the person because if you just if you're OK with.
• 1:39:52
  This just Yeah, hey, I'm. Just going to lift weights when
• 1:39:54
  we supposed to lift weights, work out when I'm supposed to
• 1:39:56
  work out. You're not going to get be
• 1:39:58
  better than the next person because everyone's doing the
• 1:39:59
  same thing. So how what's going to make you
• 1:40:01
  better? You have to do something that
• 1:40:02
  makes you better. What you were doing in on the
• 1:40:04
  high school side, you weren't doing your average high school
• 1:40:08
  thing, right. I completely agree with that.
• 1:40:11
  I agree with that you. Have to do it.
• 1:40:12
  It's just the reps are not there for you when you when your
• 1:40:16
  season hit. You know, if we're talking about
• 1:40:18
  in particular like the SEC, the SEC travels 27 I believe 27
• 1:40:23
  people indoor with a + 2 and 29 people with a + 2 outdoor.
• 1:40:29
  That's 31 and 29. You got 45 on a roster who
• 1:40:32
  travelling? How you making yourself
• 1:40:36
  different? Go see your point.
• 1:40:39
  How you? How you doing it?
• 1:40:40
  How you? Doing that somebody.
• 1:40:43
  Every weekend somebody's doing this, waving, waving somebody
• 1:40:46
  goodbye, you know what I'm saying?
• 1:40:49
  Every weekend somebody's been left behind and then when you
• 1:40:54
  left behind, what are you doing? Are you partying?
• 1:40:57
  Drinking, getting better running.
• 1:41:00
  So that's what I'm saying, Like it's, it's such a big difference
• 1:41:05
  going from the collegiate system into from the high school system
• 1:41:09
  to collegiate because now you have to find a way to get
• 1:41:12
  better. Do you have to have a
• 1:41:15
  relationship with your coach? They say coach, OK, I didn't
• 1:41:18
  make a. Bus this week, what I got to do
• 1:41:20
  to get better. You know what kids say when they
• 1:41:23
  when they send them kids asking that same question?
• 1:41:24
  Like when we came up to. Like, you know, we owe geez.
• 1:41:28
  So when we trying to get better, we say because what I got to do,
• 1:41:30
  man, get on that bus, right? Yeah, You know, these kids,
• 1:41:33
  probably most, a lot of them say.
• 1:41:35
  Man, coach tripping, he don't like me.
• 1:41:38
  Like me man, you know what I'm saying?
• 1:41:42
  They ain't feeling my. Vibe.
• 1:41:44
  Yeah, that's. It you know what I'm saying, so
• 1:41:47
  that's why I. Say it's.
• 1:41:49
  Not. A lot of my colleagues fault
• 1:41:52
  where things ain't going well. It's just about the athlete
• 1:41:55
  recognizing what they came for, finding a way to stay relevant
• 1:42:01
  with the. Coach.
• 1:42:02
  And then find a way, if you ain't on that bus, how am I get
• 1:42:04
  on that bus what I got to do And it doesn't mean that you need.
• 1:42:09
  To call home. And talk to your.
• 1:42:11
  High school coach and then how you.
• 1:42:13
  Do some other stuff behind the coach's back that caused you to
• 1:42:16
  tell the coach. Coach, can you give me some
• 1:42:17
  extra because the system's different.
• 1:42:22
  You know what I'm saying? So like I said, I'm.
• 1:42:24
  I'm just being transferring to honest, you know?
• 1:42:26
  Yeah, I'm sure there's some car coaches that can do some things
• 1:42:29
  better with relationships and things like that.
• 1:42:31
  But at the end of the day, a lot, unfortunately, a number of
• 1:42:34
  them come there and then they lose themselves in the first
• 1:42:37
  three weeks of their collegiate experience because they're
• 1:42:40
  hanging out, they're eating, they're hanging, partying,
• 1:42:44
  whatever, whatever. Yeah, the freedom changes.
• 1:42:47
  So that's why I I. Can't.
• 1:42:50
  Necessarily say it's always the collegiate system's fault, you
• 1:42:53
  know, because it's not. I know there's been a lot of
• 1:42:55
  talk by certain people about having too many races.
• 1:42:58
  I read enough books in my life to know that if you haven't
• 1:43:02
  raced enough, your, your body biologically, biologically can't
• 1:43:06
  make any changes. You know, I was talking to
• 1:43:10
  somebody the other day and it was like, well, I'm I.
• 1:43:12
  Remember over in Europe they. They only had one peak system, I
• 1:43:15
  said. You know why they did that in
• 1:43:16
  Europe? It was cold.
• 1:43:22
  It was cold outside. If you think about the.
• 1:43:24
  Europeans and the weather over in Europe and Germany and Russia
• 1:43:28
  and places like Poland, it's cold so they they went to a
• 1:43:33
  single peak system because of the weather, not because it was
• 1:43:38
  best for the athlete. A lot of people in Poland and
• 1:43:40
  Russia didn't run until May. So if you started in in in
• 1:43:44
  September, yeah you single peak because you couldn't get outside
• 1:43:47
  do nothing else. So why are you copying a single
• 1:43:51
  peak system for? Weather that was designed for.
• 1:43:54
  30 to 40° and you over here in America yeah going to make it
• 1:43:58
  make sense that that that makes sense I mean the.
• 1:44:01
  Change the change if I'm. Wrong now.
• 1:44:05
  It's also so you're, you know. Technically.
• 1:44:08
  The systems in America should be built on, in my opinion, on
• 1:44:11
  Three Peaks because you got indoor, you got outdoor and you
• 1:44:15
  got post season. So you have to prepare for three
• 1:44:19
  peaks because you want. To have to run, you know, run in
• 1:44:22
  those. Three peaks if you're not
• 1:44:24
  actively doing that as a coach, because I actively do that for
• 1:44:27
  the people that I work with. I run the three peak systems
• 1:44:32
  based on whatever the meats are located.
• 1:44:34
  At I say we got a state meet. We got an outdoor state meet and
• 1:44:38
  then we got nationals. So that requires 3 peaks.
• 1:44:41
  So, so for those of you who said, well, what do you mean you
• 1:44:43
  need three peaks, Indoor, outdoor and the national level,
• 1:44:48
  that's three peaks. If you're only doing 1P, you're
• 1:44:53
  doing a disservice. To the athlete because you're
• 1:44:55
  staying too. Long and certain training
• 1:44:57
  methodologies that do not explore explosiveness,
• 1:45:00
  acceleration and power. Yeah.
• 1:45:03
  Yeah, Coach. Well.
• 1:45:06
  Did you have something else you wanted to say?
• 1:45:08
  Well, no. You know what I was going to.
• 1:45:09
  Say though, when you're talking about a periodization.
• 1:45:12
  I ain't going to lie, I've been one of those those four week
• 1:45:15
  coaches, but I will revisit it. I will definitely I'm going to
• 1:45:18
  talk to you some more about it. I will revisit that in in
• 1:45:20
  definitely consider the six week.
• 1:45:22
  But yeah, I'm I'm I'm not hearing that.
• 1:45:25
  One of my favorite books is Tuta Bopa on pitization.
• 1:45:28
  He the. Father of pitization is Tuta
• 1:45:30
  Bopa, and if you look at his area on anatomical adaptation,
• 1:45:34
  you'll see what I mean. Yeah, what's behind them?
• 1:45:43
  One one thing I want, we don't want.
• 1:45:45
  To hold you too long. We know you're a busy weekend.
• 1:45:47
  Ahead, but I want to ask you like for stress management, do
• 1:45:52
  you have a template for coaches like myself who have reached out
• 1:45:56
  to you for particular athletes, you know, to try to get into the
• 1:46:01
  the Nike indoor nationals or or outdoor or whatever?
• 1:46:05
  Do you have a template to just like send the coaches?
• 1:46:07
  Because I know a lot of coaches here, you know, in the states
• 1:46:11
  are really trying to get their kids that they train into that
• 1:46:13
  meet. But I'm just like, you know,
• 1:46:17
  it's just joking, but I'm just saying, I know it's a lot of
• 1:46:19
  stress and that comes with the selection process.
• 1:46:22
  You mentioned how you select and what you do to to do it, but I
• 1:46:25
  know is there something that you do to kind of give yourself and
• 1:46:32
  put yourself at ease in regards to the selection process when it
• 1:46:35
  comes to that? Yeah, Yeah.
• 1:46:36
  No, I think again, I think all these are great questions
• 1:46:39
  because. It's it's challenging because
• 1:46:44
  you don't ever want to feel like you're.
• 1:46:45
  Leaving somebody behind. And, and and taking somebody's
• 1:46:49
  dream away from them and you don't, that's not what we're in
• 1:46:54
  it for. And so I think that's a a very
• 1:46:56
  good question. And then my response to that is
• 1:46:59
  I think it's better for coaches to have a high performance model
• 1:47:04
  in their thinking versus just being a coach, because when
• 1:47:07
  you're just a coach, you think a collection of workouts.
• 1:47:11
  When you're a high performance person, you think a collection.
• 1:47:15
  Of. Programming OK what program is
• 1:47:19
  going to do this for this many? Weeks How?
• 1:47:22
  Am I going to extend acceleration for this many weeks
• 1:47:25
  as opposed to if I do this workout, I'm going to get this,
• 1:47:28
  if I do this workout, I'm going to do that.
• 1:47:30
  That's, that's a different conversation internally, you
• 1:47:34
  know, and then it doesn't provide you the framework to
• 1:47:40
  maximize the kids opportunities. So I think, I think more
• 1:47:44
  importantly, I think what you're asking is that I encourage my,
• 1:47:48
  all of you, anyone to think more as a high performance coach
• 1:47:52
  because it allows you to dig deeper into the, the, the, the,
• 1:47:55
  the how, what and wins. And like Coach Hunter just said,
• 1:47:59
  yeah, the books tell you 4 weeks, but 28 to 3828 to 35
• 1:48:06
  days, that's when adaptation occurs for a lot of stuff.
• 1:48:10
  So 4 weeks doesn't allow adaptation to really occur
• 1:48:14
  because you may not have repeated the same stuff enough
• 1:48:17
  in four weeks of rehearsal for an adaptation to occur.
• 1:48:22
  So that's why it's important to know your system and, you know,
• 1:48:25
  have the right type of people in your corner that can help you do
• 1:48:29
  that. You got to be, you know, well,
• 1:48:30
  read a little bit and it's been, you know, And then like I said,
• 1:48:34
  one of the things that I'll say for myself proudly is I was
• 1:48:37
  willing to bet on myself. Like I bought my own books.
• 1:48:42
  I didn't ask for nothing. I I bought books on bio
• 1:48:45
  mechanics, I said biochemistry. I bought books on the brain, how
• 1:48:49
  to how people censoring motor skills developed and things like
• 1:48:52
  that. So I actually dug into some
• 1:48:55
  things that helped me understand the sport better.
• 1:48:58
  Yeah, you know, and and I think you can, you can.
• 1:49:02
  I think that's what. I don't care.
• 1:49:03
  Everybody to do, I think the Nike thing, yeah, it is it can
• 1:49:06
  be stressful because it's always evolving and it's, you know,
• 1:49:09
  people are getting faster. And so now you have to figure
• 1:49:12
  out how can I get my athletes to be in at that level to do XY and
• 1:49:18
  Z. And so you have to spend time on
• 1:49:21
  your craft and figure out how to create a program and programming
• 1:49:26
  to benefit your athletes. Like I said, I developed my
• 1:49:29
  programs off of energy system development.
• 1:49:31
  So I can take whatever I do and apply to an adult all the way
• 1:49:36
  down to somebody that's 10 years old.
• 1:49:38
  And So what changes is the number of reps and the rest
• 1:49:42
  periods and things like that to get the results.
• 1:49:45
  But it's not about the workouts. Everything's always about the
• 1:49:48
  energy system for me, how I'm going to development.
• 1:49:50
  I think one of the most important things that that's
• 1:49:52
  popped in my brain that you all can learn is the Krebs cycle.
• 1:49:57
  You go back instead of the Trail cycle.
• 1:49:59
  It'll tell. You a lot about.
• 1:50:01
  Lactate shuttle and acting and how it goes through the body and
• 1:50:05
  then how to do it. A lot of coaches, a lot of
• 1:50:08
  athletes to sit around after they run a Rep that's designed
• 1:50:11
  around lactic or in my practices, we do insurance and
• 1:50:14
  outs. We're constantly moving and
• 1:50:16
  lactic as we move. We don't sit down, we don't, I
• 1:50:19
  don't allow them to fall out, none of that stuff, you know
• 1:50:21
  what I'm saying? If we got 6-8 minute rest, we do
• 1:50:24
  it. It's called active rest.
• 1:50:26
  So I know that one in and out, which is which is walk the
• 1:50:31
  curve, drop it straight away, walk the curve and drop it
• 1:50:34
  straight away. Takes approximately 4 minutes.
• 1:50:38
  OK. And so when you moved and
• 1:50:40
  lacted. Like that and it's been
• 1:50:41
  actively. Moved then you're actually
• 1:50:43
  creating a better fitness level for the athlete because the the
• 1:50:47
  not the the lacted is not pooling in the muscle.
• 1:50:51
  You know, so that that's why you see you.
• 1:50:53
  That makes sense. To you SO.
• 1:50:55
  That's why I said, if you understand the Krebs cycle, then
• 1:50:58
  you understand that moving and creating active rest periods.
• 1:51:01
  I remember when I was at A&T way back, you know, we, we were
• 1:51:05
  Sprint and run and then we'll, we'll be doing, you know,
• 1:51:08
  whatever resting. We had sit ups, chinnies and
• 1:51:11
  push ups on the rest period and then we got and then we did it
• 1:51:15
  in and in and out. Came back and ran the Rep.
• 1:51:19
  You know, so could I just learned.
• 1:51:21
  That passive rest wasn't. Good for the body.
• 1:51:26
  You know, there's a lot of people that get on the ground
• 1:51:28
  and put their feet up well. That's an old.
• 1:51:30
  That's something that's old and out and over and and and
• 1:51:32
  inundated. That's something that I believe
• 1:51:35
  in, you know, so I don't allow athletes to lay on the ground
• 1:51:38
  and put their feet up. I'd rather be, I'd rather be the
• 1:51:41
  do a in and out and move the lactic and turn it back into an
• 1:51:44
  energy source for you. Here we go.
• 1:51:46
  Oh man, So I. Before we let.
• 1:51:50
  You go, I know there's going to be some great performances.
• 1:51:53
  This weekend, is there anything? I know there's there's a lot
• 1:51:57
  that you could look forward to, but anything, anything you'd
• 1:52:01
  like to share? Regards to this.
• 1:52:03
  Weekend, what you're looking forward to seeing.
• 1:52:06
  Yeah, Yeah. That's a great.
• 1:52:10
  That's a great performances, the Maxwell twins and what you know,
• 1:52:14
  you know, they, they, they are, you know, setting the benchmark
• 1:52:18
  at A at a higher level. It started with Dana Wilson that
• 1:52:20
  we had in the program last year, then the Maxwells came in.
• 1:52:23
  And so this will be somebody else next year.
• 1:52:26
  But I think the most important thing to me is just seeing the
• 1:52:29
  coaches and the athletes performing at a high level and
• 1:52:31
  just enjoying themselves. You know, there's two great
• 1:52:34
  meets going on this weekend. You know, new bounces going on
• 1:52:36
  in Boston and we have our meet, you know, and our, our meet.
• 1:52:39
  It's, it's, it's a great meet. You know, it's built off of
• 1:52:42
  certain principles of, of individualism.
• 1:52:45
  And then we don't have a lot of great relay stuff that happens
• 1:52:48
  at, at our Nike meet sometimes. And you know, and that's
• 1:52:51
  sometimes by design. You know, we, we want to do
• 1:52:55
  things a little bit differently. And so I'm not trying to say
• 1:52:58
  anything about nobody's meet, but our focus is just a little
• 1:53:00
  different. And so we, we, we're going to,
• 1:53:02
  we're going to have some good performances just like New
• 1:53:05
  Balance will. And, you know, they're great
• 1:53:07
  people up there. And but, but I think, you know,
• 1:53:10
  for me personally, the reason why I don't get caught up in all
• 1:53:13
  this other stuff because the both of these meets on this
• 1:53:17
  weekend coming up, guess what they do?
• 1:53:20
  They're taking 10,008 thousand kids off the streets, out of
• 1:53:26
  their neighborhood and. They're enjoying themselves.
• 1:53:30
  And not getting in. Trouble.
• 1:53:32
  Their lives, not at their. Lives not at.
• 1:53:34
  Not at not at not being threatened by what they live at.
• 1:53:39
  So I look at things a lot, you know, a little bit differently
• 1:53:41
  on this weekend. I look at this as collective
• 1:53:44
  weekend where we're taking our youth, giving them all
• 1:53:48
  opportunities, whether they're in, whether you're in New York
• 1:53:51
  or whether you're in Boston. But the no one thing that I take
• 1:53:55
  out of this meet is that these we got 10,000 kids off the
• 1:53:58
  streets chasing something other than crime.
• 1:54:05
  Hey I I got to say. I got to say you, You told.
• 1:54:09
  You told. 11 untruth there's there's 3333 meets going on this
• 1:54:13
  week and there's big we're just going to this weekend as well.
• 1:54:21
  That that that that is true. The kids.
• 1:54:26
  From the Nike. And the New Balance meat.
• 1:54:28
  Got to graduate to. That meat.
• 1:54:34
  And that meat right there is probably the toughest.
• 1:54:36
  One to make in the world. Because they only.
• 1:54:38
  Take 16 people. That's right.
• 1:54:41
  You know, so. But yeah, I, I, I.
• 1:54:43
  I look at this weekend, you know?
• 1:54:45
  Like I said a little bit differently than lat, I just
• 1:54:47
  look at it as opportunity of our youth.
• 1:54:49
  The amount of the color, black, white, purple or green.
• 1:54:52
  These kids are off the street, they're having a good time,
• 1:54:55
  they're enjoying each other, you know, Yeah, the competition gets
• 1:54:58
  intense, but ultimately, at the end of the day, all these kids
• 1:55:01
  are safe. You know, they, they're having a
• 1:55:04
  good time. They, they, they're enjoying
• 1:55:06
  these bags they get and all that good stuff and, you know, all
• 1:55:10
  that. So for, like I said, for me as a
• 1:55:13
  person, as a part of this, of this weekend, I look at it as a
• 1:55:17
  weekend at this opportunity for the kids to stay safe, enjoy
• 1:55:20
  themselves, prepare for another opportunity and another four
• 1:55:23
  months to be in Philadelphia or in Oregon.
• 1:55:27
  And again, those kids are off the street that weekend.
• 1:55:30
  Their lives are protected and they're be, and they're better
• 1:55:33
  human beings. I'm going to go ahead and put
• 1:55:36
  this out in the uniform reverse before we close this out.
• 1:55:38
  But you know, whether whether it's next year or, or, or this
• 1:55:42
  summer or stuff like that, you know, I would love for us to be
• 1:55:45
  able to come out and get the kids and, you know, let them,
• 1:55:49
  you know, get on camera or get on, you know, the podcast, ask
• 1:55:52
  questions and stuff. Just going to be part of the
• 1:55:55
  Nike event. So I'm sure.
• 1:55:57
  Yeah, yeah, absolutely. I'm all for that.
• 1:55:59
  I think it's all for. Evolving the sport and it's
• 1:56:04
  purity and it allows the kids to, you know, say what they need
• 1:56:08
  to say, you know, So I'm, I'm definitely all for it and I do
• 1:56:10
  thank you guys for the opportunity to be before you and
• 1:56:14
  I'm, I'm blessed all, you know, tremendously to to be here this
• 1:56:19
  evening. You know, like I said, tomorrow
• 1:56:21
  I have another milestone with my birthday been around a long, you
• 1:56:24
  know, a little bit, but I'm standing above ground and I'm
• 1:56:28
  able to give back and build on my legacy to give back to my
• 1:56:32
  community. And I just hope that at the end
• 1:56:34
  of my day, when my time, I'm called home that people going to
• 1:56:37
  say, Hey, you know what, man? I'd always like that man.
• 1:56:40
  But you know, he he gave back to the heart though.
• 1:56:43
  That's big. Absolutely.
• 1:56:44
  I appreciate that, Coach Daniels, and we also just thank
• 1:56:47
  you for the time. Again, joining us today and just
• 1:56:50
  sharing your insight to our audience.
• 1:56:53
  Yeah, absolutely, absolutely. And thank you guys again for
• 1:56:55
  having me and. And anytime I need to come back,
• 1:56:59
  if this podcast creates an opportunity where there's some
• 1:57:01
  buzz and there's a lot of questions need to be answered,
• 1:57:05
  then I'll, I'll be more than happy to come back and, and
• 1:57:08
  answer those questions. No problem.
• 1:57:11
  We would love that. Yeah.
• 1:57:12
  Thank you for joining us. Sorry.
• 1:57:14
  Thank you for joining us on On Beyond Blocks.
• 1:57:18
  Well, thank you my fellows. I appreciate you love you guys
• 1:57:21
  keep doing what you're doing get.
• 1:57:22
  Some rest, Coach, get some rest. I will look.
• 1:57:26
  I will next. Week.
• 1:57:30
  Yeah, I got AI, got a 16 year. Flight to catch tomorrow
• 1:57:34
  morning. But no, again, when you are
• 1:57:37
  doing something that you love and you understand that you're
• 1:57:42
  making the differences in people lives, this isn't really work
• 1:57:45
  for me. This isn't work for you guys
• 1:57:48
  during this podcast. This is something that we love
• 1:57:51
  to do as as men to give back to our sports.
• 1:57:54
  So I'm privileged to be before you and I again, I I'm I'm
• 1:57:57
  humbled by it. And I said we we're going to
• 1:57:59
  have a good time this weekend. It'll be some great times that.