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

 

Growth Mindset v COVID-19 Pandemic

"Just as we develop our physical muscles through overcoming opposition - such as lifting weights - we develop our character muscles by overcoming challenges and adversity." Stephen Covey

During these trying, and difficult times it is easy for anyone to simply throw in the towel and say to the world call me when 2020 is over, or go to bed and hope that there really is a "Rip Van Winkle" syndrome that will allow you to sleep through the rest of 2020. However these are not the best ways to deal with the challenges presented to us during the current pandemic. Besides, WHAT IF the pandemic goes on through 2021? From history, the Spanish Flu lasted from 1917-1919, with 1918 being the worst year of that pandemic. So it is possible that the COVID-19 Pandemic could last well into, maybe even beyond 2021.  Our objective is to confront the current pandemic with growth mindset, and help those athletes we as coaches might coach, teach, and lead to face the current state of affairs with a growth mindset perspective. 

In 1962 President John F. Kennedy made the announcement that we were going to go to the moon.

In this speech he outlines the reason for our goal to go to the moon. Please read his quote as it follows: 

“We choose to go to the moon. We choose to go to the moon in this decade and do the other things,

not because they are easy, but because they are hard, because that goal will serve to organize and measure the best of our energies and skills, because that challenge is one that we are willing to

accept, one we are unwilling to postpone, and one which we intend to win, and the others, too.”

President John F. Kennedy, “Moon Speech”, September 12, 1962, Rice Stadium, Houston, TX.

I think this quote applies to the times we live in. If you substitute “swim” for “the moon”. If we will

look at these times as an opportunity to test ourselves, to use these opportunities to learn and grow.

When we are presented with challenges that test us, sometimes in very brutal ways we can either go

into hibernation mode or or look at as an opportunity to grow. Furthermore if we can respond in a

growth mindset manner we will become stronger and better. You have little, or no control over what

others do, but you do have control of how you respond and what you do. You can look at this time

as a chance to do what you love to do, like swimming, schooling, and a myriad of other things, or

you can throw your hands in the air and do nothing but sit on a couch and hope that the time passes

you by quickly. No one can tell you how to feel, or act during challenging times but you. You are

the master of your destiny. 

No one denies that these are challenging, and difficult times. However they can be the best of times if

you will look at them as chances to grow, get better, stronger, and improve yourself through doing all

you can. As coaches we have many choices on on to respond to coaching and training during these

times. For me it seems that there are primarily two choices. We can either look at these times as being

fatal to our programs, or we can look at these times as an opportunity for growth and progress. It gets

back to the battle between having and fostering a "Growth Mindset" or wallowing in the mire of

a "Fixed Mindset". I prefer to nourish a Growth Mindset. I believe we can fertilize the seeds of a

Growth Mindset during these times by developing positive, personal affirmations. Here is a good

example of something we can have our swimmers read, repeat and remember by repetition and

memorization. We can write and develop sayings

like:

“We choose to swim and workout at this time so that we will get better and prepare for the future. We do

this, not because it is easy, but because it is hard and because the goal is to use each day as an opportunity

for growth and development. We willingly accept and embrace this challenge to improve ourselves at this

time by doing all we can to practice the safe COVID guidelines, and stay healthy and help others around us

do the same. We are not willing to give up, or quit trying to become the very best of ourselves. We are the

masters of our destiny.”

In 1945 Robert Bush, age 17 left his school in the state of Washington and joined the Marines to do his part

in the war effort. After his basic training as a Marine Medical Corpsman he found himself in a ship headed

for his first combat assignment. He and the unit of men he was duty bound to take care of were headed to

Okinawa. The invasion of Okinawa took place in May of 1945 was a very brutal battle. This battle was so

brutal and horrific that there were more causalities than when the nuclear bombs were dropped over Japan.

At age 18 Private Bush found himself in the middle of this terrible conflict.

As his unit was endeavoring to take a hill the Japanese forces came out of their tunnels to repel the Marines.

Right at the start of the battle the Company's leader was shot and gravely wounded. In an effort to save his

leader, Bush went to his aid in the middle of the battle. After looking the wounded man over Bush told his

leader that he would be okay and that he was going to take care of him. The only way to do this was to

apply a pressure bandage and hook the company leader up to a plasma bottle. Bush recognized that he

had to save the man's life by standing up so that the attached bottle of plasma could supply the leader

with life saving plasma. So Bush stood up to get the life saving plasma to flow into the leaders body. In

the process of doing this Bush exposed himself to enemy fire. Despite being wounded by gun fire in his

arm several times, and having one of his eyes blown out by schrapnel from a grenade, Bush never let the

bottle drop. He later went on to save the lives of several other soldiers in his company before going to

the Aid Station to get help for himself.

It took courage and a growth mindset to do what Private Bush did to save his leader's life and the lives of

several others. As coaches we must teach our swimmers to have courage during this pandemic and to

do all that they can to take care of themselves like social distancing, wearing a mask in public, eating right

and getting the rest they need to sustain growth and insure proper health. We can become better and prepare

for the future without COVID if we work together and look at these times as a period of growth and

opportunity to get better.

"If you have a positive attitude and constantly strive to give your best effort, eventually you will overcome your immediate problems and find you are ready for greater challenges." Pat Riley

  

Part II My Experiences and Thoughts on Motivating Athletes to Be Their Best Everyday-What a good coach should be doing.

Introduction

For this Part II edition of my experiences I will be sharing the things I have learned from implementing the principles of Ryan and Deci's Self Determination Theory (SDT), Dweck's thoughts from her book on Mind Set and Angela Duckworth's writings and lectures on Grit into my coaching philosophy in motivating swimmers to be their very best. Each of these have influenced my approach to coaching. I hope to blend the writings of these three experts in a meaningful way so that it makes sense and helps provide some ideas that may help someone.

In a recent article/YouTube video, Coach Wayne Goldsmith gives a presentation about three things that good coaches do in their coaching (I referenced the link in my last post). Those three things are that good coaches 1. Listen, 2. Learn, 3. Love. 

Listen
He goes on to explain that good coaches listen to their swimmers and not just talk to them. I believe in talking with the swimmers and finding out how things are working for them. As a coach it is very helpful to have your eye on the swimmers and what they are doing in the water. I believe it is helpful to understand if you want a true assessment of the effects of your training it pays to ask questions like: How do you feel you did today?, How did you feel about that set?, What did you learn today?, Tell me three things that you feel you did good on?, Tell me three things you feel you could do better on next time?. These are just sample questions but they will allow you to get a feel for how the swimmers are thinking and how they feel about the practices. I recommend that you vary the questions you ask, and base it on what you are doing on any given day.

Learn
No one on this earth knows everything. It is very important, according to Coach Goldsmith that as a coach you be a "student of the game". Be a continual learner. Read, study, investigate, make phone calls to coaches who you feel can help you learn. Never be stagnate, but always keep growing and expanding. A coach who I highly regard and respect, and view him as my "Mentor", Coach Dick Hannula, once said to me, "Dee, the longer I coach. The more I realize I do not know all there is to know". Keep on learning.

Love
You must love what you do and love the people you coach for. Coach is fun and exciting. I love coaching because it is the same as teaching. There is no difference between coaching and teaching. All a swimming coach is is a teacher of a physical skill, while a classroom teacher is a coach of an academic or mental skill. The swimmers will know whether or not you love your job and them by how prepared you are for them, and by how you treat them in all your interactions. When the swimmers come in everyday they are just given the workout and spend the workout time constantly on your phone looking at FaceBook, or wandering the deck speaking with the other coaches or parents without looking at the swimmers or giving feedback they will learn fast how much you care about them. If you are the last one to get to the pool and you are the first one to leave they will learn how much you love your job. You must speak to everyone of the swimmers on a daily basis and be the first at the pool and the last one to leave. Be enthusiastic with the swimmers when you are explaining what they will be doing for their workout, and what goals you hope to achieve in the workout. 

SDT-Self Determination Theory
The three parts of SDT are Autonomy, Competency and Relatedness. Each of these basic psychological needs must be met in order to have optimal functioning. From the SDT website (https://selfdeterminationtheory.org/theory/) :

"Within SDT, the nutriments for healthy development and functioning are specified using the concept of basic psychological needs for autonomy, competence, and relatedness. To the extent that the needs are ongoingly satisfied, people will develop and function effectively and experience wellness, but to the extent that they are thwarted, people will more likely evidence ill-being and non-optimal functioning." 

The bottom line application is that as coaches we need to see that our coaching helps the swimmers to have a sense of autonomy, they feel competent and they feel related or connected to the team, the coach and the success of the team. Defined the three SDT needs are:

1. Autonomy: To have a sense, feeling, or belief that a person has control of their own behaviors and goals. Furthermore they have a sense of being able to control their own goals and progress towards those goals.
2. Competency: The belief, or feeling that the person can be successful and achieve some desired outcome. The belief that a person has that they can do something and be successful.
3. Relatedness: A feeling, or belief that a person is connect, or related to a coach, the team and its' individual members and the success of the program. A feeling that the person is cared about by the coach and the team.

To apply the principles of SDT the coach must allow the swimmers to have some say in their training and the events they do. The coach needs to give their swimmers a feeling of having a say in their training and progress. The swimmers must be taught and made to feel that they can achieve their goals and be successful in their pursuit of those goals. The swimmer needs to feel that the coach cares about them and their success in and out of the pool. The coach needs to be interested in the whole person not just the swimmer. As the swimmer comes to know that the coach is giving them a say in their training, teaching them the skills needed to be successful and he/she cares for them as a whole person, they will be more committed to their goals, their training and the team.

Mindset and Grit
I have put these these two together because they are connected. To have a growth mindset requires the coach to continually teach the swimmers to look at every opportunity, or experience as a learning opportunity. Daily the coach must use language that reinforces growth and effort, even if that effort is a failing effort. You must find a way to teach and reinforce what you want your swimmers to learn in a positive way. When correcting stroke technique, try communicating your feedback in a positive voice. For example say, "That was a good early catch with your right hand and arm. On this next 25 do the same thing with your left arm-hand entry in front of eye to ear-rotate until arm pit opens up to bottom of pool-catch the water with the finger tips down and elbow higher than hand." What we usually end up saying is "Don't do this...". The swimmers usually remember the negative instruction before the positive. As coaches we build grit in our swimmers by helping them to see that they can be successful by being positive in our instructions and helping see that goal attainment is a process. This process takes time and many trials. They can do the process but it will be one step at a time and one day at a time. Remember, "Nine-tenths of education is encouragement.", Anatole France. 

Part 1 My Experiences and Thoughts on Motivating Athletes to Be Their Best Everyday

Part 1 of this post will introduce this topic. It is long so I wanted to break it up into smaller, digestible pieces. I do not declare, nor do I believe myself to be an expert on this topic. I consider myself as a "learner" and hope that through sharing my experiences and writing about topics like this one, I will learn more and become a better coach myself. Please feel free to leave a comment if you wish to share your thoughts. Thank you.

Introduction

When I was hired for my first full time head club coaching position I was hired by a club of about 100 team members whose abilities ranged anywhere from the little 6 and under swimmers to the Junior National and State qualifying level. I was hired to replace a very strong coach who was hired by a larger club which had Olympic Trial qualifiers, and even one Olympian who was also a World Record holder. My new club was located in a small town where the swimming team, not the football or basketball team won state titles year after year. Seemingly my hiring was of great interest to everyone and not just those in the swimming community.

After my hiring we moved to this town, and suddenly I found out just how important a winning swim team was to the community. Upon our arrival in town the attention began in earnest. I was interviewed on the local radio station, interviewed by sports reporters from three papers. The story of my hiring even made the front page of the sports section of the paper in the capital city of this state. I really did not feel the pressure until I went into the local grocery store with my family to do some shopping. As we were checking out, the clerk at the register stopped checking us out, looked at me and said, "Say aren't you the new head coach of our state championship swimming team?". He was both excited and eager to ask me questions as he finished checking us out. Needless to say the check out process felt a little longer than normal, and like I was getting checked out as well as our groceries. In the process of the "check out interview", it was the first time I felt like I had an entire community looking over my shoulder.

Not long after settling my family into our three bedroom apartment. I arranged to meet the swimmers for the first time prior to school starting and before we began our practices for the short course season. As I met with the team I had some very definite goals which I had written down-increase team membership to 125 members by the end of the short course season through providing a positive experience for team members, start a master's team that would help grow the sport and involve more of the community, set the stage to have swimmers get back to the National level meets-Juniors and Nationals, and finally move the club up to number 2 in the state, and win a state title for the local high school. I shared these goals with the parents and swimmers who were part of the program and then went to work.

In those days I had one assistant coach and we coached everyone on the team. Knowing that the success of the swimming program was very important to the community I felt that I needed to a establish a well organized and strong plan. Starting out with a new group of swimmers, especially the older kids, I believed that they needed a team meeting on a weekly basis to discuss what we were going to be doing each week and how we were going to get things done. At the the very first team meeting, I had each of them write down the answers to the following questions:

1. What do you want from swimming for this team?
2. What do I, as your coach need to do to help you get your number 1?
3. What do you, as the swimmer need to do to get your number 1?
4. What would happen if either you or I failed to do our part (see questions number 2 and 3)?
5. If you are willing to commit to doing your number 3 sign and date this document. After you sign and date it I will read it thoroughly and if I agree to number 2 I will sign and date it, and return it to you. If I do not agree I will speak with you and we will come to an agreement on what you believe I can do to help you.

Everyone on the team completed the assignment, even though this was not junior high or high school it was school-competitive swimming school. After I collected their responses, I took about one week to read through each of the documents. As it turned out, I had no questions. So I signed each one, made a copy and returned the original signed document to the members of the team in our next team meeting. Based on the feedback I learned form reading their documents I put together a plan for the year. I handed this out to the swimmers and we went to work.

It was a great first several months as we started our season together. I learned from them, and hopefully they learned from me. We went to a meet about every three to four weeks. Once the high school season began the meets were a little more frequent. During the meets I kept a very careful record of the progress of each swimmer so that I could review and evaluate the plan. The swimmers were really working hard and turning in some very fine early season times. At about four months into the season one young lady, who really liked the previous coach came to me and said, "Dee you are not not motivating me like the previous coach (no names here). I asked her what do you mean and she responded that she was not motivated by the way I was teaching and coaching her. I asked her what her goals were?

I knew what she had written down and I was wanting her to tell me what she had written down, hoping she remembered her goals. After thinking for a brief moment, she told me what she had written down on her paper and said, something that I will always remember, she said "But Dee, my goals do not motivate me. I want you to swear and cuss at me, throw a chair at me once in awhile. This is what the previous coach did and that is what motivates me." Being surprised I tried to calmly think of how to respond, and make this a teaching moment. After taking a deep breath I calmly asked her what job she wanted to work at once she was done with college. She responded and I then replied, " Tell me what do you think your employer is going to do to you if he/she has to swear, cuss or throw a chair at you to motivate you to do your job for the company?". She looked at me in a puzzled and thoughtful way and then responded with, "Probably fire my butt."

I told her I agreed and that I was trying to teach her and her teammates about how they needed to internalize there goals; and how she needed to keep these in front of her each time she got in the water. I told her that I would not swear, cuss, or throw chairs at her because I did not want her swimming out of fear but out of a desire to be her very best. Furthermore I stated that I would teach, coach, love, encourage and cheer for her to the very best of my ability. She walked away with some food for thought.

What I can tell you is that at the end of the short course season she achieved her goals and had a great year. In fact the entire team had a great year. In club swimming, the team placed second at the state short course championships moving up one place even though we were one of the smaller programs in the state. At the high school state meet we took first place for the men's team, winning another state title for the boys and community. The girl's high school team finished in third moving up two spots from the previous year. Additionally our club membership did grow to 125 and the masters team became active in our USS Club team and they were active supporters at our high school and club meets. The club swimmers in return supported the Masters swimmers in their meets. Overall I felt like we achieved a great deal that year in this small town and with this club.

Conclusion

In my next post I will write about my thoughts on how to build intrinsic motivation and help the swimmers to feel autonomy, competent, and related in an effort to strengthen a stronger growth mindset

Recommended reading and listening

The first two links are to talks that were given by Coach Wayne Goldsmith. The second link is to a TED talk by Coach John Wooden. Coach Wooden's TED talk takes about 18 minutes.

1.  https://www.youtube.com/watch?v=0MM-psvqiG8

2.  https://www.swimmingworldmagazine.com/news/how-to-spot-terrible-coaches-three-signs-that-give-them-away/?fbclid=IwAR0p_po831T6X4GjIytdxJNaa5A-HJ51xGQ1yg

3.  https://www.youtube.com/watch?v=6mTLtaD6ZA8&feature=emb_logo

 

Mindset-Revisited. How having a growth mindset can help in challenging times.

Formula for success

When you want a thing bad enough to go out and fight for it,
To work day and night for it,
To give up your peace and your sleep and your time for it;
If only the desire of it makes your aim strong enough never to tire of it;
If life seems all empty and useless without it,
And all that you dream and you scheme is about it;
If gladly you’ll sweat for it, fret for it, plan for it,
Pray with all your strength for it;
If you’ll simply go after the thing that you want with all your capacity,
Strength and sagacity; faith, hope, and confidence, stern pertinacity;
If neither poverty nor cold nor famish nor gaunt
Nor sickness of pain to body or brain can turn you away from the aim
That you want;
If dogged and grim, you besiege and beset it, you’ll get it!
(Author unknown. Poem taken from talk by Elder Vaughn J. Featherstone, Acres of Diamonds, BYU Speeches of the Year February 3, 1974.)

I love this poem, whose authorship is unknown. There are a few versions of this poem but this particular version is my favorite and there is no author mentioned. I love this poem because I believe it to be the true definition of what it takes to develop a growth mindset and growth mindset practice-"Strength and sagacity; faith, hope, and confidence, stern pertinacity;". I believe that if you want to achieve anything you must get up and go to work. You must work to develop certain characteristics that will help you to achieve the seemingly impossible.There is nothing that is unachievable! Look at the progress in technology over the last 100 years. Man has walked on the moon, people own palm size computers, carry their telephones with them. Man has cured polio, and other childhood diseases. In swimming the Men's American Record 50 yard Free is under 18 seconds and the 100 Free is under 40 seconds. Few people believed that would ever happen. This is going to sound very simplistic, but I believe you can do anything if you will apply that one line from the introductory poem, and develop a "can do" mindset 

Introduction

For this post I wanted to share some thoughts about Mindset and the COVID 19 Pandemic situation. These are highly unusual times we are experiencing. Think about how we are having to live. We have been asked by our federal, state and local governments to practice "social distancing" which was defined as staying 6 feet apart from other people. In stores that we labeled as essential many of them have placed a worker at the front door where they count the number of people in the store and do not let anyone in until another leaves. Most of these stores have also put up plexiglass shields for their checkers to help prevent close contact between the customer and the employee. Other measures have been to require all customers, and employees to wear masks. Some businesses, like gyms that were allowed to re-open have to take patron's temperatures, clean and sanitize their weight machines after each use, limit the length a patron can train as well as requiring everyone to use hand sanitizing lotion after exercising. These are just a few of the "new" normal practices that businesses have resorted to in order to conduct business. Grocery stores and restaurants have mask wearing employees deliver food to your door, ring the doorbell and walk away but look back to make sure you get your food. The COVID 19 Pandemic has put most of us into some type of isolation in our homes, and certainly our personal lives. Due to these changes, and alterations in our lives we have become isolated from others. It could be a period of despair and fear, or it could be a time period of growth and progress. It all depends on how we are able to view the challenges of the times. At this critical time of seemingly isolation we need to have a "can do" attitude of growing and learning.

Application of Mindset

In her book, Mindset-The New Psychology of Success, Dr Carol Dweck makes the following statement, "...people can do a lot more than first meets the eye." (Dweck, 2016, p 72). Applying the principles of a growth mindset to our times mean that we should look at these times as an opportunity to grow and progress. We can foster and grow a character of determination by doing certain things. In her book Dr Dweck gives the following ways to foster, or grow a growth mindset:

1. Have a change of mind(set). Embrace change as an opportunity to grow.
2. Develop skills that will help us grow and foster our change of mind set
3. Focus on the learning process. If you fail to learn from some task then look at the task in another way and implement a "new" way to get it done. Learn from this new way.
4. Put forth an honest effort to embrace learning and growing in all areas of our lives.
5. Work through and show "grit" in all challenges. You must find a way to wear down your challenges and out last them, not the other way around.
6. Learn from your failures or mistakes. Take joy in the effort to do hard things and believe that if you persist long enough you can and will learn how to do hard things as long as your effort and commitment is continuous and never ending. I call this "continual, never ending process", or init's shortened form the "I can" method of learning. If at first you do not succeed, change your strategy and begin anew and keep trying until you find a way to do what  you set out to do. Remember how many times did Edison fail in developing his electric light? Remember the steps that were steps of success and keep them. Discard those steps that were not effective, add new steps and press forward in another attempt to do learn.
7. Treat mistakes, or failures as "temporary non-success". Everyone has heard the saying by the great scientist Albert Einstein that, "You never fail until you stop trying". When you make a mistake, or fail at doing something, re-evaluate and try again with a new tactic.
8. Take joy in the journey and the adventure to achieving your goals, regardless of how many ties you have to change a strategy or adjust an approach to tackle a problem.

Summary

These times can be times of great growth and development. We can find ways to help our swimmers grow, progress and prepare for the days to come when they will be back in the water. Experiment with means of communication and the computer. Look for opportunities to bring your team together via Zoom, Google Hangouts, anything that is "virtual" can be a great help in dryland activities, goal setting, team building. Have your team do a "drive by", or more precisely a "jog by" where members of the team would put a small in their yard where they could list one or two exercises to do. Then members of the team, one, or two at a time can jog by that team members house do the exercise, or exercises and then jog to the next house. You might choose 5 or six homes in close proximity and rotate this activity through the team so everyone gets to visit another team member's house. They could also do this over Zoom, or Google Hangouts with each member of the team assigned to lead an exercise.

You can build your team during this time period by looking at this pandemic as a chance to grow and learn, a chance to improve and get better. You can do great things by evaluating how you view challenges. 

Dryland Training for College Level Swimmers

Introduction

This post is a follow up to the last one on Dryland Training. If you read through the last blog you have probably surmised that I am not a big fan of weight training. I am not convinced that a swimmer should exclusively be in a weight lifting program only. I believe there is a place for weight training in college swimming, just not for distance swimmers. I believe that a hybrid weight lifting and dryland training program will be the most effective method to helping swimmers gain land strength that transfers to the water. However, for this to happen the weight/dryland training program must focus on strengthening functional movements and provide exercises that increase flexibility and land based endurance. I put this dryland training program in place for last season to help those who were not able to lift weights for various reasons. I am interested in hearing the opinions from those who read this post. If you would like to comment please do so at the bottom of the post.

BYU SWIMMING AND DIVING 

Distance Group Dryland Program 2019-2020 

Mission: To develop a better foundation of strength in order to apply more force and power in the distance swimmer’s respective events in order to have improved performance. 

Purposes: Create a dryland routine that does the following: 
1. Builds strength and enhances endurance training by exercises done in gravity 
2. Causes the muscles to work together synergistically 
3. Enhance anaerobic capacity and provides the foundation for speed in the water 
4. Prevent future injuries 
5. Train movements for greater functional strength in the water to compliment what is done in the water 

Methods: 
1. Plyometric exercises 
2. Running 
3. Medicine Balls, Dumbbells and Kettle bells 
4. Jump Ropes 
5. Calisthenics Body weight exercises 
6. Core work 
7. VASA Trainer and Ergometer 
8. TRX and 4 D Pros 
9. Active stretching 

Program Phases: 
1. September 5 to 28 Foundational Strength Phase 
2. September 30 to October 18 Basic Strength Phase 
3. October 21 to November 13 Strength Endurance Phase 
4. November 14 to 20 Recovery Phase 
5. November 25 to December 22 Strength Endurance Phase 
6. December 27 to February 10 Power Endurance Phase 
7. February 12 to February 19 Recovery Phase 

Program Outline 

Foundational Strength Phase September 5 to 28 
1. Focus: Core body work and body weight exercises-done in a circuit 
2. Use this phase to teach correct movements 
3. Specific Exercises (45 to 60 minutes in a circuit type set up) 

Basic Strength Phase September 30 to October 18 
1. Focus: Core body work, body weight exercises and foundational strength-swim specific 
2. Emphasis on correct movements that simulate in water technique 
3. Specific Exercises (45 to 60 minutes in timed sets and 2-3 rounds) 
a. Core work 
b. Running 
c. Calisthenics 
d. Jump Rope 
e. VASA Trainer and Ergometer 
f. Plyometric 
g. Medicine Ball, dumbbell and kettle bell 
h. Body weight exercises 
i. 4 D Pros 

Strength Endurance Phase October 21 to November 13/ November 25 to December 22 
1. Focus: Core body work and body weight exercises performed at the speed of movement needed to simulate swimming speeds-timed reps to train for the desired tempo for in water races 
2. Specific Exercises (45 minutes with more built in recovery between exercises) 
a. Core work 
b. Calisthenics 
c. Jump rope 
d. VASA Trainer and Ergometer 
e. Plyometric-using tubing and TRX bands with an emphasis on tempo of movement 
f. Medicine ball, dumbbell and kettle bell-with an emphasis on tempo of movement 
h. Body weight exercises 
i. 4 D Pros 

Recovery Phase November 14 to November 20/ February 12 to February 19 
1.Focus: Core body work with active stretching and maintenance exercises to protect the gains from previous phases 
2. Specific Exercises (40-45 minutes of exercises, tapering down to allow for more rest to help prepare the body to compete at the highest levels possible) 
a. Core work 
b. Light calisthenics 
c. Light tubing for stretching and muscle warming purposes 
d. Jump Rope for light cardio purposes 
e. TRX bands for technique purposes 
f. 4 D Pros 

Power Endurance Phase December 27 to February 10 
1. Focus: Core body work with body weight exercises performed at the speed of movement needed to simulate swimming speeds-timed reps to train for the desired tempo for in water races. 
2. Specific Exercises (40-60 minutes of exercises, with more rest built in to increase effort and insure proper technique is being used, timed reps for tempo purposes) 
a. Core work 
b. Calisthenics 
c. Medicine Ball, dumbbell and kettle bell 
d. VASA Trainer and Ergometer Plyometric 
e. TRX Bands and 4 D Pros 

Sample Schedule for Foundational Strength Phase September 5 to 28

Monday/Thursday 
1. Run 15 minutes 
2. Exercises done in a circuit (30 reps each exercise for 45 minutes) 
a. VASA Trainer 
b. Jump Rope 
c. Tubing Freestyle pull throughs (tempo focus) 
d. Planks 
e. Push-ups 
f. Jumping Jacks 
g. Crunch-Left/Rights 
h. Tubing-Bent Elbow Backstroke Twisters 
i. Streamlined leapers 
j. Crunch flutter kicks 

Tuesday/Friday 
1. Run 15 minutes 
2. Exercises done in a circuit (30 reps each exercise for 45 minutes) 
a. VASA Ergometer 
b. Jump Rope 
c. Tubing-Breaststroke Arms 
d. Crunch Accordions 
e. Reverse Push ups 
f. Lunge Leapers 
g. Crunch Trikes 
h. Tubing-Backstroke Clappers 
i. Burpees 
j. L/R Accordions 

Wednesday Morning-Off 

Sample Schedule for Basic Strength Phase September 30 to October 18

Monday/Thursday 
1. Run 15 minutes+5 minutes of stair work in Smith Field House 
2. Exercises done in a circuit (30 reps each exercise for 45 minutes) 
a. VASA Trainer/Ergometer 
b. TRX/4 D Pros: Reverse Pull ups 
c. Jump Rope 
d. Medicine Ball Overhead slams 
e. Mountain Climbers 
f. Tubing: Triceps Press 
g. Med Ball Partner Sit up and toss (Plyoball?) 
h. Med Ball “Speed” Triceps Press 
i. Tubing: Fly Recovery 
j. TRX/4 D Pro Accordions 

Tuesday/Friday 
1. Run 15 minutes 
2. Exercises done in a circuit (30 reps each exercise for 45 minutes) 
a. Med Ball Crunch Twisters (Plyoball?) 
b. TRX/4 D Pro Biking 
c. VASA Trainer/Ergometer 
d. Med Ball 1 Legged Chest Pass to partner (or wall) 
e. TRX/4D Pro Reverse V-ups 
f. DB Squat and throw to streamline 
g. Med Ball Partner Press and Pop 
h. Jump Rope 
i. DB Lunge and throw to streamline 
j. Med Ball Standing Left-Center-Right-Center Twisters 

Wednesday Morning-off 

Sample Schedule for Strength Endurance Phase October 21 to November 13/ November 25 to December 22 

Monday/Thursday 
1. Exercises done in a circuit (30 repetitions each exercise with stretching after the exercise, 45 to 50 minutes) 
a.  VASA Trainer/Ergometer 
b. Med Ball Push-ups 
c. Med Ball Pilate Toss w/partner 
d. Jump Rope 
e. Med Ball Traveling Push-ups (left-Center-Right-Center) 
f. Med Ball Pilate Toss w/Partner 1 up and 1 down 
g. TRX/4 D Pro Mountain Climbers 
h. Jump Rope 

Tuesday/Friday 
1. Exercises done in a circuit (30 repetitions each exercise with stretching after the exercise)
a. DB Lunges 
b. DB Breaststroke Squats to streamline 
c. Tubing: Free Pull Throughs 
d. TRX/4 D Pro Push-ups 
e. TRX/4 D Pro Fly Kicking 
f. DB Squats to streamline 
g. DB Shoulder Shrugs 
h. Tubing: Bent Elbow Backstroke Twisters 

Wednesday Morning-off 

Sample Schedule for Recovery Phase November 14 to November 20/ February 12 to February 19 

Monday/Thursday 
1. Exercises done in a circuit with emphasis on speed and exactness 20 reps each exercise 30 to 40 minutes 
a. Jump Rope-two foot or alternating 
b. Tubing with therabands 
c. TRX/4 D Pro Dives to Streamline 
d. Crunch Twisters Tubing: Choice of exercise 
e. Planks 

Tuesday/Friday 
1.  Exercises done in a circuit with emphasis on speed and exactness 20 reps each exercise 30 to 40 minutes 
a. TRX/4 D Pro Dives to streamline 
b. Crunch left/rights 
c. Tubing; Fly Recovery 
d. Push ups 
e. Tubing: Backstroke Clapper 
f. Jumping Jacks 

Wednesday morning-off 

Sample Schedule for Power Endurance Phase December 27 to February 10 Monday/Thursday 

1. Exercises done individually for decreasing reps with increase tempo-Reps 30-20-10 for 45 to 50 minutes 

a.  VASA Trainer/Ergometer (Focus is on goal splits times and tempo) 

b. Med Ball Crunch 1-2-3 

c. Tubing: Back Clappers 

d. DB Lawn Mowers to streamline reach 

e. Jump Rope 

f. DB Squat and Throw to streamline simulating dive off blocks 

g. Med Ball left/right V-Ups

h. Med Ball Crunch flutter kicks

Tuesday/Friday 

1.  Exercises done individually for decreasing reps with increase tempo-Reps 30-20-10 for 45 to 50 minutes 

a. TRX/4 D Pros: Butterfly Kicks 

b. DB Lunge and Shoulder Press 

c. Med Ball Combo Lift: Triceps Press-Shoulder Press 

d. TRX/4 D Pros: Mountain Climbers 

e. Med Ball Press and pop w/partner 

f. DB Shoulder Shrugs 

g. TRX/4 D Pros Push-ups (12-10-8) 

h. Plyoball Ab In and Out V-ups 

Wednesday morning-off 

Summary-the Goal of Distance Group Dryland Training Program

This dryland program is designed to be both flexible and adaptable to the individual needs of the student-athletes. Exercises, repetitions and other elements can be added or deleted depending on a number of factors. Rehab exercises can also be added to the program using tubing, VASAs and light calisthenics. The program can be used to teach important skills that will carry over into the water. Tempo can be trained on the VASA, VASA Ergometer and tubing exercises, streamline position can be taught and used on many of the medicine ball, dumb bell exercises and calisthenics. The program will help to improve, and enhance the aerobic and anaerobic levels in the student-athletes, as well as serve to provide the student-athletes with weight bearing exercises so very important to bone density, as well as using gravity to help with land base endurance that will help in water endurance.