The Division 1 Golf Timeline

All right, what's going on? In this video, I'm going to be covering the Division 1 golf timeline. This is one of the most important things that I think most parents really just don't understand. And if you don't understand it, if you don't understand it early enough, you're really going to shoot yourself in the foot. You're going to shoot your child in the foot. So it's really important to understand that because, um, you know, this is just absolutely crucial to being able to play Division 1 golf. So without further ado, I'm gonna go ahead and jump into it. Um, if you're new here, this is all we talk about, is helping junior golfers develop to play Division 1 golf. If you're returning, welcome back, always good to have you. If you enjoy this video, go ahead and leave a like. It does help push it out to more people in the YouTube algorithm. Don't be one of those people who like hoards information to yourself. Like, share this around, um, help other people understand how this stuff works too. Cool. So just timeline-wise, recruiting starts June 15th of sophomore year, right? So that's just important to kind of tab in your brain. So your child could be any range. They could be, you know, in 6th grade, they could be in 8th grade, they could be a sophomore right now, they'd be a junior right now. Um, but recruiting starts June 15th of sophomore year, so coaches can't recruit prior to that. But that's really the target where you want to say like, okay, cool, we want to be at a certain level by that point. Now, where exactly that level is, you know, it kind of leads us to our next thing. For boys, it tends to be a scoring average about 72 to 74 on average typically playing at about 7,000 yards. Sometimes they're a little bit under that, maybe like 6,800 yards. Some of this, when I talk about yardages, the main thing I'm getting at here is the course ratings. So if you play a golf course at 6,000 yards, it's probably not going to have a very high course rating, right? Um, so course rating being, you know, 74, 73, 72, 71. If you're playing a 6,000-yard golf course, boys, you're probably looking at a course rating of 69 or 68 or something like that. We want to play long difficult golf courses. So higher course ratings, think 73, 74, 75. That way, in theory, you go out there, your child shoots 72 to 74 on average, it's very reasonable that, you know, their average score is going to be under that by some amount. That gets us to a negative scoring differential, which is typically where Division I recruits are, are, um, kind of around, right? So for girls, a little bit, um, higher standard— or a little bit lower standard here. So we don't have to be quite as good. Um, that's in part because girls golf courses are so ridiculously difficult as is. It's very easy to find a girls golf course that has a course rating of 76 or 77. And so as a result of that, play a little bit shorter golf courses, obviously. And also the average scores that we're shooting are not quite as good, about a shot worse or so than the boys. Um, girls golf isn't quite as competitive. That's so there's not quite as many spots either for, for girls golf. So that's kind of worth considering. Um, I want to say it's about a 2-to-1 relationship between boys and girls, but I will say that's evening out, right? So if you've got a daughter, there are more and more girls playing golf. So anyway, in order to get recruited, you need to get to this range. Um, your child needs to get to that range, okay, provided the grades are solid. So it's just— I always feel like I have to add this disclaimer— grades matter a lot, right? We can't have a 2.5 GPA or just not go to school and think that, that you know, is going to help us be better at golf, um, and get us into college programs. It's not how this works at all. We need to have good grades as well. Now, to be more precise about this, reference this page all the time. So we can go to Junior Golf Scoreboard here. We can see college signings. We can see all the players that are recruited back to 2018. We can see where they're ranked in the class, what their scoring differential was, and the program that recruited them. So when I say you know, a scoring average of 72 to 74, playing about 7,000 yards. Let me just go and show you. Let's look at class of 2027. All these kids are going to get recruited, so there's a good shot a lot of them have already committed here. So let's just pick a random one. 72.5 average golf course. You know, maybe these are a little bit on the shorter end, um, Arkansas here. So I got 68, 66, 67. Granted, he's got some lower scores as well. On average, 7,200 yards, 6,900 yards, 7,300 yards. Okay, cool. So let's just go pick another player at random. 72. Okay, cool. So the lower the score is, the more tolerance we have on playing some shorter golf courses, right, or some easier golf courses, right? Let me see if I can find a player that's shooting higher scores. 73.3. You're gonna see this player on average is playing a little bit harder golf courses, right? So we got the Junior PGA, we've got the, um, US Junior, we've got the North South. So it's like, this is the case where this, this is a big tournament, the golf course isn't quite as long, but it's still a very challenging golf course, right? And so, so he's okay there. Um, yeah, again, a little bit shorter golf course is the Junior PGA qualifier. Like, there's no way to skip over that or something of that nature, right? So let me just go to the next page. Again, you guys can kind of see what this looks like. All right, here's another one, 72.18. Again, longer golf courses on average. Um, you guys are kind of getting the picture here. One last one, 73.3. Again, a little bit of a mix. North Carolina, a little bit harder golf courses on average, right? So the ARGUS thing isn't 100% all the time, it's just kind of a rule of thumb. Hey, if we can play longer golf courses, we ought to. right? Um, so let me go ahead and do this for girls as well, just so you guys can kind of see what that looks like. Same thing, a little bit higher scores on average. You can see the golf course is pretty close to about 6,000 yards. Okay, so that's really what we're looking at on Junior Golf Scoreboard. We can also see again where these players are actually getting recruited. This is when they actually make the commitment, to be clear. So In most cases, they're recruited technically before this. This is just actually the signing when it actually gets reported back to Junior Golf Scoreboard. So there's a little bit of wiggle room there. For me, what I found, if a player's at a -1 to a -2 scoring differential, they're going to have quite a few programs reaching out. -1.5, my experience, roughly about 5. Um, -2.5, it's closer to about 15 or so in my experience. So the better your child's at by June 15th, the easier this process is. They're not there. Let's say you're watching this, you got a sophomore, cool, you're just a little bit behind on this. And so you got to really define, okay, where are— where's your child at on this spectrum? How big is that gap? We sort of have to define, you know, how realistic is that? So when I'm working with students, it's about 4 shots per year that I see the average student improve. And so that's really how I kind of model that out, right? So if your child has a scoring differential of, call it you know, 3 right now and they're a sophomore, then I'd be looking at that as saying, okay, cool, so we've got a year ahead of us, that gets us down to -1, and then we've got a little bit of room after that, maybe another 6 months, maybe we can get down to -3. Okay, cool, like we're still within reason. Um, and if that's your type of situation, or, you know, maybe your child's younger and you just want to make sure they're positioned, there's a link below where you can apply to work with me, we'll talk over your situation. The application just kind of asks you some questions about where your child's at. That way I have a good sense of that, and then based on where they're at, we can kind of define what that's going to look like and what's realistic for them, right? You might also have a situation where they're not ranked, in which case all the more important to actually understand this stuff and say like, okay, cool, here's what our scores are right now. Hopefully, if they're, if they're a sophomore and they're not ranked they almost certainly need to be scoring in the mid to lower 70s to have a realistic shot, because we're talking about, you know, 72, 74 on average in tournaments. And so that's just something to be cognizant of, especially when we're looking at like practice rounds and stuff like that. Anyway, that's, that's really the game here. So once you get there, it's pretty easy, which is one of the reasons why I talk so much about Division 1 golf. It's because Division 2, Division 3 requires a lot more legwork. Requires a lot more kind of connection. They don't have as big of a budget versus like you just play good enough golf, you get recruited to play Division 1 golf. That's why I talk about that as much as I do. Now let's say your child's a little bit further back, right? Like, hey, maybe Division 1 golf isn't realistic. That's when it's appropriate to start thinking Division 2 and Division 3. That's a more realistic target. If you overachieve it, great, right? If we improve by 8 shots in a year, fantastic. You know, that's the way that But we just want to have clarity on what is that actual timeline. Hey, Division 1 golf's not realistic. We're looking at Division 2, Division 3, and here's what's realistic for that, right? And here are the things we're going to need to do alongside that. We're gonna have to do a little bit more legwork knowing that we also still need to get the scores down. Okay, now how do we get there? I'm just going to touch on this a little bit. A couple things are important to know. The average player only improves by about 1.2 shots per year. And so when I say that's the average, I mean that's the actual average, right? So a couple things here. Number one, players who are ranked on Junior Golf Scoreboard will actually be a little bit better than this average on, on improvement. And the reason for that is essentially it's a survivorship bias, right? So if you are ranked better and you're improving faster, you have more incentive to continue to do the thing, versus if you don't improve very fast you're going to quit because you're going to be like, this is lame, I'm putting in a bunch of work and I'm not getting anything for that work, right? So that's just important to have context. Now I'm not going to go through the whole calculation because I don't think you guys really want to see that, but I will just show you guys how it's done, um, that way you can kind of wrap your head around it. No, I'm not making this up. So percentile here, this allows us to normalize for the total number of players in the class entering and, and removing themselves from the class, right? So I can see the percentile. If I go to a 50th percentile, then what we're going to see here is this number. Then I go to the next year and the 50th percentile. That's how I'm actually calculating out that 1.2 shots per year of improvement, right? Because that's accounting for all the kids coming in and going out, not just players who stay in, right? So for this player, let's just, you know, take it random here and see what this player's improved. So this player's beating out that average, and you can see this here. So, um, this player has improved by about 3 shots and gone from the 11th percentile to the 3rd percentile, right? Which is why for me, I have a lot of success with the players that I work with, because if the average player is improving by 4 shots per year, we're rapidly improving our position relative to the entire class, not just our ranking. Okay, so that's, that's really what that looks like. So it's just important to remember that that means that half the players are doing worse than a shot. Per year, right? When we really think about that. And it's also worth noting that a lot of that improvement isn't because the scores necessarily come down, which sounds kind of counterintuitive, but it's because golf courses get longer, right? So if I take you from playing at 6,000 yards to 6,300 yards and you shoot the same scores, you're about a shot better based on just like that additional yardage, right? So we have to normalize for that as well. And that's most of where this improvement comes from. And Where does that come from? It's because your kid's getting taller, right? Like, because they're getting, you know, stronger, um, just by puberty, right? And so this is kind of where, for me, I approach golf instruction very differently because everyone's like, oh, like, why don't you do like in-person stuff? Like, I think in-person is better. And this is just kind of my evidence that I would point to that at least your standard in-person lesson is not very effective. That's not to say there aren't great in-person coaches. Um, that's not even to say that, you know, Online stuff is better for somebody who doesn't know what they're doing, um, but it's more from a perspective of it's just clearly not that effective as far as shooting lower scores, um, and what I do is built around trying to solve for that particular problem, right? So how do we get these scores to come down? What's the most effective way to do that? So anyway, back to the main thing here. Recruiting is essentially done August going into senior year. That's the latest I've ever had a player get recruited and be like, hey, I got recruited Um, could you potentially push that further? Maybe. I don't know. Um, my thing would be let's be in position well before that, because you gotta also consider here the amount of time it takes to get in position, right? But I'm getting ahead of myself. So typically for better programs, they're going to recruit earlier, right? So if you want to go to a UCLA, different calculus than if you're going to a program that is not as prestigious, right, that maybe doesn't have as much pull or something like that, versus like, if you're like, hey, I want to go to UCLA, I want to go to Auburn, I want Stanford, they're gonna, they're gonna make those decisions earlier. And so it's that much more important to be in position earlier, right? And so that's something I always try to emphasize to, you know, families where it's like, you could be watching this, you could have a 10-year-old, right? And be like, well, you know, this feels like way out in the future. But if you consider where they need to get to by their sophomore year, if they want to play at Stanford, like, yeah, you kind of have to get on top of it. In the same way, if your child wants to go to Harvard, it's like, yeah, you probably need to be in like the, you know, at least the gifted kids, you know, 4th grade, um, just so they start getting comfortable with, you know, the workload and, you know, academic stuff and just, you know, higher expectations than, than everybody else, right? It's not enough to just be like, oh yeah, I made my high school varsity shooting 85. It's like, all right, cool. I mean, like, that's fine, but you know, it's kind of like the Harvard equivalent to be like, I got a B+ in math. It's like and that's cool. Like, that's obviously good for the right person, but you just gotta put things in perspective. It depends on whatever your goals are— whatever your child's goals are, I should say. Um, so what we really need to do here is we need to map backwards the shots per year. This is the fundamental thing that we have to do here. All the other stuff about like, oh, should I go to camp? Should I, you know, send out emails? Should I post on social media? Like, No, you need to get the scoring differential where it needs to be. So the reason I can say that is because we actually have the data here. So when we go down, we look at where these players are ranked. We just go 8, 8, 11, 12, 13, 13, 14, 16, 17, 18, 20, 20, 21, 23. There are no gaps, right? Like, these players get to a certain level— 44, 144, 144, 146, 148, 149. The players who are these gaps, if to the degree that there are any gaps, and these aren't just kind of illusions because you also see duplicates here, it's usually just because of grades, right? So if your child gets to a -3 scoring differential, they're going to play Division 1 golf provided they don't have terrible grades. Like, they're just in that position. We don't have to go and beg the program. Now, if you have one particular program in mind, then we can make arguments about, hey, maybe you should reach out to them, all that type of stuff. Set that aside, right? When we think 80/20 rule, um, we, we really need to be putting our effort into the thing that's gonna have the biggest result, right? The biggest impact on what we're doing, because we have limited brain power, right? We have a limited ability to like wrap our heads around all this stuff. And if you gave me option number 1, worry about getting the scores down, versus option 2, worry about sending out emails, getting the scores down is going to have a way bigger impact than the emails. The emails are also way better if the scores are down, right? So concern for the scores being down, not the emails. Okay, great. So here's what we need to do. You map this out. Where's your child at right now? If they're not ranked, they need to get ranked. I've got other videos on the channel going through how to actually get ranked. Just look up how to get ranked on, you know, Junior Golf Scoreboard. Those will come up. Okay, so got other videos on that. If you want me to personally help you through that, again, application below. Um, that is one of the things that I help with. It's not really that crazy, so yeah, don't, don't be too pressed about it, but, but it needs to get done, right? And if it's something that you want a little bit of additional assistance with, that, that's something I'll help you with. Um, second question is, where was— we established once they're ranked, where's your child at, where do they want to get to, right? Because where they want to get to is going to determine the rest of this stuff, right? You can just say, hey, I want to go You know, I just want to get better, right? Like, better compared to what? You know, if you're a scratch golfer, that's already good relative to the general population. Shoot, if you're a 10 handicap, that's good compared to the general population. So we have to set what's the actual target. Now you can subtract those two. What's the gap? What's the difference between those numbers? Okay, that's the gap. Now you've got to divide that by years until sophomore year, right? The reason I focus on sophomore year, just to be clear for any sophomores watching as well, or parents of sophomores. The reason I focus in on that is because if I have the option to work with a player in a position where they have the higher probability of success, I want to do that right now. If you're watching this, you're like, ah, shoot, we're behind. Okay, cool, I get it. Apply, we'll talk it over, we'll see what's possible, right? But I always want to bias toward, you know, making sure that, you know, you have the highest probability of success. And we also understand the probabilities involved. If I start working with a kid who's got a scoring differential of 3 and they're in 7th grade, they're like, hey, I want to play at one of the best programs in the country. I have a high degree of confidence that that's going to happen because I would have to screw up really bad at my job, which is really just to say underperform my average pretty substantially. And usually what's going to happen there is the player or family that I'm working with is just not going to do the thing that I asked them to do. That's almost certainly what happens when I've had scenarios where, you know, we're in that and, you know, something like falls off the rails a little bit. It's usually just they decide for some random reason, they're just like, oh, hey, this isn't going to be beneficial or, you know, this doesn't make sense. And then they don't tell me about it and they just like go. So, you know, that is what it is. I don't recommend that, obviously. Anyway, I digress. We want to optimize for sophomore year. And so if we're a little bit past that, okay, cool. That means we got about 18 months. to really get that sorted out, right? So that just kind of narrows the timeline, right? And we want to measure progress against that number, right? So let's just do some easy math here. Let's say your child is in 8th grade, and let's say they have a scoring differential of 6. Okay, so 9th grade, 10th grade, right? We got 2 years ahead of us until that sophomore deadline here. And so when we think about that, we got scoring differential 6. This is why I say we gotta know this. If you don't do anything different, if you just do the normal thing, you go get more lessons, you work harder, the average is about 1.2 shots per year. If you're good with spending however much you're going to spend and just doing that normal thing and knowing, hey, the probability is they're going to have a scoring differential of about like 3 or 4 in a year, assuming, you know, they're kind of around average If you're okay with that, okay, cool. But that doesn't get them to Division 1 golf, right? It gets them to maybe Division 3 golf, again. But scoring differential 6 is like still pretty decent as well. So it's just, you know, it's a big assumption here. Um, but in this case, we've got those 2 years, right? So when I'm working with students, again, like I said, average players improving by about 4 shots per year. So we have different math on it, right? We can look at that and say, oh, we get to a scoring differential of -2. Well, what if we underperform you know, the projection. Okay, cool, you're at a scoring differential of like 0 or -1. That's still— we're still going to play Division 1 golf, right? Because then over that next year, if you get to like -2, -3, it's like you're gonna play Division 1 golf. So it's like you got a kid who's, you know, 8th grade or 7th grade, you know, they're in a great position, right? Same thing with like the math could change. Hey, you got a freshman who's got a scoring differential of 2, same math, right? Point being, you got whatever their target is and you've got where they're at, you've got the average shots of improvement. Maybe say this and you're like, hey Connor, I get that. I think that's really cool. Um, I'd love to hear you out, but I think we can figure this out on our own first. Cool. By all means, try and figure it out on your own. Here's what I'd say though. You got to do the math first. You got to say, okay, what's the target that we're aiming for, right? How fast do we need to improve? And then measure against that. And you can just break that all the way down into months. So here's the thing that I would just say. and this gets into the next thing I might get into— just make sure that you're, you're, you're measuring that, right? You don't want to say like, hey, you know, when I think my kid takes it more seriously, then we'll do something, right? Because them taking it more seriously doesn't allow you to have more runway. It's not like all these kids who improve by an average of 1.2 shots per year are, you know, not taking it seriously. They are, right? They're putting in the work. I think based on golf.com, the average family spends like $10,000 per year on golf instruction. Like, these people are taking it seriously. These kids are ranked, right? This isn't considering the kids who aren't ranked, right? So if it's serious— and when I say serious, I'm going to be super clear here— I'm not the guy who says you need to practice 20 hours a week. If you expect your child to practice 20 hours a week, I think it's kind of unreasonable, to be frank. Um, I want one round of golf and one practice session per week. That's what I think is, is serious, right? If we can do that, good. If we do more than that, cool. It doesn't, doesn't have that big of a difference in my experience. Um, so we don't need to do like homeschooling or anything insane like that, but we need to be consistent, right? Consistency matters a lot more than intensity. Okay, so we want to measure against that. Say, hey, we're going to take this next month, we're going to see how many shots we can drop off of our average if you really put our mind to it. So Again, starting point here, you got to already be tracking statistics right now. Some of you guys are going to be watching this and you're not tracking statistics. You'll be like, I'm going to tell my kid to start tracking their statistics because that sounds really smart. Here's the problem with that. If you don't know what you're going to do with the statistics, then that's going to be a problem because you're just giving your child busy work and they're going to get annoyed about it. They're going to stop doing it, and then you're going to use that as justification to say, oh, see, they didn't do it, therefore You want to make sure that if you're actually going to go and use statistics, you got to actually use the statistics. You got to know what you're going to do with it. You got to have a high degree of confidence that it's going to work. Like, I don't run a program with as many kids as I do insisting as step 1 that we track statistics if it wasn't absolutely essential, and it was also not as minimum as I could possibly make it to make it as easy as possible, right? But once I have those statistics, I know the high degree of certainty what we can do that's going to move those numbers. Because I've done it across over 100 junior golfers at this point. I've seen thousands of rounds of golf. I've done it for myself. I know it works. I, I validate it time and time again, and I'm always trying to make it better. Okay, so anyway, point being, track your statistics. Have them play whatever, you know, how many rounds of golf. This is going to give you more clarity too. It's like if they go for a month and they don't play rounds of golf, they just practice on the driving range, they're cooked. You know, as the kids would say, like, that's just not— they're not going to be successful doing that. So we've got to go out there and actually play rounds of golf. Then we can look at that average and say over the— you know, I like to think in 10 rounds of golf. So if you say, hey, you've got your current 10 rounds of golf, then okay, well, how much did we improve, right? They're already ranked, you got that benefit, but they should be improving on average to hit that 4 shots per year number, about 0.3-ish shots per month give or take. Um, obviously you can have a down month, but if you see down month, down month, down month, and you're talking to your coach about it and they're like, well, you know, it's just about development, learning to score, it's like, it's just like a nothing answer, right? They actually need to go out there and shoot lower scores. I think that's how you actually prove that to yourself. So hopefully that makes sense. Anyway, continuing on here, mistakes parents make. Number 1, obviously waiting too long, right? Hey, we're gonna wait 6 months. It's like, okay, cool. In my book, 6 months is 2 shots. So it's like, do you have 2 shots to play around with that you can afford to lose? That's something that's worth considering. If you've got a 9-year-old, yeah, you know, it's like you got 2 shots. Like, you know, the issues that a 9-year-old, a 10-year-old, 11-year-old have are completely different from the issues that, uh, you know, sophomore, junior have, right? And They're not better, like they're better problems to have, to be fair, but everything has its challenges, right? You can always find some justification to push stuff off, whether you've got a sophomore or junior where you've lost confidence that they can actually pull the thing off, and therefore you say, no, I don't want to do this. Or you got a 10-year-old and, you know, maybe they're too mature, what have you. If you got a 12-year-old, 13-year-old, right, you can always figure out a way to push that off. I just see parents, you know, disproportionately do push this off too much. I just say, hey, you know, I'm not sold, whatever reason, And, uh, you know, I think one of the things that's really worth noting here is how sold you are on playing Division 1 golf is going to be a big factor in just whether or not your child plays Division 1 golf. Because if it's just kind of like, well, you know, maybe, um, then that's your probability for getting the results. Kind of like, well, you know, maybe. First, if you're committed, you know, it's like the average across all students I work with who are ranked, it's about 67% that are on track to play Division 1 golf. Like based on their actual numbers and comparing that, projecting it into the future, it's about 67%, right? So when we consider the value of Division I golf, right, you obviously got scholarships at this point because every roster has scholarships at this point, with exception of like the Ivy Leagues. You got scholarship and you also have the intangible value of playing Division I sports. You also get college out of it, right? You also get preferential entry into some of those programs if you're thinking Ivy Leagues again, preferential, you know, benefits, right? We got all those benefits, you know, for the students that I'm working with, you got about a 70%, 67% probability of that happening as a blanket. That's across everybody's rank. That's across even the students where I'm just kind of like, I wish you would take this more seriously. That's everybody, right? So if you're just applying, you're just like, hey, we're doing this, like we're, we're, you know, we're going to take everything we've got, we're going to throw it at it. Like you can really shift the odds in your favor, which is pretty substantial because the average junior golfer I want to say it's about 3.3% of junior golfers will play Division 1 golf. I think that's the statistic. Percentage is probably going down because there's more junior golfers playing golf and there are fewer, fewer spots. So that, that math might be a little bit even more difficult, right? So you guys can obviously see here, it's like you can shift the odds in your favor, right? So anyway, waiting too long, really, really big problem. So don't do that. Be serious about it if you actually want it. Like, some people just like talk about this stuff. If you're one of those people, actually you want to accomplish stuff, you got to like take action. You got to do something about it. You don't want to just talk about stuff you're going to do someday. Um, just run out of runway, run out of time. Next one here, not doing the math. Um, I just helped you guys do the math here, but you guys got to actually do it. You can't just like watch a video and be like, oh, Connor did the math and that makes some sense, then I've got the satisfaction of it making sense. You got to actually go out do the math, be like, all right, where's my kid at? Are they ranked? No, they're not ranked. Okay, so we got to go get ranked. Okay, well, what are the right tournaments? Right? Again, all things that I help with. Then we have to say, all right, cool, where are we at? And make adjustments based off of that, right? And then emotional decisions. This is the one that kills me because I have this— I have to fight this even with the students that I work with. It's We can see the math, but we find some emotional justification to go do some other random thing, whether it's, you know, coach says, hey, we just got to trust the process for another 6 months. And by the end of that 6 months, we're not really measuring anything. Swing looks better, but we're not scoring any better. Like, cool, you just vaporized 2, you know, 6 months, right? Um, so we want to make decisions based off of what the data is actually telling us, because otherwise you're either dependent on the perspective of a 14-year-old which, you know, I, you know, no matter how cool your kid is, odds are their judgment isn't as good as it could be if you were measuring everything. Let's, let's just say that. And so it's just important to, to make sure that when you are making decisions, you're looking at the data to tell you what happened rather than being in the emotions of it and saying, oh, well, we should be shooting X. And it's like, well, based on what? Because I had one good round. That's, that's what's going to get you. So we need to make sure that we're just looking at that systematically. I've got other videos where I go through all the details of the statistics that I like to look at, some of the things that I like to do in order to improve particular areas, things that I find work consistently. So those are other videos on the channel. You can go look those up. I've got some playlists on that specific topic, but hopefully this at least helps you understand the timeline that we're working with here and how to quantify that and Again, something you want help with, applications below. I hope you guys enjoy that. Go watch some other videos. Definitely go check out the one on picking the right tournaments. That way, if your child's not ranked, they can get ranked, um, and just make this math process a little bit easier. All right, I'll see you in that one. Talk soon.