Game Planning Key: Find Their 11th Guy

 Whether you are a seasoned offensive coordinator, or it is your first year leading the offense, there is something important you can and should do every single week when you are game planning. We found this one thing was really good against everyone we played, but especially when we played someone who was very talented. 

When you build your game plan you are are always going to look for leverage, numbers, and green grass. You are going to find the formations you think will give you a numerical advantage. You are looking for great angles for your offensive line. You want to find green grass for your skill guys, because green grass gives you explosive opportunities. You are always going to look at personnel, and today we are going to drill down to one thing within personnel that can give you an advantage.

One thing that is often overlooked is finding their 11th guy. Every single team has an 11th guy. That is their 11th best guy. Everyone, no matter how good they are, has an 11th best guy. Even teams you play that are loaded with 4 and 5 star recruits have an 11th best. 

Most teams you play have at least one guy they are hiding. They have one guy they are protecting because he isn't as talented as their other players. Some teams might have two or three of these guys. When you play someone who is really good, or even someone who isn't as talented, spend time looking for the 11th best guy. 

If the 11th best guy is a defensive end, figure out how you can attack him with your identity concept. If their 11th guy is a corner, find ways to match your best receiver up with that guy. If he is a safety and your best skill guy is an outside receiver, how can you adjust a formation to match up your receiver with that safety? Just because a guy plays outside receiver doesn't mean you can't move him around to match him up on a linebacker or a safety.

One example of this was when we were playing a top ranked team who was very, very good. They ran the 4-3 and played 2 high. They played base most snaps because they could. They had a dominant defensive line and their secondary and outside backers were really good. The Mike was really good, but he was their slowest defender. He was a guy who was very physical, but he didn't run well. We wanted to get him in coverage situations. 

Think Players Not Plays

One of the most important things we can do as coaches is to get our dudes touches. Whether you are playing for state titles or just starting a rebuilding process, you have a best player. You might not have the best athlete on the field, but you always have the best athlete or athletes on your team. Too many guys concern themselves with what they don't have. You will never win a game with guys that are not on your roster. But you will win games if you focus on the guys on your roster, and maximizing their abilities when you build your game plan.

I am not going to get into the psychology of winning right now, but if you don't think you can win, you won't. If you don't think you can score, you won't. If you believe you will score points, you will score more points than if you lack that belief. A big part of building belief is putting your players in a position where they can be most successful. 

When you build your game plan, think players as much as you think plays. When you begin to break down your opponent, look for leverage, numbers, and green grass. Where can we gain an advantage over our opponent? What formation will give us leverage, numbers, and grass? What concept will take advantage of that grass? And then, who is the best player to get the ball to to take advantage of leverage, numbers, and grass? 

That is a simplistic view of building your game plan. The reality is, if we run are throwing a tunnel screen, the tunnel will be more effective and explosive if we throw it to a fast player who can make people miss. If we throw it to a slower player who can't make people miss, the play won't be as effective. Who you are getting the ball to is as important as the play you are calling to get the ball into space. 

Developing Middle School Athletes and Coaches

One of the most important aspects to building a program is developing your middle school athletes. Depending on where you coach, this is going to look very different. There are some places that have well-funded middle school programs that are aligned with the high school, and some places that do not fund middle school sports or have dedicated feeder schools. In my career I experienced both. I spent 8 years coaching in the Bronx, New York, where we did not have middle school athletics or dedicated feeder programs. I have been in Texas for 12 years, where middle school athletics tend to be very well-funded and in some places, are vertically aligned with dedicated feeder schools for the high schools. I am going to address both. 

In the Bronx, there were no athletic programs in the middle schools. Most kids did not play organized football until high school. We invited Pop Warner teams of junior high age kids to use our facility, and to be a part of our program. This helped us to build relationships with the players and coaches. When I got to Texas, I was amazed at how well the middle school athletic programs were funded. I was at a 5A school (Now 6A) at the time, and we had 3 middle schools feeding our high school. Each program was aligned with our high school. We had 5 coaches at each middle school, and they had athletic periods just like the high school. 

Regardless of whether you are in a situation with vertically aligned middle school programs, or you are in a place with no school sponsored junior high sports, there are four things you need to do. 

First, you need to invite youth programs to be a part of your high school program. You want the kids at your games. You want their coaches to promote your program to kids and their parents. In many communities where kids can go to any high school they want, this is vital. You want kids to want to be a part of your program. You need to build relationships. 

When I was in the Bronx, we had a Pop Warner program practice at our field. They practiced after our practice finished, so we had our players hang around for a few minutes before heading in to change. We spent time with their coaches and kids on the field. This built relationships that helped steer kids to our school. When I was in Texas, we had youth teams practicing at our facility. These were 4th, 5th, and 6th graders. I made it a point to spend time at their practices. If you are in a multi-school district, this is a vital part of your plan to get his into your field house. 

5 Keys to Offensive Success

Regardless of what system you run or what level you coach, there are 5 things you need to do if you want to be successful on offense. These five things make a huge difference in the level of success you will enjoy. 

Before I get into the five things you must do, I want to focus on perhaps the biggest mistake we make as offensive coordinators. One of the easiest ways to jack up your offensive game plan is to try to do too much. It is very easy to draw things on the board and come up with a million great ideas. Those ideas always look good on paper and on the board. Then you get into the game, and your players don't execute them very well. You find yourself scratching your head. How come this concept didn't work. 

When you add too much into a game plan, you are going to be frustrated. It is very difficult to be good at anything you do, because you can't rep everything. The most important thing you can do when you build your game plan is to cut things out. Find the best of what you like and build from there. 

Think about this. You are going to snap the ball somewhere between 55 and 75 times a game, depending on how fast you play, how much you throw, and how much time your opponent has the football. If you play fast, and you play a team that plays fast, you might get 85 or 90 snaps. If you play a team that runs the ball and eats clock, you might get 45 or 50 snaps. Even you get 80 snaps in a game, you aren't going to need to run 80 different plays. In fact, you are going to repeat things that are working, and cut things out that don't work. It is okay to run the same play back-to-back, and even three or four times in a row. In 1999 we ran I-Right 42 Iso 16 plays in a row. For 2 straight drives that is all we ran. We scored both drives. We had had an advantage on the right side of our line, and our fullback was better than their Mike. 

If you have something they can't stop, run it again and again and again. As you game plan, look for formations that give you leverage, numbers, and green grass. You may find that team lines up different than you expected to a set, and they don't have a force guy, or they are a hat short. Once you find this, exploit it. 

Using the V Drill to Teach Inside Zone

The inside zone play has been a staple of our offense for years. The inside zone is a downhill, attitude run, where you want to create vertical displacement of defenders. 

How many times have you called a run concept, only to have the back not see the crease? Or, how many times have you given up a TFL on a run through because one of your offensive linemen did not see the backer run through? The V Drill helped us eliminate many of these mistakes and enjoy much more success. 

On the inside zone, we are going to use zone combination blocks. A zone combination block has 2 offensive linemen responsible for a down guy to a linebacker. We are going to get hip-to-hip and create movement on the down guy, with our eyes on the linebacker. Our offensive line must have great eye discipline to see the movement of the backer. 

When we install inside zone, we like to scaffold our instruction. We start with individual drills, then we work in pods. When we work in pods, we will have drill we call the V Drill. We start with the OL working the drill in indy, through a teaching progression. Next, we move to a group POD, where have a running back working with 2 offensive linemen. We will have 2 defensive players, 1 down guy, and one linebacker.

We put the back 4 yards behind the offensive linemen. We start with the defender lined up in between the two linemen and the linebacker stacked. On the whistle, the offensive linemen will come off the ball, fit, and drive. They will have their eyes on the linebacker. If the linebacker fills frontside, the frontside lineman comes off the combo and fits the linebacker. The backside lineman will overtake the defensive lineman. One key coaching point is the lineman away from the backer fill must knock his partner off the combo. This keeps you from giving up leverage and getting split. We also coach the offensive linemen not to chase. 

Growing, Developing, and Promoting Your Coaches

Promote Your People 

If you are in a position of leadership, work hard to promote your people every chance you get. One of your important responsibilities is developing and growing the people who work for you and giving them opportunities to grow in their career. You want to help them grow personally and professionally. If you are a head football coach or AD, you want to help your coaches to be able to pursue opportunities to better their carer. You want to help your coordinators become head coaches, and your position coaches to become coordinators. If you are a coordinator, you want to help your position coaches to become coordinators. If you are a principal, you want to develop your assistant principals to become principals. 

One of the AD's I worked for used to say, "if people aren't fishing in your pond, you need to stock it with better fish." He loved when people would call about coaches on staff. When we hired coaches, he wanted to know what their goals were. He would then tell me as a coordinator to help them find opportunities to pursue their goals. He wanted to see guys have an opportunity to grow professionally and he worked hard to make that happen. 

One of the hardest things to do is to get a head football coaching job in the state of Texas. There are often over 100 applicants for each job, and many of those applicants are more than qualified. Finding coordinator jobs is also very difficult. Most people are going to hire someone they know, or hire someone who is recommended by someone they know. Having people in your corner who can get you to the front of the line is important. It is much harder to get hired if you don't have connections who are respected. This is the same if you are trying to get hired at the college level. Help your guys when they have an opportunity to move up. And if you want to move up, ask your head coach and athletic director to help you do so. 

It is important that you know the goals of your coaches. Know what they aspire to be so you can help them get there. You also can help them grow the skills they will need to take that next step. If you know you have a coach who wants to lead a program, provide him opportunities to learn about budgeting and personnel management. Take him through the day-to-day operations that exist behind the scenes. Help him to learn about the things you do that he doesn't see. 

If you are a coordinator, do everything you can to help your guys become coordinators. Give them responsibility in game planning. Divide the game planning and practice planning tasks up among your coaches. Let them script practice. Divide up your game planning areas and allow them to take on more responsibility. Have them be involved in building the call sheet. Talk to them about the why behind what you are doing. And when an opportunity comes up for them to become a coordinator, help them get that opportunity. 

The Biggest Mistake Coaches Make With Accountability

In my coaching career I have made more mistakes than most. It would be impossible to count the number of mistakes I have made, unless you had one of those NASA supercomputers. Some mistakes I made were bigger than others. 

Today I am going to focus on one of the biggest mistakes you can make that leads to mediocrity. Often coaches don't realize they are doing this, and they don't understand the impact this mistake has on your program. Coaches are very competitive and driven, and want to be successful. The programs that have consistent, sustained success are the programs do not make this mistake.

Everyone focuses on talent with the best teams, and yes, talent matters. But there are plenty of talented teams that underachieve every single year. You might play some of them. Hopefully you aren't one of them. What we are going to look at today has the potential to destroy your program. 

As we look at this, let's focus on two things that you must do. First, you must build relationships with your players. Great relationships are founded on Trust and Unconditional Love. Second, you need to have standards of performance that are clearly defined. If you don't have clearly defined standards, how does anyone know what to do? This seems like a simple question, but many programs don't have clear standards. They have implied or inferred standards. They don't have a standards that help to reinforce their identity. They talk about things, but they don't live them. They live in the world if "ish." Everything important needs to be clearly defined. If you don't have standards, you will not achieve at high levels. 

Now let's get to that one thing... This is what happens at so many programs. What is that one thing...

Inconsistent Accountability to the Standards

Once you have your standards, you need to consistently hold people accountable to the standards, and do so on a consistent basis. You won't tell them what they want to hear, you will tell them what they need to hear. John Wooden said coaching is "correcting someone without causing resentment." This is where trust and consistency are important. Trust and Consistency are foundations of coaches building strong relationships. Most resentment comes from players not trusting that their coaches. They don't trust their coaches because of inconsistencies in correction and accountability. 

There are three ways coaches are inconsistent with their accountability... 

Nascar Tempo: The Great Equalizer

I want to take a few minutes to talk with you about Nascar Tempo, and the value of tempo to your offense. Nascar Tempo isn't a speed we play, it's a way of life. It's how we live. What does this mean? 

Everything we do we want to do with a sense of urgency. You want to have no wasted movements. You want to always be moving from one point to the next, and doing so expediently. Tempo is about being early and on-time. Tempo is about hustle. Tempo is about being determined and focused. 

As an OC, I wanted to find any advantage possible to score as many points as possible. But more important than points scored, was setting ourselves up to win the game. We had to score more points than our opponent. There were seasons where our defense struggled and we had to score more points on offense to win. There were other seasons where our defense was the strength of our team, and we wanted to do everything we could to help our defense. That meant not putting them in bad positions. But at the same time, we always wanted to score. Nascar was always a part of our offense, but we used it strategically based on the situation we were in. 

I look at our fastest tempo as an opportunity to play fast, but we don't just want to play as fast as we can. We want to mix up our Tempos or modes for teams to defend. I recently asked one of my quarterbacks from several years ago if he remembered how many tempos we used. He said sure coach, "fast, faster, and ludicrous speed." That made me laugh, because I showed them the luriscious speed scene from Spaceballs. 

We didn't always play as fast as we could, but had the ability to. There were times we played faster than others. We wanted to have the ability to change speeds. Today I want to talk with you about playing at our fastest tempo, which most people call Nascar. 

Benefits of Playing Fast

I look at Nascar Tempo as the great equalizer. We have the ability to keep the defense off balance, and not allow them to gather themselves between plays. We want to be able to dictate the pace of the game and get the defensive players out of their comfort zone. Defenses also don't have time to substitute. If they try to substitute players, they will have too many on the field. Here is an example from a game where the defense had 13 players on the field when the ball was snapped. They also weren't able to get lined up. 

As you can see, they couldn't get guys off the field or get lined up. 

What Are You Going To Do About It?

At this point your season has ended, and unless you won a championship, chances are your season didn't end the way you wanted. Every year around this time I would visit with my dad who was a retired coach. I would tell him all the things that went wrong, and he would always say the same thing. "What are you doing to do about it?" He didn't phrase it as a question, as much as a declaration that you need to grow and adapt.

As you come out of your holiday break, there is something very important every coach needs to do. You need to take a very deep dive into your program, and decide what you need to do to make it become the best it can be. You need to do this without pride. You need to look at things without letting your emotions or your ego get in the way. 

At the end of each season, I made a list of things that kept us from being our best. This list focused on the following areas: 

• On the field
• Schematics, Personnel, Situational Awareness, Play Calling
• Were we putting guys in a position to be successful? 
• Were we prepared for the situations we faced? 
• Practice
• Organization, Practice Schedules, Install Schedules, Scripts, Time on Field
• Game Day Operations
• Travel, Itinerary, Pre-Game, Pre-Game Warm-Ups, Coach to Coach and Coach to Player Communication, Box Logistics, Workflow, Half-Time Operations, In-Game Adjustments 
• Off-Season
• Program, Logistics, Set-up, Strengths, Weaknesses
• Are we getting guys out of their comfort zone?
• Are we getting stronger, faster, and more explosive?
• Spring Ball
• Organization, Set-Up, Practice Schedules, Install Schedules, Field Set-Up
• Returning Personnel
• Evaluate Personnel, Rate On Board, Who Are Dudes, Who Could Be Dudes, Best Leaders, Position Changes
• Character, Leadership, and Program Culture
• Define our current culture, character level of athletes, how will we improve leadership?

The hardest part of this process was looking at things and not justifying mediocrity. Ultimately, this is how you find the weaknesses in your program that are holding back the success of your team. This brings us back to the question, "What are you going to do about it?"

Once you identify areas of weakness, you need to build a plan to attack these areas of weakness. Depending on where you are as a program, you may have several weaknesses. It is difficult to attack them all. One thing to caution is to be careful that you don't treat the symptoms without treating the disease. During the season you are often going to apply band-aids to stop the bleeding. The off-season is the time when you can go through chemotherapy and treat the actual disease that impedes development.

What I mean is this... Often there is a deeper issue that causes problems within multiple areas of your program. Poor leadership can affect the effort and attitude of your players. This affects their learning. You might focus on improving your meetings and how you teach concepts, but this will only treat the symptom. You have to find the disease within your program. If you treat the disease, the symptoms will go away. 

10 Things Offensive Coordinators Should Do At The End Of The Season

At the end of each season, there were a number of things that helped us to use the season as a catapult for future success. No matter how good or how bad the season went, we were going to need to analyze what we did, how we did it, and who we did it with. We were then going to find areas we could target for improvement. 

In my 20 plus years as an offensive coordinator, I found there were 10 things that I had to do at the end of each season. I call this the end of season analysis. This was developed early in my career and evolved over time. These 10 things gave us enough information to use to improve as coaches, and helped our program to improve offensively. 

1. Run a Self-Scouting Report

    The first thing I did was run a self-scout report. I analyzed our formations and personnel groups, down and distance tendencies, run/pass tendencies, field zone tendencies, and time remaining tendencies. I also broke down our first 3 play calls for each game. While we ran a self-scout report each week, I wanted to look at it after the season as well. One thing I looked for was how well we scouted ourselves during the season, and find where I was tendency heavy. 

2. Make Cut-Up Lists

    After our self-scout report, I made cut-up lists. I made lists by concept first. Next I made cut-ups by formation. Then I put together a red zone cut-up, goal line cut-up, and a backed up cut-up. I then put together down and distance cut-ups. Then we made a cut-up of sacks and negative plays. I wanted a cut-up of turnovers. I also wanted a cut-up of positive plays, touchdowns, explosives, and momentum plays. I did this so I could go through and watch things in groups. Then would mark good and bad plays. These would be watched later by our staff to talk about changes we needed to make in our teaching. 

3. Watch Every Play From the Season

    One of the most valuable things we did was watched our cut-ups of every play of the season as a staff. We did this nearly every year. It typically required early mornings and some evening work to get everyone together. We would talk about each play call, evaluate the call, and talk about what was good and bad about the execution. While we do this, we will take notes on things we need to work on as we begin to prepare for the upcoming season. We also take notes on what defenses did against us, and adjustments they made.

4. Make Notes On The Good, The Bad and The Ugly

    I make a list of what we did well, didn't do well, and things we need to make changes to for the upcoming year. I will make a list of everything from concepts to techniques. I will look at everything on a very detailed scale, drilling down to the small details so we can correct things and improve. 

What About A Partial Scholarship?

It is exciting when a school says they are going to offer you a scholarship to play football at their university. All of the hard work in the classroom, weight room, and on the field have paid off. Whether you are a 5 star D-1 athlete, or you get an opportunity to play at a smaller school, you are part of a very small percentage of athletes who will get a chance to play at the college level. You are a part of an elite group. Less than 5% of high school athletes will have an opportunity to participate in college sports. The transfer portal and additional covid years of eligibility have only made it tougher to earn scholarships.

If you received an offer from a Division 1 FBS university that is either a Power 4 or Group of 5 school, your scholarship will cover all of your tuition, room and board, books, and additional expenses. Any financial aid you are awarded will be stacked on top of that and go into your pocket. But what if you receive a D2, D3, or NAIA offer? What about FCS schools? What does that mean financially? 

I wanted to write this specifically for the student-athletes that are not going to a Power 4 or Group of 5 school. Let's go through each of these and talk about what they mean. 

FCS schools have up to 63 scholarships they can award. Not all FCS schools give out 63 scholarships. To fund a roster of 95 to 115 players and only 63 scholarships to use, they are not going to give every athlete a full ride. They are going to give out many partial scholarships so they can field a full roster. Your offer may be only a partial scholarship, and this is something you must ask. 

**Note: The NCAA just increased the scholarship limit to 105 for FBS and FCS schools due to a house settlement. There are still many details to be worked out. 

NCAA Division 2 Schools have up to 36 scholarships to give to potential football players. Not all Division 2 schools use their full allotment. Very few, if any, athletes are given a full scholarship to a D2 school. Many D2's give out small scholarships to freshmen, and increase the dollar value based on playing time and contribution to the team. 

NAIA schools have up to 24 scholarships. Like D2 schools, they are going to divide these scholarships among 75 to 100 players. Many NAIA schools have limits to how much institutional aid an athlete can receive on top of their football money. 

D3 schools do not give out any scholarship offers. When you are "offered" by a D3 school, they are essentially telling you they will have a roster spot for you. They do not give athletic scholarships, so you will only get financial aid not related to athletics from a D3 school. 

While junior colleges can give up to 85 scholarships, not all use their full allotment. At many junior colleges your football scholarship is partially determined by how much federal financially aid you will get. This way they can recruit more players. 

In each case above, you are most likely getting a "partial scholarship." This means you are going to get a scholarship to cover some part of the cost of attendance. Scholarships are as small as $250 a year. Some partial scholarships are $5000, or $10,000 a year. The key is that the scholarship is only going to cover part of your cost of attendance. 

What does this mean for you, and what do you need to do to put yourself in the best position possible? 

1. Before you sign, ask to see the financial breakdown. Ask the school to show you the numbers. Many times I have heard from parents who thought their son was getting a full ride, only to find out they were getting a scholarship worth $1,000 or 2,000 dollars. The college can give you an estimated breakdown of costs if you provide them your income and family size information. If you have filled out the FAFSA, they can give you a very accurate picture of what your financial obligations will be to attend their school. YOU MUST SEE THIS BEFORE YOU SIGN!

I have seen many young people sign their letter of intent, only to find out later they were going to have to pay thousands of dollars out of pocket, take out student loans, or a combination of the two. If you are going to a D2, D3, or NAIA school, expect that you will have to pay some money out of pocket. 

Balancing Relationships With Accountability and Discipline

One of the most difficult things a coach must do is balance relationship building with building accountability and discipline in your program. There are coaches who are powerful relationship builders, and other coaches who are very good at building and developing discipline. The truly elite coaches are able to develop a perfect balance between the two, knowing when they must be more relational, and knowing when they must build discipline through accountability. 

You have probably heard coaches referred to as strong relationship builders. Their players will run through a wall for them. This is a powerful testament to the ability of these coaches to reach athletes. Building relationships is important to being a successful coach and running a successful program. One of the pitfalls of relational coaches, however, is when they struggle with holding their athletes accountable. They especially struggle with holding their best athletes accountable.  

When you build relationships but don't have accountability, you basically have become a "friend" to your athletes. They already have friends, and so do you. Kids don't need a friend. They need someone who will challenge them, and bring out the best in them. This doesn't happen through fiery speeches, or from coaches jumping around and being excited. 

Here are the six issues that come from coaches being relational, without having accountability. 

• Your athletes will make undisciplined mistakes.
• Your athletes will quit when they face adversity or get behind.
• Your athletes will not know how to respond to coaching.
• They won't understand what is happening when someone holds them accountable. 
• You will lose to people you shouldn't lose to from a talent standpoint.
• You will have more players quit during the season. 

How many of you have seen this at some level within your own teams? I have been a part of programs where you have great relationship builders, but the program lacks standards and accountability. Everything you do matters. You are either developing accountability, or you are developing entitlement. There is no in between. You can't talk people into being disciplined, and you certainly can't develop discipline and accountability by being a "good" guy. 

I also was in a program that was led by someone who didn't do a good job of building relationships. He thought that discipline was developed by being a jerk all the time. His players feared making a mistake, which made them robots on the field. They also were miserable and often quit in high numbers. Program retention struggled. Being too far on one end of the spectrum will lead to failure.

Strike A Balance

The key is strike a balance between relationship building and setting standards and holding people accountable to the standards. When a program has a very relational head coach but lacks discipline, you will only go as far as your talent will take you. You will not have consistent mental toughness. You will be really good when things are easy to moderately difficult. But when we faced someone who was mentally tough and more together as a team, you will lose all of your self-discipline. You will find yourself with a group of veteran players who hav a sense of entitlement. They know they wouldn't be held accountable, and this will lead to losing some games you should have won. You have to be continue to build strong relationships, but you also have to love your players enough to set boundaries and hold them accountable. 

The ultimate goal is for every single player in your program to develop self-discipline. But before people can develop self-discipline, they need to have someone hold them accountable to develop that discipline. 

So What Do You Need to Do?

Correcting this imbalance isn't easy, but is also not rocket science. It is actually very simple in theory, but difficult in that relationship builders have to get out of their comfort zone. Relationship builders struggle with making people uncomfortable. They want to please people and make them happy. In itself, this is not a terrible thing. But when you don't have a balance with standards and accountability, you limit the potential of your team. The hard part about this is that you are going to have to be willing to change, and change is hard. I recommend having a mentor who is strong in this area that can help you go through this process. 

First, you have to have a set of standards that are unwavering. You set clearly defined standards and expectations that will raise the level of the performance of those in your program. You need standards for the classroom, weight room, and on the field. Your standards are not going to adjusted to the individual, because they don't rely on ability. These standards all are things that take zero talent. What do you stand for? If you stand for nothing, you will fall for everything. Your standards are bigger than football. Your standards will carry people through life. The best part about your standards, is they take zero talent or ability.

Some examples of academic standards would be: 

Championship Discipline, Accountability, And Leadership

Have you ever finished a season and been disappointed that you underachieved? One of the biggest disappointments in my coaching career was feeling like we didn't meet our expectations for our season. There is nothing worse than knowing you didn't have the success you thought you would have. I have talked to a few coaches the last couple of weeks that are frustrated with their seasons went and the directions of their programs. They feel like they are lacking discipline, leadership, and accountability. They have stupid penalties, turnovers, or mental mistakes that cost them football games. As I look back on the biggest disappointments in my coaching career, the biggest reason we underachieved was a lack of discipline, leadership and accountability tops. It was rarely a lack of talent.

Having a lack of talent is something that is often out of your control. Unless you are a program that recruits, you can't control the genetics of the athletes in your program. When we struggled because of a lack of talent, I could deal with that. When we had a lack of talent, however, we tended to exceed expectations. What is frustrating is when you have talent and fall short of expectations. 95% of the time this comes down to discipline, leadership, and accountability. 

Discipline, leadership, and accountability are three things you have complete control over. If you are a head coach, you set the standard for the level of each of the these three things. Discipline and accountability come down to the standards and expectations you set, and what you are willing to tolerate. What you tolerate from your best players will lead to the level of discipline and accountability for everyone in your program. And when someone doesn't meet that standard, do you hold them accountable? Do you have a system to teach them what they did or didn't do that went against the standard? Ultimately it is about changing behaviors.

More than once this year I have seen several very talented teams lose football games to teams with inferior talent because they lacked discipline. In my 25 years of coaching, I was a part of three teams that lost to teams much less talented. I watched several games this year where I saw teams with superior talent lose to inferior competition. How can this happen? If you have more talent, aren't you supposed to win? There is a reason there are a bunch of very talented teams that lost 6, 7, and 8 games this year at all levels. 

First, it happens because you allow it to happen. You control what you allow and what you expect. You set your standards and expectations. You control the level of accountability to your standards. As a head coach you are ultimately in control. You set the tone for the entire team. You are the one who ultimately sets that standards for your team. You are the one who controls the level of accountability for your team. 

If you are going to set standards, and you had better set standards, you must be willing to hold every athlete to the standards you set. If you aren't willing to hold your best players to the standards, then you are going to lose trust with the team. You are going to have players that might outwardly act like they are bought in, but they are going to be frustrated with any lack of accountability. You will have the same frustration with coaches on your staff. They may outwardly be bought in, but inwardly they will be frustrated. If you don't have complete trust built up with everyone in your program, they will tell you what you want to hear, not what you need to hear. 

Let's get to 3 important keys I'd like to focus on. First: If your best players are not being held accountable off the field, they will break your heart on the field. 

I have seen his first hand, and it something that is frustrating because you have complete control over it. When you let a guy get away with being a jerk in the school building, or getting in trouble in class, he will break your heart on the field. When you allow your most talented players to be un-coachable and unapproachable in practice, they will break your heart on Friday night when you play good teams. Have you set clear expectations for your team, and are you willing to hold everyone accountable to these expectations? 

When you have two sets of standards, one for the guys who are hard to coach, and one for the guys who are easy to coach, you will lose when you play someone who is inferior to you in talent, but has a higher level of discipline and accountability. They will not make undisciplined mistakes that cost teams football games. They will not get 15 yard penalties that will extend drives. They will not get penalties on third down that end drives for your offense, and extend drives for your opponents. They won't get 15 yard penalties that negate touchdowns. They won't have breakdowns in eye-discipline. They won't stop playing hard when they get behind. When one standard becomes optional, all standards become optional. If you are inconsistent with your accountability, the players you do not hold accountable will not know how to handle real adversity when it hits. 

Let me add loudly: NEVER JUSTIFY SOMEONE NOT MEETING THE STANDARD

That is so important that it had to be in all caps. Once you start to justify negative behaviors, you are allowing yourself to accept mediocrity. Everything we are talking about today has nothing to do with ability or talent. Do not justify mediocre behaviors or habits unless you want mediocre results. If the standard is important, everyone should be expected to meet the standard. If the standard ins't worth holding everyone accountable, get rid of the standard. Once one standard because optional, all standards become optional. 

Second: Head coaches, listen to your assistant coaches when it comes to discipline. We had a situation one year where we wanted to bench two of our most talented players on offense. We wanted to take playing time from them. They weren't practicing well, and they were becoming a cancer for the team. They were lazy in drills, and that was carrying over to the game. The offensive staff was in agreement that these two players needed to be benched. The head coach initially agreed, but then relented. The players were not held accountable. While they made big plays at times, they also did not play up to the level of their talent. More importantly, they were a distraction far more often than they were making big plays. Instead of setting the standard, they were the negative example. 

How Much Is Too Much Part 2: Fully Installing Concepts

    This is the second installment on my series on How Much is Too Much? Today I want to talk to you about what it means to "fully install" a concept. One of the biggest issues we have as offensive coordinators is that we install a bunch of concepts, but we don't "fully" install them. We end up with a lot of play calls that are what we would say are good calls, but due to a lack of execution, they become bad calls. They aren't going to work against a particular defensive look, and we have limited answers in place.  Bad play calls stall drives and lead to multiple three and outs. I have had plenty of these in my career, and many stem from trying to do too much. 

A fully installed concept has the following 7 components

1. The concept base install

2. Blocking rules installed against each front you will see

3. Perimeter Blocking Rules and adjustments

4 Complementary Plays to take advantage of defensive answers

5. Play Action Component to take advantage of secondary support on runs

6. Route adjustments that can be made to attack coverage on passes

7. Reverse or trick play using the action of the original play 

    A full install is far beyond knowing the rules of a play, and your assignment. A full install of a play means that you can install that play, run it versus any front or coverage, and you have answers to the different adjustments defenses will make. When you have a concept fully installed, your players know how to adjust on the fly. They can change their path, their route, or their footwork. The back can adjust his path. The QB can adjust his read. Your players can make sight adjustments, and the coaches have complementary concepts that take advantage of defensive answers. You have to have answers for the answers of the defense.

    Let's look at midline option when installed fully. When midline is fully installed, we could run it against any front and any blitz. We had built in answers to the adjustments defenses made. We had if/thens built into the play. We had easy in-game adjustments that allowed us to handle different things the defense might do. Our kids could sight adjust based on how the defense lined up. We were able to successfully run the play anywhere on the field, against every opponent we faced, and we were able to have consistency. It wasn't a feast or famine concept. We had complementary tags that helped provide us answers to what defenses did to take midline away. 

    If they lined up in two high safeties, our receivers did one thing with their blocking. If we got 1 high safety, our receivers made an adjustment. Our playside guard changed his path based on the alignment of the read key and the defensive front. Our tackle and tight end would adjust their blocking based on whether there was a down guy in the C gap. 

    From the box, I could see what the defense was doing to try to stop midline. We typically saw three things defenses would do. First, they would scrape exchange with the 3 technique and the Mike backer. Second, they would have the Sam fall-in on the quarterback. Third, they would have the backside inside linebacker playing fast over the top to take the dive. We needed answers to those three adjustments. If they reduced their front, then we had ways to answer that as well. 

    We had complementary tags to take advantage of their adjustments. If they scrape exchanged, we would run our give scheme. If the Sam fell in on the QB, we would run mid triple which we tagged Mid Pitch. If the Will was fast over the top, we would run follow opposite. If the 3 tech was fast upfield, we would trap him. Below is an example of midline with complements. 

    We also had four play action concepts we ran off midline option to take advantage of secondary adjustments. If the Mike was playing triggering fast, we would throw a pop to the TE. If the safety was screaming downhill, we would run a post. If the corner was playing pitch, we ran verticals. We also ran the TE on an arrow off midline action if the Sam was squatting.