Afleveringen
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Three Key Learning Points
* The worst thing you can do is ask them to analyse what went wrong.
* The car ride home is not the time to coach - even if you ARE a coach.
* What they need most in that moment is unconditional love and acceptance.
This post is ostensibly for swimming parents but itâs a good one for coaches too - because part of your job is educating the parents in your program on how to handle the big moments.
So hereâs the scenario.
Your child has gone to a big meet.
New goggles.
New bag.
Everyoneâs been excited about the Meet for weeks.
But, for whatever reason, their swimming performances didnât meet their own expectations or yours or the coachâs.
Now youâre in the car on the way home.
Theyâre quiet in the back. Maybe headphones on. Maybe gaming. Maybe just staring out the window.
Thereâs that silence that we as parents all know so very very well.
And as a parent youâre thinking: âIâve got to say something. I love them. I canât bear to see them like this.â
This is one of the most critical swimming parent moments youâll ever experience.
Let me walk you through what NOT to say and suggest what you can say and do that might actually help.
Donât ask them to analyse what went wrong:
The absolute worst thing you can say is this: âGee, I thought youâd swim a lot faster darling. What do you think went wrong?â
They know they didnât swim fast.
Their coach has already spoken to them about it.
Theyâve seen their split times.
Their teammates have already told them.
A competitor or two probably had a go at them.
Theyâve been beating themselves up since they touched the wall.
They do not need YOU - the person they love most - asking them to dwell on it a little more!
Donât try to coach them:
âI was watching your backstroke today. You really need to throw your arms more. Push off faster. Kick harder in and out of the turn.â
Donât do it.
Youâre not their coach.
And even if you ARE their coach - in that car, in that moment, youâre not.
Youâre their parent. Thatâs the only role that matters in that car in that moment.
Donât compare them to other kids:
âGee, Susie went really well today. Susie was so fast. You normally beat Susie.â
Another massive NO!
Comparing your child to other kids in that moment just makes them feel smaller and worse. Donât go there.
So what CAN you do?
First - say nothing. If theyâre in their mid-teens especially theyâll come to you when or if theyâre ready. Pushing things only makes them withdraw further.
Second - divert. âHey, on the way home I thought we might grab some takeaway. What do you think?â
Give them something small and joyful to think about thatâs not related to swimming.
Take the spotlight off the meet for a minute. They donât have to be sitting in the back hitting themselves over the head with a brick the whole drive.
Third - share something positive about YOU. âYou know what - I really enjoy going to swim meets. I just love watching.â
Tell them something that makes it not all about them and their performance.
The bigger picture:
Iâve been through this hundreds of times with sporting parents - not just with swimming but with football, rugby, tennis, basketball, rowing, gymnastics: every parent at some time will experience the car ride home after a sporting event.
The car ride home is far more important than most parents realise.
Get it wrong and you create more stress, more frustration, more sadness. You make it harder for the kid to come out of it.
But get it right and itâs a chance to demonstrate something extraordinary - unconditional love.
Whether they won nine gold medals and broke records, or got disqualified and missed their entry time - love them.
Cuddle them.
Tell them theyâre amazing.
Show them theyâre valued for who they are not what they swam.
If they have you as their ârockâ - i.e. the certainty that you love them whether they win or lose - then they have the stable foundation to come back, recover, learn and grow.
They always do.
Summary:
The car ride home is one of the most important moments in your childâs sporting life.
Donât analyse.
Donât coach.
Donât compare.
Stay quiet, divert if needed, share something positive about yourself and above everything else - love them unconditionally.
Thatâs the rock they will build the rest of their sporting career - and indeed the rest of their lives upon.
Three Practical Applications For Your Coaching:
* Educate Your Parents: Run a short parent workshop on the topic of the car ride home. Five minutes at a parent meeting could change dozens of swimmer experiences.
* Hand Out the âWhat Not To Sayâ: Give parents a printable one-pager with the âthree things not to say after a tough meetâ. Make it easy for them to remember.
* Model It Yourself: Coaches - the first conversation after a tough swim matters too. Same rules apply. Donât pile on. Donât analyse in the moment. The deep debrief can wait until the next training session.
This is Wayne Goldsmith for Swimming Gold.
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Three Key Learning Points:
* The âsage on a stageâ coaching model is failing teenage athletes and contributing to the dropout crisis.
* If a swimmer solves the problem they own the solution - and ownership leads to self-responsibility which changes everything.
* Coaching through questioning isnât âsoft or weakâ - itâs exactly how the best teachers and university lecturers operate.
When you ask most adults about the coaches they had when they were growing up they will often describe very similar experiences:
The coach spoke. A lot.
The coach gave instructions.
The coach set the program.
The coach told them how to do drills.
The coach was always telling or yelling.
Itâs what we call âThe sage on a stageâ i.e. âIâm the custodian of all knowledge and information. Iâll tell you what to do and you do it.â
That model of coaching is broken and the dropout data is screaming at us.
We have a dropout crisis:
Teenage dropout rates in swimming are extraordinarily high around the world and theyâre only getting worse. Itâs not just swimming either.
Rugby, rugby league, AFL, hockey - most of the sports I work with are seeing the same thing.
The response from most sports has been to tinker with the rules or to pour more money into marketing campaigns to try and increase participation.
I think thereâs a much better solution and it sits very squarely with coaches and coaching.
Why teenagers walk away:
When kids hit 14, 15, 16 they start to rationalise their relationships.
School? âYes, I need that relationshipâ.
Part-time job? âYes, I need money for a car, to buy stuff and to go outâ.
Boyfriend or girlfriend? âYes, Iâm growing and developing psychosocially. I want that relationshipâ.
Then they look at swimming and they ponder: âHang on. The coach has been standing at the end of the pool yelling numbers at me since I was 10. The relationship hasnât changed. I donât get much feedback. I have no input into my own program. I have no voice.â
They quietly conclude that the swimming relationship isnât serving them.
So they come less.
Then they stop coming.
Solve the problem - own the solution:
Hereâs the shift. Instead of telling them, ask them.
âDonât breathe inside the flagsâ - said, told, yelled, screamed a hundred times - lands flat.
But what if it sounded more like this?
Coach: âWhere did you take your last breath?â
Swimmer: âOn the wall coach.â
Coach: âIs that going to make you faster or slower?â
Swimmer: âSlower.â
Coach: âIs there another way you could do it?â
Swimmer: âYeah - I could take my last breath four strokes from the wall and build my kick to the wall.â
Coach: âThatâs a good idea. I like that. Give it a go!â
The swimmer solved the problem, they own the solution and the learning and they can take responsibility for putting it into action.
When the swimmer pushes off the next time theyâre not thinking âI have to do what coach told me to do.â
Theyâre thinking âIâll do this because I chose to. I saw the problem. I solved it. This is mine.â
If you solve a problem you own the solution. Ownership of the learning changes everything.
This isnât being soft:
A lot of old-school coaches hear this and think âYouâre going soft. Youâre relinquishing your coaching power.â
Not at all!
This is exactly how teachers run classrooms in modern high schools.
This is exactly how university lecturers run lectures and tutorials.
The whole education world has moved past the sage-on-a-stage model to a shared learning, collaborative learning approach.
Swimming has been a bit slow to catch up - but we learn fast!
Summary:
If we want to keep teenagers in the sport we have to change the way we deliver the experience of swimming.
Move from telling and yelling to asking and listening.
Pose learning experiences as questions.
Let them solve the problem.
Let them own the solution.
And remember, itâs their journey not yours.
Three Practical Applications For Your Coaching:
* The 10-1 Rule: For every 5 instructions youâd normally give in a session try replacing one of them with a question. Build from there.
* End-of-Set Debrief: After a key set ask the swimmers: âWhat worked? What didnât? What would you try differently?â Listen before you respond. Let them feel heard, respected and listened to.
* Standing Question: Pick one question to ask every swimmer every session. âWhatâs one thing you want to get better at today?â Then hold them accountable for their own answer.
This is Wayne Goldsmith for Swimming Gold.
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Zijn er afleveringen die ontbreken?
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Three Key Learning Points:
* First movement matters - what part of the swimmerâs body moves first usually determines the success of their first 15 metres.
* The âlittle holeâ - hands together, feet together, body in streamline before entry.
* The âthree kicksâ - kick fast underwater, kick fast to the surface, kick INTO the stroke.
Thereâs a lot of talk on the internet about swimming speed - what pure speed is, how to develop it, how to coach it. Feel free to go internet-deep-diving for what itâs worth.
But hereâs an old saying that still holds up:
He or she who wins the start wins the race.
In a 50, whoever wins the start usually wins the race.
Sure, sometimes a swimmerâs start might be a bit ordinary and they have to pick it up over the back end of the race, finish strong and come through the field to win - but in most cases the first 15 metres decides whoâs on the podium - and often whoâs on top of it.
So how do you actually coach a better first 15?
First movement counts!!
When Iâm teaching coaches how to coach starts I stand on the side of the pool and we watch the swimmer closely.
The question I ask coaches is: âwhat part of the body moved first?â
If their first movement is up, chances are itâs going to be a slow first 15. Theyâre going up before theyâre going out.
But if their first movement is to push back - hands driving through the front of the blocks, feet driving through the back of the blocks - everything launches them forward in a straight line.
Hands through the front, feet through the back and the body explodes forward.
Chances are youâll see a much better first 15.
Make a tiny little hole.
Once theyâre in the air, the body has to be streamlined before it hits the water.
Hands together. Feet together. Whole body in line. Try to enter through one tiny little hole rather than landing flat or wide. Less drag in = more speed out.
It sounds basic but watch your age groupers in training. How many consistently enter the water through the âlittle hole?â.
The three kicks!!!
When they hit the water I talk about three kicks. Not one, two, three - three different TYPES of kicks:
* Kick one: fast underwater. Fast, purposeful kicks driving them forward.
* Kick two: fast towards the surface. Deliberate kicks that propel their body towards the surface, i.e. not a lazy pop-up and stop!
* Kick three: kick INTO the stroke. Their kick has to launch them into the whole stroke and from there - into the whole race.
I canât tell you how many age groupers Iâve seen go kick, kick, kick - STOP - then try to start their race again from that dead stop. They slow down. They get swamped. Their first 15 falls apart.
Their kick has to flow straight into their stroke as a smooth, continous, flowing action without a break or pause.
Why this matters:
In 50s the first 15 metres usually determines the outcome. If it doesnât decide the winner it often decides who medals.
Most coaches spend hours on the back end - fitness, power training, sprint work, âracing tiredâ etc. That stuff matters.
But for sprinters and sprinting, the first 15 is where races are won.
Summary
If you want to improve your swimmersâ 50s start at the start.
Watch their first movement.
Improve their streamline.
Practice and master the three kicks.
The first 15 metres is very coachable - and itâs where youâll find the greatest opportunities for improvement and success.
Three Practical Applications For Your Coaching:
* First Movement Audit: This week stand side-on for every dive and ask one question - what moved first? Track it for each swimmer. Youâll be amazed at the patterns.
* Little Hole Practice: Set a streamline standard. Hands together, feet together, body locked in. Make it a non-negotiable on every push and every dive.
* Three Kicks Set: Build a short set where they explicitly practise all three kicks - underwater, to the surface and INTO the stroke. No dead time between kick and stroke.
This is Wayne Goldsmith for Swimming Gold.
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Forget Bernoulli. Forget precise hand pitch angles.
Forget complex angular analysis. Letâs make swimming biomechanics practical for every coach.
The Problem With Traditional Biomechanics Education
Coaching courses love to throw physics at new coaches. Bernoulliâs principle. Lift versus drag propulsion. Optimal elbow angles of 127 degrees. Angular velocity calculations.
Meanwhile, in the REAL world, the coach is standing alone on deck with a whistle, 20 kids in the water and no idea how any of that âhand pitch angleâ stuff helps them fix little Timmyâs freestyle.
Weâve made biomechanics ridiculously intimidating. It doesnât need to be.
The 5 Hs of Swimming Biomechanics
Hereâs what you actually need to know. Five things. All start with H. Easy to remember on deck.
1. Head Where the head goes, the body follows. Head position controls body position. Neutral head, level body. Lifted head, sinking legs. Start every technique conversation here.
2. Hands Entry, catch, pull, exit. Newtonâs Third Law: push water this way, body goes that way. Where the hands go - the water flows! Watch where theyâre pushing water. Keep your hands SOFT so you can catch and feel and keep pressure on the water throughout your stroke. Thatâs 90% of propulsion sorted.
Forget all that rubbish about albatross wings and how human arms are like the wings of an eagle. (Ask me one day about several conversations with Fluid Dynamics experts who laughed when I told them about Bernoulli and swimming). Keep it simple!
3. Hips The engine room. Hip rotation drives freestyle and backstroke. Hip position determines body line in breaststroke and butterfly. If the hips are wrong, everything else has to compensate. The relationship between the head and the hips is critical in all strokes.
4. Heels (Feet) Kick from the hips, not the knees. Ankles relaxed. Toes pointed but soft, loose and relaxed. Heels should just break the surface in freestyle. If you can see knees breaking the water, the kick is wrong.
5. Huff (Breathing) Youâre thinking - why include breathing in a post about biomechanics? Breath control affects everything. Holding your breath creates tension and tightness.
Poor breathing disrupts stroke rhythm and flow.
Poor breathing often means swimmers have to lift their heads too high and for too long resulting in a breakdown of their technique and skills.
Breathing is a skill; train it like one.
Your Best Biomechanics Tool
You donât need a $50,000 underwater camera system.
Your phone and / or your tablet are all you need. Slow motion video and importantlyâŠ. immediate playback on deck to facilitate better learning.
Record. Replay. Show the swimmer right here and right now: âSee that? Thatâs what your head is doing.â
Or even better, ASK the swimmer a question about their technique.
âWhatâs happening when you do that?â
âWhat does it feel like?â
âWhat do you think would happen if you lifted your head a little?â
Real-time feedback. Best coaching tool youâll ever own.
Thatâs biomechanics made simple.
Which of the 5 Hs do your swimmers struggle with most?
Coming Next Week: Part 3 of the Simple Science Series; Test Sets for Age Group Swimmers
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Weâve overcomplicated training zones for beginner coaches and itâs time to fix it.
The Problem With Current Models
Most coaching education programs throw 6 or 7 different training zones at first year coaches. Threshold, VO2 max, lactate tolerance, aerobic endurance, race pace, recovery, anaerobic power; the list goes on and on.
Hereâs the reality: youâve got 25 kids in the pool, three lanes, two hours, and youâre trying to remember the difference between Zone 4a and Zone 4b.
It doesnât work.
Itâs not practical.
And itâs not necessary; especially for coaches working with age group swimmers.
The PACE Model
Iâve developed a simpler approach. Four zones. Easy to remember. Easy to apply. Easy to teach.
P: Preparation Pace This is warm-up, cool-down and recovery swimming. Low intensity. Technical focus. Getting the body ready or bringing it back down. No stress. No pressure. Easy, relaxed, rhythm and flow.
A: Aerobic Pace The foundation work. Building the engine. Conversational intensity; they could talk if they needed to. This is where most of your yardage lives. Sustainable, repeatable, technique-focused. AndâŠEasy, relaxed, rhythm and flow.
C: Competition Speed Pace This is where we connect skills to race conditions. Not quite flat out, but close. Focus is on maintaining great stroke mechanics and race quality skills at higher speeds. Think of it as âcontrolled fast.â
E: Electric Pace Maximum speed (i.e. not effort - because we should aim for effortless speed). Race pace or faster. Short reps. Full recovery. This is genuine speed work; not sort-of fast, actually fast. It is important that we coach swimmers to marry the concept of speed and relaxation, i.e. maximum speed but relaxed and smooth.
Why PACE Works
Four zones. One word. Every coach can remember it.
As coaches grow and develop, they can add complexity.
For example, PACES adds a fifth zone: S for Sub-Race Pace or Threshold. But start simple. Master PACE first.
The practicalities of coaching age group swimmers; multiple kids, limited lanes, varying abilities; demand simplicity.
Save the complex periodisation models for later. Right now, teach them PACE.
What training zone model do you use? Is it working for you?
Coming Next: Part 2 of the Simple Science Series; Biomechanics Made Simple
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By Wayne Goldsmith
Introduction:
Every swimming coach does drills and skills work at the same time in their practices. We can do it differently and better!
Three Critical Learning Points:
* The typical structure â drills and skills first, main set second â means technique is generally practised when swimmers are fresh.
* Skills that only work when rested arenât race-ready skills.
* The fix: integrate drills and technique work DURING your main sets, not before them.
Time to Change!
Hereâs what I see at pools all over the world.
Warm-up. Then drill work â catch-up, fingertip drag, six-kick switch, whatever your favourites are. Nice and controlled. Good feedback. Technical focus.
Then the main set. Now itâs about fitness. Physiology. Pushing through.
Technique? That was earlier.
Hereâs the problem.
When your swimmers are doing their drills, theyâre fresh. Rested. Focused. Heart rate is low. Breathing is easy. Everything is controlled.
Then they get into the main set and all of that technique work goes out the window.
Why? Because theyâve (weâve) never connected those skills to fatigue.
Skills that only work when rested arenât race-ready skills.
In a race, when does technique matter most?
The last 25 of a 200. The third lap of a 200 fly. The back half of a distance event.
Thatâs when technique falls apart â because we never trained it to hold together under fatigue.
So hereâs what I want you to try.
Stop separating drills from main sets. Integrate them.
Example: 10 x 100 â but every 4th one is a technique-focused 100 at controlled pace. Swimmers reset their form, refocus on one technical cue, then carry that into the next hard reps.
Example: mid-set 50m drill to reset focus and form. Right in the middle of the hard work. Not before it. During it.
Connect skills to fatigue. Connect technique to pressure.
Thatâs where race-ready skills are built.
Final Thoughts:
Weâve been doing it backwards. Drills first, then fitness â as if theyâre separate worlds. Theyâre not. The pool doesnât care when you learned the skill. It only cares if you can execute it when youâre dying. Train accordingly.
Two Practical Application Tips:
* Insert a âtechnique 100â every 4th rep in your main sets. Swimmers drop the pace, focus on one technical element, then return to race pace. Keeps the skill connection alive under fatigue.
* Add a mid-set drill reset. Halfway through your main set, stop and do 50m of your most important drill. Then continue. This teaches swimmers to find their technique when theyâve lost it â which is exactly what racing demands.
Thanks.
Wayne
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Introduction:
The non-stop main set is a relic of 1980s thinking â and itâs producing mediocre swimming disguised as hard work.
Three Critical Learning Points:
* Pushing straight through a 20 x 100 set often means technique collapses, bad habits are reinforced and swimmers just swim to survive.
* Splitting the main set into two parts â with a purposeful break in the middle â restores quality skills execution and protects technique.
* We should be chasing consistency of great technique under fatigue, not just pushing kids to mediocrity in the interest of hitting goal times and heart rates.
Why Do We Accept Mediocre Skills and Technique Just to Hit Times and Heart Rates?
Hereâs the old school approach.
20 x 100 on 1:30. Straight through. No breaks. Push through the pain. Physiology first.
Sounds tough. Sounds like proper training.
But watch what actually happens.
* First 8 reps â technique is good. Splits are consistent. Swimmers are engaged.
* Reps 9 to 14 â technique starts to slip. Stroke count goes up. Efficiency goes down. Swimmers are just getting through.
* Reps 15 to 20 â technique has collapsed. Bad habits are being reinforced with every stroke. Swimmers are breathing on their first stroke off the wall, not kicking efficiently underwater, âcirclingâ the lanes and breathing inside the flags on their finishes. Swimmers are surviving, not training.
And we call this a great main set?
Weâre not building fitness. Weâre building mediocrity.
Hereâs what Iâm seeing from smart coaches around the world.
Theyâre splitting their main sets.
Example: 12 x 100 â then a 10-minute break â then 8 x 100.
During that 10-minute break:
* Snack to refuel â keep the fuel tank topped up
* Drink to hydrate â donât let dehydration compromise the second half
* Pressure point or acupressure work â reduce injury risk, release tension
* Mental refocus â reset the technical cues, clear the mind
* Reconnect with the coach!!!
Then return for part two with quality restored.
The total volume is the same. But the quality is transformed.
Weâre not just chasing physiological adaptation. Weâre chasing consistency of great technique under fatigue.
Physiology matters â but not at the expense of everything else.
The swimmers who win arenât the ones who can survive a 20 x 100. They donât win races because they can hold their heart rates at 185 bpm for 40 minutes. Theyâre the ones who can hold their technique together when it matters.
Isnât it time we looked at main sets differently?
Final Thoughts:
The non-stop main set was designed in an era when we thought more suffering meant more adaptation. We know better now. Quality matters. Technique matters. Itâs about accuracy and precision under pressure and fatigue.
And a strategic break in the middle of your main set might be the smartest thing you do all week.
Two Practical Application Tips:
* Split your next main set in two. Whatever you were planning to do straight through â break it at the 60% mark. Give swimmers 8-10 minutes. Fuel, hydrate, refocus. Then complete the set. Compare the quality of the second half to what you usually see.
* Use the break for mental reset, not just physical recovery. Have swimmers identify ONE technical focus for part two. Write it on the whiteboard. Make the break purposeful â not just rest, but preparation.
Thanks - let me know how it goes.
Wayne
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By Wayne Goldsmith
Every swimming coach does some form of skills practice in their training sessions every day.
For the most part, coaches focus on learning and practicing skills â but rarely test whether those skills are actually race-ready.
The challenge is that thereâs a big gap between doing a skill well in training and executing it under race conditions.
Here are four steps to bridge that gap:
1. Learn the skill â Understand the movement. Get the basics right.
2. Practice the skill â Repeat it. Refine it. Build consistency.
3. Test the skill â Add speed. Add fatigue. Add pressure. Can they still do it?
4. Race the skill â Execute it in competition conditions - both simulated racing in training and actual races in Meets. Thatâs the real test.
Most coaches live in steps 1 and 2. The best coaches make sure their swimmers get to steps 3 and 4.
Iâd be interested to know â how do you make sure your swimmersâ skills are race-ready?
Wayne
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By Wayne Goldsmith
One of the hottest topics in swimming is always Dryland Training.
When I speak at conferences, itâs inevitably a question from the audience. Swimming coaches have more opinions about dryland than just about anything else.
Here are the three most commonly asked questions:
* What are the best dryland exercises and programs?
* When should we do dryland â before or after pool workouts?
* At what age should young swimmers start strength training?
My answers:
1. Best exercises / best programs
It doesnât matter as much as you think.
Free weights, machines, body weight, pilates, yoga, a hybrid of everything â the method is less important than the outcome.
The key is to vary your dryland program so that:
* The swimmers enjoy it
* They complete it with the same focus and commitment as pool training
A program they hate is a program they wonât do properly.
2. Timing â before or after pool?
Simple answer: it depends on your focus.
If youâre doing a precise, accurate, speed or technique-focused pool session â it makes no sense to fatigue swimmers with heavy dryland beforehand.
Match the dryland timing to the pool session goals.
3. Age to start dryland
It doesnât matter what age. It matters what they do.
Seven year olds can start a dryland program â IF itâs age and stage appropriate.
Running. Jumping. Throwing a light medicine ball. Body weight exercises like lunges and step-ups. Seeing how high they can jump.
Not heavy weights. Movement. Fun. Foundation.
Watch the video and let me know â what are YOUR answers to dryland trainingâs three hottest topics?
Wayne Goldsmith
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By Wayne Goldsmith
Letâs get this right from the start:
There are NO 7 year old backstrokers.
There are NO 9 year old freestylers.
There are NO 10 year old IMers.
There are just kids who swim â who, at that point in their development, swim one specific stroke a little better than the other strokes.
Now I know coaches and parents everywhere are reading this and thinking âHeâs wrong. Johnny the 8 year old just broke the club record for 50 backstroke. Heâs a backstroker.â
WRONG x A MILLION.
Little Johnny is just an eight year old kid who, for whatever reason, happens to swim backstroke faster than the other eight year old kids.
Coaches â we need to stop referring to young kids as stroke specialists.
Why?
Because parents and swimmers develop the expectation that:
a. My child / I am a âchampionâ backstroker or freestyler or breaststroker â and there are NO 8, 9, 10, 11, 12 year old champions.
b. My child / I donât need to do the other strokes or learn the other events because Iâm a âbackstrokerâ or âfreestyler.â
The truth is this.
A young swimmer could be brilliant at freestyle this year. Then they grow, their limb lengths change, and POW â they canât swim freestyle very well anymore.
Happens over and over all around the world. We know this. As coaches weâve seen it a million times. Yet it keeps happening.
My friends â here are five practical tips:
* Do not refer to any swimmer under about 14 as âthe butterflyerâ or any single stroke specialisation.
* Take a balanced approach to development â all strokes, all events, speed training, aerobic work, great skills, underwater kicking, dives, starts, turns, finishes. Balanced.
* Discourage parents from entering their kids only in specialist stroke events at meets. âMy 8 year old is a breaststroker so weâre only entering 50 and 100 breaststrokeâ â no.
* Build an overall stroke development philosophy in your team. Focus on events like:
* 50 metres all strokes (develops real speed)
* 200 IM (develops all strokes, turning skills, endurance)
* 400 freestyle (develops endurance, sustained speed, discipline)
* Relays (fun, team spirit, speed development)
* Educate parents and swimmers. Prepare them for the reality that bodies and minds change year by year â and itâs perfectly normal to change stroke focus right up until mid-teens.
The bottom line?
Donât build a 9 year old backstroker.
Build a 9 year old who loves swimming, learns everything, and becomes whatever theyâre meant to become â when theyâre ready.
Thatâs how you develop swimmers for the long game.
Swimming coaches â if you want to develop swimmers this way but need help making it work in your program, thatâs exactly what I do in CoachTED.
One-on-one mentoring for swimming coaches who want to coach for the long game â not just the next meet.
Contact me through Swimming Gold or email [email protected]
Wayne Goldsmith
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit swimminggold.substack.com/subscribe -
By popular demand â letâs talk about speed.
Thereâs a lot written about it. A lot talked about it. And a lot of confusion about how to actually develop it.
Here are my five fundamentals of going fast, fast, fast:
1. Forget âthrow your armsâ
Iâm not a fan of that old drill where kids get on their back and just throw their arms as fast as possible. Some call it overspeed training.
I donât buy it â physiologically, biomechanically or from a skill learning perspective.
It doesnât teach anything except throwing your arms really fast.
And our sport isnât just about moving your arms quickly. Itâs about moving your arms quickly with great technique and good skill â under fatigue, under pressure, in competition.
All of those things together.
Just thrashing your arms isnât speed development. Itâs just thrashing.
2. Speed is relaxation
Hereâs a core principle I believe in deeply:
The faster you want to go, the more relaxed you have to be.
So how does a coach apply this day to day?
When youâre at the end of the pool about to send them off for a fast 50 â watch your language.
Donât say: â50 metres hard.â
Donât say: âAll out effort.â
Why? Because we want speed to feel effortless. Easy. Smooth.
Try this instead:
âThis one â as fast as you can go, but easy, smooth and relaxed.â
âMaximum speed, no effort, totally relaxed.â
Youâre marrying two concepts: maximum speed and maximum relaxation.
Look at anything that moves fast in the animal kingdom. Look at track and field sprinters. The ones who move really quickly are loose, relaxed, smooth.
You canât swim faster by trying harder.
Swimming isnât an effort sport. Itâs a technique sport. A skill sport. A relaxation sport.
3. Speed is speed is speed
Just because youâre doing 25s or 50s doesnât mean youâre doing a speed workout.
Itâs all about the rest. And the intensity.
A real speed set might look like:
* 8 x 25 on 3:00 - longer rest if needed.
* 6 x 50 on 3:30 - longer rest if needed.
Complete rest. Easy, relaxed recovery â static or dynamic, your choice.
Short distances. Maximum speed. Lots of rest.
Speed is speed is speed.
Yes, thereâs a case for doing speed work at the end of a session when theyâre tired â technique under fatigue. Thatâs real. Thatâs what heats and finals feel like.
But if youâre trying to develop genuine speed â short distances, long rest, not too many of them, great speed.
4. Fast + Long = Best
When kids are starting out, we think about moving arms quickly. Fine.
But as they develop, we need them to move their arms quickly with maximum distance per stroke.
Itâs no good if they can thrash their arms really fast but theyâre taking 30 strokes per 50.
Weâre looking for the combination: fast and long.
Fast is good. Long is good. Fast and long is best.
Long strokes at maximum speed. Pressure on the water throughout the stroke. Maintaining length while moving quickly.
Thatâs what weâre chasing.
5. Speed work all year round
This might be the most important one.
I see coaches around the world obsessed with what I call exclusion blocks. The first seven weeks of the season â endurance only. Then pre-competition â a bit of speed, lots of threshold. Then they throw speed in at the end and hope it comes back.
I totally disagree.
Speed is the most precious thing in our sport.
Nobody lies in bed at night dreaming of doing 40 x 100. Kids are lying in bed thinking: how do I go faster?
Olympic gold medals. World records. PBs. Qualifying for the next level.
This whole sport is about going faster.
It makes no sense to kill speed off for months with huge volumes of training and then hope it magically returns.
Wishing, hoping and prayer do not represent a solid strategy.
Do speed work at least two or three times a week. All year round. Even in the middle of your so-called endurance block.
More and more coaches around the world are moving away from exclusion blocks toward holistic, balanced programs that include deliberate speed work throughout the year.
The One-Second Test
Hereâs my rule of thumb:
Swimmers should never be more than one second slower than their PB 50 time â at any point in the year.
Middle of an endurance block? They should still be able to touch speed.
If you kill it off and just hope it comes back â chances are, one day it wonât.
Speed is the most precious thing in this sport. Protect it.
Over to you
What are your favourite speed sessions?
How do you talk to your swimmers about going fast?
How do you generate real speed in your workouts?
Iâd love to hear from you. Drop a comment below.
Wayne Goldsmith
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit swimminggold.substack.com/subscribe -
By Wayne Goldsmith
A lot of coaches, when they start out, focus on one thing: physiology. The body. The physical elements of swimming.
They spend years looking for drills, workouts, training programs, session plans. They go to conferences. An elite coach stands up and talks about their sets and reps, their periodisation. Everyone writes it down or takes a photo of the PowerPoint. Everyoneâs looking for the secret formula, the magic pill, the quick fix thatâs going to turn their program into a high-performance machine.
Colleagues, thatâs not where your advantage is going to come from.
Because of the internet and AI, you can get anything, anytime, anywhere â mostly for free.
Type âtop 10 freestyle drills for age group swimmersâ into ChatGPT or Google and youâll get solid answers in seconds. That stuff is everywhere now. There was a time when coaches guarded their best drills and workouts. Not anymore.
You are no longer limited by your knowledge of the sport. You are no longer limited by what drills you know or how much you understand about heart rate or lactate. Those things are not limits anymore because everybody knows what everybody knows.
There are no secrets.
When I travel, people ask me: âWhatâs the secret to the Australian program? What are they doing differently?â
The answer is nothing. Everybody is doing more or less what everybody else is doing.
The one thing that will give you an advantage is YOU.
Your coaching.
The way you connect with your swimmers.
The way you build relationships.
The people factors are more important than ever.
There is no app, no drill, no download thatâs going to fix every problem youâve got.
There is no coach in the world â regardless of how many Olympic gold medals theyâve won â who holds secrets in their workouts. That is not the secret to success.
Your edge is your ability to connect with kids.
To put smiles on faces.
To make them fall in love with the experience of swimming.
To create friendship groups so they keep coming back.
Some coaches hear this and say Iâm getting soft. Iâm not.
If swimmers love what they do, they work harder at it.
They come more often.
They commit more fully to training and competition.
Measuring VO2 or counting laps is nowhere near as important as you think it is. Coaching is far more important than you think it is.
Believe in your coaching. Believe in yourself. Believe in your way of doing things.
Itâs your relationships, your personality, your energy, your character, your values. The things you already have.
Not equipment. Not apps. Not downloads. Not AI.
The difference is you.
What do you do to connect and inspire the swimmers in your program?
Wayne Goldsmith
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit swimminggold.substack.com/subscribe -
By Wayne Goldsmith
Coaches and parents often ask me: âHow do I help my swimmer develop confidence?â
Hereâs the equation I use:
Confidence = Belief Ă Evidence
Think of confidence as a can â the Confidence Can.
Our job as coaches â and as swimmers â is to fill that can with experiences. Evidence that proves âI CAN do this.â
Every quality training session. Every race where they held their technique under pressure. Every time they got back on the blocks after a disappointing swim. Every early morning they showed up when they didnât feel like it.
Thatâs evidence. And evidence fills the âcan.
But hereâs what most people miss: evidence alone isnât enough.
The other half of the equation â Belief â is what parents bring.
Your unconditional love. Your complete acceptance of your child, win or lose, PB or DQ.
Your child needs to know â with absolute certainty â that they are loved for who they are, not for what they achieve in the pool.
Belief Ă Evidence.
When coaches and swimmers fill the Confidence Can with great experiences, consistent training, quality recovery and healthy habits â AND parents provide that most powerful gift of all, unconditional love â something magical happens.
Your swimmer stands behind the blocks, in any pool, at any meet, and thinks:
I can. I can. I can.
Know a swim coach or swimming parent who'd find this useful? Share this post or send them to swimminggold.substack.com
Wayne Goldsmith
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By Wayne Goldsmith
I often get asked to do pool deck sessions with swim teams when I travel.
Most of the time itâs drills and skills practices or âmotivationâ talks, attitude talks etc.
But thereâs one session I love to do because itâs so important: Straight Line Swimming.
Swimming is a straight line sport.
We start in a straight line: itâs called Streamlining.
We swim in a straight line and avoid the lane ropes if we can.
We turn straight! We come to the middle of the lane to then accelerate into the turn so we can turn and push off in a straight line.
And we finish straight. We come to the middle of the lane and kick powefully to the wall to touch right in the centre of the lane.
We start straight - we swim straight - we turn straight - we finish straight.
When you think about it, we start and finish in streamline - as every great finish is Head forward, hips high, full kick and full stroke position on the wall.
Coaches it is important you teach and continually reinforce straight line swimming.
Why?
Because under the pressure of competition, swimmers will do what they've practised.
If we donât teach them to start, swim, turn and finish in straight lines, then - when it really matters - theyâll be swimming in circles!
Swimming. Itâs a straight line sport.
Know a swim coach who'd find this useful? Share this post or send them to swimminggold.substack.com
Wayne
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By Wayne Goldsmith
No matter what stroke.
No matter the age of the squad swimmer.
From âMinis to Mastersâ - thereâs 7 Technique Tips that I guarantee will improve the swimming technique of every swimmer you coach.
* Soft hands;
* Loose feet;
* Head and hips relationship;
* Breathing;
* Slow to fast;
* Relax Relax Relax;
* Feel - Connect - Pull.
I promise you - these Magnificent 7 work every time!
Wayne Goldsmith
P.S. Paid subscribers will get a much longer and more detailed video on the âMagnificent 7â next week.
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit swimminggold.substack.com/subscribe -
Write a training session for yourself, coach!
We all write workouts for our athletes. We know the repeats, the drills, the distances, the times. We prepare everything in advance for our swimmers.
But what about YOUR plan?
Add a column to your workout that says: âHow I Will Coach.â
So when the swimmersâ workout says â10 x ABC Drillâ â yours says âBe energetic. Give individual feedback. Change the speed three times.â
When their workout says âCool-down and stretchâ â yours says âConnect 1:1 with two swimmers. Ask how theyâre feeling.â
Plan their workout. Plan YOUR coaching. Then coach WITH them.
What would be on YOUR coaching plan today?
Wayne Goldsmith
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit swimminggold.substack.com/subscribe -
What would you do if you had ONE session with a team you donât know, in a place youâve never been, sometimes in a language you donât speak, in a culture you donât understand?
I have the best job in the world.
I get to travel around the globe spending time with swimming coaches, swimmers and swimming families everywhere.
When I travel, coaches will often ask me to come and visit their pool and spend some time with their swim team. Sometimes they ask me to take a session. Other times itâs a talk on pool deck about attitude, motivation, team work or choosing to be exceptional. Or sometimes the coach will ask me to just walk up and down the pool with them talking about coaching, technique, skills and training.
But no matter what they ask me to do, I challenge myself around this one question: What can I do in two hours that can make a real and lasting impact on their swimming careers?
Hereâs my answer: I make them feel good about themselves.
I canât improve their physiology in one session â so I donât try.
I canât fix their technique in a single workout â so I donât waste their time or mine.
What I CAN do is inspire them to believe in themselves â just a little. Be a spark in their hearts that could change everything.
I coach the Power of Choice.
Coaches â our job, above all else, is to inspire people to believe in themselves and that anything is possible.
Yes, we coach technique, tactics, speed, strength. But the effectiveness of our coaching comes down to one thing: our ability to inspire everyone we coach to believe in themselves â and in us.
Wayne Goldsmith
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit swimminggold.substack.com/subscribe -
By Wayne Goldsmith
This is without doubt my favorite story to tell when I do Club visits, swimming parents workshops and coaching clinics: The 5 a.m. In A Swimming Household story.
Please share this with every swimming parent you know.
It is a funny story - but in my experience - having done hundreds of swimming club visits all over the world - itâs also very very true.
The bottom line - the key message to all swimming parents is this: STOP HELPING YOUR KIDS.
What I mean by that is continue to love them unconditionally, support them, accept them for who they are and value them the same regardless of their swimming performances BUT - stop:
* Packing and unpacking their swim bags
* Filling and cleaning their water bottles
* Washing and drying their towels and swimming gear
* Setting the morning alarm in your room and letting them sleep in
* Carrying their swim bag
Believe me - please trust me - you are NOT helping them by doing these things. I know you think youâre helping them. I know you love them.
But please stop doing it.
We want your kids to be independent, self-responsible and accountable.
Want more information - check out my book:
The Talent Myth: Why Character Beats Genetics Every time
Now on Amazon!
Kindle: https://www.amazon.com/dp/B0GKDC4NQ4
Paperback: https://www.amazon.com/Talent-Myth-Character-Beats-Genetics/dp/0987155792/
Wayne Goldsmith
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit swimminggold.substack.com/subscribe -
By Wayne Goldsmith
Iâve been to over 1000 swimming pools.
Australia, New Zealand, Canada, Fiji Islands, USA, South Korea, Zimbabwe, South Africa, England, The Isle of Man, Ireland, Northern Ireland, Scotland, Wales, Germany, France, Spain, Portugal, Switzerland, The Netherlands, The Philippines, Greece and Italy - and a few more places Iâve probably forgotten.
And the âdefaultâ version of coaching swimming is the same in 90% of the places I visit: Coaches standing at the end of the pool yelling numbers and orders at kids!
â1:20, 1:23, 1:21ââŠ.
âTake your marks GO, Take your marks GO, Take your marks GOââŠ..
â44 strokes, 39 strokes, 41 strokesââŠ.
âFinish on the wall, donât breathe inside the flags, stop pulling on the lane ropesââŠ.
Itâs like weâve decided that thereâs only one way to coach swimming and itâs replicated over and over and over all around the world.
Coaches - hereâs the great news: You donât have to do it this way.
You donât have to be just another âtelling and yellingâ coach standing at the end of the pool screaming numbers at kids and calling it coaching.
What is it the coaches do?
WE COACH!
And what is coaching?
Itâs connecting with, engaging with and inspiring the hearts and minds of everyone we coach.
In this video I talk about how you can coach more effectively, more engagingly and have a lot more fun - and success in the process.
Wayne Goldsmith
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit swimminggold.substack.com/subscribe -
Coaching is moments that matter.
I was coaching a 14 year old.
He looked sad and flat and tired and I asked him how he was going.
He said, âIâm ok. I just wish I was more talented like Steve. He doesnât train much and yet he keeps kicking my butt in races. Itâs not fair.â.
I replied, âFrom where Iâm standing, when I see you I see a tough young man, who never gives up, who always tries his best, who encourages his team mates, who turns up even when heâs tired and who works harder than any athlete Iâve ever knownâ.
He just smiled and walked away and started training.
25 years later I received a letter.
âCoach Wayne. You may not remember me but when I was 14 and was about to give up swimming, you told me how amazing you thought I was. I never really thanked you. You were the only person who believed in me. I have never forgotten you or your words.â.
My friends - THIS IS COACHING. We change lives.
We are all focused on helping kids to learn, to improve, to get better and to be successful in sport. Thatâs the nuts and bolts of coaching.
But do you know whatâs even better?
Having the opportunity to say to a kid âI believe in youâ.
In my long experience, sometimes you might be the only person in their lives who is giving them that message.
You might be the one person in their entire life who makes them feel that anything really is possible if they just believe it is so.
Have you changed a life today?
Wayne Goldsmith
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit swimminggold.substack.com/subscribe - Laat meer zien
