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Post by coachwoodall on May 5, 2017 8:38:24 GMT -6
this year our competition drills were sumo wrestling used our pass rush rings, use hand shields, push the opponent out of the ring toe wrestling take off your shoes, get back to back, on the whistle you got to get his big toe first human bridge in a 6 point stance, you had to get the team across the field without touching the ground as you went over the 'bridge' tow truck basically tug of war in reverse, put on a speed belt, hitch a rope to another person, tug/crawl toward your finish line
losers rotated to different drill, winner got to keep 'home field' and stay. Our groups where mash up of all types. There were 3 rotations (you had to compete 4 times) The 2 finalists were undefeated, they got to master their drill, it was a huge advantage. They then flipped a coin and the winner got to choose which event was the tie breaker.
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Post by coachwoodall on May 5, 2017 8:31:58 GMT -6
we do a variation of the one on one tugs. we get old car tires and make the whole team compete against each other at the same time who ever gets the most tires across the lines wins, best 3/5. love the tictactoe race, going to steal that one for next year's morning mat drills
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Post by coachwoodall on May 5, 2017 8:05:01 GMT -6
As with any subjective criteria, the prism that you evaluate that particular attribute will be different for each individual evaluator.
I'm sure all of us can evaluate our specific player position and grade an athlete's performance or ability A/B/C/D/F, acceptable/unacceptable, good/average/poor, etc.... However the criteria will be different that YOU use to assign that grade as opposed to mine. For example the criteria for a GOOD Flex Bone QB is going to be very different from a GOOD Air Raid QB.
The same is going to be true for attitude/character/coachablity/etc..... You, or your HC, should have guidelines as to what that is going to look like and what the action steps will be to correct it, just like you would with your position player. I may not like what my HC allows with the turds or I might think you're an imbecile for accepting certain behaviors, but in both cases either it's not my decision to make or it's not my kid to coach.
Don't get me wrong, I don't think there's anything wrong with discussing what good attitude/character is like or wanting to learn how model it to the kids. But don't think I'm a lax coach because my tardy policy maybe looser than yours. I have kids that walked 1.5 miles to get to our morning mat drills last week at 6:00 AM . I've had a kid that road his bicycle 8 miles one way just to get to summer practice.
Now to throw in my $.02 worth. Yeah,I know good/bad when I see it. But it is just that: what I expect/desire. I try to praise the good, and correct the bad. I try to model positive reactions to negative situations, but I also am frank with them when I fail to do so. Some kids grow up having good character modeled to them; some don't. For those that have no clue what good character is, we work with them. We tell everyone what is the minimal expectations, but also work on the 'above and beyond'. We do have consequences for them and try to show them how to move from bad to good. What we want to see out of them is just that MOVING from bad to good.
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Post by coachwoodall on May 3, 2017 9:35:44 GMT -6
I'm still waiting for a definition of "average attitude". I don't know what that means. Currently for me the definition of what good/average/bad attitude is, what the HC tells me I have to put up with.
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Post by coachwoodall on May 2, 2017 13:00:18 GMT -6
Just the other day, a rising SR WR who was turning the corner, jumped up to catch a ball and came down stiff legged. Dislocated his hip. The ball of the femur was in his buttocks. He had surgery yesterday to fix a crack in the femur. Joint is okay, no muscle damage. He'll be out 6 months. Kid is 6'6" about 215. I never heard anything like it.
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Post by coachwoodall on May 2, 2017 12:47:55 GMT -6
Dealing with 'unpleasant' players
Yeah, we've all had those get under our skin. We've had kids that we just love.... as kids.
Don't we, as coaches, tell kids all the time when they complain about a class/teacher, "You don't have to like the class/teacher, but you still need get to go in there and get the work done"
Isn't that applicable to coaching kids as well?
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Post by coachwoodall on Apr 30, 2017 12:58:24 GMT -6
There is a wealth of information on this site as to how best develop the talent we have on the field so that they and the team can realize it's full potential. I'm curious, how do you HC's and Coordinators develop your ACs in a like manner? What do you ACTIVELY do with them individually and as a group to help them improve in the locker room, in the film room, and on the field?
Thanks in advance to the wisdom of the board and I'm looking forward to the stories/examples that you can share.
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Post by coachwoodall on Apr 30, 2017 10:41:47 GMT -6
Starting tomorrow for spring practice (and moving forward) we are shifting to more of a 'college' type practice. We are starting each day with film/chalk talk for about 20 minutes, then 10 minutes of ST , then hit the field. Even though practice over all will be the same amount of time, the time on the grass will be much shorter. Roughly the day will go like this:
school out at 315
340 position meetings - film review, install, chalk talk, etc.... 400 ST meeting for those involved, ACs and remaining players can continue film/chalk 415 Flex/ on the field practice 540-550 off the field
Right now the problem we're trying to overcome is space to accommodate 7 different meetings at once without being scattered all over the building
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Post by coachwoodall on Apr 30, 2017 10:11:58 GMT -6
The last week of school (middle, grades 6-8) we don't do exams, we have a program called Year End Studies. I had been doing a YES hiking class with a couple of other teachers and it was great to get out of the building and share my love of the out doors. However, because of a situation beyond my control, I had to do something else, so I teamed up with our WR coach in our building to run a football class. That's 31 mostly 7th and 8th boys for 3 full days and 2 half days. So other than lunch, we've got to find plenty of stuff to keep them occupied. I want to do a combination of inside and outside things. So far I've got these ideas: INSIDE - look at old rules and see how the game has changed - compare the difference in rules of today's game between the NFL, college, and HS - watch some older games/clips of games - show some of 'our' stuff/chalk talk - Madden playbook challenge - HC is coming to speak - one of asst. coaches is a HUGE electric football player, he going speak about it - trying to get a referee to come and speak OUTSIDE - obviously play the game - do a set of skills training and test - some competitions Anyone got an other ideas? I want to make sure that I over plan so that we don't have any down moments. Anyone want to enlist as a guest speaker?
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Post by coachwoodall on Apr 24, 2017 8:52:00 GMT -6
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Post by coachwoodall on Apr 23, 2017 16:32:08 GMT -6
I taught in a hard scramble school once that "back to school shopping" was a big deal. A REALLY big deal. A country school where the closest shopping center was 45 minutes away. To these kids we had this was like their annual Disney World trip. We had to plan practices around the tax free weekend for back to school shopping.
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Post by coachwoodall on Apr 21, 2017 9:48:04 GMT -6
I told this one before. 1st year coaching, 1st day in pads. We warm up and then have a 'rousing' round of Oklahoma for about 30 minutes. We take a break to get water. This good ole boy saunters over to the coaches and says, "Coach J, y'all so nuff fo for real out here!"
Coach J says, "Yes, we get after it a bit."
Player says, "Welp, I'm gonna take it to the house." And proceeds to head back to the locker room.
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Post by coachwoodall on Apr 21, 2017 8:58:58 GMT -6
there seems to be a difference of opinion in this thread
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Post by coachwoodall on Apr 21, 2017 8:50:59 GMT -6
What was the incentive for allegedly throwing the game? I used to coach at a place where the locals bet their entire weekly paycheck on our games. Point spreads and everything.
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Post by coachwoodall on Apr 15, 2017 9:18:25 GMT -6
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Post by coachwoodall on Apr 14, 2017 9:17:32 GMT -6
The other day our head baseball coach, who I respect and enjoy working for, said something that got me thinking. In his last message to the team before we started the game he told the guys: "Okay guys, I want you to remember to be process oriented. You can't control the result. You just can't. Focus on controlling what you can control. Take good swings against good pitches and live with the results. Process, process, process. Got it? Now let's win a ball game." I thought that the speech was good. I thought the message was good. I believe in being process oriented. But, does finishing the speech with "let's win a ball game" go against focusing on the process? Also are we as coaches so ingrained with winning and losing that we can't remove winning from the equation? When I was a head coach one of the other head coaches in our conference deep in a late-night-lot of drinks-clinic session said to me "anyone who tells you they would rather play well and lose than play like {censored} and win is a damn liar." We all want to win, but can we find contentment in losing if we maximized our talents as a program? Maybe it wasn't dissonance. Maybe he just was making the leap from 'focus on the process' to 'the process will make/help us(you) successful/win.
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Post by coachwoodall on Apr 11, 2017 12:25:09 GMT -6
I interviewed for a position last spring and ask the HC to take me off Hudl when the opportunity first presented itself, but said he wasn't worried about it. We have 4 different people that are administrators that control Hudl, me being one of them. I contacted Hudl if there was a way to disable a coach like you can disable a kid, but they said that the only way was to delete them completely from the account.
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Post by coachwoodall on Apr 11, 2017 10:42:04 GMT -6
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Post by coachwoodall on Apr 11, 2017 8:59:02 GMT -6
We've been fairly successful on the field. We've sent a couple to the next level. This year's senior class thinks we have a hate on for them about 'getting them a scholarship'. HC had a meeting last night about how to get into school, brought a guy that is the step father of a former D1 guys we had who sat down organized their experiences of the process and wants to share with others. We had 20 show up. He even has set up a 'last chance' combine at the high school this Saturday. He has a "recruiter's guide" of every kid in the program when they walk through the door.
One of the ACs brought of the point; take a list of all the guys that got tossed from the weight room, made run hills for poor attitude/practice/talking back/etc...... and that list exactly mirrors the ones beeching about not getting offers.
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Post by coachwoodall on Apr 11, 2017 8:06:58 GMT -6
I found chart that I think was titled something like 15 Characteristics of highly Productive People # 8 Avoid meetings at all costs
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Post by coachwoodall on Apr 9, 2017 7:22:31 GMT -6
I would use word over excel because it sounds like you want to go in depth with the info. Excel in this case would be less advantageous unless you want to adjust the cell sizes a lot larger, but even then it won't autowrap the text like a .doc I love using excel. You can set the cells to auto wrap. I use the spread sheet to get kids to make notes, graphic organizers, and all kinds of things. I tell them to think of the spread sheet just like they do a Word doc, except you could make the paper as wide (or more) as the room and twice as long (or more). Plus each individual cell is a sticky note that can hold every single Harry Potter book (or more). The only real draw back is that you don't have a printer that big...... But as long as you are just storing information, who cares.
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Post by coachwoodall on Apr 8, 2017 9:47:15 GMT -6
We have used them as a last resort. Each is unique in that it spells out what will and will not be tolerated.
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Post by coachwoodall on Mar 28, 2017 9:38:44 GMT -6
SC is mostly split. There are 5 public classifications and very few privates compete with the publics, and those that are, they are in the smallest classifications except 1 is AAA. There are several charter schools across the state and they compete with the publics as well. All schools (public/private/charter) compete in the classification, based on the 135 ADM that is figured every odd year, decided by enrollment. Its roughly 1/5 of the total. This applies for all sports. Football sets the classifications, but all sports follow the break down. If a school doesn't have football, that region is just short a team (or 2). There are a couple of regions that only have 4 football teams in them and the top 4 teams from each region make the playoffs This is in the lower classifications. There is no multiplier, classification bump, etc.... for the privates/charter. Everyone falls where they are in the ranking from largest to smallest. and just in case you're wondering, there is no way in Hades SC should have 5 classification; we just don't have enough schools.
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Post by coachwoodall on Mar 24, 2017 10:44:14 GMT -6
#thoughtitwasapoundsign
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Post by coachwoodall on Mar 23, 2017 7:44:06 GMT -6
In SC, we have spring practice in May. 10 days in pads, but can have other days without. Lacrosse is over at the end of April, so we only have issues with attendance if your baseball team makes a strong playoff run or you have individuals that qualify for the upper or lower state track meets and then the subsequent state meet a week later. This also can be an issues for two-sport coaches. 8th graders (rising 9th) cannot participate against the varsity kids so unless you have a 9th grade staff, they do not get much done (some come watch the older kids practice, after the first 3 days of no pads practices). Middle school kids (7th/8th) can't do anything contact practicing in the spring. They also can't participate in ANY drills with high school age kids.
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Post by coachwoodall on Mar 22, 2017 9:13:12 GMT -6
dang i need a secretary
that would be 'withOUT the express purpose to slow down'
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Post by coachwoodall on Mar 22, 2017 8:46:47 GMT -6
I'll agree to the theme of the thread but I will offer another consideration; perception is reality.
This can be manifested on 2 different fronts: from within the program and from without.
A practice that is 1:40 or one that is 2:40 can feel both too short/rushed and too long. As mentioned, it all depends on the efficiency of how the practice is structured and run. When looking for when the end point of practice should be, find that period/time where both the kids and coaches lose focus. Also look for periods/times where tempo of practice slows with the express purpose being to slow down. Then cut those periods/times out.
The other side of the spectrum to consider is where are the expectation levels from the OUTSIDE in terms how much practice time is necessary. If you're chasing the Jones and the Jones are perceived to be doing more work than you, then you better have a compelling reason and that reason better be producing results. I have personally witnessed a couple of programs that were very successful, championship successful, have coaches end up in the hot seat because it was perceived that they didn't work as has and the program next door.
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Post by coachwoodall on Mar 15, 2017 8:56:46 GMT -6
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Post by coachwoodall on Mar 15, 2017 8:53:05 GMT -6
Our S&S coach has a manual and it's Gold/Silver/Bronze recommendations. I think he has it linked online, but I'll have to dig that out
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Post by coachwoodall on Feb 22, 2017 7:20:44 GMT -6
Yes, the district bought the book for us to use
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