Coaching Portfolio

Coaching Portfolio
Vincent Edward Church

Northern Michigan University
B.S. Physical Education and History Secondary Education (2010)
Western Michigan University
M.A. Coaching and Sports Performance (2016)
M.A. Sports Management (2016)
The will to win, the desire to succeed, the urge to reach your full potential... these are the
keys that will unlock the door to personal excellence. - Confucius
Table of Contents
Domain 1: Philosophy and Ethics
Standard 1: Develop and implement an athlete-centered coaching philosophy.
Standard 2: Identify, model, and teach positive values learned through sport
participation.
Domain 2: Safety and Injury Prevention
Standard 7: Monitor environmental conditions and modify participation as needed to
ensure the health and safety of participants.
Standard 9: Recognize injuries and provide immediate and appropriate care.
Domain 3: Physical Conditioning
Standard 12: Design programs of training, conditioning, and recovery that properly
utilize exercise physiology and biomechanical principles.
Standard 13: Teach and encourage proper nutrition for optimal physical and mental
performance and overall good health.
Domain 4: Growth and Development
Standard 16: Apply knowledge of how developmental change influences the learning
and performance of sport skills.
Standard 17: Facilitate the social and emotional growth of athletes by supporting a
positive sport experience and lifelong participation in physical activity.
Domain 5: Teaching and Communication
Standard 20: Develop and monitor goals for the athletes and program.
Standard 24: Teach and incorporate mental skills to enhance performance and reduce
sport anxiety.
Domain 6: Sport Skills and Tactics
Standard 27: Know the skills, elements of skill combinations, and techniques
associated with the sport being coached.
Standard 28: Identify, develop, and apply competitive sport strategies and specific
tactics appropriate for the age and skill levels of the participating athletes.
Domain 7: Organization and Administration
Standard 30: Demonstrate efficiency in contest management.
Standard 35: Manage all information, documents, and records for the program.
Domain 8: Evaluation
Standard 37: Implement effective evaluation techniques for team performance in
relation to established goals.
Standard 40: Utilize an objective and effective process for evaluation of self and staff.
Pg: 3 - 4
Pg: 5
Pg: 6
Pg: 7 - 8
Pg: 9 - 24
Pg: 25
Pg: 26 - 38
Pg: 39 - 43
Pg: 44 - 46
Pg: 47 - 49
Pg: 50 - 51
Pg: 52 - 60
Pg: 61
Pg: 62 - 65
Pg: 66
Pg: 67 - 74

Standard 1: Develop and implement an athlete-centered coaching philosophy.
Benchmark: Identify and communicate reasons for entering the coaching profession.
A well-developed coaching philosophy provides expectations for behaviors that reflect priorities
and values of the coach. An appropriate coaching perspective focuses on maximizing the positive
benefits of sport participation for each athlete.
Teaching / Coaching Philosophy

*Note: Teaching and coaching are synonymous with one another, and throughout my philosophy
statement I have combined the two terms to educator. I have also combined both student and
student-athlete into the term pupil. Hence, I have implemented a mutually appropriate
philosophy to define my core values, objectives and educational strategy.
As an educator, defining your core values is a must, because it provides clarity and
understanding for your actions. All of your actions are a reflection of your core values and what
you perceive to be important. My core values consist of character traits which are of the utmost
importance to becoming an outstanding citizen. My core values are as follows, being ethically
minded, hardworking, and enthusiastic. Ethically minded means knowing the difference between
right and wrong, but also adhering to doing what is right, especially when no one is looking.
Hardworking is understood as putting forth the best effort possible, and being accountable for the
work you produce. Lastly, enthusiastic encompasses being passionate about what you do, and
instilling an intrinsic motivation which can spread to all others around you. My core values guide
all of my decision making, and helps me create a positive culture indicative of pupil success. As
an educator, it is important to understand you are in charge of creating the culture in your
educational setting. I will take the time to clearly communicate with all those involved, what
exactly I stand for, and will ensure I hold myself and others to these standards.
Objectives are the goals in which you can determine your effectiveness and overall
success. My objectives consist of enhancing and maintaining pupil development, pupil
enjoyment, and meeting or exceeding overall performance outcomes. Pupil development is the
3
constant growth of an individual over time in all categories, i.e. knowledge, skills, abilities,
teamwork, roles, responsibilities, communication, self-confidence, altruism, etc. Pupil enjoyment
focuses on making the overall experience pleasurable, exciting, and fun. Performance outcomes
refers to the expectations and standards imposed by myself or governing bodies in determining
success in terms of the overall outcomes. These three objectives compile to allow myself and
others to determine my success or failure as an educator. They all must be measured
appropriately with the use of specific, measurable, attainable, realistic, and timely (SMART)
goals. No one objective is more important than another and all deserve equal merit in deciding
my effectiveness.
I believe in a pupil-first approach to education. I became an educator with the mission to
help others. I have skills and knowledge which I can relay appropriately to individuals to make a
significant and positive impact in their lives. A pupil-first approach helps me keep everything I
do into perspective, and reminds me of why I became an educator to begin with. Additionally, it
consists of knowing and understanding what exactly is trying to be accomplished by each
individual pupil, and provides education which promotes learning through pupil ownership,
awareness and responsibility. Allowing pupils, the ability to have an interactive role within my
educational setting creates an investment in themselves and the program. Establishing not only
collective goals for the program, but incorporating individuals to create their own personal goals
gives the ideal self-awareness needed to determine progression. Valuing the opinions and goals
of my pupils provides me with the ability to teach them responsibility and holding oneself
accountable. SMART goals offer objective indicators in determining the overall development of
an individual and a program.

Standard 2: Identify, model, and teach positive values learned through sport participation.
Benchmark: Facilitate and reinforce the development of positive character traits through team
policies and procedures.
The coach plays a key role in teaching and demonstrating the positive values gained through the
sport experience. The coach must structure opportunities for development of values that can be
applied inside and outside of sport.
Team Rules and Priorities

As a member of this team you must live by our three rules:
1. Do what is right.
2. Do it the best you can.
3. Do treat others the way you want to be treated.
As a member of this team you must set priorities in the following
order.
1. Family
2. Education
3. Team
4. Self

Standard 7: Monitor environmental conditions and modify participation as needed to ensure the
health and safety of participants.
Benchmark: Facilitate appropriate hydration based on relevant environmental factors for all
athletes.
It is the coachs responsibility to protect athletes from adverse effects of climate-related factors.
Effective planning for safety includes the consideration of environmental factors such as
temperature, humidity, altitude, air quality, lighting, and other factors that may affect athlete
health, performance, and safety.

Standard 9: Recognize injuries and provide immediate and appropriate care.
Benchmark: Know when professional medical care is required for an injured athlete and how to
most efficiently access such care.
The coach must be able to implement an established emergency action plan. The coach should be
able to assess the severity of an injury, provide first responders emergency care (should there be
no trained medical professional available), and contact emergency medical personnel when
needed.

Standard 12: Design programs of training, conditioning, and recovery that properly utilize
exercise physiology and biomechanical principles.
Benchmark: Utilize sound biomechanical principles in the development of training programs
that maximize the structural advantages of each athlete.
Use of appropriate conditioning practices increases opportunities for successful sport
performance and helps prevent injuries. Knowledge of exercise physiology and biomechanics is
critical in the design of effective conditioning programs. In addition, coaches must consider the
proper use of rest and recovery in specific training programs. Design of programs includes
consideration of individual athlete characteristic and specific sport characteristics and demands.
6 Week Training Program

By
Vincent Church
HPHE 6320:
Strength and Conditioning
Date:
11/17/14
Demographic:
Age: 21
Gender: Male
Weight: 185lb
Height: 61
Injuries: None
Sport: Football, Quarterback
Season: Beginning of Off-season
Training Goals: To improve flexibility, agility, speed, strength and power in each component of the
body: core, lower, and upper body. The training types will consist of agility, plyometric,
stretching/flexibility, sprint, and resistance. Resistance training will initially focus on hypertrophy and
muscular endurance and gradually transition to strength and power because it is the beginning of the Offseason training program. A foundation needs to be established before appropriate strength and power
training can be focused on and developed.
Stretching / Flexibility Training:
Warm-Up: Before every prescribed workout the athlete must complete the dynamic warm-up routine to
ensure proper activation of all muscle groups prior to the workout and to assist with injury prevention.
Dynamic Warm-Up: Pre Workout
Striders x2
Lunges x2
Walking Knee Hugs x2
Butt Kicks x2
High Knees x2
Carioca x2
Arm Circles x2 (Forward and Backward 30 sec count)
Cool-Down: After every prescribed workout the athlete must complete the static stretching cool-down
routine to ensure proper activation of all muscle groups after workout and to assist with injury prevention.
Static Stretching: Post Workout (20 sec count)
Feet together:
Toe touches x2
Feet apart:
Right Leg x2
Left Leg x2
Middle x2
Lean on Right x2
Lean on Left x2
Roll over on Right (deep lunge) x2
Roll over on Left (deep lunge) x2
Right arm across chest x2
Left arm across chest x2
Right arm overhead x2
Left arm overhead x2
10
Agility Training:
Week
1
Sunday
Monday
3x10 seconds
quick feet drill,
3x10 touches
reaction drill,
3x5 seconds
quick feet drill,
3x5 touches
reaction drill
3x10 seconds
quick feet drill,
3x10 touches
reaction drill,
3x5 seconds
quick feet drill,
3x5 touches
reaction drill
4x10 seconds
quick feet drill,
4x10 touches
reaction drill,
4x5 seconds
quick feet drill,
4x5 touches
reaction drill
4x10 seconds
quick feet drill,
4x10 touches
reaction drill,
4x5 seconds
quick feet drill,
4x5 touches
reaction drill
5x10 seconds
quick feet drill,
5x10 touches
reaction drill,
5x5 seconds
quick feet drill,
5x5 touches
reaction drill
5x10 seconds
quick feet drill,
5x10 touches
reaction drill,
5x5 seconds
quick feet drill,
5x5 touches
reaction drill
Tuesday
Wednesday
3x10 seconds quick
feet drill,
3x10 touches
reaction drill,
3x5 seconds quick
feet drill,
3x5 touches
reaction drill
3x10 seconds quick
feet drill,
3x10 touches
reaction drill,
3x5 seconds quick
feet drill,
3x5 touches
reaction drill
4x10 seconds quick
feet drill,
4x10 touches
reaction drill,
4x5 seconds quick
feet drill,
4x5 touches
reaction drill
4x10 seconds quick
feet drill,
4x10 touches
reaction drill,
4x5 seconds quick
feet drill,
4x5 touches
reaction drill
5x10 seconds quick
feet drill,
5x10 touches
reaction drill,
5x5 seconds quick
feet drill,
5x5 touches
reaction drill
5x10 seconds quick
feet drill,
5x10 touches
reaction drill,
5x5 seconds quick
feet drill,
5x5 touches
reaction drill
Thursday
Friday
Saturday
3x10 seconds
quick feet drill,
3x10 touches
reaction drill,
3x5 seconds
quick feet drill,
3x5 touches
reaction drill
3x10 seconds
quick feet drill,
3x10 touches
reaction drill,
3x5 seconds
quick feet drill,
3x5 touches
reaction drill
4x10 seconds
quick feet drill,
4x10 touches
reaction drill,
4x5 seconds
quick feet drill,
4x5 touches
reaction drill
4x10 seconds
quick feet drill,
4x10 touches
reaction drill,
4x5 seconds
quick feet drill,
4x5 touches
reaction drill
5x10 seconds
quick feet drill,
5x10 touches
reaction drill,
5x5 seconds
quick feet drill,
5x5 touches
reaction drill
5x10 seconds
quick feet drill,
5x10 touches
reaction drill,
5x5 seconds
quick feet drill,
5x5 touches
reaction drill
Quick feet drill (90 seconds rest in between sets):

Begin with both feet placed in neutral position. A 5-second countdown, displayed by the visual output
box, preceded the task. Near the end of the countdown, subjects begin the task by placing their right foot
in the top corner of the pad. Once the right foot touches, the left foot moves rapidly to touch the left pad.
Once completed, the right foot returns to the neutral position. The left foot also return to the neutral
position on return of the right foot (without jumping). Once both feet are back to the neutral position, the
right foot starts over again. Move as quickly as possible from the end of the countdown through the end
of the task.
Touches reaction drill (60 seconds rest in between sets):
Stand with both feet in the neutral position. After a 5-second countdown, watch the control box (which
has five separate red lights that correspond to the pads on the mat) for visual instruction as to which
sensor to touch. Once a light turns on, the subject attempts to touch the corresponding pad as rapidly as
possible. Once completed, the subject returns the foot back to the neutral position. The subjects attempted
to get 10 accurate touches as quickly as possible. The pattern of activation was randomized between each
repetition. Therefore, subjects would not have been able to memorize the sequence.
11
Plyometric Training: (2 minute rest in between sets)
Week
1
Sunday
Monday
Tuesday
Wednesday Thursday
Side to side ankle

hops 2x15 (low
intensity)
Standing jump and
reach 2x15 (low
intensity)
Front cone hops 5x6
(low intensity)
Side to side ankle
hops 2x15 (low)
Standing long jump
5x6 (low)
Lateral jump over
barrier 2x15
(medium)
Double leg hops
5x6 (medium)
Side to side ankle
hops 2x12 (low)
Standing long jump
4x6 (low)
Lateral jump over
barrier 2x12
(medium)
Double leg hops
3x8 (medium)
Lateral cone hops
2x12 (medium)
Diagonal cone hops
4x8 (low)
Standing long jump
with lateral sprint
4x8 (medium)
Lateral cone hops
2x12 (medium)
Single leg bounding
4x7 (high)
Lateral jump single
leg 4x6 (high)
Diagonal cone hops
2x7 (low)
Standing long jump
with lateral sprint
4x7 (medium)
Lateral cone hops
4x7 (medium)
Cone hops with 180
degree turn 4x7
(medium)
Single leg bounding
4x7 (high)
Lateral jump single
leg 2x7 (high)
Diagonal cone hops
2x12 (low)
Hexagon drill 2x12
(low)
Cone hops with
change of direction
sprint 4x6 (medium)
Double leg hops
3x8 (medium)
Lateral jump single
leg 4x6 (high)
Friday
Saturday
Side to side ankle

hops 2x15 (low
intensity)
Standing jump and
reach 2x15 (low
intensity)
Front cone hops 5x6
(low intensity)
Side to side ankle
hops 2x15 (low)
Standing long jump
5x6 (low)
Lateral jump over
barrier 2x15
(medium)
Double leg hops 5x6
(medium)
Side to side ankle
hops 2x12 (low)
Standing long jump
4x6 (low)
Lateral jump over
barrier 2x12
(medium)
Double leg hops 3x8
(medium)
Lateral cone hops
2x12 (medium)
Diagonal cone hops
4x8 (low)
Standing long jump
with lateral sprint
4x8 (medium)
Lateral cone hops
2x12 (medium)
Single leg bounding
4x7 (high)
Lateral jump single
leg 4x6 (high)
Diagonal cone hops
2x7 (low)
Standing long jump
with lateral sprint
4x7 (medium)
Lateral cone hops
4x7 (medium)
Cone hops with 180
degree turn 4x7
(medium)
Single leg bounding
4x7 (high)
Lateral jump single
leg 2x7 (high)
Diagonal cone hops
2x12 (low)
Hexagon drill 2x12
(low)
Cone hops with
change of direction
sprint 4x6 (medium)
Double leg hops 3x8
(medium)
Lateral jump single
leg 4x6 (high)
Week 1: training volume (foot contacts per training routine) 90

12
Sprint Training: (2 minute rest in between sets)
Week
1
Sunday
Monday
Tuesday
Wednesday
Thursday
Sprint 5yds x3
Sprint 10yds x 3
Sprint 20yds x3
Stairs (1 foot each
stair) 50 stairs x 3
Stairs (2 feet each
Sprinting Uphill
40yds x 3
Sprint 5yds x3
Sprint 10yds x 3
Sprint 20yds x3
Stairs (1 foot each
Stairs (2 feet each
Sprinting Uphill
40yds x 3
Sprint 5yds x4
Sprint 10yds x 4
Sprint 20yds x4
Stairs (1 foot each
Stairs (2 feet each
Weighted sled
(10% speed
reduction)
40yds x 4
Sprint 5yds x5
Sprint 10yds x 5
Sprint 20yds x5
Stairs (1 foot each
Stairs (2 feet each
Sprinting Uphill
40yds x 5
Sprint 5yds x4
Sprint 10yds x 4
Sprint 20yds x4
Stairs (1 foot each
Stairs (2 feet each
Weighted sled
(10% speed
reduction)
40yds x 4
Sprint 5yds x5
Sprint 10yds x 5
Sprint 20yds x5
Stairs (1 foot each
Stairs (2 feet each
Sprinting Uphill
40yds x 5
Sprint 5yds x 6
Sprint 10yds x 6
Sprint 20yds x6
Stairs (1 foot each
Stairs (2 feet each
Weighted sled
(20% speed
reduction)
40yds x 3
Sprinting Uphill
40yds x 3
Sprinting
Downhill 40yds x
2
Sprint 5yds x 7
Sprint 10yds x 7
Sprint 20yds x7
Stairs (1 foot each
Stairs (2 feet each
Weighted sled
(25% speed
reduction)
40yds x 4
Sprinting Uphill
40yds x 4
Sprinting
Downhill 40yds x
3
Sprint 5yds x 10
Sprint 10yds x 8
Sprint 20yds x 6
Sprint 5yds x 6
Sprint 10yds x 6
Sprint 20yds x6
Stairs (1 foot each
Stairs (2 feet each
Weighted sled
(20% speed
reduction)
40yds x 3
Sprinting Uphill
40yds x 3
Sprinting
Downhill 40yds x
2
Sprint 5yds x 7
Sprint 10yds x 7
Sprint 20yds x7
Stairs (1 foot each
Stairs (2 feet each
Weighted sled
(25% speed
reduction)
40yds x 4
Sprinting Uphill
40yds x 4
Sprinting
Downhill 40yds x
3
Sprint 5yds x 10
Sprint 10yds x 8
Sprint 20yds x 6
Friday
Saturday
Sprint 5yds x3
Sprint 10yds x 3
Sprint 20yds x3
Stairs (1 foot each
Stairs (2 feet each
Weighted sled
(10% speed
reduction)
40yds x 3
Sprint 5yds x4
Sprint 10yds x 4
Sprint 20yds x4
Stairs (1 foot each
Stairs (2 feet each
Sprinting Uphill
40yds x 4
Sprint 5yds x5
Sprint 10yds x 5
Sprint 20yds x5
Stairs (1 foot each
Stairs (2 feet each
Weighted sled
(15% speed
reduction)
40yds x 5
Sprint 5yds x 6
Sprint 10yds x 6
Sprint 20yds x6
Stairs (1 foot each
Stairs (2 feet each
Weighted sled
(20% speed
reduction)
40yds x 3
Sprinting Uphill
40yds x 3
Sprinting
Downhill 40yds x
2
Sprint 5yds x 7
Sprint 10yds x 7
Sprint 20yds x7
Stairs (1 foot each
Stairs (2 feet each
Weighted sled
(25% speed
reduction)
40yds x 4
Sprinting Uphill
40yds x 4
Sprinting
Downhill 40yds x
3
Sprint 5yds x 10
Sprint 10yds x 8
Sprint 20yds x 6
13
Resistance Training: (weeks 1-3 rest 1 minute in between sets, weeks 3-4 rest 2 minutes in
between sets)
Week
1
Sunday
Monday
Tuesday
Wednesday
Thursday
Bench Press 4x10

(70% 1RM)
Bent-over Row 4x10
Shoulder Press 4x10
Barbell Biceps Curl
3x10
Shoulder Shrug 3x10
Lying Triceps
Extension 3x10
Abdominal Crunch
3x20
Deadlift 4x10 (70%
1RM)
Back Squat 4x10
(70% 1RM)
Step-Up 3x10
Leg (knee) Curl 3x10
Seated Calf (heel)
Raises 3x10
Abdominal Crunch
3x20
Deadlift 4x10 (70%

1RM)
Back Squat 4x10
(70% 1RM)
Step-Up 3x10
Seated Calf (heel)
Raises 3x10
Abdominal Crunch
3x20
Bench Press 4x10

(70% 1RM)
Bent-over Row 4x10
Shoulder Press 4x10
Barbell Biceps Curl
3x10
Shoulder Shrug 3x10
Lying Triceps
Extension 3x10
Abdominal Crunch
3x20
Deadlift 4x10 (70%
1RM)
Back Squat 4x10
(70% 1RM)
Step-Up 3x10
Seated Calf (heel)
Raises 3x10
Abdominal Crunch
3x20
Bench Press 3x12

(67% 1RM)
Bent-over Row 3x12
Shoulder Press 3x12
Barbell Biceps Curl
3x15
Shoulder Shrug 3x15
Lying Triceps
Extension 3x15
Abdominal Crunch
3x20
Deadlift 3x5 (75%
1RM)
Back Squat 3x5
(75% 1RM)
Step-Up 3x5
Leg (knee) Curl 3x5
Seated Calf (heel)
Raises 3x5
Abdominal Crunch
3x20
Deadlift 3x12 (67%

1RM)
Back Squat 3x12
(67% 1RM)
Step-Up 3x15
Seated Calf (heel)
Raises 3x15
Abdominal Crunch
3x20
Bench Press 3x5

(80% 1RM)
Bent-over Row 3x5
Shoulder Press 3x5
Barbell Biceps Curl
3x5
Shoulder Shrug 3x5
Lying Triceps
Extension 3x5
Abdominal Crunch
3x20
Deadlift 3x3 (85%
1RM)
Back Squat 3x3
(80% 1RM)
Step-Up 3x5
Leg (knee) Curl 3x5
Seated Calf (heel)
Raises 3x5
Abdominal Crunch
3x20
Bench Press 4x10

(70% 1RM)
Bent-over Row 4x10
Shoulder Press 4x10
Barbell Biceps Curl
3x10
Shoulder Shrug 3x10
Lying Triceps
Extension 3x10
Abdominal Crunch
3x20
Bench Press 3x5

(75% 1RM)
Bent-over Row 3x5
Shoulder Press 3x5
Barbell Biceps Curl
3x5
Shoulder Shrug 3x5
Lying Triceps
Extension 3x5
Abdominal Crunch
3x20
Deadlift 3x5 (80%
1RM)
Back Squat 3x5
(80% 1RM)
Step-Up 3x5
Leg (knee) Curl 3x5
Seated Calf (heel)
Raises 3x5
Abdominal Crunch
3x20
Bench Press 3x3
(85% 1RM)
Bent-over Row 3x5
Shoulder Press 3x5
Barbell Biceps Curl
3x5
Shoulder Shrug 3x5
Lying Triceps
Extension 3x5
Abdominal Crunch
3x20
Bench Press 3x12

(67% 1RM)
Bent-over Row 3x12
Shoulder Press 3x12
Barbell Biceps Curl
3x15
Shoulder Shrug 3x15
Lying Triceps
Extension 3x15
Abdominal Crunch
3x20
Deadlift 3x5 (75%
1RM)
Back Squat 3x5
(75% 1RM)
Step-Up 3x5
Leg (knee) Curl 3x5
Seated Calf (heel)
Raises 3x5
Abdominal Crunch
3x20
Bench Press 3x5
(80% 1RM)
Bent-over Row 3x5
Shoulder Press 3x5
Barbell Biceps Curl
3x5
Shoulder Shrug 3x5
Lying Triceps
Extension 3x5
Abdominal Crunch
3x20
Deadlift 3x3 (85%
1RM)
Back Squat 3x3
(85% 1RM)
Step-Up 3x5
Leg (knee) Curl 3x5
Seated Calf (heel)
Raises 3x5
Abdominal Crunch
3x20
Friday
Saturday
Deadlift 4x10 (70%
1RM)
Back Squat 4x10
(70% 1RM)
Step-Up 3x10
Leg (knee) Curl
3x10
Seated Calf (heel)
Raises 3x10
Abdominal Crunch
3x20
Bench Press 4x10
(70% 1RM)
Bent-over Row
4x10
Shoulder Press
4x10
Barbell Biceps Curl
3x10
Shoulder Shrug
3x10
Lying Triceps
Extension 3x10
Abdominal Crunch
3x20
Deadlift 3x12 (67%
1RM)
Back Squat 3x12
(67% 1RM)
Step-Up 3x15
Leg (knee) Curl
3x15
Seated Calf (heel)
Raises 3x15
Abdominal Crunch
3x20
Bench Press 3x5
(75% 1RM)
Bent-over Row 3x5
Shoulder Press 3x5
Barbell Biceps Curl
3x5
Shoulder Shrug 3x5
Lying Triceps
Extension 3x5
Abdominal Crunch
3x20
Deadlift 3x5 (80%
1RM)
Back Squat 3x5
(80% 1RM)
Step-Up 3x5
Leg (knee) Curl
3x5
Seated Calf (heel)
Raises 3x5
Abdominal Crunch
3x20
Bench Press 3x3
(85% 1RM)
Bent-over Row 3x5
Shoulder Press 3x5
Barbell Biceps Curl
3x5
Shoulder Shrug 3x5
Lying Triceps
Extension 3x5
Abdominal Crunch
3x20
14
Week 1: Detailed Schedule

Sunday: Rest
Monday:
3x10 seconds quick feet drill (90 seconds rest in between sets)
3x10 touches reaction drill (90 seconds rest in between sets)
Side to side ankle hops 2x15 (low intensity) (2 minute rest in between sets)
Standing jump and reach 2x15 (low intensity) (2 minute rest in between sets)
Front cone hops 5x6 (low intensity) (2 minute rest in between sets)
Tuesday:
Sprint 5yds x3 (2 minute rest in between sets)
Sprint 10yds x 3 (2 minute rest in between sets)
Stairs (1 foot each stair) 50 stairs x 3 (2 minute rest in between sets)
Stairs (2 feet each stair) 50 stairs x 3 (2 minute rest in between sets)
Sprinting Uphill 40yds x 3 (2 minute rest in between sets)
Bench Press 4x10 (70% 1RM) (1 minute rest in between sets)
Bent-over Row 4x10 (1 minute rest in between sets)
Shoulder Press 4x10 (1 minute rest in between sets)
Barbell Biceps Curl 3x10 (1 minute rest in between sets)
Shoulder Shrug 3x10 (1 minute rest in between sets)
Lying Triceps Extension 3x10 (1 minute rest in between sets)
Abdominal Crunch 3x20 (1 minute rest in between sets)

Wednesday:
Deadlift 4x10 (70% 1RM) (1 minute rest in between sets)
Back Squat 4x10 (70% 1RM) (1 minute rest in between sets)
Step-Up 3x10 (1 minute rest in between sets)
Leg (knee) Curl 3x10 (1 minute rest in between sets)
Seated Calf (heel) Raises 3x10 (1 minute rest in between sets)

Thursday:
Same as Tuesday
Friday:
Same as Monday
Saturday:
Weighted sled (10% speed reduction) 40yds x 3 (2 minute rest in between sets)
15

Sunday: Rest
Monday:
Side to side ankle hops 2x15 (low) (2 minute rest in between sets)
Standing long jump 5x6 (low) (2 minute rest in between sets)
Lateral jump over barrier 2x15 (medium) (2 minute rest in between sets)
Double leg hops 5x6 (medium) (2 minute rest in between sets)

Tuesday:

Wednesday:

Thursday:
Same as Tuesday
Friday:
Same as Monday
Saturday:
16

Sunday: Rest
Monday:
Side to side ankle hops 2x12 (low) (2 minute rest in between sets)
Standing long jump 4x6 (low) (2 minute rest in between sets)
Lateral jump over barrier 2x12 (medium) (2 minute rest in between sets)
Lateral cone hops 2x12 (medium) (2 minute rest in between sets)

Tuesday:

Wednesday:

Thursday:
Same as Tuesday
Friday:
Same as Monday
Saturday:
17

Sunday: Rest
Monday:
Diagonal cone hops 4x8 (low) (2 minute rest in between sets)
Standing long jump with lateral sprint 4x8 (medium) (2 minute rest in between sets)
Single leg bounding 4x7 (high) (2 minute rest in between sets)
Lateral jump single leg 4x6 (high) (2 minute rest in between sets)
Tuesday:
Sprinting Downhill 40yds x 2 (2 minute rest in between sets)

Wednesday:

Thursday:
Same as Tuesday
Friday:
Same as Monday
Saturday:
18

Sunday: Rest
Monday:
Standing long jump with lateral sprint 4x7 (medium) (2 minute rest in between sets)
Cone hops with 180 degree turn 4x7 (medium) (2 minute rest in between sets)
Single leg bounding 4x7 (high) (2 minute rest in between sets)
Tuesday:

Wednesday:

Thursday:
Same as Tuesday
Friday:
Same as Monday
Saturday:
19

Sunday: Rest
Monday:
Hexagon drill 2x12 (low) (2 minute rest in between sets)
Cone hops with change of direction sprint 4x6 (medium) (2 minute rest in between sets)
Tuesday:

Wednesday:

Thursday:
Same as Tuesday
Friday:
Same as Monday
Saturday:
20
Exercise Descriptions: Plyometric Exercises
Side to side ankle hops: Action: Keeping your feet together and remaining in one place hop side
to side using only your ankles and calves. Concentrate on getting as high as you can and
exploding off the ground as soon as you land. Try to jump 2 to 3 feet in either direction.
Lateral cone hops: Equipment: Three to five cones lined up 2 to 3 feet apart. Start: Stand with
feet shoulder width apart at the end of the line of cones (with cones stretched out to one side).
Action: Jump sideways down the row of cones, landing on both feet. In clearing the last cone,
land on the outside foot and push off to change direction, then jump two-footed back down the
row of cones sideways. At the last cone, push off again on the outside foot and change directions.
Keep movement smooth and even, trying not to pause when changing directions.
Front cone hops: Action: As above but forward motion instead.
Diagonal cone hops: Action: As above but diagonal motion instead.
Standing long jump: Action: Keeping your feet together explode off the ground concentrating
on getting as high and as far as you can.
Single Leg Hop: Action: Stand on one leg, arms slightly behind body. Using arms and legs,
propel your body upward as high as possible while reaching upward with one or both arms. Land
on one leg and immediately repeat jump.
Double leg hops: Action: From an upright position with your back straight, shoulders forward,
and head up, jump as high as possible, bringing your feet under your buttocks in a cycling motion
at the height of the jump. Jump again immediately upon contacting the ground.
Lateral jump over barrier: Equipment: Elastic cord about a foot off the ground. Action: While
on one foot hop back and forth over the rope. Repeat with other foot.
Standing long jump with lateral sprint: Action: Keeping your feet together explode off the
ground concentrating on getting as high and as far as you can. As soon as you land sprint forward
for a couple of seconds.
Single leg bounding: Action: Assume a standing broad jump starting position with one leg
slightly ahead of the other. Rock forward to your front foot and jump as far as possible driving
your lead knee up and out. Land in the starting position on the same foot and continue jumping to
complete the desired number of repetition.
Lateral jump single leg: Action: Stand on one leg, arms slightly behind body. Using arms and
legs, propel your body upward and lateral as high as possible while reaching upward with one or
both arms. Land on one leg and immediately repeat jump.
Cone hops with 180 degree turn: Equipment: A line of four to six cones spaced 2 to 3 feet apart.
Start: Stand facing the line of cones, your feet even with the first cone. Action: Jump. While in
the air, turn 180 degrees, so that you land facing the opposite direction. Continue to jump and turn
in the air down the entire line of cones.
21
Hexagon drill: Equipment: Using athletic tape, mark a hexagon (six sided shape) on the floor.
The length of each side should be 24 inches (60.5 cm), and each angle should work out to be 120
degrees. Action: Start with both feet together in the middle of the hexagon facing the front line.
Jump ahead across the line, then back over the same line into the middle of the hexagon. Then,
continuing to face forward with feet together, jump over the next side and back into the hexagon.
Continue this pattern for three full revolutions.
Cone hops with change of direction sprint: Equipment: A partner and a row of four to six
cones placed 3 to 4 feet apart to form a Y. Start: Stand with feet shoulder width apart facing the
first cone. Your partner stands at the top of the Y, between the spread cones. Action: Do twofooted hops over the row of cones; as you are clearing the last cone, your partner points to one of
the far cones. Sprint to that far cone immediately upon landing the last hop.
Exercise Descriptions: Sprint Exercises
Sprint: Action: Move as fast as possible forward utilizing forward lean, arm movement, stride
frequency, and stride length.
Stairs: Action: Move as fast as possible up or down stairs utilizing slight knee bend, arm
movement, stride frequency, and stride length.
Sprinting Uphill: Action: Move as fast as possible forward uphill utilizing forward lean, arm
movement, stride frequency, and stride length.
Sprinting Downhill: Action: Move as fast as possible forward downhill utilizing forward lean,
arm movement, stride frequency, and stride length.
Weighted sled: Equipment: weight sled and weight. Action: Move as fast as possible forward
while attached to the weight sled utilizing forward lean, arm movement, stride frequency, and
stride length.
Exercise Descriptions: Resistance Exercises
Bench Press: Action: Lay fat on the bench with your feet flat on the floor. Grab a barbell with an
overhand grip wider than your shoulders. Lift bar from a rack and position it above your chest.
Lower it down until barbell touches lower part of your chest. Push the bar up, squeezing your
pecs, until your arms are locked. Repeat.
Bent-over Row: Action: Bend knees slightly and bend over bar with back straight. Grasp bar
with wide overhand grip. Pull bar to upper waist. Return until arms are extended and shoulders
are stretched downward. Repeat.
Shoulder Press: Action: Position dumbbells to each side of shoulders with elbows below wrists.
Press dumbbells upward until arms are extended overhead. Lower to sides of shoulders and
repeat.
Barbell Biceps Curl: Action: Grasp bar with shoulder width underhand grip. With elbows to
side, raise bar until forearms are vertical. Lower until arms are fully extended. Repeat.
22
Shoulder Shrug: Action: Stand holding dumbbells to sides. Elevate shoulders as high as
possible. Lower and repeat.
Lying Triceps Extension: Action: Lie on bench with narrow overhand grip on barbell. Position
barbell over forehead with arms extended. Lower bar by bending elbows. As bar nears head,
move elbows slightly back just enough to allow bar to clear around curvature of head. Extend
arms. As bar clears head, reposition elbows to their former position until arms are fully extended.
Repeat.
Abdominal Crunch: Action: Sit on a flat surface with your lower back curvature pressed
against the surface. Your feet should be bent at the knee and pressed firmly against the floor. The
arms should either be kept alongside the body or crossed on top of your chest as these positions
avoid neck strains (as opposed to the hands behind the back of the head position). Lower your
torso into a stretch position keeping the neck stationary at all times. This will be your starting
position. With the hips stationary, flex the waist by contracting the abdominals and curl the
shoulders and trunk upward until you feel a nice contraction on your abdominals. The lower back
should always stay in contact with the floor. Exhale as you perform this movement and hold the
contraction for a second. As you inhale, go back to the starting position. Repeat.
Deadlift: Action: Bend at the waist and at the knees equally and at the same time. Grasp the bar
fully and securely in an overgrip or an alternate under/over grip about waist width (may be up to
six inches wider for comfort). Looking straight ahead, your spine in a powerful flat position (not
stooped over or rounded), focus, regulate your breathing, breath in deeply and steadily pull the
bar to a full military position. Keep the bar close to the body and exhale as full force is exerted.
Pause for a second of contraction and slowly bend your knees and low back as you return to the
starting position and repeat.
Back Squat: Action: From rack with barbell at upper chest height, position bar high on back of
shoulders and grasp barbell to sides. Dismount bar from rack and stand with shoulder width
stance. Squat down by bending hips back while allowing knees to bend forward, keeping back
straight and knees pointed same direction as feet. Descend until thighs are just past parallel to
floor. Extend knees and hips until legs are straight. Return and repeat.
Step-Up: Action: Use a chair or any elevated platform. Stand upright with the platform in front
of you. Pick up your leg and step up unto the platform and push off with the foot to raise your
body unto the platform. Slowly step back down to starting position with the same foot. Alternate
feet and repeat. To increase the difficulty of the exercise use a taller platform and increase the
speed of the repetitions and the force exerted during pushing.
Leg (knee) Curl: Action: Sit on apparatus with back against padded back support. Place back of
lower leg on top of padded lever. Secure lap pad against thigh just above knees. Grasp handles on
lap support. Pull lever to back of thighs by flexing knees. Return lever until knees are straight.
Repeat.
Seated Calf (heel) Raises: Action: Sit on seat facing lever. Reach forward and pull hand lever
toward body. Place forefeet on platform with heels extending off. Position lower thighs under
lever pads. Release hand lever by pushing away from body. Place hands on top of thigh pads.
Raise heels by extending ankles as high as possible. Lower heels by bending ankles until calves
are stretched. Repeat.
23
References
Ryan, E. D., Everett, K. L., Smith, D. B., Pollner, C., Thompson, B. J., Sobolewski, E. J., & Fiddler, R. E.
(2014). Acute effects of different volumes of dynamic stretching on vertical jump performance,
flexibility and muscular endurance. Clinical Physiology and Functional Imaging, 34(6), 485-492.
doi:10.1111/cpf.12122
Kawamori, N., Newton, R. U., Hori, N., & Nosaka, K. (2014). Effects of weighted sled towing with
heavy versus light load on sprint acceleration ability. Journal of Strength and Conditioning
Research, 28(10), 2738-2745. doi:10.1519/JSC.0b013e3182915ed4
Miller, M. G., Herniman, J. J., Ricard, M. D., Cheatham, C. C., & Michael, T. J. (2006). The effects of a
6-week plyometric training program on agility. Journal of Sports Science & Medicine, 5(3), 459465.
Galpin, A. J., Li, Y., Lohnes, C. A., & Schilling, B. K. (2008). A 4-week choice foot speed and choice
reaction training program improves agility in previously non-agility trained, but active men and
women. Journal of Strength and Conditioning Research, 22(6), 1901-1907.
Essentials of strength training and conditioning, 3d ed (2008). Portland: Ringgold Inc.
24

Standard 13: Teach and encourage proper nutrition for optimal physical and mental
performance and overall good health.
Benchmark: Assist athletes in timing and selection of food options to fuel optimal energy
production for practices and contests.
The coach must understand and teach appropriate nutrition and weight management practices.
Counseling athletes about healthy eating is an important part of preparing athletes for sport
performance. Proper nutrition and hydration are necessary to fuel the body.
25

Standard 16: Apply knowledge of how developmental change influences the learning and
performance of sport skills.
Benchmark: Develop instruction and practice opportunities that enhance the learning of motor
skills based on developmental readiness of the athlete.
Athletes change physically, psychologically, and emotionally as they mature; therefore,
appropriate instruction and training strategies may be different for each developmental stage.
The coach must recognize changing developmental patterns in athletes and modify instruction to
support individual athletes specific needs and developmental characteristics.
Final Project Report
Topic
Energetics (Improving Throwing in Football)
Introduction (Project Question)
Will increasing the uniformity of appropriate stepping, trunk rotation, angle and height of
release increase throwing power and accuracy?
Introduction (Literature Review)
I chose the article, Kinematic Constraints Associated with the Acquisition of Overarm
Throwing Part I: Step and Trunk Actions by Stodden, Langendorfer, Fleisig, and Andrews,
because it describes and discusses the implementations of certain body movements that generate
greater power and accuracy in throwing motions. This article has helped me in my research
project because it concurs my initial thinking. The article has progression of developmentally
appropriate participants ranging from 3 15 years in age. The objective of the article is to
determine if certain developmental throwing patterns would provide insight into specific
mechanisms needed to obtain skilled throwing mechanisms. If researchers could acquire results
that determine certain ideal characteristics for successful throwing patterns (i.e. optimal
positioning, inertia, stretch-reflex, energy transfer, and optimal timing) then they would be able
to conclude that they can exploit and optimize these characteristics on novice throwers to
26
increase throwing potential. The article specifically addresses peak performances with emphasis
on step and trunk actions and their relationship to successful throwing patterns.
I have utilized this article in my interventions with my research participant because I
specifically discussed and coached on exploiting maximum stepping and trunk actions while
throwing. Before I started my interventions my participant was not employing ideal stepping and
trunk actions. He had a very stiff and rigid throwing motion that limited his capacity to throw
effectively. I worked to address this during my interventions.
My next article, On-the-field Resistance-tubing Exercises for Throwers: An
Electromyographic Analysis by Myers, Pasquale, Laudner, Sell, Bradley, and Lephart, provided
information to improve overarm throwing. It was directed toward overarm baseball throwing,
specifically pitchers, but I believe that much of the same muscle groups in and around the
throwing arm are employed regardless of throwing a baseball or football. With that said, the
article specifically addresses the use of elastic bands during warm-ups prior to throwing as an
effective measure to improve throwing performance. The article discusses 12 specific warm-up
routines that they studied and came to the conclusion that 7 out of 12 were most effective in
increasing performance. These warm-up exercises (external humeral rotation at 90 degrees of
abduction, throwing deceleration, shoulder flexion, shoulder extension, low scapular rows,
throwing acceleration, and scapular punches) resulted in the most activation of all muscles
tested, providing a better warm-up for peak performance.
I utilized this article during my interventions with my research participant by using these
prescribed 7 elastic band warm-ups prior to beginning the throwing workouts. My participant has
had limited muscle activation prior to my interventions. I feel that the prescribed warm-ups have
27
helped boost his height, angle, and speed of release by establishing a greater activation of his
muscle groups that are employed in and around his throwing arm during my interventions.
My last article, An Integrated Qualitative Analysis of Overarm Throwing by Knudson
and Morrison, goes into great detail of ideal throwing conditions and how as a teacher/coach to
optimize your students/players potential for an overarm throw. The article also discusses how
there is no one right way to teach/coach skill acquisition of the overarm throw, but by using the
qualitative anaylsis you will be able to forumulate an effective plan to employ. This article was
very useful not only with the application of how to improve analysis and skill acquisition of the
overarm throw, but also because it provides ideal throwing statistics, i.e. Research has shown
that body rotation from good opposition contributes 40 to 50 percent of the ball speed, while the
step contributes about 10 to 20 percent.
I utilized this article in my research project by assessing my research participant and his
throwing abilities. I have broken down his throwing motion into four sequences (stance, step,
throw, and follow through) and determined what his strengths and weaknesses are in relation to
his throwing abilities. My intervention placed emphasis on remedying his weakness and
highlighting his strengths by implementing simple and easy to use verbal teaching cues (step,
throw, drag your toe). I have also added additional information or verbiage that may help provide
my research participant a better understanding of the cues I have given him by explaining their
importance in relation to effective throwing.
Introduction (Hypothesis)
My hypothesis for this project concluded my participant would in fact increase power and
accuracy with the creation of a uniformed throwing motion that utilizes appropriate height,
28
angle, and speed of release through repetition focused on developing consistent and ideal
stepping, trunk rotation, and arm angles.
Methods (Identifying Cues)

I discovered after collecting the pre data results that my project participant was in need of
a great deal of work in the art and science of throwing. I decided to focus on the basics by
instilling teaching cues that are simple and easy to identify. The cues consisted of three
components step, throw, and drag your toe.
I expressed the importance of each cue and the meaning behind them. For the first cue,
step, the purpose is to begin to transfer weight from your back leg to your front generating
momentum to gain more power. Also, when you step you want to ensure you are pointing your
toe at your target to help create a linear path toward your target. The idea being that you will in
turn increase accuracy by giving an aiming point for the rest of your body to follow through in
the same linear direction.
As we moved forward to the second cue, throw, I expressed to the participant to
understand that you do not generate your power through your arm, but rather through the rotation
of your trunk when you turn your hips. I explained that you should identify your arm as an
extension of your body, much like if you were using a whip, then emphasizing snapping your
hips forward rather than exerting force directly from your arm. If you utilize your hips or trunk
and place the ball at the appropriate height and angles the rest will take care of itself. I articulated
that you must maintain a throwing triangle or a 90 degree L to ensure a consistent path using
the maximum leverage of your arm to generate as much additional velocity or power as possible.
Additionally, the more you can consistently utilize the same ideal throwing height, angle and
29
speed of release the more you will be able to continuously replicate the throwing motion,
therefore increasing your throwing power and accuracy.
The final cue, drag your toe, emphasizes follow through. I explained that all the
momentum and power you have generated with the first two cues needs to be finished in a linear
path guided toward your target. This follow through will ensure that the power generated is
accurately placed in the direction of your target. By expressing dragging your toe it ensures
that as you follow through you maintain balance producing a consistent throw to the intended
target. Being off balance will produce inconsistent results by distorting throwing angles as your
body compensates for the uneven terrain.
Methods (Intervention Plan)
We met twice a week for five consecutive weeks to work on proper throwing mechanics.
Warm-up:
o Dynamic Warm-up:
2x Striders
2x Lunges
2x High Knees
2x Butt Kicks
2x Karaoke
1x Sprint
10 push-ups
o Elastic Band Warm-up:
5 External humeral rotation at 90 degrees of abduction
5 Throwing deceleration
5 Shoulder flexion
5 Shoulder extension
5 Low scapular rows
5 Throwing acceleration
5 Scapular punches
o Throwing Warm-up (35 throws):
5 Planted throws front (feet planted no movement emphasizing trunk rotation)
5 Planted throws right (see above)
5 Planted throws left (see above)
5 Knee throws front (on knees planted no movement emphasizing trunk rotation)
5 Knee throws right (see above)
30
5 Knee throws left (see above)

5 Regular throws
Exercise (40 50 throws):

o 5 throws breaking each step down into three categories (step, throw, drag your toe)
to ensure he understands the why and how of throwing correctly
o 2 throws emphasizing step (stepping and pointing the toe toward the target)
o 2 throws emphasizing throw (trunk rotation, height and angle of release)
o 2 throws emphasizing drag your toe (follow through)
o 5 throws regular throws (putting it all together)
o 2 throws of increasing distance
(2 @ 5 yds, 2 @ 10 yds, 2 @ 15 yds, until form is compromised)
o 2 throws to each of the nine stationary targets of varying distances

o Total throws (including warm-ups: 75 85)
Cool Down:
o
o
o
o
o
o
o
o
Arm circles forward for a 20 count

Arm circles backward for a 20 count
Arms rotate across chest for a 20 count
Trunk twist for a 20 count
Right arm across your chest for a 20 count
Left arm across your chest for a 20 count
Right arm over head for a 20 count
Left arm over head for a 20 count
Rest and Recovery:

o Ice arm/shoulder for 20 minutes then off for 20 minutes
(Repeat ice cycle several times)
o Adequate sleep / rest

Clarification of Interventions:
External humeral rotation at 90 degrees of abduction:
Make a 3-foot-long loop with the elastic band and tie the ends together. Attach the loop
to a doorknob or other stable object.
Stand holding the band with your elbow bent 90 and raised to shoulder-height.
Keeping your shoulder and elbow level, slowly raise your hand until it is in line with
your head.
Slowly return to the start position and repeat.
31
Throwing deceleration:
Stand in an athletic position as if you were about to complete a throw.
Step, throw, and drag your toe as if throwing a football (50 % speed).
Ensure you follow through completely.
Shoulder flexion:
Grasp the other end of the band and lift your arm upward in front or your body.
Keep your elbow straight and thumb facing upward.
Lift to shoulder level, hold and slowly return and repeat.
Shoulder extension:
Grasp the other end of the band with slight tension.
Extend your arm backward, keeping your elbow straight.
Hold and slowly return and repeat.
Low scapular rows:
Secure elastic under opposite foot.

Hold elastic in involved arm.
Slightly bend hips and knees and support upper body with other arm.
Pull up on elastic, raising elbow to shoulder height.
Slowly return to start position and repeat.
Throwing acceleration:
Stand in an athletic position as if you were about to complete a throw.
Step, throw, and drag your toe as if throwing a football (90 % speed).
Ensure you follow through completely.
Scapular punches:
32
Hold elastic band in involved arm.

Stand directly in front of the elastic band.
Step forward with opposite foot and punch straight ahead with involved arm.
Results
Prior to gathering data, I explained the purpose and reasoning of my research project to
my participant. I clarified that I would be administering two tests that would determine his power
and accuracy in relation to throwing a football. The first test had nine designated stationary
targets at varying intervals. The objective was for the participant to attempt to throw and hit the
stationary targets. This test would display the participants accuracy. The participant was given
five attempts at each stationary target tallying to a total of forty five attempts.
The second test would measure the participants power. I used fifty yards as a marker for
ideal throwing power or 100%. I started at five yards, and after every completion I would
increase the distance by five yards. After the participant was unable to throw any further he
received five additional attempts to excel past his last distance.
In addition to the two tests, I recorded the participants throwing motions from four
different angles with the use of a video camera. I was able to capture the characteristics of his
step, trunk rotation, height and angle of release. I captured video of myself throwing and used
my measurements of step, trunk rotation, height and angle of release to determine the ideal
measurements to evaluate my participant. I used these measurements to infer the specific
variables that needed to be corrected and to what degree they would need to be corrected in order
to improve the participants power and accuracy.
33
Results (Pre Data)

Accuracy Results: (Quantitative / Objective Test)
Station # 1 (5 yds. Deep and 10 yds. Left): 4 out of 5 = 80% (Accuracy)

Station # 2 (5 yds. Deep and Dead Center): 5 out of 5 = 100% (Accuracy)
Station # 3 (5 yds. Deep and 10 yds. Right): 2 out of 5 = 40% (Accuracy)
o First Row (5 yds. Deep) 11 out of 15 = 73% (Accuracy)
o Second Row (10 yds. Deep) 7 out of 15 = 47% (Accuracy)
o Third Row (15 yds. Deep) 6 out of 15 = 40% (Accuracy)
Collectively: 24 out of 45 = 53% (Poor Accuracy)

Power Results: (Quantitative / Objective Test)
Distance: 30 yds. = 60% (Poor Power)
Step, Trunk Rotation, Height and Angle of Release: (Qualitative / Subjective Test)
Participants Step: 84 px (55 px ideal) = 71%

Participants Trunk Rotation: 37 px (140 px ideal) = 26%
Participants Height of Release: 130 degrees (90 degrees or higher ideal) = 60%
Participants Angle of Release: 54 degrees (80 degrees ideal) = 67%
Overall Rating of Throwing Mechanics: 56% (Poor Mechanics)
Results (Post Data)

Accuracy Results: (Quantitative / Objective Test)

o First Row (5 yds. Deep) 13 out of 15 = 87% (Accuracy) + 14%
o Second Row (10 yds. Deep) 11 out of 15 = 73% (Accuracy) + 26%
34
o Third Row (15 yds. Deep) 12 out of 15 = 80% (Accuracy) + 40%
Collectively: 36 out of 45 = 80% (Above Average Accuracy) + 27%
Power Results: (Quantitative / Objective Test)

o Distance: 39 yds. = 78% (Average Power) + 18%
Step, Trunk Rotation, Height and Angle of Release: (Qualitative / Subjective Test)
Participants Step: 68 px (55 px ideal) = 87% (+16%)

Participants Trunk Rotation: 116 px (140 px ideal) = 83% (+57%)
Participants Height of Release: 93 degrees (90 degrees ideal) = 97% (+37%)
Participants Angle of Release: 74 degrees (80 degrees ideal) = 93% (+26%)
Overall Rating of Throwing Mechanics: 90% (Excellent Mechanics) +34%
Conclusions
The results from my research project confirm my hypothesis that creating an ideal
uniformed throwing motion utilizing appropriate stepping, trunk rotation, angle and height of
release will in turn increase power and accuracy of an individuals throw. Although my
participate has increased both power and accuracy with improved throwing mechanics there is
still a great deal that could be corrected within his mechanics. If I were able to have additional
time and resources to work on this project I feel that I could continue to fine tune the
participants mechanics and make further gains. The biggest improvement was the participants
trunk rotation which I feel is the most important aspect to instill for improving throwing
capabilities because the majority of throwing power is derived from your core and trunk action. I
feel that the participants step could further improve his throwing capabilities because I found
him to continuously over stride causing him to be off balance which then would hinder his
consistency of throwing accurately.
35
Conclusions (Impact)
While conducting this project I had to make a couple of adjustments to my coaching
practices to accommodate my participant. First, I had to distinguish between major and minor
errors. Major errors are the absences of performance factors that greatly contribute to your
performance, i.e. lack of stability when throwing a ball. Minor errors are errors that only partially
take away from you performance, i.e. step needs to shorten a little further. (Burkett, 2010) I had
to determine what needs to be addressed first and what can be worked on at a later date. This is a
very important concept when working with novice participants because as a coach you tend to
identify all the problems and want to fix them all. This component changed my coaching
practices because as a coach/teacher I sometimes forget that you cannot give your
students/players too much information. It will not register. They do not have the knowledge that
you possess and they will become overwhelmed and lose confidence if you are constantly
bombarding them with information to fix the multitude of problems. In the future, I will continue
to address this component of major and minor errors when working with students/players. With
my participant he appreciated the reduction of verbal cues and limitation of errors mentioned so
he could focus on fewer elements to the skill. Second, I had to remember and incorporate
Frequency, Intensity, Time, and Type (FITT) into my coaching practices. I feel that many
individuals do not apply the FITT principles while looking to improve their physical abilities and
they tend to commit themselves to intensity over all the other components which can lead to
injury. I had to address this with my participant because he was living a fairly stagnant lifestyle
prior to this project and was not quite ready for the amount of physical assertion that I placed
upon him. I quickly realized that the intensity of the designed workout was a little too much for
my participant early in the training because of the drop in his performance toward the end of the
36
workouts and by listening to him mentioning pain in his shoulder. I quickly addressed the
problem and adjusted accordingly to accommodate my participants needs to be successful by
limiting the number of throws. I must admit I have advocated high intensity from many
individuals in the past that may not be adequately equipped to handle it. I have also have placed
certain individuals in types of training they may not have been comfortable with. In the future, I
will address this component of the FITT training principles on a more regular basis. I will help
individuals realize that you need all four of these components when you have a goal of
increasing your physical abilities.
37
References
Stodden, D.F., Langendorfer, S.J., Fleisig,G.S., & Andrews, J.R (2006). Kinematic constraints
associated with the acquisition of overarm throwing part I: step and trunk actions.
Research Quarterly for Exercise and Sport, 77(4), 417-427.
Rash, G.S., & Shapiro, R. (1995). A three-dimensional dynamic analysis of the quarterback's
throwing motion in american football. Journal of Applied Biomechanics, 11, 443-459.
Myers, J.B., Pasquale, M.R., Laudner, K.G., Sell, T.C., Bradley, J.P., & Lephart, S.M. (2005).
On-the-field resistance-tubing exercises for throwers: an electromyographic analysis.
Journal of Athletic Training, 40(1), 15-22.
Knudson, D., & Morrison, C. (1996). An integrated qualitative analysis of overarm throwing.
Journal of Physical Education, Recreation & Dance, 67(6), 31.
Burkett, B. (2010). Sport mechanics for coaches (3rd ed.). Champaign, IL: Human Kinetics.
38

Standard 17: Facilitate the social and emotional growth of athletes by supporting a positive
sport experience and lifelong participation in physical activity.
Benchmark: Help athletes develop motivational and cognitive readiness by providing positive
verbal and nonverbal performance feedback and clarifying causes of success and failure.
Participation in sport can promote healthy growth in all dimensions of physical and mental
health. The coach makes a positive impact in the social and emotional development of athletes by
recognizing that sport is important in providing lifelong support for a healthy lifestyle.
Defensive Goals
(SMART) Goals
Specific
Measurable
Attainable
Realistic
Timely
Game Outcome Goal:
WIN!!!
Game Performance Goals:
Limit the opponent to 14 points or less
Create at least 2 turnovers
First series get a 3 and out (Set the Tempo)
Force at least 5 punts
NO PERSONAL FOULS
Limit penalties to 1 or less
Limit drives to 10 or less plays
Limit missed assignments to 3 or less
Limit missed tackles to 3 or less
All 11 players pursuing the ball every play
If we achieve the majority of these goals, we will be successful.
SEE. BELIEVE. ACHIEVE.
39
40
41
42
43

Standard 20: Develop and monitor goals for the athletes and program.
Benchmark: Facilitate the goal-setting process by providing opportunities for athletes and
program staff to participate in setting realistic, performance-based goals.
The coach outlines the goals for the season in collaboration with athletes and staff. Through a
goal-setting process, athletes can define success and assess progress in skill development,
tactical lessons, and teamwork. The coach may also assess the performances of the sport
program staff and readjust team goals as necessary.
44
45
46

Standard 24: Teach and incorporate mental skills to enhance performance and reduce sport
anxiety.
Benchmark: Utilize sound mental skills to build athlete self-confidence.
Mental skill training assists the athlete in improving athletic performance. The variety of tools
available allow the athlete to manage stress and direct their focus on the performance.
47
48
49

Standard 27: Know the skills, elements of skill combinations, and techniques associated with
the sport being coached.
Benchmark: Identify and provide feedback on performance of basic techniques.
The coach should have knowledge commensurate with the level of sport and athlete being
coached. Activities should be designed to be age- and skill-appropriate. Skills and tactics should
be focused on goals and objectives of the program and athlete.
Technical Skill Instruction Form

Skill Name: Overhand Throwing
Position (if any): Quarterback
Skill Type: X Core
Advanced
X Offensive
Defensive
Skill Description: Throwing a football overhand with a high release point.
Being able to consistently be on target and time in relationship to the intended
receiver. The quarterback should have a good base that provides stability and
allow for the ability to move as needed. The quarterback needs to have an
internal clock in his head to ensure the ball is out of his hands on time and avoids
a sack.
Key Teaching Points: Grip, stance, step, throw, and drag your toe. Grip: firm
but friendly on the laces. Stance: feet shoulder width apart, slight knee bend, and
relaxed upper body. Step: point the toe at the target, stride toward your target to
produce power. Throw: have a high release point to be able to snap your arm like
a whip and create velocity on the ball. Drag your toe: drive your hips through to
generate more power and drag your toe to provide a counter balance to ensure
you stay linear to your target.
Common Errors and How to Correct: Dropping your elbow: turn-out drills,
Not pointing your toe: start with toe already pointed and then throw, Not twisting
your hips: Dont use a ball and have focus solely on twisting hips through to
create power.
References: Football Intelligence acquired over years of playing and coaching.
Martens, R. (2012). Successful coaching (4th ed.). Champaign, IL: Human Kinetics.
50
Making the Grade: Spring evaluation is essential for maximizing each players contribution to the
team. (n.d.). Retrieved December 8, 2014, from
http://www.americanfootballmonthly.com/Subaccess/articles.php?article_id=6057
51

Standard 28: Identify, develop, and apply competitive sport strategies and specific tactics
appropriate for the age and skill levels of the participating athletes.
Benchmark: Incorporate competitive strategies and team tactics that are consistent with the
sport rules and coaching philosophy.
The coach must maintain up-to-date and innovative coaching techniques by attending workshops
and clinics from accredited providers in order provide appropriate direction to their athletes.
The coach must be able to provide instruction on skills and tactics in the practice setting in order
to better translate skills into game situations. Strategies should be implemented based on
previously learned techniques appropriate to the age and ability level of the athletes.
Defensive Keys
The whole defense is based off of building a fence and staying gap sound. The most important part is being
able to trust the person next to you and not trying to do too much or more than your job. (Be aware of the
situations, i.e. D&D, Time, Quarter, etc.)
Interior D-Line:
Key Guards (they will lead you to the ball)
Create a wall
Own your Gaps
Stay away from the wash
Penetrate only to the heels of the O-Line (1 yd)
Defensive Ends:
Contain, nothing outside of you
If beat, stretch the play out laterally to the sideline
Squeeze down the LOS laterally
No more than 1 yd up field
Boot, Counter, Reverse (BCR) STAY HOME!
Always hit TE (NO FREE RELEASE)
Linebackers:
Key Guards (they will lead you to the ball)
Read and Flow
Know your gap responsibility
Always moving downhill
Fill alleys
Bandit:
Free Player (No Gap Responsibility 90% of time)
Read and Flow
Align to Field side or CC
Key Guards
Key TE
MUST HAVE A NOSE FOR THE FOOTBALL
DBs:
Eyes Inside
Immediate Back Peddle
Pass First
NO ONE DEEPER THAN YOU!
Key TE and Wingbacks
52
Defensive Play Calls

50 Strong/Weak
50 Strong Wide/Weak Wide
50 Strong Shade/Weak Shade
50 Strong Shade Wide/Weak Shade Wide
50 Slant/Tilt
50 Slant Wide/50 Tilt Wide
50 Strong Heads/Weak Heads
50 Strong Heads Wide/Weak Heads Wide
50 Slant Heads/Tilt Heads
50 Slant Heads Wide/Tilt Heads Wide
50 Strong Balanced/Weak Balanced
50 Strong Balanced Wide/Weak Balanced Wide
50 Slant Balanced/Tilt Balanced
50 Slant Balanced Wide/Tilt Balanced Wide
50 Pinch
40/40 Wide
40 Titan
53 Tight/Wide
50/40 Blitzes:
Mike: Mike blitz weak A Gap, Nose goes strong A Gap
Slice: Sam blitz Run Gap responsibility
Mike X: Mike blitz strong A Gap
Storm: Sam blitz strong A Gap, Anchor crashes inside, Bandit crashes outside
Crash: Bandit crashes outside, D-End on field side or CC crashes inside
Fire: Mike Blitz weak B Gap, weak tackle twist to strong A Gap, Nose twist to
weak A
Mug: All-out blitz (Except DBs)
53
50 Strong Wide
N = aligned in 0 technique and shooting strong A Gap

WT = aligned in 2 technique and shooting weak B Gap
ST = aligned in 4 technique and shooting strong C Gap
A = aligned in 6 technique and is strong side force
R = aligned in 4 technique and is weak side force
M = aligned in 30 technique at 5 yds and is responsible for weak A Gap (Read/Flow)
S = aligned in 30 technique at 5 yds and is responsible for strong B Gap (Read/Flow)
B = aligned at 5 yds depth by 1 yd outside end man (Field or CC) (Read/Flow)
TC = aligned at 6 yds depth by 5 yds outside end man (Responsible for 1/3)
WC = aligned at 8 yds depth by 1 yd outside of WR (Responsible for 1/3)
FS = aligned at 12 yds depth and creates a triangle between two widest players (Responsible for
middle 1/3)
RULE: IF 3 BACKS WE WILL BE IN A 50

DBS ALWAYS CALL OUT PASS ROUTES
GAP ASSIGNMENTS ARE SUBJECT TO CHANGE WITH OFFENSIVE FORMATIONS
STRENGTH IS CALLED TO THE TE
54
50 Weak Wide
N = aligned in 0 technique and shooting weak A Gap

WT = aligned in 2 technique and shooting weak B Gap
ST = aligned in 4 technique and shooting strong C Gap
M = aligned in 30 technique at 5 yds and is responsible for strong A Gap (Read/Flow)
B = aligned at 5 yds depth by 1 yd outside end man (Field or CC) (Read/Flow)
TC = aligned at 6 yds depth by 5 yds outside end man (Responsible for 1/3)
WC = aligned at 8 yds depth by 1 yd outside of WR (Responsible for 1/3)
middle 1/3)

55
40 vs Pro

T = aligned in 2 technique and shooting strong B Gap
S = aligned in 50 technique at 5 yds and is responsible for strong C Gap (Read/Flow)
W = aligned in 50 technique at 5 yds and is responsible for weak B Gap (Read/Flow)
B = aligned at 5 yds depth by 5 yd outside end man (Field/CC) (Read/Flow)
C = aligned at 8 yds depth by 1 yd outside of WR (Responsible for 1/3)
middle 1/3)

56
40 Wide vs Pro

T = aligned in 4 technique and shooting strong C Gap
B = aligned at 5 yds depth by 5 yd outside end man (Field/CC) (Read/Flow)
middle 1/3)

57
40 vs Spread

M = aligned in 30 technique at 5 yds and is responsible for weak B Gap (Read/Flow)
S = aligned in 30 technique at 5 yds and is responsible for strong A Gap (Read/Flow)
W = aligned split the WR and OT at 5 yds and is responsible for curl to flat (Read/Flow)
B = aligned split the WR and OT at 5 yds and is responsible for curl to flat (Field/CC) (Read/Flow)
middle 1/3)

IN BALANCED STRENGTH GOES TO THE FIELD
58
40 vs Twins

S = aligned in 50 technique at 5 yds and is responsible for strong C Gap (Read/Flow)
B = aligned split the WR and OT at 5 yds and is responsible for curl to flat (Field/CC) (Read/Flow)
middle 1/3)

59
40 Titan (Trips Adjustment)

M = aligned in 30 technique at 5 yds and is responsible for weak B Gap (Read/Flow)
S = aligned in 30 technique at 5 yds and is responsible for strong A Gap (Read/Flow)
W = aligned split the # 3 WR and OT at 5 yds and is responsible for curl (Read/Flow)
B = aligned split the # 2 WR and OT at 5 yds and is responsible for flat (Read/Flow)
middle 1/3)

IN BALANCED STRENGTH GOES TO THE FIELD
60

Standard 30: Demonstrate efficiency in contest management.
Benchmark: Make use of sport organization resources in creating a fair and safe competitive
environment.
The coach must apply administrative skills in the logistics of contest management. Precontest
planning will prevent delays and disruptions during the contest. The coach should work with
administrators and officials to clarify roles and responsibilities.
61

Standard 35: Manage all information, documents, and records for the program.
Benchmark: Have medical history / information available, including parent contact information
during each practice / competition.
The coach needs to have procedural manuals relative to all aspects of the program. A systematic
process should be established for all information relative to the sport program. Documents
should be accessible throughout the season.
62
63
64
65
Standard 37: Implement effective evaluation techniques for team performance in relation to
established goals.
Benchmark: Follow established sequence for evaluation that involves the identification of
objectives, data collection, and analysis of data, as well as recommend change when necessary.
The coach should understand the need for systematic program evaluation. Effective evaluation
activities encourage the advancement of team goals, increase public confidence in program
benefits, and allow for appropriate program modification to improve performance.
66
Standard 40: Utilize an objective and effective process for evaluation of self and staff.
Benchmark: Conduct periodic self-reflections and coaching effectiveness.
The coach should assess the effectiveness of personnel that directly affect athlete and team
performance. The evaluation should collect direct feedback from all program athletes and
identify ways to improve techniques and coaching style. Self-evaluation is a critical source of
information for professional growth and development.
Date & Time Spent
8/09/15 8/15/15
23 Hours
8/16/15 8/22/15
23 Hours
Activity Description / National

Standard(s) addressed
Reflections: Brief summary of

activities and thoughts about what
you learned
Created and developed a defensive

scheme and system for our team.
Provided a defensive philosophy.
Planned and provided a defensive
practice outline. Discussed and
highlighted to the defensive position
coaches the defensive practice
outline / elements to cover. Lead
position specific developmental drill
work. Lead defensive team period.
Provided coaches with resourceful
tools (video of fundamental drills for
each position). NSSC Standards 1, 2,
7, 17, 19, 22, 23, 25, 27, and 29
It was a good first week of practice.

We have new offensive and defensive
playbooks, and we have had to install
a great deal the first week. We as
coaches discussed that we will scale
back and week to week and provide
only a portion of each playbook. The
athletes were asked to take in a lot,
but I feel they all retained the
information because we took the time
to implement it on progressive basis
and not all at once. I learned that next
year we should do all conditioning a
week earlier during the dead week
which will allow for strictly practice
reps rather than trying to get both
conditioning and quality practice reps
during the first official practice week.
This will allow the kids to strictly focus
on what is presented at practice, and
not focusing on getting through
conditioning.
Called the defensive plays during
This week our team was getting a little
our team scrimmage. Cut, uploaded, burnt out because of the long
and shared our team scrimmage
practices and unpredictable weather.
video with coaches via hudl website. Our coaching staff decided to include a
Exchanged film with our upcoming
short dance competition in the middle
opponent. Broke down offensive
of practice to break up practice. The
tendencies of our upcoming
athletes responded well to this
opponent. Created a script sheet for because it was not within our normal
our defense against our upcoming
routine and it allowed them to be free
opponent. Planned and provided a
of football for a moment and get
defensive practice outline. Discussed spirits running high. It was a fun and
and highlighted to the defensive
good bonding moment for our team,
position coaches the defensive
coaches and athletes alike.
67
8/23/15 8/29/15
25 hours
8/30/15 9/05/15
22 hours
practice outline / elements to cover.

Lead position specific
developmental drill work. Lead
defensive team period. NSSC
Standards 7, 17, 19, 22, 23, 25, 26,
27, 28, 29, and 30.
Called the defensive plays during
our game. Cut, uploaded, and
shared our game with coaches and
players via hudl website. Exchanged
film with the upcoming opponent.
Created a defensive practice script
for the week. Evaluated and graded
players on game performance.
Discussed and highlighted defensive
tactics and game plan with coaches.
Provided an idea of fundamentals to
cover in individual defensive time.
Lead and instructed DB individual
time. Reviewed film with athletes
and discussed the pros and cons of
their performance. Broke down
footage of the upcoming opponent.
NSSC Standards 7, 17, 19, 22, 23, 25,
26, 27, 28, 29, 30, 37, and 38.
Reduced the defensive game plan to

allow limited thinking and
emphasized athletes playing and
using their fundamentals / athletic
ability. Tried to instill enthusiasm by
constantly being enthusiastic and
upbeat in hopes it would care over
This week we had to make several

adjustments due to limited practice
time. First of all, it was a short week
due to a Thursday scheduled game.
Second of all, school started this week
and limited our practice time to 2 and
half hours. Third of all, our athletes
had an open house for their schools on
Monday which cut practice short by an
hour. Finally, on Wednesday our
coaching staff had to leave early to
help coach the JV football team in
Decatur cutting practice short by an
hour as well. As a staff, this was hard
because there is always so much to do,
and we had a very little amount of
time to do it. As a staff, we decided to
ensure the players knew and
understood our game plan going into
the week. We spent very little time
working fundamentals and overall
football skills. This proved to be
helpful in alignment and assignments
during our game, but we lacked
execution and effort. I believe this to
be directly from the lack of skill work
and repetition. We lost to Decatur 22
to 24. It was a close game, but I feel
the short week really hindered us to
preform to our best ability. In the
future, I will ensure we get not only a
proper understanding of the game
plan, but also fundamental skill work
and reps verse a mock offense to
ensure understanding and execution.
This week was again a short week of
practice and limited time to prepare
for the upcoming opponent. I
emphasized a small defensive package
to allow for more reps and
understanding of the package rather
than split time with multiple looks.
68
to the team. Called the defensive

plays during our game. Cut,
uploaded, and shared our game with
coaches and players via hudl
website. Exchanged film with the
upcoming opponent. Created a
defensive practice script for the
week. Evaluated and graded players
on game performance. Discussed
and highlighted defensive tactics
and game plan with coaches.
NSSC Standards 7, 17, 19, 22, 23, 25,
26, 27, 28, 29, 30, 37, and 38.
9/06/15 9/12/15
19 hours
Recreated game like scenarios

during practice emphasis game
situations. This also helped the
athletes understand tendencies and
give the defense specific goals
during practice which are clear and
defined. Kept defensive game plan
small and simple to allow limited
thinking and emphasized athletes
playing and using their
fundamentals / athletic ability. Tried
Our game plan was sound and we had

people in positions to be successful,
but two things happen that need to be
addressed and corrected in order to
have success in the future. First, there
were several plays were athletes did
not stick to their assignments creating
opportunities for the opponent. The
opponent was a good team and took
full advantage of our mistakes.
Second, we were not fundamentally
sound. We reverted to bad habits in
terms of tackling, reading, getting off
blocks, etc. This ultimately was the
biggest frustration as a coach because
you understand how talented your
athletes are and have seen them play
to a higher ability. These are things
that we work on every day and stress
especially on defense. For the
upcoming week we will continue to
stress fundamentals and how the little
things add up. During practice we all
must emphasis proper tackling. I will
take the time to slowly go through
roles and responsibilities for each
player prior to getting reps a mock
offense. I will continue to stress how
the little things add up to being
successful or not. As a staff, we all
need to coach up on every play in
practice to ensure clarity and
understanding so we may reduce
missed assignments. We have a film
session to show the athletes their
mistakes and how we plan to improve
for the future.
In the past couple weeks we had a
difficult time on defensive plans to
translate into the game. We made
adjustments this week to ensure
clarity and understanding of offensive
tendencies and D&D situations. In
addition, to understanding tendencies
simulating game like situations more
regularly during practice allowed our
athletes to feel as if it were a game
creating enthusiasm and helped
69
9/13/15 9/19/15
21 hours
to instill enthusiasm by constantly

being enthusiastic and upbeat in
hopes it would care over to the
team. Called the defensive plays
during our game. Cut, uploaded, and
shared our game with coaches and
players via hudl website. Exchanged
film with the upcoming opponent.
Created a defensive practice script
for the week. Evaluated and graded
players on game performance.
Discussed and highlighted defensive
tactics and game plan with coaches.
NSSC Standards 7, 17, 19, 20, 22, 23,
25, 26, 27, 28, 29, 30, 37, and 38.
Kept defensive game plan small and
simple to allow limited thinking and
ability. Installed and attempted to
install several different looks for the
upcoming opponent. Several of
which were scrapped due to lack of
confidence I had that we would be
able to execute them properly.
Some installations looked good and
greatly benefited our defensive
versus the upcoming opponent.
Tried to instill enthusiasm by
plays during our game. Cut,
motivate the team effectively. After

big stops the athletes were getting
excited. The athletes responded well
and began to clearly see how the plan
was supposed to operate. If some
mistakes took place we could take the
time to stop the play, set it up again,
and go step by step through how to fix
the problems. We ended up winning
this week 47-8 and the defense had
four forced turnovers and gave up no
touchdowns. The opposing teams only
score was from a kick return.
This week we faced the most talented

and well established team we will face
all season. They were bigger, faster,
and stronger. Friday night we went to
their place and as a coaching staff we
knew we would have to play at a very
high level of execution and enthusiasm
in order to be in the game. We started
the game with just that by bringing a
great deal of fired and enthusiasm as a
staff throughout the week the athletes
were playing at a very high level. We
were tied going at the end of the first
quarter 7 to 7 and lighting crashed
around us. The game was postponed
to Saturday. The athletes we
extremely flat on Saturday and just
going through the motions. It was
tremendously clear and evident. As a
staff, we need to in the future
somehow recreate the Friday night
environment and atmosphere if this is
to ever happen again in the future. I
may recommend athletes watch the
game film of the first portion of the
game to revisit with the intensity they
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9/20/15 9/26/15
26 hours

NSSC Standards 7, 17, 19, 20, 22, 23,
25, 26, 27, 28, 29, 30, 37, and 38.
Discussed the lessons learned
through sport with team. Discussed
and highlighted adversity. Tried to
keep defensive game plan small and
ability. Installed several different
defensive fronts for the upcoming
opponent. Tried to instill enthusiasm
by constantly being enthusiastic and
plays during our game. Made
adjustments as the game progressed
to try and stop the opposing team.
The adjustments began to work and
will help in the future to realize how
to stop the WING T offense. Cut,
NSSC Standards 2, 7, 17, 19, 20, 22,
23, 25, 26, 27, 28, 29, 30, 37, and 38.
brought the night before. This way it

stays fresh in their mind and they
know what they are capable of.
This week it was clear that our team is

young and has not faced a great deal
of adversity in their lives. They seem
quick to lie down and give up. As a
staff, we must correct this because
during every game there are moments
of uncertainty and doubt where things
do not go as planned. In these
moments our athletes need to
understand what it takes to overcome
the adversity and play through it. I
recommended that we as a staff
provide our athletes an opportunity to
be successful e even if we do not come
up with a win. This will hopefully allow
our team to redirect focus and take
away small victories which will
hopefully lead to bigger victories
(WINS). I suggested utilizing our team
goals and establishing athletes
individual goals. We need to review
these ever week on Monday to ensure
tracking and keeping focus. Also, I
suggested dividing the team into
smaller groups and awarding the
individuals within those groups points
providing constant competition in an
effort to provide enthusiasm and focus
to improve without worrying about
the game. The hope is the team can
cling to something they feel they can
compete in and spark energy and
enthusiasm.
71
9/27/15 10/03/15
25 hours
10/04/15 10/10/15
23 hours
Discussed with coaching staff ways

to increase effort and enthusiasm
with our athletes. Tried to keep
defensive game plan small and
ability. Tried to instill enthusiasm by
Cut, uploaded, and shared our game
with coaches and players via hudl
NSSC Standards 1, 2, 7, 17, 19, 20,
22, 23, 25, 26, 27, 28, 29, 30, 37, and
38.
Highlighted defensive goals to
ensure success. Kept defensive
game plan small and simple to allow
limited thinking and emphasized
athletes playing and using their
fundamentals / athletic ability. Tried
to instill enthusiasm by constantly
being enthusiastic and upbeat in
hopes it would care over to the
team. Called the defensive plays
during our game. Made adjustments
as the game progressed to try and
stop the opposing team. Cut,
After our last weeks game, it was

clear we needed to make some
changes. At the start of this week we
met as a coaching staff to discuss how
we would make these changes. We
decided to lighten up on conditioning
components and emphasize fun
activities, i.e. 7 on 7, team scrimmage,
2 minute drill, etc. As a staff we
wanted the athletes to get back to
feeling like we did at the beginning of
the season. We had a long discussion
with the team and aired out any and
all dirty laundry. The athletes got a lot
of stuff off their chest as well as the
coaching staff. As a staff, we discussed
how much support and belief we have
in our athletes and our team. We
pointed out to the team that we do
not need to focus on the outcome, but
rather all the day-to-day tasks and
winning battles play-by-play. The
things we did to redirect the athletes
focus and emphasize fun activities
definitely payed off. We played very
well and never gave up throughout the
course of Fridays game. We had an
opportunity to win it, but
unfortunately came up short. I was
very proud of our team this week and I
feel we took a giant step forward as a
program.
We realized our initial game plan
wasnt being executed accordingly. So
we were able to make several
adjustments throughout the game
which allowed the defense to be more
successful. We made adjustments to
gap assignments for interior D-Line
and Linebackers. We also increased
blitzes during the second half to put
pressure on the QB. All of these
adjustments helped our defense stop
the opponent a great deal. The
opposing team finished the game and
our team did not. The hardest thing
for me this week was the lack of will to
72

and game plan with coaches. Lead
and instructed DB individual time.
Broke down footage of the
upcoming opponent. NSSC
Standards 1, 2, 7, 17, 19, 20, 22, 23,
25, 26, 27, 28, 29, 30, 37, and 38.
10/11/15 10/17/15
20 hours
10/18/15 10/24/15
20 hours

ensure success. Kept with the past
two weeks defensive game plan to
allow for the same roles and
responsibilities for the athletes.
Discussed with coaches utilizing a
phrase or saying to unite the
program to one rally cry, Finish.
Standards 1, 2, 7, 17, 19, 20, 22, 23,
25, 26, 27, 28, 29, 30, 37, and 38.
ensure success. Kept with the past
two weeks defensive game plan to
allow for the same roles and
responsibilities for the athletes.
finish. We had the lead with 4 minutes

to go in the game and our offense
fumbled. The offense fumbled a total
of 3 times during the second half and
threw 2 interceptions. The defense
was on the field a great deal in the
second half. When we needed a play
we did not make them due to a lack of
execution. As a staff, for the last two
weeks of the season we need to
emphasis finishing. This can become
our rally cry to hopefully breathe life
into our team.
After a much needed win it is easier to
put things into perspective. First, this
win came after we placed a great deal
of stability to positions, roles, and
assignments. I feel has taken our
whole team most of the season to find
our identity as players, coaches, and
schemes. This week the players we
comfortable in their roles, executed
them with no hesitation and played
free of fear of failure. This is
something which needs to carry over
into the last week of the season, but
also through the off-season and into
next season. We have the majority of
our team back only losing 4 impactful
seniors. I felt like we constantly were
in limbo trying to find ourselves and
what needed to be done to have and
maintain success. Now with personnel
and scheme finding their appropriate
roles our talent seems to really shine
through. We emphasized finishing this
week and that is what the kids did.
They played all 4 quarters. We will
continue to carry the word finish as we
end the season with Martin next
week.
During the game we had to make
several adjustments to our defensive
strategy due to the size and power of
the opposing teams line. We bag to
submarine into the gaurds to not allow
them up field and in the face of our
73

Standards 1, 2, 7, 17, 19, 20, 22, 23,
25, 26, 27, 28, 29, 30, 37, and 38.
linebackers. We also switched a

personnel side of our power stopping
defensive end to our left and their
right side. After making these
corrections we began to control the
line of scrimmage in a more effective
way. The opposing team began to get
frustrated and started passing the ball
which lead to 4 interceptions for our
defense. One of which was
intercepted and returned 82 yards for
a touchdown. The athletes played
hard and have overcome a great deal
of adversity throughout the season. I
like the direction Kalamazoo United is
headed and will remain on board if I
receive a job in the area. It was a great
experience and I learned a lot.
74

Coaching Portfolio

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Coaching Portfolio

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Coaching Portfolio

Vincent Edward Church

Domain 1: Philosophy and Ethics

Teaching / Coaching Philosophy

Domain 1: Philosophy and Ethics

Team Rules and Priorities

Domain 2: Safety and Injury Prevention

Domain 2: Safety and Injury Prevention

Domain 3: Physical Conditioning

6 Week Training Program

Quick feet drill (90 seconds rest in between sets):

Plyometric Training: (2 minute rest in between sets)

Side to side ankle

Side to side ankle

Week 1: training volume (foot contacts per training routine) 90

Sprint Training: (2 minute rest in between sets)

Bench Press 4x10

Deadlift 4x10 (70%

Bench Press 4x10

Bench Press 3x12

Deadlift 3x12 (67%

Bench Press 3x5

Bench Press 4x10

Bench Press 3x5

Bench Press 3x12

Week 1: Detailed Schedule

3x10 touches reaction drill (90 seconds rest in between sets)

3x5 touches reaction drill (60 seconds rest in between sets)

Sprint 5yds x3 (2 minute rest in between sets)

Sprint 10yds x 3 (2 minute rest in between sets)

Sprint 20yds x3 (2 minute rest in between sets)

Stairs (1 foot each stair) 50 stairs x 3 (2 minute rest in between sets)

Stairs (2 feet each stair) 50 stairs x 3 (2 minute rest in between sets)

Sprinting Uphill 40yds x 3 (2 minute rest in between sets)

Bench Press 4x10 (70% 1RM) (1 minute rest in between sets)

Bent-over Row 4x10 (1 minute rest in between sets)

Shoulder Press 4x10 (1 minute rest in between sets)

Barbell Biceps Curl 3x10 (1 minute rest in between sets)

Shoulder Shrug 3x10 (1 minute rest in between sets)

Lying Triceps Extension 3x10 (1 minute rest in between sets)

Abdominal Crunch 3x20 (1 minute rest in between sets)

3x10 touches reaction drill (90 seconds rest in between sets)

3x5 touches reaction drill (60 seconds rest in between sets)

Deadlift 4x10 (70% 1RM) (1 minute rest in between sets)

Back Squat 4x10 (70% 1RM) (1 minute rest in between sets)

Step-Up 3x10 (1 minute rest in between sets)

Leg (knee) Curl 3x10 (1 minute rest in between sets)

Seated Calf (heel) Raises 3x10 (1 minute rest in between sets)

Abdominal Crunch 3x20 (1 minute rest in between sets)

Sprint 5yds x3 (2 minute rest in between sets)

Sprint 10yds x 3 (2 minute rest in between sets)

Sprint 20yds x3 (2 minute rest in between sets)

Stairs (1 foot each stair) 50 stairs x 3 (2 minute rest in between sets)

Stairs (2 feet each stair) 50 stairs x 3 (2 minute rest in between sets)

Deadlift 4x10 (70% 1RM) (1 minute rest in between sets)

Back Squat 4x10 (70% 1RM) (1 minute rest in between sets)

Step-Up 3x10 (1 minute rest in between sets)

Leg (knee) Curl 3x10 (1 minute rest in between sets)

Seated Calf (heel) Raises 3x10 (1 minute rest in between sets)

Abdominal Crunch 3x20 (1 minute rest in between sets)

Week 2: Detailed Schedule

3x10 touches reaction drill (90 seconds rest in between sets)