take systemic change on multiple levels. the most important is- take systemic change on multiple . levels. the most important is really about _ levels. the most important is really about putting — levels. the most important is really about putting the _ levels. the most important is really about putting the emotional- about putting the emotional regulation _ about putting the emotional regulation skill— about putting the emotional regulation skill into - about putting the emotional regulation skill into the - about putting the emotional. regulation skill into the hands about putting the emotional- regulation skill into the hands into the tool— regulation skill into the hands into the tool box — regulation skill into the hands into the tool box of _ regulation skill into the hands into the tool box of the _ regulation skill into the hands into the tool box of the athletes - the tool box of the athletes themselves _ the tool box of the athletes themselves with _ the tool box of the athletes themselves with up - the tool box of the athletes themselves with up you've i the tool box of the athletes i themselves with up you've got the tool box of the athletes - themselves with up you've got to do more _ themselves with up you've got to do more to— themselves with up you've got to do more to teach — themselves with up you've got to do more to teach them _ themselves with up you've got to do more to teach them how _ themselves with up you've got to do more to teach them how to - themselves with up you've got to do more to teach them how to manage | themselves with up you've got to do - more to teach them how to manage the pressure _ more to teach them how to manage the pressure cooker— more to teach them how to manage the pressure cooker not _ more to teach them how to manage the pressure cooker not just _ more to teach them how to manage the pressure cooker not just expecting - pressure cooker not just expecting them _ pressure cooker not just expecting them to— pressure cooker not just expecting them to manage _ pressure cooker not just expecting them to manage it. _ pressure cooker not 'ust expecting them to manage it.— them to manage it. that's interesting. _ them to manage it. that's interesting. but _ them to manage it. that's interesting. but it's - them to manage it. that's interesting. but it's about| them to manage it. that's - interesting. but it's about teaching the athletes how to manage the pressure rather then changing the requirements of what they have to do or do you also think that in the case of the grand slams for example, they've got to do something about coming off a highly intense match and going straight into media interviews?— interviews? absolutely. it's a s stemic interviews? absolutely. it's a systemic change. _ interviews? absolutely. it's a systemic change. from - interviews? absolutely. it's a systemic change. from the l interviews? absolutely. it's a - systemic change. from the bottom up we've _ systemic change. from the bottom up we've got— systemic change. from the bottom up we've got to _ systemic change. from the bottom up we've got to really _ systemic change. from the bottom up we've got to really start _ systemic change. from the bottom up we've got to really start putting - we've got to really start putting the funding. _ we've got to really start putting the funding, quite _ we've got to really start putting the funding, quite frankly, - we've got to really start putting the funding, quite frankly, notl we've got to really start putting. the funding, quite frankly, notjust lip service — the funding, quite frankly, notjust lip service that _ the funding, quite frankly, notjust lip service that we've _ the funding, quite frankly, notjust lip service that we've got - the funding, quite frankly, notjust lip service that we've got to - the funding, quite frankly, notjust lip service that we've got to do - lip service that we've got to do more _ lip service that we've got to do more for— lip service that we've got to do more for mental— lip service that we've got to do more for mental health - lip service that we've got to do more for mental health but. lip service that we've got to do more for mental health but wej lip service that we've got to do - more for mental health but we got to do more _ more for mental health but we got to do more for— more for mental health but we got to do more for the — more for mental health but we got to do more for the funding. _ more for mental health but we got to do more for the funding. yes, - more for mental health but we got to do more for the funding. yes, the - do more for the funding. yes, the general— do more for the funding. yes, the general thumb. _ do more for the funding. yes, the generalthumb, an— do more for the funding. yes, the general thumb, an athlete - do more for the funding. yes, the general thumb, an athlete is- do more for the funding. yes, the general thumb, an athlete is at i general thumb, an athlete is at their— general thumb, an athlete is at their lowest _ general thumb, an athlete is at their lowest emotional- general thumb, an athlete is at their lowest emotional point i general thumb, an athlete is at i their lowest emotional point when they walk— their lowest emotional point when they walk up — their lowest emotional point when they walk up the _ their lowest emotional point when they walk up the court _ their lowest emotional point when they walk up the court or- their lowest emotional point when they walk up the court or the - their lowest emotional point whenl they walk up the court or the field. what _ they walk up the court or the field. what we've — they walk up the court or the field. what we've got _ they walk up the court or the field. what we've got to _ they walk up the court or the field. what we've got to do _ they walk up the court or the field. what we've got to do is _ they walk up the court or the field. what we've got to do is give - they walk up the court or the field. what we've got to do is give them i what we've got to do is give them 'ust what we've got to do is give them just maybe — what we've got to do is give them just maybe a _ what we've got to do is give them just maybe a break. _ what we've got to do is give them just maybe a break. i— what we've got to do is give them just maybe a break. i was- what we've got to do is give them just maybe a break. i was say- what we've got to do is give them just maybe a break. i was say to l just maybe a break. i was say to parents. — just maybe a break. i was say to parents. don't— just maybe a break. i was say to parents, don't start _ just maybe a break. i was say to parents, don't start your - just maybe a break. i was say to parents, don't start your kids i
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