The Mission Viejo Age Group Program by The Mission Viejo Age Group Staff (2011)


Male Speaker 1: First of all, this whole idea in this particular talk really is that I’m hoping and you will see that you can kind of get down and dirty information from the people that really are in the trenches, if you will, the ones on the deck, the ones that are doing the job in the different areas along the way and in our particular club, as I said, we do have divisions. We do have in these divisions really for the most part have anywhere from 90 to 120 swimmers in each division so it really is a program within the major program and they all have their own ideas and their ways of doing things; we’re just very, very proud of them. The whole idea here will be that Ad’m Dusenbury, our 13, 14 division director and an ASCA fellow [I’m excited to say that] will kind of get this thing started and then the rest of our coaches will take their turns and hopefully we will have all kinds of questions – but actually it’s not Ad’m. Bill is starting but I thought – that’s how much I know about this thing. I run the show. Don’t you forget that?

Male Speaker 2: This is the way it always is.

Male Speaker 1: Bill will be starting and go right down the line and hopefully we can provoke questions and leave time for questions and so on so thank you very much and carry on. [Applause]

Male Speaker 2: So, I’m Coach Bill Voigt and on a day-to-day basis I coach the national women’s team but I have a title that’s quite a mouthful, swim program development director which – an easier way to say that is that I’m kind of Coach Rose’s eyes and ears trying to keep a perspective over the whole program all at once and see how everything’s working together. First of all, I want to say that we’re really honored to be here to speak to you today and thanks to ASCA for putting on another great clinic and inviting us to do this. We all are very proud to be Nadadores and coach with the Nadadore program and we realize it’s a great responsibility to uphold the tradition of Mission Viejo Nadadores. We take the approach that in order to uphold and honor that tradition, we want to expand on it and make it even better. We’re perhaps the largest team in the country that operates out of a single facility. You have to realize that. I don’t know how many of you have seen the Mission Viejo facility but basically it’s a 50-meter x 25-yard pool. During this Olympic year we – actually since last spring we’ve been swimming long course exclusively in the 50-meter pool. We have a 25-yard x 25-meter dive well that we get to use five lanes in it because we share it with the dive team and we have what we call the teaching pool which has three 25-yard lanes in it and then the rest of it is like an oval and we share that with our swim school.

So if you’re ever there around 4:00 in the afternoon it’s like watching a Five Ring Circus. It’s really amazing. There’s the – we have our national team and Coach Rose’s international group in the water training at that point probably seven, eight people to a lane across the board. We have our 13, 14, 11 and 12 and some of the 10 and under groups doing – I guess a couple of the eight and under groups doing dryland at that point at different areas around the pool so there are medicine balls flying and jump ropes swinging and so forth and also at the same time there are all these people arriving for the novice program or the swim school so there are mom’s pushing baby carriages and strollers and things like that through all this activity. It’s really crazy but sometimes I stop and I look around and I think, “Wow, what a concentration of incredible energy at this single point in the universe right now!” It’s really incredible.

Our team structure and programs really reflect our belief that swimming is a lifelong sport. We really want to see people move from our swim school right through the program all the way through to reaching their full potential at a certain point and right into the masters program and continue on in our great masters program. Each division director and coach focuses on their particular area so Ad’m as the 13, 14 director will, for example, focus primarily on the 13- and 14-year-olds and on the groups within that division that he coaches. Then he has some assistant coaches that coach other groups in that division and it’s true for each of our age divisions. It’s important. One of my roles, I guess, is to make sure that all of these divisions are communicating with one another and that we all are aware of what everybody else is doing so I try to keep all the channels open there; we have frequent meetings so we can find out what all of us are doing and everybody kind of maintains their role in the big scheme. Also along with Ad’m, I think I’m kind of responsible for staffing and the deployment of the athletes in the various groups which is always a big deal and we try to maintain basically a one to 15 coach to swimmer ratio. Coach Rose had one to 20 this morning and there are some of the senior groups, I think, that are probably one to 20 but as you move down through the program to the eight and unders and 10 and unders and so forth, some of our younger groups actually are, as you’ll see later, the ratio is one to 9 or one to 12 and so it averages out at about one to 15, I think.

As an organization we really try to support professional development and coach education so we have frequent meetings, seminars with our coaching staff. A lot of us are able to come to this clinic every year and really when you think about it, we have a very knowledgeable and creative coaching staff so what I find really amazing is that any day you might walk onto the pool deck and it turns into an amazing coaching clinic because we have all this – we exchange ideas and people are asking questions constantly and bringing up new ideas and so forth so it’s very exciting to be on a staff like this and we kind of educate one another.

One of the things that we did about – it’s about 15 months ago now – was to develop an overall curriculum and we didn’t want this curriculum to be in a way limiting to what any one coach might do with their group or with their division so I can put it in a nutshell for you. The curriculum basically starts number one, shape the vessel. That means we work on posture, line and balance and we try to develop that. Around that well-shaped and balanced vessel we try to develop beautiful strokes, each of the strokes, and we have guidelines or suggestions in the curriculum to develop those strokes but really all the coaches are responsible for that and they could be as creative as they like. Once we have the strokes well built which we figure is going to be around the time hopefully when kids had started out in out program at say six, seven, eight years old, by the time they’re 10 or 11, 12, we think their strokes should be pretty good and they’re pretty competent in the water. We can start building the engine which means we develop all the energy systems around this vessel shaped for speed and strokes that are built for efficiency.

We also believe that it’s our professional responsibility to take a view of the full arc of a swimmer’s career that we can’t be interested in like immediate success for a 10-year-old or a 12-year-old. We’re interested in reaching their peak performance at their biological maturity or their athletic maturity so we have to be kind of careful because, as you know, parents and kids, they want it right now. They want to be the best right now and it’s not always in their best interest to do the things it might take to get them to be the best right now so we really have to keep that in perspective and do things systematically. Our program really places great emphasis on developing the qualities corresponding to the sensitive periods of an athlete’s biological development so for our 12 and unders we really emphasize flexibility, balance, agility, and of course stroke technique. For the – in the 11 to 14 age range we start to emphasize cardiovascular endurance and aerobic capacity. As they turn to 13, 14 and older we can start to develop their general and specific strength and 15 and over we really try to develop strength in the water and their anaerobic capacities.

Each age division I know works really hard to prepare their athletes for the next division, for the next step in their development. We have lots of meetings about that too and then all this happens really because of this terrific staff. Coach Rose has brought this staff together and we all operate under his brilliant leadership and it’s very exciting so I really want to throw it over to them so they can really give you the details of our program that you came here to hear. We are going to try to keep it brief and give you barebones as we go along here and allow time at the end for you ask questions because we think that might give you a better opportunity to find out exactly what you want to know so I’m going to throw it over to Ad’m Dusenbury. He’s going to take it from here.

Male Speaker 3: Thanks Bill. How is everyone doing? It’s about the third, fourth of the clinic and hopefully you guys have kind of had some sort of brain fill of a lot of this information that’s been somewhat dispensed and hopefully you guys can take something off of what we can offer. Bryan and I were actually – were talking about this earlier this week that back in the day when we were younger and we were just starting getting out in the coaching world and trying to figure out really what was going on and how it all works and sitting at these clinics and if there’s anything that we can try to suggest, please, please try to at least get one or two things because that’s how we’ve developed what we have today. As Coach Rose said, working with good people creates great people. Coach Bill who has worked extensively on developing this curriculum that has allowed us to make most congruent, fluid possible flow between bottom to top and back down where we’re now having those effects takes place and which we’re obviously pretty excited about.

Just real quick, I want to introduce obviously myself, Ad’m Dusenbury. I am the 13, 14 division director. As you guys know, Coach Bill is our swim development director as well as the national women’s team coach. Coach Sarah right next to him is our 11, 12 division director coach; Bryan Dedeaux is our 10 and under division director. Our assistant age group director as well as a senior coach is Richard Hunter and down on the far – to your right is Coach Tyler Fenwick, coach of the national men’s team as well. Having kind of a pretty broad range of coaches and skills sets, hopefully we’ll be able to kind of keep this very general, very broad and give you a whole bunch of stats on what we do and why we do it and then try to give you guys enough time to kind of bombard us with a whole lot of questions that I’m sure some of you guys have.

Just by a quick show of hands, raise your hand if you coach just 10 and unders. How about just 11-, 12-year-olds? 13-, 14-year-olds? And 15 and up? Okay we have a very eclectic blend of an audience which is perfect because this is really what the whole talk is going to be about. At the very end though I’ll give the names again. That way you know exactly on how to address your questions or what specific coach you want to address your questions to.

What we do: the four P’s, prepare, preserve, protect and perform. These four pretty much outline and give us the ability to construct the framework of the curriculum itself. We are literally trying to prepare athletes to become the best they can be as well as good people. This is a microcosm – for all of you that have actually grown up in the sport of swimming you guys should know that this is a microcosm of life and this is what we really are passionately doing each and every day.

Prepare each individual for the next group. With such a large team that’s working in a single site facility, being able to have the homogenous groups possible allows the coaches to do their very best at what they do but it also really focuses and specializes specific skill sets for those athletes as well so making sure that each athlete even though an athlete could have seven coaches between three or four years based on the development, based on a lot of other things that we can kind of go into here in a second, that person – that kid that could possibly have seven coaches within a good two- to three-year span is going to have hopefully his or her toolbox pretty full going into the senior group. The whole purpose of the age group program is to bridge that gap between a novice and a national.

Preserving: We are at duty as awesome coaches that we have to uphold the integrity of the sportsmanlike behavior. At Mission Viejo for a lot of you that are native to southern California and can obviously stand on the opposite side of the pool deck and look at what we have to offer to bring to the sport, we hear nothing but just a lot of great praise but unfortunately we hear some negativity as well. They’re too big. They overpower things – too greedy, all of these perceptions that big teams that have a lot of success in the past and are hopefully having it in the future as well we get a lot – a lot of that flak so giving handshakes after every swim, giving a “good job” or “good swim” or “good luck,” just upholding the character that we as human beings should be having is a very, very intricate part of the cycle of what we have at the site.

Protecting: As Coach Rose mentioned this morning and what I think all of us believe in, the work ethic by all means is one of the highest priorities. Within work ethic comes a lot of different adjectives I can go through that probably the next hour but perseverance certainly stands our right now. Our kids are in shape. They know that when they join our team they will be in shape. They will be extremely fit mentally, physically and even emotionally but we have to protect that. We call it stroke DNA. Everyone has a different type of stroke that woks best for them and making it flow between top to bottom and back down is extremely tough to do which is one of the reasons why Coach Bill works so hard to make sure that we had some sort of black and white structure that we could fill in the gray area and which right now I think we’re doing a very good, successful job of doing.

And of course the performance, what’s putting us on the stage, what ‘s putting us on the swimming stage, international stage, the Olympic stage. That is an expectation that we are trying to uphold in each and every division.

The curriculum, the four C’s: curriculum, consistency, congruency and contingency. I’m trying to read the slides up here but I think from what we have up there it pretty much outlines exactly what I just talked about, trying to make each and every program, each and every division just flow. To give you some numbers here and I’ll come back to the slide in a few – if that’s difficult to read, we are kind of hoping to have this either published through ASCA website or have it on our own website but this kind of gives us the framework. These are not expectations. This is a guide to make sure that we are all flowing from bottom to top. We don’t want our 10 and under silver group doing more or less compared to what the 11, 12 blue group is doing, more practice times, more hours in the water, more dry land. We’ve got to make sure it just all flows just like a basic school curriculum in the school district.

This I have to kind of explain because I know these numbers don’t add up exactly to 100% and there’s a reason for that because Bill was very – he made that apparent when I put this together to make sure I explain this but skill and technique, aerobic and kicking, that can all mesh. Again these percentages are simply an outline, a framework that we kind of use to make sure that each group is not over coaching their group for the next group.

Working together like Coach Rose mentioned this morning. These aren’t just my colleagues but these are my best friends and we hang out outside the pool and we constantly talk about the parents. We constantly talk about the athletes. We constantly talk about what this kid can do and where we think that this group can go and again having some sort of black and white framework, this is it right here.

The skill and technique. Again these are the emphasis. As Coach Bill mentioned, shaping the vessel, creating the engine and just moving forward.

This next slide, numbers are based on an average amount throughout each day per week per season, again just giving us framework. There are going to be times where my top gold group in 13, 14s will hit 10 to 12,000 on a practice but is it every day? Absolutely not and ironically with my division the 13-, 14-year-olds we do – and I’ll get to this in a second when we start going through all the divisions. We still label ourselves as an age group program. We realize that some programs out there actually allow their 13-, 14-year-olds to be as parts of their senior base program but with what we have here we have to make sure it all flows again.

Ratios are what Coach Bill was talking about. These are the numbers for this season based on the coaches that are on staff, based on the numbers that we have entered into the membership and what we’re trying to achieve based on water time and hopefully progression time.

All right. Without further ado, I want to go ahead and bring up – actually I’m going to let coach Bryan – do you want to stand up here or do you want to sit down there?

Male Speaker 4: I’m okay.

Male Speaker 2: Coach Bryan is going to go ahead and discuss the 10 and unders and eight and under division. Unfortunately Coach Siga Rose can’t be here today so Coach Bryan is going to somewhat cover the eight and unders and 10 and unders.

Male Speaker 4: Well, first of all, we’re missing a really important piece of the puzzle here with Coach Siga. She is our eight and under division director and she makes everything I do extremely easy and it just makes the coaching staff that I have with my 10 and under kids incredibly fun and just amazing. Coach Siga does a great job with eight and unders and gets them ready and prepared for my division and what’s going on in my group Coach Siga often just asks me what I’m doing and tries to show her kids that they’re doing the same thing so that they understand what’s coming up next when they move into the 10 and under division. It’s a lot of fun.

I feel that your job as a coach for 10 and unders is to make practice and meets fun. Number one. I think you’ve got to – you’ve got to instill that swimming is awesome with those kids and make it fun for them and by doing that, you as a coach, you’ve got to have fun as well so you go out there on deck every day, put a big smile on and just love every single second of coaching because if you don’t love it, the kids are going to read it and they’re not going to love it as well so make practice and meets fun. Also make practices and meets valuable. You can’t just have fun out there. You can have a lot of fun by working hard. You can have a lot of fun by teaching. Little kids love to learn. They absolutely love to hear the things that you have to say that are going to make them a better swimmer, that are going to make them a better person so make practices and meets valuable as well.

Create a positive environment for athletes. We’re not just creating athletes. We’re not just creating swimmers. We’re trying to create good people here. We’re trying to help them understand what life is all about and how to move through not only our program but move through life and be a successful person. Create a positive environment by being a positive coach and teach for long-term success. I think that it was already said but we’re not trying to create national champions at nine and 10 years old and if we happen to have one of the best swimmers in the nation, that’s great but that kid doesn’t do any more than the kid next to them that’s just an A or a B swimmer. Some teams do it a little differently. We are a little different when it comes to that. My fastest 10-year-olds do the same thing as the not so fastest 10-year-olds. They all progress and they all move along at their own pace. Make practices individual but it’s also a group but we teach for long-term success so we’re trying to again build the vessel first, make sure that they have good posture, line and balance and then we go from there. I think that’s incredibly important for those little kids not to just push too fast. Set high expectations but don’t push too fast.

Create a sense of worth in your athletes. I think that’s really important. Make eye contact with these kids, listening to them and all the stories that they have to tell. Don’t just say “Don’t have time for that right now.” Say “Hey, Johnny, that’s an awesome story but we don’t have time right now because we’ve got to get in but if you want to tell me after practice that would be great because I’d love to hear it.” Make sure that they are validated. If they’re going to talk to you and they are brave enough to want to talk to you, then you should listen to them and all their crazy stories because you guys know 10 and unders have crazy stories.

Acknowledging their concerns. Sometimes a side cramp is a big deal for a nine-, 10-year-old so you’ve got to make sure that they understand that you are acknowledging their concerns in those types of situations and don’t just blow it off. Proactive compliments. Got to talk to the kids, tell them how good they’re doing when they’re doing well and let them know when they need to do improvements. Human contact. High fives, pat them on the head, “Good job,” things like that are really important. Once they know you care, then they have something to believe in. I ask my kids to believe in three things: Believe in their coach, believe in their team and believe in themselves. I think as coaches I think that’s a great system to teach your kids. Sell yourself. If you’re going to ask them to believe in their coach, you’ve got to sell yourself and you are the best coach to fit their needs and they have to understand that and they have to believe in that.

Belief in the team. They have to understand whether you come from a 13-meter pool or a 50-meter pool or whatever you have that you’re going to be able to take care of them and if they have that belief early when they’re young, that will keep them in the program.

Belief in themselves. You have to sell their potential. They have to understand. Your job is to construct that vision of what they’re capable of and again once they know what they are capable of that’s going to make them very excited and anything is possible.

I wanted to talk dryland just a little bit. I try to creatively incorporate running, jumping, pushing, pulling, crawling, coordination, balance, everything you can think of, not just pumping iron like Coach Tyler does on a daily basis but we have a lot of fun with our dry land. We work the kids very, very hard at the nine and 10 level and we also have a lot of fun. I think you can work hard and have fun and vice versa so the ideas that we work in dryland, we want to create kinesthetic awareness. We want to get these kids to understand where their muscles are, how to use them and just try to help them understand that they have muscles in certain places that they might not know how to activate, might not know how to engage and use so dryland helps them do that. It really helps when they go to the 11, 12 division and we have really good athletes.

The challenges that we have with nine- and 10-year-olds: Everything is a challenge. They’re nine- and 10-year-olds, right? But I think that’s what it so rewarding and that’s what makes coaching 10 and unders kind of in my eyes the best job in the world. You get to coach kids that are willing to learn, that are willing to sit there and work their butts off and have the work ethic that we expect from them and become good people. There are so many challenges along the way. I couldn’t pinpoint one, two or three. I just – everything is challenge but that’s why it’s so fun and if you can do all those things and help create these great athletes, then I think it’s going to make it a lot easier for them to go through the program and the next coach that they’re going to see if they’ve done and they believed in the system and they believe in their coach and they believe in themselves, they’re going to see Coach Sarah. Coach Sarah is our 11, 12 division director and she basically takes the reins from there so I’m going to go ahead and pass this along to Coach Sarah so she can talk and she’s been extremely nervous for a long time so – but she’s going to do awesome. Go ahead, Coach Sarah.

Female Speaker 1: Thank you, Bryan. So I coach the 11, 12 division with my assistants and 11, 12 division is kind of an interesting division where I get 10-year-olds or brand new 11-year-olds and as they exit my division they go as teenagers so I get little kids. I get pretty much huge growth spurts within the two years that I will have those swimmers so I do have a bit of a challenge in regard to physical body, biological body but I deal with little kids to – kids that deal with boy-and-girl issues as they leave the division so that makes it a little bit more challenging in regard to setting up season plans in dryland. I do start to introduce aerobic endurance, dryland for the kids. We start introducing light med ball exercises, stretch cords and we definitely bring in body weight kinesthetic exercises, pull-ups. We start bringing in pull-ups. We start using [Indiscernible] [0:28:34]. We start using – we do a lot of burpees, tremendous amount of pushups, squat jumps, [Indiscernible] [0:28:50] I don’t know. You guys can ask me what [Indiscernible] [0:28:51] are. I just found out what that meant a couple of weeks ago. But we start bringing in those kinds of ballistic activities with a little bit of light resistance work in our dryland program.

Again, like I said, we do deal with the challenge of the boys are icky, the girls are gross and they like to separate and so we have to start teaching them that we need to start training based on ability. You might not necessarily like to talk to the girl you’re in the lane with or the boy you’re in the lane with but you must learn that they are going to be your greatest allies in regard to training as they start moving up through the divisions. Their relationships then become more friendly and hopefully not too friendly as they go into Coach Ad’m’s division but I don’t have to deal with that yet.

In our groups, as Coach Ad’m showed up on the charts, we have a gold, blue, silver and red. Those are based on abilities and we have different percentages of yardage and percentages of what we do in regard to technique. We do a higher percentage of drill and stroke balance work in our red and silver groups and as we move into the blue group we start introducing longer sets and in my gold group I always, always, always work on technique. However, I do direct it more into swim sets and endurance sets so we do quite a bit of yardage especially on our Mondays. I break up my days. Monday we do freestyle. Tuesdays and Saturdays we do IM. Wednesday I do backstroke and freestyle, Thursday breaststroke, butterfly, and Friday sprint day which they all love but they hate it at the same time because it’s still hard.

I also teach in regard to – that they get a choice and the choices they make will dictate their outcomes and that it is their choice. I don’t underestimate the brilliance of an 11-, 12-year-old because they can outshine me in a lot of things but I do teach. I come from a science background. I also come from a sports psychology background and so I don’t underestimate that they can understand what Sir Isaac Newton says so we do physics talk. We talk about Freud. We talk about – I introduce these names to them because I feel that they can understand it as long as I can communicate it to them. I think that is a flaw sometimes with adults teaching children that they don’t think that they can comprehend what you’re saying. They can absolutely and eat it up and especially when they go into eighth grade, ninth grade they know who Newton is so…

My challenges, like I said, gender, parents – nine, 10s, they’re definitely much more involved. Parents, I try to teach the 11, 12s to cut the cord and start moving away. I rarely directly talk to parents. I give my athletes the information. I will email out but I try to get my athletes to communicate the information to the parents by constant reminders and repetition obviously but I do that so those are my challenges. Okay and so I hand that off to Ad’m, 13, 14.

Male Speaker 3: All right. Thanks Sarah. To kind of dovetail with what Coach Bryan and Coach Sarah have already been talking about and somewhat of what I’m about to talk about, some of the questions that I’ve already received this week in terms of really what we do at Mission Viejo especially with the age group program, we call it redeployment. Redeployment is pretty much the most politically correct word we can use when we move kids from one group to the next. The redeployment phase usually takes place at the end of the season. Our big meet for southern California for the age group program is JOs, traditionally in the beginning part of February and the beginning part of August or late part of July. We put kids in these divisions based on their age as of their age for that championship time so we could actually have – I could actually have a 12 year-old throughout the entire season but yet that 12-year-old turns 13 the day before JOs. Of course we will move that person up if we feel as if that person is mentally, physically and emotionally ready.

Training ability. That is probably one of our highest, if anything, the highest priority within the age group program. Yes, we are concerned about performance and what they’re able to attain and what kind of meets they’re qualified for but training ability is the highest priority in terms of why kids move from one group to the next. We never say moving up or moving down. It’s moving over. If you are going to move up, you’re going to move to a different division because you’re aging up into that division. We had to be extremely sensitive to all of this terminology because this is where the parents can really, really be a thorn in our side. With my division I’m kind of the last division before obviously it becomes senior level swimming so I’m kind of the last line of defense in terms of trying to make sure that everything that Coach Bryan, Coach Sarah and all the other age group coaches have done in preparation for the senior level philosophy – my biggest philosophy is the very short statement of becoming comfortable with uncomfortable. At my age – at the groups – the kids that I coach, these kids are going to have to learn how to feel a different side of pain. They’re going to have to decide whether this is injury or this is fatigue. They’re going to have understand. Is it a little bit more about really what it entails to be an athlete, not just a swimmer but a full-on athlete? Can you do the pushup? Can you do the Ab? That’s of course why Coach Bryan and Coach Sarah and all the other coaches have been trying to prep them for my division so I can try to prep them for Coach Rose, Coach Tyler and Coach Bill.

As far as dryland, this is probably one of the biggest parts of my overall division because I do feel that the dryland is acting as a service to help protect the body and help toughen the mind. My top two groups, my gold and my blue group for the 13-, 14-year-olds and by the way, all the 13-, 14-year-olds that I coach are only seventh and eighth grade. All of the 13-, 14-year-olds that are on the team have either been dished up into the senior program or they remain in the silver, the lower ability program, but for the top two tiers, the gold and blue, I only retain 13-, 14-year-olds that are in seventh and eighth grade and there’re a lot of logistical reasons why we do that, peer pressure and peer group and peer support reasons, but it makes my life a whole lot easier and I think makes the senior coaches’ life a whole lot easier by having those logistical terms kind of outlined. But as far as the dryland is concerned, I bring my 13-, 14-year-olds in twice a week in the morning from 5 am to 6:30 to kind of introduce them to what it means and what it feels like to do a double type workout. We only do that twice a week for the first 12 weeks of the season. All hour and a half is pure dryland. It is – every exercise that I can find on YouTube, whatever I can find for these guys, whatever I find that would connect the best for the water but, like I said, I’m simply designing that simply to help protect their body, their joints and their ability to grow as fast as most of those boys and even some of those girls do.

I use RAMBO: run, abdominals, machine equals body optimize. It’s just a simple acronym that one of the kids made up about six years ago when I brought this from Alamo Area Aquatics. Bill Thomas and George Block [Phonetic] [0:36:53] were kind of the originals of this that I had to go through when I was growing up in Texas but I make it a competition. For those of you that have never made drylands a competition, I highly recommend that you try to do so. Publish it just the same way that you publish best times, the same way that you publish test sets, the same way that you publish attendance. Publish it to the point where the kids are being held accountable for what they’re doing from the very beginning to the very end.

Test sets. Even though we have kind of a broad scope of test sets that we’d like to do throughout the whole program, I generally really like to do it because again it keeps me accountable for what I’m doing as a coach and holds the kids and even the parents accountable. The reason why I say the parents is because the parents understand that while Johnny, even though he’s coming home every day and saying that he’s doing the best he can in practice, he’s really slacking and that’s pretty much a weekly progress report of really what they’re doing each season. Also I’m a very type A objective type person so it kind of gives me a little bit more of an understanding of what kind of taper I need to instill for these athletes especially as they’re starting to learn what taper really is and what it means.

As far as the major challenges, communicating with the athlete and letting them know that you’re going to drop time from every meet to every meet to every meet. It’s going to from season to season or from 12 months to every 12 months. It’s one of those things where you have to teach them how to fail and understand that perseverance through that failure is going to get them – is going to allow them to actually move forward and be able to withstand kind of the pressures mentally, physically and emotionally through the – through the senior program.

Communicating to the parents. I probably send out an email three or four times a week just on anything and everything. One of my biggest pet peeves is having a question being asked twice. If it has to be asked twice, then I didn’t do my job of communicating it early enough in terms of laying out the [Indiscernible] [0:38:41] groundwork and again I’m just trying to give everything to the athletes so they can become more self-sufficient, more self reliant and they can actually withstand a lot of the intensities that the senior program is going to have to have.

Next, I’d like to go ahead and just turn it over to Coach Richard and Coach Tyler, Coach Richard being senior coach and Coach Tyler being the men’s national coach and just have them explain a little bit about how we make this transition from age group to senior.

Male Speaker 5: With that, I don’t want – I think there is a misconception when you say senior swimming that that’s not maybe a part of age group swimming so don’t get up and leave right now just because you may think we’re not with the age group swimming. But I think this group, as it says here, it’s kind of a crossroads and a transition stage from the age group to the national level that they’re trying to reach. It’s the first group where movement between groups is a little bit more fluid. On previous divisions, like you saw, you’re in the 11, 12 age group for two years. You’re in the 13, 14 age group for two years. You may be in the senior division for three months, six months, whatever it is and then move on to Coach Tyler or Coach Bill at the national group so it’s a little bit more fluid.

At this point the athletes have a choice and they will either make that choice to change, whether that be technique, effort, working on walls, whatever it is or they will not continue in the sport and someone will make that choice, that this isn’t for me anymore. I don’t like to use the word plateau because I think that is more just a refusal to make a change. I don’t think there is such a thing as a plateau unless you’ve given up on doing things differently and that’s another challenge that this group goes with. You have 13- to 17-year-old swimmers that want to or tell you they want to achieve something that they’ve never done before but somehow they have a very clear idea in their mind how it should be done. That doesn’t really make sense to me, how you can have an expectation to achieve a certain time standard that you’ve never achieved before and how you’re supposed to work towards it again if you’ve never done that, so for me what I’ve tried to emphasize with them is don’t just tell me your goals. Don’t say them. It’s great to have goals but essentially all this is a list and a reminder. You have to do it. Show me in the pool how you’re going to accomplish that.

The sectional group is really that kind of steppingstone, like I said, to nationals and Coach Bill and Coach Tyler. It’s a sectional focus group. Most of the kids have sectional times. I think all of them do at this point actually but their focus is not necessarily sectional. That’s not to undermine the meet or say that that’s not a good meet for them to go to but we have freshmen coming in that are 13 years old, 14 years old that have sectional times and we also have 17-year-olds that have sectional times so I’ll never undermine the meet but at the same time ideally use the group as a steppingstone to get to the next level. That being said, they have to be very, very flexible and I have to be flexible with them as well because we’re constantly having kids moving in and out of the group based on their work habits and the standards they’ve achieved

Another thing that they have to deal with is past successes and Coach Rose talked about this a little bit this morning. Success is great but it’s also one of the hardest things to deal with. It can get you stuck in what you’ve been doing and maybe something that worked for you when you were in Coach Sarah’s group as an 11-, 12-year-old isn’t necessarily going to work for you as a sophomore in high school. Your body’s changed. People around you, their bodies have changed at different levels. Everyone likes to compare what they think is apples to apples. Girls can’t compare themselves to boys at 13 or 14 and boys are always – all my boys at least says the girls’ sectional cuts are so easy. Why can’t the boys be easier? It’s really not about that. You see, physiologically girls have started to develop quicker than boys or at an earlier stage so having to resist that urge to compare yourself to your peers is difficult in a sport that is pretty much measured on how you do against your peers. Like I said, just being very flexible and realizing that what has worked in the past may not – I have a swimmer right now that just moved into my group. She has a tremendous aerobic base. She’s a distance inclined swimmer but she can also take 55 to 65 strokes in 50-meter freestyle. That’s what she does so it’s not fair to her and her development to continue to let her do what she’s done in the past that has worked for her because she’s had some success. Now I have to get that into her head that that’s not always going to work for you. You can’t do that for a mile. That’s – I can’t even do the math. That’s too many strokes. You need to do less so kind of – things like that, just getting them to realize there are different ways of going about whether that’s from me another coach. That flexibility is key.

I won’t get too much into dryland but basically the emphasis on dry land is continuing to build strength and body balance and core strength in the water and out of the water and we’re starting to introduce some weights into the program which they will continue to work on with Coach Tyler and Coach Bill in the next groups, so, Coach Tyler?

I’m Tyler Fenwick. I’m the men’s national team coach with Mission Viejo. I think after listening to this morning’s Navy SEAL speech, I normally go by Coach Tyler but I might head back to being known as master chief to my athletes. I love that. Basically I see my job – I have three main responsibilities. I identify talent within the team. I develop that talent and then I groom that talent for national and international competition. In terms of identifying the talent, I’m very, very close with Richard. I’m very, very close with Ad’m. We talk daily many times per day about different athletes that are coming up through the team that have what I call the four T’s” They put in the time. They have the talent. They have the technique and I think most importantly they have toughness. They have toughness to get to the next level. So the four T’s is certainly something that I’m looking for when I’m identifying an athlete. What we’ll do once we find an athlete we feel would blend in well with the national team is we’ll start to introduce them to the national team. We had an athlete last summer. He was 13 years old. He did a great job on kick sets and so what I would do with Ad’m is I’d tell Ad’m, “Hey, on Tuesday I’m doing a kick set. Thursday I’m doing a kick set. Let’s bring this athlete in and I wanted to put him in a position where he felt really confident and he could come into my practice, do a great job and come out of practice saying “Hey, I just kept up with those guys.” In that way when he came into my group fulltime this year, he felt really comfortable coming in and that makes a kid excited and not so intimidated.

In terms of development I think what Bill and I really value is taking a kid from they have regional level or the local level and then opening their eyes to the national level, the international level and that’s what makes my job really, really fun, helping them get that first junior cut, helping them get that first national cut and working on their training not only in the water, on the land but also mentally.

In terms of grooming an athlete for national and international competition, I think that’s where US Swimming really plays a big part. We’re trying to send kids to Zone Select Camps. We’re trying to send kids to the National Select Camps. We want to put kids on the national – on the national junior team. That’s – it’s really, really important. There’re opportunities where they’re groomed to move on and compete at the higher levels and that’s something we really value as a program. I can tell you our kids pay a whole lot of attention to the national age group top 10. I have kids that come in weekly and they will tell me, “Hey, so and so went this time in a meet in Cincinnati this weekend. That puts me in number five right now. Here’s where we are on the all-time list. I think we can go after this relay record and that’s what gets the kids really excited and fired up to get in the pool and get a lot of hard work done, so pretty much that’s what I’m looking for. I’m looking to identify talent, to develop that talent and then to groom that talent with the national team.

Male Speaker 7: Just with that said and what obviously you guys know about what we do and how we do it, obviously through the slides that we just published, just kind of a trick that I always try to do with my athletes because I am very longwinded with my athletes and they all kind of make fun of it. Everyone try to smile right now even fake, just smile. It’s contagious. It changes your attitude. It changes your personality. It changes a lot. It actually changes the way that you project yourself. With a lot of the athletes that I deal with, they come in from having a very bad day so just trying to have that little trick of asking them “just try to smile, just fake it, just lightening. It actually changes their whole entire projection of how practice is going to be performed. On that note, do you have any questions? Yes ma’am.

Female Speaker 2: I have two questions. First question with the attendance [Inaudible] [0:48:58] from 60% of the attendance to 90% 13, 14. What kind of [Inaudible] [0:49:04] Do you enforce that and if so how do you enforce that especially when [Inaudible] [0:49:08]?

Male Speaker 7: Bryan, do you want to answer the 10 under attendance? She asked about the attendance progression from 60% requirement – not so much a requirement but an expectation from 18 under all the way up to 13, 14 90% expectation and how we manage that and how we control that. Is that what –?

Male Speaker 4: Well, starting at the 10 and unders and eight and unders is really we have a specific number of practices offered and with the 10 and unders we pretty much tell the parents that we offer six practices for the gold and blue groups that I coach and we just tell them we have these offered but you have no business in all six of them unless we specifically want them to but I really don’t worry too much about attendance in my groups. The kids want to be there and they come to practice because it’s fun so I don’t really have to worry too much and the kids they come to practice because it’s fun so I don’t really have any problems with attendance. My silver and red coach, Olivia she has her kids coming in three times a week and they need to be there all three days because if they miss a day, they’re going to miss quite a bit, so those kids want to be there as well. We just get good attendance that way and we expect them to be there as much as we tell them to be there and they come because they enjoy it. Then when they go to Coach Sarah and they move up, she has a little bit more of a stricter policy and hey, if you can’t come to these practices, because they’re now beginning to build the engine, they’re going to miss out and I’ll let her speak to that.

Female Speaker 1: But we also, at least in 11, 12 division, we understand that they’re kids and that they – we encourage them to have other activities – piano, boy scouts, newsgroup, stuff like that. We do encourage that they don’t miss three or four practices out of the six that we have but I do have a five out of six practice understanding that they’re going to have other activities and that we’re not seeing there – since we’re looking at the longevity of an athlete, we want to make sure that they have other life experiences that they can bring in and then as they move into the 13, 14 division then they are able to continue that on. We do have a commitment award that they get if they hold to the percentage of practices over the course of the season, so that is something that they do work for and I think it’s easier in the 12 and under division like Coach Bryan said that it’s easier for the little kids because they wanna be there. It’s more challenging as they get older.

Male Speaker 7: We certainly don’t discourage multi-sport athletes. Especially with the 10 and unders and even 12 and unders we really try to encourage – especially those boys who are playing baseball or basketball or water polo or even surfing, especially out here in California we try to encourage it as much as we possibly can. 13, 14s is more like a – depending on what group you want to be in. If you want to be in gold, you’re going to have to uphold a lot of major expectations because that group does feed directly into the national groups. The blue and the silver groups, the second and third tier, dude, if you want to play water polo, do it but just keep in mind that once you start really drifting a different way from swimming, it’s going to prohibit your chances of being able to be successful not just in the sport down the road, but in the other sports as well. So we try to do as much parent education as we can especially through the athlete education. That’s kind of why the 13- and 14-year-olds are separate from the senior program. What’s your second question?

Female Speaker 2: [Indiscernible] [0:52:42]

Male Speaker 7: Sure can. Jeremy?

Male Speaker 8: I just have three things, maybe questions, and maybe comments. Number one, I really appreciate you guys being out there sharing information on your program today. That’s awesome. It makes me proud to be from southern California, proud to be associated with you guys. The second thing is it’s nice to see you guys [Indiscernible] [0:53:17] you’ve got six swimmers to a lane. I’m just curious if you guys can [Indiscernible] [0:53:19] and finally, to Coach Bryan Dedeaux, my hero who I’ve stolen thousands and thousands of ideas from, I can’t believe [Indiscernible] [0:53:36] this whole talk and not share your blog so when you go back to the question stage everybody should write down the correct spelling of Coach Bryan’s name go to –.

Male Speaker 7: Dedeaux has an X on it.

Male Speaker 8: –but it’s got a thousand tremendous ideas and thoughts on swimming on that blog.

Male Speaker 4: Thanks, Jeremy.

Male Speaker 7: Yes, sir, in the white.

Male Speaker 9 : I have two questions, one on [Indiscernible] [0:54:11] four years ago as a coach and [Indiscernible] [0:54:18] I’m having a hard time especially when younger kids and their parents [Indiscernible] [0:54:33] that trust in the long-term goal [Indiscernible] [0:54:36] Obviously we have those results in the end so there’s a lot of trust in the beginning of the process. I was wondering [Indiscernible] [0:54:42] you guys who are not having the system not pushing [Indiscernible] [0:54:57]

Male Speaker 7: Yeah, I think we do a really good job of trying to protect the athletes from pushing them too hard, too fast and too often and you guys can certainly chime in on this but I think one of the things that we try to do with a lot of our younger groups that are still in that developmental stage mentally and even emotionally, we try to bring and tie as much as we can from the senior program, and the national kids we have them actually interworking with the younger kids, with the younger athletes doing clinics on the weekends even at swim meets especially the ones that we host, having those national kids come down and just having some sort of talk with eight-year-olds, nine-, 10-year-olds. It speaks volumes of really how much these kids see kind of a long-term –.

Male Speaker 9: But without those resources [Indiscernible] [0:55:41]

Male Speaker 3: Local teams? Local teams?

Male Speaker 1: Yeah, I think a better answer to you is that we do have those issues. There are parents in the younger age groups who don’t buy into that philosophy or they don’t at least at first. They think “Why can’t my kid do more? Why shouldn’t they come to practice more often?” We have groups that practice three days a week. We used to offer them six practices a week but because of pool space and just our philosophy, we decided that three days a week for those kids is really good and we had lots of people – when we made that move, we had a lot of people complain “How is my kid ever going to become a national level swimmer [They’re talking about 10-year-olds] if they’re only coming three days a week?” Basically the answer is you’ve got to stick to your guns. Believe in it yourself. Stick to it. You might lose a few people but we stuck to it and six weeks later the same people who were emailing me about “Oh, this is terrible. You’re going to destroy this club by having the 10 and under silver group go three days a week.” I was getting emails from the same people saying “This is the best thing since sliced bread. This is really great. My kid loves swimming now. He’s improving. We’re seeing so much improvement.” So you’ve got to just stick to your guns, I think, is a real answer to that and believe in it yourself –

Male Speaker 7: Chris.

Male Speaker 10: [Indiscernible] [0:57:15] do you have specific criteria for [Indiscernible] [0:57:29] and then the second part of the question is how [Indiscernible] [0:57:33]

Male Speaker 7: Criteria is age. Obviously we’re looking at training ability. That would probably be our highest priority in terms of figuring out where each kid should go. We actually try to make – we actually try to create the best group possible for that coach so we’re not trying to fill holes. If there are 16 athletes in the 13, 14 gold group and the next redeployment I lose eight of them, I’m not looking at trying to fill eight holes. If there are 10 people that are ready for it, then we’ll try to make room for them. If there are only two, then there are only two. We’re not in any rush to try to move. What was the second part of your question again?

Male Speaker 10: I’m assuming [Indiscernible] [0:58:21]

Male Speaker 7: Moving down.

Male Speaker 10: [Indiscernible] [0:58:22]

Male Speaker 7: That is actually a bad word that we’re not allowed to use on our pool deck. Moving down has been taken away from us. Redeployment or even hybrid training – hybrid training is – like [Indiscernible] [0:58:38] was talking about where he’ll take 13-, 14-year-olds that are ready. He’ll take them but as far as moving down a specific group, we do a lot of preemptive striking with the parent especially. They are the ones that are the most ignorant in the whole process. The athlete can come home and feed them all the BS about what’s going on in practice but if that kid’s not putting in their weight, pulling their weight, we’re going to have to move that person’s base on the grid there down or laterally right. It’s just a lot of communication to the parent – something objective. This kid is failing to meet attendance requirements. This kid is failing to meet test set scores. This kid is failing to do this and this and this and right now that kid’s bringing down the group and that’s ultimately not a part of our overall objective so we try to settle this as early as we can when we see it but that’s also why we’re very sensitive before we move kids to a specific group that’s either why they’re on probationary period or you’re not completely locked in this group but we’re going to have you try it out for a while. That way we can just kind of feel it out. Yes, sir, in the orange.

Male Speaker 11: First of all, thank you guys very much for taking the time to come, and Coach Rose, congratulations on assembling this team. Two quick questions. One is [Indiscernible] [0:59:53] within the age group, are those [Indiscernible] [0:59:56] four distinct practice groups [Indiscernible] [1:00:01] 11 12 –.

Female Speaker 1: Yes.

Male Speaker 11: [Indiscernible] [1:00:05]

Female Speaker 1: Yes, we have – the four different divisions and then we have different coaches and different assistants for each of those times. What’s really nice about our 11, 12 division, we actually all work out at the exact same time but as you can see up there on the screen, that’s our full schedule and lanes based issues but we do have they are completely – each division runs essentially as a small swim team within the larger swim team and so – and so within that we have four groups that practice that really have different coaches.

Male Speaker 11: Thank you. My second question was [Indiscernible] [1:00:39] if understanding it correctly, there are three divisions within senior. It’s a non-sectional, a sectional and a national?

Male Speaker 5: The way the division works is there’s a senior division and then there’s a national division so after 13, 14, once they enter high school, they’ll go either to senior, senior 1 or senior 2. Senior is the group that I coach that’s sectional level athletes for the most part. We do have some sectional athletes in senior 1 but that is going to the step-down, I guess, and that’s going to be more based on the athletes that aren’t quite sure about their commitment level yet. They’re going into high school. It’s a new thing. They may want to try water polo or other sports and then senior 2 are kind of the kids I see that they kind of swim but they can’t really tell you why. They just – they like swimming so for whatever reason they’re not the most, you know, “I need to go to Olympics” but they enjoy swimming and then the step-up from the senor division is Coach Bill and Coach Tyler’s groups for the national men’s team and the national girls team and then from there you have Coach Rose’s group for the international and the Olympic team.

Male Speaker 7: Yes ma’am.

Female Speaker 3: [Indiscernible] [1:01:56]

Male Speaker 7: Sure can.

Female Speaker 3: [Indiscernible] [1:02:03] Maybe I’m reading the chart wrong [Indiscernible] [1:02:16]

Male Speaker 3: Yeah, absolutely. In fact, the kicking and the aerobic can be – the question is she was curious on why these percentages didn’t add up to 100% because kicking and aerobic can be the same thing. We could have a set of 10 100s that are all based on aerobic ability but 40% of the practice is geared towards kicking for the eight and under gold. 70% of the 13, 14 gold is aerobically based so yeah, I realize it doesn’t add up to 100% and I apologize for the confusion. Coach Bill warned me about that but again I tried to emphasize really what parts were really, really emphasized the most and in this case kicking is a very formidable asset of all training aspects. Yes, Christianne [Phonetic] [1:03:06]

Female Speaker 4: [Indiscernible] [1:03:08]

Male Speaker 1: The question was how do I manage to see the whole program and make sure all the parts of the program mesh together and communicate with one another. Really this started about 15 months ago so this whole – what we’re presenting today is fairly new in terms of the overall – trying to see the overall picture. We meet frequently on the pool deck away from the pool, all kinds of ways so we’re talking to one another all the time. The way that I initiated this program really was I went around to every single coach on the team and asked them, “What do you need? What do you think we could do to improve? What would you like to see us do differently that would enhance our program and I took all of their comments and there were numerous commonalities in what they had to say. I took all the common themes and a couple of the other ones that weren’t so common but I thought were really good ideas and I incorporated them into what we’re doing now. I try to continue to listen to them. They all had learned to speak up pretty well, I think, and that’s a really good thing so I will say that over the past 15 months I think we’ve seen sea change in our developmental program. We had good program before that. Don’t get me wrong. But the way it’s moving now it’s like it’s really moving in a good direction and we’re all really excited about it so – does that answer your question? Okay.

Male Speaker 3: Yes, sir.

Male Speaker 12: During the high school season how does that impact the program [Indiscernible] [1:05:22].

Male Speaker 1: Yeah. In southern California unfortunately – I feel unfortunately – the high school championship meet occurs in the beginning of May so it’s really right in the middle of what we have. It’s our long course season and depending on which group the swimmers are swimming in, there’s more or less focus on that particular meet because we want to – obviously we want to succeed at that one, swim fast at that meet but, for example, on the national level we found over the years that we don’t really have to taper them for it because they are going to swim fast no matter what at that meet because it’s exciting for them. They’re swimming for their high school team and so forth and so we recognize that it’s happening but we don’t put a lot of emphasis on it. The kids put enough emphasis on it themselves and –.

Female Speaker 1: [Indiscernible] [1:06:15]

Male Speaker 1: Swimmers don’t usually leave the program to swim at their high school team. I think that –.

Male Speaker 12: [Indiscernible] [1:06:27]

Male Speaker 1: They have to attend – most of them work out an agreement. We encourage them to do this with their high school coach, what kind of agreement that they’ll be at the swim meets. Actually for the national team we tell our swimmers that you cannot miss more than one practice a week for a high school event so if that’s practice, it’s practice. If it’s a meet, it’s a meet, whatever they want to choose. They can miss one day of practice for that and they have to work that out with their high school coach and on the national team most of the swimmers and the coaches are very cooperative with that. Richard, do you have any –?

Male Speaker 5: No, just on that and the nice thing about having a large team and a large staff is, like I said, there is that further division into the senior, senior 1, senior 2 so as you go down, some of the kids in the senior 1 and senior 2 group they may swim on club year-round because they want to do well in high school and they’re not necessarily club swimmers. They’re more like high school athletes that would like to excel in that arena so we have that option and for some kids that becomes their focus. High school season comes around, all right; I’ll see you back next summer so they do have that flexibility. It kind of comes down to what their focus is and their desires with the sport and the direction they want to go with it.

Male Speaker 7: Yes, sir, in the white.

Male Speaker 13: Just two quick questions. First off [Indiscernible] [1:07:59]

Male Speaker 3: It’s a good question. The question was in terms of the uniqueness that we have by having a single-site facility and what are we doing to – goal for the long term in terms of what we’re going to be doing if we do expand any more. Yes, it is kind of a wishful thought of wanting to build another pool, to find outside water space around but I think right now with what we have, we’re very comfortable with what we have. We’re doing really well with what we have. It’s a good problem to have that we’re bursting at the seams and I think it’s becoming a safety problem that we’re having between 12 and 16 athletes per lane in a long course lane especially if they’re all high school age so it’s almost kind of breeding itself the culture that we are trying to create, that would have been trying to create with this new curriculum that Coach Bill has been working on. It’s really, really geared to our mission statement that Coach Rose talked about this morning. It’s excellence and trying to pursue that is by any means, we’re going to have to lose kids. We’re going to have to – we’re not going to turn them away but we’re certainly going to [Indiscernible] [1:09:22] like what he had to do with Mrs. Sutton [Phonetic] [1:09:23] when Chloe [Phonetic] [1:09:24] joined the team but yeah, it’s definitely a collaborative effort. The city is kind of undergoing some makeover stuff right now and trying to connect with them. It’s – I don’t mean to be longwinded on the answer here but yeah, right now it’s just a matter of us just trying to figure out what’s best.

Male Speaker 13: [Indiscernible] [1:09:42]

Male Speaker 3: Go ahead, Bill.

Male Speaker 1: It’s really – in many, many ways it ‘s a super advantage to all be at one site. It’s really advantageous and we all recognize that and so I think there is a reluctance to move certain groups to a different site but at a certain point we all recognize that probably we’re going to have to do that if it becomes available to us. That’s the other issue. Pool availability isn’t the best but we do recognize it’s a big advantage to all be at one site as all the groups can feed off one another and. A few years back we did find some neighborhood pools that we sent a couple of groups to and it really wasn’t good for those kids because they were separate. It was like they were – they felt abandoned at these other pools and so somehow if we do expand and have to move to another site, we’re going to have to find a way to overcome that. It’s a challenge.

Male Speaker 3: Last question. Yes.

Male Speaker 14: [Indiscernible] [1:11:06]

Male Speaker 3: We do have proficiency levels that we’re going to have to make sure that they obtain. I’m obviously very familiar with 11, 12s, my group and my group, 13 – to the senior group. Of course Bryan and Sarah could probably speak to that a little more individually but yes, we do have some proficiency skills that if you are going to move from the blue to gold group and the gold to the other division, blue group, you’re going to have to maintain a certain kind of threshold. You’re going to have to maintain a certain kind of stress load between all four strokes. 13-, 14-year-olds, they have to learn to swim all 14 events. They have to swim all 14 events twice a season and having that, the previous divisions are going to have to make sure that all four strokes along with the starts and turns are all very proficient, so we do have guidelines. Those are all right now the things that we’re trying to tweak out and kink out but it does fluctuate. It’s like a bubble in and out. Every season is always going to change.

Male Speaker 5: Yeah. Bill took a lot of time when he talked to all of us, created the curriculum for our program and so basically every coach knows what needs to be done in order for the child to move on and even within my division I have a curriculum within a curriculum that my coach Olivia will look at when she’s looking to move kids into my blue group and I need to make sure that my kids are doing what is necessary that is on the curriculum then they get ready to move up to Coach Sarah. We have assessment team wide and we have meetings. We have demonstrations. We’ll pull out some of the national team and actually Coach Bill had me in the water one day trying to demonstrate some of the drills and that was fun.

Female Speaker 1: That was fun. Just really quickly for – at least within our division with my assistants we communicate really well. We want to make sure that the athlete is successful in the group that they’re moving. We do a lot of – Coach Tyler is bringing in an athlete. If we want to move him up, we move him up slowly. We invite them up to the group one day a week and see how they do and a lot of them that are pushing to do that they find that it is sometimes a jump and a leap into the next group or my gold swimmers might get one day a week an invite from Coach Ad’m so in those regards we do communicate and we use our best judgment on what the success of the swimmers and how successful they will – so they don’t find continuous failure when they move in.

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