2-a-days today - Russell Athletic

2-A-DAYS TODAY:
A STU DY O N PR E S E A SON HIGH S CHOOL FOOTBALL IN AMERICA
COMISSIONE D BY
J ULY 22, 2016
2 -A-DAYS TODAY
PREFACE
Finding shade under the trees like a herd of
cows. Drinking water from a hose that tastes
like rubber and heaven all at once. The sheer
relief of taking off your helmet at the end of
practice. And, at the end of it all, becoming a
team before the season ever starts.
These are moments many high school football
players have during preseason football practice.
For many, this consists of 2-A-Days, a rite of
passage where teams practice both in the
morning and afternoon/evening to get in shape
and maximize their prep for the upcoming
season.
In the past, 2-A-Days have also been known
for sheer exhaustion, dehydration, and, in a
few cases, death. In response, most states
have enacted new rules and regulations like
“acclimatization periods,” alternating 2-A-Days
with single practice days, or banning 2-A-Days
altogether for safety concerns. So, 2-A-Days
are changing.
Russell Athletic wanted to see if coaches are
reinventing 2-A-Days for a new generation,
with a focus more on team chemistry vs. sheer
exhaustion.
This study sets out to prove this hypothesis and
explore preseason football culture – the styles,
techniques and philosophies used by today’s
coaches to build a team in 2016.
Most studies on youth and high school football
are with players and parents, but not many go
straight to the source—the teachers and the
coaches. They’re in charge of these programs
and, ultimately, responsible for the future of
football.
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2 -A-DAYS TODAY
K E Y QUE S T I ON S
This study had three key questions:
1. How have 2-A-Day practices evolved?
2. How are teams made in the preseason?
3. How do coaches view the future of football?
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2 -A-DAYS TODAY
ME T HODOL OG Y
The study consisted of two
pieces of primary research:
1. Online Bulletin Board Session with 27 high
school varsity head coaches
2. National Survey of 888 high school varsity
head coaches
Russell Athletic commissioned this survey
between June 27, 2016 and July 6, 2016, utilizing
the Clell Wade Coaches Directory, with a +/-3.19
margin of error.
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2 -A-DAYS TODAY
K E Y HE A DL I NE S
• 58% of all high school teams still participate in
2-A-Days
• 57% of coaches agree with preseason practice
regulations
• Preseason focus has shifted more to mental
preparation as athletes are preconditioned
• Practices are shorter, involve technology,
focus on technique, and “always conditioning”
• Only 4% of teams are made in the game –
team happens off the field or in practice
• 61% of teams face off-the-field adversity,
many including death
• Teams are becoming cheerleaders for other
sports and the community
• Community support remains high; only 15% of
high school teams lack community support
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2 -A-DAYS TODAY
WHO ARE T HE COAC H E S ?
• 90% have been coaching for 6+ years.
• Top States represented:
1. Texas
5. Illinois
2. California
6. Iowa
3. Wisconsin
7. Michigan
4. Ohio
• Half are between the ages of 30-44.
• 71% come from small-to-midsized schools.
• 61% consider themselves up and down or
highly competitive.
HOW WOULD YOU CHARACTERIZE THE
SUCCESS OF YOUR PROGRAM?
HOW LONG HAVE YOU BEEN A HIGH SCHOOL FOOTBALL COACH?
MORE THAN 25 YEARS
22 %
60 +
15 %
21 -25 YEARS
11 -15 YEARS
2%
25-293
%
1%
HOW WOULD YOU CHARACTERIZE THE SIZE OF
YOUR SCHOOL / STATE CLASSIFICATION?
LARGE SCHOOL (5A OR HIGHER)
34 %
SMALL SCHOOL (EX A OR 2A)
37 %
3%
0%
IS YOUR SCHOOL
PUBLIC OR PRIVATE?
26 %
MID-SIZED SCHOOL (EX 3A-4A)
6
17 %
30-341
%
UNDER 25
OTHER (PLEASE SPECIFY)
21 %
35-39
%
1- 2 YEARS3
19 %
40-44
15 %
3-5 YEARS7
23 %
45-49
18 %
6-10 YEARS
5%
50-59
19 %
16-20 YEARS
LESS THAN A YEAR
WHAT IS YOUR AGE?
HOW HAVE 2 -A-DAY PR AC T ICES E VOLVED?
2-A-DAYS ARE ALIVE
BUT REGULATED
DOES YOUR STATE LIMIT THE
FREQUENCY OF PRESEASON
PRACTICES?
5 8 % OF H I GH S C HOOL S S T I L L
P A R T I C I P AT E I N 2 - A - D AY S .
DOES YOUR TEAM PARTICIPATE
IN 2-A-DAY PRACTICES?
Over half of teams still participate in 2-A-Days.
Ninety-three percent of coaches report that
their state regulates preseason practice in some
way. At the same time, 57% of coaches agree
with regulations and 66% believe these limits
make athletes safer.
DO YOU AGREE WITH REGULATIONS ON THE FREQUENCY
AND CONTACT IN PRESEASON PRACTICES GIVEN BY
STATE ATHLETIC ASSOCIATIONS?
ALMOST ALL STATES LIMIT
FREQUENCY AND CONTACT
9 3 % S AY T H AT T HE I R S TAT E L I M I T S
F R E QUE NC Y OF P R E S E A S ON P R A C T I C E .
States are limiting both the frequency, length
and contact in practice. Many states have
acclimatization periods where coaches must
have players wear varying levels of equipment
in the first few days to get used to the heat.
Many states also limit practices to no more than
three hours and nonconsecutive days of hitting.
While many coaches agree with less contact,
some feel that less contact is not always a
good thing. When it comes to tackling, many
coaches believe that less contact can mean
poorer technique, which leaves players more
unprepared and susceptible to injury in the
game.
A M A JOR I T Y OF C O A C HE S A G R E E W I T H T HE S E
P R E S E A S ON R E G UL AT I ON S
DO YOU BELIEVE LIMITS ON
PRACTICE MAKE ATHLETES
SAFER?
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HOW HAVE 2 -A-DAY PR AC T ICES E VOLVED?
2-A-DAYS ARE NOW
MIND OVER GRIND
Additionally, coaches now see playing football
as more of a mental game than a physical one.
In fact, coaches say that football is 56% mental
and 44% physical today.
T HE P A S T: GR I ND , E X H A U S T I ON .
T HE P R E S E N T: F UND A ME N TA L S ,
ME N TA L T R A I N I NG .
For coaches, becoming a team or a man is no
longer about hitting each other repeatedly. It’s
about everyone being fully prepared, which
involves knowing exactly how to react in any
given situation.
While coaches still associate 2-A-Days with
physical training, preseason has become more
mental conditioning and fundamentals focused.
“Grind” and “exhaustion” have gone from top
associations in the past to bottom today.
T HE P A S T
HOW MUCH OF PLAYING FOOTBALL TODAY
IS PHYSICAL AND HOW MUCH IS MENTAL?
T HE P R E S E N T
• Grind• Fundamentals
• Exhaustion
• Mental Training
• Physical Training
• Conditioning
“ W E T E A C H T H E M H O W T O W AT C H F I L M L I K E A C O A C H . W E S P E N D A L O T O F T I M E R E P P I N G R E A D S A N D R E S P O N S I B I L I T I E S O N T H E P R A C T I C E
F I E L D , A S W E L L A S T H R O W I N G A L O T O F D I F F E R E N T L O O K S AT T H E M T O M A K E T H E M F L E X T H E I R ‘ H E A D M U S C L E .’ W E D O N ’ T W A N T T H E M T O B E
S U R P R I S E D D U R I N G T H E R E G U L A R S E A S O N , S O W E W A N T T H E M T O B E A B L E T O A D J U S T O N T H E F LY.”
– HE AD COACH, MASSACHUSE T TS
WHAT WOULD BE THE
TOP THREE WORDS
YOU WOULD
ASSOCIATE WITH
2-A-DAYS AND
PRESEASON
PRACTICES IN THE
PAST VS TODAY?
85%
60%
58%
58%
60%
55%
48%
47%
38%
30%
24%
23%
14%
4%
0%
PAST WORD ASSOCIATION
8
CURRENT WORD ASSOCIATION
4%
HOW HAVE 2 -A-DAY PR AC T ICES E VOLVED?
PRESEASON,
PRECONDITIONED
Why aren’t coaches grinding kids into the
ground? For one, safety issues have curbed
this style of practice. But, maybe to a larger
degree, year-round strength and conditioning
puts the expectation on players to already
be in great shape going into 2-A-Days. With
preconditioned players, coaches can focus on
the fundamentals vs. getting players in shape.
Breaking players down physically is one way to
foster camaraderie but not the only journey to
team, and with preconditioned players, coaches
are finding new and innovative ways to build
team. And they have a huge opportunity to
focus on the reps and prep needed for the
season.
“ DUR I NG Y OUR OF F - S E A S ON P R OGR A M I S
W HE R E Y OU E S TA BL I S H ME N TA L T OUGHNE S S ,
D I S C I P L I NE , C H A R A C T E R , C OMM I T ME N T A ND
H AV I NG T HE M I ND S E T OF BE C OM I NG A T E A M .
T O ME I T I S R E A L LY T OO L AT E T O DE V E L OP Y OUR
I DE N T I T Y A S A T E A M DUR I NG P R E S E A S ON.”
- HE A D C O A C H , T E X A S
“ W E D O A L O T OF V I S U A L I Z AT I ON T R A I N I NG
A ND E NC OUR A G E A ND T E A C H OUR K I D S HO W T O
G E T ME N TA L R E P S W HE N T HE Y A R E NO T I N ON A
P L AY OR A R E AT HOME H A NG I NG OU T I N T HE I R
R O OM . W E H AV E A L S O S TA R T E D W I T H OUR QB ’ S
T O U S E V I R T U A L R E A L I T Y T R A I N I NG S O T H AT
T HE Y C A N B E T T E R R E A D DE F E N S E S .”
— HE A D C O A C H , W A S H I NG T ON
“ I C A N P U T M O R E I N F O R M AT I O N I N F R O N T O F T H E M I N A W AY T H AT
T H E Y L I K E A N D C A N R E L AT E T O . T H E Y A R E M U C H M O R E L I K E LY T O
S T U D Y I T.”
- HE AD COACH, K ANSAS
TECH BREAKS AND
MENTAL REPS
8 2 % OF C O A C HE S U S E T E C HNOL OG Y I N
P R A C T I C E . 7 8 % S AY T E C H H A S C H A NGE D
T HE WAY T HE Y C O A C H.
Access to advanced technology has affected
football greatly. Coaches are using technology
as a way to work out the mind when the
body is tired. But, possibly the greatest use
for technology is to give kids access to the
fundamentals and practice off the field. With
video software like Hudl, players can examine
their technique, form, and, from the comfort
of their bed, gain mental reps and visualize
improvements.
Interestingly, there was no difference between
young and old coaches when it comes to
technology. Both are widely adopting film/video
software and tablet usage with their teams.
Eighty-two percent of coaches over the age of
40 and eighty-two percent of coaches under the
age of 40 use technology in practice.
WHAT DOES TECHNOLOGY LIKE THIS ALLOW
YOU TO DO WITH PLAYERS?
7733 %
49 %
64
27
%
9%
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HOW HAVE 2 -A-DAY PR AC T ICES E VOLVED?
TECH AND TECHNIQUE
The best way to describe the evolution of
preseason high school football are with the
words tech and technique. Technology allows
coaches to build teams with better core
fundamentals. Technique is absolutely critical
to keep players safe.
WHY TECH?
• 24 hour access to the field
• Mental reps and better fundamentals
• Game-ready athletes that can react, not think,
in games
• Gives instant feedback on drills
• Decreases need for long practices
W H Y T E C HN I QUE ?
• Driven by need for safer play
• Players come preconditioned, so more time
in practice finetuning skills
• Influenced by popular new tackling methods
(rugby-inspired tackling)
SHORTER, HIGH INTENSITY
PRACTICES AND TRAINING
Football is becoming less of a weight room
only sport. The “heavy lifting” style of the
past has given way to high intensity interval
training, which has gained popularity in the
world of fitness. Bigger, faster, stronger has
given way to more agile, nimble, body weight
inspired techniques.
For many, the team that practices the longest
isn’t the most prepared. Sometimes, they’re
the most worn out. And, according to coaches,
“being worn out” is one of the most dangerous
10
things for a football player because it can lead
to fatigue and injury. Practices are becoming
shorter. Coaches are conditioning players, but
there is less of a line between practice and
conditioning as there was in the past.
“ R UNN I NG A H I GH P A C E P R A C T I C E S O
T HE W HOL E P R A C T I C E S E S S I ON I S OUR
C OND I T I ON I NG . I T S AV E S T I ME A ND A L L O W S
U S T O F OC U S MOR E ON F OO T B A L L S P E C I F I C S .”
- HE A D C O A C H. NE W JE R S E Y
YOUNG AND OLD EMBRACING
NEW METHODS
Somewhat surprisingly, older coaches are in
step with younger coaches on teaching new
methods and ways to build team. Seventytwo percent of coaches use “new school”
methods, techniques and ways to build their
team. While an expected high majority, 84%, of
coaches under the age of 40 use “new school”
techniques. Even 66% of coaches over the age
of 40 consider themselves “new school,” which
somewhat breaks the stereotype of the older,
unchanging coach.
WOULD YOU CONSIDER YOURSELF AN “OLD SCHOOL”
COACH OR A “NEW SCHOOL” COACH?
HOW HAVE 2 -A-DAY PR AC T ICES E VOLVED?
THE STYLE OF DRILLS ARE CHANGING
I F T HE P A S T W E R E A L L A B OU T OK L A HOM A , T HE P R E S E N T I S A L L A B OU T H AW K .
When asked to name specific examples of traditional drills and modern ones, two stuck
out as the poster children. The Oklahoma Drill was the most common ‘traditional’ drill
with 170 responses. This drill focuses on 1-on-1 tackling and shedding a blocker to make
a tackle. On the converse, when speaking to ‘modern’ drills, the word tackle/tackling was
used 310 times, with “Hawk” being a recurring theme (83 mentions). This refers to the
rugby-inspired tackling methods of Pete Carroll and the Seattle Seahawk.
Here are some other differences between practices and drills then and now:
“ OL D S C HOOL” “ NE W S C HOOL”
• Oklahoma Drill
• Bull in a Ring
• Full contact
• Conditioning - Gassers at the end
• Sled work
• Board drill
• Limited water breaks
• Stretching
• Yes/No, sir to everything
• Aggression
• Hawk/Rugby
• RPO
• Heads up tackling
• Fast-paced / conditioning during practice
• Navy Seal training
• Tempo drills
• Water anytime
• Dynamic warmups
• Music during practice
• Technique
“ R A P I D F I R E T E A M R E P P E R I OD: OUR OF F E N S E I S I N T HE M I DDL E OF T HE F I E L D R UNN I NG P L AY S A G A I N S T OUR
S C OU T DE F E N S E , T HE N T UR N A ND R UN P L AY S A G A I N S T J V 1 S T T E A M DE F E N S E . M A X I M I Z E S OUR R E P E T I T I ON S I N A
S HOR T A MOUN T OF T I ME .”
- HE A D C O A C H , OR E G ON
BOTTOM LINE
2 - A - D AY S T OD AY A R E A B OU T B U I L D I NG S M A R T E R , S A F E R P L AY E R S , NO T JU S T T OUGHE R , I N
S H A P E P L AY E R S . T HE C OMB I N AT I ON OF P R E C OND I T I ONE D AT HL E T E S , T E C HNOL OG Y, A ND
C O A C H E MP H A S I S ON F UND A ME N TA L S A ND T E C HN I QUE , E S P E C I A L LY I N TA C K L I NG , GE T
2 - A - D AY S T O T HE T R UE R ME A N I NG OF P R A C T I C E .
11
HOW ARE TEAMS MADE IN THE PRESEASON?
TEAMS ARE MADE
OUTSIDE THE GAME
A C C OR D I NG T O C O A C HE S , ONLY 4 % OF T E A M S
BE C OME T E A M S I N T HE G A ME .
WHEN DOES A TEAM BECOME A TEAM?
IN GAME
IN PRACTICE
OFF THE FIELD
OF T E A M S A R E
M A DE I N T HE G A ME
PRESEASON IS THE MAGIC
TIME FOR TEAM
So, what opportunities does preseason practice
present to coaches? Here are some of the top
themes expressed:
1. Reach players at their most teachable due to
less distractions (e.g. class)
2. Find the leaders and let seniors step up to
create team identity
3. Becomes a lab for team chemistry exercises
and trying new ideas
4. Create one-on-one relationships
KEY LESSONS OF PRESEASON
This is one of the most surprising statistics
in the survey. Conventional wisdom says that
teams are forged in the trials and adversity
of a game. However, coaches say that 45% of
Preseason is a learning opportunity for
coaches, not just players. Here are some key
lessons learned by coaches:
in practice. The chemistry, camaraderie and
trust aren’t built in the heat of the moment, but
under the heat of the August sun or even in the
classroom.
1. Preseason is sometimes too late
to build a team
2. You can’t force “team” through
team-building exercises
3. Beware of the cliques that develop
4. Teammates don’t have to be friends, they
have to respect each other
5. Partner with your senior leaders as
they’ll be player-coaches
6. Teach them to love the process to get to
team because it’s not short or easy
“ P R E S E A S O N I S W H E R E Y O U B E G I N T O D E V E L O P C U LT U R E . I T
I S I M P O R TA N T T O F O R M R E L AT I O N S H I P S A N D T O B E G I N T O
U N D E R S TA N D E X P E C TAT I O N S . I T I S A L S O W H E R E A G R E AT D E A L
O F L E A R N I N G TA K E S P L A C E .”
— HE AD COACH, MISSOURI
DE A L I NG W I T H T HE P L AY E R S
“ T HE B I G GE S T HUR DL E T O C R E AT I NG T E A M C HE M I S T R Y I S S E L F I S HNE S S A ND P OOR S E N I OR L E A DE R S H I P. T HE
Y OUNGE R K I D S A R E A LWAY S WAT C H I NG T HE S E N I OR S WA N T I NG T O BE P A R T OF T HE T E A M. I F T HE S E N I OR S
R E JE C T T HE M A ND JU S T K E E P T O T HE M S E LV E S , T HE N T E A M C HE M I S T R Y S UF F E R S .”
— HE A D C O A C H, W E S T V I R G I N I A
12
HOW ARE TEAMS MADE IN THE PRESEASON?
“ W H AT D OE S N ’ T W OR K I S T R Y I NG T O F OR C E
P E OP L E T O B E F R I E ND S A ND T O BE T E A MM AT E S
Y OU C A N ’ T F OR C E S OME ONE T O L I K E ONE
A NO T HE R … I T H A S T O C OME N AT UR A L LY
R E S P E C T A ND A DM I R AT I ON F OR A NO T HE R
P L AY E R ’ S W OR K I NG OR G I V I NG A N E F F OR T.”
— HE A D C O A C H , P E NN S Y LVA N I A
treating football as a privilege, not a right. And
that privilege comes with responsibility to
everyone at school, not just their coach. This
is in stark contrast to the stereotypes of the
attention-starved, ego-driven football team
that sees itself as special and separate from the
student body.
WHICH OFF-THE-FIELD ACTIVITIES DOES
YOUR TEAM PARTICIPATE IN?
“ C O A C H I NG S TA F F DE T E R M I NE S L E A DE R S H I P
C OUNC I L B A S E D UP ON W HO W E K NO W A R E T HE
‘ P O S I T I V E ’ L E A DE R S . L E A DE R S H AV E I NP U T
I N T O T E A M DE C I S I ON S ( E X . HO W W E DR E S S ON
G A ME D AY S , I NC E N T I V E S , E T C . ) A ND DE L I V E R
T HE ME S S A G E T O W HOL E T E A M .”
— HE A D C O A C H , NOR T H C A R OL I N A
DE A L I NG W I T H Y OUR S T Y L E
1. Act like you like the players — it leads to
respect, not disrespect
2. Mantras can become an effective guiding
principle for a team
3. Have one goal every practice
4. Show them you care, show them
you love them
5. Giving less rules can actually earn
you more respect
6. Be yourself and have some fun
BEING A TEAM OFF THE FIELD
8 0 % OF T E A M S P A R T I C I P AT E I N
C OMMUN I T Y S E R V I C E .
One of the most positive signs of this study is
that the vast majority of coaches are creating
leaders off the field, in the hallways, and as a
positive presence in the community. They’re
“ K I D S W HO A R E MO S T D I L I GE N T I N C OMMUN I T Y
S E R V I C E A L S O H AV E T HE G R E AT E S T S UC C E S S
ON T HE F I E L D . T HE Y H AV E A NE W S E N S E OF
GR AT I T UDE A ND A N A P P R E C I AT I ON F OR B E I NG
A BL E T O P L AY T HE G A ME .”
— HE A D C O A C H , WA S H I NG T ON
“ E A C H S UMME R W E V I S I T A C H I L DR E N ’ S
HO S P I TA L A ND T HE K I D S C OL L E C T T O Y S A ND
DON AT I ON S T O G I V E B A C K . W E H AV E A UN I QUE
OP P OR T UN I T Y T O BE A BL E T O G I V E B A C K W HE N
W E H AV E BE E N BL E S S E D W I T H S O MUC H . W E
H AV E A ME E T T HE P L AY E R S N I GH T W HE N T HE
T O W N C OME S OU T A ND ME E T S T HE P L AY E R S .”
- HE A D C O A C H , P E NN S Y LVA N I A
“ W E H AV E O U R P L AY E R S R E A D AT T H E E L E M E N TA R Y S C H O O L I N
T H E I R J E R S E Y S .”
— HE AD COACH, OHIO
13
HOW ARE TEAMS MADE IN THE PRESEASON?
FOOTBALL TEAMS MAKE
THE BEST CHEERLEADERS
OFF-THE-FIELD ADVERSITY
IS A FACT OF LIFE
8 4 % OF T E A M S S UP P OR T O T HE R S C HOOL T E A M S .
6 1% OF T E A M S H AV E H A D T O O V E R C OME OF F
T HE F I E L D A D V E R S I T Y.
Coaches are using the sheer numbers and
role model status of the football team to give,
not just receive, the attention. The football
team can become a school’s biggest cheering
section, attending games, working with other
students, and being leaders for all students to
follow.
“ W E H AV E OUR G U Y S G O T O C HE E R ON O T HE R
T E A M S A S A G R OUP OR G O T O T HE DR A M A
P R ODUC T I ON OR B A ND C ONC E R T S O T H AT O T HE R
S T UDE N T S K NO W T H AT W E C A R E A B OU T T HE
H A R D W OR K T HE Y P U T I N A S W E L L . W E A S K OUR
G U Y S T O B E P O S I T I V E R OL E MODE L S W HE N AT
O T HE R E V E N T S .”
— HE A D C O A C H , W A S H I NG T ON
“ W E R E QU I R E OUR F OO T B A L L T E A M T O A R R A NG E
A ND P R ODUC E AT L E A S T ONE P E P R A L LY E A C H
S E A S ON F OR T HE O T HE R F A L L S P OR T S AT OUR
S C HO OL (S OF T B A L L , C R O S S - C OUN T R Y ). W E A L S O
P A R T I C I P AT E I N T U T OR I NG P R OGR A M S W I T H
OUR E L E ME N TA R Y A ND M I DDL E S C HOOL S A ND
NUME R OU S C OMMUN I T Y S E R V I C E A C T I V I T I E S .” — HE A D C O A C H , OK L A HOM A
IN THE LAST FEW YEARS, HAS YOUR
TEAM HAD TO OVERCOME ANY
OFF THE FIELD
ADVERSITY?
O V E R H A L F T H E T E A M S H AV E H A D T O
OVERCOME OFF THE F IELD ADVERSI T Y
Football intelligence and character is not
the only thing coaches are teaching to their
students. As shown in this study, over half of
teams have faced off-the-field adversity, where
coaches must become counselors, consolers
and caregivers. In fact, of the 61% who faced
adversity off the field, 27% of those teams
experienced death of a loved one, close friend,
or teammate.
TEAMS ARE MADE WITH
ONE-TO-ONE RELATIONSHIPS
The demanding, my-way-or-the-highway,
one-size-fits-all discipline does not work with
today’s athletes. We learned that the most
effective coaches meet kids on their terms,
connecting with them on a personal level, and
have a flexible style to fit their needs. They are
still demanding of their players, but the way
in which they deliver those demands is more
personal.
“ W H AT E V E R R O L E I N E E D T O B E AT T H E T I M E ! N O W AY T O
JUST BE ONE PERSON WHEN YOU ARE COACHING SO MANY
DIFFERENT PEOPLE! ”
— HE AD COACH, ARK ANSAS
14
HOW ARE TEAMS MADE IN THE PRESEASON?
“ W E G O T K I D S T H AT NE E D A F AT HE R F I G UR E ,
K I D S T H AT NE E D A K I C K I N T HE B U T T, K I D S
T H AT NE E D T OUGH L O V E , K I D S T H AT NE E D A P AT
ON B A C K …Y OU GE T T O B U I L D A R E L AT I ON S H I P
W I T H T HE M , ONC E Y OU H AV E T H AT, T H AT ’ S
W H Y W E GE T W H AT W E GE T ON F R I D AY, T HE Y ’ L L
L I T E R A L LY D O A N Y T H I NG ONC E Y OU ’ V E S HO W N
T HE M Y OU ’ R E W I L L I NG T O ME E T T HE M ON T HE I R
G R OUND . T HE Y W A N T T O K NO W Y OU C A R E .”
— HE A D C O A C H , I ND I A N A
COACHES ARE FATHER
FIGURES AND TEACHERS
4 6 % C ON S I DE R T HE M S E LV E S F AT HE R F I G UR E S .
41% S E E M T HE M S E LV E S A S T E A C HE R S .
Most coaches see themselves as either a father
figure or a teacher in their players lives, which
definitely ladders up to how they see their role
in society at large. Many were driven to the
profession because of having a coach play a
key role in their own lives.
With coaches spending as much or time with
the players as their parents, everything that
a player deals with at home shows up on the
field. Coaches have learned to deal with these
players as if they’re sons and know that if they
don’t act like a parent, many kids have no one
else to guide them.
“ M Y F AT HE R D I E D W HE N I WA S 8 , A ND
M Y F OO T B A L L C O A C HE S BE C OME A S E C OND
F AT HE R T O ME .”
— HE A D C O A C H , P E NN S Y LVA N I A
TEAMS ARE MADE BY
PLAYING OTHER SPORTS
8 0 % OF C O A C HE S E NC OUR A GE P L AY E R S T O
P A R T I C I P AT E I N MULT I P L E S P OR T S .
Current sports culture has led to early
specialization with kids focusing in on one
sport as early as age twelve. Other studies
have shown this can lead to burnout and injury,
not to mention a drop in youth team sports
participation as more and more specialization
leads to less sports teams overall. Football
coaches may be seen as a prime target for
pushing specialization, but the data says
otherwise. On a five point scale of agreement,
80% strongly agree (Top Box) that they urge
players to participate in multiple sports, even if
that means less weight room and training time.
TEAMS ARE MADE WITH
THE HELP OF MANTRAS
7 7 % OF T E A M S C A R R Y A
M A N T R A F OR T HE S E A S ON.
Football is no stranger to motivational words.
The overwhelming majority of teams carry a
mantra for the season. Interestingly enough,
though, only 21% of coaches say that they’re
“known for their mantras or sayings,” which
means that the players drive these mantras in
many cases. One interesting fact is that 32% of
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HOW ARE TEAMS MADE IN THE PRESEASON?
coaches who state championship schools are
known for their mantras. While mantras don’t
lead to success, successful coaches are finding
them and using them to achieve success.
So, while some coaches brush mantras off as
unnecessary inspiration, they can be key tools.
How? If the mantra is more about purpose and
less about inspiration, or if it tells a team the
“why” behind what they’re doing, it has the
power to guide a team and cross over into life.
In analyzing team mantras, here are the top
themes:
1. Team (e.g. All in, One team)
2. Win (e.g. Win the Day)
3. Family
4. Earn/Earn It
5. Finish
O F C O A C H E S G I V E O F F -T H E - C U F F,
I N -T H E - M O M E N T S P E E C H E S
“ G A ME D AY S P E E C HE S H AV E A T HE ME . I C A N T E L L
HO W P R A C T I C E S G O , T HE T E A M S AT T I T UDE , T HE
W AY T HE Y C A R R Y T HE M S E LV E S . . S OME T I ME S
T HE Y NE E D A F I E R Y S P E E C H OR S OME T I ME S A
HE A R T F E LT S P E E C H .”
— HE A D C O A C H , P E NN S Y LVA N I A
And here are some of the most memorable
from the study:
TEAMS ARE FUNDRAISERS
• “Row the Boat”
• “Grown Man Policy
• PHPFPFEO - “Play Hard. Play fast. Play for
each other”
Beyond coaching on the field and making
athletes leaders off the field, nearly all coaches
must become fundraisers as well. Eighty-five
percent fundraise for their team on a regular
basis for items such as equipment, uniforms,
and facilities.
COACH SPEECHES ARE
IN THE MOMENT
6 6 % OF C O A C HE S G I V E OF F T HE C UF F,
I N T HE MOME N T S P E E C HE S .
Coaches take some inspiration throughout the
week for their gamed speech, but overall they
read the energy of the room and decide in the
moment what their players need. Thirty-two
percent read from notes, and only 2% write
their speeches beforehand.
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HOW WOULD YOU GENERALLY DESCRIBE YOUR
PREP FOR GAME DAY SPEECHES?
8 3 % OF T E A M S F A C E F I N A NC I A L C H A L L E NGE S .
HOW ARE TEAMS MADE IN THE PRESEASON?
SOCIAL MEDIA HAS A ROLE IN TEAM
ONLY 2 1% OF C O A C HE S G O D A R K ON S OC I A L ME D I A .
WHICH SOCIAL MEDIA DO YOU USE FOR TEAM PURPOSES?
A high majority of coaches use social media for team purposes. Twitter appears to be the
dominant social media platform for coaches with 54% usage. And, with coaches under the
age of 40, that rate increases to 66%. Fourty-six percent of coaches use Facebook with all
other platforms trailing significantly.
BOTTOM LINE
T E A M S M AY BE MO S T V I S I BL E I N T HE I R JE R S E Y S ON T HE F I E L D OF P L AY, BU T T HE
JOUR NE Y T O T E A M L A R GE LY TA K E S P L A C E OF F T HE F I E L D . C O A C HE S H AV E T HE 2 4 HOUR
R E S P ON S I B I L I T Y T O B U I L D A T E A M .
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HOW DO COACHES V IE W THE FUTURE OF FOOTBALL?
COACHES ADMIT THE
GAME IS AT RISK
6 0 % OF C O A C HE S A GR E E T H AT T HE F U T UR E OF
F OO T B A L L I S AT R I S K G I V E N S A F E T Y C ONC E R N S .
Football coaches know that while they coach
the most participated in high school sport,
it’s also the one sport with the most negative
associations tied to it. While a majority agree
that the future of football is at risk, a higher
majority, 83%, agree that football gets a “bad
rap” in society.
PLEASE STATE YOUR LEVEL OF AGREEMENT WITH THIS
STATEMENT – THE FUTURE OF FOOTBALL
IS AT RISK GIVEN SAFETY CONCERNS.
60
60
%
A G R E E T H AT F O O T B A L L I S AT R I S K
GI VEN SAFE T Y CONCERNS
COACHES ARE SPLIT
ON PARTICIPATION
EXPECTATIONS
4 7 % OF C O A C HE S BE L I E V E F OO T B A L L
P A R T I C I P AT I ON W I L L DE C L I NE I N T HE
NE X T 5 -1 0 Y E A R S .
ALMOST HALF OF COACHES THINK
F O O T B A L L P A R T I C I P AT I O N W I T H
D E C L I N E I N T H E N E X T 5 -1 0 Y E A R S
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The rest of coaches are either unsure or don’t
believe participation will decline. One note
is that older coaches are more likely to think
football participation will decline.
THERE IS UNIVERSAL
ATTENTION PAID TO
CONCUSSIONS AND
HEAD TRAUMA
9 9 % OF C O A C HE S P L A C E A H I GH L E V E L OF
AT T E N T I ON T O C ONC U S S I ON S A ND HE A D
T R A UM A .
Coaches are universally placing importance on
concussions and head trauma, with 74% calling
it an extremely high priority and addressing
it extensively in training, with another 25%
placing importance on it and putting training
efforts on it.
That said, a smaller amount, 47%, agree that
football needs to be made safer for players.
Football is, and will always be, a contact sport
with a level of risk. Coaches see their role as
preparing athletes to play smarter and safer to
avoid injury, but they know they can’t remove
the risk entirely. To that end, 99% say that
they have evolved how they teach tackling
specifically to make it safer for players.
When asked about what’s key to the longevity
of the game, two related themes are repeated
consistently: fundamentals and technique.
HOW DO COACHES V IE W THE FUTURE OF FOOTBALL?
“ W E D O A L O T OF NE C K S T R E NG T HE N I NG
E X E R C I S E S W H I C H HE L P R E DUC E C ONC U S S I ON S
A ND W E A L S O F OL L O W HE A D S UP F OO T B A L L
P R O T O C OL S …W E H I T ONLY T W O D AY S A W E E K
A ND E V E N ON T HO S E D AY S I T I S M I N I M A L . W E
T Y P I C A L LY G O T HUD I N OUR DR I L L S .”
— HE A D C O A C H , W A S H I NG T ON
RISK COMPARED TO
OTHER SPORTS
S OC C E R P L A C E D UP W I T H F OO T B A L L I N
T E R M S OF R I S K . B A S E B A L L A ND B A S K E T B A L L
A R E S E E N A S L E S S R I S K Y.
One of the common answers to opponents of
football is that all sports carry a level of risk;
however, football coaches appear to give a
realistic assessment when comparing football
to other sports. When asked, 57% believe
that soccer carries the same amount of risk
as football. When it comes to basketball, only
41% believe it carries the same level of risk.
And, when it comes to baseball, 26% believe it
carries the same level of risk.
FOOTBALL IS WORTH
FIGHTING FOR
9 8 % A GR E E T H AT F OO T B A L L I S W OR T H F I GH T I NG
F OR BE C A U S E OF W H AT I T T E A C HE S K I D S .
Not surprisingly, nearly all coaches agree that
football is worth fighting for. When asked
why, several key themes emerged, but they all
revolved around how football prepares kids for
life. The top, open-ended themes include:
1. Teamwork (44%)
2. Life Lessons/Skills (32%)
3. Work Ethic (31%)
4. Turning Boys into Men (28%)
5. Character (16%)
“ T HE ONLY S P OR T W HE R E Y OU C A N P H Y S I C A L LY
GE T K NOC K E D DO W N E V E R Y P L AY A ND Y OU H AV E
T O GE T UP ; R E A L LY T HE ONLY C HO I C E T O S TA ND
B A C K UP A ND T R Y T O BE S UC C E S S F UL A G A I N …
L I F E S K I L L F O O T B A L L P L AY E R S H AV E T H AT S OME
O T HE R S P OR T S W ON ’ T GE T. “
— HE A D C O A C H , I ND I A N A
WHAT LEVEL OF RISK DOES FOOTBALL POSE IN COMPARISON TO THE OTHER HIGH SCHOOL TEAM SPORTS LISTED BELOW?
19
HOW DO COACHES V IE W THE FUTURE OF FOOTBALL?
“A G A ME T H AT D I R E C T LY U T I L I Z E S A MULT I T UDE
OF L I F E S K I L L S A ND DE V E L OP S C H A R A C T E R
T HR OUGH O V E R C OM I NG A D V E R S I T Y S OUND S L I K E
S OME T H I NG OUR S OC I E T Y NE E D S , NO T S HOUL D
B E S C A R E D OF.”
— HE A D C O A C H , M I C H I G A N
COMMUNITY SUPPORT FOR
FOOTBALL REMAINS HIGH
ONLY 1 5 % OF H I GH S C HOOL T E A M S E X P E R I E NC E
A L A C K OF C OMMUN I T Y S UP P OR T.
WHICH OF THE FOLLOWING BEST DESCRIBES
COMMUNITY SUPPORT IN YOUR AREA?
FOOTBALL AS THE
TRUE TEAM SPORT
9 5 % BE L I E V E T H AT F OO T B A L L I S
T HE T R UE S T T E A M S P OR T.
Football coaches see themselves as keepers
of team sports, and 96% believe that athletes
who play football will carry a “team focused”
mentality for the rest of their life. While this
data is not surprising, it does reveal the
responsibility that coaches put on themselves
as teachers.
“ Y O U C A N ’ T P L AY F O O T B A L L B Y Y O U R S E L F, I T I S T R U LY O N E
O F I F N O T T H E P R E M I E R T E A M S P O R T T H E R E I S .”
— HE AD COACH, V IRGINI A
Most teams experience a good deal of
community support. While only 5% of
communities live and breathe football,
support is either strong or “up and down”
for 79% of teams.
Not surprisingly, support follows success.
Support is stronger with successful teams.
Eighty-three percent of “powerhouses” have
communities with strong support, while only
28% of “up and down every year” teams have
strong support.
“ H I G H S C HO OL F O O T B A L L HOL D S A S P E C I A L P L A C E I N E V E R Y C OMMUN I T Y ’ S M I ND S E T. . . I T TA K E S A S P E C I A L K I D
T O P L AY I T, S P E C I A L T O W N S A ND C I T I E S T O B E A BL E T O S UP P OR T I T, A ND S P E C I A L P A R E N T S A ND C O A C HE S T O
M A K E T HE C OMM I T ME N T S NE C E S S A R Y T O S E E T HE I R K I D S BE S UC C E S S F UL .”
- HE A D C O A C H , M A S S A C HU S E T T S
BOTTOM LINE
W H I L E T HE F U T UR E OF F OO T B A L L I S UNC L E A R , I T H A S T E A C H A BL E A S P E C T S NO T F OUND I N O T HE R
S P OR T S , E V E N O T HE R T E A M S P OR T S . T OD AY ’ S GE NE R AT I ON OF C O A C HE S A R E A L R E A D Y C H A NG I NG HO W
T HE Y T E A C H T HE G A ME T O E N S UR E I T S L ONGE V I T Y.
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