This article was provided by Bjorn Galjaardt

Okay, a catchy phrase for something that might actually be a double pyramid model. However, time is of the essence and clubs, coaches, athletes, parents or caretakers and stakeholders can act now. The Sandglass Sport Success model is a blueprint that poses challenges of ‘participation’, ‘early specialisation’ and ‘high-performance’. In fact, in various sports, people find the same challenges and opportunities but may find friction in or from certain levels of the ‘sandglass’. The sandglass works from a broad FUNdamental base to a narrow high-performance climax, that eventually will mirror success. Interested? Let me take you through a journey of a blueprint in sport success.

First pyramid:
The first pyramid is based on the basics and needs of the participants. It is like a combination of Maslow’s hierarchy of needs and Balyi Long-Term-Development-Model, but then for all sport needs involved! From associations to clubs and from grassroots to high-performance interests. Active Start.

1. Statistics shown that most participants join an introduction program, whether it is through the school, club, association or similar. On average, globally, around the age of 8 years old. Some have gone through ‘mandatory’ programs (e.g. learn-to-swim), while others try sport based activities for the first time. Some will join at a later age as they may transition from other sports (e.g. swimming to water polo), like to try something new or it is part of a (curriculum) activity. Fun is the main driver: FUNdamentals

2. Other or the same participants either transition to the next phase or begin here. The second most important layer. In both layers, there could be some sort of competitive component involved, but the majority want to play the sport with friends, try something new or really want to learn more about the sport. Learn to train.

3. Phase 3 is where the ‘fun’ starts to form a different dimension. Training starts to get serious for some. Perhaps there is an appetite for more, perhaps the club has a history of being a more performance driven club, perhaps there are other reasons. The main idea is to offer multiple levels for multiple participants, which shall now be called players. This base layer of phase, or stage, 1, 2 a 3 is needed to provide adequate opportunities for all players involved. Whether it is a once in a week game with a BBQ after or 5 times a week training with an A division team. If we lose those crucial ‘hot’ levels (hence the colours red, orange and yellow), there will be no phases or stages after this. High-Performance is bound to those first 3 crucial levels. Train to Train.

4. As the pyramid layer shrinks, the level of players become thinner. Players shall now be called athletes, whether they are emerging or close to elite. They play representative and they want to continue to do well. Some are happy to already perform on this level, others want more. Most of them specialise into this sport alone, others may drop out and it is crucial to capture them and nurture them on the level that they feel valued and welcome. Some may have educational sponsorships or still depend on parents or stakeholders. Train to compete.

5. This is the level with the least athletes. The financial structure depends on professional sponsors or government support. The quality is assumed to be higher and for that matter, perhaps high key performance indicators are on stake. Train to win.

Second pyramid.
The reflection of the first pyramid, or better the expansion.

6. Coaches, athletes or coordinators and managers who have gone through phases or stages 3, 4 or 5 and are a current or past identified role models, could be utilised for those levels to inspire those that are close to that same level. Learn from their experiences and share their stories. Sure, when high stake medals were won this would leverage the strength of this phase. However, there are many examples of successful club programs and sponsor packages that others have never seen, just because it was not shared with the right people. Who in your club has a success story that people could learn from? Perhaps a community members’ father, who won the Football Premiers… Share to perform.

7. All members from all levels can inspire, not just your top performers. There are great coaches out there who never represented any country but touched many lives and build a club. Past players who actually never thought of doing something for the club or program, because they perhaps never been asked, therefore never had considered it. Who in your club or program knows a person that perhaps has an interest to inspire a current or next generation? Teachers can introduce water polo into schools or schools into your water polo program. Share to inspire.

8. People who currently play or have transitioned from playing and are in roles that could have a positive influence on your sport. Health and wellbeing is a hot item currently with more attention to it than a few decades ago. Develop a think tank with administrators in the sport area to evaluate competition, programs for clubs and schools and see what you can offer them. This may as well open connections and create transparency, perhaps there is even a need that was not identified before. Now maybe financial benefits are mutual! Inspire to develop.

9. By showcasing the sport there needs to be mutual benefits as mentioned in phase 8. This can be done by a combination of previous phases. Some benefits may run short term, other long term. To establish improvement a holistic approach needs to be considered. Created to be improve for the next few years if not for the next generations. Inspire to improve.

10. Once all stages or phases have been experienced, the reach to the community will be the foundation stage for the outreach of the sport. The sandglass can be built on again with stage or phase 1. New or current participants will become players, athletes and hopefully stay involved for life. Becoming new administrators, coaches, referees, sponsors and passionate supporters. Leaving a legacy. Active for Life.

SUMMARY: THE SUNGLASS SPORT SUCCESS MODEL

As time slips by, we would hope that the levels of support and interest in your sport will always continue. The reality is that time seems to runs out. New rules, organisational structures, players moving clubs, athletes dropping out and participants choosing different sports. What if we could improve the current structure and leverage of what we are doing now? Often the perception is that this comes at a price, e.g. winning medals, attracting good players, etc. This is not necessary the truth. What we need to do is stop early specialisation, keep pushing youngsters to limits that only others would like to see of them, and stop pointing fingers to above and below. Use what we have to keep a sport we all love. That does not mean that we cannot be competitive; we just do not need (the same level of) competition for everyone. We do not need to specialise and train 20 plus hours a week in an early stage of life. We only need to provide the right opportunity. There are many factors like different maturity ages, social-economic impact, etc. and some of these factors can be used to benefit and support the first pyramid effects.

What we need to do is leverage what we have done; evaluate, anticipate and generate in order to execute. This means a shared responsibility, ownership of tasks and goals as well as transparency and working together. This starts within the capacity and placing of your phase or stage in the pyramid. High-performance cannot be sustainable on it is own, but without high-performance we also miss the pathways and need for the few who can be role models and use our sport as a promotion. Adapt to trends in sport, but with a feel what the community wants and what the sport needs. Let us use the Sandglass Sport Success model in order to keep building and improve our sport. Leave a legacy and turn the sandglass with the ease.

AUTHOR

Bjorn Galjaardt (B.ed) studying Master of Sports Coaching with 12+ years coaching and managing experience from grassroots to elite level. Held roles in program management and currently delivering online and in person performance services at Blended Performances.

This article is contributed by Bjorn Galjaardt

Does coaching means to achieve results and reach set targets? Coaching to win! However, this is only one perceived idea on coaching. True, there are goals that need to be achieved. The reality is that most coaches view coaching as a complex process that contributes to multiple facets of the individual and thus team.

Filled with curiosity about the concept of coaching, I picked the brains of seven highly regarded coaches from various backgrounds and industries. Posing the difficult question: ‘Can you describe in a few sentences what coaching means to you’?

Mrs. Gonny Farley-Reijnen. Lecturer Sport Institute CIOS | Culture Coach Royal Dutch Baseball and Softball Association. Coaching for me is creating a positive performance culture. One in which everyone knows their tasks and responsibilities. A coach is there to lead everyone to the right behaviour, ensuring that they continue to grow, have the freedom to succeed and have relationships that they value. This applies to the individual as well for the team. Embrace the process!

Mr. Jay Ellis. Sports Performance / Business Academic | Academic Lecturer Australian College of Physical Education | High-Performance Consultant. My single thought: Coaching for me is all about people skills. Understanding the athlete is vital! Our job as coaches should be to develop the person before the athlete (the second will come).

Mr. Simon Daley. Head Water Polo Coach | Founder of Academy Water Polo & Goggle Project. It is the ‘self-felt joy’ of being given an opportunity of unlocking a player’s potential, so as to maximise their own performance towards success. This not only involves their on-field skill requirements but having a guide to their off-field achievements post their sporting career.

Ms. Martine Tobe. Director at Children’s Perspective Foundation | Founder Lifebook for You(th) | Board member FICE Netherlands. For me coaching is especially focussed and designed to provide a perspective for the future. Asking questions and providing a mirror to allow for self-reflection. Using positive psychology and recognising traits together to further develop. The coaching basis is providing attention to ‘growth’ possibilities. I like to focus on the qualities and contribute to a positive feeling in doing so.

Mr. Grant Jenkins. Performance Coach | Presenter | Educator | Coaching Athletes | Accelerating careers | Developing businesses. To improve the mindset of the person I am working with so they can achieve their long-term goals in life.

Mr. Bob Beusekom. Executive Director at The Executive Nomad | CFO Bright Zebra | Board member True (Family Planning Queensland). “Beat your yester self”. My view is that coaching style leaders do not only focus on the role performance of their staff. They also aim to develop their staff’s ‘self’, ideally considering the whole person, in a safe environment, on a plate of trust and respect, with a sauce of authenticity and vulnerability. Through coaching, as a leader, you can help reduce blind spots and self-limiting beliefs, giving your staff confidence and insight in their ‘selves’, purpose, and roles in life.

Mrs. Anna Wood. Women’s High-Performance Coach Australian Canoeing | Musculoskeletal and Sports Physiotherapist. As a HP coach I need to know my athletes’ goals, dreams and beliefs, their doubts and fears, basically what makes them tick… Between coach – athlete – team we strive for a foundation of trust and respect with room for individuality. If this foundation is firmly embedded into our culture, we are able to provide honest and constructive feedback, achieve full commitment of every team member and hold each other accountable. I believe this is the pathway to success.

SUMMARY:

Coaching as described by the business, education and sports coaches above is focused on ‘the person beyond the player’. Goals are merely milestones to provide an indication in the process of coaching performance. Whether it is improvement in one context, say technical aspects, there are other contexts like life skills, study/work balance and so on. Coaching is a meticulous process that is continuously managed and reviewed. A portfolio of this perspective on coaching will include a range of foundational strategies. For example, focus on personal development, growth mindset, and creativity. Furthermore, allowing room for self-reflection, mutual respect and understanding. Coaching comprises an arsenal of believes, methods and strategies to create a culture of trust and commitment for people to flourish. Coaching the person, equals coaching the process: ‘Fuelling the engine for optimised coaching’.

Special thanks goes out to the contributing coaches for this article.

AUTHOR

Bjorn Galjaardt (B.ed) studying a Master of Sports Coaching with a focus on Olympic education. He has 12+ years coaching and management experience from grassroots to elite sports level. Currently delivering online and in person performance services at Blended Performances.

By Dawn Redd-Kelly.

Communication builds trust. Trust generates commitment. Commitment fosters teamwork. Teamwork delivers results.”–Jon Gordon

You want results?  Jon Gordon knows how to help.

1. Communication builds trust. For the most part, the time of the coach who just hollers, but doesn’t explain has passed.  Have a communication plan for your team.  Whether it’s weekly check-ins or regular individual meetings.  Tell your team your vision for the program…and recruits…and your team’s parents.  Everyone should know why you love coaching/your sport and where you think your team is going.
2. Trust generates commitment. If you’re one of those coaches who is trying to figure out how to get their team to be committed in the off-season or to hold their teammates accountable, building trust is key.  Trust between the coaching staff, trust between athlete and coach, and trust between the athletes.
3. Commitment fosters teamwork. This is the good stuff! Teamwork means you’ve got players who don’t care about playing time, who are willing to sacrifice their personal desires for the greater good, who lead or follow as your team dynamics require.  Teamwork is competitive, cooperative, and collaborative…not combative.
4. Teamwork delivers results. If you continually put in the work mentioned in the previous points, then you can bask in the wonderfulness that is a well-functioning team.

As you can see, this has to be intentional, but it’s good work and well worth the effort.

Article #2–Do You Want to Be Great?

This article and other helpful coaching tools can be found at Coach Dawn Writes

By Dawn Redd-Kelly, Head Volleyball Coach at Beloit College.

“A team with talent can be good but they must have a shared vision and a greater purpose in order to be great.”—Jon Gordon

If you’re not following Jon Gordon on Twitter and you’re a coach, go do it right now.  His stuff is amazing and will make you think of the kind of team you are creating each and every day.  This quote summarizes an amazing TEDtalk by Simon Sinek that totally changed how I manage my team’s culture.

Shared vision

• Who should share it? Ideally coaches first, then captains, players, your athletic administration, your team’s parents.  It’s not really much of a vision if it’s not shared with and by others.
• Who creates it? You do, Coach.  You find a vision that speaks to who you are as a coach and where you want your team to go and then you formalize it.
• Who nurtures it? You do.  You tell your friends, neighbors, coaching colleagues…anyone who will listen!  If your vision doesn’t excite you, then it won’t excite your team and they won’t have your back when you’re not around.

Greater purpose

• What is it? Why do you coach your sport?  Sure, sure…to win.  But what else?  Most people who choose to work with young folks enjoy the maddening, frustrating, wonderfulness that makes up young adults.  Somewhere in there is your purpose.
• Who should it speak to? You, your team, your assistant coaches, future players. It’s why we keep doing this crazy job even though the hours are crazy and there aren’t nearly enough thank you’s to balance out the complaints.
• Why? Because most athletes won’t compete professionally, so there’s more to it than a potential paycheck. You’ve got to believe in your value as a coach and your sport’s ability to teach life lessons that will enhance a young person’s future.

Talented teams are good.  Talented teams who believe in a vision and serve a greater purpose can be great!

Are you tired of walking into practice and seeing lackluster effort from your players?  Have you had it with trying to get your female athletes to care about the team as much as you do??

Click here to find out more about Coach Dawn’s eBook: Motivating Female Athletes

Comes with a FREE PowerPoint presentation called Guarantee Your Success: Using John Wooden’s Pyramid of Success To Increase Your Team’s Cohesion.

Professionals seek a standard of excellence, constantly improving and incorporating the best knowledge and research in your field in order to get better at what you do every single day.

By John O’Sullivan, founder of Change the Game Project.

“What makes you a professional?”

That was the question Dr. Richard Bailey, Head of Research at the International Council of Sport Science and Physical Education, posed to me and 250 PGA instructors in Orlando this past January at the PGA Youth and Global Summit.

“Does getting paid to do something make you a professional? I don’t think so,” he continued, as he displayed the image above.

“Does belonging to a professional association of coaches or instructors make you a professional?” he asked. “Can’t we do better than that? Don’t we expect more of our professional doctors and lawyers and accountants than to simply be paid for their work or belong to a trade association?”

“No, being a professional is much more. It means seeking a standard of excellence, constantly improving and incorporating the best knowledge and research in your field in order to get better at what you do every single day. That is what it means to be a professional.”

A lot of heads were nodding in the crowd.

“Then we better get to work,” said Bailey, “because when it comes to coaching across the globe, there are far too many coaches who want to be considered professionals in their field, but have no intention of improving themselves or seeking a standard of excellence. They want to be treated like professionals but have no intention of acting like one. This is what we need to change.”

Amen Dr. B! Amen! (click here to listen to our podcast with Dr. B!)

I am a coach. For the past twenty plus years, coaching has been my profession. Yet for far too long, I didn’t act professionally. I got paid. I joined associations. I took my certifications and licenses. But I didn’t look beyond those things. I didn’t seek out more. I blamed my players for not learning, instead of myself for not properly teaching. And then something remarkable happened.

I had my own children. I realized for the first time in my life that there was something more important than myself. I realized the tremendous trust and responsibility that was placed with me by parents who turned over the physical and emotional well-being of their children to me.

I realized I was letting too many of those kids down. It was time for me to become a true professional coach and not simply a coach who got paid. It changed me forever as a coach. It did not make me perfect – far from it – but every day I try and get better. How?

I think about what I missed at practice today.

When players do not learn something, I look first to where I failed as a teacher before I blame the students.

I look for more effective ways to teach.

I try and be a better listener.

I surround myself with coaches who challenge me and critique how I work.

I read books and research on a daily basis.

Do you?

Our goal at the Changing the Game Project is for all coaches to become more professional in our work. That does not mean we all will get paid, but it does mean they get trained and held to a higher standard. Our work is too important.

This article is for those of us who do get paid. This is for coaches who take a paycheck and work with kids and young adults, either on a full-time or part-time basis. Because I look around and I see a lot of non-professionals out there, and you are doing our profession a huge disservice. You are giving us a bad name. You refuse to attend certification or licensing, and never pick up a book or go watch a true master coach at work. Some of you are scaring families and children into accepting everything you say and do, a deity who controls their playing time, their participation, and their future, promising scholarships and “playing at the next level” without even understanding what that means, or caring how many eggs you break in order to find one that does not crack.

We need a higher standard. Parents must demand it. Good coaches must demand it. Athletes must demand it. And administrators must demand it. So what does that standard look like?

When Dr. Jerry Lynch and I work with college teams, we start with two basic questions:

1.     What are we doing now that we need to KEEP doing if we want to be successful in the future?
2.     What do we need to STOP doing that we are doing now if we want to be successful in the future?

These questions seem quite appropriate here. What do we need to keep doing, and what do we need to stop doing, if we want coaching to be a profession?

Here are a few things that I see great coaches doing, that we ALL must keep doing in order to truly be professionals:

–       Be a lifelong learner and master of your craft: the number of NCAA, world and Olympic titles that guests on our Way of Champions Podcast have won is approaching 100, and the one commonality amongst the best coaches is that they are lifelong learners. Peter Vint, former USOC Performance Director, said it best when describing USA Women’s Volleyball Coach Karch Kiraly: “He has a deep curiosity and a relentless pursuit of becoming better.” YES!

–       Be a good listener: This is one quality that all great leaders possess, the ability to listen to their athletes and use what they hear to craft great practices and build great teams. Great listeners are great connectors, and the ability to connect is a core competency of quality coaching

–       Coach the person, not the sport: you don’t coach soccer, you coach Johnnie and Jimmy. Every single person in your group needs something slightly different from you. Some need discipline, and some need a hug, because they never get it at home. Know the difference and relentlessly connect with each person and each athlete. Ultimately, your influence will last much longer than the sport.

–       Intentionally build culture and positive team dynamics: when they ask kids what makes sports fun, three of the top five things have to do with positivity and great team building. Culture is not an accident, it is something that is purposely created. Culture is not an event; it is a process. Great coaches create the positive culture and dynamics that allows athletes to flourish.

–       Engage parents: “Most parents are not crazy: they are stressed,” says Skye Eddy Bruce, founder of www.SoccerParenting.com. “We need to stop using the crazy ones as an excuse to not engage the stressed ones.” YES! Parents are stressed because they are afraid their child is missing out, they are running all over the place taking kids to private this and group that, and it costs money and time. Professional youth coaches build trust, give parents good information, communicate continuously, and give feedback to parents and kids. Your life will be much easier if you recognize parents as partners in the process and engage them as such. A little work up front saves you a lot of work on the back end!

–       Make yourself redundant: as opposed to joystick coaching (see below). I have heard quite a few top coaches say this, and describe how they give ownership to athletes in incremental bits so that they start to hold each other accountable, solve problems on their own, and take ownership of the team. James Kerr talks about this in Legacy, how the New Zealand All-Blacks do this (“pass the ball”). Steve Kerr talks about the Warriors being “the players’ team.” This is tough, but it is how great coaches work. A side benefit is your athletes will be more engaged, more focused, and excited to learn once the focus shifts to an internal locus of control.

–       Understand coaching is about Xs and Os AND Relationships: we speak a lot about winning the relationship game with your athletes, yet sadly far too few coaching courses teach this. Yes, your activities and knowledge of Xs and Os and sport science matters, but it is not sufficient. Your players don’t care how much you know ‘till they know how much you care!

–       Get a mentor, or 6: surround yourself with other coaches in and outside of your sport who will critique you, challenge you, and push you to become better. Film yourself, ask for feedback from players and parents, and if you expect your players to be open to learning, demonstrate that you are as well.

Here are a few things youth coaches must STOP doing if we want to be considered professionals:

–       Demeaning children: I just read this incredible letter from a coach who is dying of cancer. He reflected on how he speaks to the kids, and how he may be giving his last pregame talk. If we are not OK with our words being the last words a child ever hears from us, then those words should never leave our lips. As Coach Russ Powell concludes in his letter, “I simply refuse to make a player feel bad because they’ve missed a penalty, misplaced a pass or lacks natural ability in their game. Now you may read this and dismiss it that’s your choice. The one thing to think about is, you never know when your last team talk will be or the last time you see your child play football. I know that time for me is soon and I want to make it an incredible experience.”

–       Ignoring Parents: who are we to be so high and mighty that we do not let parents know how their kids are doing, where they stand, and how they can help. We need to engage them, not ignore them.

–       Disrespecting officials: treat them with the dignity and respect that they deserve. Just because someone gets $20 a game to officiate does not give you the right to berate them and insult them, especially over an inconsequential call. It is a terrible message to your players, disrespects the game you coach, and is currently driving officials out of sports faster than we can replace them. What will you do when there is no one left to referee?

–       Not letting kids play: there is no game at the youth level that is so important that a player who comes to practices and fulfills the basic commitments of the team should not get meaningful playing time in. None. IF YOU PICK THEM, YOU PLAY THEM. The number of emails I get from parents of children who want to quit a sport they once loved because the coach refuses to put them in, or pulls them after a single mistake, are way too high.

–       Refusing to educate yourself: stop talking about 10,000 hours to mastery as if it is some magical boundary; there is no such thing! Stop isolating skills in blocked practices and then wondering why the players cannot perform them in games and matches Please read the actual peer-reviewed science and the latest evidence on how people learn and how skill is acquired. Stop saying “I have always done it this way” as that is about as unprofessional as it gets.

–       Joystick coaching: let the intelligence be on the field, not on the sideline. Let them make decisions, let them face desirable difficulties, let them make mistakes, and create an environment of learning. If you move every player where he should be and solve every problem the game presents, what then? When do the players get to learn?

Coaches, we need to be professionals. Not simply paycheck collectors. Not simply members of some trade association (though that is a start).

We must be true professionals.

Men and women who seek a standard of excellence in our work every single day.

Men and women who hold each other accountable for that high standard.

Men and women who call out those who do not meet the standard.

Men and women who celebrate those that do.

We are coaches.

We don’t just have a job.

We have a calling, and an immense responsibility.

And that calling demands more.

Coach O’Sullivan is a former college and professional player as well as a high school, club team and college coach. He is offering a FREE video series that is part of his Coaching Mastery program. For more information about gaining access to that program click the link above or in the image below. The video series includes a wealth of coaching education including some motivational and team building ideas used by some of the most successful coaches.

A couple of posts from Dawn Redd-Kelly for today.

Eliminate the Negative

You can see the original post here:  Don’t Just Accentuate the Positive, Eliminate the Negative.

Being a great head coach means success in competition.  I don’t know that we coaches can be successful if we don’t manage our team’s culture.  While we certainly have to guide them toward aspirational team goals and show them a template of what a winning culture looks like…we also have to limit the influence of our team Debbie Downer.

How successful leaders eliminate the negative:

1. Bad practices.  Not like, our practices in preparation for a competition, but the things we do all the time…the things that eventually become our culture.  As Aristotle said, “we are what we repeatedly do”, and if we have an athlete who repeatedly displays poor behavior (without correction), then it could become contagious.
2. Stifling processes.  Do you have athletes who don’t buy fully into your vision for the team?  Those folks are stifling your ability to move the team forward.  Does your team have a history of hazing newbies?  That process will stifle your team’s ability to gel and compete in crunch time.
3. Nasty people.  It’s easy to cut the athlete whose contribution your team won’t miss when they’re gone.  But what if your nasty player is your best player?  We’ve got to be willing to challenge that athlete’s view of how their teammates should be treated in order to save our team culture.
4. Negative beliefs.  I think we all worry about the team cancer, the athlete who is killing your culture in the locker room and on the bus.  But I think the person who doesn’t believe in the team’s success is equally bad.  You know the one: “This team killed us last year”, “We don’t have a chance without our really good player who just got injured”, “There’s no way we can win playing this defense”.  *sigh*

A great post over at Leadership Freak was the jumping off point for this post…check it out!

Post #2

4 Ways to Inspire Trust from Your Athletes

You can see the original post at 4 Ways to Inspire Trust from Your Athletes

“If you want to lead others, you’ve got to have their trust, and you can’t have their trust without integrity.”
— How to Be a C.E.O., From a Decade’s Worth of Them

The above quotation could deal with us, as coaches, or help us guide our team leaders earn their teammate’s trust.  Let’s focus on the coaching perspective.

On having integrity:

1. Set a vision. Know your philosophy.  Make sure your athletes know your philosophy. Recruit athletes based on your philosophy.
2. Build cultural guardrails. Coaches are the culture protectors.  We need help with this, of course, and that’s where good team leaders come in…we’re only with our teams a few hours a day, after all.
3. Foster a sense of teamwork. Creating a team first mindset on your team is hard work.  I’ve found that most of my athletes are generally team-minded people…until they’re negatively affected by it.  My solution?  Have your athletes brainstorm normal team problems before they’re a problem on the team.
4. Make tough calls. If we’ve got athletes who aren’t living up to these previously mentioned standards, our team relies on us to step in.  They’re watching us to see if we’ll be who we said we were.  Tough moments on our teams and with our athletes are chances for us to earn our team’s trust.

Accomplishing these tasks with our teams should be an on-going effort, but well worth the energy!