Latest / The Gill Athletics Track and Field Connections Podcast / #109: Gill1918 presents Marissa Chew "Offseason Jumps Training Part 1"

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#109: Gill1918 presents Marissa Chew "Offseason Jumps Training Part 1" · The Gill Athletics Track and Field Connections Podcast

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Welcome to the Gill 1918 Project, a podcast series by
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Think of this as the Ted Talks of track and field coaching.
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Short, insightful, and packed with valuable strategies to help
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Check out the show notes below For more information.
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Now let's get into today's topic.
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When you when you're putting together a clinic schedule, it's
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important to order you go into and the hardest one to do is the
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one right after lunch. You got all that good food.
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We're all excited. We just want some stopwatches
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and whistles and things like that.
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And now you got to buckle back in.
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And if you're a teacher, you know, you do this every day.
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This is what our teachers are doing every day.
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Our next guest, our next speaker here.
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You know, I, I have a big heart for value creators, people that
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are out there creating value for others selflessly.
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And our speaker here saw a need and filled the need during that
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that lovely time called COVID. When we were done, we didn't
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have any coaching, we didn't have any teaching, things like
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that. And so Marissa Chu stepped up.
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This is when she was next door over at IUPUI.
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It's over in Indiana and designed this Facebook group
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called coaches collab that I mean just fill the need.
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Well, I mean some of the was anybody?
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Here, members of coaches. Collab yeah, right over here.
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Yeah. What a what an amazing time of
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fellowship, sharing and and caring for each other and
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really, really proud of her. Marissa has also been on been on
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the podcast as well. In fact, she's she's a rare
1:58
bird. She's heard that her whole life.
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I know, but she's a rare bird. She's a two time that that that
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never happens. I think she might still be the
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only two time. We had her on early to talk
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about coach's collapse. I wanted to help pour into that
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and and make sure we were spreading the word.
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And then we had her on for our had her on for our traditional
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where, you know, we talk about how she got in the track, how
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she got in the coaching stops along the way.
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And you talk about a person who gives to others without
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expectation of return. That's that's Coach Chu here.
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And I'm really proud of her. She's now at TCU Texas Christian
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down there at the Horn Frogs. We're proud of what she she does
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down there and really has just made a career that is envious of
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a lot of people. So she's going to be talking to
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us about all things jumps. Make sure we hold her to that.
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I want to hear all the jumps, all things jumps here.
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I hope you welcome from TCU the wise and wonderful Miss Marissa
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Chu. Thank you.
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So I'm looking at you guys and I'm not exactly sure what you
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all can see at me. Did you hit record on this?
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Did you hit record Google? But again, my name is Marissa
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Chu. I'm a vertical jobs coach at
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TCU. I don't have a card here.
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My cell phone number, please. You know, before I got here, I
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should say that I've coached everything under the 800 and
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everything in the field. So, you know, felt like I just I
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needed to succeed. I didn't want to fail one or two
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because of those who are like yourself sitting in the seat at
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the high school level, like there is a chance, right?
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There's a little amount of a limited amount of jobs and a lot
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of people to fill those jobs. So I want to make sure that if I
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got this opportunity, I want to take advantage of it and keep it
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lucrative for myself and those to come follow me.
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So with that being said, I haven't exactly been in your
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shoes in regards to having to train in hallways and and things
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of that nature, but California blesses us with slightly cold
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weather, not 30 and below. So but what I have done is have
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to train or modify my training because I was like Mike said at
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IU Indy. And so without having a full
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access or a full access to an indoor track, really doing my
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indoor season in modified ways. So keeping it pretty general
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today for y'all, knowing the time limit that I have, I wanted
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to cover just ways to get around fall training to prep for when
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you eventually in April get outside to be full, blasted full
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going if you don't have an actual indoor facility.
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So first and foremost, I want you to remember that, you know,
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everything starts really general, very general.
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So you're going to take this wide scope and just narrow it as
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you get closer and closer and closer to your championship
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season. So that doesn't mean that you
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have to stay in a broad jump for super long, but what that means
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is that you should start closer to the broad jump then a long
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jump or a triple jump or even a high jump, maybe even pole
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vault. So with that being said, I had
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shared a slide with Coach Lowe and y'all are more than able to
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have this. This is something that I'll just
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kind of refresh my memory and remind myself as to where I'm
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going and what I want to achieve.
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So the most recognizable 1 is the frog jump.
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Everyone's universally familiar with that.
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So it's where you're squatted down feet or flat on the ground,
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hands are closed. If not touching the ground,
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we're going to push ourselves up or forward and then land in that
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similar, similar squat position. Depending on what you're doing,
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you're going to land in a different position.
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But generally speaking, you know what I'm referring to.
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So the column on the, I'm going to call it my left, but the
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green column as reference to different factors that need to
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be kept in mind in regards to the frog jump itself.
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So we're going to read vertically.
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So if you're thinking about horizontal speed, it works to
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acceleration. If you're looking at the impact
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factor of the frog jump itself, it's got a high impact factor.
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The orthopedic risk is going to be mild.
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The skill demand is medium. The foot contact is on the
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forefoot. I'm sorry.
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The power transfer is medium. The contact time is medium and
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the testing option is whether you're testing for distance or
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time in the air. So I definitely just read that
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to you. But let's talk about what all
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that means. So a frog jump is something
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pretty remedial. Whether you're five years old or
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18 years old, you're pretty familiar and you're able to do
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so barring any type of limited range of motion.
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But this is something as a jumper you should be able to
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accomplish. If you can't, we've got to
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evaluate why dial it back and get it so that this very basic
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action can be lucrative as you get to your championship
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seasons. So we actually use a variable
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variation, I should say, of the frog jump for acceleration days.
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So let's think about the action of the frog jump and what a frog
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looks like, right? It's going to displace its
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center of mass from .0, push it forward and move it.
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However, feet are meters forward and that's displacement.
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It's going to overcome inertia and put itself further down the
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line. Think about a lane.
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We're going to start at the starting point and maybe move
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ourselves 4 meters, 3 meters down the lane.
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So it is an acceleration point. So in acceleration days, I have
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the athletes start in a plank position on the ground, so belly
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button is actually touching the ground.
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They're going to push up, gather their feet under themselves, and
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frog jump over a comb. So I usually put the cone about
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two to three meters out. One it's asking, it's asking for
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an explosive. Option 2, they're actually
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simulating a block start. They're overcoming inertia by
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pushing themselves up, taking their feet under themselves, and
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then again hopping over. The distance of the cone is
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relative, but not relative at the same time.
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It can be a shorter distance, so even a meter or three feet, as
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long as they clear it. So I'm just giving them a visual
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obstacle to overcome. I don't want to put it too far
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out because then I'm displacing the need.
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The need is for them to displace themselves, not to accomplish
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the cone. OK, so we're just giving them a
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barrier to overcome. The impact factor can be high
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just because you are landing back onto the track ground
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grass, whatever you're using on with the joints.
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So how do we decrease that? We can go into the sand.
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The land can be in the sand. So it doesn't have to be high
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all the time. Now if you're in the hallway
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thinking about it, you're on linoleum.
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SO1 cautionary act I would put into your brain is being
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conscious of how dusty the ground is.
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So maybe you just run the the long mop on the ground.
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That way they don't lose their feet footing under them.
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In doing so, you'll impact the orthopedic risks.
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There's it's a mild risk. It's a pretty low level impact
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onto the bone itself because if everything is going to be able
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to absorb. So it then becomes impactful if
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you're slipping, falling or falling to the side.
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Again, like I mentioned, the skill demand is very remedial
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and so or should be somewhat remedial because this is an
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action that young aged people do as a developmental skill.
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I'm not going to read through the rest You, you kind of get
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the gist. But this whole entire table
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gives you all of these actions listed at the top reading
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horizontally and their effects or how you can visually,
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visually, I'm sorry, have feel their impacts by their motions.
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OK, so I'll give you a moment to look that over.
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Ask any questions momentarily. I'll give you about a minute or
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two. You're definitely not restricted
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to just these movements, but movements that look similar you
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can assimilate the impact. I have a question.
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Yep. Do you have any like specific
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KPIs that you use? Like if we're for example trying
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to assess if the faculties would be going at long term or high
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term. Explosiveness.
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Honestly, the ability to overcome the inertia displace
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and really project their center of mass at the level that I'm
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assuming you all are high school, middle school age ish.
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So I'm going to refer to that and I apologize if I'm not and
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I'll I'll grow the language if I need to.
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At that point of their development physically as well
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as kinesthetically, obviously things are going to look better
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in certain arenas because of familiarity rather than
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capability. That's what I found for that age
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group. If they're familiar because of
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other sports like basketball, volleyball or even cross
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country, you're going to find a better KPI score.
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Let's be completely honest, they're just they're figuring
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out their limbs and their their spaces.
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So their ability to be coordinated is the biggest KPI
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that I'm looking for. So that goes from when they're
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walking up the steps to our practice area to set down their
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belongings to the warm up. You know, if I'm paying
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attention to the school year and the calendar that we're in, I'm
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looking at their coordination during finals, not as a KPI, but
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maybe as what I can do for the day KPI wise.
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I'm going to say this, right? I'm going to be honest with your
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age group. Don't tell me a lot.
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They're going to tell me how safe they can be, but not a mark
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or a success rate. It's going to tell me how long
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they've been into a sport or an action or how much they've been
12:23
exposed to. So while I hear what you're
12:27
asking me, I don't think I'm going to be able to give you the
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answer that you're actually looking for.
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Maybe I did, I don't know. Give me a.
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So you're, you're essentially saying like assessing the
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coordination at this age level is typically going to be the
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best indicator for success in like those event groups?
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Yes, yes, because I mean, even when you get to the level that
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I'm at, at the collegiate level, you know, I introduce something
12:55
new and they look like they're in fifth grade again.
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So I've got to give, I, I won't switch out of a skill movement
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for at minimum three weeks before I try to give any type of
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big change. I'll give the intensity change.
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So whether I throw a weight vest on them, maybe I go to single
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leg versus double leg or even maybe I change the environment.
13:20
You know, their visual acuity is so different when we're in
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different arenas. If we give them something
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consistent, going to build their confidence and therefore I'm
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going to get a greater result. There are Times Now where we're
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doing as simple as balancing moves and I asked them to close
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one eye versus the other and it changes, you know, and that's
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obviously vision with balance is different.
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But even when I put them on the ground and I change the
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background, so when we long jump into one and One Direction,
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we're looking into the parking lot and there's some St. lights
13:53
and whatnot. But when I long jump in the
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other direction, there's a few trees and then moving cars and
14:02
that'll throw them off if there's like a big rig that goes
14:04
by because of where we focus on on the horizon.
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So those very those variables are greater to be honest, to be
14:16
accumulated. Great question.
14:22
Any questions as to what I may have mentioned or to grow on a
14:25
point? Well, my point is when you're
14:28
saying you turn around and have them look at something else, is
14:30
it something common that you would use that can be used in
14:35
any field, indoor, outdoor? Like.
14:39
Instead of just looking at. The at something so no, but yes.
14:49
Head level 45° that type of thing.
14:52
Or are. You.
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Yeah, No. So what I'll do is I'll put
14:55
myself on the runway and I'll find that location.
14:59
Generally speaking, you can kind of pick up where you need to be.
15:02
So I'll look, you know, more often than not, you'll have a
15:06
wall that there is a shade of paint on the top and a shade of
15:09
paint on the bottom. And I'll say look at that seam,
15:13
you know, in some of the indoor facilities that I know that in
15:15
your all's area, you know, the top of the bleachers that might
15:18
be behind it, something like that.
15:20
So just finding a cue. I have a hard time giving the
15:26
back of the pit as the queue because then the head just
15:29
starts to drop as they start to get closer.
15:31
Exactly, exactly. So looking some at something off
15:34
the ground generally works, whatever that looks like outdoor
15:39
for you, you know, God willing there's a tree or at least
15:43
something a fence line that you can look at.
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So bring it back into pre season.
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We want to make sure that we have made their tendons, their
15:57
bones and their muscles ready for all of this impact.
16:01
Sometimes we get a little anxious and we'll just start
16:05
jumping. So whether that's high jump,
16:06
long jump, I know y'all don't. No, you do you.
16:09
Triple jump hold also a little bit different, but same
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principle in regards to prepping the body.
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So when we look at the slide that we have up for the jumps
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and their measurements, remedial hops are great and remedial hops
16:26
can be done every single day and I would disguise them in my warm
16:29
up. We have a remedial hop in our
16:31
warm up. No matter what day it is though,
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and no matter what warm up we're doing, what it's doing is
16:36
activating 1 the senses, 2 proprioceptors and three of the
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muscles to say hey, let's get ready to go.
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So my first remedial hop is just skipping, you know, it's a
16:50
repetitive movement on single leg support.
16:55
And so we're just low skips, low amplitude, low altitude.
17:00
So I will vary that depending on the need of the athlete.
17:06
So what we have found, and I know you all as educators
17:10
realize this, are the athletes, the students that we have coming
17:14
through our classrooms and tracks this nowadays, it's
17:17
different from who we are. And when we were growing up, we
17:22
played outside a lot more than they did or they do.
17:26
We had to be coordinated because when our friends challenged us
17:30
to ride our bike at the fastest pace that we could go and then
17:33
jump off and ghost ride, it like that was different and we
17:36
survived, right? We're all here to tell the story
17:38
and laugh about it. They didn't do that and so,
17:46
excuse me, skipping isn't a given anymore.
17:50
So sometimes I just have to have them hop on one leg for five
17:54
meters and then do the opposite leg back and then I start to
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grow the movement into a skip. That single leg balance is big
18:02
for them because they don't realize it.
18:04
So how am I going to ask them to run at a rapid pace, coordinate
18:10
A penultimate step into a transfer of horizontal velocity
18:13
into a vertical velocity, hold that position in the air, and
18:17
then land? It's going to be a lucky thing.
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I'm just going to hope, wish and pray that it happens every
18:22
single time. So I'm going to start building
18:24
these confidences and abilities and very remedial movements.
18:29
So single leg hops, side lateral hops going side to side, linear
18:36
hops going forward and back. If I'm going to look at the
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ability to use both feet, so like an block start, I'm going
18:45
to have them double support ankle hop.
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So these are the bottoms of my feet, the soles of my feet.
18:50
I'm just going to be reactive on the ground.
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A Bunny hop is going to have a longer ground contact and shoot
18:57
yourself up a little more vertically.
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I want to make sure I'm doing movements like this so that when
19:05
I apply more force in the ground versus versus that, I am not
19:14
going to shock the body so much in such that it breaks, right.
19:18
And so a break is very dramatic, but I'd be very dramatic.
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I am very dramatic about it because that is how much force
19:24
we create three times the body weight on any given strike.
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And that's at minimum, you know, high jump is, I think it's
19:31
upwards of 10 to 12%, ten to 12 times your body weight at a
19:35
plant. So we've got to prepare the body
19:38
to endure that. So every day, every day, the
19:42
easiest way to bound is to run. Running literally left, right,
19:48
left, right, left, right, left, right strides, jogs, whatever it
19:51
is that's bounding. So when in doubt and when in
19:55
doubt of their ability to bound, have them run.
19:58
Now, I'm not telling you to have them run for miles.
20:01
That is not what I'm saying. We want them to come back 1-2.
20:04
Nobody likes miles unless you're a distance runner.
20:06
And even they don't like miles. Let's be honest, right?
20:11
Like you tell them miles, you're like, Oh my God, dagger to the
20:13
heart. But what we're going to do is
20:16
we're going to attempt to bound and if not jog, if not, run for
20:21
meters. So for the ones who are jogging
20:26
or running, because they're not. Able to recall all of the
20:30
synapses to bound yet We're going to go for about 50 meters.
20:35
So what does that look like? Maybe a hallway, maybe the
20:37
length of a hallway, give or take.
20:41
If we're bounding, we're going to shorten that distance because
20:43
one, the impact's going to be a little bit greater, but the
20:45
coordination's going to be more demanding.
20:47
So we want to shorten that distance so that when we're
20:50
doing these central nervous system requirements, they're
20:54
going to be able to grow that ability as well as stay safe,
20:59
not become clumsy. So at first, if I want to single
21:03
leg bound, so it looks like the first phase of the triple jump,
21:08
this is my autumn leg and I'm just cycling it around.
21:11
That looks like I'm riding a bike.
21:13
I'm maybe only going for 10 meters.
21:16
So that maybe looks, I don't even know the length of a locker
21:21
row of lockers if you all still use them.
21:26
Use your eyeballs. The distance really doesn't
21:28
matter. It only makes a difference of
21:30
how long it is, not how short it is.
21:33
You know, maybe you can only go for contacts.
21:35
Maybe you're talking about 5 right foot contacts as a single
21:38
leg hop. That's OK to start at too, and
21:41
then grow the contacts from there.
21:44
If you're looking at you're growing the abilities and you're
21:49
doing a modified triple drop. So right, right, left, right,
21:53
right, left, right, right, left. You all can feel this in your
21:56
brain right now, even in your seats right now in your on, I'm
21:59
going to challenge you. Put your both feet on your
22:03
English works a lot too. Put both feet on the ground and
22:06
I want you to cycle right, right, left.
22:10
Feel that feel that rhythm, feel that cadence, feel that movement
22:13
in your lower leg right, right, left, right, right, left, right,
22:17
right, right, left. I don't have to displace myself
22:20
very far to accomplish anything. As I grow more able bodied and
22:25
more confident in the movement, I can make that that time in the
22:30
air a little bit greater. If I'm a triple jumper, that is
22:33
the objective, right? So now I'm making everyone and
22:37
not into a triple jumper, but I'm grabbing more coordination,
22:41
more opposition in left and right and know how I can
22:45
coordinate those movements from side to side.
22:47
So if you want to talk about KPIs, there is a KPI for you in
22:52
the bounding. But then you add in a runway and
22:58
that might just throw the whole entire bag out the window.
23:01
Who knows, right? But you have a starting point.
23:03
But while you're doing this, getting the starting point,
23:06
you're also making them strong. So let's talk about age group,
23:11
right? If we're talking about fall age
23:12
group movements and trying to grow strength, you can walk
23:17
that. You can single leg walk bound
23:22
left, right, left, right. What is that called?
23:26
an A March. But you're preparing because if
23:29
they're striking down, you're preparing for impact.
23:32
So that's reactivity. So the tendons are getting used.
23:37
So all the while, and this isn't any dig on any of your thought
23:43
processes, it doesn't have to be difficult.
23:48
You know, as an adage for when I was going through student
23:51
teaching and as a teacher, kiss was a big thing.
23:54
Keep it simple, stupid. I mean, like at the collegiate
24:01
level, they come to me after quote UN quote, having 18 hours,
24:05
18 credits of work, 15, you know, 18's traumatic, but 15 if
24:09
not 12 units of work on any given day, right?
24:12
They, they split it up, but it's there.
24:14
The load is always there because they have to perform at that
24:16
level. That mental wear is big, you
24:22
know, and as high achieving as most of our student athletes are
24:25
nowadays, they come to us at about 6070% capacity.
24:31
So to ask them for a high demand, 90% neuro demand, that's
24:35
a lot. That's a lot, a lot.
24:38
So keeping these things and letting them grow into bigger
24:41
movements is longevity, not only during the season, but in the
24:45
sport. That's right.
24:49
I'm going to go philosophical for a moment.
24:52
The sign of a good coach isn't how many wins is how how many
24:54
people come back. If I can retain most of the
24:58
people that I've trained, that's what's going to get me longevity
25:02
and make me more noticeable, recognizable, quote UN quote
25:07
successful coach. If I have one offs, then I'm
25:10
just lucky. Let's just be completely honest.
25:12
I'm just lucky. I shot high and I landed far.
25:18
So let me tie that back into the fall.
25:21
If I'm prepping my the athletes that I work with for these
25:26
impactful movements, they're going to make it all the way to
25:29
June. You know in your state that that
25:32
state meat is far away. If you think about it, even if
25:36
you're starting in February when y'all are allowed, allowed to
25:39
officially do these things, heading to June, from February
25:44
to June is five months. Three of those months you're
25:47
definitely inside. So you have no absorption
25:52
because you're on linoleum that was packed on top of concrete
25:55
that's packed on God knows what, right?
25:58
If you're lucky enough, you get access to an indoor track.
26:01
So you get sand and indoor track.
26:03
But guess what? Indoor track is made on top of
26:05
concrete once again. So all of these things aren't
26:09
nice to our bones. If we prep our bones, ligaments
26:12
and tendons and muscle, it's nicer.
26:15
Still not nice. OK, So what else can I do in the
26:20
fall to help prevent or ensure longevity, working mobility and
26:31
making sure that I am creating, establishing and enabling
26:36
stability from the lower leg down to the ground?
26:40
Hey gang, Mike Cunningham here. Hey, I hope you enjoyed this
26:44
episode of the Guild 1918 Project series.
26:47
It's really my mission, my passion to bring you massive
26:51
amounts of value and I hope this one hit the mark.
26:54
The Gilt 1918 Project is really dependent on you if for you to
26:59
build your own episode, to hear your voice, to have your voice
27:02
heard you have something to say and teach other coaches out
27:06
there. So please get a hold of me,
27:08
e-mail, text message, Twitter, smoke signals, get a hold of me
27:13
and let's help create your episode of the Guild 1918
27:16
Project. Hope you enjoy today and we'll
27:18
see you tomorrow.