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Post by jhanawa on Oct 19, 2006 16:00:13 GMT -6
In several threads its always mentioned that scheme is overated, its "jimmies and joes"...and I'd agree with this, however, IMO, the most important thing is execution, this IMO is what wins football games. So, in that light, what are some of your best methods for communicating/teaching scheme and getting the best from your team in executing the scheme? I know the obvious answer, "reps, reps, reps", what I'm looking for are some of your unique teaching methods that hammer home key concepts.
How do you guys approach teaching scheme, let say for example your installing your base power play. For the Oline, do you teach by fronts or by "looks", whereas the blocking is dictated by a look in a certain area rather than the entire front? Are the oline's assigments "block this guy or this area" or are they term specific, such as, if covered, "tango", if uncovered, "fan"? Do you teach the Oline their specific position only or do you teach them the entire scheme for all Oline positions? Does your Oline communicate at the Oline with calls? Do you teach your backs the line blocking scheme and the WR blocking schemes for the play? Do you teach your QB everyone's assignment on the play? How much interchangability/cross training do you do? Would your QB know the entire blocking scheme if asked? Would your X know the entire pattern on a pass?
Overall, do you teach the entire scheme to everyone or limit their focus to their specific area? lots of questions for sure but I'm always interested in how others approach the teaching part of the game.
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Post by tog on Oct 19, 2006 17:20:43 GMT -6
We teach things early in an install period so all know what the design of the play is, what we are trying to do with the play.
Then we split off into specific groups. Slots and tackles, guards and centers, qb's and B backs, qb's+wr's etc
Our guards can play tackle, our tackles can play guard, our centers can really only play center for personell reasons
I teach the ol with simple progression rules based on where defenders are lined up. Then we focus on basic front structures early to get them aquainted with it. Then we go to what happens when the front moves/slants etc.
The backs we teach all about aiming points and directions to find the right guy. We hardly ever tell them "you have this guy" it is all built onto most dangerous man concepts we have figured out on the whiteboard as to where he needs to look first for threats to the play. For example, look up to in, or in to up, out to up etc
These aiming points change from time to time based on a specific badass defender that is more of a threat than others, but the kids pick up on that pretty quick.
We also tag a lot of things for our perimeter blockers, be it #2 guy in doubles, or the #1 guy in doubles, or both.
We use the wristbands so we can get fairly wordy, but we have ways to get a double crack with someone on the corner, and a double crack leaving the corner free all with a simple letter and a name. Then we can just have A Crack, or C crack telling the A or C to crack the linebacker inside and telling the Wr to the playside to man on, leaving the safety for someone else or as the pitch guy.
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Post by brophy on Oct 19, 2006 17:35:15 GMT -6
man, I tell ya..... THIS topic is one that I really assumed would be rather academic, with a highl population of teachers in this profession, but I've had the great misfortune of realizing that it is not. I think no matter what you do it comes down to looking at the big picture in little pieces and tying it altogether with a realistic timeline....segmented into reviewable "chapters" or waypoints to measure the comprehension of the athletes. The cognitive process is probably one of the most under appreciated aspects of coaching. One of the things that drives me up the wall is seeing a playbook or 'installation' of 5 comletely different concepts and expecting each player to execute flawlessly. I feel probably the most strongly about THIS topic more than anything else in coaching. Can we deliver the information in an easy to understand manner? Can we supply the athletes with basic foundations of execution and the rationale of the 'scheme'? Does the next / proceeding concept tie into what they've already learned - or are they learning a completely foreign concept?
I think we draw stuff up on paper and say, "that's a heckuva a play"...without realizing the people we are delivering it to. That ONE play really becomes 12 distinct plays when faced with 12 different formations / fronts that the athlete is required to correctly respond to. more rant to come.
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Post by brophy on Oct 19, 2006 17:44:44 GMT -6
METHODS TO MADNESS [glow=red,2,300] SEGMENTING[/glow]
One thing that gives me the most comfort is ORGANIZATION and PREPARATION (with logic).
Working backwards from a goal. (i.e. - we will have Cover 2 and Cover 3 installed by Game 1.....we will have goal line defense installed by Day 8......we will have IZ & OZ installed by March 12...etc) And without throwing EVERYTHING at them all at once...segment the fundamentals into periods / days
Day 1 - stance Day 2 - first two steps Day 3 - leverage & hand fit Day 4 - first four steps Day 5 - double team tandem Day 6 - recognition of covered / uncovered....
All the while correcting the mistakes, tweaking the technique of the finer points, getting THAT right before moving on.....
[glow=red,2,300]VISUALIZATION / RATIONALE[/glow]
Not only do we need muscle memorizaiton, but we need to get beyond "Do THIS!" to "This is WHY", because there will come a time when that player has to understand WHAT he is doing rather than just being an unintuitive robot on the field.
Explaining WHY we run a play... What we hope to accomplish on the play.... what is the best thing that can happen? What is the worst thing that can happen? Potential problems our opponents can create...
THEN the Coup de Grâce, show them video of teams that run those plays being successful. Its one thing to explain it and grease board it up.....but to see athletes making wild plays with the same scheme allows the athlete to see THEMSELVES executing the play in like fashion.
[glow=red,2,300]ROTE MEMORIZATION[/glow] Once we establish what is expected, how to perform, why we are doing it......we continue to reinforce it so that we build positive habits through continuous repitition. Always praising the proper technique, placement, aiming point....So we can get a cheap 100 affirmations each practice to the player for doing WHAT THEY ARE SUPPOSED TO DO....so when the pressure time comes, they will revert to what they know - WHAT WE'VE CONDITIONED IN THEM.
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Post by coachjd on Oct 19, 2006 17:48:56 GMT -6
all our run plays and pass protections have rules. We keep the rules very simple so the kids can easily remember. Our rules could be covered or uncovered (zone scheme) or with our dart play to the playside they are man on or man inside. We install everything on the board first then on the field. Each position coach is responsible to teach their aspect of the play, prior to hull or skelly.
We use PlaymakerPro for our playbook and will install cutups from TDVideo, so when we install the play on the board we show the playsheet on the screen and cover all the details, rules etc... then we show them cutups of the play. Each athlete will get a playsheet on each play, but it only has it drawn vs a 5-2 defense and all the rules. The athletes playsheet also has room for the athletes to draw the scheme vs 5 other fronts. As we install the play with the rules we will put it up vs different fronts and talk over the rules and diagram the play along with each athlete. This takes some time, but all kids learn differently. So now each kid has read the rules, heard the rules, seen 1 blocking diagram, drawn a couple other diagrams using the rules and seen the cutups.
Next step is to get the kids on the field and have them practice the techniques that are needed to run the play in individual time, then move on to group time (hull or skelly) and then to team.
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Post by coachcalande on Oct 19, 2006 17:54:00 GMT -6
In several threads its always mentioned that scheme is overated, its "jimmies and joes"...and I'd agree with this, however, IMO, the most important thing is execution, this IMO is what wins football games. So, in that light, what are some of your best methods for communicating/teaching scheme and getting the best from your team in executing the scheme? I know the obvious answer, "reps, reps, reps", what I'm looking for are some of your unique teaching methods that hammer home key concepts. How do you guys approach teaching scheme, let say for example your installing your base power play. For the Oline, do you teach by fronts or by "looks", whereas the blocking is dictated by a look in a certain area rather than the entire front? Are the oline's assigments "block this guy or this area" or are they term specific, such as, if covered, "tango", if uncovered, "fan"? Do you teach the Oline their specific position only or do you teach them the entire scheme for all Oline positions? Does your Oline communicate at the Oline with calls? Do you teach your backs the line blocking scheme and the WR blocking schemes for the play? Do you teach your QB everyone's assignment on the play? How much interchangability/cross training do you do? Would your QB know the entire blocking scheme if asked? Would your X know the entire pattern on a pass? Overall, do you teach the entire scheme to everyone or limit their focus to their specific area? lots of questions for sure but I'm always interested in how others approach the teaching part of the game. white board chalk it, walk it, run it, rep it. i just love to do slow motion reps. i will freeze the action to teach at the right time, teach hat placement, steps, pad level, eyes, hands etc. we do slow motion reps the day before every game, all day. thats all we do. i have the scout defense just act as blocking dummies for the first and second olines with three or four sets of backs. works like a charm.
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Post by phantom on Oct 19, 2006 18:18:15 GMT -6
I think that it's important that the OL understands the concept of the play. When we install a play we do it on the field. We talk them through their assignments ( we have rules for each play) but also talk about where the ball is going. On runs, they need to know where we want the ball to go. On passes, they need to know the release point.
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Post by fbdoc on Oct 20, 2006 8:22:09 GMT -6
We show the play and then break it down like most others. Our teaching techniques and practice reps are also probably fairly standard. However, as far as O-Line concepts, this is really all we do:
Where is the play going? Right, Left, Inside or Outside? Who - which defender is going to screw it up for me? Which team-mate can help me or am I alone?
Of course we have rules and schemes for blitz and other issues but those 3 terms are really what we stress.
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Post by jhanawa on Oct 20, 2006 11:57:28 GMT -6
Good responses guys. Tog, I assume the "most dangerous" is mostly applied to your jet scheme vs the edge defender & inside pursuit, which is how we try to teach it also (where the play is going, who's the most dangerous to stop it). Brophy, as far as learning processes, do you concentrate on installing a play in great detail before the next or do you "relate" the play to another version of the play (such as power from "I" then power from slot) and then go back to the first? I'm not a shrink but I have come to believe in this approach of "short term" memory, teaching something, doing something esle then going back to the first install 15 minutes later, then back to the second. I honestly don't know if it has anything to do with improving memory or not but it seems to stick better and keep them more interested, sometimes too many reps gets monotonous and they end up going through the motions which we definately don't want. Do any of you try to combine teaching scheme with other aspects of practice, such as conditioning or playtiming, etc?
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Post by dsqa on Oct 20, 2006 12:37:14 GMT -6
I really appreciate the thoroughness of the answers to this thread! Well stated by all.
I just have a comment on setting philosophy of scheme..
Aside from my obvious bent to throw the ball...I am forced by situation and players, to scheme around weaknesses in various positions(at times even changing blocking schemes because of my knowledge of who is being called upon to block), and that has forced me to really work hard at creating a flexible scheme, that allows me to do that, but keeps the kids interested and excited about our offense. The other complicating issue I face is not having a line coach, who has the experience to dial in the schemes as tightly as I would like.
I think this is a common challenge to the understaffed and underfunded, and in that case i would recommend you stay rules based as much as possible, but not be limited by any one scheme such as Wing T, or Double Wing exclusively. Or at the very least, have a built in second option that relieves the pressure off the base scheme. This isn't a slam on guys who love particular schemes, I see genius in many of the most common ones,(I am a base DW system guy that runs shotgun double wide and spread) I am only suggesting that one reason is that the ability to adjust to defensive changes becomes more difficult.
Another reason is that in order to get the ball to your athletes in different situations, you have to have the ability to flex the scheme within a fairly simple set of rules that supports that. Now that is easier said than done, I know, but that is where the hard work is done.
I have observed coaches who run a particular scheme, Wing T, Option, and when they attempt to add special pass plays to their "athletes", have a difficult time doing it in any real effective way outside of a fade, or sweep, because they have so limited themselves by their scheme. they can't get a new play called, much less get it installed, and run it, because they are so limited in their rules set.
There are many coaches who have been very successful in a "hybrid" scheme because they creatively linked concepts so as not to conflict, but compliment each other. Some of the best examples of this are Urban Meyer, Rich Rodriguez, Norm Chow, Mike Leach, and the Air Raid gang.
In each of these cases, it appears to me that these coaches began with a philosophy that their scheme would serve their athletes, not their athletes would serve their scheme, and the results have been fabulous.
Just my two cents. Well said guys, really.
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Post by tog on Oct 20, 2006 13:53:05 GMT -6
we are "hybrid" all right
wing-t, zone, oneback, triple option, spread, power team
lol
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Post by brophy on Oct 20, 2006 14:01:54 GMT -6
do you concentrate on installing a play in great detail before the next or do you "relate" the play to another version of the play (such as power from "I" then power from slot) and then go back to the first? Again, just my beliefs....but how would you teach any other subject / detailed concept? Music / foreign language / engineering / science.... Start with the basic foundation.... .....become fluent in the basics.... ...........relate it to the other elements of the field..... .................explore how the concept adapts to stimulus change... You learn piano / trumpet / guitar / etc.... - You start with HOW to actually use the instrument -- OL stance
- Go over notes in a scale -- OL reach steps in zone
- Go over root key of a song -- OL combos of 1st down defender
- Go over a song whose melody is based from this scale -- OL zone steps vs 5-2
- Go over how solos and riffs that can be created out of this scale -- OL adjustments to run blitzes / stunts (OL communication tags)
That way if you ever get 'in trouble' with the "3rd step" you can revert back to the "2nd step" (of basics)...... For US.....all of our stuff is based out of learning IZ. IZ steps = zone, lead zone (iso), lend itself to quick pass game protection IZ steps altered (wider lateral reach)= our steps for stretch, jet, toss. taking everything we learned from IZ (concepts) and reverse them for veer (down block instead of reach blocking playside)....which lends itself to a true Power game as well. Point being made.....everything stems from the foundation principle. "Other" plays are just variations on the primary theme.
Now to your original point..... We go in Individuals over the basic concepts and steps of execution (all linemen doing the same thing) (INDY) - this way, we isolate the fundamentals and coach them up in this period. Then we move on to GROUP.....each linemen uses what we just went over and applies it to their required task against a front (GROUP)----this way, we are not coaching up fundamentals in this period, but the details of executing the assignment. Lastly, we put it ALTOGETHER and see how what we established, then tweaked, creates the TOTAL PLAY versus a defense. (TEAM) --this way, we have already coached up fundies, assignment, now in TEAM we can evaluate them performing what we have already PREPARED THEM FOR....did they get it? did they digest it properly? ..............small pieces, chewed slowly - rather than trying to swallow an elephant at once. Now if I try to teach you a Pentatonic scale (with it's own rules) then switch up and want you to know a Mixolydian scale for one song, then a Lydian scale for another, then my 'super play' is from an Ionian scale....you probably won't get ANYTHING straight, because each scale has it's own "RULES" and nuances that you may never get right because it is an information-overload. I think this 'concept' is true whether you are teaching Wing-T, Double Wing, Spread, Zone.........Jazz, Classical, Pop, Rock.....whatever - break it down into pieces. [glow=red,2,300]THIS INSTALLMENT OF COACHING THEORY BROUGHT TO YOU BY [/glow]
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Post by wingt74 on Oct 20, 2006 14:50:08 GMT -6
Better/worse jimmies and joes will determine the lop-sided games.
Evenly matched talent comes down to coaching and execution.
What I did with my coaches last off season, is said - Describe the perfect player at each of your positions minus speed/height/weight/strength measurements.
Now, break up 20 hours of practice to make that perfect player and another 4 hours to hoan their skills.
Thats where we started, and it has helped tremendously this year.
I'm the head coach, and the O-Line coach. My perfect lineman: Running Game
Has a good stance Fires hard and low Blocks the correct defender Steps correctly Attacks with his hands/face Mauls/Drives Is mean
Off the top of my head. Then I designed drills to cover each area.
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Post by jhanawa on Oct 20, 2006 15:12:48 GMT -6
Leave it to Brophy to set football preparation to music.... I have visions of "flights of the Valkeryies" playing at his practice.....
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Post by okpowerspread on Oct 20, 2006 15:28:22 GMT -6
My philosophy is "Talk it, Walk it, Run it, Talk it. I believe if you have "football smart" kids then your scheme will obviously work better. If they understand why they are running a route, or why it is at a certian depth, or why they must carry out fake, or why then need depth when the pull on counter, then they will see more of the big picture. As far as hammering home a a certian play, our go to plays get more reps in individual, group, and tem periods.
In order to implement a scheme and gett all your kids on the same page it is imperitive that all your staff is on the same page as well. Everyday after practice our offensive staff meets for about 30 - 45 mins and watch practice film and make sure we know what adjustments need to be made and what we need to focus more on the next day. Then we implement the adjustments and so on in our individual time, then bring it all together in group and team sessions. Personally I think if you wait to teach off of your game film its too late. Teach off practice film so they see their mistakes before Friday night. Don't get me wrong though, we always learn from our game film as well.
As far as the initial implementation f our scheme, we start very early with bare basic install. Even for our upperclassmen. We rely on a liot of motion timing and fakes so that is very important to us. Our blocking changes very little front to front. So we make sure our O-line knows their rules and first step. We teach heavily on the first step, because if you are unsure who to get, as long as that first step is correct, you'll usually find the correct guy.
I know I kind of rambled a little here, but from what it sounds like we are all pretty much doing the same things with very subtle differences here and there. When we talk our scheme, we use alot of power point animation since kids are so visual these days. Then we line them up and then we walk it, then we run it and run it and run it. There is no substitution for quality reps. We really stress perfection on the little things.
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Post by brophy on Oct 20, 2006 15:31:28 GMT -6
Leave it to Brophy to set football preparation to music.... I have visions of "flights of the Valkeryies" playing at his practice..... just add a whistle except....we're the ones on the bridge! (didi mao!)
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Post by kylem56 on Oct 22, 2009 19:58:57 GMT -6
This is a great thread from 2006 I found while digging through archives before I was a member. Figured I would ressurect this thread since its an old one but good one. Some great responses here
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Post by jgordon1 on Oct 23, 2009 6:38:29 GMT -6
Excellent thread guys..can't believe I didn't see this a couple of days ago... We also chalk it, walk it, rep it and watch it like a couple said above..we also do indy, group and teamwork like brophy said....the one thing I would like to add is we do a lot of what I call LUMPING..so another words if we were running weak iso...you would be blocking the same people as our drop back protection..fb has lb..we fan on the frontside and 0,1,2 on the backside....our triple asignments are very similar to our zone assignments..same people just different techniques..so another words..hey guys we know iso..drop back is just like it except....we also have a philosophy of WHO, HOW and How WELL...so for instance...we spend alot of time on WHO..it doesn't matter technique,effeort, heart, whatever, if you do not know who to block or who to read.....then we work on How..this is our technique work...who and how are the responsiblity of the coaches.....next comes HOW WELL..this is generally up to the player..how good can you be..are you willing to work..will you get up when you fall down.get in the weightroom....etc..although coaches can help here it's mostly up to the kid and what kind of motor he has
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Post by CoachMikeJudy on Oct 23, 2009 7:29:59 GMT -6
kyle-
great find man!
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Post by blb on Oct 23, 2009 7:55:14 GMT -6
Concomitant learning (individual to group to team, "big picture").
John Wooden's teaching method: Explain, demonstrate, practice, correct, practice.
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Post by mariner42 on Oct 23, 2009 8:40:09 GMT -6
I'm curious what the acceptable % of kids knowing what they're doing is before we can feel safe in moving on without leaving some behind.
Say you have 11 offensive lineman to whom you're teaching inside zone like it's the very first time they've ever seen it. 6 of them pick it up within 15 minutes of your 20 min indy period, 8 of them have it at the end of indy, and 3 are lost in high weeds. Is 8/11 an acceptable % to move on to something new or should you stay on it until it's 11/11, even if that isn't until practice 5 or 6?
The numbers and actual topic aren't as important as the basic question about mastery vs coverage (yay teacher terminology!).
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Post by rcole on Oct 23, 2009 8:58:32 GMT -6
Interesting that this thread is three years old but it reads like it was started this week...same major contributors on the board then as now. Would be interesting to see a new thread about lurking vs contributing. I know I mostly lurked the first 2 or 3 years before I began to contribute. Would be interesting to discuss when and why one finally dives in to the discussions as a participant.
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Post by Coach JR on Oct 23, 2009 9:45:27 GMT -6
Love Brophy's posts here. Great stuff.
Something I think is complimentary to that in a way is what I learned in Army Basic and Infantry Training. When we went to a particular "range" (what they called just about any outdoor learning environment/classroom) we were put in bleachers and the instructor would say: "Today you will receive a block of instruction on (fill in the blank). You will get an Explanation, Demonstration, and Practical Application in (fill in the blank), To include (all the details that might go along with the primary task). So when we went to the NBC Range (Nuclear/Biological/Chemical Range) where you learned how to put on your Gas Mask, we got an Explanation on what the Gas Mask was, what it was for, and how it was properly put on and properly worn. Then we got a demonstration of how to wear the carrier so that it could be quickly accessed by your or your buddy (if you'd gone down and it was too dark to see, he'd know where it was on you), how store the mask in the carrier so that when it was removed you grasped it correctly for putting it on quickly and properly, how to remove and put on the mask, how to properly clear the mask, and finally how to seal the mask to your face, and finally how to give the proper verbal and visual signal for an NBC attack, along with a small block of instruction on cleaning and maintaining the mask and filters. Then we got to practice ourselves "by the numbers" (a walk-through where you made every move on command) "place your left hand on the carrier's flap, pull away from your body, with your right hand grab the mask with the face portion folded in your hand, remove the mask, place your thumbs under and behind the lower straps where they join the face mask, etc., etc., and finally they brought in the "Gas" (real tear gas...this is where you learned the "why" real quickly)...when we'd be standing in formation getting some "instruction" (a rouse to divert our attetion) and theyd suddenly pop tear gas grenades and throw them in our formation. This was the practical application (game speed practice where you had everything from guys getting their masks on and sealed very quickly, others having some difficulty but remaining calm and performing, and a few flopping on the ground with snot and tears all over their faces, choaking and screaming for their mommies) where after the fact they corrected deficiencies in how you performed. The final step was actually going in to the Gas Chamber where you went in a room filled with CS Gas (Tear Gas) with your mask on, you had to remove the mask, say your name rank and SSN, put the mask back on, clear it, and seal it, then WALK out in an orderly fashion. (As close to a real game as you can get). Still some panicked...one of my platoon buds ran from the "Gas House" and planted his face in a pine tree that I feel certain was strategically placed for just such soldiers who "FIFI'd" (Failed to Follow Instructions). From that point forward in Basic, we'd be surprise gas attacked from time to time to keep sharp on "donning our gas masks".
Anyway, that type of instruction encompassed all the best parts of "keep it simple" (it was simple yet detailed enough that even the Puerto Rican guys in my platoon that spoke almost no English could get it) and "Talk it, Chalk it, Walk it, Rep it, and Rep it again".
Without thinking it specifically really, that's how I tried to instruct my OL this year. They did good in practice but "hit the pine tree" in games. LOL
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Post by fbcoach74 on Oct 23, 2009 10:32:37 GMT -6
we start by going over things on the board, they also get a handout with the plays. we show it against a 4-3 because that is what we see the most. Then we show video clips of it, from the previous season. then we go to the field. We teach the blocks in individual, first as by every individual, then the scheme as a whole with the o-line. Then put the whole thing stogether in team time.
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Post by coachd5085 on Oct 24, 2009 22:42:37 GMT -6
For example - we run a 43 and an Under front but we do not "install" them as different fronts. Lets take the DTs for example. The DTs do not learn 43 and then under front, instead when we start teaching the DTs, we first teach them 3 tech and that's all they will do for a few days of practice. After we feel they are good with 3 tech techniques, we will then teach them 1 tech techniques, and we'll practice that for a few days, then eventually we will teach them 2 tech - and how to 2 gap. We start this during weights, with their footwork and hand work (agilities). So when we get into playing the 43 all we have to tell them is "you're the 3 tech, you're the 1 tech" and they play that position with the technique they learned for that technique. And when we kick to the UNDER front, the 3 tech slides to 1 tech...and he then plays the 1 tech with the 1 tech techniques. We do it that way across the board. We teach them each piece, then we put it together as a whole. We do it all that way from stance, technique and alignment to pursuit and tackling. So I guess my answer is we really don't "teach" scheme as an independent thing. From a defensive standpoint, this is the way to go. As jgordon has in his signature line, I believe in playing DEFENSE, not defenses. This is exactly what dcohio is describing. He is teaching his players how to play DEFENSE (his way of course).
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Post by coachorr on Oct 25, 2009 8:32:01 GMT -6
Chalk it, walk it, rep it, observe. Repeat.
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Post by coachd5085 on Oct 25, 2009 9:03:22 GMT -6
For all of the "chalk it, walk it..." guys...when do you actually teach them how to DO what you chalk, walk, and rep? How do you sequence that into the install schedule? I realize this probably requires a bit more patience on the offensive end because I can have my kids use one technique, one coverage for more than just a practice, but running only the same offensive play may become less than optimal.
How many "techniques" do you teach at a time, and how quickly do you progress through the techniques?
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Post by jgordon1 on Oct 25, 2009 10:45:06 GMT -6
For all of the "chalk it, walk it..." guys...when do you actually teach them how to DO what you chalk, walk, and rep? How do you sequence that into the install schedule? I realize this probably requires a bit more patience on the offensive end because I can have my kids use one technique, one coverage for more than just a practice, but running only the same offensive play may become less than optimal. How many "techniques" do you teach at a time, and how quickly do you progress through the techniques? I am a talk, walk it guy...I am a dc and a oline guy so it happens on both sides of the ball...IMO..it makes no difference if you are using great technique if you do not know where you fit into the scheme..you are no good to me...we do a 10 minute def team walk through and a 10 min oline walk thru..EVERY DAY....defensively..we teach 2 fronts..under and over which are basically the same especially for the DL..and 3 coverages...4...3..and man...In my thinking on defense is..#1 where do I fit and then #2 how do i get there..shed ..pursuit..tackle...it's a simple game
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Post by coachorr on Oct 25, 2009 10:50:39 GMT -6
I think it helps to show the big picture first and develop the technique as you go. In Idaho, we cannot pad up until after 5 days of practice, so we have 10 practices to install the basic offense and the basic defense.
For the walk and the rep, I like to bird dog the walk and rep on bags or cones.
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Post by coachd5085 on Oct 25, 2009 12:07:43 GMT -6
I am a talk, walk it guy...I am a dc and a oline guy so it happens on both sides of the ball...IMO..it makes no difference if you are using great technique if you do not know where you fit into the scheme..you are no good to me...[/quote] Well, I think the secret is to make that technique HOW they fit into the scheme. At least on the Defensive end. Dc Ohio put it very well. Teach the DT's how to play a 3 tech and Shade (one tech) . Teach the DE's how to play a 5 Tech, 7 tech. Teach the ILB's how to play to play flow to/flow away with one gap or dual gap responsibilities. Teach OLB's how to play force, on and off the line of scrimmage... Teach DB's how to reroute, maintain leverage, eye control, split threats and break on ball. Now, you can do ANYTHING and the kids already understand how they fit into it. I can play an Under, because my DL kids already know how to play shade,5,9 3 and 5's and my backers know how to play one and two gap responsibilities. I can play over because my kids know how to play 5's 7's 3's and 1's and backers know how to play two gap responsibilites. If the opponent is a heavy TE run team, I can align in a 3 5 and 9 to the TE side Can play any coverages because my kids know how to reroute, identify and split threats, maintain leverage and keep eye control. The kids now know how to play DEFENSE...various reactions that will allow us to hit,shed, tackle...
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