I grew up in New England, the northeastern region of the United States. There my athletic career began with soccer and track. I attended a small high school, and our coaches had no experience or knowledge in coaching my events--100, 200, and 400 meter sprints. So I took it upon myself to research and develop my own program. Through that process I was able to win two consecutive state titles in multiple events and run times competitive at the national level. Together with three other athletes who became my training partners and close friends during this period, we also went on to take the state title in the 4x400m relay. This was really my first taste of programming for myself and others: it was an instant case of deep fascination, even obsession with the process and its results.
I went on to run track at a division II university in North Carolina on athletic scholarship, turning my focus to 800 meters. During those four years my understanding of energy systems and training methodology continued to deepen. This is also where I developed the sense of work ethic I still apply today.
My studies were in philosophy and psychology. This was also when I began work as a tutor in standard logic and philosophy, my first formal teaching job. It was through these studies and teaching experience that I developed many of the skills I still utilize in my training and coaching approach today: critical analysis, assessing students, systematic experimentation/research, etc.
In my fifth year of university I fell deeply into the practice of yoga and introspective practices, which I studied and taught full time for the better part of five years. My early work in these fields merged with my experience in philosophy and psychology to form the foundation of the psycho-emotional and existential work for my own development as a teacher. These years also served a testing ground for developing and refining my teaching methodology.
Eventually I left behind the physical component of yoga altogether, and moved on to what I consider more sustainable and effective approaches to physical development. I began studying with teachers and doing research in broader fields of movement--like gymnastics, calisthenics, weight training, rock climbing, traditional Chinese martial arts, speed development, various mobility methods, and so on--which now forms the ever-evolving basis of the physical practices I teach today.
Since the start of my career as a teacher I've accumulated thousands of teaching hours in workshop settings alone, and worked extensively as a remote coach in physical and psycho-emotional practice with a broad spectrum of students worldwide.
I now offer workshops and training camps internationally, remote coaching, and template programs.
Devin