SWIMMING GOLD

Wayne Goldsmith

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Straight talk on swimming coaching from Wayne Goldsmith — 30+ years working with Olympic programs and national federations worldwide. Cutting through the noise on technique, training, race skills and building swimmers who love the sport. swimminggold.substack.com

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Keep It Simple In Swimming!

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
21. Mai

The Car Ride Home!

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
18. Mai

The Power of Coaching Through Questioning!

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
13. Mai

Whoever Wins the Start Wins the Race

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
13. Apr.

The 5 Hs: Biomechanics Made Simple

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 the 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
9. Apr.

The PACE Model: Training Zones Made Simple

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, PACES 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
7. Apr.

Skills IN the Set, Not Before It

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
1. Apr.

Split Your Main Set

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

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Straight talk on swimming coaching from Wayne Goldsmith — 30+ years working with Olympic programs and national federations worldwide. Cutting through the noise on technique, training, race skills and building swimmers who love the sport. swimminggold.substack.com

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