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Post by The Lunch Pail on Sept 27, 2015 9:55:28 GMT -6
It might sound like a bit of a silly question, but I coach 7-8 grade and the players are developing some lazy habits, and that's really bad for that to happen at this age. I've always thought that getting junior high kids motivated is completely different from motivating high school kids. But I could be wrong, so I am open to all solutions.
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Post by 19delta on Sept 27, 2015 14:17:55 GMT -6
It might sound like a bit of a silly question, but I coach 7-8 grade and the players are developing some lazy habits, and that's really bad for that to happen at this age. I've always thought that getting junior high kids motivated is completely different from motivating high school kids. But I could be wrong, so I am open to all solutions. What kind of lazy habits? |
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Post by newt21 on Sept 27, 2015 14:25:32 GMT -6
Film them and show it to them, especially in practice. After you show them the film, ask them the simple question "is that your best effort". You'll be amazed at how many kid's jaws drop when they see the speed they play at, because they assume it's full speed or all out when it's at best 75%.
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Post by morris on Sept 27, 2015 14:33:37 GMT -6
I coach the same age group. There is typically a difference between 7th and 8th graders. Some things we do is if it's not done correctly it's push ups, up downs or something like that. I also film them with my phone and show it to them. That tends to help also. We also make them compete as much as we can. That way every week a kid has a chance to be a starter.
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Post by The Lunch Pail on Sept 27, 2015 14:44:49 GMT -6
It might sound like a bit of a silly question, but I coach 7-8 grade and the players are developing some lazy habits, and that's really bad for that to happen at this age. I've always thought that getting junior high kids motivated is completely different from motivating high school kids. But I could be wrong, so I am open to all solutions. What kind of lazy habits? Here's an example. Our backside receivers on a run play don't even attempt to block. They get out of their stance and they just walk. It's really frustrating because we can't bust a long run because a guy from the backside always drags us down! |
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Post by spos21ram on Sept 27, 2015 16:18:09 GMT -6
What kind of lazy habits? Here's an example. Our backside receivers on a run play don't even attempt to block. They get out of their stance and they just walk. It's really frustrating because we can't bust a long run because a guy from the backside always drags us down! What's the consequence for them doing this? Sent from my SAMSUNG-SM-G900A using proboards |
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Post by 19delta on Sept 27, 2015 16:28:35 GMT -6
What kind of lazy habits? Here's an example. Our backside receivers on a run play don't even attempt to block. They get out of their stance and they just walk. It's really frustrating because we can't bust a long run because a guy from the backside always drags us down! Couple things come to mind... First, do the kids understand why they need to block? Second, if they understand why they need to block but they still aren't doing it, the thing to do is to find someone who will do it the way it needs to be done. Of course, that is dependent on you having enough depth. In my experience, the thing that most motivates kids is awarding or taking away playing time. Looking at it another way, how about creating some kind of incentive..."Hustle of the Week" or "Big Play Maker" award for a kid who really busts his butt to get downfield and throw a block that springs a big play? |
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Post by newt21 on Sept 28, 2015 7:06:50 GMT -6
What kind of lazy habits? Here's an example. Our backside receivers on a run play don't even attempt to block. They get out of their stance and they just walk. It's really frustrating because we can't bust a long run because a guy from the backside always drags us down! If they don't block, they don't play. Period. I tell the kids all my best blockers play, and if that isn't you, then you'd better start blocking or find a new sport, after they sit the bench they get the idea. |
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Post by coachjtm on Oct 1, 2015 8:33:03 GMT -6
Also have you tried filming practice/games and tracking loafs? I had a coach that tracked them at a different level from my program. He made individuals accountable, groups accountable and the team accountable on a board you could see.
He had a top 5 most loafs, top 5 fewest and then loafs by position group and team. He then set benchmarks and correctional conditioning requirements. Position coaches, coordinators and himself were also required to do some of these when they hit certain benchmarks. We talked about it and he said the first year he put it in place it dropped 30%+. Second year loafs were barely a quarter the year before he put it in place.
Don't know that that would work for you but, just a thought.
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Post by newt21 on Oct 1, 2015 8:46:38 GMT -6
Also have you tried filming practice/games and tracking loafs? I had a coach that tracked them at a different level from my program. He made individuals accountable, groups accountable and the team accountable on a board you could see. He had a top 5 most loafs, top 5 fewest and then loafs by position group and team. He then set benchmarks and correctional conditioning requirements. Position coaches, coordinators and himself were also required to do some of these when they hit certain benchmarks. We talked about it and he said the first year he put it in place it dropped 30%+. Second year loafs were barely a quarter the year before he put it in place. Don't know that that would work for you but, just a thought. I like this idea, but you have to hold the back ups accountable too. How do you justify conditioning requirements for a kid that played 30 snaps and loafed 3 versus a kid that played 12 and loafed one? I think it would have to be a positional basis and by percentage. For example, if one lineman loafs, that's only 20% of the linemen loafing, where as if you have two WR's and one loafs that's 50% for that position loafing. Wouldn't be a perfect system obviously, but it seems more even than an individualized system. |
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Post by coachjtm on Oct 1, 2015 9:24:52 GMT -6
Also have you tried filming practice/games and tracking loafs? I had a coach that tracked them at a different level from my program. He made individuals accountable, groups accountable and the team accountable on a board you could see. He had a top 5 most loafs, top 5 fewest and then loafs by position group and team. He then set benchmarks and correctional conditioning requirements. Position coaches, coordinators and himself were also required to do some of these when they hit certain benchmarks. We talked about it and he said the first year he put it in place it dropped 30%+. Second year loafs were barely a quarter the year before he put it in place. Don't know that that would work for you but, just a thought. I like this idea, but you have to hold the back ups accountable too. How do you justify conditioning requirements for a kid that played 30 snaps and loafed 3 versus a kid that played 12 and loafed one? I think it would have to be a positional basis and by percentage. For example, if one lineman loafs, that's only 20% of the linemen loafing, where as if you have two WR's and one loafs that's 50% for that position loafing. Wouldn't be a perfect system obviously, but it seems more even than an individualized system. I can ask him how he did it, but I think it was individuals who had a certain % of loafs over a week and did that on Mondays. Plus practice mattered more than games. He ran very high rep practices so 1s, 2s, & 3s all got a good number of snaps through the week. He was practically maniacal about scout team loafs. It's not perfect but when you hold not just individuals but groups, off/def and the whole team accountable, it can change things. Is that RB getting into a LB face because he made a great play in practice or because that LB should have covered his gap responsibility and read the key? One might fire a guy up for a play or a series the other makes him better. |
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Post by coachjtm on Oct 1, 2015 9:25:40 GMT -6
"that on Mondays" being the punishment conditioning.
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rambler
Sophomore Member
Posts: 114
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Post by rambler on Nov 19, 2015 19:31:08 GMT -6
We try to focus in on playing "for the team." 7th graders don't really get it, they are still into JFL everybody plays sort of mode. Taking playing time away is really the only tool I have found that works. We try to start and play as many of them as we can and then take their playing time and give it to the other guy when they don't hustle or perform. We play a lot of kids who may not be better than our "studs" or even should be playing. We're developing kids to be players in high school and our kids identify themselves as football players - not a bench guys. When you take that away from them, they buy-in really quick to get back on the field or they quit. I had both happen. Either way I feel like I've given them the opportunity, it's up to them what they did with it. 40% of the boys in our school play middle school football. We had 18 kids on our 8th grade team and 16 started at least one way, 1 subbed and 1 was more of a manager who would play some special teams and blowouts. Competition drives kids to work harder. If you are starting for 2 games at inside linebacker and then you are pulled out for not hustling and you don't play that game, the message is pretty clear to parents and him. You have to be willing to lose to make your point.
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Post by jrk5150 on Nov 19, 2015 20:19:07 GMT -6
First thing is that you have to make sure they all know what they are supposed to do.
Then when you see the backside receiver walk on a practice play rep in practice, you blow the whistle, line up the entire team, announce that some of them were walking, there's no walking on our field, and start running them. 6-8 wind sprints should make your point.
If the kid does it again, you blow the whistle, line them up and then you announce "apparently BILLY didn't get the message. BILLY was walking, so now we're all going to run until BILLY figures out that you don't walk on our field".
Team sport - one dogs it, they all pay for it.
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Post by Chris Clement on Nov 19, 2015 21:25:09 GMT -6
I used to give put cookies Ina way similar to helmet stickers. Everyone got cookies but I'd make a show of give
In general cookies to kids for effort plays.
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Post by 33coach on Dec 3, 2015 10:49:21 GMT -6
It might sound like a bit of a silly question, but I coach 7-8 grade and the players are developing some lazy habits, and that's really bad for that to happen at this age. I've always thought that getting junior high kids motivated is completely different from motivating high school kids. But I could be wrong, so I am open to all solutions. motivating 7th and 8th graders is the most difficult thing about coaching this age. you have to do it at the individual level - you have to know who they are, and that will lead you to what they want. but generally we have found a few things that works: -- anything with sugar (Especially if you know they come from a home where that stuff is "bad") -- less work (fewer agilities...etc) -- peer recognition (for some kids...) -- the feeling of importance, giving them a "job" outside of playing - we came up with the idea of "practice capitans" basically its one kid from every individual group who is responsible for making sure the 2nds and 3rds are doing things right (something our position coaches do anyway...but the kids like to the feeling of "power"). -- giftcards - now this is a tricky situation, you need to check your rules, because technically its a form of payment. |
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Post by Chris Clement on Dec 3, 2015 12:24:09 GMT -6
Oh I remember, we used to do minimalist special teams, so FG was just snapper, holder, kicker. There was no need for the snap or hold to be fast or good, so I took my worst two players and had them snap and hold. It would take a good ten seconds to get the hold down sometimes but it didn't matter and they were unbelievably happy. I mean you can't imagine how happy he was to hold.
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Post by 33coach on Dec 3, 2015 12:52:32 GMT -6
Oh I remember, we used to do minimalist special teams, so FG was just snapper, holder, kicker. There was no need for the snap or hold to be fast or good, so I took my worst two players and had them snap and hold. It would take a good ten seconds to get the hold down sometimes but it didn't matter and they were unbelievably happy. I mean you can't imagine how happy he was to hold. definitely if you have a position that is "less nessessary" scheme wise, but has some prestege to it.... awarding it is not a bad idea. i could see the same thing as someone playing running back (shield defender) on the punt team  |
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neohio
Probationary Member
Posts: 5
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Post by neohio on Feb 3, 2016 15:17:21 GMT -6
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Post by seabass on Feb 4, 2016 14:58:11 GMT -6
We have been successful in convincing our guys that the only way they could possibly become good players (individually) is to compete like crazy every chance they get. In practice we turn everything we can into a competition. We always recognize the winners but we also recognize the guys that we can tell are competing regardless of the outcome. Most kids equate competing with winning. We want to recognize the value of the competing part as much as the winning part. You can compete without winning. We don't give them anything. We just recognize them in front of their teammates. Most kids like to recognized....especially when it comes from someone they respect.
The team adopts this attitude and most kids don't want to be "left out" so they fall in line. We get great effort in practice. The game effort takes care of its self. We try not to use the word effort because effort sounds like work. Competing sounds like fun because most of them equate competing to winning even though we try to define the two as separate. We also give kids a chance to recognize their teammates in our practice breakdown. It's one thing to be recognized by a coach but its cooler to be recognized by a teammate.
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