In Between Seasons: Looking Ahead To Baseball

Looking ahead to the baseball season, every winter I try to pick a facet of the game and look for ways I can improve on teaching it. This winter I'm going to focus on how we can improve our individual defensive fundamentals.
Our infielders need to be focused on consistently applying ground ball fundamentals. Practices need to be oriented to give them time everyday to field and make the throw on a variety of balls that they face in the game. Outfielders need to work on tracking a fly ball and getting into throwing position every time.I'm going to look for ideas on how to better teach those skills and get them to carry over into the game. I'm going to be looking for consistency in applying these skills. The whole defensive emphasis will be on preventing the unnecessary, the unnecessary extra base, the unnecessary extra out, the unnecessary extra run. Pretty standard stuff, but I believe you get what you emphasize and they're going to hear these points all spring.
Another emphasis that I want to take into the season is being mentally tough enough to play the game from pitch to pitch. Playing 3 or 4 innings that way is not good enough. It may be tough for some to accept, but the most talented players may not always be the most consistent players. We need consistent players on the field.

I'm always looking for ideas. Please comment and what you do that works well.

Why Coach?

I often reflect on why I continue to coach. Its a pretty thankless job, and can come with a lot of headaches. Every time your team takes the field you're under scrutiny. Not to mention the hours away from your own family. This week's Sports Illustrated's Point After "Confessions of a Coachaholic" reminded me why I continue to coach. Its the diagramming of plays and the challenge of getting it to work on field like it works on the paper. It's the jotting down of line ups to get the most out of each individual's strengths while trying to hide, or at least minimize, weaknesses. But mostly it's about building the connections with players and the memories built throughout a season and a player's career. One of my favorite memories is of a freshman catcher almost in tears because of the frustration of being unable to make a good throw to second to throw out base stealers, and two years later watching this same player throw out a base stealer for the final out of a state tournament game.


I'm always looking for ideas. Please comment and add what you do that works well.

End of the Season

 The season did not go as expected. We did accomplish some of our goals. Kids stayed out for the sport. We saw improvement from individuals. I always forget how exhausting the season is until the day after the season has been wrapped up, everything has been packed away and I get to go home after school. I'm amazed at how relaxing that always feels.
It really won't be long now and I'll be looking ahead to baseball season. I'll be watching the World Series with some interest. I can't help but watch for fundamental mistakes that aren't even accepted in a high school game. Anybody see the Angel's SS and 3B look at each other as the pop up fell to the ground.


I'm always looking for ideas. Please comment and add what you do that works well.

Getting Up to Speed

Right now we're facing a problem getting players to go at game speed. We've taught the techniques and blocking assignments to take care of the problem of sitting back because they're not sure where to go. We're still slow off the ball and our initial contact is soft, much less sustaining that contact. We did have a good object lesson in practice today when a smaller but aggressive player moved a bigger, athletic, but less aggressive player out of the hole. Playing at game speed is not coming natural to this group. We've scrimmaged with a late whistle to get everybody to stay with the play. We ran wedge after wedge today versus 15 defenders (yes 15) just to promote hard nosed running and sustained blocking at the point of attack. The offense at least started to move the ball.
Another problem is getting backs to cut up field on the power plays at the 8/9 hole. We've had the runner run into the back of the B kicking out on the OLB, or try to run around the outside of the kick out block. Today in practice we ran full speed 11 on 11 plays with me standing at the point to cut upfield. Its kind of interesting to watch the play from right in the middle of it.
Any ideas would be great.

Should You Ever Punt

This week's Sports Illustrated has an interesting article about a high school coach who does not punt. Especially in middle school football, I can very rarely see any benefit to punting. I've seen too many instances where the snap goes bad, the punt doesn't go very far, or its returned to basically the position the ball started. In every case it would've been better to run your best play and take your chances.
I also agree with an onside kick on every kick off. In most cases you're kicking the ball to guys not used to handling it, you don't give up much field position, you have an excellent chance of  recovering the ball, and you're keeping the ball away from the kids your opponent wants carrying the ball. There isn't much, if any, downside to the tactic. I know our varsity team wants the ball squib kicked between the hash mark and the sideline.

Double Wing Power Plays and Transferring Drills to 11 on 11

After the wedges, 38, and 29 Sweeps, I put in the power plays. 88/99 Power and Over 88 Power/Under 99 Power.
Along with putting in the plays I'm trying to get drills we work on in break down sessions in practice to transfer over to 11 on 11. One way I try to accomplish this is, for example, breaking down the creation of a good edge with the pulling guards and lead block by the B back. Immediately after the breakdown session I go into 11 on 11 with an emphasis on the offense. I then try to focus on the skill we just worked on. I'm always amazed, but really shouldn't be, when the first couple of plays the guards and B back go where they are supposed to but make contact with absolutely no one. I always wonder why they think I'm having them pull or lead the play. They honestly don't know where to look when its 11 on 11. So I break the skill down and then immediately apply it to 11 on 11 and correct, showing them where the people they are supposed to block are coming from.
Any ideas on how to get skills worked on in drills to transfer to 11 on 11 would be appreciated.

Link to the Power Plays

Double Wing Sweep Drill: Isolate the Blocking Assignments

This is a drill I use to teach the blocking assignments and work on pulling the back side guard for our 38 and 29 sweeps. I teach all our linemen to pull and play the guard position. They may need to know it in an emergency during a game and they have, at least, been exposed to the technique when they move on to high school. We get a lot of players involved and the defensive coach can work on defense techniques simultaneously. Practice is harder than the game for the offense in this drill, because the defense absolutely knows what play is coming. If the defense cheats too much I'll throw in a pass play just to keep them a little more honest.

Link to The Sweep Drill

Game One

We kind of took it on the chin in tonight's game, or at least in the second half. We led most of the first half and ended the half tied. We gave up the go ahead touchdown early in the fourth quarter and another touchdown late when the substituting became a little more liberal.The game basically came down to their big, tough, fast kid breaking loose just a little more often than ours.
We have quite a list to work on for the next game, which is usually the case following the first game. Moving the ball with any consistency was a big issue.
The list:

• Blocking assignments
• Sustaining blocks-sometimes it wasn't even hit and quit, it was stand up and watch the ball carrier get tackled.
• Moving personnel-some guys will get new positions to get them in a position to help us.
• Creating ways to take advantage of personnel-we have a tight end who can really hurt teams with his size and good hands. 
• Pretty much all the basics.

It was fun to see how kids would respond when another team was across from them, especially when they got seriously hit for the first time. The plan would be that now the kids have a better idea of the speed they need to be at to have success on the field. 

The Player Coach Exchange of The Day

It take you back to uniform/equipment day and give you this actual exchange between a player and myself yesterday before practice.

Player: Coach I need a tailbone pad.
Me: Where's yours?
Player: I never got one.
Me: Why didn't you get one on Friday?
Player: I didn't think I needed one.

Remember "patience and understanding." It has been a lot of fun getting back into it. Kids, at the core, really haven't changed too much through the years. They do seem to bring a bit more baggage though, which isn't their fault.
We're reaching the point where some kids are getting it and really starting to fly around the field and there's the other group that isn't sure of themselves. The unsure of themselves group have some who have that "this isn't football in the backyard" look on their faces. I hope they stick it out.

Youth Football Audibles

I found a post at Youth Football Drills explaining how to use an audible system in youth football. It has me thinking how I can tweak my system to include calling an audible at the line of scrimmage based on what the quarterback sees on a presnap read. I can see potential for having the quarterback read the defenses reaction to our Over and Under unbalanced formations and having a play to take advantage of either no reaction or an over reaction.

Settling in For a Weekend of College Football

I'm looking forward to watching football this weekend. Its my time to relax and recharge from a week of teaching and coaching. I don't really watch looking for ideas either, because the game they are playing on TV bears little resemblance to the game I coach during the week.  I do prefer the college game to the pro game though, more variety in offenses and you just can't beat the atmosphere of a college town on game day.
Go Badgers

The Base Passing Game

The pass is not a prominent part of our offense in terms of number of plays or the number of times they're called in the game. However, the pass is intended to change the momentum of the game (it doesn't always change momentum to our favor). We are trying to take advantage of overeager defenders trying to help on the run defense or of defensive backs looking into the backfield. Its not very complicated (are you seeing a theme here), but I've found it to be very effective. We do add plays as we go along throughout the season to take advantage of our personnel and defenses we've seen. 

Link to The Base Passing Game

The Base Running Game

These are the first three plays that I put in. They each look the same on initial movement and if executed correctly, specifically the fakes, three areas of the field face a simultaneous threat - the middle and both flanks. This is adapted from Hugh Wyatt's Dynamics of the Double Wing.
Link to the First Three Running Plays

These three plays and their companions to the other side of the formation give us a good base to start building our running game. It is vital to get these plays to look as close to identical as you can get. I've been amazed to watch linebackers take off chasing a wingback they think is carrying the ball on a sweep opening the wedge for a big gain. Middle school defensive ends often feel they need to help their buddies on the inside and will crash down hard on a wedge only to have the ball ran around their open side by a wing or the quarterback. Our base passing game also begins from these three plays. These plays can be run from an OVER or UNDER unbalanced formation as well, with little change to the blocking assignments. It is simple, but we have to keep it that way. Remember we have a game coming up quickly.

Basic Double Wing Formations

Everything I do is from Coach Hugh Wyatt's book Dynamics of the Double Wing with some modifications that I've found work with our kids and level of football. The following link shows the formations I'll use during the season: Basic Double Wing Formations.

 These are the three basic formations I'll use throughout the season. They are simple, easy to learn and remember during a game. I feel these formations allow us to do a few things play calling wise, and deal with a substitution situation. In middle school football you will have some kids who are not very big -ok, they're small- and I need places to put them on the field to keep them safe (We do not have weight limits). Going Over or Under allows us to split out a smaller kid. He's on the field and he's not in tight in a situation that he is not going to be successful. From his split position he has a good angle to block a linebacker (he usually just slows him a little) on a sweeps or to clear an area of the field for an inside receiver (A or C back). Incidently, the corner will often follow him inside on sweeps too, which opens up the outside. If our opponent begins to ignore the threat of the split end, I send in an athlete for a play who is a threat and I have a play call to take advantage of the situation.
I like to keep it simple for the players and through formation get players onto the field in the best position for them to experience some success.

Drill For Introducing Blocking Technique

We want everybody to be at least exposed to all facets of the game. The first day we teach blocking technique we do at as if all players are linemen.
Breakdown:
The Fit
Strike a blow
Strike a blow and Drive

The Teaching Technique:

Whole group, 5 lines, 3 to 4 players per line. We want to minimize standing around.

The first group holds the blocking dummies (I don't have access to a sled). The proper fit is demonstrated. Second group lines up and assumes the fit position on the dummy and holds it while they are checked. Rotate-first group goes to the end of their line, second group holds dummy, third group steps up and assumes the fit position.

The second round we want each player to strike a blow into the fit.

The third round we strike a blow into the fit and drive the dummy five yards. The key teaching point here is for the players to maintain their feet at shoulder width apart and take short, choppy steps. They will want to literally push the bag and run.

Its a simple drill, but we efficiently teach blocking technique and how not to hold. We will build on this base, but we have a lot to do before the first game.

This isn't the NFL

Kids experiencing full contact football for the first time need to understand a few points about the game. I usually spell it out for them at the beginning of the season and reemphasize them throughout the season.
When you watch kids play football on the playground often its everybody out for a pass and rushers required to wait the agreed upon amount of time ("Mississippi's" in my area). Ninety-nine percent of the plays are passes. Blocking is nonexistent.
Kids need to realize some of them will play the line and you have to convince them they are very important positions. It really helps if you truly believe that and the kids will gauge how much you believe it by the amount of time and the attention you give to teaching linemen in practice.
Kids need to know that they will get bumped and bruised. Begin teaching the difference between a bump, bruise, or scrape and a real injury. Be patient with kids on this point and treat all their concerns as injuries (to be on the safe side). They will begin to see the difference with experience. Its been interesting that every season when full contact begins, one or two kids decide they don't want to play anymore. I encourage kids to stick it out and nothing I do is designed to "weed out" kids, but regrettably some decide the game isn't for them.
Most plays will be runs. A lot of kids want to be wide receivers. I tell them "that's great, but we don't have a position called wide receiver." Maybe some of you can move the ball consistently at the middle school level with the pass. I've found if we pass more than 5 times a game we're in trouble, because we can't move the ball on the ground. In one season (5 games) we threw 18 passes 12 were completed (9 for 2pt conversions and 1 touchdown). We were 4-0-1 that season.
As much as we as coaches understand it, the kids need to know that we are not going to play run and gun football. I'm not taking the fun out of the game for them, but simply trying to give them a realistic picture of what the game will be. Then I work on making the game, in that context, fun for them.

Its Not the Drill

As coaches we're looking for the magic drill that will insure our team's success on the field. It doesn't exist. There is almost limitless sources for drills and all of them I'm sure are good, maybe even great and the temptation is to use every good one we find. We end up with a "next best thing" mentality, where we're just picking and choosing without regard to how it fits in with what we want to accomplish. I have been guilty of this approach and continue to struggle maintaining balance between the "next best thing" and the "tried and true."
Drills certainly can help us be efficient with our teaching, do a good job of breaking down a game skill so that it transfers to the game, or develop good fundamental habits. However, it's not the drill. It is how its used, who uses it, and who is executing it. The drill doesn't teach, the coach does.
How is the drill used? Ask yourself the question "does what I'm having the kids do directly relate to what they will do on the field?" Now I'm sure everybody is saying of course all my drills directly relate to the field. Let me give you an example. How often in a game does a running back have to get up off the ground (from laying on his back, facing the opposite direction he wants to run), turn around, and then avoid a tackle. Some will know the drill of which I speak. Or how about "Bull in the Ring." Don't tell me about teaching toughness either. Better, in my opinion, for teaching tackling, running back techniques, and, yes, even toughness is a rather simple drill. Line up a ball carrier and a tackler one yard apart. On the whistle it's basically play football. There's no restrictions on the running back. Now, do we see these skills in a game: a running back must avoid a tackler or run low into a tackler and keep his feet moving; a tackler must make the tackle in the open field; and both need toughness to achieve their objective. I know its not the "next big thing," but it efficiently teaches and allows coaches to evaluate football related skills.
Who uses it. Basically, I'm talking about the teaching skill of the coach. The best drill taught poorly produces poor results. Conversely, a poor drill ran by a great teacher will produce better than poor results - I won't go so far as to say great results and why would a great teacher use a poor drill? But you get the idea. My point, hone your teaching skills. My main reason for writing here is to reflect on what I do and, hopefully one day, get feedback to improve.
As coaches we can control the drills we use, how we use them, and how well we teach them. I don't like to think about this one, but we can't always control the talent level of the kids executing the drills. I want to think my coaching has some impact on the game, but deep down I know talent level does have an impact on the scoreboard. I don't think it has much to do with how successful a practice, game, or season was. And I REALLY struggle with this one. We all have ego and pride, and that scoreboard is big and it is lit up for all to see. Try to measure success by how much the kids got out of the experience. Did they get the absolute most out of their ability? (This is as much for me as anyone else and if anyone has a really good handle on it PLEASE let me know how you did it)
Don't look for the "next big thing." Stay true to what you want to accomplish and evaluate any potential new drills or concepts by how well they fit with what you want to get done. Then learn to be really good at teaching the drills you do use. And remember, success isn't always reflected on the scoreboard (I'll try to remember that too).

A Good Start

The first day is coming up fast and I've gone over the first five priorities I'll need to cover in the first practices, my priorities for putting in the offense, and outlined my practice plan for the first day. I've even reflected on what it will be like handing out the equipment. That is a good start, but I'm thinking about having a good start when those 25-30 eager, energetic faces are in front of me waiting for direction. They won't wait long either before they basically begin being typical middle school boys.
The cliche would be "setting the tone." I think establish authority would be more accurate. You establish authority by being organized, having a plan, and following through. Being organized is knowing where everything is that you will need for the practice, lesson, season etc. Having a plan is knowing when to use what you will need. Following through is doing what you say you're going to do. If you tell the kids you're going to get a new piece of equipment, you better deliver. If you say you'll have them do "extra work" in practice for being late, you better make sure they do the "extra work." Extra work is often equated to running and sometimes it should, but try to be more creative than that.
Following through might be the most important of the three. They (and the "they" can be parents as well as the kids) are always watching your reactions, and some (unfortunately, you can include parents in the "some" too) will test to see if you really mean it. With discipline, I don't recommend warnings, especially early in the school year/season. Calmly, unemotionally follow through with what you said would happen if a rule is violated. However, effective organization and planning will cut down, but not eliminate, the need for discipline. There's no doubt in my mind that kids want structure, despite what they may be showing outwardly. Its anecdotal evidence, but I've heard kids complain about teachers or coaches who give a freer rein, as much as they complain about those who they perceive as stricter. I know kids don't want to have their time wasted either. If you do an activity that's meant to kill time, don't kid yourself, they will know. They won't like it, and they will act out because of it.
That first day you have those 25-30 eager, energetic faces in front of you, be organized, have a plan, and follow through. Then you'll have the confidence to speak with a clear, strong voice giving specific directions for activities that have direct relevance to what you and the kids want to accomplish. And if the need for flexibility arises, I've found it easier to be flexible when a detailed plan is already in place.

Connecting the Classroom and the Athletic Field

My teaching position in special education can sometimes make me feel isolated from the general study body, because I work with the same small groups of students each day. Being a coach connects me to the student body and, in some ways, demystifies what goes on in my room. It also offers me a unique opportunity to get some of my students involved in extra-curricular activities with the support they might need. Some students need behavior support others learning support.

I get special education students who are good athletes, but their disabilities often hinder the success they could have. One of the most rewarding parts of my job is to have a kid, who hasn't always experienced success in school, find success on the athletic field. Athletics can then serve to extend this student's motivation to improving academics and maintaining appropriate behavior in the classroom. Athletics can be another tool for inclusion of special education students with general education students.

I'm constantly seeking to maintain the connection between my teaching and coaching positions. It is important to see your athletes interact with other students and get a more complete picture of who they are as people. Likewise I think it can be useful for others to see how kids are in the athletic arena. For coaches who are not teachers I would encourage you to get involved in some way with the school.

Practice Plan for the First Practice

15 Min. Line up, Stretching Routine, Form Running

10 Min. Whole Group (priority 2)

2 pt. stance

3 pt. stance

10 yd sprints, lined up on the ball, 3 pt stance, on cadence


BREAK

40 Min. Split Group (20 min. segments)
Group 1
- Blocking Technique (priority 6)
Fit, pop, drive: Teach in sequence. 5 lines practicing on a tackling dummy.

Group 2
- Agility Drills



BREAK



30 Min. Split Group (15 min. segments)
Group 1
- Ball carrying, Quarterback/Center/Fullback -2 wedge (priority 3,6,7)


Group 2
- Form Tackling (priority 1)

10 Min. Doublewing formation Introduction (priority 4)
Name all positions, line up, have players change positions.

5 Min. 20 yard sprints, lined up on the ball, 3 pt stance, on cadence
Post practice talk

*Water is available at any point during practice

*We've worked on 6 of our priorities.

Equipment/Uniform Day

Its necessary but that doesn't mean I have to like it. If any day requires the most patience and understanding, its the day you hand out equipment.
Handing out equipment efficiently actually begins at the equipment turn in day from the previous season. Hopefully, you had your players turn in complete sets of knee, thigh, and girdle pads athletic taped together. Now you can simply hand, or have a player pick up, a complete set.
Remember, half of these kids have not put on pads before; they do not know what a helmet feels like on their heads. As far as the coaches can tell the helmet could be a good fit, but the player feels uncomfortable. We try another helmet, still uncomfortable. Try another...and another. Inevitably he ends up with the original helmet - patience and understanding.
Shoulder pads need to be inspected for size too, which takes a coach's time. Meanwhile, confused players fumble around guessing where all these new pads go. Have you seen the kid with the tail bone pad in the front? Then you know what I mean. Of marginal help for this situation is to have the experienced players help the first timers. However, they're also preoccupied with making sure everything they received fits.
Before you even get started demonstrate where every pad goes (realize though that they are so excited to get pads that you might as well be talking to the wall). So, how does this process work. One coach hands out and fits kids for helmets. Simultaneously, another coach is fitting kids for shoulder pads. The rest of the team is moving through stations picking up a pair of practice pants (lay them out and label stacks by size); a belt; a complete set of thigh, knee, and girdle pads; a practice jersey (again, lay them out and label stacks by size); and a mouth guard. While waiting for a helmet or shoulder pads, players are to put their pads in their pants. This is when knee pads end up in thigh pad pockets and the infamous tail bone pad ends up in front.
With everybody in possession of a pile of equipment, coaches move through the group offering assistance and answering questions with responses such as, "no, I don't know where your thigh pad went" or "it doesn't matter what your practice number is." I wish our practice jerseys weren't old game jerseys.
The session is wrapped up with the whole team, wearing their complete ensemble, touching each piece of equipment as you call it out. The next day's exchange will go like this:
Player: "I didn't get a belt."
You: "why not, you were supposed to take one or say something after we went through all the equipment yesterday."
Player: "I didn't think I needed one."
PATIENCE AND UNDERSTANDING

*I truly do enjoy middle school kids. The energy and excitement they bring can be contagious. They also bring a smile to your face if you look at them with patience and understanding.

I Really Don't Mean to Make It Sound Simple

I've been reading back over my last posts and it occurred to me that it might sound like I'm making the game too simple. I've actually been kind of amazed what the kids are able to learn and apply in order to function in a game. I also don't want to give the impression that I don't take the middle school sport seriously. I spend the same amount of sweat and effort coaching middle school football as I do as the head varsity baseball coach. I also get equally excited with the triumphs and just as down with the set backs, and I'm not talking solely about scoreboard results.

Thoughts on Special Teams

As at any level of football, special teams can have a big impact on a middle school football game. However, it is important to remember that this is middle school football and winning the game is not the number one priority. With a team of 25 -30 players I think its important for every kid to be able to say he's a part of a unit. Remembering that affects some of the decisions I make for the special teams, specifically the kick return team.

By the nature of their age and development, some kids are going to be capable of more than others on the football field. However, its important to keep all the kids interested in the sport and give them all equal attention and instruction, because it is impossible to see what type of students and players they will mature into when they reach high school. I've seen the slightly over-weight, non-athletic 7th grader turn into the 6'4" solid 225lb college recruited player as a senior.

What do you do with those non-athletes in middle school, when you still want to be competitive and you want everybody to experience some success, feeling that football was a good experience? We're really trying to do it all here, and in some respects that is impossible. But, we try anyway.

How have we distributed players among the units? Here's an example:

11 starters on offense. 3 start on defense as well.

8 + the 3 from offense starters on defense. 19 players total

3 kids on kick off team who are not on the starting offense or defense. 22 players total.

5 kids on the kick return team who are not on another unit. 27 players total, who get to go home and tell mom and dad they are a part of a unit.

This is just an example. Our numbers and break down changes with the circumstances.

Knowing that part of my philosophy, I'll try to outline my way of dividing kids onto offense, defense, kick off, and kick return (you're thinking I forgot punt team and punt return, I'll get to that in a moment).

First, I don't dump weak kids on the offensive line. We do pull linemen so they do have to have some athletic ability. That being said when choosing between two decent size kids who probably won't play one of the back positions I try to have the better athlete play defense. I'll also sometimes convince a really good athlete, who is a reserve backfield player, to play one of the guard spots, by rewarding him with ball carries throughout the year.

This was supposed to be a post on special teams. Punt team, my recommendation is don't punt. I'm being serious; I've gone an entire season without punting and in others only punted 2 or 3 times. If you do have to punt (I don't even punt if its 4th and long at midfield), your center should be able to be taught to long snap the ball 8-10 yards. Have your best punter from the starting backs be the punter, and the rest of the team in a tight punt formation of your choice. Tell your punter when he gets the ball to just get it out of there. We practice punts the night before every game, but I don't get anymore complicated than that.

Punt return is even easier. Your best ball carrier drops back as a punt returner. Have a "fire" call when the ball hits the ground, nobody wants to touch fire, so nobody touch the ball when you hear the returner yell "fire," "fire."

The kick off team needs to be stocked with your fastests, best tacklers. You can put two of your non-athletes on the kick off team. Just don't put them next to each other. I put the best tacklers in the middle, on each side of the ball. We do want to be competitive and a weak kick off team gives up touchdowns. Another point, we want all kick offs to be on the ground, preferably ending up between the sideline and the hash mark. We do not want the kick off to go high and deep to the back men. Who do your opponents want to carry the ball? - the two deep men. We can control whether or not they get the ball. They won't be getting the ball. You'll be surprised how many of these kick offs you will end up recovering.

The kick return team is the unit I put a few more of my non-athletes. I place them on the front line of 5. My second line of 4 includes back up receivers and backs, kids who can handle the ball. The back two are, obviously, the two best ball carriers. I assign each player a kid to block on the other team. I haven't been able to make the wedge work in middle school. Nobody seems to block. When they are each assigned a person to block, they at least momentarily slow down the opponent .

It is also vitally important that you teach the kids the rule differences concerning a live ball between punts and kick offs (A few years back I had a kid shuffle around a kick off, waiting to down the ball). They need to understand that when we are receiving a punt, it is our ball unless we muff it; and, on kick offs, the ball is live and up for grabs after 10 yards. Incidentally, before 10 yards, it's just like a punt. They need to understand these rules.

This has been a brief overview on my philosophy of putting the team together. Whole books have been written on each of these topics and it really isn't as simple as I try to make it sound. Hopefully in future posts we'll discuss in more detail what we do with our team.

Final Preparation for the First Game

The final touches (I guess, if you're like me, you never feel like the final touches are applied) before the first game help your team to look organized on the field. Before your first game its important to teach and practice getting into and out of the huddle, general substitions, and relaying plays into the game. These aspects must be practiced or there will be uncertainty and disorder between every play.

There's different ways to set the huddle. I just use a simple circle. After the huddle is taught, it's time to practice setting up a huddle after a play and running in plays with substitute. The varsity coach at my school is very good about letting us use the game field to practice. Generally, I have two or three left ends who alternate taking in plays. They know as soon as the play is over to head off the field and come right to me. I had to teach them this. When I first started coaching, the first time the end ran off the field he disappeared in the crowd. When it was time to send in the next play he was nowhere to be found. Anyway, on the game field we'll start at mid-field with the team huddled up. I'll send in the play, they'll line up, run the play with everybody sprinting 10 yards. The ball will be spotted 5 yards from the previous spot. The center will have to set the spot for the huddle (7 yards from the ball), yelling "huddle" with his arms up. The next play will come into the game, the quarterback calls the play in the huddle,the team lines up, runs the play, sprints 10 yards, the ball is spotted 5 yards downfield from the previous spot. We repeat this process five yards at a time until the team reaches the end zone. We enforce any false start penalties and illegal receiver down field penalties on pass plays. We also practice sending in substitutions for other positions. I think the kids are also getting accustomed to driving the ball down the field by having to run 10 error free plays in a row.

When we have the big field we'll also practice transitioning from offense to defense and vice versa. We always want to be ready for the proper 11 players to get on the field. After substitutions have been made, it can get confusing for kids when you yell "offense" and its time for them to be on the field. Their question is "does the starter go into the game or do I go in because I was on the field the last time we were on offense?" I've struggled over the years with how to make this situation less confusing for the kids. What we do right now is have two possible calls when making the transition from offense to defense or vice versa. I can call "last offense," which would be the group that was on the field the last time we were on offense or "starting offense," which would be the starters. It doesn't work perfectly. Sometimes kids forget they were on the field the last time their group was on the field. The kids coming in from the sideline need to echo the call to the players who are on the field at the time of transition so they know who needs to stay or get off the field. One situation to take into account is if a starter gets injured and cannot continue. I try to remember to tell his substitute he is now the starter. Notice I said try to remember, yes in the heat of the game I can forget. It is a lot for kids to remember, but if they are truly into the game and want to play, they will get it.

So, a couple days before the first game we practice these scenarios: changing from defense to offense with "last offense" and "starting offense" and "last defense" and "starting defense." I do take pride in the fact that even early in the season we rarely have to take a time out for too few or too many kids on the field. I also let all the kids know that on offense the quarterback is in charge on the field. If he counts twelve in the huddle (and he's supposed to count on each transition), and he tells a player to get off the field that player is to immediately get off the field. If there is an argument, the quarterback is supposed to call time out tell me who argued and that player doesn't play the rest of the game (incidentally, its never happened in a game that somebody has argued with the quarterback).

I know early in my career I never thought to practice these parts of the game. I just kind of assumed everybody would know when they were on the field and how to shuttle in plays. Believe me, if you practice it you're team will look very organized and I do think organization shows up on the scoreboard.

Priorities for Putting in the Offense

During the last post I discussed the first 5 priorities that set the foundation for everything else you want to do on offense. This is the way I break it down. Obviously, there is more than one way to get the job done. This breakdown seems to work for me. For detailed explanation of how to put in a youth football offense, and a detailed explanation of all facets of the game take a look at John T. Reed's articles on youth football site. His book Coaching Youth Football 4th edition offers detailed descriptions of every aspect of youth football. Many of my ideas for coaching middle school football have been influenced by his work.

With a staff of two, I am the only coach available for putting in the offense and running the offense specific drills, which influences my priorities and how I teach each priority. Hopefully, you will have more coaches available.

Priority 6 Basic ball control and blocking techniques

The first two skills I teach is how to properly carry the football. Earlier in my coaching I neglected this skill. Kids will carry the ball in any number of ways. You can teach whatever method you like (I prefer the high and tight technique - see Univ. of Wisconsin RBs). I then I have to teach a basic fit and drive blocking technique, and show them what holding is and how not to do it (hands inside the frame of the opponent). I practice this with blocking dummies and then live with partners. As an aside, I really wish I had more time in practice to teach the finer points of techniques and fundamentals, but remember, these kids have a game to play soon. I basically need them to fire off, make solid contact, and maintain contact.

Before we move on to the next priorities, its important to think about which plays you'll need to run for the first game. Basically, you'll need and inside run, outside run, a counter play, and two passes. Each run to the right and left. Don't laugh, you cannot get more complicated than that. That is 10 plays and that will be a lot. They are going to have to learn your play calling terminology also.

Prioritiy 7 Combine the snap with a handoff, teaching the proper way to receive a handoff

Your centers, quarterbacks, and fullbacks execute an inside running play. In my situation with split the team. Half are working on offense, half on defense. So, I have a group of 15 +/- kids. We have around 3 groups working together. At this point, the centers and quarterbacks have begun to step forward. At the end of practice 6 kids will have worked at center and 6 at quarterback. I let everybody else have a chance to play fullback. This is not a minor point. After a practice or two nobody can say that they weren't at least given a chance to play the "glamour" positions. Its obvious some kids won't play the ball handling positions, but they have been given the opportunity.
Priority 8 Execute the inside run against air then against dummies at the point of attack

We're beginning to put all the priorities together now. You should have a pretty good idea which kids will fill certain positions. Put the team in formation (proper stance, staying still), the quarterback calls the cadence (getting off on a snap count), run the play with everybody sprinting 5 yards. Now I teach them the number for each hole (if you number holes, this is the time). Our inside play is 2 Wedge. After a few reps against air, I add blocking dummies in front of the center and guards and teach the wedge block (I'm not going to go into the techniques here).

Priority 9 Execute the outside run against air then against dummies at the point of attack
Same as priority 8, put the team in formation and run your sweep. Then put blocking dummies at the point of attack, both to the right and to the left. At this point you should be putting in your blocking scheme too.

Priority 10 Execute your counter play against air then against dummies

For the first game your counter play may simply be a quarterback bootleg off your sweep. Thats okay, in youth football it can be very effective. However, since that is very easy to teach, I usually teach a sweep off of a fake up the middle. We're faking a wedge and running wide (Buck sweep).

Priority 11 Teach your pass plays the same way a hand off is broken down

Quarterbacks and centers have emerged. Now teach your two basic pass patterns in 3 groups with everyone getting a chance at the receiver positions. Again, this is not a minor point. Every player should at least be able to say they have been given a chance. I would discourage you from putting in a drop back pass. Middle school linemen cannot give the time needed and middle school quarterbacks cannot see past the chaos going on in front of them to find a receiver. All my pass plays are sprint out or roll outs. Particularly effective are waggle plays off the buck sweep. The quarterback is in space and he has the option to just keep running if the receiver forgets to run his pattern (yes, it does happen). One other thing, don't require middle school quarterbacks to make reads. Connect the dots for him. One receiver, he'll be in this spot, throw the ball. Okay, the one read he can make is whether or not a defender is on the receiver, in which case take off running forward (yes, you must specify forward or he'll take off backwards trying to buy time).

Priority 12 Run some plays against a live defense
Its time to put it all together and see how it works. Remember there's a game coming up soon. You won't feel ready to go 11 on 11 and probably aren't ready, but you need to see what adjustments need to be made when plays are run against a live defense. If you want to give the offense some confidence and make a teaching point to the defense, for your very first 11 on 11 play run a quarterback bootleg. Typically there's no one within 10 yards of him as he turns up field. Thats not a bad play call for your first game either.

Have I left a lot out, definately. Remember the time crunch I'm working under. If you are blessed with more time, I think the priorities still hold true. You can just spend more time and go into more detail when teaching them to the team. We're still not ready for a game, but we're getting closer.

Time to Think About Football Season

Its time to think about football season. I coach a 7-8 grade football team with only half of the team having played the game in pads in prior years. I coach in a co-coach situation. I'm the one in charge of the offensive side of the ball, which gives me a lot of control of time management aspects of the game, but more on that in the future. This will be my 9th season as a junior high/middle school football coach and its taken some time to develop a few strategies for practice and games that I feel work well. We need to start with a basic assumption; middle school football is not high school football. What works at one level may not necessarily work at the other. I may make statement that will have you saying "that will never work" and you are probably right, but I have seen it work consistently at the middle school level.

My situation has a unique challenge, only 5 or so practices in pads before the first game or scrimmage. I don't agree with it, but thats what we have to work with. This situation makes it vitally important that practice is prioritized for what the kids need to know to compete in a game. However, I think the priorities are pretty universal regardless of the situation or offensive system used. The following priorities will deal primarily with the offensive side of the ball.

Priority 1 Safety

Some of these kids will be putting on helmets for the first time. Make sure of a proper fit. If you're not sure what a proper fit is, find a qualified person to show you or help.

Take the helmet out of hitting. I do not teach to lead with the head, hit with the head, or hit someone in the head.

Teach them to keep their heads up during all actions (tackling, blocking, running).

Priority 2 Proper Stance then take off on a snap count or ball movement on defense

To play offense this is a very basic fundamental, get in a proper 3 point stance, stay set (perfectly still), and take off on the proper snap call. I tell the kids "if you can't do this you can't play offense." Everyone wants to play offense, so that usually gets their attention. I usually teach this skill in a large group format, but what how you teach it is secondary to the fact that they have to get it. The first time you teach this, kids will be bouncing up and down in their stances, falling forward before the count, jumping early, being anything but still. Every year I think it will be different. I'm still waiting for that year. A small but important point, don't forget to teach them that once their hand goes down on the 3 point stance they cannot pick it up (according to high school rules) or it's a false start. Thankfully referees have typically given warnings on this early in the season (this is a teaching situation after all), but you may run into the guy who calls it all like it is the state finals (believe me, never a good thing at the middle school level, but it happens). Just for fun, check how often this fundamental is messed up in a pro or college game. It will start to drive you crazy how often it is.

Priority 3 Find your centers and quarterbacks and get them practicing snaps

Obviously, if you can't execute a snap, the best plays begin with everybody trying to recover a fumble. That being said, this priority takes some selling, not for the quarterbacks (you'll have plenty of those), but for the center. Nobody will want to play center. I usually start by asking the whole team which position they think is the most important. The answers usually are quarterback or running back. Then I ask who starts each play with the ball. Again the answer is often quarterback, but a few catch on and say the center. Now I play up, but I do truly believe it, that the center is the most important position on the offense, because without a good snap and a solid, strong blocker up the middle none of our plays will work. I then tell them that if they want to never come off the field when we're on offense, then be our best center. We usually find a couple then ,and you need to find, at the bare minimum, 3 kids who could do it in a game. Teach your technique for snapping and receiving snaps and have them practice it.

Priority 4 Line in a formation and everybody know the names of each position

This is actually closely related to priority 5, but deserves its own attention for one very simple, but important when in the middle of a game, reason - substitutions. Whatever formation you play, the kids need to know it and the names of each position. I would only have one formation for the first game (only 2-3 variations of it thereafter). For example, you need to be able to send a kid in the game to play right guard and have him know where to line up. DO NOT assume kids already know the names of the positions. I have made this assumption and it does not look good in a game.

Priory 5 Line up in a formation and on a snap count, make a snap to a quarterback and everybody take off from a proper stance

This is related to priority 1; however, just when you are feeling good about their mastery of priority 1 and you add the steps of a formation and an actual count and snap, it will all fall apart at first. Remind them of the rules concerning false starts and the fact that they won't play offense if they can't do it within the rules. Keep giving them repetitions and priority 1 will mesh quite nicely with the two new added steps. This is also a good time to teach your spacing between linemen. The spacing you choose isn't important (I do have my preferences - foot to foot or 6 inch splits); however, you do need to teach everyone how to establish line splits consistently. Simply telling them doesn't work, because your center will be over the ball and your tackles will establish themselves 1 foot away from him. Now, where do the guards go? They will try to fit and get into a stance in that 1 foot gap. Make sure they establish positions in order, center over ball, guards, tackles, tight ends. Then check to make sure the line is straight and nobody is lined up off sides. You need to give repetitions to lining up correctly. Have them line up, correct as needed, have them get up, send them back 5 yards. Then have them come back up to the ball and line up again.


These priorities may seam quite simple, and they are - to us. They are the beginning point to running an offense and the kids that do get them the fastest actually receive the first look for playing on offense (make sure the fastest kid gets it). These priorities need to be reviewed and practiced throughout the season. Now, we haven't even run a play yet, but without these first five priorities, you never will run a play. Running the offense has another set of priorities that I'll share in the next post.

Early 1900's Baseball

Links to books detailing the strategies and techniques of baseball as it was played in the early 1900's. These books were written close to one hundred years ago. It is amazing the advice that is applicable to playing and coaching the game today. Looking at these resources is a good reminder of the timeless fundamentals of sound baseball.



Baseball Individual and Team Play in Detail

By W. J. Clark and Frederick T. Dawson


How to Play Baseball: A Manual for Boys

By John J. McGraw


Scientific Baseball

By John J. McGraw


Touching Second: The Science of Baseball

By John J. Evers and Hugh S. Fullerton

Baseball Practice Planning

Efficient practice planning begins, for me, by creating a template of what I want to accomplish in each practice. I divide practice up into segments and have core drills to choose from for each segment. I've used this practice template with squads that number between 12-18 players.

Practice Segments:

Warm Up-Stays pretty consistent throughout the season

• Light jog


• Stretching routine
  


• Throwing routine
  
  

Individual Defense

• Hold Runners/Moves to bases
  


• Four line ground balls
  


• Outfield Work - throwing position, playing the fence, getting a jump, playing the ground ball, etc.
  


• Infield Position Break down - catchers, middle infielders, first basemen
  

Choose two drills to work on in the practice.

Team Defense

• Relay/Redirect-specific work and cut off and relay situations, concentrating on throwing out the lead runner and keeping trailing runners from advancing.
  


• Fly ball communication- infielders and outfielders communicating on fly balls. Focus on tougher plays in short left, right, and center and on pop ups up the lines.
  


• 21 outs- the team must convert into an out 21 consecutive plays off the fungo. Any error resets the drill to zero.
  


• Bunt defense-play live with the outfielders serving as bunters and baserunners. A reliable batting practice pitcher can throw strikes from 50' with the live pitcher standing behind the BP pitcher ready to play defense.
  


• First and third defense-outfielders act as baserunners. They can run your first and third offense or your upcoming opponent's know first and third tendencies.
  

Choose 2-3 drills to work on in the practice, keeping in mind the number of throws players will need to make.

Bat Control Skills/Specific Team Offense Situations

• Three group (hitters, runners, shaggers) hit and run drill- used primarily early in the season to teach the hit and run, and at any time throughout the season to review and refocus on the fundamentals of the runner glancing in and the hitter getting the ball on the ground.
  


• Bunt offense
  


• First and third offense
  


• Concentrated situation hitting- two strike hitting, advance runner from second to third with nobody out, and score the runner from third with less than two outs.
  

Choose drills based on the need for the day.


Batting Practice/Team Offense

• Station Hitting-limited only by space, equipment, and available coaches. Possible stations include: soft toss drills, batting range, bunt station, on field hitting, shaggers, pepper. Each hitter finishes his round by sprinting to first base and becoming a baserunner. The next hitter executes a bunt, the runner reacts properly for 3 steps and returns to first. The hitter and runner now execute a hit and run. The runner reacts properly to the hit and run, then moves to third. With the runner now at third, the hitter and runner execute a squeeze play. Hitters then hit 8 balls fair, plus 1 extra fair ball for each properly executed bunt, hit and run, and squeeze for a possible total of 11 balls hit into fair territory. This time in practice can be used for pitchers to get their bullpen work done or for coaches to get in individual work with specific players.
  


• Live batting practice scrimmage- live offense and defense with a batting practice pitcher on the mound.
  


• Live scrimmage- live offense, defense, and pitching. I usually only use this early in the season to see how the pitchers will react to live hitters.
  

Pick one drilll for the day


Win the game drill

• The whole team participates in this end of practice drill and everybody gets one chance to win the game. Possible drills include:
  

• Squeeze play
  


• Runner on third less than two outs
  


• Runner on second, two out- get a basehit to win the game.
  
• Tough play for the third out-full defense on the field, the coach hits tough plays off the fungo bat in a simulated two outs, one run lead, last inning scenario.
  

Pick one win the game drill for the end of practice.


Conditioning

• Run the bases
  


• Foul poles
  

The time spent on each segment is flexible based on the team's needs for the practice. Practicing for the tendencies of an upcoming opponent will often require more time to be spent on the individual and team defense segments. I also always have the defense segments first to make sure the team realizes defense is a priority, and the players know if we run out of time because of inattention or sloppy play, batting practice (the fun time) gets cut short.

Intangible Scrimmage

Intangible Scrimmage for Baseball


Not a creative name, but it can be a creative way to maintain effort and concentration during practice when you want your first team to practice as a group. Keeping your first team together as a group has the potential of having everybody lose interest, effort, and concentration because of a large disparity of runs scored between your first and second teams.

However, by changing the way the score is kept and disregarding completing the number of times home plate is touched both groups have incentive to play hard and the ability to "win the game." Team scores are kept by keeping track of both teams ability to execute the mental (concentration, discipline, positioning) and physical effort (hustle) fundamentals of baseball. "Runs" are scored by the correct application of the fundamental or subtracted because of the lack of execution.

The starting point is identifying the fundamentals you want evaluated during practice. The following list includes examples of aspects that can be evaluated. A coach can,obviously, add items that would be unique to their situation. These fundamentals can be executed regardless of a players talent. A player helps the team score "runs" by giving effort and prevent "runs" from being subtracted by just being mentally into the game.



Team Defense:

Outfielders

1. Get behind the routine flyball. (Mental)


2. Call for the flyball. (Mental)


3. Call off the infielder if the outfielder has an easier play. (Mental)


4. Back up each other on balls in the gap. (Mental)


5. Back up the infield properly, according to the play. (Mental)


6. Through to/through the cut off. (Physical/Concentration)


7. Go for the catch. Dive for catches in practice, teach situations when to keep the ball in front at other practice times. (+Effort)
   

1-6: A "run" is subtracted for lack of execution

7 : A "run" is earned for each + effort dive play

Infielders

1. Anticipation step before every pitch. (Mental)


2. Cover the bases, according to the play. (Mental)


3. Back each other up properly, according to the play. (Mental)


4. Use two hands when catching throws. (Concentration)


5. Communicate on pop ups, slow rollers, base coverage, etc. (Mental)


6. Get in front of the ground ball. (Mental/Concentration)


7. Dive for the ball. (+Effort)


8. Block any bad throw in the dirt. First basement can earn a + effort run by saving an infielding and making a pick on a ball in the dirt. (+Effort)

1-6: A "run" is subtracted for lack of execution

7,8: A "run" is earned for a + effort play

Team

1. Three quarter sprint on and off the field between innings. (Effort)
2. Run out every ball that is hit when up to bat.

A "run" is subtracted for lack of execution

There's a multitude of areas that can be evaluated during an intra squad scrimmage. I implemented it by having an assistant coach observe and keep score during the scrimmage. The first time I tried it I told the team that the winner of the scrimmage would not be judged by the number of runners that crossed the plate. After the scrimmage we announced the winner and explained why. My assistant detailed each play that had a run subtracted or added to a teams total. The kids loved it. They asked to do the intangible scrimmage many times after that day. I think part of it might have been being acknowledged for doing "the little things." The level of play and intensity went way up in practices. Unfortunately, I didn't incorporate this until late in the season, but I do feel it did carry over into games.

Getting Started

As a middle school football coach (grades 7&8) and a varsity baseball coach, I intend to address the issues that go along with coaching young athletes and preparing them for competitions. Each sport and age group has its own unique challenges and joys. For example, how do you prepare middle school boys and girls too for that matter, who have not been in pads before, to play in a game after only being in pads for 5 days. A challenge faced yearly in my current position.



I'm looking for ideas that have worked for other coaches and, hopefully, add ideas that other coaches will find useful.