Swimming efficiently in a race setting must begin with conscious, intentional practice organized around learning Balance and Streamline skills that don’t come naturally.
Archive for the ‘triathlon’ Category
by Terry Laughlin
Posted on April 30th, 2011
by Terry Laughlin
Posted on April 26th, 2011
Stroke Length is the # influence on how fast you swim. Here’s a guide for how many strokes YOU should take.
by Terry Laughlin
Posted on April 24th, 2011
Training for Bigger Lungs or Muscles cannot solve the three Speed Problems that are as inevitable as death or taxes – Energy Waste, Resistance, and Age. Only Neural training can solve them.
by Terry Laughlin
Posted on April 22nd, 2011
Nearly every choice you make about planning practices and sets should be driven primarily by whether your repeats strengthen your ability to stay efficient at a range of distances, tempos or paces.
by Terry Laughlin
Posted on April 21st, 2011
How did Jason Lezak pass Alain Barnard in the Olympic 4 x 100 Relay — and what’s the lesson in that for the rest of us?
by Terry Laughlin
Posted on April 19th, 2011
Running faster – and staying efficient – comes naturally. Wasting energy when we try to swim faster comes equally naturally.
by Terry Laughlin
Posted on April 17th, 2011
There is no payoff – and potentially enormous cost – from swimming hard in a triathlon. Therefore every thought and action should be directed at making ease and efficiency an unbreakable habit.
by Terry Laughlin
Posted on April 14th, 2011
When we want to swim faster, we find it almost impossible to think clearly about how. And our instincts lead us to act in ways that make us tired, rather than faster. That’s why it’s essential to have a System for swimming faster.
by Terry Laughlin
Posted on April 4th, 2011
New adult swimmers – many of them triathletes – reveal to us that: (1) When it comes to swimming, humans are natural-born strugglers; and (2) Converting Struggles into Skills takes Mindful Practice of “fishlike” techniques.
by Terry Laughlin
Posted on March 23rd, 2011
Another example of how to design practices based on Problem-Solving and Task-Mastery, rather than how-far, how-hard.