SWIMMING GOLD

Three Key Learning Points: * In a 100 metre short course race, 50 metres of it is affected by walls. * Dive starts, turns and finishes are not skill work sitting beside your training. They are half the race. * Every dive is a race dive. Every turn is a race turn. Build it into what you’re already doing. Short course racing. Some people love it. Some people not so much. But when I talk to coaches about their short course plans, their programs and their workouts, they nearly always go one of two ways. The first group says - it’s short course, it’s a 25 metre pool, so we’ll do a lot more sprints. I get that. There’s something in it for a lot of coaches. The second group says the opposite - short course isn’t as demanding as long course, so we need to do more work. More laps. More volume heading into the short course season. You can argue either case. But I want you to consider a third option, and it comes from doing some very simple arithmetic. The Arithmetic: adding up a 100 metre race: Take a 100 metre event in a short course pool. The first 15 metres is affected by the wall - your dive or your backstroke start. Into the first turn, we know the 5 metres in and the 5 metres out are affected by the wall. Second turn - 5 in, 5 out. How you approach, how you push off, underwater, streamline etc. Third turn - 5 in, 5 out. And the final 5 metres to the wall, where there’s an enormous impact from thinking about how you’ll finish. Which arm you’ll finish on. Getting both hands on the wall in fly and breast. Now add it up. 15 metres. Plus 5 in and 5 out - that’s 25. Another 5 and 5 - that’s 35. Another 5 and 5 - that’s 45. Plus the last 5 to the finish. Fifty metres. Half of your 100 metre race distance is affected by walls. Your dive, your start, your turns and your finish are 50% of the race you are preparing for. The Third Option: match the focus to the arithmetic: So group one is adding sprints. Group two is adding volume. Neither of them is addressing the half of the race that walls decide. The third method is simply this. Increase your focus in training on dive starts, turns and finishes so it matches what’s actually happening in the water. Fifty per cent of every 100 metres you race short course is walls. Your training should look something like that. Race Quality: how to build it in without rewriting your program: Before you go away and rebuild your program around doing an extra 10 or 20 per cent of turns practice - there’s a much easier way to integrate this. Every dive is a race dive. Every start is a race start. Every turn is a race turn. Every finish is a race finish. Here’s what that looks like in practice. You’ve got an easy 400 free on the workout. The athletes are moving slowly, 60 to 75 per cent heart rate, whatever zone you want. Between the flags they cruise. Relaxed, easy, flowing. Aerobic pace. They could even be doing drill work between the flags - one arm fly, whatever your favourite is. But inside the flags , it’s race quality. Every single time. Race dive. Race turn. Race finish. You’re not adding sets. You’re changing the standard of the walls in the sets you already have. Summary: Do this properly and it doesn’t just improve short course racing. Your athletes arrive at the long course season with their skills at a completely different level, because they’ve spent months treating every wall as a race wall. So for short course this year, don’t just reach for more sprints or more laps. Do the arithmetic first. Half of every 100 metres you race is dive start, turn and finish. Set your focus accordingly - so that your swimmers’ success comes from their skills as much as their fitness, their power and their speed. Three Practical Applications For Your Coaching: * Run the arithmetic in front of your squad. Fifteen, five and five, five and five, five and five, plus five. Let them add it up themselves. A swimmer who has worked out that half their race is walls will never treat a turn as a rest again. * Set one rule for the whole season - inside the flags is race quality. Every session, every set, warm-up included. It costs no extra pool time and it changes thousands of repetitions. * Film turns from the side at race pace, not at drill pace. Most turn feedback is given on turns nobody was racing into. You cannot fix what you have never actually seen at speed. Thanks for reading, listening and watching. Wayne Wayne works with swimming coaches, swimming clubs and Learn to Swim groups all over the world and offers a unique mentoring and coaching program for aquatic professionals. Contact him at wayne@moregold.com.au or WhatsApp +61 414 712 074 for more details. Further reading: The Coaching Course Sport Needs Now - https://coachwayne.gumroad.com/l/coachingcoursenow . For swimming parents: Raising Athletes - https://coachwayne.gumroad.com/l/raisingathletes 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 Three Key Learning Points: * Coach’s Eye is a learnable skill , not a talent some coaches were born with. * Look, scan fingers to feet and feet to fingers, then stand back and look again. * Swimming is a technique-driven sport - yet technique is the thing coaches talk about least. Coach’s Eye. And no, not coach’s eye strain from twenty years of squinting at sunlight bouncing off water. (Although that’s real too and it’s a hazard of the job nobody warns you about.) I mean Coach’s Eye.. What you see as a coach when you’re coaching. Here’s the scene. You’re standing on deck next to an experienced coach. They glance at a swimmer and go “yeah, the butterfly’s not quite right”. “It’s a timing thing.” “Their feet are too high.” “Their arms are too low.” Three seconds. Done. Straight to it. And you’re standing there thinking “I’m not even sure what I’m looking at. How did they pick that up so fast?” Whether you’re a new coach, a Learn to Swim teacher, a stroke school teacher or a triathlon coach who’s found themselves on a pool deck - that gap feels enormous. It isn’t magic, my friends. That’s a highly developed Coach’s Eye. It’s a skill. And skills can be taught. Position: stop coaching from the end of the pool: Before we talk about the Coach’s Eye process, here’s one thing to consider. Most coaches coach from the end of the pool. I don’t like it. Bottom line - if your swimmers are swimming three kilometres, you should be walking five. You should be giving more than you’re asking of them. (That’s a video for another day.) But for technique specifically, here’s the problem. From end-on or front-on, with no underwater vision, relying purely on your eye - you see almost nothing. You cannot analyse what you cannot see. Let’s work through the Coach’s Eye process. Coach’s Eye Step One: stand back and just look: Go to the side of the pool. Look. Don’t diagnose yet. Don’t start hunting for the fault. Just see what you see and get a feel for it. You’ll notice a lot of good coaches “mimic” while they watch, i.e.standing on deck mirroring the swimmer’s stroke with their own arms, getting the feel of it in their own body. Try that. Copy the swimmer. Imagine it. Feel their stroke. And then - usually just by observing and mimicking - you'll have a hunch, e.g. “Okay - I think it’s a hip issue.” That’s enough for Coach’s Eye step one. A hunch is exactly what you’re after. Coach’s Eye Step Two: fingers to feet, feet to fingers: Now walk up and down the pool with the swimmer and take a good look at each of their body parts directly involved in swimming: * Fingers to feet: fingers, wrists, forearms, shoulders, head, body, hips, thighs, knees, shins, feet, toes. * Feet to fingers: toes, feet, shin, knee, thigh, hip, body, head, shoulder, forearm, wrist, fingers. Top to bottom. Bottom to top. Every piece in isolation. At first this part of the Coach’s Eye process feels slow. It is slow. That’s the point: you’re building the stroke dynamics library that the experienced coach is drawing on when they do it in three seconds. Coach’s Eye Step Three: stand back and look again: Back to the side of the pool. Look at the whole swimmer again. And now - now - you go “okay, I’ve got a pretty good idea what’s happening here”. Look. Scan. Look again. As you get better, the full body scan becomes less necessary, because you’ll glance and go “that’s a hip issue” . But that takes a while and for most of us mortals it takes a loooong while. We’re all a bit in awe of the high performance coach who calls it instantly. Don’t be. They’ve just done this ten thousand times. You can develop the same skill. Very Useful Technology: the phone in your pocket: You’ve got a phone in your pocket. (Even though of course none of us are ever on our phones on deck, are we!) Pull it out. Video the technical issue you’ve just identified. Then show the swimmer as soon as you possibly can. The reason matters. You want the smallest possible gap between what they felt in the water and what they see on the screen. That gap is where the learning happens - and it closes fast. One serious note. Rules about videoing swimmers are tight in a lot of pools and getting tighter and rightly so. * Follow your local safeguarding policy. * Get proper parental and facility management permission. * If videos need to go to parents rather than to kids, send them to parents. Do the right thing on safeguarding first, always. Then use the tool. Summary: Here’s what bothers me colleagues. So many coaches want to talk training sets. Lots want to talk sports science. Everyone wants to talk technology and AI. Very few coaches want to talk technique. And I don’t think that’s laziness. I think it’s because we never taught them how to develop a Coach’s Eye - so they never got comfortable with technique and as a result they default to what they can talk about confidently. “Let’s do hundreds.” “Let’s do more backstroke.” Sets and workouts and programs, instead of technique. But this is a technique-driven sport. We are moving human bodies through a medium roughly 800 times denser than air. Technique is what it’s all about. Three Practical Applications For Your Coaching: * Run the three steps on one swimmer at every session this month. One swimmer. Look, scan both ways, look again. Twenty sessions in you’ll notice the scan getting shorter on its own. * Mimic what you’re watching. Stand there and do the stroke with your own arms while the swimmer does it in the water. It feels ridiculous, it looks silly but it works. * Check your safeguarding policy before you film anything. Know your club’s rules, your pool’s rules and where the video is allowed to go. Sort that out properly and then the phone becomes a genuinely useful coaching tool. If you’ve got a different way - a better way - of developing Coach’s Eye, I’d love to hear it. Share it with our learning community. Thanks for reading, listening and watching. Wayne Wayne works with swimming coaches, swimming clubs and Learn to Swim groups all over the world and offers a unique mentoring and coaching program for aquatic professionals. Contact him at wayne@moregold.com.au or WhatsApp +61 414 712 074 for more details. Also available - The Coaching Course Sport Needs Now. Seven modules, built for real coaches with real time pressures. https://coachwayne.gumroad.com/l/coachingcoursenow And for swimming parents - Raising Athletes (includes The Talent Myth book). https://coachwayne.gumroad.com/l/raisingathletes 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 Three Key Learning Points: * Propulsion is Newtonian, not aeronautical. Reach out, grab the water, pull straight through. * S-patterns, keyholes and question marks are obsolete - they just haven’t been told yet. * There is no perfect technique . Every swimmer is different - every technique is different. There are a million things written about swimming technique every week. Go to Google. Go to Gemini. Go to Chat. Go to Claude. Go to any of the online swimming or triathlon forums. You will find everything you could possibly want to know about swimming technique online and unfortunately a lot of it is wrong. I want to talk about the big picture stuff - the things I think every coach, every swimming teacher and everyone coaching coaches and teaching teachers needs to sort out in their own head first. And it starts with a phrase everybody knows. Keep it simple, stupid. In our case - keep it simple in swimming. K.I.S.S. Bernoulli: the theory the fluid mechanics experts laugh at: A long, long time ago, in the in the 60s, 70s and 80s, work came out about propulsion in swimming being built on “Bernoulli’s principle”: * Hand pitch angles had to be 45 degrees on entry in fly, back and free. * The human arm as the wing of an albatross. * The human arm as the wing of an aeroplane. * Hands as hydrofoils, moving through water the way birds fly and planes fly. It was complicated. It was very difficult to understand. And a lot of very good people struggled with it - which should have been the first clue. My friends, the reality is that the contribution of the hands and forearms working like hydrofoils and albatross wings is negligible. I know people who are genuine experts in Fluid Mechanics including an old friend who advises the Air Force on design issues. When I raise Bernoulli’s principle being applied to human beings using their hands like aircraft wings, he laughs at me. My son is studying Fluid Mechanics at university right now. He asked his lecturer about it - and got the same response. There may be some lift effect in breaststroke. There may be a small influence of lift on hand entry. But do your homework. Do your own research. And look at what’s actually happening in the water - which is the most important evidence there is. Get hold of some underwater footage of an international swim Meet and watch what the good swimmers are doing. It’s basically Newtonian physics. Reach out. Grab the water. Pull straight through. The stuff in the triathlon magazines, the stuff in the front section of your Learn to Swim journals and coaching books…..a lot of it is simply out of date. Patterns: the shapes we invented and can’t let go of: While we’re here, let’s do the other one: Pull patterns. In freestyle we used to say - touch, then trace an S. In butterfly - make a keyhole. (Although not many people nowadays have ever seen a keyhole!) Exaggerated S patterns. Question marks. Keyholes. Obsolete. All of it. Slow down some front-on underwater footage of world-class swimmers in any of the four strokes and look at what you actually see. It’s simple. It’s straightforward. You do not see complicated hand patterns, exotic pitch angles, keyholes and weird shapes in the vast majority of good swimmers. All of that came out of textbooks written in the 60s, the 70s and the 80s. And for reasons nobody has ever adequately explained to me, it still dominates swimming textbooks, coaching courses and teaching courses around the world today. Don’t teach weird patterns and bizarre shapes. Reach out. Soft hands. Grab the water. Keep pressure on the water. Pull straight through. Perfect: the only kid with perfect technique: The other thing about swimming technique I share with coaches everywhere is this. There is no perfect swimming technique. The only kid whose technique is textbook perfect is the kid whose picture is in the textbook. And that technique is perfect for exactly one person - the one in the photograph. There is no single stroke model that works for all swimmers, all ages, males, females, all strokes. The great and late Gennadi Touretski said the words that should be on the T-shirt of every Learn to Swim teacher on earth: “Every swimmer is different. Every technique is different”. Every swimmer is different. Every technique is different. Remember that. The Five H’s: get these right and you can teach anyone to swim: I once tried to get thousands of Learn to Swim teachers working in a very large aquatics management group to teach stroke development exactly the same way. Didn’t work. Couldn’t be done. Different pools, different teachers, different backgrounds. Too hard. So we stopped chasing uniformity of our teaching methods and went after uniformity of priorities instead: The Five H’s: * Head - in the right position. * Hips - in the right position. * Hands - soft, applying pressure all the way through the stroke. * Heels - relaxed and loose, so the kick can actually happen. * Huff - the breathing is right. Head, hands, hips, heels, huff. Head, hands, hips, heels, huff. Get the Five H’s right and then - then - you can play with hand pitch angle and degree of elbow bend and all the rest of it. And there’s a wonderful line from the wonderful Laurie Lawrence that everyone has quoted since. “If you can’t swim, you can’t swim”. It doesn’t matter what detail you pour into hand pitch and elbow bend. If the head’s in the wrong position they can’t swim. If the hips are in the wrong position they can’t swim. Get the basics wrong and all the technical understanding in the world makes no difference at all. Summary: Here’s the good news, colleagues. What we now know about stroke technique is far simpler than what we used to believe. Bernoulli. Aeroplane wings. Hydrofoils. Keyhole patterns. All that weird stuff we carried on about for four decades - (and unfortunately still carry on about in a lot of places) - most of it is no longer relevant. Keep it simple in swimming. Get the Five H’s right - head, hands, hips, heels, huff - and chances are your swimmer, your triathlete, your Masters swimmer, your learn-to-swim student will be a lot closer to moving efficiently and effectively through the water. Three Practical Applications For Your Coaching: * Audit your own language for a week. Count how many times you say S-pull, keyhole, pitch angle or elbow bend to a developing swimmer. Every one of those is a sentence you could have spent on head, hips, hands, heels or breathing. * Film front-on and underwater, then watch it slowly. Front-on is where the mythology falls apart and where you’ll see how simple the technique of the current crop of champion swimmers actually is. * Run every technique intervention through the Five H’s in order. If head and hips aren’t right, nothing below them on the list is worth your session time yet. If you’ve got different ways - better ways - of teaching swimming, coaching swimming or teaching teachers, I’d love to hear them. Keep it simple in swimming. Thanks for reading, listening and watching. Wayne Wayne works with swimming coaches, swimming clubs and Learn to Swim groups all over the world and offers a unique mentoring and coaching program for aquatic professionals. Contact him at wayne@moregold.com.au or WhatsApp +61 414 712 074 for more details. Also available - The Coaching Course Sport Needs Now. Seven modules, built for real coaches with real time pressures. https://coachwayne.gumroad.com/l/coachingcoursenow And for swimming parents - Raising Athletes (includes The Talent Myth book). https://coachwayne.gumroad.com/l/raisingathletes 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

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 it’s 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 here’s the scenario. Your child has gone to a big meet. New goggles. New bag. Everyone’s been excited about the Meet for weeks. But, for whatever reason, their swimming performances didn’t meet their own expectations or yours or the coach’s. Now you’re in the car on the way home. They’re quiet in the back. Maybe headphones on. Maybe gaming. Maybe just staring out the window. There’s that silence that we as parents all know so very very well. And as a parent you’re thinking: “I’ve got to say something. I love them. I can’t bear to see them like this.” This is one of the most critical swimming parent moments you’ll ever experience. Let me walk you through what NOT to say and suggest what you can say and do that might actually help. Don’t ask them to analyse what went wrong: The absolute worst thing you can say is this: “Gee, I thought you’d swim a lot faster darling. What do you think went wrong?” They know they didn’t swim fast. Their coach has already spoken to them about it. They’ve seen their split times. Their teammates have already told them. A competitor or two probably had a go at them. They’ve 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! Don’t try to coach them: “I was watching your backstroke today. You really need to throw your arms more. Push off faster. Kick harder in and out of the turn.” Don’t do it. You’re not their coach. And even if you ARE their coach - in that car, in that moment, you’re not. You’re their parent. That’s the only role that matters in that car in that moment. Don’t compare them to other kids: “Gee, Susie went really well today. Susie was so fast. You normally beat Susie.” Another massive NO! Comparing your child to other kids in that moment just makes them feel smaller and worse. Don’t go there. So what CAN you do? First - say nothing. If they’re in their mid-teens especially they’ll come to you when or if they’re ready. Pushing things only makes them withdraw further. Second - divert. “ Hey, on the way home I thought we might grab some takeaway. What do you think?” Give them something small and joyful to think about that’s not related to swimming. Take the spotlight off the meet for a minute. They don’t have to be sitting in the back hitting themselves over the head with a brick the whole drive. Third - share something positive about YOU. “ You know what - I really enjoy going to swim meets. I just love watching.” Tell them something that makes it not all about them and their performance. The bigger picture: I’ve 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 it’s 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 they’re amazing. Show them they’re valued for who they are not what they swam. If they have you as their “rock” - 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 child’s sporting life. Don’t analyse. Don’t coach. Don’t compare. Stay quiet, divert if needed, share something positive about yourself and above everything else - love them unconditionally. That’s 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 “ What Not To Say” : Give parents a printable one-pager with the “three things not to say after a tough meet”. Make it easy for them to remember. * Model It Yourself: Coaches - the first conversation after a tough swim matters too. Same rules apply. Don’t pile on. Don’t analyse in the moment. The deep debrief can wait until the next training session. This is Wayne Goldsmith for Swimming Gold . Check out my new SPORTING PARENTS COURSE https://coachwayne.gumroad.com/l/raisingathletes RAISING ATHLETES - The Sporting Parent’s Guide to Getting It Right. You not only get a unique learning experience with videos and study guides but you get a free copy of my book THE TALENT MYTH - WHY CHARACTER BEATS GENETICS EVERYTIME! And use this CODE PARENTS2026ST at checkout to receive 25% off the price! 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

Three Key Learning Points: * The “sage on a stage” 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 isn’t “soft or weak” - it’s 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. It’s what we call “The sage on a stage” i.e. “I’m the custodian of all knowledge and information. I’ll tell you what to do and you do it.” 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 they’re only getting worse. It’s 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 there’s 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? “Yes, I need that relationship”. Part-time job? “Yes, I need money for a car, to buy stuff and to go out”. Boyfriend or girlfriend? “Yes, I’m growing and developing psychosocially. I want that relationship”. Then they look at swimming and they ponder: “Hang on. The coach has been standing at the end of the pool yelling numbers at me since I was 10. The relationship hasn’t changed. I don’t get much feedback. I have no input into my own program. I have no voice.” They quietly conclude that the swimming relationship isn’t serving them. So they come less. Then they stop coming. Solve the problem - own the solution: Here’s the shift. Instead of telling them, ask them. “Don’t breathe inside the flags” - said, told, yelled, screamed a hundred times - lands flat. But what if it sounded more like this? Coach : “Where did you take your last breath?” Swimmer: “On the wall coach.” Coach : “Is that going to make you faster or slower?” Swimmer: “Slower.” Coach: “Is there another way you could do it?” Swimmer: “Yeah - I could take my last breath four strokes from the wall and build my kick to the wall.” Coach: “That’s a good idea. I like that. Give it a go!” 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 they’re not thinking “I have to do what coach told me to do.” They’re thinking “I’ll do this because I chose to. I saw the problem. I solved it. This is mine.” If you solve a problem you own the solution. Ownership of the learning changes everything. This isn’t being soft: A lot of old-school coaches hear this and think “ You’re going soft. You’re relinquishing your coaching power.” 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, it’s their journey not yours. Three Practical Applications For Your Coaching: * The 10-1 Rule: For every 5 instructions you’d 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: “What worked? What didn’t? What would you try differently? ” Listen before you respond. Let them feel heard, respected and listened to. * Standing Question: Pick one question to ask every swimmer every session. “What’s one thing you want to get better at today?” Then hold them accountable for their own answer. This is Wayne Goldsmith for Swimming Gold . If you liked this post check out my Sports Thoughts Substack with new weekly content on coaching, sports parenting, athlete development and youth sport: 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

Three Key Learning Points: * First movement matters - what part of the swimmer’s body moves first usually determines the success of their first 15 metres. * The “little hole” - hands together, feet together, body in streamline before entry. * The “ three kicks” - kick fast underwater, kick fast to the surface, kick INTO the stroke. There’s 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 it’s worth. But here’s 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 swimmer’s 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 who’s on the podium - and often who’s on top of it. So how do you actually coach a better first 15? First movement counts!! When I’m 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: “ what part of the body moved first?” If their first movement is up, chances are it’s going to be a slow first 15. They’re going up before they’re 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 you’ll see a much better first 15. Make a tiny little hole. Once they’re 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 “little hole?”. 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 can’t tell you how many age groupers I’ve 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 doesn’t decide the winner it often decides who medals. Most coaches spend hours on the back end - fitness, power training, sprint work, “racing tired” etc. That stuff matters. But for sprinters and sprinting, the first 15 is where races are won. Summary If you want to improve your swimmers’ 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 it’s where you’ll 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. You’ll 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 . If you liked this post check out my Sports Thoughts Substack with new weekly content on coaching, sports parenting, athlete development and youth sport: 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

Forget Bernoulli. Forget precise hand pitch angles. Forget complex angular analysis. Let’s make swimming biomechanics practical for every coach. The Problem With Traditional Biomechanics Education Coaching courses love to throw physics at new coaches. Bernoulli’s 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 “hand pitch angle” stuff helps them fix little Timmy’s freestyle. We’ve made biomechanics ridiculously intimidating. It doesn’t need to be. The 5 Hs of Swimming Biomechanics Here’s 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. Newton’s Third Law: push water this way, body goes that way. Where the hands go - the water flows! Watch where they’re pushing water. Keep your hands SOFT so you can catch and feel and keep pressure on the water throughout your stroke. That’s 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) You’re 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 don’t need a $50,000 underwater camera system. Your phone and / or your tablet are all you need. Slow motion video and importantly…. immediate playback on deck to facilitate better learning. Record. Replay. Show the swimmer right here and right now: “See that? That’s what your head is doing.” Or even better, ASK t he swimmer a question about their technique. “What’s happening when you do that?” “What does it feel like?” “What do you think would happen if you lifted your head a little?” Real-time feedback. Best coaching tool you’ll ever own. That’s 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 If you’re finding value in this series, share it with a colleague. And if you’re not yet a paid subscriber, join us; click subscribe below. Simple science, practical coaching, every 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

We’ve overcomplicated training zones for beginner coaches and it’s 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. Here’s the reality: you’ve got 25 kids in the pool, three lanes, two hours, and you’re trying to remember the difference between Zone 4a and Zone 4b. It doesn’t work. It’s not practical. And it’s not necessary; especially for coaches working with age group swimmers. The PACE Model I’ve 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. And…Easy, 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 “controlled fast.” 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, PACE S 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 If you’re enjoying this series and you’re not yet a paid subscriber, why not join us? Click the subscribe button below. And if you know another coach looking for simpler, smarter ways to integrate sports science into their program, share this with them. 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 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 — drills and skills first, main set second — means technique is generally practised when swimmers are fresh. * Skills that only work when rested aren’t race-ready skills. * The fix: integrate drills and technique work DURING your main sets, not before them. Time to Change! Here’s what I see at pools all over the world. Warm-up. Then drill work — catch-up, fingertip drag, six-kick switch, whatever your favourites are. Nice and controlled. Good feedback. Technical focus. Then the main set. Now it’s about fitness. Physiology. Pushing through. Technique? That was earlier. Here’s the problem. When your swimmers are doing their drills, they’re 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 they’ve (we’ve) never connected those skills to fatigue. Skills that only work when rested aren’t 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. That’s when technique falls apart — because we never trained it to hold together under fatigue. So here’s what I want you to try. Stop separating drills from main sets. Integrate them. Example: 10 x 100 — 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. That’s where race-ready skills are built. Final Thoughts: We’ve been doing it backwards. Drills first, then fitness — as if they’re separate worlds. They’re not. The pool doesn’t care when you learned the skill. It only cares if you can execute it when you’re dying. Train accordingly. Two Practical Application Tips: * Insert a “technique 100” 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 they’ve lost it — which is exactly what racing demands. Thanks. Wayne 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

Introduction: The non-stop main set is a relic of 1980s thinking — and it’s 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 — with a purposeful break in the middle — 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? Here’s 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 — technique is good. Splits are consistent. Swimmers are engaged. * Reps 9 to 14 — technique starts to slip. Stroke count goes up. Efficiency goes down. Swimmers are just getting through. * Reps 15 to 20 — 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, “circling” the lanes and breathing inside the flags on their finishes. Swimmers are surviving, not training. And we call this a great main set? We’re not building fitness. We’re building mediocrity. Here’s what I’m seeing from smart coaches around the world. They’re splitting their main sets. Example: 12 x 100 — then a 10-minute break — then 8 x 100. During that 10-minute break: * Snack to refuel — keep the fuel tank topped up * Drink to hydrate — don’t let dehydration compromise the second half * Pressure point or acupressure work — reduce injury risk, release tension * Mental refocus — 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. We’re not just chasing physiological adaptation. We’re chasing consistency of great technique under fatigue. Physiology matters — but not at the expense of everything else. The swimmers who win aren’t the ones who can survive a 20 x 100. They don’t win races because they can hold their heart rates at 185 bpm for 40 minutes. They’re the ones who can hold their technique together when it matters. Isn’t 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. It’s 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 — 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 — not just rest, but preparation. Thanks - let me know how it goes. Wayne 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 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 — but rarely test whether those skills are actually race-ready. The challenge is that there’s 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 — Understand the movement. Get the basics right. 2. Practice the skill — Repeat it. Refine it. Build consistency. 3. Test the skill — Add speed. Add fatigue. Add pressure. Can they still do it? 4. Race the skill — Execute it in competition conditions - both simulated racing in training and actual races in Meets. That’s the real test. Most coaches live in steps 1 and 2. The best coaches make sure their swimmers get to steps 3 and 4. I’d be interested to know — how do you make sure your swimmers’ skills are race-ready? Wayne 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 One of the hottest topics in swimming is always Dryland Training. When I speak at conferences, it’s 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 — before or after pool workouts? * At what age should young swimmers start strength training? My answers: 1. Best exercises / best programs It doesn’t matter as much as you think. Free weights, machines, body weight, pilates, yoga, a hybrid of everything — 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 won’t do properly. 2. Timing — before or after pool? Simple answer: it depends on your focus. If you’re doing a precise, accurate, speed or technique-focused pool session — 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 doesn’t matter what age. It matters what they do. Seven year olds can start a dryland program — IF it’s 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 — what are YOUR answers to dryland training’s three hottest topics? 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 Let’s 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 — 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 “ He’s wrong. Johnny the 8 year old just broke the club record for 50 backstroke. He’s a backstroker.” 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 — 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 “champion” backstroker or freestyler or breaststroker — and there are NO 8, 9, 10, 11, 12 year old champions. b. My child / I don’t need to do the other strokes or learn the other events because I’m a “backstroker” or “freestyler.” The truth is this. A young swimmer could be brilliant at freestyle this year. Then they grow, their limb lengths change, and POW — they can’t swim freestyle very well anymore. Happens over and over all around the world. We know this. As coaches we’ve seen it a million times. Yet it keeps happening. My friends — here are five practical tips: * Do not refer to any swimmer under about 14 as “the butterflyer” or any single stroke specialisation. * Take a balanced approach to development — 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. “My 8 year old is a breaststroker so we’re only entering 50 and 100 breaststroke” — 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 — and it’s perfectly normal to change stroke focus right up until mid-teens. The bottom line? Don’t build a 9 year old backstroker. Build a 9 year old who loves swimming, learns everything, and becomes whatever they’re meant to become — when they’re ready. That’s how you develop swimmers for the long game. Swimming coaches — if you want to develop swimmers this way but need help making it work in your program, that’s exactly what I do in CoachTED. One-on-one mentoring for swimming coaches who want to coach for the long game — not just the next meet. Contact me through Swimming Gold or email wayne@moregold.com.au 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 — let’s talk about speed. There’s 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 “throw your arms” I’m 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 don’t buy it — physiologically, biomechanically or from a skill learning perspective. It doesn’t teach anything except throwing your arms really fast. And our sport isn’t just about moving your arms quickly. It’s about moving your arms quickly with great technique and good skill — under fatigue, under pressure, in competition. All of those things together. Just thrashing your arms isn’t speed development. It’s just thrashing. 2. Speed is relaxation Here’s 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 you’re at the end of the pool about to send them off for a fast 50 — watch your language. Don’t say: “50 metres hard.” Don’t say: “All out effort.” Why? Because we want speed to feel effortless. Easy. Smooth. Try this instead: “This one — as fast as you can go, but easy, smooth and relaxed.” “Maximum speed, no effort, totally relaxed.” You’re 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 can’t swim faster by trying harder. Swimming isn’t an effort sport. It’s a technique sport. A skill sport. A relaxation sport. 3. Speed is speed is speed Just because you’re doing 25s or 50s doesn’t mean you’re doing a speed workout. It’s 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 — static or dynamic, your choice. Short distances. Maximum speed. Lots of rest. Speed is speed is speed. Yes, there’s a case for doing speed work at the end of a session when they’re tired — technique under fatigue. That’s real. That’s what heats and finals feel like. But if you’re trying to develop genuine speed — 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. It’s no good if they can thrash their arms really fast but they’re taking 30 strokes per 50. We’re 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. That’s what we’re 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 — endurance only. Then pre-competition — 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 Here’s my rule of thumb: Swimmers should never be more than one second slower than their PB 50 time — 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 — chances are, one day it won’t. 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? I’d 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. Everyone’s looking for the secret formula, the magic pill, the quick fix that’s going to turn their program into a high-performance machine. Colleagues, that’s not where your advantage is going to come from. Because of the internet and AI, you can get anything, anytime, anywhere — mostly for free. Type “top 10 freestyle drills for age group swimmers” into ChatGPT or Google and you’ll 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: “What’s the secret to the Australian program? What are they doing differently?” 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 that’s going to fix every problem you’ve got. There is no coach in the world — regardless of how many Olympic gold medals they’ve won — 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 I’m getting soft. I’m 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. It’s 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: “How do I help my swimmer develop confidence?” Here’s the equation I use: Confidence = Belief × Evidence Think of confidence as a can — the Confidence Can. Our job as coaches — and as swimmers — is to fill that can with experiences. Evidence that proves “I CAN do this.” 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 didn’t feel like it. That’s evidence. And evidence fills the ‘can. But here’s what most people miss: evidence alone isn’t enough. The other half of the equation — Belief — is what parents bring. Your unconditional love. Your complete acceptance of your child, win or lose, PB or DQ. Your child needs to know — with absolute certainty — that they are loved for who they are, not for what they achieve in the pool. Belief × Evidence. When coaches and swimmers fill the Confidence Can with great experiences, consistent training, quality recovery and healthy habits — AND parents provide that most powerful gift of all, unconditional love — 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 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 I often get asked to do pool deck sessions with swim teams when I travel. Most of the time it’s drills and skills practices or “motivation” talks, attitude talks etc. But there’s one session I love to do because it’s so important: Straight Line Swimming. Swimming is a straight line sport. We start in a straight line: it’s 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 don’t teach them to start, swim, turn and finish in straight lines, then - when it really matters - they’ll be swimming in circles! Swimming. It’s a straight line sport. Know a swim coach who'd find this useful? Share this post or send them to swimminggold.substack.com Wayne 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 No matter what stroke. No matter the age of the squad swimmer. From “Minis to Masters” - there’s 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 “Magnificent 7” 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: “How I Will Coach.” So when the swimmers’ workout says “10 x ABC Drill” — yours says “Be energetic. Give individual feedback. Change the speed three times.” When their workout says “Cool-down and stretch” — yours says “Connect 1:1 with two swimmers. Ask how they’re feeling.” 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 don’t know, in a place you’ve never been, sometimes in a language you don’t speak, in a culture you don’t 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 it’s 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 ? Here’s my answer: I make them feel good about themselves. I can’t improve their physiology in one session — so I don’t try. I can’t fix their technique in a single workout — so I don’t waste their time or mine. What I CAN do is inspire them to believe in themselves — just a little. Be a spark in their hearts that could change everything. I coach the Power of Choice. Coaches — 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 — 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