Getting “Tough”

In a recent post, When Everyone Stops to Watch, I listed a litany of ways that having a Middle School (or High School) Strength and Conditioning class benefits your student-athletes. After re-reading that post, I realized that I omitted possibly the most important benefit – toughness!

Although “toughness” is difficult to measure and quantify, I know that by the end of the year… in the second semester of having the class… the athletes (students) that are in the class are tougher mentally and physically.

I can see their toughness demonstrated in a variety of ways.

Once a month at our school every student enrolled in Physical Education (in Strength and Conditioning as well as the regular PE classes) complete the 20-meter Pacer test. By the second semester, I can see the students that are taking Strength and Conditioning compete better. It is not just a matter of improving physically… I can see them continue to run past the point where it begins to get uncomfortable for them… they realize They Can Do More… they are developing toughness.

Since I have students form all sports enrolled in the class… both boys and girls… not just football players… I make it a point to attend and watch them participate in their respective sports.   This year I was able to attend contests in all of the sports at our school.

Even if I did not know which students were in Strength and Conditioning (the vast majority are) I could tell who is taking the class by how they compete and how tough they are… how confident they are.

Of course I am biased, but the athletes that have been training in Strength and Conditioning class carry themselves differently… they handle adversity differently… they prepare differently.

Gracie Hussey

Now project these physical and mental improvements over the next 4-5 years as they continue in high school.

Toughness is a trait… a character trait… that will help athletes in whatever sport they participate in.

For that matter toughness is an attribute that will serve them well once they complete their days as an athlete… it is a life skill.

I realize that for the most part this is preaching to the choir…

Starting a Strength and Conditioning program in your middle school(s) is the exact right time to do it… if I can help in any way let me know.

Related Posts:

Remember – You Can Do More… your brain is lying to you…. Don’t Believe It!

Jeff Floyd – youcandomore1@yahoo.com

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We’re Gonna Need a Bigger Bo…

x…

We need a bigger Box… as in Plyo Box.

You thought I was going to say Boat… we need that too… more on the Bigger Boat later.

Here is a film showing two of our Strength and Conditioning classes… one 7th grade and one 8th grade (we have a total of 5 sections of 8th graders and 3 sections of 7th graders) doing a box jump routine.

We have done this routine 4-5 times this year. The first time we did it, we maybe had 1-2 athletes in each class that could make it up on the “Big Box”.

This time, the final time this year, we had more that could make it up on the box than couldn’t in each class… probably 40-50 total that could do it!

We see the same results in improved Vertical Leap, 40 yard dash and Pro Agility times… not to mention strength levels in our four core lifts of Bench, Squat, Push Press and Hang Clean.

Attribute it to increased strength, or improved confidence, familiarity with the drill, or class cohesion/ competition, maturation…. whatever your belief, the results speak for themselves.

And that is the thing that I have learned teaching Strength and Conditioning at our (Bingham) Middle School…

Whatever you believe and know to be true regarding the advantages of a good Strength and Conditioning program at the high school (or collegiate) level, the same benefits are realized in this age group.

Improvements in…

  • Team Cohesion
  • Strength
  • Confidence
  • Explosion
  • Speed
  • Quickness
  • Training Habits
  • Competing
  • Overcoming adversity

And about that bigger boat…

Just as last year, (We’re Gonna Need a Bigger Boat) the number of students requesting this class is up… approaching 400 students listing Strength and Conditioning as their first PE choice, with only 200 slots available.

Nearly 400 students requesting Strength and Conditioning with the knowledge that it is a tough, strenuous class… with the knowledge that they will be required to (or rather”get to”) train 3-4 days a week.

It is even more evidence that this age group is the exact right time to begin a strength and conditioning program.

Related Posts:

Remember – You Can Do More… your brain is lying to you…. Don’t Believe It!

Jeff Floyd – youcandomore1@yahoo.com

When Everyone Stops to Watch

We have all seen it…

No buildup or promo is needed…

It is not a matter of mass marketing or launching a social media campaign…

It is genuinehonestorganic

Everyone in the room knows that they are witnessing something special

There is a mutual respectadmiration… for what is being attempted…

Everyone stops what they are doing and watches…

Anxiously…. nervously… hopefully…

Wanting to witness a successful attempt.

This happened yesterday in one of my Strength and Conditioning classes.

Airianna Miller, an 8th grader in her second year in this class, was attempting a new PR for her 8-rep max on push press.

Airianna plays basketball, volleyball, and is a competitive cheerleader.

This is what happened at the end of class yesterday.

 

None of this was staged or pre-arranged.

The class knew what she was attempting… and as you can see in the video… more and more people stopped to watch as she successfully completed each rep.

By the time she had finished everyone had stopped to watch.

At the end there was great excitement. You can only see the beginning before the film cuts off, but the whole class stopped to give Arianna an ovation.

Including me.

  • Who says 8th graders are silly and immature?
  • Who says 8th graders are mean spirited?
  • Who says 8th graders are irresponsible?
  • Who says 8th graders can’t work together?
  • Who says 8th graders are not physically or mentally ready to take a Strength and Conditioning class?
  • Who says 8th graders like bodily function humor?

OK… maybe the last one is correct… the others… not so much!

This job can be really awesome!

Remember – You Can Do More… your brain is lying to you…. Don’t Believe It!

Jeff Floyd – youcandomore1@yahoo.com

Medicine Ball Workout

At least once a month, on our training days outside of the weight room, we do a medicine ball workout.

Last week during the #ironchat (a strength and conditioning chat held on twitter Thursday evenings) I mentioned this workout. A few colleagues were asking about what we do (and video) so this is the expanded version… one drawback to the #chat format is depth of detail is at times difficult with 140 character limitation.

We workout in pairs, using one medicine ball per pair.   The athletes choose a ball between 5 and 10 pounds, dependent on their strength level.

I want the athletes to understand that this workout is NOT about doing a lot of weight, or even doing a lot of reps… we do that on other training days. The most “weight” anyone will be lifting (in addition to their body weight) is 10 pounds, and the most reps we do on any one drill are 10 reps.

This workout IS about:

  • Balance
  • Posture
  • Flexibility and
  • Doing all the “Little Things” right

We do 13 different drills in the workout, typically doing 10 reps for each drill. On drills that the athletes do 10 consecutive reps by themselves (not passing the ball between the partners) we ask the athlete not active to “coach” their partners…. letting them know if they are doing it well, and fixing any technique flaws that they see.  It is also another way of checking for understanding with your students.

Here are the 13 drills we do, the order that we complete the drills, and the “little things” …the coaching points… for each drill.

Lunge with a twist – Across basketball court

  • Sink hips
  • Keep shoulders back
  • Keep arms extended and parallel to the ground

Figure 8 – 20 passes

  • Back to back about 3 ft apart
  • Feet “in concrete” stationary – do not even pivot
  • Hand the ball (do not toss) with two hands to partner
  • Ball should make a figure 8 pattern, crossing between partners

Sit ups – 10 each

  • Feet 2-3 feet apart
  • Extend ball above head
  • Sit up with ball and body moving in the same plane
  • Toss ball to partner who extends ball above head, goes down and touches ball to ground, trying to keep ball and body in the same plane

Vertical Chest Pass – 10 each

  • Partner drops ball from about eye level
  • Partner on back extends arms
  • When ball touches hands, collapse arms to chest
  • Immediately “punch” ball as high as you can
  • No pause at top when ball touches hands or at the bottom at chest

Overhead Squat – 10 each

  • Low and Slow
  • Arms extended above head
  • Perfect squat technique – Head up, shoulders back, feet flat
  • Partner not active in the drill will “coach”

Front Squat – 10 each

  • Low and Slow
  • Arms extended an parallel with ground
  • Perfect squat technique – Head up, shoulders back, feet flat
  • Partner not active in the drill will “coach”

Squat Pass – 10 passes each

  • Both partners in perfect squat position through all 10 passes
  • Two handed pass to partner
  • Remain stable and balanced – arms only body part moving

Squat Jump – 10 each

  • Seat ball in chest
  • Lower to full squat position
  • Explode, maximum effort, feet off the floor
  • Reset base after each jump
  • Partner not active in the drill will “coach”

Overhead Pass – 10 each

  • No step or upper body sway
  • Extend ball above head with elbows by ears
  • Dip ball behind head and execute 2 handed pass to partner
  • Try to isolate triceps
  • Remain stable and balanced – forearms only body part moving

Slam Pass – 10 each

  • Step with slam ball into ground about 2/3 way to partner
  • 5 throws stepping with right foot, 5 with left

Squat Put – 10 each

  • Execute perfect full squat
  • From the squat position explode off ground – 2 hand push for height and distance
  • Keep shoulders back – Don’t bend at the waist

Squat Toss (Front) – 10 each

  •      Extend ball in front
  •      Arms parallel to ground
  •      From the squat position explode off ground – tossing ball for height and distance
  •      Keep shoulders back – Don’t bend at waist
  •      Throw the ball with your legs

Squat Toss (Back) – 10 each

  •        Back to partner
  •        Extend ball in front
  •        Arms parallel to ground
  •        On command – from the squat position explode off ground – tossing ball for height and distance
  •        Keep shoulders back – Don’t bend at waist
  •        Throw the ball with your legs

I would encourage you to check out the Twitter #ironchat on Thursday nights.  An explanation of how the Twitter chats (#chats) works can be found in this post… #TXHSFBCHAT… The Fastest 60 Minutes on the Internet

Related Posts:

Remember – You Can Do More… your brain is lying to you…. Don’t Believe It!

Jeff Floyd – youcandomore1@yahoo.com

It is Never Easy

The other day I invited classroom teachers from my school (Bingham Middle School, Independence School District) to come down and visit my students as they worked out.

Actually, I had the students invite their teachers to come down to the weight room… sometimes a scary place for a classroom teacher… lots of noise, metal clanging, occasional shouts, etc… I told my students it was…

National Invite Your Classroom Teachers to the Weight Room to See How Hard You Work on Heavy Squat Day in Strength and Conditioning Class”, day.

OK, I made the day up, but…. we did get a few teachers to venture down to the weight room.

My purpose… I wanted their classroom teachers to see how hard these students work … daily… in this class… and I wanted them (their teachers) to see their students in a different light, and a different setting than they were used to seeing them.

One colleague who came down watched in amazement as the students worked out… and did the little things that they do daily… and do pretty much on their own.

  • Reading their workout cards
  • Calculating the weight needed to be put on the bar
  • Disciplined behavior
  • Putting the weight on the bar
  • Adjusting the rack
  • Spotting
  • Encouraging
  • Laughing
  • Working
  • Transitioning from one lift to the next
  • On task
  • Coaching one another
  • Seriously training!

These are 8th graders.

He asked “How long did it take to get them to this point?

IMG_6514It is an excellent question. At this point in the year, into the 4th quarter… the class is very low maintenance…. I am sure it appears that it is an easy class to teach… and at this point of the year, it is!   I spend very little of my day, and very little of my time each hour babysitting, redirecting, disciplining, or managing behavior. I get to spend the majority of my time teaching, coaching, and motivating.

But as you know, it does not happen all at once, or by magic. The heavy lifting (pun intended) of the class is front-loaded. I spend a great deal of time in the first 6-8 weeks on every small detail including…

After that first couple of months, it just becomes reinforcing the good stuff… fine-tuning a few things each day by constant assessment of where they are with their technique, knowledge and strength level.

At this point of the year, the class is a well-oiled machine.

It is just like the football program that makes reeling off winning seasons, conference championships, and playoff appearances look easy.

It is not easy… it is not ever easy… It is a result of hours, months and years of hard work… concentrating on every bit of minutia… every detail in the program.

Being a good teacher is hard work… being a good coach is hard work

But it is so very worth it.

If you have not had the chance, I hope can read my post from last week, The Case for Middle School Strength and Conditioning. If your District offers this class, kudos… if not, this may persuade you to hop on a soapbox. 

You Can Do More… your brain is lying to you…. Don’t Believe It!

Jeff Floyd – youcandomore1@yahoo.com

The Case for Middle School Strength and Conditioning

Nearly a year ago I wrote about our school district’s (the Independence School District) decision to add a Strength and Conditioning class to the middle school curriculum (Efficacy and Safety-Middle School Strength Training)

When this decision was made, there were some skeptics… in the community, in the district, even among peers in our department.

Here are the concerns “They” voiced about the class…

  • “They” said that the class wouldn’t “make”… that there would not be enough interest.
  • “They” said that middle school students would get bored with this (a full year) class
  • “They” said that middle school students did not have the attention span needed for this class on a daily basis
  • “They” said that the class would not be safe at the middle school level
  • “They” said that middle school students are not physically ready for a strength and conditioning class
  • “They” said that middle school students are not mentally ready for a strength and conditioning class.

Well, after nearly a year into teaching this class, all I can say is that apparently “They” do not know these 156 students that I have had in class this year.

IMG_6721In my 30+ years of teaching, this has been one of the best, most rewarding years I have had, and it is a credit to the administrators, students and colleagues in our district and our building. These students have been nothing short of AMAZING… pretty much daily.

Regarding the above mentioned concerns… I spoke to most of these in my original post, Efficacy and Safety – Middle School Strength Training.   Regarding the interest level, attention span, or mental readiness questions, here is what I have found.

This, the first year of the class, we offered six sections… two for 7th grade and four for 8th grade… and in order to keep class sizes manageable due to space and equipment limitations, capped each class at 24 students.

IMG_6782We had over 200 7th graders initially sign up for the class, and 180 8th graders, which meant that we had to trim about 2/3 off the 7th grade list and 1/3 off the 8th grade list.   There was more than enough interest.

I ended up allowing a few more students than the capped number in case any student wanted to drop out after seeing what the class was all about… and ended up with 156 students enrolled in my classes.

Out of the 156 students originally enrolled in the class, only 2 dropped out and opted for a different PE course. I also added several students at semester that wanted to get into the course after seeing what it was all about…. The students did not get bored, they have the attention span, and there is an interest.

The nuts and bolts of the class organization can be found in my various posts on the workout program, but in a nutshell, here is some general information:

  • Typically we are in the weight room training Monday and Wednesday and every other Friday.
  • Tuesday we are in the classroom doing the Health part of our curriculum,
  • Thursday we do speed, agility, or functional strength work either outside (weather permitting) or in an area of the gym
  • Every other Friday is “Choice” day where they get to choose an activity along with all the other PE classes.
  • We have 4 “Core” lifts that we have taught and comprise the majority of our workout: Bench, Squat, Hang Clean, and Push Press
  • Each week we include 3 of the 4 lifts in the cycle and eliminate one lift, rotating the omitted lift each week, thereby having 4 different weekly combinations.
  • Each week we normally do a “change up” lift one day… clean from the floor, front squat, hang snatch, clean to push press, etc.
  • Every student has a workout card that is individualized and proscribed to them based on their current strength level… a perfect example of differentiated instruction.

I don’t want to get too long winded with this post and stray from the intent… to write about the merits of this class. If you want more information, details of the program can be found on my various posts regarding the workout program.

I also tweet daily with activities and video from the class (@youcandomore1)

My closing thoughts:

  • Some will use the “readiness” argument… that student are not physically or mentally ready to take a Strength and Conditioning class in middle school… I argue that it probably is the perfect time to introduce elements of this class
  • This class and these students have been nothing short of amazing (and I am usually not prone to hyperbole) … pretty much daily… they have handled everything that has been thrown at them, and are learning how to compete.
  • While the majority of the students in the class are athletes, there are some that are not… and they have responded equally well.
  • I do believe this class will have positive ramifications in our athletic teams at the high school level. Our students will go to high school with a good understanding of strength training concepts, techniques, and a better understanding of what it means to compete.
  • If your district does not offer this class at the middle school level, I would get on the bandwagon and lead the charge… if not it is a missed opportunity.

IMG_6526

If you have specific questions about the program or how to implement, please feel free to contact me… I will respond!

You Can Do More… your brain is lying to you…. Don’t Believe It!

Jeff Floyd – youcandomore1@yahoo.com

400m Track Workouts in Excel

I have always enjoyed Track and Field… as a competitor and coach. I was actually a head Track coach prior to being a head Football coach. As mentioned in yesterday’s post, I have coached Track and Field at every public school that I have been at.   At the collegiate level, although I did not coach Track, I had a keen interest in it. This is a picture of my son and me during a track meet at UCM when I was on the football staff there.

carter trackToday I am going to share a workout for 400m runners.   Philosophically, I believe that developing a pool of 400m runners can be the keystone for a successful Track and Field program. The best programs that I have coached, we had a strong core group of athletes that could run the 400m.

From that group we typically had some that we ran “up” in the 800m run, and some that we ran “down” in the shorter sprint races. From this group we could also fashion many of our relay teams.

This workout for 400m runners is based on work and research done by many successful Track and Field coaches, but borrows most from Clyde Harts work. Coach Hart was the long time Head Track and Field Coach at Baylor University, which earned the reputation as “Quarter-Mile-U”.

Coach Hart’s 400m workouts contain eight different components:

  1. Speed Endurance
  2. Tempo Endurance
  3. Strength Endurance
  4. Endurance Running
  5. Power Speed
  6. Event Running
  7. Speed
  8. Strength

The workout I am sharing (actually an Excel workbook) focuses on the Speed Endurance and Tempo Endurance components of Coach Hart’s 400m workout plan.  To download the workbook, click on this link : 400m Workout Workbook, or the picture below

sprint workbook

In a Speed Endurance workout, the runner incurs a high oxygen debt, and a lactic acid buildup. The emphasis is on quality, not quantity; with almost full recovery between runs.   Distances of these training runs can vary from 100m to 600m, with the total distance run during a workout being about 1000m.

A Tempo Endurance workout is aerobic, which will help the 400m runners increase their oxygen uptake, which helps shorten recovery time. In addition, these workouts help the runner learn rhythm (tempo) and also help train the body to increase production of phosphate… a primary energy source. The pace of these workouts is slower, with a shorter rest period, and more emphasis on quantity.

What I have tried to do with this workbook is to take these concepts from coach Hart and put them into an editable workout workbook. There is a tab for Speed Endurance workouts and a tab for Tempo Endurance workouts. Each workout is based on the runners 400m time, with the target times to hit based on calculations from this time.

I tried to make the workbook flexible, so that a coach would have a variety of workouts, with target times all based on the athletes 400m time:

  • Tempo Endurance workouts with Intervals of 100m, 200m, 300m, and 400m and intensities between 80% and 95%.
  • Speed Endurance workouts with Intervals of 100m, 200m, 300m, and 400m and intensities between 90% and 100%.

For example, in this Tempo Endurance workout, the athlete would run 5-8 (you would decide on the amount) 200m intervals, with a target time of 30 seconds (based on a 400m time of 54) with about a 2 minute recovery time.

sample workout

The calculations for the target times are not exact… the formula calculates what their estimated 100m, 200m, or 300m time would be (based on their 400m time) and figures the percentage for their target time from that. That being said, I always liked giving my athletes specific times to hit, rather than just say “run this at about 80% effort.”

The worksheets are editable… you can plug whatever 400m times you want to derive the workout from (in the 400 Time row) and the worksheet will calculate the corresponding workout.  This short tutorial describes some of the features of the 400m sprint workout workbook.  Click on the image below to start… if you click on HD in the upper right hand corner as it is playing, the quality is much better.

 

If you have any questions or comments about the 400m Workout Workbook, just shoot me an email… I will answer!

Related Posts:

You Can Do More… your brain is lying to you…. Don’t Believe It!

Jeff Floyd – youcandomore1@yahoo.com

Learning How to Compete

With the 2014 season under our belts, everyone is now headed into, or already deep into their off-season programs.

One of the best things that we ever did as part of our off-season program was to incorporate weekly, team competitions in our workouts. This was not an original idea of mine, but we did add some unique elements to the concept.

The first thing we did each year was to divide our returning squad members (anyone who was planning on being part of our upcoming season) into 11 teams. We selected the teams by appointing 11 seniors as captains and holding a draft, with each captain selecting their squad. The draft was only open to these 11 seniors, so no one else knew the discussions about, or order in which squad members were picked.   This draft became a much-anticipated event, with the seniors putting a lot of thought into their selections.

After the teams were picked and posted, we revealed (sort of) the competitions for each week. I say “sort of” because we did not let them know exactly what they would be doing, the rules, or criteria for winning until that weeks contest. For instance, the name for one of our contest was “War Games”… which was a tug of war tournament between all of the teams… but up until that week there was all kinds of speculation as to what the competition might be!

 

tugWe incorporated many aspects of “team” and character into our weekly competitions… trying to get our players to compete in many areas that would make them a better student-athlete… they were not limited to just strength and conditioning. Here are some things we had the teams compete for:

  • Best attendance for the week (school)
  • Best attendance for the week (weight room)
  • Tug of war
  • Last Man Standing (holding a 25 lb plate at arms length)
  • Most Breaks (increasing their estimated 1RM) in a week
  • Best attendance at a girl’s basketball game
  • 2 Men Enter (try to pull the flag in the sock of the opponent in a 5 yd x 5 yd square)
  • Highest Average Pound for Pound Ratio
  • Highest Average Power Quotient
  • Most team members that finished the squad reading assignment (That First Season, by John Eisenberg)
  • Obstacle Course (included carrying a 45 pound plate, flipping tractor tire, driving sled, and sprinting)
  • Highest average GPA for that quarter

Each week the team would get points for their finishing rank (1st=1 point, 2nd=2 points, etc) and at the end of our winter/ spring strength and conditioning sessions, the team with the fewest points was crowned the winner. Each member of the winning team received one helmet reward decal prior to the first game of the following season.

The contests were always fun and spirited, and each week we saw new leaders emerge… and they were not always the “official” captains. Players would encourage, hold each other accountable, and be held accountable for these wide array of items.   It was always interesting, too, to see how the captains picked their respective teams each year… knowing the strengths that were needed to succeed in this competition.

This concept had positive effects on a number of levels. There is definitely a team building/ bonding aspect to it. Our athletes got used to holding teammates accountable, and being held accountable. It helped develop and expose leaders and teach leadership. These competitions also helped our student-athletes learn how to compete, and emphasized a number of character related qualities with them.

As an added bonus, our administration loved it because we were measuring and talking about things like attendance, academics, and reading with our athletes.

As I mentioned, this was not an original idea (like most good things that we did) but was one that we added to each year to help make our off-season program a little more competitive and fun.

Related Posts:

You Can Do More… your brain is lying to you…. Don’t Believe It!

Jeff Floyd – youcandomore1@yahoo.com

Spotlight Update – Alexis Hart

One of the very first athletes I ever put “in the spotlight” on this blog was Alexis Hart, a three sport athlete from Truman High School, in Independence, Missouri.

This was the post from her Freshman year, which included her workout card and some video.

In the Spotlight – Alexis Hart

And this was an update after she set the school records in the Triple Jump her sophomore season.  She ended up winning the State Long Jump that year.

Spotlight Update – Alexis Hart

Lexi is now a Junior and just completed her volleyball season.  Just today she was awarded the Evelyn Gates award given to the outstanding volleyball player in the Kansas City Metro area.

There is no more well deserving athlete.  She is an excellent role model for young women athletes everywhere.  I use Lexi as an example in my strength and conditioning classes as to how ALL athletes should train… both women and men.

IMG_5057

 

Congratulations Lexi… and thanks for again proving that Hard Work Pays Off!

You Can Do More… your brain is lying to you…. Don’t Believe It!

Jeff Floyd – youcandomore1@yahoo.com

Your Toolbox

My father was many things (US Marine, WWII vet of the Pacific Campaign) but a skilled carpenter, handyman, craftsmen he was NOT. Although he never scrimped on material, his attempts at various projects were usually laughable, amateurish, and cobbled together…. not masterpieces in any sense of the word.

My dad literally had one small toolbox that contained:

toolbox

  • 1 phillips head screwdriver, 1 flat head
  • 1 pair of pliers
  • 1 pair of vice grips (his “go-to” tool)
  • 1 regular (small) hammer, 1 ball peen hammer
  • 1 hand saw for wood, 1 hack saw for metal

And little else.

So while he often courageously attempted ambitious projects, with little or no instructions, and only a meager set of tools at his disposal, the results usually came up far short of his expectations.

When I told a lifelong friend (who knew my father and witnessed his “handiwork”) that I had just finished installing built in cabinets and closets in our bedroom, adding a sliding factory door, and laying hardwood floor in our loft, he looked at me and asked “since when did you become so handy?”

Here is the difference between my father and me… I am not smarter, nor do I use better materials. The main difference is that I have more tools in my toolbox, and availability to better instructions.

I have two large cases full of tools… sets of wrenches, power tools, tools for measuring, cutting, fastening, etc. I also have access to great instructions for any project I tackle via the Internet.

As coaches we all have similar “material” (our squad) but some of us have more tools at our disposal. A craftsman has to have the correct tools to create a masterpiece.

What tools do you have in your coaching “toolbox”?  Here are some that have helped me be a more efficient and effective coach:

All told, the links listed above have been downloaded over 10,000 times by coaches all over the world. I am not suggesting these are all or the best tools out there… but plenty of tools ARE out there… and fairly easy to find.

Create a masterpiece!

You Can Do More… your brain is lying to you…. Don’t Believe It!

Jeff Floyd – youcandomore1@yahoo.com