March 10, 2025 • 46 mins
What does it take to develop a champion—not just on the scoreboard, but in life? Coach Tommy Richardson brings 60+ years of wisdom to this question, revealing a framework that transforms athletes from the inside out.
At 88 years young, Richardson shares the journey that led him from high school football fields to corporate leadership positions at State Farm, and finally to his current work as a mental performance coach. His "three-dimensional approach" to coaching addresses not just physical skills (first dimension), but also mental training (second dimension) and heart development (third dimension). This comprehensive methodology turned losing programs into championship contenders and eventually led to a stadium being named in his honor.
Richardson draws a powerful distinction between success and excellence that challenges conventional thinking about winning. "Success is being number one," he explains, "but excellence is going as far as you can using all that you've got." This philosophy creates athletes who measure themselves against their own potential rather than just the scoreboard.
The conversation explores practical frameworks like the SCORE method (Self-discipline, Concentration, Optimistic mindset, Relaxation/Response, Enjoyment) that helps athletes reach peak performance states. Richardson also shares how implementing "After Action Reviews" following competitions transforms even losses into growth opportunities. "You only lose when you stop learning and growing," he emphasizes.
Whether you're a coach seeking to develop more complete athletes, a parent supporting a young competitor, or someone striving for personal excellence, Richardson's wisdom offers a roadmap to achievement that extends far beyond sports. His message reminds us that while athletic careers eventually end, the mental, emotional, and character foundations built through sport can last a lifetime.
Are you an ATHLETE looking to take your training to the next level? Check out our website to learn more about 1-on-1 training opportunities:
mentaltrainingplan.com/athletes
Are you a COACH looking for an affordable year-round mental performance training program? Check out the MTP Academy available through our website:
mentaltrainingplan.com/academy
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Hey, welcome to the Coaching Minds podcast, the
official podcast of MentalTraining Plan, Joined today by
someone who I met at the IndyGlacier Clinic, Tommy Richardson
.
Coach Tom has been in thebusiness for a long time.
Brings a wealth of experience.
Tommy, thank you so much forjoining us today.
Speaker 2 (00:20):
Well, thank you for inviting me.
This looks like it's going tobe a great opportunity for both
of us to learn more about youand what you're doing here with
your work.
And again, I was real pleasedthat the Glazer Clinic had an
opportunity to visit and see youin action.
You did a tremendous job.
Speaker 1 (00:36):
I appreciate it, thank you.
To start off, could you give usjust kind of a quick rundown of
your story, just sort of whereyou started, back in the early
days of your coaching career,and just kind of a quick run
through of what brought you heretoday?
Speaker 2 (00:52):
Well, yes, it's hard to make it quick because next
month I'll be 88 years old, sothere's a lot of time in between
there.
But very quickly.
I'm a Tennessean by birth, grewup in an area between Nashville
and Memphis small town butreally had a great family
(01:14):
background and grew up there,went on to college, played
football there and came out ofthe college ranks and went right
into coaching.
And came out of the collegeranks and went right into
coaching, coached in Tennesseeabout three or four years and
then went to Florida.
Spent four years in Floridacoaching around the Orlando area
, popka Florida, okohe, florida.
(01:37):
From there I came back toCamden, tennessee, which was
where my wife was from, andbecame head football coach there
.
I was head football coach foreight years.
That was in the 70s, late 60sand 70s.
Then I had an opportunity to gointo the business world and I
became a State Farm agent there,built an agency over in eight
(02:01):
years, continued to volunteer,but not full with football.
State Farm asked me to go intoleadership roles, became sales
manager, agency director,director of agency recruiting
and vice president.
And then about 27 years ago, Idid an early retirement for my
(02:21):
own company called RichardsonCommunication, partnered with a
friend of mine to do workshopsand seminars around the country
and the name of that country wasSynergy Training.
Been doing that and sinceretirement, continuing my
business, I still coachone-on-one workshop seminars and
(02:42):
then at this point I'm doing alot of workshop seminars working
with athletes, still coachingfootball uh, zionsville high
school been there a number ofyears, traders point since being
here in indiana, and I I'mprimarily a defensive coach,
like to work with the defensiveline and I do mental training,
(03:04):
sports psychology.
I got into that area back whenI was in Florida and it just led
to more and more study in thatarea, very involved in an
organization called theFellowship of Christian Athletes
and have been for a number ofyears and ranked us kind of up
to date today and just glad tobe able to be here and share
some ideas.
Speaker 1 (03:23):
One of the things that really drew me to you when
we started having conversationswas just the wealth of real
world experience that you've gotfrom the athletic side, from
the business side, the realworld side.
In your mind, what was thebiggest maybe aha moment when
you realized, like hey, trainingthe mental side of of just not
(03:49):
just athletes, of people, isincredibly important.
Where, where did that maybe?
Uh, where did that ignite?
Speaker 2 (03:56):
for you.
Well, I think it really startedearly.
My, my mother, was a basketballcoach and I remember riding on
the bus with her to games and Isaw how she was going beyond
just the physical technicalskills shooting, all the things
involved that you have to have,which I call the first dimension
of coaching, and then how shereally worked with the athlete
(04:19):
and get into the depth of theathlete and actually got into
what I call thethree-dimensional approach to
coaching and following that andworking with coaches early,
which the focus was primarily onwhat I call the first dimension
.
I'll explain that, but that'sprimarily what most of the
coaches spend their time on.
(04:40):
It's the physical, the weightroom, the agility, the speed,
the techniques, the skills whichis so critical and important.
But they never really moved intothe two dimensions.
That really was a turn pointfor me.
The first one I began to noticethe mental change and when I
(05:00):
was in Florida, I was veryblessed to be with a coach that
had picked up this whole conceptof three-dimensional coaching.
What year was this?
Just for clarity, okay, thismust have been about, I would
say, probably 60, about 60, 61,somewhere along in there.
Speaker 1 (05:22):
Would it be safe to say at this point, no one was
really doing this, so you guysreally got an edge.
Speaker 2 (05:27):
That really made a difference.
Because I believe successleaves clues and I was able to
pick up from that experiencelet's get beyond the first
dimension, let's get into themind, and we actually brought
some sports psychologists in toour team back then.
Everybody thought we were crazy, nobody knew anything about
(05:48):
this kind of thing and I beganimmediately to see how the
mindset of the athlete became soimportant.
And then from that that Iunderstood the importance of the
next level is to get to what Icall the heart of the athlete.
So I think a total athlete hasbeen my kind of focus Develop
the total athlete, not just onedimension.
(06:12):
The first dimension is physical, critical, but get to the mind
and get to the heart.
And the heart after it covers anumber of different things, but
it's like the purpose behindwhat the athlete is doing.
It's the spirit, it's thewillpower, it's the concept of
significance of what they'redoing.
(06:34):
And that became the turningpoint for me when I came back
out of that environment as ahead football coach.
I put all these things in.
I started a fellowshipChristian athlete organization
in the high school.
I built a new weight room.
I brought in a lot of themental training I started
getting studying and gettingcertified in the mental
(06:56):
performance end of it and wewent from losing seasons to
number one, undefeated seasonsand now even in I say this not
in bragging, but we were sosuccessful there.
The stadium in Camden,tennessee, is Tommy Richardson
Stadium and the people wereinvolved.
(07:16):
Because I involved the parents,I involved the coaches, we
built on the total person, notjust the physical, which is very
important to me, because I alsostayed with the physical and
was very involved inpowerlifting, took two world
titles by staying involvedmyself.
Speaker 1 (07:34):
And so you know, here we are what 60 years later, and
you know, I would still saythere's no doubt that there is
complete buy-in across thenation.
Let's stick specifically withhigh school football in that
(07:54):
first dimension, right?
If you don't have some sort oflegitimate strength and
conditioning program where youare year round trying to improve
speed, strength, size, mobility, flexibility, agility, all of
that, then you're not seriouslycompeting for championships.
But I would say still at thehigh school level.
(08:18):
I don't know that everyone hascompletely bought in to that
second and that third dimension.
I feel like we're still maybe ageneration or two behind.
As you talk about some of theclues that you've seen, what are
maybe some of the real bigclues?
(08:40):
Or maybe a year or a seasonthat really stands out where you
were able to accomplishsomething that there's no way
could have been accomplishedwithout those second and third
dimensions.
Speaker 2 (08:53):
Well, there were a lot of instances in my coaching
experience in which the coach,when I took over as the head
football coach there, they had,I think, one barbell with a
couple of weights and they hadbeen working the head, but they
were.
So I found the athletes oncethey understood that as coaches
(09:15):
we were trying to develop thetotal person, not just a big,
strong guy, right or girl.
We had to course weights forthe women also.
But once I started to introducethe concepts about mental
training, starting with thebasics, which is goal
orientation, they say, yeah, Iknow what a goal is, but I don't
(09:35):
know how to write it, I don'tknow how to achieve it, et
cetera.
So, building in that firstaspect which led to and the
mental thing for me wasvisualization and affirmation
how to handle setbacks, how tohandle adversities, what's my
emotional part of my being as anindividual?
(09:56):
Can I do?
Self-control andself-discipline they begin to
see those kind of aspects.
Actually, their game got better, we got better as a team and it
just was a growing thing over aperiod of time that I look back
on athletes that really boughtinto what I call excellence.
(10:16):
I ended up writing a book calledBuilding to Excellence, because
I kind of built my programcoach on the concept you can be
successful, but you may not beexcellent.
Now here's the concept.
You ask them I want to besuccessful, yes, we all do.
But I think that if we willmake our goal to be what I call
(10:41):
excellent at what they do, toexcel at what we do, then
sometimes if I'm successful, I'mnumber one.
But here's somebody down herethat's gone from the bottom
right up next to the top bybeing excel.
And the difference is sometimeswhen I'm successful, I don't
continue on.
I got to the top, I'm all stateOkay, that's it.
(11:02):
Or I made first team, okay,that's it, you know.
Or I made first team, okay,that's okay.
But if you're excellent, thecontinual drive to become better
and I use something in my bookthat I write about it's being
all that you can be Okay.
Excelling is going as far as youcan, using all that you've got.
Think about what's involved inthat.
(11:22):
Right, my potential is outthere.
I want to go as far as I can,but I got to use all I got to be
able to do that.
And selling that concept toathletes and I had a buy-in.
I'm still doing some work withrugby mental training, and one
of the things we're on right nowis trying to get that group of
young boys and girls to buy intothis goal orientation young
(11:46):
boys and girls to buy into thisgoal orientation.
And I tell the story of one ofthe players that went on to play
college ball for me my name isDavid Hubbs, so bought into this
concept that he took his goalsand printed them on a three by
five and taped them inside hisheadgear, his helmet, and when
(12:06):
we he was primarily a defenseand when he was on the setting
on the side he was going overhis goat with his helmet on.
So, buying into that mental andthen how I visually see it and
then how I affirm it with myself-talk, and all of those led
to some great, great individualsI had the opportunity to work
(12:28):
with that carried them on tohigher levels, to be excellent,
just successful.
Speaker 1 (12:33):
Yeah, I think that was.
I was really introduced to thatconcept in college, playing for
Chris Creighton at Wabash.
And you know, all of a sudden Icome in my freshman year to a
pretty solid football team thathad some great players and you
know we would.
We would play some of theweaker teams in our conference.
(12:54):
That you know.
Everybody knew we should winthis game by 40 points, but it
didn't matter.
It didn't matter.
It was almost like coachCreighton was coaching us harder
during those weeks anddemanding a higher level of
excellence and paying moreattention to detail and
executing at a higher level,because he didn't want to let
(13:16):
off the gas.
It wasn't just about winning,it was about how are we going to
live up to this standard thatwe've got?
And then even playing.
You know Mount Union, who hadeight guys on Ohio state's and
then even playing.
You know Mount Union, who hadeight guys on Ohio State's
roster the year before that youknow, either weren't going to
play or couldn't cut itacademically, for whatever
reason they were at Mount Union.
I mean, they, they beat.
(13:37):
I don't even remember how manypoints they beat us by, but you
know there's.
It doesn't matter whether theteam you are playing is
significantly better orsignificantly worse.
That's not the win, and theloss at the end isn't really the
goal.
How did you get the kid whenyou showed up at a new school or
(13:57):
started a new program orstarted working with a new sport
?
What were the first steps thatyou took to really get kids to
buy into that concept?
Speaker 2 (14:07):
I think it really begins and for me it began there
to how do I look at my losses,how do I look at anything that's
adversarial?
You know I miss goals.
We all are not.
We know success is all appealand sometimes we don't make the
appeal that we should.
This is all appeal andsometimes we don't make the
appeal that we should.
(14:27):
But I think one of the majorlearning things with a, with an
athlete and with an adult, ishow do I handle setbacks, how do
I handle failure?
How do I handle not winning?
And in this case, where I wasstarting out, they had only one
or two wins in the last two tothree years.
How do I look at that?
And then upcoming, knowing thefirst year out we're not going
(14:53):
to win them all, how do I lookand handle adversity, those
things that will either take medown or bring me up?
And the concept that I teachcontinually is that in every
setback in life there can be, Iuse the thing.
The obstacle is the way therecan be.
I use the thing.
The obstacle is the way that.
That obstacle, that failure,that lack of reaching, you know,
the goal that I had for myself,that was a high goal.
(15:13):
Then that can become the wayfor me to become better, and
what I really focused on that iswhat have I learned and how do
I grow in the future, and reallyputting the focus on the growth
.
Speaker 1 (15:26):
Yeah.
Speaker 2 (15:27):
Yeah, how to the obstacle is a great book, by the
way, and I do.
That's one of my favorites.
Speaker 1 (15:33):
We had.
Becky Burley was on the show acouple of years ago and she was
the women's soccer coach atUniversity of Florida, and one
of the things she talked aboutwas videotaping the sidelines so
that the coaches were on filmso that you know as you're
talking about.
You know evaluating the losswhich happens at the end of the
(15:55):
game.
There's still, you know, allthese points along the way where
there's little mini battles andthere's little successes and
failures and you give uptouchdowns and you score
touchdowns or, in their case,you give up goals and you score
goals.
So how did you go about gettingyour coaching staff to buy into
(16:17):
this?
What were some of the ways thatyou coached the coaches, so
that this wasn't just your idea,but this was the culture that
was being created and spread?
Speaker 2 (16:28):
Particularly when I came in and had that advantage
as a head football coach, Ilearned from my experiences in
coaching in Florida that ourhead coach there really spent a
lot of time with the coaches andin my coaching experience today
, I think maybe coaches need tobe doing more of that, because I
can share something as adefensive line coach, mentally
(16:53):
and also certainly in the thirddimension.
They see them in practice andthey have them at other times
that they're not able to reallyactually take what we have
shared and use it.
And he made a real impressionon me and we had our own coaches
(17:16):
.
We talked about how do I helpan athlete have a strong and one
of the big factors for me is astrong self-worth self-image.
How do we do that?
How, and as a coach, how do Ihelp that athlete be able to do
it?
And then how does that athletesee himself even that his short
(17:37):
shortcomings and failures ishaving self-worth.
He's having a.
You know that there's had beensuccesses that he made.
So we worked a lot with mycoaches so that and then when I
worked with the group because Ihad had that background, the
coaches were always there.
And here's what I run into.
I've been.
They are okay for me to do it,but they want to talk about
(17:59):
something over here in the backof the group and they have
things to do.
I understand, but one of thethings I started doing I said
look, if this is importantenough for me to spend 10 to 15
minutes with your players, it's.
It's important enough for youto see what I'm spending and
talking about so that you can go.
And that's like watering theseed right, you're there to put
(18:21):
the water on the seed and makeit, make it make the harvest.
So it's sometimes hard to getthe coaches to see that because
they're all focused on only gotso much time.
I got to get this done.
I got to get this done.
Speaker 1 (18:34):
And I'm so glad that you brought up the time because
I think, just you know, in whatI'm doing right now and kind of
going around talking about theMTP Academy, talking about you
know how coaches can implementthis with their team I would say
the biggest hesitation is well,you know, I don't know if we
(18:55):
can spend 15 minutes a week onsomething like this, which I'm
sure I don't know.
I wasn't alive for it.
I'm sure at some point therewas resistance on, like well,
weightlifting, we can't spendall this time weightlifting.
We've got to get out there andblock and tackle and throw.
And you know, I just I havinghaving been in a state
(19:17):
championship setting where ourteam was prepared, our team was
good and they were talented andthey had been trained the right
way, and we got into this bigmoment and we crumbled, and so
then it's like, from myperspective, I'm thinking you
don't have 15 minutes, like youcan't afford not to spend 15
minutes on this.
To be honest, you should bespending way more than 15
(19:40):
minutes.
How do you communicate thatimportance?
Speaker 2 (19:45):
You know, maybe nowadays, in 2025, where there
are so many strict regulationson the amount of time that
coaches can spend with a program, yeah, it's a real challenge
and I think somewhere along theway that coaches got to say,
okay, I've got to give you 15minutes, okay, and I think it's
really important.
I see this, I don't go 16minutes, I go 15 minutes, okay,
(20:07):
and I think it's reallyimportant.
I see this, I don't go 16minutes, I go 15 minutes, yeah,
because I want to walk my talkIf I say you know you're going
to give me 15 minutes, 14minutes, whatever it is you're
going to see over a period oftime and that's what they.
You're going to need to bepatient with this.
They're not going to walk outof this session today and run
(20:32):
out there and their performanceis going to improve.
20.
Yeah, it's a, it's the thingthat takes, but it takes that
continual, uh, over a period oftime, uh, speaking to into them
and having to get them to seethe right kind of picture, to
see themselves worthy, to seethemselves able and the rest of
the coaching staff being able tosupport that over a period of
time.
You, you will see a differencein your player.
We may not be champions, butthey're going to be better
individuals and they'll be beingcloser to playing with
(20:55):
excellent as good as they can be.
Speaker 1 (20:57):
Yeah, I know one of the tools that we talked about
ahead of time was getting in thezone, helping athletes get to
that spot where they are playingat their best, performing at
their best.
Tell us a little bit about howyou get athletes prepared for
that moment.
Speaker 2 (21:14):
Okay, that's a great study and I love it.
I've taken several differentcourses on how do I get to the
peak performance, the idealperformance, and it's all built
around this concept of gettinginto the zone and getting into
the position.
A book that I use and a part ofmy teaching on it is called
SCORE S-C-O-R-E.
(21:36):
How do I get the athlete and Iuse it in the business world
that individual, to the placethat they are performing at the
highest level but also enjoyingit the most.
And that's a peak performance.
And there are certain stepsthat you have to take to get
there.
Okay, and the first stepcertainly is the preparation for
(21:59):
it.
I don't just walk out if I'm agolfer and shoot the best score
I've ever seen, right, it takespreparation.
And I use the concept of scorethe S stands for me, the
self-discipline and that firststep to prepare yourself.
And that's when we get into themindset.
I prepare the total body andthen I use the other concepts
(22:21):
around mental training to beable to get to that peak
performance.
And basically it certainly is.
As you think about it, it'sthat concentration and focus.
That's the C, okay, that Ostands for the optimistic
mindset.
And I have a chance to talkabout the concept of limiting
beliefs there, positive beliefs.
(22:42):
How I feed my mind is the waythat I operate.
I get deeper into thesubconscious and the conscious
mind.
That's the C.
The O is the optimistic Imentioned.
The R is very interesting for meand I've seen it in getting
into my best performance.
How am I able to handle myemotions and the words, relax
(23:03):
and respond okay and to thecorrect way so that I don't beat
myself up.
I don't.
I'm looking at the right placewhen I hit the ball.
I have my pre-preparation andall of that and that's the.
That's part of it.
And then the last part, the E,is I got to enjoy it, s-c-o-r-e.
I got to enjoy what I'm doing.
(23:24):
How do I do that?
And that's being the best thatI could be.
If I'm being the best that I bemay not win it, but I'm still a
winner because I've gone as faras I can, using all that I've
got and selling that concept ofenjoying what you're doing.
So peak performance.
It's a great thing.
I follow a couple differentother uh guys that I've been
(23:47):
using that with and followingtrained with.
Uh called score in the zone,used it with golf groups.
Golf golfers love it.
How do I get, how do Ipre-approach and how I approach
and how I am.
Am I looking at the water or amI?
Where am I looking?
You know the distractions, allthis.
So that's the score and that'sa part of the mental training
guys in the preparation that,that self-discipline to do to
(24:11):
get yourself in the rightposition to be as good as you
can be.
Speaker 1 (24:14):
Yeah, then you use those other two I want to go, I
want to go a little bit deeperinto something you said right
there the measuring success, notby that score element or the
scoreboard, but by, you know, amI, am I achieving this level of
excellence?
Tell me about some coaches thathave resisted that.
(24:37):
Tell me about some coaches whohave said we have to compete and
we have to have this drive towin and we have to do whatever
it takes to win, because thereis a, there is an element of
being a fierce competitor thatwe certainly, you know, don't
want to get, don't want to getrid of.
This isn't let's sit around andsing Kumbaya on everybody, just
(24:59):
be happy with being mediocre.
We're certainly not for thatmediocre, we're certainly not
for that.
But at the same time, how doyou balance and what's the
resistance between?
Yeah, we're not focusing on theoutcome, but, at the end of the
day, we're all doing this alsoso that we can win this game in
(25:22):
this one moment?
How do you address that Right?
Speaker 2 (25:25):
I never take away the concept that we want to be.
We want to be winners.
Okay, and for winning?
For me it's like John Wooden'sdefinition of success it's a
peace of mind, knowing thatyou've done all you can to
become all that you can be.
As long as that athlete of minecan speak to the fact that, yes
(25:50):
, I have given it the best shotI've got, he's a winner.
Now on the scoreboard it maynot show, but he has won because
he's pushed himself to beexcellent at what he's doing,
going as far as he can, usingall that he's got, he's a winner
.
Anything we're progressingtoward and there's continual
progression.
We want to be a winner and overa period of time we can be a
(26:13):
winner.
But we want to make sure thatwe don't downgrade ourselves
when we don't win and feelunworthy and go into the swamp
that many athletes do whenthey're not winning.
So to me, winning is simplyprogressing and becoming better.
Yeah, Only consistent.
I carry a band, and one of thethings I do with my athletes and
(26:37):
even my Bible study group I'llcarry one of these, and it's
simply a band that gives me theword of the year.
I used to do this with myathletes as a team.
They selected the word of ayear and every one of them got
this that they wore okay, theyworked classroom, they had a
chance to share it.
(26:58):
But for me the word is kaizen,k-a-i-z-e-n, and and it's in the
the scripture is found.
Definitely, we look at it inscripture.
Most of these are firstthessalonians 4 10.
It says excel still more exceptconsistent and ever increasing
(27:24):
performance.
So if I could sell that and theathletes doing that it can
share that, can see that inhimself and we have coaches can
see that he we're winners andover a period of time we will
maybe be number one.
But number one is not important.
Have I become all that I can beat this point in my life,
excelling still more?
(27:44):
Yeah, so I plant those seeds ofprocess goal rather than an
outcome goal.
That's a concept of the goldsunny price.
Yeah, am I percent if I'mprocessing in all areas?
This is the way that I approachit a different are you doing
the same if you'recelling it'snot just on the football field
or the basketball court?
(28:05):
I'm excelling in all areas ofmy life.
How am I doing in the classroom?
How am I doing at home, in myfamily?
How am I doing in my community?
How am I going to my church ormy synagogue or places that I
worship?
Am I excelling there?
If I am, I'm a winner.
I'm winning.
(28:28):
I may not be on top of themountain, but I'm a winner.
Speaker 1 (28:30):
Yeah, yeah, and tell me about when you lose.
So let's, let's talk a littlebit about we come up short on
the scoreboard, we've we come upshort.
We don't win that football game.
Because, you know, I would sayI would would argue in 2016 if
westfield didn't lose those twogames early in the year by a
combined three points andrealize like hey, we thought we
(28:51):
were watching enough film and wethought we were practicing hard
enough and we thought we weregetting enough sleep and
hydration.
If we didn't go back and andtweak all of those things and
get one percent better in allthose different areas, there's
no way we win that statechampionship.
Tell me, tell me when, when, awhen, a team that you're
coaching or a team that you'reworking with does come up short
(29:12):
and let's say, maybe it's aparticularly devastating loss or
it's a.
You know, we felt like weshould have won this game.
Maybe we're not as good as wethought we were.
How do you, how do you dealwith those emotions in those
times.
Speaker 2 (29:25):
That's a very valuable time in the life of
that young athlete.
And one of the ways that Iapproach that comes from my
background military background.
I went through Marine, ocs andQuantico and I can remember back
then and going through thatthree months of leadership,
training and development, thatone of the things that we would
(29:46):
do it was called After ActionReview AAR and we would go out.
Then on we had missions atnight.
We'd meet together as the folksare going to their bunks and
we'd get up with our squad andwould go out and have an
objective Okay, we had a goalthat we had to accomplish.
(30:07):
And then we had to come backand we had to.
How'd we do?
Okay, how'd we do so?
We had a pre Okay, how am Ipreparing myself?
Do I have a goal?
Team knows what it is.
Be very clear.
First habit of high performanceis seek clarity.
We're very clear about that.
And then, when we come back in,we had what we call an after
(30:29):
action review.
So basically it said did youreach your goal, yes or no?
We always like to say yes, butwe don't always been able to do.
And well, if we said yes, thatpre-action, why do you think you
reach your goal when we win agame.
Sometimes coaches miss that.
It's why did we win?
(30:51):
What did we do?
We worked all week awful awfulhard in this area.
Did it pay off?
Yeah, yeah, we go back to oursuccesses, which is a confidence
builder for the individualplayer as well as a team.
And then the second thing Ihave I had to say no, that means
I lost the game, that means wedidn't get the win when we were
(31:12):
out.
And then the next thing, hesaid, okay, why not?
So we said okay, we didn't worktogether, we were not clear.
One guy took charge and the restof us didn't do anything.
So we had to come back withthat loss and break it down into
why it was not successful.
Yeah, and we had to say, okay,guys, we played hard, we made
(31:35):
advances.
What thing here did we need towork on?
Maybe harder next week to beprepared for our opponent coming
up on Friday night.
So we laid that out.
This is our objectives toimprove on that performance
after action review and tomorrow, starting on Monday, then we're
going to start to work on thosethings to make it stronger and
(31:57):
tell me a little bit more aboutthe culture that has to be built
, so that in those moments itdoesn't become finger pointing
and blame.
Speaker 1 (32:05):
It becomes.
We're just evaluating whatneeds to improve and we're going
to come up with a plan togetherto improve that.
Talk a little bit about thatculture.
Speaker 2 (32:15):
Yeah, that culture has to be built around.
We're all in it together.
We don't say the offensive linedidn't do their job, defensive
line, okay, we all are workingat this together.
And how can we support eachother if it's the offensive line
that broke down during the game?
Okay, how can we, as adefensive line, support them
(32:36):
this coming week?
Can we make it a little tougheron them so that they have to
work a little harder?
And we tried to share that loss, not among one or two or three
things.
But how do we need to workharder in helping each other in
our different areas, sayfootball, for example?
We'd say, okay, defensive line,we've got to help this
(32:58):
offensive line really be betteron pass protection this week.
Let's work harder to make themharder and then, when they are
successful, let's complimentthem.
Yeah, let's build current,let's build that confidence in
them.
Yeah, so it's bringing ittogether as a unit to help each
other over that.
Yeah, but then you, once youhave done through the what I
(33:18):
call the after action review,you got to start on the next
practice, working on thosethings.
And there's a thing I like touse in coaching.
I use it and it's called andthen some We'll have an, and
then some, okay, we need to dothis this week.
And then some, what extra?
Maybe it's staying afterpractice Ten minutes and let's
(33:44):
work on this drill.
Or let's work on this technique.
Or let's work on this drill.
Or let's work on this technique.
Or let's work on our endurance.
Or let's get it's been a littleextra time in the weight room
this next two weeks to getstronger.
Yeah, that little extra.
That if you could plant it intothe mind of that young athlete,
then there there's many timesthey're the first one out and
the last one to leave.
They're working on the extraand we would stop and say, okay,
extra effort time, okay, extraeffort.
(34:08):
So they all break out and runfive minutes over here on that
sled.
I'm going to work on something,punch pass, whatever it is
we're working on, get my handsup, punching right.
So they do that.
A little bit extra doesn't haveto be in another hour, but that
little extra now in the in thecoaching thing thing, and
particularly with the rugby, Iwould say, okay, there are a lot
of films on rugby between ournext practice, get on that.
(34:30):
What's the film?
That's that little extra youcan do.
So that extra thing to overcomethe shortcoming that we had in
the, in the loss, and the thingI think to get across to an
athlete and help them.
There's no, there's no losingas long as you learn and grow.
We didn't, we didn't come outhere.
(34:53):
We didn't come out on a winninggo, your score is higher on
your side of the scoreboarddesires, but can we learn from
that and can we grow in thefuture?
Yeah, that's key.
Yep, you only lose when you'relearning and growing and if they
can get that concept, thatdoesn't beat them down.
So, okay, I can learn, I cangrow, so I can be better.
Yes, you can.
Let's go to work.
Speaker 1 (35:15):
So I see you brought a few books with you.
Tell me about, let's talkthrough maybe, some of these.
Why'd you bring them?
What do you get out of them?
Why are they maybe worthchecking out.
Speaker 2 (35:28):
Okay, I'm going to start with this one I mentioned.
This is my first introductionreally into the mental concept,
as well as the spiritual heartapproach.
The biblical approach tocoaching the heart, mind and
body approach.
The biblical approach tocoaching the heart, mind and
body.
I got enamored with that and Iwent through and there's a
(35:52):
certification program.
This was early in developingthe three-dimensional athlete,
so I brought that aspect and itdoesn't have to be.
People say okay, I understand,this is not religion.
Okay, it's not a religion we'retalking about.
It's a spirit and I thinkanybody that accomplish coach
anything of any worth.
It also has to get beyondhimself to a higher being, to a
(36:13):
higher being and for some it'sdifferent than others, but
there's something about it thatbrings in the acts of the heart,
of the spirit.
So this is where I start with athree-dimensional approach
toward the coaching, another onethat I use when I coach
individuals one-on-one.
I use this book right here.
It's called the Mental Edge.
(36:34):
It's maximizing your sportspotential with the mind-body
connection.
It's written by Kenneth Baum.
I have the athlete go throughthis with me and we break it
down into different areas,similar to what we do with the
three-dimension, but finding themiddle age.
(36:55):
Merging science and sports.
You've got to excel on athletecoach too, on this one, the
merging the science and sportstogether, how that they can see
this.
Neuroscience, neuroscience, howthe mind is so critical, uh,
perception stretchers, definingyour desire, a picture of
excellence this is what goodvisualization what that looked
(37:16):
like, uh, so this is, uh, one ofmy favorites as I use with
there.
Here's one that I picked up andI still use this one a lot today
.
It's called the 12 Elements ofan Elite Performance.
This is written in Troy Bassamin his name.
Actually, he was an Olympicraffle.
(37:36):
Okay, he took Olympic and hetook those concepts and built
them into this, these 12 Elewith elite performance.
Great concept starts, by theway, with passion.
If you don't want to, we can'ttake the top of your head on.
Poured in, you got to water,right, yeah, so that's that's
one that I used there.
(37:57):
And then, uh, another one that Ilove and this is where I use
when I do my workshop calledScore.
Jim Fanning wrote this.
It's not just as it says scorefor life five keys to an
optimistic achievement.
How do I break these down?
Self-doubt, self-concentration,optimism, relaxation, enjoyment
(38:20):
to make the best of what I do,and then the book that I wrote a
building to excellent.
My partner and I he, we stilltrain together, we do workshops
and seminars.
Uh, and just put our headstogether one time after we've
been into the business world andthey said there's so much in
the athletic world that needs tobe shared with the business
(38:42):
world.
So we took a guide to buildingauthentic success and, uh, this
is where we put our headstogether and I take them through
this one and, uh, buildingconcept of self-conscience,
self-esteem, self-image.
It's just a how do I buildsuccess?
Yeah, so those are the onesthat I use uh, coach, coach, uh,
(39:03):
to try to get to the, to theheart of what we're trying to
get accomplished.
I love that and our passion.
Speaker 1 (39:09):
I love that and I I heard somebody talking about one
time, um, kind of my, myearlier days of getting into
mental performance coaching, andhe, uh he brought up the
concept of.
We don't really havecompetition Like we.
You know, you and I both youand I both have a.
If an athlete contacted us andsaid, hey, we want to work
(39:30):
one-on-one with you, will youwork with me?
Both of us would answer yes,absolutely, but the.
You know just the concept ofthe.
There's not like this.
There's not like thisthreatening competition.
It's more of a.
Every single person on earthneeds this and there are not
enough of us to teach it toeveryone.
(39:51):
How do we, how do we get theword out there to everybody that
, hey, you know, there there'sthe, there's these tools that
can help you achieve in theseareas where you're coming up
short In your mind, what's maybesome vision that you have for?
(40:11):
What does the future look like?
How do we continue to?
How do we get this into everyhigh school in America?
Speaker 2 (40:20):
Well, yes, that would be great, or just some more of
them, right, but I think we'vegotten the concept.
It really comes from anotherone of the.
For years I teach the conceptof seven habits of highly
effective individuals orteenagers, and when I'm working
with athletes I use the bookTeenagers.
But it says one of the habitsis number one seek first to
(40:46):
understand Do I understand eachother, what your deeds are, how
I can help you, and then theconcept.
Also, one of those habits isseek win-win.
If I can work with anyindividual and it can be winners
for both.
If I can work with anyindividual and it can be winners
for both.
We don't want a win-loseenvironment.
(41:07):
We don't want a win-loseprogram, right, if I'm, as an
athlete or as a coach, all aboutme, the self-concept, it's all
self-earning, but I can learnhow better I can be without
wanting to help other peoplethen we are not going to be able
to survive as a company.
So it's how can we worktogether?
(41:29):
There's a great example and I'malways looking for things that
I can share with the athletes.
There's a book that's just beenwritten by a guy by the name of
Murphy.
You may be very familiar withthis one.
It's called Inner Excellenceand in the playoff, in the
Kansas City playoff, when theywere playing, sitting on the
(41:51):
sideline there was a widereceiver with the name of Brown
JB or JR Brown.
Speaker 1 (41:56):
AJ.
Speaker 2 (41:58):
Yes, and guess what?
You know, the whole concept washe was sitting there reading
while he was off the field.
He was a wide receiverdefensive and he was had that.
He had the book underlined andthen they interviewed him and he
said this book made thedifference in me because someone
had shared this uh concept.
(42:19):
I grabbed the book and I seethe importance of the excellent
starts on the inside and movesto the outside.
And being excellent on theinside takes the right kind of
mindset to be excellent.
And he was pouring through.
What an example of theimportance.
(42:39):
And if a coach can't see thatat any level, why not?
Why not pour into the mind andthe heart of that athlete, as
well as the physical aspect, tomake them the best that they can
be?
Speaker 1 (42:53):
So as we uh we get ready to wrap up here coach, one
of the things I always love toask my guests is knowing what
you know.
Now.
If you could go back to thatthat first year, that you're
ready to start this coachingcareer and you're ready to kick
things off young and full ofenergy, what's the one piece of
(43:14):
advice you would give a youngerversion of yourself?
Speaker 2 (43:17):
I would simply start with that and everybody involved
in the program.
We're all about developing thetotal athlete, the authentic
person that can be authentic inthe classroom, authentic in home
, authentic in his community.
And if we develop the totalperson, the athlete will not be
(43:39):
able to be an athlete all of hislife.
He's only got so many years andhe can play the game and go so
many levels, but he's going tobe a father.
He's going to be an athlete allof his life.
He's only got so many years andhe can play the game and go so
many level, but he's going to bea father, he's going to be a
husband, he's going to besomebody that makes a difference
in this world.
And if I could sell the totalconcept the mind, okay, the body
and the heart of that youngperson to grow in all of those
three areas and the heart ofthat young person to grow in all
(44:02):
of those three areas, then Ithink I have really reached what
I need to do with thatindividual.
And the parents got to helpwith that, the coaches got to
help with that.
No one person can do that, yeah, but we can sell that to those
young athletes.
Love that.
I think we're on our way.
(44:24):
You know, at my age, I know Idon't have another 20 years.
Yeah, I'm being very realistic.
I'm doing everything that I canto keep my health wise.
I work out three days a week.
I continue to do that.
I continue to work on my mind.
Faith is a big part of mydigging deep into my devotions
and when I can do that Biblestudy, I want to impact in these
(44:46):
few years that I've got left asmany people as I can about
developing the tone first, notjust one dimension, not just
being CEO of the company.
But how am I becoming the bestfather, the best dad, the best
leader that I could be?
How can I do that?
Speaker 1 (45:06):
Well, coach, greatly appreciate you taking the time
to stop by today.
Share some of the lessons thatyou've learned, the wisdom that
you've gathered along the way.
If folks want to get in touchwith you, what's the easiest way
for them to reach out to you?
Speaker 2 (45:19):
They can reach me, certainly my email,
tommybrichardson at gmailcom,all little.
Certainly they can reach me onmy phone text.
Give me a text, give me a call.
I volunteer to speak todifferent groups.
I speak to seniors, I speak toyouth, I speak to all ages and I
(45:42):
give a lot away.
Certainly I want to youth, Ispeak to all ages and I give a
lot away.
Certainly I want to providevalue and if it provides value,
then I'd like to know there'ssomething coming back.
But it's not the money.
In my state it's not theimportant thing to me.
It's how can I impact morepeople speaking to different
groups, talking to groupsworking with people, mastermind
groups, any way that I can be ofhelp to someone else with some
(46:04):
of the things that I'veexperienced and shared in my
blessed years that I've had.
Love that.
Speaker 1 (46:11):
All right, well, coach, thank you so much.
Appreciate the time, appreciateyou stopping by.
Speaker 2 (46:17):
Well, thank you, coach, for inviting me.
Look forward to staying intouch with you and maybe we work
together in the future somethings that we might be able to
do together to make it a betterworld, right.
Speaker 1 (46:27):
I love it.
Yeah, Until next time.
Make your plan and put it towork.
Hey, welcome to the Coaching Minds podcast, the
official podcast of MentalTraining Plan, Joined today by
someone who I met at the IndyGlacier Clinic, Tommy Richardson
.
Coach Tom has been in thebusiness for a long time.
Brings a wealth of experience.
Tommy, thank you so much forjoining us today.
Speaker 2 (00:20):
Well, thank you for inviting me.
This looks like it's going tobe a great opportunity for both
of us to learn more about youand what you're doing here with
your work.
And again, I was real pleasedthat the Glazer Clinic had an
opportunity to visit and see youin action.
You did a tremendous job.
Speaker 1 (00:36):
I appreciate it, thank you.
To start off, could you give usjust kind of a quick rundown of
your story, just sort of whereyou started, back in the early
days of your coaching career,and just kind of a quick run
through of what brought you heretoday?
Speaker 2 (00:52):
Well, yes, it's hard to make it quick because next
month I'll be 88 years old, sothere's a lot of time in between
there.
But very quickly.
I'm a Tennessean by birth, grewup in an area between Nashville
and Memphis small town butreally had a great family
(01:14):
background and grew up there,went on to college, played
football there and came out ofthe college ranks and went right
into coaching.
And came out of the collegeranks and went right into
coaching, coached in Tennesseeabout three or four years and
then went to Florida.
Spent four years in Floridacoaching around the Orlando area
, popka Florida, okohe, florida.
(01:37):
From there I came back toCamden, tennessee, which was
where my wife was from, andbecame head football coach there
.
I was head football coach foreight years.
That was in the 70s, late 60sand 70s.
Then I had an opportunity to gointo the business world and I
became a State Farm agent there,built an agency over in eight
(02:01):
years, continued to volunteer,but not full with football.
State Farm asked me to go intoleadership roles, became sales
manager, agency director,director of agency recruiting
and vice president.
And then about 27 years ago, Idid an early retirement for my
(02:21):
own company called RichardsonCommunication, partnered with a
friend of mine to do workshopsand seminars around the country
and the name of that country wasSynergy Training.
Been doing that and sinceretirement, continuing my
business, I still coachone-on-one workshop seminars and
(02:42):
then at this point I'm doing alot of workshop seminars working
with athletes, still coachingfootball uh, zionsville high
school been there a number ofyears, traders point since being
here in indiana, and I I'mprimarily a defensive coach,
like to work with the defensiveline and I do mental training,
(03:04):
sports psychology.
I got into that area back whenI was in Florida and it just led
to more and more study in thatarea, very involved in an
organization called theFellowship of Christian Athletes
and have been for a number ofyears and ranked us kind of up
to date today and just glad tobe able to be here and share
some ideas.
Speaker 1 (03:23):
One of the things that really drew me to you when
we started having conversationswas just the wealth of real
world experience that you've gotfrom the athletic side, from
the business side, the realworld side.
In your mind, what was thebiggest maybe aha moment when
you realized, like hey, trainingthe mental side of of just not
(03:49):
just athletes, of people, isincredibly important.
Where, where did that maybe?
Uh, where did that ignite?
Speaker 2 (03:56):
for you.
Well, I think it really startedearly.
My, my mother, was a basketballcoach and I remember riding on
the bus with her to games and Isaw how she was going beyond
just the physical technicalskills shooting, all the things
involved that you have to have,which I call the first dimension
of coaching, and then how shereally worked with the athlete
(04:19):
and get into the depth of theathlete and actually got into
what I call thethree-dimensional approach to
coaching and following that andworking with coaches early,
which the focus was primarily onwhat I call the first dimension
.
I'll explain that, but that'sprimarily what most of the
coaches spend their time on.
(04:40):
It's the physical, the weightroom, the agility, the speed,
the techniques, the skills whichis so critical and important.
But they never really moved intothe two dimensions.
That really was a turn pointfor me.
The first one I began to noticethe mental change and when I
(05:00):
was in Florida, I was veryblessed to be with a coach that
had picked up this whole conceptof three-dimensional coaching.
What year was this?
Just for clarity, okay, thismust have been about, I would
say, probably 60, about 60, 61,somewhere along in there.
Speaker 1 (05:22):
Would it be safe to say at this point, no one was
really doing this, so you guysreally got an edge.
Speaker 2 (05:27):
That really made a difference.
Because I believe successleaves clues and I was able to
pick up from that experiencelet's get beyond the first
dimension, let's get into themind, and we actually brought
some sports psychologists in toour team back then.
Everybody thought we were crazy, nobody knew anything about
(05:48):
this kind of thing and I beganimmediately to see how the
mindset of the athlete became soimportant.
And then from that that Iunderstood the importance of the
next level is to get to what Icall the heart of the athlete.
So I think a total athlete hasbeen my kind of focus Develop
the total athlete, not just onedimension.
(06:12):
The first dimension is physical, critical, but get to the mind
and get to the heart.
And the heart after it covers anumber of different things, but
it's like the purpose behindwhat the athlete is doing.
It's the spirit, it's thewillpower, it's the concept of
significance of what they'redoing.
(06:34):
And that became the turningpoint for me when I came back
out of that environment as ahead football coach.
I put all these things in.
I started a fellowshipChristian athlete organization
in the high school.
I built a new weight room.
I brought in a lot of themental training I started
getting studying and gettingcertified in the mental
(06:56):
performance end of it and wewent from losing seasons to
number one, undefeated seasonsand now even in I say this not
in bragging, but we were sosuccessful there.
The stadium in Camden,tennessee, is Tommy Richardson
Stadium and the people wereinvolved.
(07:16):
Because I involved the parents,I involved the coaches, we
built on the total person, notjust the physical, which is very
important to me, because I alsostayed with the physical and
was very involved inpowerlifting, took two world
titles by staying involvedmyself.
Speaker 1 (07:34):
And so you know, here we are what 60 years later, and
you know, I would still saythere's no doubt that there is
complete buy-in across thenation.
Let's stick specifically withhigh school football in that
(07:54):
first dimension, right?
If you don't have some sort oflegitimate strength and
conditioning program where youare year round trying to improve
speed, strength, size, mobility, flexibility, agility, all of
that, then you're not seriouslycompeting for championships.
But I would say still at thehigh school level.
(08:18):
I don't know that everyone hascompletely bought in to that
second and that third dimension.
I feel like we're still maybe ageneration or two behind.
As you talk about some of theclues that you've seen, what are
maybe some of the real bigclues?
(08:40):
Or maybe a year or a seasonthat really stands out where you
were able to accomplishsomething that there's no way
could have been accomplishedwithout those second and third
dimensions.
Speaker 2 (08:53):
Well, there were a lot of instances in my coaching
experience in which the coach,when I took over as the head
football coach there, they had,I think, one barbell with a
couple of weights and they hadbeen working the head, but they
were.
So I found the athletes oncethey understood that as coaches
(09:15):
we were trying to develop thetotal person, not just a big,
strong guy, right or girl.
We had to course weights forthe women also.
But once I started to introducethe concepts about mental
training, starting with thebasics, which is goal
orientation, they say, yeah, Iknow what a goal is, but I don't
(09:35):
know how to write it, I don'tknow how to achieve it, et
cetera.
So, building in that firstaspect which led to and the
mental thing for me wasvisualization and affirmation
how to handle setbacks, how tohandle adversities, what's my
emotional part of my being as anindividual?
(09:56):
Can I do?
Self-control andself-discipline they begin to
see those kind of aspects.
Actually, their game got better, we got better as a team and it
just was a growing thing over aperiod of time that I look back
on athletes that really boughtinto what I call excellence.
(10:16):
I ended up writing a book calledBuilding to Excellence, because
I kind of built my programcoach on the concept you can be
successful, but you may not beexcellent.
Now here's the concept.
You ask them I want to besuccessful, yes, we all do.
But I think that if we willmake our goal to be what I call
(10:41):
excellent at what they do, toexcel at what we do, then
sometimes if I'm successful, I'mnumber one.
But here's somebody down herethat's gone from the bottom
right up next to the top bybeing excel.
And the difference is sometimeswhen I'm successful, I don't
continue on.
I got to the top, I'm all stateOkay, that's it.
(11:02):
Or I made first team, okay,that's it, you know.
Or I made first team, okay,that's okay.
But if you're excellent, thecontinual drive to become better
and I use something in my bookthat I write about it's being
all that you can be Okay.
Excelling is going as far as youcan, using all that you've got.
Think about what's involved inthat.
(11:22):
Right, my potential is outthere.
I want to go as far as I can,but I got to use all I got to be
able to do that.
And selling that concept toathletes and I had a buy-in.
I'm still doing some work withrugby mental training, and one
of the things we're on right nowis trying to get that group of
young boys and girls to buy intothis goal orientation young
(11:46):
boys and girls to buy into thisgoal orientation.
And I tell the story of one ofthe players that went on to play
college ball for me my name isDavid Hubbs, so bought into this
concept that he took his goalsand printed them on a three by
five and taped them inside hisheadgear, his helmet, and when
(12:06):
we he was primarily a defenseand when he was on the setting
on the side he was going overhis goat with his helmet on.
So, buying into that mental andthen how I visually see it and
then how I affirm it with myself-talk, and all of those led
to some great, great individualsI had the opportunity to work
(12:28):
with that carried them on tohigher levels, to be excellent,
just successful.
Speaker 1 (12:33):
Yeah, I think that was.
I was really introduced to thatconcept in college, playing for
Chris Creighton at Wabash.
And you know, all of a sudden Icome in my freshman year to a
pretty solid football team thathad some great players and you
know we would.
We would play some of theweaker teams in our conference.
(12:54):
That you know.
Everybody knew we should winthis game by 40 points, but it
didn't matter.
It didn't matter.
It was almost like coachCreighton was coaching us harder
during those weeks anddemanding a higher level of
excellence and paying moreattention to detail and
executing at a higher level,because he didn't want to let
(13:16):
off the gas.
It wasn't just about winning,it was about how are we going to
live up to this standard thatwe've got?
And then even playing.
You know Mount Union, who hadeight guys on Ohio state's and
then even playing.
You know Mount Union, who hadeight guys on Ohio State's
roster the year before that youknow, either weren't going to
play or couldn't cut itacademically, for whatever
reason they were at Mount Union.
I mean, they, they beat.
(13:37):
I don't even remember how manypoints they beat us by, but you
know there's.
It doesn't matter whether theteam you are playing is
significantly better orsignificantly worse.
That's not the win, and theloss at the end isn't really the
goal.
How did you get the kid whenyou showed up at a new school or
(13:57):
started a new program orstarted working with a new sport
?
What were the first steps thatyou took to really get kids to
buy into that concept?
Speaker 2 (14:07):
I think it really begins and for me it began there
to how do I look at my losses,how do I look at anything that's
adversarial?
You know I miss goals.
We all are not.
We know success is all appealand sometimes we don't make the
appeal that we should.
This is all appeal andsometimes we don't make the
appeal that we should.
(14:27):
But I think one of the majorlearning things with a, with an
athlete and with an adult, ishow do I handle setbacks, how do
I handle failure?
How do I handle not winning?
And in this case, where I wasstarting out, they had only one
or two wins in the last two tothree years.
How do I look at that?
And then upcoming, knowing thefirst year out we're not going
(14:53):
to win them all, how do I lookand handle adversity, those
things that will either take medown or bring me up?
And the concept that I teachcontinually is that in every
setback in life there can be, Iuse the thing.
The obstacle is the way therecan be.
I use the thing.
The obstacle is the way that.
That obstacle, that failure,that lack of reaching, you know,
the goal that I had for myself,that was a high goal.
(15:13):
Then that can become the wayfor me to become better, and
what I really focused on that iswhat have I learned and how do
I grow in the future, and reallyputting the focus on the growth
.
Speaker 1 (15:26):
Yeah.
Speaker 2 (15:27):
Yeah, how to the obstacle is a great book, by the
way, and I do.
That's one of my favorites.
Speaker 1 (15:33):
We had.
Becky Burley was on the show acouple of years ago and she was
the women's soccer coach atUniversity of Florida, and one
of the things she talked aboutwas videotaping the sidelines so
that the coaches were on filmso that you know as you're
talking about.
You know evaluating the losswhich happens at the end of the
(15:55):
game.
There's still, you know, allthese points along the way where
there's little mini battles andthere's little successes and
failures and you give uptouchdowns and you score
touchdowns or, in their case,you give up goals and you score
goals.
So how did you go about gettingyour coaching staff to buy into
(16:17):
this?
What were some of the ways thatyou coached the coaches, so
that this wasn't just your idea,but this was the culture that
was being created and spread?
Speaker 2 (16:28):
Particularly when I came in and had that advantage
as a head football coach, Ilearned from my experiences in
coaching in Florida that ourhead coach there really spent a
lot of time with the coaches andin my coaching experience today
, I think maybe coaches need tobe doing more of that, because I
can share something as adefensive line coach, mentally
(16:53):
and also certainly in the thirddimension.
They see them in practice andthey have them at other times
that they're not able to reallyactually take what we have
shared and use it.
And he made a real impressionon me and we had our own coaches
(17:16):
.
We talked about how do I helpan athlete have a strong and one
of the big factors for me is astrong self-worth self-image.
How do we do that?
How, and as a coach, how do Ihelp that athlete be able to do
it?
And then how does that athletesee himself even that his short
(17:37):
shortcomings and failures ishaving self-worth.
He's having a.
You know that there's had beensuccesses that he made.
So we worked a lot with mycoaches so that and then when I
worked with the group because Ihad had that background, the
coaches were always there.
And here's what I run into.
I've been.
They are okay for me to do it,but they want to talk about
(17:59):
something over here in the backof the group and they have
things to do.
I understand, but one of thethings I started doing I said
look, if this is importantenough for me to spend 10 to 15
minutes with your players, it's.
It's important enough for youto see what I'm spending and
talking about so that you can go.
And that's like watering theseed right, you're there to put
(18:21):
the water on the seed and makeit, make it make the harvest.
So it's sometimes hard to getthe coaches to see that because
they're all focused on only gotso much time.
I got to get this done.
I got to get this done.
Speaker 1 (18:34):
And I'm so glad that you brought up the time because
I think, just you know, in whatI'm doing right now and kind of
going around talking about theMTP Academy, talking about you
know how coaches can implementthis with their team I would say
the biggest hesitation is well,you know, I don't know if we
(18:55):
can spend 15 minutes a week onsomething like this, which I'm
sure I don't know.
I wasn't alive for it.
I'm sure at some point therewas resistance on, like well,
weightlifting, we can't spendall this time weightlifting.
We've got to get out there andblock and tackle and throw.
And you know, I just I havinghaving been in a state
(19:17):
championship setting where ourteam was prepared, our team was
good and they were talented andthey had been trained the right
way, and we got into this bigmoment and we crumbled, and so
then it's like, from myperspective, I'm thinking you
don't have 15 minutes, like youcan't afford not to spend 15
minutes on this.
To be honest, you should bespending way more than 15
(19:40):
minutes.
How do you communicate thatimportance?
Speaker 2 (19:45):
You know, maybe nowadays, in 2025, where there
are so many strict regulationson the amount of time that
coaches can spend with a program, yeah, it's a real challenge
and I think somewhere along theway that coaches got to say,
okay, I've got to give you 15minutes, okay, and I think it's
really important.
I see this, I don't go 16minutes, I go 15 minutes, okay,
(20:07):
and I think it's reallyimportant.
I see this, I don't go 16minutes, I go 15 minutes, yeah,
because I want to walk my talkIf I say you know you're going
to give me 15 minutes, 14minutes, whatever it is you're
going to see over a period oftime and that's what they.
You're going to need to bepatient with this.
They're not going to walk outof this session today and run
(20:32):
out there and their performanceis going to improve.
20.
Yeah, it's a, it's the thingthat takes, but it takes that
continual, uh, over a period oftime, uh, speaking to into them
and having to get them to seethe right kind of picture, to
see themselves worthy, to seethemselves able and the rest of
the coaching staff being able tosupport that over a period of
time.
You, you will see a differencein your player.
We may not be champions, butthey're going to be better
individuals and they'll be beingcloser to playing with
(20:55):
excellent as good as they can be.
Speaker 1 (20:57):
Yeah, I know one of the tools that we talked about
ahead of time was getting in thezone, helping athletes get to
that spot where they are playingat their best, performing at
their best.
Tell us a little bit about howyou get athletes prepared for
that moment.
Speaker 2 (21:14):
Okay, that's a great study and I love it.
I've taken several differentcourses on how do I get to the
peak performance, the idealperformance, and it's all built
around this concept of gettinginto the zone and getting into
the position.
A book that I use and a part ofmy teaching on it is called
SCORE S-C-O-R-E.
(21:36):
How do I get the athlete and Iuse it in the business world
that individual, to the placethat they are performing at the
highest level but also enjoyingit the most.
And that's a peak performance.
And there are certain stepsthat you have to take to get
there.
Okay, and the first stepcertainly is the preparation for
(21:59):
it.
I don't just walk out if I'm agolfer and shoot the best score
I've ever seen, right, it takespreparation.
And I use the concept of scorethe S stands for me, the
self-discipline and that firststep to prepare yourself.
And that's when we get into themindset.
I prepare the total body andthen I use the other concepts
(22:21):
around mental training to beable to get to that peak
performance.
And basically it certainly is.
As you think about it, it'sthat concentration and focus.
That's the C, okay, that Ostands for the optimistic
mindset.
And I have a chance to talkabout the concept of limiting
beliefs there, positive beliefs.
(22:42):
How I feed my mind is the waythat I operate.
I get deeper into thesubconscious and the conscious
mind.
That's the C.
The O is the optimistic Imentioned.
The R is very interesting for meand I've seen it in getting
into my best performance.
How am I able to handle myemotions and the words, relax
(23:03):
and respond okay and to thecorrect way so that I don't beat
myself up.
I don't.
I'm looking at the right placewhen I hit the ball.
I have my pre-preparation andall of that and that's the.
That's part of it.
And then the last part, the E,is I got to enjoy it, s-c-o-r-e.
I got to enjoy what I'm doing.
(23:24):
How do I do that?
And that's being the best thatI could be.
If I'm being the best that I bemay not win it, but I'm still a
winner because I've gone as faras I can, using all that I've
got and selling that concept ofenjoying what you're doing.
So peak performance.
It's a great thing.
I follow a couple differentother uh guys that I've been
(23:47):
using that with and followingtrained with.
Uh called score in the zone,used it with golf groups.
Golf golfers love it.
How do I get, how do Ipre-approach and how I approach
and how I am.
Am I looking at the water or amI?
Where am I looking?
You know the distractions, allthis.
So that's the score and that'sa part of the mental training
guys in the preparation that,that self-discipline to do to
(24:11):
get yourself in the rightposition to be as good as you
can be.
Speaker 1 (24:14):
Yeah, then you use those other two I want to go, I
want to go a little bit deeperinto something you said right
there the measuring success, notby that score element or the
scoreboard, but by, you know, amI, am I achieving this level of
excellence?
Tell me about some coaches thathave resisted that.
(24:37):
Tell me about some coaches whohave said we have to compete and
we have to have this drive towin and we have to do whatever
it takes to win, because thereis a, there is an element of
being a fierce competitor thatwe certainly, you know, don't
want to get, don't want to getrid of.
This isn't let's sit around andsing Kumbaya on everybody, just
(24:59):
be happy with being mediocre.
We're certainly not for thatmediocre, we're certainly not
for that.
But at the same time, how doyou balance and what's the
resistance between?
Yeah, we're not focusing on theoutcome, but, at the end of the
day, we're all doing this alsoso that we can win this game in
(25:22):
this one moment?
How do you address that Right?
Speaker 2 (25:25):
I never take away the concept that we want to be.
We want to be winners.
Okay, and for winning?
For me it's like John Wooden'sdefinition of success it's a
peace of mind, knowing thatyou've done all you can to
become all that you can be.
As long as that athlete of minecan speak to the fact that, yes
(25:50):
, I have given it the best shotI've got, he's a winner.
Now on the scoreboard it maynot show, but he has won because
he's pushed himself to beexcellent at what he's doing,
going as far as he can, usingall that he's got, he's a winner
.
Anything we're progressingtoward and there's continual
progression.
We want to be a winner and overa period of time we can be a
(26:13):
winner.
But we want to make sure thatwe don't downgrade ourselves
when we don't win and feelunworthy and go into the swamp
that many athletes do whenthey're not winning.
So to me, winning is simplyprogressing and becoming better.
Yeah, Only consistent.
I carry a band, and one of thethings I do with my athletes and
(26:37):
even my Bible study group I'llcarry one of these, and it's
simply a band that gives me theword of the year.
I used to do this with myathletes as a team.
They selected the word of ayear and every one of them got
this that they wore okay, theyworked classroom, they had a
chance to share it.
(26:58):
But for me the word is kaizen,k-a-i-z-e-n, and and it's in the
the scripture is found.
Definitely, we look at it inscripture.
Most of these are firstthessalonians 4 10.
It says excel still more exceptconsistent and ever increasing
(27:24):
performance.
So if I could sell that and theathletes doing that it can
share that, can see that inhimself and we have coaches can
see that he we're winners andover a period of time we will
maybe be number one.
But number one is not important.
Have I become all that I can beat this point in my life,
excelling still more?
(27:44):
Yeah, so I plant those seeds ofprocess goal rather than an
outcome goal.
That's a concept of the goldsunny price.
Yeah, am I percent if I'mprocessing in all areas?
This is the way that I approachit a different are you doing
the same if you'recelling it'snot just on the football field
or the basketball court?
(28:05):
I'm excelling in all areas ofmy life.
How am I doing in the classroom?
How am I doing at home, in myfamily?
How am I doing in my community?
How am I going to my church ormy synagogue or places that I
worship?
Am I excelling there?
If I am, I'm a winner.
I'm winning.
(28:28):
I may not be on top of themountain, but I'm a winner.
Speaker 1 (28:30):
Yeah, yeah, and tell me about when you lose.
So let's, let's talk a littlebit about we come up short on
the scoreboard, we've we come upshort.
We don't win that football game.
Because, you know, I would sayI would would argue in 2016 if
westfield didn't lose those twogames early in the year by a
combined three points andrealize like hey, we thought we
(28:51):
were watching enough film and wethought we were practicing hard
enough and we thought we weregetting enough sleep and
hydration.
If we didn't go back and andtweak all of those things and
get one percent better in allthose different areas, there's
no way we win that statechampionship.
Tell me, tell me when, when, awhen, a team that you're
coaching or a team that you'reworking with does come up short
(29:12):
and let's say, maybe it's aparticularly devastating loss or
it's a.
You know, we felt like weshould have won this game.
Maybe we're not as good as wethought we were.
How do you, how do you dealwith those emotions in those
times.
Speaker 2 (29:25):
That's a very valuable time in the life of
that young athlete.
And one of the ways that Iapproach that comes from my
background military background.
I went through Marine, ocs andQuantico and I can remember back
then and going through thatthree months of leadership,
training and development, thatone of the things that we would
(29:46):
do it was called After ActionReview AAR and we would go out.
Then on we had missions atnight.
We'd meet together as the folksare going to their bunks and
we'd get up with our squad andwould go out and have an
objective Okay, we had a goalthat we had to accomplish.
(30:07):
And then we had to come backand we had to.
How'd we do?
Okay, how'd we do so?
We had a pre Okay, how am Ipreparing myself?
Do I have a goal?
Team knows what it is.
Be very clear.
First habit of high performanceis seek clarity.
We're very clear about that.
And then, when we come back in,we had what we call an after
(30:29):
action review.
So basically it said did youreach your goal, yes or no?
We always like to say yes, butwe don't always been able to do.
And well, if we said yes, thatpre-action, why do you think you
reach your goal when we win agame.
Sometimes coaches miss that.
It's why did we win?
(30:51):
What did we do?
We worked all week awful awfulhard in this area.
Did it pay off?
Yeah, yeah, we go back to oursuccesses, which is a confidence
builder for the individualplayer as well as a team.
And then the second thing Ihave I had to say no, that means
I lost the game, that means wedidn't get the win when we were
(31:12):
out.
And then the next thing, hesaid, okay, why not?
So we said okay, we didn't worktogether, we were not clear.
One guy took charge and the restof us didn't do anything.
So we had to come back withthat loss and break it down into
why it was not successful.
Yeah, and we had to say, okay,guys, we played hard, we made
(31:35):
advances.
What thing here did we need towork on?
Maybe harder next week to beprepared for our opponent coming
up on Friday night.
So we laid that out.
This is our objectives toimprove on that performance
after action review and tomorrow, starting on Monday, then we're
going to start to work on thosethings to make it stronger and
(31:57):
tell me a little bit more aboutthe culture that has to be built
, so that in those moments itdoesn't become finger pointing
and blame.
Speaker 1 (32:05):
It becomes.
We're just evaluating whatneeds to improve and we're going
to come up with a plan togetherto improve that.
Talk a little bit about thatculture.
Speaker 2 (32:15):
Yeah, that culture has to be built around.
We're all in it together.
We don't say the offensive linedidn't do their job, defensive
line, okay, we all are workingat this together.
And how can we support eachother if it's the offensive line
that broke down during the game?
Okay, how can we, as adefensive line, support them
(32:36):
this coming week?
Can we make it a little tougheron them so that they have to
work a little harder?
And we tried to share that loss, not among one or two or three
things.
But how do we need to workharder in helping each other in
our different areas, sayfootball, for example?
We'd say, okay, defensive line,we've got to help this
(32:58):
offensive line really be betteron pass protection this week.
Let's work harder to make themharder and then, when they are
successful, let's complimentthem.
Yeah, let's build current,let's build that confidence in
them.
Yeah, so it's bringing ittogether as a unit to help each
other over that.
Yeah, but then you, once youhave done through the what I
(33:18):
call the after action review,you got to start on the next
practice, working on thosethings.
And there's a thing I like touse in coaching.
I use it and it's called andthen some We'll have an, and
then some, okay, we need to dothis this week.
And then some, what extra?
Maybe it's staying afterpractice Ten minutes and let's
(33:44):
work on this drill.
Or let's work on this technique.
Or let's work on this drill.
Or let's work on this technique.
Or let's work on our endurance.
Or let's get it's been a littleextra time in the weight room
this next two weeks to getstronger.
Yeah, that little extra.
That if you could plant it intothe mind of that young athlete,
then there there's many timesthey're the first one out and
the last one to leave.
They're working on the extraand we would stop and say, okay,
extra effort time, okay, extraeffort.
(34:08):
So they all break out and runfive minutes over here on that
sled.
I'm going to work on something,punch pass, whatever it is
we're working on, get my handsup, punching right.
So they do that.
A little bit extra doesn't haveto be in another hour, but that
little extra now in the in thecoaching thing thing, and
particularly with the rugby, Iwould say, okay, there are a lot
of films on rugby between ournext practice, get on that.
(34:30):
What's the film?
That's that little extra youcan do.
So that extra thing to overcomethe shortcoming that we had in
the, in the loss, and the thingI think to get across to an
athlete and help them.
There's no, there's no losingas long as you learn and grow.
We didn't, we didn't come outhere.
(34:53):
We didn't come out on a winninggo, your score is higher on
your side of the scoreboarddesires, but can we learn from
that and can we grow in thefuture?
Yeah, that's key.
Yep, you only lose when you'relearning and growing and if they
can get that concept, thatdoesn't beat them down.
So, okay, I can learn, I cangrow, so I can be better.
Yes, you can.
Let's go to work.
Speaker 1 (35:15):
So I see you brought a few books with you.
Tell me about, let's talkthrough maybe, some of these.
Why'd you bring them?
What do you get out of them?
Why are they maybe worthchecking out.
Speaker 2 (35:28):
Okay, I'm going to start with this one I mentioned.
This is my first introductionreally into the mental concept,
as well as the spiritual heartapproach.
The biblical approach tocoaching the heart, mind and
body approach.
The biblical approach tocoaching the heart, mind and
body.
I got enamored with that and Iwent through and there's a
(35:52):
certification program.
This was early in developingthe three-dimensional athlete,
so I brought that aspect and itdoesn't have to be.
People say okay, I understand,this is not religion.
Okay, it's not a religion we'retalking about.
It's a spirit and I thinkanybody that accomplish coach
anything of any worth.
It also has to get beyondhimself to a higher being, to a
(36:13):
higher being and for some it'sdifferent than others, but
there's something about it thatbrings in the acts of the heart,
of the spirit.
So this is where I start with athree-dimensional approach
toward the coaching, another onethat I use when I coach
individuals one-on-one.
I use this book right here.
It's called the Mental Edge.
(36:34):
It's maximizing your sportspotential with the mind-body
connection.
It's written by Kenneth Baum.
I have the athlete go throughthis with me and we break it
down into different areas,similar to what we do with the
three-dimension, but finding themiddle age.
(36:55):
Merging science and sports.
You've got to excel on athletecoach too, on this one, the
merging the science and sportstogether, how that they can see
this.
Neuroscience, neuroscience, howthe mind is so critical, uh,
perception stretchers, definingyour desire, a picture of
excellence this is what goodvisualization what that looked
(37:16):
like, uh, so this is, uh, one ofmy favorites as I use with
there.
Here's one that I picked up andI still use this one a lot today
.
It's called the 12 Elements ofan Elite Performance.
This is written in Troy Bassamin his name.
Actually, he was an Olympicraffle.
(37:36):
Okay, he took Olympic and hetook those concepts and built
them into this, these 12 Elewith elite performance.
Great concept starts, by theway, with passion.
If you don't want to, we can'ttake the top of your head on.
Poured in, you got to water,right, yeah, so that's that's
one that I used there.
(37:57):
And then, uh, another one that Ilove and this is where I use
when I do my workshop calledScore.
Jim Fanning wrote this.
It's not just as it says scorefor life five keys to an
optimistic achievement.
How do I break these down?
Self-doubt, self-concentration,optimism, relaxation, enjoyment
(38:20):
to make the best of what I do,and then the book that I wrote a
building to excellent.
My partner and I he, we stilltrain together, we do workshops
and seminars.
Uh, and just put our headstogether one time after we've
been into the business world andthey said there's so much in
the athletic world that needs tobe shared with the business
(38:42):
world.
So we took a guide to buildingauthentic success and, uh, this
is where we put our headstogether and I take them through
this one and, uh, buildingconcept of self-conscience,
self-esteem, self-image.
It's just a how do I buildsuccess?
Yeah, so those are the onesthat I use uh, coach, coach, uh,
(39:03):
to try to get to the, to theheart of what we're trying to
get accomplished.
I love that and our passion.
Speaker 1 (39:09):
I love that and I I heard somebody talking about one
time, um, kind of my, myearlier days of getting into
mental performance coaching, andhe, uh he brought up the
concept of.
We don't really havecompetition Like we.
You know, you and I both youand I both have a.
If an athlete contacted us andsaid, hey, we want to work
(39:30):
one-on-one with you, will youwork with me?
Both of us would answer yes,absolutely, but the.
You know just the concept ofthe.
There's not like this.
There's not like thisthreatening competition.
It's more of a.
Every single person on earthneeds this and there are not
enough of us to teach it toeveryone.
(39:51):
How do we, how do we get theword out there to everybody that
, hey, you know, there there'sthe, there's these tools that
can help you achieve in theseareas where you're coming up
short In your mind, what's maybesome vision that you have for?
(40:11):
What does the future look like?
How do we continue to?
How do we get this into everyhigh school in America?
Speaker 2 (40:20):
Well, yes, that would be great, or just some more of
them, right, but I think we'vegotten the concept.
It really comes from anotherone of the.
For years I teach the conceptof seven habits of highly
effective individuals orteenagers, and when I'm working
with athletes I use the bookTeenagers.
But it says one of the habitsis number one seek first to
(40:46):
understand Do I understand eachother, what your deeds are, how
I can help you, and then theconcept.
Also, one of those habits isseek win-win.
If I can work with anyindividual and it can be winners
for both.
If I can work with anyindividual and it can be winners
for both.
We don't want a win-loseenvironment.
(41:07):
We don't want a win-loseprogram, right, if I'm, as an
athlete or as a coach, all aboutme, the self-concept, it's all
self-earning, but I can learnhow better I can be without
wanting to help other peoplethen we are not going to be able
to survive as a company.
So it's how can we worktogether?
(41:29):
There's a great example and I'malways looking for things that
I can share with the athletes.
There's a book that's just beenwritten by a guy by the name of
Murphy.
You may be very familiar withthis one.
It's called Inner Excellenceand in the playoff, in the
Kansas City playoff, when theywere playing, sitting on the
(41:51):
sideline there was a widereceiver with the name of Brown
JB or JR Brown.
Speaker 1 (41:56):
AJ.
Speaker 2 (41:58):
Yes, and guess what?
You know, the whole concept washe was sitting there reading
while he was off the field.
He was a wide receiverdefensive and he was had that.
He had the book underlined andthen they interviewed him and he
said this book made thedifference in me because someone
had shared this uh concept.
(42:19):
I grabbed the book and I seethe importance of the excellent
starts on the inside and movesto the outside.
And being excellent on theinside takes the right kind of
mindset to be excellent.
And he was pouring through.
What an example of theimportance.
(42:39):
And if a coach can't see thatat any level, why not?
Why not pour into the mind andthe heart of that athlete, as
well as the physical aspect, tomake them the best that they can
be?
Speaker 1 (42:53):
So as we uh we get ready to wrap up here coach, one
of the things I always love toask my guests is knowing what
you know.
Now.
If you could go back to thatthat first year, that you're
ready to start this coachingcareer and you're ready to kick
things off young and full ofenergy, what's the one piece of
(43:14):
advice you would give a youngerversion of yourself?
Speaker 2 (43:17):
I would simply start with that and everybody involved
in the program.
We're all about developing thetotal athlete, the authentic
person that can be authentic inthe classroom, authentic in home
, authentic in his community.
And if we develop the totalperson, the athlete will not be
(43:39):
able to be an athlete all of hislife.
He's only got so many years andhe can play the game and go so
many levels, but he's going tobe a father.
He's going to be an athlete allof his life.
He's only got so many years andhe can play the game and go so
many level, but he's going to bea father, he's going to be a
husband, he's going to besomebody that makes a difference
in this world.
And if I could sell the totalconcept the mind, okay, the body
and the heart of that youngperson to grow in all of those
three areas and the heart ofthat young person to grow in all
(44:02):
of those three areas, then Ithink I have really reached what
I need to do with thatindividual.
And the parents got to helpwith that, the coaches got to
help with that.
No one person can do that, yeah, but we can sell that to those
young athletes.
Love that.
I think we're on our way.
(44:24):
You know, at my age, I know Idon't have another 20 years.
Yeah, I'm being very realistic.
I'm doing everything that I canto keep my health wise.
I work out three days a week.
I continue to do that.
I continue to work on my mind.
Faith is a big part of mydigging deep into my devotions
and when I can do that Biblestudy, I want to impact in these
(44:46):
few years that I've got left asmany people as I can about
developing the tone first, notjust one dimension, not just
being CEO of the company.
But how am I becoming the bestfather, the best dad, the best
leader that I could be?
How can I do that?
Speaker 1 (45:06):
Well, coach, greatly appreciate you taking the time
to stop by today.
Share some of the lessons thatyou've learned, the wisdom that
you've gathered along the way.
If folks want to get in touchwith you, what's the easiest way
for them to reach out to you?
Speaker 2 (45:19):
They can reach me, certainly my email,
tommybrichardson at gmailcom,all little.
Certainly they can reach me onmy phone text.
Give me a text, give me a call.
I volunteer to speak todifferent groups.
I speak to seniors, I speak toyouth, I speak to all ages and I
(45:42):
give a lot away.
Certainly I want to youth, Ispeak to all ages and I give a
lot away.
Certainly I want to providevalue and if it provides value,
then I'd like to know there'ssomething coming back.
But it's not the money.
In my state it's not theimportant thing to me.
It's how can I impact morepeople speaking to different
groups, talking to groupsworking with people, mastermind
groups, any way that I can be ofhelp to someone else with some
(46:04):
of the things that I'veexperienced and shared in my
blessed years that I've had.
Love that.
Speaker 1 (46:11):
All right, well, coach, thank you so much.
Appreciate the time, appreciateyou stopping by.
Speaker 2 (46:17):
Well, thank you, coach, for inviting me.
Look forward to staying intouch with you and maybe we work
together in the future somethings that we might be able to
do together to make it a betterworld, right.
Speaker 1 (46:27):
I love it.
Yeah, Until next time.
Make your plan and put it towork.
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