DEFENSIVE SCHEME

The defensive approach that we designed was based on the fact that we were rarely (if ever) bigger than our opponents.  So we used movement to offset our size disadvantage.  We tried to keep it simple so that the players could use their athletic ability and not be slowed by having to think about a lot of defensive variables.  The potential for getting over-complicated always had to be monitored.

Our base defense was a 4-4 alignment with man cover in the defensive backfield.  The DT’s aligned on the outside eye of the guards.  The DE’s aligned on the outside eye of the tackles.  The 2 inside LBers took the inside eye of the guards.  The 2 outside LBers were positioned head-up on the tackles.  Each CB had the widest eligible receiver to his side.  The safety was assigned either a TE or a back that went in motion.  Since we scouted every team and, in some cases, had several years of tendencies, we could pretty much be specific in assignments to each week’s opponent based on what we already knew of them.

We would stack LBers probably 60% of the plays.  We would put the DT’s head-up on each guard and the DE’s would go head-up on each tackle.  The inside LBers stacked directly behind each DT and the outside LBers stacked directly behind each DE.  We called it the “Monster Blitz” and we could call it “IN” or “OUT”. 

The In or Out call was talking to the linemen.  So, on “Monster Out”, the DT’s made their charge through the outside eye of the guard while the 2 Inside LBers each took a side of the center.  The DE’s went through the outside eye of the tackle while the Outside LBers each took the inside of their respective tackles. 

The “Monster In” call was the opposite.  The DT’s went in while the Inside LBers went out and the DE’s went in while the Outside LBers went out.  On either call, all gaps were filled.   

The only other stunts used were 2 inside LBers shoot or Corner Go where one or both corners shot.  Again, we were mindful of keeping it simple. 

There were specific techniques taught for every stunt.  In other words, the player did not “just go” but were taught specifically what their targets were on each stunt.

Our pass coverage was pretty simple, especially early-on as the younger age groups did not have much of an accomplished passing attack.  We used a man-to-man base coverage or a “Cover 5” zone coverage depending on the opponents, situation, etc.  In certain instances, our defense automatically adjusted from one to the other.  It all depended on our scouting report for that specific opponent.

In the man coverage, the 2 corners each took the widest receiver to their respective side.  To maintain simplicity, they stayed with their assignment even if motion took them to the other side of the defense.  As we got older, we adjusted slightly to motion but, for the most part, kept it relatively simple.

Our safety was assigned the next best receiver based upon our scouting report.  So he might end up covering a back out of the backfield or a back going in motion.  We eventually adjusted to wingback formations by bringing our safety right up on the LOS to offset any outnumbering schemes.  That left our middle vulnerable but not many teams were resourceful enough to take advantage of what we gave them in those situations.

For teams that tried to spread us out with split receivers, we went to what we called a “cover 5” zone.  The “5” referred to the 2 OLBers and the 3 defensive backs.  The 2 OLBers had their respective flat zones and the 3 DB’s each had their respective 1/3 deep zones. 

We used our Inside LBers to cover the short middle zone in combinations.  One ILBer could cover the short middle while the other blitzed or was assigned a specific receiver to cover man-to-man.  In scouting opponents, we knew which receiver needed to be “taken away” with what essentially was a double-team anywhere that good receiver went.

It’s important to mention that we practiced both man-to-man techniques as well as zone techniques.  In man cover, the defensive man keyed his assigned receiver whereas in zone coverage each player keyed  the quarterback along with receivers that might attack them.  It takes awhile to learn where you must place your eyes (i.e. your key) in each of the different coverages.  Again, back to the “skills and drills” part of practice planning.  

We also taught players how to read keys (as was mentioned above).  I feel this one detail was hugely responsible for the great success we experienced as a team.  A defensive player that gets hung up on looking to “follow the ball” is vulnerable to fakes and misdirection.  Consequently, that player will likely be out of position more often than not.

However, reading keys from the offense will put a defensive player in a certain gap.  The only place the ball can move in any offensive system is in the gaps.  If each gap is accounted for, it makes sense that there is no place left to run the ball.  You don’t have to guess as a defensive player—just read your keys and be responsible for your gap.

One example I can give you is that our LBers (both Inside and Outside) lived by one simple key:  If the back closest to you comes at you, step up and take him on.  If the back closest to you goes away, immediately check the other back.

If your LBers will live and die by this one simple read, you will rarely fall for the counter or reverse.  Again, read your key and the ball will come to you.  I am simplifying this concept here but no matter how the other offense lined up or whatever their objective was, this key was extremely effective.

Another example of reading keys was the DB’s in man-to-man coverage.  This one is going to sound pretty ridiculous until you actually see your DB’s using it.  It is:  If your receiver blocks, it’s a run and you fill your assigned gap.  If your receiver releases downfield, it’s a pass and you get to your cover position as taught.    

    

FOOTBALL--OFFENSIVE SYSTEM WE CHOSE

We chose to run an offensive system that would display continuity while giving all of our backs and receivers many opportunities to be involved in the play.  When I say “continuity”, I mean that we wanted certain running and passing plays to look alike so we could take advantage of the element of surprise.  We also wanted counters off of our basics to take advantage of misdirection. 

What formations should you choose?  What sets suit you best?  What plays should you run?  We had one back who was, no doubt, the most talented player but we wanted all backs to be involved and get the experience of running the ball.

We chose to use a full house I formation.  We moved our halfback from side to side, depending on our opponents’ defensive sets, to gain the number advantage.  We had the benefit of having our most talented back at the I-back position so he could use both sides of the field.  We aligned our FB within 3 yards of the LOS to take advantage of quick hitting plays.  We felt this particular offensive set allowed us to be extremely versatile in our attack, while at the same time, it allowed us to get many backs involved in the game.

Our HB was utilized extensively on quick pitches where we blocked down with our TE and pulled our OT to lead the play.  We also got a lot of mileage out of a HB counter where we would send the I-back and FB one way and bring the HB back in the opposite direction, usually with a trap blocking scheme.  We added a sprint draw series that allowed us to fake a block with our HB and then have him run a seam or post or flag once the DB’s began to overplay the sprint draw.

Our I-back ran all of the basic I formation plays from leads and Iso’s to power sweeps, counters, draws, and a sprint draw series.  The sprint draw series took advantage of the I-back’s ability to read blocking patterns and cut back if the defense over-pursued.

We utilized our FB in the power running game with straight dives, slants, and FB traps.  In our counter series we ran FB counter traps off of a quick pitch fake or a power sweep fake.

We were generally the smaller team and so one-on-one power line blocking was never to our advantage.  Therefore, we taught a system of offensive line blocking that included angle blocks, cross blocks, double teams, trap blocks, and “bump blocks” to the second level.  We believed we could over-power a bigger and stronger opponent if we attacked from the side or used two offensive linemen in a double team.  The “bump block” is very much like the zone blocking schemes that we see so much of today except we eliminated the lineman having to read inside or outside.  It was more of a predetermined assignment but it allowed us to combine a double-team block with a second level block using only two linemen.

We used motion to move the defensive players out of position as well as to set up clearing routes in the flats.  We sometimes ran from a double-split shotgun formation to isolate fast receivers on slower DB’s.  As we spread the defense, it opened up the middle for dump routes as well as direct snap traps to the remaining back.  Because our quarterback was limited in his ability to throw deep, we kept our passing game short—clearing routes, dump routes, short crossing routes and the like.

We scripted our first 15 or so plays.  Our objective was to set up plays.  We would run a TB power left so we could run the halfback counter back to the right later and also run a counter-pass off of that same action.  We would run sprint draw to set up the sprint draw pass.  We would run the quick pitch to set up the FB counter trap.  We would run double splits clearing routes or all go to set up the quick snap middle trap.  It was most definitely fun to let your own creative juices flow as well as to observe the differences in how each coach scripted the plays.

COACHES INTERACTION WITH PARENTS

Parents and how to work together.  We had very few parent problems.  Maybe it was because we met so many wonderful people in our coaching experiences and maybe it was because I was a parent too and I knew what they were going through with their kids.  Whatever the case, here are some of the things we did to make this a team effort that included the parents.

First of all, I made it clear to the parents that my door and phone were always open to them.  I wanted them to tell me what they were thinking, both good and bad.  I made it a point to always have a preseason parent meeting and I always tried to do it at my home for personal reasons.  I wanted them to understand that I was a parent just like them. 

I told them what to expect.  I told them how we planned practices and how we were believed in playing everyone and how we were going to treat their children and why it was going to be so important to be punctual for practice…  I tried to cover all the logistical topics.

Those things are important but here is what the parents really need to consider.  I spent a great deal of time talking about the parent who gets his kid in the car and then complains about the coaches.  I was not concerned for the coaches’ sakes, I was very concerned for their kid’s sake.

Maybe the parent is right.  Maybe the coach has done something wrong.  Let me explain why the parents have to concur that griping to their kid should NEVER happen.  They do nothing but put their kid in a no-win situation.  If their kid agrees with them, he goes against his coach—and that is someone your kid looks up to and hopefully has come to trust and respect.  Now if the parent is asking his kid to question that trust and not respect his coach—he risks losing his coach.  If he disagrees with you, his parent, whom he loves and whose love he cherishes, he risks losing you.

Here’s a better way.  Call the coach.  Express your concerns.  Determine, like adults, what is the best solution.  Above all, don’t make your kid have to choose—he or she loses either way.

One other issue takes up a lot of the meeting.  The parents must understand that, at times, choices have to be made.  Whereas they each love and want the best for their kid, the coach must consider the entire roster and how each of his decisions will impact numerous players, not just one.  Make them understand that those decisions are not easily arrived at and that you take that responsibility very seriously.  But it must be made by one person—and that person is you.

You might also consider doing classes for any parent that wants to learn more about your sport.  We have had some very fun times doing this.  Keep it very easy-going and informal.  It’s a great way to strengthen the bonds with parents and it gives you a forum to clarify your coaching philosophy.

PLATOON SYSTEMS AND PLAYING TIME

Along with my comment that your job as a little league coach is to make them want to play that sport next year, comes your responsibility to let each player play.  We have all witnessed the teams that will only play their best players the greater part of the games and then let the less talented players get an inning here or a quarter there.  Can you imagine anything more boring than sitting the bench every game except for bits of playing time here and there?  Let me ask you, do you not think that kid feels less about himself as a person?

I am adamantly against little league programs that actually cut kids so they can form elite leagues.  You can certainly divide leagues up according to talent levels but you don’t have to cut 8, 9, 10 year old kids.

We played a platoon system in football and a rotational start system in baseball.  I strongly feel that kids need to be involved in the game from start to finish.  I can hear the questions now:  But how can you hide a kid who is less talented??

You don’t.  You coach him.  You teach him.

Here is how I learned that I had no right to look at a 9 or 10 year old kid and determine his or her future in a particular sport.  As a high school coach, I had a young man who was 5’2’’, 125 lbs. as a sophomore.  Big feet, kinda gangly and a bit uncoordinated.  He was a joy to be around—always smiling, funny as heck, and tried so hard all the time!  I had decided not to make any cuts but to stay out until EVERY kid had work.  So, this sophomore played sophomore ball that year. 

By the time he was a senior, he was 6’2’’ and weighed 190 lbs.  He played CF and pitched for us and never stopped being a joy to be around.  He ended up at a 4 year university, throwing 95 mph and was headed for a MLB career with the Cincinnati Reds organization.  Unfortunately, elbow problems prevented him from playing MLB but he went on to become the pitching coach at his alma mater, giving many other kids the benefit of his experiences and an opportunity to excel in baseball.

What if I would have cut him when he was a sophomore?

So, I decided then that I would never make a judgment about a youngster’s future ever again.  I decided instead that my objective was to keep the player interested and coach him.  I was committed to playing everyone.  But, wait a minute, doesn’t that mean more work for the coaches?  Yes.  It does.

Your responsibility now becomes emphasizing (or developing) that player’s strengths and minimizing his weaknesses. 

Maybe you help him perfect his bunting.  Maybe you figure out ways to help him with double-teams on blocking.  Maybe you use a stunt on defense that gives him a two-on-one advantage.  Maybe you spend extra time with him and help him learn how to read fly balls and get a jump.  I don’t know.  Everyone is different with different strengths and weaknesses.  The point is that’s what you signed on for—to coach.  So get to it.

The downside of platooning in football is that your awesome running back may end up as a corner in high school.  Or your chubby lineman may develop into the starting fullback on his high school team.  Both examples actually happened on our teams.

So, you don’t know.  That is why we had everyone work on both offensive techniques and defensive techniques at practice.  We had defense days and offense days.  Not to mention that we had a 2-deep back-up system in place that came in very handy and, more importantly, gave many players a chance to experience the game from the other side of the ball.

To apply the same approach in baseball is less than realistic.  Fortunately we had fewer players on the baseball team and so we actually ran a position by position rotation where we had more than one player.  Our catchers rotated, our pitchers obviously rotated (and played other positions as well), our second basemen rotated, and our outfield positions rotated.  Again, a pre-planned back-up system was essential, especially when various players left for vacation.  So we moved in that sub and rarely skipped a beat.