Accelerated Learning With Tom Gellie

Hi, I'm Tom Gellie, and you're about to watch a presentation on accelerated learning, and it's based on my own experiences as well as research I've done to help me improve my own skiing and others all around the world. I'm a Level 4 instructor, I own Big Picture Skiing, which is a company that teaches people how to ski and improve skiing online, and so much of this stuff is really important. So I want you to write down some notes, turn off your phone, get rid of any distractions, because what you're about to hear isn't very long, but it's really important. Because the thrill of getting better with your skiing and whatever you do is so rewarding, and so if you want to continue doing that over and over again, I suggest you listen to the key points, try it out this winter, and if you do well with it, you're going to create a habit that not only just gets you through this winter with some progress, but then is repeatable for future seasons beyond this one. So I hope you enjoy this and you get something out of it and it helps accelerate your learning and your progression in your own skiing. Season 2023 coming up in Australia, and James Compton and I— I said to him, hey James, would you be interested in me presenting some information around learning and things that I myself have kind of found have helped over the years and of recent, um, with not only my own skiing but others. And so that's the— that's kind of the context of this. And I really hope that, uh, listening to this, watching this, you walk away with some ideas on what to do this season to help your own skiing improve and others. A quick brief history, um, and you might understand why this is in— I'm putting it in here, but basically I started alpine skiing when I was 22 years old. And so I did a bit of cross-country skiing growing up, but skiing was, you know, I didn't do racing or anything like that, so I came to it later in life but really fell in love with it. And then You know, not too long after, uh, 2009, I got my Level 4, uh, Alpine certificate. So sort of over this course of sort of 8 back-to-back winters, I ended up with my full cert and then was headed to, um, Interski a couple of years later for telemark skiing. And so I say that because Um, that's definitely, you know, from what I've understand, like a fairly fast journey in taking a sport and really improving my skills at it. Um, and not only my own skills but the ability to teach. So with that aside, I'm going to just give you some things that I think personally I've found helped, help to understand and help to actually action, as well as what some really smart people in the world have figured out in terms of learning. And, uh, might even talk a little bit about that flow state. But the first thing to realize is, like, getting better, most of it feels like a struggle. Like, that's a really important thing to get up front, because I think you talk to any great athlete, great business person, whatever, it wasn't all easy street to get there. In fact, like, usually far from it. So first of all, you just want to understand this is a good thing. Say you're, you're in the middle of the season and you're trying to work on something, or you're trying to work on something with another person, and it feels like a struggle. It means you're in the right place, okay? Um, and like when we are struggling with something, it actually primes the brain with chemicals to help us problem solve. So getting in that space gets you— the juice is flowing. So when you're sort of agitated, annoyed, struggling, these are good things that will lead, perhaps not right in that moment, but will lead to something changing soon after. So with that, if, if struggling is kind of important and, and that's just part of the process, something I found out more recently in terms of practice or training is that most people don't spend their time as wisely as they should for, for accelerated learning and faster skill acquisition. So with this chart, This is, this is showing what is more an ideal split up of your time of practice. So say you have the morning, 3 hours. You want to warm up, so get things moving, but only spend 10% of those, say, 3 hours or 2.5 hours doing that. Okay, so get, get things moving. Then you want to actually get into this 70% challenge zone. So yeah, spend 70% of your time with skills that are just outside of your current sort of ability. Okay, and I'll get into what, like, how far out of your current comfort zone you need to get for it to be in this, in this challenge zone. And it's not much, but you want to spend most of the time challenging yourself in the deep end, for want of a sort of a better phrase. And then in this, in this time, you want to spend the last bit of it sort of more back in your comfort zone. So 20% of the time in your comfort zone. And what it seems to be is people spend— they do it opposite. They'll warm up for 10% of the time, and then they'll spend 70% of their time in the comfort zone. And then at the end of that, or somewhere in there, they'll go, oh, I'll just challenge myself a little bit. Oh, that was pretty hard. And then come back into the comfort zone. That's not where the learning really happens. And back to like struggling, you in this, in this area here, you don't usually struggle. But so many people go, oh, I can do a short turn down ballroom pretty well, I'll go there and I'll just, you know, because that's, that's my comfort zone, I can, I can work on it in, in that space. Instead of perhaps going, well, I actually really don't like doing it down High Noon, that, that bottom bit. And, and spending, yeah, most of your time doing that. So this is like a really important thing to first, uh, like get— wrap your head around. And it comes from like one of the guys that basically talks about this. He is one of a handful of people that can juggle about 13 things in the air at once. So he was in the Cirque du Soleil, and the way he approached getting better at stuff was 70% of his time challenging his, uh, his skills. So in skiing, since we're all here for skiing, a great way to kind of challenge yourself, spend time in the challenge zone, is drills. And, you know, a lot of the time we give drills to students if we're teaching them, but very often we don't do enough drills ourselves. And drills are great because they exaggerate things Like, say, this in-rigger drill here, exaggerating like edge angle, flexion of the inside leg to a really big degree, more than, you know, perhaps a normal physical range of movement you're going through. Um, perhaps going at a slower pace, so changing the timing of how you're usually receiving things. Cool. Yeah, so drills are great for exaggerating all these, uh, different things. Um, sometimes it might be facing your fear of like skiing on one, one ski. Um, but, uh, outside of that, this 70% of the time spent in this challenging zone of, um, what you're doing, you don't have to do it in terms of like, like I said, the exact— the example of ballroom. So an easier blue run versus a harder blue run, like on high noon, you don't have to do something that's really like scary difficult or scary challenging. Okay, that's one, one thing. It could just be actually slowing it like right down. So even challenging you rushing things, so you do really detailed slow snowplows trying to work on turning your leg or something like that. But, but the, the, the main message here is get out of your comfort zone. Do more time spent doing that stuff. And I think personally drills are some of the best. So there's, there's all you really need to challenge yourself based on some research to like get yourself stimulated and to put yourself in that, in that challenging your skill sort of level. And it's really small, like not much, which is kind of nice to know. You don't have to be, right, like going that much faster or, you know, changing things that much to really get a benefit and accelerate things. So I like this number, and I even think about it in terms of just my general life because, like, in terms of business, like if I've got a take on something, if it's like 4% out of my kind of comfort zone of what I'm currently doing in my business or somewhere around there, I go, that's, that's, that's, that's good. That's going to challenge how I currently do things, and I'm okay with that. So it's kind of like this cool number to, um, to think about. So that's all you need to do to, uh, to reap some benefits there, because what it does, that, that 4% often is it, it sort of piques your curiosity and makes the experience kind of novel. So this is like a frame grab from me doing some retraction extension turns, um, in Silver Star. In fact, Luke, I don't know, you might have even filmed this one. Um, now, like, retraction extension turns, I'm, I'm way lower in the transition than I do for for normal turns, especially for the speed I was going, not that fast. And so I was exaggerating things, and it's, it's definitely like really absorbing when you do that, when you are exaggerating things and doing them in a different way that challenges what you normally habitually do. You become curious in, in what's going on. Um, so that was a really bad spelling mistake there. But yeah, make things novel because this keeps you focused. And that's one thing that people talk about, like, all the time in terms of learning something. You've got to be focused. So, like, right now, have your, you know, looking at your computer screen, not having your phone on, you know, screen facing up, like those sorts of things. This day and age, it's so easy to get distracted and lose focus. Be in a training group and your friend starts talking to you. All those sorts of things get in the way of like creating a flow state and being able to really maximize your practice time and get better at something. So keywords I'll just say here is like, like, like this. Make it novel, make it interesting so you're curious with what you're doing. Key part in, uh, in working on learning something. And, and especially for guests too, right? Thinking, because I'm also talking about this in terms of teaching, like, don't just repeat the same old, same old, like, because it'll come across to the person as, as, um, like, they'll, they'll sense that. So keep things interesting for, for them too. And it only has to be 4%. You're not trying to put people in scary situations, that sort of thing, just, just a little bit out of their comfort zone. So I thought it's worth— it's worth bringing up, like, training. So training clinics, training is important to go and do, but it's also important to practice without interruption. And so I guess I'm speaking to people here who are chronic like training clinic junkies, and they think more training clinics equals I'm going to get better, and listening to more and more different people, I'm going to get better. That's not necessarily true, or in a condensed period such as this upcoming ski season, uh, if you— you'd be better off kind of finding someone that you gel with, or one person, even if you don't, if they give you just one good idea taking that idea, going away, and working on it yourself without interruption. Because, you know, myself running clinics, there's, you know, there's all these people coming along, so I've got to sort of change and think about, has this guy got something out of it? Has this guy, has this girl got something out of it? I need to constantly sort of maybe change the message that, that might have worked well for him but not for her. But, but if you're a clinic junkie, you, you tend to like get distracted and keep thinking the next thing that's going to be said is the most important thing. So you kind of keep discarding ideas instead of taking one, going away, and working on it. So putting that in there just to remember, yeah, it just, uh, can throw you off your, um, your practice and improvements in the season. This one is, uh, is super cool and I think really important to keep in mind. It's got to do with expectations. Like, 1% improvements in whatever you're doing add up pretty fast. And so how might that look? Say you go out, you're working on your short turns, and out of that whole— so maybe, you know, hour or even half an hour you go out before, before work You feel like, you know, half of, half of, uh, one run out of six runs was half, you know, good. You felt the thing that you needed to feel. That is all you need to know you're improving. So many people come back and focus on the, the negatives and the things that didn't go well, and then they still keep focusing on, on those areas and that they're not getting better faster because they can— you're comparing yourself to other people.. And if you look at video, for example, and you don't— video is hard because hard to make things look really different. Habits are hard to break. But if you can see a 1% improvement in a video, or, you know, out of a whole entire time you got some, uh, some changes, that's all you need because it adds up. And I think there's a good story, the British cycling team, for example, before the London Olympics They had a new team manager coach, and they basically worked on all these 1% things, like the materials that they were making their uniforms out of, getting everyone really properly set up on their bikes, like everyone on the same eating plan, sleeping plan. When they'd go away on camps, they'd bring their own pillows, like all these like small things that seemingly unrelated to these 1%ers added to them totally kicking ass in, uh, in the Olympics. So 1% improvements add up. That's all you're really looking for, which takes some kind of pressure off yourself. So on that, I don't think enough people video themselves. Make sure you take time, find a video partner, someone that you can trade, uh, you know, phone videos with, because no one's got an excuse anymore. Everyone's got a, got a phone, so you can video yourself. So make sure you get out there and do this, because, you know, what you think you're doing versus what's happening in reality often are really different. That's one. And then two, you want to be able to kind of track and see the 1%. Perhaps you, you go out there and you're working on your arm position, your pole plant whatever it is, your stance, and that's the one thing you're trying to do. When you watch video and you focus just on that compared to the last time you did it with video, you're more likely to be able to capture, say, that 1%, that time when you did get it right, and so you can focus on it. So make sure you video yourself. So this is just one of my online students from this, this season, and It's probably 3 or 4 days apart, and this is before a drill gave him— so he's working on this up and over drill in between the two shots. And, you know, pretty much the same point past the camera. Yes, that's a bit blurry, but you can see this subtle change, which he felt as ginormous change, is visible. And so, you know, he was— he felt it. We can see it. It's kind of measurable. These things all help lead to you like, like a confirmation of, yes, I'm going to keep doing this process. What got me from here to here? I spent, you know, an hour each day doing this drill, really focusing on the key elements that make it a success. And then I did a free ski run. It looked like that because you're trying to build Like, if you follow this kind of formula, you'll start building habits. Because if this season you start to be able to change things, you do it differently, you don't go to every single clinic, but you do go to some, and then you go away and practice, and you focus, you get video, and you just think about small improvements, and you don't challenge yourself too much, but you challenge yourself a little bit. And it all starts working out, you're going to remember season 2023 and go, I'm going to repeat that. And then so you're going to do it again, and then you're going to get another change in a different part of your skiing again and again and again. And then you look back 5 years, 10 years' time, and maybe now you are on the demo team, and, or, you know, you're, uh, you're in the Thredbo media, you know, they want you to ski in front of the camera because you're the best, uh, best, most smoothest looking skier out there, whatever your goal is. But all these things will lead to building habits, uh, in your, like, the way you perceive your skiing, um, sorry, the way you perceive like getting things done. So, um, yeah, pay attention to that. So pretty short, uh, presentation here, but it's not rocket science. It's just some stuff that I've learned and has worked for me over the time. So first of all, the expectations part, I put that in more to do with this, like, looking for 1% gains, um, and, and really being like okay with that. Don't expect to be improving massively all the time. Um, also that you don't have to be really macking it down the hill or really challenging yourself seriously to get to get some change, it's as little as 4%. In fact, this is kind of a sweet spot around 4%, which, yeah, makes, makes it, uh, it's not as daunting. Remember that struggling is part of the process. So yeah, you gotta feel like, uh, yeah, the, the, the, if the struggle is not there, then you're not challenged. You're not doing probably enough, enough of this. But also remember If it's a real struggle, perhaps you're pushing that 4% point maybe a little too far. Really try and remember to spend 70% of your practice time challenging your skills, uh, like instead of 70% of your time being in your comfort zone. So, you know, your time is precious. You're working, you're working, working, and then you get a chance to actually have a break and, uh, you know, or take a day off, a morning off. Don't just go do the same old, same old. If you want to get better, push yourself. Spend some of this time, 70% of your time, pushing yourself, and then come back and finish in that, uh, that, that easier sort of comfort zone spot. Uh, there's that 4%. Uh, and then focus. Just remember, like, yeah, just, just like I can't— I needed to get away from, uh, what I was doing down at my my house today to write this, like, go over and make sure my presentation was right. If I kept getting interrupted, it's going to be all over the shop. So same with your skiing. Like, you know, it's great to go skiing with friends, but if you— when you're going and doing your runs, don't get distracted. Focus on, on what's going on and find stuff that is novel. So that comes back to— that's the same as this challenge thing. So working on a drill within what you're doing that is slightly challenging, uh, pushing the terrain or the speed, um, either up or down. Really, really important there. And yeah, video yourself. Make sure you video yourself. People do not, I think, do that enough to keep themselves honest. Um, great. So that's really all I wanted to talk about. Before this season and hopefully give you some ideas on, yeah, how to approach the winter. And if you're not, you know, if something you're working on is you're teaching, you can utilize this stuff to help your guests. Um, yeah, especially if they're motivated. You've got interschool kids, like novel things, really interesting things are going to make it, you know, the kids are going to learn faster, they're going to have a more interesting time. And that's what I was going to say. The last thing about flow state, people have maybe, you know, you've heard of this, like getting in the flow and that sort of thing. And in flow state, people report, you know, things slowing down like the Matrix. You can see things coming, make reactions sort of like you've got time. Anyway, some research on that shows there's these sort of stages that people go through to hit that flow state. And one of them is this struggling bit. And so this struggling bit occurs, but then usually, uh, what happens just after that is almost this release of, of like getting out of— so say you've been— so I'll just give a skateboarding example. You can't do a kickflip. You're there, you're trying to kickflip, kickflip, kickflip for like half an hour. You do like 150 of them. Some of them you get right, some of them not. And you're there, you're like, oh, you You're exhausted. You have a break. What really helps trigger the next part where you actually often will get into flow is you go and do something completely different and in within your comfort zone. So say you, you could do ollies. You then go skate for 10 minutes just doing ollies, totally enjoying it. Something that's well within your comfort zone. Come back, go through the challenge one again. You will find what has happened is there's been chemical reactions in your brain that have change and released certain chemicals that help you learn. It helps block out like that, that critical thinking part of your brain, like, oh, you're not doing it right, or you're doing this, that sort of stuff. So you come back to the challenging task and it often goes better. Now, if you think about that, that relates really well to the 70% challenge chunk. 20% comfort zone. So you spend a shitload of time challenging, doing short turns that have much faster rhythm than you're used to, and then you go and you spend 20%, you know, 10 minutes doing short turns of the rhythm you're used to, then come back again. Suddenly it gets easier. So there's a good little kind of formula, uh, that goes in there to help, you know, sort of almost hack the flow state a little bit. But you can't get in there if you just stick within your comfort zone. Thanks for, uh, for tuning in. And I'll, uh, if anyone's got questions, be, uh, great to hear from you. So you can come off mute if you like, and we'll just let me know what, what you're perhaps thinking from that you're going to add into your training this year, or your way of approaching the ski season. Anyone kind of— has this triggered any thoughts on that front? Like, ah, I'm gonna do that.

Yeah, hey, look, thanks so much, Tom. A heap of great, great information there to help get us thinking about how we approach the season. And, uh, quite a lot of information. I think if each of us has one takeaway from that, then it's been worthwhile. And certainly for me, it's been thinking about— sorry, I've got the kids in the background having dinner. The, the one for me is definitely thinking about that 70% of the time that I'm out, out skiing in my own time, 70% should be trying to get better. Because I always, I always think there's 3 states of mind that I can have when I'm skiing. Um, one is to perform, two is to develop, or three is to cruise. So cruising, just not really thinking about anything, just going with it. Developing, thinking about, thinking about an aspect of your skiing that you're trying to work on and develop. Perform is not thinking about one specific thing, but trying to absolutely ski to the best of your ability. And I think maybe I need to think about the percentages that I'm, I'm making each of those zones across the season. Because, you know, particularly for myself in switching jobs in recent years, my time's at even— time on snow is even more of a premium. I need to get more, more value from that time. So that will certainly, uh, yeah, that's been quite worthwhile there.

Yeah, totally. I, I loved hearing that. Just knowing like some kind of rough numbers was, was helpful. It's like Right, I know I've got an hour. I'm going to spend 40 minutes of that doing shit that is harder, uh, to, you know, stuff that I know I don't really like doing because mistakes always happen. You just got to go through that, um, to, yeah, to improve. Uh, Nick, have you got a takeaway you're going to implement?

I only just joined in the last couple of minutes, mate, so I didn't hear the whole thing, but, um, just I think alongside with James, the, um like spending a certain amount of time trying hard stuff certainly lines up with a lot of research I've been doing as part of the demo team for the next sort of teaching section of the APSI manual. There's a lot of sort of research in neuroscience that you, yeah, you need a certain error rate to trigger neuroplasticity. And it's somewhere, somewhere roughly around what you've said there. So, um, yeah, just kind of— it's cool to hear. Yeah, to hear you mention that, like, say that sort of stuff, because it's sort of like, okay, well, that— yeah, I'm going down the road.

Can you think of a personal example of when you perhaps just did that? You know, maybe it was someone you skied with just forced you for that whole entire morning you're like, this is way out of my depth. But then maybe like that afternoon, like a number of—

like, yeah, heaps of times.

Yeah.

Um, actually, uh, I was skiing with Sam Robbo in Verbier a couple of weeks ago. Um, yeah, and he's just sort of, um, we're just talking about skiing. He's like, hey, you should try and clear your inside leg a little bit more. Um, and yeah, after like sort of watching Robbo do it a bit, and then I sort of took it away for a couple of days and was like, okay, I'm gonna go and just go and practice this and practice this and practice this. And yeah, there was definitely a lot of times where I was like, I wasn't clearing it at the right rate or something, or, you know, I end up on the inside ski or whatever. But fuck it up, fuck it up, fuck it up, and then eventually kind of starts— you start to get it right. Got the breakthrough.

Yeah, yeah, yeah. That's what I like reflecting back on, thinking, why did that I seem to go faster working on that thing. And I think back to it and the situation, the people, whatever it was, kind of forced me into that, uh, that challenge zone for longer. Brian, how about you?

Um, I'm reminded of something from a different sector, which is the— and I'm old enough to have the perspective— the which was the do it on, be alone and be uninterrupted. And that was, I know that was two separate points, but they're related. And there's a bit of theory about particularly creative situations or research and development of new ideas in the way the brain works. And a suggestion that with the advent of email and text messages and a whole range of things across so many different industrial sectors or commercial sectors now influence the way people spend their lives that we've lost the creativity that comes from a 45-minute period uninterrupted focusing on a single thing. And over the last— and that's, you know, this isn't new news. 10 or 15 years ago, this was understood and large corporations started reacting to that because they could see it affecting productivity in the areas of their business which were, you know, trying to create new things like project work, software development, things where you need to, to make a breakthrough of some sort in a new concept. And learning to ski better is another example of getting that breakthrough. So those two resonated with something that I've heard as a, you know, as a guy trying to run a bank, you know, part of a bank, for example. And when most of the team are just spending their life reacting to emails rather than stopping and thinking about what they really need to get right to get past this struggle that they've dipped in and out of.

Absolutely.

Yeah, that resonated for me and it was useful to apply that to this, this weird thing that I don't actually intend or have any aspiration to join the demo team eventually, Nick, but I do actually have an aspiration to improve my skiing a bit beyond where I am.

So That's right.

Not getting distracted by the fact that I quite like skiing around with a class. Maybe I've got to spend 45 minutes skiing on my own.

Yeah, absolutely. And do you know what? When you're with the class, we overteach so much of the time because we take that role so seriously that we presented, oh God, there's still an hour to go. I can't just stand here and let them practice. Actually, as long as they're given some novelty and the task is sort of set, that's exactly what we all need. And you can work on your own thing, the guests can work on their own thing. But yeah, people need that focus, and we as an instructor can be a distraction if we're constantly in their ear a lot of the time. And I'll just share one more thing on that. Archie, my 5-year-old, uh, really into soccer, really into sports. I've realized I've perhaps been a little bit too heavy in terms of external feedback to him on, hey, great dribbling, great kick, instead of leaving him be and trying to let the outcome trigger his own internal, like, that felt really good, I'll do it again. Because I don't want him to rely on me going, great kick, or someone else, great kick, and then no one's saying great kick, and then suddenly, like, 'Oh, I'm not interested in this anymore.' So students, your ski students, whether they're just snow playing, whatever it is, I think you've got to be careful. Try— you're trying to set up a situation where they, uh, get the self-perpetuated, yeah, internal feedback. We, we all want to be the one sort of taking credit for it at times. And yeah, James, you got something to mention there?

Yeah, so setting up, setting up, um, you know, intrinsic feedback loops are so, so important to accelerate learning. And, you know, I think we, we all know how it's quite easy. You talk to— it talks about clinic junkies, and we've all come across feedback junkies who, who, you know, will have on a course and they'll come down a run and they're just waiting for the trainer to say something to them. And we've all had students in a lesson who come down and they want the trainer to, to, uh, to give them that feedback. They want that reassurance from, from their voice, from the professional that they're, they're employing or that they're coming to for training. And, um, but the, the real skill in getting them to take ownership from their own learning is, uh, is in setting up those, those loops of feedback that don't come from the trainer that they can tap into after the lesson and in their own personal training time, which should account for way more than their their time with a trainer or a teacher. But if we don't set those up, it's quite difficult for them to know whether they're achieving what they're setting out to achieve or not. And it might be like the sound the skis are making, it might be the tracks that are left in the snow, it might be a particular feeling that they're experiencing against the boot or from a muscular effort they're making. We can tap into so many of those, and really the last one we resort to should be from the trainer once we've kind of once we've gotten through that cognitive phase of learning, they're in that associative phase where they're practicing lots. Trying to encourage them to tap into things that aren't new is so important.

Exactly. Yeah. And, you know, I think recognizing if you're that person, because I think we all, you know, I know I've turned to people and go, did— what did you think? Was that kind of good?

Like, We've all been there, haven't we?

Yeah, yeah, we've all been there. But yeah, hopefully this— there's just this little sort of slideshow of things. Just, you can come back to it, check it, check it, check it. Are you doing some of the things in there that perhaps are going to lead to, to faster, you know, learning, growth in what you're doing? Um, yeah, anyone else want to do a final sort of takeaway from this discussion?

Um, yeah, just what you said about like trying something hard for a period of time and struggling with it and then going back to something else that you know you can do and you know is fun. Like, I've had a lot of experience with that, skateboarding especially. So like, if I was learning to kickflip or heelflip or like all of the tricks I've learned, I've had like maybe a morning period where I've tried to do it 100, 200, 300 times and then go on, all right, let's just go and do fun stuff that I already know how to do for a little bit, and then I'll come back in an hour's time. And then maybe 3 or 4 different tricks, I've done it that first time after the break, and it's— click—

magically happened.

Yeah, yeah.

So now you know that I went— there's a formula. Yeah, yeah, yeah. It's kind of like, like, yeah, you knew it in the time, you were kind of sort of stumbling on it, but But yeah, there's some pretty smart people that have basically figured this out by studying some of the extreme athletes in the world. Uh, this guy's name's Stephen Kotler, by the way, that's done a lot of this flow research. And that's what he's found. There's these certain patterns. And so there's little hacks you can sort of do to help repeat the process. And we're all creatures of habit that That habit part there, I reckon that's a really important one, because if you've learned all this now and you've got this season, this season is a chance to start developing a seasonal habit of getting better in one area. And I, then I would also suggest choose probably one thing for that season. So I know some, some seasons I came in, I was like, I'm just going to get better at a really good dynamic short turn. Like that's 70% of where when I go skiing I'm going to be doing that type of turn and then challenging it. So, uh, in that season try and develop, yeah, this recipe, a habit, so then you just naturally just come back in next year, you don't have to think about as much, you just— you gravitate towards— got 30 minutes off, I go do this. You don't even like think about anything else, you just know what to do and and it starts happening. So yeah, I saw you nodding your head with the kickflips there as well, Luke. I was like, oh, didn't realize you skated water a lot. But yeah, that's why— so like, just so you know, more records have been broken in extreme sports than any— anything else in such a short period of time. And part of what it is is because extreme sports naturally always— that they're usually challenging us that little bit, as soon as you start doing it, you're already kind of hitting that 4% zone, uh, of, of challenging your skill. But you get to sort of levels perhaps some of the people on the call here at— don't fall into complacency, do things faster, you know, rhythm, faster speed, trickier terrain, harder snow, constrain yourselves, do it now with no poles, do it now on one ski. And that'll lead to, uh, to growth.

Great.

All right, everyone, thanks very much for joining. Thanks, James, for, uh, the opportunity to, to do this. And, uh, yeah, I'd love to hear— it'd be cool to do like a season-end wrap-up one and see who's, who's done well and, uh, yeah, what they've, what they've achieved and what's worked, worked there.

Mm-hmm.