Relating Training Times to Goal Times by Bob Steele (2007)


Good morning. A couple of years ago some of you were in the talk by an Olympic coach at the time, Coach Richard Quick. One of the things that he talked about that stuck with me for many years is about having passion for our sport, passion for our profession. That was the key to success. He went on and on about how you need to walk on the pool deck or go to your office day to day and just have a passion for making a difference in the sport. Our speaker this morning has that passion. He has that passion when working with athletes. He has that passion when working with coaches, working with administrators, LSC people, and volunteers. He has done about everything I could think of in the sport of swimming. He does it constantly with a burning desire to help make a difference, because of his love for the sport. In my mind he will always be a coach. He started out as a coach and he coached at so many different levels, being successful at every level that you can imagine. He went on of course to work for United States Swimming and now he is back with US Swimming as a Master Coach. He has got some of the most creative ideas in the history of our coaching profession. I am happy to see all you guys here this morning because I think it will make a difference for you. I believe this talk is very simple and to the point and things that you could take and apply in your day-to-day coaching. So let’s welcome Coach Bob Steele.

[This PowerPoint Presentation can be downloaded at the members only section of Portions are also included at the end of this article.]

Thanks Jimmy. Good morning everybody. This is kind of a kiss presentation. We have a tendency to come to ASCA and listen to scientists and listen to coaches that have a complex situation or complex ideas and this is as simple as it can be. I experienced this as an athlete in the 50’s. I had a really creative, bright coach, who gave this idea to me and I have tried to expand on it. It is his legacy, not mine. We will just kind of breeze through it.

I start with the formulas and how to apply this to your situation. What I want to do is first, start with the rules on how to make it work. You have a yellow sheet of paper and on one side it has got all the formulas, and they are blank. The other side has those same things filled in. Don’t write on the side that is blank, because the side that is blank is for you to duplicate when you get home and use with your swimmers. I forgot to put a space for the kid to write their name down. Put a space there for the swimmer to write down their name and then they fill this in and can utilize it to develop their own goals and training goals.

It is pretty simple, but it is based on some science. I had a graduate student, who is now the principal of a high school in Cincinnati, and his Masters Thesis was having 20 University and high school teams in the United States do six 50’s on a 2 minute sendoff and five 100’s on a 3 minute sendoff and then see how they related to performance. What he found was very high correlations, which you will see as we go through this. The correlations are for that time of the season. What they do on those sets in the early season is not the same as what they will do on the sets as they go through the season.

Now this isn’t on your handout and John didn’t want us to do any kind of handouts because of the green philosophy, but I had this done in Canada. We don’t care if they use their trees and I paid in Canadian dollars so we don’t care if we use their money. First of all, active training sets are done from a push off and the kids can either duck under the water and push off or they can jump over the water. I always prefer jumping over the water, except for breaststrokers. Why? Because they get off the wall faster.

The point is, they leave on either a 5 or a zero and the kids need to know that one whole wave of swimmers, if you have a six lane pool, all six kid’s feet leave the wall at the same time so they are not cheating on each other when it comes to figuring their sets. And what I have done is, I have visited 56 teams in the US that have an underclass high school swimmer in the world rankings. This is one of the things that those teams have trouble with, getting kids to cooperate on using the clock. I am a stickler for it.

What I found in working with them is that the best thing to do is, if you are going in circles and you have five waves, the first group leaves when you say down on 9. They all go down on 9 and their feet will leave together. The next wave of kids says 4 and the next wave says 9, next wave says 4 and you are reinforcing the fact that they have got to leave together. They are going down on 9 or they are going down on 4 and their feet are leaving the wall together. Leaving early cheats teammates and leaving late cheats the swimmers themselves when it comes to recording times. I have done this with so many teams on my visits. Kids will be coming up to us and asking us how to figure averages and you cannot figure an exact average if you cheat.

Ganadijus at USA Swimming has looked at these sets and I asked him what he thought about them. Then I talked to Richard Quick and Richard Quick did something like this when he trained Dara Torres in ‘04. Monday was 50’s because they were fresh from the weekend. Wednesday was 100’s because they were familiar with training for the week. They were back into it, so we would do them every week, all season long. The guys were at my throat by about the fifth week so then we would go two weeks and skip a week. Then we would go every other week and I think every other week is good.

One of my problems with American Swimming is, coaches do not do this kind of training enough in a week. Urbanchek thinks twice a week. I think three or four times a week. I like to see people swim fast. When the set levels off on the 50’s, you add 4 each time they level off. So if they start at 6 and the times level off, then go to 10. When the times level off at 10, go to 14. When the times level off at 14, go to 18. Dara Torres got up to 18 with the average she started the season with at 6 – long course 50’s. Then on 100’s add 3.

The coach would leave the pool with a log sheet and grade the efforts that were done by the swimmers with a green dot. Take a bold marker and anybody that was really good, just hit his or her name with a green dot. Anybody that could have been better, hit their name with a red dot and then post that and you will get some attention. Some coaches that I have visited put this information in a palm pilot while the kids are warming down from this hard set. For motivation, score the practice and you can do, we would do rocky road. Rocky road is really simple.

Everybody lines up according to their best time on a hundred and you just go down and seed them. The simplest way is count off by lanes so you go – 1, 2, 3, 4, 5, 6, 6, 5, 4, 3, 2, 1, 2, 3, 4, 5, 6 – Go to your lanes. You have got three kids in a lane and every lane is of equal ability. They are able to race across the pool in their waves and each wave is going to be fairly homogeneous. You can mix strokes, it is by time, and it is not by stroke. If you are going 50’s you can have two groups on one end of the pool, two groups in the other end of the pool and they just alternate. So, group 1 goes and when they are half way back, group 2 goes. When group 2 is half way back, group 3 goes. When 3 is half way back, 4 goes and then you start again on the two minutes. You don’t go every 30 seconds because usually your breaststrokers are in the last group and they would be in the way of the freestylers starting first again.

The other thing is to figure a total team average and you should do this on sets that are important to you all the time. You have every kid write their time down and then you figure the average for the whole team. For instance, in Bakersfield we do twenty 100’s on 1:30, everybody going freestyle. The team average when we would start the season might be 101, because you have got some breaststrokers that can’t swim freestyle and you got some freestylers early season swimming 52’s or 53’s. So twenty 100’s on 1:30 and in September the team average was 101.1. Toward the end of the season our goal was to have the team average under 58, so it is another way to make this really work.

Why does it work? It works because the energy systems that you are training with these sets are energy systems used in the races for which you are training. And then summer long course training should be a cooperative effort between high school and club coaches. I think that is the biggest problem we have in American Swimming. A lack of cooperation between club and high school coaches and yet, what we are trying to do is what is best for some kid. Not what is best for some coach’s ego. You will see how it can help put the high school coach and the club coach on the same page. High school coaches are dependent upon good club coaches, whether they agree to it or not. They want good kids coming in and club coaches can pick up a few high school only swimmers that come along.

This is called straight set training. Every swim is a throw up swim. You swim as hard as you can through the set. It is not, there is no fairy dust, there is no fluff. It’s not every third one fast. It is not negative split. It is not descending. It is just every one is hard. That is called straight set training.

Now, the most important thing is for kids to know how to figure their exact average time and here is an example. If you look at statement 3 here, they are going to keep track of their cumulative seconds and forget about tenths. Just seconds on the clock. The most important thing to do is to try to have a digital clock. If you don’t have a digital clock, the clock means, I shouldn’t say very little to you, but it doesn’t mean enough. When you leave this room you should go into the vendor area and find out how much it costs for a digital clock and have the parents buy it or buy it yourself if you really want kids to train properly.

This swimmer’s desired average is 1:02. That means they want to be able to swim a 2:04. So their desired average is 1:02 on the set of five 100’s going every three minutes. On the first one they swim a minute. They are two seconds under, so cumulative seconds is minus 2. Now the kids keep track of this as they go. If you enforce it, they will know how to do it and they will do it within two times of teaching them this. On the second swim they went 1:01, which is minus one second so they are at minus 3. They are keeping track of their cumulative time as they do the set. The third one is 1:01, minus one again, cumulative minus four. The next one is 1 minute so they are minus 2. They are 2 seconds under the 1:02 they wanted to average so they are at minus 6 and they died like a fart on the last one, probably a sprinter, and went 1:02 again which is no seconds under or over so they are at minus 6. Now, that is the easy part for the kids.

The only difficult thing to understand is do you add a zero to the 6? That is 60 tenths. You divide the 60 tenths by the number of swims. That is five swims, so 5 into 60 is 12 times. That is 1.2 and it is either over or under what their base was. So the base was 1:02. They are a second and 2 tenths under that, so that time then becomes 1:00.8. You double that which means they are capable of going 2:01.6. The kids need to know how to figure that out. You are going to have to help them initially, but after a while they will catch on. I have done it with probably fifty teams around the country. The kids will be coming up to us and asking us to help them and you have to have patience initially and take a little time, but they will know how to do it.

No negative splits, no descending, no easy/hard. This kind of training helps a kid to be comfortable going fast on the way out in a race and they also have the lactate tolerance to hold on at the end of a race. That is my feeling. I am not a scientist, but I have done this since 1960 as a coach. This is a sample form that I give teams when I come in for a visit. Across the top is basic information that you can record, the names of the kids. I don’t know how to use a computer to do lines, but there would be lines on it, vertical and horizontal lines and you just tape this up on a window or a bulletin board, some hard surface, put it on a clipboard. Some teams, we lay it on a counter and the kids just walk out and they write down their average time and what it predicts.

Now I asked one of the teams that I visited to send me one from their practices, so this is from Rams Swimming Club in, I think it is Rhode Island. Anyway, they took the time to type it up and to write down every time. Look in the last two columns here where average and prediction is. the swimmers have written down what they averaged on the set. This is six 50’s on two minutes, done April 28. 26.2 X 2 predicts a 51.6, so this is just a way to record it. You take that sheet and put it in your loose-leaf binder. Or you have one sheet for six 50’s on two minutes and you record what their average times and predictions were and the next time that you come back to that set, you put it up and say this is what you did the last time or here is what you did every time we have done this set.

Now if someone is swimming too slow, you just walk up to them and say you know Sally, your goal is to go 1:56, but you are swimming 1:02 so we are going to have to change your goal time to 2:04. So don’t write on the sheet that has the blanks, just look at the side that has times written in.

So, this is what you do or how you would complete the part on predicting a 100 time. They are all performed from a push off and the kids would write in their best average on what they think they have been on six 50’s on two minutes. Now, this is the initial contact with your swimmers on this process. They write in what they think they could average, or if you have done the set you might have to help them write in what they did average, and then they just double that and that should be close to their present time. That is why there is a question mark there. The correlation between this set and 100’s is .89; that is pretty high, but it isn’t perfect.

Then have them write down what their goal time is, so the sheet would look like this. This swimmer’s best average is 23.4 on this set and the set was six 50’s on two minutes. I should have that at the top and doubled predicts a 46.8, so this swimmer should be somewhere around 46.8 for a hundred. Then you have them put down what their goal time is. This swimmer would like to go 44.5 so you just take one-half of 44.5 and they need to average 22.2 to be able to go 44.5. It is a kiss program. The form is there for you to duplicate and use with your swimmers.

Now, this is just an add on. A lot of kids do not realize that they can go out close to their best time or their best time on the way to a 100, so if you really want to be accurate with this I would get Ernie Maglischo’s book and go into the pacing chapter. He has got it broken down for, I think, every event. If you have your swimmers put in their lifetime best 50 and add 1 second to it, that would be the slowest they want to be the first 50. Then, they need to go faster than a 2.5 drop off so you have them add 2.5 to what that first one is and that gives them a second 50 and then they just add those two together and that should be the slowest possible time they would go. So, on your sheet it says minus 2.5.

We were on the plane coming out here and my wife, I was playing around with this form and my wife said, “you know you have got to think on the computer for greater than or lesser than” and I said is that what those things are? So, I changed it on mine, but it is not changed on yours. You could put that and then kids would understand what that meant because when I am doing this presentation the kids are all asking what is minus 2 when it says plus. This is what it would look like. This swimmer’s best 50 is 24.5. Add one second to it and it is 25.5. They want to drop off less than 2.5 seconds, more than 2.5 seconds except in breaststroke, because of frontal resistance and the difficulty of the stroke. Breaststrokers may drop off 4. So, you want to drop off less than 2.5 which is 28 seconds and then the kids just add those two together and that predicts the slowest possible time should be 53.5.

Here is a real selling job. How many of you have kids that say they are going to swim in the summer, but it is just to stay in shape for the high school season. Anybody? Raise your hands. That is a pisser. I just don’t understand that, but anyway, get with the high school coach. Sometimes, as I said, that is one of our biggest problems. Sit down with the high school coach over lunch and say okay, we have these six kids from your team and I want to know what your goals are for them for next season. Then ask the kids what their goals are and then they write their short course goal on that line. They write down one half of that goal and then just get a little slide rule.

If you go to weird pools, they don’t know long course, have a slide rule right in your brief case and whip the slide rule out. You can buy them in the vendor area. Take that slide rule and just hand it to the kids. If they went 1:13 breaststroke and their goal is to go 56, they are whistling Dixie. You give them the slide rule and let them see what 1:13 converts to; 1:13 is a 1:02. He is six seconds slower than he wants to swim. So get a slide rule and convert their short course goal to long course and do half of that and that is what they need to do during the season. So this swimmer that wanted to go 44:50, half of that is 22.2. Converted, it is 50.5 and half of that is 25.2. For that kid or that high school coach that has got a kid that he thinks should go 44:50 next year, that kid should be in your program in the summer training to go 50.5 and doing this set, trying to go 25.2 from a push.

Any questions about where we are? What we are going to do now is just repeat it with different distances and sets. Okay? For a 200 prediction and this is the best correlation we have, .93. That is really high and I will show you how it works later, with people. Five 100’s on three minutes. The kids write down their best exact average and double it and see if that is how fast they have been. I have done this with 50 teams and a lot of my own teams and they will be really close. Then they write down their goal time and you take their goal time and that is what they need to average in order to hit their goal. So here it is completed. This swimmer’s best average on five 100’s on three minutes was 52.5. You double it and that is a 1:45 flat. so this swimmer that can average 52.5 should be able to go a 1:45. If their goal time is to go 1:43.6, they have to go half of that which is 51.8.

Now John Leonard had an article about girls training for the 200 and then a month later we had two or three girls go the fastest 200’s ever in American history, Katie Hoff, Natalie Coughlin, and one other. Maybe Dana Volmer? I forget. Anyway, some sprinters cannot move up and do this stuff. I walked through the start of the 50’s at Senior Nationals this summer and every guy there was a tree. The best thing you can do is being able to look up to your swimmers. We had a kid 7 feet tall here yesterday. He was the tallest swimmer in America right now, but those guys can’t come back. They are swimming a 50 with no breath in 36 strokes. Boom. That is it. No breath. 36 strokes and they are done. They cannot carry crap in a basket when it comes to stuff like this. They belong with the Race Club. Tell Mike I said that.

So here is how to pace a 200. You take their lifetime best 100 and add 1.2 seconds. They should, and kids will croak when you tell them, be within a second and two tenths of their lifetime best on the way to a 200. If you think you are in control, you are going too slow. You have got to feel like failure on the way out. I try to relate this to a punt returner or a kickoff returner in the NFL. I talk to the kids about being a punt returner. Those guys sell out. They have got to run through 11 people to get to the goal line and they sell out. Our kids need to learn to sell out on a set. You go as hard as you can. If they will sell out on a set, at the end of the season when they are tapered, they are rested, that is called 5S – psych, Speedo, spaghetti, standards and success. If they will do that, when they are rested at the end of the season, they will be able to go out fast and be comfortable and have great swims.

But anyway, this would be the slowest time they would go. They would drop off less than 3 and you add the two together and that would be the slowest possible time. They do not want to drop off more than 3. So, this swimmer wants to go, or his lifetime best is 51.2. You add 1.2, is 52.4 on the way out. That is the slowest they would go out is 52.4, drops of 3 seconds, 55.4. You add those two together. So the swimmer that can go 51.2 should be able to go 1:47.8. Selling long course training, it is the same deal. Sit down with the kid and write down what their short course goal time is. Put down the goal. This is the kid that is only training for next season, convert it to long course, and then put down that time.

The swimmer wants to be able to go 2:08.4. Maybe it is an IMer and you can do these sets IM. Do not limit it just to strokes. So maybe you want them to go 2:08 IM, so they have to average 1:04.2 on the set. Take the conversion; 2:08.4 converts to 2:27. I put in blue on the bottom here the rough guide for conversions. I use a slide rule for what I put in the formulas, but you can teach kids that it is 6 seconds per 100 for freestyle, 8 seconds per 100 for butterfly and back and 10 seconds for breaststroke. It is just a simple way to do it.

Here is a 500 or 400 meters prediction. The kids write down their best exact average on a 250. Now, they do not know their average on a 250 because teams seldom train 250’s, but write down their exact average on a 250 on a 5-minute sendoff. Teams do not even do 250’s on a 5-minute sendoff. How many coaches here have ever done a set of 250’s on a 5-minute sendoff? I am proud of you. Let’s give them a big hand. No, no, no. A big hand. There we go. It takes less time. So, 200 meters on a 5-minute sendoff. They would put in what they went. Now 200 meters, it is a stretch on getting it correlated unless the kid is really an aerobic animal. Then put down what their goal time is and one-half of it and as it says here, presto, that is all they have to do.

So the swimmer that wants to go or starting with the form on top, swimmers capable of going 2:33.4, doubled is 5:06.8. This is on your sheet, on the back of your sheet you know, and 200 meters if they can go 1:59.4 on this set they have probably been about 3:59. So then if their goal time is to go 4:20. they have to hold 2:10’s to be able to go 4:20. Then the same thing on selling training for a 400. Put down their goal time, ½ of their goals at training time converted to long course and then put down ½ of that so the swimmer that wants to go 4:40 nest season. you got a high school swimmer that wants to swim a 500 and go 4:40. I tell high school boys that anybody that comes to practice and trains should go 4:45, no slower.

Any girl that comes to practice and trains should go right around 5 minutes. I encounter few teams that do that because the training is usually not specific enough. You have to break down and do specificity training and have at least three different sets going in your practice. Now if you have got age group swimmers. How many just coach 12 and unders? I would teach the 12 and unders to do the sets of 50’s. If they swim a 200 in meets you might try the five 100’s. I would not worry about stuff beyond that, unless the kids have real talent. When I coached age group swimmers, my philosophy was you put them in the hardest group they can handle and then expect too much because they will always deliver.

Here is a 1650/1500. They do a set of twenty 100’s and the sendoff is somewhere between 12 and 15 seconds rest and if you have a digital clock that resets, you can set it up so that they will get all the way through it and they take their average time. This swimmer averaged a minute. I use the minute because it is so simple to understand. This swimmer averaged a minute and so they were on a 1:15 sendoff. If they averaged a minute they could go 8 minutes on meters. They could go 10 minutes on yards for an 800 and 1000 – 1500 they could go around 15 minutes and 1650 they could go around 16:30.

Now, here is the next process that becomes motivating. Are you better long course or short course? Some swimmers are better one way than they are the other. If they do not train long course they will never know so you might do something like this and it is not on your form. But this is a swimmer that I had visited and he went to Purdue and actually he won the 200 fly at Juniors this summer. For the 200 fly in February of this year he went 1:46.3, converted is 2:02. Then he went to seniors in Long Island in April and a lot happens between a shaved meet at Big 10’s or wherever he did that and what happens at Senior Nationals. He went 2:03, which only predicts a 1:47.9 so he has gotten slower in two months or he swam slower.

Then he went to Indianapolis this summer and he went 2:00.4 which predicts a 1:44.9. This swimmer can look forward to going under 1:44.9. If you do something like this with your kids, it gives you just another avenue for motivating and as I said this isn’t on the form, but I can put it back up if you would like. We have got things to do. I have got a lot of these results, but I just got tired of typing and figuring out how this darn computer works.

I had Keith Armstrong in 1981. He went six 50’s on two minutes freestyle and he averaged 21.9 from a push, which doubled predicts a 43.8. He went 43.6 at NCAA’s in 1981. he went 42 flat on a relay which was an American record at that time. He did a broken swim and we will do a broken swim the Saturday before NCAA’s. So on a broken swim he went 41.3. The broken swims are always faster than what kids can go and usually it is two or three seconds for a hundred and 4-5-6 seconds for a 200. So he went five 100’s on three minutes. He averaged 49.9 from a push. He predicts at 1:39.8 and he went 1:39.9, but his broken swim was three seconds faster than what he actually did so broken swims do not relate, but they are a great way to get kids juiced before they are going into a meet.

Everybody would just come in on a Saturday afternoon. We would loosen up in the morning and come in on Saturday afternoon. We would put in all the gear for a championship meet and we would do broken swims. sometimes we would have them go one guy at a time so that everybody paid attention and motivated. Berry Hahn’s best time in high school was 1:52.9 for yards. Six 50’s on 2 minutes from a push he averaged 22.9, which predicts a 45.8. He went 46.7. He predicted a 43.9 so that is like four seconds difference, but look at the hundred. He averaged 48.9 from a push and that predicts a 1:37.8 and he went 1:37.9. The broken swim would have been 1:36 and you can go through these, let’s see, distance swimmer down here, Gary Brinkman, six 200-meter swims on 5 minutes. He averaged 1:58.3 which predicts a 3:56 and he went 3:54. I will never forget that set because at that time of the year I was going to get fit so I walked everything the distance men did. My knees were shot after about three days. I am still getting Cortisone shots, but twenty 100’s on 1:05, he averaged 53:5 which predicts a 14:51 and he went 14:57.

Berta, I called Berta, he is a foreign kid and I emailed him and I said, “what is your favorite set and he said, the ever popular twenty 100’s”. So, this stuff works. We are running out of time so I have to move along. Now here is Jon Urbanchek stuff and when I coached in Wichita I took Jon’s stuff and I used it with the Wichita kids which were pretty much high school club kids. What I found was that with Jon’s stuff and the high school kids, they could train better than they could race. So the predictions that he has here are my age groupers could swim faster on these sets than what they would predict.

So, mid-season they would go eight 100’s on 8 minutes. Late season 6, pre-taper 4 and in the taper they would do 2. Now, I will put this stuff on the Internet with ASCA so you can just download it, you go to ASCA’s website. Now that is the easy part. Here is the hard part. Jon has factors and I have talked to him on the phone before coming here and he said Bob just double it. Well, where have I heard that? Just double it, okay? So Jon has these factors that predict and here are some examples that he had: Tom Malchow on six 100’s on 8 minutes, averaged 57.6 which predicts a 1:55.2 and he went 1:55 flat. Now Jon’s are from a dive on 8 minutes and he is going more swims. His swims decrease as the season goes along and mine would increase until you call it quits and say, let’s get on with resting.

Gustavo Borges: six 100’s on 8 minutes averaging 53.7and predicts a 1:47.4. He went 1:47.8. Six 100’s on 8 minutes short course — he averaged 46.7 from a dive, which predicts a 43.2, and he went 42.4. So, you have got these factors that you just multiply the time by in order to get the prediction. We have minus one minute. Remind swimmers that University coaches look at times from long course and short course, Nationals, Senior and Juniors when they are looking for talent and awarding scholarships. They don’t think about that and long course swimming is important. College coaches find it easier to go to a National results than try to go through all kinds of LSC results or high school results. Make sure you remind swimmers that University coaches will phone you to find out about kids. What they are going to ask is about grades, the kind of person they are, how they train or lead, what kind of goals they have, what kind of swimming goals they have. Do they train long course and do they attend long course meets?

When University coaches talk to high school kids they are going to ask them what sets they are most proud of. If your kids understand that, they will pay more attention to the things that you want them to do. Swimmers reach the goals established by you because their success depends upon their level of inspiration and aspiration surpassing your level of expectation. You need to set the goals. You need to be the visionary. You are the most important person in that kid’s life. Coaches are more important in developing the total person than anyone in the school system. Your power and influence is immeasurable.

I was in San Diego working with a team. I have been there twice with that team and I talked to a father who sat around and observed the practice. He was an airline pilot and he said to me afterwards that he thinks that the coach in any kid’s life is the most influential person in that person’s development. Beyond anybody in the school system and that was a guy that was pretty bright. My mentor coach was Ralph Casey and he created this set of 50’s and I have kind of gone on from there. He encouraged me to fill the bathtub and I would say to you do not be afraid to fill the bathtub. As a graduate assistant for him, my job was to go around the deck at Senior Nationals and try to get the very best coaches to come to our room for a beer after finals each night.

As a graduate student, I spent time listening to Doc Counsilman and Sherm Chevoor and George Haines and people like that and often found out how they do things or answered your questions. If you don’t know, you don’t ask. If you don’t ask you don’t know and the last thing that I would say is my wife and I are finishing another Training Games and Gimmicks book and I am looking for sets that relate to goal times for a specific chapter. This book will be about 20 chapters long and hopefully it will be out by December. If you have training sets or things you do in practice that relate to goal times, I would sure like to hear about them and have them become part of the next book. Thanks a lot. I will stick around here and answer any questions that you have.

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