Why is the option when executed so beautiful to watched? Simple it reminds me of my football camp Counselor days in the late 1990's. That's where I meet one of the best modern day option coaches Jerry Campbell. He would get a some poor slap coach on the white board and whip him when they did something not sound with that slap's X&O's. He had such swag when he was explaining his Option on Me system.
Odd front run lead option to the tight end.
Even Stack (4-3) run speed option to the Split End Side.
Even Front (4-2-5) run midline to the 3 tech.
This system is a check system now fast forward to Rich Rodriguez and his spread offense more specifically his outside zone play. Using Blue or 20 personal the Blocking back and the Back running the ball both read the zone play.
After one of his bowl games at West Virginia his opponents asked how he called the right play for each of their called blitzes. The last one with the chalk won again but not only on the board but on the field.
I am going to go through each chapter of book Talent Code and out line specifics that also align in Tony Franklin System.
Talent Code makes a case that talent is something else besides the nature and nurture stuff. Author based on his field research says that there are three ingredient's to talent which are
Deep Practice
Ignition
Master Coaching
Chapter 1
Sweet Spot Chicken wire Harvard
In Talent Code Coyle describes chicken wire Harvard where all of these hot beds of talent. Example the slums of Sao Paolo Brazil where a young boy is working on a soccer move called the Elastico. he is trying to acquire the skill of moving the ball very slowly in order to do the skill at a faster rate Elastico is gained using deep practice.
The example of deep practice of the Elastico is a lot like the two main drill staples of the System which is the Noose and Pat-N-Go.
PAT-N-GO
PURPOSE: Fundamentals drill where QB and other skill players perfect techniques at less than full speed as they continue to loosen up. Catches over shoulder.
TEMPO: 1/2
ORGANIZATION/SET-UP: Basically a circular drill with two groups. Player will align on either the right or left numbers (1 side a day). QB will align just inside the player line. Players will dummy down to work release as in noose drill. On QB command, player will execute outside release and get back over top (which is the top of #s). QB will take one-step drop, fire feet, and make a short throw with slight air over outside shoulder of receiver. Receiver runs ball to other line, careful to stay out of QB’s way.
COACHING POINTS: Emphasize all details of receiving as in noose (stance, release, noose, exaggerate look & tuck). Do not allow QB to over throw receiver or leave ball inside numbers. Drill should move quickly with little down time.
NOOSE
PURPOSE: Most important drill of the day – done in early stages of practice and sets tempo and focus. Emphasizes stance,
release, getting over top, sticking cuts, noose, exaggerating
look and tuck, dipping and turning straight down field. QB will
work on drop, reads, slides, fast feet, and accuracy of throw.
TEMPO: ¼ - ½ MAX
ORGANIZATION/SET-UP: Set two cones on sideline three yards from a yard line. QB aligns on yard line, can use center to work on exchange. WR align as shown – R1 is on offense, R2 is defender and next in line. R2 tries to jam R1. R1 works release, gets back over top, sticks 2-3 times, settles closer to one cone or the other, forms noose, and works slightly back to QB. On catch, exaggerates look, tuck, and turns straight downfield, ball high and tight. QB works a drop and a play read, slides in pocket on 3rd read, waits for R1 to settle, places throw away from the nearest cone on R1’s shoulder, which simulates a defender.
COACHING POINTS:
Coach with tremendous detail and intensity in this drill
Emphasize developing perfect techniques and habits
Everything must be perfect!!!
Look at the Tempo speed is 1/4 to 1/2 and the way Coyle describes deep practice.
1) I have always been a pull step or Jim McNally "bucket step" offensive line coach.
The depth of the pull step is always in relation to how far the playside defensive lineman is away from the offensive lineman.
The further away the defensive lineman the deeper the pull step.
The closer the defender the more shallow the step.
2) If the defensive lineman is tight then we are going to use an Alex Gibb's technique and club the backside arm. By clubbing the backside arm it will slow down the defensive lineman and help with the angle of climb to the second level defender.
3) One of the most under coaches outside zone step concepts is the backside push off Along with the playside step an offensive linemen should push off the back side foot and reach with the playside foot. Why?
Makes defensive linemen reachable by increasing the distance of the first step twelve to eighteen inches.
4) If something goes wrong and an offensive lineman does not get the defensive lineman reached then after the 5th step. Push the backside arm pull the playside arm and drive block the defensive lineman to the sideline clean-up the read for the running back and he will make the offensive lineman right.
As a teacher and a coach this is message we have to hear at
least once a month.Urban Meyer is a
Coach who hails from both the Lou Holtz and Woody Hayes coaching tree.After watching this video I self-reflected
several things:
Coaches are ultimately responsible for their
players performance.
That the X's and O's are not that important.
All players learn differently (Chris Leak example).
You ether coach it or allow it!
TEACHING 101
Objective – To get the student to:
Retain
information/skill
Use
information/skill
Increase
production because of information/skill
Style:
Clear:
Organized & clear objectives
What
are you asking that kid to do?
Is
he getting it done?
Must
be an objective to what you are asking him to do, or don’t do it.
Clean:
Use of tools, tip sheets, video, etc.
Concise:
Broken down to the smallest detail necessary – get to the point
Direct:
Student engaged in discussion – ability to teach
Create
an environment that puts students on alert – promote stimulation to the
brain.
The
difference between a teacher and a presenter is that a presenter
presents information and fails the student if they don’t get it.
The teacher is creative and uses all resources at hand to help students
learn.
Atmosphere:
Clean
organized environment
Desk
with notebook and pencil (no pen)
Both
feet on the ground; no hoods/hats; no cell phones
Engaged
– teacher moves around the room
Students
are on edge
Every action is either taught or allowed, good and bad.
Presenters present information and hope it works out.
Teachers present information and find a way to make it
work out:
As a
coach, when you evaluate your players on film and what you see is not what
you are teaching, you have to blow the whole thing up; don’t wait –
something’s not right.
This
is when a coach has to take the ego and put it aside and say, “Wait a
minute, this is not working.” It’s NOT the kid! You never want
to hear, “That damn kid didn’t do this or that.”
As a
coach, it is your job to get that kid to do this or that,
because you are a teacher, not a presenter.
Your
job depends on your ability to help your kids figure out how to do things
the right way.
Content is 20% of what a student learns. How you get
that [20% - content] into someone’s mind is more important; it’s the delivery,
the passion, moving around using teaching tools. It’s the ability to,
after 15 minutes, get them up, stretch, and tell a joke, whatever stimulates
that teaching environment.
It’s not just the content that is important in the
teaching. If it was the content, everybody would do the same
stuff. It’s the delivery, the passion, the way that a coach moves
around the teaching environment that counts.
Become a head coach because of the passion with which you
teach.
Competitive Excellence – the basis of who we are;
developing players toward competitive excellence:
At the end of the day, when that number is called, are you
ready?
1. Game reps vs. mental reps
16
reps in team/skelly/scout; how to get the most out of those?
2. Teaching progression
Before
a kid is ready to make a play it has been:
Installed
in a meeting room, checkers, video, etc.
Direct
teaching – it has been rehearsed back
Walk
through – teach proper details; spacing, alignments, etc.; body learning
Individuals
– developing the specifics
Developers
– what are the fundamental skills of each position group to be developed
every day
Specifics
– job descriptions, put player in position to do exactly what we expect
him to do, i.e. double team, kick-out, turnover circuit; you get what
you emphasize
Group
Work – QBs/WRs, RB/OL, etc.; scheme specific skills
Scout
Work – teach tempo
Game
Rep – preparing them for the main arena by creating a mini arena based in
competitive excellence, O vs. D – backups get mental reps with unit coach
Showtime
– “Rip the chains off and go play as hard as you can, you’ve trained your
entire life for this moment, and you are officially at competitive
excellence. You are ready . . . make all the mistakes you can, point A to
point B as fast as you can go – 4-6 seconds of relentless effort and go
play! Get there in a hurry and be a little pissed…”
In the
end, it’s all about building confidence so that players are ready to step
in and compete at the highest levels possible.
“If you practice the way you play, there shouldn’t be any
difference, that’s why I practice so hard. Anything was possible once the
game started . . . everything we did at practice became competitive. I
took pride in the way I practiced.” – Michael Jordan
Reminders:
Every phase of teaching for competitive excellence includes
1) a clear objective (meeting room; cone signifying finish in drill, etc.), 2)
a clear expectation by the teacher and 3) concise planning and execution
(broken down to the smallest point; what is your step angle; what is your hand
placement, etc.).
