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Speaker 1: Food does not only impact your weight. That is an old,

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Speaker 1: antiquated thought process. Just put that to the side and

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Speaker 1: go okay. Even though food does contribute to how I look,

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Speaker 1: it more importantly contributes to how I feel and behave

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Speaker 1: and perform and when were talking about sports, so food

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Speaker 1: is so much more than just how we look.

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Speaker 2: This is the Reform Sports Project, a podcast about restoring

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Speaker 2: healthy balance and perspective in all areas of sports through

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Speaker 2: education and advocacy. Hi, this is Nick Bonicor from the

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Speaker 2: Reform Sports Podcast. Today, I'm speaking with Anita nol Richison,

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Speaker 2: certified nutrition specialist, former competitive swimmer, Olympic gold medalist, and

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Speaker 2: former world record holder. At just sixteen years old, Anita

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Speaker 2: won gold, silver, and bronze at the nineteen ninety two

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Speaker 2: Summer Olympics in Barcelona. Shortly thereafter, she was diagnosed with

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Speaker 2: chronic fatigue syndrome, which inspired her to pursue a career

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Speaker 2: in nutrition, wellness and human performance after leaving the pool.

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Speaker 2: The founder of five D Athlete Institute and former team

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Speaker 2: nutrition and wellness coach for the Jacksonville Jaguars, Anita and

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Speaker 2: I discuss her passion to how parents, coaches, and athletes

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Speaker 2: make more informed decisions surrounding nutrition, developing a burning desire

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Speaker 2: for excellence at a very young age, and why we

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Speaker 2: should empower kids to connect with their intuition and explore

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Speaker 2: what feels right for them when it comes to food.

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Speaker 2: Anita no Richison, I am very honored to have you on.

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Speaker 2: It's been a couple of years since the last time

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Speaker 2: we chatted, but anytime I get the chance to chat

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Speaker 2: with a gold medalist, a former world record holder and

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Speaker 2: just an absolute phenom athlete. And of course you have

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Speaker 2: amazing family and your sports nutrition guru, and I can't

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Speaker 2: wait to hear more about it. But so pumped to

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Speaker 2: have you back on again.

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Speaker 1: Thanks so much for having me. I'm excited to have

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Speaker 1: a great conversation.

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Speaker 2: Yeah, I mean I really want to start off with this.

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Speaker 2: I'd love for the audience to kind of get to know.

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Speaker 2: I mean, you were I want to say, I want

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Speaker 2: to put words in the mouth out of there, which

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Speaker 2: you're almost like a child phenom right, I mean, very

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Speaker 2: very successful in the swimming pool a very young age.

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Speaker 2: What was it like growing up like was it like

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Speaker 2: a big burden? How did you how did you get

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Speaker 2: in the pool and how did you become so amazing

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Speaker 2: at such a young age.

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Speaker 1: That's a great question. It was not a burden at all.

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Speaker 1: I was like a freight train that couldn't be stopped.

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Speaker 1: That's how my mom explained it. So in other words,

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Speaker 1: I just don't think there was anything that could have

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Speaker 1: taken me off of my path. I was just so

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Speaker 1: into it, and I guess one could even use the

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Speaker 1: word obsessed with it. I just come from a working

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Speaker 1: class family and they worked all day, and so what

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Speaker 1: do you do with the kids. You know, they go

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Speaker 1: to the pool all summer when they're at work. So

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Speaker 1: that was what I did all summer, and I loved

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Speaker 1: every second of it. You know, my sisters they were

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Speaker 1: a little bit older than me, and they'd sleep in

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Speaker 1: and miss swim practice and I'm like waking them up.

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Speaker 1: I wasn't supposed to walk to the pool without them,

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Speaker 1: and I can't tell you how many times I left

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Speaker 1: them behind because I said I'm going, And it was

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Speaker 1: just like I just loved it. I loved it from

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Speaker 1: the time I was a little kid. It was it

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Speaker 1: was definitely my destiny if you believe in that kind

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Speaker 1: of stuff. I just don't think anything could have stopped

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Speaker 1: me from from swimming and swimming with everything I had

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Speaker 1: in me?

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Speaker 2: Was there this intrinsic motivation of competition? Because I mean

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Speaker 2: kids loved this. White kids liked the frolic in the

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Speaker 2: pool and you know, wrestle with their friends in the pool.

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Speaker 2: But like, did you have like a burning desire to

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Speaker 2: compete at a very young age? That was just like

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Speaker 2: something that stood out?

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Speaker 1: Yeah, for sure, I had a burning desire to win

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Speaker 1: and to just I guess you could call it for excellence.

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Speaker 1: I just was always wanting to be better and get

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Speaker 1: better than I was the day before. And I don't

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Speaker 1: mean against anyone else. I really didn't see it that

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Speaker 1: way where it was like me against other people. It

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Speaker 1: was just me against what could I do here? How

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Speaker 1: can I be better today than I was yesterday? And

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Speaker 1: that's what drove me. So Yes, it was very intrinsic.

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Speaker 2: So do you like, did your parents how did they

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Speaker 2: harness that right? Did they just like let you go?

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Speaker 2: Did they say, oh, how do we how do we

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Speaker 2: tame this bowl? For lack of a better afraid? Like,

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Speaker 2: how did they how did they manage your enthusiasm and

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Speaker 2: your passionate such young gave?

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Speaker 1: Well? They I don't think they ever harnessed it or

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Speaker 1: did anything with it other than take me to practice.

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Speaker 1: I couldn't drive yet. In fact, I made the Olympic

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Speaker 1: team before I could even drive. So their job like,

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Speaker 1: they fed me, they got me to practice, they paid

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Speaker 1: for the team dues, and that's kind of where it ended.

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Speaker 1: My parents weren't big athletes or anything themselves. They didn't

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Speaker 1: have a huge athletic family that I came from. We

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Speaker 1: all kind of did sports here and there, but it

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Speaker 1: wasn't like would it have some big legacy we were

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Speaker 1: upholding or anything in terms of sports. And they were

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Speaker 1: just really supportive. That's the best thing I can say

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Speaker 1: about them was they just supported this big dream that

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Speaker 1: I was on. And I always felt that they were just, Okay, well,

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Speaker 1: what's the next step, what are we goind to do?

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Speaker 1: Where's the next one? Meet? And my golly, you know,

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Speaker 1: they were up at the crack of dawn. You know

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Speaker 1: how swimmers are. We were training before and after school,

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Speaker 1: so they were up and taking me and just my

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Speaker 1: one support staff the whole way.

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Speaker 2: It's interesting because you know your husband strength and condition

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Speaker 2: to coach very well known in the NFL for many years.

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Speaker 2: Am I correct, right saying that that's right.

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Speaker 1: Yeah.

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Speaker 2: So I mean here you are, you know, an Olympic

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Speaker 2: gold medalist and a prodigy at a young age, and

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Speaker 2: your husband is working in professional sports and at the

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Speaker 2: top of his game. And then you have you have kids, right,

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Speaker 2: and you have kids that want in particular, aspiring to

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Speaker 2: go to the NFL maybe one day. And how do you,

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Speaker 2: you know, navigate as someone Now you said your parents

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Speaker 2: didn't have that much of an athletic background. You have

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Speaker 2: all the background. How do you channel that from the

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Speaker 2: parent outside.

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Speaker 1: It's a It's a great question, and I had it.

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Speaker 1: I had an Olympic caliber swimmer. I was working with

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Speaker 1: world class swimmer from Canada, and when I was doing

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Speaker 1: nutrition work with her, she said to me, she actually

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Speaker 1: came to stay with us for a little bit when

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Speaker 1: we lived in Colorado, and she said, your kids, it's like,

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Speaker 1: I can't imagine what it's going to be like for them,

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Speaker 1: because she said, when I was younger and I did

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Speaker 1: a flip turn, my parents were like on the side,

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Speaker 1: clapping their hands and cheering. But you guys, like you've

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Speaker 1: done all that, so it's like expected. I never thought

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Speaker 1: of that until she said that and it really made

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Speaker 1: me look at gosh, we should probably be celebrating the

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Speaker 1: what we would consider the littler things more. And that

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Speaker 1: is something that I looked at and my husband and

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Speaker 1: I talked about is for our kids to come into

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Speaker 1: a family where we've had a lot of great, wonderful

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Speaker 1: things in our lives, accomplishments and achievements. It is something

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Speaker 1: that we have to make sure we're acknowledging their steps

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Speaker 1: along because you can't steps. You can't, you know, go

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Speaker 1: from starting how to swim to being an Olympian in

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Speaker 1: a week. There's steps, and if those aren't acknowledged along

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Speaker 1: the way, then perhaps you're missing something in the acknowledgment

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Speaker 1: of your kid's hard work. So that's something that I

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Speaker 1: learned from her that I never would have seen till

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Speaker 1: she said it, and I thought that was a great

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Speaker 1: way of looking at things. It's like, you know, you're like,

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Speaker 1: my parents were literally there cheering me when I did

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Speaker 1: a flip turn the first time, and you're probably expecting

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Speaker 1: a whole lot different and bigger. And she was right.

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Speaker 1: It's something I had to My husband and I both

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Speaker 1: had to look at.

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Speaker 2: You know, it's interesting because you're talking about perspective and

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Speaker 2: you know, you only know your own experience, and I

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Speaker 2: feel like you know, I'm on my I have six kids,

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Speaker 2: as the audience knows that talk about it a lot,

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Speaker 2: and they drive me nuts and I love them at

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Speaker 2: the same time. But I mean, you know, we're all

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Speaker 2: rookies when it comes to parentsing. Each kid's different, each

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Speaker 2: circumstances different, each set of emotions are different, and there's

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Speaker 2: no one way to do it. And one thing I

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Speaker 2: really love to get into is I'm listening to you,

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Speaker 2: and I would imagine when you were, you know, competing

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Speaker 2: at a young age and all that, Like especially swimming,

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Speaker 2: you burn so many calories. Like your diet, there's so

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Speaker 2: many Like I was eating, like growing up, I was

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Speaker 2: a baseball player, I played in college, but I eat

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Speaker 2: cereal until I was like eighteen years old, three times

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Speaker 2: a day. I was eating like honey combs and apples.

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Speaker 2: That's all I wanted to eat. I had the taste

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Speaker 2: buds of a ten year old when I was like nineteen.

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Speaker 2: And that's not good for you. I mean, it's not

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Speaker 2: fueling your body. And that's something that I haven't really

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Speaker 2: talked too much about. And people are always inquiring about

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Speaker 2: is what are the right ways?

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Speaker 1: How do you?

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Speaker 2: And I mean, let's face it, with my younger kids,

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Speaker 2: I feel like dinner time is always pulling teeth. There's

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Speaker 2: always someone crying, someone not eating, someone doing this. And

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Speaker 2: I know that's expected with younger kids. But when it

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Speaker 2: comes to athletes in particular, I guess wellness and just

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Speaker 2: trying to help your kids, you know, develop a good lifestyle,

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Speaker 2: good life habits. How do you rain that in with

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Speaker 2: young kids, especially those that are competing in sports.

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Speaker 1: Well, the first suggestion I give is that the younger

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Speaker 1: you start, the better. This definitely. I always tell parents

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Speaker 1: to their number one job outside of like all the

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Speaker 1: parental stuff that you already know about, on the basic stuff,

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Speaker 1: you know, keeping them safe and all that, your number

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Speaker 1: one job is to train their taste buds. When we're

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Speaker 1: talking about food, and so that means exposing them to

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Speaker 1: a lot of different foods when they're younger. Don't don't

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Speaker 1: fall into that parent trap of like, oh gosh, they

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Speaker 1: only eat like mac and cheese of chicken fingers. Really

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Speaker 1: expose them. I expose my kids very young to all

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Speaker 1: kinds of foods, and they have pretty I would say,

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Speaker 1: really well balanced palettes. There are food tasters. You know,

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Speaker 1: they'll at least try things. They'll at least be open

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Speaker 1: to the idea of new foods and different even different

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Speaker 1: cultural foods when we go to places. So I think

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Speaker 1: that's really important number one, especially when you're talking about little,

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Speaker 1: itty bitty kids. You know, then they get a little

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Speaker 1: bit older. I mostly work with what I would call

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Speaker 1: twelve you know, the preteens up to the tweiners, and

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Speaker 1: then above is mostly my expertise in terms of helping

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Speaker 1: parents feed their well fuel I like to call it

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Speaker 1: fuel their athletes. And then you can start to dial

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Speaker 1: things in as they get a little bit more in

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Speaker 1: those teenage years, it becomes more important to dial those

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Speaker 1: nutrients in and then fine tune things as they get

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Speaker 1: a little bit older. But when they're little, give them

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Speaker 1: lots of different foods and help them experience food as

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Speaker 1: fun and joyful. And sit together, gosh, sit together and eat.

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Speaker 1: That's so critical a lot of people when they talk

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Speaker 1: about sports nutrition, it gets so technical and so serious

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Speaker 1: and forgetting the basics. It's important for us to be

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Speaker 1: together as a family and sit together and where I

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Speaker 1: call mindful eating, that's critical. Above and beyond the nutrients

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Speaker 1: in my opinion.

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Speaker 2: So everyone likes to talk about you know, we see

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Speaker 2: all the videos on social media, crazy workouts and everyone

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Speaker 2: getting jacked and doing these and all these reps quote unquote,

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Speaker 2: I'm in the grind. I'm in the grind right, which

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Speaker 2: is great. How vital is what you put into your bond?

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Speaker 2: And I'm going to ask you, as the professional in

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Speaker 2: the space, is how vital is it to performance with

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Speaker 2: what you are? As you said, fueling your body with.

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Speaker 1: Yeah, it becomes. The higher levels you get in athletics,

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Speaker 1: the more critical it becomes. Although I think it's very

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Speaker 1: important to establish those foundational eating patterns as early as

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Speaker 1: possible because then you just won't have such an uphill

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Speaker 1: battle because you've already laid the foundation for their taste

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Speaker 1: buds to be open. And then as your athlete starts

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Speaker 1: training harder and harder, you do need to have some

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Speaker 1: awareness of nutrition to really help them beyond their A game.

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Speaker 1: Otherwise it's a wasted asset. It's like you're just missing

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Speaker 1: a key factor. And years ago when I was training,

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Speaker 1: we will say how many years, but we had no

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Speaker 1: idea about nutrition. It It was kind of a not

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Speaker 1: really talked about topic, or we were told things like well,

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Speaker 1: you need to lose weight or you need to gain weight,

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Speaker 1: you know, for let's say football players, but yet no

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Speaker 1: one's telling you how to do that. It was kind

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Speaker 1: of like, oh, but go figure it out on your

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Speaker 1: own how to get those results. That's what I always say.

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Speaker 1: I can come in and help guide you. I'm a teacher,

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Speaker 1: number one. I love to teach and help educate and

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Speaker 1: bridge people over into really knowing the how to do

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Speaker 1: those things. When coaches say, hey, you got to do this,

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Speaker 1: or you need to you know, you need to get leaner,

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Speaker 1: it's like, well, how do I do that? How does

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Speaker 1: a kid? How does a kid know how to do that?

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Speaker 1: And I think back in my day, it was like

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Speaker 1: you were kind of expected to go figure it out.

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Speaker 1: And unfortunately, when you're expected to go figure out stuff

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Speaker 1: like that, especially, I would say young females tend towards

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Speaker 1: picking up really destructive patterns, and so as coaches, my

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Speaker 1: word of advice to coaches would be, don't tell your

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Speaker 1: athletes to go do things that you can't guide them

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Speaker 1: to a resource that will help them. It's not really

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Speaker 1: fair and it leads it can guide them into a

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Speaker 1: direction of destructive patterns. And it happens in male sports too.

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Speaker 1: I'm not just even talking about female you know male

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Speaker 1: sports wrestling. Oh gosh, you.

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Speaker 2: Know this, yeah, oh yeah, I know firsthand.

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Speaker 1: Yeah, you have a wrestler, you've seen this where you

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Speaker 1: know they got to cut all this way, but they're

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Speaker 1: really not told how so how do they do it?

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Speaker 1: They do it in these terrible ways. So I've worked

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Speaker 1: with all different kinds of sports and been able to

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Speaker 1: see all of these behaviors a long way, and I'm

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Speaker 1: really out to help kids not fall into those destructive patterns.

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Speaker 1: That's what I'm all about.

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Speaker 2: So you'll take on, like, let's say a client or whatever,

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Speaker 2: a young athlete, and you come up with is it

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Speaker 2: like a there's not like a one size fits all plant,

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Speaker 2: Like is it customized? Like I guess, if you were

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Speaker 2: going to help my son who's a wrestler or whatever,

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Speaker 2: how do you go about figuring out what's the best

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Speaker 2: way for him to get the best out of his

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Speaker 2: body from a nutrition standpoint.

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Speaker 1: One of the best things that I can do, first

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Speaker 1: and foremost is I have an assessment at the very beginning,

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Speaker 1: which even my online programs that I've created for the masses,

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Speaker 1: even if I'm not working with you one on one,

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Speaker 1: we get an assessment of your inflammation levels. So one

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Speaker 1: of the key components to health and wellness over time

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Speaker 1: is understanding this concept of inflammation. And when you understand

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Speaker 1: as an athlete, you can understand how to gauge your

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Speaker 1: inflammation and reduce it, then you really have are You're

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Speaker 1: really in a powerful place once you can understand that.

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Speaker 1: And so that's what I do first with athletes is

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Speaker 1: we have an assessment for inflammation, and then I love

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Speaker 1: to see food logs. So then I like to see, well,

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Speaker 1: what are you currently doing? You know, how far is

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Speaker 1: every athlete that comes to me there at a different

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Speaker 1: starting place, So it's like, what are you doing right

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Speaker 1: now that we need to shift? What are you doing

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Speaker 1: well that you need to continue, and what are we

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Speaker 1: doing that you need to shift.

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Speaker 2: So at the end of the day, you take that data,

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Speaker 2: that information, do you try to find out their goals,

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Speaker 2: like their personal goals, like what are they trying to achieve?

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Speaker 2: Like and curtail whatever structure it is based off what

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Speaker 2: they're looking to like, you try to find their why

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Speaker 2: and their objectives and where they're trying to go Yes.

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Speaker 1: Absolutely. So when I work with elite athletes, the very

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Speaker 1: first thing will go over is what's going on that's

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Speaker 1: brought you to me, because usually people find me when

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Speaker 1: they're in a potentially in a crisis situation, whether it's

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Speaker 1: a health crisis where they need maybe they're having food allergies,

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Speaker 1: food sensitivities that need work done, or inflammation that is

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Speaker 1: out of control and they need help with. Or maybe

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Speaker 1: it's an athlete who needs to get leaner because they've

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Speaker 1: struggled with their weight, or the opposite, an athlete that

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Speaker 1: needs to gain mass. So I've created online programs where

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Speaker 1: I have all these different things, like I have a

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Speaker 1: gain mass video training I have. When I was with

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Speaker 1: the Jacksonville Jaguars in the NFL and my husband was

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Speaker 1: the strength coach there, I did the nutrition work and

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Speaker 1: I would separate the guys into three categories. We had

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Speaker 1: get lean guys, we had gain masks guys, and then

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Speaker 1: we would have get Healthier. So that way I knew

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Speaker 1: where they're where their general focus and their general goals

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Speaker 1: were going. So that that helped me a lot when

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Speaker 1: I was dealing with larger groups. But other than that,

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Speaker 1: you know, when I'm one on one, we first thing

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Speaker 1: we do is get right to the crux of it

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Speaker 1: and see where their individual goals are and what they

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Speaker 1: need help with.

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Speaker 2: So, if I'm a sports parent and my kids middle

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Speaker 2: school or high school even younger, let's say, you know,

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Speaker 2: ten eleven, twelve, what are ways that like if I'm

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Speaker 2: concerned because if my wife hears this, which she will,

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Speaker 2: She's like, see, I told you, like stop taking them

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Speaker 2: the McDonald's once a week. I'm like, you know, and

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Speaker 2: I get that, I mean, I understand that, but sometimes,

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Speaker 2: especially when you're your kids are playing on different teams

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Speaker 2: and you're running around, you got to keep up with schedules,

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Speaker 2: like how bad is fast food? I mean, is it

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Speaker 2: like the end all be all? Like you can't help,

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Speaker 2: But sometimes that's what you got to do.

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Speaker 1: Yes, I teach something I call simple switches. So let's

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Speaker 1: just say that one of the things that you want

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Speaker 1: to work on is this like going to fast food less.

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Speaker 1: Let's just say in your family, well, we would look

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Speaker 1: at some simple switches that could help you. So, for example,

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Speaker 1: instead of going to McDonald's one night, a simple switch

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Speaker 1: would be, hey, let's just go grab rotissery chickens and

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Speaker 1: some frozen rice and broccoli and throw all that together

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Speaker 1: and that's really easy. And I teach these simple switches

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Speaker 1: to things because I do live in this world also

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Speaker 1: where things do get hairy at times. You know you're busy,

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Speaker 1: you're running, especially you've got six kids, you're running from

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Speaker 1: one side of town to the other. So you do

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Speaker 1: have to have some of those quick go to meals.

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Speaker 1: And then I talk about those in some of my

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Speaker 1: trainings too, those go to meals that you can have

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Speaker 1: on hand that are the easiest things you can do

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Speaker 1: at home if possible. And then I even get to

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Speaker 1: talking about simple switches at restaurants. So let's say it's

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Speaker 1: just unavoidable, we're going to McDonald's tonight, Well, you're going

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Speaker 1: to be better off getting that grilled chicken sandwich than

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Speaker 1: the fried one. So there's one simple switch you can

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Speaker 1: make right out the gate.

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Speaker 2: That is very interesting. That's something that anyone can kind

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Speaker 2: of implement. When we return, Anita and I discussed the

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Speaker 2: mental health benefits of eating a healthier diet and why

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Speaker 2: kids need to go through an exploratory eating phase in

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Speaker 2: order to learn what works best for their bodies. Heading

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Speaker 2: into the break, I wanted to share an update with

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Speaker 2: you from our friends at Team Snap, who was having

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Speaker 2: a busy summer with exciting announcement after exciting announcement. As

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Speaker 2: you may recall, we had Peter Francillis, CEO of Team

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Speaker 2: Snap on an earlier episode of this podcast, and one

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Speaker 2: of the areas we covered was how he saw technology

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Speaker 2: evolving within the youth sports industry. Last month, Team Snap

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Speaker 2: launched Team Snap for Business, its next generation platform and

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Speaker 2: an all in one solution for sports organizations. Now, Team

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Speaker 2: Snap is thrilled to announce the upcoming launch of its

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Speaker 2: brand new registration system, one of the most configurable, cost effective,

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Speaker 2: and intelligent ways to register players and staff. Team Snap

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Speaker 2: Registration was built on years of feedback from the Team

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Speaker 2: snap community, which includes over nineteen thousand organizations and twenty

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Speaker 2: five million users. In celebration of this launch, Team Snap

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Speaker 2: is inviting you to a live webinar on Thursday, July

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Speaker 2: twenty seventh, one pm Eastern eleven am Mountain Time. During

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Speaker 2: the webinar, they will cover everything inside the brand new

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Speaker 2: Team Snap registration system, including some important new capabilities like

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Speaker 2: multiple installment options, advance logic, answer dependent add on fees

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Speaker 2: and an intuitive setup wizard. Using the new team Snap registration,

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Speaker 2: you can effortlessly create forms, collect fees and documents, and

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Speaker 2: manage your programs with ease, so you can keep your

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Speaker 2: energy focused on the thing you love amateur sports. Head

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Speaker 2: to teamsnap dot com and sign up to save your

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Speaker 2: spot for the webinar that will be held on July

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Speaker 2: twenty seventh. Where we left off, Anita and I were

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Speaker 2: about to talk about how parents can teach their kids

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Speaker 2: to make their own choices in order to better learn

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Speaker 2: how food affects them individually. As you're talking, I'm thinking about,

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Speaker 2: obviously we all know the physical things, but what are

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Speaker 2: some of the mental health benefits of simple switches. They're

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Speaker 2: just those little of eating a healthier diet. How does

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Speaker 2: that help not only the physical but also how does

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Speaker 2: it help you from a mental health standpoint?

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Speaker 1: That's another great question. I sit on an alliance for

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Speaker 1: mental health that's really important to me. So one thing

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Speaker 1: to understand that a lot of people do not understand

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Speaker 1: is the direct correlation between gut health and mental health.

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Speaker 1: So when we have an imbalance in the gut of bacteria,

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Speaker 1: it predisposes us to mood disorders. And when our blood

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Speaker 1: sugar fluctuates frequently, which it does in people who don't

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Speaker 1: understand how to eat a balanced way and they're overeating

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Speaker 1: carbohydrate in particular process carbohydrate and sugar. Then when we

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Speaker 1: have those fluctuations in blood sugar levels, we're also more

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Speaker 1: inclined to mood disorders. So these are things that you

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Speaker 1: want to understand that Number One, food does not only

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Speaker 1: impact your weight. That is an old, antiquated thought process.

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Speaker 1: So get out of that. Just put that to the

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Speaker 1: side and go okay. Even though food does contribute to

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Speaker 1: how I look, it more importantly contributes to how I

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Speaker 1: feel and behave and perform and when we're talking about sports,

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Speaker 1: so food is so much more than just how we look.

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Speaker 2: I've experienced that firsthand. I suffer from thoroughly enjoying at

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Speaker 2: the end of the night food coma, and I know

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Speaker 2: that that is like the worst thing in the world.

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Speaker 2: But like during the day, when I'm out working, running around,

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Speaker 2: I really don't eat that much. I eat like six apples,

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Speaker 2: I eat a lot of fruits, and just like every

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Speaker 2: hour and a half, I'll eat something really quick, so

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Speaker 2: I never really get full. But then I come home

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Speaker 2: and I crush and that I just want to go

434
00:21:47,920 --> 00:21:50,400
Speaker 2: to sleep, and that's whatever. It's probably not the best

435
00:21:50,400 --> 00:21:52,680
Speaker 2: thing in the world for you. But like, how important

436
00:21:52,720 --> 00:21:55,320
Speaker 2: is fasting? Like that's something I'm becoming fascinated with, and

437
00:21:55,359 --> 00:21:58,600
Speaker 2: should kids be fasting? Like what you know? So what

438
00:21:58,720 --> 00:21:59,440
Speaker 2: is that all about?

439
00:21:59,760 --> 00:22:03,119
Speaker 1: Yeah? Yes, so the internet. It's funny, you, asset, because

440
00:22:03,200 --> 00:22:07,280
Speaker 1: I'm just finishing up a one of my trainings is

441
00:22:07,320 --> 00:22:10,920
Speaker 1: called Digest Your Best, and it's all about digestion issues,

442
00:22:10,960 --> 00:22:13,440
Speaker 1: which I encounter a lot in my work and probably

443
00:22:13,440 --> 00:22:16,200
Speaker 1: because I've lived that experience, so I energetically bring a

444
00:22:16,240 --> 00:22:19,000
Speaker 1: lot of people to me who have digestive issues. But

445
00:22:19,520 --> 00:22:22,200
Speaker 1: I was just writing up my slides on intrmitt and fasting,

446
00:22:22,760 --> 00:22:27,320
Speaker 1: and intermittent fasting can be great for adults. It's basically

447
00:22:27,720 --> 00:22:34,120
Speaker 1: mimics starvation. So if your body, if you here and there,

448
00:22:34,600 --> 00:22:36,560
Speaker 1: kind of starve it out a little bit for a

449
00:22:36,600 --> 00:22:41,480
Speaker 1: few hours then meaning like maybe sixteen eighteen hours, then

450
00:22:41,520 --> 00:22:44,640
Speaker 1: it will start to burn fat, it will get kind

451
00:22:44,640 --> 00:22:48,480
Speaker 1: of accustomed to a it's a rest time for the

452
00:22:48,560 --> 00:22:52,040
Speaker 1: digestive tracks. So the digestive tract isn't working, so it

453
00:22:52,080 --> 00:22:54,800
Speaker 1: gets to relax and the body can kind of do

454
00:22:54,880 --> 00:22:58,320
Speaker 1: other things that are important versus just like keep digesting

455
00:22:58,359 --> 00:23:01,600
Speaker 1: and dealing with food all day. So that's it's good

456
00:23:01,680 --> 00:23:04,560
Speaker 1: for that, and some people just really find it's a

457
00:23:04,640 --> 00:23:08,000
Speaker 1: great way to maintain weight as they get older. This

458
00:23:08,280 --> 00:23:11,199
Speaker 1: intment and fasting idea, it really is helpful for a

459
00:23:11,240 --> 00:23:14,560
Speaker 1: lot of adults. I would not suggest this. It is

460
00:23:14,640 --> 00:23:18,800
Speaker 1: not suggested for kids, especially active kids, sports kids. It's

461
00:23:18,840 --> 00:23:21,320
Speaker 1: it's definitely not the way to go for them.

462
00:23:21,600 --> 00:23:25,680
Speaker 2: Interesting, I would definitely think that kids. You know, as

463
00:23:25,720 --> 00:23:28,359
Speaker 2: your body's growing, you need as much fuel as you

464
00:23:28,359 --> 00:23:30,960
Speaker 2: can possibly get. But I think you know, people hear

465
00:23:31,040 --> 00:23:33,320
Speaker 2: so many different things out there now, and you know

466
00:23:33,400 --> 00:23:36,080
Speaker 2: it's like why not try something right? But I mean,

467
00:23:36,320 --> 00:23:38,240
Speaker 2: at the end of the day, there's there's a right

468
00:23:38,280 --> 00:23:40,320
Speaker 2: and wrong way I would imagine to do these things.

469
00:23:40,359 --> 00:23:43,800
Speaker 2: But as sports parents, how do you juggle like, how

470
00:23:43,800 --> 00:23:47,520
Speaker 2: did you juggle balancing? You know, your kids wanting to

471
00:23:47,800 --> 00:23:51,560
Speaker 2: be kids and eat like crap sometimes versus you know,

472
00:23:51,760 --> 00:23:54,600
Speaker 2: you being the professional, knowing all you do. How do

473
00:23:54,640 --> 00:23:56,800
Speaker 2: you juggle that and the emotions that go into it

474
00:23:56,840 --> 00:23:58,760
Speaker 2: and you know when your kids want dessert and all this,

475
00:23:58,920 --> 00:24:01,399
Speaker 2: Like did you allow them to have all that, or like,

476
00:24:01,440 --> 00:24:02,280
Speaker 2: how did you do that?

477
00:24:02,440 --> 00:24:04,639
Speaker 1: Well? I had to go through a period with my

478
00:24:04,760 --> 00:24:09,040
Speaker 1: kids where I'll just call it the exploratory phase, where

479
00:24:09,040 --> 00:24:13,000
Speaker 1: I had to let them, even though I taught them

480
00:24:13,040 --> 00:24:17,160
Speaker 1: a certain way of eating, I had to let them

481
00:24:17,720 --> 00:24:22,639
Speaker 1: explore for themselves and create a link in their brain

482
00:24:23,160 --> 00:24:27,280
Speaker 1: that said, ah, this doesn't make me feel good. And

483
00:24:27,359 --> 00:24:30,280
Speaker 1: so I would say for both. So I only have

484
00:24:30,320 --> 00:24:33,280
Speaker 1: two kids, but I can give you their experiences of

485
00:24:33,320 --> 00:24:36,280
Speaker 1: what I got to watch with them. My son did

486
00:24:36,320 --> 00:24:40,280
Speaker 1: this around sixth and seventh grade, where he, I would say,

487
00:24:40,320 --> 00:24:43,000
Speaker 1: went off the rails ate a lot of candy that

488
00:24:43,080 --> 00:24:44,840
Speaker 1: he was getting. You know, I never bought a lot

489
00:24:44,840 --> 00:24:47,359
Speaker 1: of junk and brought it in home, but he would

490
00:24:47,359 --> 00:24:50,280
Speaker 1: of course go to friends houses and get that stuff.

491
00:24:50,440 --> 00:24:53,600
Speaker 1: So he had to have that exploratory time period. And

492
00:24:53,960 --> 00:24:58,919
Speaker 1: he started to get more frequently sick, he noticed, and

493
00:24:59,000 --> 00:25:01,600
Speaker 1: so he would get canker saurs in his mouth and

494
00:25:01,640 --> 00:25:05,359
Speaker 1: different different things would kind of arise that he started

495
00:25:05,400 --> 00:25:07,960
Speaker 1: linking with how he was eating, and at a very

496
00:25:08,000 --> 00:25:12,560
Speaker 1: young age he started to make those connections himself. And

497
00:25:12,640 --> 00:25:15,080
Speaker 1: so he decided really early on, I don't want to

498
00:25:15,119 --> 00:25:18,200
Speaker 1: do that I like when I feel good, and that's

499
00:25:18,200 --> 00:25:20,520
Speaker 1: what I'm all about. It's like, when you feel good,

500
00:25:20,800 --> 00:25:23,800
Speaker 1: you will be healthier and perform better. And for them

501
00:25:24,040 --> 00:25:26,879
Speaker 1: being sports kids, that was the link that they needed

502
00:25:26,920 --> 00:25:29,639
Speaker 1: to create in their minds. And then my daughter was

503
00:25:29,680 --> 00:25:32,280
Speaker 1: a little bit later in the game. She kind of

504
00:25:32,320 --> 00:25:35,760
Speaker 1: resisted a little bit more as she was younger, but

505
00:25:35,960 --> 00:25:38,240
Speaker 1: she got on board in the same way. She had

506
00:25:38,280 --> 00:25:40,639
Speaker 1: to kind of feel it out for herself, eat some

507
00:25:40,640 --> 00:25:46,320
Speaker 1: stuff at friends' houses and gorge herself on Halloween candy,

508
00:25:46,520 --> 00:25:49,360
Speaker 1: you know, and kind of make these connections for herself.

509
00:25:49,800 --> 00:25:54,480
Speaker 1: So it's really it's really a lesson in awareness. They

510
00:25:54,520 --> 00:25:57,720
Speaker 1: start to see and learn for themselves, which makes them

511
00:25:57,760 --> 00:26:01,159
Speaker 1: just more aware in general of how they're feeling and

512
00:26:01,280 --> 00:26:03,280
Speaker 1: how food affects them individually.

513
00:26:03,680 --> 00:26:06,560
Speaker 2: It's interesting because we talk a lot about giving kids

514
00:26:06,560 --> 00:26:09,240
Speaker 2: the freedom to be able to experience, to be able

515
00:26:09,320 --> 00:26:11,840
Speaker 2: to fail, to be able to struggle and then come

516
00:26:11,840 --> 00:26:13,920
Speaker 2: into their own It kind of sounds like the exact

517
00:26:14,000 --> 00:26:16,159
Speaker 2: same thing, right. Let them explore a little bit, you know,

518
00:26:16,200 --> 00:26:19,760
Speaker 2: within certain parameters, right, and they do kind of figure

519
00:26:19,800 --> 00:26:21,520
Speaker 2: it out. I think at times we don't give kids

520
00:26:21,640 --> 00:26:23,919
Speaker 2: enough credit for, you know, being able to kind of

521
00:26:23,960 --> 00:26:26,639
Speaker 2: carve their own path. And do you find like the

522
00:26:26,760 --> 00:26:30,080
Speaker 2: more success for a higher performers per se from your

523
00:26:30,119 --> 00:26:32,639
Speaker 2: experience are ones that had the ability, like that didn't

524
00:26:32,640 --> 00:26:35,200
Speaker 2: have parents that were overbearing in any way, shape or form,

525
00:26:35,240 --> 00:26:38,639
Speaker 2: not just from an athletic or diet standpoint, but just hey,

526
00:26:38,640 --> 00:26:41,000
Speaker 2: had a healthy balance versus you know, someone that was

527
00:26:41,600 --> 00:26:44,359
Speaker 2: really like driving the message where a kid will maybe

528
00:26:44,359 --> 00:26:45,399
Speaker 2: more likely to rebel.

529
00:26:46,000 --> 00:26:51,040
Speaker 1: Yes, I've seen it repeatedly where if they don't have

530
00:26:52,000 --> 00:26:56,600
Speaker 1: the choice, if they're constantly told what to do, then

531
00:26:56,640 --> 00:26:59,959
Speaker 1: they never learn how to choose. And so that is

532
00:27:00,119 --> 00:27:03,280
Speaker 1: something that I've had to be aware of because of

533
00:27:03,320 --> 00:27:05,879
Speaker 1: my level of expertise in this area, and same with

534
00:27:05,920 --> 00:27:09,240
Speaker 1: my husband in his area and respectively, and just in

535
00:27:09,280 --> 00:27:11,080
Speaker 1: sports in general. If they're always kind of told what

536
00:27:11,160 --> 00:27:12,720
Speaker 1: to do and how to do it, they don't get

537
00:27:12,760 --> 00:27:16,560
Speaker 1: to feel it out for themselves and learn their way

538
00:27:16,600 --> 00:27:19,239
Speaker 1: of doing it. That's the other thing. It's like, you know,

539
00:27:19,280 --> 00:27:23,240
Speaker 1: there's tenants that I'll teach, but they still have to

540
00:27:23,960 --> 00:27:26,560
Speaker 1: fill it out for themselves. It's like hey, Mom, I mean,

541
00:27:26,640 --> 00:27:30,000
Speaker 1: you could make all the cauliflower crust pizza you want

542
00:27:30,240 --> 00:27:34,160
Speaker 1: at home and say it's great for me, but if

543
00:27:34,200 --> 00:27:38,360
Speaker 1: it's making my stomach feel sick, then that's not really

544
00:27:38,400 --> 00:27:41,160
Speaker 1: great for me, is it. So they have to make

545
00:27:41,200 --> 00:27:45,680
Speaker 1: these connections themselves, and that is the most empowering tool

546
00:27:45,760 --> 00:27:48,760
Speaker 1: you can give as a teacher, as a parent, is

547
00:27:48,800 --> 00:27:51,320
Speaker 1: to help them. Really, you give them the tents, you

548
00:27:51,359 --> 00:27:53,920
Speaker 1: give them the guidelines and the structure. But like I'll

549
00:27:54,440 --> 00:27:56,840
Speaker 1: I'll never buy oreos and keep them at the house.

550
00:27:56,920 --> 00:27:58,800
Speaker 1: It's just not what I'm going to do. It's not

551
00:27:58,880 --> 00:28:02,920
Speaker 1: like part of our what we do. But if they

552
00:28:02,960 --> 00:28:06,240
Speaker 1: had to go eat a sleep of oreos somewhere to

553
00:28:06,320 --> 00:28:08,320
Speaker 1: figure it out, or when they could drive, you know,

554
00:28:08,359 --> 00:28:11,159
Speaker 1: that's another thing you're dealing with young people. Once they

555
00:28:11,160 --> 00:28:13,679
Speaker 1: start driving, it's all out of your hands anyway. So

556
00:28:13,840 --> 00:28:16,240
Speaker 1: you're telling my store brings a whole nother level.

557
00:28:16,000 --> 00:28:17,800
Speaker 2: In you know, my wife and I have gone into

558
00:28:17,880 --> 00:28:20,920
Speaker 2: our kids' rooms. That's happened several times. You open the

559
00:28:21,000 --> 00:28:22,840
Speaker 2: drawer and there's like, you know, they went to the

560
00:28:22,840 --> 00:28:24,919
Speaker 2: grocery store and bought all these different coats, and you're like,

561
00:28:24,920 --> 00:28:26,879
Speaker 2: what the The one thing we ask you not to

562
00:28:26,920 --> 00:28:28,560
Speaker 2: do is to put food in your room, and then

563
00:28:28,600 --> 00:28:31,000
Speaker 2: here we have to put it to your point. I mean,

564
00:28:31,040 --> 00:28:33,080
Speaker 2: you're absolutely right, you know, left to their own devices,

565
00:28:33,080 --> 00:28:35,600
Speaker 2: but if they don't have that opportunity to explore that

566
00:28:35,960 --> 00:28:37,679
Speaker 2: and that's part of our job as parents is they

567
00:28:37,720 --> 00:28:39,400
Speaker 2: give them that freedom so that when they do go off,

568
00:28:39,440 --> 00:28:42,680
Speaker 2: they at least it's not all new Anita. Where where

569
00:28:42,680 --> 00:28:45,080
Speaker 2: can people connect? Where can they find your content? And

570
00:28:45,120 --> 00:28:47,400
Speaker 2: how if they want to get up with you and like, hey,

571
00:28:47,480 --> 00:28:49,280
Speaker 2: learn about what you do and see if you could

572
00:28:49,280 --> 00:28:50,960
Speaker 2: be a resource for them, how do they find you?

573
00:28:51,160 --> 00:28:52,800
Speaker 1: Let me tell you first. I want to I just

574
00:28:52,840 --> 00:28:54,520
Speaker 1: want to say what you just said. I want to

575
00:28:54,520 --> 00:28:58,120
Speaker 1: reiterate it. It's yes, you have to give them that

576
00:28:58,520 --> 00:29:05,200
Speaker 1: freedom to explore with tenants, with expectations. You have to

577
00:29:05,240 --> 00:29:08,479
Speaker 1: give them some level of knowledge and like a knowledge base,

578
00:29:08,960 --> 00:29:11,240
Speaker 1: and then they can go explore from that. But you

579
00:29:11,240 --> 00:29:12,920
Speaker 1: always have to give them something to come back to.

580
00:29:12,960 --> 00:29:15,920
Speaker 1: And I'm sure most people do this easily within their family,

581
00:29:16,040 --> 00:29:20,320
Speaker 1: just their priorities or like their family, I don't know,

582
00:29:20,520 --> 00:29:23,320
Speaker 1: mottos and family creeds and things like that, things they

583
00:29:23,400 --> 00:29:26,800
Speaker 1: live by. It's the same with food. There are certain

584
00:29:26,920 --> 00:29:28,960
Speaker 1: tenants that you know, we always come back to our

585
00:29:29,000 --> 00:29:31,480
Speaker 1: family in particular and ours might seem extreme to other

586
00:29:31,520 --> 00:29:36,520
Speaker 1: people just because of what we know and our expertise

587
00:29:36,600 --> 00:29:39,320
Speaker 1: level in all of this, but they have to have

588
00:29:39,360 --> 00:29:43,040
Speaker 1: the freedom to explore and create for themselves. I just

589
00:29:43,080 --> 00:29:45,800
Speaker 1: want to, you know, hammer that in. It's like, it's

590
00:29:45,840 --> 00:29:49,200
Speaker 1: so critical that they get some knowledge base because the

591
00:29:49,240 --> 00:29:52,160
Speaker 1: things that I teach aren't taught in school, even high

592
00:29:52,240 --> 00:29:54,480
Speaker 1: level athletes. I've worked with elite athletes that don't know

593
00:29:54,560 --> 00:29:57,640
Speaker 1: anything about what I'm teaching. They've never in all their

594
00:29:57,720 --> 00:29:59,840
Speaker 1: years and they've gone through college scholarships and do you

595
00:29:59,840 --> 00:30:04,160
Speaker 1: want program, It's like they didn't learn anything about food, nutrition, wellness,

596
00:30:04,680 --> 00:30:08,160
Speaker 1: recovery protocols, all that stuff. And that's that's what I

597
00:30:08,200 --> 00:30:10,480
Speaker 1: teach about connecting with your intuition and find me out

598
00:30:10,520 --> 00:30:12,520
Speaker 1: what is right for you after I give you the tenants.

599
00:30:12,600 --> 00:30:16,080
Speaker 1: That's how I teach people. And so that type of

600
00:30:16,120 --> 00:30:19,200
Speaker 1: stuff is what I'm passionate about because I had to

601
00:30:19,240 --> 00:30:21,360
Speaker 1: learn those things the hard way and I didn't have

602
00:30:21,400 --> 00:30:24,640
Speaker 1: anyone teaching me those tenants and those foundations because it

603
00:30:24,760 --> 00:30:27,080
Speaker 1: just wasn't a thing back then. But now that we

604
00:30:27,200 --> 00:30:29,720
Speaker 1: know better, we can do better. So those types of

605
00:30:29,720 --> 00:30:32,720
Speaker 1: things are what I teach, and you can find me.

606
00:30:33,040 --> 00:30:35,400
Speaker 1: I'm all kind of all over lately, but I have

607
00:30:35,480 --> 00:30:37,880
Speaker 1: a YouTube gosh. I have a for YouTube channel it's

608
00:30:37,880 --> 00:30:41,400
Speaker 1: called five D Athlete, and then I have courses. You

609
00:30:41,400 --> 00:30:45,160
Speaker 1: can find me at courses dot Anita naul dot com.

610
00:30:45,560 --> 00:30:48,120
Speaker 1: And then I have a Facebook. You know, come on in. Parents.

611
00:30:48,120 --> 00:30:52,440
Speaker 1: This is a support community for parents, coaches and athletes,

612
00:30:53,000 --> 00:30:55,720
Speaker 1: and that's called the five D Athlete for athletes, parents

613
00:30:55,720 --> 00:30:56,280
Speaker 1: and coaches.

614
00:30:56,720 --> 00:30:59,680
Speaker 2: I love it and I encourage everyone. I mean, Anita's

615
00:30:59,680 --> 00:31:02,280
Speaker 2: ben through it all. She's been at the highest level.

616
00:31:02,360 --> 00:31:05,719
Speaker 2: She's obviously working in the business now. Definitely use her

617
00:31:05,720 --> 00:31:08,400
Speaker 2: as a source reach out. She's got a lot to

618
00:31:08,480 --> 00:31:10,160
Speaker 2: offer and I can't thank you enough for coming on

619
00:31:10,200 --> 00:31:12,280
Speaker 2: and sharing your experience has been freaking awesome.

620
00:31:12,480 --> 00:31:15,520
Speaker 1: Thank you so much. Yes, it's been an awesome conversation. Again,

621
00:31:15,600 --> 00:31:16,680
Speaker 1: I appreciate you having me.

622
00:31:17,040 --> 00:31:21,520
Speaker 2: That's Anita no Richison, nutrition specialists and Olympic champion. Thanks

623
00:31:21,600 --> 00:31:25,000
Speaker 2: for listening to the Reform Sports Project podcast. I'minick Bonacort

624
00:31:25,120 --> 00:31:27,080
Speaker 2: and our goal is to restore a healthy balance and

625
00:31:27,160 --> 00:31:30,959
Speaker 2: perspective in all areas of sports through education and advocacy.

626
00:31:31,160 --> 00:31:34,640
Speaker 2: For updates, please follow us on Facebook, Twitter, and Instagram

627
00:31:34,760 --> 00:31:37,040
Speaker 2: or check out our website by searching for the Reform

628
00:31:37,080 --> 00:31:37,840
Speaker 2: Sports Project