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STOP DOING “RECOVERY” THE DAY AFTER SPEED WORK [PART 1]

Posted by Latif Thomas

“It depends.”

It’s the empty, but honest answer to nearly every training question I get from high school
coaches about optimizing program design for their high school sprinters.

The reality is:

What you do at tomorrow’s practice doesn’t matter nearly as much as WHY you’re doing it
and HOW you implement it.

We’ll go in circles forever if we go down the path of “What if…” so in this article I’m taking a
slightly different approach.
Imagine you’re sitting at your computer planning your workouts/practices for the upcoming
week. You schedule your standard speed related day for Monday.

So your biggest question now becomes:

What exactly should I do on Tuesday?

If your brain immediately blurted out ‘extensive tempo’ or ‘recovery’, keep reading.

Because I think you’re wrong.

And I think I can sway you to my point of view.

In this three part series, I’ll tell you WHY you should change your approach. And show you
exactly HOW to do it.

And I’ll give you three practice session formats you should be using if you want to design and
administer more efficient and effective workouts for your athletes, especially if you coach
large groups and/or multiple event groups at once.

Here in Part 1, we’re digging into…

Training Deeper In The Same Pool

Training deeper in the same pool means incorporating back to back sessions of high
neuromuscular demand with the first being “lighter” and the second being more
challenging. (It can also be for low neuromuscular demand type sessions, but that’s not what
we’re talking about here.)

“OH OH But Latif! You can’t do back to back”


STOP.

I know what you might be frantic to remind me:

“Hard day Monday. Recovery day Tuesday. Everybody knows it takes 48-72 hours to recover
from a CNS session. You’re going to injure your whole team doing that! What are you some
sort of moron?”

Mmmmm.

Nah.

Your ice cold take is #FakeNews though.

I don’t want to trigger you so early in my article, but here’s why you absolutely should be
doing back to back neuro days…

Your sprinters are not good sprinters.

What I mean is…

…they’re bad at sprinting.

I didn’t say they don’t run fast. They’re just mostly bad at expressing the skill of sprinting so
they’re not running as fast as they could be.

oops.

And if you don’t coach freaks you need to build technically proficient sprinters if you want to
overperform from the top of your depth chart to the bottom.
In order to reach a level of skill acquisition where they can actualize (execute accurately in
any environment) proper mechanics in competition, young sprinters need more frequent
doses of specific work, but in lower volumes.

This approach is the most efficient means of helping them develop skill and, therefore,
running faster times.

Training deeper in the same pool allows a ‘reset’ between sessions. This maximizes the
number of practice opportunities you can facilitate in a given time period while minimizing
the counterproductive technical deterioration resulting from, among other things, trying to
jam too many activities into single training session.

In other words:

If you want them to get faster and express that speed consistently, they need to practice
sprinting related activities as often as possible.

Training deeper in the same pool allows you to use Monday to set up Tuesday. In a ‘kind-of-
but-not-really’ sort of way, you might consider it similar in concept to post activation
potentiation. Just over multiple days.

Each individual session contains lower volume than they would following the traditional
‘hard, easy’ format. However, the quality of the work and the power output of each effort
becomes significantly enhanced utilizing this format.

Additionally, it’s much less likely you’ll have to scrap plyos or parts of the weight room as
often occurs on days where the practice runs long and you run out of time.

This format makes a great deal of sense when working with low skill teenagers.

But, let’s say you’re a proud dinosaur of the late ’10×400 is a viable practice option’ era and
still setting up your week something like:

M: Neural

T: Tempo

W: General or Tempo
TH: Neural

F: Tempo or General

SA: Neural or Tempo

SU: Off

Well, here’s the fatal flaw in your design and administration:

After trying to teach the skill of sprinting on Monday, they’re not seeing it again for 72
hours. And if you went “acceleration” on Monday and “Vmax” on Thursday, what are you
doing Saturday?

Speed endurance?

Well, now they’re performing all efforts under a state of fatigue. So how does that teach
*sprinters* how to *sprint*? (It doesn’t.)

Sprinting is a specific and technically demanding SKILL.

Sprinting is not fast running. Sprinting is not running fast.

If the foundation of your sprints training program builds on multiple days between
administering specific work in practice, you’re simply not giving your sprinters enough
opportunities to practice and develop sprint specific coordination, otherwise known as
*skill*.

I mean you can do it, but you’ll likely arrive at faulty conclusions as to why your sprinters fall
apart at the end of their races.

Let’s take a look at how you might set this up within your program and I’ll break it after the
example below.

training themes for sprinters


Click on the image for more information.

Fundamentally, every unit within Monday’s practice is meant to be compatible with the
other activities within the session. Not only is the goal to build upon the previous unit within
the session, but compliment the ‘deeper’ activity in the equivalent part of Tuesday’s
practice.

Tuesday activities are progressions from Monday in terms of volume, intensity, complexity,
and specificity.

All of this is explained to my sprinters, continuously.

You must constantly remind your sprinters what the objective of practice is or they are only
doing mindless exercise.

Telling a kid that a hex bar deadlift should be executed like the initial movement of a start
helps them tie together how the track work and weightroom work assist each other.

Hex bar deadlift becomes an opportunity to practice more starts. And when doing starts,
they understand they need to push/pull with the same intensity as when they have to move
all that weight during the deadlift.

This is how kids can learn to transfer strength and power activities directly to the track
instead of just being strong in the weight room without it specifically improving performance
on the track.

Let’s break down the specific session units from the above image, but without going neck
deep into the weeds. There are other places for that.

1. The warmup on both days follows an acceleration theme. So we’ll probably do the same
thing both days. But, as I’m cueing, explaining, and correcting different activities, I’ll talk
about them in context of the activities for that day.
2. Ultimately, these are extensions of the warmup. But, both set up the main session.

3. Monday, we’ll use an ‘acceleration complex’ consisting of three different drills (anything
that isn’t the specific activity/whole movement) to teach elements of acceleration and finish
with 3 pushes/steps of the whole activity to start to ‘put it together’ and overview the
objective of Tuesday’s practice.

4. Monday: MultiThrow for power and coordination. Tuesday: Horiztontal multijumps/plyos


because the are compatible with the theme of the day.

5. Monday: Partial and foundational activities, similar to the theme of the session. Tuesday:
Olympic lifts are in quotes because we mostly don’t do them (for facility and equipment
limitations, not philosophical). Older kids might deadlift with a staggered stance because it is
similar to their blocks set up.

So those are the fundamentals of training deeper in the same pool.

If you're not utilizing this type of practice set up in your program, consider playing with it. I
have gotten great results since I began doing this 6 or 7 years ago.

If you're already doing it, the next level is to get even more specific in terms of how
compatible and complimentary you are with your exercise selection, as well as the clarity in
which you explain to your athletes 'why' they're doing each activity, even the most
mundane.

Click here to read Part II: Training Shallower in the Same Pool

In it, I dig deeper into exercise/activity selection using max velocity/top end speed during
Special Prep as the example.

Kids are more likely to get hurt in those types of sessions so it's important to understand
why these injuries occur, as well as how to get athletes out of the training room and back
onto the track when they do happen.
My athletes rarely miss time due to shin splints, ankle/foot problems, hamstrings, adductors
and/or hip flexors (commonly referred to as the 'groin'), etc., despite the fact that I utilize
back to back speed days throughout the year...

...and spend 1/2 of the entire combined indoor/outdoor season stuck inside a high school a
hallway.

.....

STOP DOING “RECOVERY” THE DAY AFTER SPEED


WORK [PART 2]
Posted by Latif Thomas

In Part 1, I explained the many benefits of using back-to-back training sessions of


high neuromuscular demand as a model when your are planning training for your
sprinters. In regular people terms this means back-to-back speed days.

If you haven’t read it, it’s worth checking out before continuing on here because it
explains the underlying ‘Reason Why’ behind the activity and exercise selection
discussed below.

Click here to read Part 1: Training Deeper in the Same Pool.

Building on the ideas contained in that article, we’ll now move to our next preferred
practice session format:

Training Shallower in the Same Pool

Training shallower in the same pool means incorporating back to back sessions of
high neuromuscular demand with the first being the more difficult/challenging and the
second being lighter and less challenging. (It can also be for low neuromuscular
demand type sessions.)

Training shallower is my preferred format when max velocity/top end speed is on the
menu, especially early in the season or with the freshmen/Year 1 kids.
In my experience, once high school kids get out into that 35m – 60m range, injury risk
rises by 47.81%.

I don’t have data on this. I pulled that number from the ethers. My measuring system
is the Level of Cringe I feel when watching unskilled sprinters flap their limbs around
as fast as they can, then fix their mouths to say they were ‘sprinting’.

You probably know exactly what I mean:

Got her as a senior. She thought she was a 100m runner. (She wasn’t) First 400: 64.
Last 400: 57.6. Total elapsed time: 4 1/2 months.

Toe first landings. Heel first landings. Casting the lower leg. Poor recovery mechanics
aka excessive backside mechanics.

If you’re in the market for a team wide shin splint, hamstring, adductor, and/or hip
flexor injury epidemic, continue to allow these postural failures to repeat themselves
endlessly, day in and day out, in spikes, and at velocities beyond their ability to
control.

Look, I’m not advocating to *only* go shallower in your maximum velocity/top end
speed themed sessions. I do both on the regular. Just be cautious. After all…

Most of your sprinters are completely vertical within 3 – 8 steps. Therefore, top
end speed technique is a far more important skill to learn and apply than
acceleration.

If your sprinters live vertical for 90% of their race, even in the 100m, then you should
be living there in practice as well.

Just some food for thought. Do with it what you will.


Now, since we covered acceleration in Part I, our sample sessions for training
shallower in the same pool will use a max velocity/top end speed theme during the
“Special Preparation Phase” (if you believe in such a thing.)

RELATED PROGRAM: Keys to Program Design for High School Sprinters


(100m 400m)

Actually, let’s talk about “training phases” for a second. In this case, ‘Special Prep’.
Or ‘Specific Prep’. Whatever.

Traditionally, the Special Preparation Phase is the period in the yearly plan where
training begins trending more aggressively toward “event specific” activities. But,
here’s the thing though:

We’re always trending toward specificity. Like, from Day 1.

I don’t let the an arbitrary concept like a training phase determine the physiological
demands, volume or intensity of practice activities. If anything, it helps define the
energy frequency of each practice, especially on quality days or when learning
specific skills.

For example, the Wicket Drill is staple tool I use to teach, develop, and reinforce top
speed technique. Furthering my previous claim that *what* you do in practice is not
nearly as signficant as *why* you’re doing it and *how* you’re incorporating it into
practice, here is how the training phases might affect my approach to using them…

This wild animal never played a sport before HS. Ended up: 11.09, 22.07, 34.63,
48.37

General Preparation Phase

They can’t get to wicket 1 in 6 steps, they kick over the wickets, double step, and
forget to run off the wickets through the cone.
I’m not that worried about it. I just want them to get a feel for the drill and attempt to
apply some things we’re doing elsewhere in practice.

An entirely heuristic approach.

Multiple spacing wicket drill set up. (Use inside lanes for top sprinters so they’re
closest to you with minimum obstruction.)

Specific Preparation Phase

They’re expected to get to wicket 1 in 6, get through the spacings clean and carry
through the cone without making me feel sad.

Less heuristic. If/when they don’t/can’t execute, there will be more feedback and
instruction. I may ask them (the group or individual athletes) to execute a specific
movment or display a particular postural position.

I show decreased patience and I’m not making jokes with repeated failure. I remind
them that little things add up to big things and the inability to focus and execute
comes at a steep price later in the season.

Continued lack of attention to detail gets varsity athletes demoted to a remedial


spacing. That usually solves the problem real quick.

PreCompetition / Competition
I expect everyone to be focused and dialed in. I don’t want to hear talking and goofing
off between efforts or while waiting in line. The only talking I should hear is athletes
coaching each other and giving each other feedback.

I expect consistency of execution at the highest range of their current ability level.

They may be timed through the drill. There may be competition.

Less instruction. Instead, I explain how their particular failures/successes in executing


the drill specifically impact their races based on their current model, as well as the
goal model.

Take a look at what training shallower in the same pool could look like with a max
velocity/top end speed workout theme:
Click on the above image for more information.

About Monday:

If you want background on how and why I choose activities for these sessions, revisit
training unit construction via a commonalities based approach to training in Part 1.
Regarding the Main Session, Ins/Outs is a technically challenging activity. So, let's be
honest, for 90% of the team those are just 50m sprints because they'll have no idea
how to shift gears during the 10/10/10.

If I don't like what I see, I'll often change gears midstream and remediate the workout
using this drill I stole from LSU Head Coach Dennis Shaver:

(I might also push it to Tuesday or a combination of the two depending on the group.
Again, it depends.)

We don't call it 'sprinting'. We call it 'striking'.


In this session, I chose hurdle hops (and by that I mean banana hurdles for most of the
group) because they're a safe option when kids are tired. I'm afraid they'll cripple
themselves if we do single leg hops or alternate leg bounds. Top end speed is a
vertical activity. We're trying to teach our sprinters to 'attack the ground from above',
cueing them to strike the ground with a flat/neutral foot (they're not actually going to
land like that, just cue them to do it) and a vertical shin.

In terms of cueing, we're asking them to 'push UP', 'step over, drive down', 'crush the
can', 'push the ground away from you', 'climb the ladder', 'run through knee high
water', 'run through tall grass', etc.

In terms of training compatibility, all of the activities in this session should be


vertical in nature.

In the video below, Boo Schexnayder explains the specific qualities hurdle hops
develop and reinforce. Additionally, he covers specific programming considerations.

(This clip is from his *awesome* program 'Plyometric Training for Sports
Performance'.

About Tuesday:

Because this is the lighter/easier day, I'm treating the entire session as a culminating
activity. The activities, cues, volumes, and intensities will largely depend what I saw
in Monday's practice, from the group as a whole, but primarily kids who are on the
varsity relays.

In the Technical/Postural Development unit, I consider the list of activities an


inventory of options. I'm not married to any of it.

As Bruce Lee said, "Be like water my friend."

Instead, what I'm most interested in:

A) Who is making the connection between yesterday and today by showing


technical improvements and/or making a volitional effort to change how they move in
order to match a revised understanding of how I want them to execute.

B) Are they asking different questions or answering questions in a way that implies
a change in experiential understanding of the skills being taught in practice?
When these things begin to happen, practices can start looking more like Monday and
less like the 'shallower' session made up of partial movements and other remedial, but
necessary, activities.

True story:

Last year I took over a program that was a. hot. mess. I had to
remediate everything. Frequently our 'deeper' workouts were no different than the
'shallow' workout because they couldn't handle it.

We literally walked up stairs and ran upstairs because they needed to learn to land flat
with a vertical shin and recover correctly (toe up, lift the thigh), with the heel coming
up underneath the hips (instead of flexing at the knee with the heel going backwards).

From a coaching standpoint, it was the most bored I've ever been in my life. Because
when they can't walk up stairs right, where do you go from there?

But, I took the long approach within the 2017 indoor/outdoor season, and kept my
eyes on the four year plan prize. So even though we did infuriatingly remedial stuff
instead of fly runs and ins/outs, it was the optimal approach. And you can still get
decent results without using 5 figure speed machines...

...even if you only have 9 girls (6 freshmen) in the winter and 15 or so in the spring.

Trained under this approach, my top 200 runner dropped her personal best from 25.61
to 24.74 en route to a State Championship. My top 400m runner dropped her personal
best from 59.23 to 57.14.

Here's how they placed at the RI State Championship, even on a strict diet of 'you're
only allowed to do what you can actually do'.
So those are the fundamentals of training shallower in the same pool, though,
ultimately, this evolved into a discussion of teaching top speed technique and
maximum velocity.

If you're not utilizing this type of practice set up in your program, consider playing
with it. I have gotten great results since I began doing this 6 or 7 years ago.

RELATED RESOURCE: Technical Development Progressions and Program


Design for High School Sprinters

If you're already doing it, the next level is to get even more specific in terms of
how compatible and complimentary you are with your exercise selection, as well as
the clarity in which you explain to your athletes 'why' they're doing each activity,
even the most mundane.

------

The deeper/shallower articles skewed short (100/200) sprints heavy.

Part 3 is about getting more out of your long (200/300/400) sprinters by going beyond
just doing a standard extensive tempo death march...

Part 3: Booty Lock Tuesday“When you free yourself from volume


concerns, the picture becomes much clearer.” – Vince
Anderson (Texas A&M)

==> Click here to read Part I: Training Deeper in the Same Pool

==> Click here to read Part II: Training Shallower in the Same Pool

I heard Vince say this at the first USTFCCCA Event Specialist School back in
2011 and it blew. my. fricken. mind. Volume as the constant was dead.

When it comes to planning workouts for high school sprinters, especially


200/300/400 types, too many coaches still default to a volume-centric
approach. Instead of thinking about the meet preparedness of their athletes as a
function of the amount of volume they could handle, I was able to flip the script
and focus on what actually makes kids faster.

It’s not that volume doesn’t matter. It’s just not the concern. Like, you can
be A nice guy. But, you never want to be THE nice guy. If your default for training
long sprinters is to follow a Monday neural session with extensive
tempo and your modus operandi centers on steadily increasing the volume of
non-specific work (200s at 70% for example), then you’re a volume based coach.
And I hope to move you to the right side of history.
“It’s not a matter of volume, it’s a matter of mastering your
training program.” – Vince Anderson

Mastering your training program means understanding all the variables involved
in your particular situation and focusing on the 20% of factors that lead to 80% of
results. What matters is setting your long sprinters up to run a (relatively) small
number of races over the course of several hours. (If it’s a high school
invitational, plan for 10 hours because they’re not meant to be high quality track
and field competitions. They’re basically cash grabs for whoever is cashing your
entry check.) Develop the specific qualities in your long sprinters that will allow
them to handle the specific demands of the scenario they’ll face when everything
is on the line.

Here’s what I mean:

In my state (Rhode Island and Providence Plantations), athletes can compete in


any four events at Championships. At last year’s state championship, one girl had
the unenviable task of running 4×100, 200 trial, 400 final (personal best 57.33 +
State Title), 200 final (personal best 25.66 + 5th place), and 4×400 (personal best
split 57.3 + State Title). Another girl’s day consisted of 4×100, 100 trial, 100
final (lifetime #4 12.53 + 2nd place), 200 trial, 200 final (personal best 24.74 +
State Title), and 4×400 (personal best split 58.5 + State Title).

Now that’s a long ass day. (I only put them through that grinder one time.) They
couldn’t walk right for three days, let alone practice. That said, they don’t go
bananas like that if their base was built on a foundation of ‘fitness’ or how many
intervals/reps they could handle. They ran those times and kept getting faster all
day, culminating with personal best splits in the 400 after four and five,
respectively, State Championship level races because they had a base of what
matters: speed, strength, and power.

In terms of this article, I want to go race pace or faster as often as


possible. Booty Lock Tuesday may be intermediate intensity work, but that goal
does not change. Additionally, they need to be able to eat lactate. And then when
they’re full, I’m going to shove more lactate down their throats and tell them to
keep eating. So I’m coming back from a speed day on Monday with a grind
workout.

When you free yourself from volume concerns, your focus shifts to what matters
because it’s what gets results:

Intensity. More specifically, meters per second.

Training at or progressing toward race pace (to me that means 1st 200 target
time, not average velocity) meters per second is the focus of our “Booty Lock”
(Lactacid Capacity [LCAP]) workouts. Now, I don’t like to be a slave to
terminology or percentages, but I’ll give you some so we’re all speaking the same
language. For me, I serve Booty Lock work in two flavors:

Content from ‘Keys to Program Design for HS Sprinters’. Click the image for
details.

In this article I’m only covering intensive tempo(ish) runs. I use Glycolytic Short
Speed Endurance [GSSE] with both short and long sprinters. That’s what short
sprinters might be doing today if not going deeper in the same pool or shallower
in the same pool. But you can’t do repeat 200s outside during the New England
winter. So it’s an alternative to intensive tempo if you’re stuck in the hallways,
when it’s later in the season and you’re not doing intensive tempo anymore or
when you just want to go faster than middle intensity runs allow for.

Here are three common workouts I use:

 6 x 150. R=3’
 5 x 200. R=5’
 4 x 300. R= 4’

You probably want to know the percentages. Couldn’t really tell you. It doesn’t
really matter. Because I begin with the end in mind. Start with the desired or
required intensity and then the percentage emerges as a byproduct telling me
whether or not I’m coloring between the lines (challenging the appropriate energy
system and therefore eliciting the desired physiological response).
Program mastery is keeping stats, data, and records so you know how fast they
need to run in practice to ensure (as much as you can ensure anything) they’re
able to turn in a Championship Performance when it matters. You shouldn’t be
reinventing the wheel or starting over every season. What really gives me the
most useful information about the shape they’re in and how I may or may not
need to modify volume, intensity, and density is their progress leveling up
through…

The 5 Stages of Training Maturity


I stole this from Vince Anderson. Every single word of it A to Z, top to bottom,
soup to nuts. And I love it. Here is how Vince describes the levels of his system
for categorizing the quality of Lactacid Capacity [LCAP] workouts:

Build your lactacid capacity [LCAP] workouts around this model.

As you can see, the goal isn’t to handle more volume, it’s to run faster. To ‘cut
down’ their times in the workouts. Also, I use 5x200 instead of 6x200 because my
kids aren't going to Texas A&M.

For the sake of simplicity, let’s say you have a handful of girls who can run 60.0
or who you need to run 60.0.

To run 400 meters in 60.0 seconds, each girl would need to run an average of
6.67 meters/second for the entire race. That’s not really ‘race pace’. Because
nobody is running even splits. The differential between first and second 200
should be 3.0-3.5 seconds for girls and 2.0-2.5 seconds for boys. So race pace
(first 200 target time) for a 60.0 400m runner should be between 28.0-28.5.

For example, my top 400m runner ran 57.14 last year. She split 26.9/30.1.

With the 5x200 workout, utilizing a goal pace of 30.0 is a good starting point
because it's a form of race pace and if we can't get there, we're not going
anywhere. Since I can't have wild fluctuations between efforts, I give them a two
second window. So I begin with a goal hitting between 30.0-32.0. That would be
a Level II performance. A good sign if it’s early in the season and I didn’t waste
multiple practices because I screwed up their times.

But, what if they can’t even get to Level 1? I’m not going to slow them down
and have them run 33-35 because that’s trash. So I’m going to remediate the
activity until I think they can finish the Big Kid workout. That’s Goal #1 for anyone
with aspirations of getting on The Relay, earning individual attention or being
invited to Elite Group Practice on Saturday.

Therefore, still maintaining the 6.67 m/s, I’ll try 6x150 at 22.5”. Or 8 x 100m at
15.0”. Or 12-15 x 50m at 7.5”.

So what does this all look like on paper? Let's say that yesterday (Monday), the
entire sprints group did the Monday top end speed / max velocity workout
from Part II: Training Shallower in the Same Pool.
Cut Downs
In the long sprints, especially the 300 and 400, each 100m segment requires
continually increasing effort just to maintain the same pace. Running 31.0 on the
first effort will not be difficult. Running 31.0 on the fifth effort may feel like a full
out sprint for the entire 200m. We need to train athletes to increase their effort
over time. Cut downs teaches them how to feel this. I tell kids they can run any
time they want on the first rep as long as it is within the window. BUT, they're told,
don't shame your family by getting slower in subsequent efforts. Maintain or cut
down. You don't get points for being a hero on the first two runs when you crap
your pants in the last two and then go puke.

[VIDEO] How to Run the 400m Race

When looking at the training level examples, compare each rep within the
workout to it's corresponding effort in each level progression. It will quickly
become apparent that intensity is the difference that makes the difference, not
volume. More 200s at a slower pace won't get anyone from Level 1 to Level 5.
Track meets aren't Crossfit competitions. Success comes from getting from Point
A to Point B in the least amount of time. You don't win at chess by playing
checkers. You don't run fast 200, 300, and 400 times by running high volumes of
slow intervals with no specific value to the demands of the actual events.

Workout Management
It's pretty important to get reasonably accurate times which can be fairly difficult if
you're running a large number of kids through the workout and you're not staffed
like the football team or one of the big schools. Here are a few
thoughts/ideas/suggestions:

1. Don't time their rest. It is up to a/the members of each group to start their
watch when they cross the line and tell me when they are about to start
the next run. When you're trying to time 20, 30, 50+ kids, it's impossible to
keep track of the rest times. So let them do it.
2. Use rolling starts. I break the groups up by gender and have the entire
boys group go, then the entire girls group, or vice versa. I blow the whistle
to start every 3 or 5 seconds (depending on the number of groups). It's
their job to hustle to the line and get set in time for the whistle. This way,
you only have to use one running time for the entire gender, as opposed
to multiple times on multiple watches.
3. Remember Your Time! I constantly instruct kids to remember the time I
am yelling out as they cross the finish line. Because that is the time they
need to give me. If they don't hear it or don't remember it, I don't write it
down. If I don't have times for them when I get home to log the results,
they don't exist. If you're in the second group and you started 5 seconds
after the first, subtract 5 seconds from the time I yell out. Third group who
started 10 seconds later subtracts 10 seconds. It's not an exact science
and kids be lying about their times, but the later the group the less I'm
worried about it.
4. Two strikes and you're out. Once everyone finishes, I yell out your name
and you tell me the time you ran. We keep it simple. Your number is, say,
31.0 if you're crossing the line as I start to yell 'Thirty one!". It's 31.5 if I
finish "Thirty one!" and I'm in the middle of a breath before yelling "Thirty
TWO!". I only have 5 minutes to get a bunch of names down so I say your
name once. If you don't respond, I'll say it again. No response? Strike two,
you're out. No time. I know you're tired, but get a grip. You have one job.
5. Earn the right to be timed and recorded. I may give times out, but if
you're in the Z group it's basically "Run between 40 and 50". I'll spot
record a time or two from different groups or kids I don't know, but who
look impressive. But I'm really only worried about the top 1 or 2 groups
from each gender. And in those varsity groups, I cap the group size at 7 or
a maximum of 8. Z team groups might have 15 kids. I don't know what you
want me to do. I consider track and field a varsity sport not a participation
activity.

Hopefully this article gave you a few ideas for how to successfully approach your
booty lock / lactacid capacity workouts. Use VA's 5 Stages of Training Maturity.
It's extremely helpful for you and your athletes.