Friday, December 19, 2008

The traits bad programs share (so you can avoid them)

1. Losing attitude: "We just don't have the athletes..." Players pick up on that and lose confidence in themselves. Apathy takes over. Everyone, coaches and players alike, stops putting forth their best effort. Losses follow and just reinforce this mindset. The idea of "winning with less" consistently feeds into that. I don't like it. The thing is that most schools raw talent pool will look more or less identical to the other teams in their district or region. It's how they develop their talent that determines who's bigger, faster, and stronger on Fridays, not genetics.

2. Star Player Syndrome: "I know Johnny All America is a total PITA, but we need him if we're going to win!" These teams finally get a big time athlete and are so afraid of losing him that they kiss his @$$ no matter what crap he gives them. Everyone else sees it. No one respects the coaches. Discipline falls apart. Instead of a football team, you have the Johnny All America show. Respect has to be earned, not given. When you tell your players that, remember it works both ways.

3. Poor Offseason Routine: It all starts in the weightroom. Inconsistency or lack of intensity in the weightroom yields the same on the field. The bad programs either have very low weightroom participation or the players spend more time loafing than they do lifting. It really has little to do with"facilities" and everything to do with a lack of creativity and attitude.

4. Inconsistent Coaching: This is a true program killer. It could be re-drawing the weight routine every few months based on some new idea, inconsistent discipline, or frequently going to different systems on the field to take advantage of your talent. It's not about having the perfect system, it's about having a system that works. You've got to stick to your guns. Of course you'll have to constantly tweak things to get better, but if you're frequently making wholesale changes to your system, you never had a system to begin with.

5. Lack of Organization: A football coach at a struggling program has to be a salesman. Everyone in the community is telling these kids they can't win. Often there are some great athletes who should be coming up through the feeder system (if there even is a feeder system) but get sent by their parents to better programs nearby. There is no fundraising apparatus in place, no community involvement, no marketing, etc.
Winning makes these things easy, but all this stuff is easier to put together and control than a winning season.

6. Focusing on Wins and Numbers: Ever notice it's always the losers who talk about how their goal is to win X number of games next year, or focus on how "one of the few bright spots" of the season was some statistic or individual record? You can't guarantee anything specific on the field, so instead focus on doing things the right way to prepare for it. When teams do that, the winning takes care of itself.

Tuesday, December 9, 2008

"Good to Great" by Jim Collins

“Good is the enemy of great.”

Level 5 Leadership (p.39)
• personal humility and professional will – ambitious for company/not themselves
• set successors up for even greater success
• display modesty, are self-effacing, and understated
• fanatically driven – resolved to overcome any obstacles
• workman-like diligence – more plow horse than show horse
• attribute success to factors outside themselves; blame themselves for any failure
• are rarely dazzling, larger-than-life people
First Who … Then What
• get the right people on the bus, the wrong people off, then figure out where to go
• WHO questions always come before WHAT questions
• be rigorous in people decisions
o when in doubt, don’t hire – limit growth to ability to attract right people
o when people changes need to be made, act – make sure not just in wrong seat
o put best people on biggest opportunity, not biggest problem
• teams need to consist of people who debate vigorously in search of best answer
• compensation does not motivate
• people are not your most important asset, the RIGHT people are
• being the right person has more to do with character traits than knowledge or skill
Confront the Brutal Facts (Yet Never Lose Faith)
• process to greatness begins with confronting facts of currently reality
o one of the primary ways to de-motivate is to ignore the brutal facts of reality
• create a culture where people have the opportunity to be heard by:
o leading with questions, not answers
o engaging in dialogue and debate
o conducting autopsies without blame
o building red flag mechanisms for info that can’t be ignored
• spending time trying to motivate is a waste
• Stockdale Paradox: Retain absolute faith that you can and will prevail in the end, regardless of the difficulties, and at the same time, confront the most brutal facts of your current reality, whatever that may be.
Hedgehog Concept (Simplicity with the 3 Circles)
• Intersection of:
o what you are deeply passionate about
o what you can be the best in the world at
o what drives your economic engine
• not a goal, strategy, or intention; it’s an understanding
• what can you be the best in the world at – also, what can you NOT be the best at
• know one big thing, and stick to it
• The Council: Ask questions –
o Dialogue and Debate -> Executive Decisions -> Autopsies and Analysis
o all guided by the 3 circles … process to get hedgehog concept
Culture of Discipline
• disciplined people, disciplined thought, disciplined action
• disciplined in respect to the 3 circles and Hedgehog Concept
• allows for freedom and responsibility with in system
• “Rinse Your Cottage Cheese” – details details details
• stop doing lists are more important than to do lists
Technology Accelerators
• carefully select technologies – thoughtful and creative
• use technology as an accelerator
• crawl, walk, run
Flywheel and Doom Loop
• looks dramatic from the outside, but is just a cumulative process from the inside
• no single defining moment
• pattern of buidup and breakthrough … turn by turn
• alignment (motivation) follows from results and momentum – not the other way around
• Doom Loop -> companies don’t maintain consistent direction
From Good to Great to Built to Last
• Need guiding principle and core values for enduring greatness


This is good stuff and falls along with my philosophies. I never really understand why so many coaches always seem to be begging or "getting" players to play. If you've read any of my posts you know that I am of the "no one is necessary" philosophy. This ideal conflicts with what many people feel is how to build a program.

You win with people not players not athletes. I would rather lose the game with good people who I know have worked as hard as they can and achieved whatever W/L record we end up with. In my mind, you go out on that field and you play as hard as you can, as long as they will let you play and at the end you look up at the scoreboard and if you have enough points you win, and if not you don't. But if you've played the way I described you haven't lost you have gained.

"Get the right people on the bus, the wrong people off, then figure out where to go."

Tuesday, December 2, 2008

Look & Arrow Flare

I would use the "look" or "now" pass here. No one else besides the X and the QB need to know this; in fact, you package it with run plays. The QB either makes an eye-gesture or a hand-signal behind his back to the X. The X takes one hard step up field (or almost in place, but sell taking off for a step) and the QB just steps back and throws the ball.

This way if the corner is off and the OLB is no threat, you get the ball out and tell your receiver to get upfield and get at least 5 yards. If he's a real good one he might even break the tackle. The beauty is it's not even an audible, all your other guys stay in the run play. You see this a lot in the Pros; it's a good concept. All you need to tell your QB is that the corner should be off to where we can get at least five yards. Tell him he's a thief and we're just looking to steal yardage.

As for thought process on the hitch/audibles/etc generally, I use the FEWAX approach for coaches but for the players it is much simpler. To start with, I don't go crazy with audibles. Generally, it is to get us out of a bad play: if we have a lengthy play-action pass on and they are in a blitz, we need to get out of it. If they are overloaded we need to flip the play or get into something else. (For a veteran QB we can package plays, but that's another matter entirely.)

But as far as getting in and out of quicks whenever you have 8 in the box I wouldn't really mess around with that too much unless you specifically package plays together.

As a final footnote, I like to use the spacing concept to the multiple receiver side and have the X run a hitch. The QB reads hitch to the frontside spacing (can also do this with stick). This puts the X one-on-one, and if they take it away you have a frontside flood. (This site has other info on spacing.) This is more of a called play though.


One thing that I've noticed Texas, Texas Tech, and Oklahoma doing this year in the quick game on the split side is to have the WR angle in for 5 yards and sit while the back swings.

They especially like this combo on the backside of "stick."

Oklahoma ran that combo several times the other night vs. OK State.

Monday, December 1, 2008

"Plan for Success" that I give to all of our players and parents:

Copper Basin Football

Vision

A vision is made up of long-term goals, and our vision for the future of Copper Basin Football is to build a successful program. We define a successful program in the following areas:


1. A successful program has a winning season every year, regularly competes for the region title, and goes to the playoffs.

2. A successful program has a top-notch, dedicated coaching staff.

3. A successful program has an academic advisor and tutoring program, has a 100% graduation rate, and sends kids to college every year.

4. A successful program produces leaders who are men of character, integrity, and courage.

5. A successful program has great facilities and equipment and is always upgrading.

6. A successful program attracts parents and kids and has enough participation for a ninth grade and J.V. team.

7. A successful program is closely affiliated with all of its feeder programs.

8. A successful program has strong community support and financial backing.

9. A successful program has the support of the student body, administration, faculty, and staff.

10. A successful program generates enough income to fund itself and allow for growth.

Thursday, November 20, 2008

What too look for when scouting

  • defense by formation ... fronts
  • blitz by formation ... who is blitzing
  • coverage by formation ... zone/man; mofo/mofc; who from front is in coverage
  • coverage by down/distance ... zone/man; mofo/mofc
  • blitz by down/distance ... overall %; % inside pressure vs % outside vs no pressure
  • defense when offense is coming out (minus 20) ... overall scheme; does it change based on how they normally defend the formation
  • defense inside the 20 ... overall scheme; does it change how they normally defend the formation or % they normally blitz
  • goalline defense (inside 5) ... front; coverage; blitz %; inside vs outside pressure; who has the back out
  • motion adjustments ... coverage adjustments; front adjustments
  • shift adjustments ... coverage adjustments; coverage adjustments; do people flip sides on the shift or slide
  • blitz based on field/boundary ... where is it coming from
  • adjustment to trips and/or twins into the boundary ... is coverage or front affected or played differently than normal
  • who has contain on play away ... backside end or lb on such plays as toss, zone, fly, etc.
  • how to DE's play things such as GT, counter, etc.
  • how fast to LB's play ... do they fill hard, get one read and hit it on run plays, fly out to zone on pass key, etc.
  • who is their best DL vs run; best pass rusher; weakest
  • who is their best cover guy; who is their weakest
  • who is their best LB on runs away, runs to; who is worst
  • who can we get isolated on our best receiver; how (formation, motions,shift, down-distance, etc.)
  • who must we set the protection to ... who must we assure we get an potential extra body fo

Wednesday, November 19, 2008

Off-season evaluation

2008 reflection
-what did we do well
-what do we need to do better/change - scheme, practice, game management - anything
-responsibilities - game/practice set, positions coached, special teams coordinated, etc.

2009 Depth Chart
-who are we losing
-who do we have
-what do we need
-who can we develop - weight room, agilities, etc.

Pre-Clinic Plan
-what do we want to do better
-what offenses do we want to learn
-who do we want to hear speak about it

Game Film Break Down (Our own game films)
- Gap Chart
- Field Chart
- Formation Break down

Gave each assistant 2 game films, I let them choose 2 of the 10 games. While they are doing that, I go back through the film and chart out who cost us and why...was it a scheme issue, was it a technique issue, was it a key issue, was it a kid issue. I also draw up any adjustments anyone made during the game and what that meant in terms for us defensively.

We will have monthly defensive staff meetings.

Tuesday, November 18, 2008

A Good way to call motion

Z = Z receiver
W = X receiver
B = Fullback
T = Tailback (A back)
Y = Y receiver (Tight End)

op = arc motion
ap = crack motion
ip = across the formation
oom - motion to lead
ail = away from strength (for players in the backfield)
een = to strength (for players in the backfield)
urn = motion half way and back

Top, Tap, Tip, Tomb, Tail, Teen, Turn
Bop, Bap, Bip, Boom, Bean, Burn
Zop, Zap, Zip, Zoom, Zeen, Zurn
Wop, Wap, Whip, Womb, Ween, Wurn
Yop, Yap, Yip Yoom, Yeen, Yurn

Friday, November 14, 2008

How discipline works

The many pay for the sins of one.

Here's the question, what do you want the team to look like under the lights?

Then that is how you have to make them look all the time, it's not a light switch, it can't be a little tardy to practice is OK, it can't be loafing in form running is overlooked. Whatever you want to see has to be reinforced everyday you're with the kids and you have to stay on top of it.

Here's a couple of examples:
1. When we form run we start behind the line. A coach stands at the line and if anyone starts on the line we either start over, OR we do up/downs as a team.

2. We run...not a sprint, definitely not a jog...but a run to and from every drill or station. If anyone...and I do mean ANYONE is not running...we do up/downs as a team. (we had so slow learners this year).

3. Team meal starts at 3:30 - if you're late, you don't start and we do team up/downs in pre-game. Guess what..we only had to do this once, humility is a bich.

You just have to make "this is how we do things" a point of emphasis in every phase of the program. Here's a great example, where I was at before the kids didn't have lockers, they had stahls, a shelf, 3 hooks and a chair.
Their helmet was to sit on the shelf facing to the right, shoulder pads on the first hook, pants on the 2nd, girdle on the 3rd, shoes side by side under their chair. We did several penalties for this from throwing all that kid's stuff on the floor by his chair to up/downs, to running but we did it all (except stuff on the floor) as a team.

Was it a little extreme? Sure, matter of fact I think it was down right being an a-hole BUT what it did was eventually a kid or 2 would check the room before they left to make sure it looked right, eventually they got tired of running or up/downs and tired of doing it for the other kids and finally they opened their mouth and said "this is how it's going to be, YOU need to...." and a leader was born. I was as proud as I could have possibly have been of the 2 kids who spoke up.

I promise you he wasn't the only kid in that locker room tired of up/downs because Jimmy couldn't remember what went on which hook and because he said something, the other players who were tired of it too filled in right behind him.

In the weight room - you'll do what you're suppose to do our we do this thing we call "Plate Paradise". It sucks, the kids hate it, but that's why we do it. If we do it, we make sure we emphasize why we are doing it...most specifically WHO. For the kids who are doing it right, it's not worth it to let you screw around they will police themselves eventually.

We've had players quit, parents complain but they are only complaining or quitting because they want things to be the way they were before.

INSANITY - doing things the same way and expecting different results.

Wednesday, November 12, 2008

What is Y-Stick?

A horizontal stretch on the flat defender

[image]


Monday, November 10, 2008

Pass Pro

Pass Protection

We try to keep our pass protection very simple, but we do have a few forms because we like to vary the launch point for our QBs. However, our two main protections are our 1 back protections and our 2 back(which actually also is used with no back).

On all pass plays the line will take normal splits, smaller on 3-step, and the guards and tackles are to be as far off the ball as possible, but cannot bow the line. (Tackles must be even with guards.)

All of our pass plays are called in the huddle with a callside. This refers both to the frontside for receivers and also for protection. 2 indicated playside right, 1 indicates playside left. Immediately after any playcall is the protection call. We used to call our protection strengths at the line but this greatly simplified things.

E.g. 262 Green is playside right, 62 which is our 60(quick) game and 2 is our slant/shoot package.



1-Back:

This is a very simple protection scheme that we use with all of our 3-step routes as well as any one back formations. There are two protection calls, Red and Green. The base rules for this protection are as follows:

Linemen to callside block man on until the first bubble, or essentially uncovered linemen. (We don't say uncovered because of stunting DL but it is generally uncovered). From the bubble to backside the other will linemen will all slide away from the callside to that gap, and, as we like to say, pick up trash. For example versus a standard 4 man front, with the center uncovered, the center, backside guard and tackle will slide that way. Playside guard and tackle will block man on.

The RB essentially blocks LBs inside to out, from the bubble to outside rusher, or if you like Mike to Sam. If they don't come he releases.

Often, against 2 safety Ds and most spread formations he doesn't usually have to dual read.

The difference between Red and Green is simply that in Red, the Tight end (Y) will stay in, and his rules will be exactly like the other linemen. He often will block the DE. In Green he will release. This has been easy for us and is easy to remember(Green-Go, Red-Stay).

This has needed a minimal amount of adjusting. We use this as our 3-step pass protection, and we tell the QB that the 4th rusher to either side is his man, he must have the ball gone. Also we use it as our 5-step protection when we have only 1 back. If we have a tight end on the field, we will use Red in 5-step, we do not use Red in 3-step except against cover 0 type blitzing teams.


Two-Back/No-Back(Man Scheme):


This has been very easy for us also. The rules are:

  • OTs block man(DEs almost always, unless stunt, in which case pick up man coming to you)
  • Playside Guard, if uncovered, dual read ILB to OLB, Mike to Sam.
  • If playside guard is uncovered, C and Backside Guard form a 2 man area/zone and will pick up trash.
  • If playside guard is covered, both guards and center form a 3 man area/zone and pick up trash(DTs, ILBs)
  • Both backs check release. Backside back checks OLB to outside rusher to release.
  • Playside back checks OLB(Sam) to outside rusher to release.

    This is what we do and it has been very effective. With this we form a cup protection, the tackles want to keep a "half-man advantage" to quote Jerry Cambell, and the interior linemen must stay square and set up, not allowing much penetration up the middle.

    We try to focus on the how rather than who.


    Play-Action:

    For our play action, we essentially just do the same thing as Red/Green protections, even from two back, but we more often keep the tight end in. We simply make a call on top of the normal play call, which for us is Gator. E.g. Doubles Rt 252 Red Gator. Doubles RT, the formation, flanker and tight end right, split end and slot left, single back. 252 Callside right, 52 5-step series, 2 is the playcall, which is our corner/smash routes. Red, protection, with Gator adjustment.

    All Gator does for the line and tight end is tell them to be slightly more aggressive at the snap, to help sell run. The bottom line however is to get their men blocked. Gator is really for the QB and the RB, as it tells them to carry out their run fake to the callside. The back has the difficult job of using correct steps, faking the handoff, selling it and then carrying out a block or if no one comes releasing into the route. So we spend a lot of time with them practicing this.

    This is how we carry out or pocket-style play action passing. We always use green or red with a gator call, with our 5-step route series. There are some of our 5-step plays that we run almost exclusively from play action.

    Here are a few notes from an article Bill Walsh wrote about play action passing, they are so helpful, I will quote them at length:

    "The offensive line can be an easy place for defenses to find indicators[that it is a play-action pass and not a run]. One of the easy reads for the defense, is if a lineman's helmet pops up. The helmets and pads of offensive linemen have to stay at the same level as on a run play. The secondary defenders, corners or safeties. will see those helmets pop up or the tackle drop back and they know immediately that it is a pass. (For example, if the corner to the open side of the field is looking through an offensive tackle right to the quarterback and he sees that tackle's helmet pop up and step back-he will not care what the fake is, unless it is a fake draw-he will automatically know that the play is a play-pass.)

    The quarterback must understand that play pass blocking is not as sound and can break down. He must be prepared for a pass rusher to get off of his blocker and be penetrating early. The quarterback must understand this, concentrate down field, and possibly take a hit just after he throws.

    [The Running back's] faking technique requires shoulders at waist-high level, arms and hands held exactly as in taking a hand off-except the far hand is placed flat against the stomach so the ball can be inserted in the pocket then pulled out smoothly.

    Basic [play-action pass protection] requires the onside linemen (center-guard-tackle) to employ controlled, quick protection. This is taught as a technique. Contact is made at the line of scrimmage. The defenders cannot be given space. Any space between the defensive and offensive linemen indicates to the defense its a pass. Contact should be sustained but in balance and in control, lunging forward can be disastrous. The ability to move laterally with the defender is critical."


    Half-Roll:

    Our half-roll protection is one that we for some reason in our great coaching wisdom, had wanted to get rid of several seasons ago. However, the kids liked it so much and it was always successful and easy for us, that we had to continue using it. It is very similar in concept to the half-roll protection used by the run and shoot, except our QBs have more freedom to keep rolling out and we try to design it as such.

    Also, it has continually proven to be positive to vary our launch points for all, and this has also been effective for QBs without very strong arms, and shorter ones to see better. I think many QBs can be more comfortable with this than certain dropbacks.

    We use this with our 50 series, but it is independant of callside, because we may not always want to roll to the strongside. We do it by making a Rocket or Laser call, Rocket being half-roll right, Laser being Half-roll left. So for example: Doubles Rt Open 154 Rocket. So players must listen and not confuse the normal callside with the half-roll callside. Anyway, here are the rules:

  • Backside Tackle: Backside Tackle: Turn and Hinge
  • Backside Guard: Turn and Hinge
  • Center: If covered or shade to callside, reach. If uncovered with no shade to callside, turn and hinge.
    (Note, on turn and hinges, unless you make immediate contact begin to get depth to stay between the QB and your man. You do not want to be still on the LOS as the DE comes upfield)
  • Playside Guard: Reach, plug hole/backside
  • Playside Tackle: Reach (Note: On any reach block, if you are unable to reach, ride your man out to the sideline. Don't get beat outside trying to hopeless reach. A man pushed out of bounds and kept on the LOS is just as effective.)

  • RB: Take two steps to callside, looking at outside rusher. Look for OLB or outside rusher to come shooting, block first color that shows. If none show, check middle and then backside. You are QBs bodyguard. Step to rush, do not wait for him to get to the QB.
  • Pre-snap look is key. QB will go at a 45 degree angle to a depth of 5-6 yards and then will level off. He will need to get his eyes up, and look downfield. He can continue moving parrallel to the LOS, but he must know when he must stop and step up in the pocket and deliver the ball. If he breaks contain he can continue out, he does not have a set place he has to be, but he must be smart.

    This is a protection reliant on the QB. He must help his blockers by not getting into trouble, thinking he can outrun everyone, and he must have a good sense of timing and be well practiced, as this type of dropback is not as carefully calibrated as our 5 and 3 step drops are. However, its simplicity and ability to move the QB around has been a real asset to us, as shown by the fact that for a time we were too blind to see it.

  • QB development

    QBs should do four main things multiple times a week:

    (1) have a 5-10 minute progression of throwing drills with a partner QB; throwing from a knee, feet together, etc. you can find good ones all around. once they learn this they should be doing this on their own before and/or after practice.

    (2) route lines: QBs and receivers line up and cycle through all your routes from both sides. Make the drill competitive. If dropped balls then one side has to do up downs. If the ball never hits the ground, then coaches do pushups. (you should also integrate this with man to man drills with DBs)

    (3) Routes on Air: Airraid drill. Line up QBs and receivers and put out dummies/trash cans where zone defenders are. Biggest part of the drill is that there's lots of throwing and catching, and the QBs must go through all their reads.

    (4) 7 on 7 - You must do this with some regularity. The more you throw the more you must do it. Run all your route packages, let the defensive coordinators surprise you a bit. Guys have to get used to having people fly around. If you want to distract your QB throw dummies at him while he drops back, make him move around in the pocket.

    Settle & Noose is a good one but I find it's not as relevant if you're not an Airraid/chuck it type team (though others may disagree).

    Sunday, November 9, 2008

    DEVELOPING YOUR COACHING PHILOSOPHY By Heidi Thibert, US Figure Skating

    - NASPE National Standards for Sport Coaches, 2nd Edition
    The National Standards BENCHMARKS for developing a coaching philosophy are:
    • Identify and communicate reasons for entering the coaching profession.
    • Develop an athlete-centered coaching philosophy that aligns with the organizational mission and goals.
    • Communicate the athlete-centered coaching philosophy in verbal and written form to athletes, parents/guardians, and program staff.
    • Welcome all eligible athletes and implement strategies that encourage the participation of disadvantaged and disabled athletes.
    • Manage athlete behavior consistent with an athlete-centered coaching philosophy.
    A coaching philosophy that is well-thought out clarifies many aspects of the coach's delivery and presents a consistent and positive message to the athletes being coached. Coaches carry out our roles based on our experience, knowledge, values, opinions and beliefs. With that in mind, each one of us that coach need to take the time to think through and formalize our personal coaching philosophy. So how do we develop a coaching philosophy?

    START AT THE VERY BEGINNING, A VERY GOOD PLACE TO START

    According the experts in the field of coaching, to develop a formal coaching philosophy, start by creating a coaching philosophy document that states the goals of: improving coaching skills, improving coach/athlete satisfaction, and improving athletic results.

    The late great Canadian coach, Frank Reynolds teaches us that, to be successful in the coaching field, use three components to guide you, and adapting them to skating, they would look like this:
    1. Know yourself as a coach: your strengths, weakness and areas requiring improvement.
    2. Know what you are up against and the obstacles you may encounter in coaching.
    3. Understand your athletes, their personalities, abilities, goals, and why they are in the sport.
    WHAT KIND OF COACH AM I?

    It takes an honest self-assessment to admit to having weaknesses, but of course, we all have them. It is just best that they do not interfere with good coaching judgment. If you emphasize your strengths, you will be able to identify consistent ways to coach that best utilizes those strengths. To find out what your coaching strengths are, you can ask yourself a few questions: Are you?
    • A former athlete, a natural teacher, or dynamic motivator, or efficient communicator?
    • Easy going, energetic and dynamic, serious and strict, or outgoing and friendly?
    • Perceived by others the same way you perceive yourself?
    The opportunity to make a full assessment of your strengths and weaknesses and recognizing your morals, values and beliefs, you are better able to adjust your style of coaching to the athletes you are coaching. At the same time, you will answer the important questions on why you chose to be a coach, how you communicate and produce as a coach and what goals objectives you have as a coach. The saying is that “Self-knowledge leads to self-confidence”, and you want to radiate what your values are.

    WHO AM I COACHING?

    With regard to your background and experience and the athletes you work with, it is equally important to understand the perimeters of your coaching context. You need to have a good understanding of the age, gender and training level of the athletes you work with. You can ask yourself several questions to answer those questions:
    1. How much time do you have to devote to coaching?
    2. What is your coaching commitment level?
    3. How much time do your athletes have to devote to train and compete?
    4. What is the level of commitment that your athletes have?
    5. What are the stages that your developmental clientele currently in?
    6. What resources do you have available to help your athletes by enhancing and incorporating other aspects such as sport psychology, nutrition education or sophisticated technique analysis (i.e. Dartfish, etc.)?
    7. What are your short-term, intermediate and long-term goals for your athletes?
    Undoubtedly, there may be other restrictions that will affect your coaching effectiveness, such as competition with other sports, school pressures and outside activities, even parental interference. Knowing what else is out there enables you to create your annual training program to the specific needs of the athletes you work with. By understanding the outside influences that will affect your coaching, you can incorporate into your coaching some policies on safety, training habits, and behavior, and adapt to the fact that others make decisions that affect you and your athletes.

    Relationships with parents can be stressful, and a clear plan on how to deal with an irate or manipulative parent will minimize or avoid a reaction that might make matters more difficult for you. By developing your coaching philosophy to encompass the coaching environment you are in, you can become more effective, productive, and minimize obstacles and other difficulties.

    Communication is a vital aspect in your relationships with your athletes. It is very important to talk to your athletes individually to determine what their values and beliefs are, what their goals are and why they are participating. As a coach, you are a powerful role model and can have a tremendous influence on your skaters if you and your athletes are on the same page. Just as you examined your own values, beliefs and habits, take the time to get to know each of your athletes.

    Once you know and understand each of your athletes, their strengths, weaknesses abilities and skills, then develop an approach to coaching them. Will you focus on the stars? Will you treat everyone equal in terms of your attention and help? Are you into the team coaching approach, or do you prefer to be a solo act? Questions like these are important to identify your unique style of coaching.


    THE JOURNEY IS THE PRIZE

    How you as the coach view the results of both training and competition should be a major point of every coaching philosophy. Not many athletes are realistically “Olympic-bound,” and educating athletes that it is more important to focus on their process of development and how they performed in the competition, rather than the results that they achieved, cannot be emphasized enough.

    In an athletic competition there can be only one first place. Does that mean everyone else is a loser? Of course not! Therefore, to build confidence and to see measurable progress, and to learn positively from mistakes made, coaches should focus on the process and not the outcomes with athletes. Encourage the athletes and parents to follow your lead. Because the outcomes are obvious, it takes extra effort from the coach, parent and athlete to see the benefit and results of the process of preparing for the competition.

    CONCLUSION

    Whether we take the time to design a coaching philosophy or not, all coaches operate under a coaching philosophy of some kind that is defined by our actions and beliefs. It can happen by default, or it can happen by a plan that will create a coaching roadmap for you that is realistic and rewarding for both you and your athletes in the form of improved performance. Coaching is all about helping athletes achieve their dreams. It should be done positively, intelligently and with dedication. The positive coach and role model, following a well defined coaching philosophy will be a key ingredient in the success of his or her athletes. For that reason alone, the development of a formal coaching philosophy statement is an essential first step for all coaches.

    Friday, November 7, 2008

    A Seriers Based Offense by Ted Seay

    Let me take you through the thought process behind a series-based offense. Then I'll quickly touch on the other alternative, non-series based offenses.

    Let's start with the most basic example possible: the single wing. The original, unbalanced-line version looked like this:




    Look carefully at the formation, and you will see that it was designed with one idea in mind -- to run off-tackle to the strong (TE/WB) side. That play forms the core of the most basic series in single wing football, the so-called "straight" or "power" series. When a single wing coach chooses a play from the straight series, he does so with the intention of threatening the strong C gap first and foremost.

    His game plan will reduce to this: He will test the defense in the strong C gap and see if it can stop him consistently for less than 4 yards a play. If it can't, he will continue to run off-tackle through the strong C gap.

    If the defense can only stop the power off-tackle play short of the minimum offensive payoff (3.3+ yards a crack, or 2.5+ in four-down territory) by unbalancing, that is by bringing other defenders over to the C gap to plug the leak, then the other plays in the series enter into consideration.

    For example, if the defense starts crashing the Cornerback and/or outside Linebacker in towards the C gap to shut off the off-tackle play, the offense will now look at running a sweep or optional running pass to get outside of containment and take the ball to the sideline and/or downfield. If the defense weakens its interior strength to try and shore up the C gap, you can expect the offense to run a trap, wedge or seam buck to take advantage of that new weakness.

    There are also counter, reverse, and play action plays that will try to exploit other defensive over-adjustments to the basic threat of the power off-tackle play to the strong C gap.

    (FYI, Chris Brown's excellent Smart Football blog talks about using complementary plays like the sweep, wedge, counter and play action passes to constrain the defense from its ability to over-adjust and shut down the core play in this series, the power off-tackle. Here is the link:


    http://smartfootball.blogspot.com/2008/01/constraint-theory-of-offense.html)

    Now: What if the defense can stop him for less than 3.3 yards a play while still staying balanced against his other threats (running to other gaps and/or passing)? It means the defense probably has a personnel advantage.

    As a result, the single wing OC will have to reach into his bag of tricks to try and misdirect the defense away from his intended points of attack if he is going to succeed. Now the "constraining" plays gain new importance, as do the other series in the offense, which are predicated more on deception and less on raw power: The fullback full-spin series, the fullback or tailback half-spin series, the buck lateral series, a Jet Sweep series, etc.

    These additional play series may even be joined by some out-and-out trickeration in an attempt to move the ball and hang some points on the board -- it's all a function of just how overmatched the single wing team is based on personnel.

    So -- coaches that don't base their playcalling on series have a different way of looking at things, right? So let's hear from them how their non-series scheme of playcalling is the most effective way to use their available talent on the football field.

    [CRICKETS CHIRPING]

    It's OK, guys, I have all day...


    ;D ;) ;D

    Seriously, unless you have your plays organized into:

    • core plays, the ones you want to go to against balanced defenses because you are confident you will gain yards with them;
    • counter plays, which you use to sting defenses which are overbalancing in an attempt to slow down your core plays; and
    • play-action, which you use to throw the ball when they expect a run (either core or counter), OR run the ball when the defense is expecting a pass


    ...how can you effectively attack a defense? Unless you make these distinctions among your various classes of plays, how will you know what tool to pull out of the box in a given situation? (This is what we are talking about when we accuse coaches of "grab-bagging" on offense by calling any play that pops into their head.)

    And if you ARE dividing your plays into core/counter/play action, you are a series-based offense, whether you call yourself one or not.

    Wednesday, November 5, 2008

    Reflections from a First Year Football Coach

    First and foremost.. The game is simple.. if you cannot block and tackle better than the other team.. YOU LOSE!!

    Being a HC actually has very little to do with X's and O's..

    You give me the best X's and O's guy and put him in a situation where he is not capable of dealing with the nuances of the situation around him.. and he will not be successful..

    You have to have assistants you can trust.. not only trust to be on your side.. but trust to do what is asked of them.. and to be capable of doing what is asked of them.. They don't have to be the best coaches in the world.. but they have to be willing to do what is expected of them.. If not.. you will fail..

    There are 3 components of a GOOD football player..

    1. Football IQ.. he doesn't have to be the smartest person in the world.. but he needs to KNOW his assignment and be able to think within the confines of what you expect him to do. YOU as a staff have to make sure he KNOWS what and how to do his job.

    2. Will and Determination.. You have to have players who want to win day in and day out.. if they do not want to win.. if its not important to them.. then its just a hobby for them.. you don't need those kind of players.. they will be the first to lay down when the going gets tough.. Always choose a football player over an athlete.

    3. Physical ability.. Strength and Speed can be developed.. but there is a process.. Potential will always remain potential if not developed.. You have to work to get faster and stronger.. it doesn't just happen.. and if you are playing teams who are working while you are not.. then you will LOSE.

    Never underestimate the importance of the little things.. Always ASSUME your players have NO idea about what you are saying.. break it down.. accentuate the positives and fix the negatives..

    Yelling doesn't make it better.. learning has to be facilitated.. yelling at a player only puts distance between him and yourself.. you will need to bring him back in to facilitate that learning.. Keep him close by TALKING to him.. and teach him..

    Only keep people around who care as much or as little as you do.. If you are there every Saturday, then your assistants need to be willing to do the same.. If you don't want to work on weekends and after hours.. then don't hire guys who do want to be up there.. you are only holding them back from being successful..

    You don't have to like the people you work for.. but you do need to respect them.. this is a two way street.. and as a HC you do not have to try to earn being liked by your assistants.. but you do need to do things that they will respect.

    Never gripe about a problem that you yourself do not have a solution to. Griping for the benefit of griping is what fans do.. not coaches..

    Kids are impressionable.. They will do as you do.. and say as you say.. that can be a good thing or a bad thing.. you choose..

    and finally..

    when you are up to your eyeballs in crap.. keep your mouth closed!!

    Friday, October 24, 2008

    COMMITMENT

    COMMITMENT
    SACRIFICE
    AVAILABILITY
    WORK ETHIC
    LOYALTY
    DEDICATION
    ENERGY
    ENTHUSIASM
    HONOR
    HONESTY
    DISCIPLINE
    DESIRE

    The very things we expect from our players.
    http://www.prismltd.com/commit.htm

    Pay close attention to the final paragraph:

    "WHEN IT IS MOST IMPORTANT

    Commitment is most difficult and most readily proven during tough times. How someone weathers the storms most clearly demonstrates their basic beliefs. In antiquity, Epicurus stated: "...a captain earns his reputation during the storms." When your competition scores big against you, when the money dries up, or when the glamour of success wears off, this is when it is easiest to compromise your commitments. The real test comes when you can hold the line against the easy route of compromise.

    Fortunately, paying the price that commitment commands has payoffs worth the cost - a reputation for integrity and, even more important, the commitment of others in return. Commitment is a two-way street. You only get it if you are willing to give it. "

    At what point does a Coach say " I can no longer commit to this job"- its a personal choice I suppose. For any job a coach is going to have to have a thick skin and take criticism from his superiors from time to time. He might also need to be disciplined (air has been disciplined for his actions and can a) tuck and run or b) grow and learn from it) If a coach is not himself "coachable" then he will be doomed to scoot off from one job to another for the rest of his coaching days. Its unrealistic to think that the head coach and his superiors will always be in 100 percent agreement on every action or reaction. "lack of support" has to be more than just a disagreement doesnt it? I would think that there at times must be some give and take philosophically as the admin has to take some heat if the header is a problem child. SIMILARLY any coach who constantly thinks the grass is always greener somewhere else will likely fail where he is - "BE WHERE YOU ARE AT" applies to head coaching as well as assistant coaching roles.

    I think its stupid to consider a promotion "quitting" so I am not sure why any one would seek to argue that. Lateral moves for the wrong reasons certainly can be considered quitting.




    WHAT IS COMMITMENT

    A great business leader once said:

    "...the basic philosophy, spirit, and drive of an organization have far more to do with its relative achievements than do technological or economic resources, organizational structure, innovation, and timing. All these things weigh heavily in success. But they are, I think, transcended by how strongly the people in the organization believe in its basic precepts and how faithfully they carry them out." (from Thomas J. Watson, Jr., A Business and its Beliefs - The ideas that helped build IBM).

    As true as this is for the success of a corporation, it is even more so for the individual. The most important single factor in individual success is COMMITMENT. Commitment ignites action. To commit is to pledge yourself to a certain purpose or line of conduct. It also means practicing your beliefs consistently. There are, therefore, two fundamental conditions for commitment. The first is having a sound set of beliefs. There is an old saying that goes, "Stand for something or you'll fall for anything." The second is faithful adherence to those beliefs with your behavior. Possibly the best description of commitment is "persistence with a purpose".

    Many successful business people are hailed as visionary leaders. On careful inspection they are found to be individuals who hold firmly to a simple set of commitments, usually grounded in beliefs such as "the best product money can buy", or the highest possible customer service". It is the strength of these commitments, religiously followed, that led to their business success.

    WHERE TO PRACTICE

    It appears that effective leaders hold dearly to a half dozen commitments. The first, and most basic, of these is a commitment to a set of values, principles or beliefs. These underlying principles define both the organization's uniqueness and the fundamental direction in which it wants to head. This first commitment leads to a common vision and purpose within the organization.

    The second commitment is to oneself, to how one acts as a leader. An effective leader possesses a strong sense of personal integrity and self confidence. This leads to a willingness to share the credit for success. Another side to this commitment is a deliberate emphasis on continual self-improvement.

    The combination of a strong, positive commitment to self and to a set of principles serve as a foundation to effectively maintain the remaining four commitments. These commitments are to: customers, results, employees, and the organization.

    Everyone has a customer and is a customer to someone else. Customers are usually thought of as external to the organization who needs your product or service. A question worth asking is, "How much are others willing to pay for my work?" The price your customers are willing to pay measures its values in their eyes.

    Besides serving customers, all organizations target specific results. Given the large number of demands placed on all of us, it is important to concentrate on achieving the most important goals and objectives. Commitment to results is largely determined by how clear priorities are, what actions get rewarded, and what risks are being taken to improve intended results.

    The next commitment is to the people. The quality of the organization's commitment to customers and results is largely based upon the quality of its commitment to people. The simple reason for this is that it is these people who serve the customer and achieve results. How are people treated in the organization? Commitment to people is largely the product of treating people with respect, challenging them, and giving them effective feedback on how they are doing.

    The final leadership commitment is to the larger organization. Other departments, higher management, the organization's overall strategy & mission are important. Communication is the key with this commitment. How people talk to, and about, each other greatly affects the quality of cooperation. How open are the channels of communication up, down, and across? Can management be challenged? Will people support management decisions and changes?

    Balancing all six commitments is the key to well directed leadership. When management supports its employees, they will be able and willing to achieve intended results, When these results support customer needs and expectations, customers will support the organization with their business. A strong and healthy organization can then continue to show commitment to its people. The glue that holds this process together is the values and leaders in the organization.

    HOW TO PRACTICE COMMITMENT

    Effectively demonstrating commitment to others, to the organization's basic principles, and to oneself is never easy. The truth is, demonstrating commitment is hard work. Wavering commitment is usually seen as no commitment at all. The only way to achieve a reputation for commitment is through determination and persistence. Genuine commitment stands the test of time.

    Day to day, commitment is demonstrated by a combination of two actions. The first action is called supporting. Genuine support develops a commitment in the minds and hearts of others. This is accomplished by focusing on what is important and leading by example. It is not uncommon for people to be either confused as to what is important, or lose sight of it over time. Supporting means concentrating on what adds value, spotlighting what's working, and rewarding others who are focusing on what is important and leading by example. A crucial aspect of true support is standing up to those who would undermine commitment, those whose words or actions show disrespect.

    The second action underlying commitment is called improving. Improving stretches our commitment to an even higher level. Commitment means a willingness to look for a better way and learn from the process. It focuses on eliminating complacency, confronting what is not working, and providing incentives for improvement. The spirit of improving is rooted in challenging current expectation and ultimately taking the risk to make changes. These changes are based more on an optimism in the future than dissatisfaction in the past. It is embodied in the reply of car maker Professor Porsche, who, when asked which was his favorite model in the long line of Porsche automobiles replied: "I haven't built it yet!"

    It is the combination of both supporting and improving behaviors that makes up the practice of commitment. Separately neither action is capable of sustaining commitment. Promoting alone can come across as a shallow and pollyannish. Continuous improvement can be seen as "good is never good enough". Together they provide a needed balance. Both are essential to commitment.

    WHEN IT IS MOST IMPORTANT

    Commitment is most difficult and most readily proven during tough times. How someone weathers the storms most clearly demonstrates their basic beliefs. In antiquity, Epicurus stated: "...a captain earns his reputation during the storms." When your competition scores big against you, when the money dries up, or when the glamour of success wears off, this is when it is easiest to compromise your commitments. The real test comes when you can hold the line against the easy route of compromise.

    Fortunately, paying the price that commitment commands has payoffs worth the cost - a reputation for integrity and, even more important, the commitment of others in return. Commitment is a two-way street. You only get it if you are willing to give it.

    Wednesday, October 22, 2008

    DCOHIO on Taking a New Job

    The first thing I would say is before accepting any position you really need to do your homework. You need the AD, principal and superintendent...you need at least 2 of these 3 in your corner, to be athletic minded people...all 3 would be perfect but if it's only 1 then you're going to have problems and if it's none, then you need to stay away from that job.

    2nd thing - what you are fighting is a change from what they are use to. People are afraid of change and everyone has a different opinion on what should be and how to make it be. The definition of insanity is 'doing things the way you've always done them and expecting different results'.
    This is where your booster club and principal are coming together. Your program is different, and they aren't use to it and they are fighting it and looking for anything to knit pick you about.

    3rd thing - how's your staff and your kids? Are they still working hard and believing in the system? You're always going to lose kids, they aren't getting the "tick" or the ball or whatever...those kids aren't program kids and you're better off without them. What you have found are the kids with character. Character people don't abandon ship when the sea gets rough. What you're going through with these kids is a necessary evil to turn a program. You had a 2 way starter...a freshman...quit because he wasn't getting the ball? You know what I say "good phuk him" and I'll tell you this, if he comes back out next year, I wouldn't let him get Varsity tick, I'd make him play JV.

    4th - no one said it would be easy, there is a reason the program is where it is and the people near the program have no idea what it takes to win or be winners. That isn't limited to players and parents. That may also include the AD, the principal, the teachers, and possibly every person in that district.

    But you've got to stand up for yourself, at some point and this has to be over and time to move on. He11 I can't even believe you're on the carpet for it. I've been nose to nose with an opposing HC during a timeout on the field in the middle of the 4th quarter before. We were up and I called a TO to get the JV kids straightened out and he came on the field and said "what the he11 are you doing calling a phuking time out up 28?" and words were exchanged, the official separated us. The AD asked me what was said and I told him he wanted to meet for beer and wings at BW3's after game.

    You're a first year HC, you said something following a game. OK...that was obviously a mistake. One I'm sure you won't make again. First year HCs are always going to make mistakes, heck 30 year HC's make mistakes. I can't believe the BS you have been through over this...you have went way further towards trying to make it right, appease everyone than I ever would have.

    Say your sorry and that's it. That is all of it. and if it keeps coming up I would take the principal into his office and ask him - how many times am I going to have to apologize for this? When is there an end to this? What's the deal? If push comes to shove, I'd get the he11 out, phuk em, sounds like they are a bunch of gossip hounds just looking to for something to talk about and someone to pick apart.

    Maybe I'm not ready to be a HC, this would have already been over if I were you, it would be over one way or another and I would be fine with it either way. They aren't the only school in Louisiana that plays football.

    as per the kids? I feel sorry for the kids, but there will always be kids that you'll hate to leave, that's just the way of the world, that's how it is.

    Being a HC is not about X's and O's. You have a plan, stay the course, you have to do what you think is best and be done with it. Some will like it, some won't, that's just how it is. Keep your friends close, keep your enemies closer.

    That's my take on it. I know this, whether you be my employer or wife or mother, there is only a certain amount of time that you are going to hang something over my head and I'm going to be apologetic about it. After a certain period of time my reaction is going to adverse to an extreme.

    Routes from 2x2

    1. fade/speed out
    2. smash
    3. switch
    4. spot screen
    5. shallow cross
    6. slant/wheel
    7. post/wheel combo
    8 post/post corner

    STALK BLOCK

    We start off by doing a mirror drill with our hands behind our backs. Helps keep the chest up and forces the kids to use their feet to get into position instead of reaching or grabbing. We set two cones 5 yds apart and on the whistle the defender just works side to side as quickly as he can. On the 2nd whistle the defender goes vertical somewhere between the cones and cannot juke. The WR moves his feet w/ a base to stay square on the defender. Very important that he understands he can keep working his feet after contact to either keep or obtain leverage on the defender. Also very important that he keeps his eyes on the defenders belt buckle. This seemed to help us more than anything.
    After a day or so of this, we go sprint to mirror. The WR sprints about 5-7 yds and executes the mirror drill above. The next day go to a mirror w/ a punch after the defender goes vertical on the 2nd whistle. We teach lock onto the steering wheel...if you don't have the steering wheel, then you better be fighting for the steering wheel. Almost all blocks are won/lost because of bad hand placement or whoever gets there hands fit first. I failed to mention we will pair up and punch and grab defenders steering wheel, getting about 10-20 grabs apiece. Thumbs up and locked on. We go around and hit on the arms and have the defender hit on the arms trying to knock them off.
    We now do a one step slant and sprint to leverage (based on play) and mirror from there. Can't break down until you have leverage.
    One of the most important teaching tools I have found is just video your drills and make time to show them the video. Explain to them, this is what I am seeing...now do you understand what I am saying? Great for showing them their hips on the sled. Most of them have their butts out and don't know or understand sinking their hips. When they see it on the video, they understand what you are seeing and plus when the tape is rolling they tend to give more effort if they know the whole group is going to see it the next day or next video opportunity. Also a great way of showing them their effort level in practice.

    Friday, October 17, 2008

    The Cross by gunslinger

    A previous article outlined Norm Chows "62- Mesh" pattern and his progression for the QB.

    1- Peek to the post
    2- Watch the mesh occur...

    The "Cross" route that I've been toying with gives you a play that is as effective as the Mesh described above, is extremely multiple, and adds a dig route that can pop open under the post and above the mesh (much like the NCAA route).

    Rules for the "cross" are as follows:

    The called receiver runs the crossing pattern (10 yard dig).

    The widest receiver opposite of him runs a post.

    The other two receivers "mesh" (right over left).

    By using these simple rules you can create a multitude of meshing type patterns with the same read for the QB.

    1- Peek at the Post
    2- Check the Dig
    3- Watch the mesh occur

    I apologize for not knowing how to insert diagrams but hopefully you can follow my discussion below.

    From a Balanced 2 X 2 Set with receivers identified as (X) wide left, (H) slot left, (Y) slot right, and (Z) wide right...

    X Cross

    X would run the 10 yard dig
    Z is the widest receiver opposite so he would run the post
    Y and H would "mesh" (always right over left to minimize confusion).

    H Cross

    H would run the 10 yard dig
    Z is the widest receiver opposite so he would run the post
    Y and X would "mesh" (right over left)

    Y Cross

    Y- Dig
    X- Post
    H and Z mesh

    Z Cross

    Z- Dig
    X- Post
    Y and H mesh

    As you can see, these simple rules allow you to have what looks to the defense as at least four different patterns.

    The read for the QB remains constant.

    Receivers simply need to know the rules, how to run a post, a dig, or shallow crossing route.

    By tagging the receiver on a post with other routes you can increase the strain on the defense.

    Example:

    X Cross/Z Corner

    X- 10 Yard Dig
    H and Y- Mesh
    Z- Corner

    The QB can use a pre-snap read to determine whether of not the corner is a viable option. If it is he progresses from corner to dig to mesh.

    If not, Dig to Mesh.

    Add the "pivot" tag to the underneath receivers and you've got more than the defense can prepare for!

    Example:

    X Cross/Double Pivot

    X- 10 Yard dig
    Z- Post
    H and Y- Pivot (sell the mesh, stop and pivot back to the outside)

    QB still peeks to the post, checks the dig, then has two pivot routes underneath for outlet passes instead of the mesh.

    The 'Multiple' Smash Route by Coach Huey

    THE MULTIPLE SMASH ROUTE
    Coach Huey

    [image]


    The Smash route has been one of our 'bread & butter' plays for the better part of 8 years now. It is the very first dropback concept we install each spring and fall. It gets the most reps of any of our passing concepts. We will typically run this route anywhere from 7 to 10 times a game. We feel that the subtle variations & adjustments within the route give us the ability to run this play versus any type of defensive coverage scheme. The basics of the route are no different than any other smash route. However, the techniques involved may be slightly different than the traditional routes.

    The Basic Route Descriptions

    The playside-outside receiver (runs what we refer to as a 'smash' route) has the #1 responsibility to "keep the corner low." The basic techniqe of the route is to run to a depth of 7 yards, stop and turn in to the QB. His eyes should find the flat defender. What the smash guy does next will be determined by what the flat defender does. If the flat defender "sits", the receiver will also "sit." If the flat defender "drifts" out, the receiver will "drift" out. If the defender is "flying" out to the flat, the receiver will "fly" past the defender inside to the vacated area.

    The playside-inside receiver runs a flag route (we refer to a "flag" as being run by an inside receiver and a "corner" as a route run by an outside receiver). The length of his stem is determined by a few factors:
    * 1-high safety with soft coverage (zone) he will push the stem to 12 yards then break to the corner
    * 2-high safeties he will run through 10 yards, post stem, then break to the corner
    * he is pressed and #1 is pressed, run through 8 & break to corner.


    The backside-inside receiver runs what we refer to as a "tube-read". Meaning, he will press vertical to the outside part of the hash to 10 yards. If the middle of the field is closed (a defender is stationed between the hashes) he will continue down the seam. If the middle of the field is open (no defender between the hashes) he will "tube" inside - break to the post.

    The backside-outside receiver runs a dig route. He will run through 10 yards, post to 12 yards, then break inside and work to "empty grass" at a depth of 12-15 yards. Versus MOFC he may settle nearer the hash but versus MOFO he may continue more into the middle of the field.

    Breaking Down the Smash Route

    Like I stated earlier, the outside receiver's main priority is to keep the corner low. After that, he will adjust his route to get open. This is really a very simple concept we all learned from our days playing backyard football. It is as simple as "He's there, I go here. he's here, I'll go there."

    The inside receiver's job is to push vertical, break vertical, then run to the ball as the QB "throws him open." He must recognize whether there are 2 safeties high or 1 safety high. He must also determine the depth of the corner pre-snap to aid him in determing if he should break the route shorter (i.e. it's man so he must break away sooner as QB will be unloading sooner).

    The outside receiver must recognize the depth of the corner over him at both pre-snap and within his first 3 steps of the route. The depth at which he makes the stem will be determined by the depth of the corner. Typical 'zone' depths are 4 to 8 yards before squaring to the QB. Upon his "square" he must identify the defender that is responsible for the flat. While this may sound difficult, it is really only a matter of determing "Did the corner stay with me?" If yes, then he's flat defender work away. If no, then find the first defender inside and adjust your route based on his movement.

    Diagram 1 shows a typical Cover 3 alignment. In this example, the corner has aligned at a depth of about 9-10 yards. The flat defender (the SS here) has "drifted" with #2 and stay more in the curl lane rather than run out to the flat. The outside receiver should simply stay at 7 yards and gradually drift out. The inside receiver should start his stem at the outside shoulder of the #2 defender. He must be careful not to get "flattened" out on his stem - i.e. let the defender jam him and keep him from getting back on top of his stem path. Since there is a 1-high safety there is no need for him to make a significant post fake. He must try to "stack" the defender over him. Meaning, he must attack the outside hip, then try to run past the defender and climb back on the imaginary line that his his vertical stem. This is important if the coverage becomes man so that the defender will turn both hips to our end zone as he must be aware of #2 going vertical or post -- which aids in gaining separation when #2 breaks to the corner.
    [image]
    Diagram 1

    The pace at which he drifts should mirror that of the defender drifting to him. More often than not, the ball will be gone before he actually starts to drift. This is why it is imperative that the receiver stop and square to the QB then identify the flat defender before adjusting his route. The QB may be "throwing him open" as he hits the end of the stem. Patience is a very important virtue of this route. The inside receiver should break vertical. We want him to break deeper rather than flatter. He should have recognized that it was Cover 3 so we want to really stretch the corner. The majority of the time, the ball will be thrown underneath so his route must help in keeping the corner out of the play.

    Diagram 2 shows the adjustment if the flat defender (in Cover 3) were to work fast to the flat. The receiver will still push to 7 yards, stop, and square to the QB. This "reels" in the defender. After that quick 'pause', the receiver will break inside past the defender and expect the ball. Nothing will really change about #2's route. He will start at the outside hip, but since the defender was flying out he will get on his vertical stem quickly.
    [image]
    Diagram 2


    Diagram 3 shows how the routes will be adjusted versus press coverage. The outside receiver will adjust to an "under" route. He will begin his route by attacking the defender as if he were running a fade. He'll "battle" for 2 to 3 yards then break under and inside looking for the ball. His angle is similar to a slant but slighlty flatter. If the inside receiver is pressed, he'll shorten his route to 9 or 10 yards. Again, he must attack the outside hip of the defender and 'stack' him as he runs by. He must snap his head around immediately after breaking to the corner to find the ball as it may already be in the air.
    [image]
    Diagram 3


    Diagram 4 gives an example of the route versus a Cover 2 look. The outside receiver will not need to take his route much deeper than 4 or 5 yards since the corner is already "low." Once he stops and squares, he should break inside if he feels the corner on his back as the receiver is "covered" in the flat. He should look for a window between the cornerback and the dropping linebacker. The inside receiver will run through 10 yards, give a post or inside move, then break to the corner. His first 3 steps should still be vertical then be prepared to bend flat and snap his head around as the QB will throw him open.
    [image]
    Diagram 4


    Diagram 5 shows how it may look versus a blitz by the defender aligned over our inside reciever. If, as he starts his route, #2 sees the defender inside him (or over him) disappear inside on a blitz he must snap his head to the QB and expect the ball. If he doesn't receive the ball he will push to 8-9 yards and break to the corner. Again, he must snap his head around as soon as he makes his flag cut. The specifics of the outside receiver's route will still be determined by the depth of the corner and whether or not he's "covered" in the flat. In the example, the corner is pressed so #1 should run an under route.
    [image]
    Diagram 5


    The main thing about this route, for us, is that the receivers understand the subtle adjustments they must make. We try to teach it in such a manner that is easy to comprehend ("we're playing keep away from the defender"). I have not discussed the QB reads as they are not drastically different than how you may teach him. The premise of this article was to show how we adjust the playside routes versus various looks the defense may give us.

    I apology for being "short" with this, but I am not as gifted with the written word. I will gladly go into more specific detail with anyone. Feel free to email me or send me a pm with a question you might have.

    Wednesday, October 15, 2008

    Turning a program around: 3 Different Coaches Views

    1. Do everything first class, if they need new equipment, uniforms, etc. Find a way to do it.
    2. Establish a culture of mental and physical toughness from day 1. You are going to lose a few but those who do quit, you realy dont want anyway. Stress discipline and finishing in everything you do
    3. Keep everything simple. Keep your offense and defense simple as possible so they can play fast
    4. Focus hard on special teams
    5. Make sure your assistants are great teachers of the game. Also make sure that while they spread the "vision" of the HC, that they are still building relationships with their players. Goes back to the saying "they dont care how much you know untill they know how much you care"
    6. Build relationships with the faculty and community. Hold youth camps, touchdown club night once a week for the parents to come and watch the game film and socialize etc.
    7. Recruit the hallways hard. Even those kids who don;t quite look like football players.
    1. find a core group who will follow you
    2. focus on the core group, let the others fall off the wagon
    3. discipline - not just on the field, classroom, hallway, etc. - BE GOOD PEOPLE
    4. be your player's biggest fan, but also their harshest critic
    5. nothing is ever personal and make sure they know that upfront
    6. when something occurs, whether you rip a kid or whatever, when you've said all you have to say it is over, move on and deal with the kid from the baseline again.
    7. play the players who follow you regardless of grade and keep a focus on them.

    A lot of people aren't with the "youth movement" concept, but I can tell you the benefits of it:
    1. incoming freshmen know they have a chance to play on friday
    2. upperclassmen know their jobs aren't safe and can be taken by a freshman
    3. underclassmen will be back
    4. freshmen don't want to screw up, so they will try to do what you are asking no matter what
    5. you develop the type of players you want, you build a respect relationship with these kids
    1. Discipline is the key.
    2. Teach Fundamentals
    3. Hire your People (Coaches)
    4. Be committed to kids (help seniors get into school)
    5. Be committed to the off-season

    Friday, October 10, 2008

    DL Block Recognition Drill

    Use a 3v1 drill, I use large laminated cards that show the OL blocking on the card. I stand behind the DL, hold the card up, and then start the cadence. We check the DL for proper response.

    We drill - Drive, Down, Reach, Trap, Pull, and Double team.

    Works very well. The cards help get reps in quickly as nothing needs to be explained to the OL and they aren't trying to interpret any signals.

    Thursday, October 9, 2008

    DCohio "no one is necessary"

    I am of the "no one is necessary" philosophy, so I categorically disagree with your HC and what he's doing. I think that is a common mistake for teachers/coaches in your type of environment (I'm in that environment too)...cutting kids breaks, not holding them accountable, "understanding" their situation...whatever. IMO, all those things really do is create excuses for them and allow them to not experience or learn a cause and affect relationship.

    I also won't play kids on my defense who don't lift in the offseason and I don't care what kind of athlete they are...I don't care how big, how strong, how fast...I don't care. If he hasn't put in the time, then he can play JV or he doesn't have to play at all. I only play players I trust...the foxhole example is a good example...my players wouldn't want to go in with a coach who is half@$$ed prepared who they don't trust would they? No difference.

    Blocking for the backs

    The principles we teach:
    1. Sprint to your block
    2. Get between the defender and the path of the ball carrier
    3. Get close enough to the defender to step on his toes
    4. Fire up into the defender with your hands together, hit him in the numbers, preferably the bottom of the numbers, roll your rump as you strike him.
    5. As you hit raise him up and drive with short choppy steps.

    Drills we do:

    1. We practice the hand strike by having the players strike a shield on command and immeidately recoil. One repetition of this drill is about 4-5 quick strikes.
    2. We then have then block the dummies starting from a distance of 5 yards away, emphasizing strike and driving to the whistle.
    3. We have a "blocking races" drill we run where we step 2 backs in the standard TB and FB positions behind where the guards would be. We then place cones where on each side where the end of the line would normally be and then have 2 parents or coaches hold shields directly over where the OT's would be about 3 yards off the LOS (Our standard LB position for our 6-2 defense). On our normal cadence the two players explode out of their stance go around the cone simulating the end of the LOS on their side and block the shield. We recognize the winner as the person who hits his shield first, as long as he executes a proper block, stiking low with his hands in and finishing by driving to the whistle. Some times we will do this tournament style until we have an ultimate winner. You can vary the locations of the shields to simulate kick out blocks on DE's or CB's. You will be amazed at how making this competitive will get the kids to sprint to their blocks.
    4. We run a drill we call "Backfield Oklahoma", where we have one blocker, one runner, and one defender. The boundaries for this drill are typcially 2 yard lines 5 yards apart. The blocker is in his normal 2 point backfield stance and the defender is in a 2 point LB stance. We place them about 5-7 yards apart so the block happens in space.
    5. When we rep plays with our backs, we always use a line strip or cones to simulate where the offensive line is and use parents and coaches holding shields to simulate the 6 defenders we are likely to block with our backs (DE's, LB's and CB's) We emphasize the same blocking principles mentioned above, especially speed to the block and driving to the whistle. We typcially try to rep all of our plays twice (12 total) with both first and second string backfield groups in a 15-20 minute time period (rotating groups quickly every play).

    Wednesday, October 1, 2008

    Should vs Hand Blocking

    I was a wing T Oline coach for seven plus years and I taught Shoulder Skills. Then I went to an "I" team for a couple of years. I taught hands and worked constantly on the drive block. Then the light went off, I began teaching hands and shoulder skills. For trap, Gap, Down I taught shoulder skills and used the hip of the defender as a landmark. For On (drive) Fire (angle) and reach, I taught hands. For me, I found this to be the very best combination of scheme, the best of both worlds and more importantly; I liked being able to run an I scheme with wing-t concepts up front.

    For combo blocks like Trap and down (GAP GAP TRAP) Belly Crossblock (Down + trap) was all shoulders. For Double team combos whether a Gap Scheme or a Zone Scheme, all hands and using numbers and armpits as landmarks.

    http://www.hawgtuff.net/

    http://www.bucksweep.com/shoulderblocking.htm

    Monday, September 29, 2008

    Coverdale Passing

    Looking through the Coverdale books and videos and powerpoints this weekend and basically wrote down every concept he has and looked to see if they could ALL be put in an offense. If you'll notice, in his books he has 11 5 steps 51-59 as well as 50 triangle and 50 Over. For his 3 step 90 series he has another 12 plays: 91-99, 90 Wheel, 90 In/Out and 90 Spacing. When first looking at that I thought, dang, 23 concepts...that seems like a lot. But then I started breaking them down by the reads and a lot of them shared simple reads.

    For example: The Hitch/Seam, the Out/Seam, the Curl/Flat, the Slant/Flat, the Stick, the Short, the Hinge, the Flood and the Mesh...all keyed the same thing: the #2/flat defender.

    While the Smash, Quick Smash, Stop, Fade/Breakout and the Indy choice route all keyed the movement of the CB.

    The 4 verts (both 90 series and 50 series) and the Vertical switch concept key the Safeties and the Dig and the Over key the LB drops.

    Triangle is really the only one that doesn't fit into one of the above 4.

    Covderdale himself, in Bunch Attack, said there was no way that he would use all of the plays he presented in his book in a season and he basically just wanted to give a solid group to choose from. What I see though is 4 different types of reads that can attack a defense in a multiple amount of ways.


    In one of the quick passing game books Coverdale explains how you can cut down on the plays using tags.

    So for example you teach Slant and Hitch and then you can tag them to create Out/seam, and short. Coverdale and Robinson are big or keeping the concept and adding formations. What Formations are cheap to learn and teach. Just by moving guys around some you can get what you want without having to carry a different concept into the season.

    Coverdale is at Trinity and it appears at least that they do not run a ton of concepts. If you watch his offseason planning DVD it goes into part of what you are talking about. You can get determine which concepts will not fit and which ones you need. That way you are prepared before you even start spring. Also keep in mind that the 90 series can be taught to your feeder program and run by your freshman so it is less teaching for those concepts. They are big on reading 2 and putting him in conflict through formation, motion and run actions.

    Wednesday, September 24, 2008

    Coaching Basics

    There are only 3 reasons a person doesn't do what you're telling them to do.
    A - You didn't tell them
    B - They can't
    C - They won't

    So if you tell them, it only leaves the other 2.
    B - is your fault for asking someone to do something they aren't capable of.
    C - is also your fault for playing someone who won't do what you're asking them to do.

    Change the what you're asking them to do, change the way you're asking them to do it and get rid of those who won't.

    "I don't care what kind of athlete you are, I don't care what grade you are in, if you want to play defense for me you will come to weights and I will only play people who are football players."

    How to keep it together when you have a bad team

    1. Have a plan and work your plan - use the experts and experience from this board and friends / mentors to do what works.
    2. Stay the course - be consistent and constant in every thing. Teach and force fundamentals in all things - never compromise basic sound football so that you can "out scheme" a better opponent.
    3. Be swift and harsh in discipline; loving, kind and caring in praise. My lovable losers will test me everyday but they need to be held accountable but also need my approval.
    4. Don't second guess yourself - we all make mistakes, we all wish we did something differently. Move on - we tell the kids to strap up and play the next play - I also tell myself this every game.
    5. Everyone has the answers but very few are willing to pay the price. Winning comes because you consistently do the right thing over the course of the season. NOT because of the scheme, plays called, etc.
    6. You can't climb a mountain without first setting the rigging and climbing the wall. Set short term reachable goals and focus on them. Give the kids rewards for reaching goals.

    Tuesday, September 16, 2008

    The Big 5 DB Footwork Drills

    1. Inch Step- This is a shorten version of a shuffle step. It is used to not allow huge cushion at the bottom/or start of a route. Make sure your kids are using their arms on the drill. Alot of them like to just leave their arms by their side.
    2. WetField Stop- We use the wetfield stop for one simple reason. It allows us to redirect/comeback or break toward the LOS without stoping our momentum. I tell my guys to pretend that they are playing on a wetfield, hence the name of the drill. We never plant our foot. We simple drive our knees up and tap our feet slightly of the ground. Once the feet are back on the ground we drive back toward the line of scrimmage.
    3. 45 Degree break- we inch step about 5 yards and I point in the direction that I want them to break, they break in a 45 degree angle after they have executed their wetfield stop.
    4. Quick turn- I have them inch step for 5 yards, I point them to the post for about 3 steps and then I point them to the corner(post corner). To go from the post to the post corner, we execute the quick turn. We quickly get the chin around by sticking the low field foot and throwing the up field shoulder. I tell my guys not to make the turn to wide and to keep it tight and compact. If they turn to wide then they will just make one big circle. Ater we come out of our quick turn, we have to attack the WR upfield shoulder. We do not want to come on the low field shoulder and allow the ball to be thrown over our heads. Note: do not do this drill on any routes under a 45 degree angle such as a dig route or an in &out route. You are better served turning the hips in that situation.
    5. Highest Point Drill- We have the kids line about about 15 yards in front of us and jog towards us. The ball is then then in an attempt to get it over the DB's head. The DB goes up and tries to grab the ball at it's highest point. If can not catch it, he knocks it to the ground. If he cathces the ball, he then yells oskie, oskie ,oskie which alerts his teammates of an interception.

    DB Footwork Drills

    FOOTWORK DRILLS
    Line Drills. Have your DBs run the following line drills. Make the drills competitive by rewarding the first player to finish. Make sure the coaches are closely watching the players as they run, monitoring technique for a variety of factors including footwork, body positioning, pivoting and head/eye positioning.
    Line Drill A: Backpedal 5 yards, turn and run 5 yards.
    Line Drill B: Backpedal 5 yards, plant and run 5 yards in a straight line. Run one rep to the left and one to the right side.
    Line Drill C: Backpedal 5 yards, turn and run 5 yards. Backpedal another 10 yards, turn and run 10 yards.

    CONE DRILLS
    We utilize cone drills to practice breaking on out and hitch patterns.
    DIAGRAM 1: Cone Drill No. 1 "W-Drill."
    DIAGRAM 2: Cone Drill No. 2 "Sideline Retreat."
    [image]

    COMMUNICATION, MAKING-THE-INTERCEPTION DRILLS
    The following 1-line and 2-line drills help DBs better learn to communicate with their teammates during fast-paced live-action situations, while reinforcing proper techniques to create turnovers. During the line drills all DBs must yell out things such as "Pass!" "Ball!" or "Bingo!" to get them into the habit of communicating while on the fly.
    DIAGRAM 3: 1-Line Ball Drills. From this 1-line alignment you can run three types of drills, the "High-Ball, Low-Ball Drill," the "Duck Drill" and the "Tip Drill."
    DIAGRAM 4: 1-Line Drill "Step-In-Front Drill."
    DIAGRAM 5: 2-Line Ball Drills "45-Degree Break Drill."
    DIAGRAM 6: 2-Line Ball Drills "Turn-And-Run Drill."
    DIAGRAM 7: 2-Line Ball Drills "Turn-And-Run, 45-Degree Drill."
    DIAGRAM 8: 2-Line Ball Drills " Centerfield-Turn Drill."
    [image]

    PARTNER DRILLS
    The following partner drill reinforce various DB techniques and fundamentals.
    DIAGRAM 9: "Dog-Fight Drill." In this drill, 2 players align 1 yard apart and get into their backpedal. The coach signals the direction and the player closest to the pointed direction becomes the WR, while the other player becomes the DB and makes a proper break on the ball.
    DIAGRAM 10: "Fade Drill." In this drill, the DB lines up slightly behind the WR. The WR sprints into a fade and the DB tries to catch up him and break up the pass.
    DIAGRAM 11: "Strip Drill With No Ball." The DB works on numerous techniques from this alignment, including collision, interceptions, strips, knockdowns and point of delivery.
    DIAGRAM 12: "Range Drill." This an effective zone drill in which the DB works on QB delivery keys.
    [image]


    Sunday, September 7, 2008

    Great Quote

    " how this amazing game of football, introduces a man to himself. And through that introduction, impacts his life, like nothing else does."

    Friday, September 5, 2008

    If you were hired to start a program . . .

    Establishing your coaches in your program first. Within those coaches I would hire a great strength and speed coach who is very creative. You would probably not have the facilities an established football program has so you would need to think outside of the box and let the facilities come in time after you have proven yourself (i.e.-Michigan-j/k).
    I would also establish a character program before we even touched the football, something like-"Coaching to Change Lives" (Rutledge and Parker). IMO-You need to establish character before you establish schemes

    First, I would make sure the administration is willing to hire good football coaches, and that there was some budget to do so.
    Then, I would search out coaches who understand that for the first 2-3 years they won't be coaching football per se, they will be building football players.
    I would make sure that they were relatively vertical ambition free in their career, because the drag of this required patience in building a football player, which includes a significant investment in building their parents into "football parents", would discourage most who just have their focus on scheming their way to victory with a, "Hey, I am just here to coach football" mentality.
    They must have the maturity to realize, that the emotional drain on them in the beginning will be 5 times greater than any other football job they have done. Not saying there won't be fulfilling moments initially, its just that until you get THEM all to buy in emotionally, and ultimately passionately, the staff will have to be the emotional investment for the entire program. Like capital in a new business, it is a huge investment of emotional capital up front with little, to no, guarantees.
    The risk is great, but so is the reward, if you have a staff willing to hang in there. That requires more than knowledge and a scheme, much more. Those kind of quality coaches are usually already working somewhere else significantly better because they are that way. That is why, if you find one, fight for him hard, because they are few and far between come August.
    Starting a program from scratch, and creating a football culture, requires a patience and resolve that many, NOT ALL, young coaches may balk at.
    Not because they don't love football, they would give their right arm for the game, its that some just haven't matured past their own coaching ambition to love the kids that are playing for them more than their career potential. So when a new player they are coaching doesn't execute, because he's never done it, they take it personal, and things can get high maintenance in a hurry.
    This endeavor isn't so much about pure football knowledge, as it is about knowing, and caring about the kids and community, and wanting them to experience the incredible story that this game can give them. To want THEM to experience the life long lessons that this game teaches.
    To have the resolve to START a brand new program, in my opinion, must include a staff, beginning with the head coach, who understands that the privilege will not be that he gets to build a stepping stone for a career, rather he will have the unspeakable honor of sharing with each one who dons a helmet, how this amazing game of football, introduces a man to himself. And through that introduction, impacts his life, like nothing else does.
    You want to create a culture, take the greatest game ever created, that we have the privilege of talking about here every day, and hold it up like the greatest tool ever created for the development of a man's character - a mirror to his soul.
    If we can get that young man, and by extension, his parents, to glance at that mirror for a little while, and to contemplate what they are seeing about themselves - even the slightest bit - they will be imprinted for a lifetime. Now, in those defining moments, when a kid, or parent, catches an honest look at themselves, what we as coaches standing behind them, whisper in those kids/parents ears as they gaze into that mirror, will define the culture we create, both in the heart of the kid, and in the community.
    Here's the real challenge I have found in starting a football program, and creating a culture, it is just real hard to get those kids and parents to stop looking down at themselves long enough to look in that mirror.
    Sorry to wax all psycho on you, but having done this "start a program" process twice in my career, I guess it has caused me to have some time to look into that mirror myself, and it changed me forever - that is why I love this game, and love coaching it.