Game Changers Sports Academy: Building Scholars and Athletes of Tomorrow

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Forget the cliché of “student-athlete.” These founders flipped the order for real. We sat down with the team behind Game Changers Sports Academy to unpack how a bootstrapped vision became a rigorous school where a 3.0 GPA is the ticket to train, block schedules fight boredom, and phones go in a cart so attention can come back to class. They call the transcript “life insurance,” and their model proves why: small ratios, direct instruction, and accredited online platforms combine to meet kids where they are and push them where they can go.

We walk through the system end to end: interviews that require students to read their essays aloud, uniforms that cut status games, and real-time dashboards that trigger instant academic interventions. When progress slips, training stops. When mindset wobbles, coaches treat it like any muscle—trainable through standards, language, and reps. Their “isms” stick: hard work isn’t punishment, it’s payment; opportunities don’t vanish, they pass to someone prepared. The result is tangible—early graduates, rising GPAs, Division I opportunities, and quieter wins like a sixth grader who finally believes he can.

This is Las Vegas education with an edge: people-first, purpose-driven, and built for the reality of modern youth sports and NIL-era pressures. The founders share plans connected to the Hilo project in North Las Vegas, painting an Olympic-village vision where elite training lives beside focused classrooms. They’re not trying to out-glitz anyone. They’re proving that structure, mentorship, and accountability still outperform hype. If you care about youth development, performance coaching, or how schools can actually hold attention, you’ll feel the energy—and maybe borrow a few policies for your own home or team.

If this conversation challenged your thinking, follow the show, share it with a parent or coach, and leave a quick review to help more listeners find it.

Episode Transcript

SPEAKER_01 (00:00):
Welcome to Vegas Circle Podcast with your hosts,

(00:01):
Pocky and Chris.
We are people who are passionateabout business, success, and
culture.
And this is our platform toshowcase the people in our city
who are making it happen.
And today it is just that, man.
We've got two uh guests thatwere welcome into the circle,
co-founders of Game ChangersSports Academy, uh, who are
helping our student athletesmaximize their potential in both
school and sports.
Uh so welcome to the circle,Rice and Coach Ba.

(00:23):
Welcome, Bob, welcome to you.
Good to see y'all in personagain.
Right again.
This is what I love about Vegas,man.
So I actually met these brothersat uh at a restaurant.
Yeah.
I think it was about two monthsago now.

SPEAKER_03 (00:33):
Couple months ago now.

SPEAKER_01 (00:34):
And shout out to Jay Sean, which is friends of ours.
Yeah, that's over at Uncommons.

SPEAKER_00 (00:40):
But I did want to say this.
How this is how we met.
We were observing how you werehow you were looking at your
children.
Oh, absolutely.
We looked at you and your wifeand how you guys were handling
your kids.
I appreciate that.
And I think I said somethingabout your food, and I went into
a conversation on how yourchildren were acting and
behaving.
That's exactly what they youwere speaking about.

(01:00):
Start off getting me emotional,man.
Right off the chat, too.
You know, I'll play with mykids.
And then you had them stand up,and when they stood up and they
how they introduced themselvesto my wives and his shit.
I was like, y'all doing thething.
I appreciate that, man.

SPEAKER_01 (01:16):
Salute to y'all, man.
We met your beautiful wives too,man.
So how let's talk about it, man.
Let's jump, let's jump rightinto it.
So, how did you guys connect toform this academy?
Because it's extremely hard tobe able to do, but how did you
guys actually connect and makethis happen?

SPEAKER_00 (01:28):
Well, you know, yeah, this is kind of, you know,
well, we have we have historybefore all this.
Okay.
You know, Coach Vaug and myself,our children ran track.
They ran track.
So we saw each other in familiarareas, and and we were just
always polite, and he was alwayspolite, and our kids all, they
were all competing against eachother, really.

SPEAKER_02 (01:48):
Yep.

SPEAKER_00 (01:49):
And um, and that's kind of how we formed a
friendship, really.
We just formed a friendship byflying in different areas and at
different competitions, trackmeets and stuff, and then we
just kind of became a little bitof family.
And then with game changers, Ihave a partner that's not here
tonight, is Mel Spicer.

SPEAKER_01 (02:07):
Shout out to Mel, man.

SPEAKER_00 (02:08):
Heard great things about him.
Good man, good man.
Got it, got all the right stuff,you know.
And actually, how I met thisthat gentleman is I'm an Air
Force brat.
So I look for structure.
I look for structure in my life.
And I was looking for a team formy son to play on.
And I was scouting around LasVegas, and you know how we did
it.
Oh, yeah.
And not them, not them, notthem.

(02:30):
And I ran into Mel and I watchedhow it was organized and in
place and everything.
And then he was holding thosekids accountable.
And I was like, we can do this.
That's how Mel and myself met.
And we started thatrelationship, then I ended up
coaching with him.
He pulled me out there, startcoaching with him as well.
And I had in my mind, I hadalways had an ideal of, you

(02:54):
know, being a former athletemyself and working with kids.
You know, I'm I I'm a socialworker.
So I've worked with kids all mylife.
And I've been in especiallyat-risk kids.
And so being in that thatformat, when I got to Mel, I was
like, you know what, we couldprobably do some things a little
bit different with our kids, youknow, because these guys were

(03:16):
into high performance training.
Okay.
And I just trained as an athletemyself, but my my kids, these
guys were doing different stuffwhen I met Mel.
And then we started talkingabout the possibilities of uh
doing a few things different,maybe coming together and
creating a gym and a trainingfacility.
And we entered into thoseconversations in 2016.

(03:38):
2016 is when we started GameChangers.

SPEAKER_01 (03:42):
When you actually launched, like that's actually
when you're gonna be able to dothat.

SPEAKER_00 (03:44):
That's when we launched, yeah.
So we've been in business nine,and then school from the school
standpoint, seven.
So congratulations, becausethat's hard to do.
That's very hard to do.
You know what?
He had already had a platformthat was in place as well.
So Mel had already had someexperience in doing this.
And so when we got together andwe started kind of talking about
it, and so we said, let's form abond.

(04:05):
And it was it was actually fourof us.
It was uh Manis Edwards, it wasMel Spicer, and Lamont Hicks.
And they are the originals thatcame in.
Okay.
Now we knew about this guyacross town because he was doing
things and his kids werephenomenal.
And and as we got to to a pointwhere we decided we were gonna
pivot and move into a to adirection with not just training

(04:27):
but education, that's when wekind of started reaching out to
this guy, trying to put our teamtogether.
And that's how the team started.
And then we took it from thereand we bootstrapped.
Yeah, this is all bootstrapped.
We didn't this wasn't this wascoming in with sacrifice and
heart and blood, sweat, andtears.
You know, when we moved intofrom one facility to another, we

(04:48):
did it.
We moved into it.
We we didn't have to we didn'tcall people to put us in.
We put our own hearts into itand stuff like that.

SPEAKER_01 (04:55):
So that foundation is solid.
Oh, yeah.
Oh yeah, yeah.

SPEAKER_00 (04:59):
And built from the standpoint of this.
Our kids were our kids were allathletes, and we were trying to
figure out how we can maximizethis gym as well.
Okay, and so what we did is wetook our children and we just
said, you know what, let's try.
Maybe we can cut all the fluffout and we can create the
training and create a learningenvironment for these kids, and

(05:21):
so we can maximize theirpotential because they all want
to be elite athletes.

SPEAKER_02 (05:25):
Got it.

SPEAKER_00 (05:26):
And in that process, that's how it was formed.
That it formed with our ownkids.

unknown (05:30):
Yeah.

SPEAKER_00 (05:31):
You know, I want to mention this is that I remember
coming home and talking to my mywife, my children were that were
at Faith Lutheran.
And I was talking about takingmy son, my babe, the baby of the
family, too, and bringing themto game changers and going
through this process.
So, you know, my wife looked atme like I was crazy.
She looked at, and I had to sither down and we have to really

(05:53):
talk about it and pray about it.
But what we what what developedout of that process and Devon
coming to our school was morethan we could imagine.
More than we could imagine.
And when the school launched,this gentleman here has been
right in the middle of it.
And and he brings his own, hisown story.
I mean, he he did the homeschoolwhole process himself with his

(06:15):
children, and and then kind of,you know, so when he folded into
it, it was natural.
It was very natural.

SPEAKER_04 (06:20):
Yeah.
So kind of like layer into that.
So, you know, obviously onething from being like developing
athletes, right?
That's we obviously know it'svery challenging.
But once you lay in education,it brings a whole different
piece to it, right?
Now you bring up legislativeissue, government enforcement,
et cetera.
I'm sure there's a lot of legalloopholes you have to jump
through to even be able to getqualification to educate people,
right?
I'm assuming, like, but youknow, what kind of dynamic did

(06:43):
you bring into that mix?
Because you know, obviously youjump into it, but that to me
seems like a very much harderthing to get implement because
I'm more regulation withschooling, I would assume.
So, how did you kind of navigatefrom bringing what they already
had in place to also bring whatyou wanted to the mix to bring
in the education piece to it?

SPEAKER_03 (07:00):
Well, you know, the the the biggest take when it
comes to the education side, weknow that there's always a
disconnect sometimes with thesestudent athletes where they they
they they get praise on theaccolades of their performance.
And a lot of times if theirfocus isn't education, it gets
overlooked or they put it to theside because nobody wants to

(07:22):
give them any praise on it.

SPEAKER_02 (07:24):
That's a great thing.

SPEAKER_03 (07:24):
They just say, hey, look, you know, so for us when
we started to deal with athletesand bringing the education piece
in there, it was more so saying,okay, look, you can go get
tutoring, you can go get someextra help, but can we create an
environment that challenges youacademically?
So once we got, we sat down andwe said, okay, look, the first

(07:44):
thing we want to do is let'sjust limit the ratios.
Let's get to a point to where wecan have these students in a
classroom where they can beidentified as an individual.
They can know who they are,because we know as they go up
the ladder, you know, you're asocial security number.
You know, you get to, you know,you're, you know, I had a
conversation earlier.
Yeah, straight up talking.
You're just there.
Yeah.
So so we put them, we we satdown and we said, let's look at

(08:07):
this this way and see if we canfind an environment that's gonna
work.
We started off thinking we weregonna probably have 12 to 20
kids.
First year we morphed into 40,then we went to 60, then we went
to 80, went to 120, then we gotto a point of let's slow it down
a little bit.
But our original ratio was 12 to1, was our student-teacher ratio

(08:28):
we wanted to have.

SPEAKER_01 (08:29):
Which is still that's still very good.
Yeah.
It is, it is.

SPEAKER_03 (08:33):
And now we're at 15 to 1, which we won't exceed
that.
But back to your question on howwe got to that point, you know,
legislative and getting intothose, those, those areas, it
wasn't our lane, it wasn't ourscope.
Um, our hat goes off to anyeducator.
Yeah.
You know, I mean, uh, we look atit, one thing we can't pick when
it comes to these kids is wherethey come from.
Yep.
And we don't know what kind ofhousehold they're going home to

(08:54):
or what kind of rules andstandards are already set in
place.
With all with a lot of us havinga lot of similarities, you know,
with military backgrounds orhaving parents that raise them a
certain way.
I mean, I grew up in ahousehold, single mom.
My dad was, you know, distantbut still in my life.
But I grew up with a lot ofstrict rules around me, you
know, like, hey, you know, whatyou don't do, you know, and

(09:15):
don't bring home.
You know, so when we started toimplement a lot of those rules
in our school, we started toseek educators the same way that
had standards.
Hey, you really want to educatea kid.
Being a teacher is one thing.
You could teach, but you'regonna educate.
I feel like it's just aseparation behind it.
So we started to talk aboutthat, and we sat down and said,
okay, what are gonna be our coreprinciples?

(09:37):
So we ended up creating astructure that was gonna be put
in place where we can adopt alot of platforms.
So before we got to a point oflike, this is our own standard,
we used a lot of differentplatforms, a lot of online
programs with our own educators.
And that's pretty much kind ofhow it started.
But we created a classroomenvironment that wasn't set to

(09:59):
where it's like you're gonna doyour own thing.
So our teachers actually teach adirect instruction, even though
a lot of our kids are on onlineplatforms.

SPEAKER_01 (10:08):
So if a student is in a class, but they're that
same foundation.
Brick and mortar.
Brick and mortar.

SPEAKER_03 (10:13):
So it's still treated like a true brick and
mortar.
You show up, you're in class.
You start off if if if we'reboth sixth graders, and I might
be in a more, um, he may be in amore advanced English class, I
might be in a more advanced mathclass.
But when we go into directinstruction, we get a sixth pro
sixth grade instruction, butthen once we get on our own
platforms, they may be at adifferent curriculum level based

(10:36):
upon where we test at.
So that's how we put ourstructure in place so no kid was
able to, you know, you didn'tfall into like what happens in
traditional school settings.
You're gonna get taught whatyou're taught.
It's kind of like how it is withfood.
You know, eat what you eat, youknow, get what you get, don't
throw a fit, right?
You know what I mean?
Like, you know, you better eatwhat's on your plate, right?
So I mean, right, right, youknow what I mean.

(10:58):
So that's the thing.
It's kind of like you like, Idon't know about, you know, so
so with our kids at the time, itwas like, all right, their
learning environments, everybodylearns a little bit different.
And we talk about this all thetime when we're we're teaching
instruction.
So we do our best to have ourcoaches, and we've coined a
phrase where a lot of thesecoaches that go up, and I call
them all high performancecoaches.

(11:19):
Now, I know getting a chance tobecome a high performance coach
does require some curriculum toa certain extent, but it's more
so, how are you gonna have thatstudent athlete get to a highest
level they can perform at, notjust athletically, but mentally.
So a lot of our install was howdo we get a kid to walk in the
classroom and still be acompetitor?

(11:40):
They may learn differently.
So if you got an instructor upthere teaching you, can I learn
something from them?
Can I get some tools that I canput in my toolbox that I know
that I can go ahead and applythis when I get on my own online
platform?
Did my instructor just teach mesome things that can help me
deal with it?
So that's kind of what we endedup creating was something a

(12:01):
little bit more different.
It's a little different thanyour traditional.
Yes, it's a brick and mortar.
Yes, they sit in in a classroom.
Yes, they start off with somedirect instruction.
And the teachers are challengedin the sense of, you know, yes,
I may be in a lower sixth grademath than, you know, my peer is
in the same class.

(12:21):
But that instruction that's beentaught to me has been enough to,
you know, kind of, you know,they've educated me enough to
where now when I go apply thisback to my own platform, can I
still excel up?
So we've had a lot of successwithout going into deep, deep
stories, but we've had somesuccess where we've had some
students when we had a few ofour girls that we've allowed to
stay through high school thathave graduated high school in

(12:43):
three years because of theplatform that they've been on
where they started to learn acertain way.
And guess what?
They're still athletes.
So to be able to apply that andtake that back to their playing
fields or their perspectivesports, it's been, we've had
some pretty good success.
I mean, we've had some kids comein with speech impediments and
quote unquote learningdisabilities.

(13:04):
But then when they get into thisenvironment and they're like,
okay, I know that I'm gonna getdirect instruction from my
teacher, but now I get a chanceto get on my own platform.
Then they're on their owncurriculum platform and they're
like, all right, I'm I'm I'mcomfortable in my own space
right here.

SPEAKER_01 (13:21):
Confidence, yeah.

SPEAKER_03 (13:22):
And that's great.

SPEAKER_01 (13:23):
Yeah, yeah.

SPEAKER_03 (13:24):
So that's that that's so I I hope I answered
your question.
But as far as like, you know,the other things of like
legislative and kind of hallthat moves, we basically moved
into a space of we want to offersomething that works for
everybody.
And then so our environment withour with our kids, we're we're
on these, they're on theseplatforms, it allows them to
excel.
And the best way I can explainit is our hockey program.

(13:47):
Hockey came into Vegas as a newsport.

SPEAKER_01 (13:50):
Because of the golden ice and everybody, yeah,
yeah, yeah.

SPEAKER_03 (13:53):
So for us, it was a space, working with athletes
wasn't foreign.
But the education piece that alot of these students that came
into Vegas that may have movedfrom the East Coast and they got
brought up on the ice, or theyor they or they moved from the
Midwest and they got brought upon the ice.
Well, a lot of these kids camein with their own curriculums.
So for us, it was a little bitof a challenge in the beginning

(14:14):
where we're like, okay, well,let's understand what platform
you're on, but our teachersunderstand education.

SPEAKER_02 (14:22):
Yeah.

SPEAKER_03 (14:22):
And they're all accredited teachers.
So they understand education,but now they got a kid that
comes in with the program thatwas offered.
And it's probably a nationalaccredited program, and all the
programs that they're on are allnationally accredited.
But our teachers get a chance tosit down and go, okay, let me
understand.
Okay, now let me hold youaccountable to this level.
So since then, we found someothers that work best for us,

(14:46):
and majority of our students areon the same platforms now, but
that's how it started sevenyears ago.
And we've had a lot of success,and we've averaged, you know,
roughly about a 3.2 GPA acrossthe board.
Because if our student athletesdon't maintain a 3.0, they can't
go train.
So we deal with that.
That's what I'm gonna ask.

SPEAKER_00 (15:04):
That's not negotiable either.

SPEAKER_03 (15:05):
And it's non-negotiable.
Yeah, yeah.

SPEAKER_00 (15:06):
Yeah, so we have people that come in.
Every child that comes throughthe program goes through an
interview process.
They'll take a tour first,they'll come and do a tour.
So they because they need tounderstand exactly what's going
on, what they're getting into.
And then we do an interview, andthat interview is an hour long.
So for the first 40 minutes,minutes of that interview, I'm

(15:26):
talking about academics.

SPEAKER_01 (15:28):
You ain't even talking about what they're
focused on as far as sports oranything like that.

SPEAKER_00 (15:32):
I let I let parents know right away because they
would walk into our facility andsee this.
We had a pretty beautiful gym.
You know, it was we had somestuff in place.
And they would walk in there,and I know the kids were like,
oh yeah, I'm gonna be workingout, I'm gonna be running around
doing all my stuff.
And I set them down, I was like,hey, this is a 30,000 square
foot building.

(15:52):
I said, and upstairs, we havesome classrooms.
It's about 3,000 square feet.
That's the most important piecein this building.
I said, that's the differencebetween being good and great.
I said, we we can get youbigger, stronger, faster.
We can do that.
These guys can do that withtheir eyes closed.
I said, but you don't open thosedoors to become elite unless you

(16:13):
have grades.
I said, 3.0 and above.
I know the public system says2.0.
Nobody is giving you ascholarship with no 2.0.
That's not gonna happen anymore.
3.0 and above is where so whenwe come in there and I look at
the parents, I usually have onesitting on the parents sitting
on one side and a young mansitting on the other side.
And I said, I don't negotiatewith kids, and I don't negotiate

(16:35):
with parents.
I said, Here are our standardsright here.
This is what you have to meet.
So make sure you understand youwant to do this before you come
in here.
I said, because we won't lowerit for you.
Yeah, we won't lower thestandard.
You'll have to meet thestandard.
And uh most of the kids arelike, I'm I'm ready to do it.
I'm like, okay.

SPEAKER_01 (16:52):
You know what's so great, not to cut you out.
I I think about Dean Smith,right?
Remember Dean Smith was doingthat.
I remember that with Jordan andall the players just came to,
they all were respecting them,they all went back to school to
get their degree, even thoughthey went to the league or
whatever it is.
And I'm glad you're doing thatbecause these kids are making a
ridiculous amount of moneycompared to what they're doing
if they end up going to thatprofessional level, but you're

(17:12):
setting a foundation, and that'sthat's powerful.

SPEAKER_00 (17:15):
Well, what I tell the parents is if you are
betting on your kid to come intothe program to be a professional
athlete, I said that's bad math.
That's bad math.
That's bad math.
The percentages and thestatistics are real.
Okay.
And and you think football'sonly thing is a little bit
better, right?

(17:36):
Well, what less than two percentof the kids going out there
competing are gonna get aDivision I scholarship, and less
than one percent will become aprofessional athlete.
So if you're betting on thoseodds, that is bad math.
That's that's learn, learn,learn.
What we talk about and we stressthis, they come in because they

(17:58):
have a transcript.
I go through their transcriptand everything.
I spend a lot of time on the onthe grades, but what I tell them
repeatedly, over and over, thistranscript is life insurance.
In this building, we call atranscript life insurance.
And they're like, Well, what doyou mean?
I said, Well, because thistranscript right here is gonna
give you the ability to have adecent life because it's bad

(18:20):
math out there.
Now we're not trying to crushyour dream.
We want you to go for it.
I want you to go and and try topursue all the goals you can,
but you better have insurancebecause every athlete has an
expiration date on them.
I'm one of them.
I thought I could, I thought Iwas invincible, I thought I
could play forever.
That didn't happen.
Yeah, you know, and so when youput the statistics on top of

(18:42):
that, then you really got someissues.
Our goal, mission statement isvery simple.
And so we are gonna make yourstudent a better athlete and
your athlete a better student.
We're gonna roll it down at thebottom, and then we're gonna sow
seeds into you because we'regonna mentor you and we're gonna
make sure you are a goodindividual, character,

(19:05):
integrity, discipline.
That's all we do.
But we sow seeds every day.
So when these parents we'vedone, I mean, we become tearful
in some of these interviewsbecause they they understand
that this is not just abusiness, this ain't a money
grab here.
This is life.
This is life.
And our own children havepartaken, they own children have
gone through this process.

(19:26):
So I let them know I'm gonnatalk to you like you're one of
my boys.
And they and we haven't had one.
And then when they go out andthey meet Coach Vaugh and Coach
Mel, it's they they different.
Because with our program, I'mgonna say this, and uh I I I
said I wouldn't say it, but I'mgonna say it anyway.
I'm gonna say it anyway.
Our program gets mimicked.

(19:48):
People are trying to do what wedo.
Okay.
You can build a better building,you can do all that stuff, but
you can't build a better team.
See, the people that I havesurrounding me, they're the
best.
They're the best in there, notjust in what their craft is, but
in their heart.
So you get to know this guy andyou get to know Coach Mill.
And Coach Mel is a former SEAL.

(20:09):
He's a former Navy SEAL.
He's different.
I'm already known because he'sdifferent, yeah.
But I'm gonna tell you what, Ilove him.
Yeah, I love this guy righthere.
And it's it's real.
And this this kind of feelingand how we talk, it's how we
talk in front of the kids.
We let these kids know hey, youyou you gotta be able to
understand and be vulnerable.

(20:29):
You gotta be vulnerable if youwant, you know, you want to
surround yourself with goodpeople.
Well, you gotta be vulnerableand you gotta be a good person,
you gotta be a person ofintegrity.
You will attract good peoplewhen you have integrity.
And when you don't haveintegrity, you're gonna bring
the other side in.
I said, but they never gettogether, they never hang out
together.
When you have good integrity,they don't want you in the

(20:50):
party.
You mess up the vibe.
Energy's off.
Hey, I remember being that guy.
I I was the guy that I didn'tdrink or do anything.
They didn't really want to hangout, my boys.
It was like, Rice, you ain'tdoing anything.
No, I can't.
But that's but that's the shortof who we are and what we do
from our from our missionstatement.
We we have these kids chaseexcellence in the classroom and

(21:15):
on the field.

SPEAKER_04 (21:17):
That's a great question.

SPEAKER_01 (21:18):
What's the date?
I'm sorry, go ahead.

SPEAKER_04 (21:19):
You know, you're even seeing it now.
Like even just to become aprofessional athlete, or even to
go through college as an athleteor even high school as an
athlete, you do need to berounded about.
Like it's not just a matter ofpure athleticism anymore.
Right.
The game's getting morechallenging, things are getting
more complex, it's moreintellectual.
Like everything, I see some ofthese playbooks, I'm like, how
the hell do you remember thatthat fast?
Like things are getting a lotmore challenging from an
intellectual standpoint, so itmakes you know perfect sense.

(21:39):
But when you're trying toprioritize how you're
structuring your program, youknow, how much of you know, kids
go to school, what is it, sevenhours a day now?
Like, how do you structure howmuch of that seven hours is
athletic training, how much is,you know, education?

SPEAKER_03 (21:53):
Well, I'm glad you say that because uh we have a
few new students that juststarted.
And uh they go they are theythey are they're they're being
challenged right now becausethey've never been in a
structured environment like thiswhere the demand is so high for
them.
And we tell them, we say, asRice mentioned, we say, look,

(22:15):
this is not gonna be hard.
You know, after he has hismeetings with them, we sit down
with them.
I say, look, this ischallenging.
This school is not hard at all,but it's challenging because mom
and daddy still expect you to gohome and be that son or that
daughter that they raised.
We're an extension of that.
So we're gonna challenge you tobe the best you could be here.
We don't get by, we get better.

(22:37):
So we got to say, and we say, weget better what?
Every day.
You walk in there, we ask them,they say, we get better what
they every day.
Well, now I got a lot of isms Ithrow at them.
I'm like, I'm gonna just I'lltell you one, I always say, I
was like, I'm gonna explainsomething to you.
I said, which play do you want?
Oh, I want to, you know, theplay.
Oh, no, no, no.
What play do you want?
I was like, you just want toplay.

(22:57):
See, all this preparation is foran opportunity.
And opportunities don't go away,they just go to somebody else.
They're not gonna go away.
Somebody else gonna get it.
And I ask them, what's yourfavorite number?
Oh, my favorite number's three.
Okay.
Somebody's gonna be wearingnumber three.
If you don't, you know what Imean?
Right, you know what I mean?
Right.
And it's gonna have their nameon the back, not yours.

(23:20):
You know, so we talk about thosethings, you know, when it comes
to how we balance it, we say,just because you took that, you
got off the playing field oryou've been training and now
you're back in the classroom,you're still competing for an
opportunity.
You're still challengingyourself to be better yourself
in that class.
So our balance, we call themblock schedules.

(23:42):
So the way it works is let's sayI'll use the example.
If all, you know, we were bothbaseball players and you both
were basketball players, we callthem training blocks.
So we call them so every threeweeks we have them, they switch
on a training block.
So the first training block forthe first three weeks, you and I
may be in class in the morningfrom 8 a.m.
to 11:30.

(24:04):
Okay, Chris and Rice, you guysare trained, you guys are in uh
class during that time.
You guys are in the classroomduring that same time.
And then at 11:30, we all havelunch, the whole school comes
together, and then our blockschange.
So now we're in class and youguys are training from 12
o'clock to 3.30.
So that's how the blocks change.

(24:24):
So they basically, and thenduring that time, we have their
on online curriculum.
So any work that isn't done, wewith our ingenuity platform that
we use, everybody has real time.
So I know I think a lot of theschools in town use infinite
campus, but the program that weuse, all the parents, everybody
has real time on their student.
So if they're in the blue,they're ahead.

(24:45):
If they're in the green, they'reon track.
If they're in the red, they'rebehind.
So if all of a sudden you and Iwere trained, no, you guys were
in class, and now you're gonnago train in the afternoon.
If all of a sudden Rice isbehind, we get that radio, send
Rice to the class.

SPEAKER_04 (25:01):
Dang.

SPEAKER_02 (25:02):
All right, that's what I'm saying.
So Rice can't do this.

SPEAKER_03 (25:04):
So now he can't, now all of a sudden I'm looking like
weird, like what Rice, where youat, man?
What's going on?

SPEAKER_00 (25:10):
You're getting held accountable.
Yeah, getting held accountableby your peers.
By your peers.
You know, and some people like,well, you don't want to
embarrass.
It's not about embarrassing.
You just accountability isaccountability.
That's a motivator, especiallyfor athletes.

SPEAKER_01 (25:24):
Especially because what's the age?
Is it is it six, six to eighthgrade?
Six to grade.

SPEAKER_03 (25:28):
Six through ninth, pretty much, but it's
predominantly six to eight.
That's our special.

SPEAKER_01 (25:33):
See, what's powerful about that is like that's that
too cool, you're trying tofigure yourself out.
So I see the perfect time.

SPEAKER_00 (25:43):
It's beautiful because they they sponge us.

SPEAKER_02 (25:46):
Yeah.

SPEAKER_00 (25:46):
You know, you get them and you can actually change
some of the behaviors.
You can see them mold andchange.
We watch kids just shape shift.
It is, it is, and it'sbeautiful.
It's beautiful, especially whenyou start to really see them
mature, not just physically, butmentally, when they start
talking to you different andaccepting a challenge different

(26:06):
or adversity, because adversityis everywhere.
Everybody's gonna have it.
And our kids, they handle it,they you know, they handle
adversity different because weteach it different.
We let them know this is anormal part of being an athlete
and being a person.
You're gonna go throughadversity in the rest of your
life.
You know, we when I talked aboutlosing my mom and and my pops,

(26:30):
man, that's adversity.
So I could have just curled up,curled up.
And you know how you feel aboutyour parents, but I know my
parents wanted me to be morethan that.
They didn't want me to curl up.
I had other things that were outthere.
That's what we teach the kids.
We keep it raw.
We don't we don't shield it, wedon't go too far, but we go far

(26:51):
enough so they understand that,hey, they care about me.
You know, they care about me.
We we can we pick up on thoselittle nuances that kids go
through a regular school that alot of teachers miss because
there's so many kids.
Right.
But we can spot a kid likesomething's he ain't in the
right shooting.
That's it.
That and then we're able toaddress it, you know.

(27:12):
That mental health, we call itmental strength.
That's what we call it in ourprogram.
I've never heard of said it thatway before.
It was he he made the word up.
He got like he said, he had alay is mental mental strength.
And that's what we do in ourkids.
You know, our our kid that justgot in our program, you know, we
won't say his name right now.

(27:33):
Yeah, yeah, yeah.
But but how how how did he howdid he respond to you when he he
told you he said he got better?
He thought he felt like he gotbetter mentally.
Yeah, it was he got challenged.
He was just getting in there andand he's a fantastic kid.
But I'm so excited for this kid.
And he's just a little kid, he'ssixth grade.
He's sixth grade.

(27:53):
You know what?

SPEAKER_01 (27:54):
Not even to cut you off.
I know I cut a lot of peopleoff.
I apologize, but I'm justthinking to myself, like,
because you're bored in class.
Like regular education, a lot oftimes, y'all figured this riddle
out of how to keep people withthe block schedules and things
like that.

SPEAKER_04 (28:08):
Because a lot of times you're there, you're bored
out of your mind.
Yeah, break it up a little bit.
I get some excitement in it.

SPEAKER_01 (28:12):
You're figuring this out.
Like, I remember when I firstmet y'all at the restaurant, I
said, wait a minute, what arey'all doing?
Remember, I was like, stop.
I said, slow down.
I'm like, what are y'all doing?
Because I had never heard thisbefore.
What you is I know you saidpeople are still an idea, of
course, because you guys got butI'm trying to ask this the right
way.
You guys figured the riddle thatmaybe Faith Lutheran, I'm just

(28:34):
gonna say the names, FaithLutheran, Bishop Gorman.
They they don't even do this,right?
Yeah, so like how do you get itapproved to be able to like do
it?
You know what I'm saying?
That's the mission right now.
Because I'm like, how is thispossible?
You know what I'm saying?

SPEAKER_00 (28:49):
Yeah, you know, if people understood.
And if I'm stepping over stuff,I'm not trying to, you know what
I'm saying?
So no, the first our our firsttwo classes, we had at least two
dozen division one scholarshipsthat came through ours.
We there's some kids that justcame home from the the Little
World Series.
They were they were students inour program.

(29:09):
Oh, what a great feeling.
Yeah, that's pretty cool.
We got kids, you know, our girlsare phenomenal.
Yeah.

SPEAKER_03 (29:16):
Our girls, you go ahead and run them down on our
girls because our girls are justWell, even with um, you know,
with the environment, eventhough our population have been
more boys, but our girls, theyended up setting a, you know, a
you know, when we say set thetone, but it's like, and I'll
backtrack a little bit on likesome of the isms.
So one of the I'll say is, youknow, um, hard work's not

(29:37):
punishment, it's payment.
So when we hold them to that,it's the same thing.
I mean the book of all theseisms.
Okay, right on my own.
Right now, while I patent quitea few already, which are
kidding.
But but look, I do want to saythis, Chris.
I'm gonna say this.
When you ask that question abouthow do we deal with the school
side, that's the thing.

(29:58):
You just mentioned it, Packy.
Where it's like they get boredor you're in the same redundant
cycle.
No day is the same.
I mean, every day is completelydifferent.
Now, there are some things theydo repetitive of with some of
their training.
And we have to tell them theygot to draw back in.
And I'll and I'll break downsome of those examples later.
But when we talk about hardwork's not uh punishment is

(30:19):
payment, same thing.
So when we walk into aclassroom, we see a kid drifting
off, maybe they're, and we'relike, I know you didn't walk in
here to decide not to work hardtoday.
You went out there, you workedout in your training today, and
you were trying to be the best.
Right.
But now you don't want to workhard.
Okay.
So we you're right.
So we keep it, yeah.
We keep it in a mental state oflike, and then they start to

(30:42):
compete.
So when he talked about thosekids getting these scholarships
that are playing Division Isports now, our first year we
had a lot of alphas and a lot ofkids that had come in.
And I we would say if we reallylooked at it, it was probably
maybe two to three that youwould go, oh, that kid's got
something.
But 12 came out of that.

(31:02):
And a lot of them ended upbecoming early enrollees.
We had a kid that came in, andwe won't say any names, but or
give it up on him.
We looked at his behavioralreport, and we're not a
behavioral school.
But the behavioral report wasmore on like we talked about,
some kids get a little restless.
Oh, you know, you got 15bathroom breaks.
Oh, you want to be the kid thatkeeps dropping.

(31:23):
You got the loophole.
Right, yeah, you know, right.
So it's like we're looking atthe writer, we're like, all
right, he's going out.
Like, well, what are you gonnasay it is?
Tell me your diagnosis.
Oh, is he what does he have?
Okay.
Maybe the environment isn'tcorrect.
Gets into this environment, hada little bit of a speech
impediment, had a couple thingsgoing on, fast forward ahead,

(31:45):
becomes an early enrollee at aprestigious university right
now, playing and competing anddoing very, very well.
But if we just went off of thetraditional, we got into an
environment where it was like,you know what?
I think what really made itdifferent for him was my classes
don't have anything to do withyour classes.
My instruction is the same inthe class, but once I get on my

(32:08):
platform, I have this lowteacher-student ratio.
So I'm getting the assistancethat I really need.
And we have, you know, tutoringand things like that where
students have to come or theycome early or they come, you
know, stay average.
So we have that offered as well.
But once he got into a patternof like, hmm, this is working
for me.
He standing out.

(32:28):
I mean, it was the coolest thingwhen he sent us the video.
He sent a video talking aboutthe school, what it's done for
him, and all that.
We're sitting there listening,going.
When he walked in this door, oh,we were like, we're like, oh,
watching him.

SPEAKER_00 (32:40):
He might have to walk out.
Yeah, watching it.
Right, yeah, right, right.

SPEAKER_03 (32:44):
So it turned into like, oh wow.
So those are the things where,and back to our girls.
We've had some girls that havecome in that, you know, at the
same time, we know that middleschool is you're trying to
discover, find yourself.
Am I with the cool kids?
Am I over here with this group,this group, that group?
We break all that down.
We all wear regular uniformsthat are like this.

(33:05):
We our first year we wore thepolos and the khakis for school,
and then after COVID, we stoppedthe changing.
So they actually get fiveuniforms that look very similar,
different, kind of cool, youknow.
You know, they get they they gettheir sweatsuits, all the stuff
to wear.
But everybody wears the samething.
So now it's not, you're notgonna come to school with your
Jays, then go put your slideson, put your crocs on, and thumb

(33:27):
a Louis build, and who can Iimpress?
No, no, no.
No, everybody's the same thing.
Yeah, everybody's the same.
Right, cut fall that out.
And when you show up, we've beencollecting cell phones for going
on seven years.
We've been doing that from thebeginning.

SPEAKER_01 (33:38):
I was gonna ask you, how does that work?

SPEAKER_03 (33:40):
Oh, they walk in.
Well, the parents are the worst,but they get it, they know now.
But originally, oh my goodness.

SPEAKER_00 (33:45):
So as soon as you come into class, when you get to
school, you come into theschool, you walk in the
building, you put your phoneaway, and we have a cart that
has your number on it, and youput your phone in it, and that's
it.
And you So you don't get thatuntil you check out the end of
the day.
And parents, when we first getit, parents are like, oh, we're
not really feeling that becausewhat if this happened?

(34:08):
And I said, We got enough phonesin this building to call you if
something's going wrong.
Y'all must be listening to ourconversation at that point.
I'm just literally talking aboutthe city.
I'm gonna tell you what, thatsocial media and these phones,
yeah, it's it yes, there's somegood things that happen because
you it brings you current stuff,real quick stuff, but the damage

(34:28):
it does to your kids isincredible because when we get
these kids, because it was liketaking them off a drug, really.
When they when we put themphones away, them kids didn't
know how to act at first.
And then now it's it's nothing.
I'm not dealing with thatcomment at home right now.

SPEAKER_01 (34:45):
Talk about this.
You're talking about a lot ofstuff.
Like we we noticed that when wewe block our kids from all of
that when they do Friday andthey get it back on Friday.
Yeah, they're completelydifferent people.
As soon as they get this, thenyou can't even talk to them.
They're gone the whole weekend.
So you're right, you got to getto focus.
But going back to what you weresaying about social media and
technology, I mean, if you lookat all the top CEOs of the

(35:06):
world, none of their kids areallowed to use the platform.

SPEAKER_00 (35:09):
Because they move on to they they they made they made
the money already.
They know exactly one of thosethings.
You know, this is what they do.
But yeah, but as parents and andand educators and people that
are mentoring and people tryingto move this thing, well, we
just use common sense.
And it made common, it wascommon sense is like, hey, when
they bring come in here withthese phones, we're gonna have

(35:30):
them put these phones away.
Well, we're gonna get pushbackrice, they're gonna push back,
let them push back.
You gotta hold your ground tostay.

SPEAKER_01 (35:37):
And we held our and it says it in y'all's name.
Your game changes.
So it makes it make sense.
You know what I what I loveseriously about this is because
Vegas we always hear about we we50th, we're 48th, we're 49th.
Yeah, but honestly, this is homefor for Chris and I, right?
Like I love Vegas and I lovewhat's happening because we're
we're starting to do more stufflike what you guys are doing.

(35:58):
There's not just the serviceindustry, not just hospitality,
there's so many creative people,right?
Like, that's why Chris and Ibuilt this platform is to
showcase this.
But more and more people need tohear what y'all are doing.
This is great.
You know, just even thehonestly, the settles out isn't
putting them in Clark Kanabecause it only uplifts all the
youth.
That's right.
You know what I mean?
To be honest with you, you knowwhat I mean?
So we just want to be part ofit.

(36:19):
That's what I wanted to ask youbefore you even go there.
What where do you envision ofthis?
Like, what's the next step ofthis, right?
Because you guys have been sevenyears technically building
because you started with thegym, then you brought in the
academic side.
So, where do you envision thisgoing?
Well, let's go.

SPEAKER_00 (36:36):
There's a project here on the on the uh north side
of town called Hilo.
Okay, that's what's on thewebsite.
Okay.
And we did we we're part of thecenter of it.
So the theme of that Hilo thingis it's got an athletic theme,
almost like an Olympic village.
It's gonna have all the stores,all the things, it's gonna have
all the stuff here.
This is in North Las Vegas.
North Las Vegas.

SPEAKER_04 (36:56):
Oh, yeah, that's my side of town.
I'm gonna get my kids.

SPEAKER_00 (36:58):
We're at in North Las Vegas for the people.
It's well, it's off uh inbetween Lake Mead, Kerry, and
then Rancho.
All right, so we're changing toVegas.
Okay, yes.
And the Texas, yep, they'reclearing all that in.
Oh, it's gonna be right there.
It's gonna be the new downtowncorridor, the new downtown North
Las Vegas.
That's right.
We are currently in on the theice rink there.

(37:20):
Okay, ice rink is there, and wehave morphed into that
temporarily while they'rebuilding the rest of it.
That's what I want to do.
That's gonna be great.
We're being pulled into aproject that we we're very
fortunate and blessed.
You know, even though we've gonethrough adversity and stuff, we
are very fortunate and blessed.
Highly favored.

SPEAKER_02 (37:39):
Highly favored.
Yeah.

SPEAKER_00 (37:41):
And, you know, I'm gonna let you, you know, talk a
little bit about it, but we'reon our way to some big things.
Thing that we want to do is makesure people understand we're not
here to try to have a have a waror anything like that.
We're here because we found somethings that work and it's and
it's provided opportunities.
And you're making an impact.

SPEAKER_01 (38:01):
That's that's the most important.
Why are we competing if you'remaking an impact?

SPEAKER_03 (38:05):
Yeah.

SPEAKER_01 (38:05):
Right.

SPEAKER_03 (38:06):
And and the biggest thing we know that, you know,
youth sports, we know it's a bigbusiness, right?
And we know yeah, it's it's it'shuge.
But we see where a lot of theseareas have trickled down, you
know, with professional sportsbeing quote unquote, you know,
that's the pro level.
So now you're able to becompensated.
So we're seeing a lot of thoselevels trickle down, which are

(38:29):
professional sports havetrickled down to high school.
Or college, I'm sorry, college.
All the way down, yeah, to evento the middle school level.
So now you see these athletesthat are in it for some are
still, you know, they'restriving to become a
professional.
And then there's some that arestriving because hey, I can I

(38:52):
can make a dollar today.
And then some, you don't knowtheir story.
You know, they might have thewhole world on their, you know,
on their back.
You know, they got a sickgrandma at home.
They they need to change thegame.
And there's a lot of stories outthere that we hear about all the
time.
But as you mentioned earlierabout, you know, our our our
district, right?
Or our state being at the bottomof the pole because we're

(39:15):
better.
Because we're one district.
And and and and and just to goto bat for that is we're one
district.
We we got a lot of people herenow, a lot more than they've had
in the past.
And hopefully at some point theybreak up the districts and
that'll change a little bit.
But when you have a studentathlete or even just a student
itself, we always say you don'thave to be the biggest, fastest,
strongest.
He or she that knows the mostplays the most.

(39:37):
You learn a little bit aboutwhat you're doing, and you find
some input, you put some timeinto it, apply yourself, you can
go to the next level.
So we've had some success backto like how we talked about with
our girls.
One of our first girls tograduate in three years, she
didn't pursue an athleticscholarship, but her academics
were so strong, she had five IvyLeague offers coming out.
She ended up, she's on her wayto becoming a nurse practitioner

(40:01):
right now.
You know, I mean, excelledphenomenally.
I mean, and but came into ourprogram as an extreme introvert.

SPEAKER_00 (40:08):
Didn't want to talk.

SPEAKER_03 (40:09):
Didn't want to talk to nobody.
Quiet.
Ended up our president, came thepresident of our school.

SPEAKER_00 (40:15):
That's a great story.

SPEAKER_03 (40:16):
Set the bar high and just and had, and now she's had
four other siblings come to ourprogram.

SPEAKER_01 (40:21):
I understand the power of like when you're
learning and you keepentertained and you're focused
and getting all the energiesright, it's crazy.
Yeah.
But when you're bored in class,and then we wonder why people
take pop them doing all thesepills because they're bored out
of their mind.
So you see that.
Yeah, that's good.

SPEAKER_00 (40:36):
I think you got a love on them too.
It's the the time you take tomentor somebody and so season to
them, I think changes the wholeenvironment.
I agree.
You know, when they when theyactually know that you are
really concerned about themhaving an opportunity to move
forward and change their life,when they know it's sincere
coming from you, that changeseverything.

(40:58):
These kids know, yeah.
They know.

SPEAKER_04 (40:59):
You can tell your passion is different than what I
got from anything I got fromyou.
I'm telling you, that means alot.

SPEAKER_01 (41:06):
Y'all, y'all killing it, man.
So we got talked just in the inand off, at least, about
business and life advice, right?
I'd love to hear from y'all'sperspective.
I mean, you guys are obviouslybuilding a school, but you're
entrepreneurs too, right?
You're building a business,right?
What would you leave, you know,just one lesson or nugget for an
entrepreneur that's wanting tostart out right now?
Because you guys have obviouslydealt with a bunch of
adversities.
A lot of red tape to be able todo what you guys are being able

(41:27):
to do.
What would you leave?
What would you leave them on inone nugget?

SPEAKER_00 (41:32):
My my my one nugget is understand that adversity is
coming.
It's part of it.
You you know, you have to bevery resilient at this, and you
have to continue to moveforward.
I always tell them, hey, whenyou run into adversity, you
gotta pivot sometime.
But you gotta keep movingforward.
I say it may set you back, youknow, and all things that are

(41:54):
done, they're done for a reason.
We believe that things happen.
It's setting you up for the nextthing, and that's and that's how
we move.
We set up for the next thing.
So my biggest thing is justresilience and stick toveness.
You know, you gotta be able tostay in the game and and keep
going because they're gonnathrow a lot of curves, a lot of
things are gonna come at you,and you have to weather it.

(42:14):
You know, and that's where myparents, they they they taught
me how to weather stuff becausethey weathered it all their
lives.
You know, they you know,especially in the in the
military, you didn't think itwould be like that, but just
navigating that and justlearning that, that's what I
would say.
I would say, hey, be preparedfor adversity and get ready to
stay in it long haul.
Don't be it ain't quick.

(42:35):
It's a it ain't a sprint, it's amarathon.

unknown (42:37):
That's where I'm at.

SPEAKER_01 (42:38):
I love you got something to share.

SPEAKER_03 (42:40):
Well, you you know what I would just say, I'll keep
it simple.
I'll say, you know, people makethe world go round like the
stylistics, right?
It's the people, you know, and Ithink a lot of times in
business, you know, there'syeah, there's an order of
business in certain places thatyou want to follow and you learn
from others that came beforeyou, but don't forget about the

(43:01):
people, you know, and and andand understand that because
people in those relationshipsare gonna open doors for
opportunities.
So I would just say, you know,slow down, pay attention to the
people before you just, youknow, you're gonna be
purpose-driven, but don't passthe people.
You know what I mean?

SPEAKER_01 (43:18):
Don't pass.
Right.

SPEAKER_03 (43:19):
So that's what I would say.
Yeah.

SPEAKER_01 (43:21):
That's what one I'm it's funny because I just
thought about this today.
My wife has sent me thisarticle, and I'm I'm wearing
Tokyo, right?
Because we're talking aboutJapan, we just came back from
Japan.
But they were talking about howthere, the pressure of all that,
they literally forced them to bepressure up till six years old.
Yeah, they don't handicap themon everything, they're doing all
the stuff that you're doing asan adult at a young age, and
they don't handicap them like wedo in America, where you can't

(43:43):
walk by yourself or do or go toschool or whatever.
It's it's wild.
And y'all are doing those thingspressure-wise.

SPEAKER_00 (43:49):
You know, and I'm gonna tell you, like, even to
the basics of like uniforms,overseas, that's all everybody
wears uniforms, go to school.
They they that they solved theysolve that overseas a long time
ago.
I'll make it even better thanthat.

SPEAKER_01 (44:01):
Japan, they wear full full suit and tie, whether
you're in a taxi or anything.
Full suit and tie.
Oh, we.
Full suit and tie.

SPEAKER_04 (44:08):
That's next.

SPEAKER_00 (44:08):
No, full suit and tie.
Hey, hey, your appearance andhow you hold yourself show up.
It shows up.

SPEAKER_02 (44:15):
Yeah.

SPEAKER_00 (44:15):
When kids come to our interview, they come to our
interview and their little tiesand stuff like that.
I let them know right from thehandshake, how you shake my
hand, I let them know rightthere, you are making an
impression on me, young man.
We haven't even gotten sat downand talked yet, but you have
already started off good.

unknown (44:32):
Yeah.

SPEAKER_00 (44:32):
Just how you came in.
Now I also had some kids come inthere in the hat and you know,
and shorts and stuff, and Ilooked at the parents, and um,
and sometimes the parents, youknow, they'll look at me, and
but I I address it.
I say, hey, you know, this is aninterview process.
So you're gonna bring them inhere this way?
So good because we're gonnateach, we're gonna learn today.

(44:55):
We're gonna start learningtoday.
And I say I'm and I'm gentle, Isay it in a nice way, but I'm
trying to tell them, hey, I'mgonna teach your kid how to
present themselves.
That's a great mindset.
That's a good point.
Nobody's doing that.
And they we don't argue.
I ain't had nobody hit me in thejaw or nothing like that.
We've all been friendly, but I'mI'm saying it from an area not

(45:17):
to be malicious.
Um I I care about the individualcoming in.
We're gonna learn today.
We're gonna start right now.

SPEAKER_04 (45:23):
Because we have a hard time now, because
everybody's so sensitive abouttheir kids.
So people are very hard to takedirections from other people
about their own kids.
Oh, yeah.

SPEAKER_03 (45:30):
I'll say this um, even with the interview process,
you know, we have all thestudent athletes write an essay
why they want to go to schoolthere.
So they walk in and they bringthe essay in, but then they have
to read it.

SPEAKER_01 (45:43):
That changes the whole game.
Okay, yeah.

SPEAKER_03 (45:45):
So now we're gonna read it.
No, just just in the interview.
So if uh if Rice is doing it,it's usually a one-on-one, or if
I'm doing it, or what, you know,we have a a few of us, it's it's
it's three of us, four of usthat actually do it.
So we'll be in with the thefamilies, and the parents are
there and the student.
And you know, we've had somepretty impressive ones.
Oh, and then we've had some thatwe know where I just excuse me,

(46:07):
can you stop for a minute?
Yeah, and I'll go just likethis.

SPEAKER_02 (46:11):
Yeah.

SPEAKER_03 (46:14):
Okay.
This isn't about who wrote theessay.

SPEAKER_01 (46:18):
Yeah, for real.

SPEAKER_03 (46:19):
Yeah, my name doesn't start with an A and it
don't end with an I.
You probably know how to work itbetter than I do.
So this is what we're gonna do.
We're gonna rewrite this in yourown words, and you're gonna come
in here, you're gonna read this.
And the reason why you're gonnaread, yeah.

SPEAKER_04 (46:37):
It bothers me more than anything.

SPEAKER_03 (46:38):
Yeah, yeah.
But we gotta do it with theyoung app, these young students
now because and we know there'sa lot of pluses and a lot of
support, and AI does some greatthings for us.
But a lot of these youngstudents right now, I mean, man,
they can they can really pushthrough without learning
anything.
And then, you know, I'll let usspeak on that when we after they
read it, and the reason why wehave them read it.

SPEAKER_00 (46:59):
The reason why is is simple.
Just what we're doing today.
At some point, when that lightis shining on you and it's
bright, they're gonna put thatmic in front of you.
And that is your time.
And he always says,opportunities don't go away,
they'll just go to somebodyelse.
And we say, and we tell themwhen your opportunity is in
front of you, you better grab ahold of it and seize it.

(47:21):
I say, because it's your time.
So you got to get comfortabletalking in front of people, get
comfortable just sharing, beingvulnerable and presenting
yourself the right way.
And show people that there's ahumble side to this.
See, I'm we we we're old school.
I'm I'm real old school, and Ibelieve in sportsmanship.
Okay, I believe it sends theright synergy into the stadium.

(47:42):
You know, you cannot runsomebody's kid over and you pick
them up and the parents and say,Man, he done ran my kid over.
But he's a good athlete.

SPEAKER_02 (47:51):
That's that's a good kid.

SPEAKER_00 (47:52):
That's a good kid.
Big real big film by 70 points.
That's the good kid, though.
That's important.
That's important to this day.
Right.
That's what it's all about.
So I applaud what y'all aredoing, man.

SPEAKER_01 (48:04):
I gotta talk with y'all, so we're gonna we're
gonna finish this up.
But I always gotta ask somebodyabout food, man.
That's I'm a big foodie.
I met y'all at a restaurant andtells you a lot, but what's
y'all's favorite restaurant inVegas?
Oh, favorite restaurant?

SPEAKER_03 (48:14):
Oh, it's quite a few.
All right, let me think.

SPEAKER_01 (48:18):
At least give us one.

SPEAKER_03 (48:20):
Well, I I do like Ocean Prime.

SPEAKER_01 (48:22):
Ocean Prime is bombing.

SPEAKER_03 (48:23):
Ocean Prime, yeah.
That's probably one that wefrequented.

SPEAKER_01 (48:27):
I don't think anybody's saying Ocean Prime.
I said crystals, right?
Uh crystals, yeah, yeah.

SPEAKER_03 (48:31):
Yeah, and and I mean, I I'm you know, I'm a big
seafood guy, but I think theycome in sometimes pretty, pretty
solid and fresh with it.
I know there's some that havecome in town and we're like, all
right.

SPEAKER_01 (48:43):
Frozen.
Yeah.

SPEAKER_03 (48:44):
So, you know, but I mean, but there's there's
there's I don't want to leaveanybody out, but uh my wife is
actually a foodie.

SPEAKER_01 (48:50):
Okay.

SPEAKER_03 (48:51):
Like, for real.
Okay.
Like I it blows me away.
I'm like, where do you find thisplace?
Yeah, yeah.
You know what I mean?
But uh, yeah, so we get outquite a fit frequently in a
meta.

SPEAKER_00 (49:02):
Yeah, I think like block nine's the the Thai fu is
Nataya?
Is it Natalia?

SPEAKER_03 (49:09):
Oh, Natalia, yeah.
That's fantastic.

SPEAKER_00 (49:13):
That's two places, y'all.
Nobody said, yeah.
That's big time.
And then their branch off is theblock nine.
Yes, yeah.
Oh, I didn't know that wasthere.
Yeah, that's there.
Yeah, we were just talking aboutboth of them.
Yeah, town center.
Yes.
We've been there too.
We enjoy that on a regular, on aregular basis.

SPEAKER_01 (49:27):
We got the same palette, man, because both of
those are good.
Yeah.
Block 9 and Oceans Prime.

SPEAKER_00 (49:31):
But let me ask you, what about dessert?

SPEAKER_01 (49:33):
You you mentioned an album.
Except this Dubai chat stuff bepopping out.
I got some cookies that was.
Where's that at?

SPEAKER_04 (49:41):
Oh, dessert.

SPEAKER_01 (49:42):
What is it?
Summer House.
Okay.
They got some Dubai cookies thatis on the same, man.
They've been catching me.

SPEAKER_00 (49:49):
But uh I'm gonna let y'all know I'm a connoisseur of
desserts.
Okay, I'm I'm gonna play aroundwith desserts.
It's been a long time, but I'mI'm gonna play around with them.
So I like buttercake.

SPEAKER_04 (50:01):
Where's that at?
I don't know.

SPEAKER_00 (50:04):
Buttercake disinjection.
Buttercake in Jessica.
Okay.
I've had that.

SPEAKER_01 (50:09):
Okay.

SPEAKER_00 (50:10):
But we went, we we went to another side.
His wife found it, went toanother side down there where we
had our meal is at Rare.
It's across the street.

SPEAKER_01 (50:19):
Oh, right next door.
Yeah.
So we went to Rare in San Diego,but we haven't been to the new
one here in our comments.
Try the buttercake.
Rare society.
Rare society.

SPEAKER_00 (50:28):
Hey, I put it in number one.
Okay.
I'm gonna check them out.

SPEAKER_04 (50:32):
That's a strong statement.
I'm gonna go check them out.

SPEAKER_01 (50:34):
Yeah, I'm you can't put that buttercake in.
Okay, that's that's a powerfulstatement.
It's powerful.
Okay.
It's it's it'll it'll changeyour life.

SPEAKER_00 (50:42):
It'll change your life.

SPEAKER_03 (50:44):
It might make you exit.
You might be driving just howpowerful.

SPEAKER_01 (50:50):
It's a dessert.
So that's a first dessert.
That's the first dessert.
That's good.
That's good.
That's good.
What do y'all want to finish usout on, man?
What you want to leave us outon, man?
Y'all done, y'all like y'allbrought us to church.
Y'all brought us to uh to to uhto motivational speaking,
impacting taking notes of theisms.

SPEAKER_00 (51:09):
You know what I want to leave you with is um it's all
authentic.
This is who you what you seeright now is what you get when
your kids are involved with us.
We don't change.
It's the same.
Yeah, it's the same.
So that passion that you hear.
You know, we were both verytalkative, but it's passion.
It's just don't we don't justlike to talk about it?
You care.

(51:30):
That's what I get.
I feel it in here and and and Ifeel it up in here.
Sometimes I start talking, Ifeel like I'm getting ready to
get off.
Teary-eyed.
Yeah, that's that my my dad'sstuff, with teary-eyed and
stuff.
But it's authentic, it's real.
That's that's that's what we'reabout.

SPEAKER_04 (51:44):
The energy in the room, to listeners out there,
energy in the room, you can tellit's authentic.
Like, you know, I said thatfirst time I met you.

SPEAKER_01 (51:49):
I said I text him immediately, like, yo, I met
these cats.
Yeah, literally.
I follow what y'all doing, man.
Support what y'all doing, man.
Y'all always welcome with us andbeing able to update on what
y'all are continuing to do, man.
So we salute what y'all doing.
What's the uh social media onthe and the sites people can
reach out to you guys at?

SPEAKER_03 (52:06):
So we're we're uh so we're game
changersportsacademy.com and italso comes up under dot club as
well.
Okay, and then we're gamechangersports.com as well.
And then on our Instagram, ifyou just type in Game Changer
Sports, it'll pop up.
We have a few different, we alsohave some of our youth sports

(52:27):
programs that are affiliatedwith us that'll pop up as well.
So you'll start to see a, youknow, we're we're like we say,
we're we're old school, youknow.
I've been, you know, we've beenin this training world for a
long time.
Back in the day it was all theconfidentiality, and and you
know, people didn't puteverything out now is show me.
So we do our best with ourstudent athletes.
What I'll end on is to, youknow, just let them know, hey,

(52:49):
you know, you're gonna go outthere and have a whole lot of
fun.
But when they line up againstyou, let them know I do this for
real.

SPEAKER_00 (52:55):
That's right.

SPEAKER_03 (52:55):
You know what I mean?
So that's our biggest thing iswe let these athletes realize
all your hard work, it's notpunishment.
So you go out there, go getpaid.
You know, go have that fun, gomake them plays.
And what play do you want?
That one.
All you need is one opportunity.
And I and you know, not to bringup other athletes so much, but
always use the scenario of OdellBeckham.
I was like, what play do youremember?

(53:16):
He'd be like, that one-handcatch.
I'm like, yeah, I said, if hewasn't in the game, somebody
else might have had that sameopportunity, but they may not
have been prepared for it.

SPEAKER_01 (53:26):
He's 100%.

SPEAKER_03 (53:27):
And he was prepared, yeah.
His preparation that nobody saw,we didn't know he did all the
one-hand catches before he madethat catch until they showed
him.

SPEAKER_01 (53:34):
And got hurricane.

SPEAKER_03 (53:35):
Right, yeah, exactly.
So we just got to tell him, youknow, hey, those opportunities,
you know, just be prepared forit.
But um, that's what I'll leaveyou guys at, you know.

SPEAKER_00 (53:44):
And we appreciate it.
We appreciate it.
Thank you guys.
Come on, man.
I'm not gonna appreciate it.
Thank you guys.

SPEAKER_03 (53:51):
Yeah, thanks for having us.
Appreciate your own.
You guys are doing it.
Yeah, appreciate it.
Right on, yeah, right on.