Greater Level Training (GLT) was established in 2012 as Coach Jermaine Mitchell transitioned from six years as Strength and Conditioning Coach at Bibb County High School to pursue his Ph.D. in Exercise Science at The University of Alabama. The company’s first provided services were personal training for faculty and staff members at The University of Alabama and the development and implementation of summer strength and conditioning programming for Central High School’s basketball and football student-athletes. In 2014, Coaches Jermaine and Q combined their expertise and now provide inclusive mental and physical training for ALL.
Very truly I tell you, whoever believes in me will do the works I have been doing, and they will do even GREATER things than these, because I am going to the Father. And I will do whatever you ask in my name, so that the Father may be glorified in the Son.
You may ask me for anything in my name, and I will do it.
(John 14: 12-14)
COACH JERMAINE MITCHELL
A native of Montevallo, Alabama, Coach Jermaine Mitchell earned a B.S. in Biology from Stillman College. In addition, Coach Mitchell obtained a master’s degree in Exercise Physiology from the University of Alabama at Birmingham (UAB). While at UAB, he interned with the University’s Strength and Conditioning Department and worked as a fitness trainer at the University’s Student Recreation Center. Following his master’s degree, Coach Mitchell served as Biology teacher, Offensive line coach, and Director of Strength and Conditioning at Bibb County High School. Thereafter, he obtained his Ph.D. in Exercise Science and completed a post-doctoral research fellowship at the Center for Community-Based Partnership (both UA) in community-based participatory research to serve youth and adults residing in disadvantaged communities. In addition to co-owning Greater Level Training, Coach Mitchell is an Assistant Professor of Exercise and Nutrition Science at the University of Montevallo. Further, Dr. Mitchell completed a mentorship program at The Lakeshore Foundation (Birmingham, AL) and a Walking College Fellowship via America Walks. He has also developed student service-learning initiatives to improve walkability within the City of Montevallo, AL, health and well-being of secondary school students with disabilities and functional ability of senior adults within local senior centers.
COACH QSHEQUILLA (Q) MITCHELL
Coach Q grew up in Daphne, Alabama and moved to Tuscaloosa to pursue her Bachelor’s of Science degree in Biology at Stillman College. Upon earning her undergraduate degree, Coach Q earned her Master’s of Art in Health Studies from The University of Alabama and also a Master’s of Public Health degree, with a specialization in Health Care, Organization and Policy from the University of Alabama at Birmingham (UAB). While at UAB, Coach Q served as a liaison between the UAB Center for the Study of Community Health’s Flying Sparks Project and several Black Belt Communities. After earning double master’s degrees she returned to The University of Alabama to pursue her Doctoral degree in Health Education and Health Promotion where she conducted research to understand the relationships between high school students’ health behaviors and the quality of their health education course. Upon earning her doctorate, Dr. Q Mitchell completed a post-doctoral research fellowship at the Center for the Prevention of Youth Behavioral Problems at The University of Alabama. As a postdoctoral fellow, she was involved with the implementation of two cognitive-based interventions delivered to aggressive children and their parents. Shortly after her fellowship, Coach Q was promoted to a research scientist position. As a research scientist, Coach Q worked as part of an investigative team to examine the effects of evidenced-based programming on highly aggressive middle school student’s academic achievement and behavior. In addition, Coach Q is the recipient of a research training grant funded by the National Institute of Child Health and Human Development (NICHD) to examine the protective effects of therapeutic engagement on children’s trauma coping.