I
t is an honor to speak at the 2003 AFCA their schemes? Certainly these are great
S tri vi ng fo r
convention. My hope is that these
thoughts might be of some help to you.
Each football season at Mount Union
Offensive officially begins with a meeting of the
coaching staff. The meeting begins when I
Balance write on the grease board this reminder:
“No learning equals no teaching.” Each
assistant is asked to view the men he
coaches as eager and capable learners.
The men may learn in different ways, so it
is the responsibility of each coach to use
teaching methods that open learning path-
ways for each and every player.
We believe each player is capable of
learning what he is required to do as a foot-
ball player. Acceptance of the premise that
players are able to learn all of what we are
teaching enables the coaching staff to shoul-
der the responsibility for solving all problems.
We prefer to solve learning problems by
searching for more effective teaching strate-
gies rather than by sitting a talented player
and burdening him with a meaningless label
which implies a lack of intelligence.
Thirty years ago, Professor Daryl
Siedentop at Ohio State University used a
text entitled “The Development and Control
of Behavior in Sport and Physical
Education” in a class he taught. Professor
Siedentop co-authored the book with Brent
Rushall. Siedentop taught his students a
scientific approach to the development of
teaching and coaching skills. Siedentop’s
theory was not based on the trial and error
of one’s youth, or the examples demon-
strated by the coaches who handled our
experiences as youngsters.
His beliefs were based on applied
behavioral science. And not only did he
profess methods to develop skills, he also
taught the essentials of how to control
behavior. Professor Siedentop opened the
eyes of his students. No guess work on the
best way to teach. No wishing and hoping
for players to learn the skills of sports. No
panic on whether these skills would be
demonstrated at crunch time in a critical
contest. Siedentop emphatically stated that
a scientific method existed for teachers to
develop and control behavior in sports. No
more significant experience could have
occurred for one intending to coach than to
have been in that class.
Do you plan on reading football journals
and attending football clinics in preparation
for next season? Are you going to travel to
visit with a coaching staff so you can watch
practice and listen to discussions about
66
opportunities to learn and improve. Another
tremendous learning opportunity is avail-
able at your library. Put 24 hours of study
into the potential applications of applied
behavior analysis research to football coach-
ing. It could be an enlightening view into sig-
nificant concepts like reinforcement, motiva-
tion, contingency management, and the
sequencing of instructional experiences.
We strive for offensive balance at Mount
Union College. The old P-F-P analysis is
used in our planning for each season. First
we study and evaluate our Players. Next is
the selection of Formations based on the
abilities of the players. Our third step is to
choose Plays.
The ability of the quarterback is the crit-
ical component in our planning. What are
the quarterback’s strengths as a passer?
Can the quarterback run well? Can he exe-
cute the option? Will he make good deci-
sions when three, four or five receivers are
involved in a pattern?
The tight end position is evaluated sec-
ond. We are looking for a tight end who can
do three things, and in a specific order of
importance. First is to receive the ball well.
Second is to block in the perimeter, and third
is to block on the line of scrimmage. Can
our tight end do these three things?
Runningbacks, wide receivers and offen-
sive linemen are also carefully evaluated,
but the quarterback and tight end determine
much of what we will do with formations.
Formations are selected that match the
abilities of the players. We have been con-
vinced that a personnel group of two running-
backs, one tight end, and two wide receivers
best permits a balanced offense. Thus our
questions regarding formations revolve
around whether to flex the tight end, to place
two offensive tackles side-by-side, to put two
wide receivers on the same side, to use split
backs vs. the off-set I, to use the shotgun for
some snaps, and what “special” formations
might be used to create a diversion.
Play selection is the final step in the
process. Place limits on how many plays
you select. Perhaps you could view plays
as “concepts,” and group ideas together. I
try to limit our offense to five “concepts”
and move forward from there. Our five are:
1. Five-step drop passes and protection,
draw and screens.
2. Tailback zone runs and seven step
drop passes and protection.
3. Counter or misdirection runs and the
roll pass and protection.
 4. Fullback traps or options and three
step passes and protection.
5. Goal line runs and passes.
One value in this process is that we can
group our teaching into specific components.
The five-step drop protection, initial offensive
line responsibilities on screens, and assign-
ments for blocking the lead draw are interre-
lated. We want the offensive line and runnin-
backs to connect these ideas into a concept or
“package.” Each defensive front presents
learning problems, so we want to develop
sensible and logical answers for the problems.
Once a player is certain of what to do, he can
devote his time to how to do it. Technique
work can be a primary focus for each position
coach.
The tailback inside and outside zone
runs are connected to our seven-step play-
action passes. Our seven-step passes are
designed to allow for protection against
attacking defenses. Defensive teams which
frequently rush four to one side and have
good man-to-man cover skills present spe-
cial problems. Maximum pass protection is
necessary. We want to protect the quarter-
back and allow two receivers to work
routes against the coverage. We believe
the use of maximum protection is a better
fit for us than the teaching of hot reads for
the quarterback.
Our counter trey runs are paired with a
short boot pass that we have termed the
roll pass for a number of years. This phase
of our offense has been of tremendous sig-
nificance over the past 10 years. In the
mid-90s, nearly 50 percent of our offensive
snaps involved this run-pass combination.
Defenses rose up to defense this part of our
attack, and we were forced to adjust. There
is still a need for misdirection and play action
in any balanced offense, and we continue to
tweak our counter runs and our roll pass.
We believe in the value of three-step
passes, and have combined traps and some
options for use in this phase of our offense.
Most of our quick passes come from one-
back formations, hence the traps and speed
options fit well. We face three-deep zone
coverage defenses that are very strong vs.
The run. The hitch and slant throws to the
wide receivers are crucial. Trips sets are
also a part of this package.
The fifth phase of our offense is the goal
line runs and passes that we plan to use. We
do not create a “special” set of plays and
passes. This would increase the amount of
teaching and learning. We use what we have,
and fit our runs and pass routes into the limit-
ed space the goal line offense has to use. Our
roll pass has been very useful, with the basic
pass patterns adjusted into various combina-
tions of crossing pattern.
Practice organization is important in
establishing a balanced offense. Time must
be devoted to every aspect of the game.
However, the most time must be devoted to
those areas of the game that are most difficult
to teach and learn. The head coach must
make good decisions in this regard. You can
ask players to tell you what they need more
time to work on. If you ask your players to
explain their tasks on plays, and they struggle
to do so, more learning is needed.
We all want our teams to play with
intelligence and we want our team to look
well coached. It is a wonderful compli-
ment to hear this phrase, “well coached,”
used to describe your team. If attention
to the teaching learning process is as
important as schemes and packages,
you may find yourself better able to
develop and control the football skills of
your team.

Support the American Football Coaches Foundation™.

Purchase an AFCA T-Shirt or the AFCA's The Football
Coaching Bible
Newly-designed AFCA t-shirts are available for a $15 donation to the American Football Coaches
Foundation™. Please specify color and size when ordering. The shirts come in either black or grey and sizes
range from S, L-3XL, sorry we are out of mediums. Shirt sizes tend to run small

The AFCA The Football Coaching Bible, just out from Human Kinetics Publishing, is also available for a $20
donation to the Foundation. Donations are tax-deductible, and receipts will be provided.

Make checks or money orders payable to the American Football Coaches Foundation and mail to:

American Football Coaches Foundation

Attn: Janet Robertson
100 Legends Lane
Waco, TX 76706

Orders can also be taken over the phone using

your Visa, Master Card or American Express by call-
ing Amy LeNoir at (254) 754-9900.

67