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Speaker 1: We don't talk score with our kids. We don't. We

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Speaker 1: don't talk outcome measures. We asked them three questions before

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Speaker 1: and after every game and go do you believe in yourself?

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Speaker 1: That's mental attitude you want. Do you believe in yourself?

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Speaker 1: Do you believe in each other? Do you believe in

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Speaker 1: your team? And that's where we ask them and everything.

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Speaker 1: Let's go as a team. This is the Reformed Sports Project,

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Speaker 1: a podcast about restoring healthy balance and perspective in all

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Speaker 1: areas of sports through education and advocacy. Hi, this is

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Speaker 1: Nick Bonacore from the Reformed Sports Project podcast. Today, I'm

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Speaker 1: speaking with Dr Niro j Anthy, one of the country's

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Speaker 1: leading experts on youth sports health, injuries and sports training patterns,

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Speaker 1: and international leader in tennis medicine. Dr j Anthy runs

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Speaker 1: Emery's Tennis Medicine program and serves as the president of

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Speaker 1: the International Society for Tennis Medicine and Science. He's a volunteer,

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Speaker 1: a TP physician and a medical advisor for the w

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Speaker 1: t A Player Development panel. Highly regarded for his research

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Speaker 1: on early specialized training and overuse injuries and young athletes,

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Speaker 1: Dr j Anthy and I discuss how the culture has

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Speaker 1: changed from free play to organized sport. Why early specialization

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Speaker 1: often leads to short term success and the importance of

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Speaker 1: letting your child's passion for the sport happen organically. I

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Speaker 1: got another awesome guest. Tough to get ahold of this gentleman.

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Speaker 1: He's certainly, you know, out in the fight in many ways,

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Speaker 1: as you'll hear, coach and parenting. Certainly one of the

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Speaker 1: world's leaders in the country's leaders and youth sports health

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Speaker 1: injuries and sports training patterns, as well as an international

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Speaker 1: leader intense medicine. Doctor Nero Jayante. Dr Jayanti, thank you

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Speaker 1: so much for hopping on. It's a pleasure, sir. Yeah, thanks,

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Speaker 1: thanks Nick, And uh, I guess to add to that,

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Speaker 1: even a bigger project is being a dad to two

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Speaker 1: young uh multi sport kids, a couple of boys that

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Speaker 1: that I have to coach a lot. Well, yeah, I

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Speaker 1: see what you're doing. I mean, first and foremost, how

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Speaker 1: do you become I mean, I understand the path of

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Speaker 1: becoming a doctor. What made you want to get into

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Speaker 1: the whole youth sports? I mean becoming the leader in

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Speaker 1: youth sports nationally? Uh? Yeah, I stumbled on it, you know,

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Speaker 1: I um, I was you know, definitely different research studies. Uh,

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Speaker 1: this is probably like, I don't know, fifteen, eighteen, maybe

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Speaker 1: even twenty years ago. Um, And it was actually studies

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Speaker 1: on as you mentioned, a lot of high level tennis

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Speaker 1: players and trying to get an understanding of what what

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Speaker 1: they were doing, what their patterns were in And we

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Speaker 1: looked at cash it was over five hundred high level

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Speaker 1: tennis players and we just started to ask questions, for example,

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Speaker 1: about whether they played tennants or not. And I was

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Speaker 1: just you know, it was a curiosity question at that time.

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Speaker 1: And we found that, gosh, can you believe that, um,

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Speaker 1: the majority of them specialized and only played tennis at

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Speaker 1: an average age of ten. And we just found and

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Speaker 1: we published that, you know, most of those kids end

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Speaker 1: up getting hurt or pulling out of a tournament, and

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Speaker 1: their enjoyment satisfaction was a little lower. So we put

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Speaker 1: some of that stuff out and then it actually caught

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Speaker 1: fire because around that time, andre X he wrote his

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Speaker 1: book The Open about his miserable experience growing up as

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Speaker 1: a young tennis player kind of forced to do all.

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Speaker 1: So we got a lot of media attention for that.

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Speaker 1: People started asking, well is this true for every support

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Speaker 1: should you what kind of training pantterns should you do?

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Speaker 1: And I said, you know, to be honest as a researcher,

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Speaker 1: I don't know. I only did tenants. So then that's

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Speaker 1: kind of the car kind of got ahead of horse,

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Speaker 1: ahead of the car, and people already talking about this concept.

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Speaker 1: You're talking about specializing. So then you know, we did

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Speaker 1: a much larger study with about twelve hundred athletes over

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Speaker 1: I took about five years to do this study, and

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Speaker 1: that's all types of athletes. And as the clinical study

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Speaker 1: was probably what maybe the landmark study on identifying that

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Speaker 1: there were actually some pretty serious overuse injury patterns with

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Speaker 1: those that chose only one sport and and you know

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Speaker 1: this is across a lot of sports, and so that

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Speaker 1: led to a lot of other, um, you know, folks

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Speaker 1: very interest in this. It wasn't just medical people, as

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Speaker 1: many folks like yourself and Tom Ferry had asking institute

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Speaker 1: and you know, um national governing bodies and people wanted

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Speaker 1: to kind of start worshing working at a culture change

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Speaker 1: that that you're working on. So so then it kind

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Speaker 1: of just I can't stop. You know, like all our

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Speaker 1: projects are based, our studies based on that, all our

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Speaker 1: education is really based on use sport training, and it's

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Speaker 1: just you know, keeps growing. I have two boys that

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Speaker 1: are seven and nine and a half and I'm living

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Speaker 1: in so I don't think it's gonna stop for a while.

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Speaker 1: It's funny, as I'm listening to you, I'm thinking I

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Speaker 1: had the pleasure of interviewing David Epstein, right, who's you

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Speaker 1: know put out range and who covers the same time

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Speaker 1: as well. Yeah, so David um uh, he and I

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Speaker 1: connected earlier earlier on actually I think he put me

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Speaker 1: into his forward or wherever it is and somewhere earlier data.

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Speaker 1: So so yeah, we we've we've known each other and

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Speaker 1: we've spoken alongside and started not to runt bump into

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Speaker 1: people who who put a lot of stuff out there.

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Speaker 1: So absolutely, yes, he needs an amazing journalist and author

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Speaker 1: understands the stuff, the data. Well, so how do you

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Speaker 1: feel like you know, is it because because you're talking

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Speaker 1: about fifteen twenty years ago and I know it started

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Speaker 1: with tennis and you kind of uncovered it, right, but

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Speaker 1: is it almost like you mentioned, how it keeps growing?

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Speaker 1: I mean and coincidentally, you know the youth space market, right,

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Speaker 1: I read that like in the next five or six years.

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Speaker 1: They're estimated to be almost a thirty billion dollar industry.

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Speaker 1: I think the most recent number I saw it was nineteen,

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Speaker 1: but I think that's like a three year old. So

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Speaker 1: it's bigger than the NFL, NBA, Major League Baseball. Is

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Speaker 1: that just going to continue to oh in your opinion?

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Speaker 1: Is that why you see such interest? Yeah? You know, Um,

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Speaker 1: I've thought long and hard as you have on this

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Speaker 1: whole concept. And you know a couple of things that

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Speaker 1: really come to mind that are really pointed. You and

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Speaker 1: I grew in an era where we could we play

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Speaker 1: with our friends. We get out and do what's called

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Speaker 1: free plane to say, meet at the park and pick

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Speaker 1: up play baseball and football and basketball, and you name it, tennis,

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Speaker 1: whatever it was. Um, we looked at our data and

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Speaker 1: we found that ratio of organized sport to free play

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Speaker 1: with more than twice as much organized sport. And this

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Speaker 1: this data that's probably ten years old, and I don't

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Speaker 1: think that's changing anytime soon. Right, So the whole culture

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Speaker 1: has changed where it is an organized sport mentality. Okay.

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Speaker 1: And so as much as I can put out data

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Speaker 1: and tell people, hey, you have to be cautious and

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Speaker 1: it's it's gonna grow. There's too much financial investment. And

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Speaker 1: so I think I've come to the conclusion whether this

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Speaker 1: is a good or that is, we may not be

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Speaker 1: able to stop at the current um growth of what's

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Speaker 1: going to happen, but you have to figure out ways

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Speaker 1: to get better alternative. And if it's a okay that

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Speaker 1: we have a mission based, if it's okay to say

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Speaker 1: this my wife has a mission base, is very um,

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Speaker 1: I guess I can call company. We're trying to create

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Speaker 1: an app to just get your parents to meet up.

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Speaker 1: It's called pick Up Sports and and trust me asmission base,

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Speaker 1: we've made zero dollars, but if dollars of dollars, just

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Speaker 1: try to get kids to group parents in neighborhoods and

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Speaker 1: get neighborhood play back. And it's a simple that she's

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Speaker 1: actually getting this final app version worked out, and you know,

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Speaker 1: we're going to give it out to anyone and you know,

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Speaker 1: try to test out make sure it works. And and

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Speaker 1: the whole concept of is just to get kids to

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Speaker 1: play for fun and not have to say it has

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Speaker 1: to be three times a week at these exact times,

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Speaker 1: but he actually kind of group and make it a

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Speaker 1: meet up, and the point of at all is that

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Speaker 1: I think of coming in conclusions, we have to better alternatives.

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Speaker 1: Because the the engine is so strong in one direction.

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Speaker 1: I don't know if you would need come out with

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Speaker 1: you know, a lot of other people could really kind

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Speaker 1: of change the course of that engine. But if other

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Speaker 1: alterns become better, I think parents and families may choose

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Speaker 1: better alternative because right now, I mean I think in

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Speaker 1: most neighbors, including our own, we don't have a lot

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Speaker 1: of all their alternatives. I'm caught in this too. I

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Speaker 1: have a six year old, he just turned seven. You know,

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Speaker 1: he has three games a week, three games in five

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Speaker 1: five days on the coach and I can't change it.

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Speaker 1: I'm a busy, busy physician, and I tell the league

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Speaker 1: every year and said, look, I can't My schedule is crazy.

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Speaker 1: How am I supposed to get these kids there? We

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Speaker 1: have five Friday night practices in addition, and you know

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Speaker 1: it's um but that's that's a system. They still get

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Speaker 1: all the kids because they don't know where else to go.

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Speaker 1: So we need to get a better alternative. You know,

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Speaker 1: I'm in the same boat as you. I've got six kids,

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Speaker 1: and you know, we have kids playing different sports and

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Speaker 1: it can become madness. But we've my wife and I

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Speaker 1: and family have kind of come to the conclusion, if

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Speaker 1: it's overwhelming to the point we can't control it, it's

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Speaker 1: causing stress and anxiety. Well, it's probably just too much

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Speaker 1: for our family, Like we're probably trying to do too much,

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Speaker 1: like we have to, you know, have some sort of

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Speaker 1: balance and cohesiveness in our life. So we just try

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Speaker 1: to juggle with the best we can. But you're absolutely right,

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Speaker 1: it's really really challenging. And to go back to the

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Speaker 1: point DOT of you mentioning UM the different varieties of sports.

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Speaker 1: It started with tennis, but that you saw the pattern

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Speaker 1: in all different sports. I first time I came across

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Speaker 1: your work was right after I think I started Reform

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Speaker 1: sports projects. Shortly thereafter, article came out in ESPN, which

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Speaker 1: I'm sure you remember talking about youth basketball called you

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Speaker 1: know these kids are taking time bombs, the threat of

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Speaker 1: youth basketball. I think it was talking about UM if

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Speaker 1: I remember exactly what it is, but it was talking

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Speaker 1: about UM loading, you know, the amount of time, yeah,

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Speaker 1: load management, talking about the amount of time kids are

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Speaker 1: playing and all this and your quote I'm gonna read

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Speaker 1: your quotes. I think it's so. I think it's great.

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Speaker 1: But in the article and you can look this up obviously, Um,

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Speaker 1: you're right. I have I have many kids who are

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Speaker 1: going to play in college next year, and this whole

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Speaker 1: year has just been about trying to get healthy so

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Speaker 1: they can step on that doorstep as a freshman and

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Speaker 1: actually have a chance to participate. Then you continue on

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Speaker 1: to say kids are broken by the time they get

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Speaker 1: to college. Now this is youth basketball in that article.

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Speaker 1: How do you manage this as a parent knowing the

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Speaker 1: dad is out there? Like, what did you discover when

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Speaker 1: going through the youth basketball article and the research about

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Speaker 1: these injuries and these over use injuries? Yeah? Well, so

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Speaker 1: back for Holmes, who's an amazing ESPN senior writers, spent

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Speaker 1: two years putting that stuff together. He has a two

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Speaker 1: part series. I think it was read more than one

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Speaker 1: million terms. Is by far the biggest trash and he's

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Speaker 1: ever got, which is great to hear there is that

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Speaker 1: much awareness. Our data is not about basketball only he

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Speaker 1: you know, he asked us in a basketball article, So

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Speaker 1: I'm talking about all sports. You know. Our data is

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Speaker 1: very clear. Uh, and my clinic is all athletes. So

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Speaker 1: you are very right, and that hasn't changed. And I

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Speaker 1: you know, I say it over and over again. You know,

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Speaker 1: by the time you know, most kids, not all, but

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Speaker 1: many kids are entering college, they've gone through the system.

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Speaker 1: They've advanced it by about four to five years, what

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Speaker 1: I estimates. In other words, people are now doing stuff.

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Speaker 1: For example, maybe you and I might say, right, well,

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Speaker 1: I'm really focused on maybe later in high school and

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Speaker 1: middle high school. I might say, I really want to

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Speaker 1: be a great tennis player, baseball player, whatever it is.

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Speaker 1: Now that's happening at nine and ten years old, where

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Speaker 1: they say, okay, I really want to just do this,

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Speaker 1: and you could danced the injury type as well too.

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Speaker 1: So we see stuff in twelve, thirteen, fourteen year olds

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Speaker 1: we never saw before, and now we see it rather

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Speaker 1: than maybe later in college. I mean bad tendon disease.

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Speaker 1: I mean I reluctantly have to inject playlists into fifteen

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Speaker 1: year old teller tenants that are already degenerative, like they

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Speaker 1: just played four years of college basketball. It's really fascinating

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Speaker 1: how the progression of diseases happened because of you know

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Speaker 1: what they're just what do you expect by time they

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Speaker 1: get to college. You're just basically packaging them up and

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Speaker 1: trying to make the power practage look as pretty as possible,

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Speaker 1: because by time they get there, it's gonna be a

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Speaker 1: tough you know, it's gonna be tough atal And I'm

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Speaker 1: also a college team position, and you know, I see

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Speaker 1: the other side of it at night. You know, I've

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Speaker 1: got that for many years, and and uh so, how

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Speaker 1: do you as a parent. It's it's actually easier because

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Speaker 1: I can control my environment, you know, just by my

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Speaker 1: busy schedule, and you may do the same thing. I

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Speaker 1: coach every sport that my kids play because I can

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Speaker 1: help control the environment and and speak sense, like the

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Speaker 1: simple things like my kid pitched team. I say, everyone,

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Speaker 1: every kids only pitching one inning, so every game that's it,

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Speaker 1: and they alternate. So I have six pictures out of

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Speaker 1: out of eleven or twelve kids, and they pitched basically

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Speaker 1: one time a week, one inning. And I know some

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Speaker 1: people look and say, how can you even developed? But

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Speaker 1: I think you and I both know that. You know,

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Speaker 1: the best baseball pitchers are the ones who I said,

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Speaker 1: you want to be a good baseball pitcher, don't pitch

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Speaker 1: until you're skeleton mature grand played shortstop at at Stetson.

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Speaker 1: Now he throws a hundred three and he's you know,

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Speaker 1: consider the go anyway, Yeah, I asked it minor league,

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Speaker 1: you know, and major league. Know. I helped with you

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Speaker 1: know a little bit with the Major League Baseball organization,

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Speaker 1: and uh, you know, I asked all the pictures when

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Speaker 1: you start pitching and pitching seriously, most of them have

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Speaker 1: thrown a ball. But you know, most of them, especially

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Speaker 1: like American you know, they actually the ones who make

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Speaker 1: it are just great athletes. And then they decided later

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Speaker 1: they were an outfielder, they were you know, first base

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Speaker 1: of anything. They said okay, hey, okay, so let's start pitching.

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Speaker 1: And then they become phenomenal pictures. The shorter time period

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Speaker 1: you know that they pitched. The shorter exposure period, um,

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Speaker 1: you know, the better chance to have. So so yes,

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Speaker 1: we've expelling things I think by about four or five years.

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Speaker 1: And so as a society, I think getting to change

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Speaker 1: the parents bunch easier. I can control my kids environment

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Speaker 1: in my world bunch easier. So what does it mean?

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Speaker 1: What does it mean to you to be a supportive parent? Right,

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Speaker 1: because the reason I'm asking that is a lot of

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Speaker 1: times kids will say, Hey, I want to do this

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Speaker 1: at this age? Right, I hear this all the time, Doc.

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Speaker 1: I hope people say, my kid all he wants to

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Speaker 1: do is play baseball, or play soccer, play tiddly winks,

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Speaker 1: whatever it is all year long. They don't want to

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Speaker 1: do anything else, Like I'm not gonna make them do something.

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Speaker 1: So like am I being a supportive parent by going

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Speaker 1: along with whatever my kid wants to do? Or am

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Speaker 1: I being a supportive parent by guiding you know? And

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Speaker 1: all those things? How do you interpret that? Well? You know,

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Speaker 1: it's a really good point. I've actually kind of given

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Speaker 1: balanced opinion. I may suggest that most kids are specialized later,

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Speaker 1: but I know that you know, one third of kids

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Speaker 1: if you look at our data and others choose a

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Speaker 1: highly specialized and probably an early ages. We published reason

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Speaker 1: articles guiding people and you know it's medical articles, but

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Speaker 1: we can give it to our families about how to

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Speaker 1: train uh specialized athletes and follow guidelines there because we

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Speaker 1: can't change everyone that you know, that was we try. Um.

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Speaker 1: I think the best play at it is is I'm

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Speaker 1: actually writing a talk. I'm going to Boston Children's Harvard

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Speaker 1: and I call it. You know, there's l T A D,

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Speaker 1: there's long term athlete development, and there's data that shows

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Speaker 1: it's short term at lot development and and I actually

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Speaker 1: call it STD, so it's short term development of people.

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Speaker 1: Really remember that there is data that I do specialized

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Speaker 1: and you started your kids doing stuff at eight nine

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Speaker 1: and only doing that sport, you'll have short term success.

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Speaker 1: And it's hard to come back because you know those

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Speaker 1: kids are getting better faster, and the parents get excited

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Speaker 1: about it, and it's true you you will have that success.

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Speaker 1: Your exposure and your risks and all these things are

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Speaker 1: the things that developed later before you know, much later.

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Speaker 1: And that's includes burnout and injury and all the other

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Speaker 1: negative things that you know that may happen. So it's

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Speaker 1: a it's a big risk that the parents need to

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Speaker 1: be willing to take. If we can start demonstrating more

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Speaker 1: the performance benefits, especially at the younger ages, that I think, um,

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Speaker 1: we have a better shot. So we do have some

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Speaker 1: performance data out there, and we published one uh systematic

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Speaker 1: review that shows in eighteen articles, not one article demonstrated

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Speaker 1: is a superior benefit specializing. So right now, so that's

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Speaker 1: the messaging we have to get out and that's the

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Speaker 1: you know, the largest systematic review done in the world

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Speaker 1: so far. So we we just don't have a performance then,

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Speaker 1: but those that do specialize at least call some guidelines,

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Speaker 1: have a have a good environment. Um. In other words,

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Speaker 1: you have to have a supportive environment. UM. You have

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Speaker 1: to have early access to medical triage. You can have

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Speaker 1: a focus on winning pill you can train, you know,

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Speaker 1: but you can't have the focus on winning. Those kids

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Speaker 1: actually have better quality life with the parents are like

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Speaker 1: hands up my capuses driving the bush. And then you

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Speaker 1: know and uh, and we have simple rules like you

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Speaker 1: train lest hours per weeks in your age, you have

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Speaker 1: some breaks during the year, you know about two months

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Speaker 1: one month at different times of the year. Um. And

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Speaker 1: and you actually introduce free plane. You have to do

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Speaker 1: some off cord or off you know condition the injury prevention. Again.

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Speaker 1: So so we do we support and work with many academies,

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Speaker 1: you know, private academies that you know do a lot

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Speaker 1: of stuff. Maybe we we may not want them to do,

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Speaker 1: but um, but I don't size like if the family

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Speaker 1: decides to go for it, and I'm they're helping treat them,

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Speaker 1: will give them the right tools to be successful in

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Speaker 1: that environment. When we come back, Dr j Anthony and

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Speaker 1: I discussed why children should train less hours per week

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Speaker 1: than their age. Welcome back where we left off, Dr

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Speaker 1: Jenny Anthy and I discussed the importance of understanding your

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Speaker 1: child's physical mental resilience. You mentioned the hours right, because

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Speaker 1: I think people would love to hear you know a

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Speaker 1: number of hours. I've heard like the number of hours

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Speaker 1: not even exceeding the age or you know, per week.

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Speaker 1: What are some real good guidelines people can look and say, okay,

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Speaker 1: you know my kids eight years old, they shouldn't do

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Speaker 1: this many hours a week of spit exactly. Yeah. Yeah,

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Speaker 1: I'm gonna give credit called the Ali Stephen's real because

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Speaker 1: one of my very good former friends that um he

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Speaker 1: unfortunate passed away to do a couple of cancers. He

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Speaker 1: was a really great tennis coach and we were about

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Speaker 1: to give a talk like gosh this fifteen eighteen years

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Speaker 1: ago to a bunch of tennis parents, and um I

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Speaker 1: asked him, I said, how how much do you like

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Speaker 1: the kids at Trainey said, I just told him do

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Speaker 1: less hours per week than their age. He just casually

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Speaker 1: set it. So then I actually researched until at athletes,

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Speaker 1: and we found that he was exactly right. Actually, if

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Speaker 1: you exceeded that, you were much more likely to get

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Speaker 1: a series over your senior, not just a regular every center,

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Speaker 1: but the series one to keep you out a bad

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Speaker 1: stress fractures and keep you out for one month or longer.

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Speaker 1: And so that's been popularized. I'm very happy of all

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Speaker 1: the data that we've done, even more than the specialization research,

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Speaker 1: the actual age versus hour's rule. I hear, I see

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Speaker 1: it everywhere, and I'm really proud to say that you

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Speaker 1: know that came from a casual convers was one of

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Speaker 1: the coach and the data into mass media and people

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Speaker 1: are utilizing. So yes, if you're twelve years old, tried

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Speaker 1: to do less than twelve hours a week of total

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Speaker 1: workload and and we we've actually um put out We

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Speaker 1: honestually just did a blog through our Emory Healthcare to

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Speaker 1: kind of keep guidelines through different growth period. So the

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Speaker 1: thing is, and you and I know this have to

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Speaker 1: kind of categorized by where you're on your stage of development.

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Speaker 1: What you and I are talking about is try and

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Speaker 1: emphasize this in the pre adolescent athlete, where you play

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Speaker 1: all sorts of sport. You don't do anything year around

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Speaker 1: and just have fun. But the second phase you have

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Speaker 1: to u um, you're grothsburg. You have to be a

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Speaker 1: little more cautious then, but you might increase some load.

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Speaker 1: If that would you say like not enough? You would

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Speaker 1: you say like, that's pre puberty versus puberty. Correct correct, Yeah, right,

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Speaker 1: pre adolescents of pre puberty before your growth. And then

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Speaker 1: um in the last days is laid adolescents, where it

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Speaker 1: is okay to specialize that. You might have a thirteen

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Speaker 1: year old girl who is already in laid adolescents and

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Speaker 1: it's okay. She may say, I'm only playing tennis, I

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Speaker 1: want to get a college scholarship, and I'm actually a

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Speaker 1: scaled limit store and done with my growth. And that

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Speaker 1: is so much. You should train intensely and we might

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Speaker 1: ramp it up and they may be able toll rate

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Speaker 1: higher workload. So I think when we get really when

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Speaker 1: we kind of share a coach's vision and say, look

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Speaker 1: at this isn't the same exact rule for everyone's pretty individualized,

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Speaker 1: and you look at your kids and see where they

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Speaker 1: are in their stage of development. And a big one

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Speaker 1: I forgot to add is everyone who needs understand their

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Speaker 1: child's resilience. Resilience is two things. They're physical and mentally. Physically, um,

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Speaker 1: some kids can tolerate high loads. Some kids cannot, even

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Speaker 1: during growth periods or not. Mentally, there's kids. UM. I

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Speaker 1: have one kid who no matter what he can lose,

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Speaker 1: he can you know, it could be the worst day.

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Speaker 1: He will get up, the younger one and just do whatever,

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Speaker 1: you know, go right back to it. He just loves.

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Speaker 1: And the other one, you know, if he doesn't have

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Speaker 1: a good outcome, he may not be resilient and he'll

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Speaker 1: just quit. And so you've understand the child's resilience physically

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Speaker 1: and mentally, and and you know it's a very individual approach.

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Speaker 1: I think do you think that there's a direct correlation,

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Speaker 1: like because I've interviewed like for instance, UM, George Mumford, UM,

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Speaker 1: I've I've interviewed Seth Pepper. You know many others who

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Speaker 1: are you know mindfulness or mind performance coaches. How the

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Speaker 1: mind affects the body. How much of that can you

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Speaker 1: see from your medical side, where you know, braining the

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Speaker 1: mind or having that resilience right experience and how much

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Speaker 1: does your mind impact the body from your position? Well,

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Speaker 1: I think it's a it's a huge component the mindset.

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Speaker 1: I'm very big on that. But we're we're taking out

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Speaker 1: to slice. I think that's got its best opportunity in

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Speaker 1: high level athletics, right, high performance athletics. And I think

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Speaker 1: there's a there's a really big part of it. And

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Speaker 1: you know we see every day. I mean, you watch

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Speaker 1: the US Open and Carlos alcros a new number one

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Speaker 1: player in the world is mental resilience. It's like no weather.

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Speaker 1: That's what Niddal and all these elite, elite level athletes.

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Speaker 1: You see that early on. But um, you know, most

429
00:19:24,720 --> 00:19:26,800
Speaker 1: kids are not gonna be that type of mental resultence.

430
00:19:26,880 --> 00:19:29,040
Speaker 1: You can't. I don't think you can teach a eleven

431
00:19:29,119 --> 00:19:31,320
Speaker 1: or twelve year old and mental resilience that it requires

432
00:19:31,320 --> 00:19:34,760
Speaker 1: to be at that level. Um. But but having said that,

433
00:19:34,800 --> 00:19:36,840
Speaker 1: each tell is different and you nurture that. When you

434
00:19:36,840 --> 00:19:39,720
Speaker 1: get to late audolescens, I think you can devolve that further.

435
00:19:39,800 --> 00:19:41,919
Speaker 1: But you know, I was at a big meeting during

436
00:19:41,960 --> 00:19:43,399
Speaker 1: the US Open. I talked to, you know, one of

437
00:19:43,400 --> 00:19:45,800
Speaker 1: our w t A sports psychologists, and I said, what

438
00:19:45,880 --> 00:19:48,439
Speaker 1: have thoughts on parents, you know, getting sports psychologists, you

439
00:19:48,440 --> 00:19:49,760
Speaker 1: know for a twelve year old and he said, well,

440
00:19:49,800 --> 00:19:51,840
Speaker 1: most of those meetings are just talking to the parents

441
00:19:52,160 --> 00:19:54,600
Speaker 1: because here doesn't really need to be in a meeting

442
00:19:54,800 --> 00:19:57,520
Speaker 1: about you know, mental ford toe. That's for you know,

443
00:19:57,560 --> 00:20:01,920
Speaker 1: elite athletes as they get older, college, professional, Um, that's

444
00:20:01,960 --> 00:20:04,359
Speaker 1: how I feel. That's a great you know what. And

445
00:20:04,680 --> 00:20:07,280
Speaker 1: that's such a great point because I've heard many times

446
00:20:07,320 --> 00:20:09,680
Speaker 1: people say, you know, I've heard literally people that are

447
00:20:09,680 --> 00:20:12,680
Speaker 1: in you know, whether they own a training facility or

448
00:20:12,720 --> 00:20:16,040
Speaker 1: whatever the cases, you know, you'd have people go to them.

449
00:20:16,040 --> 00:20:18,040
Speaker 1: And these are these are folks that may work with

450
00:20:18,119 --> 00:20:21,880
Speaker 1: professional and college age athletes as well as youth. And

451
00:20:21,920 --> 00:20:24,040
Speaker 1: they say they get asked at times like hey, what

452
00:20:24,119 --> 00:20:25,679
Speaker 1: do you you know? The parent may have a ten

453
00:20:25,760 --> 00:20:27,360
Speaker 1: year old and they say, hey, what did you do

454
00:20:27,480 --> 00:20:30,719
Speaker 1: with X y Z pro athlete? I want to incorporate

455
00:20:30,760 --> 00:20:32,600
Speaker 1: that with my ten year old? And and a lot

456
00:20:32,600 --> 00:20:35,080
Speaker 1: of times you hear these these trainers will say, like, dude,

457
00:20:35,080 --> 00:20:36,960
Speaker 1: when this pro athlete was ten, he was hanging out

458
00:20:37,000 --> 00:20:39,320
Speaker 1: with his friends and the neighbor playing like different sports,

459
00:20:39,320 --> 00:20:42,359
Speaker 1: having a good time like that. The best athletes weren't

460
00:20:42,359 --> 00:20:44,920
Speaker 1: locked in when they were so I mean to your

461
00:20:45,000 --> 00:20:48,159
Speaker 1: point of doing things from a mental performance standpoint that

462
00:20:48,160 --> 00:20:49,720
Speaker 1: you may need to do at a professional level. I

463
00:20:49,760 --> 00:20:51,320
Speaker 1: think it kind of goes hand in hand. And we

464
00:20:51,400 --> 00:20:54,399
Speaker 1: lose that right because you said there is an advantage

465
00:20:54,440 --> 00:20:57,119
Speaker 1: early on if you go all in and all that.

466
00:20:57,160 --> 00:20:59,639
Speaker 1: But let's cut the chase here. Could we be stripping

467
00:20:59,680 --> 00:21:03,720
Speaker 1: kids are day childhood at times? Yes? Yes, oh my gosh, absolutely.

468
00:21:03,840 --> 00:21:05,560
Speaker 1: I have three you know, I say this to each

469
00:21:05,600 --> 00:21:07,679
Speaker 1: my teams, like coach here, here's the three things. We

470
00:21:07,720 --> 00:21:10,280
Speaker 1: don't talk score with our kids. We don't we don't

471
00:21:10,320 --> 00:21:13,119
Speaker 1: talk outcome measures. We asked them three questions before and

472
00:21:13,160 --> 00:21:15,200
Speaker 1: after every game, and go, do believe in yourself? That's

473
00:21:15,280 --> 00:21:17,439
Speaker 1: mental attitude you want. Do you believe in yourself? Do

474
00:21:17,440 --> 00:21:19,359
Speaker 1: you believe in each other? Do you believe in your team?

475
00:21:19,680 --> 00:21:21,359
Speaker 1: And that's what we ask them and everything. Let's go

476
00:21:21,480 --> 00:21:23,560
Speaker 1: as a team. And so we never let a kid

477
00:21:23,640 --> 00:21:26,000
Speaker 1: get down. But I see it every day at the park,

478
00:21:26,119 --> 00:21:28,280
Speaker 1: like we can do that with our team. But there

479
00:21:28,320 --> 00:21:32,000
Speaker 1: are many many other teams. Many of their coaches volunteer coaches,

480
00:21:32,000 --> 00:21:34,320
Speaker 1: as you know, many of them are not trained with

481
00:21:34,760 --> 00:21:37,439
Speaker 1: youth athletes. And it's happened to be the most available

482
00:21:37,600 --> 00:21:41,280
Speaker 1: data around um who aren't preaching that the experience is

483
00:21:41,359 --> 00:21:44,600
Speaker 1: very different, and in fact, you know this is the experience.

484
00:21:44,600 --> 00:21:47,920
Speaker 1: We're trying to remind people that most experiences of youth

485
00:21:48,000 --> 00:21:51,719
Speaker 1: athletes are either with volunteer parents who may not have

486
00:21:51,760 --> 00:21:55,240
Speaker 1: a lot of experience with youth athletes, or a private model,

487
00:21:55,560 --> 00:21:58,360
Speaker 1: where like you have mentioned, there may be a secondary

488
00:21:58,400 --> 00:22:01,320
Speaker 1: game to help guide the athlete on what their athletes

489
00:22:01,359 --> 00:22:03,600
Speaker 1: de alowment is. In other ways, there's a potential for

490
00:22:03,640 --> 00:22:06,800
Speaker 1: financial gain of you know, having them be at your

491
00:22:06,840 --> 00:22:09,240
Speaker 1: accounting more often. I'm not saying there's many, many, many

492
00:22:09,240 --> 00:22:11,160
Speaker 1: great coaches, but you and I both know that they're

493
00:22:11,160 --> 00:22:15,280
Speaker 1: certainly designed to get more athletes participating more often younger

494
00:22:15,320 --> 00:22:19,840
Speaker 1: ages um because of a financial benefit. We could probably

495
00:22:19,880 --> 00:22:22,240
Speaker 1: talk about that, like for another hour and a half

496
00:22:22,240 --> 00:22:24,280
Speaker 1: of Dr jayanthing. I want to finish up with this

497
00:22:24,359 --> 00:22:26,520
Speaker 1: if you could. I know you give these talks a

498
00:22:26,520 --> 00:22:29,199
Speaker 1: lot and and and this is your profession, but what

499
00:22:29,280 --> 00:22:31,960
Speaker 1: would you say from your medical background, your experience as

500
00:22:32,000 --> 00:22:34,640
Speaker 1: a parent. You know, people are struggling to figure out

501
00:22:34,640 --> 00:22:36,960
Speaker 1: the balance. Right where do I draw the line? They're

502
00:22:36,960 --> 00:22:39,160
Speaker 1: being pulled in a million directions. They want to see

503
00:22:39,160 --> 00:22:41,240
Speaker 1: their kids perform, right, They want to see their kids

504
00:22:41,280 --> 00:22:44,119
Speaker 1: have fun and stay involved. I have success, but also

505
00:22:44,280 --> 00:22:45,919
Speaker 1: it's a tug of war, like I want to make

506
00:22:45,920 --> 00:22:47,560
Speaker 1: sure my kid wants to stay in the sport like

507
00:22:47,600 --> 00:22:50,160
Speaker 1: I don't want to. It's easy to get dragged down

508
00:22:50,240 --> 00:22:52,400
Speaker 1: the wrong path and you you burn your kid out.

509
00:22:52,600 --> 00:22:55,919
Speaker 1: What's the best way to maintain balance? Yeah, you know,

510
00:22:56,160 --> 00:22:58,879
Speaker 1: And I struggle the same way as any other parent would,

511
00:22:58,920 --> 00:23:01,320
Speaker 1: but you know, I you know, I think the best

512
00:23:01,359 --> 00:23:03,200
Speaker 1: thing to do is if you can take a deep breath,

513
00:23:03,280 --> 00:23:06,240
Speaker 1: which is not easy, and say, if you had your choice,

514
00:23:06,280 --> 00:23:09,960
Speaker 1: would you want your exercising and having a positive relationship

515
00:23:10,000 --> 00:23:13,040
Speaker 1: with sport when they're an adult as well. And if

516
00:23:13,080 --> 00:23:14,600
Speaker 1: you kind of take a deep breath and you think

517
00:23:14,640 --> 00:23:17,320
Speaker 1: about how that works, then you then you actually get

518
00:23:17,359 --> 00:23:19,920
Speaker 1: away from this STD or the short term development plan

519
00:23:20,520 --> 00:23:22,919
Speaker 1: and get caught up. And trust me, it's just very easy.

520
00:23:22,960 --> 00:23:25,400
Speaker 1: I get it. Like I I know that my kids

521
00:23:25,440 --> 00:23:27,160
Speaker 1: could do much better and each of their sports, since

522
00:23:27,160 --> 00:23:29,800
Speaker 1: they play a different sport every season, when they go on,

523
00:23:29,960 --> 00:23:31,560
Speaker 1: you know, they're just not playing that sport and they

524
00:23:31,600 --> 00:23:34,119
Speaker 1: take a while to catch up. Very easy to feel

525
00:23:34,160 --> 00:23:37,080
Speaker 1: discouraged for your child, But if you de emphasize all

526
00:23:37,160 --> 00:23:41,359
Speaker 1: the short term result aspects of it and focus on

527
00:23:41,600 --> 00:23:45,120
Speaker 1: the chance that they will actually play and positive relationship

528
00:23:45,119 --> 00:23:47,320
Speaker 1: with sport later on. That's what Michael is for my

529
00:23:47,320 --> 00:23:49,280
Speaker 1: get I want to play with you when i'm when

530
00:23:49,280 --> 00:23:51,120
Speaker 1: you get older and i'm you know, I'm on vacation

531
00:23:51,240 --> 00:23:53,560
Speaker 1: or and then in that they find their own and

532
00:23:53,640 --> 00:23:56,000
Speaker 1: joy and if they find their passion through it, it

533
00:23:56,040 --> 00:23:58,760
Speaker 1: will happen organically. And then as they come to you

534
00:23:58,920 --> 00:24:00,760
Speaker 1: then they may say, hey, look, really want to get

535
00:24:00,760 --> 00:24:03,000
Speaker 1: good at X, Y or Z. And I think if

536
00:24:03,040 --> 00:24:06,600
Speaker 1: we can kind of focus on this longer term approach,

537
00:24:06,640 --> 00:24:09,000
Speaker 1: and and I ask every kid and I give talks,

538
00:24:09,080 --> 00:24:11,359
Speaker 1: they say, look, can you just promise me if I

539
00:24:11,400 --> 00:24:13,200
Speaker 1: talk to a tennis academy that your goal you play

540
00:24:13,240 --> 00:24:16,080
Speaker 1: tennis as an adult. And it's a lot actually harder

541
00:24:16,080 --> 00:24:19,080
Speaker 1: than it sounds. They're all thinking about what their ranking

542
00:24:19,080 --> 00:24:21,840
Speaker 1: will be at twelves and fourteens and sixteens and the

543
00:24:21,920 --> 00:24:24,360
Speaker 1: kind of getting into college. But focusing on that part

544
00:24:24,560 --> 00:24:26,760
Speaker 1: is one of the biggest things for me for our kids.

545
00:24:27,240 --> 00:24:29,880
Speaker 1: Dr ny Rude j Anty, I cannot thank you enough.

546
00:24:30,119 --> 00:24:32,719
Speaker 1: You got so much content out there. Where can they

547
00:24:32,760 --> 00:24:34,800
Speaker 1: find you? Is there any place in particular with people

548
00:24:34,920 --> 00:24:37,720
Speaker 1: go and find more about me. Yeah, I think you know.

549
00:24:37,840 --> 00:24:40,800
Speaker 1: I'm uh, you know, actually I'm working because I get

550
00:24:40,800 --> 00:24:43,200
Speaker 1: a lot of quests about our content. We're actually working

551
00:24:43,200 --> 00:24:45,200
Speaker 1: on creating a web you'ven search me new routine and

552
00:24:45,240 --> 00:24:47,800
Speaker 1: we've had probably about a hundred fifty media releases that

553
00:24:47,960 --> 00:24:49,560
Speaker 1: put out a lot of our training guidelines. I'm at

554
00:24:49,600 --> 00:24:52,439
Speaker 1: Emory Healthcare, so you can go to Emory Healthcare and

555
00:24:52,440 --> 00:24:54,120
Speaker 1: and find it as well there just search my name

556
00:24:54,160 --> 00:24:57,720
Speaker 1: ne Rougine and and follow me on Twitter actually, because

557
00:24:57,760 --> 00:24:59,320
Speaker 1: I do put out a lot of content as you

558
00:24:59,320 --> 00:25:02,720
Speaker 1: know on Twitter at any and E are you j

559
00:25:02,880 --> 00:25:05,639
Speaker 1: A y A N T h I And whatever we

560
00:25:05,760 --> 00:25:07,600
Speaker 1: publish or put out something good, we try to get

561
00:25:07,600 --> 00:25:11,120
Speaker 1: out there to the mainstream. Doc. I cannot thank you enough. Man.

562
00:25:11,280 --> 00:25:13,800
Speaker 1: Always a pleasure to get back to work and keep

563
00:25:13,840 --> 00:25:16,360
Speaker 1: fighting your fight. We all appreciate everything you do. Keep

564
00:25:16,359 --> 00:25:18,160
Speaker 1: it up, Nick, and you too as well. You're getting

565
00:25:18,160 --> 00:25:20,320
Speaker 1: the messaging out is nine percent the battle of the

566
00:25:20,359 --> 00:25:21,960
Speaker 1: research side, and the other side we do is like

567
00:25:22,000 --> 00:25:24,040
Speaker 1: ten percent of the work. And that's the easy part.

568
00:25:24,080 --> 00:25:26,920
Speaker 1: What you're doing is is is so immensely helpful. That's

569
00:25:27,040 --> 00:25:31,240
Speaker 1: Dr niro J Anthony Emery, Tennis Medicine program Director. Thanks

570
00:25:31,240 --> 00:25:34,680
Speaker 1: for listening to the Reform Sports Project podcast. Dominic Booncourt

571
00:25:34,760 --> 00:25:36,720
Speaker 1: and Our goal is to restore a healthy balance and

572
00:25:36,760 --> 00:25:40,600
Speaker 1: perspective in all areas of sports through education and advocacy.

573
00:25:40,760 --> 00:25:44,280
Speaker 1: For updates, please follow us on Facebook, Twitter, and Instagram,

574
00:25:44,400 --> 00:25:46,679
Speaker 1: or check out our website by searching for the Reform

575
00:25:46,720 --> 00:25:47,560
Speaker 1: Sports Project