American Football Monthly 2013-04

American Football Monthly2013-04- slidepdf.com 11 Keys to a Championship Defense RB-Specific Trainin

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VOLUME 20 APRIL • 2014

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CEO TO HEAD COACH

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15 Ways

U-Turn Your Progra

SWARM eve Offense with t

Coastal Carolina’s JOE MOGLIA Proves

35 DEFENS

Success in Business = Success in Football

3-ST

PASSING GAM Delivers Speed in Spa

Perfect Practi Priorities for Punte http://slidepdf.com/reader/full/american-football-monthly-2013-04

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American FootballMonthly2013-04-slidepdf.com

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INSIDE VOL. 20 • NO. 4 • APRIL, 2014

“There are no office hours for champions.” - Paul Dietzel

6. Letter from AFM – Social Studies

s c t i l e th A a n li ro a C l ta s a o C

7. Speed Report: Speci󿬁city Training: The Key Factor for Optimizing Football Speed By Dale Baskett, Football Speed Specialist

10. Strength Report: Running Back-Speci󿬁c

© : to o h P r e v o C

Training: From the Weightroom to the Field By Shawn Myszka, Athletic Performance Director, Explosive Edge Athletics

12. Safety First: The Coach’s Role on the Athletic Health Care Team By Melinda Flegel

14. Drills Report: Cougar Defensive Line Drills (Part I)

34.

37. The 35 Defensive Package: Schemes (Part I)

By Tremaine Jackson, Defensive Coordinator, University of Sioux Falls

– The 35 defensive package can adjust to multiple

formations and motion without having to change p By Matt Welch, Defensive Coordinator, Friends University

18. AFM Subscribers Ask: with Joe Willis (Part II) Head Coach, Cedar Park High School (TX)

44. Punting Priorities: Rowan University’s Special

22. The Business of Coaching: Joe Moglia is a prime

Philosophy and Punt Team Techniques By Jay Accorsi, Head Coach, Rowan University

example of how success in business and coaching go hand-in-hand. By Dallas Jackson

47. Defensive Blueprint: Lehigh’s 11 Keys to a Championship Defense By Gerald Wilcher, Co-Defensive Coordinator Lehigh University

28. U-Turn: How Southern Virginia University Went From 3-8 to 8-2 By DeLane Fitzgerald, Head Coach Southern Virginia University

48. Web Exclusives: Articles only available at AmericanFootballMonthly.com

47.

Quick Step: The Fine Points of the 3-Step 34. Passing Game By Christian Ozolins, Offensive Coordinator Buffalo State College

50. Managing Your Program: Self Evaluation with By Keith Grabowski, Offensive Coordinator Baldwin Wallace University

8 Ways to kick start your ZONE READ

Takeaway Drills

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VOLUME 20 MARCH • 2014 4

WHAT’S NEXT? Here’s a sample of the articles you can look forward to in May:

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BRONCO BRAWN

SAMSON Strength & Conditioning Coaches of the Year Denver’s LUKE RICHESSON and

7 Coaches Share Their Winning Techniques

NOHUDDLE POWER PISTOL

15 PlayDiagramsfrom

ROBBIEOWENS

DBs  YOUR NEW ATTACK FORCE

12 NEW OPTION

PASSPLAYS

• Special Teams Techniques and Drills – Abilene Christian University • Adapting the Up Tempo Spread Offense to Today’s Wing-T • Quarterback Drills: Changing a Negative to a Positive • Teaching the Defensive Line to ‘Spill’ in a Gap Control Defense PLUS much more including online articles for subscribers only!

Not a Subscriber? Don’t miss a single issue. Subscribe today and get 10 issues for the low introductory price of $29.99 (Reg.$39)

Off er valid for new subscribers in the U S A.

Online Priority Code: AFPR1404 • www.AmericanFootballMonthly.com 4/52


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LETTER

      

FROM AFM

www.AmericanFootballMonthly.co Editor & Publisher: John Gallup

[email protected]

Managing Editor: Rex Lardner rlardner @AFMmedia.com

SOCIAL STUDIES

Design & Production: Scott Corsetti

[email protected]

hen the subject of social media came up at a recent NFL HSPD Leadership Program session for top high school student-athletes, NFL Player Engagement representatives had a unique way of presenting the perils of posting on social media sites. One by one, they asked athletes to stand up and read actual tweets they had sent out, which the NFL had previously collected and projected on a big screen. The results of the exercise weren’t pretty. Many tweets included foul l anguage and derogatory

W

Contributing Writers: Dale Baskett, JohnAllen Snyder, Dallas Jackson and David Purdum

Senior Advertising Executive: Heather Port

[email protected] • 561-309-0889

comments about coaches, teachers or students. Others mentioned drinking or drug use. While

Video & Internet Coordinator: Mark Taylo

it might have been embarrassing for the participants, the lesson was learned – your character is

[email protected]

revealed by what you post on social media. Since tweets and Facebook postings are available for the world to see, anything that re󿬂ects poorly on a young athlete can easily be viewed by a recruiter, coach or future employer as a red 󿬂ag. Like it or loathe it, social media is here to stay. Especially among youth, it’s become part of daily life. The NFL has taken an active role in helping high school athletes understand how to and how not to use their social media accounts by incorporating a presentation into the hundreds of events each year where they interact with young athletes. AFM believes that coaches should follow their lead. By

Directory Coordinator: Carolyn Clark

Phone: 800-537-4271 • Fax: 561-627-3447

using your position of authority, you can help your athletes understand that, as the police might say, “Anything you say can and will be used against you.”

President: John A. Clark

On the NFL’s HSPD web site, in the “Character Development” section, there’s a very helpful “Social Media Toolbox”, prepared by Player Engagement, that contains a comprehensive list of do’s and don’ts for students who use Facebook, Twitter or any of the other social media services that seem to be introduced daily (http: //www.n󿬂hspd.com /hs-player-development /character-development /). There are many great tips, including one that sums up the overall message – “Don’t post or tweet

anything that you wouldn’t want your mother to read.” The Social Media Toolbox can be duplicated and distributed to your athletes or used as a guide for a team discussion. Either way, it’s important for all young athletes to understand that they need to think before they post, and you can help.

S

peaking of social media, at AFM we are transitioning to a new, more active pro󿬁le in the world of social media. Our main objective with our Twitter feed, twitter.com /FootballMonthly, Facebook page, facebook.com /AmericanFootballMonthly, and recently-introduced Instagram page is to

share football knowledge with the coaching community. For us, that means introducing our followers to articles and coaches’ blog postings that are only available through AFM and also keeping you upto-date on happenings in the world of football that we think might be of interest.

We’ll do our best to keep our content relevant, informative and entertaining. Even though some of us here go back to the days of manual typewriters and rotary phones, we’re having fun with social media and are open to suggestions about how we c an get better. By all means, if you have something that you’d l ike to share with other c oaches, you’re welcome to post c omments on our Facebook page or tweet us directly. We thank our current followers and invite all coaches to become part of the AFM social community. John Gallup

Editor & Publisher

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Editorial and Sales

Administration

Phone: 561-627-3393 • Fax: 561-627-3447

Volume 20 • April 2014 • No. 4 American Football Monthly •

Copyright© 20

AMERICAN FOO TBALL MONTHLY

(ISSN: 1526-6990 is published eleven times pe (Monthly except a combined issue in Aug /Sept

Nov & a special winter issue in January) by AFM LLC. Periodical postal rate paid at North Palm Be and additional offices. Business and subscription AFM Media LLC, 600 Sandtree Drive, Suite 2 Palm Beach Gardens, FL 33403. Unsolicited ma must be accompanied by a self -addressed enve Views Expressed herein by authors of articl contributed to AMERICAN FOO TBALL MONT magazine are not necessarily those of the publ

The publisher accepts no responsibility for t accuracy or completeness. Reproduction of ma in whole or part is prohibited without the exp permission. Copy Right 2000, AMERICAN FOO T MONTHLY magazine. POS TMAS TER: Send add changes to American Football Monthly, PO Box North Palm Beach, FL 33408. Subscription ra $39 per year (US); $5.99 Single Copy

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SPEED


T R O P E R

By Dale Baskett, Football Speed Specialist

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ootball speed training is too often c onfused between what should be correctly conceived versus what is incorrectly believed. This is relevant to you if you have a desire to make changes that will bene󿬁t the quality of each player’s speed capability. Change that will maximize results drastically. The majority of football coaches use training applications that are not processing their athletes’ football speed by the rule of speci󿬁city. That is, speci󿬁c applications that offer pure value and are not diluted with variations of different training methods that will counter maximal speed gain. The simple fact is that time doesn’t allow for you to c ram things into speed development and process quality results. You must have the correct theory in place in order to optimize the training. Finding what’s speci󿬁cally relevant and what’s wasteful for quality production is the secret.

Are you Getting Speed Speci󿬁cs from the Weightroom?

Let’s begin with the weightroom as the best place to start for discussing speed improvement. It’s important to not l ose sight of the fact that l ifting has a vast pool of application choices. However, you must be on target where speed is involved when you train in the weightroom. Time in the weightroom and running fast can be an oxymoron in several ways. Training in the weightroom serves many objectives. Speed can be the lesser of gained value in the equation if the emphasis is primarily focused on 󿬁ber growth, weight gain, increasing pure strength and becoming more explosive. Somewhere along the trail of multiple training programs available, speed training garners the least focused attention. The terms explosion and explosive are the most overused words today in athletic performance training. It’s the closest term on the list of training in the weightroom that has some connotation toward being a value to speed. The problem, however, is that “explosion” as a term suggests a synergized one-time impact of concussion.

Speed and Explosion Training The problem with the single-motion explosion theory with speed is that most speed-related movements require multiple steps from point A to point B, which requires a continuation of forces

        

applied. One time explosion doesn’t l end transition to this activity. Running from A to B requires several limb rotation cycles to reach the destination rapidly. Running fast is a series of cyclic rotations that must apply force each step taken. Many steps are required with force continuously being applied so the athlete can accelerate body mass to point B. This cannot be duplicated in the weightroom. The closest methods are speed resistance or ground speed plyometrics. I t’s difficult to apply the methods called “explosion” to each stride taken. Power and force application is the key, not explosion. When teaching players where impact is utilized, use the word “burst” when running is involved. It doesn’t infer that the forces for dynamic ballistic movement are a single explosion visualization.

Power and Force are the Backbone for Speci󿬁c Speed Weight lifting can be combined with speed training. The best way is scheduling heavy days

where strength coaches sometimes lose s of the difference between strength and po when running fast is required. Running is pure power, force, leverage impulse application. Force moves objects force applied to an object moves the object. greater the force the faster and farther the ob can travel. Body mass has a certain weight. W force is applied to the ground, it gives back to body mass and moves it. T he greater the fo applied, the farther and faster the object ( b mass) will move. However, while applying force, we must rea in the end that power is the agent of force th applied in a fast manner. Strength is applied has no required measurement for time or h fast the object being forced upon must mov point B. Power is the ability to apply force to object and c reates fast movement of the ob to point B. Power, speaking from a standp of speed and movement, is the most impor aspect to speed. Remember, the weight of y mass is moved by fast strength ( power) whic applied to the ground each step. Therefore, y

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in weightroom and training on speed differ entthe days. Secondary focspeed us is to train for two days a week and not 3 or 4. Recovery, not hard work, helps produce improvement. In the weightroom, you want power and force, not slow strength. If you have a periodization phase for power training, it should be closer to in-season when you enter it into your practice plan. You want your players coming to camp fast and moving at their best. The speed of muscle contraction can’t be duplicated in a weightroom, nor can mechanical running application, which is one of the most misunderstood applications in America. This is

training plan must include training forces fa with measured resistances. High recovery sho be a 1-6 ratio with 3 reps per drill. T hat is, h intensity movement with zero resistance. 

Coach Bask ett began his career as a football speed coa 1979. During the last 35 years he’ s consulted and trained dreds of coaches and thousands of athletes nationwide. I last year he has wor ke d directly with high schools in Califo T exas, Minnesota, K ansas, and P ennsylvania. Over the las years he has also consulted with T exas T ech, Ohio State, U niversity of W ashington, and the U niversity of Mount U Y ou can reach him directly for more information or if you speci 󿬁c questions on your training program. Coach Bask at [email protected] and 858-568-3751.


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 The NFL PREP 100 Series presented by Under Armour and the Nation Guard gives elite high school student-athletes meaningful lessons in football and in life.

he NFL gives back to the high school c ommunity at large through its High School Player Development program presented by the National Guard. Free football skills and character development c amps are c onducted nationwide along with the HSPD Leadership Program and the National 7-on-7 Tournament – together giving thousands of high school athletes quality football experiences and leadership lessons. For truly gifted athletes, those who are l ikely to advance to play in college or perhaps even professionally, the NFL delivers a truly unique program. Elite players are invited to participate in one of eight NFL PREP 100 Series one -day events held in NFL cities. Presented by Under Armour and the National Guard, the NFL PREP 100 Series is part of the NFL Player E ngagement division, which offers guidance, education and support for NFL players to optimize personal

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and professional growth – before, during, and beyond their NFL experience. The PREP 100 Series engages student-athletes in unique classroom sessions and focused, on󿬁eld training. PREP 100 players participate in position-speci󿬁c technique and fundamental drills instructed by former NF L players. Student-athletes also are educated on key nutrition information by Gatorade and NCAA eligibility requirements. To

help them become the “Total Athlete of Tom row”, they participate in character developm sessions led by NFL Ambassadors and also a le ership development session conducted by re sentatives of the National Guard. In short, the NFL PREP 100 Series gives high school athletes an NFL-level experie led by NFL players and other representative NFL settings. ”The NFL PREP 100 Series str to maximize the athletic talent and enhance personal development of high school stud athletes,” said Rob Morrissey, Director of Player E ngagement. “We are c ommitted to e cating, empowering, and ‘PREP-ing’ studentletes to be the best in athletics and life.” One hundred players are selected for e NFL PREP 100 Series event based on their ath ability and through recommendations from l high school football coaches. Athletes who b

http://slidepdf.com/reader/full/american-football-monthly-2013-04 8 www.nflplayerengagement.com

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e󿬁t most from the program have a thirst to get better both on and off the 󿬁eld. From the football drills and skills instruction to l earning about l eadership and character development, student-athletes are given a solid foundation to become future l eaders in football and in their community. According to Morrissey, the NFL PREP 100 Series is only part of the NFL’s commitment to helping high school student athletes grow and succeed. “NFL Player Engagement has been in the high school and college student-athlete development space for over four years,” he explained. “During our research, we found that there is a high school student dropout epidemic in most of the 32 NFL franchise cities. Naturally, this impacts the pipeline to the NF L. We want to begin delivering our message about achieving academic excellence, goalsetting, accessing resources, social media do’s and don’ts, etc. at an earlier age.” For participating athletes, a highlight of their day at the NFL PREP 100 events is the opportunity to meet, spend time with, and get personalized instruction from former NFL players, who are utilized throughout program. On the cl assroom side,

Former NFL QB Ric instructs Prep 100 a

former players serve as presenters and panelists, delivering messages on character development, professionalism, and other life skills through an interactive, customized approach. All of the coaches who instruct the on 󿬁eld portion of the program are former NFL players as well. I t is the NFL’s expectation that the Prep 100

Series continue and grow in upcoming y envision the NFL PREP 100 Series expanding volve high school football coaches as well as ing with more former NFL players who are ac high school football,” according to Morrissey The NFL PREP 100 Series presented by Armour and the National Guard, along wi



other prep programs offered b Player E ngagement and HSPD ar indications of the NFL commitm high school student-athletes – them the tools and the positive l sons that will serve them well b their football playing years. 

Lessons from LEADERS

t every NFL PREP 100 Series event, representatives of the National Guard present a program based on leadership development to all participating student-athletes. It gives playersa chance to learn leadership skills and hear directly from an individual who is in a leadership position. It also provides the National Guard with an opportunity to educate athletes who may not pursue careers in football about the bene󿬁ts of military service. At a recent PREP100 Series event in Baltimore, Major Michael Krauseof theMaryland Army National Guard spearheaded the leadership development session and provided additional insight about the bene󿬁ts of the program.

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What aspectyour presentationdo youfeel impacted the participants the most?

Being a formerathlete, what aspects of this p gram wouldhave been valuableto you?

For some kids who don’t know where they will end up or what they want to do, I think we provided a viable alternative to paying for collegeand choices about possible career directions. I ta lked to at least two students who said they de󿬁nite ly want to join the military in some capacity as they progress.

I think theexposureto something bigger. A v what it’s like to be a professional athletejust get kids dreaming. In today’s society, it’s hard to dre Sometimes, we just get comfortable in the situ weface everydayand fail torealize whate lsew be striving for. I hope this program encourages think big,but toa lso understand the reality that not all going to be pro footba ll players, and tha are other ways they can achieve success.

Each athlete is allowed to bring oneparent to accompany himto thePREP 100event. What are the bene󿬁ts of being able to address theparticipants’ parents? It’s a great, non-threatening way to reach kids, since theprimary objectiveof the day is football and leadership. What many kids and parents don’t realize is how closely our values – the NFL and the National Guard - are aligned. Our army values - Loyalty, Duty, Respect, Sel󿬂ess Service, Honor, Integrity and Personal Courage -are the same values that the NFL would like to instill in their players, and that every parent would like their kids to grow up and live by. Whether they serve in the mi litary or not, it’s about creating great citizens.

What didyou enjoy most about theexperien

Speaking with the pro athletes and with th ents. I enjoy relating my personal story to p and how the military has helped mebecome th rounded officer, leader, and man that I’d like t sider myself. Also, how the military pretty muc for both my bachelor’s degree and master’s d with no student loan debt to worry about. Als the military has helped me travel the world a experiences far beyond what my little home t Wayne, New Jersey would’ve provided me. On sonal note, it’s great to meetformer NFL players c

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be ause, of ourse, we’re a just kids at heart http://slidepdf.com/reader/full/american-football-monthly-2013-04 9/52 ww w.nflplayeren agement.com Special Advertising Feature

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STRENGTH

T R O P E R

www.samsonequipment.com 800-472-6766

         By Shawn Myszka Athletic Performan ce Director • Explosive Edge Athletics

he idea of sport-speci󿬁c training has gained great popularity over the years. Inevitably, every coach wants to ensure that he /she is attaining maximal transfer with the strength training programming that is being practiced among the athletes in the weightroom. There is some truth to this thought and approach. First, the all-too-familiar SAID Principle (Speci󿬁cAdaptations-to-Imposed-Demands), has been proven time and time again in both research and training. This principle states that training is most effective when resistance exercises prescribed are similar to the target activity. Also, every training method will elicit a different ( and speci󿬁c) adaptation response in the body. Essentially, we must train the way that we want to play. If we want to enhance the on-󿬁eld move ment performance ability of our highest level of athletes, we must get more detailed than simply chasing a greater squat or cl ean one-rep max increase. Because of this, many of the world’s most famous sports scientists in history understood and proved that we must also go beyond many of the traditional training schools of thought if we were to enhance athletes’ performance as they moved up in l evels of mastery. This is where the concept of Special Strength Training (SS T) was introduced. Though SS T c an have its limitations, if incorporated correctly (both with the most optimal means /methods as well at the right time of the year for the right athlete), SS T can serve the ath-

T

lete as the ultimate l evel of physical preparation.

SS T has actually been incorporated for decades in athletes in other c ountries but this has occurred mostly in Olympic sports. SS T has only been used on a limited basis by a few trainers in the football world and can open up Pandora’s Box as it pertains to the degree of training transfer.

not be viewed as c onditioning and optimal periods should be given at all times. It is also ommended that each phase be incorporated relatively short durations in the overall view the training cycle.

SAMPLE COMPLEX FOR RB󰀭SPECIFIC ACCELERATION

OBJECTIVES IN TRAINING Because of the unique nature of the RB’s training objectives, our approach must directly re󿬂ect our acknowledgement of these aims. The following complexes, designed in a Conjugate Sequence System fashion, are designed for the enhancement of the speci󿬁c strength qualities needed for the execution of a speci󿬁c movement task (this is the entire point of SS T methodology). This increase (of these physical qualities) will also transfer to the improvement in other movement tasks as well, but the majority of their impact will be found in the movement tasks outlined below. Because of the complex nature ( multiple exercises performed in sequential fashion) and the possible potentiation effect ( where the nervous system could acutely enhance the contractile properties of the muscle resulting in greater movement speeds), these kinds of complexes are highly intense in nature. Thus, both optimal power output and aspects of motor learning are to be stressed. Because of this, the work should

EXERCISE 1: Isometric Lunge Hold (Local)

Prescription: Perform 1-2 sets of 4-6 seconds each leg.

Execution: This is one of my favorite applicat used for developing co-activation between b the agonists and the antagonist muscle gro at hand. I have found great increases in rat force development in 1st and 2nd steps attri able to the way strength is being expresse this exercise.

EXERCISE 2: Single-Leg Squat with Band Overspeed Eccentric (Local)

Prescription: Perform 1 set of 6 to 10 reps reps on each leg) in a single response fash (brief period of time between reps to reset focus on the task ).


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5/25/2018 American FootballMonthly2013-04-slidepdf.com Execution: Many progressing athletes spend a great deal of time increasing their squat strength but it is usually performed in a bilateral fashion (2-leg) which will limit the carryover to unilaterally-dominant movement patterns (such as acceleration or other linear speed movement actions). A fter attaining sufficient bilateral strength, I strongly advise prioriti zing unilateral strength in the form of a single-leg squat or lunge pattern. Either one of these will work here as long as the explosive speed-strength qualities of the exercise are emphasized.

EXERCISE 3: 1-Leg Horizontal Jump (Local) Prescription: Perform 1 set of 2-4 reps with each leg with 6 to 10 seconds between reps. Execution: Developing horizontal ground reaction forces ( found in acceleration) are much dif ferent than vertical ground reaction forces. Not only is the direction of force application considerably different but so are the muscle synergies utilized. J ump for maximum effort off of the work -

ing leg and then landing on both legs in a parallel stance fashion for greater control and stability.

EXERCISE 4: 10-yard Acceleration Start (Global) Prescription: Perform 2 repetitions with a 10% load (as a percentage of one’s bodyweight) or 2 falling starts followed by 2 repetitions with 0% load. Separate each with single -explosive effort with maximum rest to ensure that the next one is completed with maximum intensity. Execution: During this exercise task, the coach /

athlete should work on speci󿬁c technical movement c onsiderations. Due to speci󿬁c RB movement task considerations, I will typically have the athlete begin the drill with a 2-3 step ‘read’ period before they hit maximum acceleration in as few steps as possible.

Rest 4 to 6 minutes and repeat the cycle through 2-4 times.

SAMPLE COMPLEX FOR RB󰀭SPECIFIC CHANGE OF DIRECTION 󰀨LATERAL W/POWER CUT󰀩

EXERCISE 1: Lateral Wall Push with Explosive Isometric (Local) Prescription: 1-2 sets of 6-10 reps on each side with sufficient rest between sides. Execution: This exercise will allow the coach and athlete to 󿬁ne -tune the action of performing a power cut without the wear and tear that often comes along with performing a large quantity of reps in an all-out execution of the global task (i.e., the actual full drill). Strength Report continued on page 41 http://slidepdf.com/reader/full/american-football-monthly-2013-04


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SAFETY

FIRST


THE COACH’S ROLE ON THE ATHLETIC HEALTH CARE TEAM By Melinda Flegel

A

s a coach, you are likely to be involved in each portion of the athletic health care relay – prevention, recognition and 󿬁rst aid care, assessment and treatment, and rehabilitation.

skills and strategies of the sport. For example, in football teach athletes that tack ling with the head (spearing) is illegal and also a potentially dangerous technique.

that provides the maximum amount of pr tection against injury.

• Teach athletes the sport skills and condi-

• Teach athletes how to 󿬁t, use, and inspec

tioning exercises in a progression so that the athletes are adequately prepared to handle more difficult skills or exercises.

their equipment.

• Inspect equipment regularly.

6. Match your athletes appropriately.

Your roles are de󿬁ned by

• Certain rules of the legal system and rules of

• Keep up-to- date on better and safer ways of

• Match the athletes according to size, phy

performing the techniques used in the sport.

cal maturity, skill level, and experience.

• Provide competent and responsible assis-

• Do not pit physically immature or novice

tants. If you have coaching assistants, make sure that they are knowledgeable in the skills and strategies of the sport and act in a mature and responsible manner.

athletes against those who are in top cond tion and are highly skilled.

your school administration,

• Expectations of parents, and

• Interactions with other athletic health care

team members. LEGAL DEFINITIONS OF YOUR ROLE

7. Evaluate athletes for injury or incapacit

3. Warn of inherent risks.

• Require all athletes to submit to preseaso

Basically, the legal system supports the theory

• Provide parents and athletes with both

physicals and screenings to detect potent health problems.

that a coach’s primary role is to minimize the risk of injury to the athletes under the coach’s supervision. This encompasses a variety of duties.

oral and written statements of the inherent health risks of their particular sport.

• Withhold an athlete from practice and co

petition if the athlete is unable to compet without pain or loss of function (e.g., inab to walk, run, jump, throw, and so on witho restriction).

• Also warn athletes about potentially harm-

1. Properly plan the activity.

ful conditions, such as playing conditions, dangerous or faulty equipment, and the like.

• Teach the skills of the sport in the correct

progression.

4. Provide a safe physical environment.

8. Supervise the activity closely.

• Consider each athlete’s developmental level

• Monitor current environmental conditions

• Do not allow athletes to practice difficult

and current physical condition. Evaluate your athletes’ physical capacity and skill level with preseason 󿬁tness tests, and develop practice plans accordingly.

(i.e., windchill, temperature, humidity, and

severe weather warnings).

potentially dangerous skills without prope supervision.

• Periodically inspec t the playing areas, the

• Forbid horseplay, such as “wrestling

locker room, the weight room, and the dugout for hazards.

around.”

• Keep written records of 󿬁tness test results

and practice plans. Don’t deviate from your plans without good cause.

• Remove all hazards.

2. Provide proper instruction.

• Do not allow athletes to use sports facilit

• Prevent improper or unsupervised use of

without supervision.

9. Provide appropriate emergency assistan

facilities. • Make sure that athletes are in proper condi-

tion to participate. • Teach athletes the rules and the correc t

• Learn sport 󿬁rst aid and cardiopulmonary

5. Provide adequate and proper equipment. • Make sure athletes are using equipment

resuscitation (CPR). (Take a course through the American Red Cross, American Heart A sociation, or the National Safety Council.)

Safety continued on pag  

12 www.AmericanFootballMonthly.com http://slidepdf.com/reader/full/american-football-monthly-2013-04 

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DRILLS


T R O P E R

COUGAR DEFENSIVE LINE DRILLS By Tremaine Jackson Defensive Coordinator • University of Sioux Falls

e believe that constant drill work for our defensive line makes them better players. We have a variety of drills for our D-line that feature four different agility bag drills including two in a hole, a lateral run drill, and a cut drill. There are also four different cage drills that we practice on a regular basis – get offs, fast feet, the lateral shuffle,

W

#

and the L-step. In part II next month, we will include drills such as post mount sleds, pop up bags, and tite up bags.

• Work on lateral movement • Work on the cut block

1.

AGILITY BAGS

Objective of Drill: • Develop quick feet

Diagram 1: Agility Bags http://slidepdf.com/reader/full/american-football-monthly-2013-04 14 www.AmericanFootballMonthly.com

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Frequency: One to two times per week Relationship to the game:

• Foot quickness • Ability to stay off the ground Description: • Lay 󿬁ve agile bags on the ground about 2 ½ feet apart. Pl ace a c one 2 yards from the l ast bag on each side. Players align on the cone. • Players run through the bags, placing one foot between each bag. When the player gets to the last bag, he should accelerate through the cone. • When the player gets to the third bag, the next player in line should begin the drill. #

2.

AGILITY BAGS  TWO IN A HOLE

Objective of Drill: • Develop quick feet • Work on lateral movement • Work on the cut block Frequency: One to two times a week

Relationship to the game: • Foot quickness • Ability to stay off the ground Description:

• Players run through the bags placing both feet between each bag. When the player gets to the last bag he should accelerate through the cone.

• Lay 󿬁ve agile bags on the ground about 2 ½ feet apart. Pl ace a c one 2 yards from the l ast bag on each side. Players align on the cone.

• When the player gets to the third bag, the next player in line should begin the drill.

# 3.

AGILE BAGS  LATERAL RUN

Objective of Drill: • • • •

Develop quick hands Develop explosion from the hips Work on pad level Work on escaping blocks

Frequency: One to two times a week

Relationship to game: • Ability to play the run • Ability to get off blocks • Ability to neutralize blocks • Keep pads low

Diagram 2: Agility Bags - Two in a Hole

Description: • Lay 󿬁ve agile bags on the ground about feet apart. Place a cone 2 yards from the las on each side. Players align on the cone.

• Players turn and face the c oach reaching their inside foot stepping over the bag. Pl should keep their eyes forward. When the p gets to the l ast bag, he should whip his ou arm around turn and sprint through the con

• When the player gets to the third bag, the player in line should begin the drill. Diagram 3: Agility Bags - Lateral Run http://slidepdf.com/reader/full/american-football-monthly-2013-04


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#4.

AGILITY BAGS  CUT DRILL

Objective of Drill: • Develop quick feet • Work on lateral movement • Work on the cut block Frequency: One to two times a week

Diagram 4: Agility Bags - Cut Drill

Relationship to game: • Foot quickness • Ability to stay off the ground

Description: • Lay 󿬁ve agile bags on the ground about feet apart. Place a cone 2 yards from the last on each side. Players align on the cone.

Diagram 5: Cage Drill - Get Offs

• Players turn and face the c oach reaching w inside foot stepping over the bag. The coach roll the ball at the player. The player should both hands to stop the ball in front of him be the ball reaches his legs. When he gets to the bag he should whip his outside arm around and sprint through the cone.

• When the player gets to the third bag, the n player in line should begin the drill.

# 5.

CAGE DRILL  GET OFFS

Objective of Drill: • Learn to play with low pads • Keeping a ‘Z’ in knees • Improve ball get off Frequency:

Every day

Relationship to game: • Pad level • Every down

Description: • Set the height of the cage at 4 ft. 6 inches. • Form two lines.

• Coach will be in the middle of two l ines w the ball on a stick.

• Give a set c ommand as the two players in

Diagram 6: Cage Drill - Fast Feet

l

-

c

front of the ine get in a three point stan e the snap of the ball, the players begin the dr

• Players must shoot hands out of their sta and 󿬁nish through the cone.

#6.

CAGE DRILL  FAST FEET

Objective of Drill: • Learn to play with low pads • Develop 󿬂exibility in ank les, hips, and knee • Improve movement Diagram 7: Cage Drill - Lateral Shuffle

Frequency: Twice a week


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Relationship to game: • Pad level • Improve slant and angle techniques • Improve change of direction while staying low Description: • Set the height of the cage at 4 ft. 6 inches. • Form two lines. • Give a “ready command”. T he two players in the front of the line get in a football position. On the second c ommand “feet” players move their feet. Last command is “Go” and the players begin the drill. • Coaching Point – The player wants to get into a hitting position before working his feet as fast as he c an without gaining a l ot of ground. This is not a race to get as many steps in as possible before you reach the end of the c age. Once the player gets to the end of the cage, he should accelerate through the cone.

# 7.

CAGE DRILL  LATERAL SHUFFLE

Objective of Drill: • Learn to play with low pads • Develop 󿬂exibility in ank les, hips, and knees • Improve movement techniques Frequency: • Twice a week

Relationship to game: • Pad level • Improve slant and angle techniques

side foot to change directions. He will shuffle to the end of the bag and plant off his outside foot to change directions again. When he gets to the end

• Improve slant and angle techniques • Improve change of direction while staying

• Improve change of direction while staying low

of the cage, he will burst through the cone.

Description:

# 8.

• Set the height of the cage at 4 ft. 6 inches Form two lines.

Description: • Set the height of the cage at 4 ft. 6 inches. • Form one line. • Give a “ready command”. The player in the front of the line gets in a football position. On the second command, “feet” players move their feet. Last command is “Go” as the players begin the drill. • Lateral Shuffle – The player will push off his out-

CAGE DRILL  LSTEP

Objective of Drill:l • Learn to play with low pads • Develop 󿬂exibility in ank les, hips, and knees • Improve movement techniques

• Set two cans on the inside legs of the cag

• The players should be in a three-point st outside the cage.

Frequency: Twice a week

Relationship to game: • Pad level

• Off -set steps – The players should drive off outside foot and step laterally with their i foot. Their second step should go forward so it is even with the c an. They should dip an their outside arm across the can and then a erate through the cone. 

About the Author: T remaine Jac k son was re promoted to defensive coordinator at the U niv of Sioux Falls. Last season, his 󿬁rst at U SF, he coa the defensive line. Jac k son came from E vangel U sity where he was both the D-line coach and defe coordinator. He also coached at T exas Southern versity, T exas A& M–K ingsville and T rinity Valley munity College. Jac k son played for two years o off ensive line at T exas Southern.

Diagram 8: Cage Drill - L-Step http://slidepdf.com/reader/full/american-football-monthly-2013-04


AFM

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SUBSCRIBERS ASK

WITH JOE

J

WILLIS PART II • HEAD COACH • CEDAR PARK HIGH SCHOOL (T

oe Willis is the head coach of Cedar Park High School (TX), a 2012 State Champion. A defensive specialist, Coach Willis uses

multiple looks in his 3-4 defense to slow down an up-tempo offense. Cedar Park uses a combination of slants, stunts and blitzes to defend the no-huddle. He answers your questions.

What is your thought process as far as setting the front and linebackers to the back or away from the back when the offense is in the shotgun? Stephen Harward, Assistant Coach, North Harford High School, Pylesville, Maryland. When planning vs. a one -back offense, there are a couple of things I want to know before we shade the front to or away from the RB. 1) Do they bounce the back ? If they have the potential to check and bounce, then I am going to lean toward slant calls vs. shades. Those slants can be

executed off of “ heads or head-up” alignments and c an be very disruptive to inside z one. 2) A s far as which way I want slants or shades work ing depends on the RB and the Q B and who we deem the greatest threat. If the QB is the greater threat, I recommend kicking the front toward the RB, which tends to funnel the ball inside. I think you must explain and rep your plan so that everyone in the run support understands where the ball will end up with that call. Obviously, if the RB is the greatest threat, we would tend to kick or slant the front away from him to funnel the ball to the “back󿬁t ” LBs. Keep in mind that as a base front we would play 4i techs vs. an open one -back sets in the gun. I think there is merit to moving or shading the front, but for us that would fall into the category of a stunt. I don’t know of any OL coaches that are 󿬁red up about running inside z one to “Bear” fronts, and outside zone is difficult without attachments. Either way you look at it, the offense is looking for a bubble to run at the defense. Make them guess where that open gap may be.

With the proliferation of the zone read option out of 2 x 2 and 3 x 1 alignments, what stunts, dogs and edge pressures do you use to take

away the quarterback and still be sound in the “back-end”? Do you use a cover 4 concept with these schemes? Jeff Schaum, Head Coach, Warner College.

To build on our 3 x 1 plan with a blitz game,

I will add to it by saying we c all stunts based on

two factors. First is the idea that we will move fronts and c overages based on the width of the 󿬁eld. About 70% of the game is played on a hash in our league and only a few coaches really know how to utilize boundary deployments. T hat be ing said, we are going to have a small menu of calls that marry up front and c overage and add LB pressure with secondary overlap. My favorite

two calls over the years are our Raider and Whip. Raider brings the 󿬁e ld outside linebacker into high-shoulder pressure, slants the front to the boundary and rotates the 󿬁eld safety down with boundary safety disguise and 3 to 1 or 2 to 2 c ontro l. T he Whip stunt brings the boundary outside linebacker with a 󿬁e ld slant and cover 6 over the top. Every component of these two calls is built into one word. All 11 know where we are weak and all 11 know where we are strong. The play-

ers that will be stressed understand the thr when the c all c omes. The other bene󿬁t of th type of “offensive c alled defensive c alls” are you c an build in the ultimate Q B accountab for both the run threat he presents as well as disruption of the pocket he likes to throw fro While we would use these as primary QB c trol c alls on the hash, our YoYo c all would be example of an inside l inebacker movement blitz from the middle of the 󿬁eld. Like the Ra and Whip calls, it is a zone concept with the inside linebackers working up or down into edge pressure based on variables such as

RBs position in deployment. I t is a stunt that typically pair with cover 2, but we use quarter a base rule vs. 2 x 2 sets with a rule regarding width of #1 and separation of #2. Aside from these three examples, I also lik zero things out and bomb a mobile QB with b an inside and outside l inebacker from the sa side and a full l ine slant away. One LB is exe ing a pinch or l ow shoulder and the other is the high shoulder of the QB. T his allows yo account for both in the read game. We typic loop the nose back through on a retrace ac in this stunt. I will say that zero is always the b


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way to maximize pressure through the front, but how sound you are in the backend is relevant to your matchups. In the zone blitz package, my only advice would be to put the stress of the coverage on your best player. If that is your FS, 3 over 3 or any middle of the 󿬁eld coverage can work. If your inside linebacker can handle the Tampa drop, then you c an edge pressure and still double over the boundary. I also tend to think that sound coverage is a product of time and not necessarily dependent on covering all z ones as l ong as you cover the deep ones.

We are a small school of 180 students. We have 8-9 kids that go both ways and we rarely have an athlete over 180 pounds. Can you give a breakdown of what you are looking for in a kid when you assign them each position? Rick Dahlstrom, Head Coach, Aviano High School, Aviano Air Base, Italy First of all, it is awesome that you are allowing those young men to experience the game while their parents are serving! I understand that you play in a seven team league and I bet that is greatly rewarding. When we look at where we want certain body types, it really boils down to three categories, and sometimes even at our level we have like

body types playing at all 11 positions. Your best athletes in terms of skill must be your stand-up players. We want our best c over guy to play the boundary corner, our best safety to play the boundary /box safety. Moving down to the front, our best overall LB will be our Mike ( 󿬁eld ISLB). He must be a guy that c an c arry a vertical route and be fast enough to play “the spill” on 󿬁eld run. We want our smallest LB to play our Raider (󿬁eld OSLB) and our most physical inside linebacker to play our Buck ( boundary I SLB.) Our Whip is a

hybrid type of player who could be a down but also needs to be able to drop and defen boundary 󿬂ats. Our DEs can be “ try hard” for the most part, but we want our 2-gap d player to play the nose. There are years that we play all three gu all three spots. I believe your best secondary er guys go to the boundary and your best c LBs go the 󿬁eld for the most part, but if yo going to mix in man c overage, some of the ondary pro󿬁le could change. 

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The ability to share information between c oaches in the press box and those on

the sideline has, for years, determined much of a team’s in-game strategy. An interrupted signal or unclear reception can spell disaster. But the best coaches, those that win state championships, also realize that they need to have the most reliable and technologicallyadvanced sideline communications available if they want to have an edge in pressure-󿬁lled state playoff games, which are often held at the largest stadiums in their state. So, more often than not, they turn to the system that has the same technology used by 97% of Division I collegiate programs – the Tempest FX system from CoachComm. Tempest FX delivers high-performance, powerful communications for coaches who want to be champions. Reliability and clarity of headset conversations are two of the most important factors that de󿬁ne the best systems, and Tempest FX rates high in each. The system also scores big in 󿬂exibility, with up to four communications channels available – enough for even the largest coaching staff. State champion coaches have found that, for an affordable investment, they can get the peace of mind that comes from

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Last season, you coached your team to a state championship. Can you sum up what the ex perience meant to you and the school community?

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Sanchez: This past season I was extremely proud of the way in which we competed week in and week out. We started off the year with some adversity and our boys showed some real guts over a 15-game football season and were playing their best football at the end. There are so many people involved in our success at Bishop Gor-

Sanchez: We’ve been using CoachComm he sets for 󿬁ve years but this past season was 󿬁rst using the Tempest FX sideline system.

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How would you compare the system with other systems you’ve used in the past?

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Infante: We have eight coaches total on the system during a game. We con󿬁gure our system so

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Croson: Three up and four down. We use separate channels for offense, defense and special teams.

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THE BUSINESS JOE MOGLIA is

I

f you pay attention to the great coaching stories in college football, then you already know about Joe Moglia.

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z

E

ou may re ogni e him as the former C O of 󿬁nancial services company TD Ameritrade, where he oversaw the 󿬁rm’s meteoric growth during his seven years at the helm. Or, you may know him as the c urrent head c oach at Coastal Carolina, where, in his 󿬁rst season in 2012, he led the Chanticleers to eight wins en route to being named the Big South Coach of the Year. He followed that up with a 1 2-3 c ampaign last season which ended in the third round of the F CS playoffs with a loss to eventual national champion, North Dakota State. Either way, Moglia is the classic illustration of

a prime example of how suc

how the principles of coaching can help businessmen succeed and how the strategies of business leadership can be employed in coaching.

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c

16 years, I always said I was more effective in b

ness because of my time as a coach.” Conversely, according to Moglia, the lead

-

His rise to be ome both a aptain of indus try and a successful football coach are woven together. It is the combination that has made him successful in both 󿬁elds because he entered business with a competitive mindset from his prior c oaching experience and then returned to the coaching profession with the understanding of how to run a football program like a CEO. “You know, I’ve coached for 21 years so this isn’t new to me,” Moglia said. “It was 16 the 󿬁rst time, then I spent 20-something years in business and now I have been back in coaching for 󿬁ve. When I went into the business world having coached for

l

l

ship qua ities he deve oped in the board ro have served him well in the l ocker room. “H ing spent 20 years in the business world, mos which was at a pretty senior l evel, I think I a better head coach - not necessarily a better p tion coach or coordinator but a head coach – cause of my experience in the business worl all overlaps.” He’s guided by a simple principle. “Every portant decision a real l eader makes has som thing to do with people. The ability to evalu communicate with, or position appropriately of those decisions regarding personnel are


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OF COACHING

in business and coaching go hand-in-hand. same decisions you make in the business world as well the world of coaching.” Moglia’s passion for coaching began in 1968

c

c

F

P

when he was an assistant oa h at ordham rep in New York. He eventually worked his way up to the c ollege ranks as defensive c oordinator at Lafayette and Dartmouth. But, without a head coaching position on the horizon and struggling to support his family, he took a job with Merrill Lynch following the 1983 season. Applying many principles of coaching to his new career, he became a superstar at Merrill during his 17 years there, eventually being directly responsible for some of the most important components of their business. Moglia l eft Merrill in 2001 to become CEO of

Ameritrade, which later became TD Ameritrade

after they acquired TD Waterhouse. Under his direction, the c ompany soared. Client assets and c

l

pro league, he was 󿬁nally given the opportu at Coastal Carolina, to ful󿬁ll his lifelong drea

BAM

market ap grew over tenfo d during his tenure. Despite his success, he longed to return to his true passion – coaching. He resigned in 2008 to “pursue other interests” and stated that what really interested him was the possibi lity of landing a head coaching position with a college program. There were skeptics. Some doubted whether he could readapt to football after so many years away from the game. Others wondered how devoted he could be to the grind, since he was 󿬁nancially set for life. But, after time as an unpaid assistant at the U niversity of N ebraska and a head c oaching position in the short-lived UF L

By Dallas Jackson

Moglia’s fundamenta l principles as a

coach were largely based on his experien ce

CEO and rooted in an expectation that ever involved in his program “Be A Man”, or BAM short. BAM is a combination of three simple that he emphasizes to players as well as staff “You stand on your own two feet, you a responsibility for yourself, and you reco that you have to live with the consequenc your actions, period,” Moglia said. “Most people, when they make mista



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s c i t l e h t A a n i l o r a C l a t s a o C ©

• Communication - Effective communication across all levels ensures that everyone is working toward the goals in your mission statement.

• Dealing with Problems - P roblem identi󿬁cation and problem solving skills are paramount for those in a position to lead.

• Core Competencies

- Acknowledging

your

one involved with this university proud. Of course, winning is a l arge part of that. But what it means to our players and coaches is that you never, ever, ever, ever, take a snap off. You are always giving it your best because we represent this university and every time we take the 󿬁eld we want every-

in the world of business because I believe is a real parallel. F or example, if a kid know is a kinesthetic learner he may say to me, ‘C I don’t quite understand but instead of te me again can you show me that helps every Something I used in the business world w

one associated with this university to know we gave it our best on every play.”

say ‘Explain why we have a problem and wh you think the solution is and if you c an’t ex that to me succinctly and c risply, in a way can really understand – same thing in foot then one of two things are possible and m both. First, you don’t really understand it as as you should or second, you might unders it but you c an’t explain it to the people th port to you. “It is true of a football c oach and it’s true business person,” he said. “With those thin learn immediately how much a c oach – or ness person – knows. My ability to ask a si question and their ability to explain it and so in a way that I can understand is extreme ly im tant and if they can’t do that it is a major red

COMMUNICATION

core c ompetencies allows you to focus on what

you are good at to create a c ompetitive advantage and leverage your success probability.

• Time Management - Efficiently managing your time spent coaching will make you better at your job.

• Rewards – Having a clear reward system ensures that c oaches and players are self -motivated and staying true to the ‘BAM’ philosophy.

MISSION STATEMENT

Moglia said that a mission statement should be aspirational and not self -serving. The mission statement at Coastal Carolina is to put a team on the 󿬁eld that all of Coastal Carolina is proud of. “Too often, mission statements are about yourself – you’re going to win a championship, you’re going to be the best – but I think mission statements need to be about others,” he said. “Our mission statement here isn’t that we want to win a national championship, it is about making every-

Moglia’s believes that communication is an ongoing process. It begins in recruiting players and staff and extends to week ly game preparations. He said that 󿬁nding out how each person learns is the key to proper teaching techniques. At Coastal Carolina, they do simple tests on the players and coaches to determine if they are kinesthetic, visual, or audible l earners and try to adapt their styles accordingly. This is a c oncept that, he believes, too many coaches fail to grasp. “Most people – and coaches are especially guilty of this - when their players don’t understand something, or the player wasn’t good enough to handle an opponent, they blame it on the player,” he said. “The reality is that it’s the leaders’ responsibility to make sure his people understand what they are saying. It is true in the business world. It’s true in the world of football and it is your responsibility to make sure they understand. “I do this mostly in the c oaching world and it probably would have helped me had I done this

DEALING WITH PROBLEM

In football if there is a problem and yo nothing to correct it then it will compound, e nentially, costing you opportunities for succe “You have to understand why you have a lem,” Moglia said. “For example, a c ornerbac to be able to make a simple play on a rec but he’s not able to make that play. Maybe th ceiver is simply better than the corner but yo



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U-TURN How Southern Virginia University went from 3-8 to 8-2. By DeLane Fitzgerald Head Coach • Southern Virginia University

O

n February 9th 2009, I agreed to become the head football coach at Southern Virginia University. At the time, the SVU football program faced several obstacles both on and off the 󿬁eld. T hey included a low team grade point average, discipline problems, and recruitment and retention problems. In addition, they had embraced a mediocre mentality from a losing record. When I accepted the head coaching job, SVU had only had one winning season in school history and had averaged just two wins per season over the

c

l

c

c

history We to re ruit better ayers our and footba oa hllbetter, but most of of allthe weprogram. had to bui ld had a winning menta lity p within program. Five seasons later, our team 󿬁nished 󿬁rst in the United States Collegiate Athletic Association and we had the best record in the nation of NCAA Division D-III independent teams at 8-2. We accomplished our goal of creating a winning mentality and changing our win /loss record. What were the key steps in this turnaround? I 󿬁rst hired assistant football coaches that understood the importance of being role models and providing a positive example to our players. It is not enough that my staff understands the intricacies and nuances of football, but we embrace the dual concept of growing a strong football program and teaching young men to be successful and assets to society. A s a staff, we made a c ommitment to correct the off -the -󿬁eld problems within our football program before tack ling any on-the -󿬁eld issues.

Attacking the Low Team GPA

As head football c oach, I needed to cl early c ommunicate goals t players and staff so that they could be embraced. We wanted our play collectively raise their team GPA. We knew that they would have to a class, study, and be successful in their course work to accomplish this I explained our displeasure with the team GPA of 2.39 and instituted datory rules that would help improve the overall average. First, we to ensure the players attended cl ass. Therefore, our football staff issu statement that all SVU football players must attend class or they w longer be members of the football program. Next, we had to encourage the players, especially the at-risk playe study. So, we implemented a study hall from Monday – Thursday from pm to 9:00 pm. The study hall was mandatory for all incoming player any returning players with a GPA of 2.75 or lower. Then, we had to pro a means for our student- athletes to do well in their class work. So we nered with the university study services to provide tutoring for any p that requested or needed it. Each semester, we stress to our student-athletes the key tools to them succeed in the cl assroom. We encourage them to focus, read, their professors, have 100% attendance, and hand in their assignmen time. By making our off -the -󿬁eld issue of a low GPA a priority, our coac



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Our football team has gone from having major d pline problems every semester to only having m discipline problems. Frequently, there are semes where the SVU football program has no discip problems.

Attacking the Recruiting & Retention Problem When I

became head coach, there were 24 pla

on the roster from the previous administration. A staff, we indenti󿬁ed the problems of why there w such low numbers on the team. Not only was th a recruiting issue of getting good players to beco part of our team, but there was a retention problem keeping players on the team. Therefore, we desig three key actions that would address our recrui and retention concerns, and, if implemented corre would correct and resolve the problems. Recruiting 1.

High school and homes. Spend more time in high schools and homes of our recruiting areas. negotiated with the SVU administration to c omm a substantial recruiting budget which allowed our s to spend more time recruiting our target areas.

2. Recruiting visits. Increase the number of recr visiting campus. We currently hold eight recrui weekends each year and have multiple recruits v ing campus each week during the off -season.

3. Recruiting c ommunication. Spend more time c tacting recruits via phone and email. Each coach our staff commits to office hours during the wee which they sit in our offices and make several unin

staff helped several athletes raise not only their GPA but also their awareness and aspirations in the classroom. Our goal was a 3.0 and currently, we have a team GPA of 2.96.

c

c ll

rupted re ruiting a s during the evening. Retention

Attacking Team Discipline Problems As a head c oach, it is important to follow your words with actions and to stand behind the guidelines your staff has set for players. We set ground rules that we wanted to be followed on the 󿬁eld, in the cl assroom, and in the community. The following 󿬁ve rules hang in every meeting room within the SVU football program: 1. Be on time. 2. Give 100%.

3. No excuses. 4. Team before me. 5. Handle yourself in an adult and gentlemanly manner at all times. One of the keys to curtailing our past discipline problems was handling discipline issues on an individual basis. Each player is an individual and we wanted to speak with each athlete and explain how his behavior has been hurting the team collectively. As a disciplinarian, I tend to be much harder on a freshmen or sophomore for a minor discipline issue than I am on a junior or senior, especially if it’s the upper classman’s 󿬁rst issue. The reasoning behind this is I don’t want our players to be c omfortable with disobeying the rules. I nstead, I want to discourage them from behaving adversely to the team and university policies.

1.

Recruit the prototypical players. Recruit players that 󿬁t our unive and football program. Our staff only recruits players that 󿬁t academic socially, and work ethic-wise with our university and our coaching staff Highlight football graduate accomplishments. Emphasize our gradua past accomplishments through graduation. Make this a topic of intere the 󿬁rst conversation we have with recruits.

2. Exemplify compassion with trust and care. We want to show our pla that we care about their well being. Be sure that each player in the prog knows that the head coach and position coaches care about them out of football. Show a sincere interest in their education, family, and life.

3. Occasionally, players leave because of 󿬁nancial, family, or acade problems. But the vast majority of our players are now coming to South Virginia University and staying through graduation.

Attacking the Won/Loss Problem Creating a Competitive/Mental Edge

At the end of every spring practice and a c ouple of times per week ing the season, our team does a competition drill. During spring foot our staff will split the team into eight groups and have them comp


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against each other in tug of war, truck push, tire wrestling, or an advanced relay race. During the fall season the competition drills are game situations, such as the 2-minute drill, 4-minute drill, goal l ine drills, and other fundamental drills. While these types of drills encourage competition, they also encourage team building and camaraderie. The team building that comes from these competitions is productive and inspiring. For example, players from different positions that don’t always interact become friends. Furthermore, they encourage players to compete each day and promote mental and physical toughness. T he player who wins or 󿬁nishes close to the top during each competition drill almost always plays well on Saturdays.

Finishing Equals Winning I do not tolerate players that do not 󿬁nish. Not only in football, but in life,

󿬁nishing is the most important thing we do. Our staff c ontinually speaks to our players about 󿬁nishing. During one of our practices you will hear our coaches say “Finish” over twenty 󿬁ve times, and then you will hear the coaches tell the players exactly what they want them to 󿬁nish. At least once a week in a meeting or after practice I talk to our players about 󿬁nishing. The message is always the same: 󿬁nish the play you are running, 󿬁nish the quarter, 󿬁nish the game, 󿬁nish your education, 󿬁nish raising your children, 󿬁nish your job, and 󿬁nish your marriage. People who 󿬁nish are winners.

Program Guidelines

• Expectations. I gave our players clear explanations of what was expe of them in the classroom, community, and on the playing 󿬁eld. We h standard of performance on and off the 󿬁eld: obtain a team GPA of 3.0 unteer in the community at least once a month, and win a game per w

• Promote the team. I eliminated the whiners and kept the winners round yourself with great people, both coaches and players. Get r anyone that may be a l ockerroom c ancer. N o individual in the progr bigger than the program.

• Family. Promote a team /family atmosphere through loyalty and communication.

• Placement. Make sure your coaches and players understand their ro

• Preparation. Give your coaches and players opportunities to prepa their role. Con󿬁dence through preparation. During the off -season, ou takes multiple professional development trips with other c ollege sta gives all of our coaches an opportunity to learn what other college grams are doing well. During practices we will put our players in sp ized game situations each week in order to prepare them for situation they may face in the game on Saturday.

Aim for the Top

Get your coaches to focus all their off -season attention on whoever your

best opponent is. Clearly explain to them that their job is to out-recruit, out-coach, and out-work that program each day. Then get your players to focus, in the off -season, on becoming a better football team than your best opponent. Get them to wake-up every morning with a focus to out-lift, outrun, out-work, and out-execute that football program on that day. Do not be afraid to speak about your desire to overtake the opponent in staff and team meetings. Talking about what your program is going to do in order to become a better football program than your opponent is critical. If you c an sell your vision and if you are doing the c orrect things each day during the off -season, then you gradually become a better football program than the best one on your schedule. When your program raises to this level, not only are you better than the previous best team, but you are also better than everyone else on your schedule.

• Management. Provide leadership through planning, example, guid and honesty. Make sure your players are always headed in the c orre rection.

• Conditioning. Correct c onditioning will win a team at l east two g per year. Make your players make an individual commitment to the c tioning program.

• Motivation. Every week is different and every year is different. Const motivate your coaches and players. 

About the Author: DeLane Fit z gerald recently accepted the head coa

position at Frostburg State U niversity. He had been the head coach at S ern Virginia U niversity since 2 009. He also coached at Bethel College an alma mater, James Madison U niversity.



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P E T S K C I U Q


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The Fine Points of the 3-Step Passing Gam By Christian Ozolins Offensive Coordinator • Buffalo State College

W

e have been successful with the 3-step passing game over the l ast few seasons. Here are the reasons why we use it, the quarterback’s steps and reads, the importance of ball placement and wide receiver routes. Four actual plays within the 3-step game are also included – our 90 pass, 91 switch, 92 double, and 95Y stick.

Routes •

• •

WR should have his inside foot up and his hand ups. Based off steps, not yardage, is best for proper timing. Will convert some routes based off coverage.

Reasons to use the 3-step passing game: •

• • • •

Protections

Better utilize our skilled athletes - “speed in space”. Take advantage of loose zone or man coverage. Take pressure off the offensive line. High percentage passes. Great use of all personnel with many varied formations.

•

We utilize a seven man protection scheme where the center makes

“Rip /Liz” call and the backs go in the opposite direction (Diagram 1).

We also have a max protection against both A and B gap pressures (Diagram 2). •

QB Steps & Reads Pre-Snap: Softest, shortest – pick a side – do not try to throw to both sides of the formation. •

Pivot on your left foot, drive by reaching at 6:00 with right foot and pushing hard off left foot. Gain as much ground as possible in this se quence. •

Keep right shoulder down, settle on your next two steps and drop the right shoulder. •

Third step should be shorter. As the right foot hits the ground your right knee should remain bent, the ball of your foot should dig into the ground with the arch of the back foot aiming at your target. Toe in to throw left, toe out to throw right. •

Diagram 1: 7 man protection center makes Rip/Liz call, backs go opposite

As your third step plants, snap shoulders to the target, drive off the back foot taking a short step and deliver the ball. •

Ball Placement

Long passes: Throw on rhythm with high trajectory so WR can run under it. Always throw away from the defender, keeping the ball to the WR’s outside shoulder. •

•

Out: Release the ball as the WR starts his break with a sharp trajectory.

Throw the ball from the WR’s numbers to his knees.

In: Throw the ball into an open seam as the WR starts his break. Ball should be thrown from numbers to helmet and never through a defender. •

Diagram 2: MAX vs. A/B Gap Pressures



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Diagram 3: 90

Diagram 5: 92 Double

Diagram 4: 91 Switch

Diagram 2: 95 Y Stick

Pass Plays •

Our “90” play shows the routes of the X, Y, and Z receivers (Diagram 3

Our “91 Switch” shows the routes of the tailback as well as the X, Y, an receivers (Diagram 4). •

Our “92 Double” is essentially a 3 X 1 set with the tailback lined-up between the Y and Z receivers (Diagram 5). •

Our “Stick ” shows the pattern of the X, Y, and Z receivers as well as the fullback running to the 󿬂at (Diagram 6). •

About the Author: Christian Oz olins j oined the Buff alo State staff in 2003

and was promoted to both assistant head coach and off ensive coordinato before the 2013 season. He also serves as off ensive bac k s coach, recruiting ordinator and academic coordinator. Oz olins has also coached at Maryvil Methodist College, Alfred U niversity and Hamilton College. He played at Cumberland U niversity (T N ) where he earned his Bachelor ’s Degree and la completed his Master ’s Degree at Alfred. 

Coach Ozolins answers your questions on Facebook - just go to http://www.facebook.com/AmericanFootballMonthly/

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Articles on this subject are o AmericanFootballMonthly.c

Linebacker Play: Knowing Your Assignment Pre-Snap – January, 2011 Linebacker Play: Reading Windows to Stop t he Run – March, 2010 The Tools to be a Linebacker – February, 2007


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The 35 defensive package can adjust to multiple formation and motion without having to change personnel. By Matt Welch • Defensive Coordinator • Friends University



e have had defensive success with our 3-5 or 35 package that takes advantage of our players’ speed. I ncluded is our base alignment, terminology, our numbering system and how we line up vs. twins formations, the spread, and combinations of cover 2 and cover 3. In each situation, we have multiple disguises and blitz packages.

-

It enables you to adapt and adjust to multiple

formations, sets and motion without being forced to change personnel. It allows you to use smaller-type linebackers and athletes in the secondary who can run to the ball. You are less dic tated to by the offense, enabling you to run your normal schemes and blitzes against anything the offense tries. -

The 35 defensive concept is built around foot

speed – plain and simple.

Although football terminology is well kn among coaches, different phrases and word have come to mean different things to diffe people. For ease of understanding, there ar few terms that need to be clari󿬁ed.

-

OVERVIEW •

TERMINOLOGY

If your team has the speed to run it, there are a number of bene󿬁ts. Among them: •

Nose – the defensive lineman who is aligne opposite the center in a “0” technique. The nose should be one of your best linemen w is capable of controlling the center or a dou team by the guard.



5/25/2018


Defensive End – the defensive lineman who aligns in a “5” technique (outside shoulder of the offensive tack le). These players should be very athletic and be able to play with their hands. Mike LB – the middle l inebacker who stacks be hind the nose 4-5 yards deep. This player should be one of your more aggressive players; he does not have to have great speed but should be able to read blocking schemes. Sam LB – the strongside linebacker who aligns to either the tight end or 2-3 receiver side with his inside l eg splitting the defensive end (in a “5” technique) about 4-5 yards deep.

Diagram 1 – Base Alignment

Will LB – the weakside linebacker who aligns away from the tight end of the 2-3 receiver side with his inside leg splitting the defensive end (in a “5” technique) about 4-5 yards deep. Strong Safety (SS) – the safety to the strong side (tight end or 2-3 receiver side of the formation) will align at linebacker depth 4-5 yards deep and as wide as an 8-technique. This player could also be a linebacker-type athlete.

Diagram 2 – Gap Responsibilities

Xtra Safety (XS or X-Man) – the safety to the weak side (away from tight end or 2-3 receiver side) and lined up similar to the strong safety – 4-5 yards deep and as wide as an 8-technique. Corners (CB) – both corners are defensive backs that cover the #1 receiver on both sides of the ball. Note: we never switch sides with our corners, nor do they ever align on the same side.

Free Safety (FS) – this safety is aligned in the middle of the 󿬁eld 10-12 yards deep. He is the QB of the defense and must know all the defensive alignments and what their responsibility is on every call made. The FS will make adjustments as needed and put the defense in position to have the most success.

Diagram 3 – Alignment Numbering

Diagram 1 includes our base alignment in the 3-5 while diagram 2 has the speci󿬁c gap responsibilities. Diagram 3 has the alignment numbering system and diagram 4 includes the receivers numbering system. Diagram 5 has the receivers numbering system vs. twins and diagram 6

Diagram 4 – Receivers Numbering

includes receiver numbering vs. the spread formation. Diagram 7 has the 35 alignment vs. an open twins formation and diagram 8 includes the 35 alignment vs. the spread.

Diagram 9 includes our secondary c overage vs. a pro formation. We will utilize a common threedeep theory in this coverage with the free safety and corners having the deep one -third zones. Both safeties will cover the 󿬂ats with the Will and Sam LBs covering the seams. The Mike LB will take away the hook areas in the middle. E xcluding the three-deep players, the other safeties

Diagram 5 – Numbering vs. Twins


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L i ke

      

Diagram 6 – Numbering vs. the Spread

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Diagram 7 – 35 Alignment Vs. Twins Open

Diagram 8 – 35 Alignment vs. the Spread

Diagram 9 – Secondary Coverage vs. A Pro Formation

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and LBs will have drop zones about 8-10 yards deep. The c ritical aspect of the z one is to teach players to communicate with each other as they see the offensive players clearing their zone and going into a teammate’s area.

Diagram 10 illustrates secondary coverage vs. a twins open formation. The coverage is the same as against the pro formation look. Our basic setup is three over the top CBs in the deep third on the sides and the F S in the deep third over the middle. The 󿬁ve underneath defenders have the same zone responsibilities.

Diagram 11 shows our secondary coverage vs. a pro formation. Our “Charlie” call has been successful vs. the run. What Charlie stands for is ‘corner on the strong side.’ This c overage is aligned to l ook l ike cover 3, but at the snap of the ball it 󿬂ows into a c over 2 l ook. T he CB on the strong side stays at home and plays the 󿬂at. The FS slides over to the strong side and has deep half responsibility. The CB to the weak side now has the deep half responsibility opposite the free safety. The SS will help the Sam LB play the seam area and take away the inside route by the #1 WR. The Will LB will play seam on the weak side while the Mike handles the hook area and XS takes the backside 󿬂at.

Diagram 10 - Secondary Coverage vs. Twins Open Formation

The last diagram –

diagram 12 – shows another Charlie call. This time it’s our secondary coverage vs. a twins open formation. The Charlie call is the same. T he formation starts with a 3-deep zone look and rolls into cover 2. The key is to teach the players to always remember that Charlie means the strongside CB is staying home in the 󿬂at and F

l

c

l

the S is taking the deep ha f so the SS an he p with the seam area. Everything else is the same.

Diagram 11 - Charlie – Secondary Coverage vs. Pro Formation

In part two in next month’s AFM, I will include our robber coverage and our cover 3 and cover 4 secondary coverage as well as our speci󿬁c blitz packages. 

Coach Welch answers your questions on Facebook - just go to to http://www.facebook. com/AmericanFootballMonthly/

WANT MORE? Articles on this subject are on

Diagram 12 – Charlie – Secondary Coverage vs. Twins Open Formation

AmericanFootballMonthly.com Disrupting the Spread with the 3-5 Defense – June, 2012 The How’s and Why’s of the 3-5 Defense – July, 2010 Georgia Military College’s Devastating 3-5 Defense – April, 2009

About the Author: Now in his 12th season coaching at Friends U niversity and 29th overall, Matt W

serves as the team’ s defensive coordinator. At Friends, he has been a part of 10 championship seasons. W began his coaching career in 1985 at Southwestern College.


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Strength Report continued from page 11 It is important to forcefully push vertically and

horizontally to change the explosive characteristics of the neuromuscular system in a biomechanically-applicable fashion. At the bottom of each rep, hold for a brief isometric period (2-3 seconds) before exploding to the c ompletion of the rep ( and into full extension at the knee and the hip). Using the stability ball will allow the athlete the ability to push laterally into the wall and still maintain his balance.

EXERCISE 2: Side to Side Squat (Local)

Prescription: Perform 1 set of 6 to 10 reps (3-5 in each direction) with light resistance.

Execution: Traditional squatting methods typically have less carryover to a lateral change of direction movement actions than it does to other movements. This becomes more true as an athlete progresses. This type of squat can be used to strengthen the muscles in a frontal plane to a much greater degree. T he execution of the movement is much more important than the load utilized. In fact, the load should be kept relatively light so an athlete can be force-

Prescription: Perform 1 set of 6 to 10 reps (3 each direction).

ful throughout the entire extension phase of the exercise and can attain the necessary positions that will correspond to those found when the athlete performs a power cut laterally.

to develop greater stiffness through this l an mechanism so the movement action takes in shorter periods of contact time. 

About the Author: Shawn Mys zk a is an Athleti formance Director at E xplosive E dge Athletics in M apolis. He can be reached at either the company site – www.explosiveedgeathetics.com – or his em [email protected].

EXERCISE 3: Russian Plyo Bound (Local)

Execution: This exercise will work to more charge the neuromuscular apparatus to re musculature in the global exercise to come emphasis should be on both the explosivene the takeoff leg jumping action as well as the ciency of the landing leg as this landing will g ly impact the subsequent takeoff to c ome.

Safety continued from page 12 • Take action when needed. The law assumes that you, as a coach, are re-

Editor’s note: The preceding is an excerpt from Sport First A id, Fifth E dition

sponsible for providing 󿬁rst aid care for any injury or illness suffered by an athlete under your supervision. So, if no medical personne l are present when an injury occurs, you are responsible for providing emergency care.

man Kinetics, 2013), written by Melinda Flegel. Sport First Aid is the textbo the Sport First Aid course, available through the Human Kinetics Coach E tion Program and used by the majority of state high school associations, at directors associations, and school districts for certifying high school coa The Sport First Aid text and course are available at www.HumanKineticsCo ducationCenter. com. (All content provided by Human Kinetics)

• Use only the skills that you are quali󿬁ed to administer and provide the

speci󿬁c standard of c are that you are trained to provide through sport 󿬁rst aid, CPR, and other sports medicine courses. • I f athlete is a minor, obtain a signed written c onsent form from their

parents before the season. For injured adult athletes, speci󿬁cally ask if they want help. I f they are unresponsive, c onsent is usually implied. I f they refuse help, you are not required to provide it. I n fact, if you still attempt to give care, they can sue you for assault.

Some states expect coaches to meet additional standards of care. Check with your athletic director to 󿬁nd out if your state has speci󿬁c guidelines for the quality of care to be provided by coaches. You should become familiar with each of these 9 legal duties. The 󿬁rst 8 duties deal mainly with preventive measures, which are explained more thoroughly in chapter 2. This book is primarily designed to help you handle duty number 9.

 

              

PARENTAL EXPECTATIONS

Parents will look to you for direction when their child is injured. They

may ask questions such as these:

        

- What do you think is wrong with my child’s knee? - Will it get worse if my child continues playing?

        

- Should my child see a doctor?

 

- Does my child need to wear protective knee braces for football?

 

- Will taping help prevent my child from reinjuring the ank le? - When can my child start competing again?

While you can’t have all the answers, it helps to know those who can.

That’s where the other athletic health care team members can help. 



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W E N

   

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           

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Rowan University’s Special Teams Philosophy and Punt Team Techniques By Jay Accorsi • Head Coach • Rowan University



e think our approach to special teams is very sound. We utilize all players, both starters and reserves, on special teams and use players from both sides of the ball. Al so, we will reward c ertain players for outstanding play by allowing them to participate on special teams. We identify every player’s strengths and incorporate them into special teams. We c annot afford to spend an inordinate amount of time teaching skills that players have already mastered. We keep the schemes relatively simple and are willing to use as many players as possible. The two main goals of special teams are to create advantages in 󿬁eld position and score points. We use special plays when speci󿬁c opportunities arise within the game. The order of importance will be F G /XPT, Punt, Punt Return, FG /XPT Block, Kick Off, Kick Off Return, Hands Team and Onside Kick. To give you an idea of how detailed our special team preparation is, here is our coaching outline for punting:

SPREAD PUNT

The spread punt can be a very effective tool (Diagram 1). It can be in a variety of situations and helps place your players in one -on-one s tions (Diagrams 2 and 3). More speci󿬁cally, the spread punt: 1. Provides great cover situations

• Creates one -on-one opportunities

• Center protection rule

• 3s & 4s (LBs) in space

• 2s (TE s and FBs) get width

• Hides personal protection

Punting Team Rules 1. No bad snaps. 2. No blocked kicks. 3. No bad kicks. 4. No long returns. 5. Eliminate missed tack les. 6. Create turnovers. 7. Eliminate penalties. 8. Exhibit speed. 9. Exhibit good judgment.

Diagram 1.

PRACTICE PUNTING SITUATIONS • To have effective special teams, you must practice punting in different

situations to expose your team to all situations that can happen in a game. • Surprises happen when mistakes are made. T here are a number of key situations that your punt team should be prepared to face.

Key Practice Situations: • Punting from the hash marks • Punting from your end zone • Punting from your red zone • Punting from the 40-50 yard line • Punting from bad snaps • Covering the fair catch • Reaction to a blocked kick • Reaction to a partial block

Diagram 2.



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2-MAN (End Position) • Inside foot two feet away from inside man’s outside fo • Inside foot a hand touch away from 3’s hip • Inside foot forward • Outside foot back two feet away from heel of inside f • Feet less than shoulder width • Head looking forward • Hands on thighs

2. Provides manageable numbers to block 8 vs. 8

•

• 7 vs. 8

• 6 vs. 8

•

5 vs. 8

• • •

•

•

l

Shou ders over inside thigh Weight heavily on front foot Up on balls of feet Weight backwards

Ball is snapped • Reach back with outside foot • Push off with inside foot • Stay balanced • Slide and lean on inside foot for next movement Next Movement

CADENCE

•

•

•

•

Diagram 3.

Ready-Ready Count number of possible rushers Number in box – immediate rushers – balanced, unbalanced or overload Identify Protection – zone, man or a combination Call

•

• Push off with inside foot again

c

c

•

•

•

•

•

Rea h ba k with outside foot again Outside arm comes up Stay balanced Slide inside foot back to outside foot Prepare for engagement Reach out if needed to secure the edge

INTERIOR PROTECTIONS

CRITICAL COACHING POINTS

5-MAN (Center Position) • Snap the ball properly • Good solid base • Be able to move slightly to the block

•

• Always communicate

• Always point out your defender

•

Come back as a unit

• •

•

•

•

•

•

Come back straight Get good depth Do not rush but have a sense of purpose Always get inside arms up 󿬁rst Hands should connect with others Never get shoulders turned Do not crowd the person next to you 

4- & 3-MAN (Guard and Tackle Positions) • Inside foot one foot away from the inside man’s outside foot • Inside feet of 4s and 3s line up • Inside foot forward • Outside toe in line with heel of inside foot • Feet less than shoulder width • Hands on thighs • Head looking forward • Shoulders over thighs • Weight slightly on front foot • Up on the balls of the feet • Balanced

Ball is snapped • Reach back with outside foot • Push off with inside foot • Inside arm comes up and stay balanced • Slide and lean on inside foot for next movement

Listen for the calls

About the Author: Jay Accorsi recently completed his 13th season as h

coach at Rowan U niversity. He had previously been an assistant coach at Ro for nine years and started there as a graduate assistant in 1993. Accorsi gra ated from Nichols College ( M A) in 1985 where he was a running bac k for seasons and team captain as a senior. Before j oining the staff at Rowan, Acc coached both football and baseball at Nichols.

Coach Accorsi answers your questions on Facebook - just go to http://www.facebook.com/AmericanFootballMonthly/

Next movement • Reach back with outside foot again • Push off with inside foot again • Outside arm comes up • Stay balanced • Slide inside foot back to outside foot • Prepare for engagement

WANT MORE?

Articles on this subject are o AmericanFootballMonthly.co

Human Shield – The Shield Punt Formation Maximizes Protection and Coverage – August, 2013 Preparing Your Punt Teams – October, 2012 13 Advanced Punting Ideas and Drills – July, 2012


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 

Lehigh’s 11 Keys to a Championship Defens By Gerard Wilcher • Co-Defensive Coordinator • Lehigh University



e have 11 priorities for building a championship defense: staff, personnel, multiplicity, coaching the little things, getting what you c oach, swarm, passion, and 󿬁nish, self -scouting, game planning, and maintaining the integrity of your defense. Developing each one is critical to building your defense.

MIKE LB - Run stopper, can work to the high hole.

SAM LB - Fast and athletic, converted RB type.

STRONG SAFETY - Recruited as a big cornerback.

Staff - I t’s hard to be a c hampionship defense if you don’t have a c hampionship staff. I n order to develop your staff, everyone must be on the same page and be an expert in their area. On a daily basis, the staff must be able to function as one unit just as you want the defense to function as one unit.

DEFENSIVE LINE – Need to be stout in the run game and have the ability to become transitional pass rushers.

NOSE TACKLE - 375 lb. bench presser, powerful through his hips.

Personnel - Here are the characteristics you want at each position:

CORNERBACKS - High school point guards and /or option QBs.

STUD LB - Plays over the TE, edge pass rusher, quality spot dropper.

WILL LB - Weakside rusher out of the 3-4, converted safety, must be able to cover slot and WRs man-to-man.

Multiplicity - We have the ability to play our base 3-4 as a formation o hash defense. We use man blitzes, zone blitzes, personnel, fronts and c ages to keep the offense guessing. We have also developed a no-hu fast-tempo system which allows us to adjust and play fast. Our concep low us to dictate to the offense, which in today’s game can be very diffi

Defensive Blueprint continued on pa http://slidepdf.com/reader/full/american-football-monthly-2013-04


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Articles and features only available at

QUARTERBACK SKILLS

Name:____________________________________________________________________________________

AmericanFootballMonthly.com

BASICSKILLS Beforecompetingat thevarsity level,thequarterback mustbe ableto: ❑ Assumeacorrect stanceandsecure thesnap. ❑ C orrectly c allt hec adenc eands napof t heball(bothunderc ent erandint hes hot-gun). ❑ Executeahand-off properly. ❑ Executeapitchout properly. ❑ Ex ecut ea1-, 3-or5-s t epdrop. ❑ Properlythrow(pass) afootballwith thefollowing7-step throwingtechnique. ❍ Firmwrist. ❍ Coordinateshoulderturn. ❍ Elbowsatshoulder

level.

❍ Straight-armfollowthrough.

RCOGNITION ND COMPEITION: MOTIVTING PLYRS IN TH OFF-SAON

❍ Headoverfront

foot.

❍ Airunderheel(upont oes). ❍ Headstilland

vertical.

❑ Knowthepass treeroutes. ❑ Executethefake. ❑ Knowquarterback’sassignmentson eachand everyplay. ❑ Learnt oc onto r lt hehuddleandproperly c allt heplay . ❑ Protectthefootball whilerunning.

ADVANCEDSKILLS

By Jason Winkle, Ph.D. • Player and Team Development Specialist

Tosucceedatthevarsi tyl evel,thequarterb ackmustbeabl eto: ❑ Successfullyexecutebasicskills10o utofevery 10plays. ❑ Knoweachplayer’s responsibilityoneveryplay. ❑ Leadint hehuddleandat t helineof s c rimmage. ❑ D irect t heat t ack s ot heof f ens ec aneit herrunorpas s t heballf orpostiiv ey ard age9out of ev ery 10play s. ❑ Executetheoption correctly9out ofevery10 plays. ❑ Correctlyreadand identifypasscoverages8 outof every10plays.

here is no magic formula for motivating players and yet it is c onsidered a c rucial part of any team’s success. A thletes are unique in their psychological needs for external motivation and even those needs c hange as each athlete matures. To c omplicate matters further, each year a team’s motivational needs c hange based on previous successes and a host of other variables. The following three successful coaches shared how they, through trial and error, found the sweet spot in motivating their athletes during the off -season. While the motivational techniques were unique to each coach, the similarities were striking. Individual recognition and use of competition were at the source of each coach’s approach.

T

BISHING  QUICK-PCD OFFNS IN MIDD SCHOO FOOTB By C. Gordon Davis • Teacher and Coach • Conestoga High School (PA)

side from scoring, the ability to c ontrol the cl ock and the tempo of a football game is the primary objective of the offense. For years, the pattern was to pound the ball slowly and chew up the clock to control a game. Yet, with the advent of the spread offense, the speed of both play calling and substitutions, coaches now better manage the tempo of a game and get more scoring opportunities.

A

❑ Readreceiveradjustments todefensivecoveragescorrectlyat least8ou tofevery 10plays. ❑ Complete6out ofevery10 passattempts. ❑ I dentif y andc allanaudible“H ot ”c orrec tyl at leas t 9out of ev ery 10play s. ❑ Knowtheopposition’sstrong andweakpo intsbasedupon thescoutingreport.

NOTES: _________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 32

w ww . g rid i r on st r at e g i e s. co m

Foo tba l l F or m sF or T h e Wi n n i n g Co a c h

QUARTERBACK SKILLS

This form is perfect for the assessment of yo

quarterback. The form is divided into basic skills and advanced skills. Before competing

at the varsity level, basic skills include how competent the quarterback is in ball-handlin

knowing his assignments, and many others. the advanced section, to succeed at the vars level, your quarterback must be able to kno ever player’s responsibility on every play, lea in both the huddle and the line of scrimmag and be pro󿬁cient in eight more skills.

Exclusively at www.AmericanFootballMonthly.com

To read these articles, go to www.AmericanFootballMonthly.com

FROM THE

July, 2006

VAULT

AFM’s 1,500+ online features from back issues is the largest coaching library in the world. It’s available FREE to all subscribers.

I

n this issue, Head Coach DeLane Fitzgerald of Southern Virginia University details how SVU went from the bottom to the top of their conference. Over the years, AFM has included a number of articles on how to improve your won-loss record. In the July, 2006 cover story, “Turnaround: How Do You Turn an A iling P rogram A round,” AFM interviewed four coaches on the priorities for improving your program both on and off the 󿬁eld. AFM designer Scott Corsetti came up with the idea to illustrate the “180º Turnaround ” by reversing the cover photo featuring UCLA’s Karl Dorrell. Her is the cover as well as the inside cover. This issue really turned a lot of heads! Scott has embraced his role as AFM designer for 15+ years while doing hi best to present Xs & Os in a clear, yet dynamic fashion.

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Defensive Blueprint continued from page 47 Coach the Little Things - At Lehigh, we teach and drill c ertain skills which every defender c an use. For example, every player will learn how to “ChopDip.” This is a skill that is applicable no matter what position you play. I t’s a pass rush or block escape move in which the defender c hops down on the hands of the blocker and then executes a dip-rip move to get by the blocker.

Get What You Coach - I learned very early that you are either coaching it or allowing it to happen. We work very hard to make sure what we discuss and decide to do shows up on 󿬁lm. Sometimes it is a personnel move and other times we try to examine if what we are asking our players to do is realistic.

Swarm, Passion, Finish - This is the basis of how we play defense at Lehigh. After every game and ma jor scrimmage, we acknowledge the players for their performance. Swarm is the person who is 󿬂ying around the 󿬁eld making things happen. Passion usually goes to the player who may not have the stats but is doing things that allows the defense to be successful Finish goes to the player who causes a turnover, a sack, or a tack le for loss.

Self-Scout - One of the hardest things to do is to l ook at one’s self objectively. We try to look at what has hurt us on a week ly basis and spend time discussing how to solve the problem. We strongly feel that if the situation is not addressed, it will fester like an open wound.

Game Plan - Each week during the season we base our game plan on being able to stop the opponents’ top concepts. We like to look at down and distance by personnel and by formation. There will be a number of pre-determined 󿬁eld zones examined along with looking closely at special circumstances where we feel the offense may change what they do. We try not to create a new defense each week. There should be no new defenses on Thursday of game week.

Don’t Panic, Maintain the Integrity of the Defense - When you are playing at a very high level, teams will work extra hard to break tendencies, create new plays and /or add trick plays to their package. We feel that when you panic, bad things happen. So it is our stance that you have to play by your rules and keep playing them. You have to keep c oaching the players and have them feed off of your energy. If you are stressed, or can’t handle the moment, it will re󿬂ect in the performance of your players. After 22 years of c oaching at the c ollege l evel, working with c ountless quality coaches, most of what we do at Lehigh is a compilation of learned experiences. T he ultimate goal is to put our defense in the best possible position to be successful. We thoroughly believe that an offense can never match the intensity of the defense. 

About the Author: Gerard W ilcher com pleted his tenth season as defensive bac k s coach and his second season as co-defensive coordinator last fall at Lehigh U niver sity. Over the last 22 seasons, he has also coached at Cornell U niversity, U niversity of Massachusetts, Boston College, Cheyney U niversity, and Morehouse College. W ilcher is a 1992 graduate of Morehouse College with a Bachelor ’s Degree in business ad ministration.



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