S1E16: Sports Performance- Know When to Dial Back w. Blake Strecker
Nebraska Extension Early Childhood Program Area-Emily Manning, Dr. Holly Hatton, Ingrid Lindal, Erin Kampbell, Linda Reddish, Katie Krause, and LaDonna Werth
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03/26/2024
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In this episode, Emily Manning interviews former college athlete and current strength and performance coach, Blake Strecker. He helps athletes of all ages achieve their fitness and performance goals and goes over information in this episode to keep children healthy and strong when competing in sports. Blake also talks about his involvement in sports at a young age and how it has impacted his life.
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"Wholesome" Kevin MacLeod (incompetech.com)
Licensed under Creative Commons: By Attribution 4.0 License
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- [00:00:00.125](upbeat music)
- [00:00:07.920]This is "The Good Life in Early Life,"
- [00:00:10.950]a production of Nebraska Extension.
- [00:00:13.170]I'm your host, Emily Manning,
- [00:00:14.670]who's experiencing a little bit of a cold,
- [00:00:16.920]so my voice sounds a little bit different
- [00:00:18.960]than it normally does,
- [00:00:20.070]but we're gonna have a great show anyway.
- [00:00:22.350]Our guest brings a wealth of experience
- [00:00:24.480]as a former college athlete
- [00:00:25.920]and expertise as a strength and conditioning coach.
- [00:00:28.860]During his time at Nebraska Wesleyan,
- [00:00:30.660]he excelled as both a track and football athlete,
- [00:00:33.780]and culminated his journey there
- [00:00:35.400]with a Bachelor's degree in Health and Fitness Studies.
- [00:00:38.130]He interned with the TCU sports teams as a strength
- [00:00:42.120]and conditioning intern, working with the football team
- [00:00:44.310]as well as other team sports at TCU,
- [00:00:46.620]and then also as an intern at Nebraska Wesleyan
- [00:00:48.990]and Morningside University.
- [00:00:50.730]Notably, he also served as a strength
- [00:00:52.740]and conditioning performance intern
- [00:00:54.780]with the Husker football team from 2017 to 2022.
- [00:00:58.590]Currently, he's a full-time performance coach with Future,
- [00:01:01.410]and a strength coach at Regatta,
- [00:01:02.910]a performance gym in Lincoln.
- [00:01:04.380]He works with athletes of all ages
- [00:01:06.450]to help them achieve their fitness and performance goals.
- [00:01:08.910]We are so excited to welcome Blake Strecker to the show.
- [00:01:11.760]Thanks so much for being here.
- [00:01:13.128]Pleasure to be here, Emily.
- [00:01:14.162](Emily laughs)
- [00:01:14.995]Thanks so much for being on the podcast.
- [00:01:16.500]And we're gonna start with our first question
- [00:01:18.060]that I ask all my guests,
- [00:01:19.380]and I think you have a good story for me.
- [00:01:21.480]You kind of filled me in ahead of time.
- [00:01:22.920]What is a funny story about you from your childhood?
- [00:01:25.860]Absolutely, so I think sports was not something
- [00:01:29.640]that I was super involved in as a kid.
- [00:01:32.250]What that means for me as I was growing up
- [00:01:34.710]was we were learning the sport,
- [00:01:36.330]kind of gathering competency in it,
- [00:01:38.730]while also being just super novice,
- [00:01:40.980]particularly in this case, I think back
- [00:01:43.050]to a memory from the first play I ever had
- [00:01:46.020]in high school football as a freshman in high school.
- [00:01:49.410]It was kind of, we were out in Pender, Nebraska.
- [00:01:51.990]We had taken the lead
- [00:01:53.010]and we were gonna close out the game with the win,
- [00:01:54.630]and they're like, "Hey," you know.
- [00:01:55.477]"Young guys, get ready. You're out there on kickoff."
- [00:01:58.080]Well, I, still to this point,
- [00:02:00.180]had not had any vision correction.
- [00:02:02.400]I didn't have contacts, I didn't play in glasses.
- [00:02:04.980]It hadn't really been a factor up to most of that point,
- [00:02:07.650]because I played a lot of close quarter football.
- [00:02:09.870]So what ended up happening was we got thrown in
- [00:02:12.420]on that kickoff, and I'm blind as a bat.
- [00:02:15.300]It's late into the night because the game's almost over,
- [00:02:18.090]but I'm also super amped up.
- [00:02:19.680]I'm like, "Oh, this is an opportunity
- [00:02:21.210]to really just show I can play this game.
- [00:02:23.190]I can make this work and keep climbing the ladder
- [00:02:25.170]as a valuable player on the team."
- [00:02:26.820]Run down on the field,
- [00:02:27.840]I kind of can see the blur of the football,
- [00:02:30.000]and just for what it's worth, like, you know,
- [00:02:31.740]I'm blind, beyond blind.
- [00:02:33.450]Yeah, I think we know that. Cannot see.
- [00:02:34.440]So the football is just this brown, blurry nothing to me,
- [00:02:37.710]and I kind of think I have it locked down on who caught it
- [00:02:40.380]and I zone in on the guy, scoop tackle him into the ground,
- [00:02:43.860]and I'm so pumped up.
- [00:02:45.080]I pop up and pump my fist. I'm like, "Oh yeah."
- [00:02:47.790]And then I look down field, I'm like,
- [00:02:48.967]"Well, everyone's still running downfield."
- [00:02:51.300]And I look back down at the kid I tackled,
- [00:02:53.040]and he doesn't have the football.
- [00:02:54.420]So I'm like, "Oh my gosh."
- [00:02:56.166](Emily laughs) I just ran down field
- [00:02:57.480]and just obliterated this kid who didn't have the ball,
- [00:03:00.600]probably illegally tackled him, essentially.
- [00:03:03.420]I even apologized to him. I'm like, "Oh man, I'm so sorry.
- [00:03:06.210]You don't even have the ball."
- [00:03:07.230]Playing football blind, I don't recommend it.
- [00:03:09.390]If you got kids who have vision problems,
- [00:03:11.070]get their eyes checked out.
- [00:03:12.329](Emily laughs)
- [00:03:13.357]I think there was one time when I was playing basketball
- [00:03:16.530]as a kid in like third grade, and I got the ball,
- [00:03:19.830]and I went to the wrong hoop.
- [00:03:21.690]Oh yeah. (Emily laughs)
- [00:03:22.809]I feel like that's like a classic one that kids do,
- [00:03:24.960]but I was like so excited.
- [00:03:26.370]I did like a layup and stuff, and it was like,
- [00:03:28.177]"Sorry, you just did that at the wrong hoop."
- [00:03:30.390]Tale as old as time. (Emily laughs)
- [00:03:31.680]Yeah. (laughs)
- [00:03:32.820]So that was kind of in your adolescence.
- [00:03:35.910]We focus on early childhood, birth to age eight.
- [00:03:39.600]Do you have a memory from that time period?
- [00:03:41.843]I think I would've been about in the ballpark
- [00:03:44.100]of seven to eight years old.
- [00:03:45.390]I can kind of take credit for more
- [00:03:46.980]or less derailing the remainder
- [00:03:48.660]of my brother's high school sports career.
- [00:03:50.940]We were in my dad's backyard playing a little soccer,
- [00:03:53.640]and just in a nice little tight cross up,
- [00:03:56.100]me trying to kick the ball away from where he was,
- [00:03:58.230]because he was gonna kick a little goal
- [00:03:59.790]in our imaginary made-up goals.
- [00:04:01.320]I kicked it out of his way,
- [00:04:02.850]and I guess by proxy of making him miss,
- [00:04:05.100]made him kick the ground, and he fractured his ankle.
- [00:04:08.280]Oh.
- [00:04:09.113]Pretty much out the rest of his senior season.
- [00:04:17.940]Derailed the end of his summer.
- [00:04:19.530]What a bummer.
- [00:04:20.490]Yeah. Oh shoot.
- [00:04:21.323]Bummer. Bummer for him.
- [00:04:22.470]Funny memory on my behalf
- [00:04:23.790]for sure. (Emily laughs)
- [00:04:24.623]Thanks for sharing that story with us.
- [00:04:25.980]So in your bio, I kind of was introducing you,
- [00:04:28.980]and talking about how you're a performance coach,
- [00:04:31.170]you're a strength coach.
- [00:04:32.190]Let's talk about the difference really quick
- [00:04:34.110]between a personal trainer and a strength coach.
- [00:04:37.170]Absolutely, so the differences,
- [00:04:39.540]you really look to the population of individual
- [00:04:42.000]that you work with.
- [00:04:42.833]Both have crossover goals or crossover components,
- [00:04:46.200]valuable things that you work on with one another.
- [00:04:48.180]In personal training,
- [00:04:49.380]it's a little more individualized in terms
- [00:04:52.470]of lifelong habits, things that you want to be able
- [00:04:55.470]to carry over for the remainder.
- [00:04:56.970]It's fit for life.
- [00:04:58.260]Can I help an individual lose a couple pounds kind
- [00:05:01.080]of a situation.
- [00:05:01.913]Can I help someone who's a little bit older,
- [00:05:03.990]gain a little bit of strength
- [00:05:05.370]so that they can support themselves,
- [00:05:06.960]or for just individuals who maybe are on the younger side,
- [00:05:09.780]and they don't necessarily partake in sports,
- [00:05:12.300]basically help people understand when they go to the gym,
- [00:05:14.970]how to navigate those things,
- [00:05:16.560]and find some niche things that they enjoy in training,
- [00:05:19.410]and not feel lost when they show up to the gym.
- [00:05:21.420]For an athlete, again, there's a lot of similar carryovers,
- [00:05:24.420]but there's a lot more specific peak
- [00:05:26.910]or performance point that you are aiming for.
- [00:05:28.830]There's a lot more variables that come into it.
- [00:05:30.990]A general population, individual,
- [00:05:32.760]so like a client you would do personal training for,
- [00:05:35.220]isn't going to be worried about
- [00:05:36.840]how well they can cut at a 45 degree angle,
- [00:05:40.110]and then sprint up, get a burst up of direction.
- [00:05:42.810]They're not doing a lot of race
- [00:05:44.550]and chase after things.
- [00:05:45.630]Maybe if they're an older individual,
- [00:05:47.100]their kids or a pet, if a pet would sneak out the house.
- [00:05:50.250]But with athletes, it's again the performance factor of,
- [00:05:53.640]can I have the strength necessary to sustain high impacts
- [00:05:57.807]and high forces throughout the sport through the remainder
- [00:06:00.930]of its season, right?
- [00:06:02.550]It's a matter of can I prepare you appropriately
- [00:06:05.790]for the demands of the sport,
- [00:06:07.650]so much so that you don't break down
- [00:06:09.630]and can keep your peak performance up essentially.
- [00:06:12.300]So it really, it just comes down to personal trainer,
- [00:06:15.000]individualized goals, things that'll last the entirety
- [00:06:18.600]of your life,
- [00:06:19.433]whereas with athletes it's shorter term.
- [00:06:21.900]It is, we are training for multiple variables to peak
- [00:06:25.050]for an in-season performance.
- [00:06:26.708]Mm, so kind of, you gotta know a lot more specifics
- [00:06:30.270]about like what that person should be able to do,
- [00:06:33.090]or what they're gonna be asked to do during the season,
- [00:06:35.910]and how to prepare their body for those challenges
- [00:06:38.970]and to keep them from getting injured,
- [00:06:40.740]and also to keep them performing at their peak.
- [00:06:43.311]Absolutely.
- [00:06:44.144]Yeah, yeah, very important.
- [00:06:45.630]And it's good to know the difference between that.
- [00:06:47.400]Let's talk about your involvement
- [00:06:49.200]with sports as a young child.
- [00:06:51.030]It sounds like maybe you got involved with sports later on.
- [00:06:54.080]We tried to organize sports as a kid,
- [00:06:56.400]and it just really wasn't for me at the time.
- [00:06:58.620]I know that my dad tried to put me in wrestling, I think,
- [00:07:01.440]in maybe first or second grade,
- [00:07:03.330]and I know he had to pull me out
- [00:07:04.950]because we watched a lot of TV pro wrestling, which is not
- [00:07:08.600]at all the same thing (Emily laughs)
- [00:07:09.660]as wrestling-wrestling, so I had to get pulled out,
- [00:07:12.330]because while kids are learning to grapple, and roll up,
- [00:07:14.700]and get pins, I was out there trying to perform suplexes
- [00:07:17.728](Emily laughs) and leg drops,
- [00:07:18.660]and sports became more fun
- [00:07:21.780]and more accessible to me when I felt the urge to want
- [00:07:24.720]to do it, which for me,
- [00:07:25.680]really wasn't till about seventh grade or so.
- [00:07:28.290]And even that was on a whim, an invitation, not a push.
- [00:07:32.100]I had one coach shout out, Bob McAvoy.
- [00:07:34.860]He had a junior high football meeting after school that day
- [00:07:38.010]and he just pulled me aside, and asked me, he is like,
- [00:07:39.967]"Would you be interested in playing football?"
- [00:07:42.030]He's like, "I understand
- [00:07:43.260]that you haven't really played any sports."
- [00:07:44.880]He told me, "I'll take care of you.
- [00:07:46.980]I will make sure that you don't get hurt,
- [00:07:49.170]you don't get scared away.
- [00:07:50.100]I will take time to make sure you learn."
- [00:07:52.050]So I was really taking up sports on an accelerated rate
- [00:07:55.860]because he did welcome me.
- [00:07:57.480]He made me feel like I wanted to do it.
- [00:07:59.610]So then I gave it a try.
- [00:08:01.110]Did you feel behind?
- [00:08:01.943]I feel like that I caught up very quickly.
- [00:08:04.740]I think the biggest difference in what I felt distanced in
- [00:08:08.610]versus what I did not was the tactical side of things.
- [00:08:11.820]Because I wouldn't say that
- [00:08:13.050]when I was in seventh grade or eighth grade,
- [00:08:14.561](Emily laughs)
- [00:08:15.394]that anybody was as good as, better,
- [00:08:17.550]or worse of a tackler in football than I was,
- [00:08:20.910]or were better of high jumping
- [00:08:22.800]or sprinting the 400 than I was.
- [00:08:24.480]We were all on pretty even ground,
- [00:08:25.980]because at that seventh to eighth grade range,
- [00:08:28.260]unless you are an outlier athlete,
- [00:08:30.000]you haven't broken away from the pack yet.
- [00:08:32.460]Everyone is more or less fairly novice,
- [00:08:35.700]mediocre, novice at the sport.
- [00:08:37.710]So tactically, I was learning from behind the curve,
- [00:08:40.770]but even then, because of the way that we got along
- [00:08:43.620]and meshed together as teammates,
- [00:08:45.120]I had teammates who were willing to educate me
- [00:08:47.760]to understand, this is why we do this.
- [00:08:49.860]This is how you do it.
- [00:08:50.820]And then because they help you out,
- [00:08:52.410]you start to recognize, you get more reps.
- [00:08:54.270]So you go into that feeling like you're behind the curve,
- [00:08:57.720]but you're learning at more or less the same rate
- [00:08:59.700]that they are, but it was a quick jump.
- [00:09:01.290]We went from seventh grade novice
- [00:09:02.940]not knowing anything to sophomore year of high school.
- [00:09:05.610]Now we're a captain of the football team.
- [00:09:07.380]We've made state track at least one year for high jump.
- [00:09:10.590]And that just continued to kind of cascade
- [00:09:12.990]and grow on itself as my relationship
- [00:09:15.690]with my teammates and my coaches grew.
- [00:09:17.460]One thing, I mean there was a lot that stood out
- [00:09:21.210]to me during what you just said,
- [00:09:23.580]but I think the very first thing that you said was like,
- [00:09:26.077]"Sports didn't work for me until I was ready,
- [00:09:29.310]until I was interested in it."
- [00:09:31.350]And then that's when it clicked for you.
- [00:09:33.960]100%.
- [00:09:34.950]I do think if you wanna talk conversations on specialization
- [00:09:39.480]or really locking in on a certain sport or situation,
- [00:09:42.360]I think it should fall down to when they are ready for it,
- [00:09:45.450]and when they, they being children,
- [00:09:47.520]when they express that they want to do that thing,
- [00:09:50.370]then you really start to open the flood gates
- [00:09:52.500]to maybe we can look at trying
- [00:09:54.060]to get this in a little more than just its specified season.
- [00:09:57.210]Maybe you can be in a club sport or travel sport,
- [00:10:00.030]but that's the key factor in that is if they want to,
- [00:10:02.790]because again, if it's a matter of,
- [00:10:04.477]"Well, my kid's behind the curve,
- [00:10:05.760]they need to be doing this now and in kindergarten,
- [00:10:07.980]first grade, second grade," again,
- [00:10:09.510]it just seems like the earlier you start them,
- [00:10:11.850]in the case of competitive sports, the earlier the rate
- [00:10:14.670]of burnout you might peak earlier than desirable,
- [00:10:17.610]unless you are one of those outlier athletes,
- [00:10:19.860]and it just doesn't, it doesn't carry over in this fun away.
- [00:10:22.530]The fun goes away because you've been doing it so organized
- [00:10:25.500]and so structured for so long,
- [00:10:27.360]whereas for me, that is where the love of sport really came
- [00:10:30.300]to be was, I didn't have anybody forcing me into it.
- [00:10:33.300]I didn't have any expectations.
- [00:10:35.220]That was I think the best part about being exposed
- [00:10:37.560]to sports in seventh grade was there was no expectation.
- [00:10:40.830]Bob, Coach McAvoy just said,
- [00:10:42.607]"Hey, come play the sport with me."
- [00:10:44.550]You can quit, but I think you could gain a lot
- [00:10:46.740]from doing it with me.
- [00:10:47.573]So just the environment was good.
- [00:10:49.470]I had the will to want to do it, and it just stuck.
- [00:10:52.590]I really started to grow an appreciation for it,
- [00:10:54.750]and it just clicked.
- [00:10:55.920]It made sense.
- [00:10:56.753]Yeah, and all that passion and motivation came from you,
- [00:11:00.090]and even though you started late-
- [00:11:01.740]Late.
- [00:11:02.573]In seventh grade, right, you were still able
- [00:11:04.320]to be a college athlete.
- [00:11:05.340]Correct. You know? Yeah.
- [00:11:06.518]Absolutely.
- [00:11:07.370]So you weren't behind, you were able to pick that up,
- [00:11:09.600]because you had that motivation to develop the skills,
- [00:11:12.030]to develop the tactical things that you needed
- [00:11:14.400]to become a college level athlete.
- [00:11:16.530]So how do you think sports participation impacted
- [00:11:19.290]your growth and development as a person?
- [00:11:21.780]I think first and foremost, confidence.
- [00:11:24.990]Prior to sports,
- [00:11:26.100]or prior to just being exposed to certain skills, being able
- [00:11:29.610]to do certain things, exploring the corners,
- [00:11:32.820]exploring what am I good at, what am I not good at?
- [00:11:35.220]I didn't really start to understand what I was capable of
- [00:11:38.670]until I, how high can I really jump?
- [00:11:41.160]You know, can I?
- [00:11:43.097]You start to kind of gain ground on individuals.
- [00:11:45.000]You win your first couple competitions here and there,
- [00:11:47.190]and you start to think, maybe I'm not so bad at this.
- [00:11:49.410]I think confidence, and that confidence carries over.
- [00:11:52.230]I think as I started to become more competent
- [00:11:54.720]and competitive in sport,
- [00:11:56.070]I became more confident in my non-sport activities,
- [00:11:59.640]things like drama through high school, right?
- [00:12:01.920]Speech one act, those different things. And even FFA, right,
- [00:12:05.520]being able to do certain competitions,
- [00:12:07.200]and it just bled over into other things in my life.
- [00:12:09.870]As I gained competence
- [00:12:11.370]and confidence in exposure to sports,
- [00:12:13.500]I felt more confident doing things in open space
- [00:12:16.410]with other individuals in front of other individuals.
- [00:12:19.290]What do you think helped develop that confidence
- [00:12:22.110]besides just like winning competitions?
- [00:12:24.030]What was it about sports that helped develop that in you?
- [00:12:26.850]Under the right tutelage or under the right supervision,
- [00:12:31.080]It was a safe place to fail,
- [00:12:33.420]to do trial and error, essentially, right?
- [00:12:35.700]Because it felt like a lot of other situations, you know,
- [00:12:39.060]school, maybe not always doesn't feel that way.
- [00:12:41.400]You get an F in something in third grade,
- [00:12:43.530]and it truly feels like the world is ending,
- [00:12:45.960]and you gotta crawl your way back up.
- [00:12:47.610]But in sports, with the right individual, a lot of times,
- [00:12:50.880]you could mess up on something,
- [00:12:52.347]and it becomes a situation of coach is gonna pull you aside.
- [00:12:55.260]He's gonna tell you real quick what you did right,
- [00:12:57.060]what you did wrong, what you can improve on,
- [00:12:58.950]and you get another rep right at it.
- [00:13:00.450]You get that exposure to repetition.
- [00:13:02.700]And the thing of it is too,
- [00:13:04.260]that I think gives you that confidence and comfort
- [00:13:06.450]is you're not the only one failing.
- [00:13:08.130]With your grades and things like that from the school side,
- [00:13:10.410]your grades are typically private to yourself.
- [00:13:12.090]If you have an F, not everyone's necessarily gonna know it,
- [00:13:14.730]but out in practice, if you mess up,
- [00:13:16.980]everyone's gonna know it.
- [00:13:18.060]But same is true of everyone else that you perform with.
- [00:13:20.910]You're going through that together.
- [00:13:22.538]So it sounds like it was like a really positive experience
- [00:13:24.960]for you with sports,
- [00:13:26.070]and maybe something that you encourage other parents
- [00:13:29.280]to explore with their children.
- [00:13:31.290]What advice would you have for parents
- [00:13:32.910]for supporting a young athlete's strength
- [00:13:35.790]or physical development?
- [00:13:36.960]Absolutely, and I think when you're talking that age,
- [00:13:39.780]you know, your kindergarten age upwards
- [00:13:42.000]of like a third or fourth grade age, very little of it
- [00:13:45.720]to me should be hyper-organized sports situations.
- [00:13:49.920]That's not to say or not to be confused with
- [00:13:51.900]that you shouldn't be on a team,
- [00:13:54.090]because you can argue a lot of value about socialization,
- [00:13:57.600]and again, what we just talked about,
- [00:13:59.340]the ability to see and to learn
- [00:14:01.020]from other people's mistakes and your own.
- [00:14:03.150]But that being said, I think where you run into trouble
- [00:14:06.000]is individuals might look at
- [00:14:07.650]these youth sports as, it's gotta be super straight.
- [00:14:10.380]This is what the pros do.
- [00:14:11.670]So the kids should just mimic what the pros do.
- [00:14:14.490]And the research would tell you not so much
- [00:14:17.130]if you look at the long-term athletic development
- [00:14:20.190]of a young individual, and that is the key term.
- [00:14:22.320]There is long-term athletic development
- [00:14:24.570]to start to fixate and get locked in on just,
- [00:14:27.810]we're gonna play this one sport all year round as young
- [00:14:30.840]as eight years old, seven years old.
- [00:14:32.490]It's just the wrong trend
- [00:14:33.720]or the wrong direction to be in, you know.
- [00:14:35.370]Six to 10 years old,
- [00:14:36.870]you're looking at mostly unorganized play.
- [00:14:39.327]And what does that mean?
- [00:14:40.380]That's like out on the playground with your friends.
- [00:14:42.360]You are making things up.
- [00:14:43.500]That might be as simple as kickball out on the playground,
- [00:14:46.410]or learning to move about the monkey bars.
- [00:14:48.990]It just should be less,
- [00:14:50.280]they should be able to go through fundamentals of sport
- [00:14:53.640]or athletic development, and just have fun with it.
- [00:14:55.830]There shouldn't be any pressure
- [00:14:57.360]to be massively competent at any given skill.
- [00:15:00.270]It's not to say they shouldn't develop those skills,
- [00:15:02.430]but it should be a pretty broad range.
- [00:15:04.410]Well, in that time, that unstructured time,
- [00:15:06.630]it's still beneficial,
- [00:15:08.190]because there's still learning about their bodies,
- [00:15:10.800]and how they move, how they move through space.
- [00:15:13.110]And it's just done in a way that's unstructured.
- [00:15:15.720]So it's still beneficial.
- [00:15:17.340]It's still helping them develop athletically and physically.
- [00:15:21.240]So it's not wasted time.
- [00:15:24.180]100%.
- [00:15:25.140]If you were to look at what can a kid do
- [00:15:27.870]in a more structured situation in that age range,
- [00:15:31.140]you pick things that maybe are lower impact
- [00:15:34.710]and have a younger peaking age.
- [00:15:36.690]Gymnastics are one that immediately come to mind
- [00:15:39.090]that cover a very broad spectrum of things you need
- [00:15:41.730]to be able to do to be an athlete,
- [00:15:43.470]learning things like core control, learning, you know, a lot
- [00:15:45.960]of different jumps and hops and crawls,
- [00:15:47.910]and things that give you a term we would refer to
- [00:15:50.700]as kinesthetic awareness,
- [00:15:52.050]how a kid understands to use their body in space period.
- [00:15:55.410]It's not to say that that has to be their perfect sport,
- [00:15:57.810]or they have to strive to be that thing
- [00:15:59.520]for their whole life, but gymnastics,
- [00:16:01.890]by my account or estimations, is the cleanest entryway,
- [00:16:05.700]where it's organized enough that they can get a feel
- [00:16:08.280]for coaching without the pressure
- [00:16:10.080]to perform at such a high level.
- [00:16:11.820]Mm. So you do work with young athletes, right?
- [00:16:14.290]I do. At Regatta.
- [00:16:16.050]Absolutely.
- [00:16:16.883]Yeah, what kind of like skills
- [00:16:18.630]or abilities do you work on with younger athletes?
- [00:16:23.250]So when you look at skills
- [00:16:24.630]and abilities with them, my biggest value
- [00:16:27.000]above all else is movement competency,
- [00:16:30.660]giving them the ability to just learn,
- [00:16:32.700]you know, in our world, again, in strength conditioning,
- [00:16:35.280]you refer back to what we just call movement patterns.
- [00:16:39.180]So how well can an individual squat? Can they lunge?
- [00:16:44.160]Can they push their body up off the ground,
- [00:16:45.990]or just like a push, an upper body push?
- [00:16:48.120]Can they pull through their upper body?
- [00:16:50.310]Not necessarily like a pull up, per se,
- [00:16:52.260]but regressed variations of those things.
- [00:16:55.140]Can they control their core and open space?
- [00:16:57.540]Can they control their core from the floor?
- [00:16:59.250]Just different core exercises.
- [00:17:00.780]I take these basic movement patterns
- [00:17:02.700]at their fundamental-most level.
- [00:17:04.770]so that isn't to say that, you know, if I,
- [00:17:06.943]a good example here, I said squat is a movement pattern,
- [00:17:10.290]but I'm not taking a 6-year-old
- [00:17:12.420]and slapping them underneath the barbell,
- [00:17:14.387](Emily laughs) and say, "Hey, you know what?"
- [00:17:15.600]We're gonna max it out today," or anything
- [00:17:17.280]like that. (Emily laughs)
- [00:17:18.113]The training loads are just the weights
- [00:17:19.710]or things that we use just
- [00:17:21.390]to add some external resistance should be low impact enough
- [00:17:25.140]that they feel like they're being challenged by something.
- [00:17:27.630]But it really shouldn't push anywhere near the boundaries
- [00:17:30.180]of a max effort attempt on anything.
- [00:17:33.120]Oftentimes, my younger kids,
- [00:17:34.980]I will note it's not all just movement patterns,
- [00:17:37.680]and again, we try not to be super heavily organized.
- [00:17:40.680]I try to do a little fun and plug and play.
- [00:17:42.720]I usually open up my training intros
- [00:17:44.790]before we get into the movement patterns
- [00:17:46.830]with some form of play.
- [00:17:48.600]I might take them through your rudimentary PE skills
- [00:17:51.450]to where, you know, we're gonna jog, skip, gallop, crawl,
- [00:17:54.450]introduce a broad or wide range of skills.
- [00:17:57.990]And then we'll do a lot of, I call it cat and mouse,
- [00:18:01.140]but I think some individuals might call it face and chase,
- [00:18:03.540]just a lot of situations where we're more
- [00:18:05.190]or less playing different variations of tag.
- [00:18:07.680]It's always escape or chase.
- [00:18:09.720]So it's a mix of that kind of play.
- [00:18:11.760]It's a mix of movement pattern development,
- [00:18:13.800]because that is the other conversation that you start
- [00:18:16.110]to talk about is kids are training,
- [00:18:17.940]like performance training at younger and younger ages,
- [00:18:21.000]and it's not always a surefire thing
- [00:18:23.280]of who they're gonna end up working with.
- [00:18:25.200]You might have kids that are lucky enough
- [00:18:27.060]to have junior higher high school coaches
- [00:18:28.860]as they get up into that age range
- [00:18:30.570]where they are certified strength
- [00:18:31.647]and conditioning specialists, and they are competent
- [00:18:34.470]and prepared to continue to develop those movement patterns,
- [00:18:37.680]and take good care of them in their joints.
- [00:18:39.690]Nebraska has come a long way as far
- [00:18:42.000]as having certified individuals oversee training plans.
- [00:18:45.450]So for me, my hopes and my goals,
- [00:18:47.307]the things I work on with kids are,
- [00:18:49.530]can I teach them to compete,
- [00:18:51.300]and use their bodies in space in a fun way?
- [00:18:53.520]And then can I teach them to organize
- [00:18:55.560]and be strong with the bare minimum,
- [00:18:57.960]so that when they do hit that age range
- [00:18:59.940]where they move on the next level,
- [00:19:01.440]they're being sent better off,
- [00:19:03.030]just more competent than other kids are,
- [00:19:04.937]'cause there are kids who, their first exposure
- [00:19:07.440]to training might be seventh or eighth grade or high school,
- [00:19:09.930]and they're just thrown right under a barbell right away
- [00:19:12.150]as their opening movement pattern,
- [00:19:13.770]and they never hardly squatted with their body weight.
- [00:19:16.620]I wanted to talk about injuries,
- [00:19:18.300]and mostly injury prevention,
- [00:19:20.430]because I don't want young kiddos
- [00:19:22.110]to experience injuries in sports,
- [00:19:23.880]and even when they're older.
- [00:19:25.470]So how can we help young athletes prevent injuries?
- [00:19:29.280]That's a solid question.
- [00:19:30.540]And I used to refer to what you asked of me
- [00:19:33.180]as injury prevention,
- [00:19:34.860]and I've kind of had a shift in perspective,
- [00:19:38.250]or how I want to address that term.
- [00:19:40.020]So I don't, even with parents,
- [00:19:41.730]with individuals that I work with,
- [00:19:43.140]I don't even refer to it as injury prevention anymore,
- [00:19:45.900]because let's just look at the facts for a second.
- [00:19:48.330]Are injuries truly preventable, right?
- [00:19:51.180]I think a big conversation
- [00:19:53.400]that you see people talking about right now relevant
- [00:19:56.640]to the end of the NFL season is Achilles injury,
- [00:19:59.940]Achilles tendon injuries, a conversation of,
- [00:20:02.287]"Oh, well, they play on turf,
- [00:20:03.930]and turf's not a natural surface, so that leads to injury.
- [00:20:06.480]If you just gave them grass fields,
- [00:20:08.220]they wouldn't injure their Achilles as much,"
- [00:20:09.930]but that's not inherently true.
- [00:20:11.220]There is no definitive data that says A is going
- [00:20:14.100]to be a better option to B.
- [00:20:15.450]There are circumstances
- [00:20:16.500]and situations that might be better than others.
- [00:20:18.960]So I just refer to it anymore as injury reduction.
- [00:20:22.200]What can we do or give the kids
- [00:20:23.880]to reduce the rate at which they sustain injuries?
- [00:20:27.780]It's a multifactorial thing,
- [00:20:29.490]it's a multifactorial situation.
- [00:20:31.350]The most direct, if you wanna look at what I do
- [00:20:34.050]with individuals, or what parents can do to prep their kids
- [00:20:37.080]for sport is just having appropriate levels of preparation.
- [00:20:41.010]I think there is a lot of apprehension to strength training,
- [00:20:44.460]and I can understand that.
- [00:20:45.630]Strength training, if you only ever think of it
- [00:20:47.910]as what you see through social media clips
- [00:20:49.920]where it's barbells and heavy weights clanging and banging
- [00:20:52.500]and all those things, yeah,
- [00:20:53.460]you would be apprehensive of that,
- [00:20:54.930]and you wouldn't ask a kid, a young child to do that.
- [00:20:58.650]However, it's worth noting they should still be able
- [00:21:01.320]to develop some prerequisite strength
- [00:21:03.120]within those movement patterns that we talked about.
- [00:21:05.430]You have to prepare them adequately.
- [00:21:07.260]I think a lot of people look at strength training
- [00:21:09.720]or resistance training, these types of sessions as,
- [00:21:12.150]oh, what's the old thing that people love
- [00:21:14.700]to refer back to, they worry about growth plates, right?
- [00:21:17.100]They worry about-
- [00:21:17.933]Oh, yeah.
- [00:21:18.766]Weight training, yeah.
- [00:21:19.740]Reduce your height, and yeah.
- [00:21:22.110]Yeah, I think a big thing they refer to,
- [00:21:24.090]individuals refer to would be like,
- [00:21:26.257]"Oh, well, it stunts their growth,
- [00:21:27.540]and it wrecks their growth plates."
- [00:21:28.830]But just for what it's worth,
- [00:21:30.330]if you, again, look deep into the research,
- [00:21:32.460]you experience higher forces
- [00:21:34.740]and higher impacts tremendously so
- [00:21:37.320]in actual competitive sport than you do
- [00:21:40.110]in a resistance training-based setting.
- [00:21:42.000]Resistance training, it's a controlled environment,
- [00:21:44.190]the movements typically aren't going to be as dynamic,
- [00:21:47.160]and they're meant to develop strength.
- [00:21:49.170]Again, if you're progressing it appropriately,
- [00:21:51.210]they are meant to develop strength about the muscles
- [00:21:53.550]and tendons in a way that is growth-friendly.
- [00:21:56.040]You're probably more likely to damage
- [00:21:58.170]or fracture a growth plate playing competitive sport
- [00:22:02.040]at a high rate, a high frequency,
- [00:22:04.380]a high intensity all year round.
- [00:22:06.600]You're more likely to fall victim
- [00:22:09.090]to an injury in the actual sport itself than you ever would
- [00:22:12.360]in a resistance training plan.
- [00:22:13.710]So that would be my first point
- [00:22:15.540]or my first piece of advice is get your kids
- [00:22:17.790]with a professional, and I do mean a professional,
- [00:22:19.980]because again, there's a difference
- [00:22:21.510]between certified strength conditioning coaches
- [00:22:24.330]or certified performance specialists.
- [00:22:26.400]There's a difference between those individuals
- [00:22:28.350]and somebody's dad who works out at the YMCA.
- [00:22:31.560]It's just not the same thing.
- [00:22:32.850]The understanding and education levels on progressions
- [00:22:35.790]and regressions relative
- [00:22:37.200]to the individual are just not the same.
- [00:22:39.030]So getting your kids with someone who's intelligent,
- [00:22:41.400]with someone who has a deep education
- [00:22:43.860]and deep experience on this is gonna cover a lot of ground.
- [00:22:47.160]And my second point on this injury reduction
- [00:22:49.320]or injury prevention topic would just be, know your kids.
- [00:22:52.890]Understand your children. Know when to pull back.
- [00:22:55.470]Because I think another trend
- [00:22:56.940]that you see picking up is more
- [00:22:58.380]and more children at younger ages are on these club teams
- [00:23:02.250]and travel teams at younger and younger ages,
- [00:23:04.560]and you're starting to see a steady increase in hike
- [00:23:08.250]and climb and things like sport burnout.
- [00:23:10.380]You're seeing a steady climb
- [00:23:11.430]and increase in injury rates from being
- [00:23:14.280]in more and more organized year-round,
- [00:23:17.130]or near year-round travel sports,
- [00:23:19.110]where it's just the one sport year round.
- [00:23:20.970]Know when to dial back.
- [00:23:22.860]I think typically with these youth-based ages,
- [00:23:25.650]a good rule would be, if you are going
- [00:23:27.480]to put them in organized sports eight months
- [00:23:30.090]or so out of the year,
- [00:23:31.710]about the same as what a school season
- [00:23:33.540]would be, is acceptable.
- [00:23:35.100]I would even further so recommend that it be in a variety
- [00:23:38.340]of sports over the course of those eight months,
- [00:23:40.500]and then pulling back, giving them four months,
- [00:23:42.450]which, again, would just about cover the entirety
- [00:23:45.360]of like a summertime,
- [00:23:46.380]or cover some of the times that we have breaks from school,
- [00:23:48.630]giving them time to just be kids again,
- [00:23:50.520]get back to that unorganized, less structured play
- [00:23:53.640]where it's just,
- [00:23:54.473]there is no pressure to have to perform to a certain level.
- [00:23:57.510]The beauty of pulling back
- [00:23:58.800]and letting them just do things like backyard games
- [00:24:01.110]with their friends is if you bang up a knee a little bit,
- [00:24:03.360]just playing a pickup game of basketball in the backyard
- [00:24:06.810]or football in the backyard, there's no pressure just,
- [00:24:08.917]"Oh, well, I don't wanna leave and lose my spot,
- [00:24:11.640]'cause little Billy's gonna surpass me,
- [00:24:13.440]and take my spot while I'm injured.
- [00:24:15.000]I gotta get back out there.
- [00:24:15.930]In the backyard, bang up a knee on the turf, in the grass,
- [00:24:19.020]whatever, and just go home.
- [00:24:20.659](Emily laughs) Go home, call it a day,
- [00:24:21.810]and rest up for a little bit.
- [00:24:22.860]Obviously if it's more serious you look deeper into it,
- [00:24:25.170]but giving kids a chance to rest up
- [00:24:26.880]and just be kids is another big part.
- [00:24:29.040]Give them at least three to four months out of the year
- [00:24:31.860]to not be in such hyper-competitive,
- [00:24:34.350]hyper-organized situations.
- [00:24:36.210]As you were talking, I was kind of wondering to myself,
- [00:24:38.550]so how can people get access to sources
- [00:24:43.080]for like strength conditioning and strength coaches?
- [00:24:47.594]How do they find it? How do they know what to look for?
- [00:24:50.580]You look for people who are CSCS certified, right,
- [00:24:53.460]your certified strength conditioning specialist
- [00:24:55.440]or very similar certifications like that,
- [00:24:58.320]because those are individuals
- [00:24:59.640]who are college educated on the situation and subject.
- [00:25:02.820]They have been able to develop a wealth
- [00:25:04.800]of knowledge and understanding.
- [00:25:06.570]That's a route you wanna go.
- [00:25:07.770]Yeah, some good ideas for parents
- [00:25:09.420]on how they could get some
- [00:25:10.350]of that knowledge and information.
- [00:25:11.670]I think my final question for you is,
- [00:25:14.070]so I am a big fan of Olympic athletes,
- [00:25:16.980]particularly female Olympic athletes,
- [00:25:19.260]because I'm a female, so that's who I relate to more.
- [00:25:22.350]And several of them I know started training
- [00:25:25.440]from a very young age,
- [00:25:27.750]like Michelle Kwan was like probably four or six,
- [00:25:31.470]and Simone Biles was pretty young.
- [00:25:34.020]Yeah, several of these athletes started training from
- [00:25:37.050]and specializing in their sport from a very young age.
- [00:25:39.870]Would you share the advantages and disadvantages
- [00:25:42.960]of focusing primarily on one sport from a young age?
- [00:25:46.920]Those are all really solid examples,
- [00:25:47.957]and I think one that even comes to mind
- [00:25:50.400]to me from like the men's sports world and-
- [00:25:53.790]Let's keep it equal for all the men, so they can apply-
- [00:25:55.717]No doubt, no doubt.
- [00:25:57.090]And I think one, honestly too,
- [00:25:58.560]that a lot of people in our generation
- [00:26:00.420]and the next few generations
- [00:26:01.710]above us would recognize would be like Tiger Woods,
- [00:26:04.320]I think, for the longest time.
- [00:26:05.610]Yeah, and Michael Phelps.
- [00:26:06.443]Michael Phelps, correct.
- [00:26:07.290]For the longest time, those individuals were kind
- [00:26:09.420]of the poster boys, poster individuals, for,
- [00:26:12.277]"Well, they did it from a young age,
- [00:26:13.830]and they did X, Y, and Z,
- [00:26:15.150]and look how far they went."
- [00:26:16.320]But there's a couple factors to consider in that,
- [00:26:18.900]and probably the most glaringly
- [00:26:20.670]of them all is they are outliers of individuals.
- [00:26:24.600]You're very rare to have that one freak outlier athlete
- [00:26:28.470]that can just make it that far.
- [00:26:30.210]And those individuals, I look at them as they are outliers,
- [00:26:33.510]and that they were born to do what they do.
- [00:26:36.420]Now, another thing that you look at is the nature
- [00:26:38.730]of the sport itself,
- [00:26:39.930]because you could make an argument for the likes of golf,
- [00:26:43.140]of gymnastics, of tennis, of swimming.
- [00:26:45.870]You could make an argument for early sports specialization
- [00:26:49.170]or early introduction to those sports,
- [00:26:51.630]but by comparison, think about the impacts
- [00:26:55.050]that you are exposed to in sports like that versus someone
- [00:26:58.320]who has desires and hopes
- [00:27:00.060]and dreams for their child
- [00:27:01.410]to maybe be a volleyball all-star,
- [00:27:03.510]or to be, you know, to make it to the NFL.
- [00:27:05.670]The impacts and demands of the sports are just different.
- [00:27:09.450]There is more wear and tear.
- [00:27:11.580]There's more high impacts in sports like football
- [00:27:14.310]and like volleyball even to an extent,
- [00:27:16.680]whereas swimming, golf, gymnastics,
- [00:27:19.170]it's not that there might not necessarily be high impact
- [00:27:21.930]in gymnastics, but it's just a very controlled,
- [00:27:24.270]it's usually a handful of one-off efforts
- [00:27:26.580]or a quick routine, and you're in and done with.
- [00:27:28.980]The impact is just lesser in those sports.
- [00:27:31.260]So those sports might be better odds for specialization,
- [00:27:34.350]and you could make an argument for those things.
- [00:27:36.450]But ultimately I would probably tell you
- [00:27:38.730]that it is disadvantageous to try
- [00:27:40.950]to specialize at such a young age, right out of the gates,
- [00:27:44.040]because how we learn bio motor abilities,
- [00:27:47.190]how we learn to use our body in space is not the same thing
- [00:27:50.430]as picking up a skill like chess,
- [00:27:52.410]or picking up a skill like checkers.
- [00:27:53.910]You know, that 10,000 hour rule that people
- [00:27:56.100]love to refer to? Yeah, mm-hmm.
- [00:27:57.240]It is not the same,
- [00:27:58.440]because in instances like that with chess or checkers,
- [00:28:01.830]do your joints take the brunt of the impact?
- [00:28:04.410]Is your elbow getting jammed up against an individual
- [00:28:07.500]as you strike against their shoulder pads,
- [00:28:09.570]if you're playing a game of chess?
- [00:28:11.250]Now, I think a really good carryover actually would be,
- [00:28:14.040]if you look at learning an instrument, learning music,
- [00:28:16.380]that's a great example of something
- [00:28:17.940]that fits that 10,000 hours rule where yeah,
- [00:28:20.130]you can practice that to a high extent,
- [00:28:21.990]because it's got a very low risk-to-reward ratio.
- [00:28:25.470]You have a high reward
- [00:28:26.490]because, hey, you mess up a note, you're not on the shelf
- [00:28:29.160]for four to six months while your knee recovers.
- [00:28:31.500]You mess up a note on a flute.
- [00:28:32.947]"Hey, man, let me replay it.
- [00:28:34.830]Let me start from scratch, or I'll try again tomorrow."
- [00:28:36.900]Something like football, basketball, soccer, softball,
- [00:28:39.810]volleyball, all those different sports, not so much so.
- [00:28:42.420]If you bang up on those joints,
- [00:28:44.250]and we had that conversation about growth plate
- [00:28:46.320]and growth-based injuries,
- [00:28:47.730]if you bang up on those from too young
- [00:28:49.710]of an age too competitively,
- [00:28:51.630]you're going to run into burnout.
- [00:28:53.220]You're not going to see those children make it
- [00:28:56.010]to the next level or to a high professional level.
- [00:28:58.440]And just, unless it's very low impact,
- [00:29:01.110]I don't think there's value in early sports specialization.
- [00:29:04.440]Okay, yeah, that's pretty crystal clear.
- [00:29:06.450]And so kind of just like those people
- [00:29:08.700]were very much outliers,
- [00:29:10.500]and the sports that we threw out were kind of low impact,
- [00:29:14.520]and so there weren't as many taxes on their body
- [00:29:17.427]and their joints, like you were saying with some
- [00:29:19.530]of the other more high impact, high intensity sports.
- [00:29:22.620]Not saying that like the ones
- [00:29:23.880]that we mentioned aren't high intensity, but-
- [00:29:25.980]Absolutely, I think if you were
- [00:29:27.900]to ask me perhaps when is specialization?
- [00:29:32.610]When do we as parents start to consider specialization
- [00:29:35.310]for our child if that is something that we want?
- [00:29:37.440]I think you look at once they've developed competency
- [00:29:40.560]in fundamentals of sport,
- [00:29:42.060]and once they have learned the nature
- [00:29:44.190]and rules of the sport,
- [00:29:45.240]so once you start to get into about that 12
- [00:29:46.580]to 16 age range is when I would say then you can start
- [00:29:50.820]to look at specialization.
- [00:29:52.620]They've developed a broad,
- [00:29:54.420]assuming they've played multiple sports
- [00:29:56.460]in their respective seasons in that about five to 10
- [00:29:59.760]or five to 12 age range, they've developed a broad spectrum
- [00:30:03.180]of skills and understandings of how
- [00:30:04.980]to use their bodies in different situations.
- [00:30:06.990]Now you're looking at a little bit more mature athlete.
- [00:30:09.270]Now you're looking at the onset of puberty.
- [00:30:11.340]Now that 12 to 16 age range, you can start
- [00:30:14.280]to look at situations where they can specialize.
- [00:30:17.640]Just wait on the specialization.
- [00:30:19.770]Just wait. (Emily laughs)
- [00:30:20.603]Just let 'em be kids, let them have a little bit of fun.
- [00:30:23.850]I think we're coming to the end of our time now,
- [00:30:25.680]and was there anything else that you wanted to share
- [00:30:28.110]with us today that you haven't had a chance to?
- [00:30:30.563]I think just to kind of wrap it up,
- [00:30:32.400]I want individuals listening to this
- [00:30:34.350]to understand we are not saying,
- [00:30:36.090]we, as performance specialists are not saying keep your kids
- [00:30:39.090]from being active.
- [00:30:40.110]It's not to say that eight months out of the year,
- [00:30:42.360]they should be active,
- [00:30:43.200]and then you pull them four months out of the year
- [00:30:44.850]to just do nothing.
- [00:30:46.110]But just know that there is a give and take to these things.
- [00:30:49.710]Your children are not, it doesn't follow this chain of like,
- [00:30:53.407]"Oh, well, my child, they play elementary ball.
- [00:30:56.370]It's just a mini version of high school ball,"
- [00:30:58.770]and a high schooler is not a mini version
- [00:31:00.540]of a collegiate athlete.
- [00:31:01.560]The demands and intensity rates
- [00:31:03.600]and those things of each sport,
- [00:31:05.130]the competency levels are just different.
- [00:31:07.500]So expose them to multiple sports, let them do the things.
- [00:31:10.920]But as a parent, as someone overseeing their development,
- [00:31:14.160]know when to pull back.
- [00:31:15.390]Know when to pull back on the reins a little bit,
- [00:31:18.030]and let them just be a little more of a kid
- [00:31:19.797]and a little bit less of a mini pro athlete,
- [00:31:22.830]'cause they're just not that.
- [00:31:23.970]Mm-hmm, and I think just knowing you
- [00:31:26.190]and knowing the conversations that we've had before,
- [00:31:28.920]and you were saying about like those four months out
- [00:31:31.290]of the year where they're like,
- [00:31:32.130]have a break or whatever,
- [00:31:33.180]you're not saying like sit on the couch, put your feet up,
- [00:31:36.090]watch movies. (Blake laughs)
- [00:31:36.930]Like no, like they still need to be active.
- [00:31:38.940]They still need to be running around, but just kind
- [00:31:41.100]of more in an unorganized way that is less intense,
- [00:31:44.430]that doesn't have those performance expectations for kids.
- [00:31:48.450]Absolutely, use those times to get your kid, again,
- [00:31:51.120]just doing something different.
- [00:31:52.230]Get them on a bike, get them running around town
- [00:31:54.450]with their friends, have them take a rubber kickball out
- [00:31:57.450]to a park somewhere and let them figure out
- [00:31:59.280]what they can do with it.
- [00:32:00.510]Let them just explore a little bit, explore those corners,
- [00:32:03.750]and learn to be, learn to exist
- [00:32:05.520]without it always having the pressure demands
- [00:32:07.800]of competitive sport.
- [00:32:08.880]Have fun.
- [00:32:09.713]Thank you so much for your time today
- [00:32:11.430]and your expertise, Blake.
- [00:32:12.660]It was always a pleasure talking with you,
- [00:32:14.700]so thank you so much
- [00:32:16.140]for being here on "The Good Life in Early Life."
- [00:32:18.360]Thank you for having me.
- [00:32:19.193]Yeah.
- [00:32:20.026]If you had to build a rocket, what would you do?
- [00:32:21.941](children shouting)
- [00:32:23.090]I would make it out of wood chips.
- [00:32:25.131]Mm, how? Tell me more.
- [00:32:27.844]You put it like this and then it'll get more boosters,
- [00:32:31.290]and then that's how we'll make a rocket and a rocket ship.
- [00:32:34.672](cheerful music)
- [00:32:35.850]This has been another episode
- [00:32:37.650]of "The Good Life in Early Life,"
- [00:32:39.720]a Nebraska Extension Early Childhood Production
- [00:32:42.150]with your host, Emily Manning.
- [00:32:43.830]For more information on early childhood,
- [00:32:45.750]check out our website at child.unl.edu.
- [00:32:49.080]If you liked the show, subscribe,
- [00:32:50.550]and tell your friends to listen.
- [00:32:51.960]The show production team is Emily Manning, Dr. Holly Hatton,
- [00:32:55.590]Erin Kampbell, Ingrid Lindal, Linda Reddish,
- [00:32:58.590]Kim Wellsand, LaDonna Werth, and Katie Krause.
- [00:33:01.440]See you next time and thanks for listening.
- [00:33:03.780]Bye-bye.
- [00:33:04.677](upbeat music)
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