The Practical Application of Technology During Practice by Bob Gillett (2007)


Published


Introduction: Good afternoon. Now that all the great technological minds in San Diego have made this possible, we will move forward. We are in for a real treat this afternoon. You never know what you are going to get, but you do know that it is going to be great. About six months ago, I had the great privilege to welcome our guest speaker to the Southern California Swimming Association or LSC and it was with kind of a mixture of trepidation and excitement that we welcomed him. We knew we were going to be hard-pressed to keep up with him, though we also knew that we were going to learn a lot and that we were dealing with someone special in this sport. He is what I consider to be the most courageous, innovative coach in America. It takes courage to do the things that he has done and to approach swimming the way he approaches it. From that courage comes great innovation and that we all benefit from. I am really happy to introduce to you Mr. Bob Gillett.

The title of the talk today was supposed to be the practical application of technology on the deck, but I decided I wanted to change it and talk about NCSA and Junior Nationals. Just a little joke. What I would like to do is to give you some ideas that you can use in your program. Or maybe stir your innovation on to the application of technology to swimming. When I speak at one of these I always try to tell people I love coming to the convention every year. One of the reasons why I have always been satisfied with it and this is for some of the younger coaches that are just starting to come to these is that you pick up good ideas.

You go back to your program and they have turned you on to different new things that will make your coaching better. If you will come into these talks or presentations and just say okay, if I can just get one idea off this guy, that is all I need to make it worthwhile. If you do that, when you come in and listen to 40 presentations or whatever you are going to get this weekend, you can go back with 40 good ideas to implement into your program. So, I think it is a very effective way to learn and I hope that I can provide you with maybe just that one good idea that maybe will help you.

When I was invited to speak at the convention and asked to choose a topic, I decided to do it on technology because of an incident that happened to me about that time in January. In January, we were talking about computer assisted race evaluation or race evaluation of the USA Swimming Program. I was talking with a young coach and he said you know this really must be important. US Swimming put all this time and money and effort into this it must really be good. But he said there is only one problem with it, you really cannot apply it to the swimmer out on the deck. I mean, it is a lot of information and everything else, but you can’t apply it. I was just taken aback by it.

I just couldn’t believe that that might be the impression and so I wanted to include that as a major part of the talk. US Swimming has done a sensational job and it is one of the great services that they have done with the race evaluation for us. It takes a huge effort and I think in the future that it might not be the direction that they should be having their sports science or technical support go. Maybe they should be more reliant upon video. But if they do that, then what that means is that the coaches will have to become more of a processor of the information that they get in the race evaluation area. But it is a great program, as all technology is.

I love toys. One of the reasons why you use technology for coaching is just like any other business. Use it to increase productivity. You use it to get more quantity done and more quality done. That is what this kind of information technology can help you with. Today I want to do four areas of technology and again, my goal is to give you information and ideas and hopefully motivation to use the technology. The four areas, and I don’t know how long because it is one of those things where I can spend four days on each one of the topics. They are so all-encompassing. The first one is computer-assisted race evaluation. The next one is video applications and the next one is a new field that some of you may not have heard about, what I call “remote-site coaching.” Then a fourth one is “heart-rate monitoring.” Those are the things that I would like to touch on today.

The first one is going to be computer-assisted race evaluation. Up on the screen I have a little PowerPoint thing and it says The Essence of Life. This is what swimming, in my opinion, is all about. I think especially, if you are one of the young coaches that are with us, is that you are going to have to be in a situation where you learn this information. This is a little talk that I give, the Essence of Swimming, and I do it for swimmers. I have done it for all of my young swimmers. I have also done it for some coaching groups and I have abbreviated it here because it is not meant to cover the technical part of it. We just want to show you how to do it and some tools you can use.

It is beyond the limits of this to do the conceptual basis of it and everything else like that. I just want to flip through the first part of this PowerPoint presentation for you. One of the problems that I have is that I have changed computers over to the new Vista system and it has been difficult for me to do that. The essence of swimming and basically it is the idea of tempo, cycles and interaction. What happens is when you are trying to get a time and the length of a swimmer pull, the major things are cycles X tempo. If you do not understand this you need to.

This is a worksheet that I use and I do it with age groupers and everything. We do not put the answers down, but we let them fill in the blanks. This is basically the formula that is used in computer system rates evaluation or if you do it by hand it is going to be the same thing. Time = your cycles X your tempo, PLUS your breakout, PLUS the Arabic measurement. Then down there we defined tempo as the seconds per cycle for a time interval and divided by the cycles. Now, I know that some of you use revolutions per minute and if you want to continue to go along and use that encumbering system, go ahead. Tempo and seconds per second, if you work with a lot of age group kids, you will find out that it works a lot better with them.

I know that a lot of the older coaches are locked into revolutions per minute. The reason they did is because the stopwatches came out of rowing when we first started doing this. They jumped on that and they didn’t use seconds per cycle in rowing. It works a lot better when you are working with younger kids to do it. Cycle counts – length of the pool – minus the breakout – divided by the tempo and that will give you how many cycles you took. Again, there is some error of measurement. This is the worksheet that I give out without the answers. Over on the right-hand side are the answers and basically what this is, is 8 cycles TIMES 1.3 tempo gives you 10.4 swim times. So what we have is, we have up in here, these are just the simple concept thing of cycles – tempo and what kind of time per swim time.

This is a little bit more realistic down here because we add the breakout into it. This one happens to be backstroke. One of the keys to this is try to determine which one is backstroke and which one is breaststroke. The way I do it is the cycles on backstroke, the tempo is usually a little bit slower than if one of the other strokes. I am showing breakouts there. This one is a butterfly worksheet and we have work, notice the tempo is a little bit faster, but breakouts are still a little bit longer. More variants in breaststroke tempo and this is a little worksheet for kids on that and then here is one on freestyle.

That is going to be all that I am going to do on that. This is kind of the essence of what computer-assisted race evaluation is all about. To help you a little bit more, what this is, is a performance variable. What it does is, it is showing you the variables of where computer-assisted evaluation lies on your variable analysis. You have your total time in swimming and then you have your total times in splits. The splits add up and that is what causes your total time, but we are working at the next level. We are working with what causes the split and then what causes the tempo. The limitations on tempo and cycles are endurance, strength, and aerobic capacity. Then you have another more physiological level, partial pressures of Co2 and how you handle lactate and that type thing. This is the level that we are working at right now.

When we started this back in 1978, we had this big computer. We took it out on deck and some of the real old coaches might know about that. We ported it to a handheld device in 1982 and we actually presented it at the ASCA Convention at that time. We did a little bit more in 1983. What I am going to do is show you the newest generation. Sometimes technology is a little frustrating to work with. This is the stopwatch. I developed this stopwatch, the screens of it, along with my son. My son is a Microsoft guy so he helped me with the coding. What I did is, I did the screens and he has actually played with this ever since he has been in about the fourth grade. We will give you an illustration and it is why we use this technology, because computers work great for race evaluation.

Computers only work if you need three things; if you have to do something over and over. If you are only going to do it once, why go to the trouble of programming it. It is something that takes accuracy and timing takes accuracy, quite a bit of accuracy. Then the other thing besides accuracy is it has to be very fast. You have to be doing it over and over and over again. How many times have you been at a meet where you have one age group swimmer and you are trying to get all the splits and everything else? All of a sudden boom, you’ve got another one and then you got another one and it is really tough. So this works pretty well.

What we have here, we are using this on a Dell right now. We have what we call soft buttons and hard buttons. I am going to give you just a brief tour of it. It takes splits like your normal stopwatch. The neat thing about this is it saves them all very quickly and you have them all sitting there right in front of you. You get to look at them and it takes as many as you want. Then we have another function called “a mark.” It is anything you want to mark. We actually designed this engine where it can be used in the lab or where ever you want to mark something. Of course in coaches, what we do is we usually mark the breakout or maybe if we are watching the 50 we mark the 25 marker or whatever.

This mark is anything you want it to be and then we can take tempos with it. I am going to do the first tempo here. I have it set up for three cycles right now. I am going to take somebody’s tempo for three cycles. When the entry goes in with, let’s say freestyle, there is zero, one, two, and three. And we call it rate right there, 1.55. We still have the revolutions per minute, 38.8 for all those old-timers there. You can continue to do this and the neat thing about when you stack them up, I have it on continuous.

What you do is you can keep stacking these up and they are always associated with a split so you know where they are. Sometimes you may have taken tempos and scribbled them down on a sheet of paper. Then you cannot remember what split, or they get out of alignment, and this keeps all of it going. Now, let me go back and talk a little bit about the options. The mode on the tempo, you can do one shot, that is where it is right now. This is one-shot tempo right here or you press and then goes one, two, three and you have got your tempo. Now, a continuous would be like this. Continuous would be just like that and then I am going to make sure that it went because you can get a wind down real good.

I like to watch it wind down and tempo drop-off here in a single length. Once you have got your timer going and we are going to get a tempo and it is one, two and then three and then one, two, three and you just keep putting a constant three cycles. You can watch and see if they have a wind down or not. That is what your options are on that. You will find out that you will use them for different things, whatever you want to do. Like this morning, if anybody saw the talk this morning, we were timing kick tempo and that is real good to take and sample that every three cycles. You could do five cycles. Or you could even do one cycle. Whatever you want to do, you have options one to ten cycles for your sampling there.

I want to show you another interesting thing about this is that it has a little database with it. Here is my database. I have 577 races in here from this year. I can look back and see where they were done. There are a couple of practice ones here, Mission Viejo, Senior Nationals, Junior Nationals, the Gator meet, we were at the Janet Evans Invintational. Some things like that, so that is your stopwatch there on the database. I am going to pull up a database. I am going to pull one up for Christa at preliminaries at Senior Nationals. That is a swimmer that I have. It has her, and we can look right here, it has her breakouts. It has a couple of rates on most of the lengths and it has a breakout time and has her splits as she goes through it and this happened to be, I have it at 4:18 for this summer so that was a race.

Now, one of the neat things about this and I will show you how you do it, turn this on right here, this is a printer. This works really great when you have about 10 or 15 age groupers lined up. You can take their splits and then as soon as the race is over you start dumping them out. They come over and they get a little sheet with all their race stuff on it. Now one of the things when you first start printing at a meet, you have to discover what printer you have. They can come over and get it themselves. We just kind of share the printer.

What I am going to do is I will pull up something over here to show you what this is. You get a nice label on it up here and then you see the marks, or the breakouts here, and then the tempos. This happens to be one of my swimmers. It was a good swim for her. She is a 1:04.8, but she had a tough time on the way back. She has great out speed. She is dropping off tempo quite a bit on the back. This is the kind of thing you can write on, like this, and then you give them out to the swimmer. Our swimmers make a notebook of it. The tempo kick, she needs to work on tempo kick. We want a goal to break out at six seconds here. The priority focus should be on sustained tempos and I gave her some examples. Then you try to give them a little motivational thing right here. That is the kind of printout that we get so hopefully that will give you a good illustration.

I want to tell you that we actually are going to give this away to everybody here and the way you are going to be able to do it is you can download it at www.swimtools.com. I am going to have to move on real quick here and I am going to show you a series of little videos. It is how I use this with young swimmers. This is mainly for young coaches that want to ask how do you take this information about distance per cycle, tempo and how do you put it to kids. How do you teach kids about tempo – 2.0 – 1.5 – 1.0? One of the best ways to do it is with a tempo trainer.

What top times come down to are how many cycles you take and how fast you take each cycle. Like if you take ten cycles in this length of the pool and you go two seconds on each one of those cycles, how long is it going to take to get down there? 20 seconds, right? 10 cycles X 2 seconds would be 20 seconds, right? 10 cycles X 2 seconds would be 20 seconds. What if you did your arms twice that fast? What if you did it at 1.0? How long would it take you to get down there? 10 seconds, right? And that is what it is all about. That is what swimming is all about. It is trying to get the relationship between the tempo, how many seconds per cycle you are doing and how many cycles you take during the length of the pool and that is what gives you your split.

Video – “We are going to do this now. We are going to swim 4 count breathing again. I want you to go one length on 4 count and I am going to have you go at a certain tempo this time and it is going to be 2.0. 2.0 is this fast. It is 1 – 2 – 3 – 4, 1 – 2 – 3 – 4, ready, count – 1 – 2 – 3 – 4, ready – count – 1 – 2 – 3 – 4, ready – count – 1 – 2 – 3 – 4 – again. Now, some of you have to over-kick a little bit more and slow down those arms because you are going actually a little bit too fast. Now you can take very long strokes when you do this. We are going to go again, this is going to be 2.0 and I want you to breathe on 4 count breathing and I want to see good kicking.

Nice long breakout, good kicking, 4 count breathing and I want you to go a 2.0 and it is 1 – 2 – 3 – 4, ready, count – 1 – 2 – 3 – 4, right on the button. This is the more likely tempo that you will race at when you are sprinting. At 1.0. Now you have to do both. You have to work on long strokes and slow tempo, but when it is time to go fast you have got to really make sure that you hit it. Now I am going to give you the tempo of 1.0 and I want everybody to really put the priority there. That is what you really go after at 1.0. I still want you to stay on 4 count breathing though. It is really fast now.

You did a good job on that. We are going to go one more on 1.0 and I want to see you get lots of tempo. You have got to go really fast with the arms. It makes you a little tired doesn’t it? 1.0 and it is 1, 2, 3, 4 – ready count. You got some good power with it. You have to have power tempo and it is 1, 2, 3, 4, ready count. It is called half catch-up. Does everybody know what half catch-up is? Half catch-up is when you go like this: You put your arm in the water and you keep it extended until you get to the point of entry. When your hand gets to the point of entry, then you pull on both sides.

You were a little bit towards full catch-up. You were, she was doing this. She was putting her hand in and then going out in the water. If I wanted you to go full catch-up I would say “full catch-up.” This is half catch-up. right when you get to that point of entry and that is when you pull. Let’s try it again now real nice, smooth, long strokes. Here is what we are trying to do. I want to see you do something else here. I want to see your elbows up really high out front. I want to see when you pull, you pull that hand and keep that elbow high and then push your hand back.

This is over-kick, half catch-up and I want you on 4 count breathing – got all that? And it is 1 – 2 – 3 – 4 – ready – count – 1 – 2 – 3 – 4 – ready – count – 1 – 2 – 3 – 4 – ready – count – 1 – 2 – 3 – 4 – ready – count. And it is 1.5 and it is 1, 2, 3, 4, ready – count – it is kind of a medium speed. It is not slow and it is not fast and it is 1, 2, 3, 4, ready count. And now again, you have 2.0, that is where you get really long stroke, you can really get good long strokes. You got 1.5, kind of medium tempo today and then we are going to work 1.0 again. Right now this is 1.5, just nice. I am going to give you the count. Now later on I am not going to give you the count. I am just going to tell you what you want and you need to know what that is.

If I say I want you to go 1.4 you ought to be able to do it. Go this time. Think about power tempo and I want you to go on six count breathing this time. It is power tempo. It is 1, 2, 3, 4, 1, and 2 POWER, POWER. READY 1,2,3,4 –POWER – POWER ready go.” That is enough of that. I felt like this, I wanted to do something like this for the younger coaches, those that may not have seen it. I am shutting it off now and “there is no secret about times in swimming”.

This tempo trainer and for some of you that have not worked with this, this is 1.5 right here. When you do 1.5 like this it is, you can get it right on the button and then you can count to them. If you feel unsure about yourself, it is 1 2 3 4 1 2 etc. and you can get your tempo trainer and you can use it or you can give it to the kids. Let me go ahead and show you a little bit more of how this application goes. I am going to show you how we work with older kids.

Video – “I want you to go a 50 freestyle here and we will get you a time. I want everybody to count your cycles. Know what your cycle count is and I will give you a time. Okay now, this is one length freestyle. READY. What we are illustrating here is a little bit more senior swimmer. We are showing you, a lot of people think you don’t want to do this because you can only work with one swimmer at a time when you got that handheld computer. There is really a lot more to it than just that and you can use it for large groups. Okay, here we go. Cindy, you are 1.1, 1.21, 1.21, 1.20 and the little kid over there is 1.11, okay?

Tempo (I have a winning kid every year). Time is 28.4 on Cindy, little kid you are 30.1 and then I couldn’t separate Cynthia and Allie, you are 30. Okay, you laughed at little kids. I always have a little kid. Misty was a little kid once upon a time. Everybody is a little kid as they come through and usually I get somebody who is going to be what I think is really good. Last year, when I was in Arizona, it was Ashley Evans. If you know what she did this year, she is no longer considered a little kid. I am going to work with an individual here. One of the things that we are going to try to do with you this year of course, the objective of you here primarily, is to see if you can become a finalist at Olympic trials and that means 33’s.

That is what it means 33’s. So 29 – 33 – 33 – 33 with some tenths on it will give you 2:10. That will be the upper limits of probably what is going to happen at Olympic trials. What I want you to do here is I want you to get a good push. We know that the problem has been that you have too many cycles. You are at 1.15 or so. You have been doing about 4.5 seconds on the break, but 27 cycles so I want you to try to really make sure you have the 1.15. Put a little bit more priority on distance per cycle, like we were talking about on that catch. And, have a good drop push here. I want you to count your cycles. If you know your cycles then they will compare once the computer is staying on it. Okay, here we go ready – set – go.

What we are doing here is we are working a little bit more detail, with some more advanced swimmers. This is the real bread and butter of the system. To be able to do this with swimmers and identify what they need to work on and then go out and get it done. That is what we are doing here. I want to give you an opportunity to hear what I say to them and how I read the computer and what information they take off of it. We will let you listen to these a bit: “Very good, good job, you are 32.1, with a drop push like that. I am showing that you are 5.3 on the break. You are 1.07, 1.09 and 1.10 so that is a faster tempo than you are going to be able to sustain in the 200 and that is why the time is faster than a 33. I am showing 25’s,way to go, good. I can remember when we had a hard time doing anything but 27’s so that is very good.

I’ll tell you what, let’s go back and I am going to have you try another one here. What I want to see you do is go ahead and put the priority on the 25 cycles. Maybe you can go to 24 and drop back off the tempo a little bit and let’s see, a little bit over 1.10, more like the realistic race pace. The last 50, I want to go the last 50 of your hundred. Now, if you are on 30.5 and you come back in 32.5, that is 1:03 flat, that would be good. Let’s have you come out here and let’s have you put the hand touch. How many kicks are you going to use? You are going to try 9? Okay, let’s give it a shot. Now, the big thing is to stay in tempo at the end. You are going to have plenty of tempos at the beginning. You have got to sustain tempo okay? That is your problem. We are going to go a foot touch and a hand touch here. So it is like 50 deep.” What we are doing is getting probably three tempos down the pool.

I think that is what we got where we can make sure that we check and make sure that it is a stable tempo or she has a wind-down or whatever and this particular individual has trouble with that, not necessarily in this swim. You are 30.5 – 31.5 and the reason why you are 31.5 and that would be great and that is where we want to eventually be where you are doing that okay? Because you sustain tempo more, you did not drop off so much, but you did drop off. Here is your breakout, your breakout was 6.6 and was that 9 kicks? Okay good.

You are pretty good out there. You are not quite at that 15-meter mark, but you know, we know that 11 would get you there. You are 1.16 so you had a big tempo. 1.19 and then you had a drop-off to 1.27. That is going to be the big challenge, as we know from this previous year. I am showing 20 cycles. Do you know what it was? You are 31.5, very good. We will try one more. I am going to cut it there because I am getting super far behind on this. So we talked about how to work with it with individuals there and hopefully that will give you a little understanding. Let’s go on next to the video application.

I think this is going to be the most important technology in the future. One of the reasons why is that because we are going to be able to handle it over the Internet. Bandwidth is increasing. We are going to be able to have downloads. I heard the other day, I guess out of one of the Scandinavian countries that they got their bandwidth so high that they could download a full length movie in two seconds. When we get that way, the sky is the limit on the stuff that we can do with that. Some of the ways that we use the technology is mainly in teaching.

One of the first things that you have to have is what we call a good conceptual model of the stroke. You have to teach that to your kids. Otherwise, if they are sitting there watching video and they don’t know what they are looking for or watching for, it doesn’t do them a whole lot of good. Now, there are a couple of ways where you can do that and probably it is beyond us to show you this right now. One of the ways is to actually do stroke presentations to them and we have some real neat little setups to do that. Another way is to record them and then make a video, what we call a video teaching tool.

It takes a few components. You have to have a recorder and then you have to run it through a graphic overlay tablet. One like Sam has or the ones we use. We are using old technology and we get them off the Internet. We have been buying them for like $150 or $500 new and we have been stock piling them. They are a real good tablet overlay graphics card. Then what you do is you run it into a recorder and a computer and make a DVD for them. You can learn how to do that pretty easily. It is pretty easy stuff now. Then they can take it home and they look at it.

What we do is, we try to make it where they get some instruction. We have a little pattern and it is what we do when we film our kids. We film them above water from the side, below water from the side, above water from the front, and below water from the front. If they go in and out that gives you eight segments. Out of experience, I have developed what I want to talk to them in each one of those eight segments. Then we discuss it with them and they have a little teaching tool at home that they can go over.

If a kid looks at it one time that is great, but that is not really going to help them. What we want them to do is look at it all the way through. We want them to do it throughout the year, right before they go to watch one little segment. Then if they work on that segment today and really try to get those focus points and do a good job, that is what we call a teaching tool. Now I think I am going to show you, let’s do this one right here. I am going to show you a little bit of this. I will probably cut this off as we go through it. It is part of a teaching tool that I made for a little girl.

Video – One kick at the beginning and one kick at the end. Now, you are having one little problem with this and I am going to bring it back and show you what you are doing. This is not unusual. A lot of people have it, but we do not want it to develop any worse on you. We want it to get better. We want you to solve it. Remember we want the same magnitude on both kicks. That is one of the reasons why we kick that way you know. Kick 1 – 2 – 3 –4. Some kids do that, but what you are doing is, you are doing this. When you do not take a breath you are doing the kicks just right, but when you take a breath you have your first kick and then your second kick is not firing. We want to change this on you and the way you change it is do your kick 1 – 2 – 3 –4. We want to try to get the 2 and the 4 kick back here so it is 1 – 2 – 3 – 4. – Make sure you have that good 4 kick. The 2 and the 4 need to be good when you take a breath.

I want you to watch this, because I want to see if you can see what I mean. See now, right here, you have one kick right there and then you have another good kick because you didn’t take a breath. Now watch, when you take a breath, you just let it sit there. There is the big kick and you took another breath, so you didn’t have that same kick. Now you have a good kick there because you didn’t take a breath. If you take a breath you are not firing that second kick, you are not completing that second kick. The way to do it is just simply a kick count. you will get it straightened out okay? When you are doing it real fast you don’t even see it. When you do the film study and you slow it down you can really see it.

I want to explain to you about kick counting in the meets and why we do it so much. Let’s say, for example, you get real tired. When you are fresh you can do these two kicks right here, one kick in the beginning and one kick here. When you get tired maybe what you do is your tempo drops off or whatever and then maybe your second kick is coming and firing in here. It is not quite on the right timing. If you will kick count in the races it will help you, after you get tired, to regain your stroke and have a good stroke on the way home on races. That is why we use that technique. Now remember, you want to get full stroke without having to do that extra little kick right there.”

One of the things about this particular person, this is a little 10 year old girl that we used to coach. We made this for her and she was part of the camp. She has that kind of detail in every stroke segment and so she can use it for a whole year as a teaching tool. I think kids need to be filmed about once a year and you need to kind of go over that. Some of the other ways that we use video, I will show you this one right here. This is just a little picture of it. One of the things that I call “the real stuff,” one of the things about swimming, it is not like baseball or football where they are always on TV. The athletes there, they get the example, they see it all the time.

Little kids get to see top-level people all the time. When you think about it, swimmers do not get to see really great races very much you know? They don’t get to see the types of races that are at Nationals and everything. So I have a great collection of individual shots and I like to just set them up and have the people go over and run them and take a look at them and you know look at it before practice and take a look at them. I understand “”, I don’t know if this is true or not, that he had a breaststroke loop that he put on and he made his kids go in and watch it for a half hour for a month or something like that, trying to study that.

One of the things that it does, it gives your kids a chance to see the real stuff and things that really kind of motivate them and that type thing. Another thing is what we call show and tell, what I call show and tell here. I have a little laptop or a little hand held computer and I put video clips in there and so you can walk out and show it to them right on the pool. I know when breaststroke power pull changed we had that on there and we would go right out and show them and say, this is what we want you to add in here with the dolphin kick and everything. That is another little project that you can do.

This is for Joe Bernal here. This is one of those little things like I talk about the real thing; it could be motivating for kids. This is a good one. This is the old days, but I will show you this one. Now when we do this, it is very motivating thing for them, for young kids to see this, see what they can do with the kick. Now of course you cannot go past 15 meters anymore, but how powerful the skill is and everything. When they take a look at this kind of stuff it makes them want to do it. One of the things, one of the big applications we are doing right now is what we call time-shift video. This is where you can work with a lot of kids on deck and it is using the Tivo. It is really easy to use.

When we were trying to find this and get this technology, we would go to stores. We would ask do you have to pay the monthly thing or the fee for it and everything? Probably 80% of them said, yeah, you do, but you don’t. You can go in and pay $200 for the thing and you are through with it as long as you are not going to use it for your TV. If you are just going to use it for home you do not need to do that. It is easy to find play list after you have some things recorded on there or you can watch live TV. I don’t have live TV, but live TV is what you use when you have a camera to it and we will show you that in just a second. We got a little cart. This right here is under $700. We put a board; notice how the board slants down so you can see it when you are in the pool. You can turn it around and it slants up where if you are out of the pool so you can use this at meets.

One of the things we do is take and put it up at meets with a TV camera and the kids come over and film each other. We don’t even have to do it. Put a 10 delay on it and then they come back and watch it when they get out and then the coaches can go over it with them right there that day. It is a real good way to get kids focusing and really see what they are doing. I am going to hit this right here. This is some of the recordings that we have right now, some of them you have just watched and so I will just play it back and show you how easy it is. All you do is I hit select on it and then you hit play and it plays it. There is nothing difficult at all and you also have some things like slow motion and fast motion. You can go fast and we will ditch this up here and you can do slow motion and stop action on it and that type of thing so these are great for practicing.

What we were kind of wrestling with over here, you have some analog, some digital, and computers work primarily on digital, unless you get an analog to digital converter to input your stuff. We use our camera. We do firewire with it and everything, but the tablet and the Tivo are analog. I am going to show you the segment that we were just now doing. This is what you are going to see as the coach or somebody around the pool. I am going to go and let you see what they see when they are looking at that monitor right there. So we got the cart monitor and all we do is we set it over on Lane 2, just about at the flag. Then the swimmers come in and they swim in lane 3 and you can see me there. I have got an underwater shot on them right there and then they cross over and we put it on a 15 second delay. They get to go over and check their time and look at it and get ready to go again.

I have them going 15 seconds apart while you get the whole rate and if they swim over 50 they shouldn’t be doing that in a 25-yard anyway. We flip back and forth. Take a look at it. So they come down in Lane 2 “ I want you to swim a little bit faster than this – it is just not a form swim. I want to see you get a little bit closer to race pace. I want you to swim closer to race pace. I don’t want you just getting in and stroking it. If you are going to get anything out of it I think you need to move closer to race pace, okay? Now we are doing it from the side here. Now rest up and then I want you to rip one here.”

I think these are really neat. I just found out about this, so now I have three of them. I will show you what we did with Bailey Weather’s camera here. It actually has a screw set in both ends on both sides of it. It is usually used on a tripod mount or something like that, so what we do is we just got a screw that is the same size as that. We took two nuts, we drilled a hole in some PVC fittings and slid them on to this little piece of half inch PVC and probably for about a buck and a half you got a great pull.

A guy named Bailey Weathers, if you don’t know him; he has been working at US Swimming. I think he is going to Club Wolverine now and he had a video chart under water. This shows you a little bit of it, but this isn’t the clip that I wanted to show you, but this will show you. This is what the swimmers see now. A while ago, what you saw was the coach doing it. Now you can see again, they are coming down Lane 2 and they cross over and then they took a look at it. We are going to pull this on up here and you can see what it looks like underwater. The swimmer comes in and they take a look at it and you can be over there helping them. I think that one of the things that this is good for is to start applying that knowledge that you have given your swimmers through stroke instruction. This is where they start really trying to apply it to themselves.

I am going to talk about the technology I think is really going to be important to us right now and that is heart-rate monitoring. Heart-rate monitoring is going to be our moon shot. I am really surprised that Canada or Australia hasn’t just kicked our butts in this because we have kind of drug our feet on it. We have had the technology, we just haven’t integrated it. We are still working around with Polar Pulse Monitors and things like that. That is what we used and I did a great deal of it and this kind of shows you a little bit about what you get out of it.

This is Janna Krohn, a girl that used to swim for us. This looks kind of like a mid-season type thing. She went 7,000 yards and this is her heart rate response that we grafted off Polar. This is the one you wear on your chest and it records your heart rate. You take it and you dump it down into your computer and it gives you a graph after each of your workouts. Then we would come along and we would write the sets they would do and see how they were doing, you know. See how she was doing on the sets and everything and evaluate it.

For example, pull sets should have been around 150. I wanted her heart rate higher than that and she just kind of bagged it. It gives you how many total heart rates during a workout. This is 17,000. The intensity is by the average, so you have your total workload and you have your average. I am going to pull up another one on Janna and I will run through these real quick. This one was a great workout, two bands. The bands refer to the unfortunate name that I gave the type of training that we are doing called blood restricting training and that went over like a lead balloon with everybody. The Japanese now are doing a great deal of work with it I understand. They call it vascular compression training which is a lot better than blood restricting training. It doesn’t freak everybody out so much.

We were looking at her heart rate. One of the sets that she did was three 200’s on 3 minutes and then a hundred on 1:30, then 200 loose and she did these open and closed. I mean the first quarter of the swim she opened it very fast on fly and she closed it doing freestyle. The idea was to try to spike the heart rate and then in the middle let it recover. She wasn’t doing a very good job of this and I told her if she didn’t understand it to come and talk to me about it, but she did do great work on it. It was again a mid-season type thing, 7,000. One of the things we could determine by her stroke volume, she had high heart rates, but she wasn’t getting enough cardiac output. That would be due to low stroke volume.

This is one at the beginning of a taper period or maybe even towards the end of it, well we were 4,700 yards. You can see that her heart rate was almost up to 17,000, which was too many. What we had to do was make adjustments for that in the training and bring it back down. I think heart-rate monitoring is good for a couple of things. One reason is it teaches your kids how to do the set. It also relaxes the coach where you don’t feel that you have to be doing everything on a 10 second rest after you get going. One of the things that it does is it helps you to learn how to identify and do the sets.

I know the one I always liked to use is Misty. I used to have her do a 3,000 every fourth length butterfly. She would go like this and then go down at the end. That wasn’t the way she was supposed to be doing it. We wanted her to spike on the butterfly every fourth length. We had spent 90% of our time on the last length of the race because she always had a hard time doing the last part of the race. What we wanted it to do was for it to spike on the freestyle and then we want the heart rate to recover, working on the stroke volume as on the freestyle. Then spike it again and get more cardiac output with increased tempo, so that is kind of what we wanted to accomplish by doing all that. That is kind of what we were trying to do on the heart-rate monitoring.

Another thing that it does is it keeps your kids honest, you know. You can look at certain types of sets and it is what is happening on those sets. This is one on Misty. I hardly remember having to put her out of workouts before, but on this particular day, it was kind of here is 150 and here is 180. We are supposed to do a great job on these descending. Instead of descending she ascended. She might have been sick. Anyway, I said gone you know, terminated workout. So, it really helps you to control your athletes.

One of the things I used to use heart rate for was really great. Polar stopped making the heart rates that work in the water by the way. What we would do was, we would take the pulse rate and you are in the taper. You want to take your total workload down. All of us can measure that. We just write it, but we don’t go as far. You want to take the intensity down and that is a problem sometimes because people don’t have their intensity come down. They drop the yardage and their intensity goes up and they do not do a very good job during their final part of the season. With pulse-rate monitoring you can do that real easy. You can keep the intensity and the total workload and the paper total workload and you keep everything in progress so it makes for a real good taper. I am not one that believes you miss tapers anyway. I believe people miss tapers and everything because they do not rest enough. Anyway, that is the way we used the heart rate monitoring.

Here is what we need in this country. It is what they are going to get first I think. There is one company. Finis is working on it. What we need is to have a computer program like this where we take and we look and on one side of the computer it has every kid in your workout and it has three columns. It has how many heart rates they have done since you started the workout. It has the average, which will give you the intensity, and it has their present state, whatever their heart rate is at that right time. We need to be able to look at 30 of them on the computer. As soon as those kids get out of the workout they need to be able to walk over to their printer. Every single one of them, every day has a heart rate of their whole workout and once you get that, you will have a tremendous advantage. You will be able to really control the kids. The kids will give you honest workload. When you do this on unmotivated swimmers, it is unbelievable.

I mean if you are doing ten 100’s you are supposed to be descending 1 to 2. You will see the top swimmer, they will take them on up and these guys will go up here and when it gets tough at about 8 they just let it fall off and take off on you. So, you are going to be able to do that. It would be great for swimmer evaluation. All swimmers, or most swimmers, come in and go, I am not achieving what I want to at some time during their career. All you have to do is pull those out and you can usually identify right there what they need to be doing. I think that that is going to be a real huge thing in our future, pulse rate monitoring. We need US Swimming for that.

I have one more thing that I wanted to show you. It is remote site coaching. Basically, remote site coaching is the idea of being able to coach in another area. For example, maybe that is using a resource coach. I will use “” because I think he is great. I think he is the best individual coach probably in the world. Let’s say if you could get him to come in and work with your breaststrokers for two days a week on Tuesday and Thursday. I guess he is living in Canada so could he do that? Yeah, he could with remote site coaching. We kind of started looking into it way before we were capable of doing it, because of bandwidth. Because the bandwidth is getting so high, it is going to be really easy to do it.

I had it set up at the Sports Ranch. It is not set up at the present institution that I am at, but at the Sports Ranch, where I had all the controls, we actually had it set up. I was away from the Sports Ranch one time for a week. I was in South Carolina. I didn’t miss a workout. I coached all the workouts. We still have to use the telephone. We get Verizon Wireless where you do not have any charges or anything else like that. If you do that, you don’t have any charges. You can use it for voice because right now, even with some of the best, there is latency in voice. Latency in voice is more damaging than frame rate, so you need to have good voice.

I could not get it back to our facilities and I tried to get ahold of Bill Rose. I think I saw Bill Rose in here a while ago. I tried to get ahold of him because I think they actually have security cameras up at Mission so they have got it ready to go there if they want it. This happens to be up at Lake Washington. This is at my son’s house and I am going to bring this up a little bit. I guess you can say this is the swimming pool out by the boat dock. Over to the other dock there is the pool. What you do is you can watch these. If you have a pan tilt zoom camera you can go right to the place. You can read a book at the other end of the pool with them with a zoom on them. I found out that it is almost better than being at workout sometimes.

One of the things you can do too, is you can use multiple cameras on it. You can pull up one camera and then when you want to look at them under water you click on another camera and you go to your underwater camera, maybe a Bailey camera. This is going to be in our future. I don’t know about you guys, but I know that when I was younger I think I went for about ten years and never had a vacation. This way you can go on vacation and be sitting in Hawaii on the beach and coach your kids in the afternoon. They won’t even know you are gone.

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