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10/02/2026

Not Every Difference Needs to Be Fixed

Two fast athletes don’t have to look exactly alike.

Different limb lengths.

Different trunk proportions.

Different mobility.

Different strength.

Different coordination strategies.

Those differences can lead athletes toward different solutions to the same problem: move fast.

That’s why technical difference shouldn’t automatically be treated as technical error.

Before changing something, ask what that movement is actually doing.

Is it limiting force?

Disrupting rhythm?

Reducing acceleration?

Creating a meaningful constraint?

Or does it simply look different from the model we expected?

Sometimes the movement we want to “fix” is already part of the athlete’s solution.

Don’t coach athletes toward sameness. Coach them toward effectiveness.

10/01/2026

The Trunk Isn’t Just Along for the Ride

We talk a lot about what the legs do when we sprint.

Push into the ground.

Produce force.

Recover the leg.

Strike again.

But the legs don’t operate independently.

The pelvis rotates.

The trunk counter-rotates.

The arms manage momentum.

The spine and rib cage move between them.

The entire body is participating in the exchange.

That changes how we think about “stability.”

The goal may not be to make the trunk rigid.

It may be to create enough control that the trunk can move without disrupting force transfer.

Stable doesn’t have to mean still.

The trunk isn’t just supporting sprinting—it may be part of the system producing it.

09/30/2026

When the Cue Doesn’t Work, Change the Problem

Sometimes an athlete understands exactly what you’re telling them to do.

And still can’t do it.

The answer isn’t always another cue.

Or a louder cue.

Or a more detailed explanation.

Sometimes the athlete needs a different movement problem.

Change the drill.

Change the direction.

Change the constraint.

Give the body a reason to organize itself differently.

A new task can expose an athlete to movement options that verbal instruction never unlocked.

Coaching isn’t always about telling the athlete how to move.

Sometimes it’s about creating a problem that helps the athlete discover another way to move.

When words can’t change the pattern, change the problem.

09/29/2026

Stop Coaching the Snapshot

Freeze a sprint at the right moment and you can find a beautiful position.

But the athlete never actually freezes there.

That position exists because of everything that happened before it—and it immediately becomes whatever happens next.

That matters when we coach technique.

Instead of asking only:
“Did the athlete hit the right position?”

We should also ask:
How did they get there?

What movements created it?

Can they move through it without disrupting rhythm?

Sometimes trying to manufacture a picture can interfere with the movement that would have naturally produced it.

Positions still matter.

But movement gives those positions meaning.

Coach the motion around the position—not just the position itself.

09/28/2026

Sprinting Is a Three-Dimensional Skill

We tend to look at sprinting from the side.

That can make speed seem like a forward-and-backward problem.

But the body doesn’t work in only one plane.

The pelvis rotates.

The shoulders counter-rotate.

The spine moves.

The rib cage moves.

All of those actions interact with what the legs are doing against the ground.

That doesn’t mean more rotation is automatically better.

It means movement outside the sagittal plane isn’t automatically wasted motion either.

The question isn’t whether an athlete moves perfectly straight.

The question is whether all of those movements work together to help organize force and maintain momentum.

Speed may travel forward, but the body creates it in three dimensions.

09/25/2026

Transfer Is the Only Scorecard

A bigger squat is impressive.

A higher clean is impressive.

A better jump is impressive.

But none of those automatically mean an athlete became faster.

The weight room gives us opportunities to develop qualities.

It isn’t the final destination.

Eventually those qualities have to show up where performance happens.

Can the athlete put more force into the ground?

Can they do it faster?

Did acceleration improve?

Are ground contacts becoming more effective?

Does the athlete actually move better?

Numbers can tell us whether an exercise improved.

Performance tells us whether the athlete improved.

That distinction should guide everything we do.

Build strength.

Build power.

Build elasticity.

But keep asking the question that matters most:

Did it transfer?

Training succeeds only when it transfers.

09/24/2026

No Two Athletes Generate Speed the Same

Two athletes can run the same time without moving exactly the same way.

That matters.

Athletes have different limb lengths, tendon characteristics, strength profiles, movement histories, neural tendencies, and coordination strategies.

So why would we expect every athlete to produce speed with an identical movement solution?

There are principles we should respect.

Force has to reach the ground effectively.

Timing matters.

Direction matters.

Rhythm matters.

But principles and appearances aren’t the same thing.

Trying to force every athlete into one visual model can sometimes interfere with the solution their body is already trying to find.

Give athletes boundaries.

Give them useful problems to solve.

Coach the principles that matter.

Then allow some individuality in how those principles are expressed.

The goal isn’t to make everyone look the same.

The goal is to help each athlete move faster.

Teach principles. Respect individuality.

09/23/2026

Simple Principles. Complex Athletes.

Human movement is incredibly complex.

Neurology matters.

Biomechanics matter.

Elasticity matters.

Strength matters.

Motor learning matters.

But athletes shouldn’t need a degree in exercise science to understand what you want them to do.

That’s where coaching matters.

The coach can study the complexity.

The athlete needs clarity.

Sometimes one simple task, constraint, cue, or objective can organize dozens of things happening underneath the surface.

More information isn’t always better coaching.

Sometimes expertise is knowing what the athlete doesn’t need to hear.

Understand as much as possible.

Then make the solution as simple as possible.

Master complexity so athletes can experience simplicity.

09/22/2026

Everything Is Connected

We like separating athletic performance into categories.

Strength.
Speed.
Technique.
Mobility.
Coordination.

The body doesn’t work that way.

Improve an athlete’s rhythm and their force application may change.

Improve coordination and acceleration may improve.

Improve neural efficiency and suddenly strength starts showing up differently on the track.

Change stiffness in one area and movement somewhere else may reorganize.

Speed emerges from how all of these qualities interact.

That’s why fixing what looks like a technical problem doesn’t always require a technical solution.

The problem you see may simply be the place where another limitation finally becomes visible.

Good coaching means looking beyond the individual piece and understanding how it connects to everything around it.

Performance grows through integration, not isolation.

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