"Plan your work; work your plan."  In football circles, this phrase is almost cliche.  The thing is -- very few staffs TRULY plan out every step of the process.  

Recently, I had the fortune to work with an old friend; I was impressed in seeing his vision for his program.  It was 3-dimensional, with player development, community involvement, and schematics addressed from the youth level upward. This foresight is uncommon; he immediately set out about not only having complete systems on offense and defense, as well as also outlining a plan to develop his talent pool much earlier than most.

While QB Development is an obvious focal point of program development, we took this a step further, outlining the skills and development time necessary at each level -  at the youth, middle school, freshman, JV, and Varsity levels.  A calendar for each is established, and drills are evaluated.

QB development wasn't the only focus; while we implemented ACTS principles in the passing game and delineated the structure of the running game, we identified the need to evaluate all the program's personnel.  The coach's goal is to have a system for the next 15 years that will adjust to player types, but not have to change wholesale because a great player comes along (or graduates).  

In other words, the techniques and concepts taught should be the same, regardless if the level or talent level -- a stance or how to carry the football should be taught the same way, whether it be a 7th grader or an all state senior.  Coaches must be committed to continuous improvement.  

For example, if a Head Coach wishes to invest in the "ISO" running play, consideration must be given to the FB-type athletes at each level.  If a the varsity group lacked depth at that position, then to coach might want to re-consider such an investment, or alternative solutions - in both personnel and scheme.  In this instance, the use of "Lead Draw" action might be useful; using DART from 1 back formations might also be of benefit.  In the diagram below, it is easy to see how the same frontside scheme is used, and thus can be fruitful even if a group of kids does not possess the classic fullback.

Careful planning ensures not only a seamless transition from middle school to high school, but within a given team's practice structure as well.  How often does the newest fad or craze dominate clinic talk, without careful consideration of how additions affect a team's overall plan.

Take, for example, the chart below.  Given a vision the coach has for an offense, do we make sure that teaching time aligns with the play calls going into a game?

Even with the use of up-tempo play calling  and an emphasis on quick rhythm dropback, it is easy to conclude that practice must be efficient.  For instance, based on this chart, if we were fortunate enough to get 66 plays in a game, we would only get to call 26 total RUNS and FAST SCREENS.  Considering many offenses run inside zone, outside zone, power, counter, a trap, option, and draw, one can quickly dilute the offense to the point of ineffectiveness.

Before planning installation, a play package must have an overall place in a system; think of an offense as an ecosystem, where everything is dependent on other members of the food chain.  Arbitrarily adding ideas without careful consideration to all factors can do more harm than good, which is why the "re-conceptualization" of the passing game in "Recoded and Reloaded" -- making all components conceptual while easing learning for younger players -  can pay huge dividends.

As many of you know, I played at The University of Texas; this year has been a very trying one for me.  On one hand, I recognize the accomplishments of Mack Brown, and can tell you that I am sad the way things ended this year.  I can tell you that he has been nothing but kind to me and my family, and that over sixteen years, the young men that played for him refer to him in only the most reverent terms.  As a proud wearer of a "T Ring", I am grateful for the program he built, and am sure the next head coach has very big shoes to fill.  I am eager for a few years to pass, so that Coach Brown will be remembered amongst the Burnt Orange fan base the way he should be.  I am thankful not just for the thrilling victories the brought Texas, but for the kind of man who would send my niece a personalized note just because it was casually mentioned.  For some reason, I have a hard time picturing many big-time football coaches doing the same.

Because of my allegiance to people in the program, and because I know how coaching changes affect families, I will avoid speculation and rumor.  I can only hope that the next staff will bring a along a track record for developing quarterbacks.  It is no mistake that high-profile programs are often synonymous with difference makers at that position.  And, it is also this author's belief that the best way to develop passers happens in a systematic manner.  A multifaceted passing game must remain intact year in and year out; while individual talents will allow for expansion, the roots of the system should not change.

In our QB Manual, we outline that a complete passing system must:

·         Give receivers the opportunity to defeat tight man coverage.

·         Prevent conflict between receivers.

·         Have a defined timing.

·         Stretch the defense vertically and horizontally.

·         Keep the QB out of interception danger.

·         Deny pattern reading by the defense.

·         Minimize one-for-one trades.

·         Keep receivers from free pass defenders.

·         Have a principle of route conversion.

·         Adjust to condensed field areas.

·         Have the ability to isolate certain parts of a pass defense.

·         Allow for quick throws when the defense is outflanked.

·         Accommodate delays and screens.

·         Have set reading concepts.

·         Have organized scramble rules.

·         Have the ability to adjust to multiple formations.

Furthermore, a complete passing system must have a method for teaching not JUST patterns, but the moving parts within the patterns.  For example, this pass offense is built off of 3 patterns (the drag, the streak read, and the stick) that form the foundation of the entire pass offense.   Daily drills are designed to reinforce this teaching, and are combined with advantage principles to maximize effectiveness.  Below, we see how a drill for option routes might be set up:

Moreover, the method in regard to how plays are called is irrelevant.  Whether word or numbers are used, the principles of teaching should be conceptual.  In other words, individual routes need to be taught as part of a whole; whether a pattern is called 441 or CURL, the spacing and timing of how routes come open in relation to the passer's eyes are of paramount importance.  In the illustration below, the progression desired is to work inside-out; this is a product of the timing of the patterns and how this timing is taught -- it is not a product of the nomenclature used.

More than anything, the term CONCEPT refers to a way of thinking, rather than the distribution of receivers in a pattern.  Take, for example, the STICK pattern.  In the diagram below, the post is the advantage route; the stick/ flat (beginning with the flat) will be evaluated as the QB comes off the post, and the backside elements serve as the outlet receivers.

Here, despite using the STICK pattern, the coach designs a pattern to attack away from the MLB's drop.  With the ball on the left hash and the Mike dropping straight back, there is a lot of space to work S inside-out.  Also note the outside receiver is instead given the responsibility of releasing outside the corner and driving him back.

While the timing of individual routes remains constant, the language must exist to communicate the coach's intention's to his players; the 2 examples above show how CONCEPTS and PATTERNS can be two very different things.  Having a language that can differentiate these two components is essential with today's no huddle environments.  This language can also lead to development of players beyond just the top 1 or 2 QBs in a system. 

How can this development occur?  Like anything else, it begins with commitment.  One of my clients has begun a project that not only involves the the high school and junior high programs, but the local youth programs as well.  A system will be put in place, and the results will no doubt come thereafter.