,,,,,Chip Kelly EFFICIENTUSE OF PRACTICE TIME

Universityof 0regon

Two shortyears ago, I was an assistantcoach. WHATWE STAND FOR Whenlwas an assistant coach,lwas thesmartest . Fast coachin the country.I was always the smartest . coachin our meeting room.lwas not the head coach, Playhard andI saidthings like, "l wouldnot do it likethat . Finish "l way"or woulddo it thisway." When I becamea Youneed to sit down with your team collectively headcoach, I realized I was not very smart. When I andask them, "What are we allabout?" lf you got becameahead coach and thechance to dowhat watchthe University ofOregon on the field, of f the I wantedto do,it becamescary. I wasthe coach field, at practice, and in the classroom, you should sittingat theend of thetable, making those final knowif westand for something. When you watch decisions,and it becamea bit tougher. us,the first thing that sticks out is the speed at Statistically,33 percentof the assistantwhichwe play.When we talkto ourteam about coachesbecome head coaches during their career. fast, we have a simple concept. All they have to do WhenI took overat the Universityof Oregon,asindividuals isbe as f ast as they are. "What the first thingwe hadto findout was do We allhave players who can run. lf youhave we standfor?" You have to answerthat in your a 4.5player in high school football, he had better off ensive,def ensive, and special team philosophies. scorefour touchdowns a game, and they should you going lf are to standfor something,it is not nevercatch him from behind. There are not that you what sayit is.lt is whatpeople see in your many4.5 football players out there today. I do not actions.People should be ablet0 come,observe carewhat state you come from. lhave seen players you, andin five minutes know what you stand f or. run4.5, but they do not run 4.5 in the games. Iwant Thatis thegreat thing about this game. There the5.0 player who runs 5.0 on every single play. are philosophies so manychoices of in thisgame. lf aplayer is a 5.0 player and plays at 5.0, that is Youhave to decidewhat it is youwant to do,and whatwe want. Do not be the 4.6 player who plays then do it. D0not be the coachwho runsa play at5.2 in the games. That is our concept about speed. offense.That coach constantly adds plays that helikes and sees on TV or at a profootball game. Thesecond thing you should see from our team Beforehe knows it, hisoffense is a milewide of iswe play hard. The ultimate compliment you can nothingbut plays. He has nothing in that massof getfrom the opposing coach is "Yourteam really playsto hanghis hat on. Your players cannot say, playshard." ltdoes not matter what the score was, "Thisis what we are."I suggestyou take a long ifwe play hard, that is all we can ask. There will be a lookat y0urprogram and identify what you want timethat you play a team who has more talent than to be.lf a coachtells me respect is animportant youdo. That is life. The reason you play the games partof hisprogram, I should see it in practice.lf I isthe team who plays the hardest wins the game. goto practiceand I seea playerwho takes a cheap Thatbrings up another concept you should see shotat anotherplayer and no one corrects him, that from our team, The team who plays the hardest for programhas no respect in it. thelongest time is the one who usually wins. lf you playagainst agood team, they will play hard.

138 Thenext concept isfinrsh. if you c0me io our rJowdo you coach a piayeri0 stepat a 15-riegree practice,you wiilhear that term allthe time: "finish angie?! can give you an entire clinic on a 45-degree stretching,finish the drill,finish the run,finish step,but is that coaching? lf you have a playerwho theblock." That is what you hear at ourpractrce. cando the technique, that is the best method. The Everythingthey do, they must finish. We engrain piayerthat can take what Vou sav and perform the thatconcept inour players'heads. skill,becoming the examplefor the others.The Whatyou decide isup to you, but find something coachtold them how to doit, andthen he showed tobe.Our coaches got together as a group and talked themhow to do it. The playersheard what the aboutwhat we wanted to be.We wanted to know coachsaid and saw what he wanted. They heard it, whatthe team was going to look like. What was our sawit, and remember it. visionof what our team was supposed tobe? Thenext concept is "l do,and I understand." Whenyou go to thepractice field, you prepare Whenwe teach,we implementit in the classroom. againstthe vision of whatyou want to be.Every We talk aboutwhat we areputting in that day. singlegame on your schedule isa rivalrygame. lf We showthem what it is.After that, we go t0 thecross-town rival is game six on your schedule, thepractice f ield and do it. Thepractice field is not andyou circle it inred, you have told your team the wherewe talk.lt is wherewe do the skills.We first five games do not count. lt will be okay to lose wantto keepwords on the field to a minimum.The acouple of games during that stretch. wordsyou use must have a meaning.When the playershear the word, you get immediate feedback. Everygame we play is the most important game of theseason. We approachevery game as if it Whenwe goto practice,we wantto usepunch, wasthe Super Bowl. When we walk off thefield hat,hands, f ootwork, and terms that have meanings afterthe game, we haveto askourselves three to theplayers. They do not want to hearyou give a questions:"Did we play fast?" "Did we play hard?" 10-minuteclinic in the middleof the field.Do not and"Did we finish?"lf we cananswer yes to all stopwhat you are doing so you can tell one player thosequestions, wehave won the game. something.lfyou do that, there are 10 other players standingaround doing nothing. lf youwant to talk to a playerabout TEACHINGPHILOSOPHY somethinghe did, take him out of thedrill. Our coaches do a heckof ajob of coaching . I see,and Iforget. playerswho are not in the drill or scrimmage. . I see,and I remember. A perfectexample is theoffensive line coach, . Ido, and I understand. SteveGreatwood. He watchesthe playersin group Withinour staff, we talkabout our teaching the scrimmageand coaches the of players gets philosophy.lt is a simplephilosophy, andI willtell who arestanding and watching. He constant players youabout it veryquickly. The first one is "l see, feedbackfrom the watching,and that is goal. andI forget."How many times have you watched his Whenthey are in the drill, they play. When they a tapeand ask the question, "What is he doing?" arenot in thedrills, he coaches them up by watching players Thecoach's answer is "l toldhim ...." lf youcatch themistakes of the inthe drill. yourselfsaying that many times, you have not put lf the coachneeds to talk to the player,he theplayer in a position tobe successful. substitutesfor him.Do not stop the drill and Everycoach inthis room has a ton of knowledge. let everyoneelse stand around. That is not fair Thatdoes not matter. What matters is what the becausethere is only a certainamount of timewe practice.you yourpractices playersknow. Education is the transference of can lf canmake more you knowledge.You may know more than anyone inthis efficient, willbe more successf ul. room,but if youcannot communicate it to aplayer sohe can go out and execute, itdoes not matter. PRE.SEASONCAMP Thealternative tothat is "l see, and lremember." Youhave to organizeyour pre-practice. I do not Howdo you learn to coach "l see,and I remember?" carewhat it is,but when they get to thepractice

139 field,they should be doing something. That bothers work,and the defense does not have to coachup me.When the players get to thepractice field, it thescouts. lt maximizesour practice time. Instead is practicetime. That period is not a walk-throughoftrying to coach adef ensive tackle to go in motion, periodthat we can teach in a classroom. ldo not care theycoach him to playa defensive technique. whatthe group does, but the coach needs a routine We havea greatpre-season camp drill. We thatthe players know. That way the playersget workthe off ense and def ense in the same drill. lt is intoa rhythmand habit of doingsomething. ateaching mentality, but the off ense goes through When we g0 out to practiceearly, they its formationsand motion, and the defensegoes knowwhat they aregoing to do,and they do it" throughtheir checks and adlustments. We snap The timetablefor all positionsis specific.The theball, but we do not run a play.lt is the best thing widereceivers work on the JUGSmachine. The to dofor your younger players because they do not quarterbacksand centerswork on snapsand knowwhat to do.We get all those things done, and footwork.The inside linebackers are doing a read wedo not run a play. drill.We arein teachingmode, but we aredoing At first,we tooka five-minuteperiod for the things.We areactive and moving. drill.Later we got it downto a three-minuteperiod. Thefirst period in our practice is a drillperiod. However,we createan opportunity for both srdes Thatis a three-minute period when we concentrate of theline to learn.When you look at thedrills you onfundamentals. The defense works in a turnoverdo,you need to find out how to makethe drills more circuitol ona pursuit drill. The of f ensiveline works eff icient. pass quarterback, setsand steps. The receivers, Thatis your job as a coach. Coaching isone thing "countyfair." We work andbacks have a onthe andone thing only: it is creatingan environment deepball at onestation. We havea curlstation sothe player has an opportunity to besuccessful.

anda one-step5-degree cut station.Everybody Whenyou teach him to dothat, get out of hisway. knowswhere to go. Thecoach is not playing the game. All we cando at Thenext drill is a five-minute core drill to work theend of thegame is to evaluatewhat happened onf ormationsand shifts in those formations. One in the game.Was therea situationthat we did dayin practicewhile this was goingon, I lookednot coverin practice?The coach needs to know downat theother end of thefield. That was where if hegave the player all the tools he needed to be the defensedid the samething, working on their successfulin that situation. We have to continually checksand adjustments to f ormationsand motion. analysisthe situation and try to makeit better. Thedefensive coaches were madat number97 Whenwe havea teamwalk-through, we seta he notgo in motion the way he was because could limitto thetime we allot f orit. When we do a walk- supposedto goin motion. through,we donot spend time getting the def ense Heshould not know how to goin motion because aligned.They are ready so we donot spendtime he was a defensivelineman. They yelled at him aligningthe def ense or getting personnel to stand in becausehe did not know what D-cross motion was. place.Our of f ensiveline has the f ourdown linemen Theycoached the heck out of theplayer who was andthe Mikelinebacker in our passprotection supposedto be goingin motion,However, they scheme.The tight end has the Sam linebacker, the weresupposed to becoaching the defense. They runningback has the Will linebacker, and the slot werecoaching a player who does not knowwhat receiverhas the strongsafety. Everyone has an motionis, and if he did, he would not be playing inthe assignmentina walk-through drill. def line. ensive We want them coachedduring this time" To haveboth units working on the same thing Theoffensive guard had better know what a 3 at different areas of thefield is not very ef ficient" techniqueis. lf theoffensive guard does not know We neededt0 bringthe groups together and work whatdefense they are in, vou are in trouble. When onformations and def ensive adjustment to those yor.ido the walk-through,you can find out whaf iormations.The defense and offense both qet thevknow.

140 Whenwe do stretchingin practice,we do a theydo not beiievethev can g0 oecause 'lou iee dynamicstretch. We emphasizewhat it is,and we thingsthev do not see. lgoto ahigh school coachit. That bothers me when Howyou run a drillis importantbecause thar practice. andthe Theentire team is stretching, is howyour team is goingto look0n game night. to one coachesare standing around talking anotherTeachinghas two speeds.You have a speedat not or throwingthe ballaround. A coachshould whichyou teach, and there is gamespeed. There if theydo worryabout spending time in stretching is no suchthing as halfspeed. When we arern not careabout stretching. They show how they practice,we go hard.When you teach,there is careabout coaching by theiractions during the teachingspeed, but do not let them go half speed in period, you nottheir words. lf donot think stretching practice.lf the quarterback has a problemsetting you it isimportant, isimportant, do not d0 it. lf think up,we walkhim through it. We talk about the f irst you your haveto show teamit isimportant. drivestep or the secondcrossover step and the Thecoach teaches everything the player does. baiancestep. However, we walkthem through it lf hedoes not do the stretchdrill correctly or he at a teachingspeed. Af ter heworks out hissteps, doesthe wrong technique, he learnedit fromhis he goesfull speed.There is no speedbetween coach.He did it becausethe coach did not think it teachingspeed and full speed. wasimportant enough to coachit. Every drill we do, Makesure when you teach something to your ourcoaches coach for success.lf the coach thinks playersthat you identifyit so they know what players whatwe dJris important and shows it, the youwant from them. The more you communicate buyinto it, and they do it. withyour players, the better they are. When you The conditioningcoach thinks stretching is canexplain it likeCoach Paul Brown, the father of important.lf he thinks it isimportant, we doit, and f ootballcoaching, explained the "whys" of f ootball the playerswill buy into it. Whenpractice starts to yourplayers, the better off youare. The players untilpractice ends, we practiceas hard as we can. todaydo not do it "becauseI told you s0." We do Wheneverwe practice,we practicefast, and we notlive in that society anymore. Some of usgrew finisheverything. We emphasizethe finishing part upin it, but it doesnot work anymore. Players today instretching. wantto knowwhy. Tell them why. lf youdo not havea good reason why we dothings, we probably lf youaccept it, expect it. lf youaccept a player shouldnot be doing them. goingeight yards when he is suppose to go10, it will happenFriday night. lf it isthird-and-10 and you get I want to showyou some statistic 0n some eight,whose fault is that? Did you accept the fact thingsthat actuallyoccurred in a game.Your thatthey went eight yards in practice instead of 10? practicesshould reflect what happens in a game. Didyou emphasize it in practice? lf youare getting Thefirst situationis thegoal line offense. lf you a hugeamount of holdingpenalties in the game, usethe goal line offense when you get inside the youare allowing the players to holdin practice.lf five-yardline, how many times did you get inside youallow the player to holdin practice and do not thefive-yard line? Do not spend time on something correcthim, you should expect that on Friday night. thatdoes not happen ina game. lf thatis your mentality, never yell at anoff icial Peopleworry about and practice third down all overa call.You have already told your players it is thetime. The reality is we arenot in third down that allright to cheat.When the player is caught holding, much.For the season, our statistic told us we had youget mad at him.You cannot have it bothways. 49snaps in third or f ourthdown with long yardage. Youteach him to cheat,0ryou teach him how to do In the third-or fourth-and-shortsituations, we theskill. You accepted the player not f inishingthe had31 snaps in the season. 0n our first- or second- drill,now you must accept the fact he gets caught downplays, we had398 snaps f or theseason. You holding.lf the coach does not hold the player to a hadbetter practice the first- andsecond-down highstandard, he is not goingto doit. Thatis your situations. jobas a coach.You have to pushthem to places

141 Thepoint I ammaking is to go throughevery WHYRUN THE SPREAD? scenariothat happens ina game and practice it. You . Makesthe def ense cover the entire f ield shouldnot just putthe ball down and run a play. . Thatnever happens ina game. Football isa game of Fasterscoring situations.You have to practicethose situations. . Getsspeed in space Whenthe game is on the line, your players better . Thedef ense cannot disguise be abieto callthe playbefore you call play. the . Simplereads for quarterback Theonly play that will work is the one they have confidencein running.Everybody at the endof a I want to talk aboutthe fundamentalsof gameknows the play we aregoing to call. beinga shotgunquarterback. The fundamentals aredifferent from being a quarterbackunder the Youhave to practiceit. We know what to doon center.The reason we arein thisoffense is we thelast play of the half .We know what to doon the thinkwe can score f aster, and it makesthe def ense lastplay of thegame. We knowwhat to doif we c0verthe entire field. lf youstretch players from haveno time-outs. We practice all those situations.sidelineto sideline,the def ense has to coverthem. I knowat the end of the game with no time-outs and we haveto snapthe ball, we know what to do. Theoffense gets speed in spaceand creates opportunitiesfor yourplayer to get biggergains. lwantto takeyou through one of ourpractices. Thedef ense has to tiptheir hand and let you know Thisa Tuesday morning practice f or us. We startat whatthey are doing. lf theydo not, they will not 9:05in the morning, and we f inish 10:52. at Wedress coversome people. We are a spreadteam, but we outin f ullpads. runthe ball.We averaged300 yards rushing last Agilitiesare f rom9:05 to 9:08and walk-through year.We runthe ballbetter than we throwthe f rom9:08 to 9:13.Then Ibegan to think. When you g0 ball.We areeffective running the ball because we to Coaching101, they tell you if you have five-minute havebigger lanes through which to runthe ball. The blocksthat is 12 periods per hour or 24periods f or reasonf or that is the number of peoplewe haveto two hours.lf yougo with six-minute periods, you runthrough. canget 10practice periods an hour. As I watch our lfthere are seven defenders inthe box. there are 3-on-2period, If igured out that f iveminutes was to0 onlyf ourdef enders to playthe pass. lt isdif ficult t0 shortbut 10 minutes were too long.We madethat playman-t0-man without help all day long. lt lets perioda seven-minuteperiod" We wantto run team youdefine the defense.For a quarterback,it is offenseby usingtwo offensesagainst the third simple.There is one high safety, two highsaf eties, defense. We can get 14 plays in period. asix-minute orno high saf ety. lf youwork too longin a drill,the players get lf thereare two highsafeties, mathematically bored.We liketo keepthe playersfresh. We therecan only be five defenders in thebox. With runa 10-minutespecial teams period. We have a onehigh safety, there can be six in the box. lf there 12-minuteblock period for teamrun. We workon isno high saf ety, there can be seven in the box. first-and second-down plays. We work a-l-on-J passingdrill against the scout team. Ten minutes Withtwo highsafeties, we shouldrun the ball is too longand seven minutes is too short,s0 we mostof thetime. We have f iveblockers, and they workeight minutes in this period. havefive def enders. We f eelif wecan get a haton all fivedefenders, our running back should make The point I am makingwith this practice yards.lf thedefense has one high safety and six scheduleis youcan make the time blocks as long defendersin the box,the quarterbackhas to be asyou want. Do not box yourself in to a periodthat involvedin the play.He hasto readone of the y0ucann0t use. Do not spend more time in the drill defenders, ineff ect blocking hirn. We can block five thanis necessary" You have to figure you outwhat defendersand read the sixth one. wantto do.When a drillruns too long,adjust the timeand get off thefield. Be efficient on the fielc lf theynave n0 high safety and seven defenders andqet of f thef ielcl. tri the box,thel, havesomething going on. Thett

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_-^, aregoing to blitz0r run some movement scheme. Werun a readdrill every day. We run a tonof Youmust have a concept to handlethat situation. zonereads (Diagram #1). We donot run the zone It couldbe a screen,option, quick game, or a deep readoption much, but we practiceit all the time. pass.lt iswhat your plan is against that scheme. Whenwe run the zone play, the quarterback reads defensiveend. He extends the ball It ishard for the blitz to get to thequarterback thebackside mesharea, but his eyes are on the key. The becauseof the gap.lf the defenseis goodat intothe maybe a manager oranother player. Af ter disguisingwhat they do, they will not get to the readkey mesh theread quarterback.That means the linebacker has to blitz theback comes into the area, key thequarterback anumber. The quarterback fromhis linebacker depth if hewants to disguiseflashes thenumber. That way, we know he is whathe is going to do. The quarterback isf ive yards verballycalls lookingatthe key. offthe line of scrimmage, andthe linebacker isfive yardsoff theline of scrimmage.That is 10yards. Thefastest time run at the NFL Scouting Combine *"h '|0-yard for a dashis between1.5 to 1.7seconds. Thatis without pads. My quarterback can get rid of theball in that amount of timeand complete apass. Ina quarterback,I look for a quarterbackwho canrun and not a runningback who can throw. PB I wantthe quarterback who can beat you with forceshim to run,he can hisarm. lf thedefense Diagram#1.Zone Read Key doit effectively.We arenot a TimTebow type of quarterbackteam. I amnot going to runthe Thisis a two-balldrill. After the quarterback quarterback20times 0n power runs. lf I hada Tim handsthe ball on the zone play, we hand him another Tebow,lmight change my mind. You do not find the ball,and he continues torun the option out f rom the 6'4",240-pound, 4.6quarterbacks toomany times. backsideand pitches the ball to a trailback. This lf thequarterback isnot tall, look at his hands. allowsus to workon the zone play, the read, and Thatis the biggestcoaching point to findingtheoption pitch in the same drill. ltdoes not occur in a quarterback.How big are his hands, and how agame because you do not play with two balls, but wellcan he control the football? The height of it savespractice time. This is an everyday drill for thequarterback isnot the important thing. No one us.We work multiple skills in the same drill. playingquarterback throws over the line.They lf youare a shotgunteam, you still need to throwthrough lanes in the linemen. The important practiceunder-the-center snaps many times. At thingis the size of their hands. theend of a game when protecting alead, you need Thequarterback's stance in the shotgun is a topass the ball from hand to hand with no air in the basestance. Itell them to think about ashortstop in mist.Mistakes can happen under the center, but it baseball.Heis in an athletic stance with his eyes in isnot as risky as the shotgun snap. In practice, you whatwe call "split attention." Hesees the snap from canget anyone to snapthe ball. What is important is thecenter and the defense. He cannot concentrate thequarterback must get accustomed to the snap. 100percent on the ball coming back, and he cannot Thefirst f undamental isthe grip of the ball. The be100 percent looking at thedefense. We want the gripshould be with the fingertips. He has to have quarterbackstance balanced so he can move and fingertip control. The top knuckle ofhis hand should catchthe bad snap. ldo not want him to lean forward. bewhite from the grip on the ball. He should be able Wehave a goodquarterback drillwe use called to passhis finger through the space between the "rapidfire." We snap five balls at thequarterback balland the palm of the hand. The smaller the hand asf ast as we can.0n each ball, the quarterback has ofthe quarterback, thefurther back on the ball he to catchthe ball and reset to acceptthe next ball. grips.The bigger the hand, the more of theball the Heworks on catching the ball. quarterbackcan grasp.

143 Thequarterback wants to form an "1" with hewill hit thereceiver in the face.We wantthe theindex finger and thumb on the back of theball. quarterbackthrowing to smalltargets so he can Theindex finger is the last fingerto leavethe focuson them, The smaller the target,the more ball.The elbow has to be perpendicularwith the accuratehe is. shoulder.lf the elbow is below the shoulder, three Whenhe throws with his shoulder, thingshappen. The first thing is the ball comes out hehas to keepthe throw within the framework flat.The second thing is the ballsails. The third of hisbody. Thenext thingis the f reesafety becomes an all-state player thinghe throwswith is hisfeet. We becausehe intercepts the ball. alignthe feet at thetarget. That means the lead stepaligns to thelef t of thetarget so his hips and Thecoach is the quarterback's eyes. lf hesees shouldercan come through at the target. He throws theball sail, he knows the quarterback's elbow is withhis eyes. lf hewants to throwthe ball to the toolow. He draws the quarterback a picture he can left, whenhe looks in thatdirection, he does not envision.He tells him to hammerhis all-state plaque haveto thinkabout turning his hips. His eyes bring intothe wall. That means he put the plaque up high thebody in that direction. Allhe needs to dois open onthe wall, and the motion he hammers the nail into hiships, hammer, and f lick. thewall is the same one he uses to throwthe ball. It doesnot matter what position you play, the Thedif f erence between athrower and a passer eyesare the mostimportant thing you can play isthe f ingertipcontrol. That leads to thef lickof the with.The def ensive lineman has to usehis eyes. His fingerand wrist on the throw^ That puts velocity handsgo wherever his eyes g0. The same thing is onthe ball. A goodpasser does not get sore in his trueof theof f ensive linemen. shoulder.He gets sore in the middle of hisforearm lf thequarterback walks f romf lickinghis finger and wrist as he throws the downthe street and ball. passesagood-looking girl, his eyes turn his body to lookat her"His body turns to lookat herbecause The fundamentalsof throwingthe ball do theeyes look in that direction. That is what happens notchange. He f ormsthe "1" inhis grip, hammers whenhe throws the f ootball. the nail,and flicks in the throw.We engrainthe When the quarterback fundamentalsso they becomehabit. When it is throws f rom the shotgun,he has already third-and-10with the pressure on, he is not thinking takentwo steps.0n the three-stepdrop, he takes abouthammering nails and flicking footballs. The onestep back and throws theball.lf he throws a five-step pattern, moti0nhas to bea habit,which he learned.Make hetakes a drivestep, a crossover step, and a balance step. His surethe player gets the answer. When Vou asK a secondstep is his break step. He playera question,and he says,"l don'tknow," if breaks,comes to balance,and moves f orward yougo on to thenext player, you have lost the first withthe delivery. player.Do not give up on players. Fromthe shotgundrop, the patternshave to beshorter or thequarterback Whenthe player carries the ball, we wanthis hasto holdthe ball longer.He reachesthe three-step elbowsdown and not out. His front shoulder is his depthin one step,and if hethrows the ball leadshoulder. When he throws the ball, his eyes are withthat timing, the receivercannot get onthe target and stay on the target. lf hefollows asdeep. We adjust the delivery of thequarterback with hitch thef light of theball with his eyes, the ball will sail, a beforehe delivers the andhe is inconsistent to the target. ball.lf hethrows the ball at 10yards, he takes threesteps and a hitchto timeout the pattern. He Whenhe throws the ball, he wants the motion usesa three-plus-onestep to thecurl pattern and tobe short and compact. The f ollow-throughcomes a three-plus-twostep to the checkdownto the acrossthe body to theopposite hip. He wants t0 backs. throwwith the entire body. lt isall connected, and Therule ts hard quarterback. hehas t0 useit all.When we targetthe receiver andfast for the Hegoes three-plus-0ne runningt0 thesidelines, we wani to throwta hi*c t0 thecurl route. l-le goes three-plus-twotc qoes ieft or rightoutside shouloer. lf he hrts the tarqei. thecheckdowri. He three- pius-threesteps and ieaves the pockei lf hehas

141 t0 hitchthree times, he needs to getout of the pocket,Eet rid of ihe bail, or buy some time. Inour attitude, every sack is the quarterback's fault.lt is nota sackif thequarterback throws the ballaway. Nobody ever lost a game0n an incompletepass. Throw the ball away, and give us anotheropportunity to makea firstdown. lf you throwit away,it is second-and-10for the first down.lf youtake the sack,it is second-and-16 forthe down. lf youcan stay away from negative yardageplays, you will be successful. Diagram#2. Shuf fle Drill We basethe success formula for offenseon willhave to throwthe ball. He must be ready to set thetotal number of plays.Take those plays minus hisfeet and throw. He is not on his toes, and he is thedropped balls, of f ensive penalties, and negative notflat-footed. He is onthe balls of hisfeet with yardageplays, and divide by the total number of a littlebounce in his steps. He is "keepinghis feet plays.lf theanswer is 80 percent or better, you win alive." thegame. The total number of goodplays is what youwant to consider. To finishthe drill, the quarterback comes out of thelast bag, rolls out, and throws the ball on the Thejob of a quarterbackis simple. He has to run.When he throws the ball, he needs to hammer, "letit happen,and not make it happen."We want f lick,and f ollowhis target with his eyes. lf hedoes to moveforward. That is a conceptyou have to notf ollowthe target, he will be off target. makeyour team understand. The cardinal sin at our players passion playing placeis thequarterback sack. We want the ball Our havea f or f ootball. outof the quarterback's hands in 1.5 seconds. That Wehave a teamthat is all in, no matter what it is. doesnot mean holding the ball until 2.5, waiting for lf it helpsour football team, they are for it. They do personal sOmeonet0get Open. notcare about interests.lt is all about our team.We use25 players on defense, and they all Weteach the quarterback abase footwork in a play.They all get excited about playing f ootball. bagdrill (Diagram #2l.Ihe quarterback carries the ballin thecarriage position. He shuffles through Peopleask me how many dif ferent helmets we the bags.This teaches movement in the pocket.have.The answer is f our.I donot have anything to Hegoes forward, sideways, and backward with dowith the design of theunif orms, but the players question? you theshuffle movement. He has to havegood ball dolove them. Anyone have a Thank your carriageskills because hedoes not know when he verymuch f or attention.

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