10 Of My Biggest Mistakes Working In Gymnastics

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What if you could revolutionize your coaching techniques and elevate athlete performance by learning from a decade of hard-earned lessons? Join us on this episode of the Shift Show as I share my personal journey through the highs and lows of coaching and medicine, offering a treasure trove of insights and practical advice. From evolving strength conditioning drills to mastering the art of injury management, you'll discover innovative strategies that will transform your approach to coaching and athlete care.

Throughout this episode, I reflect on how insecurities and fears have shaped my coaching style and relationships, and how addressing these challenges has led to a more authentic and effective practice. I emphasize the power of introspection and continuous learning to bridge knowledge gaps, reminding us all of the dangers of letting ego and external validation dictate our actions. By sharing my experiences, I aim to help fellow coaches and medical providers align their actions with their true purpose, ultimately achieving long-term satisfaction and effectiveness.

You'll also gain insights into the importance of mastering basic skills in gymnastics coaching and adopting evidence-based approaches to physical preparation. Learn why it's crucial to set realistic long-term goals and balance personal and professional life for sustained success. Whether you're a seasoned coach or just starting out, this episode offers actionable tools and advice to refine your methodologies and inspire your journey towards a more fulfilling career.

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Episode Transcript

Speaker 1 (00:11):
Hello everyone and welcome back to another episode
of the Shift Show, where mynumber one goal is going to be
tools, ideas and the latestscience to help you change
gymnast lives.
My name is Dave Talley.
Today on the podcast, I'mbringing you a lecture that I
gave for the Hero Lab recently,which is my kind of online
membership group for coaches,medical providers, pts, ats, all
sorts of good stuff, and thisone is really a requested
lecture alongside the other twothat I did.

(00:32):
The other ones were on cardiocircuits for routine endurance
and also prehab and injuryprevention for the season, as
well as some of the drills andflexibility that I use to help
prepare people for meets.
So this was the other lecturethat I put in there, which is
more or less 10 reflections onthings I would go back 10 years
ago and change right.
So I try really hard over thelast 10 years to read a lot,

(00:53):
learn a lot, reflect on mycoaching and my medical practice
and just kind of pick thebrains of people I'm lucky to
interact with and I kind ofthought about okay, if I was
going back 10 years ago andstarting over, what are the
biggest mistakes that I made?
What have I learned?
What would I do differently inthe hopes that I could have
saved people in the hero lab andeverybody else listening a lot
of time and effort and money onthings like that.
So in this one we talk aboutyou know what strength

(01:14):
conditioning drills have Ichanged over the years?
How would I view the culturedevelopment process a bit
differently?
How do I view injuries a bitdifferently?
How do I work on flexibility abit differently?
All of these things are wrappedup into this lecture, but if
you want access to the videoversion of this, along with
three to four other ones we justadded I think there's 50 other
hours worth of lecture from thelast few years on flexibility
drills, technique, prehab,spotting, all that kind of stuff

(01:36):
.
All that is available for 25%off this week.
So season 25 is the coupon youwant to use.
I want to try to help people getprepared for season with cardio
stuff, flexibility stuff,injury prevention drills, all
that jazz.
So that is our online resource.
That's by far and away our mostpopular for coaches and other
people in gymnastics, clubowners and medical people as
well.
So have a loads of informationon there.

(01:56):
All of our PDFs, our websitedownload sheets, stuff like that
also in there to help prepareyou for season.
So if you want to check thatout, there's a link in the show
notes below.
But this lecture is one of thosein the audio form to hopefully
just kind of spread informationand save people a lot of time
and effort, and kind of money aswell, into researching these
things on their own.
So hope you all enjoy thisglimpse into the hero lab and I
would love to see you inside,along with our discussion board,

(02:17):
which has lots of questions andanswers and you can ask me
things like that that you needpersonal help with.
So hope you all enjoy this andhope to see you inside the Hero
Lab, alrighty, so we're going tobe doing one more lecture, kind
of in this clump of pre-seasonpreparation, and I thought this
was a good one to kind ofreflect back on a lot of the
questions I've gotten in thelast, I would say, two to three
years.
In particular was that the HeroLab has gotten more popular and

(02:39):
I'm coaching and consulting alot more, helping people just
deal with different issues.
I thought about, you know, overthe last few weeks you know
what are some of the biggestmistakes that I think I made
earlier in my career and thethings that I'm constantly
giving advice to other people tonot make the same mistakes, and
so this is just a really useful, maybe 30 minute lecture to
hopefully try to help peoplewith.

(02:59):
What mistakes did I make?
And then, either, what am Idoing now that is different, or
if I can go back in time andgive myself some fatherly advice
10 years later, what would I do?
So I know there's a lot ofpeople in the hero lab that are
new coaches, that are youngercoaches or that are coaches who
are trying to learn a bit more,and I would I just want to offer

(03:19):
my best advice to save you lotsof time and lots of headaches
and money on making those, likeI said, mistakes that I did.
So nothing too super technicalin the weeds, just some more
philosophical kind of bigpicture advice here, and um
wanted to also make sure I gavepeople some actionable tools for
things that I literally doevery single day in my own life
to kind of help out with some ofthese things.

(03:40):
So, uh, hopefully this willhelp you not make my mistakes.
It will help you kind of giveyou some different directions to
take in your kind of new end ormid-level coaching lives.
If you're, you know, a 60 yearcoaching veteran, you know who's
looking for new things to learnthen you're a gangster and
congrats.
I hope to be like you as I getolder.
But this is more for like themiddle and younger professionals
who are still kind of gettingon their feet a bit.

(04:01):
And you know, obviously as acoach I think a lot of the
things that I've changed thatwere to make me selfishly a bit
happier.
Coaching or working as amedical provider or kind of as a
consulting thing.
I do a lot more on theconsulting side and the coaching
of other coaches.
Now that's kind of my biggestkind of thing is consulting with
college teams, consulting withelite teams, consulting with
clubs, uh, to help fix issues,deal with issues, take some of

(04:26):
the research and apply it.
And then, obviously, you know Ispend 20 to 40 hours per week
treating a gymnast in the clinicand doing strength programming
for people like in the trenches,in that grunt work level.
So, uh, the hope with all ofthis obviously is to make you
happier, to be happier with yourcoaching or medical or gym
ownership life.
But everything that you do towork on yourself directly
improves the performance of yourathletes.

(04:47):
So I personally found that themore that I worked on myself and
the more I dealt with some ofmy mistakes, I think that it
dramatically helped improve thequality of care that I was
giving on the medical side, orthe amount of effectiveness that
I can give to a consultingsession for a college or a club,
um, and then also obviouslyhopefully help the athletes
themselves just improve.
So this is a nice littlesummary of my uh 10 year

(05:11):
gymnastics career.
If you're seeing the uh, justlistening to the audio of this,
it's a picture of SpongeBob withjacked arms in 2014.
That was me, with a massive ego.
2019.
In the middle is a picture ofPatrick Starr building a bench
and he has the board nailed tohis head, very confused on what
to do.
And then today, 2014, I'mfilming this as a bunch of
people cheering in the crowd,kind of working together, and

(05:33):
that's kind of where I feel asthough I've gone.
My loop has gone from a solokind of mindset with a large ego
which I'll talk about to moreof a holy moly.
I don't know what.
I don't know.
I thought I knew it and I'mkind of feeling like a moron now
because I have so much to learnand I'm making so many mistakes
.
Maybe five years ago and Ithink I'm successfully at my
first kind of point in my career, 10 years into it, where

(05:54):
there's a lot of stuff that Ifeel like I have a good handle
on, changed a lot, updated theway that I think on things.
I think I've done a lot ofvaluable things for people, but
there's still much more of acrowd-based mentality now as I'm
just trying to learn from asmany people as I can, help
people, get some informationalong the way and just keep on
driving the ship in the rightdirection.
So nice little summary viaSpongeBob GIFs of how my

(06:15):
coaching and my medical andowning a business research
career has gone.
So here's the first biggestlesson that I learned uh, you
know, learn the hard way.
Okay, was not spending enoughtime on my own personal like
studying right, like I was onlyfocused on studying gymnastics,
studying techniques, studyingstrength programs, and not

(06:36):
thinking about how does myinfluence as a coach and my own
personality influence theculture of the gym?
Okay, so not reallyunderstanding what I was
insecure about and what werekind of my fears in my coaching
role or with my medical role of,you know, just an ego making me
think that I needed to be smart, I needed to sound smart, I
needed to not talk down topeople but over talk and over

(06:59):
explain things to make it.
So other people felt like, oh,I don't know that Right, like
that came from a pace of a placeof fear and insecurity that I
was, you know, not a good enoughcoach.
I didn't know enough.
People were, you know, judgingme or whatever else you want to
say, causes people to do this.
But all of my insecurities andfears and not knowing about that
, um, it caused me to projectyou know onto other people and

(07:20):
kind of make people not want towork with me.
The athletes that I coachedslowly just said that I was low
key and asshole, not to put itbluntly.
But I said I was coarse and Iwas harsh and I was too mean, I
was over disciplining and I waslike my way or the highway, and
it made people not want to workout with me, but also my
coworkers too as well, and thenalso not really understanding
what my biggest weaknesses wereas a coach and as a medical

(07:42):
provider.
So on the coaching side, youknow, I might've known a lot
about spotting, but I didn'treally know a lot about routine
construction and the actual coderight, knew a lot about
strength and conditioning butknew nothing about mental health
and nutrition.
So those were things that I didnot really have a good handle
on and when people would ask mequestions about those, I would
kind of fudge and answer insteadof saying you know, I don't

(08:03):
really know about that and letme find somebody who does, or
find something that I can do tohelp give you information.
You know, I kind of was alittle bit of again, ego bruised
and I would project that I didknow it and I would kind of
fudge it, which is not the rightway to go and then again, not
knowing what I don't know.
On the medical side, I thought Ihad a good handle on a lot of
conditions, injuries,pathologies, but then they

(08:24):
walked in the door and I waslike, okay, how do I treat a
gymnast with stress fracture?
I was like, oh man, I need tospend a lot more time learning
the best ways to do this.
So, first year out of my career, taking a lot of courses,
reading a lot of books, treatinga lot of people and forcing
myself to fill in thoseknowledge gaps instead of just
saying, oh, I got that, like noproblem, I got that.
I think a lot of people do that.
And the coaching side of acertain technique or strength

(08:45):
drills or cardio drills, likethere's a very, there's a full
career for cardio and strengthconditioning and technique and
stuff like that.
So you know, I learned the hardway that maybe I don't know how
to teach a really good, perfectYurchenko layout.
Maybe I thought I did because Iwas spotting some and I was
around people who were doingthem kind of good.
But do I know how to teach aworld-class roundoff back

(09:05):
handspring Gurchenko entry?
I don't know.
And I quickly found out that Ineeded more help, which is when
I met Nick.
So, yeah, what I do now, andthat I think everybody else
should do, is to try to spendmore time dissecting what are
the things that I need to do tobetter understand my coaching
technique, my medical providertechnique, my researcher
technique, my parent technique,whatever role that you play, but

(09:25):
set aside time throughout yourday and throughout your week to
ask yourself some key questions,one of which being you know,
what is the reason why you're ingymnastics?
Why are you a judge?
Why are you a coach?
Why do you work in the medicalside?
Why do you work on the adminside?
Why do you have, you know, yourdaughter or son in gymnastics?
Like, what is the reason foryou being in gymnastics?
Right, I think that that is avery important guiding light

(09:46):
because if the answer is to makemyself look better and make a
lot of money, that is not thegreat long-term solution.
Okay, so most of us, if you areleading through a place of
wanting to post on social mediaand make money and have people
tell you that, oh my God, you'reso great, look at all these
level tens you have and kind ofstroke your ego, that's not a

(10:10):
good long-term strategy forbeing happy in the sport.
So if the why on the other sideis like I want to help kids, I
want to be involved, I love thesport of coaching, I love the
sport of gymnastics and theaspect of teaching technique and
working hard towards commongoals, and it makes me a better
person.
It's the best version of myself.
That's a phenomenal reason fordoing it.
We all have aspects of it.
Of course they're about ourlivelihood, our wellbeing.
I'm not saying you can't makemoney.
It's your career.
I make money off too, but ifthat's the main reason, um, it's

(10:32):
going to be a problematic thing.
So with that first question, youknow what are your biggest
fears in relation to this.
Are you fear Is it fear ofjudgment of people on social
media or at meets seeing yourathletes perform a certain way
and it reflecting on you?
Is it a fear of letting yourathletes down?
Is it a fear of lettingyourself down?
What is the reason that you'reso worried about it?
And dig into that a little bitand ask yourself what are the

(10:53):
biggest things I'm probably notaddressing or I'm sweeping under
the rug that I really do needto spend some more time
grappling with, and then fromthere you can break that down
into what are three areas thatyou need help with in this and
make some actionable items.
And right, so for me again, thewhy I liked working with kids.
I liked helping kids achievegoals.
I had a great coach myself whotaught me a lot of valuable

(11:14):
lessons and helped me get over afear and helped me deal with a
lot of, like you know,insecurities, as I was a kid, so
his kind of moral scaffoldinghelped me a lot.
And obviously, gymnastics Ilove doing it, so that was good,
right.
My biggest fear, though, whenrelation to coaching, when I
started leading that way, wasthat I was scared of what other
people thought of me as a coachand I and my intelligence level,
of how much I knew, and so,with that, the areas that I

(11:35):
struggled the most with was youknow technique, like I said,
knowing about mental health andknowing about nutrition.
You know no-transcript copingmechanisms to overdeal with that

(12:15):
fear.
And then how can you deal withthat?
Okay?
Number two uh, back on thetechnical side, now that we've
talked a little bit about thesolo stuff is I would have gone
back and spent way more time onbasics in technique.
Okay, so, handstands,cartwheels, roundoffs, tap
swings, straight lines uh, theboring stuff, the really, really
boring stuff.

(12:35):
And then, with that, whatallows those to be possible?
Okay, do I know how to improvebasic shoulder flexibility from
science-based methods?
Okay, in a proper way that isbased on good evidence.
Right, do I know how to teachsomebody proper core control?
Can they lay on their back,brace their core and then do a
nice perfect hollow hold?
Right, do I know how to buildglute strength based on the

(12:57):
science of strength conditioning, hypertrophy, set and rep
ranges?
What exercises are the bestEMG-supported research to make
the glute work harder, right?
I didn't have any of that at all.
I did not know how to do thosethings well, and so I would just
keep asking athletes to do morecorrections or take more skills
, or I would give these randomcorrections like just set higher
right or just run faster orjust tap harder right, when in

(13:19):
reality they did not have goodbasics right.
And I, accountability wise, wasnot good at teaching basics
because I didn't know how to dothem properly.
So, because I didn't do all ofthose things and maybe I didn't
have the best delivery on whythey were important, I have
spent so much extra time onskills drills, progressions,
dealing with headaches becausethe basics were not really

(13:40):
really high class right.
And of course, you can try toenforce those basics If people
don't always follow them.
That's another set of problems.
You can have these great basics, but they don't want to work
hard and do it.
That's more of the art ofcoaching and the culture of you
know what are your goals andmapping out how these basics
match to their goals, whetherit's scores or injuries or
performance, whatever else it is.
But that's obviously a littlebit more culture related, but

(14:01):
for most athletes, because Ilacked the information
technically on perfect handstand, perfect cartwheel, perfect
round off, you know how to makeshoulder, hip flexibility, all
that kind of stuff Um, I felt asthough I might've really
struggled quite a bit as a coachto deliver effective training
sessions.
So now what I do is I uh, spendtime in all these areas.
Uh, and I also was like themain part of my middle career.

(14:22):
So we're studying world-classathletes.
Okay, how, how do you?
What is a perfect cartwheellook like?
What does a perfect roundofflook like?
What is a phenomenal giantswings, the basic giant swing
and a tap swing look like?
And what makes them soworld-class?
Right, is it the line, is itthe power, is it the body
tension, right?
So I tried to study what thosethings were.

(14:42):
Most of this came from Nick andhis content.
And then, what drills or cues orpositions do they do to teach
those things?
When kids are young, whatdrills do they do for tap swings
?
Right, they stand in a low baror on a block.
On a low bar.
They reach their toes backreally far, really cover the
ears, really reach long, squeezethe hollow body, engage the
glutes and just do a nice singletap swing and then go back to

(15:04):
that block and they do 10 ofthem every single day before
they do bar practice, right?
What about for conditioning?
Right?
How do they get thatconditioning there?
Well, they do these L hold leglifts from zero to L and they
tuck them up and make themperfectly dished and perfectly
rounded and they don't move onuntil that is flawless right.
So you start to pick up on whatthese things are that people
are doing for drills andpositions.
You get a visual representationfor why they look so

(15:26):
aesthetically good and why theytransfer over to skills.
And then you listen to what ourcoach is saying as their cues
cover your ears.
Keep yourself long, right.
Keep yourself really reallytight, right.
Engage your glutes, right, likereally really tight core
control.
Look at the ground right,they're using cues and drills
and corrections to make sure thetechnique changes how they want
.
So you just go to clinics, yougo around people, you watch

(15:49):
videos, you watch lectures andyou just try to inhale all of
these small things and take themback with you and you have to
kind of be disciplined and beconsistent with them in your
practice, right, and it calls usthe same but different.
Right, there's 13 drills youcould do for covering your ears
on a cartwheel, right.
But you're always saying thatthe ears covered is the goal.
The ears covered is the goal.
Stay long, stay long, look down, look down right, keeping those

(16:11):
positions in tech.
You have to kind of dedicateyourself as a coach to being
consistent with those things andmaking sure that that's the
standard that you have, butpresenting that and delivering
that in a not in a mean way, ina kind, compassionate way, which
is totally doable, okay.
And on top of that, you thenhave to think about okay, I want
this athlete to do a perfectlong hang swing and a tap swing

(16:34):
for this, or a kip, right.
But they can't get their earscovered because their
flexibility is bad in theirshoulders.
They can't get their legs tothe bar because their core is
not strong enough to do a fastleg lift.
Okay, what are the basics ofthe basics then?
What are the basics of a hollowtap swing?
It's a nice good shoulderposition.
That is a basic of shoulderflexibility.
What is the basic of a reallyexplosive Kip for a Kip cast

(16:54):
handstand?
It's very good, strong lowercore strength.
Okay.
And now, instead of going tosocial media and finding 49
different drills from 18different coaches, which, sure,
there's probably some stuff inthere that's good, but it
probably won't apply perfectlyto what your situation is.
We need to use the research andthe science as the base.
I need to go on PubMed, I needto order textbooks, I need to
watch lectures from people whohave a career in these things,

(17:17):
right, registered dieticians,mental health providers you know
expert coaches who have had 40people on national team or
something like.
Those drills that have stoodthe test of time and the science
behind them are probably goingto go well.
So I try my best and I'll be aresource for that, obviously.
But you know there are veryspecific, uh, evidence-based
ways to improve someone'sshoulder flexibility, and many

(17:38):
of those things are requiringyou to not do some of the
traditional things we used to doin gymnastics, like passive
only stretching, which stretchesout ligaments.
Right, we need to manage thesoft tissue.
There's great research on thisand we need to follow the
research, not what we're doingjust because we've always done
it that way.
So it might require you to kindof buck the system of what you
thought you knew around thescience of flexibility, but use

(17:59):
eccentrics and you use loadedpositions and different types of
stretches to improve theirshoulder mobility.
That's probably more importantfirst, before that tap swing can
happen.
There's not enough cues in theworld or coaching cues in the
world to fix shoulders that arevery, very stiff.
You have to work on that first.
So that is my approach.
Now is I try to think about whatare the basics of physical
therapy, the basics of strengthconditioning, the basic of

(18:20):
research, the basics of coaching, and then what are the things I
need to do with athletes tohelp them?
And then, beyond that one layerdeep is are there fundamental
basics of said basics?
I need to spend more timeresearching and studying to be
better at, and I think the morethat I've done that, the better.
I've been working in gymnastics, right, and then you would add
some expert coaching techniqueon top of that Once you have

(18:42):
really good basis of science.
Okay, number three another hugemistake, right in line with
that, is lacking physicalpreparation knowledge, not
really knowing how to write agood strength program.
Okay, what I did is I did whatmy coach taught me how to do.
We do dips, we do pushups, wedo leg lifts, we do some
handstand holds.
Uh, we do some sprints whenwe're trying to get ready for
routines, then we do some sprintthroughs on cardio for floor.

(19:05):
Um, I just did what my coachwas doing, which means that he
was doing what he was taught orwhat his coach did.
Right, I would go to clinicsand I would learn some exercises
and I would learn lots of goodspotting techniques and I'd have
what I thought like was athousand drills and different
ways to do different things andI would kind of go with the
flavor of the week of like, oh,I saw this, I'll try this.
Or oh, we want to try this,I'll do this.

(19:26):
But what I lacked was a system.
Right, I did not have asystematic approach to getting
someone's legs stronger thehamstrings, the glutes, the
quads, the calves, whatexercises, how many sets, how
many reps, how many days perweek, based off really high
quality science, right On whatthat takes to get really really
strong.
Okay, so, the more exercises Ihad without a system, I just

(19:47):
felt overwhelmed and I wouldjust default back to the things
that I thought I knew, but therewas no scientific rationale.
If somebody asked me, why areyou doing that exercise?
I really didn't have a rhyme ora reason.
I find this now when I consultwith people.
You know I use this example inanother lecture and this wasn't
in a malicious way, it was justlike in a reality of the
conversation.
It was like, what are you doingfor cardio?
Like, what kind of questions doyou want to do?
Like, well, we want to dostadiums, we want to run up and

(20:08):
down the stadiums and do that,cause we like that for team
building.
I was like, okay, why are youdoing that?
Like, well, my coach, fine,that's fine.
But like, what's the scientificrationale for why you're doing,
oh, we want to get more power.
Okay, tell me how power isbuilt.
Like, tell me how speed isbuilt.
Tell me what energy systems arework.

(20:29):
Tell me what exercises increasevelocity and power for
horizontal, for ball.
And that's where theconversation kind of fell to
like, hmm, yeah, I guess I don'treally this person out.
It was wonderful she was asking,but that is the
self-exploration process I hadto do was do I really know the
base level of why split squatsor squats or single leg

(20:50):
deadlifts are important to makesomeone's vault faster, to make
someone's soup higher, right,like that's the level of
granularity that you need, whichis you need to be able to
explain to somebody we weredoing four sets of eight goblet
squats, because eight sets is,or eight repetitions is, the
lower bound of hypertrophy andstrength.
I'm trying to increase strengthin their quads.
If their quads are stronger,they can land uh and stick

(21:10):
better.
With eccentric force overload,that's a great explanation.
Four sets of eight foreccentric force overload with
goblet squats makes total senseto me, right?
So that's that's the thing youhave to learn is you have to dig
into the weeds in that.
But you got to realize that whyyou teach your Chanko a certain
way, why you're recommendingthat athletes get eight hours of
sleep, why you think that doingcertain mental health exercises
or nutrition recommendationsand stuff like that for people,

(21:33):
you have to have some workingknowledge of all those things
based on hardcore science andlong-term expert advice, not
based on social media or randomstuff.
So now I try my best to be aphenomenal strength coach.
I try to really understand.
On the gymnastics specific side,we need to do pushups, pull-ups
, leg lifts, hollow and archholds, handstand holds, shaping,

(21:53):
when that needs to be doneevery single day.
And I know how to coach aperfect pushup coach, a perfect
pull-up coach, a great leg lift.
I have regressions andregressions for those things.
If somebody struggles, I knowhow to modify.
If someone has a shoulderflexibility issue, I know how
many sets, how many reps, justbecause I've studied so many
times, I've written so manyprograms and tried to learn from
people.
But also, on the general side,gymnasts should be lifting

(22:14):
weights.
That is just like a fundamentalthing that is changing in our
culture.
So I need to know how to teacha proper squat, a proper hinge
and and overhead dumbbell press.
I need to know what goodsprinting technique looks like,
because a lot of gymnasts don'trun well and they have crazy
arms and crazy legs and that'sthe reason their vault kind of
stinks.
So do I know how to coach aperfect technical sprint, okay,
and do I have options for peoplewhen they can't quite do it?

(22:34):
It's too much?
Do I have something to workbackwards?
I'm very fluid now in strengthcoaching, right.
I've written so many programsand I've gotten to the weeds of
taking my CSCS and studying alot that I feel very comfortable
there.
There's other areas of thesport I still need to work on
and get better at, but I thinkbeing a phenomenal strength
coach is one of the best thingsI ever did to make me overall
better as a medical provider,coach, researcher, consultant,

(22:55):
all that kind of stuff.
So now it's kind of one of mystrengths, I think.
But for a long time I really,really struggled with that
because I was just doing what mycoach taught me, all right.
Lesson four is that I was waytoo global in terms of
application of programs.
Right, I was wrongly thinkingthat one size fits all.
Okay, of course, we just talkedabout basics.
Everybody should probably do agood hollow hold, but everybody
has a different you knowbackground and goal and stuff

(23:17):
like that.
Some athletes have really stiffshoulders.
Some people have really uh, youknow, mobile hips, but not
really mobile shoulders.
Some people have really stronglegs but not strong arms.
Some people have a reallystrong core but not strong
calves or so many random thingspeople have.
You know, some people's backsdon't bend certain ways.
Some people are really good atflipping skills but not twisting
skills.
So athletes have all sorts ofvariations in how they learn

(23:38):
their flexibility, theirstrength, what injuries they've
had, the skill profiles that areideal for them, like, you know,
your Chankos versus back tucks,or guys with ring strength,
crosses versus Malteses, rightand they also have very
different goals.
Some people want to just have ashort term goal of being
healthy in season and retiringwhen they're in high school and
doing adult gymnastics.
Other people want to make level10 and get a college
scholarship right so thatdirectly reflects the type of

(23:59):
skills they're going to learn.
So all of these things are justtip of the iceberg.
There's so much more variabilityin each individual athlete so I
think in the past I was toorigid in saying, well, this is
the plan, we're doing the planright, instead of being very
flexible with tweaking drills ortweaking different um, you know
flexibility type things.
Or tweaking different strengthprograms or tweaking different
assignments based on what peopleneed from me as a coach and

(24:22):
also, within that, as differentyou know communication styles.
Some people really like therah-rah, excited, go-go,
cheer-cheer.
Other people clam up like thatand they don't do well with that
.
So you have to be calmer andmore collected and kind of like,
approach them in a small wayand talk through them.
Like, some people are moreemotional, some people are more
logical.
That is the art of coaching.
But I didn't do any of thatwhen I was younger.
I just kind of went in andcoached right.
But now I think I have twolayers.

(24:43):
One is which I have generalprinciples that I think
everybody should work around andthen specific principles that
we definitely tweak based on theindividual, whether it's
medical, coaching, whatever else.
It is consulting right.
So here's an example.
On the culture side, I thinkthere's a general principle no
matter what I'm doing or whereI'm working, I want everyone to
be working hard and being nice,right, pretty basic stuff, nice
little preschool golden rule.

(25:04):
But you'd be surprised how muchthat doesn't happen.
But you know that's a generalprinciple that no matter your
learning style or whateverthat's, everyone should have
that.
Everyone should be working hardwhen we're here.
Everyone should be treatingpeople respectfully, nice,
listening, trying to be the bestperson that can be.
Of course that doesn't alwayshappen, but that is the goal,
right.
And then on the technical side,right, like everybody in
gymnastics should aim for aworld-class handstand and shapes

(25:25):
right, hollow arch, transition,handstand, right.
There's really no skill orsituation where I can think of
where a perfect handstandwouldn't benefit somebody right
Now.
On the specific principles,right On the culture side, some
people might just not be able todo an assignment one day
because they have a lot of stuffgoing on, right.
If somebody comes in and theydidn't sleep last night because
they had a massive test the nextday, um, and tomorrow they have

(25:47):
that test and they're verystressed out.
They had, you know, some sortof fight with their family or
their boyfriend.
They're just not feeling it,they're going through, they're
feeling a little under theweather, like you know I think
past me would say the meet.
So we have to do it right.
Versus now I say, okay, soundsgood.
You know, let's, let's delaythis one day and just maybe do
routines tomorrow or not.
Or somebody comes to PT and youknow, has a Tuesday, thursday

(26:09):
appointment, and on Tuesday theycome in and they're absolutely
crushed right, like in theirknees, a little sore.
That is not the time just to belike, okay, well, we got to
work hard, right, you shoulddelay that, tweak things a bit.
So I'm much more fluid now withmy individualization of the
events, as long as the work getsdone at some point.
And then, on the technical side, yes, everyone needs a
handstand, right, but noteveryone needs a Yurchenko,

(26:29):
right?
Everyone doesn't need a layoutstep out on beam.
Everyone doesn't need to do aniron cross on rings.
They can do other stuff right.
So of course, there are timesin compulsory when that happens
a bit less stringently.
So everyone probably shouldlearn a back handspring, but it
doesn't mean you have to boxthem into only doing those
skills right.
So some can do a souk, some cando your Chanko, some can do a
cause, some can do a back tuckversus a back handspring on beam

(26:50):
, some can do an iron crossversus a Maltese.
There are so many differentthings that somebody can apply
to and even within one skill,people learn differently.
Right, if everyone is learningyour chain code drills, some
people need a visual learner andthey need to watch video or
watch other people do it, otherpeople need to do it themselves
and some need an auditoryexplanation.
So I've become much more agilein my ability to deliver.

(27:12):
You know the same kind of goal,based on different preferences
from kind of their learningstyle, and I just asked them.
It's like how do you learn best?
Like, what do you need from me?
Do you need me to teach you?
Do you need me to show you?
Do you need me to write it out,draw a picture, show you videos
and screenshot, like what helpsyou the best?
And I think that's really,really important for coaches to
know is if I wish I had donethat a lot earlier.
I think I would have helped alot more athletes get skills

(27:33):
faster and kind of get over somenew training programs a little
quicker.
Okay, and this is another onethat kind of goes with number
one is that lesson five is thatman, was I a solo mission?
When I was younger, the firsttwo years, via ego, I pretty
much did everything on my own.
I studied on my own, I learnedon my own, I made circuits on my
own.
You know, I coached on my own.

(27:54):
Everything I did was more orless a solo ride, because I had
this weird false pretense thatfor some reason, because I had a
doctorate, I was better thaneverybody, which was just
horrifically wrong.
And that was really just my egoand insecurity.
But I quickly realized thatnobody wants to be with me
because I'm all by myself andmiserable.
But also I depended on otherpeople for things all the time,

(28:17):
right.
So it was very hypocritical forme to say like well, I'm on my
own, I can do it, but then meask other people for help, like
that was crazy.
So I realized that there is aridiculous amount, that one I
don't know, or that I'm not asgood at as my coworkers, um,
beam choreography, for example,or the code, or, uh, nutrition
and mental health, which wereall from friends that I learned,
um, or that the bigger thingsthat we had in our agenda right,

(28:37):
a team goal, a big picture, gymgoal, um, was never going to be
done by myself or any oneperson individually, and that
the the we is bigger than theeye.
So, yeah, very humbling fewyears in there to realize that,
uh, I am not the most importantperson, it's a collective effort
, and that this is really notthe place for me to kind of flex
my ego.
So now I try my best to do alittle bit of both.
Right, I try to definitelystill have my solo time.

(29:01):
I think that's just how mybrain operates, is like studying
things on my own, and learningon my own is really important
sometimes.
So I try to spend more time onwhat I'm doing and realize that
a lot of my insecurity was thereason I wouldn't ask people for
help or that kind of stuff, andthen trying to openly discuss
the things that are going on.
Right, so I spend time learningon my own, but then I have a

(29:23):
network of people that I dependon for different expertises or
ideas.
I'm trying to always discusswith my coworkers, with my
fellow medical people orresearch people like, what do
you think on this?
Am I not seeing this wrong?
This is how I think on it.
What kind of things do youthink that I could be better at?
Like, I'm constantly trying mybest to divide and conquer

(29:43):
amongst all the things that areimportant for me to be a good
practitioner, whether that'sconsulting, coaching,
researching, whatever.
So trying my best to be a lotmore divide and conquer and
constantly a sponge.
All right.
Lesson six I did not want to beanywhere near a parent when I
was younger, right, I wasterrified of them, um, and I had
this weird complex of viewingparents as annoying.

(30:03):
Like, oh, like, I can't believeyou're asking me gymnastics
questions.
Like I'm the expert here.
Like, what do you know aboutgymnastics?
Like they may not be an expertin gymnastics, but they're
definitely an expert in theirdaughter.
So like that was a mistake thatI made, right, so it came down
to me realizing that it wasn'tso much about like them.
Obviously, some parentssometimes come in hot and
they're a little bitoverwhelming, but most people
are just kind of wonderfulpeople who want to do the best

(30:25):
for their kid and, you know, tryto help the best they can as
well.
They don't really understandthe sport sometimes and they're
stressed out.
Um, but it was me lackingcommunication skills and not so
much me lacking, you know, anawareness of them, what they
needed.
So the more that I started toactually be proactive with
parents and lean in a bit right,biggest thing being is not only
when problems come up, right,there were times when I wouldn't

(30:48):
really talk to a parent for,you know, multiple months in a
row, and then somebody would gethurt or had to have a mental
block or be worried about a meet, and then we'd have this big
long parent meeting, right.
So, but because I hadn't talkedto them before, they didn't
really know me, understand me,they didn't ask questions.
And so now, on the medical side, coaching side, research side,
whatever, um, I'm always tryingmy best to just make small

(31:10):
little interactions with parents.
Hey, how are you Anything onyour mind?
Do you have any questions?
Um, things you're worried about, is there things I can, you
know, try to help you with?
Um, and a lot of those thingsare called micro interactions,
which, uh, the culture code is agreat book that talks about how
that builds culture and teamcamaraderie is just small
passing moments of hey, how areyou, how are things going, do
you have any questions?
Things I can help you with umthings on your mind.
You know personality styles orwhat their son or daughter likes

(31:35):
, right, and so I think that wasreally helpful for us to start
doing more things outside of thegym.
So we would have a team dinners, we would have movie nights, we
would have, you know um,holiday charity events, we would
do barbecues, we would do gamenights, um, but it's good just
to get people out of thegymnastics setting and get to
know parents and get to know,you know kids outside of the
gymnastics world only and kindof build that human first and

(31:56):
second mentality.
And when we did that moreproactively, like at the start,
at the end of summer, start ofseason, of doing like a barbecue
or some sort of movie night oryeah, and just like kind of
kicking it with the parents andtalking or grabbing dinner after
a meet and just chatting aboutnon-gymnastics stuff, you know
it really helped our, our parentgroup, quite a bit help each
other and also help the coachesnot feel so intimidated by them.

(32:18):
So I would highly recommendusing them as an ally and a
resource and over-communicatingand then keeping a standard of,
like you know, a culture codeyou follow, of operations and
meets and channels and stuff, tomake sure it doesn't get too
crazy.
But, yeah, All right.
Next thing, a little bit goinginto number seven here is a
little bit of a roller coasterwhen it came to turn to my

(32:38):
learning.
So I would assume that I kneweverything and then I would
figure out quickly I don't knowsomething and then I would panic
and try to learn as much as Ipossibly could about certain
things.
So, um, perfect example, Ithink, was being, uh, I can
think back to when I did notknow enough about cardio.
Um, and I did a lot of EOchecking first to make sure, but

(32:59):
I did not do great with thecardio.
One season Kids were fallingall over the place and falling
on floor routines and sayingthey were exhausted, their legs
hurt.
So I quickly realized that, uh,I did not know enough about
cardio.
And then I tried to read as manybooks as I possibly could, got
really overwhelmed and, uh, Ifelt like I was getting crushed,
and so I would have thisproblem where I just two to
three times per year, I wouldjust try to inhale as much as I

(33:21):
possibly could by going toCongress or reading a giant
textbook, um, and I would justkind of get overwhelmed and I
would just tend to defaultslowly back into what I was
doing before, um, maybe change afew things, but not really
change overall, and I thinkthat's not a great way to learn,
whereas now I try to makelearning a daily thing.
I do, right, I'm trying toalways listen to a podcast or

(33:41):
read an article or read a bit ofa book or talk to somebody and
pick their brain, ask a questionin the clinic or talk to one of
my research partners aboutsomething they're studying.
Right, just very small chunksof 30 to 60 minutes blocked in
my day to learn something allowsme to constantly drip, feed and
digest things and be able toprocess things.
I personally think in like lotsof dots connecting over

(34:02):
multiple sessions.
So I'll read something and I'llgo do something else, and two
days later I'll read it again orsomething related to it and an
aha moment will come off to me.
So that's just how my brainworks, but I think it's because
I have a more of a rhythm and asystem for learning now and not
just like 15 hours at once,right?
So when I have a lot ofdoctoral students that I mentor
for physical therapy or forgymnastics, um, related, uh,

(34:23):
sports medicine.
We have an online mentorshipgroup as well for physical
therapists, and therecommendation that I do now is
spend 30 to 60 minutes per dayand split it up into three
different categories.
Maybe you rotate through them,right?
So what is the one thing youwant to learn about Something
that really interests you?
Maybe it's, uh, it's pommels,right?
It's learning Magyar Savato'son pommels, right?
The second thing should be whatyou need to learn about

(34:44):
something you know is a problem.
You don't necessarily love thetopic, but you know it's really
important.
So say, for example,flexibility.
You don't love the thought ofreading science, of flexibility
and research, or listen to apodcast, but, um, you know it's
important because as a coach, asa medical provider, as a parent
, you want to know that, right.
Number three what scares theshit out of you, right?
So what thing is very, veryintimidating to you that you

(35:05):
don't really like, right?
So spotting, for example, likeyou do not want to spot, right,
like that's terrifying to you.
You don't want to drop somebody.
So, yeah, you would pick thosethree things and then you would
schedule small ways that youcould study every day or do a
work.
Maybe it's you.
You know, you spend 30 minutesone day on a walk listening to a
podcast about pommels orwatching some sort of a routine

(35:26):
uh review and watching theOlympics from last year and
watching pommel horse finalistswhat makes them great, right.
And then you next day youlisten to a 30 minute lecture on
podcasts or for flexibility,right.
Um, and then, third, you go toyour uh head coach or you go to
someone and say, listen, I Idon't know how to spot, you know
, shoot overs and it scares theshit out of me, but I really
want to learn.
I know it's important so I canbe a better bar coach.
Would you mind pointing me inthe direction of some drills?

(35:48):
Or spending 10 minutes with mebefore practice and just give me
some very, very basic things tostart with, just to kind of get
the cobwebs out here and slowlystart the process, right?
That is a much more productiveway to go about things than
waiting for Congress every yearor waiting to take one of
Schiff's courses and just like,inhaling 10 hours and never
thinking about it again.
Okay, lesson eight do more,talk less, okay.

(36:09):
And there are two quotes herethat have always stuck for me.
One is from my father that hehad on his workbench and one is
from a book I read.
So the first quote is peoplemay not believe what you say,
but they will always believewhat you do.
Right the definition of don'ttalk about it be about it, right
.
So if you say that beinghealthy is important, sleeping
well is important the kids needto eat well, feel themselves

(36:29):
well, sleep enough, take care oftheir stress and manage their
schoolwork but then you weredoing none of that.
That is the fastest way toundermine the culture.
If you walk in with unhealthyfood and are drinking soda while
sitting on a block, you don'twork out yourself, you stay up
late, you don't take care ofyour own whatever, but then tell
them they have to do all that.
That's a bit hypocritical.

(36:49):
Even if you're not doinggymnastics, it still leads a bad
example.
So people will always believewhat you do, though I don't want
to tell everyone like oh, Iworked out today, I ran today, I
ate well, today I meal preptoday.
I slept eight hours last night.
I just want to do it.
I just want to do it and beabout it.
You know what I mean.
So that's really important, Ithink, to a healthy culture and
a mistake I made when I wasyounger is lots of talking but

(37:10):
not lots of doing right.
And lots of talking to show offto other people, like saying
how hard I worked or whateverright Insecurity again, um, and
then again people won't rememberwhat you say or what you did,
but they will always rememberhow you feel, made them feel.
So I think that's reallyimportant too is genuinely
trying to be present withsomebody and talk to them and
understand empathetically whatthey're going through.
Um, when the you know distancecomes and they remove from that,

(37:32):
it may not remember exactlywhat you said or the things you
did at the clinic or the thingsyou did coaching, but they will
definitely remember like no, youknow that's Sarah, she was
really nice, you know she, shewas nice, she worked hard, she
cared about me.
I do remember her being toughon me but you know having high
expectations because I wantedthat, but she was always very
kind to me and very genuine.
That's what we want to do.
We want to make sure thatpeople feel good about their

(37:54):
experience in gymnastics andthat they see a positive example
.
I always say that the bestthing a coach can give an
athlete is a positive example tofollow.
So, whether it's planningpractices or doing strength, or
trying to take care of your ownhealth or having hard
conversations those things thatshow in spades what you're about
Okay, so commit yourself toactions.
I would say try your best topick a few things that you're

(38:14):
going to do and be about itright.
Actually show up and actuallydo it.
Don't do it for other people,do it for yourself, because you
want to be someone whoconstantly is doing things and
you're in motion, right.
So the things I recommend aresome of the best are doing
strength with your athletes oneday per week to show them that
you are willing to struggle abit and you know what they're
going through.
You're empathetic.
Like I said, minutes of con edfirst thing in the morning.
Try to go to therapy.

(38:35):
Do some self-improvement books.
If you have some stuff you'reworking through, write down your
goals alongside the athleteswhen you guys do your season
goals.
What do you want as a coach?
Do you want to be better atspotting?
Do you want to have a?
You know, a certain amount ofcon ed courses under your belt?
You want to read five books,whatever?
Uh, and then, simpler butharder is just do something
really uncomfortable one day perweek a long run, a sauna
session, a really challengingconversation with someone you

(38:57):
care about, read a reallydifficult book, something that's
really sciencey and dorky andoutside your comfort zone, right
, like, do something that ishard and uncomfortable one time
per week at least, I think everyday, sometimes even cooler but
just find little things likethat and force yourself to be
someone who is constantly doing.
Okay, this one links to what Isaid earlier, but I think it's
important to remind everybodyagain.

(39:18):
I spent a lot of time on a solo, isolated mission, right?
So I spent all of my timegrinding, quote, unquote,
thinking that the only way toprogress was to lock my office
door and blackout for 10 hoursand study as much as I can, and
then go prove to everybody howsmart I was and that I have all
the answers, and that was a veryfast way to be burnt out.
So I think a lot of peopleunfortunately have great

(39:39):
intentions with this kind ofpractice, being so type A and
dedicated in gymnastics, buttheir application is pretty bad.
So, yes, I personally need solotime, I need time to read, I
need time to be by myself.
That's how I think, that's howI study.
I listen to music, I get in thezone.
I drink coffee.
That works for me, coffee thatworks for me.

(40:01):
But a group of people on top ofthat needs to happen.
So now I'm way more networkbased and kind of like group
think based than ever before.
So I try to recommend thatpeople find people who have your
aligned morals and values andethics.
First, you all have to careabout the proper same things of
treating kids well and takingcare of them and not yelling,
and you know, helping kidsdevelop in the sport and
reaching a certain goal.
That has to be framework first.

(40:22):
Then you align what your commongoals are and your missions are
.
So we all want this thing.
We all want to make a level 10team.
We all want to have a great endof the year show.
We want to win a collegescholarship for this athlete.
We want to win a nationalchampionship.
Who in the world knows whatyour goal are?
But start with the morals andthe values and the ethics,
because being nice and workinghard as a foundation is first,
then the goal is on top of that.

(40:42):
You can't fix the foundationallayer if you just keep building
on top of that wrongly.
So start with morals and valuesand ethics.
Find PTs or ATs or coaches ormedical providers, researchers,
parents that share common ethicsand values, and then talk about
your goals and then, on top ofthat, figure out your learning
styles and kind of divide andconquer around, like we we all
love visual in person kind ofstuff.

(41:02):
So let's do a clinic once perweek where someone teaches a
spotting technique, right?
Or we actually all prefer booksand research and that kind of
stuff.
So we're going to pass anarticle around and we're going
to review it in the next month'sstaff meeting.
Or we actually love audio andpodcasts.
We're all so busy but we can'treally get together and do a
lecture.
So everyone listened to thispodcast that Nick has 30, 45
minutes.

(41:22):
Then we'll talk about it in thenext week or something like
that.
So yeah, trying to divide andconquer with that kind of stuff,
all right.
Last one, which I have to end on.
It's very, very important isthat earlier in my career, I
thought that everything had tobe done right now and I burnt
myself out really hard.
I went you know, I was working90 to 100 hours a week sometimes
when I was running shifts andcoaching and doing physical

(41:44):
therapy thinking that I have todo it now, now, now, go, go, go.
Got to learn it all, got tobuild it all, got to build the
company, got to get the researchgoing, got to coach, got to
this and, yeah, I just burntmyself out really hard.
And there's a great quote herewhich is people overestimate
what they can do in a day andthey underestimate what they can
do in a year.
Right, expectations of myselfor the company and for coaching

(42:07):
and for learning and my physicaltherapy career were just way
too harsh.
I was way too hard on myselfand way too mean to myself.
To be fair, it's very cruel, um, and also my expectations of
the athletes just completelyunrealistic.
How fast they should be gettingskills competing levels.
Everyone should do this.
I should teach you three drillsand you should do it four times
.
You should be able to competeit tomorrow, like just.
I think sometimes we have insaneexpectations for athletes that
they should never get hurt, theyshould never be tired or sore,

(42:27):
you know, they should always beready to go.
They should never complain LikeI.
Just, it's just not how humanswork.
We're all humans, we're allpeople.
So now I think much more.
I don't want to say I don'tthink short-term, but I
definitely have more of along-term bucket I place it in.
So I love the framework of macro, micro and daily actions and I
use this with a lot ofconsulting people as well which

(42:47):
is, have a macro goal and thenyou have to then map a micro
goal which may be done in amonth or a week, and then you
have to have daily actions youchoose to get to that micro goal
.
So, for example, here we'll doone non gymnastics, one
gymnastics, but in the macro,you know, this college team said
we want to help these athletesto the nationals.
We want to help these athletesget to the national level

(43:09):
competition and say, okay, well,the micro goal is that we
should probably have at least a37 all around right at three
meets before regionals to try toget a just crazy good score and
qualify for nationals.
That has to be the micro goal.
So if that is the goal, what dowe need for a 37, 38, 38.5,
right, uh, we have to be able toflip 15 vaults, right, we have
to be able to flip 15 vaults perweek on hard, and also catch 15

(43:31):
releases per week, um, to makesure that somebody has the skill
level, difficulty, thecompetition setting, whatever
else it is, um, and so that hasto be the daily goals is that if
you want to get 15 a week, youhave to do probably three to
five per day, right, catch threeto five releases each time you
hit bars and then on the back ofthat, uh, if you want to have
really good vaults, we need todo these whip drills to kind of

(43:52):
work our turnover.
I mean, you do 20 whip drillsevery time we get the vault and
then for our release, to get areally good throw, we need 20
tramp throw drills per practiceas a warmup to make sure that
we're really pushing theenvelope and working that one
technical piece.
So that's just one example, butthere's other examples too,
which is for the macro.
You might want to, um, youmight want to work out five days
a week.
You might want to get stronger,right.
You want to bench press more,right, you want to get your legs

(44:14):
stronger because that helps youspot right.
So if I get stronger legs, themacro goal is I want to be able
to, um, you know, squat one 35,.
Let's say micro goal is that Ineed to be able to do some sort
of workout twice per week and Ineed to do five sets of eight
repetitions twice a week.
So it starts with eight sets oreight repetitions at 80 pounds,
then 90 pounds and 95 pounds orwhatever, and eventually,

(44:35):
eventually you get to the pointwhere you can squat 135 for one
or three right and then daily.
Well, that requires anklemobility, warmups and, uh, leg
stretching and quad stretchingand a program, and that requires
a lot of nitty gritty work onthe day to day to make sure that
you're prepared right Toactually squat more, which also
requires meal prepping andsleeping well and taking care of
your water intake.
All that kind of stuff is thedaily choices you have to make

(44:57):
to get to that macro goaleventually.
So a little bit of an obscureone there, but I just think
spotting is something somebodyasked me a lot about.
So, yeah, I now think much morein a marathon level, right, I
don't think the short-termfrenzied burnout.
I think in this long-termmarathon calmer approach to many
of my goals, and how can I chipaway at that?
30 to 60 minutes per day, allright.

(45:22):
So these are just a summaryhere, but these are my goals.
These are things that I workedon, things that were important
to me.
Learn from my mistakes.
It will save you lots of time,lots of money, lots of headache.
I'm sure everyone has their ownset of things that I didn't talk
about that they think are moreimportant to them.
Maybe it's relationship-basedwith your husband or your spouse
.
I'm not married so I don't havethat one right.
Balancing your personal life,managing your kids, all that
kind of stuff that could be foryou.
But whatever else it is, justmap those out and try to think

(45:44):
about it.
And then, yeah, lean on people,man Like.
Lean on your close friends,lean on coworkers, make plans,
ask them for feedback, try toget a nice journal session and
break down what you need to do.
But I think these things areenormously helpful for me now in
my daily life and I can onlyhope that by sharing it, it

(46:04):
helps you guys do as well.
So hope you all enjoyed thislittle lecture on some lessons
that I've learned.
Take care.