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Post by coachcb on Apr 20, 2023 8:27:36 GMT -6
I personally look at sick/personal day as part of my compensation package. I get 12 a year, if I don't use them I can bank them; up to 90. When I retire I will get paid for any used in that bank (for a fraction of my daily rate).
I agree as long as teachers don't abuse it. My issue is with teachers who perpetually use all of their personal days and then a) ask for donations from other teachers and b) try to demand more days during negotiations. I've run into a few school boards that have done away with the donation system due to teachers who've pulled this chit. That screws over the people who really need the donations.
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Post by coachcb on Apr 19, 2023 14:48:15 GMT -6
A strong, reasonable local union will do wonders for a teaching staff. Otherwise, they can be pretty detrimental. Honestly, negotiating contracts should be simple because you know what a district can afford. Everyone has access to every aspect of the districts finances and there's no reason why a district can't negotiate a simple COLA raise every single year.
But, again, this is assuming the union is strong and reasonable. When I negotiated contracts, I had to tell the union "No, I won't go the table for _____" three different times. I was negotiating with truck drivers and ranchers and there's no way in hell I'm going to risk a 4% bump in pay on the base for three extra personal days.
Don't get me started on personal days. Every year I get into an argument with teachings using sick days to do personal things. Probably one of my biggest pet peeves. Our district gives teachers 10 sick days a year (that can roll over)- 3 of which can be personal (those don't roll over) You work 181 days. It is ridiculous to think you should get paid 5 days to go to Disney or on a Cruise. I think one of the weaknesses/issues of teacher's unions are that they are really school district employee unions- which further adds to the vast differences between different jobs in the educational system. Tough to collectively bargain things when it is clear that a HS Art Teacher is different than a Band Director which is different than a frosh Civics teacher, which is different than a HS math teacher with 4 different preps, which is different than a Jr. High foreign language teacher, which is different than a 2nd grade teacher, which is different than an elementary PE teacher which is different than a literacy interventionist, which is different than an elementary behavioral class teacher which is different than a HS librarian, which is different than an elementary librarian, which is different than an instructional coach, which is different than a SPED resource teacher who team teaches, which is different than a SPED resource teacher who pulls students...all of which are different than non certificated personnel such as custodians, maintenance, IT, Human Resources, bus drivers, etc. I think an issue moving forward with unions as the teaching shortage grows is that the number of younger teachers will be increasing-and older teachers decreasing. The wants of the younger generation are different than the old hats. That is actually how the business world was able to drop pensions and push the 401(k) narrative.
IME, there's just not much common sense within some unions. They routinely fail to step back and compromise when it comes to the best interest of EVERY teacher in the union. I made it pretty simple when I was president and negotiating contracts: we could all agree on more money on the base and that's what I pushed for. Some didn't like that approach and I made it clear that they could appoint someone else to go to the table. No one else wanted to do the leg work for negotiations so I got my way.
"My way" resulted in the school being the 8th highest paid in the state and 2nd in the classification. I knew what the district could afford while not breaking the bank and asked for it. I didn't do much dickering with them: I asked for 4.5% on the base (compounding) and they gave us 4%. The 4.5% would've squeezed them a little bit so I had no problem backing off to 4%. But, I knew that going in and planned accordingly.
If I had asked for more personal days, higher insurance coverage or any of the other things the union was pushing, we wouldn't have gotten them and been lucky to get 3%. Just asking for more personal days would've pretty much guaranteed a miserable raise. We already had two teachers take unpaid days that year because they burned through their ten days every single year.
The union viewed all the crap they wanted as bargaining tools. What they didn't realize (even after it was explained to them) was that these aren't REAL negotiations. We know what's in the coffers and we know what the insurance projections look like it so we can just ask for a reasonable raise. If insurance is going to jump significantly, either make sure the raise covers the difference or ask for a smaller raise and more money towards the premium, depending on which results in more money for the teachers.
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Post by coachcb on Apr 19, 2023 12:21:13 GMT -6
been out of coaching/teaching for 10 years, but after 34 years of it, i would be pretty skeptical of the change. maybe i'm kind of cynical, but in my experience, those in charge rarely have your best interests at heart. just my 2 cents, which apparently is no longer worth 2 cents. Agreed. Also, in my experience, your union doesn't have your best interests at heart either. They're their for themselves and their buddies.
A strong, reasonable local union will do wonders for a teaching staff. Otherwise, they can be pretty detrimental. Honestly, negotiating contracts should be simple because you know what a district can afford. Everyone has access to every aspect of the districts finances and there's no reason why a district can't negotiate a simple COLA raise every single year.
But, again, this is assuming the union is strong and reasonable. When I negotiated contracts, I had to tell the union "No, I won't go the table for _____" three different times. I was negotiating with truck drivers and ranchers and there's no way in hell I'm going to risk a 4% bump in pay on the base for three extra personal days.
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Post by coachcb on Apr 19, 2023 10:01:21 GMT -6
Most meets, we get four throws without finals. District and divisional meets have three throws and then three more if you make finals. So, given that we have four throws, I don't mind letting them do one-two full throws as long as their power throws have been quality. I want them to get a feel for full throws in different rings and a competition setting. But, they'll only take power position throws if they can't get into a groove and pop off a good throw from the front of the ring.
Every single one of them set a new PR from the power position on their first meet. And, they've just continued to progress. One girl has out thrown her power position from a rotation once. It was a decent spin but she only pushed it out four more feet, over her power position throw.
It sounds like you have done a terrific job teaching technique to these kids...you have obviously developed a great physical foundation for your throwers!! Now might be a good time to begin working on their confidence...instead of dwelling on the things that they are doing wrong, start looking for the good things that they are doing and compliment the heck out of those things...build on their strengths. I know that you said in an earlier post that you use your 'Tablet' a lot in practice...review their throws with them and allow them to to self-evaluate as well. They need to believe in themselves...in order for that to happen...they need to know that you are proud of them and that you truly do believe in them. It sounds like nearly all of your throwers want to "Spin/Glide" etc. so give them a short, segmented warm-up routine that is a process that they understand that ties all elements of the necessary skills that they need to achieve success (whatever that might be: (PR's, School Records, Meet Records, etc.)
I learned my lesson with respect to positive feedback with throwers (particularly females) a long time ago. For every one thing I want them to fix, I point out two-three things they did well. We have a strong focus on becoming self-aware when we throw. Most the the kids can tell me what they did well and/or what they screwed up on, based on the throw. The video feedback is HUGE in this respect: Coach's Eye is excellent.
Right now, I'm happy with most of their power position throws. Their hips are driving and lifting and dragging the implement through. Blocking has been suspect, particularly with shot. Several of them aren't doing any blocking with the off-arm right now as they focus on it too much and lead with their shoulders. I've found that pulling the block out and adding it back in once everything else is in place helps out great deal.
They all need to slow down on their rotation in discus: they're rushing the first and making multiple mistakes through the rest of the progression We've been breaking that down, bit by bit and it's improving. They're also trying to "jump" from the first turn to the second turn and I blame YouTube for that one. Lol
The glide has been a slower progression mainly because they struggle with rocking back and driving off of their heel. They try to muscle off of their drive leg end up throwing too high, even with a decent hip set. That should be an easy fix but some have turned that bad habit into muscle memory. They're not gliding as much as jumping to the front of the ring and then they have a hard time setting their hips as they've dead stopped at the front of the ring.
One of the parents reached out to me an apologized for undermining me. They had a few excuses but at least it finished with an "I'm sorry, won't happen again." Apparently, the other is being fairly obstinate with the bosses so we'll see what happens this Saturday. I think it'll take his daughter telling him to back off in order to fix it.
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Post by coachcb on Apr 18, 2023 14:28:42 GMT -6
CB, do most of your meets have three throws and then finals or three throws total for the event? All of our children were throwers and they were blessed with an incredible coach. He did the same thing with all of them. They were power until they could progress. In fact my youngest is currently at a really good D3 program and the coach had them throw power in the discus for the first meet.
Most meets, we get four throws without finals. District and divisional meets have three throws and then three more if you make finals. So, given that we have four throws, I don't mind letting them do one-two full throws as long as their power throws have been quality. I want them to get a feel for full throws in different rings and a competition setting. But, they'll only take power position throws if they can't get into a groove and pop off a good throw from the front of the ring.
Every single one of them set a new PR from the power position on their first meet. And, they've just continued to progress. One girl has out thrown her power position from a rotation once. It was a decent spin but she only pushed it out four more feet, over her power position throw.
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Post by coachcb on Apr 18, 2023 11:39:36 GMT -6
I've run into a new and unpleasant situation this year in track. I've taken over the throws for our high school track team and changed some things. I have all of the kids take one or two standing/power position throws during meets and then allow them to work into the rotation in the disc and glide in the shot.
I do this because I'm undoing a lot of bad habits: they get more distance on their standing/power position throws than their spin/glide because they're throwing properly from the standing/power position. They'll take more full throws at meets once their form is nailed down. Until then, they'll perform better at meets without mucking up their throws.
Two straight meets, two girls have set PRs from the standing position from the power position and under-thrown with a full throw. They're great kids and understand the process. Their parents are a different story. During both meets, a mom and a dad have been pulling the girls aside and telling them not to listen to me and take four full throws. The girls have been listening to me as they're seeing the results but it's upsetting them and p-ssing me off.
I've explain to both parents the method behind the madness during and after meets. And, I've asked them to stop undermining but they just keep doing it. Our HC has approached them and told them the same but, again, they pulled it again this weekend. The bosses can't ban them from meets as a)they're away and b) they're not being disruptive. But, I am ready to lose my mind over this crap.
How supportive are the admin? If they aren't doing what you are telling them to do on purpose that's insubordination on their part. Don't take them to meets until they comply My bad you had a typo and I thought they were listening to their parents instead of you. Yeah if they are still doing what you ask them to do then don't worry about the parents Nah, the kids are listening to me: they're solid kids. I corrected the typo. My bad.
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Post by coachcb on Apr 18, 2023 9:04:52 GMT -6
I coached track for over 40 years much of it as the throws coach but a lot as the head. I always told throwers that even though they will progress to a full throw at different speeds, all will start with stands until they master the basics of power generation. First year kids rarely get to full throws that year. Your kids are like 1st year throwers. You have given them opportunities to have their last 2 throws a full throw. The parents saying that are idiots. Most likely they never threw and if they did weren't very good. If they were good throwers they would know better. My 3 daughters threw for me. One had great body control and learned the full spin her 2nd year. The other 2 spent the second and some of the 3rd year doing a south african drill inside the circle for their throws but often had to stand to make finals. People think the event is simple but force generation is very hard to learn well. Lastly, using drills of more than stands but less than full throws help a lot. They also show kids that if you can't get further throws with drills that are more than stands,(half drills, south africans, etc.) you haven't learned to use momentum yet and full throws will not be achieved.
Yeah, we work a lot of half-turns, South Africans, two-step glide (shot) and others. I have one that is close to proficient from the front of ring in discus and the rest are getting there. None of them have decent hip separation in the shot: they're all leading with their shoulders. We're undoing some bad habits in shot right now: they're used to leading with their blocking arm. A few are getting all kinds of twitchy with shot right now as we spend 75%+ of our shot time working our standing position.
I don't know what will happen with the parents. The bosses have been informed and we'll see what happens this Saturday.
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Post by coachcb on Apr 17, 2023 14:45:32 GMT -6
My answer was always VIDEOS... Professionally done Training Videos to illustrate the correct techniques. Then video taping your throwers' practice throws from different angles.
I've been using a tablet and Coach's Eye for a long time; it's a throws coach's best friend. Our former throws coach moved away so I stepped in this year. I only coach the throws in track: I have no interest in the other events. He's a solid coach but the kids need to be better out of the front of the ring. He had them progressing into full throws before they proficient at leading with their hips so we've gone back to the drawing board, in some ways.
The kids were a little whiny until they started launching the shot and disc from the standing position at practice. We still do a fair amount of spin and glide footwork and other drills but half of our time is spent in the front of the ring. Some will be throwing from a glide or spin full-time at meets by districts while others will be going from the power position more often than not.
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Post by coachcb on Apr 17, 2023 11:19:42 GMT -6
You don't want to punish the kids for having knucklehead parents. Keep in mind the quote given to me by Coach Frank Rhodes, a former mentor: "During the season I wish they was all orphans!"
Yeah, the girls are still listening to me and they're happy with their throws. One PR'ed by fifteen feet in the discus from the power position and is ranked third in our district. I imagine she'll go to state as she just keeps improving every week. Assuming she doesn't buy into her dad ("You gotta get speed on the disc!" Spin!")
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Post by coachcb on Apr 17, 2023 10:08:11 GMT -6
@defcord
Thanks. I've been trying to wrap my head around this crap for two days now. I have never run into this situation in track and, TBH, it's got my a bit angry.
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Post by coachcb on Apr 17, 2023 9:12:46 GMT -6
I've run into a new and unpleasant situation this year in track. I've taken over the throws for our high school track team and changed some things. I have all of the kids take one or two standing/power position throws during meets and then allow them to work into the rotation in the disc and glide in the shot.
I do this because I'm undoing a lot of bad habits: they get more distance on their standing/power position throws than their spin/glide because they're throwing properly from the standing/power position. They'll take more full throws at meets once their form is nailed down. Until then, they'll perform better at meets without mucking up their throws.
Two straight meets, two girls have set PRs from the standing position from the power position and under-thrown with a full throw. They're great kids and understand the process. Their parents are a different story. During both meets, a mom and a dad have been pulling the girls aside and telling them not to listen to me and take four full throws. The girls haven't been listening to me as they're seeing the results but it's upsetting them and p-ssing me off.
I've explain to both parents the method behind the madness during and after meets. And, I've asked them to stop undermining but they just keep doing it. Our HC has approached them and told them the same but, again, they pulled it again this weekend. The bosses can't ban them from meets as a)they're away and b) they're not being disruptive. But, I am ready to lose my mind over this crap.
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Post by coachcb on Mar 28, 2023 12:14:40 GMT -6
Our district is going through contract negotiations. The BOE and administration want us to give up the salary schedule for a different compensation system. To my knowledge, every time a school district has got rid of the salary schedule, the pressure to do that has always come from the BOE and the admin and not from the teachers. So, my questions is, why do BOEs and administrators generally oppose salary schedules while teacher unions support them?
Your admin and BOE must not want to retain the staff they have... Not a smart call given the massive teacher shortage the entire country is seeing. And, a merit-based system isn't going to be attractive to new teachers that understand it's pitfalls. Right now, I'd be fighting tooth and nail over a merit based system as I teach a section of pseudo-SpEd/remedial math. I'm not going to lose money because those 20 high schoolers can't do 5th grade math, much less pass the ACTs.
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Post by coachcb on Mar 23, 2023 9:36:54 GMT -6
Absolutely, they're worth every last time. The ability to have one-one conversations with coaches and players without distraction is fantastic. They helped me out immensely as a booth coach.
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Post by coachcb on Mar 13, 2023 10:08:20 GMT -6
Well... I have gotten a flag for hollering at the officials from the box.. We were away and a team ran speed option at us. Our DE lit up the QB, the ball hit the ground and we recovered. It was a clean tackle and I figured they they were going to call roughing the passer on us. The officiating crew had pulled the same chit with our JV team a few days earlier. So, I yelled at them while leaning out the window and the official picked up the flag and then they all huddled up.
The officials tossed two more flags; unnecessary roughness on the DE and an unsportsmanlike for my outburst. So, big screw up on my part.
What made the hit illegal? Was it late, out of bounds, after the whistle, targeting? You shouldn't just get a penalty for hitting someone hard.
Your guess is as good as mine, my friend. Like I said, it was a clean hit; it wasn't late, there was no helmet-helmet contact (etc). The DE made contact as the QB was pitching which caused a fumble.
We had the same thing happen during the JV game the previous week. The QB declared himself as a runner on SO, was tackled by the DE he was trying to read and fumbled as he was trying to pitch. The same crew called it roughing the passer during that game but picked up the flag after our very calm and collected OC showed them the rule regarding a QB declaring himself a runner.
I figure they were trying to call the same thing during the varsity game, given the fact that they scooped up that flag. They were probably trying to send a message by calling unnecessary roughness. They might not have called it had I not thrown an exceptionally loud fit from the box. It wasn't even a "hometown" crew; they were a group of guys from our school's rival town who officiated both games.
I know our HC and AD reported the call to the state officiating office. I don't know what became of it as I never asked. I got my a-- chewed thoroughly for getting us that unsportsmanlike (rightfully so).
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Post by coachcb on Mar 13, 2023 8:44:37 GMT -6
That's kinda like asking, "Besides that she's hot and rich what do you like about her?" Yeah no chit....besides a clam atmosphere where you can make rational decisions based on a view no one else has what are the beneftis? Well I can chew all I want and swear at the officials without fear of repercussion.
Well... I have gotten a flag for hollering at the officials from the box.. We were away and a team ran speed option at us. Our DE lit up the QB, the ball hit the ground and we recovered. It was a clean tackle and I figured they they were going to call roughing the passer on us. The officiating crew had pulled the same chit with our JV team a few days earlier. So, I yelled at them while leaning out the window and the official picked up the flag and then they all huddled up.
The officials tossed two more flags; unnecessary roughness on the DE and an unsportsmanlike for my outburst. So, big screw up on my part.
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Post by coachcb on Mar 10, 2023 15:10:32 GMT -6
So, 'Bama, Louisiana and Georgia are the statistical hotbeds? How competitive is high school ball in Louisiana?
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Post by coachcb on Mar 10, 2023 12:27:47 GMT -6
Having the ability to write things down helps me immensely. Having other guys chart fronts, formations, calls, D&D (etc) is fantastic but it sucks not getting full access to it until half time. Even then, I don't have time to fully digest what I'm seeing. If I'm in the box, I can see more, do the charting and make adjustments quickly.
Communication can be lost in translation between the box and the field as well. When I see something in the box I want fixed, I'm very clear and concise about it over the headset. I can't say the same about issues that have come down to me on the field.
This reminds me of another two advantages. One, being able to sit down. Or at least sit down in between possessions. Two, being able to truly ignore the game better and concentrate on getting ready for the next possession when you aren't up.
Great point. Being away from the emotion of the sideline is immensely helpful for me as well. There are times when I have a helluva time focusing when the sideline gets chaotic.
Two years ago, we won a game in overtime on homecoming night. It was a great game but intense from start to finish. Between the stands, the staffs and the officials, things got a bit rowdy. I can almost guarantee I would've blown a defensive call or two during that game if I hadn't been in the box. I made the adjustments that needed to be made, based on the information I had in front of me and what I saw. Versus getting caught up in the moment and calling something dumb.
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Post by coachcb on Mar 9, 2023 15:41:40 GMT -6
Went to the booth long ago as the OL/DC and was in the HC ear on O all the time. Don't think I could ever call a game on the sidelines again. What are the benefits you see from the box? The usual answers are about seeing things better and keeping emotion out of decision making...anything beyond that? wingtol same question Having the ability to write things down helps me immensely. Having other guys chart fronts, formations, calls, D&D (etc) is fantastic but it sucks not getting full access to it until half time. Even then, I don't have time to fully digest what I'm seeing. If I'm in the box, I can see more, do the charting and make adjustments quickly.
Communication can be lost in translation between the box and the field as well. When I see something in the box I want fixed, I'm very clear and concise about it over the headset. I can't say the same about issues that have come down to me on the field.
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Post by coachcb on Mar 9, 2023 11:37:10 GMT -6
I was the froshmore/JV OC in a situation you described. The playbook was Air Raid and the varsity ran a lot of 10 personnel and empty sets and chucked the ball around. The playbook did have 11 personnel tied into it with IZ, Power and Counter. They didn't use it very often as the HC/OC wanted to be that kind of team.
We had a freshman TB that ended up being All-State as a junior and senior so we ran the hell out of the ball at the lower levels. We also had a three QBs at those levels who needed another year or two of development before they'd be consistently effective passers. We still ran most the base varsity passing package (mainly short stuff and screens) but did a whole lot less of it than the varsity. We were a pretty good Dig and Mesh team as our QBs hit those crossing routes well.
The HC wasn't thrilled with the first game I called as I only dialed up a handful of short passes and screens. But, he saw how well we ran the ball so he just asked that the screen and short game be polished. No worries there; that soon-to-be All-State RB was a great screen/short pass WR when we'd motion him out into the slot.
Two years later, the varsity ended up living in 11 and 12 personnel and pounding away more than we did. Lol
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Post by coachcb on Mar 9, 2023 10:13:27 GMT -6
I s'pose it depends on the program that's built and one's tolerance for bullchit. A guy I consider a mentor took over a school's football program the year it opened. He didn't build it into a powerhouse but they were certainly competitive. Over his 30+ years in the program, they made four state title appearances, won two and were a consistent presence in the playoffs.
They were a Flexbone program and were quite good at what they did. Towards the end of his career, they had a two rough seasons as numbers were down. Unfortunately, those two seasons ended up defining his career for a lot of people. He took a lot of chit for not being "modern", not throwing the ball enough, etc..etc.. I said he saw those two seasons coming from a mile away but that he wasn't going to quit. He started the program and he wasn't going to quit until he was ready to retire from teaching.
The school has had five HCs since he left and they haven't made a playoff appearance since.
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Post by coachcb on Mar 8, 2023 10:50:10 GMT -6
Went to the booth long ago as the OL/DC and was in the HC ear on O all the time. Don't think I could ever call a game on the sidelines again.
Agreed, especially on defense. I can see what's going on much clearer. And, I have room for all of my crap.
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Post by coachcb on Mar 7, 2023 10:15:26 GMT -6
So I can agree with this. I have zero knowledge besides what I have read/heard about. California is just huge with some huge high schools and some amazing private schools. They are bigger than many countries. So they are great through just sheer size and money. Texas is also huge but I think the passion, tradition, and commitment is better. Florida has some freak athletes but don't think the commitment is there statewide like Texas. I think that some other states like Georgia, Alabama, Louisiana, etc. are similar to Texas except they are just smaller states. If you took Alabama, Georgia, Louisiana, Tennessee, Mississippi, South Carolina then you have Texas. I will say this. If you just take a random average school with a size of 500 or so, I think Texas, Georgia, Alabama would probably be on top. That is purely speculation. So here is why Texas is clearly on top. It is number 1 or 2 in sheer size and money spent. It is in top 3 in just pure athletes. It is probably top or tied at the top in passion, tradition, and commitment. It is the top or near the top in urban schools, suburban schools, and rural schools. It is at or near the top in the small, medium, large, and huge school sizes. Maybe the only place that is not the top or close is with independent schools.
A few years ago, I was flipping back and forth between a TX high school playoff game, a AA state championship (MT), and a D2 playoff game. The TX playoff game was pretty much head and shoulders above the rest.
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Post by coachcb on Mar 6, 2023 10:22:32 GMT -6
"Thanks for the 'For Sale' signs, folks. They saved my realtor some time and money."
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Post by coachcb on Mar 3, 2023 7:47:28 GMT -6
Sorry about the typos, fellas. Cutting back on the caffeine is making mornings rough. Lol Replace with booze.
Hahaha...
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Post by coachcb on Mar 2, 2023 8:07:26 GMT -6
Too bad Coach Fox screwed that game up for them.
Nickerson. 😉
Blasphemy! Go Screaming Eagles!!!
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Post by coachcb on Mar 1, 2023 12:21:22 GMT -6
Not an HC but a great young OC. We were a 11/12 personnel IZ, Power, Counter Gun team with a decent, simple passing attack installed. I was the lone coach in the box during our games and was watching the BSILB closely while we were on offense during our first game. I was waiting for him to start playing flat footed or creep against Power and IZ. Once, he did, I started harping on the OC to call QB Counter. I was getting a bit obnoxious and he quietly said, "We're good coach, just chill."
When he dials up QB Counter, that ILB doesn't just creep; he flies across the midline of the formation. The QB goes 50+ yards untouched for the score. Over the head set he says "Patience is the difference between a 4 yard gain and a score, coach."
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Post by coachcb on Mar 1, 2023 10:55:48 GMT -6
The 6-2 Stack Monster that Ampipe ran against Walnut Heights in 1983. Sorry I could not resist.
Too bad Coach Fox screwed that game up for them.
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Post by coachcb on Mar 1, 2023 10:17:21 GMT -6
Same HC as described in previous posts.
We were playing a team that only the HC had seen before. We watched HUDL film, game planned and prepared for what we were seeing. I was the DC and we swapped our defensive front. The second play of the game, the opposing offense has the ball and hustles to the line without huddling. Our guys can't get lined up quick enough and we get burned for a big play. I start hollering for a time out but the officials don't catch it and they rip off another big play while we're trying to get swapped.
The officials finally hear me hollering and give us a time out. I get our guys lined out in our two minute left/right defense. But they're rattled and we just couldn't pull it together. But, it's too little, too late. We got thumped.
The HC says "I guess I should've told you they don't huddle."
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Post by coachcb on Feb 28, 2023 12:02:33 GMT -6
Sorry about the typos, fellas. Cutting back on the caffeine is making mornings rough. Lol
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Post by coachcb on Feb 28, 2023 10:48:18 GMT -6
We've done some griping about poor HCs, let's talk about the great ones.
I cut my teeth under an HC who is a great coach and an even better man. He retired a few years back and left a legacy at the school that was endures to this day. He is an exceptional leader of men and handled everything with a straight forward, practical attitude. He had clear, reasonable expectations of the staff and communicated them well. And, he was always proactive; he found solutions to every problem.
I was coaching the freshman and sophomore LBs that year and was having a difficult time. It was the first time I'd ever coached that position and I'd done my homework. But it wasn't translating on the field as I was young (23 years old) and a bit stubborn. I mirroring the varsity as best I could but I didn't know how to TEACH and it was obvious.
He was on the sideline during the first froshmore game of the year and noticed that the LBs played poorly. It was pretty obvious on the field and the sideline as I was getting frustrated. Dropping to our zones was probably the only thing we did consistently right. He approached me after the game and simply said "You need some help with those LBs, coach?".
I said "yes" but then went through every excuse that I could come up with. Most HCs I've worked with would've gotten p-ssed at the excuses and laid into me (rightfully so). He just said "Well, they're not playing well and we need to fix it. Come on up to my room." I did so and he gave me a couple of books on LB play and we chatted As I was walking out he said "We're not done, bud. Let's go out to the field."
He took the next hour out of his Saturday to teach me how to coach the LBs. We walked through all kinds of drills, techniques and cues. He was the first coach to tell me "This is teaching, you need to TEACH them." And then he showed me how to do it. As we were leaving, I thanked him and he said "come in early tomorrow and we'll look at some film together." Film started at 9am but he had me in there at 8am and we watched an hour worth of film where he pointed out LB play, good and bad.
So, the guy gave up over two hours out of his weekend to help a young, struggling coach out. And, I knew it wasn't just for the betterment of the program. He saw a college kid struggling and put in the effort to fix it.
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