Post by hlb2 on Jan 9, 2009 10:07:36 GMT -6
Coaches,
I'm always trying to find a better way to do things, or at least a more efficient way to do it. I know in practice, in all 3 phases of the game, reps are what it takes to acheive success. I hear all the time, however, how coaches only practice for 2 hrs. or less and get X amount done in that time. I attempt the same thing and it seems like our X amount is smaller than stated on here, or the time increases to 2.5 to 3 hours and I just don't get it. What I think is missing is relating to the kids. I'm 32, but feel sometimes my staff and I talk over the kids, and they being kids don't ask questions. I feel our terminology is where we are missing the point in relating to them. We assumed sometimes they understand what a "wrong arm" means but how can it be wrong, when coach is instructing me how to do it??? (I've acutally had a kid ask our DL coach that). So we changed it to a term we felt they could understand and that was "splatter" the guard instead of wrong arm the guard and wow, they got it! What I'm asking is, how much do you do this? I talked to a coach the other day that did a no-huddle offense and it was based on the neighborhoods of the city that the kids lived in. I thought that was a neat idea. Instead of calling "Empty right, 10 draw", He would call "Empty right, Russell Park", well the QB lived in Russel Park and that let him know, run the QB draw. The other kids also knew where their QB lived and so it worked! I love that stuff, but don't really know how far to take it to make it work.
The main reason I'm asking is we are going to make the switch from a passing-type spread, to the Ga. Tech spread option this year (I'm familiar with it, so I decided to make the move) and I was wondering if we should just use the terminology that we got from some old Ga. Southern playbooks or invent our own?
The other thing is on defense we were going through similar things. I got a ton of info. from Coach Duece on his Miami 4-3, but the terminology got a little much for our kids and they had some paralysis by analysis as some call it. We loved the defense and the reads etc. we just needed a simpler way to communicate it to them and a way to simplify the checks and reads.
In both cases if you are going to create your own terminology where do you start? Do you bring in the kids and let them assist you so you can see if they understand it? We cannot do any off-season work with a football, but we can do chalk talk seesions. I see where this would be beneficial to get some feedback from the kids, but how much is too much? I mean it comes to a point where you've got to be able to call a play and both of you know what it means. I was just wondering about some of what you guys do to relate the terminology of the game to the players in today's high school game.
I'm always trying to find a better way to do things, or at least a more efficient way to do it. I know in practice, in all 3 phases of the game, reps are what it takes to acheive success. I hear all the time, however, how coaches only practice for 2 hrs. or less and get X amount done in that time. I attempt the same thing and it seems like our X amount is smaller than stated on here, or the time increases to 2.5 to 3 hours and I just don't get it. What I think is missing is relating to the kids. I'm 32, but feel sometimes my staff and I talk over the kids, and they being kids don't ask questions. I feel our terminology is where we are missing the point in relating to them. We assumed sometimes they understand what a "wrong arm" means but how can it be wrong, when coach is instructing me how to do it??? (I've acutally had a kid ask our DL coach that). So we changed it to a term we felt they could understand and that was "splatter" the guard instead of wrong arm the guard and wow, they got it! What I'm asking is, how much do you do this? I talked to a coach the other day that did a no-huddle offense and it was based on the neighborhoods of the city that the kids lived in. I thought that was a neat idea. Instead of calling "Empty right, 10 draw", He would call "Empty right, Russell Park", well the QB lived in Russel Park and that let him know, run the QB draw. The other kids also knew where their QB lived and so it worked! I love that stuff, but don't really know how far to take it to make it work.
The main reason I'm asking is we are going to make the switch from a passing-type spread, to the Ga. Tech spread option this year (I'm familiar with it, so I decided to make the move) and I was wondering if we should just use the terminology that we got from some old Ga. Southern playbooks or invent our own?
The other thing is on defense we were going through similar things. I got a ton of info. from Coach Duece on his Miami 4-3, but the terminology got a little much for our kids and they had some paralysis by analysis as some call it. We loved the defense and the reads etc. we just needed a simpler way to communicate it to them and a way to simplify the checks and reads.
In both cases if you are going to create your own terminology where do you start? Do you bring in the kids and let them assist you so you can see if they understand it? We cannot do any off-season work with a football, but we can do chalk talk seesions. I see where this would be beneficial to get some feedback from the kids, but how much is too much? I mean it comes to a point where you've got to be able to call a play and both of you know what it means. I was just wondering about some of what you guys do to relate the terminology of the game to the players in today's high school game.
