Distance Swimming

Introduction

I am writing this blog because I felt a personal need to put my thoughts and ideas down in writing and I figure I may as well do it on my blog. So here we go.......

When you hear the words "distance swimming" what are the first images, or thoughts that pop into your head? Do you think of races that are long, boring and that few like to watch? Perhaps you think of the time prior to finals on the last day of a conference, or other type of championship meet where the only fans in the stands are the parents and relatives of those swimmers who happen to be in the early heats of the 1650, and the only people on the deck are the coaches who coach the distance swimmer(s). and a select few athletes who either were volunteered (or actually volunteered) to time or count, and a select group of officials. Let's face it the events from 400 meters/500 yards up to the 1500 meter/1650 yards are not the most well attended and they are certainly most beloved races in swimming. In fact, if you ask most parents what events they want their swimmer to be good at they are most likely to not want their child to be entered in one of the longer races, because they will have to either sit through these races, time, or count and still sit through these races. 

Have you ever noticed at meets, whether it is a short, or long course meet, when the 400 meter/500 yard freestyle races start, people head for the concession stand and/or bathrooms. Rarely will the seats be full when these races are up to be raced. For the swimmer, and the given parent who loves and is good at the longer events, they must get used to being in a race that no one really wants to sit through and try to appreciate the strategic nature of the race. Rarely will the common swim fan ever want to actually take the time to learn and understand what it takes to be a good distance swimmer.

With the increasing popularity of open water swimming, where swimmers are racing distances far greater then what they race in a pool, anywhere from 5k, to 7.5k, to 10k and even a few races between 20-30k. Those swimmers who are racing these open water distances have to race the 400m/500yard and up races as there is no pool 5k, 10k etc race. Unfortunately in a some club, high school, and even university programs. In high school, the 500 free becomes the "dumping ground" for a lot of coaches. At the university level the longer events frequently become the events that are given up because the relay needs of the given university out weigh the need for a distance group. Some universities will use the distance group as a place for those who are trying out, or just want to make the team and there is no room in another group for them. Some distance coaches even feel like coaching a designated distance group becomes a "death sentence", or has little job security because the format of the college dual meets is such that it favors the sprint oriented team. The same is true of the high school format. To have an effective and balanced team, whether club, high school, or college, distance swimming needs to be understood, trained and respected like all the other events. Here are a few ideas for consideration.

The Distance Swiming Growth Mindset

It is important for both coach and swimmer to have a Distance Swimming Growth Mindset. The coach must have it because he or she has to sell distance swimming to the swimmers in his/her program. The swimmers will not come to love, or believe in distance swimming unless the coach loves and believes in distance swimming. This includes everything from training to competing in the distance events. The coach sets the tone and establishes the culture necessary for the development of a Distance Swimming Growth Mindset. 

To have a true growth mindset for distance swimming both coach, and athlete must believe they can learn from every distance related experience and that they are, or can become good at these events. The coach and athlete each must believe that through working together they can become better by learning how to coach and properly train for and race distance events. The Distance Swiming Growth Mindset is that the coach and athlete believe in one another's ability to get better and improve. As they work together both coach and swimmer will be successful in growing, learning and progressing during both successes and/or set backs in training and races. 

Characteristics of a Distance Coach and Distance Swimmer

The Coach

A few of the characteristics of a "distance swimming coach" are:

1. A student of the game. A true distance swimming coach is always learning and gaining knowledge and information about how to train those who swim distance.

2.  Patient in teaching the process. 

3. An eye for those swimmers who may have the interest, ability and characteristics of someone who might be successful in swimming distance events

4. Intuition. The ability to see, and know the best types of workouts to train swimmers who show a proclivity for distance swimming.

5. A communicator. the coach must be able to instruct and teach the swimmers the reason for the sets and workouts.

6. Creative in planning and organizing a season as well as in carrying out the day to day training and teaching of distance swimmers. 

The Distance Swimmer-for this part it is broken down into two classifications of characteristics: Physiological and Physical, Psychological.

Physiological and Physical Characteristics

1. High aerobic capacity

2. Have the ability to sustain a high swimming economy and the ability to swim without tension and Lactic Acidosis

3. Swim at high speeds for an extended time using less energy and the ability to resist fatigue, and the ability to turn the legs on and off as well as turn the legs up or down depending on the race and situation

4. The ability to use less glycogen stores because of an ability to metabolize fat stores for energy

5. Great sense of tempo and rhythm

6. Great length of stroke and sense of pace and feel for the water

7. Flexible and adaptable to changing environment around them (more of an open water characteristic rather than just a pool characteristic)

8. Ability to recover quickly between events, sets, and training sessions

9. Can train at a higher heart rate and percent of effort than other swimmers

10. Often taller with longer arms, bigger hands and feet

Psychological Characteristics

1. Loves longer races and embraces them as a challenge

2. Positive outlook on the longer races

3. Understands the process and can apply it

4. Understands how stroke count and tempo apply to pace

5. Looks at walls as an opportunity to increase momentum

6. Has strong "will power" and a high resiliency to changes in a race environment. Does not let changes in a race distract from his/her race

7. Determination and confidence in competition and long training situations

8. Does not let set backs bother them but uses them as a chance to learn and get better

9. Disciplined in their application of the process-does not allow little things distract from the application of the process in training and competing.

10. Goal oriented in training sessions, meet performances, learning experiences, and committed to his/her goals.

11. Tactical intelligence

12. Ability to maintain their focus on the process for extended periods of time-both training sessions and in competition

Discussion on Distance Swimmers

The above characteristics are only a partial list generated from having read talks given by distance oriented coaches as well as having spoken with coaches who have coached some of our nation's best distance swimmers. It does not represent an definitive list. You should create your own list and tailor it to what you want from those swimmers who are in your individual programs. How many characteristics can you add?

Distance events need to be given greater respect. I believe that those who put together the meet formats that are typically should put the 1500/1650 on the first day and not the last. I know there are a few meets where this has happened, but then they usually put the 800/1000 on the last day. We need to find a way to place a greater emphasis on the distance events for the sake of those kids who love these longer races. Just like those swimmers who love the 50 free, or the stroke events, the distance swimmers deserve to have their chance to shine. Distance swimmers are pretty resilient and often have a do not care that no one is there to watch other than a few peers and a coach, however this is not how they should be treated. Often the very best distance swimmers are motivated by using the clock and challenging themselves to see if they can hold a given pace for a certain length of time.

Coaches need to be creative when teaching young kids to swim distance. I believe that coaches have to instill in their swimmers a love of swimming, and that includes swimming the longer races. I do not believe that everyone should be required to swim 4X1500, or a timed 5000, or 20X200 etc. There is a time and place for these sets, but there must also be a purpose for their use. However I do believe that a coach can find ways to train kids for the long events by using short sets. We must be careful in how much we have swimmers do because they will grow to hate the longer events and run away from the opportunity to swim them because they were repeatedly "beat up", physically and mentally by the continual use of over distance swimming. Be creative and mix things up while getting longer swims in. (More later on this topic). 

Like all swimmers, those who swim distance events are committed and focused individuals. The distance swimmer who loves the longer races has, or will develop tools to help them compete in the longer events. Some of these are mentioned above. The bottomline is that it is up to the coach to help the swimmers learn these tools, and then apply them by using them in practice sessions and in meets in order to be successful. The coach sets the tone for the development of the distance swimmer's growth mindset, however, the coach and swimmer must work together in order to learn and grow and be successful.

 13 May 2022

Goal Setting-a Foundation for Success and Motivation

"What you get by achieving your goals is not as important as what you become by achieving your goals."

Zig Zigler

For most people there is one time a year when they set goals-December 31. These goals are referred to as "new year's resolutions".  Unfortunately for most people these goals seemingly remain the focus of most people for about three to four weeks. In my coaching and aquatic career year after year I see people come into the pool on January 1 or 2, hop in the pool and start swimming to get in shape, lose weight, lower blood pressure and any other number of health and fitness related reasons. Suddenly by February 1 their daily attendance has dropped to two or three times a week, and when they do come they frequently be seen holding on to the wall talking with a lane mate more than getting in their time and laps to achieve their goal, or goals.

The same is true with competitive swimmers. Too often I have seen a well meaning, and determined student-athlete start a new year off by attending 100% of their practices, completing every set and doing the myriad of other required components to achieve their goals, only to get distracted by other things in life outside of their swimming which slows their progress and diminishes their commitment to their goal attainment. This pattern can lead to frustration, discouragement and a dislike for training and swimming as a sport.

Goals should be set that with the idea that that they will guide you through the daily rigors of life, and help you focus your commitment on their achievement. Goals should give meaning to all you do. When things get challenging, and seemingly impossible to continue on your goals should help you bring your focus back to why you are practicing, getting up in the morning, and going through all of the pain during practice. 

"Our decisions determine our destiny." President Russell M Nelson

Goal Setting-Characteristics of Goals

I like to set my goals using the S.M.A.R.T. approach. When I set my goals, or when I teach goal setting to the student-athletes I am responsible for I use this approach. To my student-athletes, I stress the importance of writing their goals down on paper and placing them in a spot where they can be viewed on a daily basis. then they should set goals that meet the definition of S.M.A.R.T goals. S.M.A.R.T goals are defined as:

    1. Goals should be Specific. Goals must be direct and clearly stated and understood.

    2. Goals should be Measurable, or Meaningful to the given individual or group.

    3. Goals should be Attainable, or in other words realistic, yet set high enough to cause you to grow                  and stretch in the journey toward goal attainment.

    4. Goals should Relevant to you and your desired outcomes.

    5. Goals should be Time-Bound. Your goals should have a start, middle, and end. They may be short              or long term. Short term goals can be those goals that are for a week, month, year etc. Long term                goals can be those goals that might take one to four or more years to achieve. 

By using the S.M.A.R.T. method of goal setting you will be able to set your goals that will help you determine your destiny. Using S.M.A.R.T. goals makes the process of goal setting easier and more exact.

"Where there is a stepping stone, there is a milestone." PS Jagadeesh Kumar

Goal Setting-The process

I like to think of goals as stepping stones to great things yet to come. Here are a few recommendations in the goal setting for goal achievement.

Step 1

1.Begin with the end in mind. Start with an examination of where you are in those times, or areas that you are setting goals for. Ask yourself: What are my current times and where do I want to be at the end of the season? 

2. Ask yourself how much time do I have in which to work to achieve my goals?

3. Decide what you need to do to get where you want to be?

4. Set up bench marks that are time sensitive. For example-by the end of week one I want to be at this time, or performing this technique, or whatever might be a "stepping stone" toward final goal achievement.

5. Write down your goals and post them somewhere that you can see them and review them frequently. Reviewing your goals daily is highly encouraged. This is especially helpful as you go to practice. Your goals should not only be written on paper, but in your heart as well.

Step 2

1. As you write your goals down, be Specific in what you want to do, and decide on a specific time to achieve your goal(s). Specific goals do the following for you:

    a. Specific goals give you direction and a clearer focus of where you are going and what you need to do.

    b. Specific goals give you a clearly defined purpose for paying attention to detail, to why practice and            and train.

    c. Specific goals give you the opportunity to on the exact details of how and when you are going to get

        from point A to point B.

"The journey of a thousand miles begins with one step" Lao Tzu

Step 3

1. When setting your goals you need to keep in mind that you goals need to be Measurable. In swimming knowing how to measure when you have achieved your goal is easy-time standards. When you achieve a time you have set you will see it. If you set goals in things like starts, turns, pacing and so on it becomes a little more difficult. You might have to decide how you will measure your achievement. Two other "M"s that goals should be are that your goals should be Meaningful and Motivating to YOU. They are your goals and YOU decide what they are going to be. 

2. Your goals should also be flexible enough that you can alter them or change, or add to them. For example if you achieve a goal earlier than expected you will to re-examine your growth and then re-set the goal to a higher standard. Injury, illness, pool problems can also be factors that you do not control in your goals setting. Your goals should be flexible enough so that there is wiggle room to alter or change the goal. This is a very important step.

Step 4

1. As you decide what your goals are going to be they should be Attainable. This means that your goals need to be something that is you can do with some work, reaching, effort and growth. For example the beginning competitive swimmer who sets the goals of qualifying for Junior Nationals in their first year is nearly impossible when they have yet to attain a qualifying standard for their state meet. This is probably not achievable in a one year period of time. Setting a standard of achievement too high before one is ready for that step is damaging to the motivation of the individual, and leads to discouragement and possibly even "burn out".

Step 6

1. Your goals are, as has been stated YOURS! Your goals must be Relevant to where you want to go and to what you want to achieve. Setting goals is not a "one size, fits all" situation. YOUR goals must apply to you and your desire destination.

2. Remember too, that your goals should be Time-bound, and you are the one who decides when you will achieve your goal.

Step 7

1. When you have set your goals, established your criteria for achievement, and determined your bench marks, or "stepping stones" to goal achievement. You then need to decide how and when you will evaluate your progress. If you achieve a goal early then examine it to discover why you made such great progress. Maybe your goal was set too low, or not challenging enough? Whatever the reason you should be able to adjust, alter or just re-set your goals.

2. After you have written your goals down and done all that you can do at this point-meet with your coaches to review your goals and get their feedback. This step is so very important because the coach is the greatest resource for you. He os she is there to help you achieve your desired outcomes. How can a coach help you effectively unless he or she knows where you want to go? By meeting with your coach you will form a "team" for goal attainment. 

"Athletes with goals succeed because they know where they are going." Unknown