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I have never smoked or chewed tobacco. Those thngs have never appealed to me. <br>David makes sure he attends his classes everyday and is always on time. He turns his homework and quizzes in on time.  That's how I push my grades up, said David.  Big tests are tough for me so I have got to make sure my homework is done right. <br>There are two well known stories about David that are examples of his leadership. When he was an 8th grader at the end of the football season, David stood up to the varsity high school players and said,  You all need to be in the weight room to get ready for next sason. Be there or you'll answer to me. <br> As a 9th grader, David saw a kid smoking in the restroom. He asked him if he knew that it was against school rules to smoke in the school. The smoker started yelling at David and pushed him. David calmly took his cigarette away and flushed it down the toilet. They are friends today and respect each other. David has te unique ability to do the right thing while getting others to respond in a positive way.<br>David believes you should always listen to your coach  Respect everybody, David advises.  If ou give your respect, you'll get respeprojects going on in the college and the administration tends to like to do one thing at a time.<br>BFS: Do you work with the regular faculty and the student body?<br>Brooks: Certainly, and I try to be as assessable as possible. I get a lot of requests for individual programs, but sometimes I just have to tell them I m just too busy and can only give them general guidelines. But, at the same time, we also have physical education classes for the student body, from beginning to advanced, to help these individuals. <br><b>BFS: Do you work will all the varsity sports?<br>Brooks: I try, and I ve even worked with JV and club sports. Also, I take a backup role with the football and lacrosse teams as they have their own primary strength coach. In fact, they use many aspects of the BFS program.<br><br>BFS: When you first came to Williams, were the students receptive to your training methods and how do they respond to what you are doing now?<br>Brooks: Most of the comments were positive about my changes right from the get-go. The students here are scholar-athletes and as such naturally want to not just what to do, ut why they are doing it. If you can justify what you are doing and why this would best for them, that goes a long way. This includes my choices in equipment purchases and weightroom design.<br><br>BFS: Are the athletes working out at the same time as the regular student body?<br>