Latest / The Gill Athletics Track and Field Connections Podcast / #129: Gill1918 presents Dwight Phillips "Long Jump Part 2" from Tampa Bay/USF Clinic

Transcript

#129: Gill1918 presents Dwight Phillips "Long Jump Part 2" from Tampa Bay/USF Clinic · The Gill Athletics Track and Field Connections Podcast

• 0:00
  Welcome to the Gill 1918 Project, a podcast series by
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  coaches, for coaches powered by Gill Athletics.
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  Now let's get into today's topic.
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  All right. And as the athlete becomes a
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  little bit more competent, we move it back and we just want to
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  constantly promote that frequency, putting it down.
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  And and then I started integrating after they run A123
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  take off at the end of the wickets.
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  And that has really paid his dividends and helped the
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  athletes. And initially I didn't think
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  think that it would work. But, you know, as an athlete
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  coach, we're always trying to experiment and figure out, you
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  know, how do we defy human limits?
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  And I think that this is something that's been very
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  monumental in my coaching experience.
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  And like coach said, he hates guessing.
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  I do, too. And once you see something that
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  works, you just have to ride with it.
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  The fact the attack phase is where all your efforts goes into
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  sprinting. Your body is already upright.
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  Your eyes are focused on horizon.
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  Don't look for the board, but you haven't yet began to to take
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  off, run hard and lie on your feet while maintaining proper
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  control sprinting technique and continue to accelerate through
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  the board. I have to reiterate that we it's
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  essential that you accelerate not to the board, but to through
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  the board. Nobody cares if your athletes
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  going to jump, do a be a hanger and he's going to take off and
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  he's going to slow down at the board and he gets 50 feet in the
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  air. But then he comes down and he
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  acts like he's doing the high jump.
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  You don't get any style points for how high you go in the long
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  jump. So I just want to reinforce the
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  objective is to bring as much speed as possible through the
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  board. You're going to punch upon
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  takeoff. You're going to drive that arm
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  up. Your parabolic curve is already
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  going to be set based off of how fast you are and how you drive
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  up off of the board. That is how the parabolic curve
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  is going to be set. But we want it to be if we're
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  driving a Ferrari off of a Cliff, we don't want to drive
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  that Ferrari 150 miles per hours and then the moment we get 1010
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  feet away from the Cliff, going to put on the brakes.
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  And that's what I see happen. It's so prevalent just across
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  the board, and I think it's part part of the reason why we are
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  suffering in the horizontal jumps in America today.
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  If your ID executes the frequency phase properly,
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  there's no need to teach the penultimate stride.
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  I had probably 50 athletes that I can say that I was responsible
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  for lowering their hips, sitting behind on the the penultimate
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  because I was able to get away with it.
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  It was something that I just in my earlier career, I just did
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  not know how to correct because I wasn't sprinting properly.
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  It wasn't until I started working with Coach Tom Talez and
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  then Lauren Seagray where I figured out, OK, if I'm in the
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  optimal position and I lower my center, I minimize lowering my
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  center of mass from the penultimate to take off.
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  I can really maximize my overall effort.
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  So I have to say sprinting is fundamentally very important
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  when we start to thinking about jumping those far elite jumps.
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  Now you may have to make sure athlete is not influenced by the
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  board. You have to maintain a constant
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  arm stroke all the way through the board.
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  And this is where it can be very tricky because I was always
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  taught we want to have a perfect approach.
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  We want to focus on the perfect approach.
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  But many times when I started training myself as a
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  professional athletes, I would put myself in very compromising
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  situations because more times than none, my jumps were very
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  rarely perfect. It was either I was too close or
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  I was too far. So in every training segment, I
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  would make sure that I do a quarter of my jumps too close,
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  1/4 of my jumps too far, so that I can learn how to manipulate in
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  real time, how to jump when I'm faced with that adversity in the
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  meets. Because there are so many
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  variables that we have to deal with the wind, we have to deal
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  with the adrenaline, we have to deal with just the nature of
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  being a a competitor. But you have to be able to make
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  adjustments in real time. So by me practicing that, when I
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  got to the actual meet by practicing being imperfect, it
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  really benefited me. And I, I attribute a lot of my
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  success to that because at the 2005 World Championships, I have
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  a check mark. My last four straws, which is
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  about it was 31 feet and I got to my last four straws at 28
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  feet. But I didn't change the
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  integrity of the body posture. I maintained the body posture
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  and I just put my foot down and I thought it was a very mediocre
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  jump until the announcer said this is the best world
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  championship qualifying jump ever, 8 meters, 59.
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  So it wasn't until then I learned OK, the benefits of me
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  learning how to deal with the the spacing and appropriate
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  reception. It taught me it was a very
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  valuable lesson because I was always taught no matter what, do
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  not abort the jump because you never know what's going to
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  happen. And by training every aspect of
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  the job, whether I'm too far, too close or right on, I knew
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  how to manipulate my body to jump and to jump very far
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  despite the, the imperfect variables.
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  So I, I have a chart that set up different, you know, based on
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  different levels, different speed.
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  These are the different check marks that I use from the
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  penultimate based off speed. And I have it even for 10 flat,
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  you know, 10 flat guys, 99 guys, 98 guys, they'll be at about 32
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  feet range and some of this is going to be based on their
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  height. But I think across the board,
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  universally, these are some good measurables that we can use to
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  identify if an athlete is going to be too far or too close in
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  the competition for the midpoints.
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  And on the penultimate, I like, I just hate to teach it because
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  when I teach lowering it, it just put so much pressure on the
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  body. You will produce a longer
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  stride, lowering the center of gravity with the minimum loss of
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  momentum. It's necessary to establish an
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  erect body position for optimal take off.
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  So the the penultimate to take off range is going to vary
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  again, it's going to vary based off of how tall you are, you
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  know, how many meters per second you're moving, how fast you're
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  moving. And these are some of the the
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  measurables that I like to give to high school coaches so that
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  they can have a, a, a feel for like where should this be?
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  I like to put a piece of tape down at the penultimate just so
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  that we're making sure we're developing consistency over and
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  over again. Well, somehow it just came out a
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  little different from here. I got a little creative there.
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  All right, so an athlete's distance is going to be
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  determined by how fast the amount of speed generated
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  horizontally at takeoff. Triple jumpers would take off
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  at, you know, the 13 to 18° range and our long jumpers, I
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  wish I could get the 45 and run a 995 like Usain Bolt and we
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  could have defied history. But the the key is getting to
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  that optimal position and we have to do a lot of different
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  things of take off jumping over hurdles and different things
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  that order to prepare you to prepare your athlete to jump and
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  become coordinated enough where they feel comfortable, you know,
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  leaving the ground and not over rotating.
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  A lot of times once they get in the air and start over rotating,
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  the athletes just abort the jump because it feels weird.
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  It feels uncomfortable. I was always taught no matter
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  what, you have to finish that jump.
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  You know, unless you just simply can't.
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  I mean, I seen the young guy from Arkansas, he took off at
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  the Olympics and he was fighting for his life in the air.
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  And if he could have landed, it would have been a pretty good
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  jump. But you can tell that he gave
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  every effort to do so. The take off, you know,
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  generally the right-handed long jumpers, they're going to punch
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  with the right arm. I like that arm, that punch to
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  go right to the chin level. We don't want it to go up too
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  high because then it disrupts the, the lever is just too long
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  and you have to just get in the very compromising positions to
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  finish the jump. Left hand jumpers are going to
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  punch there, they're going to punch to the chin.
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  And I like to teach. There's all kind of different
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  ways to teach it. I love to teach the hitch kit
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  for my even, it's the standard that I set very early.
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  I taught a 8 year old how to hitch kit and that's the
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  standard. Like Dobbs said, we don't accept
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  you running four steps in between the hurdles, we only
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  accept 3. So my standard is teaching the
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  hitch kick right away. We teach them how to run
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  efficiently right away because the more times they can get
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  going through the range of motion doing a 1 1/2 hitch kick.
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  Now I can teach the athlete when they get more competent,
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  stronger and faster. I can teach them how to do the 2
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  1/2 hitch kick. A successful jumper has a unique
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  combination of talents that will make jumpers successful in a
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  variety of track and field events, sprints, hurdles, and
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  other jumps where there's no substitute for speed.
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  Peer speed without control and a consistent approach is nothing.
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  We have to promote doing the technique, that approach over
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  and over again, running with intent, making every step count,
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  accelerating properly, pushing properly, going through the
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  transition, going through your frequency phase and attacking
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  the board. It's, it's a violent motion from
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  that last third of your approach.
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  We're talking about violence now.
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  It's not a passive lackadaisical movement.
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  I mean, we're running with purpose.
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  You're trying to run through that board and you're trying to
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  plant, you're trying to give it everything you have and it's
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  very violent. That's what we call it.
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  I'm a young, a young kid. He started long jumping last
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  year. He's a 10th grader.
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  He jumped 24, six. I think it's the top in his
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  class there, the standard day one.
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  We started teaching a long jump. We started teaching the 1 1/2
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  hitch kid. He had never done it a day in
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  his life. I was like, but this is going to
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  be the standard. This is how you're going to do
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  it. You're going to punch, You're
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  going to drive the opposite arm over the top.
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  You're going to bring the opposite arm around.
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  So if you jump off a right, it's going to be right, left, right.
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  And if you jump off the left, you're going to punch with the
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  left, right in the right over the top.
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  You're going to bring the left around.
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  If you want to be the best, you know, it's statistically shown
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  that the hitch kick is the way to go.
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  So that's why I personally teach that and I want to bring the
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  best out of each athlete that I trained.
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  I'm so that's why it's very paramount that we do that.
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  Also another little side note here that we started really
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  focusing on once you go to the athletes getting into the
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  position, you see we were punching.
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  Let's see if he punch, he punched in the right position,
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  he's going to snap his the take off lead, the lead that you take
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  off that right leg, he's going to snap that heel to the butt.
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  That's going to create a straight line pretty much from
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  the hand to the hip to the foot. He's going to be able to drive
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  that upward knee upwards. He's going to be in the that
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  hurdle position and he's going to be able to hold it and land
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  it. Now this someone who's long
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  jump, you know, probably 15 times in his life, his first day
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  he came out, we taught him this and now this is going to be the
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  standard. So look out for Elijah Hudson.
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  He'll probably jump 26 feet. So and like coach Anderson said,
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  hey, I mean, the guy, he is one of the goats of this coaching.
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  And you know, I do my approaching and we doing
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  acceleration work and we doing some speed endurance on Tuesday.
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  We're going to recover on Wednesday and do some resistant
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  heels and they're going to go back to those six one 50s.
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  And before you run, before you jump, you have to run.
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  So running is a pivotal part of our training regimen and it's
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  something that if you want your jumpers to excel at a high
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  level, they have to run and there is no substitution for it.
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  This is a typical work week that I would use throughout season.
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  Obviously we'll change those different the approaches.
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  I like to do it when they're fresh in the beginning of the
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  week and on the Thursdays I will have them do some sleds and
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  heels. Sometimes.
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  It just depends on where we're at.
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  We'll do short run jumps on those days, definitely during
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  the fall and the offseason, and we're doing short run jumps.
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  We're relaxing on Friday and we're going out there and
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  jumping far on Saturdays. So that pretty much concludes
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  the presentation. So now we can just open the
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  floor for questions. What?
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  Questions do we have? If we get access to this, if we
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  didn't see the little piece of this.
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  Yeah, well, you'll send this to us so we can send it out to
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  everybody. Yes, I will.
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  Yes, I will. Other posters.
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  How long was this approach? Did you hear?
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  That way steps and distance like how how long is their approach
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  for yours. Oh, yours like yours?
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  Mine OK, my long job approach was 172 feet and I took 23
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  strides so it was on the far end.
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  But I was a super duper Carl Lewis fan growing up.
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  So if Carl Lewis took 23, I'm taking 23.
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  I was heavily influenced by trying to but Dwight, yes.
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  I I imagine Brandon is 60 and a. 100 meters to be able to do that
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  though, I ran 10 O six in the 100 and I ran 647 in the 60
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  meters. That's not bad.
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  So all season you generally. Just do approach for.
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  Once a week. Yes, because I've found that the
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  you can probably in the fall side of things, we're working
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  with novice in that space. You can throw in two days a
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  week, but you don't want to overdo it either.
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  At the same time, this is more for the elite side of things.
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  We'll do it once a week for people who are new to it.
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  Maybe you do the, the the approaches once a week and on
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  the second day you're just on the track and you're just going
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  over the rhythm of the run just so that you don't get them
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  thinking too much about the board.
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  I found that, you know, they're so obsessed with reaching for
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  the board and I like them to just run and hit our marks as
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  those marks that I illustrated. I'd like to have the four step
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  check mark out there. I'd love to have the penultimate
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  just to see if we're building consistency.
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  And once they start building consistency, they'll become more
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  competent. And when they become more
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  competent, they'll be able to leave the ground with less
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  effort and with a high level of execution.
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  What other questions? You can have on two of the
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  speeding darns. What would that be?
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  What kind of Well, I'll take them up for my jumpers because
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  like, are we talking about high school kids or are we talking
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  about high school? You talk high school.
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  Yeah. Yeah, for my high schools, I
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  mean, I'm running three hundreds and two 50s and I mean I'm
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  really doing some special endurance stuff because they're
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  most elite high school athletes are called upon to do so many
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  different events. They have to do the 404 by 4 or
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  the 4 by 1. So I like to put them in a
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  position where they can be successful.
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  But I know that if we incorporate one day with special
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  endurance and one day with speed endurance, we can hit, you know,
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  we can get them in relatively good shape.
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  And if they're running these events, as as Coach Eric said
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  earlier, on a weekly basis, they're going to be building
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  competency, competency there. They're going to be building
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  strength and they're going to get that in competition effort
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  that's going to help spill over to the other events as well.
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  Yeah. So as far.
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  As the accelerate approach, would you say so that six,
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  because you know, sometimes high school kids, they're like wanted
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  to get one more, let me get one more whether they're on the
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  board or not. Yeah, yeah, yeah, yeah.
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  That's it. Let me just tell you this right
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  now, it's not only high schoolers.
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  I mean, the pro athletes do it too.
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  I mean, one more. Can I?
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  I just need one more. I was a victim of that.
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  It has to be a point of no return, because you can't let
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  them if they're suffering with. You know, being behind the board
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  or over the board, you can't let them become too obsessed with
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  not hitting the board. So you have to say, OK, these
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  are amount. You have to set the expectation.
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  It's unacceptable to file 2 times in a row.
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  It's unacceptable to file 4 times in a row.
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  You have to put them in positions where they will be too
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  close, but they still have to take off because the one thing
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  that you don't want from your high school student is for them
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  to over and over again run to the board, abort it, and now
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  they don't have a mark. So you have to set the standard
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  early. It's unacceptable for you to
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  file three times in a row. You have to set that standard
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  right away because if you don't set the standard that the
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  athlete is going, they will do it.
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  They will file three times in a row and you have to go sometimes
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  pretty extreme on it. For me, I do.
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  I was like, OK, if you're going to file 4 times in a row, we're
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  not going to do any more approaches for the next few
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  weeks. Not that I'm really going to
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  follow through with that, but I know it's going to make them
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  think and concentrate a little bit more and they usually don't
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  file at all. You have to set the standard
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  right away. Did you ever file three times in
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  a row? No, that was unacceptable.
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  Not if you. Know let's see more questions
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  for Dwight. Yeah, right back here.
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  Is that off the box jumps or anyone?
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  Did you hear that, Dwight? No, I didn't.
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  I didn't. Hear that?
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  Where are you going? Where do you fit in file box
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  type stuff in your training? Where do you fit in like
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  biometric file box jumps with your long helpers?
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  You can do box jump on your like you do your approaches
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  celebrations. You can do it on a Monday or you
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  can do it on Thursday with the box, the box jumpers, the box
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  jumps, the hills, the π metrics. I like to incorporate those on
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  that second day. Their body would be pretty fresh
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  coming off of that Wednesday. So Thursday you'll be able to
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  get a really high level of training on that day where
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  they're not so beat up from sprinting or the the speed
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  endurance workout. Have a hand over here.
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  Yeah, Go ahead. Yeah.
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  How did? You get will, will, will needs.
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  To stop. The boarding disk jumps.
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  Well, you know, you know, that was a work in progress.
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  Now you know that was a work in progress.
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  You know, a lot of this is like, you know, athletes we all have.
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  Sometimes we get in our own way and we have a vision of who we
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  are and who we should be. But the reality stands.
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  The work has to be put in and you have to hold yourself to the
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  standard. And aborting jumps is something
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  that everyday like we don't abort jumps because if you do it
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  enough at practice, I guarantee you, you're going to do it at
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  the meet. And there's nothing that your
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  fans want to see more than you aborting a jump.
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  In particular when you had a championships, AUS
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  championships, you don't want to abort the job.
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  So I try to hold them to that standard every single day.
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  Have another question? All right, guys, give it up with
• 23:48
  Dwight Phillips. Thank you, Thank you, Thank you.
• 23:51
  I appreciate it. Thank you for your time.
• 23:54
  Hey gang, Mike Cunningham here. Hey, I hope you enjoyed this
• 23:57
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