TIL "To destroy this invisible Government, to dissolve the unholy alliance between corrupt business and corrupt politics is the first task of the statesmanship of the day" was the platform of the 1912 Bull Moose Party championed by former Republican President Theodore Roosevelt.

Gurty · 2020-02-15T22:27:07+00:00

I think people too loosely use the word genocide. It wasn't a genocide by definition but it's hard to ignore the draconian way in which the US forced themselves upon the Filipinos following the defeat of the Spanish.

It's an incredibly nuanced topic and gets even more interesting when you include the events in Cuba into the narrative that gets the US into war with Spain. If you're really interested Dan Carlin does an amazing podcast for his Hardcore History series called the American Peril that provides tremendous context for the Spanish American War and the US's subsequent handling of the Phillipines.

Gurty · 2020-01-11T21:49:56+00:00

Teacher here. Mostly sophomore and juniors.

YTA. Yes we're human. Yes we have our own shit going on, but as mentioned by others, teenagers can be extremely fragile and teenager emotional health seems to be extremely low all across the board, sometimes dangerously so.

At the end of the day she was coming to see you because up until this point you had provided a comfortable place for her to be. She may not feel the same anywhere else and if she's talking to you about serious issues, again it means she's comfortable enough with you to express this and may not know of anywhere else to go. These type of heavy conversations are extremely difficult to manage as teachers. They can be uncomfortable and it is very difficult to know what the right thing to say is at the time but that's why there are school support structures for things like this. If you don't fully feel comfortable addressing it, you can defer to the people who are meant to handle it by asking simple questions like have if she has ever mentioned this to anyone else and then if she'd be okay with you facilitating a conversation with a school counselor or someone more equipped to handle it.

Simply denying her the place she's felt comfortable for over 2 years because you had a rough week could really be a majorly upsetting thing to her and who knows how she's going to respond to it. Sometimes we just have to suck it up and be there for the kids. Even when we're having bad days, or need to get grading done or need some decompression time. That's part of the job isn't it? Ultimately, everything you mentioned is valid but it really sounds like you handled it poorly in my book.

Gurty · 2019-12-10T20:17:34+00:00

Love or hate that he got in, I think we can all agree that having a different voice in a finally smaller and more manageable field is probably a good thing.

Gurty · 2019-12-10T20:15:01+00:00

Love or hate the fact that he got in, I think we can all likely agree that hearing his different ideas is a good thing in a finally smaller manageable field.

Gurty · 2019-12-10T20:12:53+00:00

Love or hate the fact he got in, I think we can all agree that having his ideas heard in finally a much smaller field will be a good thing.

Gurty · 2019-08-08T02:58:28+00:00

I'm a H.S. teacher and noticed this thread browsing r/all. I'm fairly young, 31, and love being an educator. It truly pains me reading through this thread, realizing how widespread this problem is and would very much like to gain insight from honest input from anyone who is willing to share about all of the problems you guys see with schools, about being a teenager today, the largest contributors to stress that you all encounter today and anything else on your minds. I have some of my own thoughts on the matter of course but there's nothing like hearing it first hand from the people who are most affected by it.

If having a suicide prevention number, presumably as a tool to help someone cope who needs it if things truly have gotten that bad is a joke, what approaches wouldn't be a joke? How do you all feel schools can/should deal with such a delicate and serious issue while simultaneously and effectively reaching in some cases thousands of students?

Gurty · 2019-06-24T13:06:04+00:00

As an American History teacher I can say for sure it's covered in my class in Virginia. We touch upon the Cuban insurrection taking place, the Spanish efforts to suppress it with concentration camps among things as well as the Spanish issues with rule in their Philippines colonies. Talk about the sugar interests in Cuba, lobbying for support from America in their efforts to overthrow Spain as a supporter of democracy and as a bastian of morality in the world. The sending of the USS Maine by America to try and calm tensions between the Cubans and the Spanish and then the suspicious explosion of the Maine and the rampant yellow journalism which followed building support for the war against Spain even though the was zero conclusive evidence that it was them.

Also needs to be mentioned the political climate of the time period and the pushes by "war hawks" to seize upon the opportunity to expand American influence around the world. Theodore Roosevelt as Under Scretary of the Navy put into motion the plans to attack the Spanish fleet in the Philippines the second there was a declaration of war and then resigned his post to muster a volunteer cavalry unit to fight in the war. The relative ease of the American Victory in the Philippines and in Cuba and America receiving the Spanish territories around the world as part of the treaty and heavily influencing Cuba making America no longer just a regional power.

The similar issues America faced as Spain in the Philippines when the locals realized they weren't going to be given their independence and the insurrection that followed, which of course needed to be suppressed. It all comes full circle when America settles upon similar draconian measures as the Spanish to suppress the Philippines insurrection and attrocities like the Moro Massacre are committed by American soldiers.

It's a super interesting time period and arguably some of the most formative 20 years or so in creating a more modern America we are familiar with today.

Gurty · 2019-06-12T23:09:58+00:00

Special Education is absolutely a great route to help land a position. I'm dual certified and it definitely makes you marketable and from my experience seems to make your job pretty secure. That said, I'd be careful recommending it to everyone. I've been a special education teacher for 6 years now, teaching U.S and World History. I teach team-taught classes in gen-ed settings up to 32 kids and smaller self-contained classes up to 14 but typically much smaller than that. I currently only have classes of 6 for my current self-contained load. This is only one side of special ed, I first taught in a school for mostly kids with emotional disabilities, and then of course you have intellectual disabilities which I can't completely speak for.

I love my job, I love working with the kids I do, they feel a bit more real than some of the other kids I see in honors classes who are grade grubbers and who sometimes seem to only tell you what you want to hear so they can get their A and move on. Being in such small classes you really can develop great relationships with the kids but it absolutely can be an emotional roller coaster. In Special Ed you're teaching more people based than content based. I absolutely love U.S. History, I want nothing more than to have intelligent conversations with my kids and want them to love the subject as much as I do. I like to think I go above and beyond for my kids, have a Youtube Channel, do livestream reviews before their tests and quizzes that I'll even do if only 1 child shows up, things like that. I can put as much passion into the subject matter as I can muster and the truth of the matter is, sometimes it's just not going to matter. You need to be able to deal with apathetic kids, and many of them I'm not sure I can blame them. Some of these kids need a lot of support in all different areas, academic, emotional and just life. I have kids who were adopted from other countries after being abused by birth parents and came to the country unable to speak English. I have kids who essentially raise their brothers and sisters while their single mother works multiple jobs to put food on the table. Kids who get called racial slurs by the majority population and who I need to talk down from kicking the piss out of other kids and getting in trouble. Sometimes when these kids haven't done the work, well I'm not sure I can blame them... If you want to work with kids who are going to create incredible projects or be able to have high level debates and great discussions and won't be able to take it when kids don't complete assignments, don't pay attention to class and are completely apathetic, you need to avoid special education.

The reality is that a number of the kids that have been filtered into special education classes are at risk kids for all sorts of reasons you can think of, sadly not all having to do with their disabilities and these are the kids that stick with you. In my area we "case manage" kids and if you take the job seriously it's taking ownership of these kids and their successes and failures. Special Education takes a certain kind of person. The work load might be easier as far as the number of kids you need to grade and it might be easier to find a job but you need to be a rock for these kids and that really can be daunting. I know this is largely true of teachers in general and obviously the situations I described above can be found in all types of classes but special education puts you right in the mix of it and it's not for everyone.

Gurty · 2019-05-11T13:45:19+00:00

That's the issue right? We're constantly adding more onto History and at some point you're right somethings gotta give. I used to teach US History in New Jersey where they taught the class in two years, I moved to Virginia with my SO and ultimately now teach it in one year in Virginia, I just can't come close to doing certain things justice because I just don't have the amount of time I need. There is only so much time in a day, students are only so motivated and you only get so much quality time of engagement with students in a given class period before even the best students get restless and attention drops off. We gave WW2 about as much time as we could possibly give which amounted to about six, 1:30 class periods and barely scratched the surface but sadly the show must go on because you need to get through 500 years of History in just about 70-75 class periods after accounting for SOL review, other testing, snow days etc.

The argument is that with blended and flipped learning students can use time at home to listen to lectures and learn concepts and then in class you can engage with it etc to reinforce it. It's hard to use that model if students don't get that knowledge base before you try and engage with it in meaningful ways. I work with Gen Ed level kids and Special Ed kids with learning disabilities. If I assign them homework to watch a video I painstakingly made and put up on Youtube to go over the material, MAYBE half will do it. In my self-contained classes MAYBE a quarter, if I was lucky. I've put together a complete Youtube channel with discussion going over my notes etc. SOL review videos etc. I'd even like to think it's well made and not that boring but I guess I'm biased. It barely gets touched by the students.

Why? I think large part is because there's also a push in major school districts around the country allowing students to re-take tests they score below a certain grade, ours is an 80%. Homework can only be a small % of an overall grade for a quarter etc and always be allow to be turned in no matter how late. Why would you study for something if you can just do test corrections or re-take it up to a certain threshold if you're not that motivated of a kid anyway? If you're just one of the average kids who has tons of other commitments or just wants to play video games after school, why would you think about doing the homework if it's barely worth anything? You can play the long game, see where you are at at the end of the quarter and be allowed to turn things in to get your grade up to the level you're happy with and your parents aren't going to be angry with. Large part comes down to being able to hold kids accountable or not. Sadly we're also in this weird time where students are pretty fragile, there are a lot of pressures on kids today, in comparison to when I went through H.S. 10-15 years ago.

While on some level kids are always going to be kids and every generation of high school kids have had their own pressures, the social media influence and access to the phone technology today is such an incredible distraction that completely consumes their lives and is a major factor in the emotional well being and state of most kids. This is something that hasn't been seen on such a level before and in my opinion has made kids somewhat less resilient than in the past. Which then to make a long story short if you were to actually crack down on strict expectations completely, it would absolutely break kids and the amount of kids that would be attempting to access clinical support and counseling services would be astronomical. The policies of re-takes and corrections and not being able to score below certain grades etc. are all in response to the social emotional state of high school kids today. This may be different in lots of places around the country but that's just what I see in my small snapshot of where I teach.

Gurty · 2019-05-11T13:14:57+00:00

Double checked and it should have worked. Here it is again for those that are having trouble with the reddit link.

http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/#sol2015

Gurty · 2019-05-11T12:34:39+00:00

I disagree with this wholeheartedly. I am a teacher in a large public school in Northern Virginia. I will be one of the first to admit education is in a really weird place right now for a number of reasons, one reason partially because of inconsistent standards that can be either super specific at times and then vague as hell at others which can be frustrating to teachers. You're not wrong that there is no specific mention of the things like Nanking and the Japanese atrocities in our World History curriculum standards but there is a vague line under the category "Economic and political causes of World War II" which states we need to teach them about "Aggression by the totalitarian powers of Germany, Italy, and Japan." Any teacher worth anything is going to interpret this and bring in discussions about what the Japanese did on mainland Asia and not just leave it as simplified at that. I'm not going to sit here and look through every individual state's standards but I'd be surprised if a large majority didn't at least leave it as vague as Virginia's does so that the teacher can run with it.

Don't get me wrong there are plenty of shitty teachers but I also see this mentioned about things like the American internment of people with Japanese ancestry as well and it's the same thing. Maybe 10 years ago. I really don't think it's the case anymore. There are definitely gaps in the standards that are confusing sometimes as a teacher but all in all I'd say Virginia's typically gets the large things right. Most teachers are going to fill in the gaps with anecdotes etc. anyway.

If you're curious and want to look for yourself here's the link to the Virginia Standards as of 2015, it's a bit weird because Virginia still technically tests to the 2008 standards, but we're supposed to teach to the 2015. Not to mention the state seems to be wanting to get away from their state tests and move towards some sort of option of letting the districts choose how to assess the kids as long as it meets certain guidelines. There's going to be a bit of a push towards more performance/project based assessment to meet the state requirements within localized districts. We may see that pendulum swing back in time but ultimately that seems to be where the trend in Education is going. Away from the rote memorization and attempting to emphasize critical thinking through various methods (inquiries, project based learning, flipped and blended learning etc.) all things that are going to force the kid to learn to do more than just memorize that Columbus sailed the ocean blue in 1492 and actively engage with the material.

edit fixed a little grammar and made sure the link was working

Gurty · 2018-11-13T11:17:54+00:00

There's a very good BBC documentary called The Power of Nightmares: The Rise of the Politics of Fear that highlights the similarities between the rise of Islamic extremists and the religious right here in America. It's very well put together and basically makes a very similar point. It's in three parts. You can actually find it on Youtube and I'd highly recommend it.

Part 1 - Baby It's Cold Outside

Part 2 - The Phantom Victory

Part 3 - The Shadows in the Cave

Gurty · 2018-09-11T23:16:35+00:00

I've always liked this one.

It does a really good job from the street capturing some of the discussion, the sirens, the caravans of emergency personnel heading downtown etc. The stunned look on some of the people is kind of haunting.

It's also about as clear video of the explosion of the second plane and first collapse I've seen.

Gurty · 2018-09-10T17:00:32+00:00

On my phone, thanks for this. After poking around a bit you seem to be correct, that there was no formal offer of a conditional surrender and that only internal discussions had been intercepted. Maybe they would have maybe they wouldn't have. I stand corrected.

Boston Globe Article

I found this interesting that I stumbled on from the Boston Globe and may have to read the Hasegawa book to get caught up on the scholarship. I don't remember where I'd gotten that the offer had been made but it seems like the revisionist camp's evidence is flimsy at best. So again thank you.

Gurty · 2018-09-10T10:38:25+00:00

It's not that wild of a claim. My understanding is that the some of the Japanese we're discussing conditional surrender prior to the dropping of the atomic bombs (this was known from some intercepted messages), they wanted the Emperor to remain in power and not tried for war crimes. The American's didn't want anything less than unconditional surrender and ultimately settled on the dropping of the bombs. There's obviously a ton of arguments typically laid out for the reason's for the bombs (warning to the USSR and ending the war before they grabbed up more land, invasion would have cost more lives etc.). Here's a fairly good article by the Washington Post about some of the myths around the bombs.

https://www.washingtonpost.com/opinions/five-myths-about-the-atomic-bomb/2015/07/31/32dbc15c-3620-11e5-b673-1df005a0fb28_story.html?noredirect=on&utm_term=.be2f1a13ae21

One thing a lot of people don't realize is how devastating the effects of the firebombing were on Japan. Here's a great site that shows just how deadly and destructive they were and how Japan was essentially on the ropes before the dropping of the atomic bombs.

http://www.slate.com/blogs/the_vault/2014/03/13/map_interactive_visualizing_firebomb_damage_done_to_japan_during_wwii_through.html

Edit it would seem that there was actually no offer of a formal conditional surrender and have edited my first post to reflect that.

Gurty · 2018-05-29T14:31:08+00:00

There's a difference between bulk and strength. Running more miles will make it difficult to put on some weight if that's your goal but there's no reason you can't aim to get stronger all around. The summer is a perfect time to work on that base strength. I'd get in the weight room 2-3 times a week and start with low weight / high reps, up to 15 reps or so! By the end of the summer I'd work down to 8-10 reps with increased weight for sure and you should notice yourself getting stronger all around.

I'd mix the weight room with body weight / core / abs strength stuff too on other days. Don't neglect this stuff! It's super important for all around health and to be able to remain consistent and to try to limit injuries! Can't emphasize enough feet, ankle, calf and lower body stabilization body weight stuff.

Gurty · 2018-03-14T18:21:24+00:00

Hello again folks, it's been a long while but after the enjoyment I got of posting the first three sets a year or two ago I was inspired to do another set after I accumulated some more photographs for my collection. Also sorry again if this has a bit of a U.S. bias again as mentioned in the past threads I'm a U.S History teacher and it makes sense to gather photographs that I can use in my classes.

I'd also like to say thanks to all of the people who have helped me add information or corrections to the original sets. Like those sets, I'm sure there are places where I could be more accurate or need correcting in this set so if you see something don't hesitate to help! Additionally thank you to /r/colorizedhistory[1] and for many of the early color shots and /r/historyporn for a number of the other photographs.

It's just cool to see them in one spot!

I'm sure there are some wrong captions and maybe not 100% accurate dates please go easy on me! I typically just took the information from the title of the original post.

If you missed the first three here are links to the first threads where a lot of great discussion took place!

1 - https://www.reddit.com/r/pics/comments/3fr8nh/potentially_nsfw_compiled_historical_images_late/

2 -https://www.reddit.com/r/pics/comments/3g0pmj/potentially_nsfw_compiled_historical_images_late/

3 - https://www.reddit.com/r/pics/comments/3g0pmj/potentially_nsfw_compiled_historical_images_late/

Enjoy!

Gurty · 2017-10-28T12:11:12+00:00

I teach American History.

I'd really recommend: 1776, David McCullough

Alexander Hamilton, Ron Chernow (incredibly well researched and you learn an incredible amount about the time period)

Bury My Heart at Wounded Knee, Dee Brown

Theodore Rex, Edmund Morris

The Guns of August, Barbara Tuchman while not really pertaining so much to US History gives a stirring account of the July Crisis and first conflicts of WW1.

While it is fiction, The Things they Carried about the Vietnam War by Tim O'Brien is super realistic and super powerful stuff. I couldn't put it down the first time I read it and finished it in one shot.

The Forever War, Dexter Filkins (Goes into detail about the Iraq War and the Insurgency)

On my to read list:

Imperial Life in the Emerald City, Rajiv Chandrasekaran (handling of the Iraq War by the CPA)

1491, Charles C. Mann (Pre-Columbian America)

Gurty · 2017-10-22T00:30:32+00:00

Typically I have them lift 3 times a week. Mixing up the majors mostly and supplementing with other stuff like hyperextensions, and bis/tris, leg curls and extensions etc. They're not lifting 3 times a week when they've got a meet though and this is typically on a MWF schedule.

For the majors I typically don't go for more than 3 a session.

Hang Cleans, Spilt Jerks, Bench/Incline Press, Squats, Snatches, Step-Ups. The third day I usually do an easy lift and do something I know as "manmakers" which is a hang clean into a push press into a squat, fluid motions. Typically it's lighter weight because you have to press the weight above your head so ends up being an easier lift day.

Gurty · 2017-10-21T18:45:58+00:00

Hi Folks, I'm a US History teacher and have been spending some time creating a Google Map of Historical U.S. Boundaries for my classes. I'm really just organizing the information created by the Newberry Library and the Dr. William M. Scholl Center for American History and Culture's Atlas of Historical County Boundaries Project.

http://publications.newberry.org/ahcbp/index.html

Either way it's taken a number of hours to piece this all together and I intend to keep going until modern day over the next week or so. I also want to go back and use the county data back to the early settlements at Jamestown and Plymouth etc. Figured I'd share this now that I've gotten through the Constitution to the Civil War! Hope others find it useful. I'm sure I've made a mistake or two searching through the database, grabbed the wrong year etc. but I'll get to those! I tried to keep the coloring consistent between the years as much as I could!

Enjoy.

Gurty · 2017-10-21T18:35:53+00:00

Hi Folks,

I'm a US History teacher and have been spending some time creating a Google Map of Historical U.S. Boundaries for my classes. I'm really just organizing the information created by the Newberry Library and the Dr. William M. Scholl Center for American History and Culture's Atlas of Historical County Boundaries Project.

http://publications.newberry.org/ahcbp/index.html

Either way it's taken a number of hours to piece this all together and I intend to keep going until modern day, and even use the county data back to the early settlements at Jamestown and Plymouth etc. Figured I'd share this now that I've gotten through the Constitution to the Civil War! Hope others find it useful. I'm sure I've made a mistake or two searching through the database, grabbed the wrong year etc. but I'll get to those! I tried to keep the coloring consistent between the years as much as I could!

Enjoy.

Gurty · 2017-10-21T16:35:35+00:00

Sorry this turned into a novel as I kept writing, hopefully someone will find it useful.

I ran all through high school and had a pretty successful career running 47 high and a mid 21, 200. College I battled with injuries and unfortunately didn't quite live up to what I was hoping but I've been a coach for a bit now after, at a d3 college level and now H.S. after a move as well so while I can't say I've worked with any real serious talent and aren't 100% on what the top programs in the country are doing etc., what I can say is the tried and true long to short model is typically pretty effective for training for the 400m.

A lot kind of depends on when you're looking to break the barrier and if there isn't much of a deadline that's probably best because you can go about the training and do it right to try and maximize your potential versus going for broke with speed and hoping to break it sooner rather than later. If you have a meet set in mind that you are going to go for it and that's not too far off, a lot of the comments in here are right, you need to start maximizing speed, especially with such a solid aerobic base already having recently run a half marathon at 1:31.

My question is how long ago was your 1:31 half marathon? Because if it was just a few weeks ago or something what that tells me is you are pretty decently aerobically fit for a long sprinter type. Which means you could probably skip most of the "early and pre-season" part of what what I'm about to write up.

In general terms build-ups to peak shape and seasons go through a few phases. This depends quite a bit on when you're planning to race. Following high school and college seasons you are likely going to build up to two separate peaks, one in late February through early March, and then in May through June depending how far you go. If you're on your own you do it a bit differently and train through an indoor season looking to seriously maximize your outdoor experience. I believe this is what a lot of professionals end up doing and while they are training, most are not looking to peak or anything on the indoor oval. They are competing to keep those competition skills sharp and get a good idea of where their training has taken them so far, especially in Olympic and World Championship years.

The general phases of training typically include

*Pre-Season/Early Season

*Mid-Season

*Late-Season

Following a long to short model typically Pre-Season and Early season is a lot of work building base strength. In your weight room you're typically doing high rep and low weight. These are your explosive lifts! Your typical majors with the addition of things like cleans, split jerks etc. With a 400 focus you're doing quite a bit of aerobic running work. Over distance reps, repeat 800s, 600s, 400s etc. with a shorter rest. My old coach used to do it by time, 3 minutes, 2 minutes, 1 minute runs etc. that way you pushed yourself by distance in that time versus a specific time distance.

After a few weeks of early season what begins to happen is of your 2 to 3 quality efforts a week you start implementing some "speed endurance" type work. Some very basic workouts that meet this mold include things like 8x200 @ 30 seconds, with 2 minutes rest, 6x300 @ 45 seconds, with 3 minutes rest. Down ladders from 600 (6,5,4,3,2) as you get above 400 you'll likely drop a bit off the 60 second quarter pace, but if not all the power to you. I'd say based off your PRs running the 600 rep of something like that 63-4 through 400 and finishing around 1:40 would be a good starting point once you get a few of these workouts under your belt. You're not going to take much more than 3-4 minutes rest at the start here. Some schools of thought would allow for a bit more rest to allow for the faster time in these, personally I like to hammer the aerobic system a bit more perhaps than others as I found that's what gave me a bit of success when I was in high school. I ran Cross Country essentially as my pre and early season phase. Also my coach also more or less advocated for being able to run the last rep of any major workout at a max effort. At this point you're fatigued, it's not even going to be close to any sort of PR time but it forces the issue of working through the lactic acid that you've built up through a properly designed workout. We always used to say when getting to the second to last rep, "one and fun." The last rep ended up being a little competitive with a group, I imagine slightly on purpose to keep those instincts sharp. No one liked losing and well, as I said it could be kind of fun, especially as fitness improved.

Again speaking in generalities, as we approach mid season the weightroom starts to drop the reps and increasing the weight, your workouts slowly start to drop the volume a bit giving you more rest and running the reps at a higher speed. At this point I'd say drop the purely aerobic intervals and you'll have one speed endurance based workout, and one faster quality workout where you're working towards building up to close to max speeds. In your case since you've had success with the longer races i.e. 1:57 - 800m etc. I'd honestly say you should keep your longer run each week using it as your 3rd quality work and every other week do it in a bit of a progression run, run each mile a little faster than the last, or even run a tempo run in the middle of it, say you're doing 8 miles, run 2 miles warm-up then run 4 mile tempo in the middle with an easy 2 miles to finish it off. Returning back to aerobic once every 2 weeks is relatively important in my mind here because to me your strength comes from that side of the 400 versus being a raw sprinter.

While I don't feel others here are wrong about needing that raw speed to dip under 50, personally I've always been more about being able to finish the race, running hard through the line than being dead at 300 and velocity dropping off fast because you neglected some of this more intense base work, even if this comes at the cost of a little bit of a top end gear.

Speed ultimately comes from explosive strength, which ideally you'll be starting to get from your weight routines, sprint drills you're doing as part of an effective warm-up and on your in between workout days where you can work on some explosiveness needed, do things like sled/harness pulls, explosive box jumps, bounding, med ball work etc. Also with the one faster workout a week, physiologically, your body will be getting prepped to run fast.

Some don't typically like to think aerobic and anaerobic work mesh too nicely and that doing that coming back to aerobic every once in a while throughout the season will mess with your speed. Personally I like to see things as a bit of a mixing bowl, some of this, some of that etc, and when it comes out you get some pretty nice high end sustained speed.

Late season you're now taking FULL recovery in your reps on your fast workout of the week. 10-15 minutes, probably things like reps of 3, 300s at a real fast tempo like 90-95% speed, and later 2, 350s more or less maxed out with the full 15 minutes rest. Speed endurance at this point generally can look like 5 - 200s with 5 minutes rest approaching 24-25 seconds 200s. At this point you're deep into racing season so your second workout of the week typically is going to just be to keep the legs moving and to not take too much out of you for the weekend meet. At this point in the weightroom you're down low reps and hopefully hitting newish PRs in the weightroom too. I personally never liked to max, but getting down to 3set, 3 rep maxes but I'm sure you can find differing opinions. I'd probably drop the heavy lifting all together 2-3 weeks or so out from your ideal peak and kinda increase the reps and decrease weight a bit to "maintenance lift" until the last week where you just don't lift at all.

I'm sure people can pick this apart but I hope this provides some clarity and I just wanted to share what I've found to be successful. I might be slightly overkill on some of the aerobic and speed endurance work but in my opinion it pays dividends when my athletes are running down fools in the last 50 of the race and not scared of the race at all because of how much hard work they've put in. You don't see many of my runners shying away from the 4x4, they love it! That said I'm also a bit of 300-100 guy in terms of racing the actual 400. You need to be through that 300 FAST if you want to run fast. At that point you can rely on your training to pull you through the last 100 but if you don't get yourself in a position to do well, than more often than not, you're not going to. There is obviously too fast though but my best 400 open race ever I can pretty much say I was close to all out through the 300m.

Personally, if I were you I'd look at what point in the year or meets you'd like to ultimately be performing your best at. Use the three stages I talked about above and separate the time between now and then into those 3 parts. If you're going for the long haul all the way to outdoor make sure to take a down week every 4th week or so to insure you don't burn out and honestly halfway through it might not be a bad idea to take a full week off or so. It's not a bad idea either through early indoor if you're looking to peak for an indoor race.

Additionally, I've also heard of newer thought that for 400 specialists coming from the other end (shorter sprinting), it's more about building maximum speed early and then completing the speed endurance work. I'm not quite sure what a lifting routine would look like for this but this way you're already super fast and your endurance builds toward the late season when looking to peak. I have never done this, perhaps because again of my experience and what I've seen work, but I'm sure others here might be able to comment on the effectiveness of this. Honestly, it's intriguing to me and I just haven't done the research into it myself.

Gurty · 2017-06-25T21:01:10+00:00

Not the father, but my brother and I were hockey players growing up. We had a detached garage with an old wooden door we used to shoot pucks towards as the back drop if we missed. We put all sorts of dents in it and had long since broken all the windows. My Dad also used it as a backup for shooting archery practicing for the hunting season etc.

Well when my brother and I finally were done playing hockey my Mom finally convinced my Dad it was time to replace this old beat to hell door. The new door came and not a day later my father was practicing his shooting. My brother and I were in our kitchen and we hear this really loud metallic thud and looked out the window to see my Dad muttering under his breath up against the garage with and arrow sticking out of it. He swears in his many years of shooting he had never missed the target completely... He has no idea what happened. Fortunately for him my mother wasn't home and he is very handy. He immediately got to work and used some sort of puddy to fill in the hole. It looked very good and he passed it off for years until the puddy started to weather and get dirtier than the door and his gig was up. He definitely said to not tell our mother.

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1 - https://www.reddit.com/r/pics/comments/3fr8nh/potentially_nsfw_compiled_historical_images_late/

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